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The English alphabet

Numbers
School objects
Colours
Days of the week

The verb Nto be" School subjects &;


Subject/Object pronouns classroom objects
Question words (who, whot, where, Nationalities
1819 howo/d) Sports
Countries &; capital cities

Have got Personal things


Possessive adjectives Appearance
Plurals Parts of the body
30-31 This - These/Thot - Those Abilities
Con (ability)

There is/There are Rooms, furniture &;


A/An - Some - Any appliances
Prepositions of place Ordinal numbers
42-43 The imperative, Let's Cl st-23rd)
Bugs

Possessive ('s/s')/whose Family members


Present simple Character adjectives
Prepositions of time Daily routines
54-55 Like, love, hote + -ing form Jobs

Great animals!

Adverbs of frequency
Prepositions of time
Animals
Parts of animals
Comparative/Superlative adjectives
Monstertrackers 5 pp. 66-67 Adverbs of degree
Fun Time 5 p. 68 Questions with how

Present continuous Seasons &; months


Present simple or present The weather
clothes continuous Activities
Present continuous (future Clothes
meaning)
Monstertrackers 6 pp. 78-79
Fun Time 6 p. 80

Countable/Uncountable nouns Food/Drinks


A/An/Some/Any Meals
(How) much/(How) many/a lot of/ Containers &; partitives
Monstertrockers 7 pp. 9091 o few/a little
Fun Time 7 p. 92 be going to/will
musl/mustn 't/have to
can/can't
Was/Were Mythical creatures
Had Types of films
Could/Couldn't Adjectives describing films
Monstertrockers 8 pp. 108-109 So/Neither Describing location
Fun Time8p. 110 Past simple (regular verbs) Musical instruments
There was/There were
Past simple (irregular verbs)
Asking about names
I Asking about telephone
numbers &. addresses
I Asking about age
Greetings
Students around the Asking for and giving A short paragraph Countries of the world
world personal information presenting yourself (Geography)
I A school club card (note- Greetings/ introductions A short text about your
taking) Pronunciation: rhythm, partner
1131. {<El An email to a pen.friend

Amazing Iron Man Describing appearance A short paragraph about Same or Different
I Abilities (matching) Talking about possessions a cartoon character (Science)
& abilities A description of your
I Buying things pmsessions
Pronunciation: word An email about your
stress, Is/, Iz/. IlzI collection

Unusual buildings Describing rooms A short description of landmarks (The Eiffel


I Are you home alone? Describing location
Tal king about your room
your ideal bedroom
Facts about insects
Tower, The Great Wall of
China, Buckingham
61: your things An email about your new Palace)
Pronunciation: Intonation house
in questions, /9/, /a/

Family &; Friends Describing cha racter A short paragraph about A family (literature)
A professional look-alike Talking about daily routines your family
(note-taking) Asking about your fam ily A short text about your
Talking about people's jobs typical weekday
Telling the time An email about your fam ily
Making arrangements A blog entry about your
Pronunciation: /5/, /Z/, /lzl fa vourite singer

Fantastic Fish Describing animals A fact file about an animal National animals from
Fact file about the ba ld Talking about habits A short text about an around the world (the
eagle (gap fill) Expressing fear animal festival kangaroo - Australia, the
Festive time Talking about pets An article describing your Giant Panda - China)
Pronunciation: l-:xl, 1cr.1 pet

In all weathers Making suggestions/ A paragraph about your The four seasons
A dialogue responding (Iet's/shall) favourite season (literature)
(comprehension) Talking about activities &; Short descriptions of
the weather people's clotheslactivities
Expressing likes/dislikes A postcard to your pen-
Buying clothes & accessories friend
Pronunciation: Ilrj/,
stressed sy([ables

Weird food Ordering food /drinks A short paragraph about Festive days (St Patrick's
Germs Talking about quantity the food/drink you like! Day - Ireland, Maslenitsa
Talking about eating habits don't like Carnival - Russia)
Pronunciation: syllable A short presentation
stress & intonation, Ig/, about germs
/dj/ An email inviting your
friend to a party

Mythical Creatures Agreeing/ Disagreeing A short presentation of Musical instruments


Hua Mulan Talking about the past mythical creatures (Music)
The l ost Island of Atlantis Narrating past events A diary entry
People and the instruments Pronunciation: weak forms An email about an event
they play (matching) (lwaz/, /war/), It/, Id/, /ldl you attended
Starter
The alphabet
'." Listen and repeat.

Asking about names


2 Ask and answer, a s In the example.

1 Jenny Milles 2 Steven lones


A: What s your name? 3 George Andlers
B: Jenny. 4 Antonio Marques
A: And your surname? 5 lillian Brown
B.' Mllles . 6 Mario Rosseti
A: How do you 5pell it? 7 Ivan Petrou
B: M-I-double l-E-S. 8 Rosa Estebar

Numbers
c, Listen and repeat. What are these numbers in your
3 language?
~ ,o \l d ;~
~O' , ?
"", " 1 one 8 eight 15 fifteen

2 two 9 nine 16 sixteen


3 three 10 ten 17 seventeen
4 four 11 eleven 18 eighteen
5 five 12 twelve 19 nineteen
6 six 13 thirteen 20 twenty
7 seven 14 fourteen
/



Starter
Objectives
- 1 3 G To present & practise numbers (1-20)

lesson Objectives: To present and practise the Play the recording. Ss listen and repeat the numbers.
alphabet, numbers and colours; to familiarise Ss with Ask Ss to count from 1-20.
addresses and telephone numbers, classroom and Ask Ss to say the numbers in their L1.
textbook language; to practise greetings and (Ss' own answers)
introductions and asking about names and age; and
to learn when to use a/an. Draw Ss' attention to the picture and explain that
Vocabulary: Cardinal numbers (1 -1 ,000), colours (blue, in many countries, the number of candles on a
yellow, green, black, brown, pink, white, orange, red, grey, birthday ca ke shows how old a person is.
purple), classroom objecu (notebook, book, eraser, pencil Ask Ss to count the candles on the cake and say
how old Sophie is.
sharpener, schoolbog, atlas, pencil case, pencil, ruler)
Answer Key

1 G To present and practise the alphabet


50phie is 12 yeors old.

Play the recording.


Ss listen and repeat the letters .

2 G To learn the language of asking about


names and practise asking names
Choose two Ss to read the example dialogue.
Allow Ss some time to complete the task with the
rest of the names in closed pairs.
Monitor the activity around the class.
Ask some pairs to act out their dialogues.
Answer Key
2 k Whot'J your name? 6 A, What 's your name?
8, Steven. 8, Moria.
k And your surname? k And your surname?
8, fones. 8, Rosseti.
k How do you spell it? k How do you spell
8, '-O-N-E-S. it?
3 A, What's your name? Bc R-O-daub/e
B, George. S-E-T-I.
k And your surname? 7 A, What's your name?
Bc And/en. B, Ivan.
k How do you spell it? k And your surname?
B, A-N-O-L-E-RS. B, Pe/rou.
4 k What 's your name? k How do you spelt
B, Anlonio. it?
k And your surname? Bc P-TR-O-U.
B, Marques. B k What's your name?
k How do you spell it? B, Rosa.
B, M-A-R-Q-U-E-S. k And your surname?
5 k
B, Estebar.
What's your name?
Bc Lillian. k How do you spell
k And your surname? if?
B, -5 T-EB-A-R.
Bc Brown.
k How do you spell it?
B, B-R-D-W-N.

H4IITIR

4(T)
Starter
4 @ To practise asking about addresses and 7 @ To practise asking about age
telephone numbers
Choose two Ss to (ead the example aloud.
Choose two Ss to read through the example dialogue. Allow Ss time to complete the task in closed pairs.
Allow Ss some time to complete the task with the Ask some pairs to act out their exchanges.
rest of the names in closed pairs.
Answer Key
Monitor the activity around the class.
Ask some pairs to act out their dialogues. A: What's your name?
B: My name's Som.
Answer Key A: How old are you?
2 A: What's your address? 8: I'm fifteen years old.
8: '28 Middle Street.
A: Whoe 's your name?
A: How do you spell it?
8: My name's Darina.
B: M-/-double D-L-.
A: How old Ofe you?
A: Whots your telephone number?
B: I'm sixteen years old.
8: It's double five - two - four - three - fjve - eight -
nine. A: What 's your name?
B: My name's Marco.
3 A: Whot's your oddren?
A: How old ore you?
B: 64 Memphis Street.
B: I'm twenty years old.
A: How do you spell it?
B: M-M-PH -/S. A: What's your name?
A: Whot's your telephone number? B: My name's Ann.
B: It's double two - nine - four - double three - one - A: How old are you?
eight. B: I'm twelve years old.
4 A: What's your address? A: What's your name?
B: 97 Newton Street. B: My name's Bob.
A: How do you spell it? A: How old are you?
B: N--W-T-O-N. B: "m
thirteen years old.
A: Who/'s your telephone number?
B: It 's seven - two - three - nine - eight - six - three -
two.
5 A: What'... youraddrl!ss?
B: 38 Melrose Street.
A: How do you spell it?
B: M-E-L-R-O-S-'
A: What's your telephone number?
B: It's three - double seven - two - five - nine - two-
one.

5 @ To present numbers (21-1000); to practise


pronunciation; to consolidate through translation

I Play the recording. Ss listen and repeat the numbers.


Ask Ss to say the numbers in their ll.
(Ss' own answers)

6 @ To p ractise numbers
Ss coun t fro m 1 to 100 around the class in a chain,
with a different S saying each number.

Sl"IIT~R

5(T) I
I
Asking about addresses & telephone numbers
4 Ask and answer, as in the example.

1 15 Apple Street - 26558278 2 128 Middle Street - 55243589


A. What's your address? 3 64 Memphis Street - 2294331 8
B: 15 Apple Street. 4 97 Newton Street - 72398632
A: How do you spell it? 5 38 Melrose Street - 37725921
B: Adouble PL f.
A. What's your telephone number?
8: It 's two-six-double five-eight-
two-seven-eight.

5 (: Listen and repeat. What are these numbers In your language?


twenty-one forty eighty

twenty-two fifty ninety

twenty-three sixty t alone hundred


thirty seventy a/one thousand

6 Counting Chain: Count from 1 to 100.

One - Two - Three ete

Asking about age

7 Ask and answer, as in


the example.

A: What 's your name?


B: My name 's He/en.
A: How old are you?
B: I'm seventeen years old.

n"RTER

-
Starter
A/An - The

We use a before words that start with a consonant sound. Q book, (I pencil
We use an before words that start with a vowel sound. on apple, on eraser
We use a/ an for something we mention for the first time. We use the for
something we have already mentioned. This is 0 book. The book is Anna's.

fill in a or on.
8

............ pencil sha rpener

c. . . . pen cil )

............ schoolbag
---- ""

answer, as In the example.


9
A. What's this in English?
B: It 's 0 penn/.
A: Whal'S this }

lo a) () Listen and repeat. What are these words In your language?

yellow

I
white

b) Write the colours of the obiects In Ex. 8.

This is 0 notebook. The notebook is purple.

Days of the week


() Listen and repeat. What are these words in your language?
11 Which days are the weekend?

Monday Tuesday Wednesday Thursday Saturday

r 6
I
Starter
,
I
8 ~ To learn to use al an; to learn the
vocabulary for school objects
This is an atlas. The atlas is blue.
This is 0 schoolbog. The schoolbag is yellow.

I 11
Read out the grammar rules. To present the days of the week; to
I Ask Ss to give other examples of their own . consolidate new vocabulary through translation
Read the school objects aloud and ask Ss to repeat Play the recording.
I chora lly or individu aUy.
Ss repeat cho ra lly or individually
Allow some time for Ss to complete the exercise in Ask Ss to say the days in their I I .
I their notebooks.
Ask Ss wh ic h days are the weekend.
Check Ss' answers.
Answer Key
o notebook Q pencil
o book a schoolbag
an eraser an atlas
a pencil sharpener a pencil cose
a ruler

9 To practi se a/on
Choose two Ss to read out the exa mple, t hen Ss
comp lete the task in closed pairs.
Monitor the activity around the class and ask some
pairs to act out their exchanges for the rest of the
class.
Answer Key
A: What's rhis in English?
B: It's a notebook.
A: What's rhis in English?
B: It's an eraser, etc.

10 a) To present the co lours; to consolidate


new vocabulary through translation
Play the recording.
Ss repeat chorally or individually.
Ask Ss to say the colo urs in t heir L1.
As an extensio n, point to different o bjects in the
cl ass and elicit their colour.
e.g., T: (points to 0 chair) What colour is the
chair?
51: Green

b) To practise the colours


Read the example alo ud and then elicit sim ilar
sentences for the resl of the school objects in Ex. 8
fro m various Ss around the class.
Answer Key
This is a book. The book is red.
This is an eraser. The eraser is pink.
This is a pencil sharpener. The pencil sharpener is grey.
This is a ruler. The ruler is brown.
This is a pencil. The pencil is orange.
This is a pendl case. The pencil case is green.

HAR'TU

6(T)
-
Starter
Walk around and monitor the activity.
12 @ To learn and practise how to greet people Invite some pairs to act out their dialogues in front
through role play of the class.
Read the information box and then the greetings Suggested Answer Key
'6 aloud . A: Good morning, Ann.
Ss repeat chorally or individually. B: Hello, Pete.
Explain each situation or time of day and elicit the A: How ore you?
equivalent greetings in Ss' ll . B: I'm fine, thanks. And you?

- A: Not bad. See you later.


Alternative Activity for weaker students
On the board, write different times of the day and
ask Ss to tell you which greeting to use at the
different times.
I B: OK! Goodbye.
A: Goodbye, Tony!
B: Goodbye, Liz. See you later.
A: See you!

T: At 10:30am whot do we say?


SI : Good morning.
T: At 4:00pm whot do we soy?
52: Good afternoon.
T: At 7:00pm what do we soy?
53: Good evening.
T: When you go to bed what do you soy?
54: Good night.

Direct Ss' attention to picture A and ask two Ss to


read the dialogue aloud.
Ask Ss to look at picture 8 and ask two different Ss
to read the second dialogue aloud.
Elicit the relationship between the speakers in each
dialogue. (They are friends.)
Ask Ss to imagine they see a friend at the park.
In pai rs, Ss act out their dialogues. To help Ss, draw
the following diagram on the board and elicit
appropria te ph ra ses Ss should use. Write them on
the board, too. Ss can copy the diag ram into their
notebooks and use it as a reference while doing the
task.
Student A Student B
Good morning 8.~ Hello A.
(Greet 8.) ~(G(eet A)
How are ... 7 ~/ I'm fine, ... And you?
(Ask how he/she is.) (Reply. Ask about A)
Not bad. See you .... ..-....OK. Goodbye.
(Reply. Closing remarks.) (Closing remarks . Say
goodbye to A)

Student A Student 8
Goodbye 8. ---... Goodbye A.
(Say goodbye to 8.) ..,-- See you ....
See you. Y (Soy goodbye to A
(Closing remarks.) Cl05ing remarks.)

I
ST"'~TU

7(T)
r Greetings
r
12 - Read the dialogues. Act out similar dialogues.

Ii
J .*
I
I
I
I
I
I
--
Good morning. lngrid.
I Ingrid: Hi. Claire.
Cia ire: 110\\ are you?
I
Ingrid : rm fine, thanb.And you?
I Cia ire: Not had.
Oh, I'm lare! Bye!
I Goodbye.
I
I
I
r
I
r
r
r
r
r
1yn: G(x)dbyc, 'Iony.
Tony: Rye, Lyn . See rO ll later.
Lyn: ~ee you!

STAIITE~

7
Starter
Classroom Language
13 (; Listen and repeat. Say these sentences In your language.

Textbook Language
14 Find these in your book. What do they mean? Say them In your
language.

Pronunciation
'..' Listening
leT

" . , . pairwork ~ groupwork


Speaking
Writing Study
Skills
4w irn n Reading
(. ) Sludent'1 Book: Setf-Che<k 1)

Song Vocabulary

Project
(. j Workbook: lA )
CHECK ~ur progress
(. ) Student's Book: Language Review la )
STARTEJI

8
Starter
r 13 @ To learn common phrases used in the Ba ckg round Information
classroom; to consolidate through translation
f ICT is an abbreviation for Information .nd
Draw Ss' attention to the pictures 1-8. Explain that Communication Technology, which is a school
f each item is an instruction a teacher would say in subject in primary and secondary education. Ss,
the classroom. through ICT, can use a computer to get information
r Play the recording. Ss listen and repeat. when they need it. This means that instead of
Ask various Ss to give their L1 equivalents. spending time going to libraries, they can get the
I (Ss' own answers) information they need much faster on their
computers. The use of ICT can improve the quality of
!! 14 @ To familiarise Ss with textbook language;
educa tion, expand Ss' learning opportunities and
make information more accessible.
to consolidate through t ranslation
!J
Ask Ss to find the headings/logos in their coursebooks.
!i EliciUExplain what each item means and then elicit
the L1 equivalent from various Ss around the class.
I Answer Key

!i In Pronunciation, we learn to soy words correct/y.


In Listening, we listen lO people speaking English.
I In /cT, we do projects using compulers ond the Internet.

(Informo/ion Communication Technology)
! Check these words means we check if we know the
meanings of the key vocabulary items from a text, or else
I we look them up in the Word List or dictionary.

! Poirwork means we work in pairs.

f ~ Graupwork means we will work in groups of three.


In Speaking, we use the vocabulary/grammar taught in
f the lesson to speak in English.
In Writing, we learn about different types of writing in
I the English language.
In Study Skills, we learn a helpful tip which helps Ss
I become autonomous learners.
In Portfolio, we do tasks related to the theme of each
r module to add to our portfolio of work.
Think! meons we give our own opinion on 0 topic.
! In Reading, we practise reading skills in English.
In Self-Check, we do revision exercises.
I Smile tells us a joke in English related to the theme.
In Song, we listen to a song related to the theme of the
module.
In Vocobulory, we learn new words.
In Check your progress, we assess how good we ore at
the skills taught in the module.
In Quiz, we check how much we remember from the
module.
In Project, we do tasks related to the theme of the
module.
In Workbook, we refer to the workbook to complete the
relevant tasks.
In Language Review, we practise the vocabulary pre5ented
in the module.

n,UTEa

8(T)
Back to school
~ What's In this module?
Read the title of the module 80ck la school and ask 55 to
suggest what they think it means. Go through the topic list
and stimulate a discussion to prompt Ss' interest in the
module.

Find the page numbers for

Explain/ Elicit the meaning of any unknown words,


then Ss find the page numbe rs for the items listed.
Ask ques tio ns to check Ss' unde rstanding .

Answer Key
sport s (p . 14)
What spOt1S can you see? Can you play any of these
sports? Do you play any of these sports at your school?
flogs (p. 11 )
Which do you know? Which country is each flag from ?
What colour is each flag? What is your national flag like?
o world mop (p. 16)
What information does 0 world mop show? What ore
mops used for? Do you ever use a mop? When? Wha t for?
on emoilto 0 pen.friend (p. ' 7)
WhOl is an email? Do you have on ernail oddreH? What
is 0 pen-friend? Do you have a pen-friend? Do you write
emoils? Who to? How often?

Vocabulary
To present school subjects
Play the recording . Ss listen and repeat cho rally or
individually.
Elicit the L1 equivalents from vari ous Ss .
(Ss' own omwers)
Draw Ss' attention to the pictures and ask various
Ss to say which subject is shown in each picture.
Answer Key
pie. 1 - Science
pic. 2 -ICT
pic. 3 - Art
pie. 4 - Maths
pie. 5 - Geogrophy

2 To personali se the t opic


Read the sentence stems aloud and allow Ss time to
compete them, then ask some Ss to rea d their
completed sentences aloud.
SI19gested Answer Key
My favourite school subjects ore Moths, Music ond Art.
I'm good 01 Moths. I'm not good ot History.

MODULE 1

9(T )
Vocabulary
School subjects
~
~: Listen and repeat. What are these words In
your language? Which ones can you see in the
pictures?

Eng li sh Geogra phy Music History


Info rmation &: Comm unication Technology (ICD
Maths Science Art Physical Education (PE)
Des ign &: Tec hno logy ( O& T)

Complete the sentences.

My favourite school subjects are ....


I'm good at .... I'm not good at .,' .

MOt)UL 1

9
( ) Listen to and read the text again. Complete the sentences.

1 Brenda 's from ........................... . 4 Sc ience is May's favourite ......... .


2 Miguel's favourite sport is ......... . 5 Maria is from ............................ .
3 May and Lyn are on a ............... . 6 Nelly's very good at .................. .

3 Complete the table for the students In Ex. 1, then make sentences.

Brenda's from England. Her favourite subjects are leT and M usic. Her favourite
sport is hockey.
r:
r
1. To read for gist
Ask Ss to look at the pictures A-D and elicit what
identifies the people/subject5 in each picture. Ask:
r which picture shows two students in school uniform?
(B) Which picture shows two girls tolking? (A). Which
r picture shows a student in his clamoom? (D) Which
picture shows a student in her ICT elms? (C)

1'1
Allow Ss time to read the texts 14 and elicit which
picture matches which text.
Explain/Elicit the meaning of the words in the
Check th ese words box.
!l Answer Key
A 4 8 ) C J o 2
Ii
!l 2 To listen and read for specific information
Explain the task.

,
Ii Play the recording. Ss listen and follow the text in
their books.
Allow Ss time to complete the exercise. Check Ss'
answers.
r Answer Key
r London, England .,
2 football 5
subject
Madrid, Spain
f 3 schoolulp 6 drawing and pointing

r 3 To consolidate co mprehension of a text

r Allow Ss time to review the text and copy the table


into their notebooks. Check Ss' answers on the board.
r Ask various Ss to use the table to make sentences,
as in the example.
[ Answer Key

r Name Country
Favourite
subjects
Favourite
sport
8renda England leT and Musi hockey
Migue/ Mexico History football
r May lapan Science badminton
lyn Japan Maths bmketball
Moria Spain History basketball
Nelly Spain Art gymnastics

Suggested Answer Key


Miguel's from Mexico. His favourite subject is History. His
favourite sport ;s football.
May's from Japan. Her favourite subject is Science. Her
favourite sport is badminton.
Lyn's from Japan. Her favourite subject is Maths. Her
favourite sport is basketball.
Maria's from Spain. Her favourite subject is History. Her
favourite sport is basketball.
Ne/ly's from Spain. Her favourite subject is Art. Her
favourite sport is gymnastics.

MODUUl

lO(T)
Suggested Answer Key
4 & To learn countries and nationalities and k Hello! What's your k Hello! What's your
consolidate through translation name? name?
Ask Ss if they can identify any of the flags in the & 5ergio. & Jane.
pictures and elicit which country they are from. k Where are you from? A, Where are you from?
Read the example aloud. Then read each country & I'm from Portugal. & I'm from the USA.
aloud and elicit the corresponding nationality from A, You're Portuguese, then. k You're American,
Ss around the class. 8, Yes, I'm from Lisbon. then.
k How old are you? 8, Yes, I'm from New
Answer Key B, I'm 14. York.
the USAAmerican (red, white and blue, stripes and stars) k How old ore you?
Poland Polish (half white, half red) k Hello! What's your
B, I'm 12.
Turkey. Turkish (white star and crescent on a solid red name?
baCkground) B, Marika. k Hello! What 's your
France-French (blue, white and red vertical stripes) k Where are you from? name?
Russia-Russian (white, blue and fed horizontal stripes) B, I'm from Russia. B, Helen.
Italy.ltalian (green, white and red vertical stripes) k You're Russian, then. k Where ore you from?
PortugalPortuguese (green and red horizontal stripes B, Yes, I'm from Moscow. B, I'm from the UK.
with detailed crest) k How old are you? k You're British, then.
GreeceGreek (blue and white stripes with a white crOH B, I'm J 3. B, Yes, I'm from London.
on a blue background) k How old ore you?
MexicoMexicon (green, white and red vertical stripes B, I'm 15.
with crest on 0 white background)
ChinaChinese (one big yellow star, four small white stars
on a solid red background) 7 a) & To consolidate the vocabulary and
grammar of the unit
Spain. Spanish (red and yellow horizontal stripes with
crowned set of arms) Demonstrate the task presenting yourself. (Hi! My
Play the recording. Ss listen and check. name's Lauro and I'm 29 yea~ old. I'm from London,
Elicit the L1 equivalents from Ss around the class. England. I'm British. My favourite subject is English
and my favourite sport is tennis.) Allow Ss some time
(Ss' own answers) to complete the task. Check Ss' answers.

5 & To listen for specific information


Suggested Answer Key
Hi! My name's Moria and I'm J2 years old. I'm from
Play the recording while Ss listen and complete the Athens, Greece. I'm Greek. My favourite subject is Maths
gaps with the missing information. Check Ss' and my favourite sport is swimming.
answers.
Ask Ss to say the nationality of each of the people
in the pictures.
b) & To consolidate the vocabulary and
grammar of the unit
Answer Key
Ask Ss to use their completed sentences to present
12 3 10 5 5amantha themselves to the rest of the class.
2 Giovanni 4 Ualy 6 the UK
(Ss' own answers)
juanita is Mexican. ~ .......................................................""\
Giovanni is Italian
: Game :
5amantha is British.
: Ss play in teams. A S from Team A says a country. AS :
6 & To ask for and give personal information ~ from Team 8 says the corresponding nationality. Swap
: roles and continue with the game. Each corr~t answer
~
:
Ask two Ss to read the example aloud.
Ss choose roles and complete the task in closed ..
: gets a point. The team with the most points is the winner. ..
:
pairs. : Team ASl: Spain
Ask some pairs to act out the dialogues for the : Team BSI: Spanish
class.
\!:..........~?.'::::~ .~e.~n:. ~. ~:.r~. ! R?!~~ . :!~: ....... .... )

MODULE 1

l1 (T)
Vocabulary 1 a
r; Nationalities
r 4 Match the countries to the nationalities.

r the UK
~
=--
the USA Poland -
Turkey
I ,.
France Russ ia
I

IJ
LI
Italy Portugal Greece
141
Mexico

China '"
Spain
=

Il ,:> Listen and check. Say the words in your language.


11 Listening

,
I
5 .. .' Listen and complete. What
nationality is each person?

r Name: Juan ita Vasquez


f Age : 1) """"""""."".
years o ld
r
r
Country: Mexico
J
r
Name: 2) .... ........... .... Davielli
r Age: 3) .... ................ years old
Name: 5) ""'''''''''". Miller
9 yea rs old
r Speaking
4) "'''''''''''''',''
I Lountr'y: 6) """"""""" "

Giving personal details


Ask and answer.
Writing
r 6 a) Complete the sentences
7
l-
e Ricardo Scrgio / - Ma rika about yourself .
Spain, Valencia Portllg:i1 , Li::;lxm Russia, Moscow
- e 12
' '''..
- 14
~
A: Hellol What 's your name?
- --;'-- '
-13
----.-. Hi! My name's ... and I'm ... years
old. I'm from ... . I'm My
B: Ricardo. Jane favourite subject is ... and my
t he USA, Ne w Yor k favourite sport is ... .
A: Whefl" are you from?
12
B: I 'm from Spain.
A: You 're Spanish, then. b) Present yourself to the
s: Yes, I 'm from Valencia. class.
A: How old are you?
B: I'm 12 .

(. )Student's Book: language Review la ) (. ) Wo rkbook: la ) MOOUll I

11
,.
Grammar lb
Read the box. Then say it In your
The verb ,to be' 4 language.
Read the box. Then say It in your
1 language.
Interrogative Short Answers
Am I Spanish? Yes, I am ./No, I'm not .
. ,AflIr...uvo NOgati.. Are you Spanish? Yes, you are./No, you aren ' t .
I'm Spanish. I'm not Spanish. Is he Spanish? Yes, he Is ./No, he isn 't .
You 're Spanish. You aren' t Spanish. Is she Spanish? Yes, she Is ./No, she Isn 't .
He 's Spanish. He Isn 't Spanish. Is it Spanish? Yes, it is./No, it Isn 't .
She's Spanish. She Isn 't Spanish. Are we Spanish? Yes, we are ./No, we aren 't .
It's Spanish. It Isn ' t Spanish. Are you Spanish? Yes, you are./No, you aren' t .
We're Spanish. We aren 't Spanish. Are they Spanish? Yes, they are./No, they aren't .
You' re Spanish. You aren 't Spanish.
They're Spanish. They aren ' t Spanish.
Complete the questions. Then write
5 answers.
Match A to H, then complete the
2 sentences. Use 'rn, '5, 're, 'm not, isn't,
1 Are they from Japan?
Yes, they are.
aren't. 2 ................ you" years old?
No, .......................................................... .
3 ................ she from Turkey?
[1]lJ Peter isn 't 16 years a It .. " ...... ,""',. Yes, ................................. ......................... .
old, in the USA. 4 ................ you and Mary in Year 8?
[ill Tina .................. b They ........ ,.... , No, .......................................................... .
from Mexico. French. 5 ................ he American?
[ill They .......... ....... , c She ................ No, ....................... .
Scottish. from Spain.
[ill New York .............. d He 's 18.
Look at the
in Scotland . e I .................. 6 pictures. Ask and
[ill We .................. in Greek.
answer questions.
Yea r 9. f We ................
[ill I .................. Ita lian. in Year 8. 1 Mario / 8?
A Is Moria 8 years old?
B: Yes, he i5 .
3 Make as many sentences as possible .
2 Ma rio / Italy?
3 John and Bob / British? lI!I~~~~~
Juan & Rosa friends. 4 John and Bob / 40
We from Spain. years old?
IS
Bill and I ,,- twins. 5 Marry / 13 years old?
are
from London. 6 MoUy / from China?
Steve
Betty 12 years old.

MODU Lll -
12 L
~
Bill and I are friends.
1 To present the verb 'to be' in the affirmative Bill and I are from Spain.
and negative and consolidate through translation Bill and / ore twins.
Ss close their books. Write on the board: I am Ingrid. Bill and I are from London.
I'm Ingrid. Present the full and contracted forms of Bill and lore 12 years old.
the present simple affirmative of the verb 'to be ', Steve is from Spain.
Point to a S. Say: You're Morio. Then write it on the Steve is from London.
board. Steve is 12 years old.
Point to a male S in the class and say: He's Tony,
Betly is from Spain.
Then write it on the board.
Belty is from London.
Point to a fem ale 5 in the class and say: She's Maria.
Betty is 12 years old.
Then write it on the board. Continue with the rest.
Then present the simple negative 01 the verb 'to
be', Say, then write on the board: I'm Spanish. I'm 4 ~ To present the present simple
not French. Underline the words I'm not Elicit how inte rrogative of the ve rb 'to be'
the negative of the verb 'to be' is formed (by Ss close their books. Say, then write on the board:
adding not after am, is, ore). Do the same to Am I 0 teacher? Underline Am I. Explain that we
present all persons singular and plural in both full form the interrogative of the verb 'ro be' by putting
and contracted fo rms. the verb 'to be' before the subject pronoun.
Ss o pen their books and read the box. Elicit the L1 Answer the question on the board : Yes, lam.
equivalents. Explain that this is a positive short answer. Explain
(Ss' own answers) that we form positive short answers with yes, the
appropriate personal pronoun and the verb in the
2 ~ To practise the pre sent simple affirm a tive
aff irmative .
Write on the board: Am / 0 doctor? No, I'm not.
and ne gative of the ve rb 'to be'
Explain that we form a negative short answer with
Do the fir~t item a~ an ex.ample, then S~ complete no, the appropriate personal pronoun and the verb
the task. Check Ss' a nswers. in the negative.
Answer Key Ss open their books and read t he box. Elicit the l1
equivalents.
2 c 3 b 4 a 5 I 6 e
(Ss' own answers)
2 isn't, 's 4 isn't, 's 6 'm not, 'm

~
3 aren't, 're S aren 't, 're
5 To practise t he present simple

3 ~ To practise the present simple affirmat ive


inte rro ga tive of the ve rb 'to be' and sho rt answers

of the verb 'to be' In open pai rs, Ss ask and answer using the prompts
given.
Allow Ss some time to make their sentences, then
ask Ss around the class to say a sentence. Make Answer Key
sure all possibilities are given. 2 Are, I'm not 4 Are, we aren't
3 /5, she is S Is, he isn't
Suggested Answer Key
juan
Juan
and Rosa are friends.
and Rosa are from Spain. 6 ~ To practi se asking questions and giving
juan and Rosa are twins. short answers
juan and Rosa are from London. Draw Ss' attention to the photos and the names
Juan and Rosa ore 12 years old. and ages of the people in them.
We are friends. Ask two Ss to read the example.
We are (ram Spain. In open pairs, Ss ask and answer using the prompts
We are twins. given.
We are from London. Answer Key
We ore' 2 yeof! old.
2 Is Maria from Italy? Yes, he is.
3 Are John and Bob British? No, they aren't.
4 Are John and Bob 40 years old? Yes, theyare.
i S Is Mal/y J 3 years old? Yes, she is.
6 Is Ma/ly from China? No, she isn't.
[
MOOUU 1

12(T)
7 a) To present subject/ object pronouns b) To practise using question words
Ss close their books. Present the subje<:t pronouns. Ss do the task. (heck Ss' answers.
Point to yourseH and say: I, then write it on the
Answer Key
board. Point to a S and say: you, then write it on the
board. Point to a male S and say. he. Then write it Who 3 Howold 5 When
on the board. Explain that we use he for a boy or a 2 Where 4 What
man. Continue for the rest of the subject pronouns.
Present the object pronouns. Say, then write on 10 To practise question words
the board: I am a leocher. Look at me. Underline
Read the example. Allow time for Ss to write the
the words I and me. Explain that me is an object
questions, then check Ss' answers on the board.
pronoun. Present the other pronouns in the
same way. e.g" Look at him. He's Q student. Look Answer Key
at her. She's a student. Look at it. Ir's a desk, ete. 2 How old are you?
Elicit the l1 equivalents for both the subject 3 Where are you from?
pronouns and the object pronouns. 4 What's your favourite subject?
(Ss' own answers) 5 Who's Bob?

b) To identify subject/ object pronouns 11 a) To practise speaking about yourself

Ask Ss to go through the text and find all the Ask Ss to look at the questions and ask a pair of
subject/object pronouns. Point out that subject Ss to read the example aloud.
pronouns go before the verb, whereas object Ss ask and answer the questions in closed pairs.
pronouns go after the verb. Monitor the activity around the class and then ask
Check Ss' answers. some pairs to ask and answer in fron t of the class.

Answer Key Suggested Answer Key


(Subject pronouns circled, Object pronouns underlined) A: What's your name?
B: My name's Juan.
Hi! I'm Jenny Dovis. Om 10 years old. This is my sister, A: How old are you?
[aura. Look at llff. (!Jjj looks exactly like me. @'s '0, B: J'm 12 years old.
too.@g)aretwins.@g)arefromLondon. A: What's your favourite subject?
B: Art.
8 To practise usi ng subject /o bject pronouns A: What's your favourite sport?
B: Basketball.
Read the example aloud. Allow Ss some time to
replace the words in bold .
Check Ss' answers. Ask Ss to identify the type of b) To consolidate vocabulary and
pronoun . grammar through translation

Answer Key Elicit the I I equivalents for the questions from Ss


around the class.
2 them, They 3 they 4 We 5 him, He
(Ss ' own answers)
9 a) To prese nt question words through
translatio n 12 To practise language and grammar
presented in the unit
Ss close their books. Write all the question words
on the board. Give an example for each q uestion Explain the task. Allow some time for Ss to write
word and explain when each word is used. their sentences.
Who is that mon? He 's Mr lanes. (people) Alternatively, assign the task as HW.
What ;s it? It's a pencil. (thing)
Suggested Answer Key
Where are my keys? They're here. (place)
How old are you? I'm 10 years old. (oge) My name's Moria. jenny is my friend. We are 13 years
When is your birthday? In June. (time) old. We are Greek.
Ss open their books and read the box.
Elicit the II equival ents for the highlighted
question words.
(Ss' own answers)
MODULE 1

13(T)
Grammar lb
r. Subject/Object pronouns b) Complete the questions.

r 7 a) Read the box. What are these words 1 " ....................................... .'5 she?" "Mary."
In your language? 2 " .......................... .'s she from ?" "The USA. "
I 3 " ........................................... is she?" "13."
r Subject
you he/she/it we you they
4 " ................. 's her favourite subject?" "Art."
pronouns
J 5 " ........................ .'s her birthday?" "In July."
I
Ob/od
11 pronouns me you him/her/it us you them 10 Read the answers. Write the questions.
1 What 's your name?
b) Find subject/ object pronouns In the My name's lack.
text . 2 ........................ ..... .......... ..................... ?
I'm 12 years old.
3 .............................................. ............. .7
I'm from Ireland.
4 ............................................................ ?
My fa vou rite subject is History.

I'm 7%;::~e~; ~;;i:; m~ 5 ~~~i~~~;;;~~~.- ... ?


sfster, Laura. look at her.
looks eXactl I'k . e
sh
y" eme. She's 10
too. We are tWins. I've
lA! I
Speaking
Replace the are
, 8 words In bold with
from London.
11 a) Answer the questions about
the correct pronoun. yourselves .
1 Unda is 12 years old. She What's your name?
2 Look at Tom a nd lynn . Tom and lynn are How old are yo u?
in Year 9. ,.......... ... ........... ......................... . What's your favourite su bject?
3 How old are Bill and Sue? ........................ . What's you r favourite sport?
4 Jim and I are from London ........................ .
A: What 's your name?
5 look at Steve. Steve is from Mexico.
B: My name's Ann.

Question Words b) Ask these questions


a) Read the box. Say the highlighted in your language.
9 words In your language.
Writing
Who: asks about a person - Who's h~? Andy.
What: asks about a thing - What 's this? It's a book. 12 Write four sentences about yourself.
Use the verb to be.
Where: asks about a place - Where 's Ann from? Italy.
How old: asks about age - How old are you? 12. My name 's Rosa. Jenny is my friend. We are
When: asks about time - When 's your birthday? In May. 13 years old. We are Spanish.

(. 1Workbook: lb &' Grammar Bank 1) MODULE 1

l3
Skills 1c
o 0 listening
listen and repeat . Look at gaps l S . Which asks for: a name? a noun?
3 a number?
o Listen and complete the table.

,.-_ _ _ _ _ _ _ Skills
Study
Note-taking
Try to gu ess what is missing in each
gap (e. g. a name, a noun, a number).
This will help yo u do the task.

gymn asti cs

Nome 0 ) Suson
Surname 1) ." .. """""",, .. "." .."""",, .. ..
Country 2) ."""""""",, .. "."",, .... ,,"""
Age 3) ."""""" ...... ,, "."" .. """",, ..
Favourite subject 4) .... ..... ,,""""" " ... ,,"""""""
Favourite sport 5) .. ............. .... .... ................. ..

Speaking & Writing


nal

Ask your partner questions and write his/ her


footba ll 4 answers.

What's you r name? My nam e's ................ .


swimming How do you spell it?
What's your surname?
Where are you f rom?
How old are you?
What's your favourite subject?
What's your favourite sport?

2
Use the answers in Ex. 4 to write a short text about
1 Are there sport schools in your
country
5 your partner.
2 What is your favourite sport?
3 What are your favourite school ... is fro m ....... years old .
5ul:ijects? ... favo urite subject ....... favouri te sport ...
MOOUtt ~ Student's Book: Language Review le J
14 Worl<boo k, ' <1

..
, 1 @ To present sports and consolidate through 5 @ To writr: a sho rt tr:xt
translation Allow Ss some time to write about their partner
Play the recording. Ss repeat chorally or individually. using his/ her answers in Ex. 7. Ask some Ss to read
Elicit the l1 equ ivalents. their writing aloud in class.
Alternatively, assign as Hw'
(Ss' own answers)
(" .......................................................""\ Answer K~y
.: Game .: Marianna PapDa is from ~ . She is '2 years old. Her
I favourite subject ~. t1f.! favourite sport is tenn is.
Choose a leader. He/She mimes a sport. Ss, in teams,
guess which sport it is. Each correct guess gets one
I point. The team with the most points is the winner.
\. ................ ............................ ..... ...... .J

I 2 @ To personalise t he topic
Ask Ss to answer the questions in writing. Ask some Ss

, to read their sentences to the class.


Suggested Answer Key
I Yes, there are.
2 My favourite sport is badminton.
3 My favourite Khool sub;ects ore Maths and Geography.

3 @ To listen for specific information


Read the Study Skills box aloud and explain the
task. Explain/ Elicit the meaning o f any unknown
words e.g., surname = family name
Elicit what information is missing from each gap.
Play the recording. Ss listen and fill the gaps. Check
Ss' answers on the board.
Answer Key
I name - Brown 4 noun - Art
2 name - the UK 5 noun - swimming
3 number - 1 J

4 @ To p ractise asking for pe rsonal info rma tio n


Ss complete the task in closed pai rs. Mon itor the
activity around the class.
Ss then swap roles so that each S asks and answers
the questions.
Ask some pairs to ask and answer in front of the
class.
Suggested Answer Key
... Madonna.
MAR/-ANNA.
My surname's Pappa.
I'm from Athens.
I'm 12 years old.
My favourite subject is Music.
My favourite sport is tennis.

MOOUU 1

14 (T)

-
ld "'
1 G To present the language of greetings and
introductions & asking personal questions
Student A
Good morning, B. - (a- Student B
Hello .... How ... ?
(Creet B.) (Greet A. Ask how
Play the record ing with pauses lor Ss to listen and
repeat.
he/she is.)
I'm fine .... And you? --+- Not bad.
-:J
Ask Ss to give the Lt equivalents for the phrases. (Reply. Ask about B.) /
This is ." He/ She's ...
(Reply.)
~

~
(55' own answers)
(Introduce C.)

2 G To read for specific i nformation Student B Student C

~
Allow Ss time to read the dialogue. Hi, ... 1 Nice to ... ---.... Nice to ... , too
Read the questions aloud one at a time and elicit (Greet C.) - ~ (Greet B.)
the answers from the class. Where... from? ..L.....-. I'm from ... . And you?
Answer Key (Ask where C is from.) ) (RePiY. Ask where Bis

~
from.)
, F 2 F 3 T 4 T 5 F 6 T I'm from ... How old ... ?__ I'm .... And you?

3 G To Identify greetings, introductions and


personal questions
(Reply. Ask about /
Cs age.)
(Reply. Ask about B's
age.)
::::J
I'm ... what's ... ? ~ My favourite ....

~
Play the recording. Ss listen and follow the (Reply. Ask about (Reply.)
dialogue in their books. Cs favourite subject.)
Read out the information on rhythm and
Monitor the activity around the class and then ask

demonstrate wi th a line from the dialogue.
Ss then act out the dialogue in groups of three. Pay
some Ss 10 act out their dialogues for the class. '~

~
attention to their rhythm. Suggested Answer Key
A: Good morning, John
4 G To practise the situationallanguage taug ht
in this unit
B:
A:
Hi, lames. How ore you?
I'm fine, thanks. And you?
Explain the task. Ss work in closed groups of three
B:
A:
Not bad.
john. This is Mar/a. She's new to our school. ~
~
and act out their dialogues. To help Ss, draw the
B: H!~ Marfa! Nice to meet you.
following diag ram on the board and elicit
appropriate phrases Ss should use. Write them on
e: Nice to meet you, too.
B: Where are you from, Moria?
the board, loo. Ss can copy the diagram into thei r
notebooks and use it as a reference while doing the
e: I'm from New York. I'm American. Haw about you? &~ -'

B: I'm from Notcinghom. Haw old ore you?


task.
C: I'm twelve. And you? ::J
B: I'm thirteen. What's your favourite subject?
C: Maths.
B: Mine, too.

5 G To present and practise /a/, /re/


Play the recording. Ss listen and repeal chorally or
individually.

~
Elici t other words wi th the same sounds from
various Ss around the class.
Suggested Answer Key
tal: surname, education, States
~
/aa/: athletics, baSketball, at J
~
.....,'
5(T)
Everyday English 1d

~s HOOLP ;
Greetings, Introductions &: Asking Personal
Questions
Li sten and repeat . What are these sentences In your language?
1 ' .. I

How are you? I' m fine, thanks . This is Ben . Nice to meet you.
I Where are you from? How about you? How old are you?
What's you r favourite

Susan: Goocim orning, Anna !


Anna: Hi, Susan . How are you?
Susan: I'm fin e, lhank!l. And you?
Anna: 1\01 bad.
Susan: This is Ben. He's new co our school.
Anna: Hi. Ben1 Nice to meet yo u.
Ben: .:\ice 10 meet you. [00.
Anna: W here are YOll from. Hen?
Ben: I'm fro m Gla..,gow. I'm Sconish. llow aho ut YOll?
Anna: I'm from Londo n . How old are you?
I Ben: r m thirteen. And you?
Anna: I'm twelve. \vh,,!':, your favou rite suhject?
I
Ben: English.
A.nna: Mine too.

Read the dialogue and mark statements ' -6 T (true) or F (false).


Rhythm 2
r Rhythm is the way
a language sounds
1 Susan is new to the school. 5 Anna is thi rteen.
2 Ben is Anna's friend. 6 Anna's favourite subject is
r when you speak it 3 Ben is from Scotland. English.
correctly.
r Paying attention to
4 Anna is from London.

\) Listen and read the dialogue. Take roles and read the dialogue
r rhythm makes
your Eng lish sound 3 aloud . Mind the rhythm.
more natural.
~ Work in groups of three. It 's the first day at school. Change
4 the words In colour to act out a dialogue like the one in Ex. 3.

Pronunciation /rei/, !<E I


5 c; Listen and repeat. Think of more words with the same sounds.
lel/: grade, name, same, ag e la/: am, thanks, fla g, Italian

[.. jStudent's Book: Language Review ld ) MODULE 1

15

...
Across the Curriculum 1e

-
2 the USA
~
8' Italy @ E9ypt

~
~ France @ tndia
3 Mexico
'---' ~

~ Germany @ China

Of the ' 4 1 6razil


'-
(D theUK @ Greece @ Japan

World '6\ portugal


.J
~ RuSSia @ Australia

~ .' I Llsten and repeat . What are these countries In your language1

Listen and check.

Ital CIty of Turkey.

Workbook: ld, ! & lan ua e Bank 1


11
f]
1
fJ 1 G To present countries of the world
Allow time for Ss to collect the information and
prepare their presentations. Al ternatively, assign the
Play the re<:ording . Ss listen and repeat chorally or task as HW.
I individually. Ask various groups of Ss to present the capital cities

r Elicit the II equivalents. of Europe to the class.


Suggested Answer Key
(Ss' own answers)
r Amsterdam is the capitol city of the Netherlands.

r 2 G To present capital ci ties Andorra La Ve/la is the copitol city of Andorra.


Athens is the capitol City of Greece.
Explain the task and read the example aloud. Belgrade is the capitol dty of Serbia.
r. Allow Ss some time to complete the task.
Play the recording. Ss listen and check their answers.
Berlin is the capital city of Cermany.
Bern is the capital dty of Switzerland.
Answer Key Bratislava is the capitol city of Slovakia.
Athens 11 Moscow 72 Ottawa 1 Brussels is the capital city of Belgium.
n Beijing 16 Lisbon 6 Paris 9 Budapest is the capitol city of Hungary.
Berlin 10 Bucharest is the capital city of Romania.
n Brosilia 4
London 5
Madrid 7
Tokyo 17
Rame8 Chisinau is the capital city of Ma/dova.
Cairo 74 Mexico City 3 Washington DC 2 Copenhagen is the capitol city of Denmark.
[j Canberra 18 Dublin is the capital city of Ireland.
New Delhi 15
Helsinki is the capital city of Finlond.
Athens is the COpilOl dry of Greece. Kiev is the capitol city of the Ukraine.
8eijing is the capitol city of China. Lisbon ;s the capical city of Portugal.
Berlin is the capitol city of Germany. L;ubl;ana is the capital city of Slavenia.
Brasilia is the capital city of Brazil. London is the capical city of the UK.
Cairo is the copilOl city of Egypt. tuxembourg is the capical city of luxembourg.
Canberra is the capitol city of Australia. Madrid is the capital city of Spain.
& Moscow is the capital city of Russia. Minsk is the capitol city of Belarus.
Lisbon is the capital dty of Portugal. Monaco is the capital city of Monaco.
11 London is the capital dty of the UK. Moscow is the capical city of Russia.
Madrid is the capitol dty of Spain. Nicosia is the capitol city of Cyprus.
11 Mexico City is the capital city of Mexico. Oslo is the capital city of Norway.
New Delhi is the capital city of India. Paris is the capital city of France.
11 Ottawa is the capital city of Canada. Prague is the capital city of the Czech Republic.

Ii
Paris is the capital dty of France .
Tokyo is the capitol dty of japan.
Rome is the capitol dty of Italy.
Washington DC is the capitol city of the USA.
Podgorica is the capital city of Montenegro,
Reykjavfk is the capital city of Iceland.
Riga is the capital city of Latvio.
Rome is the capital city of Italy.

i r "'\ San Marino is the capital city of Son Marino.


Sarajevo is the capitol city of BasniaHerzegovina.
: Game :
Skopje is the capital city of the FYROM.
Ii : In teams, Ss take turns saying the name of a European Sofia is the capitol city of Bulgaria.
: country. Ss from the opposing team must name the

Stockholm is the capital city of Sweden.


: capital. Each correct answer is worth one point. The Tallinn is the capital city of Estonia.
~ first team to reach ten is the winner. Tirana is the capital city of Albania.
Vaduz is the capitol city of Liechtenstein.
: Team A, S1: Ireland
Val/eUa is the capital city of Malta.
: Team B, S1: Dublin, ete.
Vatican City is the capital city of the State of the Vatican
: (See Ex. 3 below for councries and capitals) :
\: ....................................................... ~ City.
Vienna is the capital city of Austria.

3 ICT G To collect information using the


Internet and give a presentation on European capitals
Vilnius is the capitol city of Lithuania.
Warsaw is the capital city of Po/and.
Zagreb is the capital city of Crootia.
Ask Ss to work in groups and look up informa tion
Alternatively, Ss can prepare a qu iz to test thei r
on the Internet using the key phrase in the search
) classmates.
bar or in encyclopaedias/other reference books. Tell
e.g., The capital city of Poland is
Ss that they can use the website suggested on the
A Warsaw B Cracow
l Express Publishing website to help them.
MOOULE 1

) 16 (T)
J
1f
~ To recognise a text type and read for 4 ~ To write an e ma il to a pen-friend
specific information
Explain what a pen-friend is (0 friend you write to
Draw Ss' attention to the text. Explain what an and receive fetters/erna;/s from, though you may nor
email is (ele<:tronic letter). meet in person).
Ask if Ss have a computer at home and whether Tell Ss that they are going to use their answers from
they use the Internet. Ex. 3 to write a reply to the email that Peter sent.
Explain what From (person who 5ends the email). To Ask Ss to do the task in an email form at with From:
(person who is going to read the emeil and an emoil To: Subject: as in the text. As their address, they can
oddress) and Subje ct (what the emei! will be about) use: theirname@!yahoo.com
mean. Ss can complete the task in class, or you ca n assig n
Anow Ss rime to read the email and complete the it as HW.
ta ble. Explain/Elicit the mean ing of the words in
the Check these words box. Suggested Answer Key
Check Ss' answers on the board. Hi Peter,
My name's Moria Adamou and I'm from Greece. I'm 10
Answer Key
years old and I'm a student at St Stephen's School.
It's an email. My favourite school subjects are Maths and Science. My
1 9 (yeofs old) 3 English and Maths favourite singer is Shakira. She's great! Please write back
2 81ackhill School 4 Avr;/ Lavigne soon.
Moria

2 ~ To practise using capital letters


Alternative Act ivi ty for w eaker stude nts
Go through the Study Skills box showing Ss the
various uses of capital letters in English and Photocopy the following or write it on the board. Ask
drawing attention to any differences to Ss' l l . Ss Ss to complete the missing words from the text.
can give examples of their own.
From: Moria Adamau 1
As an extension, ask Ss to find and underline all the
To: Pefer@yohoo.com
capital letters in the text.
Allow Ss time to complete the task, then check Ss'
Subject: Hi! I
answers. Hi Peter! My................. is Moria Adamou. I'm 10
................ old and .......... ..... a student at St Stephen's [
Answer Key School. My favourite ........ ..... ore History and Maths.
1 Ihis is M.aria lanes. My favourite Singer is ...... . ......... . What .............
you? Please write back soon.
I
2 :.0010 is jtalian.
3 S.hakira is from {alombia. Maria
4 My favourite day is friday.

3 ~ To practi se answering perso nal questions


Ask Ss to look at the text in Ex. 1 again to help
them answer the questions.
Ss ask and answer the q uestions.
Monitor the ac tivity around the class.
Ask a pair of Ss to ask and answer in front of the
class.
Sugge$led Answer Key
, My name's Moria Adamau.
2 f om 10 yeofl old.
3 My school is Sf Sfephen's School.
4 My favourite school subjects are Moths and Science.
S My favourite singer is 5hakira.

MO[)ULE 1

17(T)
I

I
I =-----~----~==~==~==~~~~
Writing 1f
r
I
~ CheCK the.. words
.
1
student favourite
An email 0 a pen-fr r d
Look at the text. What is It? Read It and complete the table.

r
~~i.,~ ==:--
,:.::::,,,~.:_~(;:,,
From: Peter@yahoo.com
~ \::I. Cc.. )

To: Aosa@yahoo.com
Hi!
> , ,.
I!

Hi! My name's Peter Green and I'm from Scotland. I'm


9 years old a nd j' m a student at Blackhill School.

My favourite school subjects are English and Maths.


My favourite singer is Avril Lavigne. She's great ! What
about you ? Please write soon.

Peter

Name: Peter Green


Rewrite the sentences. Age: 1) .... .... ... .......................................... .
Use capital letters. School: 2) ... ............. ............................. .

r Capita/letters 1 this is maria jones. Favourite school sUbjects: 3) .............. ..

In English we use 2 paolo is ital ian.


~ Favourite singer: 4) .............. .............. ..
capital letters: 3 shakira is from colombia.
~ with names. (Paul)
4 my favourite day is friday.
with school
r subjects. (Maths)
with countries. Speaking
r (Mexico)
with nationalities. 3 Answer the questions.
r (Mexican)
with days of the 1 What's your name? 4 What is/are you r favourite school
r week. (Sunday)
2 How old are you? subject(s)?
with months.
r (May) 3 What is the name of your school? 5 Who's your favouri te singer?
with the personal
~ pronoun I.
to start a sentence. Writing (an email to an English-speaking pen-friend)
~ (He's from Mexico.)
Portfolio: Use your answers from Ex . 3 to write your reply to Peter
r 4 (40-50 words).

Para 1: you r full name, country you are fro m, age, schoo l
Para 2: you r favo urite schoo l subject &. singer

(.)Sfudent'~ Book: SeIfCheck 1) [. ) Workbook: 1f ) MODUli 1

17
t Mokele
, " ",, " :II",'.m Dear MonstertrQckers,
My name's Simon and I'm from Cameroo n, Africa. There is a
monster here. We call it Mokelembembe.lt's like a dinosaur.
Please come!

Mokele lives near this river.


B .
aagey, you are our boat now!

!::::::::ii"~~?
Oh. great! Swimming
with crocodiles is my
Where Ofe we? favourite sport!
Where's the monster?
I can't see! r---

This is Mokele's cave.


Baoger. you go in first!
,~~

18
r
r
r
r
r
f
f
f
r
r
a souvenir (rom Africa!
f
f
Exercises Read the summary. Correct
4
~
Look at the pictures. What Is the story about? the words In bold with
1 C) Listen and read to find out. Mokele-mbembe words from Ex. 3. Tell the
correct summary to the
Read and answer the questions.

r 2 class.
The Monstertrackers are in
1 Where's Simon from? (ameroon t Africo
Africa. They want to see
r 2 What is Mokele like? A dinosaur "",mle' .
Mokeie, a 1) anost that IS
3 Where is Mokele's house? In a cave. dmosov r ,
r 4 Is Mokele in the cave? No, it isn't.
like a 2) crocodile. Mokele 5
cave
house is in a 3) boat. Boogey
f 5 Where is Mokele? In the river.
goes in but Mokele isn't
nver
! 3 Label the pictures. there. It's in the 4) c:ave.
;- boat see monster dinosaur crocodile

cave wait river


r
r
2 river 3 boot
1 monster

7 see 8 cove
5 wait 6 dinosaur
MODUU 1

19
The Name Gamel Read and write. Song: C'
1 You 've got S minutes! 4 Listen and read the song.
Which of the things In the pictures can
1
Name: you find In the song? Find seven school I
Three English names for girls. subjects.
Three English names for boys.
Three ways of greeting someone. !

\Uae~ t.~ l~tt~Q'\


Five school subjects. I
Five countries. "
Five sports.
!'I } . Maths
I
Five school items. HIstOry, SCIence,
Geograpny, I t' get to class! I
Five cities fro m around t he worl d. n kIdS, e s
(ome 0 , hal'- and glue
otebookS, c
Rulers, n . t to school\
Do the quiz by completing the gaps. We can't waIt to ge
mn's here
summer's over, a~~chool year I
TIme to starf a ne fun ond friends
Valencia is in .. .. .... .. ... ............ . Schoo1bag s, lessons, e ogain! I
Back to school we ar
2 Paris is the capital of ... .... ...... .... . I
3 The Russian flag IS red , .......... . ou' re here at \ast
rn
let'Sbeg . '1 back to class'
and ......... .. .... ... .... .. Welcome, kids, .
t and MuSIC tOO
4 The Italian flag is green, .... .... ..
Language, Ar 0 learn in school\
5 Badminton is a .. ... .. ...... . There'S SO much t I
6 Geography is a school ........... .... .
I
I
"'L' . . Look at Module 1 and
3 write a gap-filling quiz of your own.

In turn, one team says a country from


those on p. 16 and the other
team says the capital city.
Each correct answer gets
one point. The team
with the most correct
answers Is the
winner.

Team AS]' Canada


Team SS 7: Ottawa, ete

MODULE I

20
!l
!l
Gam e: Ss play the game in teams as described in the Ss'
~ To test vocabulary learnt in this module Book.
Explain the game and read aloud the items Ss have
!'
I
to name.
Set a 5-minule lime limit and play the game as a
~ To listen and read for specific information
Explain the task and play the recording .
class either in teams or pa irs. Ss listen and follow the song in their books. Ask Ss
At the end of the time ask Ss to swap their papers
I: with another learn/ pair. Give one point for each
to identify which items in the pictures ate
mentioned and also name seven school subjects.
correct answer and find the winners. As an
! extension, ask some Ss to spel! the words on the
Check Ss' answers.
Play the record ing again for Ss to sing along.
board.
I Answer Key
Suggested Answer Key
I lone, (loire, Lyn
ruler, notebook, schoo/bag
Geography, History, SCience, Maths, Language, Art,
Peter, Bob, Tony Music
I Hi, Hello, Good morning
English, Moths, Art, History, ICT r .... ........................... ... .......... "\
I The UK, the USA, Spain, France, RU5sia
Game
football, basketball, badminton, swimming, tennis
I pencil, book, eraser, notebook, sharpener Play in teams. Say a word from the module. The
tondon, Paris, Rome, Madrid, Tokyo
I other team writes the word on the board and spells
it. Each correct answer gets a point. The tea m with
I 2 To test knowledge learnt in this module the most points is the winner.
Explain the task. Allow Ss some time to read the T: Say words related la school objects
I questions and complete the gaps. Team ASI: notebook
Alternatively, you may allow Ss to review the Team 8SI: NO-T-E-8-double O-K ele.
I module and find the relevant information to fill
i.. .......................................................J
each gap. Check Ss' answers.
I Answer Key Extra Activity
I Spain
Ask Ss to spell each of the words in the pictures in
2 France
E.x.4.
I 3 blue, white
e.g., eraser E-R-AS-E-R
4 white and red
I 5 sport
6 subject
I
3 ~ To write a quiz
I Explain the task and allow Ss time to look through
Module 1 and think of quiz questions in pairs.
I Tell Ss they can use the quiz in Ex2 as a model.
Offer an example (e.g. The UK flag is red, white and
I .. .).
Ss swap their quizzes with another pair and do it
I and then report back to the etass.
Suggested Answer Key
1 The UK flag is red, white and ... (blue)
2 In English we say ... to greet each a/her in the
morning. (Good morning)
3 The capital of Japan is ... (Tokyo)
4 Makele-mbembe is from ... (Africa)

MODULE 1

20(T)
-
Cool stuff
~. What 's In this module?
Read the title of the module Coo/5tuff and ask Ss to suggest
Io'./hat they think it means. Go through the topic list and
stimulate a discUS5ion to prompt Ss' interest in the module.

Find the page numbers for

Explain/Elicit the meaning of any unknown words,


then Ss find the page numbers for the items listed.
Ask questions to check Ss' understand ing .
Answer Key
cartoon characters (p. 23)
Do you know these characters? Who is your favourite
cartoon character?
o film review (p. 22)
What sort of films do you like? What do you know about
this film?
souvenirs (p. 27)
Have you got any of these souvenirs? Which countries ore
rhey from? I
Vocabulary I
~ To present vocabulary for personal things I
Draw Ss' attention to the pictures and pl ay the
recording. Ss listen and repeat chorally or I
individually.
Elicit the II equivalents from various Ss. I
(55 I own answers) I
2 ~ To listen for specific info rmatio n
I
Explain the task and p lay the record ing. Ss listen I
and fill in what Peter has and hasn't got. Check Ss'
answers. ~
Answer Key
I
a scarf, a helmet - gloves, a basketball
I
3 ~ To personalise the topic
Ask Ss to look at the pictures on p.2l again and
complete the sentences with what they have! I
haven't got. Ask some Ss to read their completed
sentences aloud. rn
Suggested Answer Key
I've got a watch.
I haven't got a guitar.

I!I
11
MODUU l

21(T )
.- Vocabulary
Personal thIngs

-
i"

!
1.. ; Listen and repeat. What are these words in
your language?

~/ Listen to Peter and complete the sentences.


!
~-
He has got ............................ and .... ....... ......... ...... .
! He hasn't got ............., ........... . or ... .............. .. ....... .

-
if-
What have you got?
! Complete the sentences.

! I've got (a) .............................................................. .


I haven't got (a) ................................... ..... ..... ........ .
f
f
!
I-
S
!
1- skate boar
!
I
r
j-
.-
!

r
-
!

r
~

!
.-! ( bicycle)

r
MOOUU 2

21
- engineer - business - loyal
- secretary metal suit - fly
strong - protect - world
enemy watch . brilliant
find out

Tony Stark is an engineer in his


father's business, Stark Industries in
the USA. Pepper Potts is his loyal secretary.
Tony has got a special metal suit. When he
has it on, he is Iron Man. Iron Man can fly. He
is strong and he can protect the world from
bad people. Iron Monger is very bad. He is his
enemy. Can Iron Man stop him? Can
Pepper help Iron Man? Watch this
brilliant film to find out.
-
....
:

-
..-
- @ To predict the content of a text

! Direct Ss' attention to the picture and ask if they


recognise the man/character, then read the names
r in the list aloud.
Play the recording. Ss listen and follow the text in
r their books. Elicit answers to the questions in the
rubric then explain/elicit the meaning of the words
r in the Check these words box.
Answer Key
r The man in the picture is Iron Man/Tony Stark.
Stark Industries is his father's company.
r Pepper Palts is Tony Stark's secretary.

r Iron Monger is Iron Man'slTony Stark's enemy.

2
!i @ .TO rea d for specific info rmation
Allow Ss time to read the text again and answer the
!I questions.
Check Ss' answers.
!l Answer Key

-
ii' 1
2
Tony is on engineer.
His job is at Stark Industries in the USA.

-
ii' 3
4
5
Pepper POllS is Tony',S loyal secretary.
Tony has got 0 special mefal 'suit
Iron Man con fly.
6 His enemy is Iron Monger.

3 @ To recall informa tion from a text


Allow Ss a minute to read the text, then close their
books and try and remember two things from the
text.
Elicit a variety of answers from Ss around the class.

Suggested Answer Key


Iron Man can fly. His enemy is Iron Monger.

4 @ To present adjectives related to appearance


Draw Ss' attention to the words and play the
recording . Ss listen and repea t chorally or
individually.
Elicit the I I equivalents from various Ss miming the
!' meaning of each word. Refer Ss to the Word Ust to
find the meanings of the adjectives, if necessary.
i
(5,S' own an.swers)
J
r
-
!

-
!
MODtlLE 2

-
f
22(T)
- I
I
I
r. ,.. ,'...,.. ,.. ,-... ,........................ ,......... ,
5 To present vocabulary for the parts of the body : Game : I
Draw Ss' attention to the picture of Merlin and the ~ Ask Ss to look at the 5hrek 11/ characters for two minutes. ~
indicated body parts. Play the recording. Ss listen : Ss dose their books. In teams, Ss choose a character. Ss ;
I
and repeat chorally or individually. : take turns describing the character. Ss from the opposing :
Elicit the II equivalents from various Ss. : team must guess what character is being described. Each :
I
: correct guess is worth one point. The team with the most :
(Ss' own answers) I
As an extension Ss work in pairs. Point to various
.
; pOints at the end of the game is the winner. :
.
parts of the body. Ss name it. : Team A, SI: He is big. I
A: (points to his eye) : Team B, SI: Prince Charming.
B: eye (points to her mouth) \!~?~.~:.~ 1..~ .~~~ e.l~. .. . ) I
A: mouth etc
Background information I
6 Mat chin g d escriptio ns to characters The characters are from the Shrek computeranimated I
Draw Ss' attention to the cartoon characters and fi lms. Shrek is a big ogre who lives alone in the
elidt short descriptions of each one to aid woods. He meets and marries Princess Fiona. His best I
understanding of the task. friend is Donkey. Princess Fiona doesn't like Shrek at
Read the rubric and allow Ss time to complete the fi rst, but later she realises he's very sweet and cares I
task in pairs. Check Ss' answers. for her. Fiona turns into an ogre every night at sunset.
Answer Key
Merli n is a magiCian who uses his magic to send I
Shrek back to Far Far Away.
a Shrek
b Princess fiona
c Rapunze/
d Merlin
e Prince Charming Rapun zel is the lady Prince Charming plans to make his I
queen once he claims the throne. Fiona's parents wanted
their daughter to get married to Prince Channing. I
7 To listen fo r specific informa tio n
I
Play the recording. Ss listen and identify which
characters john talks about. 9 II(T!. To write about you r fa vou rite
I
Check Ss' answers. cartoon character
Explain the task and tell Ss to use the vocabulary
Answer Key
from this unit and the verb 'have got'.
l
Merlin and Princess Fiono
Allow time for Ss to complete the task in class or
assign as HW.
8 To practise d escribing appearance Remind Ss to decorate their writing with a picture.
Ask various Ss around the class to choose one of Suggested Answer Key
the characters on this page from Shrek III and
describe him/her.
Point out that descriptions usually start with
general features (such as size, height or age) and
then move on to more specific details (such as hair
and eye colour) after that.
Check Ss' answers. frecJ flinfs/one is from Bedrock.
Suggested Answer Key He is short and fal with block
hair and a big nose.
Merlin is old and thin with short while hair and a long
white beard.
Rapunzel is lOll, thin and young with very long fair hair.
Prince Charming is roJI, thin and young with short fair hair.
Princess fiona is short and plump with long red hair. Extra Activity
Shrek is big and fat with green skin.
Choose a S. Ask him/her to point to va rious par1.5 of
the body (the ones mentioned in Ex. 5). Ss, in two
teams say the English word that describes the specific
part of the body. Each correct answer gets one point.
The team with the most points is the winner.

MODUlE 2

23 (T)
=====~
Vocabulary 2a
Parts of the body Listening & Speaking
' ' Listen and repeat. What are these Describing appearance
! 5 words in your language ? ', / Listen to John describing his
7 favourite Shrek characters. Which two
characters Is he talking about?

.- 8 Present Shrek ", characters to the class.

Merlin il old and thin with ...

Writing
jleTI Write about your favourite
9 cartoon character. Find a picture to
decorate your paragraph .

... (name) is from ... (name) . ... is (lall/ short)


with ... hair and ... .

r
r
r

Which character does each


sentence (a-e) match?

a He's big and fat with green skin.



b She's short and plump with long red ha ir.
( She's tall and lhin with very long fair hai r.

d He's old and th in with sho rt white hair, a

moustache and a long wh ite bea rd .
e He's young, tall and thin with short fa ir hair.

23
==~
Grammar 2b
Use these phrases to make
Have gat 3 true sentences about the
I
1 Read the table. characters in Ex. 2 . I
big/ small eyes thin/full lips I
Affirmative small body/ nose/ eyes
I
I/ You have got short hair. I/ You haven 't got long hair. long/short hair
He/ She/ It has got short He/ She/ It hasn 't got long I
hair. hair. Talking about I
We/ You/ They have got We/ You / They haven 't got possessions
short hair. long hair. I
Complete the gaps and
Interrogative Short Answers 4 answer the questions. I
Have I/ you got blue eyes? Yes, I/you have.!
Has he/ she/ It got blue No, I/you haven 'l . I
eyes? Yes, he/she/it has.! I
Have we/ you/ they got No, he/shelit hasn 't .
blue eyes? Yes, we/you/they have .! I
No, we/you/they haven 't . I
I
2 Filii": have/haslhaven'f/hasn 't got.

skateboard
helmet
traIners
bicycle

Has Jane got a helmet?


No, she hasn 't.
2 ............. ~b ........................ .
a skateboard? ....................... ..
3 .............. lane .............. a cap?

............ Jane and Bob ........... ..


sung lasses? ............................ .
1 Queen Amidala and Princess l eia have got 5 ............. Jane and Bob .......... ..
long brown hair. They ............... blue eyes. cars?
2 Luke ..................................... a beard. He
....................................... fair hair. Ask and answer
3 Jar Jar Binks ............... ,......... a big mouth. questions to find out what
He ........................... .......... long ears, too. your partner has. Use the
4 Yod ........................................... big ca" . objects in Ex . 4.
He ........ .. ............ ................ .. a big nose. A: Have you got a bicycle?
8: Yes, I have./No, I haven 't.
MODULE 2

24
r
Monitor the activity around the class and then ask
r To present the verb 'have got' some Ss to share their sentences with the rest of
the class.
r Ss close their books. Present the verb have got.
Point to your eyes and say: I have got blue eyes. Suggested Answer Key
r; Then write it on the board. Yoda has got 0 small body, and he has got a small nase.
Repeat using the rest of the affirmative forms. He hasn't got small eyes.
r Drill Ss. Give prompts. Ss make sentences using
hove/has gal.
Queen Amidala has got long hair, and she has got big
eyes.
r T: Mory/long hair
5',' Mary has got long
I/short hair
I have got short
Jar Jar Binks has got big eyes, and he has got full lips.
Luke Sky.valker has got big eyes, and he has got short
r hair. hair. ete. hair and thin lips.
Point to your nose and say: I have gala small nose. Princess Leia has got long hair and full lips.
r haven't got a big nose. Write the negative form on
the board and underline haven't got. Give examples Extra Activity for weaker classes
r in all form s. In pai rs, ask Ss to write 5 sentences abou t their
Point to a S and ask Has Tim got small ears? (Yes, he partner using the adjectives in Ex. 3.
IT has.) Ask: Has Tim got big eors? (No, he hasn't.)
Write these on the board and underline has got
r (interrogative), Yes, he hos. INo, he hasn't
Suggested Answer Key
lohn has got blue eyes.
Explain that the last two Sentences are short
r answers. Elicit from Ss how short answers are He has got short hair.
He has gat 0 small nose.
formed (Yes -t personal pronoun + hove/ has - No +
personal pronoun + haven 't/ hom 'I). He has gat big ears, etc.
Ss open their books and read the table.
4 To practise the interrogative form of the
2 To practise the verb 'hove got ' verb 'hove got'

Explain the task and point out that the pictures Explain the task. Ss do the task.
show characters from Star Wars. Monitor the activity around the class, then ask some
Allow time for Ss to complete the task. Check Ss' Ss to ask and answer the questions aloud.
answers. Answer Key
Answer Key 2 Has Bob gat 0 skateboard? Yes, he has.
haven't got 3 has got, has got 3 Has lane got 0 cap? Yes, she has.
2 hasn't got, has got 4 has got, hasn't got 4 Hove lane & Bob got sunglaS5es? Yes, they hove.
S Hove lane Or Bob got cars? No, they haven't.
Background Information
5 To practise the interrogative form of the
Star Wars is a series of science-fiction fi lms by George
verb 'hove got ' and short answers
Lucas . Originally, it was a trilogy (with the first film
released in May 1977 by 20th Century Fox) and Explain the task and read out the example.
became very popular. 16 years later, George Lucas Ss do the task in closed pairs. Monitor the activity
made a new trilogy of fi lms as a prequel, with the around the class and then ask some pairs to report
final film released in 2005. The films are set in a back to the class on what their partner has/hasn't got.
fictional galaxy. Luke Skywalker is a young led i who Suggested Answer Key
helps defeat the Galactic Empire. Yoda is a very old
A: Have you got 0 guitar?
and wise ledi master. lar lar Binks is a clumsy Gungan
B: Yes, I hove.
who tries hard to prove his worth. Princess leia is the
A: Have you got 0 digital camera?
twin sister of Luke Skywalker, and daughter of Darth
B: No, I haven't. etc.
Vader. Que~m Amidala is a key politician in the
Galactic Republic, and Luke and leia's mother. Jim has got a guitar, a cop, gloves, sunglasses, a
basketball, a wotch and trainers. He hasn't got a digital
camera, a skateboard, 0 helmet or 0 bicycle.
3 To practise 'hove got ' in the affirmative and
negative
Exp la in the task. Ss ma ke sentences.

MOOU~2

24 (T)


6 To present possessive adjectives and
ears, match - matches, knife - knives, fox - foxes, man -
men (/), baby - babies, name - names, ball - bal/s, glass

consol idate through translation
Ss close thei r books. Point to you rself. Say: I
teacher. Write it on the board and underline the
word I. Hold up a pen. Say: This is my pen. Write it
am a
10
- glosses, foot - feet (I), child - children (I)

To present This - These / That - Those


Ss close their books. Present this/these - that/those.

on the board and underline the word my. Explain
that my is a possessive adjec tive to show that you
own the pen (i.e., a word which goes before a noun
and shows possession).
Point to a book close to you and say: This is a book.
Then write it on the board. Point to a book far away
from you and say: That is 0 book. Then write it on
the board. Present the plural forms the same way. I

Point to a male S. Say: You ore Bill. Write it on the Ask questions to check Ss' understanding: What do we
board and underline the word you. Point to Bill's use for things that ore near to us? (this/these). What do I
pencil. Say: This is your pencil. Write it on the board we use for things that ore for awoy from us? (that/ those).
and underline the word your, Present the rest of the As an extension, point to various things in the I!
possessive adjectives in the same way. classroom. Ss, in teams, make sentences using
Drill Ss. Write this sentence on the board: This is my this/these - that/those. Each correct sentence gets 1 I!
notebook. Point to various Ss. Ss replace the word point. The team with the most points wins.
my with the appropriate possessive adjective.
I!
T: (point to a mole 5) I
T: (point to 0 female 5)
51: This is his notebook. 52: This is her notebook, etc.
Suggested Answer Key
Tom: This is my digital camera. This is my cop. These
are my trainers.
11
Ss open their books and read the table. Elicit the II lean: Those are my gloves. That is my scarf. That is my li
equivalents for the possessive adjectives in order to handbag.
check Ss' understanding.
11
IJ
(Ss' own amwers) To practise This - These / That - Those
Work together with a S to demonstrate the example. Point to I!
7 To practise possessive adjectives/personal various obiects around the class and elicit the corresponding
pronouns English word (e.g., window, desk, handbag, board, chair, door, [j
Explain the task. Allow time for Ss to complete the task. map, pen, pencil, notebook, booIc. etc.). Ask several pairs of Ss to
Check Ss' answers. Ask Ss to identify which are perform the task for the class. Check Ss' answers.
personal pronouns (PP) or possessive adje<tives (PA).
Answer Key
Suggested Answer Key
A: (points to the desk near you)
u
J She (PP), her (PA) 3 My (PA) 5 Our (PA) B: This is a desk. (poinu CO the door which is for from you) [i
2 He (PP) 4 They (PP) 6 Your (PA) A: That is a door.
[l
8 To present plurals 12 To pronounce /s/, /z/, /lz/ (plurals)
Explain that when we talk about more than one Play the recording . Ss listen and tick the corre<t []
thing, we usually add -s to the noun. e.g., desk - desks plural sounds.
Read the examples in the table aloud and focus Ss' Play the recording again with pauses, for Ss to
attention on the different plural endings. listen and repeat chorally or individually.
Then, read the theory for irregular plurals aloud. Answer Key
Ss dose their books. Drill Ss. Read nouns in the
sing ular aloud. Ss say the relevant plural form.
T:
51:
one box
two boxes
I T:
52:
one man
two men, ete.
Ss open their books and say whether the ru les are
similar in their ll.
13 To consolidat e the grammar of the unit
9 To practise forming plurals Allow Ss some time to complete the task and then
Allow Ss some time to complete the task. ask various Ss to read out their sentences to the rest
Check Ss' answers on the board. Ask Ss which are of the class.
irregul ar plurals (I). Alternatively, assign the task as HW and Ss read
their sentences aloud in the next lesson.
Answer Key
Suggested Answer Key
scarf -scorves, day - days, cap - cops, boy - boys,
student - students, eye - eyes, school - schools, ear - I've got a guitar, a he/met and a bicycle. I haven't got
MOOULf~ sung/asses.

25(T)
Grammar2b
r Possessive adjectives This - These / That - Those
r 6 Re ad the table. Say the possessive 10 Read the rules and the examples. Then
adjectives in your language. write what Jean and Tom say.
!1
We use this/ these for things nea r us.
r This Is ny cop and these ore my ShOl
I you he she it we you they
r We use that/ those for thi ngs far away from us.

r
r
ill my you r his her its our your their
That is my bog and those are my sungl05se.~

o 0
r 7 Ch oose the co rrect word.

iJ 1 She/ Her and she/her brother have a dog.


iI 2 He/ His has got a scarf.
3 li My pa rents have got a car.
I 4 They/ Th e ir haven't got a bicycle.
r S We/Our cat is cute.
6 You/ Your gloves are ve ry soft.
r
Plurals ThiS is my cap .
f Jean : ThaI is my
Read the rules. Are there similar rules
f 8 In yo ur language ? Point to things near/ far from
f you. Your partner makes sentences
noun + -s one doll two dolls using this/ these, that/ those.
r -5, -ss, -sh, -ch, -x, -0 + -es bus - buses, A. (pOints to a book,
r class - closses, brush - brushes, watch - wotcheJ, B: This IS a book. (points to the Window)
box - boxes, tomato - tomatoes
r consonant + -y - I -Ies lady - ladies
A That IS Q window.

r BUT vowel + -y + -s to y - toys


Pronunciation Isl, Iz/, /izl
-f/- fe - . -ves leaf - lea ves, life - lives
r 12 '.,) Listen and t ick ( .I) . Listen again and
IRREGULAR PLURALS
r child - children ma n - men woman - women
repeat.

r tooth - teeth foot - fee t mouse - mice

r
Write the plurals.
r 9
\f!.'.~ _ flogs sca rf
Writing
r day cap boy

r
student
ear
eye school 13 Write a few sentences about things you
match knife have got and things you haven 't got.
fox man baby
r name ba ll glass I've got QgUitar, a blUE cap and red gloves.
foot child I hav?tl '/ got a bicycle.
f
(. ) Workbook: Ib & Grammar Bank 1) M ODULE 2

f 25
,r
.-
I
Can (abifity)
!
2 Read the table. Say it In your language. i

Affirmative I Negative InlelTOgatlve i


I/you/he/she/ I/you/he/she/ Can I/you/he/ Yes, l/you/he/she/it/we!you/they can. i
it/we/you! it/we/you/they she/it/we/you! No, I/you/he/she/it/we/you/they
they can si ng. can 't sing. they sing?

Speaking
Ask and answer using the phrases In Ex. 1.
3
A: (an you ride Q bike?

B: Yes, I can. (an you dance?
A: No, I can't.

Listening
~ .,'
Listen to John telling Anna about what his classmates <an do.
4 Match the people to their abilities .
I

a run very fast


o::LJ Tony b play the guitar
lID Sue e dive
&
d dance very well
[ill Lyn e play basketball
(ill Peter f rollerblade
9 ski
[1IJ Mary h climb

Writing
In three minutes write what you can!can't do. Find someone in the
dass who can/can't do the same things as you.

~~

2e
..-
- 1 G To present voca bulary for abilities 5 G To w rite about your abilities
..-
-

Draw Ss' attention to the pictures.
Play the recording. Ss listen and repeat chorally or
Allow Ss some time to write their sentences. Then,
allow time for Ss to walk around the class and ask each
individually. other in turn what they can/can't do to find someone
with the same abilities . Monitor the activity around the
.-
- 2 G
for ability
To present the modal verb can when used class .

Suggested Answer Key


Ss close their books. Jump up and down and say, I can play basketball.
then write on the board: I can jump. Underline the I can dance and I can play the guitar. I can't fly a plane. I
word can and explain that this word shows that we can't drive a cor.
are able to do 5th. Say, then write on the board: I
can'f fly. Underline the word can't and explain that r .. .. .. .. .. .. .. .... ,
this word shows that we are unable to do 5th. : G~e
. !.
Ss open their books and read the table. Point out
that can/can't is the same in all persons. Elic it the In pairs, Ss choose an ability from Ex 1 and mime it. In
II equivalent sentences. turns, Ss guess which ability is being mimed. If the S
guesses wrongly, it is the other S's turn to mime. Each
(Ss' own answers) correct guess is worth one point. The S with the most
points at lhe end of the game is the winner.

3 G To talk about abilities S': (mimes riding


52: driving a car
0 bike)
Ask two Ss to read the example aloud, then Ss ask
51: No.
and answer in pairs.
: 52: (mimes diving) ete. ;
Ask some pairs to ask and answer in fron t of the '-. ... ............. ... ... ............... .. ............ ... .J
class.

-
iI
Suggested Answer Key
A: Con you drive 0 cor?
B: No, I can't. Con you jump?
A: Yes, I con. Con you run fast?
B: Yes, I con. Con you fly 0 plane?
A: No, I can't. Con you ski?
B: No, I can't. Can you dive?
A: No, I can't. Can you ploy the guitar?
B: No, I can't. Con you swim?
A: Yes, I can. Can you climb a mountain?
B: No, I can't. Can you balance on 0 ball?
A: No, I can't. Can you spin a ball?
B: Yes, I can.

. o
-
4 G

To listen for specific information
Explain the task. Play the recording. Ss listen and
match .
Check Ss' answers.
Answer Key

!
I d 2 0 J b 4 9 5 ,
,
f i
f
- =""""=o:""'---cl
!
0 -
26(T) I
o

-
2d
, .) To present the situationallanguage of 4 To learn synonymous phrases
buying things Read out the phrases. Refer Ss back to the dialogue
Play the recording with pauses, Ss listen and and elicit the synonymous ones from various Ss around
repeat chorally or individually. the class.
Focus Ss' attention on the stressed words/ Answer Key
syllables. Check Ss' pronunciation and
intonation.
How can I help you? - What can I do for you?
2 How much does it cost? - How much is it?
Answer Key 3 How about this cap? - What about this cop?
What can I do for you? 4 Of COUf5e. - Sure.
I want to buy a souvenir.
How about this g:Jf2? 5 To act out a dialogue
How much is it?
It 's I1S.00. Explain the situation and ask Ss to look at the
J::lg[f you are. souvenirs in the pictures.
Divide the class into pairs and assign a different
souvenir to each pair. In pairs, Ss act out their
b) To recognise 5ituationallanguage dialogues.
Read the rubric aloud and elicit who says what. To help Ss, draw the following diagram on the
Play the recording. Ss listen and follow the board:
dialogue in their books and check. Student A Student B
I
Answer Key
Good .. . How ' z G O O d ... I w.nt to
I
Shop assistant: What can I do for you? What abcut this
(Greet and offer help.) buy .. .
cop? It's $15.00.
(Greet. Soy what you I
Cwtomer: I want to buy a souvenir. How much is it? Here
won! to buy.)
you are.
How about ... 7 .. That's a good idea. I
(Suggest an item and How much ... 7
I

I
2 .) To read for specific information show it to 8.) (Agree and 05k how
much it is.)
Allow Ss some time to read the dialogue again
It's $ ........"--_ _ _ _ ., Can I have wo ... 7 I
and find the answer.
(Reply.) / (Ask to have two of
Check Ss' answers.
Answer Key Sure. That's $ ...
L---- these items.)
.. Here ...
I
One cap (Show agreement. Soy (Give the money.) I
how much they cost.)
I
b) To practise reading skills
Suggested Answer Key
In pairs, Ss read the dialogue aloud. Shop assistant: Good afternoon. What can I do for you? I
Walk around the class and monitor the activity Marta: Good afternoon. I want to buy a souvenir:
checking Ss' intonation. Shop assistant: What about this key chain? I
Chome some pairs to read the dialogue aloud Marta: It's very nice. Haw much is it?
in front of the class. Shop assistant: It's $8.00.
I
Marta: Can I have two, please?
3 To consolidate situationallanguage Shop assistant: Sure. That's $16.00. I
t h rough translation Marta: Here you are.
Shop assistant: Here's your change. Have a nice day. I
Elicit the Ll equivalents from various Ss around the class.
(Ss' own answe(5) I
I
I
I
I
MODULE 2

27(T) !
I
iii
i
Everyday English 2d
lr Buying t "ng
! a) ' .' Listen and repeat. Which words are stressed?
1
!
!
!
- What can I do for you? I want to buy a souvenir.
What about this cap? How much is it? It's $15.00 . Here you are.

b) The sentences above are from it dialogue at a shop. Who says


each sentence: the shop assistant? or the customer?
'. ,I Listen, read and check.

a) Read again . What is Mary buying?

Shop assista nt: Good afternoon. \..;:rhat can I do


for you?
! Mar}': Good afternoon. [ want to buy
sOll\enir.
f Shop ~lssis ta nt : \X'hal ahoUl (hi . . cap?
Mary: It'.'1 \W~ nice. 110\\ much is it?
Shop assistant: It's S 11.00.

.~I ary:
Can J ha\{' olle. ple,be?
Shop assistant: Sure. That\; ~L5.()O .
Mary: lIere YOll are.
Shop assistant: Here's your change. Havc a nice
day.

b) Read the dialogue aloud. Mind the intonation.

3 Say the sentences In Ex. la in your language.

4 Find phrases In the dialogue which mean:


!
1 ccmI heljJ .lOll? 2 How much do.. it CDot?
! floll'
J
!I
3 How about lhIs cap? 4

You are at a souvenir shop In the USA. Change the


words in colour to act out a dialogue like the one in
Ex. 2a. You can use the souvenirs in the pictures.

I
MOGUU 1

27
-I
,.. I
Across the Curriculum 2e
Science

T he world is a wonderful place and it is full of all types of people. Some


have got fair hair and others have got dark hair. There are tall people and
there are short people. However, we have all got two eyes and ears, a mouth
and a nose. So, we are all different but in some ways we are all the same.
Sometimes, people in the same family are very alike. They have got the same
colour hair or eyes. This is because they have got some genes from their
grand parents and some genes from their parents. But, they are also different.
In fact, we are all unique and even identical twins are not exactly the same even
though they are very alike. It really is amazing.
isn't it?
G~eck t~.st words
....... . . . . . --""'---------_~ wonderful full of
However alike genes
a) Look at the pictures. What Is the same identical twins
and what is d ifferent about these people?
JOt hl.s " , o J 1 d fferenr half
i
f '

b) Have you got any brothers or sisters? In what ways are you
i
the same/ different?

\, .. Listen and read the text. Mark the sentences T (true),


F (false) or D5 (doesn 't say).
1 Most people have dark hair.
2 All peop le have got common features.
3 People in the same family are alike.
4 Identical twins are not the same.

Do a class survey. Complete the table about your classmates.


Then make sentences, as in the example.

\ Mother's i Father's \ Mother's Father's eye


Nam e Hair co lour \ Eye colou r \ hair co lour hair colour eye colour \, colour
\ block I fa ir \ green I blue
block \ green I
1 Peter
\ \ \ \
2 \
\ \ \ \
3 I \ \
4 I, \ \ \ \
5 You

Workbook: 2d. e & Voc:abulary Bank 2


28
2e
~ . , . ,~.'/':: ' Pet~/ ..
Sally Steve Ann You '("
1 a) To introduce the topic ..
Draw Ss' attention to the pictures and elicit any
simi larities/differences between the people in Hair Colour black brown fair brown
them.
Suggested Answer Key Eye colour green green blue brown
Jane has got Q different hair colour than Kim and Lee.
Pat has got the same eye colour as Kim. Mother's
black brown fair fair
Bill and Som are the same. They are rwim. hair colour
Lee has got the same hair c%ur as Kim. ere. Father's
fair fair fair brown
hair co lour
b) e To personalise the topic Mother's
eye colour
green green blue blue
Read the questions in the rubric aloud and elicit
answers frorn various Ss around the class . Father's eye
blue green blue brown
colour
(Ss' own answers)

2 To read for specific information


Play the recording. Ss listen and follow the text in
thei r books and mark the questions T, F or OS.
Check Ss' answers around the class. Explain/Elicit
t he meani ng of the words in the Check these words
box.
Answer Key
J OS 2 T 3 T 4 F

3 To do a survey and discuss the results


Allow Ss some time to interview three Ss in the
class and complete the table.
Ss, in pairs, then discuss the results and note any
similarities and differences.
Monitor the activity around the class and then ask
some pairs to report their results and their findings
to the rest of the class ..
Suggested Answer Key
Peter has got black hair like his mother's. Peter has got a
different hair colour to his father's. Peter has got green
eyes like his mother's. Peter has got different colour eyes
to his father's.
Sally has got brown hair like her mother's. Sally has got a
different hair colour to her fa ther's. Sally has gal green
eyes like her mother's and father's .
Steve has got fair hair like his mother's and father's. Steve
has got blue eyes like his mother's and father's.
Ann has got brown hair like her fathers. Ann has got a
different hair colour to her mother's. Ann has got brown
eyes like her father's. Ann has different colour eyes to her
mother's.

....
.., ,
28(T )
2f
1 G To read for specific information 4 G To write an emall about your collection
Explain the task. Allow Ss time to complete the Explain the task. Make sure Ss u nde~tand that they
task. can use the text in Ex.l as a mod el.
Play the recording. Ss listen and follow the text in Draw Ss' attention to the way the text is
their books to check their answers. punctuated, how simi la r ideas are connected (and)
Refer Ss to the Word List to look up the words in and how we express reason (because).
the Check these words box. Allow Ss time to complete the task, and then ask
some Ss to read their piece of writing aloud to the
Answer Key
class. Alternatively, assign as HW and check in the
, shirts 3 teams next lesson.
2 collection 4 proud
Sugge5ted Answer Key

2 G To read for specific info rmation Hi!


My name's Sharon. I'm ten years old and I'm from South
Allow Ss time to read the text again and complete Africa. I've got 0 great stomp collection! I've got two
the sentences. hundred stomps. They are from Britoin, Portugal, (hma,
Check Ss' answers. Germany and Chile. I like stomps becouse they show
Answer Key interesting pictures. I'm proud of my collection! It makes
me happy. What about you? What's your fovourite
ten 2 Spain
hobby?
3 football shirts
Write back soon.
4 David Beckhom '$ number 7 Manchester United Shirt
Shoron

3 G To p resent and practise correct


Extra Activity f or weaker cl asses
punctuation
Go through the Study Skills box and write the Write the following on the board. Ss copy it into their
examples on the board, underlining each notebooks and complete the sentences.
punctuation point. Ask Ss to find examples in the
lext in Ex. 1. Hello! My name's .. .. I'm from .... I've got a .... r'm
Allow Ss some time to punctuate the sentences, proud of ... .
then check Ss' answers on the board .
Answer Key
1 Where is John from?
2 She's Spanish.
3 He hasn't got long hair.
4 He 's go/ a comero, a pen and a cop. I
I
I
I
I
I
I
I
I
I
MOOULEl

29 (T)
Writing 2f
r n a a 0 col C 0

r 1 Complete the text with words from the list.


mad about collection
proud shirts collection teams foo tball shirts . team
proud of hobby
j. : Liste n, read and check. ~.:...,;

Mad about Football


Hi,
My name's Alberta and I'm from Madrid,
Spain . I'm 10 years old. My hobby is collecting
football 1) ... .... ... ..... I've got a great
2) ..... ... ... .... .... ... of the shirts of all my
favourite players. I've also got 3) .......... ............ .
from Europe, Brazil and all around the world . My faVOUrite one is David
8eckham's number 7 Manchester United shirt. It's super!

! I like football a lot and I'm very 4) ............................ of my collection!


W hat about you? Have you got a collection?
I Write back soon .
I Alberto

I
I Study 2 Read the text and complete these sentences 1-4.
Skills
I Punctuation 1 Alberta is ................................................................................ years o ld .

We use a full stop C.) 2 He is from ................................................................................ ............. .


I after affirmative & 3 He's got a collection of ........................................................... .. ............ .
negative sentences. 4 His favourite football shi rt is .................................................................. .
I I'm Italian. I 'm not
L French.
We use a question
3 Punc:tuate these sentences.

1 Where is John from


l
I
mark (?) after
interrogative
sentences.
2 She's Spanish I 3
4
He hasn't got long ha ir
He's got a camera a pen and a cap

Are you British? Writing (an email about your collection)


I
We use a comma (,)
I to separate a list of 4 Portfolio : Answer the questions in the plan, then write a short email
about your collec:tion (40-50 words) .
items. f've got a cop,
I o mug and a bag. Para 1: What's your name?, How old are you?, Where are you fro m?,
Sentences expressing What is your col lection?, What's you r favourite on e?
strong feelings end Para 2: Are you proud of your collection? What abo ut you r pe n-friend ?
with an exclamation Write back,
mark (1). I like it a lot! (your first name)

(jjOl Student's Book: SelfChe(k 2 ) (It) Workbook. 2f ) MODULI 2

29
7'- -
Dear Monsterrrackers,
I'm (ram Malaysia. people say that a huge hairy crearure, Orang
_ _ _.... Mawas, lives in rhejungJe here! Can you come? Thankyou.
Angelina

Ugh! It~;g;ti~-;
all over its body
and !..~ick /ipsl j
!

Well, something big


and hairy is on me. Oh
no! It's Orang Mawos!

11
r;
Exercises

Fili i" the gaps using words
r.
1 o Look at the pictures. What Is the story about?
Listen and check. Orang Mawos
4 from Ex . 3.
r 2 Read and mark the statements T (true) o r F (false). The Monstertrackers are in
r 1 Angelina is from Mexico. F
Malaysia. Orang Mawas is a
1) huge monster. It lives in the
r 2 Orang Mawas is short. F 2) jungle. It'' got 3) fur all over
3 Orang Mawas has fur all over its body. T its body. Its 4) footprints are
4 Baogey likes the jungle. F very big.
r
Match the words 1-5 with the definitions a-e .
r 3
r o::r:ill fur a Very, very big.
b An animal that has a long
r [IE] jungle tail and climbs trees.
r ( A place where trees and
plants grow closely
f together.
r d Thick hair that covers an
an imal's body.
e The mark that a person's
i'
:n"ke"",-_"'>"l
or animal 's foot

I
liE
. . . Look at Module 2 and write a
1 Wo rd Det ec ive l WrIt. the 3 questions and answers quiz of your own.
words for the following things.
You 've got 5 minutes'
Song: Read the title of the song. These
You can put it on your 4 phrases are In the song. What is It about?
head. It looks very
sporty. take photographs do shopping
You wear it. It tells you buy souvenirs take back home
what the time is. lots of fun spend time away
3 They're cool! Actors like them a lot. ~,) Listen and read to find out.
You put these on in the sun!
4 Famous brands are Adidas and Nike.
You use these for running!
5 Most women have got one of these.
You can carry it and put things in it!
6 You read it for fun. The characters
are cool and it's got a lot of pictures.
7 You need a computer for these.
They're great fun and kids love them!

Holidays are wonderful


Choose a person in the class. Students, They're always lots of fun

in teams, ask you three Yes/No questions You can spend some time away
And have fun in the Sun
to find out who the person Is. You can take Some photographs
And do Some shopping, too
Leader: It 's 0 boy.
You can buy some SOuvenirs
S1 15 he tall? To take back home with you
Leader: No, he isn 't.
S2: Is he thin? Ialways buy souvenirs
When I go somewhere new
Leader' Yes, he is .
Why not go on holiday
S3. HOJ he got blue eyes? And you can buy some, too
Leader' Yes, he has.
I've got caps from Italy
A mug from the UK '
2 Do the quiz. I've got dons from India

.~
Pens from the USA
I've got hats from Mexico
A Tshirt from Peru
' -1 What can Iron Man do? A stuffed toy from Australia
2 Who's Iron Monger? A
3 Has Shrek got a beard?
4 Is Merlin young?
Which countries can you find in the song?
5 Why do people in a family sometimes
have the same colour hair?
Which souvenirs can you see In the pictures? I
MQOUUl

32
To con solid ate voca bulary from the module 4 To predict content; to rea d and listen for
Explain the task and allow Ss 5 minutes to find the specific Information
vocabulary items in teams or pairs. Go through the list of phrases. Explain/Elicit their
Give one point for each correct answer. The teaml meaning. Elicit answers. Play the song. Ss listen and
pair with the most poinlS wins. check. (Things one con do whife on holiday.)
Answer Key Ss answer the questions.
1 cap 4 trainers 7 video games Answer Key
2 watch 5 handbag Countries: Italy, the UK, India, the USA, Mexico, Peru,
3 sunglasses 6 comic book Australia, Russia
Sou venirs: hors (sombreros) from Mexico and a doll from
Game: 55 play the game as descri bed in the S's Book. Each
correct answer gets a point. The team with the most po ints
at the end of the game wins.
. Game
India.
,- ...................................................... , :
2 @ To test kn owledge learnt in this module
Hangman
Explain the task. Allow Ss some time to read the
questions and think of the correct information to Ss play in teams using words from Module 2. Use
answer the questions. words from the modular page (p. 25), Ex. Sa p. 27
Alternatively, you may allow Ss to review the or Ex. 1 p. 36 (with stronger dasses) in the S's book.
module and find the relevant information to Choose a word and draw as many blanks as needed
answer the questions. Check Ss' answers. representing the letters of the word.
The teams guess letters one at a time. If your chosen
Answer Key
letter is in the word, then the leader of the other
1 He con fly. team fills it in. If it does not contain that letter, the
2 Iron Man's enemy. leader adds a line to hang the man. If the gallows are
3 No, he hasn't. completed and the man is hanged before the team
4 No, he isn't. guesses the whole word, then they lose the game. If
5 Because they have some of the some genes from their they guess the word before then, they win a poin t
parents and grandparents. The team with the most poin l s is the winner.

3 To write a quiz
Explain the task and allow Ss time to look through
Module 2 and thi nk of quiz questions in pairs.
Tell Ss they can use the quiz in the previous task as
a model. Offer an example. (e.g., What ha5 Tony s
Stark got? A special metal suit.) \.. ............ ...... .. ... ..........................J
Ss swap their quizzes with another pair and do it
and then report back to the dass.
Suggested Answer Key
1 Who is big and fat with green skin? (Shrek)
2 Who is Pepper Polts? (Tony Stark'5
loyal5ecretary)
3 Who is Luke Skywalkers' sister? (Princess Leio)
4 Where is the Oran9 Mowas from? (MoJaysia)
5 How many toes does rhe Orong
Mowos hove on each foot? (four)

MQOOUl

32 (T)
Homes!
What's In this module? Answer Key
Read the title of the module Homel! and ask Ss to rooms; bedroom, living room, hall, bathroom, kitchen
suggest what they th ink it means. Go through the furniturt; bedside cabinet, bed, sofa
topic list and stimulate a discussion to prompt Ss' other; cupboords, cooker, sink, toilet, washbasin, mirror,
interest in the module. ceiling, window, firep/act, wall, floor, door, stairs
Suggested Answer Key
Find the page numbers for There is 0 bed and a bedside cabinet in the bedroom.
There is 0 fireplace in the living room.
Explain/ Elicit the meaning of any unknown words, and
There is 0 sofa in the living room.
then Ss find the page numbers for the items listed.
There is 0 cooker in the kitchen.
Ask questions to check Ss' understanding. There is 0 mirrar and a toilet in the bathroom.
Answer Key
Qbuilding like Q violin and a piano (p. 34)
Where do you think this is? What type of building do you
think it is? Are there any such unusual buildings in your
country?
bugs (p. 38)
What ore bugs? Do you know any of the bugs in the
pictures?
landmarks (p. 40)
Do you know where these landmarks ore? What is the
most famous landmork in your country? Con you think of
\. any other famous landmarh around the world?

Vocabulary
@ To present vocabulary for rooms
Play the recording. Ss listen and repeat chorally or
individually.
Draw Ss' attention to the pictures and elicit which
room is which.
Answer Key j
kitchen 4 bathroom
2 living room 5 hall I
3 bedroom
I
2 @ To present/practise vocabulary related to
I
fu rniture
Play the next recording. Ss listen and repeat chorally or
individ ually. Elicit the I I equivalents from various Ss.
(Ss' own answers)
Explain the task and read out the headings, translating
them if necessary. Read the example sentences aloud
and then Ss work in closed pairs and write the words
under the headings and make sentences of their own.
Ask various Ss around the class to read their sentences
aloud to check Ss' answers.

MOOUl( J

33 (T)
Vocabulary
iT Rooms &: furniture
iT j." Listen and repeat.
iT bedroom bathroom living room
kitchen . hall
iT
Match the rooms to the pictures.
iT
~ .J Listen and repeat. What are these words in
iT your language?
iT . . Which words can go under these
iT headings? Check with your partner.

I rooms furniture other

Make sentences like these.

There is Q washbasin in the bathroom.


There Ofe cupboards in the kitchen.

iT
I

,-


r
,

r
r

MODULE 3

33

V.-VIVA.
BUildings. fou r-storey
great view outside
There are some very metal inside wood
unusual buildings cool summer warm
around the worfd. winter office . shape
violin . lift

Jan Sonkie's house in Malawi, Africa, is a football


fan's dream home . The four-storey house has got a
bathroom, a kitchen, a bedroom and a living room.
It has also got a great view from its windows. The
outside is all metal and the
inside is all wood. so the
house is cool in the
summer and warm in ,
the winter. Why is Jan's
house so special? It is in
the shape of a football.
"Maybe "m crazy, but I
love football," Jan

In China,
there is a great
building for music
fans. It is an office. It is in the
shape of a piano with a violin .
front of it. There is a lift inSid~n
the violin to take pea I
the peuPto
~ext floor. It has got a lot
of INmdolNs but it hasn 't
got any bedrooms Or
kitchens.
f
r
r
f 1 a To predict th e content of a text
Direct Ss' attention to the pictures and elicit what
I they show. Ask Ss to say what they think the
r buildings look like. Give prompts jf necessary. Ask:
Which building looks like: a football? 0 violin? a piano?
r Play the recording. Ss listen and follow the tex t in
their books.
r Elicit/Explain the meaning of the words in the
Check these words box.
r Suggested Answer Key
A The first building looks like a football.
r B The second building looks like a piano and a violin.

r
2 a To read for specific information
Allow Ss time to read the text again and answer the
questions.
~ Check Ss' answers.

r Answer Key
'F 2 T 3 F 4 OS 5 r 6 DS
r
[
3 a To check comprehension of a text
Allow Ss two minutes to go through the text. Ss

,
[I close their books and try to remember two things
from each text and teH their partner.
Ask some pairs to report back to the class. Ss open
their books and check.
i Suggested Answer Key
jan Sonkie's house is in Africo. It is in the shope of a
I football. The office in China is in the shape of a piano and
o violin.
I
4 . . To broaden th e topic and personalise it
Explain the task and read the prom pts aloud.
Brainstorm with Ss for interesting ideas.
Allow Ss time to write their sentences, then ask
various Ss around the class to read their sentences
aloud.
Suggested Answer Key
My ideal house is in the shape of 0 basketball. It's got big
rooms and 0 great view from its windows. There's 0 garden
outside the house. In the living room there's a fireplace.

MODUlE J

34(T)
5 G To present vocabulary for furniture and
appliances
8 G To write about your Ideal bedroom
Explain the task and allow Ss some time to draw their
Draw Ss' attention to the picture. Play the recording. ideal bedroom and write about it. Ss then compare with
Ss listen and repeat chorally or individually. Elicit the their partner and note the similarities and differences.
l1 equivalents. Ask various pairs around the class la present their
ideal bedroom to the class.
(Ss' own amwe(5)
Alternatively, assign the task as HW and check Ss'

6 G To categorise vocabulary
answers in the next lesson.
Suggested Answer Key
Read the Study Skills box aloud to explain the
My ideal bedroom has got 0 big bed with lots of pillows
function of the task.
and 0 wardrobe. There's 0 carpet on the floor and posters
Write the headings on the board. Ss look at the
picture for a minute then close their books. Ss copy
the headings into their notebooks and try to list as
many words as they can remember under each
, .....................................................
: Game
on the wolf. My bedroom is cool!
' '\
.
heading. Ss in pairs check their answers and add
more words under each heading. A. Play in teams. One team says a letter from the
Check Ss' answers on the board. English alphabet. The other team says a word
which starts with this letter and is related to
Answer Key
houses/ rooms/ furnitu re/ appliances. If the team
Bedroom: pillows, wardrobe, poster, desk, bookcase can't think of a word within 5" they miss their
Living room: pointing, carpel, armchair, curtains, sofa, turn. Any correct answer gets 1 point. The team
cushions with the most points wins.
Bathroom: mirror, both
Team AS1: P
Kitchen: sink, cooker, fridge, chair, table
Team BS 1: pillow
Suggested Answer Key
Bedroom: bed, bedside cabinet Which roo m a m I in ?
Living room : table, lamp 8. Play in pairs. Say a sentence about a room you
Bathroom: washbasin, toilet are in. Your partner says the name of the room.
Kitchen: cupboards A: There 's 0 wordrobe in it.
B: bedroom
7 G To activate and consolidate vocabulary \.. .......................................................)
Explain the task and read the example aloud.
Ss work in pairs and talk about what there is in
each room.
Monitor the activity around the class and ask
various Ss to say what there is in each room.
Suggested Answer Key
A: What is there in the bedroom?
8: There's 0 poster, a bed, pillows, a desk, a wardrobe
and a bookcase.
A: What is there in the bathroom?
8: There's a washbasin, a toilet. a bath and a mirror.
A: What is there in the living room?
B: There is 0 painting, 0 sola, on armchair, curtains,
cushions and a carpet.
A: What is there in the kitchen?
I
B: There's a cooker, a fridge, 0 sink, a table and 0 chair.
I
I
I
MODULEl

35(T)
Vocabulary 3a
I
I
I
I
I
I
I
I
I
I
I
I
!
! Furniture I< appliances
Look at the picture.
I 5 ', ,' Listen and repeat. What are these words In your language?
I
look at the picture in Ex. 5 for a minute. Close your books. Group
I 6 the words in the picture under these headings .
I Bedroom living room Bathroom Kitchen
I Study
,--_ _ _ Skills
I
Speaking
Grouping words
Look at the rooms in the picture. What Is there In each room? Tell
I Grouping words
under headings
7 the class.
! helps you to
TIJere's a wardrobe in the bedroom.
remember new
I vocabulary.
I Writing
! . . Draw your Ideal bedroom. In three minutes write a few
8 sentences about It . Compare your room with your partner's. What Is
!
similar/ different? Tell the class.

My ideal bed room ha s got .. , . Th ere's a ... in my bed room ....


My bed room is coo l!

i (. ]Sludent's Book: Llngulge Review 3a ) [t J Workbook: 3a) MOOUl[ )

j 35
Grammar 3b
There is/ There are
1 Read the examples and complete th e rules In your notebook.

Weuse l) ....... .
There Is a living room. There are two bedrooms upstairs. .............. in the
singular.
There isn 't a garden. There aren 't any windows.
We use 2) ........... .
Is there a kitchen downstairs? Are there flowers in the garden? ........ in the plural.
Yes, there is . Yes, there are. We use 3) .......... . .
No, there Isn 't . No, there aren 't . ........ in questions.

Look at the picture. Complete the gaps Fill in rhere is, there isn't, there are, there
2 In the sentences with the correct form 3 aren't to make the sentences true for
of there is/ there are. you .
In my bedroo m ...
1 ................. a bed. 5
2 two windows.
a carpet. 6 ................ a desk.
3 7
I
three chairs. two wa rdrobes. I
4 . __ ... __ . ____ . __ ... __ . B .......... __ ... __ ... ..
a bookcase. two posters.
I
A/ An - Some - Any I
Re ad the examples and complete the I
4 rules. Are they the same In your language?
1 A: Is there a boo kcase in the livi ng room? I
B: Yes, there I'
There's Q sofa. There aren't any paintings. a
2 A: ................... any books in the bookcase? There's an armchair. Are there any posters?
B: ... ......... .. ............... .......... ... ............. ..... . 9
There are some chairs.
3 A: ......... .. .... .... any cush ion s on the sofa? We use 1) ................. in affirmative sentences. u
B: ........ .......... .................................... ... ... . We use 2) .. ........ ....... in negative sentences. g
4 A: ................... a carpet on the floor? We use 3) ................. in questions.
B: .__ ... __ ... __ ........... .. ...... ..... .. ..................... .
!.I
5 A: ................... any curta ins in front of the
5 Fill in some or any.
!I
windows? 1 Are there .................. chairs in the kitchen? U
B: ... .... ...... ... .. .. .... ... ....... .. ... ...... .... .......... . 2 Have you got .. ... ..... books in the bookca se?
6 A: ................ any chairs in the livi ng room? 3 There aren't ................. posters on the wa l1.
B: 4 There are .................. cushions on the sofa.
S There are . ....... .. ..... .. flowers in the vase.
MOIXJLE 1

36
u
f
f
f
J 1 G To present there is/there are 5 G To practise using some and any

Ii Explain that we use there is to talk about the Allow Ss some time to complete the sentences, then
existence of 5th in the singular and there are in the check Ss' answers.
r plural.
Read the examples in the table aloud and then
Answer Key
1 any 3 any 5 some
J elicit the answers to complete the rules from Ss
2 any 4 some
around the class.
J Answer Key
1 there is/there isn't
I 2 there are/there aren't

r 3 Is there/Art there

( 2 G To practise there islthere ore


Explain the task and read the example aloud.
Ss complete the task.
Check Ss' answers.
Answer Key
f 2 Are there, Yes, there ore.
3 Are there, Yes, there are.
1 4 Is there, No, there isn't.
5 Are there, No, there aren't
r 6 Are there, No, there Qren't.

! 3 G To practise there is/ there art through


personalisation
Explain the task and allow Ss time to complete the
sentences about their own bedrooms.
Check Ss' answers around the class.
Suggested Answer Key
1 there is 5 there aren't
2 there is 6 there is
3 there aren't 7 there aren't
4 there is 8 there ore

4 G To revise a/ on and present some/any


Read the first two example sentences aloud and
elicit that we use Cl with singular item s that begin
with a consonant sound and an with singular items
that begin with a vowel sound.
Read the next example sentence aloud and explain
that we use some in affirmative sentences for plural
items.
Read the final two example sentences aloud and
explain that we use any in negative plural
sentences and interrogative plural sentences.
Ask different Ss to read the examples aloud, then
elicit when each is used to complete the rules.
Answer Key
J a/an/some 2 any 3 any

MOOUll3

36(T)
6 To present prepositions of place 9 To practise describing location
Ss dose their books. Present prepositions of place Explain the task and read the example exchange
using you r book. Put your book on the desk, then aloud. Ss work in pairs and ask and answer questions.
ask and answer: Where's my book? It's on the desk. Monitor the activity around the class and then ask
Put your book in your bag, then ask and answer: some pairs to act out their exchanges.
Where's my book? It's in my bog, etc. Present the
Suggested Answer Key
rest of the prepositions of place in the same way.
Then put your book in various places around the k Where is the lamp? k Where are the slippers?
classroom and ask Ss to tell you its location. B, On the bedside 8.- Next to the bed.
Ss open their books. Refer Ss to the drawings and cabinet. A, Where is the window?
the example and explain th e task. Elicit answers k Where is the vase? B. Next to the bed.
from Ss around the class. B, On the bedside k Where ore the books?
Answer Key cabinet. B. In the bedside cabinet.
The ball is on the box. A: Where ore the flowers? A: Wh ere is the bedside
The ball is under the box. B: In the Yase. cabinet?
The ball ;s behind (he box. A: Where is the plant? B: Between the bed and
The ball is next to the box. B: Behind the bed. the armchair.
The ball is in front of the box.
The ball is between the boxes.

7 To practise prepositions of place


Explain the task and allow Ss some time to complete
the text. Check Ss' answers by asking various Ss to
read out the completed text.
Answer Key
I between 3 in front of 5 behind
2 on 4 in 6 on
I
8 To present & practise the imperative/let's
Read the examples aloud and draw Ss' attention to
I
the underlined words.
Explain that we form the imperative with the base
I
form of the verb (e.g. Stand up. Sit down.) in the
affirmative and don' t + the base form of the verb
I
in the negative (e.g. Don't stand up. Don't sit down.)
Explain that we use the imperative to give
d
commands and orders.
Point out that we use let 's + the imperative to be
U
more polite and less emphatic. (i.e. to make a
suggestion rather than give 0 command).
U
Direct Ss' attention to the pictures and give them
time to complete the sentences. Check Ss' answers.
U
Answer Key ~
Don'/jump
2 let's go
3 Come
4 let's donee
S Open
6 Don't talk a
u
u

MODULE)

37(T)
[l
Grammar 3b
il Prepositions of The Imperative/Let 's
il place
Where's the ball? Look and
8. ,Read-the examples .
-----,.
il 6 say.
Close the window, please. Let's
sit here. Don't run so fast.
il
il in on Use the verbs:
let's go, open, come,
!l not jump. let's
!l dance, not talk to
unde r be hind next to complete the
!l sentences.
!l S.
in front of between
!l
The boil is in the box.
!l
!l Look at the picture and fill
7 in the correct prepositions.
!l
!l
- 1 ....................... on the sofa. 4 ........................................ .
lhere's a table 1) ....................... . 2 .......................... ....... .. out. 5 ........................... the door.
!l the two chairs. There's a lamp 3 ... .... ............ to the board. 6 ............... .............. in class.
2) .................... the table. lhere's
!l
a chair 3) ............................. the Speaking
bookcase. There are some bOOk.s
4) ......................... the bookcase. Describing location
!l
lhere's a lamp 5) ...................... .. Look at the picture. Ask and answer, as in
r the piano. There's a plant 9 the example.
6) ......................... the piano.
r pillows
lamp
vase
flowers
plant
sli ppers
window
books
bedside cabinet

A: Where are
the pillows ?
B: On the bed.

(. J Workbook: 3b & (j.rammar Bank 3) MODULE j

37
,,
r ==
~
Skills 3e .JJ
!J
Listen and answer the questions.
Look at the pictures 1-10.
.. Listen and repeat. What are these
words In your language 7

Check these words


alone people insects
creepy crawlies smell
small pieces meals

hiding place empty
spider . web everything
corner castle tidy
, What insects can you see behind fridges and cookers?
.................................................... " ......................................... .
2 What insects can you find in a bedroom? ................................ .
3 Which insect has got a web? ................................................... .
4 Which insects like wood? .........................................................
S Can bugs live in clean places? ............................................. .... .

Speaking

3 _ _ _ Tell your partner five new things you learnt about


Insects.
Writing
I I(T ICollect facts about Insects. Write five facts. Present
4 your project to the class. You can use the key word insects.
I
I
r 3e
I @ To present vocabulary for household 4 IleT I@ To find information about insects
insects and present It to the class
I
Direct Ss' atten tion to the pictures. Explain the task and read out the Did you Know?
I Play the recording with pauses for Ss to repeat
chorally or individually.
box. Ask Ss how much they know about insects.
Ask Ss to work in groups and look up information
I Elicit the l1 equivalents. on the Internet using the key word in the search
(Ss ' own answers) bar or in encyclopaedias I other reference books.
I Tell Ss lhat they can use the website suggested on

I
2 @ To listen for specific information
the Express Publishing website to help them.
Ask various groups of Ss to present their work to
Ask Ss to read the questions 1-5 to prepare them the class.
I fo r what the listen ing task will be about.
Suggested Answer Key
Pl ay the recording. Ss listen and answer the
Insects
I questions.
J Insects live everywhere, even in the Arctic and the
Play the recordi ng again and check Ss' answers.
Antarctic.
I Explain/Elicit the meaning of the words in the
2 The biggest imect in the world is the Acteon Beetle.
Check these words box.
3 The longest insect in the world is the Stick Insect.
I Answer Key 4 The smallest insect in the world is 0 fly coiled
1 cockroaches Hymenoptera.
I 2 bedbugs and moths 5 A swarm of locusts can contain up to 28 billion locusts.
3 a spider
I 4 woodworms
5 no
I
I 3 @ To check com prehension
Ss close their books and talk in pairs about what
I they learnt from the recording that they didn't
know before.
I Monitor the activity around the class and then ask
some Ss to tell the rest of the class their answers.
I Suggested Answer Key
I There are bugs in every house.
Cockroaches con hide behind the fridge.
I There can be bedbugs in the bed.
You con find moths in the wardrobe.
I Bugs don't like clean houses.

I
I
I
I
I
I
I
I
I
MODUU]

I 38(T)
I
G
dialogue
To identify the situation and speakers in a 6 G To practise role-p laying
Explain the situation.
Ask Ss to read the fi rst exchange and elicit answers to Remind Ss that they can use the dialogue in Ex. 3
the q uestions in the ru bric. as a model as wen as any ideas of their own to
Answer Key complete the task. Encourage Ss to try and be
original and not just copy the dialogue.
Bill is at Jim's house.
Ss complete the task in pairs. To help Ss, draw the
Mrs Smith is Jim's mum. following diagram on the board and elicit
appropriate phrases Ss should use. Write them on
2 G To identify the context of a dialogue and
practise pronunciation
the board. Ss can refer to the diagram while doing
the task.
Explain the task. Ss read the sentences and say Suggested Answer Key
what they think the dialogue is about (talking about
Student A Student B
someone's room and things).
Play the recording. Ss listen and check. Wow! Your room is great! ~T hanks. tt's ...
Play the recording with pauses for Ss to repeat the (Make a comm~nt
about (Thank friend and
sentences chorally or individually. Elicit the Lt the room.) make a comment.)
equivalents. What's this? _ .... That's my h. And
(Ask about sth) / that's ...
(Ss ' own answers) (Respond and point to
5th else.)
3 G To listen for specific Information Fantastic. You're very --...- Yes, ...
lucky... (Respond/A9ree.)
Play the recording. Ss listen and follow the dia logue in
(Respond and comment.)
their books and mark the statements. Check Ss'
answers. Monitor the activity around the class and then ask
Answer Key pairs of Ss to act out their dialogues in front of the
class.
1 F 2 F 3 T 4 T 5 F 6 T
Suggested Answer Key
4 G To learn synonymous phrases A: Wow! Your room is great!
B: Thanks. It's quill' big.
Read the phrases aloud. Refer Ss back to the dialogue A: What's this?
and elicit the synonymous ones from various Ss around B: That's my DVD player and that's my computer over
the class. there.
Answer Key A: Fantastic. You're very lucky.
1 Is Jim here? 4 Yes, it's really big. B: Yes, I am.
2 Where's that? 5 Fantastic.
3 Your room is great.

5 G To act out a dialogue


Play the recording for Ex. 3 again. Divide the class
into groups of three and ask them to take roles and
read the dialogue aloud. I
Monitor the activity around the class and ask some
groups to read the dialogue aloud in front of the I
class.
I
I
I
I
MODULl)

39(T)
"';i/"-'!' i,i. ";j!i':lf';i?iffll@lo/Ift'fl:,;,/',:,:'

-~:'. ",/:;.

Everyday English 3d
-
Study Talking ab\lut your room & your things
Skills
Read the first exchange In the dialogue. Is Bill: at school? at Jim 's
Intonation in
1 house? Who 's Mrs Smith?
questions
These sentences are from a dialogue between two friends. What Is
The intonation goes 2 the dialogue about?
up (~ at the end
of yes/no questions. '.. :1 Listen, read and check.
It goes down (----..)
Is Jim here? Where's that? Thanks . Your room is great.
at the end of who
questions. Yes, it's really big . Hey, whose is this guitar?

-
......" You're very lucky. You've got everything .
Are you a studen t?
Who are you?
o Listen and repeat these sentences. Mind the Intonation. Say the
sentences In your language .

Listen and read. Mark the statements T (true) or F (false).


3 ' . .1

1 Jim's room is next to the 4 Th ere's a computer in Jim's


kitchen. room.
His room is small. S jim is an only child.
There's a lV in Jim 's room. 6 Bill has a room of his own.

Bill Hel lo, '\Ir.s Smith . Is Jim here?


Mrs Smith: HLI3i1 L Yes, hc's in his room.
Bill, \'('here's that?
Mrs Smith: It's upstairs next to the hathroom.
Bill Thanks ... . Hi ,Jim! Wow! Your room i.s great
jim: Hi,I3i1L Yes. j('.s really big.
Bill, Hey, you 've gm a lV in your room.
Jun: Yes, and a DVD player. And that's my compu ter.
Bill , Fantastic! I ley. whose is this gu itar?
My brother'S, He's in the school band ,
You're very lucky. You've got everything in your room.
Uut YOll haven't got your brother in the same room!

Find parts of the dialogue which mean:

1 Can I talk to Jim? 4 Yes, it's huge.


2 Can you tell me how to get there? S That's great.
3 I like you r room.

~ Take roles and read the dialogue aloud . Mind


5 the Intonation.

6 Your friend Is coming to visit you. Show


him/ her around your room. Act out a dialogue like
the one In Ex. 3.
MOOI,IU}
(. ) Student's Book: language Review 3d )
39

-
Buckingham Pal ace is in london,
The Great Wall of China ;s over 6,350 km
England . It is the home of th.e
long. Most of the wall ;s about 500 years
Queen of England. It is huge . It IS
old, but some parts are more than 2,000
108 metres long and 24 metres
years old. Many people think you can see
high . There are 775 rooms in it .
it from space, but this isn't really true.

1 a) Look at the landmarks In the plc:tures. Try to answer the questions.

1 How old is the Eiffel Tower? 4 Ca n you see it from space?


2 What is its he ight? 5 Wh ere is Buckingham Pa lace?
3 How long is the Great Wal l of 6 How many rooms are in
China? Buckingham Palace?
b) What do you know about them? What else would you like to learn?
Write one question for each.
() Listen, read and check.
Write a sentence about each landmark
2 In the photographs. Tell the class.
1sI =first
2nd =second
13th = thirteenth
14th =fourteenth
3rd = third 15th = fifteenth
Ordinal numbers 4th =fourt h 16th = sixteenth
C' Listen and repeat. Which floor are 5th" fofth 17th = ~enteen th
3 the people on? 6th = sixth 18th = eighteenth
7th = seventh 19th = nineteenth
Tony (8th) Jane & Steve (7th) Gina (3rd) 8th = eighth 20th = twentieth
9th = ninth 21 st = twentyfirst
Sue & Helen (6th) Jane & Paul (1st)
10th = tenth 22nd " _~-\('(ond
A: Which floor is Tonyon? 11th =ek-Ieoth 23rd =twentythird
8: He 's on the eighth floor. 12th = twelfth , le

Think of a special building or othe r landmark in your country.


4 Collect information, then write a short paragraph about It.
Write: name, location, special features.

~~~~~~~) ()Work book: 3d,e k Vocab ulary Bank ~



3e
Answer Key
1 .) ~ To introduce the topic A: Which floor are lane and Steve on?
Direct Ss' atte ntion to the pictures and read out the B: They're on the seventh floor.
questions one at a time and elicit Ss' guesses in A: Which floor are Sue and Helen on?
answer to them. B: They're on the sixth floor.
A: Which floor is Glno on?
Answer Key
8: She's on the third floor.
, The Eiffel Tower;s over' 00 years old. A: Which floor are lane and Paul on?
2 11 is 324 metres tall. B: They're on the first floor.
3 The Great Wall of China is 6,350 km long.
4 No, you can 't see it from space.
S Buckingham Palace is in London, England. Extra Activity for weaker classes
6 There Off! 775 rooms in Buckingham Palace. In pairs, Ss take turns spelling the ordinal numbers.
One spells while the other checks.
b) ~ To stimulate interest In the t opic and
listen and read for specific information
Ask Ss to tell you what they know about these 4 ~ To write about a special building in your
landmarks. Elicit answers and ask Ss to tell you country
what information they would like to know about Explain the task and brainstorm with Ss about
them and write it o n the board (e.g ., Where ore they special landmarks in your country they may know
located? What Ofe they made of? When were they about.
built?) Assign the task as HW and tell Ss to work in pairs
Play the recording. Ss listen and follow the texts in and collect information about a building/landmark
their books and find the answers to their questions. using the Internet, encyclopaedias or other
Explain/ Elicit the meaning of the words in the reference books and use it to write a short
Check these words box. parag raph.
Suggested Questions Remind Ss to include the name, location and
special features and ask Ss to stick a picture to
1 In which country is the Eiffel Tower? (France)
decorate their piece of writing.
2 How old is the Great Wall of China? (500-2,000 years
old) Suggested Answer Key
3 Who liveS in Buckingham Palace? (the Queen of England)

2 ~ To consolidate information from a text


This task may be co mpleted with books dosed or
open. Elicit sentences from various Ss around the class. The Parehenon ;s in
Athens. le is a large
Suggested Answer Key temple. 11 is about
The Eiffel Tower is in Paris. 2,500 years old.
Some parrs of the Great WaJl of China are 2,000 years Iktinos and
old. Kallikrates designed
Buckingham Palace has got 775 rooms. it. le took 16 years to
finish it. le is 30
3 ~ To present ordinal numbers and practise metres wide. It hod
many beautiful
pronunciation and practise asking and answering
sculptures in it.
questions using ordinal numbers
Play the recording with pauses for Ss to listen and
repeat chorally o r ind ivid ually. Pay special attention Extra Activity for weaker classes
to Ss' pronunciation and intonation and (orrect
where necessary. Ask Ss to fin d pictures of various landmarks, stick
Read the task alo ud and draw Ss' attention to the them on a piece of paper and label them. Ss display
prompts, t hen read out the example. their poster in the class.
Ss complete the task in pairs. Monitor the activity
around the class and ask some Ss to ask and answer
in front of the class.

MODULE 1

40 (T)
3f
1 ~ To predict the content of a text 5 ~ To write an Informal email about your house
Ask Ss to read the first sentence in each paragraph Explain the task and tell Ss they can use their
and elicit what they think the email is about. answers from Ex. 3 to help them.
Allow Ss some time to read the whole email and Ss complete the task in class or it may be assigned
check their answers. as HW. Point out that Ss can use prepositions of
Explain/Elicit the meaning of the words in the place to add to their description and make it more
Check these words box. interesting. Also, encourage Ss to use adjectives
such as big, small, etc.
Answer Key
The email is about He/en's new house. Suggested Answer Key
Dear lane,
2 ~ To understand the topic of each paragraph Hi! How ore you? Our house is big. There are seven
rooms. The kitchen, dining room and living room are
in a text
downstairs. The living room has got a fireplace. Next to
Read the Study Skills box aloud. the fireplace is on armchair and there is a carpet on the
Allow Ss time to read the text again and elicit floor. Upstairs there are three bedrooms and a bathroom
which paragraphs match the topicS in the rubric. My bedroom is small. My bedroom walls are yellow. There
Answer Key is a bed, a bookcase and a wardrobe. Next to the bed is a
bedside cabinet. There is 0 mirror on the wall. I like it.
The first parograph is a description of the house.
What about you? What's your house like? Write back soon.
The second paragraph is a description of He/en's room.
Anna

3 ~ To pronounce 16/. 161


Explain to Ss that th can be p ronounced two ways.
Play the recording. Ss listen and repeat.
Draw Ss' attention to the words ending in th and
inform them that whenever an ordinal number
ends in th it always has a /S/ sound. and that an
pronouns that begin with th have a la /so und.
Elicit other words with the same sounds from Ss
around the class.
Suggested Answer Key
18/: thirsty. third, three /0/: they. them, these

4 ~ To personalise the topic and talk about


your house
In pairs Ss ask and answer the questions.
Ask various Ss to report back to the class on their
house to check Ss' answers.
Suggested Answer Key
1 Seven. 4 There is a bed, a bookcase, a
2 Two floors. wardrobe, a bedside cabinet I
3 Yellow. and a mirror.
5 Yes, /like it very much. I

MOOULE 1
I
41 (T) I
I
Writing 3f
n email to a pen- friend
Ct1ecnh.s. ~ords
look at the em all and read the first sentence In each paragraph.
I downstairs garden 1
kennel . huge What Is the emall about? Read and check.
singers . come
'-

.
visit any time
( ..., "" ," l..::.. (.:::J.. @.
"--,--,--cc--
Sure,",
::J
From; Helen


To; Jessica
Subject: Hi!

I
We have gal a new house! It's great. It has got six rooms. The kitchen is
I downstairs. It has a big window and you can see the garden. In the garden
there is a small kennel for Toby. my dog. Next to the kitchen is the dining
I room. My favourite room downstairs is the living room. It's huge and it has
got a fireplace.
I My bedroom is very big. Everything in my room is blue. I've got a bed, a
desk, a chair, a wardrobe and a bookcase. There are posters of my
I favourite singers on the walls. I haven't got a TV in my bedroom but I've got
a CD player and a computer.
I
Our new house is really greatl Come and visit us any1ime.
I Have to go now. Byel
Helen
I
I Read again. Which paragraph is: a description of He/en 's room?
I Study 2 o description of the house?
r -_ _ _ Skills
I Paragrophs Pronunciation 1\3" /0,
I Always group your '.; ) Listen and repeat, Think of more words with the same sounds.
I
ideas into 3
paragraphs. A new / 9/: sixth, seventh, eigh th, nin th, tenth / 0 / : th e, this, those, there
idea needs a new
I Answer the questions.
I
paragraph.
4
1 How many rooms are there in 3 What colour is your bedroom?
I your fla t/house? 4 What is there in your bedroom?
2 How many floors are there? 5 Do you like it?
I
I Writing (an email about your house)
Portfolio: Use your answers in Ex. 4 to write an emall to your English-
5 speaking pen-friend about your house (6080 words) . Follow the plan.
Para 1: greet your friend, desc ribe yo ur house (number of rooms,
location, extra features)
Para 2: describe your favourite room (colour, objects in it)
Para 3: ask your pen-friend about his/her house; closing rema rks

(t ) Student's Book: SelfCheck l ) [. j Workbook: 3f ) MODUll)

41
Dear Monsrertrackers, We call if
. we have a strange creature.
In Argentrna, .' I
El pombero! Come and VISIt us.

These are presents for the


Pombero. People put presents
outside their houses to make
the Pombero happy.
We can visit Fuzz!

Put the sentences in the correct


4 order. Use them to tell the class
Look at the pictures. What is the story about? a summary of the story.
1 o Listen and check. El pomMro
I1IAl They hide and wait far the
2 Read and answer the questions. Pombera all night.
[]]!J The Ma nstertrackers go ta
1 Where is El Pombero from? Argentina Argentina to see a strange
2 What is the Pombero like? Short, hairy and ugly
creature.
3 Who looks like the Pombero? Fuzz IIIf] They stop outside an empty house.
4 When can you see the pombero? At night
[IIQJ The pombero doesn't appear
5 Why do people leave presents for the Pombero? To make it
that night.
happy QTIJ They put presents outside the house
3 Fill In: house, hair, ugly, presents, funny, insects, scared to make the PombW happy.
(]]I] Next morning, they decide to go
The Monstertrackers are in Argentina. They want to see the
back home.
pombero, a short, 1) ugly monster ~ The Pomberos collect the

~ 2) hair. The Poonbero goes to a ,m" 3) house at


Monstertrackers' rubbish.

night. People are pomt)erc and leave


there. The Monstertrackers hide and
5) presents
wait for the monster. Boogey can't stand the ~ '/ ?flJ!6) insects.
The Pombero can copy
The next morning, they a11 go back home. The . the sounds of
pome,e"" think that the Monstertracke rs are animals. Foct
It can make itself
7) funny.
I

I
I
Find 20 things from Inside a house! Song:
1 4 Read the song and fill in the
words from the list.
I
Q S Z M '~-~I Listen and check . I
P D
holiday bUildings places brea th I
R
rest sights I
. . Why 15 home Important to the I
5 singer? Complete the sentence. I
I
I

There are lots of lovely cities


Lots of places you can stay
You can see amazing 1) ............... .
They can take your 2) ... .... .. ... .... away
This big world is full of wonders
And so many 3) ................ to see
~: Hide the ball But my home is still my favourite
It's the perfect place for me
Hide a ball In one of the rooms on p. 35. Home is where the heart is
Students In teams try to find where the ft 's always good to know
ball Is. That home is waiting for you
No matter where you go
Leader: (hides ball under desk in the You can visit different 4) .......... .. ..
bedroom) You can travel far away
You can have lots of adventures
Team 851' Is it in the kitchen? And enjoy a 5) ...............
Leader: No, it isn't. But when you' re ti red of travelling
And it 's time for you to 6) .,,, .......... ..
Your home is always waiting
2 Do the quiz. Write T (true) or F (false) . That's why home is always best

fltl
1 Bugs live In clean houses
2 Insects have three legs
3 The Eiffel Tower is 324 metres tall.
4 Moths eat with their feet.
5 The Great Wait of China is 6.350
years old.
6 Malawi is in China.

, - . - _ _ Look at Module 3 and


3 write a T/ F quiz of your own.
MODULE J

44

Time 3

I 1 G To recall vocabulary from the module 4 G To read for coherence and cohesion

I Explain the task and allow Ss some lime to Explain the task and elicit the meanings of the
complete it. words in the list.
I (hed Ss' answers around the da~. Allow Ss some lime to read through the song and
fill in the missing words. Play the recording. Ss
Suggested Answer Key
listen and check their answers.
I wardrobe sink cushion lamp
Amwer Key
cooker pointing(s) book.case curtoim
I fridge stairs desk bath 1 buildings 3 sights 5 holiday
vase armchair pillow 50fo 2 breach 4 places 6 reH
I toilet washbasin mirror carpet
I Game: Ss play the game in teams as described in the S's
5 G To read for information; to understand the
author's purpose
Book. Each correct answer gets a point. The learn with the
I most points al the end of the game wins. Allow Ss some time to talk amongst themselves in pairs
and think about the question. Ask various Ss around
I 2 G To test knowledge learnt in this module
the class to say why home is important to the singer
and then ask Ss to complete the sentence from their
I Explain the task. Allow Ss some time to read the own point of view.
sentences and decide whether each one is true or
Suggested Answer Key
I false.
Alternatively, you may allow Ss to review the Home is imporlant to the singer because, no motter
I module and find the relevant information to help where he goes, it is always there waiting for him.
them. Check Ss' answers. I like my home because it is 0 place where I feel safe and
I Answer Key
loved.

I IF 3T 5F
2F 4F 6F
I
,G To write a quiz
I Explain the task and allow Ss time to look through
Module 3 and think of quiz questions in pairs.
I Tell Ss they can use the quiz in the previous task as
a model. Offer an example. e.g. Buckingham Palace
I is in London, (T)
Ss swap their quizzes with another pair and do it
I and then report back to the class.
I Suggested Answer Key
1 The piano house is in Malawi. F
I 2 You con see 0 sofa in a living room. T
3 Moths live in wardrobes. T
I 4 The Pombero is from Malaysia. F
5 You can see the Eiffel Tower from space. F
I 6 The Great Wall of China is 6,350 metres long. T
I
I
I
I
I
I MODULE 1

I 44(T)
iI
-
Families
... What 's In this module? Ss close their books. To present 's genitive/whose,
Read the title of the module Families and ask Ss to start by pointing to a student and saying: Who's
suggest what they think it means. Go through the [Bill]? (He's [Morio's) brother/best friend, etc.) Write
topic list and stimulate a discussion to prompt Ss' it on the board. Then point to a student's book and
interest in the module. say: Whose book is this? (It's (Paula's}.) Write it on
the board. Indicate some desks in the classroom
Find the page numbers for and say: (Whose desks ore these? They are the
student's desks.) Write it on the board. Say then
Explain/Elicit the meaning of any unknown words, and write: Who's the children's teacher? (I'm the
then Ss find the page numbers for the items listed. children's teacher.)
Ask questions to check Ss' understanding. Ss open their books. Ask them to read the theory
box and match the examples you have written on
Answer Key the board with the examples in the theory. Elicit
a poem (p. 52) answers round the class.
Do you like poems? What is the poem about?
a family tree (p. 45)
What can we see in a family tree? How many people ore
in your family? Do you have any brothers and sisten?
3 e To practise 's genitive/ whose
Ask two students to read out the example
a famous singer Cp. 53) exchange about Sue's family while the rest of the
Who's your favourite singer? What type of music do you class follow in their books. Ss then ask and answer
like? Are there many famous singers who come from your in pairs about Sue's family, using the pictures and
country? vocabulary in EX5. 1 and 2 to exten d the activity.
Monitor the activity around the class and help as
a person's daily rourine (p. 48) necessary.
What is your daily routine? Who! do you do in the
morning? Is it the some every day? Suggested Answer Key
A: Who's John?
B: He's Sue's brother. Whose dad is Sam?
Vocabulary A: He's Kate and Claire's dad. Whose sister is Kate?
B: She's Cloire's sis!er. Who 's Mark?
1 To present vocabulary for family members
A: He 's Mary's husband. Who's Ann?
Play the recording. Ss listen and repeat chorally or B: She's Steve's wife, ete.
individually.
Elicit the II equivalents from Ss around the class.
(Ss' own answers)

2 To practise vocabulary for family members


and present 's genitive / whose
Direct Ss' attention to the family tree and explain
the task.
Ss complete the task. Check Ss' answers.
Answer Key
2 cousin, her cousin
3 son, their son
4 grandma, her grandma
5 aunt, her aunt
6 nephew, his nephew
7 mum, their mum
8 father-in-law, his father-in-Jow

MODUlE '

45(T) I
I
Vocabulary
The family
~

\.,,/ Listen and repeat. What are these words In


your language?
granddad ~ grandma dad - mum
brother - sister uncle - aunt
niece - nephew son - daughter
father-in-law - mother-in-law
husband - wife cousin - cousin

Look at Sue's family tree. Use the words above


to complete the sentences .
Mark is Sue's dad. He's her dad.
Claire is Sue's .................... She's .......................... .
John is Mary and Mark's ................ He's ............... .
Ann is Sue's ....................... She's .......................... .
Helen is Sue's ....................... She's ....................... .
John is Sam's ....................... He's ......................... .
Ann is Sam and Mary's .......... ...... She's ................ -

Possession:
,
Steve is Mark's ....................... He's ...................... .

..

noun singular + 's Who 's John? He 's


Sue's brother.
pl ura l nou n + -s' Wh ose uncle i~ Mark?
He 's the girls' uncle.
irregular plural noun + 's This IS the
men 's house.
We use who's to ask about a person.
We use whose to ask about possession.

:3 Ask and answer.

A: Who 's 5am?


B: He's He/en's husband. Whose
mum is Ann?
A: She's Sam and Mary's mum.

',.. , ....... ".,_.
MODULE.

45
skins machines housework . dark
noisy funny stone . bowling golf billiards
serious angry a bit lazy vacu~m clea~er
baseball clever pet bark fair * qUIet
polite calm club . strong

. e is noiSY and
fll"\S\O,,eS gal darl< naif. H Fled Ilke'
The .s \a\\ and ne has got a stone car
ed fbntstone ' . \-\e nas
FI d "'''' liKes eating. n\ay billiards. odern She
yan ,.... can also... very rn .
tunn nd gol\' He . od she IS . bit laIV .
bOwting a 0\ fed halTa oocause he IS a . an
Flin\Stone haS 9 with fred nouse with The Rubbles
w,lma nd she gets angry h cleans the SlaghOOple, Bamey Rubble, Freel's best friend, is short and he has got
is seriOUS a hOuseworK and, S\-\:r mother, pearl
She likes cleaner. . od fair hair. He IS qUIet and a bit silly. He can play the piano
n\ vaCUum ed naif a and ttJe drums.
e\epha ad at all. he has got r 61'
doesn't \\\<.e Fr . their daughter. Sbal\. She is very clev . 8etty Rubble is Wilma's best friend. She is polite and
tone calm and she likes helping people.
pe bbles Fhntscute. Her
\S hObbY
, isw\'lO
baSe"k'
1"1:
like, a..:::;:
she is ver-; t dinosaur, Olno, Bamm-Bamm Is the Rubbles' son. He has got fair hair
She'S got a pe and he always carries a big club. He helps around the
house. He is very, very strong and his best friend is

1 Pebbles. They play games with Happy, his pet kangaroo.


-
From p. 47(T)
1 a) To introduce the to pic and pre dict the
11 To prepare and present your famil y tree
conte nt of the te xt
Expla in the task and refer Ss back to the family tree
Di rect Ss to the picture and el icit what they
know about the Fl intstones and ask them to on p. 45 .
Allow Ss time to make their fami ly tree and then
answer the question in the rubric.
Play the recording . Ss listen and follow the text choose various Ss to present their family members
in thei r books and fin d out. to the cl ass.
Suggested Answer Ke y
Suggested Answer Key
John is my granddad. He's 74. He's really funny. He can
The Flintstone family is not on ordinary family. It is 0
make people laugh.
cartoon family from the Stone Age.
Melissa is my grandma. She's 70. She's friendly. She can
cook really well.
Background Information Bob is my dad. He's 45. He's clever. He can play golf really
well.
'The Flintstones' was a long-running ca rtoon in the
Fiona is my mum. She's 42. She is kind. She can play the
form of a sitcom produced by Hanna-Barbera in the
piano.
19605. It was very popular. Two live action feature
films were made of the Fl intstones in 1994 and 2000.
Extra Activity for weaker classes
They were very popular, too.
Ss find pictures of their family members and present
their families to the class. e.g., This is my dad Pedro.
b) ~ To read for specific info rmati on He's a teacher, ete.

Draw Ss' attention to the picture again and


allow them time to read throug h the text and
use the descriptions in the text to identify the
people in the picture.
Check Ss' answers.
Answer Key
Left to right - Pebbles Flintsrone, Wilma Flintstane, Fred
F/intsrone, Pearl Slaghoople, Barney Rubble, Bamm-
Bamm, Betty Rubble

2 To re ad for specific information


Allow Ss time to read the text aga in if necessary
and answer the questions.
Check Ss' answers.
Explain/Elicit the meaning of the words in the
Check these words box.
Answer Key
1 3
2 Bowling and golf
3 She is serious and modern.
4 Baseball
5 Pebbles'
6 He can play the piano and the drums.
7 Belty Rubble
8 Bamey and Belly Rubble's son.

MODU L t~

46(T )
I
3 To paraphrase a text 7 To explain the position of adjectives in
Explain the task and then ask various Ss to present the sentences
Flintstones and the Rubbles to the rest of the class. Read the theory aloud and elicit other examples from
Suggested Answer Key Ss around the class. Then elicit examples from the text
on p. 46.
Fred Fiintstone is tall and dark. He is noisy and funny. He
likes eating, bowling and golf. Suggested Answer Key
Wilma Flints/one i'i Fred's wife. She has got red hair. She is - Fred Flin/stone is tall - He is quiet and a bit silly
serious. She likes housework. - she is very modern - she is kind and calm, ete.
Pearl 51aghoople is Wilma '5 mother. She doesn't like Fred - she is very cute
at all.
Pebbles FJintstone is Fred and Wilma's daughter. She has
8 To practise making sentences with adjectives
got red hair. She is cute and clever.
Bomey Rubble is short with fair hair. He is quiet and silly. Explain the task and allow Ss time to complete it, then
He con ploy the piano and the drums. check Ss' answers.
Betry Rubble is 8orney's wife. She is kind and calm and Answer Key
likes to help people.
Bomm-8amm is Bomey and Betty's son. He has got fair
1 lane is very funny.
hair. He is very strong and he helps around the house,
2 He is a very quiet boy.
3 They are noisy.
4 Matt is a clever student.
4 To present character adjectives and 5 Steve and Mary are very serious.
opposites
Play the recording. Ss listen and repeat chorally or 9 To listen for specific information
individually.
Read the Study Skills box aloud and explain what Explain the task and play the recording. Ss listen
and identify each of the people.
an opposite is and give some examples (e.g., tall -
short, black - white, big - small, etc). Answer Key
Allow Ss time to find the opposites and check with John is Peter's dad.
their partner, then check answers with the class. Laura is Peter's sister.
Answer Key Mark is Peter's brother.
funny - serious strong - weak quiet - noisy
--
Play the recording again. Ss listen and then
clever - Silly polite - rude describe each person's character.
Answer Key
I 5 To practise character adjectives and John is very funny.
opposites
Laura is very quief.
Explain the task and give Ss time to complete it. Mark is strong.
Check Ss' answers around the class.
Answer Key 10 To describe your family members' characters
1 quiet 3 ugly 5 weok Explain the task. Ss work in pairs and complete the
2 hardworking 4 clever 6 rude task. Monitor the activity around the class and then ask
some pairs to report back to the class.
6 To talk about family and friends using Suggested Answer Key
character adjectives and mime
A: Who's Pedro?
Explain the task and go through the example. B: He's my dad. He's very funny,
Ss work in pairs and complete the task. Monitor the A: Who's Mada?
activity around the class and then choose various Ss B: She's my sister. She's very quiet.
to mime adjectives for the class. A: Who's Francisco?
(Ss' own answers) B: He's my brother. He's very noisy.
A: Who 's Rosa?
B: She's my mum. She's very polite.

11 See p. 46(T)
MODUU.

47(T)
Vocabulary 4a
Use the picture and the text to present the
3 Flintstones and the Rubbles to the class. 8 Write In the correct order.

Study 1 very/is//ane/funny
Character adjective s ,-_ __ Skills 2 boy/he/very/a/is/quiet
Opposites 3 they/noisy/are
.,~;I Listen and repeat. Find
4 the opposites. Check with Learn words in pairs 4
5
student/is/Matt/a/clever
are/Steve and Mary/serious/
of opposites. It helps
your partner.
you remember them. very

Listening
C' Listen to Peter talking
9 about his family. Who Is
each person below?
funny quiet strong clever polite
Be.Lly Laura John Mark
8ecky is Peter 's mum .

ClListen again. What is


each person like?

Becky is very clever.


rude weak noisy silly serious
Speaking
5 Complete the sentences.
Describing character
rude weak clever quiet ugly hardworking
1 Fred isn't .............................. ................ He's ve ry noisy. 10 Write the names of
2 Wilma isn't lazy. She's .................................................... . your family members on a
3 Pebbles isn't .......................................... She's beautiful. piece of paper. Swap papers.
4 Barney isn't ............................................. He's a bit Silly. Find out about your
5 Bamm-Bamm isn't .............................. He's very strong. partner's family.
6 Betty isn't .................................................. She's polite.
A: Who'sjohn?
Use the adJectives to make sentences about 8: He 's my gronddad.
6 your family and friends. Mime the adjective. Your A: What 's he like ?
partner finds the adJective. 8: He 's very funny

A: My dad is very. . (mimes funny)


B: Funny. Project
Prepare your family tree.
7___R_e_a_d_'_h_e_'_h_e_O_,Y_o_F_ln_d_ e_x_a_m_p_l_e_' in__'h_e_ ,e_x_',o 11 Write sentences about your
Adjectives go before nouns, but after the verb to be. family. Present It to the class.
lanes a polite girl. lone's polite We can use very to give john's mygranddad. He 's years
emphasis to the adjective. She's very polite. old.

(It) W,,'bo,U. ) MODULE <4

47
Grammar4b
Present simple Talking about dally routines
(a ffirmative)
Look at the pictures. What does Kevln do in t he
Read the table. Say the 3
1 examples in your language.
morning/afternoon/ evening?

AffitmaUve
I like fish. We like fish.
You like fish . Yo u like fish .
He likes fish. They like fish.
She likes fish.
It likes fish .
Use:
repeated actions
He plays tennis on Mondays.
permanent states
He lives in Rome.
habits
I hove milk in the morning.
Spelling: 3rd person singular
verb + s
"
, eat - he eats, I like - he likes
ve rb -ss/ -sh/- ch/-x/ o + -es
I go - he goes, I wash - she washes
verb ending in co nsonant + -r
(
1< -Ies I cry - he cries
BUT vow el + -r have dinner play computer do homework
I play - he ploys watch TV games go to the gym
TIme expressions: every day, on have lunch have breakfast go to schoo l
Mondays, etc
get up ea rly go to bed meet his friends
1 Kevin gelS up early in the morning.
Write the 3rd person
2 singular. 4 What about you? Tell your partner.

'get up eOlly ill the morning. I have breakfast


1 I love - he loves
21 Ieave- ...... ...... ........ ...... Pronunciation Is/' Iz/, I lzI
3 Iwatch- .... ... .................. .
4 I run- ...................... ....
5 () Listen and tick (.I' ). Listen again and re peat.
5I say- ....... ........ ........ .. .
6 I work- .............. ...... .... ..
Ii
7 I go - .... ....... .... ........ .. .
8 I was h - .. .......... .. .. ........ ..

M O OUU ~

48
.-

1 To present the prese nt simple affirmative 3 To practise using the present simple to talk
and understand its use for routines/habits, about daily routines
repe ated a ctions and permanent state s
Explain the task. Draw Ss' attention to the diag ram
Ss close their books. Present the present simple. and direct Ss to picture 1 and read the example
Say: I live in London. Write it on the board. sentence aloud.
Underline live and explain that th is verb is in the Go through the phrases in the box or ask Ss to look
present simple. Point to a S and say: You live in up the mean ings of these phrases in the Word List,
London. Then write it on the board. Underl ine live. then tell Ss to make sentences fo r each of the
Point to a male S and say: He lives in London. Then activities 2-11 in the d iagram using these phrases.
write it on the board. Underline lives. Explain that
Answer Key
the third person singular usually takes an -so Present
the other persons in the same way. 2 Kevin has breakfast in the morning.
Explain the spell ing rules of the third person 3 Kevin goes to school in the morning.
singular by writing the verbs miss, finish, wo/ch, 4 Kevin has lunch in the afternoon.
mix, go, cry, play on the board. Stress the difference 5 Kevin does his homework in the afternoon.
between the spelling of play and cry. 6 Kevin goes to the gym in the ofternoon.
Ss open their books. Read the table aloud. Focus Ss' 7 Kevin ploys computer games in the afternoon.
attention on the uses of the tense (for repeated S Kevin meets his friends in the afternoon.
actions, permanent states and habits). 9 Kevin has dinner in the evening.
Elicit the L1 equ ivalents. 10 Kevin watches TV in the evening.
11 Kevin goes to bed in the evening.
(Ss' own answers)

rul~s
4 To consolidate and person alise the use of
2 To consolidate t he spe lling of t he t he present simple
third person singular in t he present sim ple
Ss work in pairs and tell each other thei r dai ly routines.
Explain the task and any unknown verbs. Monitor the activity around the class and then ask
Alternatively, Ss can look up the verbs in the Word some Ss to tell their d aily ro utine to the class.
List or in their dictionaries.
Allow Ss a few minutes to complete the task and Suggested Answer Key
check Ss' answers on the board. I get up early in the morning. Then, I have breakfast.
After that I go to school.
Answer Key
In the afternoon, I do my homework and play on my
2 he leaves 6 he works computer.
3 he wotches 7 he goes In the evening, J have dinner and then I watch a DVD.
4 he runs 8 he washes Then, I go to bed.
5 he says
r" .................................................... ""\
5 To pronounce /s/, /z/, / iz/
Game
Explain the task and explain that -5 (third person
Play a game to drill Ss. Say various verbs in the first singular verb ending) can be pronounced in th ree
person singular. Ss, in teams, say the third person different ways.
singu lar. Check spelling on the board. Each correct Play the recording Ss listen and tick the correct
spelling gets 1 point. The team with the most points box. Check Ss' answers.
is the winner. Play the recording again . Ss listen and repeat either
T: I brush. chorally or individually.
Team A SI: He brushes (B-R-U-S-H-E-S)
T: I fix Answer Key

\. ~~~:r:.~ .~: ~ .~_e. :i~::. ~~-.I~~::::: .:~c.................. _.. j

MODUU"

48(T)
4b
Suggested Answer Key
6 @ To present the present simple 2 Do, Yes, I do. 5 Do, Yes, I do.
negative/ interrogative 3 Does, Yes, he does. 6 Do, No, / don't.
Ss dose their books. Write on the board: I don't like 4 Do, No, I don't. 7 Does, Yes, she does.
Mondays. She doesn't like Mondays. Underline /
don't in the first sentence and She doesn't in the 10 a) @ To present like/ love/hate + .ing form
second sentence. Explain that we use I/you/we/they
Explain the meanings 01 like/love/hate and elicit
do nor/don't and he/shelit does not/doesn't to form
the Lt equivalents for the sentences from Ss
the negative of the present simple. Point out that
around the class.
the main verb is the same for an persons.
Then write on the board: Do l/ike Mondays? No, I (Ss' own answers) !
don't. Does she like Mondays? No, she doesn't. Explain that when we use these verbs the nouns
Explain that we use Do f/ you/ we/ they and Does
he/she/it to form questions in the present simple.
that follow that refer to an action always have an
.ing ending. e.g. swimming, running, dancing etc.
i
Focus Ss' attention on the position of do/ does Explain the spelling rules. (Most forms are the
(before the personal pronoun). We answer in the base form of the verb + -ing (play - playing).
short form with Yes/No, I/you/we/they do/don't and Verbs that end in a conso nant + e drop the e
he/she/it does/doesn't. and add -ing (dance - dancing). Verbs consisting
Ask Ss questions to check their understanding . of a consonant + vowel + consonant, double
T: Do you like sport? 52: Yes, she does'; the consonant and add -ing (run - running).)
SI: Yes,/do'; No, she doesn't.
No, I don't. T: Do we live in b) @ To practise like/ love/hate + -ing
T: Does your mum Greece?
Explain the task and read out the example.
work? 53: Yes, we do. etc.
Ss complete the task and then check Ss'
Ss open their books and read the ta ble. answers on the board.
Suggested Answer Key
7 @ To practise using the present simple in the
2 getting up early
negative
3 playing golf
Allow Ss time to complete the sentences and check Ss'

I
4 doing housework
answers on the board. 5 playing baseball
Answer Key 6 going to the gym
7 playing computer games
J doesn't 3 don't 5 don't
8 making dinner
1 doesn't 4 doesn't 6 doesn 't

8 @ To practise using the present simple in the


11 @ To write a short t ext about a typical day

interrogative E.xplain the task. Ss write their daily routines and take
turns to read them to the rest of the class. After each 5
Explain the task and allow Ss time to complete the
has read theirs, ask the class if they have a similar one.
sentences. Check Ss' answers.
Remind Ss to use the present simple affirmative and
Answer Key the vocabulary presented in this unit.
J Do, do 3 Does, doesn't 5 Does, doesn't Suggested Answer Key
1 Do, do 4 Do, don't
... I hove breakfast in the morning. Then, I go to school.
In the ahernoon, / hove lunch and then I do my
9 @ To ask and answer about your family using homework. I see my friends and ploy computer game5 in
the present simple interrogative the evening.
Explain the task. Ask a pair of Ss to read the
Extra Activity for weaker classes
example aloud.
Ss do the task in pairs. Monitor the activity around Write on the board: In the morning I ... up at ... o'dock
the dass and then ask some pairs to act out their and ... my breakfast. At 8 o'dock I go to ... In the
exchanges in front of the dass. afternoon, I ... my homework and ... on my computer.
At 7 o'dock I ... my dinner and at 10 o'dock .. . the
evening I ... 10 bed.
Ask Ss to complete the missing words.

49(T)
Grammar4b
Present simple Asking about your family
(negative/interrogative)
Ask and answer.
6 Read the table . How do we
form the present simple
9
1 Does you r mum work? Yes, she does.
negative/ interro gative?
2 ..... ................. you wa lk to school? .............................
3 ...................... you r dad like fish? ...... ............... ........ ..... .
. Negative 4 ...................... you live in a flat? .................................... .
I/You don 't like fish. 5 ...................... you play football? .... .... ... .... ... ................ .
He/She/ It doesn 't li ke fish. 6 ...................... you go to bed late? .................................... .
We/You/They don 't like fish. 7 ...................... your mum speak Eng lish? .... .............. .... .
. Interrogative 1~~#i-~
Do I/you like fish? like, love, hate + -ing form
Does he/she/it like fish? l o a ) Say the sentences in your language.
Do we/you/they like fish?
Short answers 3 She doesn't like getting
_ e -

1 lane loves swimming. Q


Yes, I/you do./No, I/you don 't . 2 She likes playing
up early. 8
Yes, he/she/it does./No, he/she/it doesn 't. tennis. Q 4 She hates sing ing. 8
Yes, we/you/they do./No, we/you/t1ley don't .
b ) Use these ideas to complete the sentences.
Fill in: don't o r doesn't.
7 play computer games watch lV get up early
1 Tony .................... like spiders. go to the gym tidy room play baseball
2 His brother .......... play tennis. do housework play golf make dinner
3 His parents ................... speak
1 My best friend likes playing computer games.
French.
2 My best friend hates ...................... .... .... ..................... .
4 His sister ............. get up early.
3 My uncle loves .... ...... .... ........................... ... ................ .
5 His grandparents ................... .
4 He doesn't like ....................................................... ..... .
play computer games.
5 Our teacher likes ................ ...... ...... .... ......................... .
6 His sister ............ go to school.
6 Our teacher doesn't like .............................................. .
7 I love .... .... ........................................ .
Fili i" : do, does, don't or doesn't.
8 8 I hate ................................ .
1 ............... you like basketball?
Yes, I ........................... ........ . Writing
2 ............... your parents work?
Yes, they ............................. . 11 Write a short text
about your typical
3 ................... Mary sleep a lot? weekday. Read It to
No, she ............................... . the class. Who in
4 ...................... they sing well? your class has got a
No, they ........................ .... . similar dally
5 ............. ..... he like jazz music? routine?
No, he ................................ .
I get up early and
(. 1Workbook: 4b If Grammar Bank 4 ) MODULE .

49
Skills 4c
Talking .. bout
people's jobs
() Listen and repeat. What are
1 these Jobs In your language?
What does each person do at
work 7 Use the phrases to make
sentences.

look after sick animals


repair cars

teach children

Listening Fill in: professional, similar, autograph, appearances, doubles.

1 I've got a(n) ..................................... from my favourite


footballer, David Beckham.
autograph professional
look-alike go places double for 2 He's a(n) ................................ photographer and earns a
commercials make an appearance lot of money.
real success similar (to) 3 This isn't Victoria. It's her look-alike. She ........................ ..
for her at parties.
( ) Listen and 4 He doesn't often make ............................. with his wife.
complete the 5 Her looks are ............................. to Shakira's.
sentences. I
, Speaking & Writing
~ Find out what your partner's parents do for
2 Andy Harmer is David's a living.
best .......................... . A What does your mum do?
3 Professionallook~ B: She 's a Wha t does your dad do?
I! "'L.
alikes look exactly
like famous .................~ ....... . Complete the emall to your English-speaking pen-
4 Andy doubles for David friend about your family.
,,..;...-----~
Beckham on lV commercials
.--
-

:~~t~~r~a,~:~~;~fk~E:~es I:'
Dear Pete,
5 Therc are ... members in my family. My dad's very .... Hc's ...
years old and he works as .... My mum ... years old and she's

6 I
Andy looks exactly like David.
His voice is ............ David's too.
very .... My brother .... He's ... old. My sister .... She's
What about your family? Write back soon!

MOOULE. (~lStudent'~ 8ook: Language Review <k: ) Q.~W~O~'~kb;O;Ok~,;,,'=~=:I!::::;;::;::. ;~::. ,.:-:::=::::===::===


50
-
4c
D To present and practise vocabulary fo r jo bs 4 D To personalise the topi c by asking about
parents' jobs
Play the recording. Ss listen and repeat chorally or
individually. Elicit the L1 equiva lents. Ss work in pairs a nd ask and answer, as in the
example.
(Ss' own answers)
Ask va rio us pairs to ask and answer in front of the
Go through the phrases and explain/elicit the class.
meaning of any unknown words . Alternatively, ask
Ss to look up the meanings of any words they do Suggested Answer Key
not know in the Word List or in their dictionaries. A: What does your mum do?
Explain the task and read the example aloud. Ss B: She's a teacher. What does your dad do?
then make sentences using the phrases. Ask various A: He's a vet.
Ss around the class to say their sentences aloud.
Answer Key 5 D To write an email about you r fa mily
A vet looks ofter sick animals. Explain the task and allow Ss some time to complete it.
A photographer takes photographs. Alternat ively, assign as HW. Then ask some Ss to read
A mechanic repairs cars. their em ails aloud to the class .
A pilot flies planes.
Suggested Answer Key
A nurse looks after sick people.
A footballer plays football. From: Costas
A secretary types letters. To: Pete
A teacher teaches children. Subject: My fam ily
Dear Pete,
2 D To liste n fo r sp ecific info rmatio n There are four members in my family. My dad's very
clever. He's 42 years old and he works as a teacher. My
Play the reco rding . Ss listen and answer the mum is 40 years old and she's very kind. My brother,
questions.
Victor, is very noisy. He's 4 years old. My sister, Angela, is
Explain/Elicit the meaning of the words in the
serious. She's ' 0 years old.
Check these words box.
What about your family?
Check Ss' answers. Write back soon!
Answer Key
1 footballer
2 lookalike
3 stars
4 films
5 He/Andy Harmer
6 similar to
, .........................................................
Costas

Game
Background information Wo rk in pairs. Mime a jo b. You r partne r guesses wh at
the job is.
David Beckham is one of the most famous British
footballers. He was born on 2nd May, 1975 in A: (mimes typing on a keyboard & asks: what da I do?).
Leytonstone, East London. He attended Bobby B: Yau are a secretary. ete.
Charlton's foo tball school in Manchester. From
19922003 Beckham made 400 appearances for \.. ............................ ........................ .-1
Manchester United and scored 62 goa ls. He is a
mem ber of the England Nationa l team and played
over a h undred times for his country. His favourite
number is 7.

3 D To practise new vo cabulary


Explain the task and give Ss time to comp lete it, then
check Ss' answers.
Answer 'key
autograph 4 appearances
2 professional 5 similar
3 doubles

MOOULE~

50(T)

l
5 To practise role-playing and act out
1 To practise telling the time
a dialogue
Read through the table eliciting/explaining any
Explain the task . Ss work in pairs and choose one of
unknown words.
the situations. Remind Ss that they can use the
Choose two Ss to read the example aloud . Allow Ss
dialogue in Ex. 2 as a model.
time to do the task in closed pairs.
Ss complete the task in pairs. To help Ss, draw the
Ask some pairs to act out their exchanges.
following diagram on the board and elicit appropriate
Suggested Answer Key phrases Ss should use. Write them on the board. Ss
A: What's the time, pleme? can refer to the diagram while doing the task.
B: Ir's four 0 'e/ock.
A: Hove you got the time, please? Suggested Answer Key
B: It's ten to four. Student A Student B
A: What time is it, please? Hi! Are you free ... ? -----.... Hi. I think so. Why?
8: It's twenty to three. (Greet friend & ask about / (Greet & ask reason.)
A: What's the time please?
B: It's half post eight.
plans.) L-
Oo you want to ... ? __ .. Sure. What time .. .1
/'"" ... .... ........................................... '\ (5U99''' ~ (A9"' Ask when ;,
: Game : opens.)
: Play in teams. One S uses his/her arms to show the At ... ~ What time ... 7
: time. The other team guesses the time. Each correct : (Respond.) (Ask when it closes.)
~ guess gets one point. The team with the most points : At ... ~ ~I S ... OK ... ?
y
\..i~.~~e ~.i~~,:,~.... . . .......... ,...................... )
(Respond.) (Suggest a time.)
Yes, ... See you ...

2

To identify the context of a dialogue
Read the sentences aloud and elicit the L1 equivalents.
(Ss ' own answers)
(Agret & say goodbye.)

Monitor the activity around the class and then ask


pairs of Ss to act out their dialogues in front of the
class.
Suggested Answer Key
--
Elicit what the dialogue is about (m aking plans to
play a sport). Pom: Hi, Mary!
Play the recording. Ss listen and follow the text in Mary: Hi, Pam. Are you free this evening?
their books and find out. Pam: I think so. Why?
Mary: Do you want to go swimming with me?
Pam: OK. What time does the pool open?
3 To read for specific information
Mary: At six o'clock.
Allow Ss time to read the dialogue again and Pam: Whal time does it close?
answer the questions. Mary: At nine 0 'clock.
Check Ss' answers. Pam: Is 6:30 OK with you?
Mary: Yes, that's fine. See you there.
Answer Key
1 He/en wants to practise basketball. ) 00 Pam: Hi, Mary!
1 From half past three to seven. Mary: Hi, Pam. Are you free Sawrday morning?
Pam: I think so. Why?
Ss read out the dialogue in pairs. Mary: Do you wont to go to the Computer Club with me?
Pam: All right. What time does the computer room open?
Mary: At half past eight.
4 To learn synonymous phrases Pam: What time does it close?
Read the phrases aloud. Refer Ss back to the dialogue Mary: At twelve o'clock.
and elicit the synonymous ones from various Ss around Pam: Is 9:00 OK with you?
the class. Mary: Yes, that's fine. See you there.

Answer Key
, Yes, that's fine. 3 What time does the court open?
1 I think so. 4 See you there!

MCCUlE 4

51(T)
Everyday English 4d
T~lIing the time
quartel' to quarter past
Use the table and the clock faces to ask
1 each other the t ime.

halfpast A: What 's the time, please?


B: It's ....
, 12 ,

9~ l~ , Making arrangements
.:....2./ 2 These sentences are f rom a dialogue between two friends .
, 12 ,
Say them In yo ur la nguage. What Is the dialogue about?
9
"- 'u... 3 Are you free this afternoon? What time does the court open?
, 6 ' Is 4:30 OK with you? Yes, that's fin e . See you there!

C' Listen and r ead to find out.

",
9 _Y'
6 '
,

, 12, ,
Jenny:
Helen :
Hi. Helen!
Hi. Jenny. Are YO ll free th is afte rnoon?
,

Jenny, I th ink so. \\Illy?


9 ....o-t 3 Heien : Do you want to pra.ctise hasketball with me?
, 6 Jenny, Sure. What time does the court open?
Helen: At half past three.
Jenny: What time does it close?
Helen: At seven o'clock.
Jenny: Is 4:30 OK with you?
Hele n: Yes, that's fi ne. Scc you [here!
,.' "

...........................
Read the d ial ogue again and answer these questions . Then
Asking 3 read out the dialogue in pa irs .
What's the time,
please? 1 What does Hel en want to do?
Have you got the 2 When is the court open ? (From ... to .. .)
t ime, please? 3 What time do they decide to meet?
What time is it,
Find phrases in the d ialogu e which mean:
please?
Telling
4
It's five o'clock.
1 Yes, !tnr, O~',. 2 Probably, i ~ Whell is it open'_.~ Meet you _eil

It's half past two.


It's ten past three . 5 If' Your friend asks you to do one of these things. Chang e the
words in co lo ur t o act out a d ialogu e like the one In Ex. 2 .
It's twenty to ten . th is evening/ go swimming / pool open 6:00-9:00
Saturday morning/go to Computer Club/ computer room open 8:30 -12:00

(..) Student's Book: Language Review 4d )


Across the Curriculum 4e

EVClybody ho.t; a fomily


Golly gec, aJamily
EI,et)'body has 0 family
And thefre lIot always the somc

I 1I00'c a m/Jm and a dad


A sister and a brother alld I'm glad
The gir! who lives nexl door
Has (J 1nl/m and 110 olle more

The boy who lives lip the street


Lilies wilh his dad ond his uncle Pete
Aunts, uncles and grandparents, loo
Will somclimeslive with Jail

}/ou call see Jamily ever)'


doy
Some fomily members /iyc Jor away
Bflt whether flear or apart
F(lmi~y livcs ill your heart

Ghec~ f~ese words


a) Look at the pictures. everybody . glad . lives . no one more
What type of family is yours? street far away . whether . near
heart
b) Listen to and read the
IH t

poem. What type of family have these people got?

the speaker the girl next door to the speaker


the boy living up the street

Find the rhyming words (words that sO1 nd similar, like dad and
glad) In the poem. Which verse hasn 't got any rhyming words?

What Is family to the speakerl W'.a:: about youl Complete

My family is important to me because ....

Workbook; 4d, e &: Vocabulary Bank 4


52
4e
, a) To introduce the topic th rough pictures
Direct Ss' attention to the pictu res and read the
headings aloud. Elaborate on each type of family
and ask va rious Ss to say what sort of fami ly theirs
is.
(Ss' own answers)

b) To listen and read for specific information


Play the recording. Ss listen and follow the text
in their books and answer the question in the
rubric.
Expla in/Elicit the meaning of t he words in the
Check th ese words box.
Check Ss' answers.
Answer Key
the speaker - nuclear family
the girl next door to the speaker - single parent family
the boy living up the street - extended family

2 To learn a bout rhyme


Explain the task. Write the words here and clear on
the board. Elicit that two words rhyme as some
part of them is pronounced the same way even
though they are spelt differently and have a
completely different meaning.
Elicit the rhyming words in the verses and an
answer to the question in the rubric. Check Ss'
answers .
Answer Key
verse 2: dad, glad; door, more
verse 3: street, Pete; too, you
verse 4: day, away; apart, heart
The first verse hasn't got any rhyming words.

3 To personalise the topic


Ask Ss to think of reasons their family is important to
them. Invite them to use vocabula ry from the modu le.
Ss read their sentences to the class.
Suggested Answer Key
Family is the people who live in your heart .
... we look after each other.

MOD ULE "

52(T)
4e
1 a) G To introduce the topic through pictures
Direct Ss' attention to the pictures and read the
headings aloud. Elaborate on each type of family
and ask various Ss to say what sort of family theirs
is.
(Ss' own answers)

b) G To listen and read for specific information


Play the recording. Ss listen and follow the text
in their books and answer the question in the
rubric.
Explain/Elicit the meaning of the words in the
Check these words box.
Check Ss' answers.
Answer Key
the speaker - nuclear family
the girl next door to the speaker - single parent family
the boy living up the street - extended family

2 G To learn about rhyme


Explain the task. Write the words here and clear on
the board. Elicit that two words rhyme as some
part of them is pronounced the same way even
though they are spelt differently and have a
completely different meaning.
Elicit the rhyming words in the verses and an
answer to the question in the rubric. Check Ss'
answers.
Answer Key
verse 2: dad, glad; door, more
verse 3: street, Pete; (aa, you
verse 4: day, away; apart, heart
The first verse hasn '( got any rhyming words.

3 G To personalise the topic


Ask Ss to think of reasons their family is important to
them. Invite them to use vocabulary from the module.
Ss read their sentences to the class.
Suggested Answer Key
Family is the people who live in your heart .
... we look after each other.

MODULE-4

52(T)
4f
~ To ident ify a text type 5 ~ To write a blog entry d escribing your
Direct Ss' attention to the text and elicit what type favourite singer
of text Ss think it is.
Explain the task a nd remind Ss they can use their
Play the recording. Ss listen and follow the text in
answers to Ex. 4 to help them and the text in Ex. 1
their books. Elicit what the text is about. as a model.
Explain/Elicit the meaning of the words in the
Allow Ss time to complete the task and check Ss'
Check these words box.
answers by asking various Ss to read their blog
Answer Key entries aloud.
The text is a blog. Alternatively, assign as HW.
It is about jomie's favourite singer, Leono Lewis. Suggested Answer Key

~ To read for specific inform ation


My favourite singer is Shakiro. She's Colombian and she's
2 got a great voice. She also writes songs. My favourite
song is 'My Hips Don't Lie'.
Allow Ss some time to read the text again and
answer the questions. Shakira con speak five languages. She's got five brothers
Check Ss' answers. and three sisters. She likes pointing and listening to jazz
music.
Answer Key
1 She is from Britain. 4 Yes, she con. Extra Activity for weaker classes
2 She is a singer. S His name is Rome.
Write the text in the Suggested Answer Key with
3 She's got two brothers. 6 No, she doesn't.
gaps. Give a list of missing words and ask Ss to

~ To understand subject/verb order


complete the text using it.
3
Suggested list of wo rds: voice, song, speak, sisters,
Read the Study Skills box aloud and give further listening (in jumbled order)
examples if necessary.
Explain the task and allow Ss time to complete it.
Check Ss' answers on the board.
Answer Key
I Jenny is American.
2 She doesn't like football.
3 Do they play the guitar?
4 He can't play the piano.
S Has he got a pet?
6 Are they Chinese?
7 He doesn't like vegetables.
8 Her mum is a teacher.

4 jICT !~ To pe rso nalise t he t o pic


Ask Ss to look up information on the Internet or look
in encyclopaedias/other reference books.
Allow time for Ss to collect information and prepare
their presentations. Alternatively, assign the task as
HW
Ask Ss to present their work to the class.
Suggested Answer Key
1 Shakira is my favourite singer.
2 She's from Colombia.
3 She can sing very well. She can write songs.
4 She's got five brothers and three sisters.
S She has got a pet dog (golden retriever).
6 'Hips Don't Lie' is my favourite song.

53 (T)
Writing 4f
A profile of famo s person

1 Look at the text. What is it: an email? a blog?


What Is it about? <-;. Listen, read and check.
~CheCK
I
t~.s. words
voice write
dog pet . eat
meat vegetables

My favourite singer is Leona Lewis. She's British and she's got a great
voice. She also writes songs. My favourite one is 'Bleeding Love',
Leona can play the guitar and the piano. She's got two brothers, Kyle
and Bradley. She loves dogs. She 's got a pet Rottweiler. His name is
Rome . Leona doesn't eat meat. She likes vegetables. Do you know her?
Jamie
Post your message.
0>0

2
1
Read the text and answer the questions.

Where is Leona Lewis from? 4


t}>
Can she play the guitar?
2 What does she do? 5 What's her pet's name?
3 Has she got any brothers or sisters? 6 Does she eat meat?

Write the sentences in the correct order.


3
1 American/is/Jenny 5 he/got/pet/has/a?
2 football/she/I ike/doesn't 6 they/are/Chinese?
3 do/the gUitar/they/play? 7 like/he/vegetables/doesn't
4 he/play /the/ can't/pia no 8 teacher/her /is/ a/mu m

(leT I Collect information about your favourite singer. Answer the


4
Study questions.
~ _ __ SkiIl5 1 Who is your favourite singer? 4 Has he/she got any brothers or
Word order 2 Where is he/she from? sisters?
We always put the 3 What can he/she do? 5 Has he/she got any pets?
subject before the 6 What is your favourite song?
verb in affirmative!
negative sentences, Writing (a blog entry describing your favourite singer)
but after the
Portfolio: Use your answers from Ex. 4 to write a blog entry similar
auxiliary verb in 5 to the one in Ex. 1 (50-70 words).
questions.
lane is Scottish . She
isn 't Irish . Does she Para 1: your favourite singer, nationality, your favourite song
live in the UK? Para 2: what he/she can do, number of members in his/her family,
pets, what he/she likes

(i )Student', Book. SelfChKk 4) (~)Workbook.: 40 MODULE 4

53
Dear
I live Monstertrackers,
on umboi Island in Papuo NeW Guinea - people call it
the lost World! We've got many strange creatures here. One
of them is 0 dinosaur bird called the Ropen! (ome and see it.
The Ropen Jacob

Welcome to Papuo ~
New Guinea. Come ! Wowl This is
\,;,d':;~;;!:.~it.~~ amazin.g! You've I
. . big family. ;
Help! Crash
landing, everyone! '

Use the verbs in the correct


Look at the pictures. What is the story about? 4 form to complete the
1 ( .1 Listen and check. The Ropen summary of the text.
2 Read and mark the sentences T (true) or F (false).
look go live
1 Umboi Island is in Papua New Guinea. T fly come
2 Jacob has got a small family. F The Monstertrackers 1) go to Papua
T
3 A sing-sing is a celebration. New Guinea. A strange creature, the
F
4 The Ropen is a small bird. Ropen, 2) lives there. It 3) comes out
F
S Its eyes light up. at night. It 4) flies very fast. It
6 jacob's uncle's house is in a tree. T
5) looks like a bat.

Use the words to complete

~~
flY ~ light up

1 The Ropen looks like a bat.


2 It's got big wings.
3 Its wings light up at night.
4 The Ropen can fly very fast.
S During a sing-sing the people paint thei r fuc~s and dance.

55
- --
I
c
-=
Fa mily ridd les!
1 Read and write the family
3 - ' Lookat iiii:i
words . Module 4 and write a
questions and answers quiz -
!!!!!;

1 He's my mother's father.


of your own . -.J-.....
Song: What is your dally
....-
4 routine Iikells it the same l!
as the singer?
She's my Cousin's mother. !i!
.~j Listen and read to find
She's my father's sister.
She's my .......................... .
out . --
I iAi

)
'") 3 He's my dad's nephew.
I get up in the morning

:::: :~ u~Cle'ssonnnnn. ') ~ Can't wait to start my day


Every day's a new day
)
With time to work and play

4 She's my aunt's mother.


I'm busy in the mornings
And in the evenings, too
The weekdays are just Cf::lZY
She's my mother's mother too.
There's always lots to
She's my ........ , ................. .
}
r'J
s He's my uncle's nephew. o
He's my mum's son. Tick lock. tick rock
He's my ......... .... ........... I'm busy round the clock
Tick lOck, tick LOck
. I "evel; /le\'er stop

Work In pairs. Imagine you do one of the Jo bs on p. 50.


Mime this person's dally routine. Your partner describes
I go to school on weekdays
your dally routine to the class. I have fun at weekends
I ride my bike, I skuteboard
A: (mimes get up and shows 1) And hang out with my friends
B: Bob gets up at 1o'clock. I'm happy when I'm busy
I don't want to stay still
2 Do the quiz. Answer the questions . Every day's exciting
With lots of lime to fill

Who is Fred Flintstone's wife?


Can Barney Rubble play the piano?
3 What 's the word for your mother's mother?
4 What does a nurse do?
5 What is a professional look-alike?
6 Whal does a pilol do?
7 What is Pebbles Flintstone 's pet?
8 What is a nuclear family?

56 I I '
6 Who is Leona Lewis? (a British singer)
To practise solving riddles
7 What does a mechanic do? (repair cars)
Explain the task and allow Ss some time to 8 What does 0 vet do? (look after sick animals)
complete it.
Check Ss' answers. 4 To listen and read for specific information
Suggested Answer Key
Ask Ss to say as many phrases as possible related to
1 gronddad 4 grandma their daily routines. Play the song. Ss listen and say
2 aunt 5 brother which ones are mentioned in the song.
3 cousin
(Ss' own answers)
Game: Ss play the game in pairs as described in the Ss' Play the recording again for Ss to sing along.
Book until each 5 in the pair has mimed each job from p.
50. r .. .. .. ... ....... "
: Game
. .:
2 To test knowledge learnt in this module
Ss think of a famous cartoon character, actor,
Explain the task. Allow Ss some time to read the footballer, etc, then they think of his/her daily
questions and think of the correct information to routine. Ss mime the person's daily routine activities.
answer the questions. The class guesses what the person does in the
Alternatively, you may allow Ss to review the morning/afternoon/evening.
module and find the relevant information to
answer the questions. Check Ss' answers. 51: I'm Antonio Banderas. In the morning I ... ............ .
Answer Key (mimes wake up).
52: wake up
Wilma
51.- at 7 o'clock and .... ...... (mimes go jogging).
2 Yes, he can. : 52: go jogging, ete. :
3 grandma
4 looks after sick people
\.. .... .... .... ........ .. .. ......... ..................... ..J
5 Someone whose job it is to look like 0 famous person.
6 flies planes
7 a dinosaur
8 A family with two parents and children.

3 ~ To write a quiz
Explain the task and allow Ss time to look through
Module 4 and think of quiz questions in pairs.
Tell Ss they can use the quiz in the previous task as
a model. Offer an example (e.g., What is the word
for your mother's brother? (uncle).
Ss swap their quizzes with another pair and do it
and then report back to the class.
Suggested Answer Key
1 Does Fred Flintstone like golf? (Yes, he does.)
2 What pet has BammBamm got? (A kangaroo.)
3 What is the opposite of quiet? (noisy)
4 What is David Beckham's job? (He is a (ootbol/er.)
5 What is Andy Harmer's job? (He is Beckhom's look.
alike)

MOOUl[ ~

56(T)
Great animals!
~ What's In this module?
Read the title of the module Great animols! and ask Ss
to suggest what they think it means. Go th rough the
topic list and stimulate a discussion to pro mpt Ss'
interest in the mod ule.

Find the page numbers for

E.xplain/ Elicit the meaning of any unknown words, and


then Ss find the page numbers for the items listed .
Ask questions to check Ss' understand ing.

! Answer Key
a quiz (p. 68)
Do you like to do quizzes? Are you good at quizzes?

I o fact file about a bird (p. 59)


Where can you see fact files? Whal do they tell us?
a quotation (p. 62) -
!!ooi
Do you know any famous quotations? Which ones? Do
you think quotations are useful? Why (not)?

Vocabulary
1 To present animals
Play the recording. Ss listen and repeat chorally or
individuaJly.
Elicit the I I equivalents from Ss around the class.
(Ss' own answers)

2 To categorise new voca bulary


Explain the task and write the head ings on the
board . Explain/ Elicit the meaning of any unknown
words (e.g., farm - a place ra raise animals to sell for
meat, the wild - a place where animals ore free).
Go through the examples and then elicit which
animals go under which headings. Check Ss'
answers on the board.
Suggested Answer Key
domestic: sheep, cow, horse, duck, chicken
wild: fox, squirrel, bear, eagle, chimpanzee, rabbit,
elephant, duck, horse
pet: rabbit, hamster

3 To recog nise animal sounds


Play the recording. Ss listen and iden tify which
ani mals they hear.
Answer Key
COW; horse, duck, chicken, sheep, elephant

........ ,
57(T)
Vocabulary
',,,Ie
o Listen and repeat. What are these animals
in your language?

List the animals under these headings. Check


with your partner, then tell the class.
domestic (llVin on a farm)
wild (hvin in the wild
et (/ivin In our hou~el arden)
Sheep are domestic animals. They live on a farm.
Foxes are wild animals. They live in the wild.

.:; Listen to the sounds. Which animals can


you hear?

. ~
".~

MODULl5

57
unique poisonous
spikes . clumsy
stomach colourful
beak coral reefs
./ hide rocks
The sea ;s home to millions of amazing animals. pyjamas cover
They are beautiful and unique, coat spines
but most people only know a few of them!
Puffer fish are funny-looking but poisonous fish. They are usually
quite small and round and have got spikes. They swim very slowly
and are sometimes clumsy, but they are very clever. When another
fish tries to eat it, the puffer fish never hides. It fills its stomach with
water or air so it looks like a big balloon and it frightens the
other fish .
Parrotfish are very colourful. They have a lot of
,;r,,= and a mouth like a parrot's beak. In fact, their teeth
21il.v,er stop growing. Parrotfish live near coral reefs. They never
come out at night, but hide under or between rocks. Parrotfish
even wear pyjamas at night! When it's time to sleep, they cover
their body with a thick liquid. It looks like a coat.

Lionfish are very beautiful fish. They are usually white


red or brown. They have got a lot at long spines with white
~ SrlotS. Uonfish always live alone. They usually hunt at night.
,"," ""'" curious fish and they like it when divers take pictures
of them. They are not always very nice, though. Their spines are
t \'e~' IXlisclnoUS and sometimes they eat their own babies.
1 @ To introduce the topic and stimulate
interest in the text
Direct Ss' attention to the pictures and ask if they
know the names of these fish or anything about
these fish. Elicit a variety of questions about them
and write three of them on the board, one for each
fish.
Play the recording. Ss listen and follow the text in
their books and check if their questions were
answered.
Suggested Answer Key
Can the puffer fish swim fast? No, it wn't.
Where does the parrotfish live? The parrotfish lives near
coral reefs.
Is the lionfish dangerous? Yes, the lionfish has poisonous
spines.

2 @ To read for specific information


Allow Ss some time to read the text again and
answer the questions.
Explain/Elicit the meaning of the words in the
Check these words box and draw Ss' attention to
the Amazing Foct box.
Check Ss' answers.
Answer Key
They are small and round with spikes.
2 They puff themselves up like a big balloon and
frighten other fish away.
3 It looks like a parrot's beak.
4 They live near coral reefs.
5 They sleep under or between rocks.
6 They hunt at night.
7 It has got pOisonous spines.

3 @ To consolidate new vocabulary/


information in a text
Explain the task and give Ss time to complete it. Then
check Ss' answers around the class.
Suggested Answer Key
I home to 4 hide
2 spikes 5 spines
3 coral reefs

MODULE S

58(T)
~
A: Is it a bear?
4 To consolidate information in a text B: Yes, it is, ete.
Allow Ss a minute to go through the texts. Ss close
their books. 7 ~ To listen for specific information ~
Ss work in pairs and talk about the texts and say
what they remember from each one.
Ask Ss to read through the fact file and think about S
what type of information is missing from each gap.
Ask various pairs to report back to the class.
Suggested Answer Key
Play the recording. Ss listen and fill the gaps. Check Si
Ss' answers.
Puffer fish are poisonous. They hove spikes. They are Answer Key Si
clumsy but clever.
, The porrotfish has a Jot of teeth. They live near coral
1 block
2 beak
4 wings
5 65
7 20-30
!!Si
1
-, reefs. They hide under rocks.
3 (very) sharp 6 fish

The lionfish has got lots of spines. They live alone and S
~
hunt at night.

, 8 ~ To write a fact file
5 ~ To present vocabulary for parts of animals Assign the task as HW and tell Ss they can find
Eii
information on the Internet or in an encyclopaedia
Play the recording. Ss listen and repeat chorally or
or use other reference books to help them write
individually and then elicit the L1 equivalents.
their fact files. 8
(Ss' own answers) Check Ss' answers by asking various Ss to read their
fact files out to the class . iO!!i
6 .) ~ To use adjectives for description Suggested Answer Key S
Explain the task. Explain/Elicit the meaning of Name: penguin
the adjectives. Direct Ss to the Word List or their Colour: block and white Si
dictionaries to look up any unknown words. Has got: thick feathers, big body, wings, small head, long
Ss complete the descriptions. Check Ss' answers beak g
on the board. It is 0.5 metres toll and weighs about 30 kilos.
Answer Key
Eats: fish Si
Lives for: about 20 years
Parrot Penguins ore block and white. They hove got thick,
1 sharp beak 3 sharp claws feathers, 0 big body, wings, 0 small head and a long
2 small body 4 long toil beak. They ore 0.5 metres toll and weigh about 30 kilos.
Bear They eat fish and they live about 20 years.
1 wide mouth 3 small ears 5 thick fur
2 big nose 4 sharp teeth
Giraffe
1 long neck 3 small head
2 thin toil 4 long legs

I b) ~ To ask and answer about animals


Explain the task and read the example aloud. Ss
work in pairs and ask and answer questions to
guess the animals. Remind Ss to use their
answers from Ex. Sa to help them.
Monitor the activity around the class and then
ask some pairs to ask and answer in front of the
class.
Suggested Answer Key
... thick fur?
8: Yes, it has.
A: Has it got a wide mouth?
B: Yes, it has.

,",OOOU 5

59(T)
Vocabulary Sa
Write t hree facts you remember
4 from each text. Tell your partner. = ___ __~
j big
, h le k
o
od
WI.

Parts of animals
C')listen and repeat. What are these
5 words in your language?

trout

small

long
fin scales
thin
ea rs goat
il
f body

Speaking
legs fur
b) Choose an animal. Your partner
hooves
asks questions to find out which it is.
A: Has it got a long neck?
head
B: No, it hasn 't.
"-...- ' beak
A: Has it got .1
w ings
Listening
7 () Listen and complete the fact file
about the bald

I' NI.m,.:: bald eag le


Colour: brown or lrl" l- - - ----'
Describing animals Has got a yellow 121

a) Use the adjectives to complete the and 131 !c laws


6 descriptions. 1,. 141 l are 2 mwide

sharp
FIi up to Isl I km/h
E.,,, 161 I
=~7:;:1====='-1years
small
Llv fLo
"",L:-;1
long

Writing
11(T I Write a short fact file about an
8 animal you like. Use the fact file In Ex.
7 as a model .

(. )Student'5 Book: Language Review Sa ) (. ) Workbook: Sa )

59
Grammar 5b
Use adverbs of frequency to write
Adverbs of frequency 4 sentences about yourself.
Read the sentences. Complete the rule
1 with after or before. Say the adverbs in 1 get up at 7 in the morning
your language. 2 wa lk to school
3 watch TV in the evening
They are always 4 go to the cinema with my friends
friendly to people.
5 go jogging in the evening
They usually eat
crabs, small fish and
Complete the sentences using
turtles.
They often hunt for
5 adverbs of frequency so that they are I!;;
food alone. true for you .
They sometimes go
I!;;
1 On Mondays, I always watch my favouflte
very pink when they
TV programme in the evening . I!;;
are surprised,
They never have 2 At school, I ........................................... . g
babies in the summer. 3 At weekends, I ...................................... .
4 In the afternoon, I ................................ . g
Adverbs of frequency usually go 1) .................. .
5 In the evening, I ................................... .
e
the main verb, but 2) .................. the verb to be. Prepositions of time ~
Complete the sentences with adverbs of 6 a) Read the examples. ~
2 frequency.
~
, I .......................... ............... walk to school.
at + time (ar 2 o'clock), at noon/midnight/night,
at the weekend g:
2 My friend ..................................... watches
in + months (in June), seasons (in the summer),
TV in the afternoon.
times of day (in the morning/afternoon/evening) ~
3 My parents ...................... go to the cinema.
on + days (on Monday), dates (on August 2nd) I!!;:i:
4 I ................... meet my friends after school.
5 My mum .............................. cooks dinner. b) Complete the F
6 r ................ have a shower in the morning. sentences with in, on, at.

Speaking
Talking about habits
Work in pairs. Use always, Susan is a vet. 1) .............. weekdays, .
3 usually, often, sometimes or never to make she gets up 2) 7:00
true sentences about yourself. 3) .............. the morning. She has -- -
breakfast, gets dressed and leaves for work 4) ... 8:00.
How often do you ...
She is at work 5) .............. an hour. 6) .............. noon she
eat fish? tidy your room? has a sandwich for lunch. She gets home 7) .............. 7:00
go swimming? go to the theatre? 8) .............. the evening. She has dinner 9) .............. 7:30
watch TV? get up early? and then watches her favourite TV series. 10) __
play tennis? go to bed late? Fridays she doesn't always have dinner at home. She
A: How often do you eat fish? usually eats out with her family. She usually goes to bed
B: I never eol fish .
1~ ;~::::, .1~0~, 12)"m: , ,:i~.h~,,,, '" '" ,oH.)
60
a To learn and understand the position of
adverbs of frequency in sentences
A:
B:
A:
How often do you get up early?
I often get up early.
How often do you go to bed late?
B: I sometimes go to bed late.
Explain the task and ask various Ss to read the


sentences aloud.
Ask questions to elicit the information to complete
the ru le (e.g., Which word is the verb in the first
4 a To practise using adverbs of frequency
Allow Ss time to complete the sentences and elicit
sentence? (are) Which is the adverb of frequency? answers from Ss around the class.
(a/ways) Where is the adverb of frequency in the first
sentence before or after the verb? (after). Which word Suggested Answer Key
is the verb in the second sentence? (eat) Which is the J I usually get up at 7 in the morning.
adverb of frequency? (usually) Where is the adverb of 2 I never walk to school.
frequency in the second sentence before or after the 3 J often watch TV in the evening.
verb? (before). Continue with all the sentences. 4 I sometimes go to the cinema with my friends.
Ss complete the rule in pairs. Check Ss' answers. 5 I never go jogging in the evening.
Answer Key
Adverbs of frequency usually go before the main verb but
after the verb 'to be'.
5 a To practise using adverbs of frequency
Allow Ss time to complete the sentences about
themselves and then check Ss' answers.
Elicit the I I equivalents.
(Ss' own answers) (Ss' own answers)

2 a To practise using adverbs of frequency 6 a) a To present prepositions of time


Go through the box and explain the use of
Explain the task and allow Ss some time to
complete the sentences about themselves. prepositions of time.
Check Ss' understanding by saying different
Check Ss' answers.
times and eliciting the correct prepositions from
Suggested Answer Key Ss around the class.
I I often walk to school. r, night T' July
2 My friend sometimes watches TV in the afternoon. SI: ot night I 52: in July ete.
3 My parents never go to the cinema.
4 I usually meet my friends after school.
S My mum a/ways cooks dinner.
b) a To practise using prepositions of time
Allow Ss some time to complete the sentences
6 I often have a shower in the morning.
Check Ss' answers. Ss justify their answers.

3 a To talk about habits using adverbs of


frequency
Answer Key
10n 3in 5 in 7 at 9 at 11 at
2at 4at 6 At 8 in 10 On 12 at
Explain the task. Choose two Ss to read the
example aloud. Ss work in pairs and complete the From p. 61 (T), Ex. 10
task.
Suggested Answer Key
Monitor the activity around the class and then ask
some pairs to ask and answer in front of the class. 2 A: Cats are friendly. B: Yes, but dogs are friendlier
than cats. A: Rabbits are the friendliest of all.
Suggested Answer Key 3 k Foxes are dangerous. B: Yes, but bears are more dangerous
A: How often do you go swimming? than foxes. k Pumas ore the most dangerous of 011.
B: I usually go swimming on Saturdays. 4 A: Eagles ore beautiful. B: Yes, but parrots ore more
A: How often do you watch TV? beautiful than eagles. A: Flamingos are the most
B: I sometimes watch TV in the evening. beautiful of all.
A: How often do you play tennis? 5 A: Dolphins are funny. B: Yes, but puffer fish are funnier
B: I never play tennis. than dolphins. A: Chimps are the funniest of all.
A: How often do you tidy your room? 6 A: Lionfish are colourful. B: Yes, but parrotfish are
B: I always tidy my room on Saturdays? more colourful than lion fish. A: Peacocks are the most
A: Haw often do you go to the theatre? colourful of 011.
B: I never go to the theatre. 1 A: Rabbits are small. B: Yes, but squirrels are smaller
than rabbits. A: Hamsters are the smallest of all.
MODUli S

60(T)
I 7 G To present comparatives & superlatives
complete it.
Check Ss' answers aro und the class.
Ss dose their books. Exp!ain that we use the Answer Key
comparative form la compare two people, things, 1 faster 3 thinner 5 stronger
places, ele. We usually use than wi th comparative 2 more 4 longer 6 more powerful
adjectives. loner is taller than Paul. We use the
supe rlative fo rm to compa re one person/thing,
etc, with the en tire group. Danny is the tallest boy 9 G To practise supe rlative fo rms
in the class. Explain the task and give Ss some time to complete
NOTE: We use (nol) as + adjective + as to show it.
that two people/thi ngs, etc, are (not) similar. The Check Ss' answers.
white bag is not as expensive as the brown one.
Form Answer Key
With one-syllable and two-syllable adjectives, we 1 biggest 3 largest 5 most unusual
form the com parative by adding -er and the 2 heaviest 4 strongest 6 most aggressive
superlative by adding -est. big - bigger - biggest
With adjecti ves of more than two syllables, we form
the co mparative with more and the superlative
10 G To practise making comparisons
with t he most. Explain the task and read out the example.
expensive - more expensive - the most expensive Ss complete the task. Ask various Ss to read out
With some two-syllables adjectives, such as cleve r, their answers to the class.
narrow, gentle, etc, we form the comparative and Suggested Answer Key
superlative either with -e r/ -est or with mo re/ most.
See p. 60(T)
narrow - narrower - narrowest or narrow - more
narrow - most narrow


Spelling
With one-syllable adjectives ending in -e, we add
11 G To present adverbs of degree
Go through t he ta ble and expla in that we use
-r in the com parative and -st in the superlative
adverbs of degree to give more information about
form . simple - simpler - simplest
the exten t o r degree of a q ua lity/feature th at the
With one-syllable adjectives ending In a consonant
person/animal/object, etc, has. Read out the table.
+ a vowel + a consonant, we double the last
Explain the task and read out the example sentence.
consonant and add
Ss complete the task, using the key in the table.
-er I-est. fat - fatt er - {alt est
Check Ss' answers.
With two-syllable adjectives ending in -Iy or -y, we
change Ihe -y 10 i and add -e r/-est. Answer Key
happy - happier - happiest Z Rabbits have got quite small bodies.
Irregu lar form s 3 Pigeons hove not got very long tails./Pigeans' tails are
Write the following on the board: not very long.
very + adjective/adverb It's very dark in here. 4 Goats have got very big horns.
much + com parative form of adjective/ adverb This 5 Elephants have got extremely big ears.
dress is much more colourful than the other one.
(not) as + adjective/ adverb + as
He 's as quiet as a mouse. 12 G To practise making comparIso ns
She isn't as beautiful as her friend. bplain the task and a llow Ss some time to
a bit + com parative fo rm of adjective/adverb complete it writing comparative sentences.
It's a bit wa rmer today than yesterday. Check Ss' answers around the class .
Ss open their books.
Suggested Answer Key
Go through the table with Ss and elicit if there are
any si mi la r structures in Ss' L1 and then elicit the L1 Bears are heavier than sheep and rabbits.
equivalents for the examples from various Ss Bears ore stronger than sheep and rabbits.
around the class. Bears are more dangerous than sheep and rabbiu.
Sheep are heavier than rabbits.
(Ss' own answers) Sheep are stronger than rabbits.
Rabbits are faster than bears.
8 G To practise compara tive form s Rabbits are thinner than bean and sheep. ete.
Explain the task and allow Ss some time to

M<)OUUS

61(T)
Grammar 3b
Adjectives (Comparative/ 10 Make compariso ns, as in the example.
Superlative)
1 fast - lion/tiger/cheetah
Read the table. Are t here similar
7 structures in your language?
A: Lions are fast.
B: Yes, but tigers are faster than lions.
A: Cheetahs are the fastest of all.
2 friendly - cat/dog/rabbit
3 dangerous - fox/bea r/puma
wider (than) the widest of/in 4 beautiful - eagle/parrot/flamingo
bigger (than) the big gest of/in 5 funny - dolphin/puffer fish/chimp
heavier (than) the heaviest of/in 6 colourful-lionfish/parrotfish/peacock
--e'--"- C:morebeau"tTful rthe most
beautiful 7 small- rabbit/squirrel/hamster
(than) beautiful of/in
"- ---- -"-- - - _.
- better - best, bad - worse - worst
Adverbs of degree

Put t he adjectives in brackets int o the


8 comparative .
1 Cheetahs are ................. (fast) than tigers.
2 They live for ........... ...................... (many) 11 Loo k at the table and write sentences.
years than tigers.
3 Cheetahs are ................ (thin) than tigers.
4 A tiger's tail is ................................. (long) Giraffes / long neck (.1.1.1)
than a cheetah's. Giraffes have got an
5 A tiger is .............. (st rong) than a cheetah. extremely long neck.
6 Tigers are ................................................. . 2 Rabb its / small
(powerf ul) than cheetahs. body (.I)

9 Put the adjectives in the su perlat ive.

Did you kn ow?


1 The ........................................ (~g) Goats / big horns (.1.1)
sea bird is the Northern Royal Albatross.
2 One of the .......... ......................... (heavy)
5 Elephants / big ears
birds of prey is the Andean Condor.
(.1.1.1)
3 The ostrich has got the ............................ ..
(large) eyes of any land animal.
4 The ............................................. (strong)
living bird is the North African Ostrich. 12 Use the adjectives to compare the
5 One of the ............................... . (un usual) animals In the list.
birds is the Secretary Bird. It has long legs,
but it can't run.
I bears --
heavy strong thin
.heep )
6 The Arctic Tern )s one of the ..................... .. rabbits _ _'ii dange~ous
....................... (agg ressive) birds on Earth.
(_ ) Workbook: sb &; Grammar Bank s ) MODULE 5

61
, . .. ,

The historic tow


Belgium is fa n of Ypres in
ous
Festival. It tak: for its Cat
years during the place every three
May, On Saturda . second weekend .
for children. In y, In the ahernoon tin.
mornin the evening , here IS usual/
. g, there is th ' people let off r. y a treasure h
mUSIC band e great cat IIrework On unt
streets Th 5. People often We parade with colou :-I Sunday
. ey also crown a Cat ar cat Costumes an: u fJoa~s and
Queen. It's lots of fun. 0dance In th
. it!e
on 't miSS

The Thai people have great respect for the elephant. They
believe that their country, Thailand, is the same shape as the
head of the elephant. Every year, on the third Saturday in
November, people go to Surin for the Elephant Festival. They go to
see these strong animals compete in various races. The festival lasts
two days and elephants perform, do tricks and even play football . It's a
great festival \
historic weekend
treasure hunt
let off fireworks . parade

colourful floats
musIC. band . crown
don't miss. It. respect
e exts and answer th e uest'

w 0 en IS t he Cat Festival?
compete in last What ca n children do at
perform . do tricks

Famous quotation
,
: A cat will be your
: friend, but never
: your slave.
e estlvals to the c: Iass .
,:L ____(Theofile Gautier)_ ,:
___ _ __ ________ ~

Activities
.. Student's Book: Language Review Se .. Workbook: Se
62
Name: Elephant Festival
To predict the content of a text Place: Surin, Thai/and
Date: third Saturday of November every year
Direct Ss' attention to the pictures and elicit what
Activities: elephants compete in races and perform, they
animals they show and what is happening.
do tricks and play football
Play the recording. Ss listen and follow the text in
their books. The Elephant Festival takes place in Surin in Thai/and on
the third Saturday of November every year: Elephants
Suggested Answer Key
compete in races, perform, do trich and play football.
The picture on the right shows Q cot on a float in a
parade. Background Information
The picture on the left shows an elephant in Q parade
with a man on top. I think they must be festivals.
Belgium is a small country in No rthwest Euro pe. It
has borders with France, Luxembourg, Germany.
Holland and the North Sea . Belg iu m has a population
To read for specific information of about 10 million. The people speak French
Allow Ss some time to read the text again and German and Dutch. The capi tal is Brussels.
answer the questions. Ypres is a city in the southeast of Belg iu m. About
Explain/Elicit the meaning of the words in the 35,000 people live there. Many battles took place
Check these words box and read the Famous there in WWl but now it is called 'the city of peace',
quotation aloud. Thailand is in Southeast Asia. It has borders with
Check Ss' answers. Laos, Myanmar, Cambodia, Malaysia and the
Andaman Sea, It has got a population of about 63
Answer Key
million . The capital is Bangkok.
1 Every three years. Surin is a town in Surin province in Thailand. It is 45
1 They can hunt for treasure. km northeast of Bangkok. It has got a population of
3 In the second weekend in May. about 150,000.
4 Surin in Thailand.
S Thailand.
6 They compete in various races, perform, do tricks and
play football.
7 Two days.

To present the festivals to the class


Explain the task and write the headings on the
board.
Allow Ss time to make their notes then choose
various Ss to present the festivals to the rest of the
class.
Suggested Answer Key
Name: Cat Festival
Place: Ypres, Belgium
Date: the second weekend in May every three yeafl
Activities: treasure hunt far children, fireworks, parade
with colourful floats and music bonds, people donee and
wear cot costumes, crown 0 Cot Queen
The Cot Festival takes place in Ypres, Belgium during the
second weekend in May every three years. There is 0
treasure hunt for children, fireworks, 0 parade with
colourful floats and music bands. People dance and wear
cot costumes and they crown a Cat Queen.

MODOLS

62(T)
-
D- To identify the context of a dialogu e and
practise pronunciation
Student A Student B

Would you like ... ......--.... Sure. What ... ?


Explain the task. Ss read the sentences and say (Ask friend if he/she / (Agree. Ask what it is.)
wha t they think the dialogue is about (0 strange pet wants to see pe~ _
sb has that frightem their friend), Here ... It's... .. Oh ... ! Get it away 0 ..

Play the recording . Ss listen and follow the text in (Say nome/age. J / (React with fear.)
their books. What's wrong? I'm afraid ...
Ask various Ss to say the L1 equivalents for the (Ask whot is ~rong.) / (Explain why you ore
phrases. ~ afraid.)
Don't be Are you sure ... ?
Suggested Answer Key 0 .. ..

(Respond.) ~ (Question the safety.)


The dialogue is about Frank's new pet spider. Of course. .. Er . .. maybe ... Bye.
Would you ... ? (Make on excuse and
2 D- To read for specific information (Reassure friend.) leave.)
Allow Ss time to read the dialogue again and answer
the questions. Monitor the activity around the class and then ask
Answer Key
a baby wolf spider 4 No, she doesn't.
pairs of Ss to act out their dialogues in front of the
class. .....
....
2 three months old She's afraid of spiders.! Suggested Answer Key
3 He thinks it's cute. She thinks it's dangerous. A: Would you like to see my new pet?
B: Sure. What is it?
3 D- To learn syn onymous phrases A: Here, look. It's a python. It's two years old.
B: Oh my goodness! Get it away from me!
Read the phrases aloud. Refer Ss back to the dialogue A: What's wrong?
and elicit the synonymous ones from various Ss around B: I'm afraid of snakes.
the class. A: Don't be silly!
Answer Key B: Are you sure it's safe?
A: Of course. Would you like to hold it?
1 Oh my goodness! 3 I'm afraid of spiders.
2 Whot's wrong? B: Er... maybe another time. Bye.
4 Would you like to try?

4 D- To act out a dialogue


6 D- To present and practise h:/, /0:/
Play the recording. Ss listen and repeat chorally or
Ask Ss to work in pairs and take roles to read the
individually.
dialogue aloud.
Elicit other words with the same sounds from
Monitor the activity around the class and ask some
various Ss around the class.
groups to read the dialogue aloud in front of the
class. Suggested Answer Key
/:1./ boring, chore
5 D- To practise role-playing /0:/ park, arm
Explain the situation.
Remind Ss that they can use the d ialogue in Ex. 2
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
appropria te phrases Ss should use . Write them on
the board. Ss can refer to the diag ram while doing
the task.

63(T)
Everyday English 5d
Expressing fear Expressing fear
I'm afraid of .,'
Get it away from me! 1 Look at these sentences from a dialogue between two friends .
What is the dialogue about?
Are you sure it's safe?
C' Listen and read to find out. Say the phrases In your language.
Oh my goodness!
Calming down Would you like to see my new pet? What is it? Oh my goodness!
What's wrong? Don't be silly. Would you like to try?
Don't be silly!
Would you like to try?

Frank: Hey, Sue! Would you like to sec my new


per?
Sue: Sure. \\That is it?
Frank: Here. look. It's a bahy wolf .s ]oloeL ,1Io
It's only three months old.
Sue: Oh ill}' goodness! Get it away from
me!
Frank: \\7ha ['S wrong?
Sue: I'm afraid of spiders.
Frank: Don'r be silly. It's really cute.
Sue: Are you sure it's s,lfe?
Frank: Of course. Look! It likes walking up my arm.
Would you like to try?
Sue: Eh ... maybe another rime ... OK? Bye now.

2 Read the dialogue again and answer the questions.

1 What is Frank's pet? 3 What does Frank think of his pet?


2 How old is it? 4 Does Sue like it? Why (not)?
3 Find parts of the dialogue which mean:
r----------,
1 Oh no! I 3 I'm terrified of spiders.
I 2 Wh~t is the problem? ~4 How about giving it a try? 1
4 It' ':)Listen to the dialogue again, then take
What ha5 got a red roles and read it out.
5potted body, 5;X long
~~~~a~nd:;.:fa;ur big eye5? 5 Imagine your friend has a new pet snake.
Act out a dialogue similar to the one in Ex. 1.

Pronunciation hi, 10/


6 \.,/ Listen and repeat. Think of two more words with
the same sounds.
la:/: morning, sport =~/:..a:.:,/::...g~a::;r:..d;.e:...n,:...M
~a::;rk~_~
;5 one on your head. (. 1Student'i Book: Language Review Sd )
63
Across Cultures Se
..:
.

The Giant Pan a is the national animal of


China. Pandas are black and white bears.
They have got big heads , heavy bodies and
big round black eyes and ears. They have
also got sharp claws for climbing trees.
The kangaroo is the national They live in bamboo forests and they only
animal of Australia. Kangaroos
have got long ears, long thick
tails and short arms. They have
also got strong legs and big feet.
They can hop very fast and kick
really hard. They live in forests and
grass lands and they eat plants.

national strong
hop kick hard
fo rests grasslands
Which of the sentences below are T (true) or plants heavy
1 F (folse)? Decide In pairs.
round sharp
claws bamboo
'.... listen, read and check. Correct the false
sentences. Tell t he dass t wo facts about e ach animal.
, 1 Kangaroos halle got long arms.
2 Their legs are lIery strong.
4
5
Giant Pandas look like bears.
Giant Pandas lille in the
3 Kangaroos eat meat. mountains .


2 Read the examples In the box. Say them In your language. Use the
words In bold In the box to complete the questions 1-5.
~------------------~ . . h7. ';J'I
1 ...................... d oes an Iguana welg
How long is a tiger? Up to 4 m long.
How fast does it run? Up to 35 mph. Up to 7 kg.
How many legs does it have? Fou r. 2 ...................... eggs does it lay? 20-70.
How much does it weigh? Up to 300 kg. 3 ...................... does it run? Up to 12 mph.
How often does it ea t? Every night. 4 ...................... years does it lille? 15-20 years.
5 ...................... is its tail? Up to 1 metre.

What Is your country 's national animal? Write a short text about It.
3 Write: what It looles like, where it lives, what it eats, what it can do.
Student's Book: Un IUI e Revlew.se Workbook: Sd, e iI VocaiMala Bank S

64
Se
e To read for specific information
Explain/Elicit the meaning of the words in the
1 e
animal
To write a short t ext about your national

Check these words box. Explain the task and elicit what the national animal
Allow Ss four minutes time to read the text and do of your country is.
the task. Play the recording. Ss listen and follow the Refer Ss to the Internet, encyclopaedias or other
text in their books and check their answers. Elicit reference books to find information to answer the
corrections for the fa lse statements and then ask questions and then Ss complete the task. Ask Ss to
various Ss around the class to say two facts about present the animal to the class.
each animal.
Suggested Answer Key
Answer Key
I F Kangaroos hove got short arms.
2 T
3 F Kangaroos eat plants.
4 T
5 F They live in forests.

Suggested Answer Key


Kangaroos can hop fast. They live in forests and
gran/cnds. Pandas only eat bamboo. They con climb
trees.

Background Information
Australia is a large country in the southern The dolphin is the notional animal of Greece. Dolphins
hemisphere. It is surrounded by the Pacific, Indian
hove gala big body and a thick toil. They are usually
and Southern Oceans. The capital city is Canberra obout 2-4 metres long ond chey weigh fram '50 650
and it has a population of about 22 million. kilos. Dolphins live in rhe sea and eat fish and squid.
China is a very large country in Asia . The full name is Dolphins are very strong, intelligent and powerful.
The People's Republic of China. The capital city is They con swim very fast and they can jump very high
Beijing. China has a population of over 1.3 billion. out of the water.

2 e To learn questions with how


Direct Ss' attention to the information box about
the tiger.
Ask various pairs of Ss to read out the questions
and answers. Elicit the II equivalents. Then give Ss
ti me to complete the questions 15 with the
correct words. Check Ss' answers.
Answer Key
, How much 3 How fast 5 How long
2 How many 4 How many

MOOUll 5

64(T)
~I

Sf
G To brainstorm for types of pets
Allow Ss one minute to write down as many pets as
5 G To write an article about your pet
Explain the task. Tell Ss they can use the article in
-c
they can think of and then compare with their partner. Ex. 2 as a model. Point out that in articles we use
Write Ss' answers on the board. lots of adjectives to make our writing more
interesting .
Suggested Answer Key Rem ind Ss to use their answers to Ex. 4 to help
hamster, horse, snake, iguana, rabbit, parrot, mouse, ete. them write their artide. Allow Ss some time to
write their articles or assign the task as HW.
2 G To read for specific information Suggested Answer Key
Read the first sentence of the text aloud and then My Furry Friend
play the recording for Ss to listen and follow the I've got a pet hamster. Its name is lucky and he is two
text in their books. years old. He has got white fur, big black eyes and sharp
Allow Ss some time to answer the questions and claws. He con run very fost. He eats nuts. He is really cute
then check Ss' answers. and I love him a lot.
Answer Key
1 Kheng is a crocodile.
2 It has got short legs, hard scales and very sharp
teeth.
3 No, it can't.
4 Kheng eats a lot of meat.
5 Kheng sleeps beside Prayoon's bed every night.
6 Because Kheng sleeps next to his bed every night.

3 G To understand the word order of adjectives


Read the Study Skills box aloud and if necessary
give further examples (e.g., My dog is big. It has got
block fur, etc.).
Allow Ss time to complete the task and then check
Ss' answers around the class.
Answer Key
1 My rabbit is white.
2 joe's dog has got thick fur.
3 Grandma's budgie ;s yellow.
4 My cat has got a long tail.
S Your horse is beautiful.

4 G To talk about your (i maginary) pet


Allow Ss two minutes to think of their own answers to
the questions and then ask various Ss to talk about
their pet. If there are Ss who don't have a pet ask them
to make one up.
Suggeste.:..' Answer Key
It is a hamster.
2 Its name is Lucky.
3 He is two years old.
4 He has got white fur, big block eyes and sharp claws.
5 He con run very fast.
6 He eats nuts.
7 He is really cute.
8 I love him a lot.

65(T)
Writing Sf
An artich. abou ~

In one minute, write down as many types of pets as possible. Check


1 with your partner.

Read the first sentence In the text.


() Listen and read to find out more. Then answer the questions .

Prayoon Thonjon from Thailand has got an unusual pet,


Kheng. It is one metre long. It has got short legs, hard
scales and very sharp teeth. Kheng is a crocodile,
but it can't swim. It eats a lot of meat every
two days. Some people are afraid of Kheng,
but Kheng is more afraid of people. Prayoon
rea lly likes his pet. The crocodile even sleeps
beside Prayoon 's bed every night.

1 What is Kheng? 4 What does Kheng eat?


2 What does Kheng look like? 5 Where does Kheng slee p?
3 Can Kheng swim? 6 Prayoon likes his pet. How do we know this?

Put the words In the correct order.


Study 31 my/is/ra bbit/wh ite 4 cat/a/tail / long /my/has got
, -_ _ Skills
2 loe's dog/fur/thick/has got 5 horse/beautiful/ is/your
Adjectives
3 Grandma's/yellow/budgie/ is
Adjectives come
before nouns but Imagine you have a pet. Answer the questions and talk about your
after the verb t o 4 pet.
be.
1 What is it? 5 What can it do?
My parrot has got
green feathers He 's
2 What's its name? 6 What does it eat?
very cute. 3 How old is it? 7 Why is it so special fo r you?
4 What does it look like? 8 How do you feel about it?

Writing (an article about your pet)


Portfolio: Write a short article about your pet for the school
5 magazine (50-70 words). Use your answers In Ex. 4. and find a title
for your article. Follow the plan.
Para 1: type of pet, name, age
Para 2: what it looks like, what it can do, what it eats
Para 3: your feeling s
[.. jStudent'J Book: Setf(he<k S) (. ) Workbook: Sf ) MODULtJ

65
Dear Monsterrrackers,
I come from Venezuela, In the Amazon foresr there are giant
spiders and they are so big [hot they con eat birds! Do you dare
to come here?
Pene/ope

Well, I hate spiders. I


want to sleep in a
hammock tonight,!
STOP! No more questions!
Just boogey me out of here! --_ ,

Complete the summary

1
Look at the pictures. What is the story
Giant spiders
4 with words from Ex. 3.
about?
The Monstertrackers are in the
I,. -,-' Listen and check.
Amazon 1) forest. They stay in a
Read and answer the questions.
21 Where's Penelope from? Venezuela
2) hut. They want to see giant
3) spiders . Boogey wants to sleep in
2 What spiders are there in the Amazon forest? Giant spiders a 4) hommock. He is afraid to sleep
3 Why does Boogey want to sleep with the others? He hates spiders. outside. Next morning, Candy
4 What are the net curtains? A huge spider's web thinks she sees 5) curtains at the
5 HoW big is the spider? Very big window. It's a spider's 6) web . The

3 label the pictures.


Monstertrackers
7) jungle.
split up in
Boogey 8) hates giant
the

spider jungle spiders and wants to go back home .


hammock web
curtains hut
fo rest hate

(4 farest) (5 hate)

~
(1 hammock )
1 Anima l Cr iss-Cross! Do the puzzle. 0 1atJ':Guess the animal
Play In teams. Say a fact about an
....... Across animal in this module. The other
3 It lives on a farm . It's team guesses what anfmallt is.
got a thiCk, wh ite
Team AS 1. It is the national onimal of
coat. It's not very
., China.
clever!
Team BS 1 The Giant Panda.
5 It's a farm animal. It
gives us milk. Do the quiz. Write T (true)
7 It climbs trees. It likes nuts. 2 or F (false) .
8 It looks like a mouse. It goes
round and round on a wheel!
10 It's a big bird. It's the symbol
of the USA.
Fish have got scales.
11 It is a popu lar pet. 'Bunny'
The Giant Panda is the
S is another name for it.
national animal of Japan.
t Dow " 3 Pandas only eat bamboo.
1 It's a farm animal. You can ride it. 4 The Thai people respect
2 It's almost human. It loves bananas. elephants.
4 It lives on a farm. It gives us eggs. 5 Puffer fish are big and round.
6 It lives in t he wil d. It's like a big teddy! 6 Kangaroos can't hop fast.
9 It's the biggest animal on la nd. It's got big ears.

4 Song: In one minute, write down a s


many animals as you can think of.
3 - - " Lookat
Module 5 and write a TI F
o Listen and read the song. Which of quiz of your own.
them are in It? Which a re in th e
pictures?

You can go to China


And see tigers in the sun
Everywhere you travel
Tigers are great hunters
They can jump and they can run There are animals to see
While you are in China In every different country
You can see a panda, too On the land or in the sea
live in bamboo forests There are lots of species
they only eat bamboo
Some are big and some are smalf
But they are all amazing
You can go to Africa And I want to see them all
To see some chimpanzees
You can see huge rhinos
And giraffes as tall as trees
Travel to Australia
And meet a kangaroo
Or see a scary spider
And a cute koala too
Weather & clothes
~ What 's In this module?
3 To match seasons to weather
Read the title of the module Weather & clothes and ask
Ss to suggest what they think it means. Go throug h Talk abo ut the weather in your country with the
the topic list and stimu late a discussion to prompt Ss' class by asking questions (e.g., What is the weather,
interest in the module. like outside? Is it usually like this in spring/ summer?
erc) and then ask va rious Ss aro und the class to
Find the page numbers for complete the sentences.
Suggested Answer Key
Explain/ Elici t the meaning of any unknown words, and
2 worm and sunny 3 hot 4 cloudy
then Ss find the page numbers fo r the items listed .
Ask q uestions to check Ss' understandi ng.
Answer Key 4 To relate the topic to the real world
a weather chart (p. 71) Elicit today's weather.
What is a weather chart? What does it show? How do you
Suggested Answer Key
find our about the weather?
It's warm and sunny today.
postcards (p. 70)
Why do people send postcards? Do you send postcards r .. .. .. .. .. ...... .. '"\
when you are on holiday? Who do you 5end them fo? Do . Game
you buy postcards when you visit a place?
A. Say the name of a mo nth . Ss, o ne after the other,
a poem (p. 76) continue with the rest of the months.
Do you like poems? Can you write poems? What is your
favourite poem? 00 you learn about poetry at school? T: December
51: January
clothes (p. 74) 52: February ele.
What clothes do you like to wear? What ore your
favourite clothes? What clothes do you wear at Khool? B. Choose a leader. He/She mimes a weather
condition. Ss, in tea ms, g uess what the weather
is like.
Vocabulary
Leader: (mimes: freezing)
1 To present the seasons and months Team AS1 : It's freezing. ete.
Play the recording. Ss listen and repea t chorally or \.. ................ ... ..................... . .. ..... ..J
individ ually.
Elicit the I I equivalents from Ss around the class
and then ask vario us Ss to say which month their
birthday is in.
(Ss' own answers)

2 To present types of weather


Direct Ss' attention to the drawings and then ask Ss
to read the phrases 1-1 0. Ss do the task.
Play t he recording. Ss listen and check their
answers.
Answer Key
J c 3 i 5 a 7 d 9 b
2 f 4 h 6 9 8 e 10 J

69(T)
Vocabulary
Seasons/Month
C'Listen and repeat. What are these words in
your language? What month is your birthday In?

January
February

My birthday is in .. .

W ather
2 Match the sentences (1 -10) to the drawings (a-j).
e) Listen and check.
o:r:::J It's raining. fILl It's (very) rnrJ It's warm.
[ID It's snowing. cold. [1[J It's windy.
lTI.J It's foggy. [I[J It's cloudy. I!QO It's freezing.
rn=J It's hot. lID It's sunny.

3 Complete the sentences.

1 In my country it is cold in winter.


2 In spring it is .... ......................... ........ ...... .
3 Su mmers are ............... .... .................... .. .. .
4 In autumn it is usually ............. ...... .......... .
4 What 's the weather like today?

U~ ........... ... .... .............. .......... ................... .

MODULf 6

69
: su~bathing sandcastle
sWImming others
: playing beach volleyball
get ~ack freezing cold
making a snowman
skiing floating m ar ket

~ Ionda y 6th April


Hi Will.
We're I1;1\ mg
. a
hol iday here . ' wonderful
he;nltllu l , In Austria. Ifs a
co untry 'lncl
j.'
people are love! [he
the moment al;d [ ~ :~no\Vjng at
cold. rill hav'n II .~ freezing
AI 19ahot('h I
19c1a an d B aco :lIC.
en are m k
SlJnc\ay 271\1 December sno\\-m:m I
an( rhe olh
a 1l1g ' [
h' '
:l re~kiin{J \'\, . e r C Ildrcn
0"" Mcl~, un. .,,' e re hav'lIlg IO(S of
Greetings nom Australio' We're hoving a f
!ol'\to~\ic lime here. Today, it's hot and "Etlk lo r Oll soo
Em ily n.
sl,)I'\ny and we ore 01 the beach . I'm
sun'ootning and the chi\dre rl Ole saturday 11 th July
making 0 50ndcos~e. laulo and
Ke\1y ore wiodwrfing. Some people Dear Barney,
Hetto from Thailand, The wea.ther
ore swimming and others ore is strange here but we're having a
playing beach 'io\\eybol101 $Oiling wonderful time! It's warm and
their boats. We 0\\ 10'19 it herel sunny today, but it's often. cloudy
See you when we get back . and rainy. Cara ond Brion are
leslie visiting th.e floating market, and
Amy and' are having coffee. It's
great. This is an amazing country"
We love it.
See you in a week.
Ned
From p. 71 (T)
1 To introduce the topic and predict the
content of the text Background Information
Draw Ss' attention to the texts and ask three Ss to read Celsius is a scale used to measure temperatu re. It is
the first sentence in each one aloud. Elicit the text type named after the Swedish astronomer Anders Celsius
and then ask Ss to read the first sentence in each text
and say where each person is.
(1701-1744). The scale goes from
paint) to above 100 C (boiling point).
C (freezing

Answer Key The German physicist Daniel Gabriel Fahrenheit


(1686-1736) developed the Fahrenheit temperature
They are postcords.
scale. This sca le is used for non-scientific purposes in
Leslie ;s in Australia, Emily is in Austria and Ned is in the United States. On this scale, freezing point is
Thailand. 32 F and boiling point is 212 F.
Athens is the capital of Greece. It is one of the world's
2 To listen for gist oldest cities. It has a population of about 3.7 million.
It is named after the Greek goddess Athena and it is
Play the recording for Ss to listen and follow the home to many ancient sites including the Acropolis.
text in their books. Elicit which text matches which London is the capital of England and the United
postcard and then ask Ss to say the sentence from Kingdom. It has got a population of about 8 million.
each text which best describes each picture. The River Thames runs through it. It is home to the
Answer Key Royal Family and many landmarks including
, B AngeJa and Ben ore making a snowman. Buckingham Palace and Tower Bridge.
Dublin is the capital of Ireland . It has got a
2 C Cara and Brian are visiting the floating market
population of about 500,000. It is next to the River
3 A Laura and Kelly are windsurfing.
liffey. Some famous writers come from Dublin
Elicit what a floating market is. including Oscar Wilde and Bram Stoker.
Answer Key Perth is a large city in Western Australia. It has a
population of 1.5 million. It is next to the Swan River
A traditional way of selling and buying fruit, vegetables,
and it is known as the city of light.
etc., from small boats.
Paris is the capital city of France. It is a la rge city and
has a population of 2.2 million. The River Seine runs
3 To read for specific information through it and it is home to some famous landmarks
Allow Ss some time to read the texts and answer inclu ding the Eiffel Tower and the Arc de Triom phe.
the questions. Glasgow is the largest city in Scotland. It has a
Explain/Elicit the meaning of the words in the population of 620, 000. It is on the River Clyde and it
Check these words box. is famous as a centre for shipbuilding and engineering.
Check Ss' answers. Vienna is the capital of Austria. It has got a
population of around 1.7 million. It is very close to
Answer Key the Alps and is a UNESCO World Heritage Site.
Leslie is in Australia. Bangkok is the capital city of Thailand. It has got a
2 Kelly is windsurfing. popu lation of about 8 million. It is a popular tourist
3 Leslie is sunbathing. destination.
4 Emily is in Austria.
5 It's snowing and it's freezing cold.
6 It's warm ond sunny, but it's often cloudy and rainy.
7 They ore visiting the flooting market.
8 Yes, he is.

Background information
Austria is a country in Europe which borders with
Germany, the Czech Republ ic, Slovakia, Hungary,
Slovenia, Italy and Switzerland. The capital city is
Vienna. The population is about 8 million and the
people speak German.

MOOUU6

70(T)
4 To take notes and use them to talk about 7 To talk about the weather
a topic
Draw Ss' attention to the chart. Explain the symbols
Explain the task and go through the example. and ask two Ss to read the example exchange aloud.
Ss copy the table into their notebooks, read the Play the recording . Ss listen and complete the
texts again and complete the ta ble. missi ng temperatures.
Choose various Ss to tal k about each person using Ask Ss to look up the various temperatures on the
thei r notes as in the example. thermometer to see the weather cond itions. Explain
Answer Key t he example exchange (e.g., 20'( means it is warm
according to the thermometer ond the symbol means
Name Place Weather Activities it is sunny so we know it is warm and sunny in
Leslie Australia hot/sunny sunbathe Athens.) Ss complete the task in open pairs.
snowing/ have hot Answer Key
Emily Austria
freezing cold chocolate
Dublin 5 Glasgow5 Vienna J5
Suggested Answer Key A: What's the weather A: What's the weather
like in London today? like in Dublin today?
Leslie is in AU5tralia. It's hot and sunny. She's sunbathing B, It's chilly and windy. B, It's cold and cloudy.
now. k What's the temperature k Whats the temperature
Emily is in Austria. It's snowing and it's freezing cold. in London today?
She's having a hot chocolate. in Dublin today?
B, It's 10'C./lt's 50'F. B, It's 5'C./lt's 4J'F.
It's chilly. It's cold. ete.
5 To learn the vocabulary for seasonal activities
Allow Ss some time to complete the task in closed
Background information (see p. 10(T) )
pairs.
Check Ss' answers by asking various Ss to read their
answers aloud. 8 To write about your favourite season
Ss then say how often they do these activities.
Ask the questions one at a time. Choose various Ss to
Answer Key answer them. Then allow Ss time to write their
f2ig.y computer games do exercises pa ragraph. Ask various Ss around the class to present
9..2 camping 9..2 swimming their piece of writing to the class.
9..2 kitesurfing make a snowman Suggested Answer Key
9..2 bowling Q./.gr basketball
9..2 windsurfing My favourite season is summer: The weather is hot and
sunny. I usually go 5wimming in the sea Of I go camping
Suggested Answer Key on the beach.
I sometimes go bowling in the winter. I usually go
swimming in the summer. I never go camping in winter.

6 To make suggestions
Explain the task and ask two pairs of Ss to read the
example exchanges in the box alou d.
Explain the sit uation and then Ss ask and answer in
closed pai rs.
Monitor the activity around the class and then ask
some pairs to act out their exchanges fo r the class.
Suggested Answer Key
A' Let's go camping. k Let's go kitesurfing.
Bc I'm sorry, I can't. Bc Great!
k Shall we play k Shall we go
basketball? windsurfing?
B, That's a good idea. B, I'm afraid I can't. ete.

MOOUlE 6

71(T)
Vocabulary 6a
4 Copy and comple te the Listening & Speaking
table. Talk about each
::::ii!l Making suggestions
person to the class.
You are on holiday. Try to decide which of
~ 6 the activities In Ex. 5 to do. Ask and answer
~ questions.

~ Ned's in Thailand. It 's warm A: l et's go skiing. A: Shall/Why don 't we play
and sunny roday. He 's having B: That's a good computer games?
~
coffee now with Amy. idea./Great! B: I'm sorry, I can' t./ I'm afraid 1can't.
~
Talking about the weather
a Activities
look at today 's International
i;!j
5 Fill In go, play, do or make.
What are these activities in
7 weather chart. 35'C/9S' F
boiling hot
iii! your language? Which of them ( .' Listen and complete. Then ask and
do you sometimes, usually, never answer questions, as In the example.
i;!j
do ;n summer/winter?
;i1i! L J :cloudy
20'C!ll' F
,
ii!! .'~ = sunny

ii!! = snowing

..
rai ning
i1!I 1 go skiing 2 .............. .
computer games l O'C/50 ' F
a chilly

Athens 20' C Paris 5"C


~ S'C/4, 'F
4J> cold
Glasgow ...C
!!!I London 10'C
3 .............. . 4 .............. . ~C>
'.J -S'C/21' F
camping kitesurfing Dublin .. .'C Vienna .. .'C freezing cold

.', .',

- -- ~ Perth 30'C Bangkok 3l'C 'C: degrffl Ce/OOJ


f : dtgrm fohrenlle!t
5 .......... .... . 6 ...............

fi -
windsurfing

,
A: What 's the weather like in Athens today?
8. It's warm and sunny.
A: Whot 's the temperature in Athens tOday?
8: It 's 10 C It's warm.
7 ... .... ....... . 8 .. .... ........ .
exercises swimming
Writing
What 's your favourite season? What is the weather
8 like during that season? What do you usually do?
9 ..... .......... 10 .............. . Write a short paragraph, Present It to the class.
a snowman basketball
I usually go skiing in the winter. My favourite season is ... , The weather is .. , . r usually go ....

(. 1Student's Book: Language Review 6a ) (. 1Workbook: N ) MODUli: 6

71
Grammar6b
Present continuous 3 Read the table. Say the examples in your language.

Read the table. How do we


1 form the present continuous? NegAtive
I' m not read ing.
You aren 't read ing. We/You!They aren ' t read ing.
I' m reading . He/She/It isn't reading.
Si
You're reading.
Form: subject pronou n/noun + am/ are/ Is + not + main verb +
e;:
He/She/It's reading.
-in 9 - I'm not watChing TV now. He isn't swimming now. el
We/You/They' re reading.
Form: subject pronoun/noun +
4 Write sentences, as In the example. el
am/ are/ Is + main verb + -ing
g
We use the present continuous for 1 lane is fish ing. (X) (surf) (,/) - Jane isn't fishing. She 's surfing.
actions happening now. 2 Bill is eating. (X) (sunba the) (.!') ~
Spelling rules : 3 Mike and Sally are sleep ing. (X) (swim) (,f) g
Most verbs take .ing after the 4 Mum is watch ing TV. (X) (make a cake) (,f)
base form of the main verb. 5 Dad's reading his newspaper. (X) (cook) (,f) g
eat eating
g
Verbs ending in consonant + -e
drop the -e and add -;ng.
5 Look at the
p icture .
write ---> writing Write as In
Verbs ending in one stressed the example.
vowel between two Use the
consonants double the last present
consonant and take .Ing. continuous
stop stopping affirmative/
BUT open opening negative.
Time expressions: now, at the 1 John isn't sleeping (sleep). He 's swimming.
moment
2 lean .. ...... ............ .................................. .. ............ (run ).
..... .. ..................................... ........ ....... ........ ........ ..........
3 The two boys ............. ............................... ....... (swim) .
......................................................................................
2 Form complete sentences.
Use the present continuous.
4 lim ........ ........ ......................................... (read) a book.
..................................................................................... .
1 Dad/swim Dad's swimming _ 5 Mary and Stella ............................ (make) a sandcastle.
2 They/ sunba the ........ ...... ..... .... .............. ..................................... ... .........
3 Tony/read a book 6 The dog ..................... ......... .............. (eat) a sandwich.
4 CIa ire/ta ke/photog raphs .....................................................................................
5 Mum/ eat/an ice c ream Pronunciation ;jD/
6 Mary and Ph il/ play footba ll
7 Bill/shop/fo r souven irs
6 C") Listen and repeat.

8 I/make/ a san dcastle read ing watch in g go ing eatin g


swimm ing playi ng m akin g run ni ng
MOOULf 6

72
@ To present the present continu ous 4 @ To practise the present continuous negative
affi rmati ve and affirmative
Ss close their books. Say: I am reading now. Write it .... Explain the task and read the examp le alo ud.
on the board. Underline / om reading. Explain that Ss complete the task. Check Ss' answers around the
th is is the present continuous tense . Explain that class.
we use the verb to be and the main ve rb + -ing to
form the affi rmative. Explain that we use this tense Answer Key
to ta lk about actions wh ich are ha ppeni ng now. 2 Bill isn't eating. Hes sunbathing.
Ss open their books. Ask Ss to read the table and 3 Mike and Sally aren't sleeping. They're swimming.
say how we form the present continuous. 4 Mum isn't watching Tv. Shes making a cake.
Draw Ss' attention to the spelling ru les and elicit S Dad isn't reading his newspaper. He's cooking.
further examples.
Answer Key 5 @ To pract ise t he present continuous negative
and affirmative
We form the present continuous with: subject pronoun/
noun + om/is/ore + main verb + -ing Explain the task and elicit answers from Ss around the
class .
2 @ To practise using the present continuous Answer Key
Explain the task and read the example aloud. 2 isn't running. She's reading.
Allow Ss time to complete the task and then check 3 aren't swimming. They're making sandcast/es.
Ss' answers. 4 isn't reading a book. He's sleeping.
Elicit which season the sentences best describe S aren't making a sandcast/e. They're eating
(summer). sandwiches.
6 isn't eating a sandwich. It's running.
Answer Key
2 They're sunbathing. As an extension ask Ss to describe the picture. (e.g.
3 Tany's reading a baok. lean is reading a book. The boys are making
4 Claire 's taking photographs. sandcastles. Mary and 5tella are eating. lim is
S Mum's eating an ice cream. sleeping. The dog is running. John is swimming.)
6 Mary and Phil are playing football.
7 Bill's shopping for souvenirs. 6 @ To prono unce Iml
8 I'm making a sandcastie.
Play the recording with pa uses fo r Ss to listen and
repeat chorally or ind ividually.
3 @ To present the present cont inuo us negat ive Pay specia l attention to Ss' pron unciation and
Ss close thei r books. Say, then write on the board: I intonation and correct as necessary.
am not sleeping now. Explain that this is the
negative form of the present continuous. Give
examples for all persons and explain that we form
the negative form of the p resent continuous with
subject pronoun/noun + a m / is/are + no t + main
verb + -ing .
Ss open their books . Ask them to read the table and
then elicit the L1 equivalents for the examples.
(Ss' own answers)

,",o,,",,!.!.__ ~, ._

72 (T)
7 ~ To present the prese nt continuous 10 ~ To compare the present simple and the
interroga tive present continuous
Ss close their books. Say then write on the board: Ss close their books. Write on the board: I watch TV
E=
Am I sleeping now? Explain that this is the
interrogative form of the present continuous. Tell
in the evening. I am watching TV now. Elicit the
tense of each sentence (watch: present simple, am
S
Ss that we answer in short form with Yes/No, I
am/om not.
warching: present continuous) and which sentence
describes a habit or routine (first) and which one
S
Ss open their books. Go through the table with Ss describes an action happening now (second). gl
and elicit how we form the present continuous Ss open their books. Ask them to read the theory
interrogative. and give the II equivalents for the example gl
sentences.
Amwer Key
We form the interrogative form of the present continuous (Ss' own answers) g
with; Am/ Is/Are + subject pronoun/noun + main verb +
-;ng. 11 ~ To practise the present simple and the ~
present continuous
s:
8 ~ To practise the present continuous
Explain the task and allow Ss some time to
complete the postca rd. ~
interrogative
Check Ss' answers.
Draw Ss' attention to the picture and read the
Answer Key Si
example sentence aloud.
are having 11 is singing
Ss comple te the task. Check Ss' answers.
2 celebrate
6 dance
7 90 12 is playing
Si
Answer Key 3 lasts 8 is raining 13 is g
2 Are Bill and Tom making a snowman? Yes, they are. 4 is 9 are sitting
3 Is Mr lones playing in the snow? No, he isn't 5 wear 10 are waiting g
4 Is Mrs Jones talking to Bill? No, she isn't.
5 Are Bill and Tom eating 0 sandwich? No, they aren't.
6 Is Mally taking photographs? No, she isn't.
12 ~ To practise the present simple and the g
present continuous
7 Is Tim eating a sandwich? Yes, he is.
Explain the task. Elicit activities people do in the
g
As an extension, ask Ss to work in pairs and ask
Yes/No questions based on the picture. Ss can use
th ese verbs (dance, play, talk, watch, rain, etc.).
evening (have dinner, watch Tv, read a book, chat with
friends, listen to music, etc.). Anow Ss some time to .s:
write their sentences. Ask various Ss around the class to
e.g., A: Is Jenny dancing? share their answers with the rest of the class.
B: No, she isn't. Are the boys playing Suggested Answer Key
basketball?
In the evening, my family and I hove dinner together.
A: No, they aren '1, erc.
After dinner, I usually chat with friends or play computer

~
games. My father usually reads his newspaper and then
9 To practise asking and answering questions watches TV. Mum rakes the dog for 0 walk and then
using the present continuous reads her book.
Explain the task and read the example aloud. Right now, I am having my English ieHan. Mum and Dad
Ss complete the task. Check Ss' answers. are both working.

Answer Key/Suggested Answer Key


2 Is your teacher talking right now? Yes,he is.
3 Are your parents working now? Yes, they are.
4 Are you having an English lesson now? Yes, lam./Yes,
we are.
5 Are your friends playing football now? No, they oren't.
6 Are you wearing shorts now? No, I'm not.

73 (T)
Grammar6b
Read the table . How do we form the interrogative Present simple or
7 form of the preJent continuous? present continuous
10 Read the theory. Say the
Interrogative examples In your language.
Am I reading? Yes, I am ./No, I' m not.
Are you readIng ? Yes, you are./No, you aren't . We use the present simple
Is he/she/it reading? Yes, he/she/it Is.lNo, he/she/it Isn't . for habits or routines.
Are we/you/they Yes, we/you/they are ./No, we/you! I watch TV in the evening.
reading? they aren 't . We use the present
continuous for actions
happening now.
Look at the picture. Write questions, then answer
8 them.
We ore having on English
lesson 0/ the moment.

Put the verbs in brackets


11 Into the present simple or
the present continuous.
~ ~L..
, ......_ .;:,.. \,; ct-= =:::::;J
I Greetings from Venice. It's Carnival time here
and we 1) .................... (have) a great time.

~~~~ns y!~;i~ i;;~ ;~~::::ra~~~ c::s~::::


, 3) ............................... (last) 10 days and it
1 Jen ny/do/he r homework? 4) ............................ (be) lots of fun. People
Is Jenny doing her homework? No, she isn 't. 5) .......................... (wear) lovely costumes,
6) .............................. (dance) in the streets
2 Bill and Tom/make/a snowman?
and 7) ............................... (go) to parties.
3 Mr lones/p lay/in the snow? It's chilly today. Right now it 8) ................ ..
4 Mrs lo nes/talk/to Bill? .................. (rain) . Cathy and I 9) ............. ..
5 Bill and Tom/eat/a sandwich? ............... (sit) in a cafe. We 10) ................. .
6 Molly/take/photographs? .............. (wait) for the big parade to begin.
A girl just behind us 11) ............................ .
7 Tim /eat/a sandwich?
(sing) and her friend 12) ........................... ..
(play) the violin. Her voice 13) .................. ..
Write the questions. Use the present continuous .
9 Answer them about yourself.
(be) great. Have to go now. See you soon .
J Angle
1 you/watch TV/now?
Are you watching TV now? No, I'm not. 12 What do you and your family
2 your teacher/ talk/ right now? usually do In the evening?
3 your parents/work/now? What are you and the
4 you/have/a n Eng lish lesso n/ now? members of your family doing
5 you r friends/play/football/now? now? Write true sentences.
6 you/wear/shorts/now? Tell your partner.

(t ) Workbook: 6b &' Grammar Bank 6 ) MOUULE'

73
Skills 6c

Clothes
() Look at the pictures 1-19. Listen and repeat. Say the words In
your language. Now, group them under the headings CLOTHES, SHOES
and ACCESSORIES. Check with a partner.

listening -
!!iiii
() Georgia and her friend Anna are at a clothes shop. Listen to
them and answer the questions.
1 Why are t hey there? 3 What does she buy?
2 Who dec ides to buy something? 4 How much is it?

Speaking
-"""
Expressing likes/dislikes
a) List the phrases: I love it. - I like it. - I don 't really like it. - It 's great.
- It's horrible. - It 's OK. - It 's fabulous. under the headings.
!;:>,i Positive S!9 Negative " Neutral

b) t!I You are at a department store. Use the phrases to act


out the dialogues, as In the example.

A: Do you like this hat? B: What do you think


B: It's OK. Do you like these sandals? of this dress ?
A: No, I don't. They're horrible. A: It 's great!

Writing

4 Find pictures of your family and friends. Write a short description of each
picture. Write: Who are the people? - Where are they? - What is the weather
like? - What are they wearing/doing?
MQDUL!6 (. ) Workbook: 6( )
74
-
6c
4 To write short descriptio ns
1 To learn t he vocabulary for cl othes and
accessories Ask Ss to use family photos or pictures from
magazines to write a short description of each
Play the recording. Ss listen and repeat either
family member's/person's clothes. Encourage the
chorally or individually. Elicit the I I equivalents.
use of adjectives to make their descriptions more
Ask Ss to write the headings in thei r notebooks and
interesting.
group the words under them. Check Ss' answers on
Assign the task as HW. Remind Ss to answer all the
the board. questions and ask Ss to present their work in class.
(55' own answers) Pin up the work on the classroom walls.

Answer Key Suggested Answer Key


Clothes: coat, suit, dress, jeans, top, socks, T-shirt, skirt,
jumper, jacket, shorts, shirt
Shoes: sandals, boots, trainers
Accessories; hat, gloves, belt, tie

2 To list en f or specific information


Explain the task. Play the recording. Ss listen and
answer the questions.
Check Ss' answers.
Answer Key
Anno needs a dress for a party.
2 Georgia.
3 (She buys) a top.
4 10 .

3 .) To learn how to express likes and


dislikes
Write the headings on the board and explain/elicit This is a picture of my mum and my
what they mean. brother. They are in our tent. They
Elicit which phri:lses go under which headings. ore looking at a book. It's windy.
They are wearing jumpers and
Answer Ke y
Positive: I love it. It's great. It's fabulous.
Negative: I don't really like it. It's horrible.
Neutral: I like it. It's OK.

b) Ro le pli:lying expressing likes/d islikes


Set the scene. Expli:lin the situation and the speaking
task. Ask two Ss to act out the eXi:lmple dialogue.
Ss work in pairs and d iscuss as in the example.
Ask some pairs to discuss in fro nt of the class .

Suggested Answer Key


A: Do you like these boots?
B: I love them. Do you like this belt?
A: I don't really like it.
B: What do you think of these trainers?
A: I like them.

74(T)
G
clothes
To present situational language fo r buying
&;accessories
5 G To read o ut a dialogue to improve
pronunciation &; intonation
Play the recording. Ss listen and repeat chorally or Play the recording for Ex. 2 again. Ask Ss to pay
individually. attention to pronunciation and intonation. Ask Ss
Ss complete the task. to work in pairs and take roles and read the
Check Ss' answers. dialogue aloud.
Answer Key Monitor the activity around the class and ask some
groups to read the dialogue aloud in front of the
i2.. what do you think? class.
1 think they're great.
Do you think so?
They look really nice on you. 6 G To practise role-playing
Yes, but I wefer them in black. Explain the situation.
Do you think they're expensive? Remind Ss that they can use the dialogue in Ex. 3
How much do they cost? as a model as we)) as the phrases in Ex. 1 and any
QK then. 1'1/ take them. ideas of their own to complete the task.
Ss complete the task in pairs. To help Ss, draw the
2 G To understand the context/topic of a
situationa l dialogue
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
Explain the situation and elicit the topic of the task.
conversation based on the phrases in Ex. 1.
Play the recording. Ss listen and follow the Student A Student B
dialogue in their books and check. So, what do ... ? - . / I think they .. .
Answer Key (Ask opinion.) ~ (Give opinion.)

They ore talking about choosing sunglasses for Beth. They


are talking about which colour to choose and haw much
Do you think ... ? ~ Yes, I think .. .
(Ask for clarificati0':J:::--,.. (Express like/dislike.)
Hmm. They're ... ~llike ...
-
IS
they cost.
(Express likeldislike.L. (Comment on other.)
I prefer ... Do you ~ Why? How much ... ?
3 G To read for specific information think .. .? (Ask price.)
Allow Ss time to read the d ialogue again and (Express preference &
answer the questions. ask opinion about
Check Ss' answers. price.)
They're [ ... =--- .... That's ...
Answer Key (5ay p~ (Give opinion on
She is trying on sunglasses. I'll ... price.)
2 She wonders if they are expensive. (Decide what to buy.)
3 She prefers them in block.
4 They cost 70. Suggested Answer Key
5 5he decides to buy them.
A: 50, what do you think?
B: These trousers look really nice on you, lane.
4 G To learn synonymous phrases A: Do you think so?
Elicit the L1 equivalents for the phrases in Ex. 1 B: Yes, J think they're fabulous. Look in the mirror.
from various Ss around the class. A: Hmmm. They're very nice.
(Ss' own answers) B: I like the blue ones, too.
Read the phrases 1-4 aloud. Refer Ss back to the A: Yes, but I prefer them in brown. Do you think they're
dialogue and elicit the synonymous ones from expensive?
various Ss around the class. B: Why? How much do they cost?
A: 85.
Answer Key B: That's not too bad.
I 50, what do you think? A: OK, then. I'll take them.
2 Do you think they're expensive?
3 How much do they cost?
4 That's not too bad.

MODULE'

75(T)
Everyday English 6d
Buying clothes &- accessories
1 ~) Listen and repeat . Find the stressed syllables.

So, w hat do you think? I think they' re great.


Do you think so? They look really nice on you.
Yes, but I prefer them in black . Do you think they're expensive?
How much do they cost? OK, then. I'll take them.

Beth and Allce are in a department store. The sentences above are
2 from a conversation they are having. What are they talking about?
() Listen, read and check.

Read the dialogue and answer the questions.


3
................... . ................... . .................. . ................... .

Bcth: So, what do you think?


Alice: Those sunglasses look really nice o n you. Bel h.
Be lh, Do you thin k so?
Alice: Yes, I think the y're great. Look in the mi rror.
Bcth : Hmmm . They're very nice.
Alice: I like the brown o nes. too.
Beth: Yes. but I prefer them in black . 1)0 you thin k
ther're expensi\'e?
AJice: Why? How much do they cost?
Beth: 70.
Alice: Th at's not too bad.
Het h : OK, th en . I"ll take them.

1 Wha t is Beth trying on? 4 How much are they?


2 Wha t does she thin k about the pri ce? 5 What does Beth decide to do?
What colour does she prefe r?

Say the sentences In Ex . 1 In your language. Then find


4 sentences in the dialogue which mean:

1 So, do you li ke them? 3 How much are they?


2 They a ren 't too expensive, 4 I think that's a reasonable
are they? price.

5 o Listen to the dialogue . In pairs, read it out.

You are at a clothes shop. You want to buy a


6 pair of trousers but you can 't decide which pair to buy.
Change the words in colour to act out a dialogue like
And I've got onother pair
ot home exactly like this. the one In Ex. 3.

(t ]Studenl's Sook: language Review 6d )


75
Across the Curriculum 6e
<..) Listen to the music extract. What Images come to mind? What
is the weather like? How does It make you feel?

pitter patter . blowing


falling ground
hAPPY7
a) The words In the pictures are from the poem. What IJ the poem
about? Read quickly to find out.

b) Use the words In the pictures to complete the gaps In the poem.
() Listen and check.

The Four Seasons


When spring is here
The J) ...................... is clear
Then - pitter patter - here comes rain
When summer comes
The 2) ...................... hum
ft's hot! Lefs go and swim ag . ,
am.
It's autumn now
The 3) ...................... turn brown
The 4) .
...................... IS blowing them around

-' Winter - hooray!


Let's go and play!
The 5) ..
fallmg on the ground
...................... IS

(tradiTional)

Find the words In the poem that rhyme.

',- Draw a picture to go with the poem above. Give your picture
"'--'
a title.

Find English poems about the weather and/or seasons. Read


them to the class.
.:- MO()U LE6
r..:-;':W
::
,,::::kb:,:'::
, k:",:.::d:-,:-
,,-::.-::V::,,:,:;::
b.";:,,: ,::,-.; :,::",' :. ;'"
76

1 To identify the author/ recipient and 4 To write a postcard to a pen-friend


location of each in a postcard
Explain the task. Go through the plan to explain
Direct Ss' attention to the postcard and read the the content of postcard.
first sentence aloud.
Ask different Ss to tell you where they went with
Elicit answers to the questions and then play the their families for their last holiday, what the
recording for Ss to check their answers. weather was like and what they did.
Answer Key Explain that they are going to write a postcard as if
1 Fred. they are on holiday now so they must use the
present continuous tense.
2 His auntie May and his uncle foe.
3 Fred is in Capri, in Italy. His aunt and uncle are in Tell Ss to look at Fred's postcard again and use it as
Brighton, England. a model for their postcard. Focus Ss' attention on
the opening and closing remarks as well as the
beginning and ending.
2 To read for specific information Allow Ss some time to write their postcard using
Allow Ss some time to read the text and answer the the plan provided. Alternatively, assign as HW and
questions. check Ss' answers in the next lesson.
Check Ss' answers. Suggested Answer Key
Answer Key Dear Pete,
It's warm and the sun is shining_ Greetings from Paris, France. We're staying at a hotel
2 They are staying at a hotel near the sea. near the city centre. We're having 0 great time here. The
3 His mum, dad, A/ex and Connie. hotel's great. The weather isn't very nice. It's cloudy and
4 He's sunbathing with A/ex and Fred. cold. I'm playing computer games right now and my
5 She is shopping for souvenirs with Connie. brother is playing a board game with his new friend.
6 He's having a fantastic time there. Dad's having a coffee at a cafe and Mum's shopping for
souvenirs at the moment. We're all having lots of fun. See
Present continuous: . 'm staying, 're having, is shining, you soon.
'm sunbathing, are shapping, 're going, 're ... John
having.

Present continuous with future meaning: - 're going


(to)

3 To understand the writing style of postcards


Go through the Study Skills box and ask Ss to look
at the postcard and find other examples.
Explain the task and allow Ss some time to
complete it.
Check Ss' answers on the board.
Answer Key
We're staying on the first floor.
2 We don't like it here.
3 The weather's lovely_
4 Mum's swimming now.
S Back in a week.
6 Miss you.
Writing 6f
A postcard
I Presen t continuous
with future meaning
1 Look at the postcard and read the first sentence In it .

I We (an use the 1 W ho is writing the Who is to read it?


present continuo us
I to ta lk about a
postca rd? Where is each person?

I fu ture fixed
i: ) Listen and read to find out.
arrangement.
I I'm meeting Ann
Dear Auntie May and Uncle JO,
tomorrow.
Greetings from Capri, Italy. I'm staying at a hotel
near the sea. We're haVing ajantastic time here .
The weather's lovely. It's warm a nd the sun is shining.
The hotel is great. It's got a huge swimming pool.
I I'm sunbathing now with Alex a nd Dad. Mum and
Connie are shopping for souvenirs at the moment.
I Mr and Mrs J Morton
Tomorrow we're going to Naples. I can't wait. We're all 67 Cherrywood Road
I haVing lots of fun! See you soon . Brighton
Fred England
I
I
2 Read the postcard and answer the questions. Then list all the
prelent contlnuoul forms. Which one has a f uture meaning?
I
1 What is the weather like in Capri? 4 What is Fred's dad doing now?
I
2 Where are they staying? 5 What is Fred's mum doing now?
I 3 Who else is with Fred? 6 How does Fred like it there?
I Study
I ,---_Skills 3 Rewrite the sentences. Put the verbs In their short forms or omit
subJect pronouns.
Writing postcards
I to friends 1 We are staying on the first floor. 4 Mum is swi mming now.
2 We do not like it here.
I When you write a S We get back in a week.
postca rd, email or 3 The weather is lovely. 6 I miss you .
I letter to a friend of
yours, use short
verb fo rms. (I 'm Writing (a postcard)
arching). You can
also om it subject
pronouns (e.g. See
4 Portfolio: Imagine you and your family a re on a winter holiday. Send
a postcard to your English-speaking pen -friend. Use the plan (60-70
I words) .
uU soon. NOT: -I4i-
see )'91:1 S89R ) .
These make your Greet your fri end and say where you are. ( Greetings from ... . We're ... .)
writing more
Describe the place and the weather. (The (hotel 's) .... The weather 's .. . .)
friend ly. We can
Ta lk about what you and your family are doing now; closing remarks
write postcards in
(Dad's .. . . Mum 's ... . My ... . I'm .. . ., See you soon.)
one paragraph .

[j) Sludent'} Book: Self-Check 6) (. 1Workbook: 6f )


77
Dear Monstertrackers, ature in one of our lakes.
I live in Iceland. We've got a Slcary ere
We call it the Worm Monster.
Bjorn

MODULE 6

78
Exercises
Use these words to complete the
Look at the pictures. What is the story
about? 0 Listen and c:heck.
4 summary.
The Worm Monster fog camera waterfalls lake
Read and mark the sentences T (true), volcanoes cold dark shore
2 F (false) or D5 (doesn't say).
The Monstertrackers travel to Iceland. There is a
1 There are volcanoes in Iceland. T monster there. It lives in a 1) lake. Its name is the
2 Tracker wants to take some pictures. OS Worm Monster. There are 2) vD/canoes and
3 It's warm and sunny there. F 3) waterfalls in Iceland. It's very 4) cold there. As
4 It starts raining in the evening. F they go over a dangerous part of the lake their
5 They can't find their way. T 5) camera falls into the water. They can't see
6 Candy meets the Worm Monster. F anything as it is getting 6) dark and there is a lot
of 7) fog . When they reach the 8) shore they find
Do the crossword.
3 their camera. There is a photo of the Worm
Monster smiling.
Weat her Wo rds! Match the sentences Song: Read and complete the
1 to the pictures, then match them to the 4 gaps with these words.
words In the list. C) Listen and check .
sick angry at a loss day dreaming showers bright ground
1 I don't know what to do. I'm in a fog. sky bare breeze
2 I'm a bit under the weather today.
3
4
Be careful! He's got a face like thunder today!
He's always got his head in the clouds. ~Pl
AlbYear.Round,
.."""...t- ,.,,,1
_,~ ~; : .

In spring I like to see


The pretty little flowers
I love the new green leaves
I love the fresh spring 1) .... ..
In summer I feel great
Because it's hot and d ry
I love to see the sun
Shine in the summer 2) .. .... .. .

I'm happy when it (aim


And when the sun shines 3) ..
I'm happy when it snows
And all the world is white
I'm happy when the leaves
Fall on the autumn 4) .... ... .. ..... .

~: Mime an activity
I'm veryg/ad to say
I'm happy all year round
In teams try to guess what the leader Is doing.
I love to go for walks
Each correct guess gets 1 point. The team with the And feel the autumn 5) ...
most points is the winner. I love to catch the leaves
As they fa ll from the trees
Leader: (mimes ' raining ') In winter it is cold
Team AS7: It's raining. And all the trees a re
6) " " ...... ,, '"
Do the quiz. Answer the questions. But I think it looks great
When snow is everywhere

How many seasons are there? Name them


2 Name the months of the year,
3 What' s the weather like in your country in the
summer?
4 What clothes do people wear when it' s very cold?
5 When do we wear shorts?
6 Is December cold in Australia?

Label the pictures


3
. . Look at Module 6 and
write a quiz of your own.
5 from the song.

,-
MODULE 6

80
1 ~ To present idiomatic expressions related to
weather
Explain the task and direct Ss' attention to the
4

~ To read for cohesion and coherence
Go through the song and explain any unknown
words.
I
pictures. Allow Ss some time to read through the song and
Complete the task as a class giving clarification for fill in the missing words.
each expression. Play the recording for Ss to check their answers.
Answer Key
Answer Key
1 C 2 B 3 A 4 0
1 showers 3 bright 5 breeze
2 sky 4 ground 6 bare
Game: Ss play the game in teams as described in the Ss'
Book.
Play the recording again for Ss to sing along.

2 ~ To revise vocabulary taught in this module 5 ~ To check co mprehension / personalise the


Explain the task. Allow Ss some time to read the topic
questions and think of the correct information to Elicit which season is presented in each picture.
answer the questions. Ss do the task. Check Ss' answers.
Alternatively, you may allow Ss to review the
module and find the relevan t information to Suggested Answer Key
answer the questions. Check Ss' answers. A prelty little flowers
B leaves fa/l on the autumn breeze
Answer Key/Suggested Answer Key
C aI/the world is white/ when snow is everywhere.
1 Four - winter, spring, summer and autumn. D the sun shines in the summer sky
2 January, February, Morch, April, May, June, July,
August, September, October, November; December
3 It;s very hot and sunny.
4 They wear coats, boots and gloves.
5 In Ihe summer.
6 No, il's hot and sunny.

3 ~ To practise vocabulary/ grammar taught in


this mod ule
Explain the task and allow Ss time to look through
Module 6 and think of quiz questions in pairs.
Tell Ss they can use the quiz in Ex . 3 as a model.
Offer an example (e.g., What months are in spring?).
Ss swap their quizzes with another pair and do it
and then report back to the class.
Suggested Answer Key
1 Name three sports you say with go. (kitesurfing,
swimming, windsurfing)
2 Is July rainy in Thailand? (Yes, it is)

3 Where con people buy things (ram flooring marker?
(In Thailand)
4 What is the weather like at -1 OOC? (freezing co/d)
5 Where is Capri? (In Italy)
6 Where is the Worm Monster from? (Ice/and)

MOOVlE6

BO(T)
Food
~~ What's In this module? Write on the board: I've got some bread. Underline
Read the title of the module Food and ask Ss to suggest some bread. Point out that we cannot use a/an
what they think it means. Go through the topic list and before the word bread. Explain that nouns like
stimulate a discussion to prompt Ss' interest in the bread cannot be counted so we caU them
module. uncountable nouns.
Ss open their books. Read the theory box aloud. Ss
Find the page numbers for then write the headings into their notebooks and
write the nouns under the correct head ings. Write
Explain/Elicit the meaning of any unknown words, and Ss' answers on the board.
then Ss find the page numbers for the items listed. Answer Key
Ask questions to check Ss' understanding.
Countable: grapes, oranges, cabbage, lettuce, potatoes,
Answer Key apples, carrots
a carnival (p. 88) Uncountable: butter, garlic, chicken, yoghurt, cheese,
How often do you go to carnivals? Have you got a favourite lamb, beef, rice, bread, corn
carnival? what do people do?
strange food (p. 82)
What strange food do you know? Are there any strange
dishes in your country? Do you like strange food?
Qmenu (p. 87)
Where con you see a menu like this? Is this the some or
different from a menu you can see in 0 fast food
restaurant in your country? Do you look at 0 menu before
you order food?

Vocabulary
1 To present/categorise food items
Play the recording. Ss listen and repeat chorally or
individually.
Elicit the II equivalents from Ss around the class
and then ask Ss to write the headings in their
notebooks.
Explain/Elicit the meaning of any unknown words,
then Ss write the words under the correct
headings. Ss check with their partner.
To check Ss' answers, write the headings on the
board and then ask various pairs to say which
words go under which headings.
Answer Key
fruit: grapes, oranges, apples
vegetables: cabbage, potatoes, carfots, lettuce, garlic,
cam
grains: rice, bread
dairy products: butter, cheese, yoghurt
meat: chicken, beef, lamb

2 To present countable/uncountabl e nouns


Ss close their books. Write on the board: I've got an
apple. Underline an apple. Elicit/Explain that nouns
like apple can be counted so we call them countable
nouns (e.g. on apple, two apples, three apples, etc.).

MODULE 7

81(T)
~
Vocabulary
-
"i

-
S

:::l
'. : Listen and repeat. What are these words In
your language? List the words under the
headings. Check with ur partner.
-'"
-'"
...- c'Jhbay
les
, rgr-a-j-n-s
-
'"i

...- dairy ~m
product ' ~t bItkM

...-
'"i

- Countable nouns are nouns we can count.


-
'"i
a
-
'" an + countable singular noun

-
'"i two )fIll

some + plural nouns

'"- Uncountable nouns are nouns

-
;;;;

:!
we cannot count.
(NOT: (I cReese)

-
;;;;
cheese

-
;;;;

-'"
:::l

-....
;;;;

-:! bread

5 2 List the Items In the pictures under the


headings In your notebook.
2 Countable Uncountable
""i
~ grapes butter
5
MODULE 1

-,-
50
81
-
~
Reading 7a
Look at the dishes In the
pictures . Where do you disgust weird . delicacy . expensive
think people eat these? restaurants highly poisonous . prepare
exactly . chef . special training . die
" :" Listen and read to lettuce . pickle . deep fried . brain
find out. go mad oil salt garlic . crispy try -
fooll POISON!
In Japan. the puffer fish is called ,,""":::'
fugu and it's a great delicacy in very ~.....
expensive restaurants. So what's <- ~
weird about that? Well ... fugu is
highly poisonous if you don't prepare
it in exactly the right way. Chefs have
special training before they can get a
licence to cook fugu - but even S0, about 300
people die in Japan every year from eating this strange fish. -
-
In Indiana, USA, people sometimes eat a very strange sandwich. I1 looks like
any other sandwich, but it's not. It's got two slices of bread, lettuce, a pickle
and, believe it or not, a slice of deep fried cow brain in batter*. Many doctors
think eating cow brain is dangerous, but some people go mad for it.
a mixture of milk, flour & eggs

a~~~py F-OOI)!
Fried tarantulas, or a-ping, is a favourite snack in Cambodia. People usually deep fry
them in oif with salt and garlic until they go black and crispy. People eat them with
their hands as a snack. Not many tourists try them but Cambodians say they are
delicious and taste like fried chicken. Try a nice hairy tarantula for yourself someday!

a) Read the text again and answer the questions .

1 Where do people eat fugu? 4 What do peop le put in a cow brain


2 What is weird about eating sandwich?
it? 5 What is a-ping?
3 What have fugu chefs got? 6 What does a-ping taste like?
b) In three minutes write three things that impressed you in the text.
Use words from the ~ box. Tell your partner.
MODUlt 7

82
7a
1 @ To describe pictures and Introduce the topic
Draw Ss' attention to the pictures and ask various
Ss what they can see (0 fish dish, 0 sandwich,
insects). Elicit/Explain what the pictures show and
then ask Ss to guess where people eat these.
Play the recording. Ss listen and foHow the text in
their books to find out.
Answer Key
A - puffer fishlfugu - Japan
B - fried cow brain sandwich - India no, USA
C - deep fried tarantulas/a-ping - Cambodia

2 a) @ To read for specific information


Allow Ss some time to read the text and answer
the questions.
Explain/Elicit the meaning of the words in the
Check these words box.
Check Ss' answers.
Answer Key
, In Japan.
2 It is poisonous if you don 't prepare it the right way.
3 A specia/licence to cook fugu.
4 Lettuce, pickle and 0 slice of deep fried cow brain in
baller.
S Fried tarantulas.
6 Fried chicken.

Background Information
Cambodia is a country in South East Asia. It borders
Thailand, Laos, Vietnam and the Gulf of Thailand. Its
capital is Phnom Penh. It has a population of about
, 3 million. The official language is Khmer.

b) @ To consolidate information in a text


Allow Ss some time to read through the text
again and then tell their partner what they
found im pressive.
Ask various pairs to share their answers with the
class.
Suggested Answer Key
I was impressed thot fugu, which con be highly poisonous
if not prepared exactly the right way, was a great delicacy
in expensive Japanese restaurants. I was also impressed
that some people in the USA eal a sandwich made from
lettuce, a pickle and a slice of deepfried brain. Finally, I
was impressed thal people in Cambodia eat tarantulas
deep fried in oil with salt and garlic.

""""'"
82(T)
3 To present vocabulary for dishes and meals 6 To practise ordering food
Explain the task and any unknown words in the rubric Explain the task and ask two Ss to read the example
and read the example aloud. Then ask various Ss eXChange aloud.
around the class to make similar sentences. Ss complete the task in pairs using the food/ drinks
in Exs. 3 and 4.
Suggested Answer Key
Monitor the activity around the class and then
I usually eat cereal for breakfast. choose some pairs to act out their dialogues in
I usually eat soup for lunch. front of the class.
I usually eat a sandwich for lunch.
I usually eat toast for breakfast. Suggested Answer Key
I usually fol salad for lunch. A: What would you like to eat?
I usually eat pizza for dinner. B: I'd like 0 solod and some pasta, please.
I usually eat pasta for dinner. A: Anything to drink?
I usually eOI cake as a dessert. B: Just 0 gloss of water, please.
I usually eat ice cream os a dessert. A: Here you ore.
I usually eat crisps as 0 snack.
I usually eat bi5(uits as a snack. 7 To write about your taste in food
Explain the task and allow Ss some time to
4 To present vocabulary for containers complete it.
partitives
To che<k Ss' answers, ask various Ss around the
Explain the task and any unknown words in the class la talk aboul their taste in food.
rubric and then allow Ss some time to complete
Suggested Answer Key
the task.
Check Ss' answers. . .. pasta ... pizza ... fish ... tea ... coffee ... Ice cream

Answer Key
1 loaf 4 gloss 7 piece 10 bar
2 botrle 5 bog 8 cup
3 carton 6 slice 9 bowl
('" ..................................................... "'\
Game
Say the name of a partitive. Your partner adds the
name of a food/drink that goes with it.

: A: gloss
: B: 0 gloss of water ere. :
\. ...................................................... .J
5 To present a/an/ some/any
Read the theory aloud and explain/elicit the use of
%n/some/ony. Ask Ss to give you other examples.
Point out the difference between using any in
questions and some for requests.
Elicit the Lt equivalents for the examples.
(Ss ' own answers)

MODULE]

83(T)
Vocabulary 7a
Meals a/an/some/any

3 Which of these do you usually eat/drink: for breakfast?


for lunch? for dinner? as a dessert? as a snack? s Read the theory. Say the
examples In your language.

We use a/ an with countable


singular nouns.

We use some in the affirmative


with countable nouns in the
plural and with uncountable
nouns.

We use any in the negative and


interrogative with countable
nouns in the plural and with
uncountable nouns.

, Jsuolly drink milk 'r'" brea!

Containers 61: partltlves


Speaking
Complete with loaf, corton, slice, piece, bag, bor,
4 bottle, glass, cup, bowl. Ordering food
Imagine you are at
6 the school canteen. Act out
a dialogue, as In the
example.

B J'_' ikp a sandwic'1


r~~~~~~~r~~~r~~~~~~~~~~
8' Just a bottle of water,
6 a .... .. .......... of piua
1 a ................ of bread
7 a .......... of cheese
2 a ..... ........ ... of olive oil
8 a ............ ""of tea Writing
3 a ................ of milk
9 a ............ ofrice
a ................ of water
Complete the paragraph
a ....... ......... of sugar
10 a ............... of chocolate
7 about yourself.
My favourite food is .... I don't
really like .... I never eat ... .
My favourite drink is ... but I don't
like ....
.,., 'l ... is my favourite dessert.
,i,i" '1~ll7'

.. Stud ent'~ Book: lingua e Review 7a (..) Wilf'khook- 71 ) MOOOU 7

83
Grammar 7b
Choose the correct word.
Much/ Many - A lot off
A lItt1e/ A few
4
A: We have to go to the supermarket. Let's
Read the examples and complete the
1 rules. Use how much, how many, a lot of,
make a list of what we need.
B: Good idea. We need 1) many/some eggs,
a little, a few. Say the examples in your
bread and 2) some/ much butter.
'", "lguage.
A: OK. Is there 3) many/a ny cheese?
How nuch (J~ 1 B: 4) A little/ A few. We don't have
How many t99 l 5) some/ any bananas.
How much ch2fse s there? Th If A: OK. What about lemons? Do we need
How many c/leme 7fe rt Th ff re a fot of , mes 6) some/ any?
Q "rt,' tr (some) B: No, there are 7) a few / much lemons. We
(some) don't have 8) many/some apples .
We use 1) .................... with countable nouns. A: We can buy 9) much /some. I think we are
We use 2) ................... with uncountable nouns. OK for everything else.
We use 3) ........... ......... with countable nouns.
You go to the supermarket every
We use 4) ................... with uncountable nouns.

2 Filii.: (how) much. (how) many.


5 Saturday. It's Friday afternoon. Discuss
what you need to buy from the
1 . milk is in the fridge?" "Not supermarket .
.
2 " .............. biscuits are there on the plate?"
Some. Any
"Not ........................................................ "
3 " ................. tomatoes do you need?" 6 a) Filii" some or an y.
"Not ....................................................... "
4 " ................................... lemons are there?"
"Not ....................................................... "
5 " ..................................... oil do you need?"
"Not ................... .................................... "
Talking about quantity
In pairs discuss as In the example.
3 Use a lot of. much, few, Q little.

~ This is a hotel breakfast table. There is 1) ............. .


bread , but there isn't 2) ..................... sugar. There
, isn't 3) ................ coffee, but there is 4) ............... .
c~ iears orange juice. There are 5) ............. .... apples, but
there aren 't 6) ...................... bananas. There are
7) ................. eggs, but there aren't
~ biscuits grapes 8) ................... sandwiches.

Hom'Jnyegg' ou there?
B T ere are a Jot of eags. b) What else is there?

MODULE 7

84
(7b'
A: How many grapes are there?
1 @ To present much/ mony/ a fot afl A IittlelA few B: There ore 0 lot of grapes.
Read the examples aloud one at Cl time and elicit A: How many strawberries are there?
whether the noun is (ountable or uncountable in B: There ore 0 lot of strawberries.
each case (e.g., milk - uncountable, apples -
countable, etc.). 4 @ To practise quantifiers
Complete the rules on the board eliciting the
Explain the task. Allow Ss some time to complete it
correct word for each gap from the class.
and then check Ss' answers around the class.
Answer Key
We
We
use how many with countable nouns.
use how much WIth uncountable nouns.
,
Answer Key
some 4 a little 7 a few
2 some 5 any 8 many
We use a lot of and 0 few with countable nouns.
3 any 6 any 9 some
We use 0 lot of and 0 little with uncountable nouns.
Drill Ss. Say names of food/drinks. Ss add how
much/how many/a 101 of.
5 @ To practise talking about qualltity

Suggested Prompts: milk, lemons, sugar, apples, Explain the task and tell Ss they can use the
oranges, cheese. tomatoes, tea, etc. dialogue in Ex. 4 as a model if they wish.
T: milk
SI.- How much milk?
I
T: lemons
53: A lot of lemons, ete.
Allow Ss some time to formulate their ideas and
discuss their shopping list in pairs.
T: carrots Monitor the activity around the class and then ask
52: How man y carrots? some pairs to act out their discussion in front of the
class .
Elicillhe II equivalents for the examples.
Suggested Answer Key
(Ss' own answers)
A: Lets make a list 01 what we need from the supermarket.
B: OK. Have we got any apples?
2 @ To practise using how much/ how many A: No, we haven't. Lets buy some.
Explain the task and read the example aloud. B; OK. Hove we go / any oranges?
Ss complete the task. Check Ss' answers. A: Yes, but not many. We con buy some.
B: How about lemom? Have we got any lemons?
Answer Key A: Yes, we hove 0 lot of lemons.
1 How many, many B: OK. We don 't need to buy any then.
3 How many, many
4 How many, many
5 How much, much
6 a) @ To practise using some/ any with
countable/ uncountable nouns

3 @ To practise asking questions about quantity


Allow Ss some time to complete the task and then
check Ss' answers around the class.
Explain the task and ask two Ss to read the example
Answer Key
aloud.
Ss complete the task in pairs. Monitor the activity some 3 any S some 7 some
around the class. Ask some pairs to report back to 1 any 4 some 6 any 8 any
the class.
Suggested Answer Key b) @ To consolidate Ss' unden~andlng of
some
A: How many pears are there?
B: There aren't many pears. (just two) Allow Ss some time to complete the task and then
A: How much cheese is there? check Ss' answers around the class.
B: There isn't much cheese. (jus t a piece) Answer Key
A: How much bread is there?
There is some milk, some cheese, some tea and some
B: There isn't much bread. (just half aloof)
yoghurt.
A: Haw much milk is there?
B: There is a lot of milk.
A: How many biscuits are there?
B: There are a 10/ of biscuits.

""""u,
84(T)
7 @ To present will 11 @ To practise be going to in the interrogative ~
Ss' books closed. Say then write on the board: I will Explain the task, d raw Ss' attention to the schedu le ~
have lunch at J2. and read out the example.
Explain that we form the future simple tense with Ss complete the task. Check Ss' answers. ~
will (no t) + bare in finitive. Explain that it is the
Answer Key
same in all persons and that the short fo rms are
2 Are Tony and Rosa going to visit the museum on
g::
will ='/1 and will not = won 't.
Thursday?
Explain that we use the futu re simple for actions
Yes, they are. ~
and predictions about the future based on what we
3 Is Rosa going to cook pasta on Tuesday?
think or believe.
Yes, she is. ~
Ss' books open. Ss read the table.
4 Is Jenny going to have a party on Friday? rg:::
No, she isn't.
8 @ To practise will/ won't 5 Is Tony going to go shopping on Wednesday?
Explain the task. Give Ss time to complete it, then No, he isn't. ~
check Ss' answers. 6 Are 8ecky and Jenny going to go shopping on
[g
Monday?
Suggested Answer Key No, they aren'r.
1 won't 3 will 5 will rg:::
2 won't 4 will
12 @ To practise be going la rg
9 @ To present be going to Explain the task, go throug h the prompts and read
out the example. II5i
Ss' books closed. Say then write on the board I'm Ss com plete the task in pairs.
going to hove fish for dinner. Underline I'm going to Monitor the activity around the class and then ask rts
have. Expla in that we use be going to + verb to some pairs to ask and answer in front of the cl ass.
talk about future plans and in tentions. rg
Elicit the negative and interrogative forms by Suggested Answer Key
saying and writing on the board I'm not going to A: Are you going to stay at home? g
have beef for dinner. Are you going to have beef for 8: Yes, I am./No, I'm not.
dinner? A: Are you going to cook for your family? ~
Ss open their books and read through the table. 8: Yes, lom./No, I'm not.
Elicit any simila r structures in Ss' L1. A: Are you going to visit your grandparents? [g
8: Yes, lam./No, I'm not.
(Ss' own answers)
A: Are you going to make a cake? ~
8: Yes, lam./No, I'm not.
10 @ To practise be going to A: Are you going to have lunch with your frien ds? ~
Explain the task and give Ss time to complete it, then
check Ss' answers. , ... ........................................... .. ... ...
8: Yes, lam./No, I'm not.

Game
"\
:
~
Answer Key ~
'm/'m not going to 5 're/aren't going to Weekend plans
2 's/isn't going to 6 's/isn't going to Mime an activity. Your partner says wha t you are
3 're/aren't going to 7 're/aren't going to going to do .
4 's/isn't going to
A: (mime: play basketball)
: 8: You're going to ploy basketball. ele. : ~
\.. ..... ................................................. .1

MODULE 7

85 (T)
_ Grammar 7b
'~

will 10 Complete the sentences. Use the


affirmative or negative of going to.
Read the table.
7 1 Next Friday I ......................... have a party.
&~""'1gf';:: i'~ ,A. !'1atlwe 2 Mum ............................ make my birthday
I/You/He etc will drink tea. cake.
3 We ...................... decorate the house with
balloons.
4 Dad ............................ buy me a new bike.
WiIIl/you/he etc drink Coke?
S We ......................................... play games.
Yes, I/you/he etc wilt/No, I/you/he etc won't .
6 My sister ................................. take a lot of
We use will to make predictions based on what
photographs.
we think will happen in the future.
7 They ............................. have a great time.
People won 't eot VI gefl1b 11 I 00 ~'Of Tin

Look at Rosa 's schedule. Write


8 Make true predictions about yourself.
Use wifl/ won't,
11 complete questions . Answer the m .

---
1 I ............................... cook d inner tonight. eat out with Jenny

2 My friends ........................ visit us tonight.
3 I ................ drink milk tomorrow morning.
TUt
-_
cook pasta
..
go shopping with Secky
4 My mum .................. make a cake tonight. ; TH U visit the museum with Tony
5 We ............................ eat pasta tomorrow. ss _Cl have a party

be going to 1 Rosa/eat out/Monday?

Read the table . Are there slm Uar


Is Rosa going to eat out on Monday.'
9 structures In your language ?
Yes, she ,5.
2 Tony and Rosa/visit the museum/Thursday?
gi'r;;;u~ 3 Rosa /cook pastafluesday?
I'm going to eat pasta. 4 Jenny/ have a party/ Friday?
He/She/It's going to eat pasta. 5 Tony/go shopping/Wednesday?
We/You/They' re going to eat pasta. 6 Secky and Jenny/go shopping/Monday?
_ ; q,flh'l
I'm not going to eat pasta. 12 cv Find out what your partner Is
He/She/It isn 't going to eat pasta. going to/ Isn 't going to do this wee ke nd .
We/You/They aren't going to eat pasta. Use these ideas. You can use your o wn
Questions
Am I going to eat pasta?
- Ideas as well.

go to the cinema stay at home


15 he/she/it going to eat pasta?
Are we/y~u/they going to eat pasta? cook for your family visit g randparents
We use be going to to talk about plans and make a cake have lunch with friends
intentions in the future.
What Qre ~ JU going to
, A: Are you going (to go) to the cinema?
Time expressions: tomorrow, next week/ B: Yes, lam./No, I'm not.
month/year etc
0.)Workbook: 7b & Grammar Bank 7) MODU LE 7
----
85
Skills 7c
germs
simple I soap
I surfaces I pots

pans dishcloths
store I containers
cooked food
I chopping board

You can 't see them, - -


but they are Cleanlng
everywhere and they
are dangerous. They
lI I CJean you r hands with
soap and water before r '; O:~~;:~i~:gkills germs.
Always cook food well.
cooking. I
can make us sick. Re-heat food only
I Clean all kitchen surfaces. I
That 's why it is I Use clean pots, pans and once.
important to fight
them. We can stop
germs by doing four
very simple things.
a I
dishcloths.

Chilling
Keep fish, meat, cooked
food and dairy products
-rlCross-contamlnatlon
... I

I
Keep raw l meat away
from cooked food.
Don't use the same
in the fridge. knife to cut raw meat
I Store food in different and cooked meat.
containers in the fridge. I Don't cut raw meat
I Don't leave food out of and cooked food on
the fridge for more than the same chopping
two hours. board.

-
Necessity/ Use the words and must/ mustn't/ have to/don ', hove to to write
Prohibition/ complete sentences_
Obligation
talk/wi th/your mouth/full 3 go swi mm ing/arteria meal
4 d rink/a lot of water/in the s
(It's
5 put/lots oflsalVin the soup
necessary.) eat/a lot of/frUit and vegetables 6 cook/ food/well

Use have to or must/mustn ', to tell the class.


(It isn't the right
thing.)

MOO r I
,. Workbook: 7e
86
7c
1 @ To introd uce the topic and predict the 4 , leT I@ To give a presentation on germs
content of a text Ask Ss to look up information on the Internet using
Read the statemen ts 1-4 aloud and ask Ss to decide the key word in the search ba r or in encyclopaediasl
with their partner which ones they think are truel other reference books. Ss can use the website
false. suggested on the Express Publishing websile.
Play the recording. Ss listen and follow the text in Assign the task as HW and Ss make their
their books and check if their guesses were correct. presentations in the next leuon.
Answer Key Suggested Answer Key
1 F 2 T 3 T 4 F There Ofe four major types o{ germs: bacterio, viruses,
fungi, and protozoa. They con make us sick.
2 @ To understand the use of must/mustn 't/ Bacteria ore one-cell creatures that con cause infections.
Some infections bacteria cause include sore throats, ear
have tol don't have to
infections, tooth decay and pneumonia. There are also
Read the Note box aloud and explain that must/ good bacteria chat live in our intestines and help us use
mustn'[ comes before the verb and is used to the nutrients in the food we eat. Scientists use some
express necessity or prohibition. bacteria to make medicines.
Read out the example and give Ss time to complete When viru5es get inside people's bodies, they con spread
the task. Check Ss' answers. and make people sick. Viruses cause chickenpox, measles,
Answer Key flu and many other diseases.
Fungi are plant-like organisms made of many cells. They
2 You must/have to eat a lot of fruit ond vegetables.
love to live in damp, warm places. Mosl fungi are not
3 You mustn't go swimming ofter 0 meal.
dangerous but they can cause athlete's fool.
4 You must/have to drink a lot of water in the summer.
Prolozoa are one-cell organisms thae often spread diseases
S You mU5tn't/don't have to put lots of salt in the soup.
through water: Some protozoa cause intestinal infertiom
6 You must/have to cook food well.
that lead to diarrhoea, nausea cnd stomach ache.

3 @ To practise using must/ muHn 't/have to


Extra Activity for weaker claues
Explain the task and ask Ss to write the headings
into their notebooks. Photocopy the Suggested Answer Key for E.x. 4. Ss read
Allow Ss time to read the text again and complete it, then ask their partners comprehension questions.
the task and check Ss' answers around the class. A: What are bacteria?
Answer Key B: They are one-cell creatures.
Do 's
You must/have to clean your hands with soap and water
before cooking.
You must/have to clean all kitchen surfaces.
You must/have to use clean pots, pons and dishcloths.
You must/have to keep fish, meat, cooked food and dairy
products in the fridge.
You must/ have 10 store food in differenl containers in the
fridge.
You must/hove to always cook food well.
You must/have to re-heat food only once.
You must/have to keep raw meat away from cooked food.
Don 'ts
You mustn't re-heat food more thon once.
You mustn't leave food out of the fridge for more than
ewo hours.
You mustn'f use the some knife to cuI raw meat and
cooked food.
You musln't cut raw meat and cooked food on the same
chopping board.

MODUl 1

(;
86 (T)
D To understand the context and situation of
a dialogue
4 D To practise role-playing
Explain the situation.
Ask various Ss to read the sentences aloud and then Remind Ss that to use the dialogue in Ex. 2 as a
elicit the situation. model as well as the phrases in Ex. 1 and any ideas
Play the recording. Ss listen and follow the of their own to complete the task.
dialogue in their books and check. Ss complete the task in pairs. To help Ss, draw the
following diagram on the board and elicit
Answer Key
appropriate phrases Ss should use. Write them on
The dialogue takes place at a fast food restaurant . the board. Ss can refer to the diagram while doing
the task.
2 D To read for specific information Student A Student 6
Allow Ss some time to read the dialogue again and Hello. Can I .~ I'd Ilk, ... ,please.
answer the questions in the rubric. Check Ss' answers. (Greet & ask to help.) (Give order.)
Answer Key Large or ... 7 ... , please.
(Ask about portion / (Respond.)
Angie orders a cheeseburger, chips and 0 Coke. They cost

L
size?) /_
4.10.
Would you like ... ? Yes, a .... , please.

3 D To learn synonymous phrases


(Ask ;( they
drink?)
(Respond.)

That's [... Here ...


Read the phrases aloud and then refer Ss back to
(Soy COSI.) (Offer money.)
the dialogue and elicit the synonymous ones from
various Ss around the class. Suggested Answer Key
Answer Key A: Hello. Con / help you?
1 Con I help you? B: I'd like a chicken sandwich, please, and 0 Caesar
2 I'd like 0 cheeseburger. salod.
3 That's 4.20. A: Large or small?
B: Small, please.

-
4 Would you like anything to drink?
A: Would you like anything fo drink?
Elicit the L1 equivalents for the phrases from
B: A diet coke, please.
various Ss around the class.
A: That's 4.70, please.
(55 ' own answers) B: Here you ore.

MOOUlt 7

87(T)
Everyday English 7d
" ~
=w IPennisslon/ Request Ordering food/drinks

,.
=-
~-
Can I go out?
(asking for
permission)
I1 The following sentences appear In a dialogue. Where do you think
the dialogue takes place: a t home? at the school canteen? at a fast food

-h.
restaurant?
Can I have some
m il k? (req uest) Can I help you? I'd like a cheeseburger. Large or small?

-
E;ii Would you like anything to drink? That's 4.20, please . Here you are.

~ .' Listen, read and check. Which syllables are stressed?

Read the dialogue. What does Angle order? How much Is It?

SLeve: Hell o, Can J help you?


Angie: I'cllikc J l:hcc .. eburgcr and a portion of dlip.,. please.
Sieve: Lark. "mall?
Angie: 1":'lr/o:I.: . please.
Steve: Would you like anything to drink?
Angie: Oh! Yes. A eok, please.
Steve: ThaI .... \ -1.20. please.
Angic: Here you are.

Find sentences in the dialogue which mean:

What can I do for you? 3 They cost 4.20.


2 I want a cheeseburger. 4 How about a drink?
Say the sentences In Ex. 1 in your language.

r ~.,. You are at a fast


4 food restaurant.
Club Sandwich
Burger
Student A: Use the menu Chicken Sandwich
to order your food / drink. Cheeseburger
Student B: Take A's order. Caesar Salad Large
Change the words in Small
colour to act out a
dialogue like the
one In Ex . 2. Mind
the Intonation.
I
Coke
Diet Coke
7UP
Mineral Water
Orange juice
Coffee
Tea

87
Across Cultures 7e

The Mas!emlsa carnival or 'Bllm


Week' takes place In Moscow
around the end of February
ThiS festival celebrates the
end of winter and the
begmning of Spring People
eat bhnls. These are small
golden and warm
pancakes. They
symbolise the
sun. At the end
St Patrick's Day is on 17th March it IS a religious of the carnival
and national feast that celebrates St Patrlck, the week, there is a
patron saint of Ireland. There are big parades In big bonfire.
every town . People pin a shamrock on their
clothes and some kids paint shamrocks on their
faces There are marching bands. dancers and all
sorts of noats. Peop le on the Aeats throw
sweets to the crowds. later, people eat Ct1eck these words
Irish stew, a dish of lamb or beef with ....__
religious feast patron saint stew
vegetables Yummy! In the evening lamb . beef . takes place . golden
there are Irtsh music pancakes . symbolise . bonfire
fireworks displays,
Think of a special celebration
1 Look at the pldures and read the title
and the headings. What do you know
3 in your country.
about these festivals? What else would When is it?
you like to know about them? Think of What do you wear?
three questions . What do you celebrate?
', .. Listen, read and see if you can What do you eat?
answer them.
Write a short text about It. Present It
2 Read again and answer the questions. to the class ,
1 When is 5t Patrick's Day?
2 What is Irish stew?
3 What do people wear on their clothes on Pronunciation /g/, /d3!
this day? \ .. Listen and repeat . Think of two
4 When does the Maslenitsa carnival take place? 4 more words with the same sounds.
5 What do Russians eat at the Maslenitsa
carnival? /9/: g lue, garlic Idj/: orange, larg e

MODlR.( 1 (_ )Student's Book: lIInguage Review 7e ) _ Workbook: 7d, e & Vocabulary Bank 7

88
:!!3
~

~
7e
~ ~ To stimulate interest in the topic and li sten 3 ~ To expand the topic and write a short
and read fo r specific information description of a cel ebration
~
Refer Ss to the pictu res and headings and ask Ss to Explain the task and allow Ss some time to
:!!! tell you what they know about these festivals. Elicit complete the task.
answers and ask Ss to tell you what information Ask various Ss to present their text to the class.
~ they would like to know about them and write their
Suggested Answer Key
questions on the board (e.g., What do they
SCOTLAND - Burns Night
~ celebrate? When do they rake place?)
Play the recording. Ss listen and follow the texts in Burns Night is on January 25th. It celebrates Robert
Burns, a famous Scottish poet. On this night people wear
:!!! their books and fin d the answers to their questions.
traditional tartan clothes and hove a special Burns

-= Suggested Answer Key


I When is Sr Potrick's Day? On 17th March.
2 When is the Mas/enitSG Carnival?
Supper. The main course of the supper is a dish called
'haggis', which is a sheep's stomach filled with meat and
oatmeal.
~

-
At the end of February.
3 Where ore these festivals celebrated?
Ireland and Russia,
4 ~ To pronounce /g/, IdJl
Play the recording with pauses for Ss to listen and
:!!!
2 ~ To read for specific information
repeat chorally or individually.

::s Pay special attention to $5' pronunciation and

t-
L!!!
Allow Ss some time to read the lex15 again and


answer the questions.
Expla in/Elicit the mean ing of the words in the
Check these words box.
Check Ss' answers.
intonation and correct as necessary.
Elicit other words with the same sounds from Ss
around the class.
Suggested Answer Key
/g/: girl, garden
8 Answer Key IdJI: Germany, range
1 On I ph March.
:!!! 2 A dish of lamb or beef and vegetables.
3 They wear shamrocks on their clothes.
4 At the end of February.
5 They eat blinis (pancakes).

-
!:i! Ireland
Background Informat io n

The Republic of Ireland is a small island country in


i:!!! the British Isles. The capital city is Dublin. It has a
popu lation of about 4.5 million.
8 Saint Patrick is the patron saint of Ireland. He was
born in Scotland in 387. Pi rates kidnapped him when
~ he was sixteen and took him to Ireland as a slave. He
escaped and w ent to Europe and trained to become
8 a priest. He went back to Ireland to convert people to
Christianity. He died on 17th March 460.
:!!! Russia is the largest country in the world. About 142
million people live there. There are many languages
~ as well as many different lypes of people in Russia.
The capital city is Mmcow.
Moscow is in the north east of Russia. It has a
population of 10 million people. Famous landmarks
are Red Square, the Kremlin and St Basil's Cathedral.

:-.
.......

r -
MOOUU 1
-- ia
88 (T)
---.
7f
1 a) @ To predict the content of the text 4 @ To write an email invitation
Read aloud the words in the list and explain/elicit Explain the task and either allow time in class o r
the meanings of any unknown words. Elicit Ss' assign as HW.
guesses as to what the email is aboul. Remind Ss to use their answers to Ex. 3 and the
email in Ex. 1 to help them.
Suggested Answer Key
I think the ernoil is about 0 special celebration. Suggested Answer Key
Hi Moria,
b) @ To read for specific information It 's my birthday this weekend! I'm having a birthday
parry at my house on Saturday from 2 pm - 6 pm. Con
Allow Ss some time to read the email and you come? I really hope so.
answer the question in the rubric. My parents are going to decorate the house wirh balloons
Explain/ Elicit the meaning of the words in the and streamers. We ore going 10 ploy games there will be
Check these words box. a DJ to ploy lors of music. There will be lots of great food
Check Ss' answers. and a big cake.
Answer Key It will be 0 lot of fun. Let me know if you con make it.
Alexandro
1/ 's about 0 birthday party.

2 @ To learn how to join sentences


Read the Study Skills box aloud and ask Ss to give
further examples.
Allow Ss some time to join the sentences and then
check Ss' answers around the class.
Answer Key
J and 3 but 5 but
2 but 4 or 6 or

1 @ To personalise the topic an d talk about


birthday celebrations
Ask various Ss around the class to answer the questions.
Suggested Answer Key
I Ar home with (riends.
2 I'm going to have a party. I'm going to decorate the
house, bake a cake, play games and dance to music.
I'm going to have a birthday cake, pizza, sandwiches,
and other party food and drinks .

.
,,""
HT)
Writing 7f

~
An email invitation to a
ec~ these words Dlrtl1dal pa
decorate
a) These words appear In the emall belp .
streamers
magician 1 What Is It about? streamers
hide-and-seek
~ w~_t:~ videos decorate balloons cake snacks drinks
b) Read the em ail and find out .

I'm 10 th is week! I'm having a birthday party at my house on Saturday from 4


pm. Can you co me? I real ly hope so.
My dad is going to decorate the house with ba lloons and streamers. We are
going to have a magician who will do lots of tricks. Then we are going to play
~ games in the garden like football and hideand-seek. My parents say the
weather will be good but if it rains, we can watch videos inside. There will be
2!! a huge cake and lots of snacks and drinks.
5iiii It will be so much fun! let me know if you can make it.
Ka rla
2!!
Join the sentences. Use: and, or, but.
~ Study 2
Skills 1 You can buy fruit ...................... vegetables in that shop.
::!!
Joining sentences 2 He likes meat, ...................... he doesn't like fish.

- We use and to join


similar ideas, but
3
4
There is a lot of food at the party, ................... there aren't enough drinks.
James can come with us ...................... stay with Jenny.
to join opposing 5 Ma ry can cook, ...................... Bob can't.
ideas, or to link
Z!! 6 You can eat pizza ...................... sandwiches - you choose.
two alternatives.
They bok, 0 coke
Imagine It 's your b irthday. Answer the questions .
3
-
and they make a
lol of snacks.
1 Where are you going to celebrate it?
They like oranges,
:...:t! but they don't like 2 How are you going to celebrate it? Think about: decorations, food,
pears. activities, games.
!= You can drink coffee
or tea. Writing (an email invitation to a birthday party)
-
5ii
Portfolio: It's your birthday soon and you are planning to have a
4 party. Use your answers from Ex . 3 and the em ail In Ex. 1 as a model.
Write and Invite your friend (60-80 words) . Follow the plan.
Hi, (friend's first name),
Para 1: invite your friend to your birthday party, say when &. where it will be
Para 2: write about decorations, activities, games, food you are planning to
.- -
haveldo
Para 3: ask your friend to confirm he/she is coming
(your first name)

(t ]Student's Book: SelfCheck 7) (t j Workbook: 7' ) ~


12 89
-
I1
7f
r aJ ~ ro predict the content of the tel<.t 4 ~ To write an em,,!! Invltlltlon

Read aloud the words in the list and explain/elicit Explain the task and either allow time in class or
the meanings of any unknown words. Elicit Ss' assign as HW
guesses as to what the email is about. Remind Ss to use their answers to Ex. 3 and the
email in Ex. 1 to help them.
Suggested Answer Key
I think the emoil is about Q speciol celebration. Suggested Answer Key
Hi Moria,
b) To read for specific information It's my birthday this weekend! I'm having a birthday
party at my house on Saturday from 2 pm - 6 pm. Con
Allow Ss some time to read the email and you come? I really hope so.
answer the question in the rubric. My parents are going to decorate the house with balloons
Explain/Elicit the meaning of the words in the and streamers. We are going to ploy games th ere will be
Check these words box. o DJ to ploy lots of music. There will be lots of great food
Check Ss' answers. and a big coke.
Answer Key It will be 0 lot of fun. Let me know if you can make it.
Alexandra
11'5 about 0 birthday party.

2 To learn how to join sentences


Read the Study Skills box aloud and ask Ss to give
further examples.
Allow Ss some time to join the sentences and then
check Ss' answers around the class.
Answer Key
1 and 3 but 5 but
2 bur 4 or 6 or

3 To personalise the topic and talk about


birthday celebrations
Ask va rious Ss around the class to answer the questions.
Suggested Amwer Key
1 At home with friends.
2 I'm going to hove 0 party. I'm going to decorate the
house, boke 0 cake, ploy games and dance to music.
I'm going to have 0 birthday coke, pizza, sandwiches, ~
and other party food and drinks.
~
B
~
IS;
B
~

Si
~

MODUU 7
~

89(T) is
lE
Deor Monsrertrockers, ond chickens here in
The ChuPOCOOro is going 10 eat 0/1 [he gOO[S
Chile! You must help us!

Wow! There's 50
much food. Great ...
I'm hungry!
@ To consolidate vocabulary 4 @ To predict content
Explain the task and allow Ss some time to Explain the task. Ask Ss to look at the picture and read

E: comple te the crossword puzzle.


Check Ss' answers by asking several Ss to read their
answers aloud.
the title for the song then the list of words and predict
the content. (The song is about family celebrations.)

Answer Key 5 @ To check comprehension/ personalise the


sugor 6 rict
topic
2 pasta 7 cereal Elicit an answer to the question, then Ss talk about
3 banana 8 chips themselves.
4 bread 9 cheese
Answer Key/Suggested Answer Key
5 water 10 snack
The singer feels happy 10 spend time with family at festive
Snack: sandwiches times.
I think it's great to celebrate on event with my family
2 @ To test knowledge learnt in this module members. It's a good opportunity to spend time with each
other.
Explain the task. Allow Ss some time to read the
statements and decide whether each one is true or
false.
Alternatively, you may allow Ss to review the
module and find the relevant information to mark
;:21 the statements correctly. Check Ss' answers.
Answer Key
~ I r 3 r 5 r
1 F 4 f 6 F
;:21
3 @ To revise vocabulary taught in the module
Explain the task and allow Ss time to look through
::2 Module 7 and think of quiz questions in pairs.
Tell Ss they can use the quiz in the previous task as
2 a mode!. Offer an exam ple (e.g., Blinis symbolise the
moon. (F).
a Ss swap their quizzes with another pair and do it
and then report back to the ctass.
a Suggested Answer Key
;!!j , People eat fried brain sandwkhe5 in Combodio, (F)
2 Puffer fish ore poisonous. (T)
~ 3 You mustn'f leave food outside the fridge for more
thon two hours. (T)
:a 4
5
Saint Potrick is from Russia. (F)
Sf Pat rick's Day is in May. (F)
=ii 6 Aping is poisonous. (F)

=:!! Game: Ss play the game in teams as described in the Ss'


Book. Each incorrect letter guess adds a part to the
:21 hangman. Each correct letter guess adds a letter to the
word. Each correclly guessed word gets a point. The team

-
~

- -
with the most points at the end of the game wins.

t!
MODULE 7

u 92(T)

-
Don't worry, Boogey.
You're going to feel better
soon.

I'm going to rest here for 0


couple of doys.llike it here!

Exercises Find eight mistakes In the summary.


Look at the pictures. What Is the story
4 Use words from Ex . 3 to correct
1 about? \.;- Listen and check.
The Chupocabro
them.
The ChuDacabra is a monster in Chile, It
gOOt5 an" chldens
Read and mark the sentences Yes or No. eats peo\3le. The Monstertrackers are after
' They are at a ~
It. m Santiago. Af ter
holel . .
' T k k chicken h'
1 The Chupacabra lives on top of a hill. No d Inner, rac er ta es some fJotatoes to IS
room. Tracker wakes up in the night. The
~~k
2 It eats chicken. Yes
3 Phil takes some chicken with him to his room No Chupacabra is in hischICken room. Its eyestscapes
red. It gets the fJotatoes and ~e~ in.
4 Tracker sees the Chupacabra in his room. Yes
5 Boogey catches the Chupacabra. No Boogey can't go after it because he has
6 Boogey is in hospital. No bFe l~en
flat !yetS
w lneows. They take Baogey to the
garagt
hOSPitaL
3 Label the pictures.

garage goat
flat tyre chicken , goat
glow hotel escape ... ) ,,~

4
.~ \
chick:~' ,r-
It:
11;:
11;:
Food p uzzle ! Complete the food a popular snack.
1 puzzle to find

1 It's sweet and white. People put it in tea or coffee.


,
2 They eat a lot of this in Italy. It's nice with tomato sauce.
3 A yellow fruit that you peel before you eat.
I;:::
4 Bakers sell this. It comes in af) shapes and sizes. Ii::
5 You need to drink a lot of th is every day.
6 It's white. The Ch inese eat it a lot. lE:
7 You eat this with mil k for breakfast. ~

8 You need potatoes to make these.

.. 9 It goes on top of pizza . Mice like it. LE
10 This is someth ing you eat between mea ls.
Do the quiz. Mark the
2 sentences T (true) or F (false).
...\ fi\~ 4 Song: These words appear In the song. What Is


~ SI Patrick's Day IS an
Irish national holiday.
the song about?
'" I Listen, read and check.

family day loved ones celeb rate


2 Irish stew contains beef,
delicious food dance in style
vegetables and rice . ~~
3 Germs spread fast in
hot weather,
4 We can use the same
kn ife to cut raw meat
and cooked meat.
5 Blini are pancakes.
6 Fried tarantulas are Let's all get together soon
a favourite snack in Spain. Let"s have a party here
We can have a family day
With all ou r loved ones near
It's fun to be with fami ly
It"s fun to celebrate
3 '-z... . . Look at
Module 7 and write a TI F
We can cook delicious food
The party will be great
quiz of your own . We can talk and we ca n dance
Festil'e times with family Let's celebrate in style

~ : Hangman Are always lots offilii We can sing some happy songs
It :~ great (0 get together
That always make us smile
A nd spend time 1I11h e'i'eryone Spending time wit h family
Play In teams . Think of a word Makes everything all right
(food or drink). The other team We've got lots lo celebrate
tries to find It. So let's have fun tonight

. . . Why does the singer enjoy family


5 celebrations? What about you?
p- ----
MOPIJU 1

92
Masters of Art
~
~~ What 's in this module?
Read the title of the module Masters of Art and ask Ss
4 @ To describe mythical creatures is
Read out the example and ask various Ss around the
to suggest what they think it means. Go through the
class to describe the beasts using the phrases given
~
topic list and stimulate a discussion to prompt Ss'
earlier.
interest in the module. E:!
Suggested Answer Key
Find the page numbers for i5
A phoenix looks like on eagle. It has got 0 long toil, sharp
claws, 0 beak, big wings and long feathers.
Explain/Elicit the meaning of any unknown word s. and'
A hippogriff looks like 0 horse and on eagle. It has got a i5
then Ss find the page numbers for the items listed.
thick mane, a long tail, sharp claws, 0 beak, big wings
Ask questions to check Ss' understanding.
and long feathers. 9
Answer Key A cyclops looks like a giant. It has got a single eye and
musical instruments Cp. 106) sharp teeth. E
Do you play a musical instrument? If so, which one? If not,
A dragon looks like huge snake. It has got a long tai/,
would you like to play one? Why (not)? sharp claws, big wings and sharp teeth. E
ajoke(p.l01J g
Do you think rhis joke is funny? Why (nof)? Do you like to
tell jokes? Who is your favourite comedian? 9
o Victorian kitchen (p. 97)
How different is this kitchen to your kitchen? What do you E
think it was like to cook in this kitchen?
an email (p. 107)
El
How often do you send emoils to your friends? Do you like g
sending emails? Why (not)?
E;;
Vocabulary g
1 @ To present some mythical creatures
~
Draw Ss' attention to the pictures and ask various Ss to
read out the name of the creature each one shows. Play
~
the recording. Ss listen and repeat chorally or individually.
Elicit the L1 equiva lents from Ss around the class.
S
(Ss' own answers)
~

2 @ To present new vocabulary


Go through the features in the list and explain/elicit
the meanings of any unknown words. Play the
=
~
recording Ss listen and repeat chorally or individually
and point to each feature as it is mentioned. ~

~
3 @ To relate mythical creatures to animals
Q:
Elicit which beasu look like the animals in the list.
Suggested Answer Key E:i:
A unicorn looks like a horse.
A dragon looks like a huge snake. ~
A cyclops looks like a giant.
A Phoenix looks like on eagle.
A hippogriff looks like 0 horse and an eagle.

MODULla

93(T )
Masters of Art
~
~~ What 's in this module?
Read the title of the module Masters of Art and ask Ss
4 @ To describe mythical creatures is
Read out the example and ask various Ss around the
to suggest what they think it means. Go through the
class to describe the beasts using the phrases given
~
topic list and stimulate a discussion to prompt Ss'
earlier.
interest in the module. E:!
Suggested Answer Key
Find the page numbers for i5
A phoenix looks like on eagle. It has got 0 long toil, sharp
claws, 0 beak, big wings and long feathers.
Explain/Elicit the meaning of any unknown word s. and'
A hippogriff looks like 0 horse and on eagle. It has got a i5
then Ss find the page numbers for the items listed.
thick mane, a long tail, sharp claws, 0 beak, big wings
Ask questions to check Ss' understanding.
and long feathers. 9
Answer Key A cyclops looks like a giant. It has got a single eye and
musical instruments Cp. 106) sharp teeth. E
Do you play a musical instrument? If so, which one? If not,
A dragon looks like huge snake. It has got a long tai/,
would you like to play one? Why (not)? sharp claws, big wings and sharp teeth. E
ajoke(p.l01J g
Do you think rhis joke is funny? Why (nof)? Do you like to
tell jokes? Who is your favourite comedian? 9
o Victorian kitchen (p. 97)
How different is this kitchen to your kitchen? What do you E
think it was like to cook in this kitchen?
an email (p. 107)
El
How often do you send emoils to your friends? Do you like g
sending emails? Why (not)?
E;;
Vocabulary g
1 @ To present some mythical creatures
~
Draw Ss' attention to the pictures and ask various Ss to
read out the name of the creature each one shows. Play
~
the recording. Ss listen and repeat chorally or individually.
Elicit the L1 equiva lents from Ss around the class.
S
(Ss' own answers)
~

2 @ To present new vocabulary


Go through the features in the list and explain/elicit
the meanings of any unknown words. Play the
=
~
recording Ss listen and repeat chorally or individually
and point to each feature as it is mentioned. ~

~
3 @ To relate mythical creatures to animals
Q:
Elicit which beasu look like the animals in the list.
Suggested Answer Key E:i:
A unicorn looks like a horse.
A dragon looks like a huge snake. ~
A cyclops looks like a giant.
A Phoenix looks like on eagle.
A hippogriff looks like 0 horse and an eagle.

MODULla

93(T )
Vocabulary

Look at the pictures.
1 ',,I Listen and repeat. What are these beasts In
your language?

2 osingle
D
Listen, repeat and point to: a thick mane,
eye, a horn, a long tail, sharp claws, a beak,
big wings, sharp teeth, long feathers.

Which of the beasts look like: a horse? a huge


snake? a giant? an eagle?

dragon

Describe the beasts.


4
A 0 Ic..lcflk.t.. lJ
has. y t Q h I.J nil k m JI
and] 'ona tOIl

MOOUl8

93
Q (entaurs were
human and half horse.
J.K. Rowhng. the creator of They were from
Harry Potter. uses a lot of mountains and forests of
weird and wonderful
creatures from mythology. central Greece. They were wild,
How different are they to dangerous beasts - except for one,
the mythical creatures? (hiron, who was an astronomer and
In the Harry Potter books . a famous teacher of medicine.

centaurs live in forests.


They are very intelligent. The Phoenix was a beautiful red or purple bird Q
They study the stars with a long golden tail. It was from India and
and the planets and Egypt. It could burst into flames and could be born
sometimes see the
again from the ashes. Its tears could heal
future. Most centaurs
stay far away from someone's wounds.
people, but one of
them, Firenze, saves Chimera was a weird Greek mythical
Harry's life. He even
creature. It was really odd-looking . It
becomes a teacher at
had three heads from
Harry's school.
different animals. At the front
it had a lion's head, in the
the Phoenix is a beautiful middle it had a goat's head and
bird . Hany's headmaster
its tail was a snake . It was a
has a pet phoenix called
terrifying creature. It could bite like a
Faw1<es. Tears from rts
eyes save Harry's life after lion and it could breathe fire like a
a poisonous monster
bites him. Harry is
shocked when Fawkes
suddenly bursts into CheCK these words
flames one day. Of weird mythology
course, Fawkes is bom mythical creature . forest
again from the ashes. intell igent . tear . poisonous
monster vol cano medicine
burst ashes
chimeras live near
volcanoes. They are very
dangerous and very
difficult to kill.
A: 'Detective Mol/ory' was on TV last night.
1 To introduce the topic 8: Really? What was it like?
Direct Ss' attention to the pictures and elicit answers to A: 11 was very interesting.
the questions in the rubric. A: 'Dracu/a' was on TV lost night.
8: Really? What was it like?
Answer Key
A: It was very frightening.
The Centour is half human and half horse and it has got
A: 'Funny Faces' was on TV lost night.
a human head.
8: Really? What was it like?
The Chimera has got three heads.
A: It was very funny.
The Phoenix has got 0 long toil and a sharp beak.
A: 'Space Station' was on TV lasl night.
2
8: Really? What was it like?
To introduce the topic and predict the
A: 11 was very frightening.
content of the text
A: 'A Love Story' was on TV last night.
Read the title aloud and allow Ss one minute to read
B: Really? What was it like?
the introduction to the text. Elicit answers/guesses to
A: It was very sad.
the questions in the rubric and then play the recording.
Ss listen and follow the text in their books and find A: 'The Explorers' was on TV lost night.
out the answers. 8: Really? What was it like?
A: It was very boring.
Suggested Answer Key
A: 'Queen Victoria' was on TV lost night.
Harry Potter is 0 character in a series of booh by f.K.
8: Really? What was it like?
Rowling. The mythical creatures in the pictures ore related
A: It was very interesting.
to Harry Potter because they ore in the booh about him.
A: 'The Search' was on TV last night.
8: Really? What was it like?
Background Information A: It was very exciting.
A: 'Let's Dance' was on TV lost night.
I K Rowling was born loanne RowIing on 31st July 1965 8: Really? What was it like?
in England. She is an author and the creator of the Harry A: It was very exciting.
Potter series of books about a boy wizard. The books are t .. . ...... ... .. ............... "
very popular and have also been made into films.
: Game
Charades
From Ex. 7, p. 9S(T) Prepare a set of cards with a name of a different film,
Suggested Answer Key song or TV programme on each one (e.g. The Golden
Compass, Stardust etc). Divide the class into 2 teams.
A: Do you like animated cartoon films? Give a student a card. The student must act out (without
8: Yes, I love them. speaking) the words on the card for the rest of the class
A: 50 do I. They're funny.
to guess. Each correct guess gets a point. Choose players
8: How aboul historical films?
from alternating teams. The team with the most points
A: I don't like them.
8: Neither do I. They're boring. \..~en a~ ,~.~ car~s have be~~.used wins. .. ..J
A: I don't like detective films. From Ex. 9, p. 95(T)
8: Really? I do.
Suggested Answer Key
A: I like sciencefiction films. Minotaur
8: Really? / don't. The Minotaur was 0 creature that was half man and half
bull. It was from Crete. The king of Crete put it in 0
From Ex. 8, p. 95(T) labyrinth under his po/ace. Theseus kifled it.
Cerberus
Suggested Answer Key
Cerberus was 0 dog with three heads. It was the guard of
A: 'Cowboys' was on TV last night. the gates to the underworld.
8: Really? What was it like? Medusa
A: It was very interesting. Medusa was a female monster. She hod snakes for hair
A: 'Mighty Mouse' was on TV last night. and could turn people to stone by looking at them.
B: Really? What was it like? Perseus killed her.
A: It was very funny.
MODUU'

94(T)
3 To read for specific information 6 To present types of films
Allow Ss some time to read the text again and mark Go through the list of film types and explain/elicit
the sentences. the meanings of any which are unknown.
Explain/Elicit the meanings of the words in the Ss complete the task. (heck Ss' answers. Point o ut
Check these words box. that some types of films do not need the word
(heck Ss' answers. As an extension ask Ss to correct 'film' after them (e.g. western, horror, musical, etc.).
the false statements. AnJwerKey
Answer Key Z i 4 i 6 c 8 h 10 d 12 f
3 b 5 e 7 , 9 olg 11 910
I F (They hod one head.)
2 F(Only in the Harry Patter books) 'Cowboys'is a western (film).
3 T 'Mickey Mouse' is on animated cartoon (film).
4 F (It was a beautiful bird.) 'Detective Mal/ory' is 0 detective film.
5 T 'Dracula'is a horror (film).
6 F (It had heads from 3 different animals.) 'Funny Faces' is a comedy (film).
7 T 'Space Stotion' is 0 science-fiction film.
8 T 'Love Story' is 0 romance.
'The Explorers' is an action/adventure film.
4 'Queen Victoria' is a historical film.
To consolidate information from a text
'The Search' is an oction/adventure film.
Allow Ss a couple of minutes to review the text and 'Let's Dance' is 0 musical.
then ask various Ss around the class to tell the class the
differences between the creatures in the Harry Potter
7 To practise agreeing/ disagreeing about
books and the same creatures in mythology.
your taste in films
Suggested Answer Key
Explain the task and draw Ss' attention to the
The Centaurs in mythology were wild dangerous beasts. expressions in red in the example exchanges.
The Centaurs in the Harry Potter books were intelligent Elicit/Explain that we can use So + aux.iliary verb +
and could see the future. 80th types of centaurs lived in personal pronoun/ noun to agree with what a person
the forest and both hod one special centaur who was a has said or Neither + auxiliary verb + personal pronoun!
teacher. noun to agree with 5th negative that sb has said.
The Phoenix in mythology and the Phoenix III the Harry Ss talk in pairs about their taste in films.
Potter books were not different at all. They could both Monitor the activity around the class and then ask
heal with their tears and burst into flames Gnd be born some pairs to ask and answer in front of the class.
again from the ashes.
The Chimera in ancient Greek mythology and the Suggested Answer Key (see p. 94(T))
Chimera in the Harry Potter books were both dangerous.
8 To present adjectives and practise using
5 To consolidate information from a text them to describe films

Allow Ss two minutes to write their sentences. In Explain the task and read out the exam ple
closed pairs, Ss then read their sentences to their exchange with a S.
partner who corrects the mistakes. Ss then complete the task in pairs. Monitor the
Monitor the activity around the class and then ask activity around the class and then ask some pairs to
ask and answer in front of the class.

I.
some pairs to report back to the class.
Suggested Answer Key Suggested Answer Key (see p. 94(T))
Centours were half human half bird. (half human half
horse) 9 II(T To prepare a short presentation on
Centaurs lived by the sea. (in the mountains and forests) mythical creatures
The Phoenix was 0 golden bird with 0 red tail. (red bird Explain the task and ask Ss to use the Internet using the
with golden toil) key phrase in the search bar or in encyclopaedias/other
The Phoenix was from Greece. (India and Egypt) reference books. Tell Ss they can use the website
The Chimera hod three heads from three different sugge5ted on the Express Publishing website.
animals: a lion, a dog and a snake. (lion, goat, snake) Assign the task as HW and check Ss' answers in the
It could breathe ice. (fire) next lesson by asking various Ss to present their
creatures to the class.
MODUlE.

95(T)
Vocabulary 8a
Read the text and mark the sentences T (true) or Speaking
3 F (false) .
Agreeing/
1 Centaurs had two heads. Disagreeing
2 Centaurs could see the future.
In pairs talk about
3
4
Centaurs' homes were in the mountains and forests.
The Phoenix was an ugly bird.
7 types of films, as In the
5 The Phoenix could heal someone's wounds with
examples.
its tears. A' D( you h lIon' ms.
6 The Chimera had three lion heads. 8: YF l, f luvt (hj rn,
7 The Chimera was very scary. A. 50 do /. They're exciting
8 The Chimera could breathe fire. 8: How ab lit mLlsiwls?
A- / aOI tie mUSlt /5 .
8 Neither do I. They 're bonng.
4 . . How Is each creature different or similar In
the Harry Potter books from mythology? Tell the dass.
A I dj' lik.e horror films.
8 Really? I do.
A: '01 'strnu.
8 Really? J don 't.
5 look at the pictures, choose a creature and
write a few sentences about It. Make two mistakes.
Adjectives
Read It to your partner, who COrrects you .
Use the words to talk
8 about the films in Ex. 6 .
Types of films
6
~f4 @1Y-
Match the titles to the types of films. Make sentences.

a action e horror detective boring ~ interesting


b
c
animated cartoon
comedy
f
9
musical
adventure
j western
k science-fiction
"() ..Jf?Qa
d historical h romance fantasy fU:n~ ~
The Dragon ' is 0 fantasy film .

A. rr
n Jh
DroQofl

8: Real y' What


-. (l

WQS
-.;

a
frightening

t k
"'V

Writing
9 IleT I Prepare a
short presentation of other
mythical creatures. You can
use the key phrase:
mythical creatures.

(. jStudenn Book: language Review 8a ) (t ) Workbook: Sa ) MOOUUI

95
!==-.;;..
Grammar8b
was/ were Complete with : was or were. Then
4 answer the questions . =
1 Read the table and complete the gaps .
Julie Peter John
MON home gym gym
TUE

r
cinema park school
WED theatre I cinema theatre
wa. late. I was not/ wasn 't late. THU zoo library zoo
You were late. You were not/ weren 't late. 1 lulie at the zoo last Monday?
i He was late. He was not/ wasn 't late.
She was late. She was not/ wasn 't late. 2 ......... Peter and John at the gym last
It 1) .. " ........ late. It was not/ wasn ' t late.
Monday? ................................................... .
.cr
We were late. We were not/ weren 't late. 3 ......... John at the park last Thursday' ...... ..
You 2) ........ late. Vou were not/ 3) ................... late.
4 ......... lulie at the theatre on Wednesday?
They were late. They were not/ weren 't late.

Was I late? Yes, I was ./No, I wasn 't .


S ......... John and Julie at the zoo on
Thursday? ................................................ ..
-
.eo
Were you late? Yes, you were ./No, you weren 't .
6 ......... Peter at the park on Thursday? ....... ..
Was he late? Yes, he was ./No, he 6) ........ ..
7 ......... Julie and John at the theatre on
4 ) ........ she late? Yes, she was ./No, she wasn 't .
Wednesday? ............................................. .
Was it late? Yes, it was ./No, it wasn 't .
Were we late? Yes, we were./No, we 7) .............. . Talking about the past
Were you late? Yes, you 8) ...... ./No, you weren 't .
S) ....... lhey late? Ves, they were./No, they weren 't . 5 Find out about your partner.

yesterday morning last Saturday morn ing


2 Complete with: was or were. last Monday two days ago
;Ca""t"'tcce pa r a t t eatre
1 lane ................... at the cinema last Sunday. at the cinema at the zoo at home
2 Helen and Tony ........... at school at the m at the beach at school
yesterday.
3 Billy ............................... at work yesterday.
4 We ............................... at home last night.
S She .............................. very sad yesterday. Pronunciation (strong & weak fonns)

'... a) Read the table, then listen and


3 Write sentences, as In the example. Use 6 repeat. Which sentences contain: strong
wasn't or weren't. forms? weak forms?
1 Sa m/not be/at home/last Sunday John was at school yesterday.
Wa s the film good?
2 They/not be/in Rome/last month The books were on the floor.
3 Mary/not be/at the party We re they at the gym?
4 I/not be/at the gym/yesterday b) Find more examples of weak forms
5 You/not be/at lane's house In the exercises on this page.

MODULE'

96
Suggested Answer Key
1 To present the past simple of the verb 'to A: Wert you aI/he cinema last Monday?
be' - was/were B: Yes, I wos./No, I wasn't.
Explain that was/were is the past simple form of the A: Were you 0/ the gym last Saturday morning?
verb ' to be'. Go through the table with Ss and read out 8: Yes, I wos./No, I wasn't.
all the persons. Ss fill the gaps and then elicit when we A: Were you at the theatre two days ago?
use was/wert. B: Yes, I was./No, I wasn't.
A: Were you at the zoo yesterday morning?
,
Answer Key
was 5 Were
B: Yes, I WQS./No, I wasn't.
A: Were you at the beach last Monday?
1 were 6 wasn't B: Yes, I was./No, I wasn't.
) weren't 7 weren't A: Wert you at the library last Saturday morning?
4 Was 8 were 8: Yes, I WQs./No, I wasn't.
A: Were you 01 home two days ago?
2 To practise the past simple of the verb 'to 8: Yes, I was./No, I wasn't.
be' in the affirmative was/were A: Were you at school yesterday morning?
B: Yes, I wos./No, I wosn't.
Ss fill in the correct word. Check Ss' answers.
Answer Key
6 a) To pronounce strong and weak forms
1 was 3 was 5 was
1 were 4 were Read out the table and explain that strong and
weak forms relate to when words are stressed/not
stressed.
3 To practise the past simple of the verb ' to Play the recording and elicit the strong/weak
be' in the negative wasn't/weren 't forms.
Explain the task and read out the example. Answer Key
Ss complete the task. Check Ss' answers.
- John was at school yesterday (weak).
Answer Key - Was the film good? (strong)
2 They weren't in Rome last monrh. - The books wue on the floor. (weak)
J Mary wam't at the party. - Were Ihey at the gym? (strong)
4 I wasn't at Ihe gym yesterday.
S You weren'l at Jone's house, b) To consolidate comprehension of
strong/ weak forms
4 To practise the past simple of the verb 'to Give Ss' some time to find examples and check Ss'
be' In the interrogative with short answers answers around the class.
Draw Ss' attention to the timetable and then Ss Suggested Answer Key
complete the task.
Sam wasn 't at home lost Saturday. (weak)
Check Ss' answers around the class by asking one 5
Was lulie at the zoo last Monday? (strong) etc.
to say a question and another to answer it.
Answer Key
1 Were, Yes, they were. 5 Were, Yes, they were.
3 Was, No, he wasn't 6 Was, No, he wmn't
4 Was, Yes, she was. 7 Were, Yes, they were.

5 To practise talking about the past


Explain the task and read out the example
exchange with a S.
Ss then work in pairs and ask and answer. Monitor
the activity around the class and then ask some
pairs to ask and answer in front of the class.

MODULE I

96(T)
7 ~ To present the past simple form of 'have' - 10 ~ To present the past simple form of the
had modal verb 'can ' - could
Go through the table and elicit how we form the Ss read the table. Check Ss' comprehension by asking
negative and interrogative of the verb 'have' in the various Ss to give example sentences of things they could
past simple. do when they were young (e.g. I could ride a bike when I
Answer Key wos six.) and then expand on this to cover all forms (e.g.
Could you ride a bike when you were five? No, I couldn't.
We form the negative form of had with 0 personal
Could you ridea bike when you were seven? Yes, I could. etc).
pronoun + didn 't have which is the some in 0/1 persons.

~
We form the interrogative form of had with did + 0
personal pronoun + hove which is the some in all persons. 11 To practise could In the affirmative and
negative form s

8 ~ To practise the affirmative and negative Ss complete the task. Check Ss' answers.
forms of hod Answer Key
Explain the task and draw Ss' attention to the picture. , couldn'f 3 could 5 could
Ss complete the task. Check Ss' answers. 2 couldn't 4 couldn't
Answer Key
didn't have 5 didn't have 12 ~ To practise could In the interrogative form
2 didn't have 6 didn't hove with short answers
3 didn't have 7 didn't have Explain the task. Ss work in pairs and ask and
4 had 8 had answer using the prompts and could in the
interrogative form with short answers.
9 ~ To practise the interrogative form of had Monitor the activity around the class and then ask
with short answers some pairs to ask and answer in front of the class.

Explain the task. Ss work in pairs and ask and Suggested Answer Key
answer questions. A: Could you reod at the age of seven?
Monitor the activity around the class and then ask B: Yes, I could./No, I couldn't.
some pairs to ask and answer in front of the class. A: Could you swim at the age of seven?
Suggested Answer Key 8: Yes, I could./No, I couldn't.
A: Did you hove short hair at the age of five? A: Could you ride a bicycle at the age of seven?
B: Yes, I did./No, I didn't, B: Yes, I could. /No, I couldn't.
A: Did you have 0 dog at the age of five? A: Could you draw at the age of seven?
B: Yes, I did./No, I didn't. B: Yes, / could./No, / couldn't.
A: Did you hove 0 guitar at the oge of five? A: Could you cook at the age of seven?
B: Yes, I did./No, I didn't. B: Yes, I could./No, I couldn't.
A: Could you ploy football at the age of seven?
A: Did you have a DVD player at the age of five?
B: Yes, I did./No, I didn't. B: Yes, I could./No, I couldn't.
A: Could you dive at the age of seven?
A: Did you hove a digital camera at the age of five?
B: Yes, I could./No, I couldn'l.
B: Yes, I did./No, I didn't.
A: Could you dance at the age of seven?
A: Did you have 0 computer at the age of five?
B: Yes, I could./No, I couldn't.
B: Yes, I did./No, I didn't.
A: Did you hove a bike at the age of five?
B: Yes, I did./No, I didn't
13 ~ To practise could further using personal
examples
A: Did you have a skateboard at the age of five?
Explain the task and allow Ss two minutes to
8: Yes, I did./No, I didn't.
complete the sentences.
A: Did you hove your own room at the age of five? Check Ss' answers by asking various Ss around the
B: Yes, I did./No, I didn't. class to read out their completed sentences.
A: Did you hove 0 mobile phone at the age of five? Suggested Answer Key
8: Yes, I did./No, I didn't.
... a bike... a dog ... ride a bike ... speak French ... my
dol/house ... cheese sandwiches ... my bike and my dol/house
MOOUl(

97(T)
What did/ didn 't your partner have at the age
9 of five? Use the phrases to find out.

long/short hair a dog a guitar a DVQ player


a digital camera a computer a bike
a skateboard your own room a mobi le phone

Yes I Id N

I d,dn 'r.
fi'

could
10 Read the table.
l/you/he/she/it/we/you/they could.
~~:~ lIyou/he/she/it/we/you/they couldn't ...
~ . Could I/you/he/she/it/we/you/they .. .1
Yes, I/you/he etc could.
No, I/you/ he et, couldn 't .

11 Complete with: could or couldn 't.


1 Rick ....................................... read at the age of six. (X)
2 La ura and Rick ................. ..... write at the age of six. (X)
3 Laura ....... ........ ........ .......... ... draw at the age of six. (.I)
4 Laura ............ .... ........ ... ......... swim at the age of six. (X)
5 Ri ck .................. ................... co unt at the age of six. (.I)

TalkIng about past abilities

12 ',. What could!couldn't your partner do at the


age of seven? Use the phrases to find out.

speak English read swim ride a bicycle


In the IBOOs people ... draw cook play football dive dance
1 ................... vacuum cleaners.
,
2 ................... cookers.
b
3 ................... fridges.
4 ................... fireplaces. 13 Complete the sentences about yourself.
5 ...... ............. electricity.
6 ................... televisions. When I was seven years old I had .... r didn't have .... I could
.. . . r couldn't .... My favou rite toy was .... My favourite food
7 ................... computers.
was .... My favourite things were ....
8 ................... wooden tables.

(_ ) Workbook: 8b & Grammar Bank 8 ) MODULE.

97
ChecK t~.s. words
warrior ancient
fight sword - emperor
join the army . dress
brave gift . soldier
realise appear . ballad
statue hometown
stone tablet

HUG Mulan was 0 warrior In ancient China. She was born In the fifth century,
Mulan could fight with a sword and ride 0 horse very well, This was very unusual for
women In ancient China. One year. there wos a war. The emperor asked Mulon's
father to Join the army but he was too old, and her brother was very young. Mulon's father
was very sad. Mulon decided to dress os 0 man and take her father's place. Mulan was a
brave person. She returned home ten years later with a beautiful horse, the emperor's gift to
the brave soldier.
Her friends In the army didn't have any Idea that Mulan was 0 woman. They only realised that
when they visited her at her home.
Mulon's story appeared In poems, stories, songs, paintings and ballads.
Nowadays, her statue welcomes visitors to her hometown, 0 small village In
Henon Province. Two stone tablets tell Mulon's story.

Read the text again and mark the sentences T


(true), F (false) or DS (doesn't say) .
Hua Mulan was from China ....... 5 Hua Mulan was very brave.
2 She was born in the fifteenth 6 Other soldiers couldn't tell
century. that she was a woman.
3 She could fight with a 7 There are a Jot of films
~
sword. about her in China.
She didn't have a 8 No one remembers her !5i:
mother. in her hometown. Q;;
Writing g
Match the words In the two columns. Use the phrases
3 to write a summary of the text. Read it to the class.
is
g
I::IIJ could fight with home
ill:] could ride b the army
g::::;
[I[] to join c a sword ~
GO she decided to dress d any idea
[iD she returned e a horse
IS;
~ her friends didn't have f Mulan's story ~
[ZIJ two stone tablets tell g as a man
r 0 \ UI oh with a sword. ~

~
g;;
~
Bc
~
- gr
L.a
1 a To Introduce the topic and stimulate
interest in the t ext

~
Direct Ss' attention to the picture and ask if they
know anything about this person. E.licit a variety of
questions and write three of them on the board.
~ Play the recording. Ss listen and follow the text in
their books and check if the questions were
~ answered.
Suggested Answer Key
: Where is she from? - China
What is she famous for? - She disguised henelf as Q man
2a and fough t in the army.
When was she born? - She was born in the 5 th century.
2a
~ 2 a To read for specific information
Allow Ss some time to read the texts and mark the
2a sentences.
Explain/Elicit the meaning of the words in the
~ Check these words box.
Check Ss' answers.
~
Answer Key
::: 1 T 3 T 5 T 7 OS
2 F 4 OS 6 T 8 F
:z:!
::s 3 a To make verb/ noun phrases and
summarise a text

Zl Ss match the verbs to the noum, then ask various Ss


around the class to give a summary of the text using
:s the phrases.
Answer Key
~ I c 3 b 5 a 7 f
2 e 4 g 6 d
Zl
Suggested Answer Key
:s Mulan could fight with a sword. She could ride a harse very
well, 100. The emperor asked her father 10 join the army.
~ She decided to dress as a mon and lake her fathers place.
Ten yeon: later, she returned home. Her friends in the army
:s didn't have any idea she was a woman. Nowadays, two
stone tablets in her village tell Mu/on's story.
:=
~

=
MODUlla

98(T)
Everyday English 8d
Descr bin ~ ast e ent
1 \..' Listen and repeat .
How are you today, Sam? Much better, thanks . I don't believe it.
It's a pity you couldn't make it. No, she wasn't. She was ill.
Matt's costume was fantastic. What was he?

2 The sentences above are from a dialogue between two friends.


What is the dialogue about?
o Listen, read and check.

Bob: How are you today, Sam?


Sam: l'yluch better, thanks. How was M<lrk's party?
Bob: It was great. [t's a pilY rou coulcln'( make it.
Sam: I know. So, who else was there?
Bob: Jane, Scon, Man. you knmv aU of Mark's da!)Smatcs, and his cousins.
Sam: \'('as Luey there?
Bob: No, she wasn't, She was ilL
Sam: Did you h:we a nice time?
Bob: Yes, we did,11le music was great and the food was delicious, Mau's ..
costume was fantastic,
Sam: Really? What was he?
Bob: He W~IS a dragon,
Sam: I don'[ beliew it. Could he move around?
Bob: No, he couldn't, But it was OK lie was the DJ.

Read the dialogue. How was Bob 's weekend?


3
4 a) Find sentences in the dialogue which mean :
How are you feeling today? - It wa.s amazing.-
Study
, -_ _ Skills
I'm .sorry you weren 't there. - Wa.s it fun ? - You mu.st be kidding.

b) Say the sentences In Ex . 1 In your language.


Improving speaking
skills
, ~--:, Listen to the dialogue. Take roles and read It out. Mind
Listen carefully to
the intonation
5 the Intonation.
patterns of native
speakers and try to
- "'~- Your friend wants to find out how your weekend was , Act
copy them . Th is w ill
improve you r
6 out your dialogue. You can use sentences In Ex . 1 and from the
speaking skills. dialogue In Ex. 2 .

(. )Student's Book: l anguage Review Bd) (. ] Workbook: Se, d ) MOOULE.

99
1 @ To practise pronunciation of situatlonal 6 @ To pr actise role-playing
language Explain the situation. Remind Ss that they can use
Play the recording. Ss listen and repeat sentences from Ex. 1 as well as the dialogue in Ex. 2
Pay attention to Ss' pronunciation and intonation to help them and any ideas of their own to
and correct as necessary. complete the task.
Ss complete the task in pairs. To help Ss, draw the I
2 @ To identify the context of a dialogue and following diagram on the board and elicit
appropriate phrases Ss should use. Write them on
predict the content r;
the board. Ss can refer to the diagram while doing
Elicit what Ss think the dialogue is about. the task.
Ss listen and follow the text in their books and
E
check. Student A Student 8
Answer Key
8
How was ... ? .. It was great. I ... It's
The dialogue is about 0 party. (Ask about weeken/.) a pity ... 8
(Soy who! you did &

@
/Of !3
sympathise.
3 To read for specific information
I know. So, who ... ... , you know some
Allow Ss time to read the dialogue again and else ... ? my friends. ~
complete the task. (Agree & ask for (Name people.)
Check Ss' answers. details.) 13
Did you have a nICe ----+- Yes, we did. The ...
Answer Key
Bob hod 0 nice time at Mark 's party at the weekend.
time? was great... 13
(Ask how it was.) (Respond.)
l3
4 .) @ To learn synonymous phrases Suggested Answer Key

Read out the phrases. Refer Ss back to the dialogue


A: How was your weekend? ~
B: It was great I was at the beach. It's a pity you
and elicit the synonymous ones from various Ss
around the class. couldn 't make it. ~
A: I know. 50, who else was there?
Answer Key B: jane, Clare, Paul, you know - some of my friends. ~
How Ofe you feeling today? - Haw are you today? A: Did you have a nice time?
It was amazing. - It was great. B: Yes, we did. The weather was great. E5
I'm sarry you weren't there. - It's a pity you couldn't
make it. Q;
Was it fun? - Did you hove a nice time?
You must be kidding. -/ don't believe it. ~

b) @ To consolidate situationallanguage ~
through translation
~
Elicit the 11 equivalents for the sentences in Ex. 1
from Ss around the class. ~
(Ss ' own answers)

5 @ To act out a dialogue


Play the recording again. Then ask Ss to work in
pairs and take roles and read out the dialogue.
Monitor the activity around the class and ask some
pairs to read out the dialogue in front of the class.

MOOIJll.

99(T)
Grammar8e
Past simple (affirmative) - Past simple (negative)
regular verbs
Read the table and complete the rule.
Read the table and complete the rule . 3
1 Say the example In your language.
Say the example In your language.

I played tennis yesterday. I did not/didn 't play tennis yesterday.


You played tennis yesterday. You did not/ didn ' t play tennis yesterday.
He played tennis yesterday. He did not/ didn 't play tennis yesterday.
She played tennis yesterday. She did not/didn 't play tennis yesterday.
It played tennis yesterday. It did not/ didn ' t play tennis yesterday.
We played tennis yesterday. We did not/ didn 't play tennis yesterday.
You played tennis yesterday. You did not/ didn' t play tennis yesterday.
They played tennis yesterday. They did not/ didn ' t play tennis yesterday.

Form: verb + ................................ .. Form: noun/pronoun + ................................... +


We use the past simple for actions which happened base form of the main verb
at a certa in time in the past. didn listen
watched n .;}f (When? Last night.)
Spelling:
verbs ending in e + d 'd Read the text in Ex. 2 again and correct
verbs ending in consonant + )<.-. -led 4 the false statements.
d
1 Genghis Khan died in 1224.
verbs ending in vowel + -y + -ed Iy ly d
L21
verbs ending in one stressed vowel between
2 Gengh is Kha n lived in Europe.
two consonants, double the last consonant +
3 He started the British Empi re.
-ed P - )Pff:d
4 He joined only two tribes together.
Time expressions: yesterday afternoon/morning,
5 He invaded many parts of Austra lia.
last night/week/month, two days/weeks ago, etc.
6 His men buried him in Italy.

Put the verbs in brackets Into the past


2 simple. Pronunciation ;\/, Id/, MI
Genghis Khan 1) I1 (live) in southeast Asia 800 Copy the table.
years ago . His people 2) ................ .. (call) him Genghis
Khan which means 'great king'. He 3) .. ....... .. .... .. .. .. ..... .
5 ', ,, Listen and repeat. Listen again and
(start) the Mongol Empire . He 4) ...... ..... .............. . (join) tick (.I) . Think of more words with the
many tribes together. He 5) .................... many same sounds.
parts of China and Central Asia. So'm~'
people 6) ...... ...... .......... (hate)
and some people 7) ................... ..
(like) him. He 8) .... ...... ....... (die)
in 1227. His men 9) ................. .. ..
(bury) him somewhere in Mongolia Find all the past verb forms in the text in
but no one knows where. Ex. 2. How do we pronounce -ed in each?

100
1 D To present the past simple affirmative for
regular verbs
4 D To practise the past simple negative
Explain the task. Allow Ss two minutes to read the
Ss close their books. Present the past simple. Say: I text in Ex. 2 again an then read out the example.
worked hord yesterday. Write it on the board. Ss complete the task. Ask various Ss to read ou t the
Underline worked and explain that this verb is in answers to the class.
the past simple. Poin t to a S and say: You worked
hard yesterday. Then write it on the board. Answer Key
Underline worked. Point to a male S and say: He 2 He didn't live In Europe. He lived in Asia.
worked hard yesterday. Then write it on the board. 3 He didn't start Ihe British Empire. He started Ihe
Underline worked. Present the other persons in the Mongol Empire.
same way. 4 He didn 'I join only two tribes together. He joined many
Explain the spelling ru les of the past simple for tribes together.
reg ular verbs by writing the verbs love, play, miss, 5 He didn't invade many parts of Australia. He invaded
travel and their past simple forms on the board many ports of China and Central Asia.
(loved, played, missed, travelled). Ss open their 6 His men didn't bury him in Iraly. They buried him
books. Read out the table. somewhere in Mongolia.
Elicit the L1 equivalent for the example.
Answer Key 5 D To pronounce /t /, I dl, l idl
ed Play the recording with pauses for Ss to listen and
(Ss' own answers) repeat chorally or individually.
Pay special attention to Ss' pronuncia tion and

2 D To practise the past simple


intonation and correct as necessary.
Elicit other words with the same sounds from Ss
Explain the task and allow Ss some time to around the class.
complete it. Refer Ss to the texts in Ex. 2 again and elicit the
Check Ss' answers by reading the text aloud and past forms. Write them on the board and then elicit
2l eliciting the missing verb forms from various Ss how each verb ending is pronounced.
around the class. Check correct spelling on the board. Answer Key
::3:l Answer Key
2 called 5 invaded 8 died
~ 3 started 6 hated 9 buried
4 joined 1 liked
2l
::3:l 3 D To present the past simple negative Suggested Answer Key
ItI looked Idl travelled /ldl started
:m Ss dose their books. Write on the board: I didn't
work yesterday. and She didn't work yesterday. Answer Key
Underline I didn't in the first sentence and 5he
::m didn't in the second sentence. Explain that we use
11/ liked
Idl lived, called, joined, died, buried
:m didn't in all persons to form the negative of the past
simple. Point out that the main verb is also the
Ildl started, invaded, hated

same for all persons.


~ Ss open their books. Read out the rule and elicit the
word to complete it then elicit the I I equivalent for
~ the example.

~ Answer Key
didn't
~ (5s' own answers)

;Z!
;Z!
;Z!
MOOtJLt e
;Z!
lOO(T)
Se
6 To present the ;'last simple interrogative 8 To practise using the past simple
interrogative to talk about the past
Ss dose their books. Write on the board: Did I ploy
tennis yesterday? No, I didn't and Did you ploy tennis Explain the task and read out the example exchange.
yesterday? No, you didn 't. Explain that we use Did Ss work in closed pairs and complete the task.
I!you/he!she/it/we/you/they to form questions in Monitor the activity around the class and then ask
the past simple. Focus Ss' attention on the pOSition some pairs to ask and answer in front of the class.
of did (before the personal pronoun). We answer in
Suggested Answer Key
the short form with Yes/No, I/ you/he/ she/it/we/you/
they did/didn't. A: Did you watch TV yesterday afternoon?
Ask Ss questions to check their understanding. B: Yes, I did.
A: Did you play computer games yesterday afternoon?
T: Did you walk la school yesterday? B: Yes, I did.
S': Yes, I did./No, J didn't. A: Did you study English yesterday afternoon?
T: Did your mum go to work yesterday? B: No, I didn't.
52: Yes, she dld./No she didn't. etc. A: Did you meet your friends yesterday afternoon?
Ss open their books. Read the table aloud and elicit B: Yes, I did.
the missing words. A: Did you cook dinner yesterday afternoon?
B: No, I didn't.
Answer Key A: Did you go to school yesterday afternoon?
'Did, 3 did 5 didn't 7 they B: No, I didn 't.
2 didn't 4 didn't 6 they
9 To write about past events
7 .) To practise using the past simple Allow Ss two minutes to do the task and then ask them
affirmative
to check their answers with other Ss around the class
Allow Ss some time to complete the task and then to find someone who can match their sentences.
check Ss' answers.
Suggested Answer Key
Answer Key I studied English yesterday.
1 lived 4 stayed 7 enjoyed I played computer games yesterday.
2 travel/ed 5 explored 8 died I watched TV yesterday.
3 visited 6 returned I didn't cook dinner yesterday.
I didn 't listen to music yesterday.
b) To practise using the past simple I didn't go shopping yesterday.
interrogative and short answers
Explain the task and read oul the example.
Ss do the task. Check Ss' answers.
Amwer Key
2 Did he travel 10 Asia with his mother and father? No
he didn '1. He travelled to Asia with his father and his
uncie.
3 Did they visit the court of Kublai Khan? Yes, they did.
4 Did they stay in Asia for 17 years? Yes, they did.
5 Did Marco Polo explore 011 of China? Yes, he did.
6 Did he return to Venice in 1295? Yes, he did.
7 Did people enjoy his slOries? Yes, they did.
8 Did he die in 1326? No, he didn't. He died in '324.

MOOULfB

lOl(T)

h
Grammar8e
Past simple (Interrogative) Talking about
6 Complete the table. the past

~ What did your


IlIte 8 partner do yesterday
~ Old I play tennis yesterday? Yes, I dld ./No, I didn 't .
afternoon? Use t he phrases
Old you play tennis yesterday? Yes, you dld ./No, you 2) .......... .
:::za Old he play tennis yesterday? Yes, he 3) ............................... ./
to find out.

:::za No, he didn 't . listen to music


Old she play tennis yesterday? Yes, she did ./No, she didn 't . watch lV
=c 1) ..................... it play tennis Yes, it dld./No, it 4) .. ................ . play computer games
:::za yesterday? study English
Old we play tennis yesterday? Yes, we dld ./No, we didn 't . meet your friends
~ Old you play tennis yesterday? Yes, you did./No, you 5) ............ . cook dinner
~ Did they play tennis yesterday? Yes, 6) .. ...................... did .! go to school
No, 7) ............................ didn 't .
~ A: Did you Ilslen to musIC
yeslerday aflernoon?
~ 7 a) Put the ve rbs In brac:kets Into the past simple. 8: N( I didn

~
Marco Polo 1) ................................. (live)
Writing
~ In Venice in the 13th century. He
2) .............................. (travel) to Asia with
ZI . . In three m inutes
his father and hiS unde in 1271. They
3) .................................. (visit) the court of
9 write three things yo u d id
~ Kublai Khan, the grandson of Genghis. yesterday and three things
~ They 4) ........................... (stay) in Asia for you didn 't do yesterday.
17 years. Marea Polo 5) ................ . Find someone in the class
ZI (explore) all of Ch ina and the Silk Road. He who did exactly the same
6) .................................. (return) to Ven ice
:s in 1295. People 7) ...................................... .
things as you .

:s Vl,f},,(enjay) the stories about his adventures.


He 8) ................................. (die) in 1324.
3!
b ) Put the w ords in th e correct order to form
questions based on the text . Answer them .

1 Marco Polo/ live/ Did/Venice/ in?


~ Did Marc Po live ir Vem"e? Yes, he did.
~ 2 he/Asia /travel / his mother and father/ Did/ to/with?
3 the/ Kublai Khan/court/ of/ they/ Did/visit?
4 stay/ they/Asia/17 years/ Did /i n/for?
5 Marco Polo/ Did /explore/China/ all/of?
6 1295/ he/ Did/ return/Venice/ to/ in? but I can't answer
about thin95 that
7 people/his/stories/enjoy/Did? before I was born.
8 heIDid/die/1326/in?
(t ) Workbook: Se & Grilmmar Bank 8 ) MODULE I

101

Skills 8f
L tenlng CtlecK these words
date back to philosopher
What do you know about the Island of peaceful create protect
Atlantis? How are these names related to temple dedicate sailor
Atlantls? trader . field . raise
i rule pa lace fountain
Plato Poseidon the Mediterranean earthquake . disappear
survive empire
the Azores Sardinia Malta Santorini
sink destroy

'..J listen and read to find out.


-,
::iSJ
~

~ @ To introduce the topic and predict the


Background Information
content of the text
J Elicit what Ss know about Atlanlis. Read out the title Pla to was a philosopher from ancient Greece. He was
and subheadings in the text as well as the words in born between 428 and 427 BC and died between
=:Il the list. 348 and 347. He lived in Athens and he opened a
Play the recording. Ss listen and follow the text in school for students to study Law, Maths and Science.
~
their books to find out how the words are related Timaeus is the title of a famous work by Plato which
to Atlantis. is a philosophical dialogue that talks about the nature
~
of the world.
Suggested Answer Key
Poseidon was the Greek god of the sea. He was the
~ I know there is a story about Atlantis being a lost island. brother of Zeus and he could make earthquakes and
No one know5 for sure where it was or what happened to tidal waves happen.
::: it. The Azores is a group of islands in the Atlantic Ocean
Plato - described AlIantis in ' Timaeus '
:c Poseidon - A Greek god who created and protected At/antis
near the coast of Portugal. There are nine large islands
and eight smaller ones. The capital is Ponta Delgada
the Mediterranean - possible location of Atlantis and it has a population of around 245,000.
~ the Azores - Atlantis could be near here The Mediterranean Sea is a large sea north of Africa
5ardinia - AlIantis could be neor here and south of Europe. It connects to the Atlantic Ocean
~ Malta - AlIantis could be near here through the Straits of Gibraltar.
Santadn! - AI/antls could be near here
:c Sardinia is an island in the Mediterranean Sea off the
west coast of Italy. The capital city is Cagliari and it
has a population of 1.6 million.
~
Crete is the largest of the Greek istands and the most
southerly. It was the centre of the Minoan civilisation
~
which was the oldest Greek civilisation dating back to
: 2600 Sc. The capital city is Heraklion.
Malta (or the Republic of Malta) is a small group of
islands that make up an independent European state.
2a The capital city is Valletta. The people speak Maltese
and English and the population is around 420,000.
:El Santorini is a small group of volcanic islands in the
Aegean Sea about 200 km from the Greek mainland. It
2!:! used to be one island but it was broken up by a large
: volcanic eruption around 1600 Sc. The capital is Fira.
Most people refer to the largest island (Thira) as
Santorini.

-
-
--
MODULI'

l02(T)
8f
2 D To read for specific information 4 D To give a summary of a text
Allow Ss some time to read the text and answer the Explain the task and go through the verbs in the
questions, then explain/elicit the meaning of the words rubric explaining any unknown ones.
in the Check these words box. Allow Ss two minutes to read the text again and then
Check Ss' answers around the dass. ask various Ss to give their summary to the class
using as many of the verbs in the list as they can.
Answer Key
I A Greek philosopher. Suggested Answer Key
2 In 355 BC The people who lived there were rich sailors who soiled all
J The Greek god of the sea. around the world. There were 0150 formers there who
4 It was amazing. In the centre there was a temple worked in the fields. They raised cows and sheep. The
dedicoted to Poseidon. kings who ruled At/antis lived in beautiful palaces. No
S A gold statue of Poseidon driving six horses. one knows what happened but the island disappeared
6 Most of them were sailors and traders. They sailed into the ocean. Only a few people survived. Some people
around the world. Some were formers. They worked in think At/antis is between Santorini and (rete and that it
the fields and raised cows and sheep. sank at the same time as an earthquake destroyed
7 In beautiful palaces. Santorini.
8 An earthquake caused it to sink into the ocean.
9 It could be near the Azores, or near Sardinia, Crete,
Mo/to or Santarin; in the Mediterranean Sea.
5 D To present/ practise there was/ there were

lOAn earthquake destroyed it at the same time Atlantis Point out that there was/there were is the past simple
sank. of there is/there are and the same rules apply.
Elicit the Ll explanations for the examples in the note
Background information (see p. 102(T)) and then ask various Ss to point out more examples
in the text.
3 D To practise the past simple and revise
question words
(Ss' own answers)
Suggested Amwer Key
Explain the task and ask two Ss to read the example
exchange aloud. There was a gold statue of Poseidon in the temple.
Ss do the task in closed pairs. then ask some pairs There were also lovely statues.
to ask and answer in front of the class.
Suggested Amwer Key
6 D To check Ss' comprehension of a text
Allow Ss five minutes to complete the task, then check
A: He was from ancient Greece. What is Timaeus? Ss' answers around the class.
B: A book by Plato. Where was Atlantis? Suggested Answer Key
A: In the Atlantic Ocean. Who created it? The Greek god Poseidon created At/antis.
8: The Greek god of the sea, Poseidon. What was the
It was a rich place with palaces of gold and silver.
capital city like?
The people who lived there were rich sailors and traders.
A: It was amazing. It hod 0 temple in the centre. Imide
There ore many places it could be, such as Malta or
the temple was a gold staWe of Poseidon. What were
Santorini but no one knows.
the people like?
B: They were rich. They were sailors, traders and farmers.
What did they raise? 7 D To write a diary entry
A: Cows and sheep. Who ruled the island? Explain the task and allow Ss some time to complete it.
B: The kings. What was in their polaces? Ask various Ss around the class to read out their
A: Statues, paintings and fountains. How did the island answers to the rest of the class. Elicit which Ss had
disappear? similar answers.
B: An earthquake destroyed it. Where could Atlantis be?
A: Near the Azores or in the Mediterranean Sea. etc. Suggested Answer Key
Lasl Monday I starred my day early and looked after the
cows and the sheep. The wealher was good and so I
worked in the fields. Later that day I went into the city
and visited the temple of Poseidon. It was a good day.
(Ss' own answers)

103(T)
Skills 8f
2 Read the text and answer the questions .

1 Who was Plato? 6 What did the Atlanteans do?


2 When did the myth of Atlantis 7 Where did the kings live?
start? 8 How did Atlantis disappear?
3 Who was Poseidon? 9 Where could Atlantis be?
4 What did the capital city look like? 10 Why is Santorini the most
5 What was inside the temple? probable location of Atlantis?
Study
,--___ Skills SPt!aking
Asking comprehension
questions 3 Ask and answer questions based on the text. Use these
words and the past simple.
To ask comprehension
questions read the who where what when how
text and undertine key
words/phrases. This A. Who was 'lata ,
will help you prepare
B: A philosopher Where wo~ hp from 7 ett
your questions.


Read the text again . Use the verbs below to write a summary of the
4 text. Then, tell the class.
@) @
0 @
0 ruled sank
protected CD
raised
lived

survived
@
CD CD 0) happened
created sailed
worked disappeared

Poseidon, the Greek. god of the sea, created and protected Atlantis.

There was a big



Read the note and say what the examples mean in your language.
temple in Atlantis.
There were
5 Write more examples related to the text.
paintings in the
palaces. Write four things you remember from the text In five minutes.
Was there an
6 Then, tell your friend.
earthquake near
Santorini? Writing
Were there any
. . Imagine you lived In Atlantls. Decide who you are e.g. the
animals in AtJantis?
7 king, 0 former, 0 loUor or 0 troder and write a diary entry (50 words)
about what you did last Monday. Read your entry to the class.

Who else in the class had a similar day to yours?

[. )Student's Book: language Review af ) (. ] Workbook: 8f ) MODULE 8

103
Grammar8g
Past simple (Irregular
verbs) 3 a) Read the biography and put the
verbs In brackets Into the past simple.

1 Read the table. Say the examples in


your language.

I/you/he/she/it/we/you/they
went to the cinema yesterday.
J/you/he/she/it/we/you/they J.R.R. Tolk,en 1)
didn 't go to the cinema (be) born in South Africa but he '-ill!!
2) .......... ..... ........ (go) to school
yesterday.
Old lIyou/he/she/it/we/you! in Birmingham, England, Tolkien loved languages as
a child . In his lifetime, Tolkien 3)
they go to the cinema
(create) 15 new fantasy languages I Tolklen
yesterday?
4) . ... . .......... .. .. (fight) ,n World War I. In 1916,
Yes, t/you/he/she etc did .
he 5) .. .............. (marry) Edith Bratt and
No, t!you/he/she etc didn 't . they 6) .. .............. . (have) four children , In
Irregular verbs have irregular past forms. 1925, he 7} . ...... (become) a professor
at Oxford University. Tolkien 8} .. ........... .. ........... .
(begin) writing 'The Hobbit' In 1936. It
9) ... ..... ....... .. (make) TolkJen very famous
Later, he 10)
(write) The Lord of the Rings' . It

2 Match the verbs (1 17) to their past


forms (a-q) .
11) ........ (take) h,m
about ten years to write this
book Tolk,en 12) ..
ITIJ eat (die) on 2nd September,
[ID make 1973.
a wrote
[}IJ wear b was/were
[ID take c fought b) Write questions and answer them,
[IT] do d became as in the example.
[llJ be e went
[IT] go f made 1 Where/ Tolkien/ go to school?
[![] have had
g
[1IJ meet h bought
m come
did 2 How many fantasy languages/Tolkien!create?
IDIJ become j wore 3 Which war/ he/ fight in?
[g[J write
k ate
4 Who/ he/ marry?
rubuy 5 When / he/ marry/ Edith?
took
IHLlsing 6 How many ch ildren/ they/ have?
m drank
[j}[] drink
n sang 7 When / Tolkien / become/ professor?
[]][J begin 8 What/he/begin writing/in 1936?
m fight
0 met
p came 9 How long/he/take/to w rite 'The Lord of the
Rings'?
q began
10 When/Tolkien/die?
M OOULE 8

104
1 ~ To present the past simple for irregular 7 When did To/Hen become a professor?
He became a professor in '925.
verbs 8 What did he begin writing in 1936?
Explain that irregular verbs don't take -ed in the He began writing 'The Hobbit' in '936.
past simple but they all change differenlly and Ss 9 Haw long did he lake to write 'The Lord of the Rings?
must learn the forms. Refer Ss to the irregular verbs He took about ten years to write 'The Lord of the
list at the back of their books and advise them to Rings'.
study it and learn the irregular forms. 10 When did To/kien die?
Read oul the table and elicit the II equivalents for He died on 2nd September, 1973.
the examples.
(Ss' own answers)

2 ~ To practi se the past simple of irregular


verbs
Allow Ss some time la complete the task. Check Ss
answers.
Answer Key
1 k 4 7 , 10 P 13h 16 q
2 f 5 8 9 lid 14n 17,
3 i 6 b 9 0 120 IS m

3 .) ~ To practise the past simple and identify


irregular verbs
Give Ss time to read the biography and fill in
the gaps.
Check Ss' answers and then elicit the irregular
verbs.
Answer Key
was - irregular 7 become ~ irregular
2 went - irregular 8 began - irregular
3 created 9 made - irregular
4 fo ught - irregular 10 wrote - irregular
5 married 11 took - irregular
6 had - irregular 12 died

b) ~ To practise the past simple interrogative


Explain the task and read out the example.
Ss complete the task, then check Ss' answers.
Answer Key
2 How many fantasy languages did Talkien create?
He created 15 fantasy languages.
3 Which war did he fight in?
He fought in World War I.
4 Who did he marry?
He married Edith Brall.
5 When did he marry Edilh?
He married Edith in 19 J 6.
6 How many children did they have?
They had four children.

MODULE I

104(T)
Suggested Answer Key
4 G
verbs
To practise the past simple of irregular I watched TV last night.
I ate fish last Sunday.
Give Ss some time to complete the gaps then check Ss' I got up lare yesterday morning.
answers. I visited a castle two years ago.

Answer Key
I went 6 saw
8 G To practise the past simple (regular +
irregular verbs)
2 built 7 rode
3 spent 8 wore Ss ask and answer in pairs, as in the example.
4 too' 9 had Monitor the activity around the class and then ask
5 ate la Did you hove some pairs to ask and answer in front of the rest of
the class.
5 G To consolidate information in a text and
further practise the past simple of irregular verbs
Suggested Answer Key
A: Did you eat fish?
(negative and affirmative) B: No, I didn'/.
Explain the task and read out the example. A: Did you study English?
Ss complete the task. Check Ss' answers. B: No, I didn'/.
A: Did you go out?
Answer Key
B: Yes, I did.
2 William the Conquerer didn't build the castle in 1066. A: Did you read 0 book?
He built it in 1068. B: No, I didn't. ete.
3 Amy and her family didn't only spend the morning

4
there. They spent the whole day there.
They didn't take a tour around the castle in the
9 G To write an email using the past simple
afternoon. They took a tour in the morning. Explain the task and either allow Ss time to
S They didn't eat their picnic imide the castle. They ate complete it in class or assign as HW.
it in the gardens. Check Ss' answers by asking various Ss to read out
6 They didn't see some children fighting a battle. They their emails.
saw some actors fighting a bott/e.
Suggested Answer Key

6 G To practise the past simple of Irregula r


verbs (interrogative)
Hi Kim !
How ore you? I went to the National Museum with my
parents last weekend.
Ss work in pairs and ask and answer, as in the We spent the whole day there. In the morning, we looked
example. at some great pictures and statues. In the afternoon, we
Monitor the activity around the class and then ask ate lunch at the museum restaurant. I enjoyed it very
some pairs to share their answers with the class. much. It was fun!
Write back soon,
Answer Key
Moria
2 A:
8:
Did your dad read 0 book fast week?
Yes, he did./No, he didn't.
r ............. .... ......... ...................... . . ,
J A: Did you listen to music yesterday? : Game :
B: Yes, I did./No, I didn't. Ask Ss to look at the Irregular Verbs section at the end
4 A: Did you buy a DVD last month? of the book for two minules. Ss close their books. Say
B: Yes, I did./No, I didn't. verbs in their base form. Ss, in tea ms, say the relevant
S A: Did your family visit a castle /ost year? past simple fo rm . Each correct answer gets 1 point.
B: Yes, they did./No, they didn't, The team with the most points is the winner.

7 G To practise using time expressions with the


past simple
T: read
Team AS1: read
T: spend
Explain the task and read out the example. . Team BS 1: spent etc.
Elicit a variety of personal sentences from Ss around \.. ...................... . .................... ...... ..J
the class.

MOOULE'

l05(T)
Put the verbs In brackets into the past simple.
- .....GrammarBg
Use the tlm.e expressions to
4 7 write sentences about
yourself, as In the example.
Hi lane! ) to Warwick Castle with
H e you11'm fine! 11) ............... (go ., yesterday last night last Sunday
owar , a ve beautiful castle and It s very
my family I.,t weekend. It, ry ......... (build) it in 1068!
Id William the Conqueror 2) ..... ....... .... . yesterday morning two yea rs ago
o . nd) the whole day there . In the mormng,
We 3) ................... ('pe . d the ca,tle. At
(t ake) a gUided tour aroun PUtn y or
we 4) :......................... eat) a picniC in the gardens and
lunchtIme, we 5) .......... ............ ( .' d' I battle
we 6 ....................... (see) some actors fighting a me leva Talking about the
) (ride) horse' and 8 ) ..... ...... ........... . past
there. They 7) ...................... (have) a really
(wea r) medieval costumes! I 9) ......... ......... .... .... ..
Use these verbs to
great day! 8 find out what your partner
10) .......................... .
did last weekend.
(you / have) a nice
birthday? Write back watch . eat
soon, study English go read
Amy drink listen meet
buy write

Read the text In Ex. 4 again and correct the false


5 statements.
Writing
1 Amy went to Warwick Castle yesterday.
10' f er . . . Write a short
2 William the Conque ror bu ilt the castle in 1066. 9 em all to your English pen-
3 Amy and her fami ly only spent the morning there. friend about what you did
4 They took a tour around the castle in the afternoon. last weekend .
5 They ate their picnic inside the castle.
6 They saw some children fighting a battle.

Hi ... !
How ... ? I ... with ... last weeke