Extra Reading
extra ideaS
Instructions
There are 12 Extra Reading worksheets (p218–p229).
The aim of these worksheets is to provide extra reading
practice of a variety of text types. The topic of each
Extra Reading worksheet is linked to the topic of the
corresponding unit of the Student’s Book. There is an
answer key at the bottom of each worksheet, which can
be cut off if necessary. You will need to photocopy one
Extra Reading worksheet for each student.
• Use these worksheets as extra reading input in class.
These instructions give additional communicative
stages, background notes and other activities that
you can include in each lesson. If you are using the
worksheets in class, we suggest you cut off the answer
keys and check the answers after each exercise.
• Give them for homework for students to do on their
own. You can either leave the answer keys on the
worksheets so students can check answers themselves,
or cut them off and check answers at the beginning of
the next class. If you are checking the answers in the
next class, you can also ask students to talk about the
discussion questions at the beginning and end of each
worksheet in pairs or groups.
1 The English forum  p218
Genre and topic
An internet forum where English students introduce
themselves.
When to use and time
Use any time after lesson 1C. 10–15 minutes.
Procedure
1 Check students understand an internet forum
(a website, or part of a website, where people can
discuss topics with other people by writing comments
and posting them on the website). Ask students if
they are members of any internet forums. If so, ask
students to tell the class about their forums and what
people talk about on them.
2 Focus students on the forum page on the worksheet.
Explain that this forum is for English students who
are all in the same Elementary class. Students do the
exercise on their own before comparing answers in
pairs. Check answers with the class (see answer key
on worksheet).
3 Focus students on the example and check students
understand what they have to do. Students do the
exercise on their own before comparing answers in
pairs. Check answers with the class.
4 Ask students to cover the worksheet. Write the
names of the people on the forum on the board:
Duncan, Helena, Sergio, Carolina, Shakir. Students
do the exercise in pairs or groups. Ask students to tell
the class about one of the people.
●
Ask students to write a short paragraph introducing
themselves to the class. Students can also attach
photos of themselves if they wish. These can then be
put around the room for other students to read and
comment on.
● Start an internet forum or social networking group
for your class. Invite students to join the forum and
introduce themselves. They can then add comments
during the course.
2 What’s in a name?  p219
Genre and topic
Personal profiles. Names in different countries.
When to use and time
Use any time after lesson 2B. 15–20 minutes.
Procedure
1 a Students do the exercise on their own. Check
answers with the class (see answer key on worksheet).
Check students remember first name and surname,
and that they understand middle name and full name.
b Students work in pairs or groups and take turns to
extra reading:
ask each other the questions. Ask any students with
middle names to share these with the class if they wish.
Instructions
2 Students do the exercise on their own, then compare
answers in pairs. Check the answers with the class.
Also check that students understand a patronym,
which is a name that comes from your father’s first
name, not his surname. Note that this word is rarely
used in English.
3 Students do the exercise on their own before
comparing answers in pairs. Check answers with the
class.
4 Students do the exercise on their own. If you have a
monolingual class, put students into pairs or groups
and check if they have the same information. If you
have a multilingual class, put students in groups
with people from different countries and ask them
to compare information. Ask students to share
interesting information with the class.
extra idea
● Ask students to draw their family tree, using only the
people’s first names. Demonstrate this by drawing
your own family tree on the board. Put students into
pairs. Students take turns to ask their partner about
the people on his/her family tree. They should begin
by asking questions about each person’s name (for
example Has Marco got a middle name?, What’s his
surname?) and then ask other questions (for example
What’s his job?, How old is he?).
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3 My day-to-day life  p220
Genre and topic
A blog about a woman’s day-to-day life in a tourist hotel.
When to use and time
Use any time after lesson 3D. 15–20 minutes.
Procedure
1 Pre-teach a tourist and check students understand
the phrase a tourist hotel (a hotel where tourists
often stay). Students do the exercise in pairs. You can
ask them to use dictionaries if you wish. Check
answers by eliciting students’ ideas and writing the
jobs on the board. Check students understand any
new words.
Ask students which jobs they think are difficult and
which are easy, giving reasons if possible.
2 Pre-teach a blog. You can also teach students that
we use blog as a verb and that a person who blogs is
called a blogger. Also pre-teach the beach, an airport,
mountains, look after (children) and a day off
(= a day you don’t work). Students do the exercise on
their own before comparing answers in pairs. Check
answers with the class (see answer key on worksheet).
3 Students do the exercise on their own before
extra reading:
comparing answers in pairs. Make sure students
understand that they should imagine they are
Instructions
Amanda when answering the questions. Check
answers with the class.
4 Students discuss the question in pairs or groups. Ask
students to share their ideas with the class, giving
reasons for their answers.
extra idea
● Students work on their own and find three words or
phrases in the blog that they want to know the meaning
of. Students can check these in their dictionaries or
with you. Write the new words/phrases on the
board and check students understand the meanings.
4 It’s only rock’n’roll  p221
Genre and topic
A magazine article about things a rock guitarist likes and
doesn’t like.
When to use and time
Use any time after lesson 4D. 15–25 minutes.
Procedure
1 Students do the exercise in pairs or groups. Ask
students to share their ideas with the class.
 Alternatively, write the names of some famous
bands, singers and musicians on the board and ask
students to discuss which they like and don’t like.
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2 a Students do the exercise on their own or in pairs.
They can check new words in a dictionary or with
you. Check they understand all the new words.
Model and drill the new vocabulary with the class.
b Students do the exercise on their own, then
compare answers in pairs. You can set a time limit of
two or three minutes to encourage students to read
for gist. Check answers with the class (see answer key
on worksheet).
3 Students do the exercise on their own before
comparing answers in pairs. Check answers with the
class. Ask students if they would like to be a famous
rock guitarist, giving reasons for their answers.
4 Students do the exercise on their own or in pairs. Ask
students to share their ideas with the class.
extra idea
● Teach students the words for some other musical
instruments (piano, bass guitar, etc.) and other music
genres (hip hop, pop music, etc.).
5 A director’s life  p222
Genre and topic
An online biography of the film director Peter Jackson.
When to use and time
Use any time after lesson 5B. 15–25 minutes.
Procedure
1 Students do the exercise in pairs or groups. Ask
students to share ideas with the class. If students have
seen any of Peter Jackson’s films, ask if they liked
them, giving reasons for their answers if possible.
Avoid telling students about the life of Peter Jackson
at this stage. You may want to bring in photos or
DVD covers of The Lord of the Rings films to show
students before they discuss the questions.
2 a Students do the exercise on their own or in pairs.
They can check new words/phrases in a dictionary
or with you. Check students understand all the new
words/phrases. Model and drill the new vocabulary
with the class.
b Focus students on the photos in the article. Check
students understand that a nazgul is a monster
from The Lord of the Rings, and that a nazgul is an
invented word that is only used in this context.
Students do the exercise on their own, then compare
answers in pairs. You can set a time limit of two or
three minutes to encourage students to read for gist.
Check answers with the class (see answer key on
worksheet).
3 Students do the exercise on their own before
comparing answers in pairs. Check answers with the
class.
 extra idea
● Ask students to write a short description of their
favourite film for homework. The description can
include information about the director, the actors, the
story, any Oscar nominations and why the students like
the film. Encourage students to include photos of the
film if possible. These can be put up around the room
in the next class for other students to read.
6 How to remember names  p223
Genre and topic
A magazine article about ways to remember people’s
names.
When to use and time
Use any time after lesson 6B. 15–20 minutes.
Procedure
1 Students discuss the questions in pairs. Ask students
to share their ways of remembering people’s names
with the class. Write students’ ideas on the board.
You may wish to do this exercise before giving out
the worksheets, to avoid students looking at the ways
of remembering people’s names that are listed in 2b.
2 a Students do the exercise on their own or in pairs.
They can check new words in a dictionary or with
you. Check that students understand all the new
words. Point out that repeat and imagine are regular
verbs and hold is an irregular verb (Past Simple:
held). Also point out that bark is both a noun and
a regular verb. Model and drill the new vocabulary
with the class.
b Students do the exercise on their own, then
compare answers in pairs. Check answers with the
class (see answer key on worksheet). Ask students if
any of the students’ ideas from 1 that are written on
the board are included in the article.
3 Students do the exercise on their own before
comparing answers in pairs. Check answers with the
class.
4 Students do the exercise in pairs or groups. Compare
ideas with the class.
Possible answers:
Harry Booker (Harry Potter holding a copy of one of
his books)
Olive Cameron (the film director James Cameron
holding a bowl of olives)
Elizabeth Green (the Queen of England; the colour)
Micky Williamson (Mickey Mouse, the son of William
Shakespeare)
Annabel Simpson (a woman called Anna holding a bell;
Bart Simpson)
Leo Walker (Leonardo DiCaprio walking in a park)
7 The mysterious island  p224
Genre and topic
Online fact file about Easter Island.
When to use and time
Use any time after lesson 7A. 20–25 minutes.
Procedure
1 Check students understand an island and drill this
word with the class. Students do the exercise in pairs
or groups. Ask students to share their ideas with
the class, giving reasons for their choices if possible.
We suggest that you ask the class to do this exercise
before giving out the worksheets, to avoid students
choosing Easter Island as one of their five islands.
If some students do choose Easter Island, avoid
focusing too much on it during feedback.
2 a Students do the exercise on their own or in pairs.
They can check new words in a dictionary or with
you. Check they understand all the new words.
Model and drill the new vocabulary with the class.
b Ask students to cover the fact file. Students do
the exercise on their own, then compare answers in
pairs. Do not tell students the answers at this stage.
c Students read the fact file and check their answers
extra reading:
to 2b. Check answers with the class (see answer key
on worksheet).
Instructions
3 Students do the exercise on their own, then compare
answers in pairs. Check answers with the class.
4 Students discuss the questions in groups or with the
whole class.
extra idea
● For homework, students write a fact file about an
island that they would like to visit. These can be put up
around the class for other students to read.
8 Teach the planet  p225
Genre and topic
Web page about having live lessons on the internet.
When to use and time
Use any time after lesson 8D. 15–20 minutes.
Procedure
1 Students do the exercise on their own or in pairs.
 Elicit students’ ideas and write them on the board.
Possible answers: send and receive emails, go on social
networking sites, chat to friends, buy tickets, book
holidays and hotels, read the news, buy DVDs, read/
write blogs, watch videos, download music, watch TV
programmes, use search engines to find information, etc.
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 2 Students do the exercise on their own before
comparing answers in pairs. Check answers with
the class (see answer key on worksheet). Check
students understand that the Teach the Planet website
connects students and teachers in different countries
so that they can have lessons online via a webcam.
3 Students do the exercise on their own, then compare
answers in pairs. Check answers with the class.
4 Students discuss the questions in groups. Ask
students to share their ideas with the class. Elicit
the good things and bad things about learning online
and write them on the board. Find out how many
students would like to study online in the same
way as Amy and what they would like to study.
Encourage students to give reasons for their answers.
9 A zoo with a difference  p226
Genre and topic
Newspaper article about a controversial zoo.
When to use and time
Use any time after lesson 9C. 20–25 minutes.
Procedure
1 Students discuss the questions in groups. Ask
extra reading:
students to share their opinions about zoos with the
class. Encourage students to give reasons for their
Instructions
opinions if possible. You can also ask students to tell
the class about the last time they went to a zoo and
which animals they saw there.
2 a Students do the exercise on their own or in pairs.
They can check new words in a dictionary or with
you. Check that students understand all the new
words and phrases. You can point out that feed is an
irregular verb (Past Simple: fed) and that attack is a
regular verb. Also highlight that in captivity and in
the wild are opposites. Model and drill the words/
phrases with the class. Point out the difference in
pronunciation between hungry /hŋgri/ and angry
/ŋgri/, which is often a problem for students.
b Students do the exercise on their own. You can
set a time limit of two or three minutes to encourage
students to read for gist. Check the answer with the
class (see answer key on worksheet).
Note that students have an opportunity to give their
opinion on Luján Zoo in 4, so you may wish to keep
discussion of the zoo’s approach to a minimum at
this stage.
3 Students do the exercise on their own, then compare
answers in pairs. Check answers with the class.
Encourage students to give reasons why some of the
sentences are false.
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4 Students discuss the questions in groups. Ask
students to share their ideas and opinions with the
class. Find out how many students would like to go
to the zoo and which animals they would like to
meet.
extra idea
● For homework, students write a short article about the
last time they went to a zoo. Alternatively, students
write an article about a famous zoo in their town, city
or country.
10 A personality questionnaire  p227
Genre and topic
Magazine questionnaire: How outgoing are you?
When to use and time
Use any time after lesson 10B. 15–25 minutes.
Procedure
1 Students do the exercise on their own. Put students
into pairs to compare adjectives and say which ones
on their lists are true for them. Ask students
to share their adjectives with the class and write
them on the board. Check students know all the
vocabulary and teach any new words. Be aware that
some students may not want to talk about their own
personality in front of the class.
2 Students do the questionnaire on their own, then
compare answers in pairs.
3 Focus students on the Answer Key. Students work
out their score and read the summary of their
personality. Ask students to share their scores
with the class to find out who is the most outgoing
student. Also ask students if they agree with the
summary of their personality and the advice in the
Answer Key.
extra ideaS
● After students have done the questionnaire for
themselves, ask them to guess which answers their
partner from 1 would choose. Students can then work
in pairs and compare their guesses with their partner’s
real answers.
● Ask students to work in pairs or groups and write a
questionnaire based on another character adjective,
for example How reliable are you?, How hard-working
are you?, etc. While students are working, monitor and
help with vocabulary and grammar. Remind students to
also write the Answer Key and short summaries, as on
the worksheet. Students can then swap questionnaires
with another group. Alternatively, this activity can
be done for homework and students can swap
questionnaires at the beginning of the next class.
 11 A student’s plans  p228
Genre and topic
An email about a student’s plans for the future.
When to use and time
Use any time after lesson 11B. 15–20 minutes.
Procedure
1 Focus students on the items a–d. Check students
understand the phrase life experience by asking
for examples (living in another country, travelling
abroad, volunteering, doing different jobs, etc.)
Students do the exercise in pairs. Ask students to
share their ideas with the class, giving reasons for
their choices if possible.
2 Students do the exercise on their own before
comparing answers in pairs. Check answers with the
class (see answer key on worksheet).
3 Students do the exercise on their own, then compare
answers in pairs. Check answers with the class. Ask
students what they think of Louise’s plans.
4 Students work on their own and write four sentences
about their plans for the next twelve months. Remind
students to use be going to and might in their
sentences. Students work in groups and compare
ideas. Encourage students to ask questions about
each other’s plans. Ask students to tell the class about
the most interesting plans that their group discussed.
extra idea
● Students work on their own and write three true plans
and three false plans. Students work in pairs and take
turns to say their plans. Their partners guess which
plans are true and which are false.
12 Dancing with the world  p229
Genre and topic
A web article about a traveller who is famous for dancing
in different countries.
When to use and time
Use any time after lesson 12B. 15–20 minutes.
Procedure
1 Students do the exercise in groups. Ask students
to share their ideas with the class. You can also
ask students to describe their favourite video.
Alternatively, if you have a class where students
may not watch videos online, you can discuss the
questions with the whole class.
2 Students read the article and answer the questions.
You can set a time limit of two minutes to encourage
students to read for gist. Check the answers with the
class (see answer key on worksheet). Ask students if
they have seen any of Matt’s videos online, and if so,
what they thought of them.
3 Students do the exercise on their own, then compare
answers in pairs or groups. Check answers with the
class.
extra reading:
extra ideaS
Instructions
● Ask students to watch Matt’s videos at home. Students
can decide which is the best video of Matt’s dance, and
compare ideas at the beginning of next class.
● Students write a short description of their favourite
YouTube video, including a screenshot if possible.
These can then be posted around the class for other
students to read.
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