Guía Del Maestro Inglés 1 - Eso

Sign Up 1
to Eng
lis
h
Contents
Introduction 2
Starter unit - Welcoming new students 5
Unit 1 - People around the world 8
Unit 2 - What are your friends like? 16
Unit 3 - People and places 24
Unit 4 - Schools around the world 32
Unit 5 - A day in the life 40
Unit 6 - Animals are all around us 48
Unit 7 - We’re watching you 56
Unit 8 - Stories to tell 64
Tests 1 to 3 72
Tests - Answer key 81
Grammar reference - Answer key 83
Project work activities 84
Audio CD - Track list 87
Introduction • A Grammar Reference section
• A List of Irregular Verbs (for levels 2 and 3)
• A Student’s Interactive CD-ROM
General Characteristics of the Series
Introduction
The Scope & Sequence section consists of two pages with

Sign Up to English is a three-level series specially detailed information on syllabus distribution, including
designed for teenagers studying English as a foreign functions, grammar, lexis and recycling for every unit.
language. The series provides real-life situations,
interesting topics and engaging activities in the Course The Starter Unit is a two-lesson introductory unit with
Book to foster the use of the target language in class varied activities that allow for the recycling or effective
in meaningful contexts. The activities aim to provide teaching of the minimum language requirements needed
learners with opportunities to practise the language in a to start the course. For teachers, the Starter Unit is also
Teacher’s Book
consistent and productive way. a useful tool for conducting an initial diagnosis of new
students’ background knowledge of English.
Personalisation is a strong feature in Sign Up to English.
Students are given various opportunities throughout the The following eight Units contain four lessons each,
units of the Course Book to relate what is being learned and are followed by a Review lesson and a World Issues
in class to their own experience. Themes involving ethics, section. Each lesson consists of a double-spread section;
environmental issues, health, cultural plurality, education, consequently, each unit contains 12 pages (except
work and citizenship permeate most of the activities and for the Starter Unit which has two double-spread
are used in interesting reading texts, exciting projects sections covering 4 pages). The lessons are theme-
and thought-provoking discussions. based and contain a wide array of reading text types to
contextualise and present the target language. The four
The technological element in the Course Book (through macro skills (reading, listening, speaking and writing)
the Project Work activities and interactive games on are well balanced and addressed in all the lessons of the
the Student’s Interactive CD-ROM) responds to the units.
interests of teenagers and provides extra opportunities
for learners to use the language in real-life situations. The Review section appears after lesson 4 in all the
Units in the Course Book and it is a very useful tool for
Components of Sign Up to English students to revise the contents they have learned.
For each level the series provides a Course Book (with a World Issues is a section that accompanies the Course
built-in Workbook, a Grammar Reference section and a Book with exciting articles and activities spread over
Student’s Interactive CD-ROM) and a Teacher’s Book 16 colourful pages. There is a double-spread World
(with an Audio CD). A stand-alone component is the Issues section per unit. World Issues texts focus on the
Teacher’s Resource CD-ROM which features photocopiable development of reading skills and enhance students´
activities for extension and consolidation, and extra ability to express points of view and discuss topics of
photocopiable tests. interest. The World Issues section contains a link to a
Project Work activity every two units. (See Student’s
Interactive CD-ROM.)
Course Book
The Workbook section appears at the end of the Course
The Course Book contains: Book and consists of 32 pages (4 pages per unit). The
• A Scope & Sequence section Workbook provides a series of activities for practice and
• A Starter Unit consolidation of the structures and vocabulary learned in
• 8 Units of four lessons each each lesson of the Course Book and is meant to be done
• 8 Review sections (one per unit) by students at home.
• 8 World Issues sections (one per unit)
• A Workbook section The Grammar Reference is a user-friendly section with
2
grammar boxes and exercises for extra grammar practice. Audio Scripts and Answer Key sections to the activities
Throughout the units of the Course Book, students in the Course Book. Cultural notes, reference sections,
will find Sign Up to Grammar boxes that direct them to suggestions of interdisciplinary projects and extra
the Grammar Reference section for further examples activities can also be found.
Introduction
and practice. The Grammar Reference also provides Some comments in the Teacher’s Book may sound obvious
opportunities for self-evaluation: for each Grammar to some teachers while not detailed enough to others.
Reference topic, students may circle one out of three Teachers will be able to adapt the lesson plans to suit their
emoticons (happy, neutral or sad faces) that appear next needs, depending on their own classroom situation.
to each grammar topic to show whether they understand
the topic very well, well or not very well. Three photocopiable tests are provided in this Teacher´s
This may help develop the students’ sense of progress Book to assess the main skills developed and language,
and awareness of their learning processes. grammar and vocabulary items acquired throughout the
Teacher’s Book
At the end of the Course Book, students will find a List units. Test 1 covers Units 1 to 3, Test 2 covers Units 4 to 6
of Irregular Verbs (for levels 2 and 3). and Test 3 covers Units 7 and 8. In this way, students are
provided with one test per trimester.
The Answer Key to the photocopiable tests is at the back
Student’s Interactive CD-ROM of this Teacher’s Book.
Each Course Book is accompanied by a Student’s
Interactive CD-ROM with two interactive games that can
be played at the students’ convenience. These games help Audio CD
students The Teacher’s Book in the Sign Up to English series is
revise key vocabulary and core grammar points learnt in accompanied by an Audio CD. It includes the listening
the Course Book. In addition, the CD-ROM contains a key input required for class work. A system of icons and track
feature of the Course Book: the Project Work activities numbers on the Student´s Book pages is used to link the
which function as input for the development of projects listening activities with the audio CD tracks.
where English can be used in real-life situations. They
involve gathering information on the Internet, analysing
Outstanding Features within the Lessons
and responding to it, and encouraging students to develop
their presentation skills. For both teachers and learners,
the Project Work activities are rich optional resources as Sign Up to Grammar box
they provide engaging activities and opportunities for This section brings the lesson’s target language into
collaborative learning. These activities are explained in this focus so that learners have a clear reference for study.
Teacher’s Book on pages 84, 85 and 86. The Sign Up to Grammar box is placed in a box on the
top right-hand side of the second page of each double-
spread section. The fixed position of the box is a user-
Teacher’s Book friendly resource as it allows students to find the main
language items in the lesson quickly and easily.
The Teacher’s Book contains:
• This Introduction
• Lesson-by-lesson exploitation of the Units Useful Tip Boxes
• Audio Scripts Some lessons have Useful Tips boxes. These boxes provide
• Answer Key to the Course Book and Workbook tips on a variety of topics; including grammar, spelling,
• 3 photocopiable Tests with Answer Key pronunciation and culture.
• An Audio CD
Reference to Icons on the Course Book pages
The Teacher’s Book is the gateway for a sound and
thorough use of the Course Book and the Student´s
Interactive CD-ROM. It provides a handful of ideas and
Speaking activity
suggestions to give support to teachers in different areas.
It contains detailed lesson-by-lesson planning notes, Reading activity
3
Annual Plan: Suggested Distribu-
Listening activity
tion into Three Terms
Writing activity
GR Grammar Reference*
Introduction
WB Workbook* 1st term

Starter Unit CB pp. 4-7
*These special icons show links to something that is not part of
Unit 1 CB pp. 8-15
the page where the icons appear. Through these icons, learners are
usually asked to go to another section in the book. Review - Unit 1 CB pp. 16-17
World Issues 1 CB pp. 18-19
Unit 2 CB pp. 20-27
Teacher’s Book
Some Other Features of the Series Review - Unit 2 CB pp. 28-29

World Issues 2 (Optional Project Work 1) CB pp. 30-31
Project Work Activities Unit 3 CB pp. 32-39
They are available to teachers and learners on the Review - Unit 3 CB pp. 40-41
Student’s Interactive CD-ROM that accompanies all the
levels of Sign Up to English. There are four Project Work World Issues 3 CB pp. 42-43
activities per book connected with Units 1 & 2; 3 & 4; Test 1 TB pp. 72-74
5 & 6 and 7 & 8. They can be found in the World Issues
sections.
These activities involve the use of the Internet to 2nd term
collect information. They require the critical analysis Unit 4 CB pp. 44-51
of this information and provide opportunities for the Review - Unit 4 CB pp. 52-53
development of presentation skills through exciting
and motivating projects. These projects are thoroughly
explained in the last pages of this Teacher’s Book. Unit 5 CB pp. 56-63
Review - Unit 5 CB pp. 64-65
Annual Plan World Issues 5 CB pp. 66-67

The chart on this page shows a suggested distribution Unit 6 CB pp. 68-75
of all the contents in Sign Up to English 1 into three Review - Unit 6 (Optional Project Work 3) CB pp. 76-77
terms. The items mentioned in this Annual Plan chart
refer to the Course Book (Units 1 to 8 and the Review
and World Issues sections); the Student’s Interactive Test 2 TB pp. 75-77
CD-ROM (Project Work activities 1 to 4) and this
Teacher’s Book (Tests 1 to 3 and the instructions for the
Project Work activities). 3rd term
Unit 7 CB pp. 80-87
Unit 8 CB pp. 92-99
Test 3 TB pp. 78-80
4
Starter
unit
Starter unit - Welcoming new students
CONTENTS COMMUNICATIVE AND LEARNING TASKS
Lesson-by-lesson plans
LEXIS GRAMMAR PHONOLOGY
The alpabet Pronunciation of the Greetings and introductions: Saying hello and
L1 Verb to be: (am, is, are) goodbye
Greetings letters of the alphabet
used in context
Numbers 1 to 31 and numbers 1 to 31
Pronunciation of
This / these; that / those
L2 School and classroom demonstrative
A / an + noun Using classroom language. Asking for permission
objects. pronouns and
The + noun (s)
classroom objects
Extras: Suggested optional games and activities for consolidation.
Teacher’s Book
Lesson 1 (CB p. 4) Speaker: Dialogue 3
Jeremy: How old are you, Tomás?
1 Draw students’ attention to the picture. Ask them Tomás: I’m 13.
if there is a notice board in their school. Read the three Speaker: Dialogue 4
texts pinned to the board. This anticipates one of the Mr Jones: Hello, Jeremy! I’m Andrew Jones, your new teacher.
topics students will learn in this lesson: greetings and Jeremy: Nice to meet you, Mr Jones.
introductions. Mr Jones: Nice to meet you too.
Speaker: Dialogue 5
2 2 Ask students to read the dialogues and circle the
Bill: Hi, Tomás! How are you?
Tomás: Fine, thank you. And how are you, Bill?
correct option. Then play the audio CD and have students
Bill: Fine, thanks.
check the correct options. You may double check answers
by asking different students to read the dialogues aloud.
You may also play the CD again, one question at a time, 3 3 Introduce the alphabet either by writing it on
and ask students to repeat after the CD. the board or using some flashcards that you can easily
prepare yourself. You may also use the alphabet printed
Answer key: 1. What’s your name?; 2. How do you spell in the Course Book. Go through the pronunciation of the
it?; 3. How old are you, Tomás?; 4. Nice to meet you too.; alphabet letters a couple of times. Play the audio CD and
5. How are you? make some pauses for modelling and repetition.
Optional activities:
Audio script 2 GAME 1: Have students practise the alphabet by playing
a spelling game with them. Start by dividing the class
Speaker: Dialogue 1
into two groups. Spell the name of a student and have
Tomás: Hi! I’m Tomás. What’s your name?
the groups guess whose name you are spelling. The first
Jeremy: Hi! I’m Jeremy.
group to guess the name correctly scores a point.
Speaker: Dialogue 2
Tomás: What’s your surname, Jeremy?
GAME 2: Ask alternatively different students from the
Jeremy: Graham.
same two groups as in Game 1 to spell their surnames.
Tomás: How do you spell it?
If they spell them correctly, they score a point for their
Jeremy: G-R-A-H-A-M
5
team. Keep a record of the scores on the board and then
Answer key: 1; 4; 11; 6; 3; 2; 7; 10; 9; 8; 5
announce the winning group.
Audio script 3
Audio script 5
Speaker: The Alphabet

Lyn: Hello! I’m Lyn.
A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q.R,S,T,U,V,W,X,Y,Z
Wendy: Hi, Lyn! I’m Wendy. Wendy Williams.
Lyn: And I’m Lyn Fairhurst.
4 Now students take turns to spell the surnames given. Wendy: How do you spell Fairhurst?
Lyn: F-A-I-R-H-U-R-S-T
Wendy: Thank you. And how old are you, Lyn?
Answer key: Students’ own answers Lyn: I’m 13. What about you?
Wendy: I’m 12. What class are you in?
Lyn: I’m in class 1 B.
Lesson 1 (CB p. 5) Wendy: I’m in class 1 B too. That’s great! See you later, Lyn.
Teacher’s Book
Lyn: See you!

5 Make sure students understand that they have to
answer these questions about themselves. Allow students
some time to answer the questions. Check by asking 8 The aim of this exercise is to have students
different volunteers to read their answers aloud. replace the information in the dialogue in activity 7
with true information about themselves. Ask students
to role play the dialogue in pairs using their personal
Answer key: Students’ own answers information. If your students are false beginners, you can
encourage them to add more questions. If your students

are true beginners and find this task very difficult,
6 4 Students listen and complete the missing numbers. you can ask them to write a similar dialogue in their
You may write the answers on the board for students to notebooks instead of role playing it.
self-correct. You may play the CD again, this time making
pauses and asking students to repeat after the CD.
Answer key: Students’ own answers
Audio script 4 Useful Tip:

Vocabulary - Direct students’ attention to the Useful
Speaker: zero / oh, one, two, three, four, five, six, seven, eight,
Tip box. Explain to them that American and British
nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen,
English are different varieties of the English language
seventeen, eighteen, nineteen, twenty, twenty-one, twenty-two,
and, therefore, there are some differences in grammar,
twenty-three, twenty-four, twenty-five, twenty-six, twenty-seven,
vocabulary, spelling and pronunciation. Explain that in
twenty-eight, twenty-nine, thirty, thirty-one.
the UK (United Kingdom) people use the word surname
and in the USA (United States of America) people use the
Answer key: three; seven; eight; twelve; thirteen; word last name. Also you can ask students if they have
sixteen; seventeen; twenty-three; twenty-four; twenty- a middle name, and if so, ask them what their middle
eight; twenty-nine names are.
7 5 Refer students to the picture of Lyn and Wendy. 9 Ask students to complete the text about
Explain that it is the first time these girls have met and themselves.
tell students that their conversation is not in the correct
order. Ask students to put the dialogue in order using Answer key: Students’ own answers
numbers. Play the audio CD and have students check
their answers.
6
Lesson 2 (CB p. 6) 4 Ask students to complete the dialogue with a, an or the.
1 Refer students to the picture. Ask them to write the Answer key: 1. a; 2. the; 3. an; 4.the.
number of the corresponding classroom objects next
to the words. Allow students some time to number the
objects. Check their answers by asking different students 5 6 Refer students to the pictures and explain
in the class to read out their answers. that they represent expressions teachers and students
often use during an English class. Make sure students
Answer key: 10. a clock; 4. a pencil; 9. a computer; 12. a understand what they mean. Read the sentences aloud
door; 7. a desk; 1. a whiteboard; 3. a notebook; 6. a pencil and ask students to repeat after you. Then students listen
case; 2. a book; 5. a pen; 8. an eraser; 11. a litter bin to the audio CD and tick the classroom language that
they hear.
Useful Tip:
Grammar - It is a good opportunity to teach Answer key: 1; 2; 4; 5; 7; 8
demonstrative pronouns. Point at the arrows in the box
Teacher’s Book
and explain that short arrows indicate a short distance,
whereas long arrows show a long distance from the target Audio script 6
object. Explain that this and that are singular words and
these and those are plural words. This and these are used Mr Jones: Well, people. Let’s get started! Open your books at
to refer to objects that are near us and that and those page 3, please!
are used to refer to objects that are far from us. Explain Lyn: What page, Mr Jones?
to students that the answer to What’s this / that? is It’s a / Mr Jones: Page 3, Lyn.
an… , and the answer to What are these / those? is They’re… Lyn: Thank you, Mr Jones.
GR1 Direct students’ attention to the Grammar Reference Mr Jones: Read the text and listen to the CD.
section, where they will find further examples and practice. Tomás: May I go to the toilet, Mr Jones?
Mr Jones: Not now, Tomás. Please, wait a minute! Thanks.
2 Ask students to look at the pictures and answer the Lyn: Can I have some water, please? I’m thirsty, Mr Jones.
questions. Mr Jones: All right, Lyn. But, please, close the door when you
come back.
Lyn: Thank you, Mr Jones.
Answer key: 1. pencil case; 2. It’s a chair; 3. erasers;
4.They’re clocks.
Useful Tip:
Language - Tell students that may and can are
3 Ask students to work in pairs. Encourage them to ask
sometimes used to ask for permission and that saying
and answer questions about the school objects they can
please and thank you / thanks is very important in order
see in the classroom, using demonstrative pronouns.
to be polite in English.

6 6 Students complete the dialogue using some
expressions from activity 5. Then they listen to the audio
CD again and check their answers.
Lesson 2 (CB p. 7)
Answer key: 2. listen to the CD; 3. May I go to the toilet;
Useful Tip: 4. Can I have some water, please?; 5. please, close the door
Grammar - Direct students’ attention to the Useful
Tip box and explain the use of definite and indefinite
articles.
7
Unit 1
Unit 1 - People around the world
COMMUNICATIVE AND LEARNING

CONTENTS
TASKS
Question words: what,

Pronunciation of different Asking for and giving personal
where and how old
countries and nationalities. information.
L1 Countries and nationalities Preposition: from
Pronunciation of some wh- Asking and saying where one is from.
Possessive adjectives: my
words.
& your
Countries and nationalities. Verb to be (affirmative)

Contracted forms of to be Asking questions about some famous
L2 Famous person / people Subject pronouns
(I’m, you’re, he’s,...) people.
I think he is.... / I don’t know. Where ...from (revision)
Teacher’s Book
Pronunciation of @ (at) Asking and saying when someone’s

Months of the year Prepositions:
and . (dot). Pronunciation of birthday is.
L3 Ordinal numbers in + month
the months of the year and Asking and saying someone’s
Dates on + date
some ordinal numbers. email address and phone number.
Verb to be (interrogative
Asking about favourite colours and
Colours and negative) Pronunciation of some
L4 gadgets.
Gadgets Short answers colours and gadgets.
Asking what colour something is.
Subject pronouns: it & they
Sports, countries, the Pronunciation of some

Recycling of some L1-L4 Integrating acquired knowledge with a
WI continents sports, countries and
grammar topics and lexis. real life issue: the Olympic Games.
and the Olympic Games nationalities.
Lesson 1 (CB p. 8) Audio script 7
1 Set the context for the dialogue: two teenagers

Andy: Hello, I’m Andy from Argentina.
What’s your name?
who meet for the first time are talking. They may be at
Dianna: Hi! My name’s Dianna Blair.
school. Ask students to read the dialogue and tick the
Andy: Where are you from, Dianna?
right options.
Dianna: I’m from the USA.
Andy: How old are you?
2 7 Now students listen and check their answers Dianna: I’m 18 years old. And you, Andy?
in activity 1. You may play the CD again and pause it at Andy: I’m 17.
every answer for students to repeat after the recording. Dianna: What’s your full name, Andy?
Andy: Andrés López.
Answer key: What’s your name?; Where are you from, Dianna: I’m in class 1A. What class are you in?
Dianna?; How old are you?; I’m 17; What class are you in? Andy: I’m in class 1A too!
Dianna: Great! See you later, Andy!
Andy: See you, Dianna!
8
Useful Tip:
Spelling - Draw students’ attention to the fact that, 7 Pair students up and have them adopt different
in English, nationalities and countries are written with personalities in order to use different countries and
capital letters. nationalities.
3 Ask students to complete Dianna’s and Andy’s profile. Answer key: Students’ own answers
You may check students’ answers in class by asking
students to read their answers aloud.
WB p. 113 Now that you have finished teaching this
lesson, it is advisable to turn to the workbook activities
Answer key: Full name: Dianna Blair; Age: 18;
on page 113. You may assign these exercises as
Country: the USA; Full name: Andrés Lopez; Age: 17;
homework.
Country: Argentina
Answer key:
Lesson 1 (CB p. 9) 1. Brazilian; Venezuela; Germany; British; Spanish;
Taiwan; Chinese; English
Teacher’s Book
4 Ask students to match the countries and nationalities 2. 2. South Africa- South African; 3. Canada-
using numbers. You may ask students to do the matching Canadian; 4. Argentina-Argentinian; 5. Italy-Italian; 6.
activity in pairs or small groups. Check answers and have Greece-Greek; 7. Mexico-Mexican
students repeat the words after you. Treat this exercise 3. 1. to meet; 2. Nice to meet you; 3. are you from; 4.
as a teaching opportunity: do not expect students to I’m / I am from; 5. How old; 6. class are you in; 7. in class
get the answers right. Help students notice the correct 4. 1. name´s; 2. I’m 12; 3. I’m from; 4. are you; 5. are
pronunciation of the word country and the different you from
nationalities.
Answer key: 2. Brazilian; 3. Canadian; 4. Chinese; 5. Lesson 2 (CB p. 10)

French; 6. German; 7. British; 8. Mexican; 9. Italian; 10.
Japanese; 11. South African; 12. American 1 Teach the words famous and people. As a warm-
up activity, ask students to name three famous people
and say where they are from.
5 Refer students to the Sign Up to Grammar box on
the top-right corner of the page. Explain that this box
summarises the main grammar topics taught in the
lesson and that it should be used as a reference for study.
Then ask students to complete the short dialogue using
my or your. 2 Refer students to the dialogue and ask them to
read it and fill in the gaps using their own ideas.
Answer key: 1. your; 2. My; 3. your; 4. My
6 Ask students to complete the speech bubbles. Point

at the flags and ask students whether they can identify 3 8 Now students listen to the audio CD and check
them. Offer some help if needed. their answers in activity 2.
Answer key: 1. from Japan / Japanese; 2. from; 3. from Answer key: 2. American; 3. Puerto Rico; 4. Where; 5.
Australia / Australian; 4. Where; 5. Brazil; 6. from Cuba / Italian
Cuban
9
Audio script 8 8 Teach I think… and I don’t know. Refer students to
the two pictures on the right and ask them who these
Dianna: Come here, Andy! Look at these photos of famous people people are. Then ask students to answer the questions
in this magazine! Where are they from? even if they don’t know or are not sure, encouraging the
Andy: Well… This is Johnny Depp and he’s American. use of the taught phrases. Check answers by asking some
Dianna: And what about Luis Miguel? volunteers to read theirs aloud.
Andy: He’s from Puerto Rico.
Dianna: I see. And Carla Bruni? Where is she from? Answer key: Students’ own answers
Andy: She’s Italian.
Dianna: And what about Luis Miguel?
Andy: He’s from Puerto Rico.
Dianna: I see. And Carla Bruni? Where is she from?
9 9 Now students listen to the CD and check their
answers.
Andy: She’s Italian.
Answer key: 1. She’s American. 2. I think she’s 37 or

4 Refer students to the pictures. Teach the words 38. 3. He’s from London, England. 4. I don´t know. I
singer, actress, football player and tennis player. Ask
Teacher’s Book
think he’s 26 or 27 years old.

students to read the sentences and match them to the
correct pictures.
Audio script 9
Answer key: 1. Shakira; 2. Emma Watson; 3. Roger
Federer; 4. Gonzalo Higuain Daniel: Look at these pictures of famous people in this magazine,
Pam!
Pamela: Who are they? I think I know these people but I’m not sure.
5 Students think of a famous person and carry out Daniel: T his person is Reese Witherspoon. She’s the famous
two tasks. First, they complete the form with information American actress in Legally Blonde.
about the famous person they have chosen, and then Pamela: How old is she?
they write about him / her. Daniel: I think she’s 37 or 38 now. I’m not sure, Pam.
Pamela: And is he Zac Effron?
Answer key: Students’ own answers Daniel: N o, Pam. He’s Robert Pattinson. He’s from London, England.
He’s the famous actor in Twilight. Do you remember?
Pamela: Yes, you’re right. Silly me! By the way, how old is he?
Daniel: I don’t know. I think he’s 26 or 27 years old.
Lesson 2 (CB p. 11) Pamela: Yes, I think you’re right and he’s really cute!
6 Students look at the Sign Up to Grammar box and 10 Explain that each student is going to think of
complete the dialogue. Make sure students understand a famous person whose nationality and age they know.
that there are contracted forms they can use in They may use the form they have completed in activity
the affirmative form of the verb to be. Drill on the 5 as a source of information. Pair students up and have
pronunciation of these contracted forms. them ask and answer questions about the famous people
they have chosen.
Answer key: 2. is; 3. ‘s; 4. ‘re; 5. am; 6. are ; 7. ‘m
7 Students complete the sentences using he’s, she’s, it’s

and they’re. WB p. 114 Now that you have finished teaching this
Answer key: 2. he’s; 3. They’re; 4. She’s; 5. It’s on CB page 114. You may assign these exercises as
homework.
10
that, in English, the months of the year are written with
Answer key: capital letters.
1. 2. Sue and Lou are from Britain. They’re British. 3.
Marisa is from Brazil. She’s Brazilian. 4. Dan is from the Answer key: 1. January; 2. February; 3. March; 4. April;
USA. He’s American. 5. Stavros and Athena are from
5. May; 6. June; 7. July; 8. August; 9. September; 10.
Greece. They’re Greek. October; 11. November; 12. December
2. 2. She; 3. We; 4. She; 5. It; 6. you / I; 7. They; 8. They
3. 1. ‘m; 2. ‘s; 3. is; 4. ‘s ; 5. ‘s; 6. is; 7. ‘s; 8. ‘re; 9. are;
10. ‘m
4. 1. I’m / My name is / My name’s; 2. 14 years; 3. Green Audio script 10
Valley International School; 4. from; 5. I am / I’m
Speaker:
1 January
Lesson 3 (CB p. 12) 2 February
3 March
1 Students read Mark’s profile and fill in the gaps

4 April
5 May
Teacher’s Book
with the correct words.
6 June
7 July
Answer key: 1. am / ‘m; 2. my; 3. from; 4. are; 5. email; 8 August
6. number; 7. in; 8. is 9 September
10 October
11 November
Useful Tip: 12 December
Spelling- Explain how to say an email address in English.
Ask the question What’s your email address? and have
some volunteers say their email addresses aloud. Draw Useful Tip:
students’ attention to the pronunciation of the words at Language- Explain the difference between cardinal
and dot. and ordinal numbers. Tell students that both cardinal
and ordinal numbers can be used to write dates. You
may write the two options on the board: 1st March – 1
Optional activity: March. It would be a good idea to make a list of cardinal
Have students exchange their email addresses in pairs or numbers on the board, by eliciting their corresponding
small groups. ordinal numbers from students, and writing them down
as students dictate them to you. You may ask some
2 Students do the matching activity. Ask some volunteers to say their birth dates. Encourage students to
volunteers to read their answers aloud. use the and of even if these words are not written. e.g It’s
(the) first (of) March.
Answer key: 1. It’s in May. 2. I’m twelve. 3. It’s
mikejk@britmail.co.uk 4. It’s 7353-2101. 5 Ask students to write the ordinal numbers that
correspond with the cardinal numbers given. Check
answers in class by writing them on the board.
3 Ask students to read the rubrics and elicit from them
what they are supposed to do. Read the months in
Answer key: 2. 31st thirty-first; 3. 9th ninth; 4. 22nd
random order, exactly as they appear on the page and ask
twenty-second; 5. 13th thirteenth; 6. 30th thirtieth
students to repeat them after you.
4 10 Play the audio CD once for students to check 6 11 Students listen to the audio CD and circle
their answers. Then play the CD again and ask students the numbers that they hear. Check answers in class by
to listen and repeat. Draw students’ attention to the fact writing them on the board.
11
each answer. You may ask some volunteers to write the
Answer key: Number 1: 2nd; Number 2: 3rd; Number 3:
answers on the board.
13; Number 4: 30th; Number 5: 5th; Number 6 : 9
Answer key: 1.Peter; 2. 14 years old; 3. Irish; 4. 3rd/

3 May; 5. 2B; 6. 17 Devon Road, Dublin; 7. D20; 8.

Audio script 11
898878267; 9. p.oconnor@dublin.net; 10. hockey;
Speaker: 11. Bertini; 12. 13 years old; 13. Italian; 14. 17th / 17
Number 1: 2nd October; 15. 32; 16. 37121; 17. 5656-4444; 18. orange
Number 2: 3rd
Number 3: 13
Number 4: 30th Audio script 12
Number 5: 5th
Number 6 : 9 Speaker: Teenager 1, Peter
Hi! My name’s Peter O’Connor. I’m 14 years old. I’m from
Ireland. My birthday is on the 3rd of May. I study at Green Valley
7 Students work in pairs. They follow the example International School and I am in class 2B. My home address is 17
Teacher’s Book
given and ask and answer questions about their own Devon Road, Dublin. My postcode is D20. My phone number is
birthdays and their relatives’ . 7454-7888 and my mobile phone number is 898878267.My email
address is p.oconnor@dublin.net. My favourite sport is hockey.
Answer key: Students’ own answers Speaker: Teenager 2, Paola
Hi! My name’s Paola Bertini. I’m 13 years old. I’m from Italy.
My birthday is on the 17th of October. I study at Green Valley
International School and I am in class 1A. My home address is
Lesson 3 (CB p. 13)
Via Veneto 32, Rome. My postcode is 37121. My phone number
is 5656-4444 and my mobile phone number is 356 568 2265 .My
8 Explain this task by telling students that they email address is paolab@italmail.com. My favourite colour is
must choose between the two options in bold in each orange.
sentence. Explain that the symbol Ø means adding
nothing to complete the sentence. Ask some volunteers
to read their answers aloud. 11 Ask students to work in pairs and ask and
answer the questions in activity 9.
Answer key: 1. in; 2. Ø; 3. in; 4. in; 5. on
9 Explain that the words are not in the correct order

and teach the word unscramble. Students should write 12 Explain that students will write their own
the questions correctly. Then students go back to their profiles using Peter’s and Paola’s as models. Encourage
questions and give true answers about themselves. You students to share their profiles with their classmates and
may check answers by asking some volunteers to write compare them.
the sentences on the board.
Answer key: 1. When is your birthday?; 2. What is your
phone number?; 3. What is your email address?; 4. How
old are you? WB p. 115 Now that you have finished teaching this
on CB page 115. You may assign these exercises as
10 12 Students listen to two teenagers talking and homework.
complete the forms. You may play the CD twice. Check
answers by playing the recording again, pausing after
12
board as students do the exercise. Ask different students
Answer key:
to go to the board and write the corresponding number
1. (In any order) September; July; December; January;
to each colour. Check pronunciation by asking students
August; June; April; May
to repeat each colour after you.
Answer key: 1. pink; 2. yellow; 3. red; 4. green; 5.
purple; 6. orange; 7. grey; 8. white; 9. blue
3 Students look at the pictures and answer the

questions.
Answer key: 1. black, is / ‘s from China / Chinese; 2.

red, are / ‘re American / from the USA; 3. They are / ‘re
black. They are / ‘re Japanese / from Japan . 4. It is / ‘s
2. Students’ own answers grey. It is / ‘s South African / from South Africa.
Teacher’s Book
3. 2. June (It’s on 20th June); 3. July (It’s on 9th July); 4.
December (It’s on 25th December)
4. 1. 15th fifteenth; 2. 31st thirty-first; 3. 3rd third; 4. 4 Have students write a description of their
20th twentieth; 5. 4th fourth favourite electronic object.
5. 2. How old are you?; 3. When is your birthday?; 4.
Where are you from?; 5. What’s your favourite colour?; Answer key: Students’ own answers
6. What’s your email address?; 7. What’s your phone /
telephone number?
6. 1 It’s on 21st / 21 September. 2. (It’s) andyn@daynet. 5 13 Play the audio CD for students to listen and
au. 3. (They’re)Fridays and Saturdays. circle the correct option.
Answer key: Ben; Tai; 16; Chinese; 1A; blue; mobile

Lesson 4 (CB p. 14) phone; Emma; Stiller; 14; English; 1B; pink; MP5
1 This warm-up question introduces the picture in

activity two (we can see a girl in the anime style) and also Audio script 13
serves the purpose of discussing the meaning of anime and
manga and saying where they are from (Japan). Speaker: Dialogue 1
Interviewer: What’s your name?
Answer key: The picture is an anime. It is from Japan. Boy: My name’s Ben.
Interviewer: What’s your surname?
Reference: Boy: My surname’s Tai.
An anime is a cartoon, a style of animation, whereas a Interviewer: Can you spell it, please?
manga is a comic or magazine. Both of them originated Boy: Yes. It’s T-A-I.
in Japan and they often feature themes that are intended Interviewer: How old are you?
for an adult audience. However, they are usually popular Boy: I’m sixteen.
among teenagers too. Interviewer: OK… Where are you from?
Boy: I’m Chinese
2 Before students do the matching exercise, make sure Interviewer: Are you in class 1A or 1B?
Boy: I’m in Class 1A.
you actually teach the colours. Ask students questions
Interviewer: Thanks. What’s your favourite colour?
like What colour is the (desk)? ; What colour is (Juan)’s
Boy: It’s blue.
pencil case? ; etc. Then you may write the colours on the
13
forms of the verb to be. Go over the charts with your
Interviewer: And…the last question… what’s your favourite students and ask a few Yes / No questions so that they
gadget? can practise giving short answers. Lay emphasis on the
Boy: My mobile phone. use of it (for an object or animal) and they (for more
Interviewer: Thank you for your time, Ben. than one object or person).
Boy: You’re welcome.

GR2 Direct your students’ attention to the Grammar
Speaker: Dialogue 2
Reference section, where they will find further examples
Interviewer: What’s your name?
and practice.
Girl: My name’s Emma.
Interviewer: What’s your surname? Answer key: 2. It isn’t white and blue. It’s white and
Girl: Stiller. red. 3. They aren’t from Russia. They are from Japan.
Interviewer: Can you spell it, please? 4. He isn’t British. He’s American. 5. She isn’t a singer.
Girl: Yes. It’s S-T-I-L-L-E-R. She’s an actress.
Interviewer: How old are you?
Girl: I’m fourteen.
Interviewer: Where are you from? 9 Students do the matching activity.
Teacher’s Book
Girl: I’m English.

Interviewer: Are you in class 1A or 1B? Answer key: 1. Yes, I am. 2. No, she isn’t. 3. No, they
Girl: I’m in class 1B. aren’t. 4. Yes, it is.
Interviewer: Thanks. What’s your favourite colour?
Girl: It’s pink.
Interviewer: And...the last question… what’s your favourite
gadget?
10 Students work in pairs. Point at the example
and have students ask and answer questions about the
Girl: My MP5.
people and things in the pictures. Monitor students’
Interviewer: Thank you, Emma.
work.
Girl: You’re welcome.

6 Students work in pairs. They interview their
partner and fill in the forms. Walk around the class to
monitor students’ work.
Answer key: Students’ own answers homework.
Lesson 4 (CB p. 15) Answer key:

1. 2. grey; 3. orange; 4. green; 5. pink
7 Students rewrite the sentences using subject 2. 2. Grace; 3. your surname; 4. are you from; 5. Britain /
England; 6. old are you; 7. I’m 15 years; 8. is your birthday;
pronouns. In the Remember! section of the Sign Up to
Grammar box, students will find a brief explanation 9. 9th April; 10. your email address; 11. your phone
about the use of it and they. number; 12. It’s; 13. your favourite sport; 14. are / ‘re
3. 2. he isn’t; 3. it is; 4. she is; 5. he isn’t; 6. (Students’ own
answer)
Answer key: 2. It is / It’s blue. 3. She is / She’s from Italy. 4. 2. Is Katy Perry British; 3. Is Aaron Carter American; 4. Is
4. They are / They’re my friends. 5. He is / He’s an actor. the Brazilian flag bue, yellow and green; 5. Are Dennis and
Francis from the USA; 6. Are you a good student 7. Are
Adele and Michael Buble South American
8 Draw students’ attention to the Sign Up to Grammar
box, where they will find the interrogative and negative
14
Review (CB pp. 16 and 17) Answer key: 1. blue; 2. yellow; 3. black; 4. green; 5. red
In the Review section, students will revise all the

structures and some key words learnt in lessons 1 to 4 in (CB p. 19)
this unit. It is advisable to turn to this section once you
have finished teaching lesson 4.
3 Students match the Olympic and Paralympic games to
the pictures.
Answer key
1 Students’ own answers
Answer key: (from left to right) 2; 3; 1; 4; 6; 5
3 2. What’s / is your surname; 3. How old are you; 4.
Where are you from; 5. When’s / is your birthday; 6.
What’s / is your email address; 7. What’s / is your phone /
4 Students work in pairs and complete the sentences
with a suitable word, as they play noughts and crosses
telephone number
(Tic-Tac-Toe). To be able to place a nought (o) or a cross
4 1. is / ‘s; 2. 14 / fourteen; 3. from; 4. on; 5. address; 6.
(x) on the box they select, students must first fill in
Where; 7. When; 8. your
Teacher’s Book
the blank with the correct word (first orally and then
5 1. on; 2. in; 3. from; 4. in
in written form). Walk around the class and monitor
6.1. grey; 2. light blue; 3. white; 4. purple; 5. mobile
student’s work.
phone; 6. pendrive ; 7. notebook; 8. iPod touch
8 Suggested Answers: 2. How do you spell it; 3. How
old are you; 4. Where are you from; 5. What’s your Answer key: 1. badminton; 2. gold; 3. mascots; 4. the
favourite website; 6. What’s your favourite colour; 7. USA, 5. Chinese; 6. table tennis; 7. archery; 8. Japanese;
When is your birthday; 8. What’s your email address 9. Paralympic
9 2. They´re from Japan. 3. She’s an American actress.
4. He’s a British actor. 5. It’s red.
10 2. sixteenth; 3. five; 4. fifth; 5. nine; 6. ninth; 7. one;
8. first; 9. two; 10. second
11 2. Yes, they are. 3. No, I’m not. 4. Yes, it is. 5. It’s on
9th July.
World Issues 1 - WE ARE ALL IN

THIS WORLD TOGETHER
(CB p. 18)
World Issues is a section that focuses on the development
of reading skills and enhances students´ ability to
integrate acquired knowledge with a real life issue: in
this case, the Olympic Games.
1 Students read the text. Then they read the sentences

and write true (T) or false (F).
Answer key: 1. F, 2. T; 3. F; 4. T
2 Students look at the rings are write their colours.

15
Unit 2
Unit 2 - What are your friends like?

CONTENTS
TASKS
Pronunciation of some Discussing different people’s physical

Adjectives (physical
L1 Verb to be (revision) adjectives used to describe characteristics and personality.
description and personality)
people.
Possessive adjectives: My,

Adjectives (physical Pronunciation of possessive Talking about some famous and
L2 your, his, her, its, our, your,
description and personality) adjectives. popular characters.
their
Teacher’s Book
What is (he) like? vs. What

Pronunciation of some Describing some famous and
L3 Sports and sportspeople does (he) look like?
sports. favourite characters.
Verb to be (revision)
Opinion adjectives: boring, Pronunciation of some jobs. Saying whether an adjective has
L4 great, etc. Indefinite articles: a, an Pronunciation of some positive or negative connotations.
Jobs opinion adjectives. Agreeing and disagreeing.
Integrating acquired knowledge

Adjectives
Recycling of some L1-L4 with a real life issue: in this case,
WI Words related to films:
grammar topics and lexis. expressing opinions on the concept
fairytale, film, movie
of beauty.
Extras: Suggested optional games and activities for consolidation. Project Work 1.
Lesson 1 (CB p. 20) Reference:

You may want to explain to students that the word e-pal
1 Students discuss whether they have got many comes from the word penpal, a word originated at the times
when people used to exchange letters because we didn’t have
good friends and say who these friends are.
Internet or email. Another word for penpal is penfriend.
Answer key: Students’ own answers Extra activity:
You may exploit the email layout by asking students
to say what the words to, from and subject mean in
2 Teach the word e-pal. Ask students if they have their own language. Point out that some English words
got any e-pals and, if so, which city they are from. Elicit connected to technology are used in the students’
from students the kind of information a person writes mother tongue too (e.g. mouse, email, monitor, etc.).
about in his / her first email to an e-pal. Ask students to
read the email and do the true (T) or false (F) activity. 3 Refer students to the highlighted words in the email
in activity 2. Teach the word adjective and explain the
Answer key: 1. F; 2. T; 3. T; 4. T; 5. T; 6. F; 7. T meaning of the highlighted adjectives giving examples using
famous people’s names (for example: Del Potro is tall. Messi
isn’t tall. etc.) Then ask students to complete the chart about
16
Bob and Juan. Check answers by asking different students to
Audio script 14
read theirs aloud. Have students repeat the adjectives after
you to practise pronunciation. Sam: Kate is my friend. She’s 13 years old. She’s American. She’s
medium-height. She has got red hair and blue eyes. Kate is shy
and responsible. She’s cool!
Answer key: 1. tall; 2. blonde; 3. brown; 4. intelligent;
My friend Sophie is 14. She’s Irish. She’s tall and has got dark hair
5. dark; 6. green; 7. good fun
and brown eyes. She’s dynamic, confident and good fun! Sophie is
my best friend.
4 Students complete the chart with information about

themselves. Ask some volunteers to read their answers 7 Students fill in the gaps and circle the correct option
aloud. to describe their best friend.
Answer key: Students’ own answers Answer key: Students’ own answers
EXTRA ACTIVITY: 8 Students work in pairs. Student A describes
Teacher’s Book
As a follow-up, students may play Hangman (in pairs or one of his / her classmates and student B guesses his /
in groups) using the adjectives recently learnt. her name. Encourage students to swap roles. Monitor
students’ work and offer help if necessary..
Lesson 1 (CB p. 21)
5 This is a good opportunity to recycle the use of the

affirmative and negative forms of the verb to be. Ask
students to use the verb to be either in the affirmative 9 Students write an email to an imaginary
or negative form to write true sentences about Bob. You e-pal, using the information they provided in activity 4.
may check answers by asking some volunteers to read Encourage students to use the email in activity 2 as a
the paragraph aloud or by asking different students to model.
write their answers on the board.
Answer key: 2. is not / isn’t; 3. is not / isn’t; 4. is not /
isn’t; 5. is / ‘s; 6. are not / aren’t
6 14 Draw students’ attention to the Sign Up to
homework.
Grammar box. Teach the meaning of the adjectives that
appear in the box and explain that some of them are used
to talk about someone’s physical characteristics and others Answer key:
to describe someone’s personality. Read the adjectives and 1 1. Sophie; 2. David; 3. Jessica; 3. Harry
have students repeat these words after you. 2 Possible answers: Body type: short, slim; Hair: long,
Then play the audio CD once for students to complete blonde, fair, red; Eyes: green, blue
the chart. If necessary, play the recording again. You 3 Students’ own answers
may check students’ answers by asking some volunteers 4 Students’ own answers
to read their answers aloud.
Answer key: 1. 13 (years old); 2. American; 4. red;

Lesson 2 (CB p. 22)
5. blue; 6. shy; 7. responsible. 8. cool; 9. 14 (years
old); 11. tall; 12. dark; 13. brown; 14. dynamic; 15. 1 Ask students to name some of their favourite
confident superheroes or cartoon characters. You may turn
17
this activity into a game by asking some volunteers GR3 Direct your students’ attention to the Grammar
to describe their favourite superheroes or cartoon
Reference section, where they will find further
characters without saying who they are describing.
examples and practice.
The rest of the class can guess and you can act as a
moderator.
5 15 Play the audio CD for students to listen and

check their answers.
Answer key: 1. My; 2. I; 3. she; 4. Her; 5. her; 6. My,

2 Point at the picture of the Fantastic Four and 7. he; 8. His; 9. his; 10. I; 11; She; 12. She; 13. Her; 14. her
ask students if they know the names of the characters.
If students already know the characters, the activity
will be quite easy for them, but if they don’t, they can Audio script 15
use the descriptions and the pictures to try to guess
Speaker: Speaker 1
their names.
Girl 1: My favourite X-Men character is Storm. I think she’s
Teacher’s Book
beautiful. Her hair is white and her eyes are brown, and
Optional game: sometimes only white.
Show different pairs of pictures with two famous Speaker: Speaker 2
characters, e.g. Neo (The Matrix) and Superman, and play Boy: M
y favourite X-Men character is Wolverine. I think he’s
a quick game with students organised in two groups. strong and brave. His hair is dark brown and his eyes are dark
Group A chooses one of the pictures (without saying brown too.
which one) and describes that character so that Group B Speaker: Speaker 3
can guess which one it is. Groups swap roles. Girl 2: I think Phoenix is fantastic. She’s my favourite X-Men
character. She’s very strong. Her hair is red and her eyes
Answer key: 1. The Thing; 2. The Human Torch; are light brown.
3. Mister Fantastic; 4. The Invisible Girl
6 Students circle the correct option. Ask some
3 Students complete the descriptions of some other volunteers to read their answers aloud.
famous characters using he, she, his or her. Check
students’ answers by asking some volunteers to read Answer key: 1. Our; 2. Their; 3. His; 4. Her
theirs aloud.
Answer key: 1. Her; 2. She; 3. Her; 4. She; 5. She; 6. 7 Tell students that they will write, in their
His; 7. He; 8. he; 9. His; 10. his notebooks, a short paragraph about their favourite
cartoon character. Explain that they can use the models
in activity 4 if they need some help.
Lesson 2 (CB p. 23)
4 Draw students’ attention to the Sign Up to
Grammar box. Teach possessive adjectives, read them
aloud and ask students to repeat them after you. You
Optional activity:
may ask some volunteers to read the sentences in the
Ask students to leave blanks in their paragraphs, just
Sign Up to Grammar box. You may then tell students
that they are going to read what three teenagers think like the ones in activity 4, and swap paragraphs with a
about some of the X-Men characters. Ask students to partner. They should then try to complete the paragraph
read the speech bubbles and fill in the gaps using I, he, they receive with the correct pronoun or possessive
she, my, his or her. adjective.
18
8 Students play a guessing game in pairs. Student
rest of the class to answer questions like What is he / she
like? and What does he / she look like? in order to check
A describes his / her favourite cartoon character and
understanding.
Student B guesses it. Encourage students to swap roles.
Walk around the class and monitor students’ work.
2
Refer students to the blog entry and ask them
to read it and answer the questions. Check students’
Answer key: Students’ own answers answers by asking some volunteers to read theirs aloud.
Answer key: 1. sport is women’s field hockey. 2. Her

favourite hockey player is Luciana Aymar. 3. She’s from
Rosario, Argentina. 4. She’s tall and slim. She’s got
brown eyes and her hair is long and dark.
homework.
Answer key: 3 Now students match the words to the pictures. Check
1 1. Her; 2. His; 3. His; 4. His; 5. She; 6. He students’ answers by asking some volunteers to read
Teacher’s Book
2 2. my; 3. Her; 4. His; 5. Their; 6. Our theirs aloud.
3 1. His; 2. Her; 3. Their; 4. Our; 5. your, My; 6. Its
4 1. F; 2. F; 3. T; 4. T; 5. F; 6. T Answer key: (from left to right)10; 7; 5; 9; 4; 8; 3; 1; 2; 6
Lesson 3 (CB p. 24)

4 16 Students listen to the audio CD and circle the
correct option. You may encourage peer correction and
then you may play the recording again, making pauses
BEFORE YOU START: for students to check their answers.
Before dealing with the Course Book activities, when the
books are still closed, write the names of famous athletes Answer key: 1. surfing; 2. surfer; 3. football, football;
on the board. Ask students what those people have in 4. Brazil
common (they all do sports – they are all athletes). Teach
the word athlete.
Audio script 16
1 Ask students to mention their favourite sports Danny: What’s your favourite sport, Peter?
and sportspeople. Encourage students to make complete Peter: I love surfing.
sentences (My favourite sport is… and my favourite Danny: And who’s your favourite surfer?
sportsperson is…). Explain that they can also use the Peter: Bruce Irons.
words sportsman or sportswoman, but that the word Danny: Where is he from?
sportsperson is used to refer to either a man or a woman. Peter: He’s from Hanalei in Kauai. How about you?
Danny: M y favourite sport is football. And my favourite football
Answer key: Students’ own answers player is Cristiano Ronaldo.
Peter: Is he from Brazil?
Danny: No, he isn’t. He’s from Portugal.
Useful Tip:
Language - Draw students’ attention to the Useful Tip box Lesson 3 (CB p. 25)
and ask a volunteer to read the information it contains.
Explain that we use What does (he) look like? to ask about
a person’s physical description and What is (he) like? to
5 Students complete the chart. They may consult
different reference materials like dictionaries or the
ask about someone’s personality. You may write on the Internet, depending on the resources available in the class.
board some famous people’s names and then ask the
19
Answer key: football; swimmer; tennis; cyclist; surfer; Answer key:
gymnast; skateboarding; rugbier; runner; diving; golf 1. cycling; skateboarding; swimming; Student’s own
answers
2 1. are; 2. am /’m; 3. Is / ‘s; 4. Is; 5. is not / isn’t; 6. is / ‘s ;
6 Students fill in the gaps with the appropriate word(s) 7. are / ‘re; 8. Are; 9. are not / aren’t; 10. are / ‘re; 11. is / ‘s;
to complete the sports quiz. Monitor students’ work as 12. Is; 13. is
you walk around the classroom. 3 1. email; 2. is; 3. Her; 4. fun; 5. swimmer; 6. skating;
7. slim; 8. hair; 9. browm; 10. you
Answer key: 2. Are; they are; 3. Is; No, he isn’t; 4. Are; 4 2. cyclist; 3. skier; 4. footballer / football player; 5.
they aren’t; They’re; 5. Is; he isn’t; He’s; 6. Are; they are swimmer; 6. tennis player; 7. runners; 8. diver
7 Students create their own sports quiz by writing Lesson 4 (CB p. 26)
five questions about some athletes and sportspeople
they know. Circulate around the class and help students
correct their questions before they actually use them to
1 Students look at the picture and circle the correct
Teacher’s Book
option. Explain that when you are not sure about

ask their partners to answer them. something you can use the phrase I think…
Answer key: Students’ own answers Answer key: mechanic
8 Refer students to the Sign Up to Grammar box on the 2 Students fill in the gaps with the appropriate short
top-right corner of the page. Explain that it is important forms of the verb to be.
for them to handle some classroom language in order to
ask about the meaning of some words; say that they do
Answer key: 1. ‘s; 2. ‘m; 3. ‘m; 4. ‘re; 5. ‘re; 6. ‘s; 7. ‘s
not understand or ask for repetition. If necessary, copy
the sentences on the board, read them and ask students
to repeat after you. Next, ask students to put the
dialogue in order, using numbers. 3 Ask students to match the jobs and the pictures using
numbers. Read the words and ask students to repeat
them after you.
Answer key: 4; 1; 6; 2; 3; 5
Answer key: (from left to right) 3; 5; 7; 4; 6; 2; 1
9 In pairs, students play a guessing game. Direct

students’ attention to the example given and encourage
them to use it as a model. You may encourage students
4 Ask students to read the opinion adjectives on
the notepad sheet and help them to understand their
to play this game several times. They may even meaning. Then tell students that they should classify
try to guess any other celebrities’ names (not only these adjectives into positive or negative ones.
sportspeople).
Answer key: Positive: awesome; beautiful; cute;

Answer key: Students’ own answers fantastic; gorgeous; great; intelligent; interesting; OK;
cool; Negative: horrible; difficult; stressful; ugly
5 Now students choose two adjectives from the box
in activity 4 to complete the short text about Ashton
homework.
Kutcher. Answers may vary. Ask some volunteers to read
their texts aloud.
20
those questions in this interview. Walk around the class
as you monitor students’ work. Tell students that they
may change their first names in case they get a card with
REFERENCE: personal information of the opposite sex (for example,
Ashton Kutcher was born on 7 February 1978 in Cedars Sylvia Gate instead of Jerry Gate).
Rapids, Iowa, USA. He was married to actress Demi Moore
for about 13 years. Kutcher is an actor and producer. Answer key: B: What’s your name? A: I’m Jerry Gate.
Adapted from: www.imdb.com/name/nm0005110/bio B: Where are you from? A: I’m French. B: What’s your
job? A: I’m an engineer. B: Where do you work? A: I
Lesson 4 (CB p. 27) work in Paris. B: What’s your job like? A: It’s interesting.
A: What’s your name? B: I’m Cathy Shanks. A: Where are
6 Draw students’ attention to the Sign Up to Grammar you from? B: I’m Scottish. A: What’s your job? B: I’m a
box on the top-right corner of the page. Discuss the use nurse. A: Where do you work? B: I work in Edinburgh. A:
of indefinite articles and take this opportunity to explain What’s your job like? B: It’s great.
that, in English, a word used to describe a job -in the
singular form- must be accompanied by an indefinite
9
Teacher’s Book
article (He’s a teacher. He’s an architect. etc.) Then ask Students choose one of the cards in activity 8
students to complete the sentences with a, an or Ø. and write a short text.
Answer key: 1. an; 2. an; 3. a ; 4. Ø; 5. an; 6. Ø Answer key: His name’s Jerry Gate. He’s French. He’s
an engineer and he works in Paris. He thinks his job is
interesting. / Her name is Cathy Shanks. She’s Scottish.
7 17 Tell students that they will listen to three people She’s a nurse and she works in Edinburgh. She thinks
talking about their jobs. Play the audio CD. Students her job is great.
listen and complete the chart. Play the audio CD again
and check answers by asking some volunteers to read
theirs aloud. 10 Teach the phrases I agree and I don’t agree. Write
a sentence on the board using a name students are familiar
Answer key: 1. John: Germany; Vicky: Spain; 2. Lucy: with, for example, I think Justin Bieber is cute. Ask different
teacher; John: doctor; 3. Lucy: London; Vicky: Madrid; students to say whether they agree with you or not.
4. John: stressful; Vicky: great Then have students work in pairs. Explain the task: one
student chooses some names of famous people from the
box and gives his / her opinion about them and the other
Audio script 17 student says whether he / she agrees or not.
Speaker: Speaker 1, Lucy
Lucy: I’m a teacher from England. I work in a school in London. Answer key: Students’ own answers
I think my job is interesting!
Speaker: Speaker 2, John
John: I am from Germany. I am a doctor and I work at the
Regional Hospital in Munich. I think my job is stressful.
Speaker: Speaker 3, Vicky
Vicky: I am from Spain. I am a gym trainer and I work at a gym in
homework.
Madrid. I think my job is great!
Answer key:
8 Ask students to work in pairs and use the cards 1 1. nurse; 2. architect; 3. receptionist; 4. mechanic
to interview their classmate. Draw students’ attention
2 1. police; 2. dangerous / stressful; 3. dangerous /
to the example given and encourage them to use it as
stressful; 4. What; 5. a; 6. your; 7. interesting; 8. fun
a model. Also point at the four questions in the chart
in activity 7 and tell students that they are likely to use
21
4 1. a; 2. a; 3. an; 4. an; 5. Ø; 6. Ø
2 Students tick the words they associate beauty with.
Check students’ answers by asking some volunteers to
6 Her name is Angela Noia. She’s 16. She’s Bulgarian. read theirs aloud.
She’s a photo model. She thinks her job is great.
7 1. ugly, 2. awesome; 3. great; 4. horrible; 5. cute; 6.
gorgeous; 7. fantastic; 8. boring Answer key: Students’ own answers
OPTIONAL ACTIVITY:
Review (CB pp. 28 and 29) Explain the meaning of beauty and beautiful. It may be
useful to explain, at this point, that beauty is an abstract
In the Review section, students will revise all the noun and beautiful, an adjective. Therefore, you may
structures and some key words learnt in lessons 1 to 4 in write two sentences on the board (Fiona has got inner
this unit. It is advisable to turn to this section once you beauty and Shrek thinks Fiona is beautiful) to illustrate
have finished teaching lesson 4. meaning.
Answer key: 3 Students list some celebrities that they consider

Teacher’s Book
1 2. My; 3. My; 4. Their; 5. Her; 6. His; 7. Our; (names beautiful. Write the celebrities’ names on the board as
from left to right) Sheila, Mike and Joanna. students dictate to you the celebrities they have chosen.
2 2. No, he isn’t tall. He’s medium-height. 3. No, she
isn’t boring. She’s good fun. 4. No, they aren’t surfers.
They are gymnasts. 5. No, I’m not a teacher. I’m a
student.
3 1. blonde hair; 2. are blue; 3. and slim; 4. good fun!;
5. e-pals; 6. girl; 7. job 4 In pairs, students play a guessing game: Student
4 1. name; 2. Where; 3. like; 4. fair; 5. green; 6. and; 7. A describes a celebrity and student B guesses his /
is; 8. friendly; 9. friend her name. Walk around the classroom as you monitor
5 1. Ø ; 2. a; 3. Ø; 4. a; 5. a; 6. an; 7. a students’ work.
6 1. Britain; 2. is; 3. He; 4. His, 5. are; 6. awesome
7 Students’ own answers Answer key: Students’ own answers
5 Students match the words with their meanings. Check

World Issues 2 - WHAT’S BEAUTY? students’ answers by asking some volunteers to read
theirs aloud.
(CB p. 30)
Answer key: 1. a story like Cinderella; 2. a film; 3. (a
World Issues is a section that focuses on the development heart symbol); 4. when two people are friends
this case, describing people and expressing opinions on (CB p. 31)
the concept of beauty.
6 Explain that a film review is a critical article or report
1 Students match the pictures to the sentences. about a film, and that it may appear in a magazine,
on the Internet, etc. It includes a brief synopsis of the
Answer key: 1. Micaela is from Argentina. 2. Sheila is film and the reviewer’s opinion about it. Students read
from Canada. 3. Dave is from England; 4. Roger is from the film review and complete the chart using opinion
Angola; 5. Ko is from Japan. adjectives.
22
Answer key: Positive Adjectives: good fun; cute;
Negative Adjectives: ugly, weird, sarcastic
7 Now students tick the words Shrek associates beauty
with. Students can obtain this information from the film
review in activity 6.
Answer key: (answers may vary) short; fat; green skin
8 Students read the sentences and write true (T) or false

(F). Check students’ answers by asking some volunteers
to read theirs aloud.
Answer key: 1. F; 2. T; 3. T; 4. F; 5. F; 6. T
Teacher’s Book
9 Students work in pairs. They discuss their opinion
about the different characters in Shrek. Encourage the
use of I agree… I don’t agree… I think… Walk around the
classroom as you monitor students’ work.
Project Work 1 (Units 1 & 2): Our Celebrities

Poster - Students may now do the Project Work
activities for units 1 & 2 that are available on the
Student’s Interactive CD-ROM. These activities are
thoroughly explained on pages 84, 85 and 86 of this
Teacher’s Book.
23
Unit 3
Unit 3 - People and places

CONTENTS
TASKS
Family members Pronunciation of some Talking about large and multiracial
Genitive case: ‘s or ‘
L1 divorced + from words used to name family families.
Have got (affirmative)
married + to members.
Have got (interrogative,
Pronunciation of some
negative and short answers)
L2 Parts of the body words used to name parts Describing people.
‘s = possessive form; ‘s = is;
of the body.
‘s = has
There is / there are Pronunciation of some

Teacher’s Book
Places in a town /
(affirmative, interrogative, places in a town /
neighbourhood Describing a neighbourhood or area in
L3 negative and short answers) neighbourhood.
How many? a town.
How many? Pronunciation of some
Numbers 30-100
a, some, any numbers.
Prepositions of place: on,

behind, next to, between, There is / there are Pronunciation of some Saying where different things and
L4
under, etc. (revision) everyday objects. places in a town are located.
Everyday objects
Integrating acquired knowledge with
Countries and nationalities
Recycling of some L1-L4 a real life issue: in this case, talking
WI in the UK
grammar topics and lexis. about favourite music bands and
Musical instruments
music genres.
Lesson 1 (CB p. 32) Teach or review the word adopt. Ask students if they
know any family like the one in the picture. Then ask
students what they know about the people in the
1 Students discuss whether they have got any picture. Teach new vocabulary. Then ask students to
brothers or sisters, or if they are only children. Teach the read the article and tick the correct answers. Check
word sibling and explain that it is a term used to refer answers by asking different students to read theirs
to a brother or a sister. Write a sentence on the board aloud.
to illustrate meaning: I have got three siblings, one sister
and two brothers. Answer key: 1. married to; 2. daughter; 3. father; 4.
mother; 5. children
Reference:
Angelina Jolie was born on 4 June 1975 in Los
2 Refer students to the picture of Brad Pitt Angeles, California, USA. She’s a very popular actress
and Angelina Jolie with some of their children. Focus who became famous after performing the role of
their attention on the different types of families, Lara Croft in the film Tomb Raider. Off-screen, she
for example interracial, with adopted children, etc. has been involved in international charity projects,
24
especially those involving refugees. She adopted
Answer key: 2. Phillip is my grandparents’ son. 3.
some refugee children from Cambodia and Ethiopia
Scott is my dad’s brother. 4. Sophie is my cousins’
before she married Brad Pitt. She met Pitt in 2005,
mother. 5. Roger is Suzie’s father.
while they were filming Mr and Mrs Smith. They had
three biological children, and then they adopted a
Vietnamese boy.
Adapted from: www.imdb.com
6 Draw students’ attention to right-side section of the
Sign Up to Grammar box. Explain the use of have got.
Then refer students to Sandy’s family tree and ask them
3 Refer students to the Sign Up to Grammar box on to fill in the gaps using the words and phrases in the box.
page 33. Draw students’ attention to the left-side section Check answers by asking volunteers to compare their
of the box (‘s and ‘). Explain this grammar topic. You answers in pairs. Walk around the class as you monitor
may write the following sentences on the board: The students’ work.
boy’s book. (The book belongs only to one boy. It’s his
book). The boys’ book. (The book belongs to more than
Answer key: 2. has got; 3. have got; 4. half sister; 5.
one boy. It’s their book). Make sure students understand
brother; 6. married to; 7. divorced from
the difference by providing some more examples on the
Teacher’s Book
board and checking comprehension. Then ask students to
complete the sentences. Check answers by asking some
volunteers to write theirs on the board. 7 Students draw their family trees in their
notebooks. Then they work in pairs and tell one another
Answer key: 1. ‘s; 2. ‘; 3. ‘s; 4. ‘; 5. ‘s about their families. You may ask a couple of students to
report about their families to the whole class.
Useful Tip:
Vocabulary - Draw students’ attention to the Useful Tip Answer key: Students’ own answers
box. Work on pronunciation by reading the words aloud
and having students repeat them after you. Optional activity:
Write the names of some members of your family on the
4 Ask a volunteer to read the rubrics and check board and have students guess who they are (brother,
understanding. Set up the activity by modelling it with sister, cousin, etc.).
students. Check answers by asking different students to
say the people’s names or by asking some volunteers to WB p. 121 Now that you have finished teaching this
write them on the board. lesson, it is advisable to turn to the workbook activities
homework.
Answer key: 1. Isabel; 2. Elizabeth; 3. Miguel; 4. Roger;
5. Phillip; 6. Sophie; 7. Suzie; 8. Jane, 9. Oscar
Answer key:
1 1. grandmother; 2. stepfather; 3. mother; 4. half
sister; 5. uncle; 6. aunt
Lesson 1 (CB p. 33) 2 1. Sharon; 2. Peter; 3. Sue
3 1. has got; 2. have got; 3. have got; 4. has got; 5. has
5 Explain the task by focusing on the example. Ask a got; 6. have got
student to read it aloud and help the class to analyse 4 1. ‘s; 2. ‘; 3. ‘s; 4. ‘; 5. ‘
how to perform the task. Give students some minutes 5 1. parents; 2. grandparents; 3. relatives
to do the exercise. Check answers by asking some 6 1. He’s, 2. hair; 3. eyes; 4. has got; 5. has; 6. ‘
volunteers to write theirs on the board. Make sure 7 2. She’s got a large TV / living-room. 3. He’s got a
volunteers are not always the same students. car. 4. They’ve got bikes. 5. They’ve got a dog.
25
Lesson 2 (CB p. 34) Answer key: 1. She’s a famous pop….: She is; 2. she’s
slim… : she is; 3. she’s divorced : she is; 4. Madonna’s
1 Draw students’ attention to the picture of got : has; 5. her daughters’ names : possessive;
6. Lourdes’ : possessive; 7. Ritchie’s son : possessive;
Madonna. Ask students what they know about her.
You may also ask them if they know what Madonna 8. It’s really…: is
and Angelina Jolie have in common (both of them
have adopted children). Check if there’s anything else
they know about Madonna and ask them to read the Useful Tip:
sentences and write true (T) or false (F). Explain that Vocabulary - Teach the parts of the body. Draw
if they are not sure, they should guess. They are not students’ attention to the irregular plural forms teeth
supposed to read the text yet. and feet. Make sure students understand that we have
fingers on our hands and toes on our feet. Work on the
pronunciation of the new vocabulary by having students
Reference: repeat the words after you.
Madonna was born on 16 August 1958 in Bay City,
Michigan, USA. She is a singer, songwriter and actress.
4 Students match the words with the parts of the body
Teacher’s Book
She has sold over 300 million records and CDs. She was
in the picture of Madonna.
married to Sean Penn for some time and then she got
divorced and married Guy Ritchie. She had a daughter
with Carlos Leon, a son with Guy Ritchie and she also Answer key: 6. leg; 1. arm; 3. head; 5. knee; 2. neck; 4.
adopted two babies from Malawi. shoulder
Source: www.imdb.com
2 Now students read the text about Madonna and Lesson 2 (CB p. 35)
check their answers in activity 1.
5 Direct students’ attention to the Sign Up
Answer key: 1. T; 2. F, 3. F, 4. F; 5. F to Grammar box and discuss the interrogative and
negative forms of Have Got. Then encourage students
to work in pairs and ask and answer questions about
Madonna. Ask students to follow the example given.
Useful Tip: Walk around the classroom as you monitor students’
Grammar- Draw students’ attention to this box. It
work.
contains sentences that illustrate all the cases of ‘s:
possessive, is and has. It is very important for students
to know that, in English, ´s can be used in different Reference section, where they will find further examples
contexts and has different meanings. Tell students and practice.
that they can identify the different meanings through
context. Check understanding by writing similar Answer key: Students’ own answers
examples on the board and asking students to identify
the cases of ‘s in each sentence. Once this is clear, you
can pass on to activity 3. 6 18Play the audio CD. Students listen to Annie
talking about Madonna’s children and circle the
3 Ask students to read the text again. Give
correct option. Check answers by playing the audio CD
again and making pauses at the end of each sentence.
them enough time to do the task. They may underline,
Ask some volunteers to read the correct sentences
highlight or circle all the cases of ‘s that they find in the
aloud.
text. Check answers by asking some volunteers to read
theirs aloud.
Answer key: 1. hasn’t got; 2. brown; 3. 17; 4. beautiful;
5. 12; 6. fair; 7. adopted; 8. blue; 9. black
26
Audio script 18 Answer key:
1 2. ear; 3. nose; 4. arm; 5. hand; 6. feet; 7. knee; 8.
Annie: L ourdes Maria has got dark hair and brown eyes. She’s 17
leg; 9. shoulder; 10. neck; 11. mouth; 12. eyes
years old. She’s got beautiful legs, like Madonna.
2 1. have got / ‘ve got; 2. has got / ‘s got; 3. have got /
Rocco John is 12 years old. He’s got fair hair. David Banda
‘ve got; 4. have got; 5. has got / ‘s got
and Mercy James are adopted. They‘ve got dark skin and
3 2. She hasn’t got a lovely house. 3. We haven’t got
black hair and brown eyes.
many new friends. 4. My mum and dad haven’t got blue
eyes. 5. Peter hasn’t got good marks. He isn’t a good
Useful Tip: student.
Vocabulary- Draw students’ attention to the position 4 2. Has she got a lovely house? 3. Have we got many
of adjectives in the phrases. Explain that, in English, good friends? 4. Have my mum and dad got blue eyes?
adjectives are placed before nouns. You may write some 5. Has Peter got good marks? Is he a good student?
examples on the board: a pretty woman, ugly feet, white 5 1. F; 2. T; 3. F; 4. F; 5. T
paper, etc. Knowing the adjectives in this box will help 6 Students’ own answers
students talk about their families (I have got an elder/ 7 Students’ own answers
younger brother/sister).
Teacher’s Book
7 Students put the words in the correct order to make Lesson 3 (CB p. 36)
sentences. You may read the phrases in the Useful Tip
box again as you call students’ attention to the position
of adjectives. Check answers by asking some volunteers
1 Teach the word neighbourhood by mentioning
some famous neighbourhoods in your area and checking
to write the sentences on the board. Alternatively, you
comprehension of the new word. Ask students if their
can check answers by asking students to just read the
own neighbourhood is quiet or noisy. Ask students to tell
sentences aloud.
you whether there are tall buildings or big houses in their
neighbourhood.
Answer key: 1. My cousin has got ugly feet. 2. Karla’s
father has got a log neck. 3. Smokers have got yellow
teeth.
8 Ask students to work in pairs. Explain that Useful Tip:

they are going to talk about their own families. Ask Vocabulary - Draw students’ attention to the Useful Tip
a volunteer to read the rubric and the example. Walk box. Explain that these words refer to places we can find in
around the classroom as you monitor students’ work. a neighbourhood or town. Read the words and ask students
to repeat them after you. Also explain that some phrases
like petrol station and gas station mean the same but they
Answer key: Students’ own answers are different varieties of the English language (people say
petrol station in the UK and gas station in the US).
9 Ask students to write about one of the members

of their families described in activity 8. You may assign British English American English
this task as homework.
Petrol station Gas station
Answer key: Students’ own answers Theatre Theater

Shop Store
WB p. 122 Now that you have finished teaching this Chemist Drugstore
lesson, it is advisable to turn to the workbook activities on Underground / Tube Subway
CB page 122. You may assign these exercises as homework.
27
Once you have taught the new vocabulary, you may ask aloud. Before passing on to activity 4, teach how many.
some students to tell you what places there are in their Ask questions like How many students are there in this
neighbourhoods or towns. Explain that they can use classroom?; How many chairs are there?; etc... You answer
there is (singular) and there are (plural) for this purpose. them, then ask two or three more questions and have
students answer them to check they understand the
2 19 Before doing the activity, ask students to go meaning.

through the dialogue and predict which words in the gaps
may be singular and which plural (there is anticipates a 4 Ask a volunteer read the rubrics and the example.
singular form of a word and there are, a plural one). Play Then ask students to follow the example and do the
the audio CD and have students complete the dialogue. activity. Check student’s answers by asking some
Play the audio CD again. Now ask some volunteers to read volunteers to read theirs aloud.
the completed dialogue so as to check answers. You may
also ask a pair of students to role play the dialogue using Answer key: 1. There are forty-two shops in Wilson
the answers they have provided. Street. 2. How many bus stops are there; There are fifty-
one bus stops in my neighbourhood. 3. How many parks
Answer key: 1. square; 2. shopping centre; 3. shops; are there; There are thirty-five parks in Green Valley. 4.
Teacher’s Book
4. church; 5. restaurants; 6. school; 7. cinemas; 8. café; How many students are there; There are ninety-eight
9. bakery students in Sue’s language School.
Audio script 19 Lesson 3 (CB p. 37)

Jake: Susan, what do you think of your neighbourhood?
Susan: Well, I think it’s beautiful and quiet. There’s a big square Useful Tip:
near my house. Grammar - Refer students to the Useful Tip box and
Jake: Is there a shopping centre? explain that we use some in affirmative sentences and
Susan: No, there isn’t. But there are three shops next to the any in interrogative and negative sentences.
church.
Jake: Are there any restaurants?
Susan: Yes, there is one next to my school. But there aren’t any
5 Students complete the sentences with a, some or any.
cinemas.
Jake: Is there a café?
Answer key: 1. any; 2. a; 3. any; 4. any; 5. some; 6. a
Susan: Oh, yes! That’s my favourite place. And there’s a bakery
too.
6 Students complete the survey questions about their
neighbourhood and answer them by writing a tick (yes)
3 Draw students’ attention to the Sign Up to Grammar or a cross (no). Ask students to leave the Your classmate’s
box. Ask them to complete the questions and answer neighbourhood section empty for later use.
them. Make sure students understand that the questions
and answers must be about Susan’s neighbourhood and
Answer key: Questions: 2. Are there; 3. Is there; 4. Are
that they should look at the picture on page 36.
there any; 5. Is there; 6. Is there; 7. Are there; Answers:
Students’ own answers
Answer key: 2. Is there; Yes, there is. 3. Is there; Yes,
there is. 4. Are there; Yes, there are. 5. No, there isn’t.
7 Students work in pairs. They use the survey in
Useful Tip: activity 6 to interview their classmates. Ask students
Vocabulary - Teach the numbers from 30 to 100. Read to follow the example and to complete the Your
the numbers aloud and have students repeat them after classmate’s neighbourhood section by writing a tick
you. Then write some numbers on the board, for example (yes) or a cross (no).
33, 43, 56, etc. and ask some volunteers to read them
28
Answer key: Students’ own answers 3 20 Before students pass on to this activity, direct
students’ attention to the Sign Up to Grammar box.
Optional activity: Explain that when somebody asks where something is,
Students may interview a friend or relative at home and the answer generally entails the use of a preposition.
write the questions and answers in their notebooks. Check understanding by putting an object such as
a pen or eraser in different places in the classroom
8 In their notebooks, students write sentences and asking the class to tell you where the object is
describing their neighbourhoods. You may assign this each time. Next, tell students that they will listen to
task as homework. a conversation between Bob and his sister, Linda. Call
students´ attention to the words in bold and tell them
they should circle the words they hear.
Answer key: 1. on; 2. behind; 3. on; 4. between; 5.

WB p. 123 Now that you have finished teaching this next to; 6. next to; 7. in; 8. next to
Teacher’s Book
homework. Audio script 20
Linda: What a mess!

Answer key:
Bob: I know… I can’t find anything! Can you help me tidy my
1. Is there a shopping centre near your house; Cool! Are
room?
there any supermarkets? ; Are there any restaurants?;
Linda: Ok, let’s do it!
That’s fantastic! Is there an underground station?
Bob: Where’s my mobile phone?
Linda: It’s on the laptop. And your diary is behind it.
3 1. a; 2. some; 3. any; 4. a; 5. a, a, any
Bob: My backpack… where is it?
4 2. forty-five; 3. one / a hundred; 4. eighty- two; 5.
Linda: Um…, it’s on the floor, between the desk and the chair.
seventy-three; 6. sixty-nine
What’s that next to the window?
5 2. Are there any cafés; 3. Is there a library; 4. Are
Bob: It’s my MP3 player. Oh! Look there! My glasses are next to the
there any office buildings
laptop.
Linda: I can’t believe it, Bob! And your CDs are in your trainers.
That’s disgusting!
Lesson 4 (CB p. 38) Bob: Sorry! Let’s find my mechanical pencil now, please.
Linda: It’s right here, next to these books.
1 Teach the words tidy and messy. Explain that tidy Bob: Thank you, Linda!
means organised and messy means disorganised. Linda: You’re welcome, but try to be tidier, please.
Encourage students to say whether their bedrooms are
tidy or messy.
4 Ask students to try to infer the meaning of the
expressions in the dialogue. Students match the
expressions to their meaning. Check answers by asking
some volunteers to read theirs aloud.
2 Ask a volunteer to read the rubrics aloud. Explain the
meaning of the new words and ask students to repeat Answer key: 1. Your room isn’t organised. It isn’t
these words after you to practise pronunciation. Give tidy. 2. Expression used to suggest something. 3. It’s
students some time to number the objects in the picture. horrible!
Answer key: (Check students’ answers. The objects

appear in the picture on CB page 38) 5 Students work in pairs. They look at the Sign Up
to Grammar box and describe their bedrooms to their
29
partners. Encourage students to swap roles. Monitor
students’ work as you walk around the classroom. Answer key:
GR5 Direct your students’ attention to the Grammar 1 1. opposite; 2. between; 3. next to ; 4. opposite; 5. on
Reference section, where they will find further examples 2 1. is; 2. any; 3. Is there; 4. a ; 5. is, in
and practice. 3 Students’ own answers
4 2. No, there isn’t; 3. They are in the backpack; 4. It’s

on the; 5. No, there aren’t; 6. They are behind; 7. They are
Answer key: Students’ own answers next to / in front of; 8. It’s between the books
6 In their notebooks, students write a description

of their classroom explaining where different objects are
situated. Ask some volunteers to read their descriptions Review (CB pp. 40 and 41)
aloud.
Answer key: Students’ own answers structures and some key words learnt in lessons 1 to 4 in
Teacher’s Book

Lesson 4 (CB p. 39)
Answer key:
7 Tell students that now Bob’s room is tidy and ask 1 1. parents; 2. aunt; 3. grandfather; 4. stepsister;
them to write sentences showing where the objects are 5. relatives; 6. cousin; 7. grandmother
now. 2 2.’; 3. ‘s; 4. ‘s; 5. ‘s
3 2. is; 3. possessive; 4. has; 5. is
4 1. teeth, 2. legs; 3. tongue; 4. neck; 5. feet; 6. arm
Answer key: 2. His glasses are in his backpack. 3. His
5 1. have got; 2. There are; 3. has got; 4. There are,
backpack is on the chair. 4. The CDs are on the desk.
5. there is
6 2. forty-eight; 3. one / a hundred and one; 4. eighty-
8 In their notebooks, students write a description five; 5. seventy-seven; 6. sixty-four
7 1. ‘s; 2. has; 3. on; 4. any; 5. in; 6. under
of their own bedrooms.
8 1. No, there aren’t; 2. Where is your/ her / the
school; 3. Where is the library; 4. No, there isn’t;
Answer key: Students’ own answers 5. There are three shops; 6. It’s a café; 7. Is there a park;
8. It’s next to the supermarket.
9 Write opposite, in front of and on the corner of on the

board and explain their meaning by using the map in
the activity or by giving examples with the shops near
World Issues 3 - FAMILIES WORK-
your school. Then ask students to look at the map and ING TOGETHER
complete the email with the correct prepositions.
(CB p. 42)
Answer key: 1. next to; 2. behind; 3. between; 4. in (UK) /
on (US); 5. on World Issues is a section that focuses on the development
WB p. 124 Now that you have finished teaching this this case, reading and talking about music bands and
lesson, it is advisable to turn to the workbook activities music genres.
homework. 1 Students read the sentences about The Sandbrokes and
write true (T) or false (F).
30
in the Grammar Reference section for further practice.
Answer key: 1. F; 2. T; 3. F; 4. T
Ask students to circle the emoticons (happy, neutral and
sad faces) that appear next to each grammar topic in
the grammar Reference section to show whether they
2 Students discuss the questions in pairs. Monitor understand the topic very well, well or not very well. This
students’ work without interfering. You may give them may help develop the students’ sense of progress and
some feedback later on. awareness of their learning processes.
Answer key: Students’ own answers Test 1:

Now that students have completed Units 1 to 3, you may
assess the main skills developed and language, grammar
and vocabulary items taught by giving students a test
REFERENCE: (see Suggested Annual Plan on page 4 of this Teacher’s
England, Wales, Scotland and Northern Ireland make up Book). Make copies of photocopiable Test 1 that is
The United Kingdom (UK) and the people born in these available on page 72 of this Teacher’s Book and hand
countries are British. Ireland is an independent republic. them out to students on the day of the test. The answer
key to the photocopiable tests is on page 81 of this
3 Students look at the map of the British Isles and
Teacher’s Book
Teacher’s Book.
match the countries to the nationalities.
Answer key: 1. Irish; 2. Irish; 3. Scottish; 4. Welsh; 5.

English
(CB p. 43)
4 Students match the musical instruments to the

pictures.
Answer key: 4. the violin; 3. the drums; 8. the electric

guitar; 6. the keyboards; 7. the guitar; 1. the piano;
5. the recorder; 2. the bass guitar
5 In three minutes, students write as many sentences as

possible about the Sandbrokes using some of the words
given. Call on different students to read their sentences
aloud.
Test revision tips:

In class, make a check list of all the topics students need
to know before they take their first test. Write a list on
the board as you elicit the answers from students. Make
sure students are acquainted with the test structure and
scoring system.
Encourage students to do all the exercises (units 1 to 3)
31
Unit 4
Unit 4 - Schools around the world

CONTENTS
TASKS
Pronunciation of some Talking about school schedules.

School subjects Verbs: love, hate, like + Expressing likes and dislikes.
school subjects.
L1 Male and female titles: Mr, (noun/s) Connecting ideas using and or but.
Pronunciation of male and
Mrs, Miss and Ms Conjunctions: but, and
female titles.
Prepositions of time: in,

Days of the week Pronunciation of the days
on, at
Parts of the day: morning, of the week.
L2 Object pronouns Talking about weekly school routine.
noon, afternoon, evening Pronunciation of object
Intensifiers: very much, a
Teacher’s Book
and night pronouns.

lot, at all
Telling the time.
Greetings: Good moning!, Prepositions of time: at,
Pronunciation of Asking for the time.
L3 Good evening!, etc. from... to...
I (don’t) want to... Talking about what one wants and
a.m. / p.m. I (don’t) want to...
doesn’t want to do.
Sorry! / No problem / That’s Prepositions of place and
OK / Don’t worry! time: at school; in the
Can you give me your car; on the bus; at 7:30; in Giving instructions.
Intonation of some
L4 dictionary, please? September; on Monday; etc. Making requests and asking for
requests.
Can I use my mobile phone Imperatives permission.
here? Can (requests and
Of course / Certainly permission)
School-related words: high
Recycling of some L1-L4 a real life issue: in this case, talking
WI school, a project
grammar topics and lexis. and reading about schools around the
School subjects
world.
Lesson 1 (CB p. 44) Useful Tip:

Vocabulary - Ask some volunteers to read the
information in the box. Explain that a schedule refers
1 Students explore the picture in class. Ask where
to the times when events are planned (or scheduled) to
the students in the picture are. Ask your students about
happen, for example: bus schedule, school schedule, etc.
their favourite school subjects. Direct students’ attention
to the Useful Tip box and teach the word schedule. Ask
them when they have their favourite subjects at school. Useful Tip:
Refer students to activity 1 and encourage them to Vocabulary - Before you pass on to activity 2, ask some
discuss what their favourite subjects are and whether volunteers to read the information in the box. Explain
they have a busy schedule. that Mr is used to talk about men (single or married),
Mrs is used to refer to married women, Miss is used to
Answer key: Students’ own answers address a single woman, and Ms is used both by married
32
and single women alike. Check students’ pronunciation
Answer key: 2. Mathematics; 3. Home Economics; 4.
by asking them to repeat the words after you.
Geography; 5. Science; 6. History; 7. Art
USEFUL TIP:
Grammar - Draw students’ attention to the similarities Lesson 1 (CB p. 45)
in usage between have got (UK) and have (US).
2 Tell students that they are going to read a box. Teach the meaning of like, love, don’t like and
dialogue in which two classmates are checking their hate by using gestures and facial expressions. Then ask
schedules. Students read and put the dialogue in order students to repeat the sentences after you. Encourage
using numbers. them to use the correct intonation.
Now refer students to activity 5. Make sure students
3 21Students listen and check their answers. Then understand Karen’s notes (drawings). Give students some
you may ask some volunteers to read their answers time to match Karen’s notes to the sentences. You may
aloud. check students’ answers by pointing at the notes and
asking some students to read the sentences aloud.
Teacher’s Book
Answer key: 5; 2; 7; 4; 1; 6; 3; 8
Answer key: 1. (Science + Mr Dunwell) 2. (ax 2 + bx +
c = Ø) 3. (man’s face ) 4. (ball)
Audio script 21
Sally: Karen, let’s check our schedule for this year! Home Economics 6 Make sure students understand that they should
with Mrs Jones and Mathematics with Mr Harris. Oh, I hate give their real opinions. Give them some time to do this
Maths. activity. You may ask some volunteers to write their
Karen: I like Maths but I don’t like Mr Harris. He’s really boring. answers on the board. Then you may choose some other
Sally: Look! Geography with Mr Richards and History with Miss students and have them read their sentences aloud.
Samson. I love History and Miss Samson’s just great!
Karen: Who’s our Art teacher? Answer key: Students’ own answers
Sally: Ms Johnson. She’s really nice. And we have Physical Education
with Mr Keyton. I love all sports. PE is my favourite subject.
Karen: It’s my sister’s favourite subject too, but I hate it! Mr Dunwell’s
our Science teacher! Awesome! That’s my favourite subject.
7 Students use the information they provided
in activity 6 to write complete sentences about their
Sally: And Mr Dunwell is great!
preferences of school subjects. Make sure students
Karen: I know!
understand the meaning of but.
OPTIONAL ACTIVITY: Answer key: Students’ own answers

If there is time available and you think it is appropriate to
your teaching situation, you may ask some students to role
play the dialogue, either by just reading it or by using real 8 Students work in pairs. They tell their partners
information about their school subjects and teachers. about a school subject they like, a TV programme they
hate and a song they don’t like. Encourage students to
4 Ask students to look back at the dialogue in activity follow the example given. Make sure students swap roles.
2 and write the names of the school subjects next to the Walk around the classroom as you monitor students’
teachers’ names. Give students some minutes to do it. work.
Ask different students to read their answers aloud. You
may teach and check the pronunciation of the school Answer key: Students’ own answers
subjects by having students repeat the words after you.
33
WB p. 125 Now that you have finished teaching this Stone, was released in 1997, and was retitled Harry
lesson, it is advisable to turn to the workbook activities Potter and the Sorcerer’s Stone in the USA. The books
on CB page 125. You may assign these exercises as (and also the films) have gained immense popularity and
homework. commercial success worldwide.
Adapted from: http://www.imdb.com/title/tt0241527/
Answer key:
1 (2.-6.) Math; English; Science; Geography; Art; 7. 2 Tell students that they are going to read a
Physical Education; 8. French; 9. Spanish; 10. Home description of Harry Potter’s routine at his school. Teach
Economics the word routine if needed. Students then read the
sentences and write true (T) or false (F).
E N G L I S H A G S
Answer key: 1. T; 2. T, 3. F, 4. T
V M E U A C T T U G
I C O J D I A R T S
Useful Tip:
E S G G H E M A R I Vocabulary - Draw students’ attention to this box. It is
very important for students to know that, in English, we
Teacher’s Book
H I R B I N D E O Y
write the days of the week with capital letters.
N O A J S C G I P T
K E P I G E J C B H
Useful Tip:
G R H E L C B M O R Grammar - Point to the three prepositions that appear
Y F Y R O T S I H T in the Useful Tip box. Explain that we use on + days of
the week, in + morning, afternoon and evening and at +
noon, midday, night and the weekend.
3 Students’ own answers 3 Students complete the sentences with a suitable
4 Students’ own answers preposition. Call on different students to read their
answers aloud to check this activity.
Lesson 2 (CB p. 46) Answer key 1. on; 2. at, in; 3. at; 4. in; 5. On, in; 6. at, on
1 Have students discuss the questions in the

Lesson 2 (CB p. 47)
warm-up section in class. Ask students if they like Daniel
Radcliffe, the actor who plays the role of Harry Potter.
Encourage students to use I like… and I don’t like … . 4 Direct students’ attention to the Sign Up to Grammar
box and discuss the use of object pronouns. Then ask a
volunteer to read the rubrics in activity 4. Give students
some minutes to complete the sentences. You may
check answers by asking some volunteers to write the
Reference: sentences on the board or simply by asking them to read
Harry Potter is a series of fantasy novels written by the sentences aloud.
the British author J.K.Rowling. It is the story of Harry GR7 Direct your students’ attention to the Grammar
Potter, an ordinary 11-year-old boy who serves as a sort Reference section, where they will find further examples
of slave for his aunt and uncle. Harry later learns that and practice.
he is actually a wizard and has been invited to attend
Hogwarts School of Witchcraft and Wizardry. The novels
Answer key: 1. him; 2. it; 3. her; 4. them; 5. it / us; 6.
tell the story of Harry’s struggle against the evil wizard
you, me; 7. you; 8. them
Lord Voldemort, who killed Harry’s parents.
The first novel, Harry Potter and the Philosopher’s
34
5 Students work in pairs. Student A tells Student B lesson, it is advisable to turn to the workbook activities
what he / she thinks of the people and things in the box. on CB page 126. You may assign these exercises as
Encourage students to follow the example. homework.
Answer key: Students’ own answers Answer key:
1 1. Tuesday; 2. Monday; 3. Wednesday; 4. PE; 5.
Wednesday, 6. Thursday; 7. Thursday; 8. Friday
6 Have students complete the chart according to their 2 1. in; 2. at; 3. in; 4. in; 5. on
school schedule. They can look back at page 44 if they 3 1. him; 2. them, 3. it; 4. her; 5. me; 6. you; 7. us / it;
need help with the names of the school subjects. 8. them
Lesson 3 (CB p. 48)

Useful Tip:
Language- Draw students’ attention to the prepositions in
Teacher’s Book
the sentences given and how they are used with reference 1 Teach the meaning of the word cartoon and ask
to each part of the day. Point at the verb have and tell students to name three famous cartoon characters (for
students that we use this verb with meals (and also with example: Mafalda, Mickey mouse, etc.). Ask students to
food and drinks), for instance: I have breakfast / lunch / describe them and say what they think of them.
dinner / a hamburger / a coffee / etc.
7 Refer students to their schedule in activity 6
and guide them on how to write a paragraph about their
school routine. 2 Refer students to the cartoon strip story called
Calvin. Explain that Calvin’s father is talking about a
Answer key: Students’ own answers ‘special time’. Ask students to read the cartoon silently
and then check what time Calvin’s father is referring
to (bath time). Ask students to tick the best option to
complete the last speech bubble. Answers may vary.
OPTIONAL ACTIVITIES:
* You may extend this activity by asking students to
write a paragraph about somebody else’s schedule (a Answer key: Students’ own answers
brother, sister or friend) and compare it with their own
schedules.
* You may also encourage students to get information OPTIONAL ACTIVITY:
about the schedules of some other students in other Encourage students to create their own line to complete
classes, and compare them with their own schedules the last speech bubble.
too.
3 Refer students to the first part of the Sign Up to
8 Students discuss the jokes in class. Grammar box (Asking somebody to tell you the time).
Explain that there are two polite ways to ask somebody
to tell you the time: What’s the time, please? and What
Answer key: In the first joke, there’s a play on words
time is it, please? Pass on to the second part (Telling
(weak days – week days). In the second joke, students
the time) and explain that there are different ways of
are likely to answer Tuesday and Thursday. In the last
telling the time (It’s two thirty or It’s half past two, for
joke, your days are numbered is an expression somebody
example). Then draw some clocks on the board (digital
might say to someone who is about to die.
or analog clocks) and ask students to tell you the time
in the two possible ways, as you point to each clock at a
35
time. When students are ready, direct their attention to Answer key: 1. I don’t want to; 2. I want to, I don’t want
activity 3 and ask them to complete the sentences. to; 3. I don’t want to, I want to
Answer key: 1. half past nine; 2. four / 4:00 p.m.; 3. quarter

to; 4. seven fifteen / 7:15; 5. o’clock; 6. five past eight Useful Tip:
Grammar - Refer students to the Useful Tip box and
explain the use of at and from … to… to speak about
Useful Tip: times and timetables.
Vocabulary - Draw students’ attention to the Useful Tip GR6 Direct your students’ attention to the Grammar
box. Explain that: 12:00 p.m. = noon / midday and 00:00 Reference section, where they will find further examples
a.m. = midnight. Also explain the difference between a and practice.
watch and a clock.
Useful Tip: 7 22 Tell students that they are going to listen to
Language - Draw students’ attention to the Useful Tip somebody talking about Calvin’s daily routine. Go over
box, and explain the meaning of the expressions in it and the questions and options with your students before
when you use them to greet people. playing the audio CD. You may play it twice, if necessary.
Teacher’s Book
Check answers by asking different students to read theirs

4 Have students match the digital clocks to the aloud.
sentences in activity 3.
Answer key: homework: at 4 o’clock; playtime: from 5
Answer key: (from left to right) 1, 5, 2, 4, 3, 6 to 6:30 p.m.; bath time: at 6:30 p.m.; time to go to bed:
at 9:30 p.m.
OPTIONAL ACTIVITY: Audio script 22

As an expansion activity, you may ask students to work in
pairs. Ask students to cover up the sentences in activity 3 Speaker: Calvin’s up early. His classes are from 7: 30 a.m. to 3:15
and test each other using the clocks in activity 4. Student p.m. In the afternoon his mum helps him with his homework at
A points at a clock and asks What time is it? and 4 o’clock. Then he has some playtime in the playground from 5
Student B answers. Encourage students to swap roles. to 6:30 p.m. At 6:30 it’s bath time. In the evening he’s tired. His
bedtime is at 9:30 p.m.
Lesson 3 (CB p. 49)
8 Students work in pairs. They ask and answer the
Useful Tip: questions given.
Language - Refer students to the Useful Tip box and
explain that we can use I want to + verb / I don’t want Answer key: Students’ own answers
to + verb to express desire (or lack of it). Provide some
examples to illustrate meaning.
OPTIONAL ACTIVITY:
* You may ask students to write down some other
5 Students read the texts and write the time in full questions first, and then use these questions to interview
letters in the boxes. their partners.
* You may also ask students to interview some of
Answer key: 1. two thirty / half past two; 2. six fifteen / their family members and write the dialogue in their
quarter past six notebooks.

6 Students complete the sentences with I want to or I lesson, it is advisable to turn to the workbook activities on
don’t want to. CB page 127. You may assign these exercises as homework.
36
Answer key:
1 2. It’s eleven o’clock; 3. It’s five forty five / It’s quarter
and practice.
to six; 4. It’s twelve thirty / It’s half past twelve; 5. It’s
seven twenty / It’s twenty past seven; 6. It’s two forty /
It’s twenty to three. Useful Tip:
2 Schedule: Monday p.m.: Maths 3:30-5:30 p.m.; Tuesday Language - Before students pass on to activity 3, direct
a.m.: Computer Science 10.30 a.m.; Wednesday a.m.: students’ attention to the second Useful Tip box. Explain
English 10:30 a.m.; Wednesday p.m.: Algebra 2:10 p.m.; that Can I …? and Can you…? are used to make requests
Thursday and Friday p.m.: free; 1. from 3:30 to 5:30 p.m.; and to ask for permission. Ask a volunteer to read the
2. On Mondays at 8:00 a.m. and on Wednesdays at 2:10 examples provided in the box.
p.m.; 3. He’s free on Thursdays and Fridays. Remind student to say please to sound more polite when
3 1. from, to; 2. on, at; 3. on; 4. in, at requesting something or asking for permission. Explain
4 1. I don’t want to; 2. I want to; 3. I want to; 4. I don’t that it is also a good idea to say Of course and Certainly
want to; 5. I want to when you answer.
Teacher’s Book
Lesson 4 (CB p. 50) and practice.
1 Introduce the word bullying. If you consider it 3 23 Tell students to look at the dialogue. Explain
appropriate, you may explain that bullying is the action that the teacher is not in the classroom with Karen and
performed by a bully (a person who is habitually cruel or Brian. Play the audio CD and have students listen and fill
overbearing, especially to smaller or weaker people) and in the gaps with only one word.
that it is a problem in many schools nowadays. You can
give further information and explain that the word bully
Answer key: 1. like; 2. me; 3. hate; 4. give; 5. bullying;
can be used as a noun (He’s a bully. That school is full
6. want; 7. please; 8. like; 9. Can; 10. course; 11. it; 12. O.K.
of bullies.) or as a verb (He bullies me all the time.)
Ask students to open their Course Books and explore the
pictures in activity 2. Elicit their first impressions of what Audio script 23
is going on in each illustration.
Now ask students to identify the bullies in the picture and Brian: Hi, little Barbie! I like your pink school rucksack.
answer the questions using some of the words in the box. Give it to me right now!
Karen: Stop it! I hate it when you call me little Barbie. Don’t talk
to me like that!
Answer key: Students’ own answers Brian: All right, all right! Now, give me your pink rucksack or else…
Karen: Stop bullying me, please!
Brian: Give it to me now! I want it.
2 Ask a volunteer to read the rubrics aloud. Explain the Karen: Listen, Brian! Say: ‘Can I see your rucksack for a minute,
meaning of the new words in the text. Then ask students please? I just want to look at it. I like it a lot.’
to read the text and tick the correct option. Brian: Ok, Karen. Can I see your rucksack, please?
Karen: Of course. Here it is. But give it back to me, please!
Answer key: 1. bad; 2. don’t like; 3. rude; 4. aren’t Brian: Ok. Don’t worry!
Useful Tip: Lesson 4 (CB p. 51)

Grammar - Before students pass on to activity 3, direct
students’ attention to the first Useful Tip box. Explain 4 Students complete the sentences with a suitable
that imperatives are used mainly to give instructions, to imperative form using the verbs in the box.
encourage someone or to offer something to someone.
Ask a volunteer to read the examples provided in the box.
Answer key: 2. Show; 3. Don’t worry; 4. come; 5. Don’t
Remind student to say please to sound more polite when
touch; 6. Think
using imperatives.
37
5 Students complete the requests with Can I or Can you. 4 2. Can I talk to you for a minute, Mrs Sullivan?; 3.
Can I ask you a question, Ms Taylor; 4. Can we watch our
favourite TV programme, please?
Answer key: 2. Can you; 3. Can I; 4. Can you 5 2. Don’t leave your school things in this locker. 3. Use
my mobile phone. 4. Watch that TV show It’s (very good)!
5. Please, don’t turn off the PC before you go.

box. Explain that we use the prepositions in, on and at
to talk about places and with time expressions. Have
students write the expressions in the box under the Review (CB pp. 52 and 53)
correct preposition. Tell students that sometimes there’s
more than one possibility (in the cafeteria and at the In the Review section, students will revise all the
cafeteria are both correct but the usage depends on structures and some key words learnt in lessons 1 to 4 in
whether you want to mean inside (in) or to say that you this unit. It is advisable to turn to this section once you
are simply at that place (at). have finished teaching lesson 4.
Answer key:
Teacher’s Book
Answer key: in: the cafeteria, the library, the morning,

the taxi, July; on: Saturday, the first floor; at: the 1 Tuesday
cafeteria, the cinema, 2 o’clock 2 1. on, in; 2. at; 3. from, to; 4. at, at; 5. in; 6. on, to,
7. on; 8. in, from, to
3 1. It’s four o’clock. 2. It’s half past ten. / It’s ten thirty.
7 Students complete the requests and imperatives with 3. It’s quarter to twelve. / It’s eleven forty five. 4. It’s ten
their own ideas. past ten. / It’s ten ten.
4 1. him; 2. her; 3. us; 4. it, me; 5. you; 6. them; 7. it;
Answer key: Students’ own answers 8. me, me
5 1. History; 2. Can; 3. meals; 4. quarter; 5. Sunday;
6. Good; 7. worry; 8. Mrs
8 Students read Andrew’s report about Brian, a bully, 6 1. by your watch; 2. Don’t tell me; 3. I don’t want;
and complete it with in, on or at. 4. we’re late; 5. Can I have; 6. of course; 7. Don’t copy it;
8. Here it is
Answer key: 1. on; 2. at; 3. in 7 Students’ own answers
9 In their notebooks, students write a similar World Issues 4 - SCHOOLS

report about their school. If there are no any bullies in AROUND THE WORLD
their school, tell students to write positive ideas about
their classmates.
(CB p. 54)
Answer key: Students’ own answers World Issues is a section that focuses on the
development of reading skills and enhances students´
WB p. 128 Now that you have finished teaching this ability to integrate acquired knowledge with a real life
lesson, it is advisable to turn to the workbook activities issue: in this case, talking and reading about different
on CB page 128. You may assign these exercises as schools around the world.
homework.
1 Students read about the teenagers’ schools and their
routines, and discuss the differences they find between
Answer key:
them. You may draw a chart on the board and ask
1 1. on; 2. in; 3. at; 4. in
different volunteers to complete it. The chart may look
2 2. has; 3. her; 4. on; 5. it; 6. in
like this:
38
Suggested answers: (CB p. 55)
Name: Basha 2 Students match the sentence halves.

Country: Kenya
Answer key: 1. in the morning and in the afternoon too;
Age: 11 3. study two languages at school, 4. read the Bible at
Subjects:
Maths, English, History, Geography, school; 5. at Basha’s and Amal’s schools
French, Religious Studies.
Favourite subject(s): English
Least 3 24 Explain that Harue, a Japanese girl, and
favourite subject: Jessica, from the USA, are having an online voice chat
She plays ball games in the school conversation about a school project. Ask students to
playground. She sings songs and listen and tick the correct option.
Extra information: reads the Bible.
She helps her mother, plays video Answer key: 1. high school; 2. Physical Education; 3.
Teacher’s Book
games and watches TV. Social Studies; 4. 6 to 7
Name: Akiko
Country: Japan Audio script 24

Age: 11 Harue: Hi, Jessica! I have to do a school project on education in
the USA. Can you help me?
Subjects:
Jessica: Sure.
Favourite subject(s): Science, Social Studies and PE Harue: You’re 15. Is that correct?
Jessica: That’s right. I’m in high school.
Least
Maths Harue: What are the subjects you study in high school?
favourite subject:
Jessica: We have Business, Physical Education, Family and
There are 35 students in her class. She Consumer Science, Science, Language Arts , Social
studies in a mixed school (boys and Studies, Maths Technology Education, Performing and
Extra information:
girls). She wears a uniform because Visual Arts, that is Art, Music and Drama, and Languages:
it’s a private school. French, German, Latin or Spanish.
Harue: How many hours a day do you stay at school?
Name: Amal
Jessica: Six to seven hours. It depends on the extra-curricular
Country: India activities we have on different days.
Harue: Thanks a lot, Jessica. Now I can do my project.
Age: 12
Jessica: No problem! Let’s talk again soon.
Hindi, English, Science; Geography, Harue: Great. Bye!
Subjects:
History, Maths, Art
Favourite subject(s): 4 Students find similarities between Basha’s, Akiko’s,

Amal’s and Jessica’s schools.
Least
favourite subject:
Answer key: 2. Basha; 3. Akiko; 4. Amal
There are only boys in his school.
There are no computer lessons in
his school, so he studies Computer
Project Work 2 (Units 3 & 4): Flying Over Our
Extra information: Science with a private teacher at Homes - Students may now do the Project Work
home. He has got extra-curricular activities for units 3 & 4 that are available on the
activities at school. He helps his dad in Student’s Interactive CD-ROM. These activities are
the bakery. thoroughly explained on pages 84, 85 and 86 of this
Teacher’s Book.
39
Unit 5
Unit 5 - A day in the life

CONTENTS
TASKS
Have + meals / a shower, etc Talking about daily routine and
Simple Present Pronunciation of verbs in activities.
L1 Get + dressed / home
(affirmative) the 3°person singular form. Writing a diary entry
Go + home / to school
Sequence markers: First,
Vocabulary used to give Pronunciation of some Talking about how to sign up to an
then, after that, finally.
instructions on how to sequence markers. email account.
L2 Simple Present
create an email account: Pronunciation of verbs in Talking about somebody’s routine at a
(affirmative). Spelling rules
click on, choose, etc. the 3°person singular form. summer camp.
for 3rd person singular.
Teacher’s Book
Simple Present
How do you go to...?
(interrogative, negative and Asking and answering about
On + foot
L3 short answers) Pronunciation of do, don’t, somebody’s routine.
By + plane / train / bus, etc.
Prepositions: by & on does and doesn’t. Saying how people go to different
Cyber acronyms: U, CU,
Have got (UK) and have places.
Me2, GR8, etc.
(US)
Wh-words: who, where, Pronunciation of question

Simple Present Asking and answering quiz questions.
when, how, what, etc. words.
L4 Yes / No questions Talking about what somebody does or
(revision) Intonation of Wh-questions
Wh-questions doesn’t do every day.
Why...? Because... and Yes / No questions.

Animals: crocodiles, lizards, Recycling of some L1-L4 a real life issue: in this case, reading
WI
guinea pigs, spiders, snakes grammar topics and lexis. and talking about what we can do to
protect the environment.
Lesson 1 (CB p. 56) task. Ask different students to read their answers aloud.
Write their answers on the board.
1 Teach the words relaxed and stressful. Encourage

3 25 Play the audio CD. Students listen and check
students to talk about their daily routine and say
their answers.
whether it is relaxed or stressful. If students do not do
any special activity after school, ask them what time they
do their homework, have dinner, watch TV, etc. Answer key: 1. in the morning; 2. at noon; 3. In the
afternoon; 4. in the evening
Audio script 25
2 Students read Dana’s diary and fill in the blanks Dana: My name’s Dana and I’m from Sydney, Australia. This is a
with in the evening, in the morning, at noon or in the typical day in my life:
afternoon. Give students some minutes to complete the
40
I get up at 7 in the morning. I get dressed for school and have split the class into two groups and have students mime
breakfast. I go to school at 8 a.m. I have lunch at noon. I eat fresh the activities for their classmates to guess. Make sure
fruit and vegetables. students use the second person singular when guessing
the activities, for example, you get dressed, you have a
shower, etc.
In the afternoon, I play volleyball with my friends at school and
then I get home at 5 p.m. I put on my swimsuit and I go to Bondi * Then, as a follow-up, have a few students mime the
Beach with my surfboard. There I meet my friends and we surf activities again but this time for the rest of the class
together for about one hour. Then, I go back home. to guess. Ask them this question: What does he (she)
do every day? Make sure students use the third person
When I get home, I have a shower and do my homework. singular when guessing on this occasion, for example, he
I have dinner at 8 in the evening. After dinner I watch TV and has a shower, she goes to bed, etc.
check my email. I go to bed at 10:30 p.m., but before that I brush
my teeth. 7 Students fill in the blanks with the correct form of
I love my daily routine! It’s very relaxed! the verbs in brackets. Ask some students to read their
answers aloud.
4 Have students match the boxes. Check students’
Teacher’s Book
answers by asking some volunteers to read theirs aloud. Answer key: 1. work; 2. start; 3. stays; 4. finish, 5. gets,
6. get, 7. have, 8. go
Answer key: 1. get dressed, get home; 2. have tea, have
a shower; 3. go home, go to school
8 26 Tell students that they are going to listen to
5 Ask a volunteer to read the sentences in the Sign Up Julia, Dana’s best friend, talk about her daily routine. Play
the audio CD twice. Check students’ answers by reading
to Grammar box. Tell students that these sentences are
aloud the sentences and having students say whether
in the Simple Present tense. Ask students if they think
they are true or false.
the sentences are about what is happening now or about
what happens regularly. Make sure they understand that
the Simple Present is used to talk about routine and Answer key: 1. T; 2. F; 3. F; 4. F; 5. T
habitual actions in the present. Ask students to tick the
correct option.
Audio script 26
Answer key: 2
Julia: My name’s Julia and this is my daily routine: Every day I get
up at 6:00 am. I brush my teeth and have a shower. Then, I have
breakfast with my mum. I go to school at 7:30 in the morning. In
the afternoon, when I finish school, I take violin lessons. I play the
Lesson 1 (CB p. 57) violin in a band for teenagers. In the evening, I get home and do
my homework. After that, I check my emails. Then I have dinner
6 Students match the sentences with the corresponding and go to bed.
pictures.
Answer key: (from left to right) first row: 2, 6, 1, 4;

9 Ask a volunteer to read the rubrics. Make
sure students understand that they are going to use
second row: 5, 3
the highlighted phrases in activity 2 to talk about
themselves. Model the task by saying ‘Dana gets up at
7 in the morning. What time do you get up?’ Encourage
OPTIONAL ACTIVITIES: students to swap roles.
* Play a miming game using the highlighted phrases
in activity 2 and ask students this question What do I
do every day? You can mime the activities yourself, or
41
special function; 2. great mental or physical effort; 3.
10 In their notebooks, students write a short diary join a file to an email, 4. polite word for old. 5. symbol
entry about their daily routine. Encourage them to use that represents something
the text in activity 2 as a model. You may assign this
exercise as homework.
3 Ask students to read the text again and circle

the correct option. Check students’ answers by asking
some volunteers to read theirs aloud.
WB p. 129 Now that you have finished teaching this Answer key: 1. finishes; 2. wants; 3. loves; 4. has;
lesson, it is advisable to turn to the workbook activities 5. teachers; 6. thinks; 7. get; 8. turns; 9. clicks;
on CB page 129. You may assign these exercises as 10. wants; 11. love
homework.
Answer key: 4 Draw students’ attention to the right-side section of

1 1. (my) homework; 2. football, tennis; 3. lunch, dinner, the Sign Up to Grammar box. Point to the spelling rules
Teacher’s Book
a shower; 4. to school, home, to bed; 5. home, up, for the Simple Present, 3rd person singular forms. Also,
dressed; 6. TV, 7. your teeth read aloud the different examples and ask some students
2 2. have breakfast; 3. go to school; 4. get home; 5. have to repeat them after you. Then ask students to write the
lunch; 6. do homework; 7. have dinner; 8. go to bed -s / -es forms of the verbs listed in this box. Check by
3 2. She has breakfast at 6:45 in the morning. 3. asking different students to read their answers aloud.
She goes to school at 7:00 in the morning. 4. She gets Check and correct pronunciation if necessary.
home at 12:45 at noon. 5. She has lunch at 1:00 in the
afternoon. 6. She does her homework at 2:30 in the Answer key: 2. teachers; 3. finishes; 4. flies; 5. climbs;
afternoon. 7. She has dinner at 8:00 at night. 8. She goes 6. goes; 7. works; 8. fixes; 9. has; 10. does
to bed at 9:30 at night.
5 Students’ own answers 5 Students use the cues to write sentences. Check
students’ answers by asking some volunteers to write
their answers on the board.
Lesson 2 (CB p. 58)
Answer key: 2. Peter studies French. 3. Anna likes
1 Write your own email address on the board ebooks. 4. James gets up late every day.
and read it out loud. Point to the pronunciation of @
(at) and . (dot). Encourage students to say their email
addresses. Ask students whether they send and receive Lesson 2 (CB p. 59)
emails every day.
6 Direct students’ attention to the left-side section of
Answer key: Students’ own answers the Sign Up to Grammar box. Go over the pronunciation
of these sequence markers (First, then, after that, next,
and finally) together with your students. Then have
2 Ask students to match the words to their meaning. students read the email, look at the pictures and number
the sentences in the correct order.
Encourage students to infer the meaning of some of
these words through the context (computers and emails).
Students may also consult a dictionary if they have one Answer key: 3; 2; 4; 1; 5
at hand.
Answer key: 1. buttons, icons, etc. that perform a 7 Ask students to work in pairs and take turns to
make sentences about Joshua’s routine at the summer
42
camp. Make sure students use sequence markers. Monitor Speaker: Speaker 2
students’ work as you walk around the classroom. Stella: Hello, I’m Stella. I get up at 11:00 in the morning on
Saturdays. I get up late because I love sleeping! When I get up,
Answer key: Students’ own answers I have breakfast and read the newspaper. I read it every day. I
take computer lessons with Pat on Saturday afternoons. I love
computers and Pat is a great teacher! I don’t go to the gym at
8 The aim of this activity is to help students weekends. I exercise on Mondays, Wednesdays and Fridays. I love
practise the use of the 3rd person singular forms in the healthy food, especially salads and vegetables. I listen to classical
Simple Present tense, and also the sequence markers music and I relax… Saturday is my favourite day!
they have learnt. Explain to students that they are going
to rewrite the steps Pat takes when teaching elderly WB CB p. 130 Now that you have finished teaching
people to sign up to Worldmail. this lesson, it is advisable to turn to the workbook
activities on CB page 130. You may assign these exercises
Suggested answer: First, Pat clicks on the Internet as homework.
browser icon and goes to www.worldmail.com. Then,
she clicks on the ‘sign up’ button. Next, she fills in a form Answer key:
Teacher’s Book
with her details. After that, she chooses an email address 1 1. goes; 2. is; 3. loves; 4. has; 5. plays; 6. studies; 7.
and a password. Then, she writes the password twice goes; 8. plays; 9. lives; 10. chats; 11. is; 12. thinks
and chooses a security question in case she forgets the 2 2. gets up; 3. plays; 4. lives
password. Finally, she clicks on ‘accept’. 3 2. go horseback riding; 3. go diving; 4. play basketball;
5. go mountain climbing; 6. play computer games
9 27 Tell students that they are going to listen to Stella
and John talk about their routines. Stella and John are Pat’s
students. Play the audio CD. Students listen and complete
the chart with a tick (yes) or a cross (no). Play the audio
Lesson 3 (CB p. 60)
CD twice and check students’ answers by asking some
volunteers to read theirs aloud. If necessary, play the audio 1 Elicit from students different ways in which
CD one more time and make pauses after each answer. people communicate today.
Answer key: gets up very early on Saturdays (John √; Possible answers: Chatting online, speaking face to
Stella x) loves computers (John x; Stella √) loves Pat’s face, speaking on the phone / the mobile phone, using
computer lessons (John √; Stella √) exercises every day body language, sending text messages, etc.
(John x; Stella x) likes healthy food (John x; Stella √)
listens to classical music (John x; Stella √) reads the
newspaper every day (John x; Stella √)
2 Write some acronyms used in chatrooms (also
known as cyber acronyms) on the board and have
Audio script 27 students say what they mean. Here’s a list of some useful
cyber acronyms:
Speaker: Speaker 1
John: Hello, my name’s John. On Saturdays I get up at 8:00 in the
F2F (face to face)
morning. I get up very early because I take computer lessons with
FYI (for your information)
Pat at 9:00 o’clock. I hate computers but they are necessary… and
XOXO (kisses and hugs)
I love Pat’s lessons! In the afternoon, I go to the gym. I exercise on
OMG (Oh my God)
Saturdays and also on Tuesdays. I love hamburgers and French
MOS (mum over shoulder)
fries. I love junk food. I listen to rock and roll. My favourite singer is
OTP (on the phone)
Elvis Presley, the king of rock n’ roll! I only read the newspaper on
LOL (lots of laugh)
Saturdays and Sundays, but I don’t read it during the rest of the week.
43
Draw students’ attention to activity 2 and tell them that
Dora and Tom are friends, and that they chat on MSN
box. In this box, they will find the interrogative and
every evening. Ask students to read Tom and Dora’s chat negative forms of the Simple Present tense. They will also
and match the cyber acronyms to their meanings. find short answers. Explain to students that the Simple
Present tense in the interrogative and negative forms

Answer key: 1. You; 2. What’s up?; 3. and; 4. What requires the use of auxiliaries (do and don’t for I, you,
about you?; 5. Me too; 6. to; 7. Going to bed; 8. See you; we and they; does and doesn’t for he, she and it). Also
9. Great explain that these auxiliaries do not have any meaning in
themselves and that they are necessary to ask questions
OPTIONAL ACTIVITIES: and to make sentences in the negative when using this
* Have students write a list of some other cyber acronyms tense. Go over the pronunciation of do, don’t, does and
they may know. Ask them to choose a classmate and doesn’t and provide some example sentences for your
swap their lists. They must try to say the meaning of students to repeat after you. Then, refer students to
the acronyms on the lists they receive. The student who activity 4 and have them use the cues to write questions
knows the most acronyms is the winner. for the short answers given. Check students’ answers by
asking some volunteers to read theirs aloud.
Teacher’s Book
* Have students write a chat text using the MSN GR9 Direct your students’ attention to the Grammar
expressions in activity 2. Reference section, where they will find further examples
and practice.
Useful Tip:
Grammar - Draw students’ attention to the Useful Tip box. Answer key: 1. Do you go to school by car?; 2. Do Dora
Explain to students that English is a language that has got and Tom go to drama club?; 3. Do they talk on MSN every
(or has) different varieties. British English and American day?; 4. Does Tom go to school by bus?; 5. Does she have
English are different varieties of the same language. In unit breakfast at 7 o´clock?; 6. Does Dora go to bed early?
3, students learnt that we can say petrol station (UK) and
gas station (US), and they already know that these phrases
mean the same but they belong to different varieties of the Lesson 3 (CB p. 61)
English language. Make sure students read the information
in the box and understand that in British English we use 5 28 Students listen to Dora and Tom and write true
have got to express possession whereas, in American (T) or false (F). Check students’ answers by asking some
English, we use have. Explain that, nowadays, the use of I volunteers to read theirs aloud.
have / do you have? / I don’t have is becoming more and
more common in the UK. Answer key: 1. T; 2. F; 3. F; 4. T; 5. T
3 Students look at the affirmative and interrogative

sentences and discuss the difference between them. Audio script 28
Tom: So, Dora, do you play tennis?
Answer key: Sentence 1 is used in the UK and sentence Dora: Yes, I do! I play tennis every Saturday. And you?
2 is used in the US. Tom: I don’t play tennis. I play basketball.
Dora: Do you play basketball on Saturdays?
Tom: No, I don’t. I play basketball on Fridays.
Useful Tip: Dora: Do you play any musical instruments?
Vocabulary - Write the question How do you go to Tom: Yes, I do. I play the guitar. And you?
school? on the board. Explain to students that when we Dora: I don’t play the guitar but I play the piano.
want to show how we get to a certain place we can use Tom: Do you like classical music?
the prepositions by and on: by train / underground / Dora: No, I don’t. I like rock ‘n roll.
plane, etc. and on foot. Tom: That’s great! Look! There’s an ice-cream shop on the corner.
Do you like ice creams?
44
Dora: Yes, I do! I love them! Lesson 4 (CB p. 62)
Tom: Let’s have an ice-cream!
Dora: Great idea! 1 Students discuss whether graffiti is an art form.
Encourage students to say whether they like graffiti or
6 Ask students to write sentences on the not and say why.
appropriate post-it notes using the phrases on the board.
Check students’ answers by asking some volunteers to Answer key: Students’ own answers
read theirs aloud.
Answer key: Students’ own answers 2 Ask a volunteer to read the rubrics aloud. Explain that
this is an extract from an interview with Thomas Jones,
a teenage graffiti artist. Ask students to fill in the blanks
with the correct form of the verbs in brackets.
7 Students work in pairs. They use the phrases
in activity 6 to interview their classmates. Make sure
students swap roles. Ask students to use the example 3 29 Students listen and check their answers. You
Teacher’s Book
as a model. Monitor their work as you walk around the may ask some volunteers to read the complete dialogue
classroom. aloud.
Answer key: Students’ own answers Answer key: 2. don’t; 3. teaches; 4. does; 5. Does…
work; 6. doesn’t; 7. works; 8. likes; 9. paints; 10. do…
draw; 11. ask; 12. draw; 13. sounds; 14. do…do;
15. want
8 Now students work with a different partner
and ask him / her questions about the classmate he / she
interviewed in activity 7. Ask students to use the example
as a model. Audio script 29
Interviewer: Do you go to an art school?
Answer key: Students’ own answers Thomas: No, I don’t
Interviewer: Who teaches you to paint graffiti then?
Thomas: My mother does.
WB p. 131 Now that you have finished teaching this Interviewer: Does she work as a painter?
lesson, it is advisable to turn to the workbook activities Thomas: No, she doesn’t. She’s a shop assistant and works in a
on CB page 131. You may assign these exercises as bakery but she likes art and she paints in her free time.
homework. Interviewer: Really? And... where do you draw your graffiti?
Thomas: Well, first, I ask the local council for permission and then,
Answer key: they tell me where I can paint.
1 2. They go to their grandmother’s house on foot. 3. They Interviewer: Where, for example?
go to the sports club by bike. 4. They go to school by bus. Thomas: Um, on large walls in public places, for example schools.
2 1. My cousins don’t get up at 6 o’clock, 2. My little Interviewer: Schools?
brother doesn’t play basketball. 3. I don’t make my bed. 4. Thomas: Yes, because I draw graffiti with a positive message, like
She doesn’t collect stickers. 5. We don’t go to school on ‘Peace, please’, ‘Don’t drop litter’, ‘Every drop counts.
foot. 6. Do you play outdoor sports? Save water’, ‘Be smart. Don’t smoke’, etc.
3 2. Do you have breakfast every morning? 3. Do you get Interviewer: Oh, that sounds great! When do you do it?
up at 7 a.m. at weekends? 4. Do you have English lessons Thomas: In my free time, at weekends.
on Thursdays? 5. Do you have a shower before school? Interviewer: Why do you do it?
4 1. Do you brush your teeth every day? 2. Do you study Thomas: Because I want to help the planet.
(English)? 3. Do you like fish? 4. Do you play the (piano)? Interviewer: Thank you very much, Thomas!
5. Does it snow in Venezuela? Thomas: You’re welcome!
45
4 Direct students’ attention to the Sign Up to Grammar students to complete the ‘your partner’ column in the
chart.
box. Ask some volunteers to read the information in the
box. Read the questions and have students repeat them
after you to practice intonation. Explain that, in general, Answer key: Students’ own answers
we use a rising intonation in Yes / No questions and a

falling intonation at the end of Wh-questions.
Then ask students to match the columns. Tell them 9 In their notebooks, students write their
that answers may vary, as there are different possible classmates’ answers to the questions in activity 8. You
matches. Check students’ answers by asking some may assign this task as homework.
volunteers to write the correct interrogative sentences on
the board. Answer key: Students’ own answers
Possible answers: 1. do you live?; 2. do you go to school?;

3. do you do in your free time?; 4. do you go to school?; 5. WB p. 132 Now that you have finished teaching this
do you do your homework?; 6. do you live with? lesson, it is advisable to turn to the workbook activities
Teacher’s Book
homework.
5 Students answer the questions in activity 4. You may
check students’ answers by asking some volunteers to Answer key:
read theirs aloud. 1 1. Why, Because; 2. When, in the morning; 3. Who,
With; 4. What, healthy
Answer key: Students’ own answers 2 2. Do they go to the same school? No, they don’t. 3.
What does Linda collect? She collects stickers. 4. What
does Karina do in her free time? She reads books and
Lesson 4 (CB p. 63) chats / plays / works on the computer. 5. Does Lucy like
sports? No, she doesn’t. 6. Does Linda like dogs? No, she
6 Write some sentences in the Simple Present on doesn’t.
3 2. How does she go back home? 3. Why does she
the board and underline different phrases. Elicit from
study English? 4. Where do they go on holiday every
students suitable questions whose answers correspond
summer? 5. Who do you go dancing with?
with the underlined phrases. Then tell students that they
4 1 Students’ own answers
are going to write questions for the underlined phrases in
the activity.
Answer key: 2. How does Jake go to school? 3. When Review (CB pp. 64 and 65)
does your brother do his homework? 4. Why does Kate
stay at home? 5. When does Laura go to school? 6. In the Review section, students will revise all the
Where do they go on holiday every summer? structures and some key words learnt in lessons 1 to 4 in
7 Students take the quiz from a teens magazine. Tell Answer key:
them that they have to write their answers under the
‘you’ column in the chart. 1 1. get; 2. get; 3. have; 4. go; 5. have; 6. go; 7. get;
8. have
2 2, 1, 4, 3
Answer key: Students’ own answers 3 2. Kate doesn’t like horror films. She likes love films.
3. They don’t speak Chinese. They speak English. 4. She
doesn’t write letters to her friends. She writes emails.
8 Have students work in pairs. Students use the 4 1. Do you go to bed late every day? Students’ own
questions in activity 7 to interview a classmate. Ask
46
answers; 2. Do you go cycling on Sundays?, Students’ (CB p. 67)
own answers; 3. Do you collect stamps?, Students’ own
answers; 4. Do you have dinner after 8 p.m.?, Students’
own answers
3 Have students discuss these issues in class: Do you
care for the environment? and How can we protect
5 1. by; 2. on; 3. at; 4. in; 5. on
our world? You might elicit ideas from students and
6 1. Where; 2. Who; 3. What; 4. How; 5. Why; 6. When write them on the board.
9 1. has got; 2. live; 3. works; 4. likes; 5. has got; 6. Answer key: Students’ own answers
plays; 7. goes; 8. goes; 9. plays
4 Students match the pictures to the actions.

World Issues 5 - A GREEN KID Answer key: 1. Don’t drop rubbish in the streets. Keep
the city clean. 2. Save water. Don’t waste it. 3. Don’t
(CB p. 66) waste paper. Reuse and recycle it. 4. Protect parks and
Teacher’s Book
trees. Don’t destroy nature. 5. Recycle plastic, glass,
World Issues is a section that focuses on the metal and paper. 6. Reduce air pollution. Use public
development of reading skills and enhances students´ transportation.
ability to integrate acquired knowledge with a real life
issue: in this case, reading and talking about what we
can do to protect the environment.
5 Students write some things they do or don’t do to
protect the environment. Encourage them to think of
1 Students complete Bindi’s fact file. some other ideas that are different from the ones in
activity 4.
Answer key: Full name: Bindy Sue Irvin; Nationality:
Australian; Pet(s): A guinea pig called Candy; Loves: Answer key: Students’ own answers
animals, music, surfing, creative writing; Hates: Maths;
Organisations she helps: Wildlife Warriors Worldwide,
Australian Wildlife Hospital; How she protects the
environment: She does not waste water. She reuses and
recycles paper. She separates rubbish into organic and
inorganic waste.
Green Grammar Tip

Ask a volunteer to read the information in this section.
Explain that the word waste can be used as a verb and as
a noun. Check understanding by asking different students
to provide examples using the word waste as a noun and
as a verb.
2 Students read the sentences and write true (T) or false

(F).
Answer key: 1. F; 2. F; 3. T; 4. T; 5. T
47
Unit 6
Unit 6 - Animals are all around us

CONTENTS
TASKS
Pronunciation of some Saying how often one does
Frequency adverbs something.
L1 Personality adjectives frequency adverbs.
Regular and irregular plural Describing people’s personalities.
How often...? Pronunciation of some
of nouns Saying the years.
personality adjectives.
Pronunciation of can /
Vocabulary used to talk
can’t. Talking and writing about what people
about physical disabilities:
Stressing can’t (negative and animals can or can’t do.
L2 the visually / hearing / Can / can’t (ability)
sentences) Talking about different kinds of
speaking / movement Connectors: and, but, or
Teacher’s Book
Stressing the main verb physical disabilities.

impaired
after can (affirmative Being politically correct.
sentences)
Some dog breeds: the pit Discussing whether pit bulls are
bull, the poodle, the golden Would / wouldn’t like to + dangerous or not.
retriever, the Labrador, the verb Discussing the best dog to have as a pet.
Pronunciation of would and
L3 pug and the beagle Short form of would (‘d) Talking about what one would like to
wouldn’t.
Words connected with Revision of do or have.
dogs: bark, bite, lick, a can / can’t (ability) Writing a blog entry in favour of dogs
muzzle, a leash / lead or cats.
Asking and answering how often we
Revision of
Frequency expressions: do certain things.
can / can’t (ability) Pronunciation of some
L4 every day, every week, once Discussing places we can find at a sea
frequency expressions.
a day, twice a week, etc. aquarium.
Can / can’t (permission)
Asking for / giving permission.
Animal testing. Dogs as Recycling of some L1-L4 a real life issue: in this case, talking
WI
assistants. grammar topics and lexis. about how we treat animals and how
animals can help us.
Lesson 1 (CB p. 68) dictate the answers. Help students come up with the
correct pronunciation of these adjectives as they read
1 Ask students if they believe in horoscopes and them out.
help them account for their answers. Encourage students
to read the Chinese horoscope page and make a list USEFUL TIP:
of all the personality adjectives used to describe each Vocabulary - Ask a volunteer to say the years that
animal. Explain that these adjectives are highlighted in appear in the box. Check students’ understanding by
the text. You may also ask a volunteer to write a list of writing different years on the board and asking different
the adjectives on the board while the rest of the students students to say them.
48
Useful Tip: Sign Up to Grammar box (Irregular plurals) to do activity
Vocabulary - Refer students to the second vocabulary 1 in their workbooks. You may also wish to do this
box that appears on page 68. Explain that we use activity in class. It is advisable to go over some simple
personality adjectives to describe people’s qualities. rules for regular plural of nouns at this stage too. For
example: nouns ending in s, x, ch or sh add – es (boss –
Once students have read the text and made a list of the
adjectives used to describe each animal, draw students’ bosses; fax – faxes; inch –inches; bush – bushes);
attention to the chart that appears on the bottom nouns ending in consonant + y, change y to i and then
left-hand corner of the page. Explain that in this chart add –es (baby – babies; candy – candies); most others
students will find their corresponding animals in the simply add –s (cat – cats; face – faces; day – days).
Chinese horoscope. Encourage students to say what
sign in the Chinese horoscope they are, and ask them Answer key: 1. I read it every day. 2. She reads it almost
to read their horoscopes again. Finally, have students every day. 3. He reads it some days.
discuss whether they think their personality description is
accurate or not.
3 30 Students listen to the recording and complete
Answer key: Students’ own answers the sentences using the frequency adverbs in the box.
Teacher’s Book
REFERENCE: Answer key: 1. always; 2. often; 3. never; 4. rarely; 5.
The Chinese horoscope (or zodiac) is a 12-year cycle. usually
Each year of the 12-year cycle is named after one of the
12 animals. Each animal has a different personality and
different characteristics.
Audio script 30
Lesson 1 (CB p. 69) Interviewer: Sarah Brown is a very successful ice skater. Hi Sarah!
Thank you for being here with us today!
2 Students look at the left side of the Sign Up to Grammar Sarah: Hi everybody!
box. Ask some students to read aloud the sentences in the Interviewer: Sarah, how often do you practise ice skating?
box and help them work out the meaning of the frequency Sarah: I practise ice skating every day.
adverbs that appear in these sentences. You may write the Interviewer: Every day? Even on Saturdays and Sundays?
adverbs of frequency on the board. Then you may write Sarah: Yes, that’s right. I practise during the week and also at
(+) next to always to indicate that this word is used when weekends.
something occurs with the most frequency, and (-) next to Interviewer: That´s amazing! Do you go to the gym too?
never to imply the opposite idea. Also, try to help students Sarah: Yes, I go to the gym three times a week.
come up with the correct pronunciation of these frequency Interviewer: Do you eat meat?
adverbs as they read them out. Sarah: No, I don’t. I’m a vegetarian.
Draw students’ attention to the position of the adverbs Interviewer: How often do you go out with your friends?
in the sentences. Make sure students understand that Sarah: Um, not very often. I rarely go out.
the position may vary: they are used before most verbs Interviewer: Why?
(She never gets up early) but after the verb to be (She Sarah: Because I’m very busy ice skating and I am usually very
is often late). tired.
GR10 Direct your students’ attention to the Grammar Interviewer: Thank you very much for your time, Sarah.
Reference section, where they will find further examples Sarah: You’re welcome!
and practice.
Draw students’ attention to activity 2 and ask them to

tick the correct option. You may check students’ answers 4 Before you plunge into this activity, write the
by asking some volunteers to read their answers aloud. phrase How often…? on the board. Explain that we can
If you consider it appropriate, tell students that they are ask questions using How often…? to get information
going to need the information on the right side of the about the number of times something happens
49
(frequency). For example: A: How often do you go to
the gym? B: I usually / never / sometimes go to the
gym. Check students’ understanding by asking some
volunteers to answer questions such as How often do you WB p. 133
eat fish?, How often do you make your bed?, etc.
Now that you have finished teaching this lesson, it is

Ask students to work in pairs. Student A asks Student B advisable to turn to the workbook activities on CB page
how often he / she does the things in activity 3. Draw 133. You may assign these exercises as homework.
students’ attention to the example given. Encourage
students to swap roles. Monitor students’ work as you
walk around the classroom. Answer key:
1 1. sheep; 2. fish; 3. oxen; 4. mice; 5. children; 6. men;
7. women; 8. feet
Answer key: Students’ own answers 2 Students’ own answers
4 (answers may vary) Possible answers: Positive:
5 Ask students to think about real animals now corageous, patient, popular, intelligent, practical,
(in contrast to the symbolic animals in the Chinese creative, easy-going; Neutral: determined, quiet, shy;
Teacher’s Book
horoscope). Have students rewrite the sentences. Negative: critical, impatient, angry, lazy
Explain that they have to add the frequency adverbs in 5 Students’ own answers
brackets.
Answer key: 2. During the day time, rats usually stay Lesson 2 (CB p. 70)
in their nests. 3. Horses don’t often feel thirsty when
it’s really cold. 4. In America, pigs are hardly ever killed
before Christmas. 5. In the wild, a rabbit always moves 1 Encourage students to discuss this warm-up
around. It never stops moving. 6. Horses are rarely question in class. Make sure students can account for
injured in rodeos. their answers by providing some help.

6 Have students work in pairs. Student A tells
Student B about his / her own personality. Draw
students’ attention to the highlighted adjectives in 2 Ask students to read the text in activity 3 very quickly
the text in activity 1 and ask them to use as many and then match the words to their meaning. As this is
adjectives as they can in their descriptions. Also, a rather challenging activity, you may allow students to
encourage students to use some of the frequency use a dictionary. If you consider it appropriate, you can
adverbs they have learnt. Point at the given example help students to do this task by eliciting their answers
and ask students to use it as a model. Make sure and writing them on the board.
students swap roles. Monitor their work as you walk
around the classroom. You may check students’ answers Answer key: 1. complete and not limited in any way:
by asking some volunteers to take turns to tell the rest 2. someone who enters a place without permission; 3.
of the class about their own personalities. illness or injury; 4. avoid; 5. pieces or parts of something;
6. animal foot
Useful Tip:
Vocabulary - Draw students’ attention to the
7 Students write, in their notebooks, one or information in the Useful Tip box. Explain that there are
two paragraphs about their classmate’s personality. different kinds of physical disabilities any human being
Encourage them to use the information they collected in can have. Also, make sure students understand that
activity 6. You may assign this exercise as homework. there are some politically correct terms people can use
50
to refer to such disabilities: the movement / visually / asking some volunteers to make similar sentences about
hearing / speaking impaired. their own abilities using and, or and but.
3 Direct student’s attention to the Sign Up to 6 31 Tell students that they are going to listen to
Grammar box on page 71. Ask a volunteer to read Jason talk about his own abilities. Play the audio CD.
aloud the information in the box and explain that Students listen and complete the chart with can or can’t.
we may use can to talk about ability. You may write Play the audio CD again and check students’ answers by
a negative sentence on the board and have students asking some volunteers to read theirs aloud. If necessary,
read it, stressing the word can’t. Then, you may play it one more time and make pauses after each
write an affirmative sentence on the board and have answer.
students read it, stressing the main verb after can.
Provide some more examples with both can and can’t Answer key: 1. can; 2. can; 3. can’t; 4. can; 5. can’t;
for students to practise. 6. can
GR11Direct your students’ attention to the Grammar
Reference section, where they will find further
examples and practice. Audio script 31
Teacher’s Book
Jason: Hi! My name’s Jason. I’m a pop artist. I can sing very well
Ask students to read the text in activity 3 again. Have
and I can play the piano… but I can’t play the guitar. I can
students read the sentences below and write true (T)
dance the salsa but I can’t dance the tango.
or false (F). Check students’ answers by asking some
I am a composer too. I write my own songs and then I add
volunteers to read their answers aloud.
the music. The rhythm is usually salsa. I love it!
Answer key: 1. T; 2. T; 3. F; 4. T; 5. F
7 Have students look at the table. Ask them to
write, in their notebook, sentences about Annie and Joe
Lesson 2 (CB p. 71) using can / can’t and or / but / and.
4 Ask students to complete the sentences using the Answer key: Students’ own answers
words in the box. Check students’ answers by asking
some volunteers to read theirs aloud. WB p. 134
Now that you have finished teaching this lesson, it is
Answer key: 1. visually impaired; 2. deaf, hearing advisable to turn to the workbook activities on CB page
impaired; 3. speaking impaired; 4. movement impaired 134. You may assign these exercises as homework.
Answer key:
5 Ask students to work in pairs and encourage 1 2. She can’t play the piano but she can dance the
them to take turns to interview their partner. Students tango. 3. She can’t make a cake or do crosswords. 4. She
use the example as a model and complete the survey. can speak English and she can ride a horse.
Monitor students’ work as you walk around the 2 3. Can she play the piano? No, she can’t. 4. Can she
classroom. dance the tango? Yes, she can. 5. Can she make a cake?
No, she can’t. 6. Can she do crosswords? No, she can’t.
Answer key: Students’ own answers 7. Can she speak English? Yes, she can. 8. Can she ride a
horse? Yes, she can.
Useful Tip: 4 1. Yes, I can. It’s difficult but I can do it. 2. No, I can’t. It’s
Grammar - Draw students’ attention to the information impossible. 3. No, they can’t. 4. Yes, it can. 5. Yes, she can.
in the Useful Tip box. Explain that we can use and, or 5 1. the hearing impaired; 2. the visually impaired; 3.
and but to join two sentences. Refer students to the the movement impaired; 4. the speaking impaired
examples given and check general understanding by
51
Lesson 3 (CB p. 72)
5 Ask students whether they would like to have
a pit bull and encourage them to account for their
1 Have students discuss the warm-up questions answers.
in class. Make sure students can account for their
answers. If you consider it appropriate, direct students’

attention to the Sign Up to Grammar box on page 73
and ask a volunteer to read aloud the information in the
box. Explain that we use would / wouldn’t like + to
(infinitive) to talk about things people want or do not Lesson 3 (CB p. 73)
want to have or do. Point to the short form of would (‘d).
Go over the pronunciation of would / wouldn’t and its 6 32 Have students listen to an interview with
contracted form (‘d): I would like to have a Labrador. = Kate, a dog owner, and circle the correct answer. Check
I’d like to have a Labrador. I wouldn’t like to have a students’ answers by asking some volunteers to read
pit bull. theirs aloud.
Answer key: Students’ own answers Answer key: 1. Labrador; 2. yellow; 3. bite; 4. barks;
Teacher’s Book
5. can; 6. can’t; 7. leash
2 Ask students to match the words to their meaning.

As this is a rather challenging activity, you may Audio script 32
allow students to use a dictionary. If you consider it
appropriate, you can help students to do this task by Interviewer: Have you got a pet, Kate?
eliciting their answers and writing them on the board. Kate: Yes, I have.
Interviewer: What breed is it?
Kate: It’s a Labrador. Her name’s Jessy.
Answer key: 1. (of a dog) to make a loud noise; 2. use
Interviewer: What colour is Jessy?
the teeth to cut into someone or something; 3. move
Kate: Labradors come in three colours: black, brown or yellow.
the tongue across something; 4. a covering put over the
Jessy’s hair is yellow.
mouth and nose of an animal; 5. rope, chain, etc. tied to
Interviewer: How nice! What is she like?
a dog’s collar
Kate: Oh, she’s a very sweet dog, and she’s very intelligent. She
likes playing all day long.
Interviewer: Does she bite?
3 Students read the online magazine article Kate: Not at all! She’s very friendly!
showing two different points of view about pit bulls. Interviewer: Does she bark a lot?
Have students underline all the adjectives they can find Kate: Yes, but only when she’s hungry or when she sees people she
in the text. You may check students’ answers by asking doesn’t know.
some volunteers to read their answers aloud. Interviewer: What can she do?
Kate: She can understand simple commands like ‘come’, ‘sit’,
Answer key: affectionate, loyal, dangerous (x3), ‘down’, and ‘up’.
unpredictable, aggressive (x3), intelligent, sociable, evil, Interviewer: Impressive! And what can’t she do?
intimidating, strong, energetic, terrible, sweet Kate: Well, she can’t open the door or fetch the newspaper.
Interviewer: The last question… Do you keep her on a leash?
Kate: Yes, I always keep her on a leash when I take her for a walk.
4 Ask students to complete the sentences with only
one word. Check students’ answers by asking some
volunteers to read theirs aloud. 7 Ask students to write, in their notebooks, five
questions they would like to ask someone who has got
a dog. Point to the example given and ask them to use
Answer key: 1. bite; 2. licks, 3. keep; 4. wear
it as a model. Check students’ answers by asking some
52
Answer key: Students’ own answers Answer key: Students’ own answers
2 Ask students to look at the texts on page 74 and
8 Students work in pairs. Ask them to use the
questions they have written in activity 7 to interview complete the sentences.
their classmates. If students haven’t got a dog, encourage
them to feel free to invent the information. Make sure Answer key: Text B is a brochure / leaflet. Text A is a fact
students swap roles. Monitor their work as you walk file.
around the classroom.
Answer key: Students’ own answers 3 Students read the fact file and match the
columns using numbers. Check students’ answers by
asking some volunteers to read their answers aloud.
9 Now students match the dog breeds in the Top 5

Answer key: 1. marine mammals that live in small
Teacher’s Book
box to the pictures. Have students discuss whether or not
communities; 2. find the exact location of an objects through
they would like to have any of these dogs, and if so, ask
a technique called echolocation, stay up to 15 minutes under
them to say which one they would like to have and why.
water, swim up to 250 m below the water surface; 3. breathe
under water; 4. can kill dolphins; 5. kill dolphins to eat them
Answer key: (from left to right) 4. the pug; 1. the poodle;
3. the Labrador; 5. the beagle; 2. the golden retriever
Lesson 4 (CB p. 75)
10 Ask students to write, in their notebooks, a Useful Tip:

blog entry with arguments in favour of cats or dogs. Grammar - Draw students’ attention to the Useful Tip
Encourage students to use some of the adjectives they box. Explain that can and can’t are sometimes used to
have underlined in the online magazine article in activity ask for or give / don’t give permission. Ask a volunteer to
3 . You may assign this exercise as homework. read aloud the example given.
Answer key: Students’ own answers 4 Direct students’ attention to the Sign Up
to Grammar box. Ask some volunteers to read aloud
the information in the box. Explain that we can use
WB p. 135 frequency expressions to talk about how often we
Now that you have finished teaching this lesson, it is do things. Drill on the correct pronunciation of these
advisable to turn to the workbook activities on CB page frequency expressions.
135. You may assign these exercises as homework. Then, ask students to read the brochure / leaflet on page
74 and the sentences below, and write true (T) or false
Answer key: (F). Check students’ answers by asking some volunteers
1 1. licks; 2. muzzle; 3. bite; 4. barks; 5. leash / lead to read theirs aloud.
2 1. F; 2. T; 3. T; 4. F; 5. T
3 Students’ own answers Answer key: 1. T; 2. T; 3. F; 4. F; 5. F
Lesson 4 (CB p. 74) 5 Students tick the places they can find at a sea
aquarium. If necessary, you may write the words and
1 Students discuss whether or not they would like
phrases on the board and teach the vocabulary before
you ask students to do the task. Answers may vary.
to swim with dolphins and express their reasons.
53
week. 3. A: How often do you surf the Web? B: I surf the
Suggested answers: 1; 2; 5; 6; 7
Web two or three times a day. 4. A: How often do you
brush your teeth? B: I brush my teeth twice a day. 5. A:
How often do you go on holiday? B: I go on holiday once
6 23 Students listen to the audio CD and complete
a year.
the sentences with can or can’t. You may check
students’ answers by asking some volunteers to read
their answers aloud.
WB p. 136
Answer key: 1. can’t; 2. can’t; 3. can; 4. can Now that you have finished teaching this lesson, it is
advisable to turn to the workbook activities on CB page
136. You may assign these exercises as homework.
Audio script 33
Answer key:
Rita: Mum, can I buy some gifts for my friends? 1 1. every; 2. once; 3. twice; 4. three; 5. month
Mum: No, Rita, you can’t. They are very expensive. 2 Students’ own answers
Rita: Oh, no… Mum, can I buy a new camera at the photo shop? 3 2. Can I have a drink? 3. Can I open the window? 4.
Teacher’s Book
Mum: No, you can’t. You have got a very nice camera there. Can I use the (your) phone? 5. Can I go to Peter’s house?
Rita: Ok… Look! An ice cream parlour! Can I have an ice cream? 4 2. Dolphins can’t breathe under water. 3. Dolphins
Mum: Yes, you can… but let’s go to the dolphin’s pool first. can find the exact location of objects. 4. Dolphins can
Rita: Can I swim with the dolphins? stay up to 15 minutes under water. 5. Dolphins can hear
Mum: Yes, you can! sounds that the human ear cannot hear. 6. Dolphins
Rita: That’s great! Thank you, Mum! can’t live in large family groups.
Mum: It’s all right, dear. You’re a good girl. I love you, dear. 5 Rita: Can I touch the dolphins? Mum: Yes, you can.
Rita: I love you too, Mum. Rita: Can I scare the dolphins? Mum: No, you can’t.
Rita: Can I stay in the pool for an hour? Mum: No, you
can’t. Rita: Can I play with the dolphins? Mum: Yes, you
7 Students work in pairs. They use the checklist can.
in the notepad and role play a dialogue. Point to the
example given and ask students to use it as a model.
Encourage students to swap roles. Monitor students’ Review (CB pp. 76 and 77)
work as you walk around the classroom.
Answer key: A: Can I have a hamburger? B: Yes, you structures and some key words learnt in lessons 1 to 4 in
can. A: Can I buy some gifts? B: No, you can’t. A: Can I this unit. It is advisable to turn to this section once you
take photos? B: Yes, you can. A: Can I have an ice-cream? have finished teaching lesson 4.
B: No, you can’t. A: Can I swim with the dolphins?
B: Yes, you can.
Answer key:
1 2. Jake goes to the gym three times a week. 3. Jake
goes dancing once a week. 4. Jake watches TV five days a
8 Have students work in pairs. Students use the week. 5. Jake takes the dog for a walk four times a week.
cues to ask and answer questions. Ask a volunteer to read 6. Alice chats online twice a week. 7. Alice goes to the
the example in a loud voice and tell students that they gym once a week. 8. Alice goes dancing twice a week.
may use this example as a model. Make sure students 9. Alice watches TV four days a week. 10. Alice takes the
swap roles. dog for a walk three times a week.
2 2. Jake often goes to the gym. 3. Jake rarely /
Answer key: 1. A: How often do you listen to music? hardly ever goes dancing. 4. Jake never watches TV at
B: I listen to music every day. 2. A: How often are you weekends. 5. Jake often takes the dog for a walk. 6. Alice
late for school? B: I am late for school once or twice a never chats online during weekdays. 7. Alice hardly ever /
54
rarely goes to the gym. 8. Alice sometimes goes dancing.
Answer key: there are positive and negative aspects
9. Alice usually watches TV. 10. Alice often takes the dog
about animal testing.
for a walk.
4 2. A dog can bark and (it can) run. 3. A cat can jump
but it can’t bark. 4. A hamster can’t fly or climb glass 4 Students read the sentences and write true (T) or
walls. false (F).
5 mice; teeth; feet; oxen; sheep; children; men; women
6 1. No, you can’t. It’s very late. 2. Can you open the Answer key: 1. T; 2. F; 3. T
window? 3. I’m thirsty. 4. when you touch them. 5.
when they see people they don’t know. 6. I can swim in
the sea. (CB p. 79)
5 Have students read the article on page 79 and match
the three sections with the corresponding pictures.
World Issues 6 - HOW DO WE
Teacher’s Book
TREAT ANIMALS? Answer key: 3; 2; 1
(CB p. 78) Project Work 3 (Units 5 & 6): The Way We Live -
Students may now do the Project Work activities
World Issues is a section that focuses on the
for units 5 & 6 that are available on the Student’s
Interactive CD-ROM. These activities are thoroughly
ability to integrate acquired knowledge with a real life
explained on pages 84, 85 and 86 of this Teacher’s Book.
issue: in this case, talking about how we treat animals
and how animals can help us.
Test revision tips:
1 Refer students to the picture and elicit from them Refer to the test revision techniques already explained on
some cruel ways in which we use animals. You may write page 31 of this Teacher’s Book.
some key words on the board to help students: vaccines,
cosmetics, mass production of eggs and meat, etc. Test 2:
You may also ask students to think about other ways to Now that students have completed Units 4 to 6, you
use animals that are not cruel. may assess the main skills developed and language,
Students look at the picture and chose the right option. grammar and vocabulary items taught by giving students
a test (see Suggested Annual Plan on page 4 of this
Answer key: Animal testing Teacher’s Book). Make copies of photocopiable Test 2
that is available on page 75 of this Teacher’s Book and
hand them out to students on the day of the test. The
2 Students read the article and write a suitable title answer key to the photocopiable tests is on page 81 of
for it in the box. Help them out with the vocabulary, if this Teacher’s Book.
necessary.
3 After reading the article students choose the option

that best summarises the main idea expressed in it, and
not how they feel about the situation being explained
(animal testing).
55
Unit 7
Unit 7 - We’re watching you

CONTENTS
TASKS
words and phrases used to Talking about the place where we live.
Present Continuous Discussing preference: living in a
describe different rooms in
(affirmative) house or in a flat?
L1 Rooms in a house a house.
Prepositions of place: in, at, Discussing what different people are
on (revision) doing in a reality show.
verbs in the progressive
form.
Talking and writing about what people
Teacher’s Book
Present Continuous furniture and household

Furniture and household are doing now / at the moment of
(negative, interrogative & items.
L2 items speaking.
short answers) Pronunciation of some
Describing our favourite room in the
Spelling rules ( - ing) verbs in the progressive
place where we live.
form.
Describing our homes.

Simple Present (revision)
Pronunciation of must and Expressing obligation and prohibition.
L3 Household chores Must / mustn’t (obligation
mustn’t. Discussing household chores and
and prohibition)
safety at home.
Talking about how much TV we watch

Simple Present vs. Present Pronunciation of some and how often we go to the cinema.
L4 TV programmes and films
Continuous types of TV programmes. Writing a short description of a
picture.
Integrating acquired knowledge with a
Adjectives used to describe Recycling of some L1-L4 real life issue: in this case, talking and
WI
different houses grammar topics and lexis. reading about different homes around
the world.
Lesson 1 (CB p. 80) list to the pictures using numbers. Check the activity
by asking some volunteers to read their answers aloud.
Go over the pronunciation of these places in a house by
1 Have students discuss if they live in a house or asking some students to repeat these words after you.
in a flat, the size of the place where they live, where it is
located, and finally, if they like it. Encourage students to
Answer key: 1. living room; 2. dining room; 3. bedroom;
share their answers with the rest of the class.
4. kitchen; 5. bathroom; 6. garage; 7. yard; 8. stairs

Useful Tip:
2 Ask students to match the different places in the Grammar - Refer students to the Useful Tip box that
56
appears on this page. Explain the use of in, on, at,
Answer key: 1. He’s listening to his iPod and singing.
upstairs and downstairs to express location by referring
2. They’re sleeping. 3. He’s in the kitchen making sushi.
to the picture in activity 2.
4. It’s playing with Isabella in the back yard.
OPTIONAL ACTIVITY:
You may check students’ understanding by writing a 6 34 Students listen to the recording. They read the
multiple choice exercise on the board, for example: sentences and write true (T) or false (F).
1) Peter lives _____ a flat ____ New York. Answer key: 1. F; 2. T; 3. F; 4. F

a) at b) in c) on
2) His flat is ____ the third floor.

Audio script 34
a) at b) in c) on
Amanda: Hi, people! I’m Amanda Karr and this is another day in
3) The lights are off. Peter is not ____ home now. the life of Britney, Isabella, Linda, John, Mel and Marco
a) at b) in c) on in Big House. Today, John isn’t feeling well so he is in
Teacher’s Book
his bedroom. The twins, Linda and Britney, are in their
3 Students work in pairs. Ask them to look at the

bedroom too. They’re sleeping, as usual. Mel is cooking
again but this time he’s cooking in the back yard. He’s
picture in activity 2 and correct the sentences orally. Tell
making a big salad for everybody. And Marco and
students that answers may vary. Check students’ answers
Isabella are in the living room. They’re watching an old
by walking around the class and listening to the pairs do
film on DVD called Back to the Future, and they are
the task.
having a good time together. Rex, the dog, is sleeping
too. It’s sleeping in the dining room, under the table. I
Possible answers: 1. This is a picture of a very large guess that’s all from me for the time being! And don’t
house. 2. There isn’t anybody at home now. / There’s forget to watch Big House again today for an evening
nobody at home now. 3. These people keep their car in update! Cheers!
the garage. 4. The dining room is downstairs. 5. The two
bedrooms are upstairs. 6. One bathroom is downstairs /
on the ground floor and the other one is upstairs / on the 7 Ask students to work in pairs. Student A
first floor. imagines he / she is the host of Big House and tells
his / her partner what the contestants are doing in the
different rooms. Draw students’ attention to the example
Lesson 1 (CB p. 81) given. Encourage students to swap roles. Monitor
students’ work as you walk around the classroom.
4 Students look at the Sign Up to Grammar box.
Ask some students to read aloud the sentences in the box Answer key: Students’ own answers
and help them understand that the Present Continuous
form is used to talk about actions that are in progress at
the moment of speaking. Also, try to help students come WB p. 137
up with the correct pronunciation of the –ing forms as Now that you have finished teaching this lesson, it is
they read these sentences. advisable to turn to the workbook activities on CB page
Draw students’ attention to activity 4 and ask them to 137. You may assign these exercises as homework.
read about a reality show called Big House. You may ask
some volunteers to read the text aloud. Answer key:
1 2. ‘s standing, ‘s singing; 3. ‘s reporting, ‘s watching;
5 Students now answer the questions about the text 4. ‘s painting; 5. ‘s sleeping; 6. Are writing; 7. ‘Are
in activity 4. You may check this activity by asking some playing, ‘re using
volunteers to write their answers on the board. 2 1. on; 2. in, in; 3. at, at; 4. downstairs, in; 5. upstairs, on
57
3 1. bathroom; 2. dining room; 3. back yard; 4. kitchen; roles. Monitor students’ work as you walk around the
5. bedroom classroom.
4 5 Students’ own answers
Lesson 2 (CB p. 82)

Lesson 2 (CB p. 83)
1 Encourage students to discuss the warm-up
questions in class. Make sure students can account for
their answers by providing some help. Useful Tip:
Spelling - Draw students’ attention to the information in
the Useful Tip box. Explain the spelling rules when adding
–ing to verbs.
2 Ask students to look at the picture and match the 5 35 Tell students that they are going to listen to Mrs
Bishop talk to her elder son Kyle on the phone. Play the
furniture and household items using numbers. You
Teacher’s Book
audio CD. Students listen and circle the correct option.

may allow students to use a dictionary. You may also
Play the audio CD again and check students’ answers by
check this activity by asking some volunteers to read
asking some volunteers to read theirs aloud.
their answers aloud. Go over the pronunciation of these
furniture and household items by asking students to
repeat them after you. Answer key: 1. ‘s waiting; 2. ‘s looking; 3. Yes, he is. 4.
dissertation
Answer key: 2. cooker (UK) = stove (US); 7. armchair;
10. lamp; 5. cupboard; 6. couch = sofa = settee (UK);
3. table; 8. bookcase; 9. coffee table; 4. chairs Audio script 35
Mrs Bishop: Hello!
3 Direct student’s attention to the Sign Up to

Kyle: Hi, Mum! It’s Kyle.
Mrs Bishop: Oh, hi there! Where are you? What’s up?
Grammar box on page 83. Ask a volunteer to read aloud
Kyle: I’m in front of the school. I’m waiting for you. Why aren’t
the information in the box.
you here?
Explain to students that when we ask questions using
Mrs Bishop: Oh, no! I forgot! Today is Thursday – the day I pick
the Present Continuous, we place the verb be before the
you up at school! I’m so sorry, darling! I’m busy at
subject, and that for negative sentences we use the verb
the moment. I’m working on my dissertation. Can
be in the negative form.
you get a bus?
Then ask students to complete the answers or questions
Kyle: Oh no, Mum! Can Dad come and get me? What’s he doing?
about what the Bishops are doing at home right now.
Mrs Bishop: He’s looking after the twins.
Encourage students to write two more questions and ask
Kyle: Oh, really? And let me guess. Is he watching TV too?
them to answer them. Check this activity by asking some
Mrs Bishop: Yeah, but he can’t pick you up. He’s helping with the
volunteers to read their questions and answers aloud.
kids.
Kyle: O k, Ok. I’ll get a bus. I have to run. The bus is coming now.
Answer key: 1. they are; 2. Mrs Bishop doing; 3. he Bye!
isn’t; 4. they aren’t; 5. What’s Mr Bishop; 6. it is; 7. and 8. Mrs Bishop: Bye. See you soon!
6 35 Play the audio CD again. Students listen and
write an expression that can be used in the situations
4 Ask students to work in pairs and encourage given. If necessary, play it one more time and make
them to take turns to ask and answer questions about pauses after each answer. You may check students’
what the Bishops are doing right now. Students use answers by asking some volunteers to write their answers
the example as a model. Make sure students swap on the board.
58
Answer key: 1. Hello! / Hi, (Mum)! It’s (Kyle). 2. What’s 2 1. coming; 2. crying; 3. writing; 4. walking; 5.
up? 3. Oh, no! I forgot!/ I’m so sorry… putting; 6. stopping; 7. buying; 8. doing;
3 1. Q: What is Mrs Bishop doing? A: She’s reading
a book. 2. Q: What are the children doing? A: They’re
7 playing in the garden. 3. Q: What are Mr Bishop and Kyle
Students work in pairs. They mime different
actions for their partners to guess what they are doing. doing? A: They’re washing the car. 4. Q: What’s the cat
Refer students to the example given and ask them to use doing? A: It’s climbing the tree.
it as a model. Encourage students to swap roles. Monitor 4 1. No, they aren’t. 2. Yes, he is. 3. Yes, they are. 4. &
students’ work as you walk around the classroom. 5. Students’ own questions and answers
Lesson 3 (CB p. 84)

8 Ask students to read and complete the text using the
verbs in the box in the –ing form. Check this activity by
asking some volunteers to write their answers on the board. 1 Have students discuss the warm-up questions in
Teacher’s Book
class. Students tell the rest of the class if they help do
the housework, what household chores they do not mind
Answer key: 1. doing; 2. jogging; 3. sitting; 4. copying;
doing and if their rooms are tidy or messy. Explain the
5. waiting; 6. coming; 7. walking
meaning of household chores, tidy and messy before
doing this activity.
9 Have students write, in their notebooks, about
the activities that they think different members of their Answer key: Students’ own answers
family are or aren’t doing at the moment. You may assign
this activity as homework.
OPTIONAL ACTIVITY:
Answer key: Students’ own answers Show students different pictures or cut-outs from
magazines of people doing different household chores.
They should say what the people are doing. Do not show
WB p. 138 the whole picture; start by showing only part of it, then
Now that you have finished teaching this lesson, it is show another part and go on until someone guesses
advisable to turn to the workbook activities on CB page correctly. Write down the activities on the board as a
138. You may assign these exercises as homework. means of pre-teaching vocabulary.
Answer key:
1 (in any order) cupboard; refrigerator; table; armchair; 2 Draw students’ attention to the pictures and ask
lamp; bookcase them what they think the quiz is about. Ask a volunteer to
read the introduction to the quiz. Teach the meaning of an
I N T N S O C E C V D M angel and a lazybones. Students take the magazine quiz
R W S M H K A O B R C V and find out how helpful they are at home by ticking the
W K R T C U P B O A R D activities they usually do. Help them with the vocabulary
D C X H J H Q K O K Y N
if necessary. Check students’ answers by asking some
L B A E A H J I K Q E J
C I L F C B L H C R H R volunteers to read theirs aloud. Read aloud the key to the
R E F R I G E R A T O R quiz for your students to be able to determine whether
L F J W T R W D S A Y U they are angels or lazybones: Six or more √ : You’re an
A R M C H A I R E B F O angel! Keep up your good work!; Three to five √ : Not
M R N E C S S V U L T F bad, but let’s make more of an effort!; Less than three
P T H C U O C A J E B W
X L H P H R C I T R I W
√ : Come on lazybones! You have to help out more!
59
(not only must and mustn’t). Play the audio CD again
Answer key: Students’ own answers and check students’ answers by asking some volunteers
to read theirs aloud.
3 Refer students to the text below the quiz. Ask Answer key: 1. usually; 2. giving; 3. must;
students to read the magazine article and then answer 4. children’s; 5. mustn’t; 6. mustn’t; 7. finally; 8. tips
true (T) or false (F). Check this activity by asking some
Audio script 36
Answer key: 1. F; 2. T; 3. F; 4. T
Speaker: M
any people usually have accidents in the bathroom. This
is the reason why in today’s programme we are giving
Lesson 3 (CB p. 85) you some useful tips on how to avoid accidents when
you are in this part of the house. For example, you must
4 Direct students’ attention to the Sign Up to

keep shampoos, lotions and soap away from children’s
reach. You must always keep the bathroom floor clean
Grammar box. Explain that we use must to express and dry. You mustn’t put electric gadgets or heaters near
Teacher’s Book
obligation –and also strong suggestion- and mustn’t to the shower place or near the sink. You must always turn
express prohibition. Ask some volunteers to read aloud on the lights at night. You mustn’t leave children in the
the information in the box. Go over the pronunciation of bathtub alone. And finally, you must put non-slip strips
must and mustn’t by writing some example sentences in the bathtub or shower place. I hope these tips can help
on the board, reading them aloud and asking students to you to avoid accidents when you are in the bathroom.
repeat them after you.
Reference section, where they will find further examples 7 Students work in pairs. Ask them to take
and practice. different roles. Student A is a mother or father and
Student B is a teenager. Student A tells Student B what
Refer students to activity 4. Ask them to read the article household chores he / she must / mustn’t do that week.
and fill in the blanks with must or mustn’t. Check this Student B agrees or complaints all the time. Point to the
activity by asking some volunteers to read their answers example given and ask students to use it as a model.
aloud. Make sure students swap roles. Monitor their work as
you walk around the classroom.
Answer key: 1. must; 2. mustn’t; 3. must; 4. must; 5.

must; 6. mustn’t; 7. must; 8. must Answer key: Students’ own answers
WB p. 139
5 Ask students to write, in their notebooks, some Now that you have finished teaching this lesson, it is
rules for a leaflet about Safety at Home. Elicit some ideas advisable to turn to the workbook activities on CB page
from your students and write them down on the board. 139. You may assign these exercises as homework.
Encourage students to use must and mustn’t. Point to
the suggested beginning sentences in this activity and ask
students to complete the text using the ideas they have Answer key: 1 1. the dishes / the laundry; 2. your
provided in class. You may assign this task as homework. bed / lunch / dinner; 3. the table; 4. the rubbish; 5. the
house; 6. the carpet; 7. clothes; 8. the plants
Answer key: Students’ own answers 3 Students’ own answers
4 1. T; 2. F; 3. F; 4. T; 5. T, 6. F
6 36 Have students listen to an expert talking about

safety in the bathroom. Ask students to fill in the blanks
using only one word. Explain that it may be any word
60
Lesson 4 (CB p. 86) their answers.
1 Students discuss the warm-up questions and Answer key: 2; 5; 8; 1; 6; 4; 7, 3

exchange ideas about how many hours a day they watch
TV, what their favourite programmes are, how often
they go to the cinema and whether they prefer going to Audio script 37
the cinema or watching a DVD at home. Help students
account for their answers. Ethan: Hey, Bridget! What are you doing?
Bridget: It’s 8 o’clock – time for my favourite reality show.
Answer key: Students’ own answers I always watch it and it’s the last week.
Ethan: But I’m watching the basketball game.
Bridget: O h, come on, Ethan! You always watch those boring
2 Ask students to match the types of TV programme sports programmes. Let me change the channel!
with the pictures. Then, students give an example of each Ethan: N
o, it finishes in five minutes. You can wait… or go and
type of programme. Make sure students can handle the watch it on the other TV.
Bridget: I can’t. Mum and dad are watching a boring programme
Teacher’s Book
vocabulary before they plunge into this task by going
over these new words and their pronunciation a couple about political leaders in Latin America.
of times. Ethan: Bridget, you’re standing in front of the TV. Move!
Bridget: I’ll talk to Mum.
Answer key: 2. a music show; 3. a sitcom; 4. a talk

show; 5. a sports programme; 6. a cartoon; 7. a
documentary; 8. a soap (opera) 5 Refer students back to activity 3 and have them tick
Students’ own answers (Possible answers: Two and a the picture that best illustrates the dialogue. You may
Half Men is a sitcom. The Simpsons is a cartoon. etc…) choose to do this with the whole class.
Answer key: The second picture is the correct one

REFERENCE: because Ethan is watching a sports programme and
A situation comedy, usually referred to as sitcom, is Bridget is standing in front of the TV.
a genre of comedy programmes which originated on
radio. Today, sitcoms are found almost exclusively on
TV. Sitcoms usually consist of recurring characters in a Lesson 4 (CB p. 87)
common environment such as a house / neighbourhood /
building or workplace. 6 Direct students’ attention to the Sign Up to Grammar
A soap (opera) is an ongoing, episodic work of fiction, box. Ask some volunteers to read aloud the information
usually broadcast on television or radio. Programmes in the box. Explain that we normally use the Simple
described as soap operas have existed as a form of Present to talk about permanent situations or about
entertainment for a long time. The term soap opera things that happen regularly, and that we normally use
stems from the original dramatic serial broadcast the Present Continuous to talk about situations that are
on radio that had soap manufacturers as the show’s going on at the moment of speaking.
sponsors. These early radio serials were broadcast in GR13 Direct your students’ attention to the Grammar
weekday daytime slots when most housewives would be Reference section, where they will find further examples
available to listen. Thus these shows were aimed at and and practice.
consumed by a predominantly female audience. Then, ask students to read the sentences and circle the
correct answer. Check students’ work by asking them to
3 Students read the dialogue between Ethan and compare their answers in pairs.
Bridget and put it in order using numbers.
4 37 Students now listen to the audio CD and check
61
2 1. sports programmes; 2. documentaries; 3.
Answer key: 1. is watching; 2. watches; 3. are
cartoons; 4. sitcoms
watching; 4. are fighting; 5. finishes
4 1. do; 2. watches; 3. are playing; 4. is studying; 5. go
7 Students answer the questions about themselves.

If necessary, you may write the new words and phrases
on the board: horror, action, romantic, comedy, drama, Review (CB pp. 88 and 89)
cinema complex and provide examples sentences for
students to understand their meaning. For example: In the Review section, students will revise all the
Cinemark is a cinema complex. Terminator is an action structures and some key words learnt in lessons 1 to 4 in
film. etc... this unit. It is advisable to turn to this section once you
Answer key:
1 1. bed; 2. fridge / refrigerator; 3. lamp; 4. table;
8 5. bookcase; 6. coffee table; 7. armchair; 8. chair; 9. sofa /
Teacher’s Book
Students read Bridget’s scrapbook. Explain that a

scrapbook is a book with empty pages where people can settee / couch; 10. desk
stick pictures, articles, etc. which they have collected and 2 1; 7; 8; 10
want to keep. 3 1. F; 2. T; 3. F; 4. F; 5. T
Ask students to fill in the blanks using a suitable form of 4 2. cutting; 3. coming; 4. staying; 5. flying;
the verbs and the words in brackets. Monitor students’ 6. washing; 7. writing; 8. sitting; 9. watching; 10. setting;
work as you walk around the classroom. 11. doing; 12. jogging
5 1. ‘s talking; 2. isn’t sleeping, ‘s playing; 3. sleep;
4. fight; 5. have; 6. ‘s cooking
Answer key: 2. don’t often watch; 3. usually watch;
6 1. ‘s doing; 2. doing, ‘s vacuuming; 3. Is, isn’t, setting
4. am playing; 5. always play; 6. rarely watch;
the table; 4. taking, rubbish, is; 5. is, doing, isn’t, ‘s
7. doesn’t get; 8. loves; 9. sometimes plays; 10. ‘s not
watching
playing; 11. ‘s watching
7 2. 4; 3. 2; 4. 6; 5. 1; 6. 3
8 1. must; 2. mustn’t; 3. must, must; 4. mustn’t
9 Ask students to draw a picture (or stick one) in
their notebooks that shows themselves doing something.
Audio script 38
Encourage students to write a short description of the
picture. Point to the descriptions in activity 8 and ask Delia: Hi, Sarah! Cool apartment! Ready for the interview?
students to use them as models. You may assign this Sarah: Sure. Go ahead!
activity as homework. Delia: What’s your favourite room?
Sarah: M y bedroom. It’s not big but there are lots of things
in it. I love it! There are two beds and a comfortable
armchair. I love sitting there.
Delia: And do you study in your bedroom?
WB p. 140 Sarah: S ometimes. There’s a chair and a desk with my
Now that you have finished teaching this lesson, it is computer in my bedroom, but when my sister is
advisable to turn to the workbook activities on CB page sleeping I do my homework in the dining room.
140. You may assign these exercises as homework. Delia: And what else do you do in your bedroom?
Sarah: W ell, I read and play computer games. I mean, when
I get a chance. My sister is playing now and she is
Answer key: always chatting with her friends. So we fight a lot
1 2. quiz show; 3. sitcom; 4. cartoon; 5. sports over the computer, you know.
programme; 6. horror film; 7. soap opera, 8. Delia: S o when you are at home, you are usually in your
documentary; 9. comedy; 10. action film favourite room. Is that right?
62
Sarah: W
ell, not always. I don’t have a TV in my room, you see,
4 Students read about the Kartals’ house and say which
so I go to the living room to watch TV. And I always have
of the six houses the writer is describing. Check the
breakfast, lunch and dinner in the kitchen. Mum is there
answer by asking a volunteer to provide it.
now. She’s cooking lunch. Let’s go say hello to her!
Answer key: a cave house
World Issues 7- DIFFERENT HOMES

5 Have students read the text in activity 4 again. Then,
ask students to read the sentences and write true (T)
(CB p. 90) or false (F). Check students’ answers by asking some
volunteers to read theirs aloud.
World Issues is a section that focuses on the
ability to integrate acquired knowledge with a real life Answer key: 1. F; 2. T; 3. T; 4. F
issue: in this case, talking and reading about different
homes around the world.
6 Ask students to draw a floor plan of their dream
Teacher’s Book
1 Refer students to the pictures on page 90 and house in their notebooks, and write about it. Refer
students to the questions given and ask them to include
ask them who they think might live in these houses.
Students then match the descriptions to the pictures the answers to these questions in their texts. Also, point
using numbers. Help them out with the vocabulary, if to the example in activity 4 and ask them to use it as a
necessary. You may turn this activity into a competition: model. You may assign this task as homework.
you may divide the class into different teams. The team
that gets the most correct answers in forty-five seconds Answer key: Students’ own answers
is the winner.
Answer key: 1. a houseboat; 2. a house on stilts; 3. a

small flat; 4. a cave house; 5. a motorhome; 6. houses in
the slums
2 Students decide which of the adjectives listed they

associate with the houses in activity 1. Have students
match the houses to the adjectives. Help them out with
the vocabulary, if necessary. Answers may vary as the
answers will be subjective.
(CB p. 91)
3 Have students say which of the six houses they would

most like to spend a week in and why, and also which
of the houses they would least like to own and why.
Encourage students to share their ideas in class.
63
Unit 8
Unit 8 - Stories to tell

CONTENTS
TASKS
Adjectives used to describe Verb to be (Simple Past)
adjectives used to describe Telling stories about our childhood.
L1 people: bald, lonely, quiet, (affirmative, negative,
people. Describing people.
chubby, cute, naughty, interrogative and short
Pronunciation of was /
happy, etc. answers)
wasn’t and were / weren’t.
Clothes
Seasons
Vocabulary used to talk Talking and writing about the weather
Teacher’s Book
L2 about the weather: sunny, What is / was the weather Pronunciation of some and the clothes people wear in
rainy, cloudy, etc. like? items of clothing. different seasons.
Past time expressions: last Using past time expressions.
week, yesterday, two weeks
ago, etc.
Pronunciation of there was
Natural disasters: volcanic There was / There were / wasn’t and there were /
eruptions, tsunamis, (affirmative, negative, weren’t. Discussing natural disasters.
L3
tornadoes, hurricanes, interrogative and short Elision of sounds: Making an oral presentation.
floods, earthquakes answers) pronunciation of tsunami,
have, listen, walk, etc.
Adjectives used to describe
Question words + was / question words.
negative and positive
were Pronunciation of some Talking about past experiences and the
L4 experiences: funny,
Revision of verb to be adjectives used to describe feelings associated with them.
great, terrifying, terrific,
(Simple Past) negative and positive
incredible, etc.
experiences.
Words used to describe
some of the problems the Integrating acquired knowledge with a
world faces today: famine, Recycling of some L1-L4 real life issue: in this case, talking and
WI
e-waste, homelessness, grammar topics and lexis. reading about some serious problems
pollution, endangered the world faces today.
species, etc.
Lesson 1 (CB p. 92) but said in a nice way as when referring to children or
babies) and encourage students to share their answers
with the rest of the class.
1 Have students discuss if they remember what
they were like when they were little children. Explain the
meaning of bald (having no hair) and chubby (a bit fat Answer key: Students’ own answers
64
2 Ask students to use numbers to match the
Jack: Fine, thanks. You know, I’m doing a school project on
people’s lives when they were children. Can I ask you a few
descriptions to the pictures. You may provide the
questions?
meaning of the highlighted adjectives in the text, or ask
Sylvia: Yes, of course. What’s your first question, Jack?
students to use a dictionary. Check the activity by asking
Jack: Were you happy when you were a child, Sylvia?
some volunteers to read their answers aloud. Go over the
Sylvia: Well, that’s difficult to say. My dad wasn’t at home very
pronunciation of the highlighted adjectives by asking
often because of his job. He was an airline pilot. But my
some students to repeat these words after you.
mum and my grandparents were all the time with me
when I was a small girl. They were really nice to me and to
Answer key: 1. Jack; 2. Irniq; 3. Garfield my twin brothers too. So, I was a happy girl but I missed
my dad so much…
Jack: And what was your favourite toy, Sylvia?
3 Students write the highlighted adjectives in Sylvia: It was an enormous teddy bear. It was always in my
activity 2 next to their definitions. Check students’ bedroom.
answers by asking some volunteers to read their answers Jack: And were your twin brothers very naughty?
aloud. Sylvia: Oh, they were terrible! They weren’t really well-behaved
Teacher’s Book
to tell you the truth, and my Mum was all the time after
them.
Answer key: 2. chubby; 3. cute; 4. furry; 5. happy;
Jack: I see. And what about you? Were you a noisy child?
6. naughty; 7. quiet; 8. lonely
Sylvia: I was really very quiet. That’s what people usually tell me.
Jack: What was your favourite food when you were a small girl?
Lesson 1 (CB p. 93) Sylvia: It wasn’t chocolate as you suppose. All children love
chocolate but I preferred ice cream. I still love it today.
4 Students look at the Sign Up to Grammar box. Ask

Jack: And my last question, Sylvia, was your Mum very strict with
you when you were small children?
some students to read aloud the examples in the box as you
Sylvia: I think she was a bit strict with us but just because Dad
explain to them that was is the past form of am and is, and
wasn’t always at home, as I told you before. She was a
were is the past form of are. Also, try to help students come
very responsible person and she cared for us quite a lot.
up with the correct pronunciation of was, were, wasn’t and
Jack: Thank you Sylvia for your help.
weren’t as they read.
Sylvia: That’s all right. And good luck with your school project!
Draw students’ attention to activity 4 and ask them to
complete the sentences with was, wasn’t, were or weren’t.
You may ask some volunteers to read the sentences aloud.
6 Ask students to work in pairs. Student A
Answer key: 1. was; 2. were, was; 3. was; 4. weren’t; interviews Student B using the questions in activity 5.
5. wasn’t, was; 6. was; 7. wasn’t, was; 8. Was, wasn’t Encourage students to swap roles. Monitor students’
work as you walk around the classroom.
5 39 Students now listen to the recording and circle

the correct answer. Check students’ answers by asking
some volunteers to read their answers aloud.
7 Ask students to complete the first page of their own
Answer key: 1. Yes, I was. 2. teddy bear; 3. Yes, they Childhood Diary.
were. 4. No, I wasn’t. 5. ice cream; 6. Yes, she was.
Audio script 39
Jack: Hi, Sylvia! 8 Students write, in their notebooks, a diary entry
Sylvia: Hi! How’s everything? about their childhood using the information in activity 7.
65
You may assign this task as homework. the warm-up questions in class. Write these questions
on the board: What’s the weather like?; What kind
Answer key: Students’ own answers of clothes are you wearing now? and Are they
appropriate for this weather? Elicit some possible
answers from students and offer help if needed.
WB p. 141
Now that you have finished teaching this lesson, it is Answer key: Students’ own answers
advisable to turn to the workbook activities on CB page
2 Students read the guidebook entry and then
Answer key: answer true (T) or false (F). Check students’ answers by
1 2. weren’t; 3. wasn’t; 4. was; 5. Were; 6. was; 7. was; asking some volunteers to read their answers aloud.
8. was; 9. was
2 1. furry; 2. bald; 3. happy; 4. chubby, quiet
Answer key: 1. T; 2. T; 3. F; 4. F
3 1. weren’t, were; 2. wasn’t, was; 3. was, was; 4. Were,
wasn’t; 5. wasn’t, was, was; 6. Were, were, weren’t
Teacher’s Book
4 1. Were Shakespeare and Cervantes born on the

same day? 2. Helen Mirren, the British actress, wasn’t 3 Ask students to work in pairs and discuss
in New York last week. 3. Was it very sunny on the day the questions. Check students’ answers by asking
Granny was born? 4. We weren’t very naughty children some volunteers to read their answers aloud.
in Primary School. 5. Was she born in London? 6. My eyes
weren’t blue when I was a baby. Answer key: Students’ own answers
Lesson 2 (CB p. 94) Lesson 2 (CB p. 95)
1 Draw students’ attention to the first Useful Tip 4 40 Have students listen to the weather forecast
box that appears on page 94. and ask them to complete the chart. You may play the
recording twice. Check students’ answers by asking some
Useful Tip: volunteers to write their answers on the board.
Vocabulary - Write the words cold, cool, hot, cloudy,
sunny, warm, rainy and windy on the board and use Answer key: 3. cloudy; 4. 75°F; 5. sunny and hot; 6. 90°F
gestures to illustrate meaning. Then you can ask a
volunteer to read aloud the sentences in the box.
Audio script 40
Useful Tip:
Vocabulary - Direct students’ attention to the second Presenter: And now the weather with Keith Grey. Hi, Keith, what
Useful Tip box. Discuss the vocabulary on clothing and can you tell us about the weather around the world
drill on the pronunciation of these items of clothing. today?
Keith: Well, let’s start here in the Americas. It’s still snowy in many
states of North America. It’s cold in New York but the city
OPTIONAL ACTIVITY: looks beautiful. Yesterday, it was 26 degrees Fahrenheit –
You may ask some volunteers to stand up and show or, if you prefer Celsius, minus three degrees. Today, there’s
the rest of the class different clothes they are wearing still snow but temperatures are a little higher – 32 degrees
by pointing to them. The rest of the class must identify Fahrenheit – that’s zero degrees Celsius. Moving south
these items of clothing by saying the corresponding to Venezuela, temperatures are much warmer. It was 77
words in English. degrees Fahrenheit in Caracas yesterday, and it was cloudy.
The temperature today is a little cooler, 75 degrees and it is
Refer students back to activity 1 and have them discuss now rainy. Things are better in Brazil.
66
Keith: It was sunny and hot in Rio de Janeiro all day
yesterday, and the sunny weather continues today with Answer key:
temperatures as high as 90 degrees Fahrenheit. This is 1 2. In Brasilia the weather is hot today. The
good news for tourists who want to enjoy the beach! temperature is 32°C. Its sunny and windy. 3. In Oslo the
Now, moving on to Asia… weather is very cold today. The temperature is -2°C and
its snowy.
5 Direct student’s attention to the Sign Up to Grammar 2 1. overcoat; 2. raincoat; 3. trousers; 4. skirt; 5.
trainers; 6. gloves; 7. headband; 8. jacket; 9. earrings;
box. Ask a volunteer to read aloud the information in
10. sunglasses
the box. Explain that there are some expressions that
are commonly used with the Simple Past: yesterday, last
(week), (two) (months) ago, etc.
Then students look at the chart in activity 4 and
complete the questions and answers. Check this activity
by asking some volunteers to read their questions and Lesson 3 (CB p. 96)
answers aloud.
1
Teacher’s Book
Have students look at the pictures of some
Answer key: 1. What’s; 2. It’s; 3. was; 4. was; natural disasters and ask them to label them using the
5. weather; 6. today; 7. What was the weather like; 8. It words in the box. Then ask students to read the text
was; 9. What’s the weather like; 10. sunny; 11. What was and fill in the gaps with the words in the box. As the
the weather like; 12. yesterday; 13. was text is rather challenging, it may be a good idea to pre-
teach the meaning of some words like funnel (an object
which has a wide round opening at the top and a
narrow tube at the bottom, used for pouring liquids
6 Ask students to look at the paragraph about or powders into containers with narrow necks) and
their city and provide the missing information by landslide (a mass of rock and earth moving suddenly
rewriting it in their notebooks. You may assign this and quickly down a steep slope). Do not check
activity as homework. student’s answers yet.
Answer key: Students’ own answers Useful Tip:

Pronunciation - Draw students’ attention to the
information in the box and explain that, in English, we
7 Ask students to work in pairs and encourage do not always pronounce all the letters in a word. If
them to take turns to ask and answer these questions you consider it appropriate, tell students the elision of
related to the weather. Make sure students swap sounds is a very common phonetic feature in English and
roles. Monitor students’ work as you walk around the that there are more cases of elision of sounds in words
classroom. that they already know (for example: the l in would is
not pronounced, etc.) Refer students to the examples
provided in the Useful Tip box.
OPTIONAL ACTIVITY:
If you consider it appropriate, you may turn this activity
into a writing task.
2 41 Have students listen and check their answers.
Then have students write the highlighted words in the
text next to their definitions.
Answer key: (pictures) 1. hurricanes; 2. tornados;
WB p. 142 Now that you have finished teaching this 3. tsunamis; 4. earthquakes; 5. floods;
lesson, it is advisable to turn to the workbook activities (text) 1. earthquakes; 2. tsunamis; 3. hurricanes;
on CB page 142. You may assign these exercises as 4. floods; 5. tornados
homework.
67
cues to write sentences about natural disasters. Check
Answer key: 1. huge; 2. devastating; 3. severe;
this activity by asking some volunteers to read their
4. storms
answers aloud.
Answer key: 2. There were four tornadoes in Texas in

Audio script 41 2011. 3. There was a flood in Palmares, Brazil in 2000.
Speaker: The Forces of Nature - About 1,900 volcanoes are active 4. There were two big earthquakes in Indonesia in 2012.
today. About 90% are in the Pacific Ocean. When they 5. There was a terrible hurricane in Florida, USA in August
erupt, they can destroy cities and lots of vegetation. 2011.
The first eruption of Hawaii’s famous Kilauea volcano
was 50,000 years ago. More recently, there was another
volcano eruption in 1983. Fortunately, there were no
victims.
5 Students work in pairs. Tell them that they are
going to play a memory game. Ask them to cover up the
Small earthquakes occur every day, but people don’t information in activity 4 and tell them to take turns to
notice them. Sometimes they can be severe and can test their partners’ memory. Point to the example given
destroy cities and cause volcanic eruptions, landslides and ask students to use it as a model. Make sure students
Teacher’s Book
and giant sea waves. We call these huge waves swap roles. Monitor their work as you walk around the
tsunamis. In 2004, there was a devastating tsunami and classroom.
flood in Indonesia.
Hurricanes are tropical storms with winds of 74 miles
(119 kilometres) per hour or more. They usually cause
severe floods, leaving cities covered with water.
Tornadoes are some of the Earth’s most violent forces.
The skies get dark and cloudy, and a funnel appears. 6 Ask students to write a paragraph about any
There are often tornadoes in the USA. In 2006, there severe natural disaster that took place in their country.
were 958 tornadoes there. If they do not remember any, they may use the Internet
or some other reference sources to obtain information. If
you consider this task too difficult, you may elicit some
Lesson 3 (CB p. 97) ideas from your students and write them down on the
board. You may assign this task as homework.
3 Have students match the natural disasters to the four
natural elements. Answer key: Students’ own answers
Answer key: 1. fire; 2. air, 3. water; 4. earth

7 Students work in pairs. Ask them to imagine that
they are TV reporters and they have to inform the rest
4 Direct students’ attention to the Sign Up to Grammar of the class about a natural disaster that took place. Tell
box. Explain that There was / wasn’t is the past form of students that they can invent the information. Students
There is / isn’t and There were / weren’t is the past should make notes and get ready to present the news
form of There are / aren’t. You may add that these new to the whole class. Point to the example given and ask
expressions are used to talk about the existence (or not) students to use it as a model and provide the missing
of animate or inanimate objects (people, animals and information.
objects) in the past. Ask some volunteers to read aloud
the sentences in the box. Go over the pronunciation of Answer key: Students’ own answers
there was, there wasn’t, there were and there weren’t.
GR15 Direct students’ attention to the Grammar Reference
section, where they will find further examples and WB p. 143
practice. Now that you have finished teaching this lesson, it is
Then refer students to activity 4. Ask students to use the advisable to turn to the workbook activities on CB page
68
Answer key: Students’ own answers Answer key: Terrible
Answer key: 3 42 Students read the interview with Roy Miller and
1. Yes, there were. 2. Were there four boys in the park an write the questions in the correct gaps. Students then
hour ago? 3. Yes, there was one baby. 4. Were there any listen to the audio CD and check their answers.
policemen in the park an hour ago? 5. There were two
bicycles. 6. No, there wasn’t. Answer key: 2. Who were you with? 3. What time was
2 tsunami, tornado, hurricane it? 4. Were you afraid? 5. And what about after the
hurricane?
E E L T S U N A M I H W
L G R O O A F V R R I V
J H U R R I C A N E P B
Audio script 42
S V M N U A C T K V G N Interviewer: Hi, Roy! Can I ask you a few questions about the day
of the hurricane?
V I C A J O N A C L O V
Teacher’s Book
Roy: Sure, go ahead.
O E S D G H U M A N I G Interviewer: Where were you when the hurricane began?
I H I O B Q F D E A Y A Roy: We were all at home. I remember it was rainy and windy
F N O A H S C L I E T E outside and so nobody went out that morning.
Interviewer: Who were you with?
R K E T I G E J O B H I
Roy: I was with my mother, stepfather and two brothers.
Y G R H E L C B M O R O Interviewer: What time was it? Do you remember?
L A F Y R O T S I H D E Roy: Yes, we were having breakfast in the kitchen, so it was about
E G R D O A F V R N A W eight o’clock in the morning when the hurricane suddenly
came.
Interviewer: Were you afraid?
3 1. There were; 2. Was there; 3. There were; 4. There Roy: Oh, yes! We were terrified. We had to wait for hours before
weren’t help arrived.
4 Students’ own answers Interviewer: And how did you feel when you finally saw the
rescue boat?
Roy: We were very relieved. We were all upstairs because
Lesson 4 (CB p. 98) downstairs was totally submerged in water. We didn’t know
what to do and we were very tired. I was really happy when I
1 Students discuss the warm-up questions and saw the boat!
Interviewer: And what about after the hurricane?
exchange ideas about different experiences and the
feelings associated with them. Offer help so that Roy: The first month was very difficult. We were very sad because
students can express themselves by prompting (and we lost friends, part of our home and lots of things. There
writing) some ideas on the board: seeing a ghost: going was no electricity in the house for three weeks after the
on holiday; etc. disaster, and my school was closed for a month… But things
are getting better now.
Answer key: Positive: 1, 3, 5, 6 Negative: 2, 4

Students’ own answers Lesson 4 (CB p. 99)
4 Refer students to the Sign Up to Grammar box and ask

2 Students read the introduction to an interview them to fill in the gaps with the question words in the
and complete the gap with an appropriate adjective box. Check student’s answers by asking some volunteers
from activity 1. Check students’ answers by asking some to read their answers aloud.
volunteers to read theirs aloud.
GR16 Direct students’ attention to the Grammar Reference
69
section, where they will find further examples and
Jay: From 9:00 to 11:00.
practice.
Pat: And who was there with you?
Jay: Come one, Pat. Just the guys from school.
Answer key: 2. Who; 3. What time; 4. What; 5. How Pat: How many people were there watching this wonderful
many game?
Jay: About eight or nine, I think.
5 Have students match the adjectives to the pictures. Pat: Was the game good?
Jay: Yes, it was fantastic!
Then, ask students to circle these words (relieved, happy,
Pat: Were David’s parents there?
terrified, sad and tired) in the text in activity 3.
Jay: No, they weren’t. What’s up, Pat?
Pat: What’s up, Pat? What’s up, Pat? The New Orleans Hornets
Answer key: (from top to bottom) 3, 1, 4 or 5, 2, 5 or 4 game was on Friday night, not Saturday, you liar!
WB p. 144
6 Students work in pairs. Ask them to imagine Now that you have finished teaching this lesson, it is
that their partners had a terrible experience yesterday. advisable to turn to the workbook activities on CB page
Teacher’s Book
Student A interviews Student B using similar questions 144. You may assign these exercises as homework.
to the ones in the Sign Up to Grammar box. Students
swap roles. Monitor their work as you walk around the
classroom. Answer key:
1 1. sad; 2. tired; 3. terrified; 4. relieved; 5. happy
2 1. She was in her bedroom sleeping. 2. She was with
Answer key: Students’ own answers Ty, Jaden and Ayn. 3. She was at the cinema at 4 p.m. 4.
She was at her aunt and uncle’s. 5. She was with Ayn at
the shopping centre at 12 p.m.
7 43 Ask a volunteer to read the rubric. Make sure 3 1. Who; Neil Armstrong; 2. When; on September 11th
students understand the situation: Jay is a boy / man 2001. 3. Where; England; 4. What; The Beatles; 5. Who;
from New Orleans and Pat is a girl / woman who was an English writer; 6. Where; Italy
away from home for a week. Students listen to Jay
talking to Pat on the phone and complete their telephone
conversation. Play the recording twice. Check this activity
by writing your students’ answers on the board as you Review (CB pp. 100 and 101)
call on different people to dictate them to you. Accept all
possibilities and later on discuss with them why some of In the Review section, students will revise all the
the answers are wrong by playing the CD once again and structures and some key words learnt in lessons 1 to 4 in
stopping at every answer. this unit. It is advisable to turn to this section once you
Answer key: 2. What time was ; 3. who was; 4. How
many people were there; 5. Was; 6. Were Answer key:
1 1. was; 2. was; 3. was; 4. Was; 5. wasn’t; 6. was;
7. Were; 8. weren’t; 9. were; 10. were; 11. was; 12. was
Audio script 43 2 2. What was the weather like, cold and snowy, What
was the temperature? 3. What was the weather like, It
Jay: Hello, Pat! was cool and cloudy; 4. What was the weather like, It
Pat: Where were you on Saturday night, Jay? I called you a was hot and rainy
hundred times and there was no answer! 3 2. Was there, Yes, there was. 3. Were there, Yes, there
Jay: I was with the guys at David’s, watching the New Orleans were four tornadoes, 4. Were there, No, there weren’t.
Hornets on TV. You know, my favourite basketball team! They were in Mexico.
Pat: What time was the game? 4 1. Where was; 2. When was; 3. What was her; 4. Why
is; 5. When was her
70
5 2. bad, terrible, cloudy; 2. chubby, cute, naughty; sol para los chicos’ which is an event organised every
3. noisy, modern, interesting year to collect money for disadvantaged children; etc.
7 Students’ own answers. Students will need two Answer key: Students’ own answers
counters and a dice to play this game.
Project Work 4 (Units 7 & 8): Our Weather

World Issues 8 – SOS TO THE Report - Students may now do the Project Work
activities for units 7 & 8 that are available on the
WORLD Student’s Interactive CD-ROM. These activities are
thoroughly explained on pages 84, 85 and 86 of this
(CB p. 102) Teacher’s Book.
World Issues is a section that focuses on the TEST REVISION TIPS: Refer to the test revision
development of reading skills and enhances students´ techniques already explained on page 31 of this Teacher’s
ability to integrate acquired knowledge with a real life Book.
Teacher’s Book
issue: in this case, reading and talking about some
serious problems the world faces today: famine, e-waste, TEST 3: Now that students have completed Units
pollution, etc. 7 and 8, you may assess the main skills developed
and language, grammar and vocabulary items taught
1 Refer students to the pictures on pages 102 and 103 by giving students a test (see Suggested Annual Plan
and ask them to match the problems the world faces on page 4 of this Teacher’s Book). Make copies of
these days to the pictures. Once you are sure that the photocopiable Test 3 that is available on page 78 of this
students handle the vocabulary, ask them to read the Teacher’s Book and hand them out to students on the day
texts and match them to their definitions. Offer help of the test. The answer key to the photocopiable tests is
with those words in the text that students may find on page 81 of this Teacher’s Book.
difficult to understand, or ask them to use a dictionary.
Answer key: (from top to bottom) 5; 3 ; 4; 1; 2
(CB p. 103)
2 Students read the article and fill in the gaps with

the sentences below the text. Help students out with
the vocabulary, if necessary. Check students’ answers by
asking some volunteers to read their answers aloud.
Answer key: (from top to bottom) 2; 1; 3
3 Encourage students to mention some other events

they may know (or have heard about) that are or were
organised to combat big social problems. Ask students
whether they think these events are effective. Encourage
students to share their ideas in class. You may offer some
help by mentioning some examples, such as UNICEF ‘Un
71
Test 1
Test 1 (Units 1, 2 & 3)
Student’s name: Date: Final score: /100
Part 1: Reading
Task 1: Read the following emails and circle the correct option. (10 marks)
Hi, Emma!
How’s everything? My name is Julian and I’m from La Paz, Bolivia. I am 14 years old and I am in my first year in high
school. I have got dark hair and brown eyes. I am medium-height and thin. I am a good student but I am very shy
Photocopiable © Ediciones Santillana S.A. / Richmond 2012
and quiet.
I have got many siblings: two brothers and two sisters. How many brothers and sisters have you got? My bedroom is
very big. There are three beds – two bunk beds for my brothers and one single bed for me – but there’s only one desk
and one computer! That’s a problem! Our room is a real mess all the time! What’s your room like?
My neighbourhood is very quiet because there isn’t a lot of traffic. There are some small houses but there aren’t any
tall buildings near here. And there are many green areas too. My house is very near my school.
Well, write soon and tell me about you!
Take care
Julian
Dear Julian,
Thanks for your email! I’m from Toronto, Canada, and I‘m 13. I‘m in my first year in high school too. I‘ve got blonde
hair and blue eyes. I’m short and slim. I’m really very extroverted! I love sports, especially hockey!
I haven’t got any brothers or sisters. I’m an only child. My mum is a teacher and my dad is an accountant. My
bedroom is very tidy, and I’m very lucky: there is a computer and a TV, and they’re just for me ;)
My neighbourhood is very noisy but I like it. There are some tall buildings here and a lot of traffic, but there are also
some quiet areas in Toronto too. My flat is just opposite my school.
You must come and visit Toronto! It’s a great place!
Take care
Your email pal,
Emma
1 Emma lives in a quiet / noisy neighbourhood. 7 Julian’s bedroom is very tidy / messy.
2 Emma has / hasn’t got a large family. 8 Emma and Julian are / aren’t in their first year in
3 Julian is / isn’t an only child. high school.
4 Emma and Julian aren’t / are email pals. 9 Julian´s school is / isn’t near his house.
5 Emma has got fair / blonde hair. 10 T here are tall buildings in Julian’s / Emma’s
6 Julian is / isn’t very extroverted. neighbourhood.
72
Task 2
Task 2: Answer these questions. (10 marks) 2.1 Circle the correct answers. (10 marks)
1 How many siblings has Julian got?

Emma’s bedroom [1] ’s / ‘s got very tidy. She [2] have /
has got many books on a shelf.
2 What is Emma’s mother’s job? There’s a computer [3] in /on her desk.
There aren’t [4] any / some personal items on her bed.
3 How old is Julian? Her CDs [5] aren’t / haven’t on the floor.
They are on her desk too. aren’t / haven’t
4 What is Emma’s favourite sport?

2.2 Look at the map and complete the sentences with
5 Where is Emma’s school? prepositions of place. (5 marks)
Part 2: Grammar, vocabulary and

writing
Task 1
1.1 What is there in your neighbourhood? Complete
the survey questions about your neighbourhood and
answer them. (10 marks)
1 I s there a square?
Yes, there is. / No, there isn’t.
2 any shops?
.
3 a bakery?
.
4 a chemist? 1 There’s a beautiful square the church.
. 2 The school is the café.
5 a café? 3 There is a bank the café and the school.
. 4 There’s a shop the grocery and the bakery.
6 any tall buildings? 5 The library is the corner of Third St
. and Main Ave.
1.2 Complete these sentences with a, some or any. Task 3

(5 marks) 3.1 Look at Julian’s family tree and fill in the gaps
using the words / phrases in the box. (10 marks)
1 There aren’t shopping centres in my town.
2 Is there supermarket near here?
Sue
3 Are there schools in this area? Peter Jack
4 There are cafés opposite the park.
5 There aren’t bus stops on this road. Sam Kate Paul Julian Anne
73
has got have got 4.2 Write the numbers. (5 marks)
married to
half sister divorced 35
42
1 Sue five children. 100
2 S ue is Peter and 51
from Jack. 27
3 Kate is Julian’s . 86
4 J ulian and Anne two half brothers and
one half sister.
Writing:
3.2 Complete the sentences using ‘s or ‘. (5 marks)
Task 5: Write an email to your friend. Tell him / her
1 James parents are doctors. about you, your family and your neighbourhood.
2 I love my sister new dress! (20 marks)
3 My mother name’s Martha.
4 That’s my cousins flat. It’s very small.

5 My grandparents neighbourhood is lovely! Dear ,
Task 4
4.1 Look at this picture and write the parts of the
body. (10 marks)
1.
2
10
2.
3.
3
4.
5.
4
6.
9
5 7. Take care
8 8. Your email pal,
9.
10.
6
7
74
Test 2
Test 2 (Units 4, 5 & 6)
Part 1: Reading
Task 1: Read this text and write true (T) or false (F). (10 marks)
A Day in Jill’s Life

My name´s Jill and I’m from New York, USA. I’m a nurse and my routine is a
bit unusual because I work at night.
I live alone. I get up at about 3:00 p.m. I have a shower and then I have
lunch. I check my emails and surf the Web. I never watch TV during weekdays.
I go to work on foot and I arrive at the hospital at 10:00 p.m. I take care of
sick patients and help doctors. I finish work at 7:00 a.m. and I go back home

by bus. When I get home, I have breakfast and read the newspaper. Then, I go
to bed!
At the weekend, I don’t go to work. On Saturdays, I relax and listen to music
at noon and I go out with my friends in the evening. On Sundays, I play
tennis in the morning and watch TV in the afternoon.
I know my routine is very different from most people’s but I like it a lot!
1 From Monday to Friday, Jill sleeps Part 2: Grammar, vocabulary and

during the day. [ ] writing
2 Jill watches TV on weekdays. [ ]
3 She goes to work by car. [ ] Task 1
4 She reads the newspaper before going to bed. [ ] 1.1 Look at the pictures and write sentences about
Eddie’s routine. (10 marks)
5 She likes her unusual routine. [ ]
Task 2: Write the questions to these answers. Look at 1

the underlined phrases. Use Wh-question words. (10
marks)
1 ?
She lives alone.
2 ?
2
She works in a hospital.
3 ?
She starts work at 10:00 p.m.
4 ? 3
She likes her routine because it’s unusual.
5 ?
She goes back home by bus.
75
4 1 Tina can’t bark but it can meow .
2 or .
3 but .
4 and .
5 and .
5 6 but .
2.2 Put these sentences in the correct order using

numbers. (5 marks)
Then, I do my homework. [ ]
1 He gets up at . First, I make my bed. [ ]
2 . Finally, I have dinner and go to bed. [ ]
After that, I watch TV and check my emails. [ ]
3 .
Next, I tidy my room. [ ]
4 .
5 . Task 3
3.1 Correct these sentences. (10 marks)
1.2 Fill in the blanks with get, go or have. (5 marks)
1 Kate goes to school by bus (on foot)
Kate doesn’t go to school by bus. She goes to
1I up at 6:30 a.m.
school on foot.
2I a shower.
3I dressed. 2 Lisa likes romantic film. (comedies)
4I breakfast.
.
5I to school at 7:30 a.m.
3 They live in America. (Europe)
Task 2
2.1 Look at the table and write five sentences using .
can or can’t. (10 marks)
4 She rides her bike to the summer camp. (horse)
Bobby Tina 5 John wants to go to school. (home)

bark √ X
meow X √ .
jump high X √
climb walls X √ 6 They would like to live in a flat. (house)
run fast √ √
help blind people √ X
.
swim √ X
eat biscuits √ √
76
3.2 Use the information in the box and complete the 4.2 Complete this extract from Nancy’s diary with a
dialogue. (5 marks) suitable preposition. Use in, on, at, from or to.
(5 marks)
go to the toilet √ buy gifts X buy a new camera X
have a hot dog √ take photos √ drink some water √ This is my weekly school schedule. [1] Mondays and
Fridays, I’ve got Maths [2] the morning.
1 A: Can I go to the toilet ? I study French [3] Tuesday afternoons, [4]
B : Yes, you can. 2:00 p.m. [5] 3:30 p.m. I don’t like French, I prefer
2 A: ? English. On Wednesdays, I…
B: .
Writing:
3 A: ?
B: . Task 5: Complete this letter to your classmate. Tell
him / her about your weekend routine. Use frequency
4 A: ?
adverbs (always, usually, often, sometimes, rarely /
B: . hardly ever, never). (20 marks)

5 A: ?
B: .
Dear ,
6 A: ?
B: . I am writing to tell you about my weekend routine as
part of our school project on people’s lifestyles. On
Task 4 Saturday mornings, I
4.1 Complete the letter with a suitable object pronoun
(me, you, him, her, it, us or them). (10 marks)
. At noon,
Dear Albert, .
I am writing to tell (1) about my family. In the afternoon,
I really love (2) very much because they
are great! My mum and dad are excellent teachers
and very good parents too! I love (3) . .
Helen, my sister, studies Computer Science at In the evening,
Stanton University. She’s very smart. Everybody likes (4)
.
Tom, my brother, is a musician. We love (5)
because he plays the guitar very well. I can play the .
guitar too, but I don’t like (6) much. On Sundays,
Skinny is our pet dog. He’s so sweet! We also like
(7)
a lot!
Well, that’s (8) : Mum, Dad, Helen, Tom, .
Skinny and me! What about (9) and your
family? Please, write back soon and tell me about your weekend
Please write to (10) again soon! routine. Then we can collect all the information and
start working on our school project.
Take care
Nancy Take care
77
Test 3
Test 3 (Units 7 & 8)
Part 1: Reading
Task 1: Read this telephone conversation and write true (T) or false (F). (10 marks)
Claire: Hi, Lisa! This is Claire.

Lisa: Hi, Claire! Where are you? Are you coming to the party?
Claire: I’m afraid I’m not. I’m watching TV in my bedroom. I’m ill in bed.
Lisa: Oh, poor thing… I hope you get better soon!
Claire: Thanks, Lisa. What’s going on there?
Lisa: Peter and Kate are dancing in the backyard. And Angie
and Anne are chatting in the kitchen (they are eating some cake too),
and Pauline and Tom are watching the Simpsons on TV
in the living room…
Claire: Tom? Is Tom there? He must study for the Maths exam!
Lisa: Don’t worry, you know he usually studies hard and gets good marks…
Oh, you know, Stella is not coming to the party! She was on holiday in
the Caribbean last week and there was a horrible hurricane there. She is
fine now, but it was a terrifying experience for her. Her parents were very
worried about her. Luckily, there weren’t any accidents in the area.
Claire: Oh, dear! I’m glad everything was OK in the end.
Lisa: Me too! Listen, Claire, you must stay in bed and rest. Remember you
mustn’t go out!
Claire: I know that… No problem! Thanks Lisa, and enjoy the party! Bye!
Lisa: Bye! Take care!
1 Lisa must stay at home and rest. [ ] 2 Where are Peter and Kate?
2 Stella is going to the party. [ ]
3 Tom is a good student. [ ]
4 The people at the party are doing different things. [ ] 3 What was Stella’s problem?
5 Claire doesn’t feel well. [ ]
4 Who is ill?
Task 2: Answer these questions. (10 marks)
1 What are Pauline and Tom doing? 5 What is Lisa doing?
78
Part 2: Grammar, vocabulary and 1 I have an important exam [ ] I / make / noise
writing on Monday.
2 My room is messy. [ ] You / go / to the doctor’s
Task 1
1.1 Read and complete this text using the verbs in the 3 You’re ill. [ ] I / tidy / it
box in the –ing form. (10 marks) 4 That animal is dangerous. [ ] I / study / hard
do wash make x 2 5 I am studying in the [ ] You / touch / it

watch read eat library.
cook come buy
1
What are the Joneses [1] doing today? Karen isn’t
at home. She’s [2] clothes 2
at the shopping centre. And what about Mr Jones? Is he
his car in the backyard? No, he isn’t.

[3]
3
He’s [4] TV in the living room. What’s
Mum doing at this moment? She’s [5] a
book in the dining room. And who’s [6] 4
lunch? Grannie is! She’s [7] spaghetti!
She’s [8] a delicious tomato sauce. 5
Mr Jones is [9] into the kitchen… What’s
he [10] now? He’s [11]
Grannie’s tomato sauce! 2.2 Write two household items or pieces of furniture
you can find in the following rooms. (10 marks)
1.2 Simple Present or Present Continuous? Complete living room:

the sentences with the correct form of the verbs in
the box. (5 marks) kitchen:
bedroom:
get sleep watch
teach rain backyard:
dining room:
1I a film on TV now.
Task 3
2 Shh! Be quiet! The baby .
3.1. Look at the online weather forecast. Complete
3 Mary is a teacher. She Italian. the questions and answers. (10 marks)
4 I am not going to school today because it
. The Weather Around the World
5 I usually up early in the morning. Yesterday Today
London Cool 17°C

Task 2 Cool 15°C
2.1 Match the columns and write sentences using the Madrid Hot 28 ° C Hot 25°C
cues. Use must or mustn’t. (10 marks)
Buenos Aires Cold 5°C Cold 3°C
79
1W
hat’s the weather like in London today? It’s cool B: Hahaha… I know them! I [9] serious
and cloudy . really. It [10] a joke! I love the
What’s the temperarure? It’s seventeen degrees. Beatles!
2 in London yesterday? 4.2 Complete this dialogue with how many, what,
.
what time, who or where. (5 marks)
What was the temperarure? .

A: [1] were you at the time of the
3 in Madrid today?
volcanic eruption?
.
B: We were at school.
What’s the temperarure? .
A: [2] were you with?
4 in Madrid yesterday?
B: I was with my classmates and my teacher.
.
A: [3] was it?
?
B: I think it was 10 a.m.
It was twenty-eight degrees.
A: [4] was the weather like?

5 in Buenos Aires today?
B: It was cloudy and windy.
.
A: [5] people were in the classroom?
What’s the temperarure? .
B: Twenty five.
3.2 Write two items of clothing you can wear in...
(10 marks)
Writing:
summer:
Task 5: Write five things you must do and five things
autumn: you mustn’t do at school. (10 marks)
winter:
spring: School Rules
all seasons: What We All Must and Mustn’t Do
Task 4 At school, we
4.1 Complete the following dialogue with was, wasn’t,
were or weren’t. (10 marks)
A: Where [1] John Lennon from?

B: [2] he from Manchester?
There are a number of things that are not permitted at
A: No, he [3] . He [4] from
Liverpool, England. He was a great musician and school. For example, we
a member of the best music band of all times, The
Beatles!
B: [5] the Beatles a punk group?
A: No, they [6] . They [7] a Anyway, I like my school a lot! I’ve got lots of friends
rock and roll band. Oh, come on! They [8] ________ here and I’m learning many new things too!
very famous and they still ARE famous! I can’t believe
you don’t know them!
80
Answer Key (Tests 1 to 3)
Test 1 have different bedrooms. My room is messy but her

room is tidy.
Part 1: Reading We live in a small house in a very quiet
Answer Key to Tests

neighbourhood. There are some small houses here and
Task 1
there isn’t a lot of traffic.
1. noisy; 2. hasn’t, 3. isn’t; 4. are; 5. blonde; 6. isn’t; Well, write soon and tell me about you.
7. messy; 8. are; 9. is; 10. Emma’s
Take care
Task 2
Javier
1. He has got four siblings. 2. She’s a teacher. 3. He’s
fourteen. 4. Hockey. 5. It’s opposite her flat.
Test 2
Part 2: Grammar, vocabulary and writing Part 1: Reading
Task 1 Task 1
Teacher’s Book
1.1 2. Are there, students’ own answers; 3. Is there, 1. T; 2. F; 3. F; 4. T; 5. T
students’ own answers; 4. Is there, students’ own
answers; 5. Is there, students’ own answers; 6. Are there, Task 2
students’ own answers
1.2 1. any; 2. a; 3. any; 4. some; 5. any 1. Who does she live with? 2. Where does she work?
3. What time does she start work? 4. Why does she like
Task 2 her routine? 5. How does she go back home?
2.1 1. ‘s; 2. has; 3. on; 4. any; 5. aren’t
2.2 1. opposite; 2. next to; 3. behind; 4. between; 5. on Part 2: Grammar, vocabulary and writing
Task 1
Task 3
1.1 1. seven a.m. / seven o’clock in the morning; 2. He
3.1 1. has got; 2. married to, divorced; 3. half sister; goes to school at quarter past eight (in the morning) /
4. have got eight fifteen a.m.; 3. He has lunch at twelve thirty p.m. /
3.2 1. ‘; 2. ‘s; 3. ‘s; 4. ‘; 5. ‘ half past twelve (at noon); 4. He does his homework at
six p.m. / six o ‘clock in the evening; 5. He goes to bed at
Task 4 quarter to eleven (at night) / ten forty-five p.m.
4.1 1. head; 2. neck; 3. arm; 4. hand; 5. leg; 6. foot; 1.2 1. get; 2. have; 3. get; 4. have; 5. go
7. toes; 8. knee; 9. fingers; 10. shoulder
4.2 35 thirty-five; 42 forty-two; 100 a / one hundred; Task 2
51 fifty-one; 27 twenty-seven; 86 eighty-six
2.1 Answers may vary. Possible answers: 2. Bobby can’t
jump high or climb walls. 3. Tina can climb walls but
Task 5: Writing it (she) can’t swim. 4. Bobby can swim and help blind
Students’ own answers people.
Model answer: 5. Tina can run fast and eat biscuits. 6. Bobby can swim
but it (he) can’t climb walls.
Dear Kate, 2.2 Answers may vary. Possible answers: 3, 1, 5, 4 ,2
My name’s Javier and I’m from Montevideo, Uruguay.
I’m 12 years old and I am in my first year in high
Task 3
school. I’m tall and slim and I’ve got fair hair and
brown eyes. I think I am good fun. 3.1 2. Lisa doesn’t like romantic films. She likes
I have got one sister. Her name is Susan. Susan and I comedies. 3. They don’t live in America. They live in
81
Europe. 4. She doesn’t ride her bike to the summer camp. Part 2: Grammar, vocabulary and writing
She rides her horse. 5. John doesn’t want to go to school. Task 1
He wants to go home. 6. They wouldn’t like to live in a
1.1 2. buying; 3. washing; 4. watching; 5. reading;
flat. They would like to live in a house.
6. making; 7. cooking; 8. making; 9. coming; 10. doing;
3.2 2. A: Can I have a hot dog? B: Yes, you can; 3. A: Can I
11. eating
buy (some) gifts? B: No, you can’t. 4. A: Can I take photos?
Answer Key to Tests
1.2 1. am watching; 2. is sleeping; 3. teaches; 4. is

B: Yes, you can. 5. A: Can I buy a new camera? B: No, you
raining; 5. get
can’t. 6. A: Can I drink some water? B: Yes you can.
Task 4 Task 2
4.1 1. you; 2. them; 3. them; 4. her; 5. him, 6. it; 7. him; 2.1 1. I must study hard. 2. I must tidy it. 3. You must
8. us; 9. you; 10. me go to the doctor’s. 4. You mustn’t touch it. 5. I mustn’t
4.2 1. on; 2. in; 3. on; 4. from; 5. to make (any) noise.
2.2 Students’ own answers
Task 5: Writing
Task 3
3.1 2. What was the weather like, It was cool and rainy,
Teacher’s Book
Model answer:
It was fifteen degrees; 3. What’s the weather like, It’s
Dear Linda, hot and cloudy, It’s twenty-five degrees; 4. What was
the weather like, It was hot and sunny, What was the
I am writing to tell you about my weekend routine as part temperature; 5. What’s the weather like, It’s cold and
of our school project on people’s lifestyles. On Saturday windy, It’s three degrees
mornings, I get up late and watch TV. At noon, I have 3.2 Students’ own answers
lunch with my family. In the afternoon, I listen to music
and chat with my friends on MSN. In the evening, I have
Task 4
dinner and watch TV. On Sundays, I play tennis with my
sister and then I go to the football stadium. 4.1 1. was; 2. Was; 3. wasn’t; 4. was; 5. Were;
Please, write back soon and tell me about your weekend 6. weren’t; 7. were; 8. were; 9. wasn’t; 10. was
routine. Then we can collect all the information and start 4.2 1. Where; 2. Who; 3. What time; 4. What; 5. How
working on our school project. many
Take care
Task 5: Writing
Kevin Students’ own answers
Model answer:
Test 3 School Rules
What We All Must and Mustn’t Do
Part 1: Reading At school, we must study hard, we must listen to our
Task 1 teachers, we must be quiet in class, we must respect our
1. F; 2. F; 3. T; 4. T; 5. T classmates and teachers and we must participate in
class.
Task 2 There are a number of things that are not permitted at
1. They’re watching The Simpsons on TV. 2. They’re in the school. For example, we mustn’t shout, we mustn’t run
backyard. 3. She was on holiday in the Caribbean and on the stairs, we mustn’t fight, we mustn’t eat chewing
there was a hurricane. 4. Claire is ill. 5. She’s speaking on gum and we mustn’t throw papers on the floor.
the telephone. Anyway, I like my school a lot! I’ve got lots of friends here
and I’m learning many new things too!
82
Grammar Reference – Answer Key
Remind students that the Grammar Reference section GR 10

also provides opportunities for self-evaluation: for each 1. My aunt is always happy. 2. Sue never goes to school
Grammar Reference - Answer Key

Grammar Reference topic, students may circle one out by bus. 3. He is sometimes very rude. 4. We often play
of three emoticons (happy, neutral or sad faces) that badminton on Sundays.
appear next to each grammar chart to show whether
they understand the grammar topic very well, well or not GR 11
very well. Self-evaluation may contribute to 1. all persons; 2. negative; 3. ability in the present
developing students’ sense of progress and awareness of
their learning process. GR 12
2. Can I use your mobile phone please? 3. Can you show
me your passport please? 4. Can I borrow your Coldplay
Answer Key CD, please?
GR 1 GR 13
1 1. an; 2. a; 3. this; 4. those; 5. ‘s 1. are, doing; 2. ‘m going; 3. do; 4. ‘s playing
2 1. That; 2. those; 3. These; 4. this 5. understand; 6. are, doing; 7. want; 8. play; 9. ‘s
raining
GR 2
1 1, 3, 4, 5 GR 14
2 1. isn’t; 2. Are; 3. aren’t; 4. Is 1 1. She must see a doctor. 2. You mustn’t go near it.
3. I must hurry up. 4. I must tidy it. 5. You mustn’t make
Teacher’s Book
GR 3 (any) noise. 6. I mustn’t eat sweets.
1. She, her; 2. His, his; 3. Their, They; 4. I, my; 5. our, we 2 Students’ own answers
GR 4 Students’ own answers GR 15

1. was; 2. was, were; 3. was; 4. were
GR 5
1. There is; 2. There aren’t any / There are no; 3. There GR 16
isn’t; 4. There aren’t any / There are no; 5. There is; 1. Where were; 2. was; 3. were 4. wasn’t; 5. was; 6.
6. There are were; 7. was; 8. How many; 9. were there; 10. Was
GR 6
1. Students’ own answers, on; 2. Students’ own answers,
in; 3. Students’ own answers, on; 4. hasn’t got / doesn’t
have, at; 5. on; 6. at, from, to
GR 7
1. him; 2. them; 3. it; 4. her; 5. us; 6. you; 7. it; 8. me, me
GR 8
1. Get, 2. Practise; 3. Don’t eat / Never eat; 4. Don’t go;
5. Be; 6. Believe / Always believe
GR 9
1 1. loves; 2. go; 3. studies; 4. gets up; 5. play
2 1. Does Dina play volleyball?, she does; 2. Does Peter
like sports?, he doesn’t; 3. Does Jane get up at 6 a.m.? ,
she doesn’t; 4. Does Daniel go to school by car?, he does
83
Project Work Activities
PROJECT WORK 1 (UNITS 1 & 2) Useful language: This is a picture of… / (Her) full
name is… / (She) was born on… / (She) is from… / (She) is
Title: Our Celebrities Posters an (actress)… / (She) is (tall) and (slim) and (she) has got
(fair) hair and (green) eyes… / (She) is (shy) and (quiet)… /
Task: (As it appears on the Student’s Interactive CD- One of (her) films is….
ROM) Work in groups. Make a poster presentation of
some famous people. Include the following information
about them: full name, date and place of birth, PROJECT WORK 2 (UNITS 3 & 4)
nationality, job or occupation, physical description and
personality, and some other relevant details about them Title: Flying Over Our Homes
(films, TV programmes, football team, achievements, etc.)
Don’t forget to include some big pictures of them too! Task: (As it appears on the Student’s Interactive CD-
ROM) Work in groups. Get together with some other
Procedure: (As it appears on the Student’s Interactive students who live in the same area as you. Design a
Teacher’s Book
CD-ROM) Present as many celebrities as students in your map of your area as seen from the sky which shows
group so that everyone has a chance to speak. Choose all your homes and some important places near
the famous people you want to describe, but first check them: a park or square, some monuments, a bank,
with your teacher in order to avoid repetitions in the etc. Hand out copies of your map and talk to your
choice of celebrities in your class. Make a big poster classmates about your area.
including all the pictures of the celebrities you chose and
write some details below them to help you with your oral Procedure: (As it appears on the Student’s Interactive
presentation. CD-ROM) Make a map of your area as seen from the
sky. Draw your houses and some other important
Assessment: Groups take turns to display their posters buildings near them (a school, a library, a park, etc.)
in class and make their oral presentations. It is probably If you have Internet access, find your area on Google
a good idea to assign the last minutes of different classes Earth: www.earth.google.com . You might also
for this activity. There may be some possible variations create a blog and upload a PowerPoint presentation
in the presentation techniques used by students (from with photos of your area, or make a short film
cardboard posters to computer assisted presentations about it to help you with your presentation. Hand
using a notebook / netbook and a data projector). As the out copies of your map and take turns to tell your
students present, the teacher makes notes and provides class what your area is like by describing where your
some feedback at the end. Once the presentation is houses are in relation to some other places. Use
finished, students may display their posters on the prepositions of place.
classroom walls or in any other display area in the school.
Variation: You might also decide to have the class ask Assessment: Groups take turns to talk about their
the presenters some questions. This is recommended areas. Encourage all the students in the groups to
in those cases when you notice the students feel a bit contribute to their oral presentations by offering
embarrassed to talk in public. help (asking questions, providing useful words and
expressions, etc.) especially to those students who do
Sources: magazines, encyclopaedias, newspapers, etc. not seem to be saying much. It is probably a good idea
• The Internet Movie Database: www.imdb.com to assign the last minutes of different classes for this
• Glogster.com to make posters: www.glogster.com activity. As the students present, the teacher makes
• Information about Olympic medalists: www.olympic. notes and provides some feedback at the end. Once
org/athletes the presentation is finished, students may display their
• Music stars biographies: www.123musicstars.com work on the classroom walls or in any other display
• Image search: http://images.google.com area in the school. Variation: You might also decide to
84
have the class ask the presenters some questions. This a chart including the information you have gathered. If
is recommended in those cases when you notice the you have computer access, you may produce an Excel
students feel a bit embarrassed to talk in public. spreadsheet chart and also support it with additional pie
or bar charts. Use the charts you have made to tell your
Sources: photos, encyclopaedias, maps class about your survey.

• Google Earth: www.earth.google.com
• Google Maps: www.maps.google.com Assessment: Make sure all the groups prepare
• You Tube to upload videos: www.youtube.com different sets of questions for their surveys so as to
• Eyejot to make videos: www.eyejot.com avoid repetitions. Groups take turns to display their
• Slideshare to upload PPTs to a blog: www.slideshare.com charts in class. Encourage all the students in the groups
• Blogger: www.blogger.com to contribute to their oral presentations by offering
• Image search: www.images.google.com help (asking questions, providing useful words and
expressions, etc.) especially to those students who do
Useful language: This is a map of our area… / The not seem to be saying much. It is probably a good idea
name of our neighbourhood is… and it’s very (quiet) to assign the last minutes of different classes for this
and… / Here you can see (Juan’s) house. It’s between the activity. As the students present, the teacher makes
(bank) and the (supermarket)… / There’s a big (hospital) notes and provides some feedback at the end. Once the
opposite the… presentation is finished, students may display their charts
Teacher’s Book
on the classroom walls or in any other display area in
the school. Variation: You might also decide to ask
PROJECT WORK 3 (UNITS 5 & 6) the groups to present their findings in writing (a short
report).
Title: The Way We Live
Sources: Microsoft Excel, Microsoft Word, photographs
Task: (As it appears on the Student’s Interactive CD- • Flowchart: www.flowchart.com
ROM) Work in groups. Conduct a survey among some of • Image search: www.images.google.com
your family members, relatives and friends about their
different lifestyles and daily activities. Then, make a big Useful language: This survey shows different habits
chart comparing your findings. Present your findings and routines people have at different ages. / The majority
orally to the rest of the class. of… (very young / adult / teenage / elderly) people… / Very
few people… / A (large) (small) percentage of (teenagers)… /
Procedure: (As it appears on the Student’s Interactive In conclusion, we think most people… but only very few…
CD-ROM) Think of interesting questions to include in
your survey, for example: How often do you… go shopping
/ exercise / clean your bedroom / go to school or work PROJECT WORK 4 (UNITS 7 & 8)
(by bus or on foot)? / Do you cook your own meals every
day? / What do you do every day after school or work? / Title: Our Weather Report
What time do you…? / Where do you…? / Would you
like to move to another city or neighbourhood?, etc.) Task: (As it appears on the Student’s Interactive CD-
Restrict your questions to a limited number: five or six ROM) Work in groups. You are a team of TV presenters
are probably enough. Ask your teacher to have a look at who work on a news programme. Take turns to give a
your questions before you start carrying out your survey. short report on the weather conditions in different areas
Conduct the survey (in your mother tongue) by of your country or in other areas or regions in the world.
interviewing some children (your younger siblings / Use weather icons, pictures and weather maps to help
cousins), some teenagers (members of your group / you with your oral reports.
friends), some adults (your parents / relatives) and even
some elderly people (your grandparents). The objective Procedure: (As it appears on the Student’s Interactive
of this task is to analyse different habits and routines CD-ROM) Write the script of a TV weather report for a
people may have at different stages of their lives. Make news programme. Include as many report sections as
85
students in the group (one weather report on a different
area per student). Choose some areas of your country and
also some other places / countries with different seasons
to show varied weather conditions: (strong winds and
hurricanes in autumn in Cuba, very cold with big snowfalls
in winter in Patagonia, rainy with severe floods in spring

in India, very hot with terrible droughts in summer in
Egypt, etc.) Take turns to present the weather conditions
for today in different areas and compare them with the
weather conditions for last week / yesterday / two days
ago, etc. Also, recommend what clothes to wear today
depending on the weather. Use the Simple Present and
Simple Past tenses. Rehearse the weather report scene
previously (ask your teacher for help) and then act it out
in class. Include pictures, weather icons, weather maps,
background music, etc. If you have Internet access, you
may produce a short film including the items mentioned
above.
Teacher’s Book
Assessment: Groups take turns to act out their

weather report scenes in class. It is probably a good
idea to assign the last minutes of different classes for
this activity. There may be some possible variations in
the presentation techniques used by students (from
cardboard posters with printed photos and weather icons
to computer assisted presentations using a notebook /
netbook and a data projector). As the students present,
the teacher makes notes and provides some feedback at
the end.
Sources: magazines, newspapers, photos, videos

• Image search: www.images.google.com
• You Tube: www.youtube.com
• Weather icons: www.webresourcesdepot.com/free-
weather-icons-collection
• Eyejot to make videos: www.eyejot.com
Useful language: Our next section in today’s news is

the weather. The weather in (Bariloche) today…is (sunny /
cloudy / rainy / windy / cold / etc.) with temperatures of… /
But be careful! (Two weeks ago) the weather was… and
there was a terrible (snowfall)… / We recommend wearing
(warm) clothes: (a woolen jacket), (gloves), etc. / Take
an umbrella in case it rains and… / Now, it’s over to you
(Patricia)…
86
Audio CD – Track List
Track 2 Starter Unit Lesson 1 - activity 2 page 4

Track 6 Starter Unit Lesson 2 - activities 5 & 6 page 7
Track 7 Unit 1 Lesson 1 - activity 2 page 8
Track 24 Unit 4 World Issues 4 - activity 3 page 55
Track 35 Unit 7 Lesson 2 - activities 5 & 6 page 83
Track 38 Unit 7 Review - activities 2 & 3 page 88
87
Ferreira da Veiga, Isadora
58 St Aldates Sign up to english 1 teacher’s book. - 1a ed.
Oxford OX1 1ST 1a reimp. - Ciudad Autónoma de Buenos Aires :
United Kingdom Santillana, 2015.
88 p. + CD-ROM ; 28x22 cm.
© 2012 Ediciones Santillana, S. A.
Leandro N. Alem 720 ISBN 978-950-46-2948-1
C1001AAP Buenos Aires, Argentina
First published by 1. Enseñanza de Inglés. I. Título

© Richmond Publishing, Editora Moderna, 2010 CDD 420.7
ISBN: 978-950-46-2948-1
Publisher: Mabel Manzano This Teacher’s Book includes an Audio CD.

Development Editor: Ana Rita de S. Corrêa
Design and Art Editor: Christiane Borin Queda hecho el depósito legal que marca la ley 11.723.
Cover Design and Layout: Raquel Buim, Ana Lucía Garibotti Impreso en Argentina. Printed in Argentina.
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Photo Research: Paula Fulía quoted for information purposes only. Richmond has no control over
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The Scope & Sequence section consists of two pages with

WB Workbook* 1st term

Some Other Features of the Series Review - Unit 2 CB pp. 28-29

Annual Plan World Issues 5 CB pp. 66-67

CONTENTS COMMUNICATIVE AND LEARNING TASKS

Speaker: The Alphabet

Lyn: See you!

Audio script 4 Useful Tip:

Answer key: Students’ own answers

Unit 1 - People around the world

COMMUNICATIVE AND LEARNING

LEXIS GRAMMAR PHONOLOGY

Question words: what,

Countries and nationalities. Verb to be (affirmative)

Pronunciation of @ (at) Asking and saying when someone’s

Sports, countries, the Pronunciation of some

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 8) Audio script 7

1 Set the context for the dialogue: two teenagers

Answer key: 2. Brazilian; 3. Canadian; 4. Chinese; 5. Lesson 2 (CB p. 10)

6 Ask students to complete the speech bubbles. Point

Answer key: 1. She’s American. 2. I think she’s 37 or

think he’s 26 or 27 years old.

7 Students complete the sentences using he’s, she’s, it’s

1 Students read Mark’s profile and fill in the gaps

Answer key: 1.Peter; 2. 14 years old; 3. Irish; 4. 3rd/

3 May; 5. 2B; 6. 17 Devon Road, Dublin; 7. D20; 8.

9 Explain that the words are not in the correct order

3 Students look at the pictures and answer the

Answer key: 1. black, is / ‘s from China / Chinese; 2.

Answer key: Ben; Tai; 16; Chinese; 1A; blue; mobile

1 This warm-up question introduces the picture in

Boy: You’re welcome.

Girl: I’m English.

Answer key: Students’ own answers

Lesson 4 (CB p. 15) Answer key:

In the Review section, students will revise all the

World Issues 1 - WE ARE ALL IN

1 Students read the text. Then they read the sentences

2 Students look at the rings are write their colours.

Unit 2 - What are your friends like?

COMMUNICATIVE AND LEARNING

Pronunciation of some Discussing different people’s physical

Possessive adjectives: My,

What is (he) like? vs. What

Integrating acquired knowledge

Lesson 1 (CB p. 20) Reference:

4 Students complete the chart with information about

EXTRA ACTIVITY: 8 Students work in pairs. Student A describes

5 This is a good opportunity to recycle the use of the

Answer key: 1. 13 (years old); 2. American; 4. red;

5 15 Play the audio CD for students to listen and

Answer key: 1. My; 2. I; 3. she; 4. Her; 5. her; 6. My,

Answer key: 1. sport is women’s field hockey. 2. Her

Lesson 3 (CB p. 24)

option. Explain that when you are not sure about

Answer key: Students’ own answers Answer key: mechanic

9 In pairs, students play a guessing game. Direct