r: - Alaviana Achim Ecaterina Comi,el Felicia Dinu .

1
Loretta Mastacan Ruxandra Popovici Elena Teodorescu I
 Oxford University Press, Great Clarendon Str eet,
Oxford OX2 6DP , Unit ed Kingdom Contents
Introduction iii
Oxford University Press, Edu cational Centre SRL, Unit 1
43 .Ior ga Str eet , Buch a rest, Romani a 1
Unit 2 7
Unit 3 13
Oxford New York
Unit 4 17
Athens Auckland Bangk ok Buenos Aires Round Up 1
Bogota Bombay Calcutta Cape Town 23
Unit 5 24
Dar es Salaam Delhi Floren ce Hong Kong Unit 6
Istanbul Karachi Kuala Lumpur Madras 30
Unit 7 35
Madrid Melbourne Mexico City Nairobi Round Up 2
Paris Singapor e Taipei Tokyo Toronto
40
Unit 8 41
and associated comp anies in Unit 9 47
Berlin Ibadan Unit 10 53
Round p 3 58
OXFORD and OXFORD ENGLISH
Tests 59
are tr ad e marks of Oxford Univers ity Press
Test 1 Units 1-4 60
ISB 0193120399 Test 2 Units 5-7 61
Test 3 Units 8-10 62
Oxford Unive rsi ty Pr ess 1997 Answer key 63
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CO ' S ULTA NT S
Sue Moham ed. Freelance teacher trainer and writer. UK
Rod Bolith o. .'ntemationai Edu cation Centre, University
Coileq of S t Mark and St John . Pbpnouth, UK

PROJECT CO-ORDI I ATORS

Ruxandra Popovici
Ecate rina Cumisel

Print ed in Romania
 - _.- -
~I
'. . 1 (
iii
Introduction
1
7
13
17
23
24 Pathway to English is your English course for the
30 seconda ry level. It is in eight part s, for Grad es 5-12
35 respec tively. Th is book at Grade 6 level is called
40 English Faetfile. It builds on th e foundati ons laid by
41 Gr ad e 5 English classes and assumes th at stude nts
47 entering Grade 6 will have completed a course like
53 Eng lish Agenda.
58
What are the organising principles of
59
60 English Factfile?
61
The syllabus is topi c-b ased . Thi s decisi on was
62
ma de in recogn ition of the fact th at learners are
63 more likely to be motiva ted by topi cs than by
structural or functi onal he adin gs to units. Howev er
this does not mean that structures. functions and
voca bulary are ignor ed . Th e topi c basi s is
und erpinned by a syste matic. gr ade d gr ammatical
syllabus, some of it recycling grammar tau ght in
Gra des 2-5, and som e moving on to new areas.
Vocabulary is largely organised round the topi cs.
Importantly, th e main focu s of English Factfile is
on e ffective communica tion. which me ans that
gr eat att ention is paid to langu ag e in use , with an
emphasis on th e four language skills of listeni ng,
speaking, r eading and writing, and on
communica tive function s . We have also includ ed a
syste ma tic introdu ction to English word and
sente nce stre ss. The interrelationship between the
different elem ents in th e syllabus is sbow n in th e
chart at th e begin ning of th e Studen t's Book.
What kind of methodology does
English Factfile imply?
I oktng at the language primarily as a means of
communication ha s consequences for the way we
teach it. In writing English Factfi.le, we were
aware, too, of th e need to tak e acco unt of wid er
developments in tJ,c field of language teaching and
oducation ill gene ral. Here are the main principl es
we have tried to put into practice in this ne w
course:
1. Learner-centredness . The le arn er is at the
ce ntre of all classroom processes. Without learners ,
ther e would be no teach ers . Yet in so m any
lan guage class es, it is th e teache r wh o dominates
and gets more languag e pra ctice. We have tri ed to
reflect learners ' interests as far as pos sibl e in our
choice of topi cs. We have tried (through pair-work
and group-work activiti es) to maximise
a
IJ
oppor tunities for practice in sp eaking th e language .
In Rom anian classr ooms , pair wo rk is generally
easy, since most stude nts have a de skm ate they ca n
work with. Groups of four can be form ed in at least
two ways:
a) with fixed desks :
~8I' 0 1:><=1
(pairs of students turn
round to face those
behind th em ; the
0 ~8!10
teacher (f) can move
from group to group
in order to monitor)
o
b) with movabl e desk s:
(once again. th e
teacher can move
betuieen rows to
monitor th e work
in groups)
We have tried to encourage learners to take mor e
respons ibility for th eir own learning, notably
through Proj ect Work, whi ch is described in more
det ail below. Learners are also frequently
encouraged to ta lk ab out th emselves.
2. Enjoyment. We learn best wh en we enjoy what
we are doing. English Faetfi le has man y exe rcises
which emphasise th e fun in learning.
3. Fluency as well as accuracy. In the past, we as
teach ers (anrl cons eque ntly our "'tden ts , too)
tended to con centrate on how our learners speak
and wri te instead of fa .uslng on wh at th ey wish to
express. This is a result ,) f our preoccupation with
acc uracy, and our eagerness to correct mistakes .
Learner s need to experime ntwith language wh en
trying to communicate , and this involves taking
risks. Applied linguists are agre ed th ese days that
erro rs are not only inevitabl e but are eve n a
desirable part of the learning process. This view
does not excuse errors (whi ch all tea chers
recognise) , but it does serve as a reminder that we
should give credit for fluency. for successful
comm unication, as well as for acc uracy. "
 . . l ~
.][], UNIT
1 Diaries
Lesson 1
Title: Holid ay s naps
Comm u nica tive aims: Des cribing pas t
activities
Giving pr eferences and r ea sons
Asking for information and confirmation
Skills cover ed: LISTENING
Speaking
Writing
Gra m ma r: Simple past [re cyclingl
Question-tags (simple past)
Vocabulary:
active: r elaxing, boring, exciting, amusing,
interesting, ordinary, awful. etc.
passive : adventure trail, to follow, rope,
through, to crawl, tunnel
13) Ask students to r ead the words describing
holid ays . Quickly check their comprehension .
Mak e su re th ey und erstand th e meaning of
the wo rd 'ordinary' .
Bra instor m other words from the same lexical
se t.
Wr ite th e wo rds on th e board. Students write
them in th eir noteb ooks .
Possibl e answers: nice; terrible; fan tastic;
bad ; sp ecial; strange; lovely, etc.
You may want to b r ainstorm adj ectives
spec ific to: people (kind, helpful, etc.).
wea the r (wet, hot , cool, etc.), food
(tasty, etc. ).
1b) Ask stu dents to des cribe aspects of th eir
holid ays using som e of th e v-ords th ey learnt
in 1a) . Tak e r esponses from 4 or 5 students.
lc) an d d) Ask stude nts to write in the ir not ebooks
one or two senten ces for each adj ective to
expla in wh y th ey chose it.
Then , ask each student to exchange hislher
notebook with another student's to find out
ahout hislher partner's holiday.
Ask st udents to compare their holiday with
the .,: partner's and report to the class.
Possible onswer: I had an or dinary holid ay.
but Mary had an exciting one becau se she
learnt how to rid e horses and climbe d th e
highest mountain peak in th e cou ntry.
2a) and b) Ask stude nts to express the ir
pr efer en ces and to give reasons.
Don't spe nd too long on this activity.
3 Play th e tape.
Ask students to list en to th e tap e to find
out the answer.
Tapescrlpt
Liz These are great.
Steve What? Oh, the holiday snaps. We went to
Woodlands, in South Devon. It was really
something. Let me show you. That ,.. that's
th e ... first 'adventure trail'. We all iouk funny,
don 't we? They gave us those special glasses to
protect our eyes uud er the water, But we only
wore the m for an hour or so, John and I followed
a rope through wat er, He got all wet and stayed
in bed with a cold for the rest of the day,
Liz Yes, he told me. He was very unh appy that he
couldn't go up the hill with you.
Steve But he was aUright for the run , the race the
followin g da y an d ca me seco nd. Look at his face.
All smiles.
Liz Who won the first "adventure trail'?
Steve Er .. . Janet. We had to craw l th rough ~e tunne l
in five minu tes an d she did it in three.
Liz Janet? I didn't know she was so sporty and fit.
Steve It only happened because the boys were tir ert
And her e we are on a fishin g trip on the lake.
Uz Did you real ly catc h anything?
Steve No, actually, it was Jan et aga in. I don't know
how. Beginne r's luck. That's her with the first
fish she cau ght.
Liz This one looks nice.
Steve Oh, it's the river cro ssing our ca mpsite. And
there in th ed"istance, can~? I t's five or six
of us just before th e canoeing trip ,
Liz Ah! .. Was it difficult? Who won tha t one?
....................
2 UN I T I
Steve Wasn't very difficult ... Er ... Susan, John's sister
came first. It was really good fun.
Liz I bet it was . And what's this ...
Answer: Steve is showing Jane some holiday
pho toslholiday snaps.
4a) Ask students to look at the words expre ssing
activities ,
Make snre they understand th e words.
Play th e tape again.
Ask students to put down any words they
need for the task in their not ebooks.
Answers: cycling; walking; swimming.
4b) Ask st udents to read the captions first.
Try to make students rememb er some of th e
activities Steve mentions.
Ask students to write the answe rs in their
not ebooks.
Answers: follow a rope through water; crawl
through a tunnel.
Sa) Ask students to look at the not es about
Steve's holiday.
Explain to th em the differ enc e betw een not es
and complete sentences.
Ask them to go on taking notes while listenin g
to th e ta pe aga in.
Don't expect st udents to note down all Steve's
activities.
Ask 2 or 3 of the m to re port to the class
briefly.
Possible answers: followed a rope through
wat er; we nt up the hill; ran in the race;
crawled through a tunnel; wen t fishing ; went
canoeing.
Sb) Help students remember som e of the rules
they know for the forming and intonation of
question tags and help them understand
simple past - qu estion ta gs.
Tell students to work in pairs.
Ask students to refer to the Language Focus
box an d use qu estion tags to chec k their
notes with their partner's.
Make sure they form question tags correctly
and they use a falling intonation when asking
for confirmation,
Ask students to write their questions in their
notebook s,
6 This activity is suitable for homework .
Ask students to use simpl e past to write
compl ete se ntences about th eir holiday.
Lesson 2
TItle: Dear Diary
Communicati ve aims: Expressing feelings
Des cribing past events
Giving reasons
Skills covered : READING
Speaking
Listening
Writing
Grammar: Simple past [recycling]
Vocabulary:
active: diary, mother, father, brother. sister.
grandm oth er, grandfather + oth er
famil y re lations hips they know,
Thursday, Frid ay, Satur day, Sund ay,
Monday + othe r days of the week th ey
know
passive: fatigu e, exhauste d, worn-out , bon e
idle , appointment. sarcastic, symp athy,
to miss , to go/fall asleep
Pronunciation: Word-stress on family
vocabulary
1 Ask students to read the text silently and say
what kind of book the te xt refers to .
Answer: c) a diary
2 You may want to sta rt this activity by as king
students if th ey keep a diary.
Tell students to work in pairs.
Don 't spend too long on thi s ac tivi ty.
Take 2 or 3 responses from the class.
3a) Chec k if the students are familiar with the
different types of books mentioned in th e
activity.
Ask students to read the two ext . acts silently.
Elicit the right answer and very briefly ask
for the reas ons the students had for matching
the extract to one particular type of book .
Answer: 1 e ); 2 c)
3b) Ask students to read each text a gain looking
for any clues as to wheri the text was written
by its author.
Ask students to report their an swers to the
clas s also mentioning very briefly the clues
they found .
Answers: Extract 2 w ac; written on the day it
happened ('When I got up this morning ...')
Extract 1 was written later (One morning I
realised ...']
4a) Before begin ning the exercise, you could give
the students the following information.

UN I T 1 3

5b) Play th e tape again.

BACKGROUND INFORMATION
Ask students to rep eat the words they hear.
Adrian Mole is the hero of a well-read series of Mak e sure th ey can distinguish th e number of
books. by the humorous British novelist Sue sylla bles as we ll as th e main st re ss in each
Townsend (1946-). wor d.
The Secret Diary of Adrian Mole, aged 13% To show th e number of syllables , count
(198 2) was the first and most famous in the the thumb and fingers on your left hand
series. It was followed by later sequels. with your right hand index finger. Beat the
The extract in the book is taken from The Adrian stress so th at th e main word stress
Mole Diary 1986 (1985). becomes obvious.
Ask th em to answe r the qu estions.
Ask stude nts to r ead the words in th e two
Answers: Th e words mother.father, brother ,
columns and to try to match the new words to
sister, daughter have 2 syllables. The first
the ir explanations.
syllable is th e str ongest.
Elicit th e righ t answe rs.
You m ay want to as k the studen ts for or give
The words: grandf ather, grandmother,
them a se nte nce as a contex t for th e new
granddaughter have 3 syllables. Tb e first
wo rds,
syllable is th e strongest.
You could tell students that the word
'sympath y' is a 'false friend ' for Romanians 5c) Befor e the activity, make sure th e students
an d is not used with the gen eral mean ing of associat e th e n umber of boxes in one column
'kindness' . Some stude nts may kn ow othe r with the number of sylla bles in one w ord and
meanings of th e word 'miss' (miss the poin t, th e bigger box with th e stressed/stronges t
miss th e target, miss some body) and you syllable.
should acc ept and explain these if th ey ask. Ask students to put the family words in the
right column ac cor ding to th e sylla ble
Answers: 1 d); 2 e); 3 b); 4 I); 5 c); pattern.
6 a); 7 h); 8 g).
Answers:
4b) Ask students to skim th e text and find the
1st colu mn: 2nd column;
answer.
D o o 0 0
Answer: Adrian's problem is that he is very mother grandmother
tir ed (worn-out)lhe feels like sleeping all th e D o o 0 0
fath er grandfather
time.
D o o 0 0
brother granddaughter
40) Ask students to read the text again and scan
for the answers. Do
sister
Work on dates is not the focus her e.
o 0
daughter
Answers:
1 Adr ian didn 't write on Tuesday 5d) Ask stude nts to sa y th e members of the family
(30th of September), Wednesday th ey live with.
(lst of October) and Thursday (2nd Make sure th ey stress words cor re ctly.
of October) . Depending on tim e this could be a pair-work
2 The people mentioned in th e extract are; activity.
Adrian's mother, his teach er of English
Ms Fossington Gore, Dr Gray and Adrian 6 Thi s ac tivity is suitabl e for homework .
himself. Ask studen ts to fill in th e blanks in order to
complete a few lines in a diary they might
sa) Play the tape.
keep .
Ask students to write the words they hear as
Encourage th em to be original and cr eative.
dictation , stopping th e tape aft er each word;

Tapescrlpt
mother. fathe r, broth er. sister, daughter. gr andfathe r.
gr an dmother, grandda ught er

4 UN IT 1
Lesson 3
Title: This book belongs to ...
Comm unicative aims : Asking an d talking
about past events
Contradicting
Expressi ng reas ons and results
Skills covered: WRITING
Spea king
Read ing
Grammar: because for reason versus so for
result
Simple past - negative [re cyclingl
Voc abulary: to spend time, to visit places, to
make friends, to enjoy doing som ething
1 Ask stude nts to rea d the line from Adrian
Mole's diary.
Encourage them to ask as many questions as
they ca n think of in ord er to find out more in
relation to the idea expressed in the line .
Accept any reasonab le idea .
Possible answers:
What time did you go to bed , Adri an ?
\Vas it ea rlier or later than usual?
Why did you go to bed with out eating your
usu al biscuits?
Which are your usual biscuits?
2 Explain to students that negative sentences
can be used for contradicting positive
statements and positive statements for
contradicting negative ones.
Ask st udents to complete the dialogue.
Possible answers:
She didn 't stay with her friend 's famil y.
She didn't visit interestin g places.
She didn't spen d most of her time with them.
She mad e a lot of new friend s.
They didn't enjo y swimming most of all.
They didn 't go to see them th ree times .
3 Ask students to write the questions in their
notebook s.
Answers:
Was it your idea to go to the
seaside?/\Vhose idea was it to go there?
Why did you stay so long?
Where did you sta y?/Who did you stay with ?
Did you visit interesting places?
Who did you spen d most of your time with?
Did you make many new friends?
What did you enjoy doing most?
Did your parents come to visit often?
4 Mak e sure the students understand the idea
of 'result' and that of 'reason'.
You may start the activity by giving some
examples paraphrasin g because with' ... for
the reason that ...' and so with' ... and as a
resu lt ...'.
Ask students to associate ea ch of the link
words with either 'result' or 'reason'.
Answers:
Because introduces reaso n.
So introduces result.
5 Ask students to look at the pictures.
Draw their attention to the f;lct that these are
grou ped two hy two.
Ask them to make sentences about eac h
picture in the group of two and express the
rela tionship between them , using either so or
because .
Answers:
- Th e mu seum was closed , so the childre n
we nt to the Zoo.
The children went to the Zoo becau se the
museum was closed.
- They ca lled the doctor, becau se th e child
was ill in bed.
The child was ill in bed, so they ca lled the
doctor.
- The boy is buyinglbought a pr esent,
because it is/w as his friend'slhis sister's
birthd ay.
It is/was the girl' s birthday, so the boy is
buyinglbought a pr esent for her.
- It is raining heavily, so they can' t go
outside/play outside .
They can't play outside becau se it's ra ining
heavily.
6 This is a four-step activity name d process
writing.
Allow students 2 or 3 minutes to think a bout
a day in their holiday.
Tell the m to refer back to activity Sa) in
Lesson 1 an d make some notes abo ut th at
day.
Possible answers:
- J ohn an d I went fishing.
- his Uncle George and his cousin Bobby.
- liked : Uncle George's jokes, I caught the
first fish.
- didn 't catch any more fish for the rest of
the day, tr ainer s gOI wet.
- learned how to hold the fishin g rod, refused
to take fish home.

Explain to students that a paragraph is a not
very extended piece of con nec ted wr iting .
that it contains comp lete sentences an d link
wor ds.
As k stude nts to use th eir notes to write a
pa ragr aph .
Remind th em to us e th e link words: so and
because.
Possible answer: That day John had an idea:
for him and me to go fishing on the river
one mile away from the village . I agreed.
an d we started immediately because it was
already late. We arrived in half an hour and
to my surprise we found John's uncle and
his cousin on the hank. holding fishing rods.
Bobby was a bit sad because he had no fish
at the end of his line . Uncle George was very
cheerful, he asked me if! liked j okes. I said
yes, so, he started telling one joke after
another. I was almost in tears with laughter.
Suddenly, I felt my rod shaking, I pulled, and
the re was a fish, th e first that day, so I was
extr emely happy. But after that. uncle
Geor ge, Bobby and even John started
catching one fish after another and I didn't.
My trainers got wet and I didn't like that at
all. John's uncle taught me how to hold and
move the fishing rod better and so I caught
another fish , a very small one. Bobby
offer ed to give me some fish to take back
home but I refused.
6<:) Tell st udents to change notebooks with their
partner.
Tell them to read th eir partner's paragraph
care fully.
Ask th em to put qu estions related to the
paragraph in order to find out more det ails.
Possible answers:
Does Jo hn live in that village?
Did he know that his uncle and his cousin
were already at the river?
Was it the first time you went fishing?
\Vby were your trainers wet ?
Why did you refuse the fish Bobby alTered ?
6<1) This activity can be done in class or can be
for h omewor k.
Ask students to insert the an swe r s to the
questions th ey received . back in th e
pa r agr aph in th e appropriate pla ce.
If there is tim e for th e whol e activity to be
done in class, you can ask students to
-'....,..,., OQtebooks a{{aitl atld give (!leir
'ised paragra ph.
U X IT 1 5
Lesson 4
Title: Lucky colours
Language aims: To provide a n opportunity
for th e practice of th e va riety of
structure s. fun ctions and vocabula ry
already acqui red by stude nts at this
level.
Skills covered: Integrated skills
Outcome: A page in a group factfile with
personal data and a game: A Pap er
Oracle
Materials: cr ayons. scissors. cardboard.
cut-outs with th e signs of th e zodiac.
Begin the lesson by telling th e students that
their project this year is call ed 'Your Factfile'
and like last year's one it is a group proj ect.
Ask th em to read th e explana tion about a
factfile and look at th e example in th e book .
Also tell th em that th e wh ole not ebook they
are using for th e proj ect can be called a
factfil e.
Make clear to the students that although a
factfile includes facts and real data. th e
se cond activity on each page in their factfile
will r ely on th eir imagination.
1 Befor e th e activity as k students to look at the
signs of th e zodiac.
Quickly teach students the pronunciation of
each sign. They only need to remember how
to say th eir own sign.
Pisces /patsitz/. Aries /e'Jri:z/. Taurus /t::J:r'Js/,
Gemini /dgemmai/, Cancer Ik", ns:l(r l/ , Leo
ILi:oul, Virgo 1V3:gou/ , Libra /lirbra/, Scorpio
/sk.xpiou/, Sagittarius /se dguearias/, Capri corn
/ktepnkom/, Aquarius /akwearias/.
Organise students in proje ct groups.
Ask th em to identify their sign by their
birthday.
Ask th em to start asking qu esti ons and giving
answers in orde r to fill in th eir gr oup factfile.
Stude nts work as a group taking it in tu rns to
ask another student th e qu esti ons and to
write all the answers as they listen.
They will need as many columns as th e
number of members in their group.
2a) Ask students to follow th e instructions in
order to mak e th e coloured paper car ds.
Th ey should decide upon fortune telling
statem ents in their groups.
Encourage tnem to use 'going to' rlnure in
their statements and to divide the work
between them .
One of th e group members writes th e fortune
telling state me nts on the back of th e car ds.
j
6 UNIT 1
2b) Ask students in two different groups to get
together in order to play the gam e.
Stude nts from one group (A) tell the fortune
of students from the other group (B) using th e
dialogue in the book as a possible mod el.
Then , they change roles .
Tell students to include th e per sonal dat a
factfiles and to stick the oracl e cards in their
gro up factfile. You may suggest to your
students th at they attach an envelope to their
factfile in which th ey can keep the 'p ap er
oracle' ca rds. This can be used anytime th e
pr odu ct of their project cannot be includ ed as
such on a page in their factfile.
Lesson 5
Story: Charlie and tbe Chocolate Factory
Chapter 1: The Mystery of Mr Wonka 's
Factory
1* Draw the students' attention to the
illustration.
Ask them to predict what the chapter is
about. .
Make sure the students realise that pictures
ca n help them understand some of th e
unknown vocabulary, but otherwise they
should tr y and deduce the meaning of the
new words from context.
Refer them to the pre-set qu estion to guide
their reading.
Encourage students to re a d this part of the
on-going story silently in class . If possibl e tr y
to create an atmosphere conducive to this
(e.g. soft ba ckground music) .
As they finish reading, put stud ents togeth er
to check their answer to the pre-set question
and to pr epare what they would like to
discuss with th e oth er students. When the
class is ready, check th e an swer to th e pr e-set
question and encourage discussion based on
their reactions to the conte nt of th e st ory.
It is not intended that stude nts should analyse
the vocabulary or the grammar in
th e text.
Possibl e answ ers:
More than two hundred new kinds of
chocolates and sweets were invented in Mr
Wonka's facto ry.
No ordinary people are working in his
factory.
2 Ask students to listen to the exce r pt and read
it silently at th e sa me time .
Play the tape.
If time allows you could use the text for
further practice in pronunciation. mainly
sounds . stress and intonation.
Select a part of the text that the stude nts will
work on, after they stop listening.
For this chapter we suggest you should
choose the part beginning with : 'One evening
Charlie ...' and ending with : '... to think about
it.'
Ask students to read it in pairs and decide
upon the right pronunciation of the words
and the intonation of the sentences.
Direct their attention towards the words that
are new to them or are difficult to pronounce .
For example, you could write on the board
the words: propri etor a nd fanta stic.
Ask: Which do you think is the correct
pronunciation oj the fir st word?
Which part oj the second word is stressed
(stronger)?
Which are the stressed (stronger) words in
th e sentence/paragraph?
Take 2 or 3 answers round the class .
Play the selecte d part of the text again.
Ask students to chec k that they pronoun ced
the words correctly.
Ask 1 or 2 students to read the selected pa rt
out loud .
"For Chapters 2 onwards. ask students to
summarise orally the story so far.

2 Once upon a time ...
Lesson 1
TItle: Welcome to Story Land!
Communicative aims: Describing
appearance
Expressing likes and dislikes
Grammar: Simple present: to be and to have
[recycling]
Skills covered: LISTENING
Speaking
Writing
Vocabulary:
act ive: face. eyes. nose . ears + other parts
of tbe body they know; jacket, hat, pair
of boots + othe r clothes they know
passive: magic wand, dwarf, Puss in Boots.
Cinderella, Little Red Riding Hood,
Sleepi ng Beauty, Mer lin, ste pmot her,
hunter, Fairy Godmother, Prince
Charming , marquis, miller, ogre ,
carpenter, whale
la) This is a warm up activity, Don't spend too
long on it.
You may start with the books closed while
as king the students questions like: Do yOll like
reading books? What kind of books do yOll
prefer? Do yOll like reading stories? Can uou
name a story?
Accept any reaso nable answer.
Ask students to ope n the books and to look at
the picture,
Tell th em to read the titles of the books
Merlin has in his han d.
Help them with the pronu nciation and the
translation. if necessary : Puss in Boots =
Motanul tncaltat. Little Red Riding Hood = Scufita
rosie. Sleeping Beauty = Fiumoasa adormita.
Cinderella = Cenusareasa,
Ask tbem if th ey know these stories and if
they remember the cont ent.
lb) Ask different students to make up a sentence
referring to any of the mai n heroeslberoines
in any of these stories.
Guide them so that th ey discuss all six stories.
2 Ask students to read th e three qu estions.
Prepare them for the listening exercise ,
Play the first part of the tape:
Tapescrlpt
I am Merlin, the famous magician . I'd like to take you
back in time into the far away land of stories. Are you
ready to join me? I'll use my magic wand to take you
from one story to another. Any time you hear the sound of
my magic wand (tingl) you'll hear part of another story.
Let's begin! (ttngt)
Stop the tape and elicit the right answer from the
students.
Answers:
a) Merlin is a famous magician.
b) He wants to take us (back in time) to th e
land of stories.
c) Whe n he uses his magic wand we will
hear a sound/part of another st ory.
3 Prepare the students for a seco nd listening
task.
Play the next part of the tape (the one
relating three excerpts from three different
stories) .
If time is short, let students listen to only two
stories and change the instructions
acc ordingly.
Tapescrlpt
1 There was once an old carpenter called Geppetto.
He made a puppet that looked just like a real boy.
'The re, you are finished . How I wish you were a re al
live boy!'
That night the Blue Fairy came into Geppetto's
workshop, wave d her magic wan d over the puppet
and said:
'Wake up. little boy and live !
To you the gift of life I give.'
The next morning . the old carpenter found the little
boy running around. 'I'm dreaming! You can't be alive!
You're still made of wood!'
'But if I'm brave and good. I'll be a real live boy
some day: answer ed the boy and went out to school
followed by Jiminy Cricket.
(t i ng')
2 She came to the bed but seeing how strangely her
Grandmother looked she said to her:
'Grandma. what big arms you have!'
'All the better to hug you with, my dear.'
'Grandma, what big ears you have!'
'All the better to hear you with. my dear.'
'Grandma, what big eyes you have!'
'All the better to see you with, my dear.'
'Grandma. what big teeth you have! '
 After eliciting two or three examples, let th em
fill in th e grid.

Answers: (The students may be abl e to

..._ ..... the re was a
with her cruel
stepsisters. They we re
~ good nes s and beauty. and made
and day.
. _an im i tation for a royal ball arrived from
.. palace. "ben the two siste rs went out of the
bouse. the gi rl started to cry because she had no dress
to wear at the ball.
Sudden ly, the Fairy Godmothe r app eared: 'Don't cry.
my child, you will go 10 the royal balL I'll give you
eve rything you need : a coac h. a dress and a pair of
glass slippers . But don' t forge t: at midni ght you must
be hack hom e because at 12 o'cloc k exactly the spell
will break .'
(tin ~ 1)
Ask the m the titles for the thre e stories th ey
have list en ed to.
Answers: Pinocchio; Little Red Riding Hood ;
Cinderella.
4a) Fir st , as k students to re a d th e names of th e
characters they see in this exercis e.
Help th em with th e pronunciation reminding
th em th at th e first syllabl e is st re ss ed in
family vocabula ry (see Unit 1. Lesson 2).
Next , we suggest you discuss th e types of
char acters and th en ask them to fill in the grid .
Th ey should th en und erstand the differen ce
between real (human and animal) characters
and imaginary ones better.
mention more characters.
Example: Th e King in Cinderella, who is th e
fathe r of Prince Charming.)
4b) Ask stude nt s to imagine th ey are one of th e
characte rs in these stories.
Let th em work in pairs. While students A
describe th e w ay th ey look, th e way th ey are
dressed or their preferences for certain
activities or food/drinks, students B must try
to guess who their partners are .
Th en they change parts.
Possible ans wers:
B I'm young, thin and pr etty. I'm dressed
like an ordinary person . I spent my
childhood in a for est. I love a handsome
man who visited me in the forest. At the
age of 17 I fen asleep in a castle.
A Sleeping Beauty.
A I'm little and thin. I'm wearing shorts, a
shirt and a small hat. I'm made of wood.
I have a long nose that be com es longer
when i lie .
B Pinocchio.
B I'm a small young girl and I always wear
a red hood on my head . I like visiting my
granny who is old and sick. I have to
cross the wood s to reac h her hous e and
take her som e food .
A Little Red Riding Hood .

Title of th e story Human characters Animal chara cters Imaginary characters

Puss in Boots the miller, th e farmers; th e kin g, Pu ss , th e cat, the !!'.-e 0 gr.JL
the princess (his daughter), th e lion. the mouse,
Marquis of Carab (the mill er's
son)
Pinocchi o Gepp etto (th e old carpe nte r) t he fox and the ca t. Jiminy Cricket, th e
t he donkeys . the Blue Fairy, Pinocchio
whale
Cinderella Cinde re lla , the ste p mothe r, th e th e mice. the the fairy godmother
ugly siste r s, Prin ce Charmi ng,
Little Red Little Red Riding lIood (th e the -.If I
Riding Hood litt le girl) , the mother, th e
gr andmother, th e hun ter
I
~
I
Sleeping Beauty Sleeping Beauty (th e princes s). th e three good fairies,
th e king; th e qu een , Prince th e witch
Charming
Snow White and th e queen , th e stepmoth er ., might th e witch
the Seven Dwarfs th e kin g, th e h un ter. Prince
Charming, the dwarfs
-~ )

2 This is a skimming exercise .
A I'm ta ll, thin and pr etty. I've got blond
hair. But I'm not very nicely dressed. My
stepsisters are . They have nice dresses
but not me. I do a lot of work in the
bouse: I clean the floor, I dust the rooms,
I cook, I ba ke, I lay th e ta ble, I do
everything my ste pmother asks me to do.
B Cinde re lla.
B I have long dark hair, black eyes and
white skin . My lips are red like blood
and I'm young and very beau tiful. My
stepmother hates me an d th at's why
I spe nd part of my life in a fores t living
with seven dwarfs.
A Snow White .
5 Ask students to w ork in pairs and give
reasons for the stori es they liked most or
least among those presented by Merlin .
Tell th em to re port their partner 's
likes/dislik es and reasons to th e class .
6 This activity is suitable for hom ework. First,
draw students' attention to the way
traditional fairy stories begi n and end.
Lesson 2
Title: Aquari us - One Last Chance
Communicative aims: Narrating past
events
Expressing interrupted past actions
Skills covered: READING
Speaking
Writing
Gramm a r: Past continuou s
Simple past versus past continuous
(inte rrupted past)
Vocabula ry:
pa ssiv e: to float , to sha ke, heart, fuel. Moon,
broken, hole, crew, to land
1 Let the students read the words in th e box.
Help th em with th e tr an slatio n or ariditional
explanations. if necess ary.
You may wan t to ask the stu dents to use som e
of the words in the box in sente nces of their
own, to make sure they have und er stood the
mea ning of the words correctly.
Ask the m to inser t the r ight won; :0 each
blank in the exe rcise.
Answers: a) fuel; b) lands; c) hole; d) float ed;
e) crew.
UNIT 2 9
Ask students to go quickly through tbe text
and to say which is the best title for what
they have read.
Answer: b) Dange r in Space
You might like to give your students some
additional information abo ut this rea l event.
The followin g information is for you , to
simplify and pass on, as you see fit. to
your students .
BACKGROUND INFORMATION
If Apollo 11 is remembered for its achievement
of landing the first man on the Moon (1969),
Apollo 13 is considered another mission that
left the world equally breathless. Nine months
after Neil Armstrong and Buzz Aldrin's "giant
leap for mankind" (first step on the lunar
surface), Apollo 13 was about to begin a life-
and-death struggle on its way to the Moon. The
spacecraft was launched on the 11th of April ,
1970, at 13:13 Houston time. The crew was
made up of James Lovell, Fred W. Halse, Jr and
John L. Swigert, Jr. But they were obliged to
cancel the mission very soon because of an
oxygen tank explosion which destroyed the
electrical and life support system of their
spacecraft. The situation was critical, 320,000
km from Earth. The mission controller in
Houston made a desperate rescue plan: the
three-man Apollo crew had to shut down the
command module and take refuge in Aquarius ,
the lunar module which was intended to land on
the Moon and was designed to support only two
people for onlytwo days. Assu ming all the risks
and responsibilities, commander Lovell
regretfu lly changed the trajectory of the space
ship executing a Uturn around the Moon (at
only 59 miles away from it) and headed directly
back to Earth. Frost began to form on the inside
of the windows (the temperature fell to - 35
degrees Celsius), and more than once they lost
radio contact. During this time, the entire world
watched on the television the efforts of the
NASA experts and engineers who struggled to
keep the three astronauts awake and alive. Due
to the navigating technology of the mission
control centre in Houston, Texas . where another
astronaut simulated everything on the Earth in
order to find a solution for the ones in space,
the crewmates in Aquarius returned to the initial
control module to prepare themselves for the
last part of their homeward journey: the removal
and cast-off of Aqu ariu s and the re-entry into
the Earth's atmosphere. Passing the last
obstacle which could have been deadly if they
had made a mistake, because they might have
burnt up at anyminute, the crew splashed down
near Pago Pago, in the South Pacific Ocean on
April l ? and returned home safely to a heroes'
welcome.

10 UNIT 2
3 This is a scanning exercise.
Tell th e students to read the text again more
carefully.
Ask them to match the notes that are on the
left of th e page to the information in the box
on th e right.
Answers: a) 2: b) 6: c) 5: d) 3; e) 7; 0 4
g) 1.
4 Let the students read the sentence in the box
and answer the questions.
Answer: a) the tr avelling b) the explosion
Ask st udents to read the explanation a nd the
ex ample in the Language Focus box .
Ask questions to check stud ents '
understanding.
Explain to the students that a past action in
progress (travelling) was int errupted by
another shorter one (the explosion).
5 Ask some body to read th e exa mple in th e
book .
Then ask stud ents to do the exercise the
same way.
Answers:
a) The spaceship was shaking up and down
when the cre w went int o the small
compartment.
b) Haise's heart was beating fast when he
called the command module.
c) They were trying to understan d the
situation when one of them identified the
cause of the problem .
d) The ship was losing electric power when
Captain Lovell went to the window to see
what was wrong.
e) The fuel was disappearing into space
when the final radio instruction came
from Earth.
o They were talking about their terrible
situation when the temp erature dropped
to - 35 degrees C.
6 This activity is suitable for homework but
it may start as an oral exe rcise in the
classroom.
Ask students to read the example in the book
and to keep on working in this way. They are
supposed to continue sp eaking about
them selves , their sisters, friends or
neighbours and to mak e up sentences
referring to what everybody was doin g when
the different events took plac e.
You might like to ask them to give oth er
examples of unusual things and to work in
th e same way.
Lesson 3
Title: Riddles and Jokes
Communicative aims: Narrating
Asking and answering about past events
Skills covered: READING
WRITING
Speaking
Grammar: Simple past versus past
continuous
Connectors :first. after that. next. finally
Vocabulary:
active: read . wat ch TV. have a bath. cook.
have dinner. play. wash the dishes. feed.
clean. shave
passive: astronaut, atmosphere. oxygen,
command module, to increase, flame.
parachute. to splash
Pronunciation:
Stress and rhythm in past continuous
se nte nces
1 Tell the students to read the example in th e
book.
Ask a pair of students to read the example.
Ask them to work in pair s taking it in turns to
make up questions and answers for each
picture.
Answ ers:
A What was Ted doing last night when the
lights went out?
B lie was feeding th e dog .
A And what were Mr and Mrs Jones doing?
B They were having supper.
B What was your aunt doing last night when
th e lights went out? .
A She was cooking.
B And what were Sally's friends do ing?
A They were playing cards.
A What were your grandparents doing last
night when the lights went out ?
B They were watching TV.
A And what was Irene doing?
B She was doing the washing up .
B What was Tim's cousin doing last night
when the lights went out?
A He was cleaning th e hous e.
B And what was your fath er doing?
A He was shaving.
2a) Ask students to read the next part of the
Apollo story.

Tell them to give th eir opinion of wh at might
happen to th e cre w if some thing goes wrong.
Accept any reas onabl e answe r.
Possible answer: Th e cr ew will die.
2b) Let the stude nts r ead the qu estions an d
answe r them.
Answers:
- first comes at th e beginning of th e
paragr aph;
- finally come s at the end;
- af ter that and next are in the middle
without any special order.
2e) You can do thi s exe rcise in th e classroo m, but
this activity is also suitable for homework.
This can be eithe r a speaking or a writing
activity.
Ask students to copy th e text and to fill iu th e
ga ps with th e suitable conne ctors.
Ans wers: first; after that/uext; next/after
that; finally.
2d) Ask students to read the completed
paragraph and to tell you if th e cr ew died in
th e end.
A nswer : No.
You can ask th e students to retell th e end of
the story. or to answer some question s. like:
Wha t did they do to save their lives?
Where did the command module fall?
What happened to the astronauts finally?
3.1) This can be a silent reading or you ca n as k
someone to read th e riddle aloud .
Give them tim e to think and multiply numbers
if th ey want to .
Th en elicit th e right answer from th e
students.
Answer: Only one was going = I! The others
we re coming from 51. Ives .
) This is a pronunciation exercise .
Play th e tape and let the students listen to th e
whole riddle for th e first tim e.
After a first listening, play th e tap e aga in and
sto p it at th e end of each lin e, so that th e
stu dents can r ep eat it imit ating the rhythm
like this;
'As I was going to St. l ues .-/
I met a man with seven wi ves. ~
etc.'
In past continuous interrupted sent enc es
rune s 1 & 2) intonation typically ris es at th e
UN IT 2 11
end of the first clause an d falls at th e end of
the secon d clause .
Make sure the students do not stress the
auxiliary verb. The word s in italics are
stre sse d.
Ask them to learn it by heart.
4 This translation exercise is suitable for
hom ework, but you can let th e stude nts r ead
th e joke in English with appropria te
intonation, for fun.
Next lesson, as k wh eth er the person they told
th e joke to in Romanian found it fuun y.
If you have time enough you can en coura ge
the m to tell you some oth er jokes or riddles in
English in class, in preparation for exe rcise 5.
5 This is a hom ework activity.
Lesson 4
TItle: Writing A Story
Language aims: To provide an opportunity
for the pr actice of the va riety of
structures . functions and vocabulary
alre ady acquired by stude nts at this
level.
Skills covered: Integrated skills
Outcome: A story book for youn ger childr en.
Materials: Sheets of pap er. crayons . felt-tip
pens. scissors . rulers. rubbers. glue ,
car dboard for th e front a nd back cover.
coloured pap er
1 Ask students to read the titles of the books
and th e names of the authors.
Discuss th e nationality of the author s.
Let the m read the wor ds in the box on th e
right and gues s th e nationality of each writer.
The n they complete a page in their factfile .
writing sente nces about each book and th e
nationalit y of its author.
Answers:
Robinson Crusoe is a book by Daniel Defoe.
He was an English writer.
The Adventures of Tom Sawyer is a book by
Mark 1\v ain . He was an American writer.
Gavroche et Cosette is a book by Victor Hugo.
He was a French writer.
Wilhelm Tell is a book by Friedrich Schiller.
He w as a German writer.
Cuore is a book by Edm ondo de Amicis. He
was an Italian writer.
The Little Match Girl is a book by Han s
Christian Anders en . He was a Danish write r.

12 UN IT 2

2 Ask stude nts to read silently all the Lesson 5

explanations in this exe rcise .
Divide the class into pr oject grou ps . Story: Charlie and the Chocolate Factory
Ask eac h group to choose a secretary to tak e
Chapter 2: The Announcement
notes, wr ite down th e ideas an d pr odu ce th e
final version of the story.
1 See notes for Unit 1, Lesson 5.
Tell the m to think for two or three minutes of
a story based on the four pictures in their Answer: Grandpa Jo e thinks Willy Wonka is
books. a magician because everyone will start
One student starts the story. Then each buying Wonka candy bars in the hope of
student in the gro up must say a sentence in finding a Golden ticket.
conne ction with the previous one and include
reference to the pictures in their books. The 2 For pronunciation practice on this cha pter we
last student in the group ends th e story. suggest you should choose the part beginning
Encourage them to work in a team and with: 'YOli see, Charlie ...' and ending with :
to mak e the sto ry int er estin g, clear an d , ... everybody f elt sorry for Mr Wanko.'
attr active.
When the story is finished , ask th em to make
a cardboar d cover for their story and draw
the main character of the ir story on the front
cover.
You might like to show the students a best-
seller or any othe r book with an attractively
illustrated front cover and a back cover with
an advert on it. as an example.
Ask them to find a title for their book , too.
Tell them to write it on the front cover.
Remind th em to put their nam es on the cover,
too.
Ask them to write a few word s on the back
cover or to draw something exciting or
inter esting to advert ise th e book.
Ask them to show th eir pr odu ct to the othe rs
and to read their stories in turn.
 UNIT

3 Health

Lesson 1 Tapescrlpt

headach e, toothache, stomach-ache, ea rache, backache

Title: What's the matter?
Communicative aims: Asking about health Answer: Th/jmain stress is on the part of the
Giving advi ce (l) body, e.g. headache /hedelk/

Skills covered: LISTENING 2c) This activity is design ed to generate practice

Speaking with questions and answers about health. It
Reading can be done in pairs. They first need to look
Writing at the sample dialogue in 2c . Choose a coupl e
of pairs to a ct out th e dialogue in front of the
Grammar: have got + illnesses
elass.
should (advice)
Pronunciation: word stress on compound 3 Ask the students to work individually and
words (-ach e) match eac h word to its definition. Check the
answers. Make sure that students have found
Vocabulary:
the right match .
active: toothache, earac he, backache,
stomach-ache, a headache, a pain in Answers: a) 3: b) 1; c) 2; d) 4; e) 6; f) 5
the leg, a pain in the chest, a pain in
th e shoulder, a sore throat 4a) Ask the students to copy the qu estions and to
passive: diseas e, prescription, diet, to tick the right answers as they are listening to
keep fit the tape.

1 Ask the students to look at the pictures and Tapescrlpt

answer these questions : Where are the
We have a caller on line 4.
people? Why are th ey th ere? The main point
'Good morning. Dr Davis .'
of the activity is to ensure that students can
identify the places and the problems. It can 'Hello, how can I help you?'
be done in pa irs. Allow the students a couple 'I'm Margaret. I do a lot of running but get very sore feet.
of minutes to ask and answer the questions. What can I do about it?'
Tell them to change roles . Check th e st udents' 'How far do you run?'
answers f or eachp)cl lffe ~.#/,I)O/'#/, '
'Where do you do your running?'
Answers:
'On the roads , near the bouse. '
He is at the hospital. He.DrokeDisleg:
~ek m~~~~b~f~~~ff7ffsm jllili///.Ji:p?~~~clf1, / / ",
keep fit. 11 on . a"tT'lCe. rtrst you shouldrun
thhe grass jf you can. It hurts your feet less . Secondly
He is at the dentist's. He had toothache. you 5 ould only run 3 or 4 k . .
better and if th d ' m a day until your feet feel
ey on t get better, stop running and go to
This activ.ity is done in pairs so that everyone your doctor.'
ca n practIse at th e same time. Ask th e 'OK. Thanks very much.'
st udents to speak to their partners. 'Goodbye.'
Ans wers:
Answers: I b); 2 c); 3 c); 4 a)
A What's the matter whh him?
'i!> ~...'" '\l?o'-"'"~;,~:,s>S~
., '.\..''''''''~
~\. ~~~se, ,'-~~....~~ ~"'....._~~'''''..... ~..... ~..........,..,.. ~.........",,-
..... 7 ~>" ... > ::iik n~_ ...."""--~-- . :::---
.- ---~ -_ .
Clren ,) ."\,u"l.uiu... \1l 'w n a v-ore "b.U,,",""),\JT ':'"tall) arm i'C)l\

them to put the three pieces of advice in the

I Play th e tape. Students listen to the order the doctor gave th em.
pronunciation of key words describing the
pictures: 'headache', 'stomach-ache', etc ., Answers: b) c) a)
and say where the main stress is: on the part
of the body or on 'ache' .
 UNIT
3 Health
Lesson 1
Title: What's th e matter?
Comm unicati ve aims: Asking abo ut bealth
Giving advice (1)
Skills covered: LISTENING
Speaking
Reading
Writin g
Grammar: have got + illnesses
should (advice)
Pronunciation: word stress on compound
word s (-ache)
Vocabulary:
active: toothache, ea rache, backache,
stomach-ache, a headache, a pain in
the leg, a pain in th e chest, a pain in
the shou lder, a sore throat
passive: disease, prescription, diet, to
kee p fit
1 Ask the stude nts to look at th e pictu r es and
answer these questions : M ere are the
people? Why are they there? The main point
of the activity is to ensure that students can
identify th e places and the pr oblems. It can
be done in pairs. Allow the students a couple
of minutes to ask and answer the questions.
Tell them to cha nge roles. Chec k th e stud ents'
answers for each picture.
Answ ers:
He is at th e hospi tal. He broke his leg.
She is at a health centre . She wants to
kee p fit.
He is at the dentist's. li e had tooth ache.
2;a This activity is done in pairs so that everyone
can practise at th e same tim e. Ask the
stude nts to speak to th eir partners.
Answe rs:
A What's the matt er with him?
B He's got a headache!toothache!
stomach-ache!ear achelb ackache
Play the tape. Students listen to th e
pro nunciation of key words descri bing the
pictur es: 'h ea dache', 'stomach-ache', etc.,
and say wh ere the main stress is: on th e part
th e body or on 'ache'.
Tapescrlpt
headache , toothache , stomach-ache, earache. backache
Answer: Th1jmain stress is on th e part of th e
body, e.g. headache /hedetk/
2c) This activity is designed to generate practice
with qu estions and answers about health. It
can be done in pairs. They first need to look
at the sample dia logue in 2c. Choos e a couple
of pairs to act out th e dialogue in front of the
clas s.
3 Ask the st ude nts to work individually and
match eac h word to its definit ion . Chec k th e
answers. Make sure that st udents have found
th e right match .
Answers: a) 3; b) 1; c) 2; d) 4; e) 6; f) 5
4a) Ask th e students to copy th e questions and to
tick the r ight answers as they are listenin g to
the tape.
Tapescrlpt
We have a caller on line 4.
'Good morning, Dr Davis.'
'Hello, how can I help you?'
'I'm Margaret . I do a lot of running but get very sore feet.
What can I do about it?'
'How far do you run?'
'About 10 km a day.'
'Whe re do you do your running?'
'On the roads. near the house.'
'Mm ... I have two pieces of advice. First you should run
on the grass if you can. It hurts your feet less . Secondly,
you should only run 3 or 4 km a day until your feet feel
better and if they don't get better, stop running and go to
your doctor.'
'OK. Thanks very much.'
'Goodbye.'
Answers: I b); 2 c); 3 c); 4 a)
4b) Ask th e students to list en for the thre e pieces
of advice wr itt en in th eir bo ok. Enco urage
th em to think of what the doctor sa id and ask
th em to put the three pieces of advice in the
order th e doctor gave them.
Answers: b ) c) a)
, .
14 UNIT 3
4c) Ask the students to read the Language Focus
box. Mak e sure th ey understood that should
is used to give advice . Ask them to wri te
se nte nce s with 'should' or with 'shouldn't'
to express the doctor's advice.
Answe rs: You should run on the grass. You
sh ouldn't run on th e ro ad s. You should run
only 3 or 4 km a day. You shouldn't run
mor e th an 3 or 4 km a day. You should stop
running an d go to your doctor.You sh ouldn't
continue running. You should go to your
doctor.
5 Ask the stude nts to work in pair s. Student I is
in troubl e . Stu de nt 2 gives a suitable piece of
advice. Th ey then ch ange roles . Stude nts ma y
need an example:
SI 'I feel hot and I've got a headach e'.
S2 'You should stay in bed ' .
Possibl e answe rs:
a) S1 'I feel hot and I've got a headach e' ;
S2 'You should take an aspirin and stay
in bed .'
b) S2 'I've got a high temperature and a
sore throat. '
S1 'You sho uld take your temperature
again soon . You should drink hot tea.'
c) S1 'I've got a pain in my chest.'
S2 'You should see a doctor.'
d) S2 'I've got toothache.'
S1 'You should see a doctor.'
S1 'You should go to th e dentist .'
e) S1 'I feel weak.'
S2 'You should eat more vegetables.'
t) S1 'I' ve got a broken leg.'
S2 'You shouldn' t move . You should call
for help.'
6 Thi s activity is suitable for homework .
Ask one or two students to answer the first
questi ons to m ak e sur e they have a good
start.
Answers: a) Yes, it is b) S tablets c) 4 tablets.
Lesson 2
Title: A day's wait
Communicative aims: Giving ad vice (2)
Skills covered: READING
Speaking
Writing
Grammar: had better (advice)
Vocabulary:
passive: forehead , fever
1 Ask the students to work in pairs. Stude nt A
had a ser ious cold and answers student B's
questions describing how he/sh e felt. Th en
th ey change rol es.
Possible answers:
A How did you feel?
B I had a sore thro at and a high temp erature.
A What did you do?
B I took paracet am ol.
2 Ask th e stude nts to read silent ly th e
information on Britain in the box.
Ask th em to say wh at is different in Rom an ia
from Britain.
Answers: In Romania, people measure
temperature in Centigrad e. Th ey driv e on
the right hand sid e of the road and measure
distance in kilometres.
3 Ask th e students to r ead th e first part of the
text silently and to find and copy three words
related to the boy's health.
Accept all reasonable answe rs.
Possible answers: headache; sick; fever
4 Encour age th e stude nts to pr edi ct. Ask them
to work in pairs to discuss the questions in
their book.
Answers:
a) Th e boy's temperature is one hundred and
two Fahrenheit;
b) Not really;
c) Of course not.
5 Ask th e students to scan th e second part of
th e text, check their pr edictions an d find th e
answers to 2 other questions.
Answe rs:
a) He confuse s the Fahrenheit and Centigrade
temperatures.
b) i) 3TC. b) in 9S F.
6a) Expla in that 'had better' is used as well as
'should' to give advi ce . Choose a pair of
students to mod el th e dialogu e. Ask the class .
in pairs. to make similar dialogues to practise
'should' and 'h ad better'.
6b) This activity is suitable for hom ework.

U N IT 3 15

2a) Ask the students to copy the grid at the /

Possible answers:
b) He'd better stay in bed/see a doctor. He'd
bett er not go out.
c) They 'd beller take a bus/hurry up. They 'd
better not wait any longer.
d) We'd better stay at home/see a doctor.
e) She'd bett er go to the dentist's. She'd
better not have ice-cream for dinner.
bottom of this page, and complete eac h /
column with words representing food items in
th e picture and add othe r suita ble an swer s.
2b)
/
Ask the students to work in pairs. Choose a
pair to model t~dialOgue/
Example: A What did yOll ha ve f or breakfast
yesterday?
B Buttered toast and tea.

Lesson 3 3a) Ask students to read the qu esti ons befor e

they read the text silently.
Title: An appl e a day __ . Ask a student to answer the first question .
Communicative aims: Giving advice Ask another student to answer the second
que stion and then somebody else the third
Skills covered: SPEAKING question. If students fail to give cor rect
WRITING answ ers , ask them to read the text again.
Reading
Answers:
Grammar: will (pr edi ction)
a) (i) She has her first meal at home this
Vocabulary: evening.
active: fruit, vegetables, meat, fish, milk (ii) She has her second meal at an eating
products. vitamins contest.
passive: ability, skin , blood, bon es , fats b) Julie doesn't care about her health. She
eats too much.lShe has two deserts.
13) Stud ents contribute answers. This activity is
meant to recycle food vocabulary and practise 3b) Ask the students to work in pairs. Encourage
'should/shouldn't' . th em to make as many suppositions as
possible.
Possible answers:
- If you want to be healthy you should eat a 4 Ask the students to work in gr oups.
lot of fruit and vegetables. Ask them to choose what th ey are going to
- You should drink milk every day. write: either a menu for Julie to get thinner
or a menu for an ideal birthday party. Make
lb) Ask the students to study the cha rt and sure representatives of a couple of groups
answer the questions. This activity is done read their writing task out at the end or
with the whole class . display them for others to read.
Answers: 5 If ther e is not enough time to do the pair
I Vitamin B comes from brown bread, eggs work activity in class this exe rcise could be
and meat. used as a writing activity suitable for
2 Vitamin A is good for our skin . It also
homework.
helps us to see beller.
3 We get vitamin C from lemons, grapefruit,
oranges. etc .
4 We need vitamin D for our bones .
5 We get vitamins A and D from fish.

F.-\TS MILK PRODUCTS FRUIT VEGETABLES MEAT FISH

butt er milk lemons cabbage pork carp
oil yogurt oranges cucumbers chicken cod
margarine cheese grapefruit carrots beef trout
cream grapes peas
strawberries beans
green pepper

16 UNIT 3
Answ ers :
You'd better not take part in ea ting contests.
You should start doing some exercise.
You should not eat too man y sweets .
You'd better have just on e thing for a meal
in the evenin g.
You should go on a diet.
Lesson 4
TItle: A health y mind in a health y body
Language aims:
To provide an opportunity for the
practice of the variety of structures,
functions and vocabulary already
acquired by students at thi s level.
Skills covered:
Integr at ed skills
Outcome:
A post er to illustrate a health y future for
people. A hrief presentation of th e
drawings
Materials:
Photos, drawings, postcards
1a) Ask students to work in pairs and do the
questionnaire. Quickly check answe rs to see
how many students deserve congratulations ,
how many are OK and how man y should start
doin g something for their health.
Ask the students to copy th e qu esti onn aire in
their notebooks.
1b) Encourage the students to sca n the
qu estionnaire to find three things which are
good for their healt h and three which are
bad. They write th ese in their factfile.
Ask a couple of st udents to re port the things
they chose to the class .
2 Divide the class into project groups. Students
talk and decide upon the informati on they
will put on the poster. They should draw, stick
photos. and/or postcards.
For homework ask students to write a short
descripti on of their pos ter that they could
present to the class du ring the next lesson.
Lesson 5
Story: Cha r lie and the Chocolate Factory
Chapter 3: One Mor e Golden Ticket to Be
Found
1 See notes for Unit 1, Lesson 5.
Answer: The family gave Charli e a Wonka's
Delight as a present for his birthday.
Grandpa Joe gave Charlie his last ten-cent
piece to buy a Wonka candy ba r.
2 For pronunciation practice on this chapter we
suggest you should choose the part beginning
with : 'Look, Charlie .. .' an d ending with : '... to
tear off the wrapper slowly.'
 'J - , UNIT
4 The Green Planet
Lesson 1
TItle: Galactic travellers
Comm unicative aims : Talking ahout th e
present result of a past action
Skills covered : LISTENING
Reading
Speaking
Writing
Gra mmar: Present perfect simple (present
result)
Vocahulary:
ac tive : Plan et Earth, to pollute , pollution,
ecological
pa ssive: the Milky Way, galactic, to approach,
wise , coal, towards, self-des tr uction, to
rotate , axis, to revolve, solar system,
galaxy, names of the planets
Pronuncia tion: Sentence stress in present
perfect sentences
1 You may want to start the lesson hy showing
a globe and conducting the short quiz on our
planet/solar system/galaxy in the students'
book.
Answers:
a) Because it has a lot of green
areas . a lot of trees . plants and flowers.
b) The Earth rotates aro und its axis.
c) The Ear th revolves around the Sun.
d) Mercury, Ven us, Mars , Jupiter, Saturn,
Uranus, Neptune and Pluto.
e) They form our Solar System .
o The Milky Way.
As you ask the questions, elicit/explain and
w rite the following words on the hoard:
to rotate; axis; to revo lve; solar system ;
galaxy ; the Milky Way .
Slat e the fact that our galaxy is very large,
;hat it contains a lot of other solar systems, a
of other planets.
- . the students' opinions aho ut poss ihle life
other planets, about possibl e contac ts
{ween Extraterrestrials and the people
ring on the Earth.
~~n the m that they are going to read a
. _nee fiction story.
Ask th em to read the text silently while
listening to th e tap e and find th e an swer to
th e qu estion. Play th e tap e ,
Tapescrlpt
The spaceship Harmony has entered our galaxy. the Milky
Way. Captain Bright and Mr Data, his robot, are galactic
travellers . They have an important mission on Earth.
Capt. Bright We are approaching the Planet Earth. Mr
Data. give me some information about this
planet.
Mr Data PLANET EARTH :
- is one of the nine planets of this SOLAR
SYSTEM,
-n rotates around its axis in 23 hours.
56 minutes and 15 secon ds.
- i t revolves around the Sun once a year (in
365 days),
Capt. Bright What about its people?
Mr Data They are intelligent and creative , but not
very wise .
Capt. Bright What do you mean?
Mr Data They don't se em to realise how lucky they
are to live on such a beautiful planet.
THE PEOPLE ...
have polluted the air. sea and land
they have used most of the Earth's oil, gas
and coal
they have destroyed more than 500 kinds of
animals, birds and plants
they have made and used atomic bombs
Capt. Bright I see. They have se rious ecologica l
problems. Are they oriente d towards self-
destruction?
Mr Data All the information we have indicates a
future disast er.
Capt. Bright Let's contact some Very Important People
(V.LP.s) and make them understand the
tragedy of their situation . Who knows?
Maybe they will change things before it is
too late .
Answe r:
They will contact som e ver y important
peopl e and make th em und er st and that th e
Earth is in da nger of self-destruction.

18 UN I T 4
3 The students read the questions and then
scan the text to extract the specific
information required by Questions ai-el.
Conduct feedback.
Possible answers:
a) They are coming to our planet because
they have an important mission on the
Earth.
b) In their opinion Earth people are
intelligent and creative, but not very wise.
c) T Yes, because the Ear th is a beautiful
planet and it offers excellent conditions
of life.
~ No, because: (i) the civilization of the
people living on the Earth is oriented
towards self-destruction: (ii) the Earth has
serious eco logical problems .
4 Ask th em to read th e dialogue between Capt.
Bright and Mr Data in pairs, giving as much
expression as possibl e.
Encourage them to act out the dial ogue in
front of the class.
5 Students scan the tex t again to find the
sentences that state what people have done
wrong to th eir planet.
Tell students to copy th em into th eir
not ebooks in ord er to notice the new
structure.
Exercises 6 and 7 will draw their attention to
the meaning. pronunciation and form of the
present pe rfect simple .
6 The two concept questi ons in this exercise
and the visual support are meant to help the
students to form a new concept. to make
them awar e of the meaning of a se ntence
conta ining a verb in the present perfect
simple used to show th e present result of a
past action.
You could use them like this.
Point to the first picture above and elicit
answe rs .
Ask: When did the accident happen? (In the
past.)
Point to the second picture above and elicit
answers.
Ask: Is the sea wa ter clean after the
accident? (No, it isn't.)
Say: Of course not . There's a lot of oil in th e
wat er. The poor bird is eery unh appy.
Ask: IVhat haoe peopl e done? (People ha ve
polluted the sea.)
Emphasise: When did they do that? (In
the past.)
Can we see the result of their action now?
(Yes, we can .)
Answers a) (l): b) (i)
7 Play the tape.
The students listen and repeat the sentence
and find out that stress falls on th e main
verb , not on the auxiliary hav e, whi ch is
som etim es pronounced / hov/.
Tapescrlpt
People have polluted the sea .
Answer: polluted.
8 Allow the students time to read the Langu age
Focus box.
Ask students to apply the rule in the
Language Focus box to build sentences al -f).
After h aving don e it orally in class, this
activity is also suitable for written homework.
Answers:
a) People have cut down a lot of forests .
b) They have not (haven't) planted new
trees.
c) They have destroyed the rain forests .
d) They have killed a lot of elephants.
e) They have not (haven't) protected nature.
I) They have not (haven't) been wise.
9 Tell students to work in pairs to express the
present result of a past action.
Encourage them to use the vocabulary items
specific to the topic of this uni t.
Lesson 2
Title: Pea ce and harmony in our galaxy
Communicative aims: Expressing
achievementllack of achievement
Skills covered: READING
Speaking
listening
Writing
Grammar: Present perfect simple +
already/ yet
Vocab ula ry:
pa ssive: mayor, wildlife , extinct, climate, to
mix , about, mixture, acid , species,
gr eenho use, blanket, shuttle
1 This exercise aims at practising the use of
present perfect simple (present res ult of a
past actio n) withi n the fram ework of a
science fiction story. The sam e seque nce of

two pict ures depicting past action-present
result has been maintained as in the previo us
lesson, when this new tense was introduced
for the first time.
One way of conducting thi s ac tivity is as
follows:
- remind the st ude nts that the Galacti c
Travellers have an important missio n on
Earth, that th ey are going to contact some
VIPs.
- write th e qu estion: Who are the
Extraterres trials going to contact? on the
board.
- with their books sh ut, the students make
guesses. Ask them to give reasons for their
guesses.
- write some of th eir guesses on the board;
one way of collecting their guesses is in th e
form of a word web .
Exam ple:
TV directors
presidents state leaders
WHO
/ According to the stateme nts of a police pa tr olman, two
newspaper ~ well-known writers
reporters
famous singers
- ask students to open their books, look at th e
pictures and read the sentences that
accompany them to chec k their guesses.
Answer: The Mayor of Plymouth .
Tea ch the word mayor and write it on the
board.
Write the first question abov e picture 2 on the
board: What has happened?
Emphasise the pr esent results as clues to
what has happ ened. Elicit a few past actions
that could have caused the pr esent result
see n in the picture. Accept any reasonable
answers.
Help the students to use the pr esent perfect
simple while makin g a few guesses abou t
what has hap pened.
Example: There are a lot of policem en in the
street. This means that som ebody has called
them there or there has been an accident.
You may like to put possibl e ideas on th e
board like this:
have kidnapped
"es talked to _ _ WHAT - - has ca'led
have used their guns
UNIT 4 19
2a) The ma in purpose of this exercise is to
practise the use of the two forms have and
has of the au xiliary ver b have.
Ask students to work in pairs.
Tell them to make sent en ces using the
idea s in column B to refer to the people in
column A.
Studen ts may predict any reasonab le
combinations.
Make sure th ey use ha s with 1 and 3 in
column A and ha ve with 2 and 4 in column A.
2b) Stud ents listen to the ta pe, match the people
with the action they have don e and check
their gu esses.
Play the tape.
Tapescript
And now the Devon news. Anoth er case of a missing
person has bee n reported in Plymouth, this morning.
This tim e the missing person is Mr Wood. the Mayor of
Plymouth.
ext rate rrestria ls took Mr Wood int o their shuttle a rou nd
10 a. m. The Policeman says that while he wa s caUing the
police station he saw Mr Wood talk ing to the
Extr at errestrials and he didn't seem to offer any
res istance to their operation.
Two teenagers. who ran aw ay an d hid behi nd a tree.
confirm tha t the two Extraterre st rials didn 't use any force
against Mr Wood. On the contr ary they seem ed to be very
peaceful and frien dly.
The investigation continues.
Answers: 1 d); 2 b); 3 c): 4 a).
3 Students write four sentences to state what
has really happened as a check on accuracy
of meaning and form.
Answers:
1 The Galacti c Travellers have tak en
Mr Wood into space.
2 The Policeman has called the police
sta tion.
3 The two children have run away.
4 Mr Wood has ta lked to the
Extraterrestrials.
4 Encourage students to use their imagi nation
as well as information from th e text.
These wor ds and phrases might help the m if
you write them on the board.

20 UN IT 4

Capt. Bright MrWood

important mission don't trust you
warn and help you It's none of your business
too much violence, too many wars Leave us alone!
save from destruction We know what we're doing
Green Planet So what! Nobody cares!
not alone in the Universe It's too good to be true
avoid an atomic war Somebody cares for us
It's now or neverll t will be too lat e That's very tho ughtful of you
a matter of life and death I'll see what the others say about it

5 Give the students instructions on how to use

Answers:
the Glossary on page 97 . It is a good way of
1 They're going to plant tr ees.
developing their dictionary skills. They a re
2 They 're going to use natural energy.
enco uraged to become more autonomous
3 They're going to sav e as mu ch wat er as
learn ers by looking word s up .
possible.
Answers: 4 They're going to stop smoking.
a bout aproximativ S They're going to stop hunting animals
blanket p lapumii 6 They're going to try to throwaway less
extinct pe cole de disparitie rubbish.
farming agri culturii 7 They're going to stop cutting down trees.
gr eenhouse effect elect de ser a
hunting viinatoare 8 Ask students to read the Work Agenda and
to pollute a pollia inter pret the ticks as things the people have
pollution poluare already done a nd the empty boxes as thin gs
reason monv. ratiune ~ people have not done yet.
wildlife vietuitoare in mediul lor -'
natural An sw ers, The ticks show things th e people
have done .
6 The students read Mr Data's Planet Report to
find the answers to the two focus questions . 9 Draw the students' attention to the Language
Focus box and to the importance of correct
Answers: Many animals, plants, birds and word ord er when using yet and already.
fish may become extinct in the future for The students re port to th e class what the
three reasons: pollu tion , hunting an d not people have already done or haven't done yet.
enough space for them to live in. This act ivity is su ita ble for homework.
Pollution destroys our lives through acid
rain and the greenhous e effect. Answers:
1 They've alr eady planted tr ees .
7 Tell students to work in pairs. They look at 2 They haven't used natural energy yet.
the work agenda on the right and make 3 They've alr eady saved as much water as
7 sentences to say how Mr Wood and th e possible.
people of his town are going to fight polluti on. 4 They haven't stopped smoking yet.
The use of the future of intention in this S They haven't stopped hunting animals yet.
exercise helps to develop the conce pt of the 6 They've alr eady thrown away less rubbish.
pr esent perfect simpl e (used with 7 They've alr eady stopp ed cutting down trees.
yet/already ) which will be focused on in
Exercise 9. 10 Ask students to read the end of the story and
decide if it ha s a happy or sad ending.

Answer:
It's got a happy ending.

UNIT 4 21

..esson 3 3 Draw th e students' attention to the Language

TItle: Save th e dolphins
Communicative aims: Giving and accepting
warnings
Grammar: Positive and negative Imperativ es
+/- always and nev er
Skills covered: LISTENING
WRITING
Reading
Speaking
Vocabulary:
ac tive: monk ey, penguin, dolpbin, bear, lion
passive: ancie nt, scientists. brain.
to co-operate . in danger. threat.
to tbreate n, to drown, duty
Introduce the topic of the reading text by a
se ries of warm-up questions.
As k students where the dolphins live, what
the y can do, if th ey are fish or mammals, etc.
u se the picture, the information below and
the students' knowledge to make them build
up a description of the dolphin.
BACKGROUND INFORMATION
- Dolphins belong to the whale family.
- They can reach 2 metres in length.
- They are mammals. They have warm blood.
They breathe through their lungs, so from time
to time they have to come to the surface of the
water to take air. Their babies are born under
water and they are suckled by their mother.
- They are intelligent animals with a definite
personality, but who, at the same time, are
ready to co-operate, to learn from others.
They can be easily trained and taught a lot of
tricks.
- They have their own language and they can
transmit messages to other dolphins. American
scientists believe that dolphins can be taught
to understand and speak the human language.
Focus box and ask them to complete th e
warnings ab out th e dolphins. Accept any
reas onable answ ers .
Possible answers: Don't kill Yangtze dolphins,
because they are special.
Never pollute their water with rubbish.
Always protect them .
4 Students complete the warnings.
Answers:
Don't put your fingers through the bars.
Don't throw things in the water.
Don't come too near the fence.
Don't feed the bears.
5 Ask students wh at they think about:
(a) animals in captivity;
(b) animals which are free .
6 Stud ents look at the pictu res, re ad the words
in the box and say which of the two pictures
the words go with .
Answers: 1 zoo; cages; captive; to feed.
2 national park; natural hom e: natural
beauty; fre e; to hunt.
7 Ask stude nts to read the verse s.
Check th eir und erstanding of the text;
explain/elicit the new words.
Draw their attention to the emotional
message of the text.
Ask students to find th e main warning th e
childre n give. If th e childre n know the tune
for these words, they may like to finish by
singing the song.
N.B. The phrase worth to sa ve is poetic
licen ce. In sta ndard gramma r, it would be
worth saving.
Answers: .If we don 't stop polluting nature,
the world will die.

Ask students to read, then answe r the focus

qu estions by reading th e text about dolph ins
in thei r book .
You could ask th e stndents to write complete
sentences on th e board .

.-\nswers:
- inte lligent; playful; friendly/helpful
- The y are in danger because sea dolphins
may swim into fishing nets and drown .
River dolphins are threatened by pollution,
motor boat traffic and hunting.

22 UN I T 4

Lesson 4
Title: Animals in danger
Language aims: To provide an opportunity
for the pr actice of th e variety of
structures , functions and vocabulary
already acquired by stud euts at this
level
Outcom e: - a factfile on an animal in
dang er of extinction
- a poem entitled 'Th e Earth Is Sad
Because ... '
Skill s covered: Iutegrated skills
Materials: Sheets of paper, pencils, crayons,
rubbers
Lesson 5
Story: Charli e and the Chocolate Factory
Cha pter 4: Miracles
1 See notes for Unit 1. Lesson 5.
Possibl e answers:
Charli e found the fifth golden ticket and only
one day before the visit.
Grandpa Joe jumped out of bed and danced
for the first time in twenty years.
2 For pronunciation practice on this chapter we
suggest you sho uld choose the part beginning
with : 'During the next weeks ...' and ending
with: ' ... He deserves bett er than this .'

1 Divide the clas s into project groups aud give

the neces sary information about the purpos e
and outcome of th e proj ect: to make a factfile
on animals in danger and write it in their
group fa ctfile.
Students read the text and the model factfile.
They choose one of the rare animals under
the threat of extinction and make a factfile
on it.
They includ e this in th eir group factfile.

2 Students write a poem entitled: 'The Earth Is

Sad Becaus e ....
Draw their attention to the first lesson, to
Mr Data's presentation of the Earth and its
people, for ideas.
Explain that the lines will not nece ssarily
r hyme .
Example: The Earth is sad becaus e Man has
killed m any of her children, ma ny an ima ls,
birds and plants.
The Earth is sad becaus e Man has pollut ed
the air. the sea and the land.
They write the best lines of the poem in their
group agenda and decorate the page.

Possible answ ers:

The Ea rth Is Sad Because ...
- Man has invent ed and used dang erous
weapons.
- Man has destroyed peace on Earth.
- people have disobeyed God's laws and the
ten commandments.
- peopl e have polluted themselves with
drugs, alcohol and cigarettes.
- people have wasted th e Earth's natural
resources.
- people have cre ated their own 'gods' :
money and power.
- people have mad e a bad decision: to serve
evil force s.
 Round Ups
... .... ................................................... .... ,

main purpose of the Round up units is to

Reporter And help did come.
. e vocab ulary and grammar of the preceding
IS , and to give extra practic e in th e langu age Mr Jennings Yes, it cam e from a group of
. This should help the m with the test to follow. dolphins wh o were pla ying ne ar by.
vever, the r ound up itself is likely to incl ude Th ey swam roun d me in circl es a nd
e language than that which is finall y tested. frightened the shark away. Weak as
I was , I ma na ged to swim to the
pe nding on the class you may pr efer to do some
shore.
the se activities orally or to treat them all as
Ott en exercises. It's up to you. Yes, I am alive today thanks to
exer cise types should be familiar to the those wonderful creatures.
ents . If necessary remind them what to do and Answer" 1 b); 2 c); 3 b); 4 a)
me first example in each exercise as a class.
Voca b ulary
1 a} me dicine; b) symptoms; c) food; d) ecological
ound Up 1 pro blems; e) fairy tales; f) animals; g} fam ily

~am mlir)
l 1!.f!!.sible answers:.-
Answers:
You shouldn't/'d bett er not re ad la te at night .
Listening You shouldfd bett er go to bed ea r lier th an 12
o'clock.
Tapescrlpt
You shouldfd better have breakfast . not j ust a
Reporter Mr J ennings. I understand that you snack at school.
are alive today thanks to a group of You shouldn'tzd better not play computer games
dolphins who ca me to your help in the afternoon.
one afternoon in February 1993. Is You shouldfd better do some sport.
that correct? You shouldn 't be afraid of getting ba d marks.
You'd better work harder.
r Jennings Yes, that's right.
You shouldn'tzd better not make your parents
Reporter Tell us something abo ut it . please. un happy.
How did it happen? 2a ) have already washed/was was hinglstarted/has
done
r Jennings Well, it all ha ppened in Sydney.
b) has happened/fell
Australia. I wa s sur fing quite near I
3 1 have got 8 did not want
the bea ch wh en I saw a lon g Great
White Shark swimm ing towards
l' 4/ 2 opened 9 was writing
3 saw 10 ca me
me. It was three metres long.
4 took 11 were talking
Reporte r Were you terrified? 5 dropped 12 laughing
6 saw 13 were decor ating
Jennings Of course, I was. I tried to get away
7 was writing 14 was eating
from it but I couldn't. It took a large
piece out of my surfboard. When it Reading
bit me I knew it was going to kill 1 c); 2 a); 3 a); 4 c); 5 a)
me. I was desperate.
Writing
Reporter Did you call for help? 1a} reason: because res ult: so
1b)1 first 2 after that 3 next 4 fina lly
Jennings It all happened so quickly that I
or 1 first 2 next 3 after tha t 4 finally
ca n't remember if I shouted for
help or only scr ea med.

All I know is that I asked God to

help me. Th er e was nothing else r
Test 1 is on p. 60.
could do.
 - . .. -
~ UNIT
5 Books and Libraries
Lesson 1
Title: Th e books around us
Communica tive aims: Expressing likes and
dislik es about books.
Expressing opin ions about book s.
Skill s cov ered: LISTENING
Speaking
Read ing
Wri ting
Vocabulary:
ac tive: library, bookshop, to borrow, to lend,
cover. title. author. illustr ation . chapter,
publishing house, tabl e of con te nts,
introduction
passive: fiction . topic. to cheer s ome body up
la) This activity is mean t to famili arise the
students wit h th e topic.
Give students time to do the matching activity
togeth er.
The n encourage discussion like this :
A What is th ere in picture I?
B A bookshop .
A Who is there in pictur e I ?
B A shop-assistant.
A What is he doing?
B He's selling a book.
A Who's buying the book?
8 The customer is. et c.
Do the sa me with pictur e 2.
Teach the words: borrow, lend . Take a book
from one of your students and ask: Can 1
borrow your book? Then answer : Yes. I'll/end
it to you but, give it back tomorrow.
Ask th e students to r epeat chorally and
individually, Point to th e librarian in the
picture an d ask: Does the librarian sell
books? Elicit th e answer: No,.he doesn 't.
He lends books . Point to th e boy in th e
picture an d ask: What does the boy do in the
library? Does he lend books? Th en elicit th e
answer : No, he doesn 't. He borrows books.
Ask the students to r epeat. Th en check th e
meaning : Does the boy buy books? No, he
doesn 't. He borrows books. Then ask: Can he
keep the book or does he have to give it back?
Elicit the an swer: The boy "an keep it for two
weeks only.
You may ask th e students to practise the
verbs lendlborrow in pairs sub stituting book
with pen/pencil/watch .... etc.
Answers: 1 bookshop , shop-assistant,
customer, to buy.
2 library, libr arian, to lend . to borrow.
l b) Bring some books to the classroom and te ach
the words :jront/back cover. title. author.
illustration, introduction, chapter, pag e, table
of contents. publishing house,
Students repeat the words for the parts of the
books after th e teach er.
Then tell th em to read th e In Britain box and
find more infor mation on The Secret Diary of
Adrian Mole and other reading preferences of
English students.
le) Ask students to practise the words in context.
They r ead th e sentences and fill in th e blanks.
The activity is also suitable for homework.
Answers: a) library; bookshop; b) author;
c) title; cover; d) introduction; e) chapters;
f) table of content" g) illus tration; h) back
cover; i) publishing house.
2a) Tell the students to work in pairs.
Ask th em to copy th e qu estionnaire down .
Th en tell th em to read the questionn aire
and complet e it for their partner by asking
th em qu estions.
Draw students' attention to the fact that
question number 5 refers to opinions about
books and som e reasons for reading.
2b) Tell students th ey are going to listen to a
reporter asking Kat e about books she likes
re ading.
Ask them to copy the number of each
question in their notebooks, first .
Students list en to th e tape and write down
Kate's answers to the appropriate numbers .
Play th e tape.

Tapescript
Reporter Excuse me, ca n you a nswe r a few qu estio ns?
Kate Yes. What a bout?
Reporter Do you like books?
Kate Er ... books , well. I love books. I read all sorts
of books. llike reading romantic novels and
books a bout TV series. I read at weekends
when I want to relax. Books cheer me up.
Reporter Do you only re ad for ple asur e?
Kate No. not only. I study French a nd German at
sc hool so, in the eve ning. I read books ab out
France a nd Germany.
Ans wers: 1 yes . 2 a; b. 3 a; b. 4 a; b: c. 5 a.
2c) Ask students to do the same as abo ve.
Play th e ta pe.
This time the students list en to the dialogu e
between the reporter and Steve.
Tapescript
Reporte r (a sks Steve) What books do you like?
Steve 'I like more exci ting book s , scie nce fictio n
stories or adventu re sto ries. Rea ding takes me
to another world .
aeporter When do you read?
e Whenever possible. And. of course, in th e
evenings when I stu dy.
rter What books do you read when st udying?
Books about history a nd geography.
Answers: 1 yes; 2 c: d. 3 b. c. 4 a; b: c. 5 b.
This ac tivity is suita ble for homework but it
may start in the classroom .
The students write a short paragraph
(6 sente nces) about their own reading
prefere nces giving reasons .
............. ... '
UN IT 5 25 '
Lesson 2
Title; The Library - A magi c pla ce
Communica tive aims: Asking for and
expressing opinions about books.
I .. Talking a bout general experience
Skills covered : READING
Speaking
Listenin g
Writing
Grammar: Present per fect simple (gen eral
exper ience) + ever or never
Vocabulary;
a cti ve: a manual, a novel. a ghost story. a
fairy tale. a travel book. a scie nce- fiction
book, a diction ar y. an advent ure book.
fright enin g, depressin g. well-written .
passive: marble. concre te , hurrican e
Pronunciati on: \Vord stress on types of books
1a) This activity is meant to lead the st udents into
the subject of the lesson.
It is a teacher directed ac tivity: teacher -+
students (T -+ S). Stud ent s an swer the
qu estions.
Possible answers
a) Yes, I have/No, [ ha ven't.
b) I saw lots of books on the shelves , people
looking for books.
c) I borrowed books/talked to the
librarian/read some books.
1b) Bring into the classr oom differe nt kinds of
books and have stu dents browse through
them for a little while.
Then ask them wha t they can find in eac h
type of book.
Tell them th e words denoting kinds of books.
Then ask them to read the sentences that say
wh at you norm ally find in a book and match
them with the covers.
Answers: 1 b); 2 I); 3 d); 4 c); 5 e); 6 a );
7 h); 8 g).
1c) Durin g this activity student s practise saying
types of books using the cor rect word stress.
Play th e tape. Students repeat eac h wor d!
gro up of word s.
Answers: a manual. a no vel; a gho st story;
a fair y tale; a travel book; a dicti on ary;
a science-fiction book ; an adventure book.
1d) Ask the students to copy th e words denoting
types of books and to mark the main stress
usinr -s.
~
26 UNIT 5
.
Answers: a manual; a novel; a ghost story;
a fairy tale; a travel book
a dictionary; a sci enc e-fiction book; an
adventure book.
2 This activity introduces the function of 'asking
for and expressing opinions ab out books' .
We suggest you do it in three stages.
First , demonstrate the activity acting out the
situation so that students see the need for this
particular language strategy.
Show them a well-known book and ask; What
do yoa think of this book?
Chang e your voice as if it were another
person and answer: I think it's interesting.
It's about ... In thi s wa y th e need to ask for
and express an opinion is created. It also
pr epares th e students for the dialogue.
Next, ask the question again to individual
students, working T ..... S round th e class.
Tell th e students to look for an swers in the
Language Focus box.
Example:
T What are you reading?
S1 'One Way TIcket'.
T What do yoa think of it?
S1 I like it. It's interesting.
T How do yoa like it, Sam?
S2 It's all right bat there are too many
frightening thing s.
T Do yoa like it, Pam ?
S3 I don 't know. It's well-written .. .. etc.
Finally, ask students to work in groups of
three in th e form of a chain S1 S2 S3 .. .
practising the dialogu e in the book, cha nging
information as they wish.
3a) Ask students to read the poem and think of a
title. You may accept any title that fits.
Possible answers : 'Library'; 'A Magic Place ';
'A Magic World '; 'A Wonderful World' ; 'The
World of Books'; 'Dreamland'.
3b) Stud en ts read the first verse again and find
words that describe the building mat erial.
Answers: a) stone; b) marble; c) concrete.
3c) Students read the second verse and find
words that refer to types of books .
Possible answers :
'you can ride a camel' -
an adventure book or a travel book ;
~ou ca~ ride a train' - ~ trav~Lbo.ok;
'visit Rome, Siam or Nome' - a travel book or
a history book;
'meet a king' - a fairy tale;
'learn to sing ' .:manual;
'how to bake apie' - aookery book;
'see the moon ' - a sci ence-fiction or aE.--
a_d ve n t~ book; ... , etc.
4a) Remind the students of the form of th e
pr esent perfect learned in Unit 4.
You can do this by asking th e students: What
experiences has the author had in the
library ?
Elicit answers like these: Sh e has m et a
king./Sh e has learned to sing./She has visited
space, etc. Then say: So she has had a lot of
experiences .
4b) Ask students to look at the Language Focus
box and find the way they can ask/answer
about their experiences up to now in life .
Then ask a student to read Liz's part in the
dial ogue and you give the poet's an swers.
Work T ..... S to give 2-3 examples. Th en let
students work in pairs to continue the
dialogue.
Finally, ask them to tak e turns to act out the
dialogue.
Draw their attention to the place of ever/ never
with presen t perfect when talking about our
general experience up to now in life.
Possible answers:
Liz Have you ever travelled to the Moon?
Poet No, I haven't.
Liz Have you ever been to sea?
Poet No, I haven't. I have never done that.
Liz Have you ever visited space?
Poet No, I haven't.
Sa) Stud ents work in groups. They practise the
language pattern in mini-conversational
exchanges of the type:
Have you ever spoken to a famou s writer?
No, I haven 't. I've never spok en to a famous
writer.
Have you ever visited a famou s library?
Yes, I have. I'v e visite d the British Library.
Have you ever written a poem?
No, I haven't. I've nev er written a poem.
Have y ou eve r met an important person?
Yes, I have. I've met a well-known actor/singer.

Tell students that a sec re tary in th e group
must wri te the name of one person who has
done ea ch thing or writ e the word 'no one'.
Then everybody copies the not es.
Sb) This activity is suitable for homework but it
may start in the classr oom .
Ask stud ents to use th e not es to write 4- 5
sente nces to report what they have found out
in th eir gr oup s, to the class. Next class,
grou ps excha nge th eir re ports. They ma y
begin their reports like this:
I hav e never met an important person but
Alice has met one.
Nobody has ever spoken to a f amous writer.
I ha ve never written a po em but Mary and
Tom have written several poems in
Roma nian.
I have visited the British Library but Tom ,
Alice and Alary have never visited a fam ous
library.
son 3
TItle: Bookworms
Communicative aims: Asking and ans wering
abo ut gene ral and spec ific past time
Skills covered: WRITING
List ening
Speaking
Reading
Gramma r : Present perfect simple vs simpl e
past
Voca bula ry:
ac tive : recycling vocabulary about books
from previous lessons
passive : bookworm . report . interested in,
look aft er
Start th e lesson by expl aining its title.
how the students 1-2 pictures representing
people reading in a libr a ry among piles of
boo ks. Ask: What books do you thi nk they 've
"pod ? Are they going to read the other books.
'oo? Why do they read so many books?, et c.
Elicit answers to lead to the explana tion of a
bookw orm' . i.e, a person who is f ond of
ding and spends a lot of time reading
ks .
UN IT 5 27
1 Ask stude nts: What do people generally read?
Elicit from the stu dents the answer:
They read books they are int erest ed in.
Refer to the first activity. Do the first
example: 'Bre nda' s hobby is collecting
money ... She is int er ested in the book
The Coin A tlas .. .'
They read the titles of the books and peopl e's
interests and match them to say whi ch book
eac h person sho uld read .
Answers:
a) The Coin Atlas; b) Survival Guide to Pets;
c) Clothes and Costume ;
d) The Oxford Children 's Book of Famous
People; e) Computers .
2a) This activity aim s at pr a ctising pr esent
perfect for ge nera l exp erien ce vers us simple
past. We sugges t you do it in two stages.
Firs t tell the students to practise the model
dialogue to get information about books
they've read . Students work in pairs.
Next , as k the students if they have read
ce rtain books . When ever the answe r is 'y es',
ask for details. Refer to the Language Focus
box and dr aw their atte ntion to th e use of
pr esent perfect when they as k abou t general
ex perience and simple past wh en they as k for
specific tim e or details in th e past. This is a
T -+ S a ctivity.
Pos sible answers:
T Have you read Ghost Stories, S1?
Sl No, I haven't.
T Have you read ITeasure Island, S2?
S2 No, I haven 't.
T Have you read The S ecret Diary of
Adrian Mole, S3?
S3 Yes, I ha ve.
T Who wrot e it?
S3 Sue Townsend.
T When did you read it?
53 Last summer. ..., etc.
2b) The aim of this activity is to tr ain students to
develop their not e-taking skills.
Ask students to take the parts of the students
mentioned in the Notes box and answer about
the books they have/haven 't read. Stop after
eliciting eac h piece of informati on an d ask
the class what they will write down .

28 UN IT 5

Teach er Have you read a hook ahout pets, 3c) Th e exercise is meant to show th e stude nts
Chris*/Jane*ffom*? the necessity of getting the gramma r right
Chris No, I haven 't. along with the ideas they want to
Jane I haven 't eithe r, communicate.
Tom Yes, I have. Students write : Ask studen ts to fill in the correct for m
Teacher What was its titl e? (present perfect or simple past) of the ver bs
Tom Keeping Pets. title: Keeping Pets in th e se cond paragraph,
Tea cher Who wrote it?
Tom Isam Alatee. author: [sam Alatee Answers: has never done; has read; started;
Teach er When did you r ead; wrote; has already learned
read it?
Tom Last month. when: last month 3d) Stud en ts ar e asked to think about and write
Teacher Why did you th e ideas for th e closing par agr ap h,
r ead it?
Possible answer: I think that th ose wh o read
Tom I wanted to know why: wanted
lots of hooks are eage r to know more things
how to look to know how to
about our world, They enjoy being with th eir
after my rabbit. look after his rabbit
favourite char acte rs, j oining th em going to
Ask st ude nts to work in gro ups of four, different pla ces and experiencing different
Encourage them to continue discussing other things. Reading makes us cleverer and that's
books they have r ead and to mak e similar wh y everyhody should try to desecve th e
notes. name of 'bookworm'.

33) Thi s activity sets a writing task which results
in the first draft of a wh ole text as its
outcome.
It gives the students an insight into the
writing process .
Ask the st udents to read the 'Questions' an d
'Note Cards' and then try to elicit from them
the fact that Steve th ought about wh at he
wante d to say an d wrote th e qu esti ons on a
card firs t; the n he ga the re d informati on from
books, from th e Iihrarian, and from his
friends to answer the questions he had
wri tte n on th e 'Questions' car d; finall y he
made a plan,
As a homework activity the students write the
wh ole re port.
Dr aw th eir atte ntion to th e layout of the
paragr aphs, pun ctu ation and spelling.
Lesson 4
Title: Books we enj oy
Language aims: To provide an opportunity
for th e pr actice of the var iety of
structures. functions and vocabulary
already ac quire d by stu de nts at this
level.

Possible answers: Stev e thought of what to Skill s covered: Int egrated skills
write. Outcome: A fact file on books
He wrote some questions . A book r ep ort
He gathered inform ation and wrote it down ,
He made a plan, Materials: Different books, pap er, pen s.

3b) Ask th e stude nts to dr aft th e intr odu ctory
paragr aph in Steve's rep ort, guided by th e
answers to his first three questions.
1 Draw the students' attention to the entries in
Possible answ er: A bookworm is a person
who is very fond of r eading , He looks like
me, like you, like all the other peopl e around
us , but he sp ends most of his spare tim e
reading books, Several of my fri ends are like
that '" ,
Have a class discussion about interests ,
reasons for reading and opinions on books.
th e model factfile. Whenever th ey wri te a
factfile on hooks they have to mention th e
titl e, the author, typ e of book, publishing
house , characte r(s), a short description of th e
book , th eir opinion of th e hook .

2 Divide the class into project grou ps .
First they read the book report in the form of
an interview in the book . Draw their attention
to th e fact that the qu estio ns in the book
re port will follow the same order as th e
entr ies in th e model fact file on books.
Ask th e students to write a book report in th e
form of an interview.
Tell the students to choose the cha racte r they
liked best in a book th ey hav e read. Then
they have to ask 'him'l'her' questions about
the title of the book. its autho r. th e type of
book it is. a sho rt descripti on of th e book. and
the ir opinion of th e book.
It is hoped th at th e students will use th e
present perfect simple and simple past
whenever this is appropriate.
UNIT 5 29
Lesson 5
Story: Charlie and the Chocolate Factory
Chapter 5: The Choco late Room
1 See not es for Unit 1. Lesson 5.
Answer: The chocolate room is very
important because it is the room where
chocolate. which is very important for lots
of the factory products, is mad e and mixed .
2 For pronunciation practice on this chapter we
suggest you should choose th e part beginning
with : 'Mr Wonka was an extraordinary little
man ... . and ending with : .... Let's harry!'
 - . -

. ....... ....... C, r-, UNIT

6. Customs and Traditions

Lesson 1 Play th e ta pe. Students listen to the sentences

and wr ite the dates th ey hear.
Title: Hallowe en Students chec k th e an swe rs in their pa irs.
Comm un ica tive aim s: Talking ab out Tapescript
celebrations
a) My birthd ay is on the 9th of October.
Skills cove re d: LISTENING b) People celebrate New Year's Eve on the 31st of
Speaking
December.
Reading c) John was born on the 22nd of J une.
Writin g d) Her moth er's bir thday is on September the 3rd .
Gra mmar: Simple pr esent a nd simple pa st e) Valentine's Day is on February the 14th.
[recycling] o I met her on the 30th of Mar ch .

Voca bula ry:

. Answers: 9th October ; 31st Decemb er ;
ac tive: Dates [recycling], Ordinal num bers
22nd J une; Septe mbe r 3rd ;
[recycling]
February 14th ; 30th March
passive: make resolutions , light, fireworks,
bole, lid, inside
1d) Play th e tape again. Ask students to list en an d
Pronunciation: Sounds in dates /01 vs. /9/ repeat ea ch date. Make sure they say /01 in
the and /9/ in ninth , for instance , clearly.
1a) This is a warm-up activity. Don't spend too
2a) Ask stude nts to look at the calendar. They
long on it. Keep books closed.
have to make a list of some of th e dates we
Ask st udents: What 's your faoo urit e
celebrate in Romania and to write a sente nce
celebration? Why ?
or two about ea ch one.
Accept any reasonable an swer.
Ask st udents to ope n their books, look at the Possible answers:
ca lenda r and rea d about the dates of some New Year 's Eve - Peopl e ha ve wonderful
British celebrations. parti es. They stay up until 12 o'clock to see
Help students infer the meaning of the the New Year in.
unknown words: m ake resolutions = take March 1st - People give wome n lucky
decisions, fir eworks = sma ll fl ying objects cha rms to celebrate th e coming of spring.
that burn with coloured fl ames, light = to put March 8th - Women's Day - People give
a match to som ething. pr esents to the wom en in their family and to
Ask students to find out wh ich day children friends.
dr ess up as witches and ghosts. Ea ste r Da y - Peopl e go to church and eat
dyed eggs.
Answer: October 31stlHalloween
April 1st - April Fool's Day - People play
tr icks on eac h other.
1b) Remind stude nts of or dinal num bers
Dec ember 25th - Christmas Day - People
expressing dat es. You might do this by asking
get pr esen ts from th eir famil y and friend s
them about their bir thd ays.
and sing carols by the Chr istmas tree.
Ask them to look at the Language Box and
say som e da tes.
2b) Get students into pairs. They exchange their
Ask student s to read out th e dates .
list of dat es with their partner and compare
1c) Ask students to write some dates on the what they have written .
board. Ask some students to read out what they have
Call th eir attention to some spelling rul es if written ab out dates we celebrate in Romania
ne cessa ry. an d to ad d anything else their partner ha s
Get students into pa irs . thought of.

3a) Introduce the situation: John is an English
fath er talking about Halloween in his famil y.
Ask students to look at the picture
re pr ese nting Jack o'lantern and help th em
infer the meaning of hole, lid , inside.
Students to copy the grid from the board.
Ask students to listen to John expl aining how
his children make a Ja ck olantern.
Play the tape.
Choose some students to complete the grid on
the board.
Students make the necessary corrections in
the ir notebooks. __~
Tapescript
The whole of our str eet celebrates an
Ameri can Halloween . \ late and have parties where they play
ervlewe r And how do they celebra te it? \
Ah, well ... you have to buy a pumpkin and
spend a long time cutting th e lid ~ff it and
ta king out the inside. ')
And then you cut holes in th e pum pkin and
mak e eyes . a nose a nd a fun ny mou'th ,And
th en you put a candle insid e the pumpkin ~
and put th e lid on it and pla ce th e pumpkin in
the window. It's a 'J ack c'I antern'.
Answers:
1 c); 2 g); 3 b); 4 d); 5 a); 6 e); 7 O.
Introduce the activity. Explain what 'trick or
tre at' means, i.e. children will pla ya trick on
you if you don't give them a sm all present:
sweets, apples , etc.
Tell the students to listen to th e tape and
answer the questions.
Write the questions on the board.
Play th e tape . Students listen to the tape and
try to find the correct answers.
Help students work out th e meaning of any
un known word. This is passive vocabulary,
for recognition only.
-.-script
_ ........ er It see ms that children have lots of fun at
Halloween.
Well, yes ... th ey all pai nt th eir faces so th ey
look horrible. And when it gets dark . they
dress up to look like witches, ghosts or
vampires . Then they go out up and down the
str eet sayin g, urn ... and they kno ck on the
door and wh en you open it. you see this littl e
cr owd of childr en all sta nding ther e a nd say
'Tric k or Treat? Trick or Treat?' and that
means 'give us some thing or else we'll play a
tric k on you.'
................. , ..
UNIT 6 31
'
Interviewer What tr eats do the children get? Sweets or
some thing like that'?
John ... urn, for th e tre at the y ha ve a sort of bag
with them an d you ar e meant to put swee ts,
apple s ... or money in it for th em so ... they-
/.
run around until very lat e sort of pr et end ing
/'
to be ghosts and have parti es where-t hey play
/
games or tell ghost stories , th at kind of thin g.
/
Answers:
a) Children pai~eir faces; when it gets
- dal"k,they d r ess up to look like witches,
ghosts or vampires.
b) When they go out, they go up and down
the streets , they knock on doors and say
'Trick or Treat? ' They run round very
games and tell ghost stories.
4 Ask students to complete Liz's diary page .
Thi s exercise is sui table for homework.
Possible answer:
Mike, Tony and Jane bought a pumpkin and
came to my house at 6.30. Mike took out the
inside of the pumpkin and cut holes to make
the eyes, a nos e and a funny mouth. He put a
candle in the pumpkin and put the pumpkin
in the window. Then we began to get r eady
for Halloween. I dressed up as a witch. Mike
and Tony dressed up as ghosts and Jane put
on a black cat costume. She looked terrific.
We went out up and down the street,
kno cked on the neighbours' doors and asked
for 'Trick or Tr eat'. Quite late at night we
went to Steve's party where we played games
and told ghost stories. It was gr eat.
Lesson 2
TItle: Halloween Party
Communication aims: Giving instruction s
Making and accepting/refu sing offers
Skills covered: READING
Speaking
Writin g
Grammar: a little vs a few +
countable/uncountable nouns
Would you like ? (offering) lre.iyclingl
Vocabulary:
a ctiv e: Food and drink [recycling]
Verbs for cooking
passive: grasp, bowl , fill, onlookers, che er,
prize, be frightened

2 UN IT 6

1 This is a warm-up activity. Ask students to Students make the necessary corrections.
look at the pictures on th e page and answer You might ask stude nts to write th e rec ipe in
the qu estion. their noteb ooks.

Answer: Answe rs:

Children are dressed up as witches, ghosts, 1 e); 2 c); 3 a); 4 b); 5 d).
black cats and vampires.
4 Explain to studen ts th e us e of a littl e +
2a) Ask studen ts to read th e ar ticle s silently and uncoun table nouns and of a few + countable
match a headline to each article. noun s. Ask th em to r ead th e Languag e Focus
~"'- \.\\.~'-\\. "\\.I;\\.\.1;\ ':.~~\'\Q. \.1;\1;\ \ li,,)\'\'t, li,,)\"\ \l.\"\
...\"\li,,)'W\\. '<I" ..."..,'~ "',," \" ,~",,\,\.., Q. \\\\\0 ...,,~ Q. So", '"
words. This is passive vocabulary. th e recipe in Ex. 3 c.
Check th eir a nswe rs. Chec k their answers.
Divide stude nts into pairs. Explain th e task.
Answers: Ask th em to look at th e grid . Get one pai r to
1 - Preparation for Hallow een; act out the dialogue changing rol es .
2 - Surprised by Ghosts; All stude nts act th e dialogue for each item in
3 - Party Games th e gri d in pairs.
Tell the m to r everse roles.
2b) Ask stu de nts to r ead article 3 ag ain and find You might encourage th em to expand th eir
words for some of the given definitions. offers:
Check their answers . Get them to r ep eat and Example: Would you like afew peanuts?
write the new words in their notebooks. Would you like a little lemonade?
Answers:
5 Ask students to fill in Jane 's diary page with
a) a prize e) onlookers
th e wor ds in th e box. This exe rcise is suitabl e
b) to grasp o to cheer
for homework.
c) a bowl g) to applaud
d) to fill Answ ers:
1 Oct ober 31st; 2 Halloween; 3 ghost;
2c) Get stude nts into pairs. Ask th em to r ead 4 frightened ; 5 a little; 6 filled ; 7 a few;
article 3 again and answer th e qu estions. 8 players; 9 take ; 10 teeth; 11 good.
Students r ead th e text and in th eir pairs th ey
ask and answer the questions .
Check th eir answers. Lesson 3
Answers: Title: New Year's resolution s
a) apples, a bowl and some water.
b) Put a number of apples in a bowl filled Communicative aims: Talking about
with wat er. Th e players put th eir hands unfinishe d actions
behind their backs. Ea ch tries to gr asp an Making promises
apple and take it out of the water with Skills covered: WRITING
their teeth. Reading
c) Apples or swe ets . Speaking

3a) Ask stude nts to look at Liz's menu and read Grammar: Pr esent perfect simple + sin ce/f or
what special food peopl e eat for Hallow een . WillJwon't (resolutions, promises)
Ask th em to say what people usu ally eat Vocahulary:
for Halloween . active : Tiroe expressions lr ecyclingl
3b) Ask stude nts to r ead th e scr ambled recipe for passive: habit. safe keeping
toffee apples and say wh at th e ingredient s for
toffee are. 1 Thi s is a warm-up activity. Don't spend too
much time on it.
Answers: water, sugar, butter Ask stude nts th e following question:
What do people usually say on Easter Da~
3c) Ask stude nts to copy th e grid. Draw the gri d New Year 's Day, Christmas Day, a t
on the board. Halloween in Britain and the United
Get stude nts to look at th e pictures again and States?
number them in the correct order. Elicit the correct answers.
Ask one stu de nt to read out th e rec ipe .

Answers: Happy Easter!, Happy New Year!,
MerrylHappy Christmas!, Happy Halloween!
or Trick or Treat?
2a) Explain the activity.
Introduce 'safe keeping ' and 'habit ' =
something that you do regularly.
Explain the use of 'will' future wh en making
reso lutions or promises.
Ask stude nts to read about New Year's
Resoluti ons in The United Stat es and Britain
and to use 'will'f won'!, future to make a list
of the ir own four resolutions for th e future.
Give an example. (l promise ['[I take m ore
exercise Jl promise I won 't sm oke .)
Stude nts write their answers.
Possible answers:
I promise I'll get up earlier every morning.
I promise I'll tidy my room every day.
I promise I won 't cheat in history tests.
I promise I won 't be unkind to my sister.
2b) Divide the clas s into pairs. Ask students to tell
their partner what they promise to do. Each
student reports his/her partner's resolutions
to tb e class.
3a) This exercise teaches present perfect simpl e +
since/for expres sing an unfinished action .
Write th e following sentence on th e board:
a) Peopl e have celebrat ed Halloween for
many years .
Ask students: Do people still celebrat e
Hallow een?
Elicit the an swer: Yes, they do.
\Vrite this sent ence on the boa rd:
b) The Britisb people have celebrated Guy
Fawkes' Day since 1605.
Ask students: When did the British People
start celebrating Guy Fawkes ' Day ?
Elicit the answe r: in 1605.
Ask: Do th ey still celebrate it ?
Elicit the ans wer: Yes, they do.
Ask st ude nts to copy and complete the grid.
Draw th e grid on the board.
Stu dents give th eir answers. Ask some
students to complete the grid on the board.
Answers: 1 - True; 2 - False.
Refer students to sentence s a) and b) in
Exercise 3a) . Ask them which word refer s to
an exact point in time , for or since?
Ans wer: since
Ask stude nts to read the Language Focus box
and then put either since or for with the given
expressions. Elicit the completed expressions .
I
,.
UN IT 6 33 I ,
Che ck their answers.
Answers: a) for ; b) since; c) sin ce; d) for;
e) since; 0 since.
5 Ask students to read the story and fill in the
cor rect form of th e verbs in br ackets .
Ask some students to read out the complete d
se ntences.
Answers: have known . have been. has lived .
have spent, ha ve been, have studied , hav e
been , have been. ('ve instead of hav e is als o
acceptable after a vowel sound).
Check students under st anding by as king them
the following qu estions:
a) What is th e problem?
b) What is the solution?
Answers:
a) Alice and Kate have known each
other since they were born, they hav e
been close friends for a long time and
now Alice is moving to Manchester.
b) Alice will spend th e New Year with Kate's
family.
6 Write on the board: I have lived in this town
since 1990. (You may give an example from
. your personal experience.)
Ask students: Now it's 1997 . How long have I
lived in this town ? Write the qu estion on the
board and underline How long in your
question.
Stud ents give their an swer s. Elicit I have
lived in this town for six y ears.
Tell students that How long is a qu estion
which refers to a point of time or a period of
time.
Divide the class into pairs.
Ask students to tak e turns to use the idea s in
the ir book and ask qu estions with
How long ... Get them to write down th eir
partner's answe rs. Chec k their answers.
Answers:
How long have you been in this class?
How long have you had this sw eater ?
How long have you known your best friend?
7 Ask students to read the answe rs to the
interview and to put questions to complete
the interview.
Students give their answers. Other students
check their own answers.
You might like to ask one pair to read the
dialogue out.

4 UN IT 6
Possible answers:
How long have you been neighbours ?
Have you been to the same school?
Have you studied tog ether?
Where is Alice going to live?
How do you feel about Alice moving to
another town?
8 Ask students to write true sentences about
th emselves using the present perfect simple
+ sinc e or for . This exercise is suitable for
homework.
Possible answers :
a) I have studied for the test for two hours.
b) I haven't visit ed my grandma since May.
c) I have collecte d stamps for three years.
d) I haven't been to the cinema since Friday.
e) I haven't seen my best fri end for two
weeks .
Lesson 4
Title: Our calendar of sp ecial days
Language aims: To provide an opportunity
for th e p ra ctice of th e va riety of
structures, functions and vocabulary
already acquire d by st ude nts at this
level.
Skills cov ered: Integrated skills
Outcome: A page in th e group factfile
containing a pas sag e about Guy Fawkes '
Night and a cale ndar of sp ecial d ays .
Materials: Sheets of paper, cr ayons ,
stickers. glue. magazine pictures .
felt-tip pens, drawings
1a) Divide th e class into project groups.
Students r ead and discuss th e information
about th e origin of the word holiday.
Ask students: What do you think holy could
mean ?
Encourage students to work out the meanin g
of holy for th em selves by connecting it to the
word reliqious in the text.
1b) Students read th e notes about Guy Fawkes'
Day. Th ey discuss th em and th en th ey write
full sentences to make a passage about Guy
Fawkes ' Night using th e 'Holidays' box as a
model. Students may compl et e th e given
information with knowledge acquired in their
History lessons .
Help and correct th eir work befor e sticking
th eir passag e into th eir gr oup factfile.
Possible answer: People celebrate Guy
Faw kes' Night on the 5th of November.
Guy Fawkes was a conspirator against the
King. In 1605, he tried to put a bomb in th e
Houses of Parliament. The King's m en caught
and exe cute d him . Every November 5th ,
people make bonfires in their gardens and
let off fireworks. Som e children burn a 'guy'
on th eir bonfire. Nobody remembers th e
historical fact now. People just enjo y th e
fireworks.
2a) Ask students to mak e two list s r eferring to
special d ays for everybody and spe cial days
for them. Use th e examples in th eir book to
explain th e difference .
2b) Stude nts us e the list of special days to make a
calendar in the form of a poster or calendar
you show th em .
One project group might make one large
poster containing all the months of th e year
and all th e information. Each student in th e
group is r esponsible for an ac tivity:
- for writing th e months of th e year
- for putting the special day s on the poster
- for writing sentences about the special days
Encou rage students to use drawings, sticke rs,
and/or pictures to decorate their poster.
At th e end of the activity students stick th eir
calendar into their project book.
They m ay fold th eir post er and put it in an
enve lope attache d to the factfile.
Each gr oup could contribute pages for two or
three months only to one class calendar
whi ch could be hung on th e wall .
Lesson 5
Story: Charlie and the Chocolate Factory
Chapter 6: The Oompa-Loompas
1 See notes for Unit 1, Lesson 5.
Answer:
The Oompa-Loompas came from an
unknown country with unknown beasts.
They look funny with th eir long hair and
small bodi es . They speak a strange language:
They like to eat cocoa beans. They like
dancing, music and laughing.
2 For pronunciation practice on this chapter we
suggest you should choose th e part beginning
with: 'S uddenly there was a shriek ...' and
ending with: ' ... the most delicious
strawberry-fl avoured chocolate coated fudge.'
 UNIT
7 Household Items
Lesson 1
Title: Useful things
Communicative aims: Talking about
elect rical items
Describing objects
Sayin g what things are for
Skills covered: LISTENING
Speaking
Readi ng
Writing
Grammar:/or + '-ing' form
Vocabula ry:
active: camera , kettle , washing machine,
vacuum cleaner (hoover), freezer, video,
wa lkie-ta lkie, dishwash er, coffee
machine, iron, hair dryer, refrigerator
(fridge), wa lkman, cassette recorder,
round, square, rectangular
Pronunciatjon: Stress on compound words
la) This activity aims at familiar ising the students
with the vocabulary necessary to talk about
electrical items one can find in the house.
Help the students identify tbe things and say
them correctly.
This activity gives guided pr actice in using
the newly acquire d voca bulary.
Tell students to work in gro ups and as k ab out
the im portance of the thin gs in the picture.
You may also ask them to give reasons why
one thing is more important than another.
::..c) This is a repetition exe rcise which practises
the stress in compound words.
Answ ers:
o 0
washing machine; vacuum cleaner;
o 0 0
dish wa sher : coffee machine; video player;
o 0 0
cassette recorder; ha ir dryer; Walkm an .
The stress is on th e first part of the
compound word.
This activity aims at practising the function of
escribing objec ts.
Ask students to work in pairs.
I I
Tell them to ask and answe r questions using
the vocabulary referring to the sha pe, size
and colour of the things in the picture in
order to guess the objects .
Example: A What shape is it? B It's round.
A What size is it? BIt 's small.
A What colour is it? B It 's white.
A Ah, I see. It's a small, round, white kett le.
Here are pos sible items they can describ e:
A It's sma ll, black, rectan gular ...
B It's a camera,
A It's lar ge, squa re , white ...
B It's a washing ma chin e
A It's big, round, br own ...
B It's a vacuum clean er
A It's large , rectangu lar, white ...
B It's a freezer.
A It's quite big, rec ta ngu lar, black ...
B It's a video .
A It's small, rectangular, bla ck ...
B It's a walki e ta lkie
A It's lar ge, squ are, white .. .
B It's a dish washer, etc.
2a) Th is activity draws students ' atte ntion to
the use of do + housework an d make + food
and drink.
It also provides controlled practice in using
fo r + ' -ing' form when ta lking abou t purpose.
2b) This act ivity offers practice in saying what the
things are use d for.
The students pr actise the pattern for + '-lng'
form in mini-convers ational exchanges.
2c) This is a listenin g exercis e.
The definiti ons the students are listenin g
to provi de good examples of how to describe
thin gs.
The students have to find the nam es of the
three objects.
Draw th e students' attention to the fact that
these thin gs are 'doers of the ac tion' and they
end in '-er'.
Tapescrlpt
Kate Are you good at crossword puzzles?
Liz Well, sometimes .
Kate OK. What's this? It's a white thing for keeping
food fresh .

36 UN IT 7
Liz I have no idea.
Kate How about this one? It's a large, electrical
machine for clean ing carpets with.
Liz I'm sorry. I can't guess that one either.
Kate All right. Try one more. It's a large, square
machine for doing the washing up.
liz Gosh, I think I'm hopeless . I give up.
Answers: freezer; vacuum cleaner;
dish washer.
2d) Ask students to wor k in pairs and make a list
with other things in the picture th at end
either in .-er' or in .-or .
Answers: '-er' : video player ; cassette
recorder; vacuum cleaner/hoover: hair dryer ;
freezer; dish washer ; '<or' : refrigerator .
The students may be encouraged to add other
exam ples, like: computer, calculator, cooker,
toaster , etc.
3a) This is an information gap acti vity.
Divide the class into two large grou ps. (Half
of them is grou p A and half is gro up B.)
Each stude nt only looks at hislh er own
crossword.
3b) Students in both gro ups work in pairs with
someone in their group to write the clues,
namely, th e descriptions of th e thin gs in th eir
crossword puzzle.
Possible answers:
Group A:
Across :
1 It's a small. round thing for boiling tea or
water in.
4 It's a small, rectangular, black thing for
taking photos.
Down:
2 It's a small round, whit e thing for serving
tea at table In,
3 It's a long, white or bla ck thing for drying
your hair with.
Group B: (has the activity on page 112)
Across:
2 It's a small, re cta ngular thing for talking
to som ebody at a distance.
4 It's a large, rectangular, whit e thing for
keeping food fresh and ver y cold in.
Down:
1 It's a large. square, white thing for cooking
meals on.
3 It's a small, rectangular, white or brown
thing for making toast with .
3c) As one student in eac h pair writes out the
definition s, the oth er student copies an empty
version of their crossword.
Ask a pair of students fr om Group A to
exchange empty crosswords and clues with a
pair of students from Group B.
3d) Students work in their origina l pairs an d try
to do the other pair's crossword togeth er.
As a possible homework act ivity, ask students
to copy both complete d crosswor ds and th eir
clues int o th eir notebooks.
Lesson 2
Title: It's handy
Communicativ e aims : Explaining how
thin gs work
OtTeringlAcceptinglR efusing help
Skills covered: READI NG
Speaking
Listening
Writin g
Grammar: Let me .... I'll .. .. Shall I .. . ? +
offers
Connec tors [recycling]
Vocabulary:
active: button. plug in, unplug, turn
on/otT, pr ess . turn up/down . re wind/fast
forward
passive: socket. plug, headphones, cord/
cable. connect/disconnect, electricity
1a) Help the students read the words correctly
and grasp their exact meaning by answering
the questions. You can demonstrate their
meanin g by mime/gestures.
Answers: a) socket: b) plug : c) on/otTbutton ...
for getting the TV started d) headphones :
e) play button for getting the tape started:
volume button for getting the sound
louder/softer: forward/rewind button .. . for
playing the tap e forward or backward.
1b) Durin g this activity the students work in
gro ups and negotiate th~ meanings of the
verbs.
Draw students ' attention to turn up/d own.
Make a gesture of rotating the button
forwardlbackward to show the change in the
volume of th e sound, i.e. loud er/softer.
Accompa ny your gesture with th e sound of
your voice.
Answers: a) turn on/turn off, b) plu g in;
c) unplug; d) turn up/turn down; e) rewind;
ofast forward; g) put in the cassette,
 .
'
I,

UN I T 7 37

2a) During thi s activity students read two sets of
instructions for gen eral und erstanding.
The qu estions help them .
Answers:
a) 1 a washing ma chine; 2 a video player.
bj 1 for washing clothes; 2 for viewing a film
on a video cassette.
c) to get the electrical equipment to work/to
operate the washing machine and the
video player/to do the washing and to
watch a video cassette.
2b) Ask students to read and write actions
describing how things work by compl eting th e
gaps in the exercise.
Answers: a) plug in; b) turn it on; c) turn it
off; d) turn it up .
3a) Ask students to read the dialogue and the
Language Focus box to answer the qu estions .
This activity helps th e students identify the
func tions 'offering to help , and
'accepting/refusing' an offer.
4 This is a homework act ivity.
Ask students to write a note with some
instructions using connectors to explain how ,,
the cassette recorder works. Tell them to end
the note wit h an offer to help their friend.
Lesson 3
TItle: It doesn 't work
Communicative aims: Making a compl aint
Explaini ng how long an action ha s
been going on
Skills covered: WRITING
Speaking
listening
Readin g
Grammar : Present perfect continuous +
since/for
Vocabulary:
active: it doesn't w ork, it's broken , it's
leaking; to be und er guarantee, go wron g
passive: to have some thing repaired

Answers: a) Mike offers to help Grandpa
rewi nd tbe video tape/press Play button.
b) He says: Let me help you ... ; Shall I ... ?
c) When Grandpa accepts Mike's help, he
says: Thank you: When he refuses, he says :
No, it's all right. I can manage.
3b) This time students tran sfer th e above
patterns into a dial ogue by filling in the gaps.
Briefly remind students of th e use of
connectors.
For the words:first, next, after that, finally, see
Unit 2. Then is the same as next, aft er tha t.
1a) This activity aims at introducing vocabulary
necessary when talking about fault y electr ical
and elec tronic machines . Make sure the
students und erstand the meaning of the new
words.
Ans wers: 1 c): 2 b); 3 a) : 4 e): 5 d).
1b) Draw students' atte ntion to the fact that when
bu ying such thin gs th ey are under gu arantee,
i.e. the company which pr oduces th em has
the obligation to rep air the m fre e of charge
within a certain time.

Possible answers: A nswers:

Steve Oh, this looks complicated! a) The TV set and the washing machine
Mike Don't worry. I'll show you how to make b) the calculator
it work.
Steve Just what I needed, thanks. 2a) Ask students to listen to a complaint about
Mike First, make sure the batteries are in things that have been going wrong for some
their plac e at the back. Shall I chec k thi s for tim e.
you? Play the tape.
Steve No, thank you. I can manage. The students have to answe r the two
Mike Then press the EJECTISTOP button and question s .
place the cassette inside. Let me do that for
you. Tapescrlpt
Steve Thanks very much. Next I pr ess the
Custo mer I'm afraid I've got a complaint to make about
PlAY button, right?
my TV se t.
Mike Let me see. Right. When you press the
PlAY button . the cassette will start playing . Clerk I'm sorry to hear that. What's the matter with
Finally. you put your hea dphones on. If the it exactly?
music is too loud. turn the volume button
Customer It's making a funny noise so I can't hear
down.
anything. It mea ns I'll miss my favourite TV
Steve Thank you.... Hey. it works!
programme.

38 UN IT 7
Clerk How long has it been doing this?
Customer It's been making a strange buzzing sound for
two days now.
Clerk When did you buy it? Is it still under
guarantee?
Customer Yes. it is. I bought it three wee ks ago.
Clerk I'll take your name an d address. and send an
engineer to see about it.
Customer Th ank you very much for your help .
Answers:
a) The complaint is about a TV set which
mak es a stra nge noise.
b) He'll miss his favourite TV pr ogr amme.
2b) This activity aims at highlighting the use of
the pr esent perfect conti nuous which is to
express how long an ac tion has been
going on.
Ask students to look at the Lan guage Focus
box and ans wer the concept qu estions
r eferring to the use of pr esent perfect
continuous. Then refer th em to the sentence
in the exer cise.
Answers:
a) The TV set started making the buzzing
sound two days ago.
b) Yes.
Our intention at this level, is not to contrast
th e two te nses : present perfect simple ('it has
mad e') - focusing on the idea of a completed
action - an d present perfect con.lnuous ('it
ha s been making') - focusin g on for how long
the ac tion is being perform ed . This differen ce
will be highlight ed at a lat er stage of th e
cours e.
2c) Make sure students understand th ey should
write one sentence only to summarise each
situation in their book . Complete th e first
answer with them as an example and remind
th em of th e differ ence between since and j or .
(see Unit 6, Lesson 3)
An swers:
a) The dish wa sh er has been leaking
since ea rly this morning/for several hours.
b) The enginee r has been repairing the TV
set since 9:00/for an hour.
c) The boys have been waiting for their clock
to be rep aired since 1L30/for half an hour.
d) The TV set has been flashing on and off
since ten minutes ago/for ten minutes.
e) The video has been record ing th e film
since 4 :30/for half an hour.
3a) Ask th e st udents to wor k in gro ups. They
have to read the scrambled parts of a letter
and put th em in a logical order. Students copy
and complete the grid.
Answers: 1 c); 2 fl: 3 b); 4 e): 5 d); 6 a).
3b) This ac tivity aims at practising present
per fect continuous.
Tell th e students to work in the same groups.
This tim e the y look at the pictures and use
the prompts to mak e sente nces which will be
included in the lett er.
Firs t the students mak e th e sente nces orally
and then they write the m down .
Answer:
a) They've been turning the TV on and off all
evening.
b) They've been usin g their father 's came ra
an d takin g lots of photos .
c) Th ey've been playing Kate 's cassette
recor der really loudly.
d) They've been pulling the vacuum clean er
up and down the sta irs.
e) They've been running backwards and
forwards to th e fridge non-stop.
t) They've be en making pancakes for the last
two hours.
Enco ur age them to add some oth er ideas
connec te d with the pictu res. (e.g. They've
been playing, They've been having good fun)
3c) This ac tivity is su itab le for homework.
Tne students have to wr ite the whole letter.
Draw thei r attention to its layout.
Tell them they can include inform ati on from
the pictu res in Exercise 3b between sections
e) an d d) of th e lett er. See page 39.
Lesson 4
Title: Your fa ctfile
Language aims: To pro vide an opp ortunity
for th e pr a ctice of the variety of
str uctures. functio ns and vocabulary
already acquired by students at this
. level.
Skills covered: Integr at ed skills
Outcome: A factfile of inventions
Materials: pictu res/drawings. crayons
1 Show students pictures of how differ ent
things looked when they first appeared .
Ask students to compare the model s today
with th e old ones . Ask them about great men
who invented machin es.
 I, '. _

U NI T 7 39

Possible answer:
Exercis e 3c 23 Green Street
(Lesson 3) Hackne'l I ,

london N 16 OKl
Dear Pam, 12th MalJ

Mum to
Write and Dad harle 90ne to the cinema so I'rle decided to
'Iou.
I'rle been 100kin9 after Jo and Alan all erlenin9 now and
the'l are drirlin9 me mad! You'll nerler 9 uess what thelJ'rle
been doin9.

ThelJ'rle been turnin9 the TVon and off all erlenin9. ThelJ'rle
been doin9 the same thin9 With the rlideo, too. ThelJ'rle
been usin9 Dad's camera and takin9 lots of photos. Dad
Will be rlerlJ an9rlJ To keep them bus'l I let them take mlJ
in9 recorder and listen to music ... and thelJ'fle been
cassette
piaIJ it realllJ 10udllJ. I malJ get short of hearin9 Soon.
Another idea - to do the rlacuum cleanin9! ThelJ'rle been
pullin9 the rlacUum cleaner up and down the stairs.
luckillJ, nothin9 has happened to it 'let ... And the'l think
the'l are 9 00d at cookin9. So thelJ'rle been runnin9
backwards
ridg e! and forWards to the fridge non-stop. Poor
f No Wonder it's makin9 such a strange noise. Guess
What thelJ'rle been doin9 for the last tWo hours ... ThelJ'rle
been makin9 pancakes!
Oh no! There's a terrible noise comin9 from the kitchen. I
must 90.
again I haoe no idea what thelJ're doin9 now! I'll Write
soon.

lOrle from,
Kate

d th e paragraphs for Ask students to give. a na me to their machine.

if
Tell stude nts to r ea . A k th em which two
genera l unde rstandmg. s. Displ ay th eir posters in th e cl assr~om n
h ing described . ossible. They ca n lat er put the m m a
inventions are ei d the tex ts ca re fully for
Tell stude nts to rea P
en velope
h attac
d e to th eir gr oup factfile,

det ails. to talk aho ut th e littl

1 e things that
~::,: t~:
h
inventors ide as for in venting Lesson 5
different machines. f thes e
Ask the m ahout t helimp ortance 0 Story: Ch ar Iie and th e Choco la te Fac tory

machines in ou r d~il:l::~ th eir fa ctflles, e-..

I' 7 The Inventing Room
Chapter:
Help th e stude nts 0 . k a model.
taking th e one in th eir boo as
1 See not es ,ror Unit
III 1 , Lesson 5.
2 Divide th e clas s into project :;;~u~:chine to
Stude n ts are asked to thI.nk. An swer: er' _ a sort of
help th em with som e ac tivi ties, The 'Ever lasting GObstoP~ts smaller once you
Tell th em to draw 1it 0 n a post er, to round sw eet that neve~ gT ~ee' _ a sw eet that
Ask st ude nts to write
' a few senten ces ki . The 'Hair 0",
start sue mg. . I chewing-gum
h . t grow' a specia
des cribe their machmhe .. achins to th e cla ss helps air 0 , I food flavours
thaw t eir m meal that makes you taste rea
Askd groups 0 s I ining how it works. wh en you chew it.
few words exp at .
an s a y a r n ideas of sa vmg
You may want to men 10 idi g
traditional forms 0 f ene rgy. avoi m 2 .. ctic e on this chapter we
For pronunciation prha the part beginning
pollution . etc. h uld C oose (
suggest you s 0 er ' and ending
ith : 'He led the party ov ... ..
with: '... roast beef and blueb erry pte.

40

Round Ups

Th e main purpose of th e Round up un its is to Listening

revise vocabulary and grammar of th e preceding
units, and to give extra practice in the language Tapescrlpt
skills . This should help them with the test to follow. First warm the teapot.
However, the round up itself is likely to include Then put one teabag per person into the teapot.
more language th an that which is finally test ed . After that pour boiling water into the teapot .
Dep ending on th e class you may prefer to do some Leave the pot of tea to stand for about five
of th ese activities or ally or to treat th em all as minutes before serving it.
written exe rcises. It's up to you. Next pour a little milk into ea ch cup .
Th e exe rcise types should be famili ar to th e Pour the tea into the cups.
stude nts. If necessary r emind them what to do and Finally add sugar. if necessary.
complete the first exa mple in eac h exercise as a
class.
Answers:
1 e); 2 c); 3 0; 4 g); 5 a); 6 d); 7 b)
Round Up 2
Language in use
a 4); b 5); c 1); d 6); e 2); f 3)
Answers:
Vocabulary Test 2 is on p. 61.
1a) 1 illustration , publishing house,
introduction , glossary, chapters,
pages .
2 thrilling, attra ctive , boring,
depressing, frightening.
3 travel book, ghost story, fairy tal e,
sci enc e-fiction book
4 e.g. The Se cret Diary ofAdrian Mole
aged 13 3/4 by Sue Townsend
5 The Adventures of Huckleberry Finn
by Mark Twain
1b) 1 a) 25th December
b) 31st December
c) 31st October
2 'Trick or treat'.
3 resolutions.
4 a candle in a pumpkin - a Jack
o'lantern.
Grammar
1 am writing
2 ordered
3 arrived
4 worked
5 has gon e
6 have read
7 have always used
8 am returning
Reading
1 b); 2 c); 3 c); 4 b).
 . UNIT '. ,
"

8 !:.~~~~~.~~~.~!~~~~
Lesson 1
Title: People in the world
Communicative aims: Describing countries
and their people
Asking for and giving personal
information
Grammar: Simple present [recycling]
Skills covered: LISTENING
Speaking
Writing
.
Vocabnlary:
active: Germany - German, France - French,
. ;.
Holland - Dutch , Sweden - Swedish.
Denm ark - Danish , Spain - Spanish,
Japan - Japanese, Portugal -
Portuguese, Romania - Romanian,
th e United States - American
Pronunciation: Shifting word stress on
country/nationality words
1 This is a warm up exe r cise. Don't sp end too
long on it.
Ask students to talk in pairs ahout the
country th ey would like to visit and to give
r easons for their choice.
Ask one or two students to report their
partner's pr eference ba ck to th e clas s.
2 Ask students to re ad wh ere different people
come from.
Tell them to make a similar sentence
r eferring to Romanians.
,,
Answer: French, Swedish. Spanish, Japanese.
Romanian, American.
3b) This activity is an opportunity to work on
word stress.
Stop th e tape aft er each pair of words and
ask students to rep eat the adjective.
Ask th em to locate th e m ain stress and
highlight the shifting of th e stre ss from th e
names of the country to the corresponding
adjective with some of the pairs.
Example: Ja'pan vs Japa'n ese: 'Portugal vs
Por tu 'guese
Tapescrlpt
Germany I' d3:m:mi:! German t'd;p:m;ml
France Ifro:nsl French /frentj/
Th e Netherlands 101 neoalandz/ Dut ch /dl\tJ/
Swed en I' swi:dnl Swedish j' switdrj/
Denmark j'denmo:k! Dan ish j'delmV
Spa in /spem/ - Sp anish j'sprem!1
J ap an Id~ 'pen/ J ap anese /d3<ep~' ni:zJ
Portugal j' p:>:t!ugV Portugu ese / p:>:t!o 'gi:7/
Romania /rao : 'menno/ Romanian / reo:'merman/
th e United States /61jumamd sterts /Am erican /~ ' mertkon/
3c) Ask students to wri te a sente nce in th e third
column of their grid using th e a ttiectives in
th e sec ond one.
If th e stude nts run out of ideas, give th em
clue s based on th e answe rs below.

Answer: Romanian people come from

Romania.

If you consider it us eful and tim e allows it,

you can have a short geography lesson
talking ahout the position of these countries
on different continents. th eir neighbours, th e
oceans tbat divide th e contine nts, th e smallest
continent (Australia), th e biggest island
(Greenland), etc.
3a) Ask students to copy the grid and to complet e
only the second column .
They can find the information in the previous
exercise.

42 U N IT 8

Possible answers:

Country Adjective Sentence

Germany German The Mercedes is a famous Germ an car.
France French The Eiffel Tower is a well-known Fren ch monument.
The Nethe rlands Dutch Black tulips ar e wond erful Dutch flowers.
Swede n Swedish Roxett e is a Swedish pop group.
Denm ark Danish The Vikings wer e famous Danish people.
Spain Spa nish Magellan started his voyage round the world from a Spanish port.
Japan J apanese Karate is a martial art.
Portugal Portuguese Lishon is a well-kn own Portuguese city.
Romani a Romanian Meat rolled in cahbage is typical Romanian food.
The United States Ame r ican Abrah am Lincoln wa s the sixt eenth American President.

4 Tell the students to wor k in pair s an d read 6 Ask students to copy the grid.
th e dialogue hetween Kate and Mike. Then ask them to listen to the ta pe again and
Then ask them to take turns and make up to complete the grid.
similar dialogu es referring to the people in
the pictures. Answers:
Ask one or two pairs to read th eir dialogue in
front of the class. Country Characteristics of its food

5 Ask students to listen to the tape an d say if Sweden simple, ordinary

th e man on th e ta pe is speaking ahout his
pets , his neighbours. foreign countr ies or TV
programm es.
Play th e tap e.
Tapescript
I'm lucky in that I've been able to tr avel quite a lot in my
life. I've visited several countr ies abroad. My wife is
Swedish, so I've been to Sweden severa l times. Sweden's
a very big country, especia lly compared to England. But
ther e aren't many people there . so there see ms to be so
much space!
Swedish food is quite simple and ordinary compare d to,
well. Mediter ran ean countries. But 1 like Swedish cooking.
I've spent a lot of time in Spa in as well. That's ano ther
lovely count ry with its own specia l food and history.
Spanish food is very different from English food because
in Spain they ea t a lot of fish , seafood , shellfish.
I've been to France a lot. I've worked in Fran ce and I
ha ve a house there. It's a lovely country; mu ch bigger
tha n Engla nd and so many things have impressed me.
Perhaps most of all, English people, an d I include myself.
love French food: fish, mea t and lovely vegetables very
well cooked. It's really very nice. Delicious!
Answer: Mr Clive Rowbury is talking about
foreign countries.
Spain different (from English food);
a lot of fish, seafood, shellfish
France very well cooked , ver y nice.
delicious
7 Ask st udents to listen to the tap e and say
which oth er country Mr Rowbury would like
to visit.
Ask them to give his re asons.
TapescrJpt
Basically I like to travel and I like to visit oth er countries.
If I could choose. if I was free to choose another country
that I haven 't visited yet, I would probably like to ... to go
to th e United States of Ameri ca . I've never been ther e
before. And I'd like very much to spe nd some time,
perh aps five. six, seven weeks the re, one summer an d to
see a place which seems so familiar becau se it's on th e
television and on the news every day.
Possible answ er: He would like to visit the
United States of Ameri ca because he has
never been th er e and he would like to see a
place which seems so familiar because it is
on TV and on th e news every day.

8 This is a homework activity.
You can start discussing the activity in class
with th e students.
Help them with info rmation and/or
vocabulary, if necessary.
Lesson 2
Title: Spotlight on the UK
2b)
Communicative aims: Describing peopl e
Descrihing pla ces
Grammar: Simp le present [r ecycling]
Skills covered: READING
Writing
Speaking
Vocahulary:
active: English, Scottish, Welsh, Irish
passive: border, crowned, waterfall. peak,
floodlight, gia nt, county, abroad
1 This is a warm-up exercise.
Ask students to copy the activities onto a
sheet of paper (or do it yourself and hand
them out at the he ginning of the lesson).
They will ne ed to ask qu estions like : Have
you been ta a for eign country? or Have you
visited more than one museum?
Check they ask each qu estion correctly.
Encourage them to move aro und and to find
out who has don e th es e ac tivities.
Ask st udents to write th e name of one child
wh o has done each of these ac tivities.
As soon as they have one name , they change
th e qu estion and as k another student.
They have to move around taking notes until
they manage to fill in for all th e activities.
The next step of this exercise can be a
teacher - student or student - student activity.
Th e students can work wit h the teacher, in
pairs with their partners, or they can work in
gro ups of 4 to 6 and tak e turns in asking
questions.
For example: T (or S) Who has been to a
foreign country?
S Lucy has been to a fo reiqn country .
T (or S) Who has visite d more than one
museum?
S A/ark has visited more than one museum.
(He has visited three.)
It 's up to the teacher to cho ose the hest
method of sharing the information.
2 a ) Ask stude nts to read Liz's opinions and give
theirs. too.
They are supposed to r ead either: 'The
English always carry an umbrella .' Or
'English people always car ry an umbrella' .
,
e l,- ~
UN I T 8 43
The aim of this exe rcise is to practise the two
way s of ex pressing nati onalities but als o to
help students und erstand th at th ese ,,
des criptions are stereotypes and not
necessarily true of all th e people of one
nationality.
Answer: What one says can' t be true of
every body in eac h country.
Th is is a good opp ortunity to discuss the four
countr ies which make up th e UK.
Ask students to study the map and then to
write eac h nationality in the appr opriate place.
Answer: Northern Ir eland (The Irish);
Scotland (The Scots): Wales (The Welsh) ;
Eng land (The English )
You might like to tell th e students mor e facts
about each of the countries.
If time allows or you want to spend longer on
thi s top ic, the followi ng information might
help you .
BACKGROUND INFORMATION
The United Kingdom was formed long ago. It
took centuries and a lot of struggle was
involved. In 1536 King Henry VIII united England
and Wales and in 1603, the King of Scotland
became King of Great Britain. The whole of
Ireland was united with GB between 1801 and
1922, when the Southern part of Ireland (the
Republic of Ireland . also called 'Eire') gained its
independence. All the people in these countries
speak English even if there are differences in
education. religion and the legal system . And
some of them speak their own language as well.
But when they speak English , they are easily
recognisable because of their own special
accents and dialects.
With its romantic and dramatic scenery in the
Lake District and its bare hills and large green
moors in Dartmoor and Exmoor, where wild
ponies live, England is the largest and most
populated of the three countries. Its capital ,
London. lies on the River Thames .
All three geographical areas in Scotland- the
Highlands, the Lowlands and the Islands - are
administered from Edinburgh which is the
capital. The Scottish 'r-s are very strong and
the language may sometimes seem difficult to
understand even to the English.
In Wales, the highest number of inhabitants live
in the industrial areas in the South of the
country. One of the biggest modern towns in
this area is the capital: Cardiff.

44 U N IT 8
The Welsh speak English with a distinctive
'sing-song' intonation. The Welsh language is
different from English and there are lots of
long words in it. It is said that they have the
longest word in the world . This is:
'Liantairpwllgwyngyilgogerychwyrndrobwllilantysili
ogogogocn' which means: 'St Mary's Church, in
a dell of white hazel trees, near the rapid
4c)
whirlpool, by the red cave of the Church of St.
Tysilio '.
Northern Ireland (or 'Ulster') is made up of six
counties which remained united with the rest of
Britain. The capital of this country is Belfast on
the Eastern coast.
Some special words of dialect add to the
difficulty of the language spoken by the Irish
peopl e. Irish Gaelic, which is of the same origin
as Scottish Gaelic and Welsh, is still spoken
nowadays. In fact, all three languages are
officially encouraged and taught in schools.
3 Ask th em to complete th e chart in their books
according to the information in Exercise 2.
Answer: England/London; Wales/Cardiff;
ScotlandlEdinburgh; Northern IrelandlBelfast.
Tell the students that each country has its
own flag .
Let them look at the flags and then focus
th eir atte ntion on th e size of each population ,
Ask students to tell you which country has the
most people and which has the least.
Answer: England has the most people
(46 million), while North ern Ireland has the
least (1.5 million).
Lesson 3
4a) This is a pre-reading task and a chance for
practice of basic dictionary skills.
Start this exer cise by asking stud ents to look
up the words in th e glossary at the ba ck of
their te xtbooks.
Ask th em to give translations for the words:
'abroad' - din strainiitate ; 'county' - tinut,
'floodlight' - lumina reflectoarelor; 'peak' -
udr]: 'border' - hotat; qranitii; 'crowned' -
incorona t; 'giant' - uriar, 'waterfall' -
casc ada.
Don't spend too long on this exercise as this is
passive vocabulary for recognition only,
4b) Ask students to skim through the texts and
match each of them with a topic,
Answer: a) 4 ; b) 1; c) 3; d) 2.
If your students find th e reading difficult or if
the texts seem too long for the time available,
you can use a 'jigsaw reading' approach.
Thes e four texts seem ideal for such an
activity in which 1/4 of the class read one text
only, They then sit in groups of 4 with one
student who has read text 1, one student who
has read text 2 , one who has re ad text 3 an d
one who has read text 4 , and answe r the
qu estions togethe r telling one ano ther ab out
th e text they hav e read.
Students do this exercise indi vidually.
Check their answe rs which will most prob ably
be short answe rs (see below),
This exercise is suitable for homework.
Possible answers:
a) Caernarfon.
b) Rocky mountains, grassy hillsides,
waterfalls, lakes and Snowdon - th e
high est peak in the area in Snowdonia.
c) A Scottish woollen skirt (the Scots' national
costume) which is worn by men.
d) Every August and September,
e) Six hundred.
o Because it is a famous lake wher e people
hop e to see Nessi e , the Monster,
gl The giant fell in love with a lady giant who
lived on a Scottish island and he wanted to
bring her across to Ulster. That is why he
began building the causeway.
h) Five of thes e:
She re ads state papers.
She signs docum ents.
She receives ambassadors and visitors .
She sees the Prime Minister.
She tours Britain ,
She visits hospitals.
Title: Talking about people
Communicative aims: Describing jobs
Skills covered: WRITING
Reading
Speaking
Grammar: Relative pronouns: who, which,
that.
Vocabulary:
active: jobs: carpenter, astronaut, architect,
manager, dressmaker, greengrocer.
hairdresser, pharmacist, physicist,
producer, technician , detective.
headmaster, designer, musician,
inventor, reporter. mechanic
passive: fashion model, stunt man, tamer,
trapeze man, disc jockey (DJ)
Pronunciation:
Word stre ss on jobs
 ................ ,'.
us n 8 45

1 This is a warm-up activity that can be done

Possible answers:
by qu esti on-answer practice between th e
Th es e are the photos whichlthat we took
teacher a nd th e stude nts. Don't spe nd too
last year/we admired most.
long on it.
Th es e are th e people who/that wrote me
It is not int ended that th e stude nts sho uld
lettersfvisited us last month.
give co mplete answers usin g the relative
Th es e are th e cas tles whichlthat we admired
pr onoun wh ich will be dealt wit h lat er.
mosVw e saw in Ireland.
Ask a stude nt to name th e people th at he
These are th e r elatives who/that visited us
lives with .
last monthlwrote me letters.
Possible answers: my parents/my mum! These are the places which/that we saw in
my dad/my baby brother/my sister, Mari a Ireland/we admired most.

Then as k another student to name th e people 4a) Thi s is a word stress as well as a vocab ulary
wh o live next door to himlher. exercise.
Ask students to look at the pictures on the
Possible answers: neighbours/John and right and on th e left of th e colum ns to make
Mary WrightlThe JonesesfThe Browns out the meaning of some of the words in the
columns .
Go on asking in th e same way till th e end of
Tell th em that pharmacist is American
the exe rcise.
English (Am. E.) for chemist in Britisb English
At th e end you could dr aw th e stude nts '
(Br. E).
attention to th e fact that you us ed the
You can even get the m to predi ct how to
pr onoun s who or that whe n you spoke about
pron oun ce a wor d (because of its column);
peopl e .
Play th e tape.
2 Tell th e students to work in pairs asking Stude nts repeat th e words they hear checkin g
questions and giving answers in turn about their pr edictions at the same time .
th e things mentioned in th eir book .
Example: a) A present whi ch you would like Tapescrlpt
to recei ve .
Student A Which present would you like to
o o
carpenter technician
rl(geiv e?
Student B (I'd like to receive) a story-book/
o o
archit ect headmaster
a bike/a pair ofj eans
b) A film which you have seen.
o
dressmaker
o
musician
Student B Whichfilm hav~ou seen? o
hairdresser
o
reporter
Student A (I've seen) RobocoplS tar Trek. etc.
At th e end of th e exe rcise you might dr aw th e oph ysicist o
producer
stude nts' attention to th e fact th at you used
th e pronouns which or that wh en you spoke o o
as tronaut detective
about things.
As a conclusion to Exercise 1 and 2 you might
o o
manager designer
tell them that th e pronoun that is th e only
~.

one whi ch can be used wh en speaking both

o
greengrocer
o
inventor
about people and objects . o o
pharmacist me chanic
3 Ask stude nts to study the Language Focus box
(reading it silently or r eading alo ud).
4b) Ask students to read the words in list A and
If you think it appropriate you can tell your
to try to match th em to th e definiti ons given
students that in infr ': mal English we ca n
in list B. ac cording to th e example they have
leave out which , that ai i IJJho ir. seme.rces
in th eir books.
where th ey are us ed as objects .
Example: This is the tent (which) I bought last
summer.
Then as k them to mak e co rrec t sentenc es
using words from the box in the exercise .

46 UN IT 8
Answers:
A musician is someon e who works
with other musicians to make music.
A hairdresser is someone who cuts
people's hair.
A phy sicist is so meo ne who studies physics
and does research connected with physics.
An astronaut is someone who knows how to
fly a spa ceship.
A designer is someone who designs things by
making dr awings ofthem .
An architect is someon e who design s
buildings.
A fashion model is someone who shows off
th e la tes t styles of clothes .
5 Mak e sure th e stude nts und erstand th e
mean ing of the new words tfashion model ,
stunt man , tamer. etc.). You can do this by
referring them to the pictures and giving
examp les of the sorts of things they do.
Ask stu dents to r ead about peop le who we re
the first in th e world to do cer ta in things and
then to give the ir opinio n about these jobs.
6 This activity is suitable for homework but if
you wa nt, you can start it in class in order to
make sure the students understand it
correctl y.
Point out that by usi ng who, which and that
to link words and ideas we can make our
writing more interesting.
Answers : Charles Frederick \Vorth was the
man who/that designed Mari e Worth's
dresses.
Mr Arnold flew a plan e in a film whi ch/that
was called 'The Military Air Scout' .
'Manchester Jack' toured England in a show
which/that made him famous all over th e
country.
The man who/that performed th e first flying-
trapeze ac t was ca lled Jules Leotard.
Th e first man wh o/that drove a car in
Engl and was Edward Thompson.
Christophe r Stone presented r ecords
which/that he played on th e BBC in London.
Lesson 4
Title: Aro und th e wo rld
Language aims: To provide an opportu nity
to practise the variety of structures,
functions and vocabulary already
acquire d by students a t thi s
level.
Skills covered: Int egrated skills
Outcome: A travel factfile: a tim et abl e
representing places and monuments to
be visited , th e tim e of th e ac tion , peopl e
to be met and languages to be spoke n.
A map of the route.
Materials: Information about different
pla ces (cities , towns , land scapes) in th e
world , pictures/p ostcards for differ en t
monuments in the world, pictures
r epresenting differ ent peopl e, shee ts of
paper, crayons, markers, rulers.
ca rdboard or a large sheet of paper,
scisso rs, glue.
1 Ask stude nts to read th e information about
th e different monuments. They write the
name of eac h place and one complete
se nte nce with information in their factfil e,
2 Ask st ude nts to plan and make a timetable
for an 8-day trip. They write th e tim etable for
each day, including th e place they a re going
to visit and th e time each visit will take .
They write a few wor ds about the peopl e th ey
will meet on their way and th e languages
th ey will speak in each place.
They copy th e map of th e world in the ir book
and mark the route of their trip on it. Instruct
stude nts to stick post cards , pictures or
drawings which illustrate the ro ute of the ir
trip in the group factfil e. Th e illu strati ons and
th e map ca n go in th e attached en velop e.
Lesson 5
Story: Charlie and th e Chocolat e Factory
Chapter 8: Mor e Ama zing Inventions
1 See not es for Unit 1, Lesson 5.
An swer: The group stoppe d outside th e room
with Square Candies that Look Round and
outside the Nut Room .
2 For pronunciation practice on this chapter we
suggest you choose the part beginning: 'Th ey
stopped in fr ont of a glass door .. .' and ending
with: '... shouted Mr and Mrs Salt angrily. '

9 0 0 0 0 0 or:.~o'!!!!!o~o'!o~~~~~~o'!o
Lesson 1
Title: Talki ng and teleph onin g
Comm unica tive aims: Guessing mea ning
Expressing agree ment
Skill s covered : LISTENING
Speaking
Writing
Reading
Gramm ar: So am I1Neithe r am I
So have I1Neither have I
So can I1Neithe r can [
Vocabulary:
ac tive: Numbers [recycling]
Lett er s of the alphabet [recycling]
. communication, telephone, radio,
sa te llite , newspap er, tele vision ,
computer, code
passive : gesture , humans, post , r eceive , be
pleas ed, restiess, plot
Pronunciation: Sente nce stress: S o/Neither
a m I, etc.
1 This is an ac tivity to ar ouse th e st ude nts'
int erest in th e topic.
With books closed :
Intr oduce communication = ,g etting a nd
tr an smitti ng infor mation .- ----.
\Vrite communication and its definiti on on
th e board.
Ask students:
What thing s do people do or use to get and
transmit informa tion?
Stude nts give their answers .
Elicit: people ta lk, ma kuestures (body
language), lIst en tott;;;:adio, wat ch TV, write
~
letter s and post cards, etc. -
ASkstude nts to ope n th eir books, look at the
pictures and match the gestures to th eir
meanings.
Make sure th ey pronoun ce the WI rd gest ure
cor rectly.
Answers: 1 c) . 2 a). 3 b)
2 Introduce th e ac tivity. Tell st udents they will
listen to a conversation about communica tion.
Ask studen ts to copy th e chart into their
notebooks.
,,
l~ .
0 0 0 0 0 0 0 0 0 0 0 0 0 0.000000 .
Copy th e chart on the board .
Play th e tape.
Help students infer th e meaning of th e
unkn own wor ds , if necess a ry:
hum ans = hum an beings; post = put a lett er
in a post box or take it to the post office;
receive = get; be pleased = be happy;
restless = moving a lot, finding it difficult to
stay still.
Ask stude nts to list en to the tap e and fill in
th e chart.
Ask some students to come out and fill in th e
chart on th e board.
Th e othe r stude nts compa re their answers
and make the necess ary correction s.
Tapescrlpt
Johnny Dad , Miss King asked us to talk about
communication with our pa rents.
Mr Morgan IImm ... communicat ion. Well, when we
communica te we sen d and get messages.
Johnny You mean, ... we post them?
Mr Morgan No, silly ... er. Yes. but not all the time . We
can write letters an d postcards or leave
messages. Well, actually, people can
commu nica te in differen t ways. We mak e
sounds; we use our faces : we cry whe n we' re
sa d or laugh when we' re pleased; we also
use our hands to make gestures and even
our body to send and receive messages.
Johnny Yes, I know what you mea n. It's like Mar y
who screa ms when she se es a mcv se.
Mr Morgan Yes. That mea ns mice scare her .... And
above all, people ca n talk as we are talking
now.
Johnny Mum told me that dolp hins make sounds
when the re is danger.
Mr Morgan Yes. It' . tr ue and ... dogs anc cats can use
the ir ea rs and mouth s, they run away or
attack when they are in danger;
I see. Can you see Ben? He's re stless. I thin k
he w ants to t<- I] us he's hungry.

48 UN IT 9

things mentioned in exercise 4b) are used for

Answers: Humans can make sounds. can use
communication.
their faces , can make gestures , can talk.
Chec k they under stand wh at to do via th e
Animals can use th eir ears and mouths. th ey
exam ple.
run away or att ack when they are in danger.
Stude nts give th eir ideas in th eir pairs.
3 Divide the class into pairs. Check their ideas .
Explai n the activity. Give a se nte nce on a slip
Possible answers:
of paper to one stude nt in each pai r.
- We read books to find out ideas. to
Examples : You are an exci ted spectat or
understand other char acte rs an d to get
wat chin g his team sco re a goal.
information.
You are waiting for your fri end in a husy
- We can talk dir ectly to someone else in a
station.
different place by telephone.
You are trying to unlock a door with a key in
- We can watch plays, films, conce rts and
the dark.
ne ws on the television.
You are humping into a lamp post while
- We can listen to music. news and interviews
readi ng a maga zine on th e street and you 'see
on th e radio.
stars',
- 'Ve can store. process or transmit
You are slipping on a banana skin.
information by computer.
You are trying to get on a bicycle for th e first
- We r ead newspapers to find out about
time .
news, ad vertisements and all kinds of
You are picking apples and fallin g off th e
information.
ladder.
- People use letters or symbols as codes to
You are knocking in a nail and hitting your
tr ansmit secret messages.
thumh.
You are drinking soapy water hy mist ak e.
Sa) This is a pre-list ening activity. Don't spend too
You are avoiding a buzzing be e.
long on it . Accept any r easonable an swer.
Th e student reads the sentence and th en
us es sounds and sign language to mak e
5b) Ask students to copy th e senten ces a-f in
his/her partner understand th e se nte nce. Th e
th eir notebooks.
latter r ep orts th e sentence to th e teach er as
Help students infer th e meaning of the
soon as he/sh e gets th e mes sag e. Th e teach er
unknown words. Thi s is passive vocabulary,
gives him/her a new sentence to mim e to
for r ecognition only e.g.: plot = the way in
his/her partner.
. which a story develops.
4a) Ask stu de nts to look at th e code in thei r hook Ask stude nts to listen to th e tap e and write T
and to fmd th e code for each letter in the box. or F next to each letter.
Play th e tape.
Answers: A is 11; B is 12 ; C is 13; D is 14; Ask stu de nts to correc t th e false se nte nces.
E is 21; F is 22; G is 23; H is 24; I is 31;
J is 32; K is 33; Lis 34 ; M is 41; N is 42; Tapescrlpt
o is 33; P is 44 ; Q is 51 ; R is 52; S is 53;
Tis 54; U is 61; V is 62 ; W is 63 ; X is 64 ; Mike Hell o?
Yis71 ;Zis72 . Uz Hello. Mike. This is U z. Ha ve you seen Beverl y Hills
Cop ill? It's on at the Odeon.
4b) Ask stude nts to decode th e numbers in th eir
book to find th e things we use for Mike No. I haven't seen it .

commun ication . Uz Neithe r have I. I've heard Eddy Murph y's great in
Check th ey und erstand wh at to do via the it.
exam ple.
Ask stude nts to spell first th e words th ey find Mike So have l. And th ey say the plot's very exciting.

out. liz Yes. How about going tom orrow?

Ask s ome stude nts to spell and th en read out
th e words th ey have found out. Mike Er ... I'm afraid I can't go tomorrow. I'm very busy
with my sch ool pr oject.
Answers: a) book. b) radio, c) telephone,
Liz Oh. I forgo t. So am l. I've got to go to the denti st .
d) newspaper, e) television, 0 computer,
But what about Saturday morning?
g) code .
Mike Saturday morning ... ? Ye ... Yes. I think so . That's
4c) Divide the class into pairs. OK.
Ask students to take it in turns to explain how
 -til

UNIT 9 49 "

liz Shall we meet outside the cinema at 97 7 Ask students to fill in th e bubbles with th e
Mike Yes. All right. Bye. See you on Saturday morning.
right answer. Ask th em to use So ... or
Neither ... to sh ow that th ey agree with th eir
liz Yes. OK. Fine. Bye. friend .
This exe rcise is suitable for homework.
Answers: a) T. b) F. c) F. d) T. e) T.
n F. Answers:
So am I. So was I.
Sc) Ask students to copy th e gapped se ntenc es in Neither am I. Neither can I.
th eir not ebooks. You might like to copy the So have I. Neither have I.
se ntences on th e board, too.
Explai n the activity.
Play the tape. Students listen to th e tape and Lesson 2
fill in the gaps.
Ask one student to r ead out the complet ed Title: TV and radio
sentences and complete the gapped sentences
Communicative ai ms: Expressing agre em ent
on th e board . Other stude nts ch eck th eir own
Expressing preferen ces
answ ers.
Skills covered: READING
Tapescript Speaking
Writing
Mike I ha ven 't see n it.
Grammar: I'd rath er and I'd prefer
liz Neithe r ha ve I. I've heard Eddie Murph y's great
So do l/Neither do I
in it.
Vocabulary:
Mike So have I.
active: news, weather forecast. pop music,
Answers: have, have classical music, stories, int erviews. chat
shows. comedies, quizzes, sports
Sd) Ask stude nts to look at the complet ed programmes
sentences and an sw er the qu estions in order passive: adv ert. rubbish. telly addict. soap
to get th e concept of so/neither. opera
Elicit that neither shows agreem ent with a
negative state me nt (hasn't seen) and so shows 1a) Ask students to read tb e extr acts silently and
agreeme nt with a positive statem ent (has th en match tb e wo rd s to th eir definiti ons.
heard) . Students read th e int ervi ew extrac ts and do
th e matching.
Answers: a) Neither. b) So Ask some students to r ead out th e words and
th eir definitions. Other students compare
6 a ) Ask students to look at the Language Focus th eir own answers and make the necessary
box. Elicit that B repeats the auxiliary verbs: cor r ections.
am. can, and have in 1\.s sentences. Ask st udents to copy th e words and th eir
Explain th e activity. definitions in their notebooks.
Play the tape.
Students listen to the dialogues and say Answers: 1 dl. 2 a). 3 b). 4 c),
which word in B's sentences is stress ed : the
verb or l. 1b) Ask students to re-read the interview
extr acts .
Tapescript Students give th eir ans wers.
A I'm feeling tire d. B So aml. Answers: a} 'What do you watch on TV?'
A I can 't swim. B Neither can I. b) Jane. John and liz.
c) Sue and Tony.
A I've been to Ameri ca. B So ha ve I.
1c) Ask students to read th e interview extracts
Answer: I is stressed.
again and say what types of programme are
mentioned.
6b) Divide th e class into pa irs. Students to take it
You might like to write the question on th e
in turns to practise th e dial ogues in the
board and as k students to come out and write
Language Focus box. Make su re they stress
their answers on the board after having read
the right word in th e sentences.
the interview extracts .

50 UN IT 9
Answe rs: cartoons. old films . come dy ser ies.
soap operas, pop shows, wildlife
programmes . adverts .
1d) Divide the class into pair s.
Ask stu dents to take it in turns to interview
each other abo ut their favourite TV
programmes.
The dialogue may have this pattern :
A What do you watch on IV!
B [ like .. .
Encourage students to give reasons.
Ask a few students to re port their partner's
preferences to the class.
2a) Explain the activity.
Stud ents read what Sue says in Ex. 1 again
and look at the Lan gua ge Focus box.
Elicit that the two expressions are
intercha ngeabl e.
Highlight the use of to after r d pref er but not
after r d rather.
Students change Sue's iast sente nce using r d
pref er to .. .
Answer: I'd prefer to read a good book .
2b) Ask students to answe r th e qu esti ons in the ir
book using: r d prefer to ... or J'd rath er ...
Stude nts write the answers in the ir
notebooks.
Ask some students to read out the ir
answers. The other students check the ir
answers.
A nswers: a) I'd pr efer to go for a swim.
b) I'd rather wait for a few minutes.
c) I'd prefer to go by car.
d) I'd rather ea t later.
e) I'd rather think about it for a while.
3a) Ask students to copy the chart into th eir
notebooks.
Explain the activity.
Students read the questionnaire about radio
listening habi ts .
Help them with the words re ferring to radio
programmes, e.g.: chat show or talk show is
a radio or televis ion show in which an
interviewer and his/h er guests talk in a
fr iendly way about different topics.
Students complete the me column in their
noteb ooks.
Check their answers.
3b) Divide the class into pairs.
Tell students to interview and compl ete the
column for their partners in turn.
Ask a few students qu estions in the
questionn aire to che ck their answe rs about
their partn er s, e.g. When does X list en to the
radi o? etc .
3c) Revise how to use So ... an d Neither ... with
the auxiliary verbs can. have and be.
Say: I can spea k English. Ask stu dents to
agree with you: So can we. etc .
Ask students to look at the Language Focus
box.
Tell students to use do with other verbs than
can. have. and be.
Remind them to stress l and not the verb.
Ask three pairs to read out the examples in
the box.
Divide the class into pa irs .
Ask stude nts to look at the questionnaire and
chec k how many things are the same for both
of them.
Get one pair to read out the dia logue in th e
example.
3d) Ask students to wr ite a repor t of the
similarities in the questionnaire.
This exe rcise is suitable for homework.
Lesson 3
Title: Post cards and lett er s
Communication aim s: Describing weather,
food . places and people
Skills covered : WRITING
Reading
Spe aking
Gra mm a r: Vb + 2 objects (give +/- to)
Vocabulary:
a ctive: Adjectives describing weather. food.
places an d people [recycling]
passive: bloody. looking forwa rd to + vb -ing
1a) With books closed :
Ask: What do you usually write about in
your postcards and lett ers when you are on
holiday ?
Elicit: weather. food. places and people. if
poss ible.
Ask students to ope n their books.
Get a student to read out the example in th eir
book.
Ask students to list the adjectives descr ibing
weathe r, food. places and people according to
the group the y belong to. Tell studen ts that
some word s can go in more than one group .
Students write their answe rs in their
notebooks.
Ask some students to read out th eir lists. The
other st udents check their an swer s.

Answers:
\Veather: fine, beautiful, lovely, wi ndy, nice.
horrible, awful, fantastic.
Food: delicious, lovely, nice, horrible, awful,
fantastic .
Place: beautiful, interesting, fantastic,
exciting, awful, lovely, horrible, nice,
People: helpful, nice , friendly, beautiful,
lovely, int eresting, horrible.
1b) Ask stude nts to look at the two postcards and
comme nt on them : wh ere th ey think they
come from, why, etc.
Ask stude nts to re ad silently th e scrambled
messages and find the correct mes sage for
each of the two postcards choosing a
beginning, a middle and an end.
Help them with th e unknown words:
the Bloody Tower = a place in the Tower of
London where a lot of people were killed;
to look forward to = to anticipate something
yoa think yoa will enjoy.
This is passive vocabulary which students
need to r ecogni se only.
Students uns cramble the two messages.
Ask two students to r ead out the two
complete d post cards.
Answers: 1 (Sherwood Camp) b). c).
f) 2 (Tower Bridge) a), d), e).
1c) Ask studen ts to imagine th ey are on holiday
and write a postcard to a friend or to their
parents. Ask th em to write about people ,
food, places, weather and activities .
Draw th e stude nts' atte ntion to th e possible
opening and closing formulas for post cards.
Tell th em th at th e mes sages should be sho rt.
Ask some students to read out their
postcards.
2a) Writ e the following sente nce on th e board:
Please give Steve my Walkman .
Ask students to look at the Language Focus
box and r ephrase the se ntence on th e board.
Ask one student to write it on the board.
Students copy both sente nces in the ir
noteboo ks.
Explain to the students that when both
objects are pronouns , it is more common to
put th e direct object fir st : Give it to m e.
However, in everyday English it is also
possible to put the indirect object first : Give
me it .
Answer: Please give my Walkman to Steve .
2b) Divide the class into pairs.
Expl ain th e activity.
I
UN I T 9 51
-'
,
Ten stude nts to pret end to work on th eir
project and to ask for several things th ey
need from th eir part ner. You might like to tell
them: 'Your partner is sitting next to you but
he/ she isn' t really list ening . Look at the
pictur es in yoar book and ask him/h er twice
to give yoa the thing yoa need. Change the
order of the objects when uou ask the second
time.'
Ask one pair to re ad out the model dialogue
in th e book.
Students mak e dialogues for the other items
in the pictures.
Ask a few pairs to perform one or two
dialogu es in fron t of th e class.
Answers:
A Can you give me th at pie ce of paper/
felt-tip penlpicture/glu e/ruler?
B Sorry?
A Can you give that piece of pap er/felt-tip
pen/picturezglue/ruler to me , please?
B Yes. here you are.
2c) Ask stude nts to rewrite th e se nte nces in th eir
book without 'to' .
Do the first one with th em as an example.
Students write the se ntences.
Ask som e stud ents to read out th eir
se ntences.
The other students check their own answers .
Answe rs:
a) She showed her parents the letter.
b) I gave Mrs Jones the message.
c) We sent him a birthday present.
d) Could you give liz this box, pleas e?
e) We gave the birds som e bread.
f) Read me the letter.
3a) Ask stude nts to re ad th e ma gazine adve rts
and choose a penfriend.
3b) Ask stude nts to read Christine's letter and
identify th e person sh e wrote to.
Studen ts r ead the letter an d give th eir
ans wer.
Answer: Jane Bacon.
You can ask students an extra question :
What does Christine write about in her letter
to her new penfriend?
Answers: Christine writes about her hobbies,
her studies and her family.
3c) Ask students to use th e layout in the textbook
and to write a letter to the penfriend th ey
have chose n from the magazine.
This exe rcise is suitable for homew ork.

52 UNIT 9
Lesson 4
Title: Codes
Language aims: To provide an opportunity
for the practice of the vari ety of
structures. functions and vocabulary
already acquired by students at this
level.
Skills covered: Integrated skills
Outcome: Personal codes and messages .
A fa ctfile on codes
Materials: A childre n's encyclopae dia ,
drawings . stickers. glue . crayons.
felt-tip pens, a piece of cardboard,
sheets of paper. magazin e pictures.
1 Ask stude nts to read the paragraph. Check
th eir compreh ension with questions like th is:
What does this code consist of? How does it
work?
Iflhere is no encyclopaedic dict ionary
available help students find the information.
Before the lesso n you might suggest students
ask their parents about codes.
If all else fails, tell the m the answers yourself.
Ask students to complete the par agr aph , to
give it a title and stick it into their factfil e.
Answers: Morse Code
It was inven ted by the Ame rican Sam ue l
F. B. Morse in 1837.
2a) Ask students to look at the message in code
and to decode it.
Students decode the message.
Chec k th eir answer.
Answer: Have fun
2b) Ask students to copy th e chart onto a piece of
card. They draw or stick magazine
illustrations or stickers representing things
which begin with on e letter of th e alphabet
eac h to make a code for th e group.
Ask students to stick th e code in th eir group
factfile .
2c) Ask them to write down a message in th eir
group code for th e students in othe r groups.
Groups exchange mess ages and try to decod e
th em.
Finally, they sti ck th eir mes sages in th eir
group factfll e.
Lesson 5
Story: Charlie and the Chocolat e Factory
Chapter 9: Sent by Television
1 See notes for Unit 1, Lesson 5.
Ans wer:
The idea of a television chocolate first came
to Mr Wonka's mind when he saw an
ord inary television working: a photograph
broken int o millions of pieces which are se nt
through the air and put togeth er again at the
other end.
2 For pronunciation practice on this chapter we
suggest you sho uld choose th e part beginning
with : 'fve never seen anything like it!' and
ending with : ' ... shouted Mik e Teavee,
pressing the button .'
 UNIT .',
10 Cities of the World

Lesson 1 Answers:
Title: It's a sm all world
Picture Pla ce nam e City
Comm unica ti ve aims: Describing pla ces
A The White House Washington D.C.
Skills covered: WRITING
B Bucking ham Palace London
Speaking
Reading C Empire State New York
listening Building

Grammar: Prepositions + geographical D The Golden Gate San Francisco

location Bridge

Vocabulary: E Oxford Univers ity Oxford

ac ti ve: poin ts of th e com pass, nort h , south,
west. east.
passive : indu strial. pictur esq ue, seaside.
mountain, lawn, mem orial hous e,
guard, colle ge. observatory, su spension,
bridge, gate
Pronunciation: Word stres s (on words
describing pla ces)
1a) Ask stude nts to match th e pictures A-F to the
place nam es 1--{).
They can write th e results in a grid in th eir
notebooks, in class or at home . See example
below.
Conduct feedhac k.
Example:
T What is picture A?
S It's th e Whit e House.
Answers: A 2; B 1; C 6; D 5; E 3; F 4.
lb) They say/complete th eir gri d with th e names
of th e cities wh er e pla ces 1--{) are .
Example:
T Which city is The Whit e House in?
S It's in Washington D.C.
F Shakespeare 's Stratford -upon-
Birthplace Avon
2 The st udents r ead the des cripti ons of th e
places in Ex. 2 and mat ch the m to th e place
nam es 1-6, in Ex. 1a) . Chec k their answers
like th is:
Example: T Th is is the pla ce wh ere the
pr esident of th e USA lives and works. It is
pai nte d every year and has got a heautiful
lawn in front of it.
S It's th e White House . Numh er 2
Answers: 2 4 1 3 6 5
3 In pair s the students as k an d answer
questions abo ut the places in the pictures A-F.
They choose a city they wou ld like to visit and
give the r eason (s) for their choice .
Example:
A Which of these cities wou ld you like to
visit?
BOxford .
A Why?
B Because I'd like to see the colleges in
Oxfor d University.
4 Stud ents look at th e pictures re pre sent ing:
Sydn ey, Paris, Vienn a, Madrid, Rome a nd
Athens, and say wha t th ey think each city is
famous for.
They will be guided by the phrases above the
pictures.

54 UNIT!O

Possible answers: Answer: Here is a scheme for a bett er

visualisation of the wor d stress:
Sydney - unusual oper a house D
Is.famous for its - pleasant bea ches - an industrial city
Paris - interesting museums D
is famous for its - exciting entertainment
- a seaside resort
D
Vienna - beautiful ca thedr als - a mountain r esort
is famou s for its - old buildings D
- a university town
Madrid - inte res ting museums
is famous for its - beautiful cathedrals D
- a tourist city
Rome - impressive monum ents D
is famou s for its - typical food and drink - an important town in the west
Athens - attractive shops
D
- a picturesqu e village
is famous for its - old buildings
6b) Th e students practise th e words for differ ent
Sa) Stud ents r ead th e Langu age Focus box and types of pla ces by giving Romanian places as
say where Bucharest, Timlsoara, Iasi and examples.
Sibiu are in Roma nia.
Possible ans wers:
Answers: - an industri al city: Reila ;
Bucharest is in th e south of Romania. - a university town: Cluj;
Timisoara is in th e west of Romania. - a seaside resort: Mamaia,
Ia~i is in the north of Romania . - a tour ist city: Brasov:
Sibiu is in the centre of Romani a. - a picturesque village: Bogda:
- a mountain resort: Sinai a;
5b) Stude nts look at th e map on page 74 and - an important town: Bucuresti,
state th e locat ion of th e cities in Ex. 4 .
7 This is a homework activity.
Ans wers:
Sydney is in the east of Australia. Possible ans wers : I live in Timisoara,
Madrid is in the centre of Spain. Timisoara is an important university tOWI1. It
Paris is in the north of France. is situated on the river Bega , in the west of
Rome is in the centre of Italy. th e country. It is famous for its old buildings,
Vienna is in th e east of Austria . beau tiful cat he dr als and parks.
Athens is in the south of Greece.

6a) They copy th e underlined words in th eir Lesson 2

notebooks and th en list en to th e ta pe in ord er
to mark the main word st ress. Title: Cambridge and Los Angeles
Play the tape . Communicative a ims: Describing places

Tapescrlpt Skills covered: READING

Speaking
- an industrial city - a seaside resort - a mountain resort Listeni ng
- a university town - a tou rist city - an importan t town in Writing
the west - a pictu resqu e village
Gra mmar: The definit e article + pla ces
Vocabulary:
active: univer sity, college , river, sea, ocean,
continent, industry
passive: mountain range, gallery, research
institute , to win a prize, cha pel,
gigantic, district. fabu lous , r esort,
mainline, highway

1 Ask students to read the texts and mak e not es

about th e two cities by completing a tabl e.
 ................ _ ~

UN IT 10 55

Answers:

Name of the city Cambridge Los Angeles

Name of the country/state England The State of California in the USA

Locati on - in the east of England - on the west coas t of the USA

- on the r iver Cam - in the south of Californi a
- on the Los Angeles river
- on the Pacific Ocean

Population - 95.400 -11 .676.000

Tourist attractions - King's College Chapel - modern mountain resor ts

- Trinity College - Beverly Hills
- its 31 uni versity colleges - seaside re sorts

2 Ask stude nts to read th e text about A What's Sydney like?

Camb rid ge again and ch eck if th e words in
B Well. it's a modern city tha t has preserved its
th e box a re pr eceded by th e definit e ar ticle.
natural beauty. Touri sts are attracted by its Zoo
or not.
and Koala Bea r Park. They are also deeply
Answers, the east of England; the River Cam ; imp ressed by its unusual Opera House, a modern
Cambridge; England building. situate d on the wa ter's edge.

Answer:
3 Ask stude nts to read th e Language Focus box
(the definite article) and apply th e Name of the city Sydney
information contained in it to th e text about
Location - on the shore of the
Disn eyland which th ey complete with the
Tasmanian Sea
where necessary.
- in the east of Australia
You may like to begin this orally in clas s and
as k students to work on it for hom ework. Name of the
country/state Australia
Answers: 1 H ; 2 (-) ; 3 (-) ; 4 t-i 5 (-); 6 {-};
Main attractions - unu sual Oper a House
7 r-i. 8 H; 9 (the) ; 10 (the); 11 (the); 12 (-) ; - its Zoo
13 (the); 14 (the). - Koala Bear Park

4 While listening to two peopl e talking about

Sydney th e students make notes under th e
given headings. 5 Stud ents work in pairs.
They as k and answe r questions about Sydn ey
Tapescript and a city th ey have chos en to talk about.
Enco urage the m to talk fluently and add
A Wher e do you come from? extra qu estions if th ey want to .
B I come from Sydney, Australia.

A Sydney? Oh, yes, Australia's oldest and lar gest state

ca pita l, one of the most beautiful ports in the
world .

B Have you ever been ther e?

A No, unfortunately, I've never been there . but I'd like

to go the re one day. Where exactly is Sydney
situated?

B It's in the east of Australia, on the shore of the

Tasmanian Sea.

A wh at 's its population?

8 It has a popul atio n of over 3.000.000.


56 UN IT 10

Lesson 3 Sa) Ask students to r ead th e Information box and

predict what city th e song is about.
Title: A visit to London If possible, otTer some visual support to help
their understanding of the song.
Communica tive aims: Expressing
They list en to get confirm ation o th eir
possible/p robabl e conditions
expectations.
. Skills cove red: LISTENING
Readi ng
Tapescrlpt
I '. Speaking
Writing If you're going to San Francisco. be sure to wear some

I~' "
flowers in your hair.
Grammar: Conditionals (type I)
If you're going to San Francisco , you're gonna meet
Vocabulary: some ge ntle people there.
. passive: sight. bank, mini st er, tow er,
conqueror, crown jew el. square, pigeon , For those who come to San Francisco. summer time
who le, motion will be a love-In there.

In the streets of San Francisco. gentle people with

1 You might like to begin th e lesson by
flowers in their hair.
displ aying some postcards re presenting sights
of London . All across the nation. such a strange vibration. people
Ask stude nts wh at they kn ow about London. in motion.
In orde r to mak e th em aware of wh at th ey There's a whole generation . with a new explanation,
know and wh at th ey do not know about
people in motion there.
London, you can conduct a short quiz on
London: If you are going to San Francisco, be sure to wear some
1 Where is London situated? flowers in your hair.
2 Where does th e Queen live?
If you come to San Francisco. summer time will be a
3 Where is Nelson's Column?
love-i n there.
4 Can you nam e some of its histori cal sights?
Ask th em if th ey would like to go th ere and Answer: San Francisco .
wh at th ey would like to see th ere.
2 Ask studen ts to r ead th e text about London Sb) Students listen to th e song again.
and name the four sights in th e pictur es. Th ey copy th e grid in th eir notebooks, list en
to th e song again and number th e senten ces
Answers: in th e right or de r.
1 The Houses of Parliament
2 Trafalgar Square Answers:
3 The Tower of London 3a; Ib: 7c; 4d; 6e; Sf; 8g; 2h
4 Th e Prime Minister's hom e , at 10 Downing
Street Sc) Th e third list ening is to extr act specific
information .
3 Tell students to look at th e mod el sentence Th e students tick the three things the singer
and answer th e concept qu estions 1-3 . can do in San Francisco.

Answers: 1 b); 2 b); 3 a) . Answers:

b) meet gentle people;
4 Ask students to r ead th e Lan guage Focus box c) go to a love-in;
and th en to mak e se nte nces abou t th e sights e) wear flowers in your hair.
of London , us ing th e first conditional.
Sd) Ask students to write three senten ces
Answ ers: individually, compare with a partner.
a) If you go to th e Hous es of Parliamen t, you Take answers round the class .
will s ee Big Ben.
b) If you go to 10 Downing Street, you will Possible answers:
se e the Prime Minister's house. If I go to San Francisco,
c) If you go to the Tower of London , you will - 1 I'll meet famous people.
see th e White Tower. - 2 I'll go to a love-in.
d) If you go to Trafalgar Square, you will see - 3 I'll wear flowers in my hair.
Nelson's Column and a lot of pige ons.

6 The student, wr ite what they will do to please
their friends who are vi siting their city. This
ac tivity is suitab le for hom ework .
Possibl e answers:
1 If they want to go sightseeing, I'll tak e them
on a city tour by bus.
2 If they want to eat fish and chips , I'll take
them to a fish and chip sh op/restaurant.
3 If they want to see a film, I'll tak e them to
the cinema.
4 If they want to see a play, I'll take th em to
th e theatre.
5 If they want to visit a mus eum , I'll take
them to the Natural History Museum.
6 If the y want to sen d som e postcards home ,
I'll tak e them to the Post Office.
Lesson 4
Title: The city of my dr eams
Language aims: To provide an opportunity
for the pr a ctice of th e var iety of
struc tures. functions and voca bulary
alre ady acquired by students at thi s
level.
Skills covered: Integrated skills
Outcom e: - a factfile on vocabulary of
sights/places in a city
, - a m ap , design and description of an
ideal city
Materials: Postcard s, pap er, ca rdboard,
crayo ns
1 The students complete th e lists a--e in their
factfil es with as many words and phrases as
th ey know.
I
UN IT to 57
Answers:
a) Castle, bank, town hall, park, the atre,
football sta dium, cafe, libr ary, booksh op,
mus eum , police stati on , zoo.
b) The supe rmarket, the but cher 's, the
baker's. a restaurant, cafe.
c) In (Regent) Street, in the centre, in a
suburb, opposite th e post office, a long
way from the centre, next to the park ,
in Trafalgar Square. a ten minute ride
by bus.
d) Big, old, famous, busy, crowd ed , dirty,
large. expe nsive, well-preserved.
e) Open on weekends from 9 a.m. to 5 p.m.,
closed on Sundays, open daily, closed at
lun ch time, open 24 hours.
2a) Divide the class into pr oject gro ups.
Tell students to talk about th e design of an
ideal city.
Give the students a large sheet of pap er and
enco urage them to draw a map of the city
and mark its sights . faci lities. attractions and
green spaces on the map. The map may need
to be folded and put in the envelope attache d
to the group factfile .
2b) Then the students think about their ideal city
and de cide upon its na me , location and what
it is famous for.
Ask st udents to write down the descr iption of
th eir ideal city.
Lesson 5
Story : Charlie and the Chocolate Factory
Chapter 10 : Cha r lie's Chocolate Factory
1 See notes for Unit 1, Lesson 5.
Possible answers: Mr Wonka decided to give
Charli e his fa ctory because only childre n will
listen a nd learn and because the boy was the
only well -behaved child on the tour.
2 For pronunciation practice on this chapter we
suggest you sh ould choose th e part beginni ng
with: 'CRASH went the elev ator ...' and
en ding with: ' ... Oh, YOlljllst wait and see!'

58

Round Ups

The ma in purp ose of the Round up un its is to

1b) a) No, he hasn't. b) Two days . c) No,
revise vocab ulary an d gr ammar of th e preced ing
he won 't . d) Th e Empire State
units, an d to give extra pr actice in the language
Building. e) Time may he a pr oblem .
skills. This sho uld help th em with the test to follow.
However. the round up itself is likely to includ e Vocabulary
mor e language than that which is finally tested.
1 a) W. Shakespeare was English. He
Dep endi ng on the class you m ay pr efer to do some
was born in England. He was a
of these activities orally or to tr eat the m all as
famous writer/playwrightJ
wr itten exercises. It's up to you.
dramatist.
The exercise types should be famili ar to th e
b) Thomas Edison was Ameri can. He
stu de nts. If necessary re mind the m what to do and
was born in America . He was a
complete the firs t example in each exe rcise as a
famous inventor.
class.
c) G. Enes cu was Romanian. He was
born in Romani a . He was a famous
Test 3 is on p. 62.
musician/composer.
d) Jules Vernes was Fr ench. lie was
born in France. He was a famous
Round Up 3 writer.
2 Geography: river, east. coast,
Answers:
mountain, weather forecast
Listening TV Programmes: interview, quiz,
weather for ecast, sport, th e news,
Tapescript chat show
Mary What ar e you gonn a do while you're in Grammar
New York?
1 a) Neither have l. b) So am l. c) So
Daniel Well. irs my first visit, you know. And I can l. d) So was l. e) Neith er can I
don't have mu ch time .
2 Denmark Dani sh France Fr ench
Mary You 've only got two days , righ t? And you Germany German Greece Greek
have some work to do. don 't you? Holland Dutch Ireland Irish
Daniel True. I'll sta rt ea rly tomorrow. What should Portugal Portugues e Th e USA
I do first ? American
Mary Start with the Empire State Building. The 3 a) li e sent postcards to som e of his
vie w is beautiful in the morning when the friends.
weat her is fine. b) She explaine d her attitude to th e
headmaster.
Daniel Mm. I'll do th at. Tell me wher e to go in the
c) They have offered a job to th e
even ing?
young man.
Mary Go to the World Trad e Cent er. That's the d) The guide showed th e visitors the
highest building and the view is beau tiful Crown Jewels.
at night .
4 a) who/that; b) whi ch/that ;
Daniel Right! What else do you recommend ? c) whi ch/that; d) which/that
Mary The Metropolitan Museum of Art. Ellis
Reading
Island . Depends on your time.
1 a) - 3; b) - 1; c) - 4; dl - 2
Daniel Yeah! I'll se e what I can do. Thanks a lot.
Mary Sure. 2 If an air balloon is filled with hot air
it will go up.
1a) 1; 2; 3.

Tests
English Factfile is focus ed on effective
communication, paying great attention to language
in use, with emphas is on th e four language skills.
The tests will chec k communicative language skills
as well as the main structures. functions and
vocabulary includ ed in the lesson s.
The three tests a re written to be given after
Units 4, 7 and 10 respe ctively.
The tests fulfil four objectives:
1 They give th e tea cher and the students
informati on conce rning the students' progress .
2 They identify any areas of difficulty and
weakn ess which might need remedial work .
3 They give th e teacher feedb ack on the
effectiveness of his/her teaching.
4 The y give th e students additional motivation to
study thoroughly.
Each test chec ks equally students' grammar,
vocabulary. listening comprehe nsion, reading
comprehension and writing. As for the sp eaking
skill, it is advisable to assess this continuously or to
conduct the oral intera ctions over several ordinary
lessons, listening to only a few pairs ea ch time .
This will not disrupt the flow of the lesson and will
remove some of the nervou snes s that the stud ents
might otherwise feel in a testing situation .
Each test is divided into the following sections:
Listening comprehension (20 marks)
Each list ening pa ssa ge is preceded by a task to be
compl eted as th e st udents listen.
The tea chers should replay the tap e to allow
students to listen again.
Each test begins with the listening comprehensfon
as students need to listen to the casse tte as a class .
After the listening ac tivity, students ca n pro ceed
with the test at th eir own spee d.
"
Reading com prehension (20 ma rks)
This test includes passages of realistic examples of
communicative writing or spe aking.
The skills tes ted include skimmin g and scanning.
Eac h reading passage has a task to guide th e
students' rea ding.
When the reading passage has a lready been used
for testing grammar. care has been taken to ensure
that stud ents can answer comprehension questions
regar dless of whether th e gramma r task was
completed cor rectly.
Writing (20 marks)
Th is test includes examples of wr iting paragraphs
and letters. These exercises are by their natur e
more open- ended . Teachers should be guided by
the sugges tions for scoring on each Answer sheet.
Grammar (20 m arks)
The main structure s and function s precedin g each
test are necessarily included in the skills section of
the test. However, in this part of the test, discrete
items of structures and functions are tested .
Vocabulary (20 marks)
Vocabulary items from the lessons preceding each
tes t are necessaril y included in the skills se ction of
the test. However, in this part of the test , students
are asked to identify and produce discr ete items of
vocabulary.
Each tes t is one page long. It can eithe r be copied
onto the boar d by th e teacher or pho tocopied and
ha nded to each child.
Each test is design ed to tak e about one hour. You
may prefer your students to do it uver two class es .
In thi s case we su ggest you give th e listenin g and
writing tasks on one day and the grammar, reading
and vocabulary tasks on anothe r day.
Refer to the Answer she ets following the tests for
ideas on sco ring.

60

Test 1 Units. 1-4

Listening her with th e washin g up . We (was h up)

when my sister (arrive) home.'
1 Liste n to the conversation between Liz and 1 Read the text carefully and th en an swer the
her do ctor. TIck what symptoms Liz following qu estions. Circle th e cor rect
complains of and th en complete the colum n answer, a) or b).
on the right.
1 The pr ogramme was on:
a) yesterday b) th e day before yesterday.
Liz has got :
1 a stomach-ache 0 Medicine she has to take: 2 The TV progr amme was about:
a) thin gs that harm our world
2 a head a che 0 ................ and antibiotics .
b) things that make our world nicer.
3 a sore throat 0 How many ta blets?
................ a day. 3 It was a) possibl e b) impo ssibl e for Steve to
4 an earache 0 watch from beginning to end.
For how long? .
5 a tem perature 0 4 The people in the hou se:
6 the flu 0 a) wer e watching TV
b) were doing oth er things.
5 When his brother called him , Steve was:
Grammar a) eating dinner
b) watching animals on TV.
1 Write two pieces of advice for ea ch person 6 a) His brother
using: a) should/shouldn't : and h) had hetter. b) His sist er int errupted him first.
1 I've got a head ache. 7 Th e presenter mainly ta lked about:
2 I've got a pain in my shoulder. a) animals b) rubbi sh.
3 I've got the flu. 8 His mother asked him to:
4 I've got stomac h-ac he. a) was h th e cloth es b) wash th e dish es .
5 I've got awful toothache . 9 Steve was he d up :
a) vvith his moth er b) with his siste r.
2 Put th e ver bs in hrackets in the Reading
text into th e correct fonn 'Simple Pa st' or
'Pa st Contin uous' and fill in th e hlanks in
Vocabulary
th e text .
1 Find examples of th e following words in the
text and add three more to ea ch group.
Reading
'animals (find 1 example: add 3 more)
There was a very interesting programme on TV 'family memb ers (find 4: add 3 mor e)
last night. It was about enviro nmental problems on ' ho usework (find 2 examples: add 3 mor e)
our planet an d its title was 'How Green Is Your
' food (find 1 example: add 3 mor e)
World?' Whenever the presenter said something
inter esting some body else in the house .

~
(ask) Steve to do something . so he missed lots of
interesting information.
'They (talk) about pollution when my fath er Think about a day ouVevening you've had
came in and stopped me listening . Later, someo ne vvith your family.
(feed) fish to th e dolphins when my br oth er
Write a paragraph (about ten sentences) to
(call) me into his room. The pr esenter
your friend to say what happened. Use these
(explain) about vvildlife wh en my mother
words to link your ideas:
(tell) me to take the rubbish out. When the
pr esenter (speak) about animals in danger after that, next, finally, firs t, "0, because.
of extinction, my moth er (want) me to he lp

61

Test 2 nits 5-7

............................................................. ,

Listening birthd ay presen t in March so I only 6

(have) it for two mon ths.
1 Kate and Liz are making a pie . Listen and Kate I think I 7 (s ee) it.
choose the right answers: a) or b): Teacher Where you 8 (s ee) it?
Kate I ._ 9 (see) Steve reading it durin g the te n
1 The girls are maki ng ala n pie.
o'cloc k break.
a) apple b) fruit
Teacher you 10 Oook) in your bag . Mike?
2 Liz Kate to wash the apples. Mike No, I know it isn' t the re.
a) wants b) doesn 't want Teacher Well . look now and make sure at once .
3 The flour is . Mike Oh, it's here! Sorry !
a) high up b) low down
4 They also need to make the pie.
a) milk and sugar b) only sugar Reading
5 Kate eats th e pie . . . . . . . . 1 Read the conversation ahove. Are these
a) with cre am b) with out cre am sentences true (D or false (F)?

2 Listen again and write what the girls said 1 0 Mike ca n't find his book .
a) when they olTered to help (3 sentences): 2 0 He left his book on his desk at hom e.
1 wash th em (the apples)? 3 0 Mike wrote a book report at school.
2 tak e it (th e flour) down . 4 0 He has already as ked everyhody in the
3 bring some butter, class about his book.
b) when Liz asked Kate's opinion of th e pie: 50 It was an adventure hook.

. .... . of our pie? 60 Mike didn 't like it.

c) when Liz olTered Kate a piece of pie: 70 The book was a hirthday present.

. . . . . . a little cr eam with it? 80 Kate knows something about it.

90 She thinks Steve had it in the break.
100 The book is in Mike's bag.
Grammar
1 Complete the gaps in the text with th e Vocabulary
correct form of the verbs in brackets:
Present Perfect, or Simple Past. 1 Find words in the Grammar text above for:
Teacher What's the matt er. Mike? ' parts of a book (find 1 example; add 3 mor e)
Mike I t Ilose) m y book . ' kinds of books (find 1 example; add 3 more)
Teacher When _.. you 2 Oose) it? *adje ctives ex pressing opinions about a book
Mike Some tim e this morning. I had it wh en I came to (find 1 example ; add 3 positive , 2 negati ve)
sch ool this morning . ' months of th e yea r (find 1; add 5 more).
Teacher you 3 (hav e) it in the first lesson ?
Mike Yes, I did.
Teacher How do you know? Writing
Mike J us ed it then to wri te a book rep ort.
Teacher Does anyone else know you 've lost your book? Write a lett er to your friend in England to
Mike No . I 4 (telVnot) anyo ne else yet. an swer the qu estions he asked you in his
Teacher Why don't you as k the cJass now? letter. Tell him :
Mike Thank you you 5 (see) my book? *where you live; "how long you have been
Kate What kind of book is it? living there; 'what subj ects you study at
Mike It's an adventure book. It has got a blue cover school; 'how long you have been studying
and a nice illustration on the front. I'm fond of it them; 'your favourite hobby; 'how long you
because it's got a gre at s tory. I got it as a ha ve bePTl doing it.
, .
62
Test 3 Units 8-10
1
Listening
1 List en a nd tick wbat is true about ed uca ti on
in th e Aus tra lia n outback.
1 The outback is very sm all .
2 There's a large population in the outback.
3 The first Euro peans in Aus tralia did n 't live
in the out back.
4 There are no schoo ls in th e outback.
5 All Aust r alian children go to schoo l in the
cities .
6 Th e childre n in the outback learn by
listening to a radio programme.
7 Childre n talk to their teachers by pho ne.
8 Teach ers go to th e children's hom es to
che ck their homework.
9 There are book s and tapes to go with
school radio and TV programmes .
Vocabulary
1 Write the name of the country or nationality.
Jap an - .. .; Spa in - . ..; - Fre nch ;
. . - Chinese; Germany - ; Russia - ; 4 When in dange r, people cry for help .
. . - Itali an ; - Polish; Portugal - ; ... some animals.
Hun gary - . 5 A dog doesn 't communicate about things in
2 Write th e names of ten jobs.
Reading
1 Read th e text carefully. Fill each blank with
one of the words below. Use each word once.
a) smile; b) positio n ; c) indi cated ; d) speech;
e) gesture; 0 so un ds ; g) colour; h) spea k;
i) sign alling; j) live
Animals must have some way of
communicating with one another. For human
bein gs th e most important means of
communication is 1. If necess ary, a
person can communicate by 2.
Sometimes a 3 on a happy face can
tell a lot. In the same way, animals who
. .. .. 4 together have developed systems of
communication. Animals language makes
great use of touch and 5. Animals
need to communicate about essential things
in the ir lives. Some of th es e vita l things are
the finding of food and 6 dan ger.
Whether th e animal is friendl y or not mu st
also be clearly 7. In their
communication the animals use a variety of
signals. Sometimes th ey change their
. . . . . . 8 for example fro m brown to gree n
and sometimes th ey change th eir 9
standing ready to attack. Usua lly, animals can
use signals to communicate only about things
happening here and now ; th ey ca n't .
10 about things in th e past or future.
Grammar
1 Complete sentences usi ng so/neither + verb.
1 Babies cry when th ey are hungry.
... some animals.
2 Wolves don't change th eir colour.
.. . dogs.
3 Peopl e can sing .
... some birds.
the past or future .
... a cat.
2 Put the words in order to make sentences.
1 book/the/Steve/to/give.
2 se nt/t hellett er/shelme .
3 tolsa lt/pass/pleaseithelme.
4 see/ilflAvill/Mary/tell/her/l.
5 won't/snows/l/itJiti'go.
Writing
Writ e a sbort paragraph about the town or
village you know best (about 7 se nteuces).
Locate the place. Mention the most
important attractions/the most interesting
people. Use 'w ho', 'which' aud 'that'. twice
each, to link ideas in your sentences.
 4

63

Answers - Test 1 3 You'd better lie down.

(based on Units 1-4)
Listening (20 marks)
1 Listening comprehension (20 marks) requires
th e stude nts to listen for sp ecific information and
tran sfer it to th e tahle. It tests vocah ulary from
Unit 3 'Health' .
Tapescript
Doctor Hello ... What's wr ong ? What's the matt er ?
llz Well, I'm feeling ill. I've got a ter ribl e head ache.
Doctor Mmm ... Any te mperature?
liz I think so. My ea r really aches and I've got a bad
sore th roat.
Doctor Let's have a look inside your ears first ... Mmm
... This one is quit e re d; Now, I'd like to have a
look at your throat .. . Open your mou th .. . Yes.
th at looks a bit red , too. Well ... , I think you've
caught th e flu .
Llz I see. Can't you give me any medi cine?
Doctor Not mu ch. You should stay in bed for a coupl e of
days a nd ta ke paraceta mol for the head ache. But
I think you also ha ve a n ea r infection and I'm
going to give you some antibiotics ... to help the
ea rac he. I'll give you a prescription.
Liz Right.
Doctor So ... take one of th ese pills four times a day.
Liz How ma ny days do I ha ve to tak e them?
Doctor Er. .. five days. That's four pills a day for five days .
Uz Th ank you very much . Good bye.
Doctor 'Bye.
An sw ers:
correct ticks: 2 marks each: a headache; an
earache; a sore throat; a temperature; the flu.
correct blanks: 2 marks each: stomach -a che.
completed gaps; 2 marks each: paracetamol; four ;
5 days.
2 honus points to all students = 20 marks
Grammar (20 marks)
Tests students' ability to lise the function; 'giving
advice' (Unit 3) Students have to write se nt ences
using 's hould'; 'had better'
t mark per correct sentence: :;:: 10 marks
You sh ould stay in hed (1 mark)
You'd hetter see a doctor (1 mark)
'You sh ould to stay in hed. (0 marks)
Possibl e an sw ers :
1 You should take an aspirin.
You'd hetter go to bed .
2 You'd hetter put on som ething warmer.
You shouldn't move you r hand.
You should tak e paracetamol.
4 You should go on a diet .
You 'd better not eat any ca kes for tea.
5 You shouldn't have a cold drink.
You 'd better take some pills.
2 (10 marks) - Grammar production tests
stude nts' ahility to use Simple Past and Past
Con tinuo us (interrupted past) - Unit 2 'Once Upon
a Time'
t mark for each correct form;
o marks for an incorrect form .
An sw ers: as ked; were talking; was feeding; called;
wac; ex pla ining; told ; was spe aking ; wanted; were
washing up ; arrived,
Reading (20 marks)
Reading comprehension. (20 m arks)
Th e skills tested include skimming and scanning.
Stude nts have to r ead a nd tick th e correct answe r.
Vocabul ary included is from Unit 4 'Gr een Plan et'.
2 marks per each correct answer e 18 marks +
2 bon li S = 20 marks
An swers: 1 a); 2 a); 3 b); 4 h); 5 h); 6 a);
7 a); 8 h); 9 a) .
Vocahulary (20 marks) - lexical sets
anim als: dolphin (1 mark). Th ey have to add 3
mo re examples , e.g. bear, tiger, lion (3 marks)
family members; find 4; mother, father, brother,
siste r (4 marks); add 3 more, e.g. uncle,
grandmothe r, cousin (3 marks)
hou seuiork: find - take the ruhbish out, washing up
(2 ma rks); add 3 more, e.g. dusting th e furniture,
washing , sweeping th e floor (3 marks)
food: find - fish (1 point) - add 3 more, e.g. soup,
chicken, hamhurgers (3 marks)
8 mark s - th e items found in th e text
12 marks - th e added item s
20 marks in all
Writing (20 marks)
Possibl e an sw er:
Last night was very unlucky for my family. When
th e lights we nt off I was playing games on the
computer in my room. Moth er was getting dress ed
for the party and Father was having a shower. So,
Moth er and Father were late for th e party and my
comp uter stopped working.
Score; 2 marks for each linking word correctly
used = 12 marks
4 marks for accuracy in spelling and punctuation
within a paragraph
4 marks for interesting ideas and vocabulary

64

Answers - Test 2 Grammar (20 marks) - grammar production.

(based on Units 5-7)
Listening (20 m arks)
1 listening comprehension: (10 marks) requires
the stude nts to list en for sp ecific information and
recognise it wh en choosing the right answer. It
tests vocabulary from Unit 6: 'Customs and
Traditions'.
Each correct answer = 2 marks
Answers : 1 a); 2 b): 3 a); 4 a) ; 5 a).
2 (10 marks) Thi s tests th e students' ability to
discriminate between the functions: offering to
help , otTering things and asking for opini ons .
They also have to us e th em. (Unit 6 ; 7)
Each co rrec t answer = 2 marks.
Tapescrlpt
Kate Let's make a pie.
It tests students' ability to us e Present Perfect and
Simple Past. Units 5, 6 and 7 (2 marks for each
correct form; 0 marks for an incorrect form)
Answers ; 1 have lost ; 2 did you los e? ; 3 did you
have?; 4 haven 't told ; 5 hav e you seen?; 6 have
only had; 7 have seen ; 8 did you se e? ; 9 saw; 10
hav e you looked?
Reading (20 marks) - r eading comprehe nsion.
Th e sub skills tested include skimming and
scanning.
Vocabulary included is from Unit 5 - 'Books and
Libr aries' . Students have to read and decide what
is true (T ) and false (F) for ea ch senten ce.
Each correct answer = 2 marks
Answers: 1 - T; 2 - F; 3 - T; 4 - F; 5 - T; 6 - F;
7 - T; 8 - T; 9 - T; 10 - T.

liz Yes, good idea! Look. there are a few apples in the Vocabulary - lexical sets - 20 marks
basket. Stude nts have to find words belonging to each
gro up in th e r ead ing text. Th e score is 4 marks;
Kate Let me see . Er.. . I think there are enough. Shall I
one for each found word. These are underlined
wash them for you?
below. Th en they have to add 3 more examples for
Liz No. thanks. I can manage. th e parts of th e book, 3 more for kinds of books
a nd 5 mor e for opini ons about books (3 positive; 2-
Kate We need some flour. Where is it?
negativ e) 5 more for th e mon ths of th e year - 16
liz The flour is on the top shelf. exa mples in all. Th e score is 16 marks, i.e . 1 mark
for each added example.
Kate Let me take it down. You can't reach it.
Answers:
LIz Thanks very much. There's a little flour left. Is 'parts of the book: cover s or illustration, table of
there enough? contents; introduction; chapters .
'kinds of books: adventure book , story book ,
Kate Yes, we don't need very much flour.
scie nce-fiction book, a manual. etc.
Liz I'll bring you some butter. ropinions about books: great! interesting : exciting:
attractive; boring; depressing.
Kate Just what I need. thanks. And milk. pleas e.
' months of the year: March, January, February,
We need some milk. What about sugar? How much
June, July, August, etc.
do we need?

liz Not much. just a little. Writing (20 marks)

Kate wh at else do we need? 6 marks for layout (e.g . ind enting paragraphs
including the correct opening and ending of the
Liz Eggs. letter)
Kate I think tl.e re are a few eggs in the fridge. 6 marks for interesting ideas and vocabulary
r egarding:
Liz Fine, bring them here ! When the pie is ready they'll - th e place wh ere th ey live and how long
really enjoy it. - th e school subjects th ey study and for how long
Liz What do you think of our pie? - their favourite hobby and for how long th ey've
been doing it.
Kate Mmmm! It's delicious! 2 marks for accura cy in spelling and punctuation
Liz Would you like a little cream with it? 3 marks for accuracy of target structure e.g.
Present perfect continuous
Kate Yes. please ... Mmmm! ... very tasty 3 marks for answering the set questions
Liz Have another piece then.

Kate No. thank you.

 1

65

Answers - Test 3 Reading (20 ma rks)

(based on Units S-1 0) Reading compre he nsion tests the students' ahility
to unde rstand details in a written passage. -
listening (20 marks) Answers: (2 ma rks for each gap)
1 Listening comprehension tests the students' 1 speech; 2 gest ure; 3 smile; 4 live: 5 sounds;
ahility to understand details in an extended piece 6 signalling; 7 ind icated ; 8 colour; 9 position ;
of inform ation. 10 speak

Tapescript
A large em pty area in the cent re of Australia is called th e
outba ck. Th er e are no towns in the outb ack a nd very few
people live the re . The Europ eans wh o a rrived in Australia
mo re th an 200 years ago decid ed to live near the coast.
But some people still live in the outback. The ch ildre n in
the out back do not go to schools beca use there are no
schools. Some children go to schoo ls in the cities but most
of them stay at home and learn with a radio programme
wh ich is called 'School in the air' _Pupils talk to their
teachers by radio and they send their homework in by
post. They lea rn a lot listening to other programmes.
Each week th ere is at least one progr a mme in whic h
Barry Lake. a fam ous teacher answers questions sent by
childre n a nd tee nagers fro m va rious par ts of Aus tralia .
The programm e is ca lled CAN I HELP YOU? an d it is
broadc ast on Wednesdays at 11.45 . Pupils ca n a lso buy
textbooks and audio casse ttes whi ch ar e pu blish ed to
acco m pany radio or TV programmes.
Ans wers: (2 marks each)
3: 4: 6: 9 - are true
1: 2: 5: 7: 8 - are false
+ 2 honus points = 20 m arks
Grammar
1 (10 marks) It tests the students' abilit y to use 's o'
and 'neit her ' followed hy th e correct auxiliary,
Answers: I So do: 2 Neither do: 3 So can : 4 So do:
5 Neither does
2 (10 marks) It tests the st udents' ability to use
correct word order.
Answers:
1 Give the book to Steve.
2 She sent the letter to me ,
3 Please , pass the sa lt to me/Pass the salt to me,
please.
4 I will tell Mary if I see her/lf I see Mary, I will tell
her.
5 [ won 't go if it snows/lf it sn ows, I won't go.
Writing (20 marks)
2 mark s for th e cor rect use of 'who', 'w hich' and
'that' : 4 m arks for an sw ering the qu estions;
4 marks for accuracy in spelling and punctu ation.

Vocabulary
1 (10 marks) The stud en ts have to complete the
hlanks with either the na me of the country or the
nationality, (1 mark f or each gap)
Ans wers: Japanese: Spa nish: Fran ce: China:
German: Russian: Italy: Poland: Portuguese:
Hungarian
2 (10 marks) The students have to write th e names
of ten jobs (l mark for each joh written correctly)
Possible answers: teach er : doctor: dentist: nurse:
driver; engineer; shop ass ista nt; policeman;
firem an : pilot, etc ,