Teaching notes and key

Unit 2 Unit 2
Lesson 3 Lesson 4
Reading Speaking
1 and 2 1 and 2

Before reading Type of activity: Role play.

Type of activity: Pre-reading task. Organisation: Pair work.
Organisation: Class work and pair work. Time: 20–35 minutes.
Time: 5 minutes. Preparation: Copy one worksheet per student,
Preparation: Copy one worksheet per student, prepare scissors.
prepare scissors. To use: After lesson 4 (Speaking).
To use: With lesson 3 (Reading).

INSTRUCTIONS
• Ask students about the most embarrassing situation
they have heard of. Tell them that they do not have to
share their own experiences. Discuss the answers as
a class.
• Hand out the copies of the worksheet. Focus
students’ attention on Activity 1 and ask them to put
the situations in order from the most to the least
embarrassing.
• When students have finished, ask them to compare
their answers in pairs. Then discuss the answers with
the whole class.
• Focus students’ attention on Activity 2. Ask them to
read the text on page 21 in the Student’s Book and
check their answers.
• When students have finished, they compare their
answers in pairs. Then check the answers with
the whole class.
KEY
1
Students’ own answers.
2
b, d
INSTRUCTIONS
• Divide the class into pairs. Hand out the copies of
the worksheet. Ask students to read the questions
and complete them with the correct words. Then,
students match each question with the right response.
Remind students that one question does not match any
response. Set a time limit of 4 minutes.
• When students have finished, they compare their
answers in pairs. Then check the answers with
the whole class. Let volunteers ask and answer the
questions in pairs. The rest of the students make any
necessary corrections.
• Divide the class into different pairs. Focus students’
attention on Activity 2. Tell students to complete the
information about the missing objects together and cut
out the cards.
• Assign the roles of Student A and Student B to each
pair. Explain that each pair is going to act out the
dialogues between two people, using the phrases from
Activity 1. Student A and Student B take their roles in
the dialogue in turn.
• You can divide the class into different pairs during
the role play or let them repeat the activity in the same
pairs.
KEY
1
1 What (brand) is it? – d
2 (What) does (it) look like? – c
3 (Can you) fill (in this) form, please?
4 (What’s) it made (of)? – a
5 (Where) did (you) lose (it)? – b
2
Students’ own answers.

Unit 2
Lesson 1 & 5
Vocabulary 1 & Vocabulary 2
1 Time: 5–7 minutes.
Type of activity: Gap fill.
Organisation: Individual work.
Time: 5–7 minutes.
Preparation: Copy one worksheet per student.
To use: After lesson 5 (Vocabulary 2 and Listening).
INSTRUCTIONS
• Tell students to write as many words describing people
(appearance, clothes) as they can. Set a time limit of
2 minutes. Find the winner.
• Hand out the copies of the worksheet. Tell students to
complete the sentences with the words in the box.
• When students have finished, ask them to compare
their answers in pairs. Then check the answers with
the whole class.
KEY
1 slim 2 short, ponytail 3 beard, moustache
4 well-built 5 jewellery 6 medium height 7 tall
2 To use: After lesson 5 (Vocabulary 2 and Listening).
Type of activity: Discussion.
Organisation: Pair work.
Time: 5–7 minutes.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 1 above.
To use: After lesson 5 (Vocabulary 2 and Listening).
INSTRUCTIONS
• Divide the class into pairs. Focus students’ attention
on Activity 2. Explain that their task is to look at
the pictures and think of the last time they used
the objects shown. Students describe how they used
them to their partner. Make sure students understand
that they are expected to use either the Past simple or
the Past simple with the Past continuous. When they
finish, tell students to change roles.
• You may ask a few volunteers to tell the class what they
have learnt about their partners.
KEY
Students’ own answers.
Teaching notes and key
3
Type of activity: Matching.
Organisation: Individual work.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 2 above.
To use: After lesson 5 (Vocabulary 2 and Listening).
INSTRUCTIONS
• Focus students’ attention on Activity 3. Explain that
their task is to match words with their definitions.
• When students have finished, ask them to compare
their answers in pairs. Then check the answers with
the whole class.
KEY
1E 2A 3C 4F 5D 6B
4
Type of activity: Game - Taboo.
Organisation: Pair work.
Time: 10–12 minutes.
Preparation: Copy one worksheet per pair – use
the same worksheet as in Activity 3 above,
prepare scissors.
INSTRUCTIONS
• Focus students’ attention on Activity 4. Ask them to
cut out the cards, put them face down on the desk and
shuffle them.
• Divide the class into pairs. In each pair,
Student A draws a card and describes the word/
expression in bold without using the words given.
Student B guesses the word/expression. When they
finish, tell students to change roles.
• Alternatively you may divide the class into groups of
four or into two teams.
KEY
Students’ own answers.

Unit 2
Lesson 2 & 6
Grammar 1 & Grammar 2
1 2 Was (your dad) swimming, stole
Type of activity: Gap fill.
Organisation: Individual work.
Time: 6–8 minutes.
Preparation: Copy one worksheet per student.
To use: After lesson 6 (Grammar 2).
INSTRUCTIONS
• Review making affirmative and negative Past
continuous sentences with the students. You may ask
them to say or write example sentences.
• Hand out the copies of the worksheet. Make sure that
students understand the verbs in the box. Ask them to
complete the sentences with the verbs in the box, using
the Past continuous.
• When students have finished, ask them to compare
their answers in pairs. Then check the answers with
the whole class.
KEY
1 was running 2 were wearing 3 were holding
4 weren’t making 5 weren’t carrying
6 were getting into
2 KEY
Type of activity: Gap fill.
Organisation: Individual work.
Time: 6–8 minutes.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 1 above.
To use: After lesson 6 (Grammar 2).
INSTRUCTIONS
• Ask students to tell you the difference between
the usage of the Past simple and the Past continuous.
You may ask them to say or write example sentences
to illustrate the difference.
• Focus students’ attention on Activity 2. Explain that
their task is to complete the sentences with the verbs
in brackets, using the Past simple or Past continuous.
Tell them that some sentences are supposed to be
affirmative, some negative, and some are questions.
Make sure that they understand that the order of the
verbs in brackets might not be the same as the order
of these verbs in the gaps.
Teaching notes and key
• When students have finished, ask them to compare
their answers in pairs. Then check the answers with
the whole class.
KEY
1 were damaging, called
3 Did (the police) catch, was breaking into
4 was visiting, lost
5 Did (Jake) break, was running after
6 Were (you) studying, called
3
Type of activity: Gap fill.
Organisation: Individual work.
Time: 4–6 minutes.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 2 above.
To use: After lesson 6 (Grammar 2).
INSTRUCTIONS
• Review using a/an, the or – (no article) with
the students. You may ask them to say or write example
sentences.
• Focus students’ attention on Activity 3. Explain that
their task is to complete the text with a/an, the or –.
• When students have finished, ask them to compare
their answers in pairs. Then check the answers with
the whole class.
1 The 2a 3– 4 an 5a 6 The 7 the
4
Type of activity: Sentence completion
and discussion.
Organisation: Pair work.
Time: 7–10 minutes.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 3 above.
To use: After lesson 6 (Grammar 2).
INSTRUCTIONS
• Read the beginnings of the sentences out loud and ask
students to think what their answer is.
• Tell students to complete the sentences so that they
are true for them. Make sure they understand that
they are expected to use the Past simple and the Past
continuous.
 Teaching notes and key

• Divide the class into pairs. In each pair, students

2
compare their answers.
• You may ask a few volunteers to tell the class what they
have learnt about their partners. Type of activity: Reading comprehension.
Organisation: Individual work.
KEY
Time: 5–7 minutes.
Students’ own answers.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 1 above.
To use: After lesson 8 (Writing).

Unit 2 INSTRUCTIONS
• Focus students’ attention on Activity 2. Ask them to read
Lesson 8
the text in Activity 1 again and cover it.
Writing • Tell students to complete the chart with the information
from the text in Activity 1. Ask students to do this exercise
1 from memory and then check their answers using the
text in Activity 1. Check the answers with the whole class.

Type of activity: Gap fill. KEY

Organisation: Individual work.
Time: 5–7 minutes.
Preparation: Copy one worksheet per student.
To use: After lesson 8 (Writing).
INSTRUCTIONS
• Hand out the copies of the worksheet. Ask students to
read the notice and complete it with a/an, the or –
(no article).
• When students have finished, they compare their
answers in pairs. Then check the answers with the whole
class. You may let volunteers read the text (or parts of
the text) out loud.
KEY
1 the 2 The 3 a 4 a 5 The 6 an 7 The 8a 9a
10 – 11 a 12 – 13 the 14 the 15 the
1 denim backpack
2 a memory stick
3 some notebooks
4 a leather pencil case
5 short man (in) his thirties (with) a beard
6 jeans, a plain red T-shirt and sunglasses
3
Type of activity: Writing.
Organisation: Individual work.
Time: 20 minutes.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 2 above.
To use: After lesson 8 (Writing).
INSTRUCTIONS
• Focus students’ attention on Activity 3. Ask them to read
the task and write a note about their stolen jacket/coat.
Tell them to describe the objects that were in the pockets
of the jacket/coat, describe the suspect, and then ask for
help in finding the jacket/coat.
• Students can use the text in Activity 1 to help them. Walk
around the classroom and provide help where necessary.
You may collect particularly good and bad language for
later feedback.
• Extension: In small groups, students take turns to read
their notes and discuss their work.

KEY
Students’ own answers.
 Teaching notes and key

Unit 2
Lesson 9
Revision workout
1

Type of activity: Revision.

Organisation: Individual work and pair work.
Time: 30 minutes.
Preparation: Copy one worksheet per student.
To use: After lesson 9 (Revision workout).

INSTRUCTIONS
• Hand out the copies of the worksheet. Go through
the rubric to Activity 1, explaining anything that is unclear.
Give the students enough time to complete the task.
Then ask them to compare their answers in pairs before
you check the answers with the whole class.
• Repeat the procedure for Activities 2–3.
• Explain that Activity 4 is a self-assessment task and
that students do not need to show their responses
to anyone. It does not affect their grade. Explain that
students should tick the right face, depending on how
well they can perform each task, e.g. they can tick
the smiling face for perfect, the neutral face for average
and the sad face for things they need to revise.

KEY
1
1 two / 2
2 the wrong form / the form from another bank
3 standing in the queue / queuing
2
1C 2A 3B
3
1 was (already) watching
2 while you were
3 broke into / went into
4
Students’ own answers.