Professional Documents
Culture Documents
New Sky Level 2
New Sky Level 2
New Sky Level 2
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Fly high with
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New Sky 2
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New Sky takes the clear syllabus and methodology
of the original course and adds new and exciting
content to make it even more effective and
motivating for both teachers and learners.
Teacher’s Book
• New characters, dialogues and situations engage students’ interest.
www.pearsonelt.com
The right of Patricia Mugglestone to be identified as author of this book has been
asserted by her in accordance with the Copyright, Designs and Patent Act 1988.
Illustrated by Susan Harrison, Andy Hammond (Illustration Ltd), Joanna Kerr, Nigel
Kitching and Sean Longcroft
Photocopying
The Publisher grants permission for the photocopying of those pages marked
‘photocopiable’ according to the following conditions. Individual purchasers may
make copies for their own use or for use by the classes they teach. Institutional
purchasers may make copies for use by their staff and students, but this permission
does not extend to additional institutions or branches.
Under no circumstances may any part of this book be photocopied for resale.
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Procedure 9 Raps
• Read the instruction to the exercise and the example Like songs, raps are fun and can add variety to a lesson.
sentence or exchange. They also provide excellent practice in stress, rhythm and
• Go through the individual words, pictures or cues that the pronunciation in an entertaining way. There are fifteen
students will need for the exercise and make sure that they raps in New Sky Two occurring at regular intervals. In many of
understand them. the raps, there are gaps for the students to listen and
• Choose one or two pairs of students to do the first example complete.
aloud for the class.
• Correct if necessary and check pronunciation. Procedure
• Either get students to do the exercise in open pairs or set • If there is a gapped activity, ask students to see if they can
students to work in closed pairs. guess the missing words before they listen.
• Go round and monitor. • Play the rap through once. Check vocabulary.
• If there is a gapped activity, play the second recording
6 Act once or twice for students to complete the gaps.
To add variety to their speaking practice, students are • Play it again and ask students to join in.
often asked to act or roleplay a situation or exchange. The • Encourage body movement, clapping and finger snapping
procedure is the same as for the Speak exercises. to emphasise the stress and the rhythm.
• Play the ‘empty’ karaoke version of the rap, where the
students only hear the first line of the rap, followed by the
7 Games and Puzzles
background beat. See if the students can recite the whole
Any language practice that has a competitive, amusing or
rap without the support of the voices on the recording.
puzzle element to it is called a Game or a Puzzle. Games
• Divide students into groups so that they chant to and fro,
and puzzles are an entertaining and valuable way for young
and play the background beat again.
learners to practise new language. Simple games appear from
time to time in the language input lessons, whereas more
elaborate games and puzzles are included at the end of each 10 Sounds fun
Revision lesson. Amusing tongue twisters and rhymes appear at regular
intervals in the Revision lessons to practise a particular
Procedure sound of English. These are recorded.
• Explain in the L1, then read the instructions in English.
• Present any new vocabulary. Procedure
• Choose a student or pair of students to do the first example • Play the Sounds fun recording for students to hear the
in front of the class. whole rhyme or sentence.
• Correct if necessary, then ask students to play the game or • Help the students to produce the sound in question if they
do the puzzle. are having difficulty.
• If appropriate, check who won the game or who successfully • Play the recording again and ask students to underline the
completed the puzzle. sounds.
• Ask individual students to say the whole rhyme on its
own.
8 Songs
As well as being fun, singing songs changes the pace of
a lesson. Songs give intensive listening practice and are a 11 Listen
natural context for repetition. There are four contemporary The listening comprehension activities in the Students’ Book
pop songs in New Sky Two Students’ Book. These occur at include short conversations, games, interviews, instructions
regular intervals in the input lessons. The complete song is and radio programmes.
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13
14
15
2 Check
Background information
• Wembley / "wembli/ is located in north-west London • Look at the first item with the class and elicit the answer
in the Borough of Brent (population over 263,460). from the Ss.
Wembley Stadium has been the ‘Home of English • Ss work individually or in pairs, referring to the dialogue
Football’ since 1923. In 2003, the original stadium and underlining the correct answer in sentences 2–5.
was demolished. The new stadium, opened in • Check Ss’ answers by asking individuals to read out the
2007, has the largest roof-covered seating capacity correct sentences.
(90,000) in the world.
• Avril Lavigne /Æœvr�l lə"vi…n/: rock singer/songwriter, Answers
born in 1984 in Ontario, Canada. 1 Ben 2 Tessa 3 Tessa 4 Saturday 5 Wembley
• Exercise 8 song is by The Beatles. See page 92 for
information about The Beatles.
• cool is an informal expression of approval. It is used 1
mainly by young people to mean great/good. 3 03 Memory check: Family members
• Elicit three or four family words from the class and write
them on the board.
Getting started • Ss work individually, writing the names of seven family
• If this is the first lesson with the class, greet the Ss and members and the family words. Monitor and check
introduce yourself. spelling.
• Introduce Ss to the activities and the features of the SB, • Check answers by asking individuals in turn to write a
using L1. See the advice about ‘The first lesson’ on page family word on the board and say it. If necessary, ask
15 in the TB. Ss to translate the words into L1. Check the spelling of
• Revise basic questions and answers in preparation for words such as daughter, son, niece, nephew, husband,
Lesson 1, e.g. What’s your/his/her name? What’s your wife, cousin, aunt. (This will also give useful revision in
surname? How old are you? Have you got a brother/ saying the alphabet.)
sister? What day is it today? What time do you get up/go • Check that the words on the recording are included in the
to bed on Saturdays? Encourage Ss to help each other, if words on the board. Play the recording several times for
necessary. Ss to listen to the words and then repeat them, chorally
and individually.
1 Audio script
1 02 Listen and read
father mother parents brother sister grandmother
• Ask Ss to look at the picture on page 4 and talk about grandfather grandparents aunt uncle cousin daughter
the place and the people. If necessary, ask questions, e.g. son wife husband
What sort of place is this? What’s happening? Can you
describe one person in the picture (appearance, clothes,
age)?
• Play the recording two or three times for Ss to listen and Look and learn
read.
• Divide the class into two groups to be Adam and Alice. • Explain that ‘Max’ helps with grammar. Refer Ss to
(Ben has only one line to say, so read his part yourself.) ‘Max’s Grammar Store’ (pages 97–101). Encourage Ss to
Play the recording again, this time leaving a pause after say what they remember about the Present simple and to
each speaker’s section, for the groups to listen and repeat make one or two sentences containing a Present simple
verb.
18
Teacher’s Notes
a class.
• Check answers by asking pairs of Ss to read aloud the
questions and answers.
Answers
Answers Surname Green
2 Do, do 3 does, lives 4 does, goes 5 Does, does Address 8 Park Road, Wembley, HA9 6ST
6 Does, doesn’t Age 13
Phone number 07931 354760
School Wembley High School
5 Act
a) Interview a friend. Ask these questions. 7 Read and write
• Go through the questions and answers, with individual Ss
a) Read and complete the text with the correct form
giving their own true answers.
• Students work in pairs, taking turns to ask and answer of the verbs.
the questions. Tell Ss to remember their partner’s • Read through the verbs with the class and check students’
answers. Monitor and help Ss correct any errors in the understanding.
use of the Present simple. • Advise Ss to read through the text quickly before they
complete it with the correct verb form, and not to worry
b) Tell the class about your friend. about understanding every word at this stage.
• Look at the example sentence with the class. Elicit • Check Ss’ answers by asking individuals to read aloud
suggestions for completing the second sentence. Remind the sentences. Explain or encourage Ss to guess the
Ss to use the third person singular ending of the verbs. meaning of unfamiliar words. Check that Ss remember
• In turn, Ss tell the class about their friend, using the the meaning of usually, always and sometimes, drawing
information from Part a). attention to their position (before the verb) in sentences.
Answers
1
2 gets up 3 has 4 gets dressed 5 wears 6 speaks
6 04 Listen 7 listens 8 goes 9 watches
• Give Ss time to read through the card.
• Play the recording for Ss to listen and complete the card. b) Now write about a typical Saturday for you.
If necessary, play the recording twice. • Advise Ss to use the text about Avril Lavigne as a model
• Check students’ answers by asking individuals to write and to write in the first person singular. Elicit the first
the answers on the board. Point out how the postcode is sentence or two from the class and write them on the
written and how Jack says his mobile number. board, e.g. On Saturday, I usually get up at …
• If you wish, students can then ask and answer in a • Monitor students’ writing and help them correct errors.
chain drill round the class: What’s your phone number? • In pairs or small groups, students can read sentences.
Students say their own phone number or they can invent
a number. Point out that we say ‘O’ or ‘zero’ for the
number ‘0’. If appropriate, teach ‘double six’ for ‘66’ and 1
‘treble three’ for ‘333’. 8 05 SONG Hello, Goodbye by
The Beatles
• Ss turn to page 92. Read the text about The Beatles.
• Play the recording for Ss to listen and read. Explain or
encourage Ss to guess the meaning of any new words.
• Play the recording two or three times for Ss to join in.
19
Teacher’s Notes
• Ask Ss to make sentences with adverbs of frequency, e.g. the Ss to draw the item on the board.
I sometimes walk the dog. My brother often makes pasta.
Check that Ss use the Present simple in their sentences.
Try to ensure that each S says at least one sentence.
7 Write
• Read aloud the instructions and the example sentence.
Elicit two or three more sentences from the Ss.
5 Write • Tell Ss to refer to the new words in Exercise 3 and the
• Advise Ss to read through each question and answer dialogue in Exercise 1 to help them as they are writing
before they start completing the sentences. Do the first their own sentences. Ask Ss to write 6–8 sentences.
exchange with the class. Monitor and help Ss to correct any errors in their writing.
• Ss work individually, completing the exercise. They can • In small groups, Ss can read each other’s sentences.
compare answers in pairs before checking answers as a
class.
• If you wish, Ss then work in pairs, reading aloud the 1
questions and answers. Monitor and correct any serious 8 09 RAP The Homework Rap
pronunciation errors. • Ss turn to page 92. Play the first recording for Ss to listen
and read.
• Check that Ss understand the vocabulary. Ask: What’s he
Answers trying to do? (write a story for English homework), Is it
1 A: What are you making? B: I’m making a chocolate easy? (No, it’s hard), What’s his sister doing? (listening
cake. I often make a cake at the weekend. to heavy metal), What are his brother and dad doing?
2 A: Kate’s sitting at her desk. She’s writing a project. (playing games), Is it quiet in the house? (No, it’s noisy),
She always does her homework in her bedroom. Can he write the story?(No, he can’t), How’s he feeling?
3 A: What do your brothers do at the weekend? (He’s going mad).
B: They usually play computer games. They’re playing • Play the recording again, several times if necessary, for
a game called Blockbuster now. Ss to listen and complete. Check answers by asking
individuals to say the lines and write the missing words
1 on the board. Students then listen and join in the rap.
6 08 Game
Answers
• Prepare Ss for the language in the game. Revise on and
under by putting a book on/under a chair or desk and 1 sitting 2 trying 3 listening 4 playing 5 playing
asking Ss: Where’s the book? If necessary, draw sketches 6 sitting 7 trying
on the board to revise vocabulary (dog, cat, bird, tree).
• Play the recording several times, pausing it appropriately • Play the second recording for Ss to say the rap on their
for Ss to draw the picture in their notebooks. own with the backing track.
• Ss compare their picture with a friend’s. Point out that
the people, tree and animals can be in different positions Further practice
in the picture. • Individual Ss mime actions from the lesson for the class
• Ask two or three Ss to draw their picture on the board. to guess what they are doing. Elicit suitable actions
Play the recording again for the class to check the to mime (e.g. writing an email, riding a bike, walking
pictures on the board. a dog, cooking dinner, listening to music). Give an
example yourself then ask for volunteers.
21
Answers
Background information 2 cycling 3 skateboarding 4 rollerblading
• Rugby is played by two teams of either 13 or 5 swimming 6 tennis
15 players with an oval ball which can be handled. Sports not in the pictures football volleyball
basketball motor racing rugby
Getting started
1
• Elicit sports words that your Ss already know in English 4 12 Listen and read
by showing pictures/drawings and asking: What’s he/
she doing? (He/She’s playing football/swimming.) • Ask Ss to look at and talk about the photo – Who can
Alternatively, give Ss one minute to work in small you see? Where are they?
groups, writing down all the sports words they know in • Play the recording several times for Ss to listen and read.
English. The groups then feed back to the class. Check Ask Ss: Who is the girl? (Tessa/Adam’s sister).
Ss’ pronunciation and spelling. • Divide the class into three groups, to be Adam, Ben and
Tessa. Play the recording again, this time leaving a pause
after each speaker’s section, for the groups to listen and
1 repeat their lines and then change roles.
1 10 Read
• Ask Ss to look at and talk about the photos: Who can Everyday phrases
you see? (Alice and Ben), What’s Alice/Ben doing?
(playing football/rugby). • Ask Ss to read and repeat the phrases after you several
• Play the recording several times for Ss to listen and read. times.
• Play the recording again, this time pausing at the end of • Ask Ss to find each phrase in the dialogue. Ask Ss what
each sentence, for the whole class to listen and repeat. they say in their L1 for each phrase.
Then play it for individuals to repeat. Try to ensure that
each S says a sentence. Look and learn
• Read aloud the question (Which sports do you like?) and
2 Check ask individual Ss to read aloud the answers. Check that
• Read out the instruction and check that Ss understand Ss understand the meaning of like, love, hate and prefer.
what to do. Look at the example item with the class. Draw Ss’ attention to the -ing form used after these
• Students work individually, referring to the texts and verbs. (If Ss ask, point out that we can also use a noun,
marking the sentences right, wrong or don’t know. Ss e.g. I hate tennis.)
can compare answers in pairs before checking answers • Elicit similar sentences from individual Ss about the
as a class. sports they love/like/hate and prefer.
• When checking answers, ask Ss to correct the wrong • Ask the class to repeat the Yes/No questions and answers
sentence. after you.
• Ask individual Ss: Do you like (cycling/swimming/
Answers watching tennis/playing tennis)? to elicit Yes, I do./No, I
don’t.
2 DK 3 Right 4 Wrong (She goes swimming every
weekend.)
22
Teacher’s Notes
about two or three other sports. • Ss work individually, writing the questions and answers.
• Ss then work in closed pairs, taking turns to ask and Tell Ss to answer in complete sentences. Monitor and
answer questions. Monitor and help Ss correct any errors. point out any errors to be corrected.
• Check Ss’ answers by asking individuals to read aloud
1
the questions and answers. Explain that there may be
7 13 Listen more than one way of answering some of the questions,
e.g. What’s your favourite sport? My favourite sport
• Give Ss time to read the headings in the chart before you is rollerblading./I’m mad about rollerblading./I love
play the recording. Play the recording several times for rollerblading.
Ss to listen and complete the chart.
• Check students’ answers. Ask individuals to make Answers
sentences, e.g. The girl loves/likes swimming and playing
volleyball. Where are you from? I’m from New York.
What’s your favourite sport? My favourite sport is
Audio script rollerblading.
How often do you fall? I don’t fall very often.
Jackie: Excuse me. When do you rollerblade? I rollerblade every day after
Girl: Yes? school.
Jackie: I’m doing a survey on sports. Can I ask you a Where do you rollerblade? I rollerblade in the park.
few questions? Who are you teaching to rollerblade? I’m teaching my
Girl: Yes, OK. brother Sam.
Jackie: What sports do you like?
Girl: Er … I love swimming … and I like playing
volleyball, too. 1
Jackie: Swimming and volleyball. OK. And what 9 14 RAP The Skateboard Sammy
sports don’t you like? Rap
Girl: I don’t like gymnastics. It’s boring. And I hate
tennis. • Ss turn to page 92. Play the first recording for Ss to listen
Jackie: Really? You hate tennis? and read. Explain or encourage Ss to guess the meaning
Girl: Yes, I can’t play it at all. of any new expressions, e.g. twists and turns, wear cool
Jackie: OK. Thank you. gear (wear fashionable, up-to-date clothes).
Jackie: Excuse me? What are your favourite sports? • Play the recording again, several times if necessary, for
Boy: Skateboarding. I love it. Ss to listen and complete. After checking Ss’ answers,
Jackie: Do you like football? play the rap for them to join in.
Boy: No, I don’t.
Jackie: What about rugby? Answers
Boy: No, I hate rugby. I only like skateboarding. 1 loves 2 skateboarding 3 likes 4 doing 5 loves
Sorry. I must go now. I’m in a hurry. 6 skateboarding 7 likes 8 wearing 9 loves
10 skateboarding
Answers
• Play the second recording for Ss to say the rap on their
Girl loves/likes swimming, playing volleyball; doesn’t own with the backing track.
like gymnastics; hates tennis
Boy loves skateboarding; doesn’t like football; hates
rugby
23
24
Teacher’s Notes
Tell Ss all the words are connected with sport. Ss work
football. in pairs or small groups, completing the words with the
(team is) Liverpool. (He likes) swimming (and) playing missing vowels (A, E, I, O, U).
cricket • Check Ss’ answers by asking individuals to complete the
words on the board and say them.
• After checking answers, ask Ss to listen again for
the answers to these questions: Where does Tom play Answers
football? (at school), Is he a good footballer? (No,
1 game 2 match 3 team 4 baseball 5 helmet 6 player
he isn’t), Where does he live? (Liverpool). Play the
7 season 8 rugby
recording again for Ss to listen and answer.
4 Speak Write
• Read through the instructions and prompts with the class. • Tell Ss in advance to bring some photographs/pictures to
Give Ss time to refer to the texts in Exercise 1 for useful illustrate their favourite sport.
words, expressions and sentence patterns. • Read aloud the instructions and the example sentences.
• Elicit example sentences for each point in Exercise 4 Check that Ss understand what to do.
and, if you wish, write prompts on the board to help Ss, • Tell Ss to write their sentences in their notebooks first so
e.g. that they can check them before they write a fair copy.
I’m … I come from … Go round and check Ss’ sentences, pointing out any
I like/I’m mad about (playing) … errors to be corrected.
I don’t like/hate (playing) … • Ss then write their sentences and put their pictures on
I love watching … large sheets of paper with the title ‘My favourite sport’.
The popular sports in my country are … • In groups of three or four, Ss show each other their
My favourite team/player is … projects. If you have space, Ss can make a classroom
• Give Ss time to work individually, thinking about and display of their projects.
planning what to say. Tell them they can make notes if
they wish, but not to write out full sentences.
• In turn, each S introduces him/herself to the class. Tell Ss
to introduce themselves without looking at their notes, if
they can.
Project Portfolio
Writing tip: Words with difficult spelling
• Read aloud the Writing tip. Check that Ss have got
appropriate dictionaries to use in their English lessons.
• Ss work individually, checking the spelling of the words
and correcting them if they are wrong. Individuals then
write the correct words on the board.
Answers
communication motor racing skateboarding
technology
25
Answers
2 Complete the conversation with 2 gymnastics 3 cycling 4 rollerblading 5 tennis
the correct form of the verbs in 6 skateboarding 7 football 8 rugby 9 basketball
brackets.
• Ask Ss to look at and talk about the picture. If necessary,
ask questions, e.g. Which room is the boy in? What’s he 5 Underline the correct answer.
doing? • Advise Ss to read through the text quickly before they
• Give Ss time to read through the conversation silently start underlining the correct answers.
for general understanding. • Check Ss’ answers by asking individuals to read aloud
• Ask two Ss to read aloud the first question and answer. the sentences.
Elicit the second answer from the class. Ss then work
individually, completing the conversation. Answers
• Check Ss’ answers by asking individuals to read aloud
2 staying 3 I always meet 4 shopping 5 buying 6 do
the sentences.
7 doing 8 watches 9 watching 10 listening
11 watching
Answers
2 ’s doing 3 does 4 listens 5 watches 6 are you doing
7 ’m doing 8 Are you listening 9 listen 10 do 6 Rewrite the lines of this email in
the correct order.
Further practice • If this is the first time Ss have done this type of exercise,
• Ss work in groups of three, practising reading aloud the you may wish to do it as a whole class. Give Ss time to
conversation and changing roles. Monitor and correct read through the text.
any serious pronunciation errors. • Read out sentence 1. Elicit sentence 2 from the Ss. Point
out that there are two ‘clues’ in the sentences in the
exercise, i.e. the first word in the correct sentence starts
3 Match the verbs on the left with with a capital letter and the last word has a full stop
the words on the right to find after it.
everyday activities. • Ss work as a class or in pairs, rewriting the remaining
lines of the email.
• Look at the example answer with the class. Give Ss time • Individual Ss then read aloud the complete text with the
to read through all the words. sentences in the correct order.
26
Teacher’s Notes
repeat, chorally and individually. If necessary, isolate the
two short vowel sounds for Ss to repeat after you. Ss can She’s reading about her favourite pop singers.
say the rhyme in a chain drill round the class, each S in 4 Ben is sitting on the sofa in the sitting room. He’s
turn saying a line. watching a football match on TV. It’s between
Chelsea and Arsenal. Chelsea is Ben’s favourite
b) Listen again and underline the /e/ sounds in red football team.
and the /I/ sounds in green. 5 Luke is sitting next to Ben on the sofa. He’s talking
• Play the recording several times if necessary for Ss to on his mobile phone. He talks on his mobile a lot!
listen and underline the sounds. 6 Mrs Bell is in the small bedroom upstairs. She’s
• Check Ss’ answers by asking them to list all the words working on her computer. She often works at home.
containing each sound.
Answers
Answers
2b 3c 4e 5f 6a
/e / best friend Denny gets ten twelve then Then
/I / wicked magician sits in his kitchen tricks big
his dinner six Further practice
• Write on the board:
Sarah Katie Mrs Bell Ben Luke
1
• Play the recording for Ss to match the people in the
8 18 Chat room picture with the names on the board.
Complete the conversation. • Check answers by asking Ss to make sentences, e.g.
• Read out Evie’s questions to the class. Point out that Sarah is in her bedroom. She’s listening to music and
there is more than one ‘right’ answer for questions such she’s dancing.
as What do you like doing in the evening?
• Give Ss time to think of their replies to the questions,
then elicit example answers to each question.
What can you do?
• Read aloud each sentence, starting it with I can. Check
Listen and practise with Evie. that Ss remember the meaning of I can expressing ability.
• Play the recording for several individual Ss to practise Explain (in L1) that this section describes what Ss have
with Evie. learnt to do in English in Lessons 1–5.
• Then play the recording for the class to listen and • For each I can sentence, elicit questions and answers
practise with Evie. Tell Ss to say their responses very from the Ss and build up a short dialogue on the board
quietly. Explain (in L1) that this exercise is a ‘rehearsal’ for Ss to practise in open pairs, e.g.
before Ss work in pairs in the next stage. A: Hello. I’m (name). What’s your name?
B: …
Then practise with a friend. A: How old are you?
• Play the recording for the class to listen and repeat Evie’s B: …
part of the conversation. A: Where do you live?
• Ss practise the conversation, first in open pairs and B: …
then in closed pairs. Tell Ss to take turns to be Evie and • Encourage Ss to say how confident they feel about doing
themselves. If you have an odd number of Ss in the class, each of the things in the I can sentences. Ss then work
ask a group of three Ss to work together. Monitor the individually, ticking the boxes for the language they feel
activity but try not to interrupt Ss’ fluency. Make a note they can use confidently. If most of the Ss feel they need
of any general language problems to go over with the more practice in using a specific language area, look at
class afterwards. this again with the class and give extra practice.
• Some of the pairs can act out their conversations for the
class to hear.
27
Vocabulary Answers
School subjects (Memory check) 1 Right 2 Right 3 Wrong (it’s in Ben’s backpack)
Possessions
Everyday phrases: What’s the matter? This drink is
disgusting! Have a look [inside]. Excuse me, … No
problem. Come on. Here’s [our bus]. Everyday phrases
• Ask Ss to read and repeat the phrases after you.
• Ask Ss to find each phrase in the dialogue and to suggest
what they say in their L1 for it.
Background information
• Embankment Station: London underground (tube)
station, near the River Thames and Charing Cross 1
train station. Outside Embankment Station, there 3 21 Memory check: School subjects
are stalls selling flowers, fruit and newspapers. The a) Complete the names of the school subjects.
newspaper stall in the photograph is advertising • Look at the example with the class.
the Evening Standard, a London local daily paper • Ss complete the exercise, working individually or in
which publishes four editions each day from pairs.
Monday to Friday. • Check Ss’ answers by asking individuals to spell or write
• Pop Idol: (mentioned in Exercise 7 audio script) a the words on the board. Remind Ss that we usually write
very popular TV talent contest for pop singers in school subjects with a capital letter at the beginning.
which viewers vote for their favourite contestant. • Play the recording for Ss to listen to the pronunciation
of the words, paying particular attention to the word
Getting started stress in polysyllabic words. Then play the recording two
or three times for Ss to listen and repeat chorally and
• Revise some of the vocabulary for this lesson. Elicit individually.
the names of everyday and classroom objects, e.g. • Ss can then say the words in a chain drill round the class,
calculator, purse, wallet, diary, comb, keys, glasses, each S saying one word.
sweets.
• Elicit some of the colours that come in the Rap in this Answers
lesson: green, blue, orange, brown, red, gold, silver,
black, yellow, grey, white, red. 2 Science 3 Music 4 French 5 Geography 6 Maths
7 History 8 Physical education 9 English
10 Information and Communication Technology (ICT)
1
1 20 Listen and read
• Ask Ss to say who and what they can see in the picture. b) What other school subjects do you know?
Use the picture to introduce new words, e.g. scarf, • Ask the class to think of their own school timetable and
backpack. say which subjects were not in Part a) of this exercise.
• Play the recording several times for Ss to listen and read. Elicit the English names for the subjects and teach
• Ask general comprehension questions, e.g. Does Ben new words, if necessary. (Other school subjects may
like his drink? (No), Is the bag Ben’s? (No, it’s the include: Biology, Physics, Chemistry, Food Technology,
woman’s bag), Is the backpack Ben’s or Alice’s? Religious Education, Expressive Arts, Citizenship,
(It’s Ben’s). German, Spanish.)
• Divide the class into three groups to be Ben, Alice and
the Woman. Play the recording again, this time leaving Look and learn
a pause after each speaker’s section, for the groups
to listen and repeat their lines and then change roles. • Give Ss time to read the sentences silently. Ss then
Encourage Ss to copy the stress and intonation patterns repeat the sentences after you. Point out the use of the
of the speakers. apostrophe in Ben’s.
28
Teacher’s Notes
in the pictures. Ss can compare answers in pairs before Mrs Hunt: Is it Mr and Mrs Baker’s? They’ve got a big
checking answers as a class. green car.
Rosie: No, it isn’t theirs. It’s a small red car.
Answers Mrs Hunt: Oh. Whose is that?
2 gloves 3 lunch box 4 purse 5 glasses 6 comb Rosie: It’s OK. There’s a man with a key. It’s his.
7 wallet 8 hairbrush 9 folders 10 file 11 keys Great. Now please can I watch Pop Idol?
12 laptop
Things not in the pictures backpack diary sweets Answer
calculator
The small red car.
5 Act 8 Write
a) Ask and answer who the objects belong to. • Ask one of the Ss to read aloud the example sentence.
• Ask two Ss to read aloud the example questions and Point out the use of I’ve got … Elicit three or four
answers. Point out the use of are they with plural nouns. sentences from Ss saying what they have got in their
• Give Ss time to look at and match the objects and people pockets or school bag.
in Exercise 4. • Ss work individually, writing five or six sentences about
• In open pairs, Ss ask and answer questions about all what’s in their pockets or school bag. Monitor their
the objects in Exercise 4. Ss can answer I don’t know. writing, helping with vocabulary and pointing out any
They’re/It’s not (Ben’s), if they wish. Encourage the class errors to be corrected.
to cooperate and help each other correct any mistakes in • In pairs or small groups, Ss read each other’s texts.
the questions and answers.
• Ss then work in closed pairs, taking turns to point to
the pictures in Exercise 4 in random order and ask and 1
answer questions. Monitor and help Ss correct any errors. 9 24 RAP The Possessions Rap
• Ss turn to page 92. Play the first recording for Ss to
b) Check who the things belong to. listen and read. Check that Ss understand the colour
• Ask two Ss to read aloud the example questions and vocabulary.
answers. Elicit suggestions to complete the last answer • Play the recording again, several times if necessary, for
by saying who the glasses belong to, e.g. Ss to listen and complete. After checking Ss’ answers,
A: Are they Alice’s? B: No, they’re not hers. They’re play the recording for them to listen and join in.
Adam’s.
• Ss work in closed pairs, taking turns to point to the Answers
pictures and ask and answer questions. Monitor and help
Ss correct any errors. 1 Yours 2 His 3 His 4 Mine 5 Theirs 6 Ours 7 His
8 Hers 9 Mine
6 Write • Play the second recording for Ss to say the rap on their
• Read aloud the instructions and the example sentence. If own with the backing track. If you wish, divide the class
you wish, do the second sentence with the class. into four groups to say one section each.
• Ss complete the exercise working individually. They can
compare answers in pairs before checking answers as a
class.
• After checking Ss’ answers, ask three Ss to read aloud
the complete dialogue, taking the parts of Evie, Alice and
the Boy.
29
Teacher’s Notes
bread rice salt pasta • Elicit the first answer from the Ss.
• Ss work individually or in pairs, looking at the pictures
and completing the text.
1
5 27 Game • Check answers by asking individuals to read aloud the
sentences and spell the missing words.
• Read out the instruction and check that Ss understand
what to do. Give them one or two examples before you Answers
play the recording, e.g.
1 Tomatoes are meat (F). 2 Biscuits are sweet (T). 1 mushrooms 2 cheese 3 tomatoes 4 ice cream
• Ss copy the card into their notebooks. 5 strawberries
• Play the recording once for Ss to listen and write ‘T’ or
‘F’ in the squares next to the numbers on their card.
• Play the recording again, pausing after each item to b) Write your own recipe for your Portfolio
check Ss’ answers. favourite pizza.
• Ask Ss to look at Holly’s recipe. Point out the use of You
Audio script need …
• Ss work individually, writing their own recipe. Monitor
1 Beans are vegetables. 2 You can drink butter.
and help with vocabulary and spelling where necessary.
3 Bananas are yellow. 4 You can eat coffee. 5 Eggs
• In groups or as a whole class, Ss read aloud their recipes.
are fruit. 6 You can have jam on bread. 7 Strawberries
If you wish, the class can vote for the most delicious or
are meat. 8 Cheese and cream are dairy foods.
most unusual (or most disgusting!) pizza.
Answers
1
1T 2F 3T 4F 5F 6T 7F 8T 8 28 RAP The Food and Drink Rap
• Ss turn to page 93. Play the first recording for Ss to listen
Look and learn and read. Check that Ss understand the vocabulary. Point
out the use of some in the polite question Would you like
• Ask Ss to look back at the first Look and learn box on some … used when offering something to eat or drink.
this page and find the phrases using some. Check that Ss • Play the recording again, several times if necessary, for
understand that we use some in positive statements. Ss to listen and complete.
• Ss then read the sentences containing some and any in • Check answers by asking individuals to say the lines and
the second Look and learn box and repeat them after write the missing words on the board.
you. Point out that we use some in positive sentences and
any in questions and negative sentences. (In the Rap in Answers
Exercise 8, Ss use some in the polite question form when
offering food and drink, i.e. Would you like some … ? 1 milk 2 biscuits 3 jam 4 bread 5 tea 6 milk
You may wish to mention this to Ss here or leave it until 7 biscuits 8 jam 9 bread 10 cheese 11 tea 12 rice
Ss come to the Rap.) 13 chicken 14 steak 15 cake 16 rice 17 chicken
• If you wish, ask Ss to look back at the conversation in 18 cake
Exercise 1 and find and read out sentences containing
some or any. • Students then listen and join in. Divide the class into two
groups. One group asks the questions and the other group
replies.
• Play the second recording for Ss to say the rap on their
own with the backing track.
31
Answers
Background information 2f 3a 4e 5d 6b
• Westcliff-on-Sea /Æwestkl�f Ån "si…/: population just
over 37,800. A seaside town in Essex in the south-
east of England. Westcliff-on-Sea is situated on the Everyday phrases
northern side of the mouth of the Thames Estuary
and about 54.7km east of London. • Ask Ss to read the phrases and find them in the letter.
• limerick / "l�mər�k/: a humorous five-line rhyming Ask Ss what they say in their L1 for each of the phrases.
poem with a regular rhythm and, ideally, with a
surprising last line. 1
3 30 Memory check: In town
Getting started • Read aloud the instruction and look at the example item
with the class. If you wish, elicit the second answer
• Revise the use of countable and uncountable nouns with from the class before Ss complete the exercise, working
some and any. Ask Ss to look back at the pictures of individually or in pairs.
food on page 16. Write on the board: • Check Ss’ answers by asking individuals to write the
Is/Are there any … ? words on the board.
Yes, there is/are some … and there is/are also some … • Play the recording for Ss to listen and repeat the words.
No, there isn’t/aren’t any … but there is/are some …
• Ask and answer questions (T–S and then S–S) about Answers
jam, carrots, tea, eggs, steak, pasta, strawberries,
cheese, etc. 2 book shop 3 supermarket 4 swimming pool 5 pet
shop 6 car park 7 bus stop 8 café 9 computer shop
10 station
1
1 29 Read
• Ask Ss to look at the pictures and captions on page 18 1
and give their impressions of the house (big? modern?) 4 31 New words: In town
and the places (busy? nice?). Ask Ss if there is a pool • Play the recording several times for Ss to listen and
and fitness centre in their town or area. (If there is, do repeat the words, chorally and individually. Check that
they go to it? What do they do there?) Ss understand the meaning of the words by asking them
• Play the recording several times for Ss to listen and read. to translate them into their L1.
• Check that Ss understand the relationship between
the people. Ask: Who are the woman and man in the
photos? (Ben and Alice’s grandparents), Where do they
Look and learn
live? (In Westcliff-on-Sea in Essex), Who are the children • Ss read and repeat the sentences after you. Point out the
in the photos? (Sam and Polly/Ben and Alice’s cousins). use of a lot of (with countable and uncountable nouns) in
Draw Ss’ attention to the layout of the address and date positive statements and the use of many (with countable
in the top right-hand corner of the letter. If you have nouns) and much (with uncountable nouns) in questions
a large map of the UK, display it for Ss to see where and negative sentences.
Westcliff-on-Sea is. • Ask Ss to look back at Granny’s letter and find and read
aloud sentences containing a lot of, much or many.
• Also draw attention to the use of there is and is there?
with uncountable nouns.
32
Teacher’s Notes
There are a lot of supermarkets but there aren’t many
book shops. supermarket. I know there aren’t many music
There are a lot of sports centres but there aren’t many shops and there’s only one computer shop but
parks. I don’t mind. The cinema is big and modern.
There’s a good sports centre and a really nice
swimming pool. There’s lots to do here.
Further practice
• To give further practice and also prepare for Exercise 7, Answer
ask Ss to look at the chart and make similar sentences
Tasha’s town
about their own town or a place they know well.
Encourage Ss to use other words from Exercises 3
and 4 as well as words in the chart, e.g. In (name of
town), there are a lot of (cafés) but there aren’t many 9 Write Portfolio
(restaurants).
• Read out the instruction. Look back at Granny’s letter
with the class. Point out that Ss are writing an email,
6 Write not a letter, so they don’t need to write their address.
• Look at the example sentence with the class. Ss complete Remind Ss to use much, many and a lot of in their email.
the exercise working individually. Elicit two or three example sentences about the Ss’ own
• Check Ss’ answers by asking individuals to read aloud town(s).
the sentences. • Monitor Ss’ writing, helping with vocabulary where
• After checking answers, Ss can practise reading aloud necessary and pointing out any errors to be corrected.
the dialogue in closed pairs. Monitor and correct any • In pairs or small groups, Ss read each other’s emails.
serious pronunciation errors.
1
Answers 10 33 Listen
2 a lot of 3 many 4 many 5 much 6 much 7 a lot of • Use the picture to introduce the phrase traffic jam.
8 much 9 much • Play the recording for Ss to listen and complete the
limerick. Check that Ss understand that ‘L.A.’ means
‘Los Angeles’.
7 Act • Play the recording again, several times if necessary, for
• Tell Ss that Student A is the British friend. Ss to listen and join in. Ss may like to ‘beat’ time gently
• Ask two students to read aloud the example question and with their hand as they say the limerick.
answers.
• Give Ss time to think about the places in their town or Audio script
area and, if they wish, make a note of the things they Melissa, a girl from L.A.,
want to ask about. Encourage Ss to use words from Wants to go shopping today.
Exercises 3 and 4. She gets in her car,
• Ss work in pairs, taking turns to ask and answer But doesn’t go far,
questions. Monitor and point out any errors for the pairs There’s a big traffic jam in her way.
to correct.
• Some of the pairs ask and answer two or three of their
Answers
questions for the class to hear.
1 shopping 2 car 3 big
33
Answers
Getting started Joe apples nuts vegetables bananas brown bread
• Give Ss half a minute to work in pairs or small groups, yoghurt fruit juice fish
saying all the food words they can remember. Katie cola sugar tea white bread honey chips ice
• Ss then take turns to tell the class the words they have cream hamburgers chocolate biscuits jam peas
thought of and see how many different ‘food’ words they potatoes
know in English.
1
b) Read what Dr Fox says and complete the table.
1 34 Read • Read through the table and example entries with the Ss.
• Ss work individually, reading what Dr Fox says and
• Read aloud the title of the lesson (Is fast food bad for completing the table. They can compare answers in pairs
you?). Elicit examples of ‘fast food’ from the class. If before checking answers as a class.
appropriate, introduce some of the new words used in • Draw the outline table and headings on the board. Check
this lesson. Ask Ss what the most popular ‘fast food’ is. Ss’ answers by asking individuals to complete the table
• Ask Ss to look at the photos and identify the food in the on the board. The rest of class see if they agree.
photos.
• Play the recording of the text about Joe for Ss to listen Answers
and read. Ask Ss to find out what Joe eats at four
o’clock (a banana) and what his favourite meal is (fish Carbohydrates bread pasta rice
and vegetables). Play the recording again if necessary. Vitamins and minerals vegetables (Why?) Keeps you
Encourage Ss to use the context and their own general healthy
knowledge to guess the meaning of new words. Protein fish eggs (Why?) Makes you strong
• Then play the recording of the text about Katie for Ss Fat cheese (Why?) Makes your teeth strong
to listen and read. Ask them to find out what she drinks
34
Teacher’s Notes
vinegar U
Luke: Yes, great. Mum, I’m thirsty. Is there any orange
juice?
Mum: Yes, there is. It’s in the fridge.
Further practice
Luke: Great. And can I have some ice cream?
Mum: All right. • Write five or six more words on the board, e.g.
Jed: Hi, Mum. 1 bread 2 honey 3 yoghurt 4 hamburger 5 pea 6 fruit
Mum: Oh, hello, Jed. Luke is having some ice cream. 7 pasta
Do you want some ice cream too? Ask Ss to work individually, looking up these words
Jed: Cool. Yes, please. And a glass of milk. in their dictionary to check if they are countable or
Mum: Here you are. uncountable.
Jed: Thanks. And can I have some chocolate biscuits?
I’m really hungry. Answers
Mum: OK, Jed. But you must have an apple, too. 1U 2U 3U 4C 5C 6U 7U
Jed: Oh, Mum! Apples are boring.
Mum: No, they aren’t! • Ss work in pairs, writing six sentences containing some
Jed: Oh, OK. Ugh! This apple is sour! of the words from the Study tip and the words on the
Mum: Come on! Eat it! You need your vitamins. board. Monitor and point out any errors for the pairs of
Ss to correct.
Answers
Luke eat – ice cream Project Portfolio
Jed drink – a glass of milk eat – ice cream chocolate The food I eat
biscuits apple (✓)
a) Make three lists. In list (1) write the things you
eat a lot of, in list (2) write the things you don’t
eat much of and in list (3) write the things you
4 Speak don’t eat any of.
a) Write a list of what you usually have for • Read through the instructions and the example lists with
breakfast, lunch and dinner. the Ss.
• Give Ss time to think about their answers and ask you for • Ss work individually, writing their three lists. Monitor
any new vocabulary they need. and help with any new vocabulary, if necessary.
• Ss work individually, writing their lists. Monitor the
activity. Help Ss with spelling of any new words and b) Say if you think you have a healthy diet or not
encourage them to use their dictionaries to check and why.
spelling. • Ask one of the Ss to read aloud the example sentences.
Draw Ss’ attention to the use of many, much and a lot of
b) Talk to your partner about his/her meals. in the sentences.
• In open pairs, Ss ask and answer questions about their • Build up, with the Ss, another example text on the board
breakfast, lunch and dinner. for a person who has a healthy diet, e.g. ‘I think I have a
• Ss then work in closed pairs, taking turns to ask and healthy diet. I eat a lot of … I don’t eat much/many …’
answer questions about their meals. Tell Ss to remember • Ss work individually, writing their own texts and saying
their partner’s answers so that they can report back to the if they have a healthy diet or not and why. Monitor and
class. help Ss correct any errors.
• Ss then work in pairs or small groups, taking turns to
Further practice read out their texts.
• In turn, Ss tell the class about their partner’s meals.
• Encourage the class to say which sort of meals are very
healthy and which are not very healthy.
35
Answers
2 purse 3 diary 4 gloves 5 laptop 6 glasses
7 backpack 8 hairbrush 9 calculator
36
Teacher’s Notes
9 Puzzle: Where are they?
Further practice • Look at the example item with the class. Do the second
• After checking answers, Ss work in pairs, reading item with the class.
aloud the conversation. Monitor and correct any serious • Ss work individually, reading the sentences and writing
pronunciation errors. down the places. Ss can compare answers in pairs before
checking answers as a class.
6 Complete the sentences with much, Answers
many or a lot of.
2 newsagent’s (introduced in New Sky Students’ Book
• Check Ss’ answers by asking individuals to read aloud 1) 3 computer shop 4 post office 5 sports centre
the sentences. 6 music shop 7 cinema 8 café 9 bakery 10 restaurant
Answers
2 much 3 many 4 many 5 a lot of 6 much Further practice
• Ask Ss to use some of the words in sentences describing
their town or area, e.g. There aren’t many cinemas in
1 (name of town). There’s a new Italian restaurant in
7 36 Sounds fun /œ/ and /ø/ (name of town).
a) Listen and repeat.
• Ss look at the picture and guess what’s in the girl’s lunch What can you do?
box.
• Play the recording once for Ss to read and listen. Then • For each I can sentence, elicit questions and answers
play the recording several times for Ss to listen and from the Ss and build up short dialogues. Write prompts
repeat. If necessary, isolate the two short vowel sounds on the board for Ss to make dialogues in open pairs, e.g.
for Ss to repeat after you. If you wish, Ss can say the 1 A: Is this your (bag)? Whose (bag) is this?
sentences in a chain drill round the class, each S in turn B: …
saying a sentence. 2 A: What have you got in your bag/lunch box? Have
you got any (biscuits)?
b) Listen again and underline the /œ/ sounds in red B: …
and the /ø / sounds in green. 3 A: Tell me about this town. Are there many (parks)
• Play the recording, several times if necessary, for Ss to here?
listen and underline the sounds. B: …
• Check Ss’ answers by asking them to list all the words • Ss then work in closed pairs, taking turns to ask and
containing each sound. answer questions, using the prompts on the board.
• Encourage Ss to say how confident they feel about doing
Answers each of the things in the I can sentences. Ss then work
individually, ticking the boxes for the language they feel
/œ/ Ann jam sandwiches backpack they can use confidently. If most of the Ss feel they need
/ø/ lunch (box) hundred honey buns more practice in using a specific language area, look at
this again with the class and give extra practice.
1
8 37 Chat room
Complete the conversation.
• Read aloud Ben’s questions and elicit example answers
from the Ss.
37
38
Teacher’s Notes
the questions about each of the people. Monitor and
point out any errors for Ss to correct. Right or Wrong? /bong!/ Wrong!
The Wright brothers weren’t composers, they were
Example answers inventors.
3 Bob Marley was a Jamaican inventor. Right or
2 William Shakespeare A: Who was he? B: He was Wrong? /bong!/ Wrong!
a writer. 3 Pablo Picasso A: When was he born? Bob Marley wasn’t an inventor, he was a Jamaican
B: He was born in 1881. 4 Frederick Chopin A: What reggae singer.
nationality was he? B: He was Polish. 4 Giuseppe Verdi was an Italian composer.
Right or Wrong? /pling!/ That’s right.
Giuseppe Verdi was a famous Italian composer. He
Look and learn composed many great operas.
• Ask Ss to repeat the sentences in the box after you. Point 5 The Spice Girls were French pop singers.
out that were is used with you, we and they. Right or Wrong? /bong!/ Wrong!
• Ask Ss to compare these sentences with the ones for I, he The Spice Girls weren’t French. They were British.
and she in the first Look and learn box on this page. Can you name two of them?
• Ask Ss to look back at the dialogue in Exercise 1, then 6 Marilyn Monroe was a British film star.
read out sentences about Abba containing were/weren’t. Right or Wrong? /bong!/ Wrong!
Marilyn Monroe wasn’t British. She was an
American film star.
6 Speak What was your score? Was it 6? Listen again tomorrow
a) Match the information to the people. for some more questions in the Right or Wrong Quiz!
• Ss work as a class or in groups of four or five, matching
the people (1–5) with the information (a–e). Emphasise
they are not being tested on their general knowledge – 8 Write Portfolio
this is a fun activity to prepare for Part b) of the exercise. a) Ask one of your parents or grandparents about
their life.
Answers
• If appropriate, set the activity for homework to allow
1c 2e 3a 4b 5d time for Ss to interview a parent or grandparent.
39
Teacher’s Notes
1963. 7 A: stay B: stayed in space for three days. Quiz master: It was in the eighteenth century. In 1783
a sheep, a duck and a chicken travelled in
a hot air balloon. Now, question number
6 Act 3. In which year did the Wright brothers
travel in their first plane?
a) Student A. You are a television reporter. Contestant: That’s difficult. Um, was it in 19 …
Complete the questions with the correct form of the Past 0 … 3?
simple. Then ask the questions to Dennis Tito (Student Quiz master: You are right! It was in 1903. OK, one
B) about his trip. more question, question number 4. Which
year did man first land on the Moon?
b) Student B. You are Dennis Tito. Think about: Contestant: Um, was it 1969?
• where you are from • your trip to space Quiz master: Yes, it was. [Pause] So, David Kilbey …
Answer the reporter’s questions using information in the you got three out of four questions right.
text and your own ideas. Congratulations.
• Read aloud the instructions for Student A and Student Contestant: Wow! Thanks very much.
B and check that Ss understand what to do. Group Ss in
pairs. Allow time for Ss who are ‘Student A’ to complete
the questions and for Ss who are ‘Student B’ to think 8 Write
about their answers. Monitor and check Student As’
questions. • Read aloud the title of the text and ask Ss to look at the
picture and guess what the text is about, using English as
Answers much as possible.
• Advise Ss to read through the text quickly to see if their
2 did 3 did you 4 did you guesses were correct.
• Read out the instruction and the first sentence of the text.
• Ss work in pairs, asking and answering the questions. Ask Ss to complete the text, using the Past simple form
Monitor but do not interrupt Ss’ fluency. Make a note of of the verb in brackets. Ss can compare answers in pairs
any general language problems to go over with the class before checking answers as a class.
afterwards. • Check Ss’ answers by asking individuals to read aloud
• Ss can then change roles in their pairs and act out the the sentences.
dialogue again. Some of the pairs can then act out their
dialogues for the class to hear. Answers
2 were 3 was 4 lasted 5 landed 6 watched 7 walked
1 8 stayed 9 returned 10 landed 11 were
7 46 Listen
a) Listen to a quiz about important events in history 1
and answer the questions. 9 47 Listen
• Ss work in pairs or small groups, reading the questions • Play the recording for Ss to complete the limerick.
and discussing their answers. See Lesson 11 Background • When checking Ss’ answers, also check spelling. Explain
information for facts about Christopher Columbus and or encourage Ss to guess the meaning of any new words,
the Wright brothers. e.g. a fast pace.
• Ss exchange ideas as a class and see how much general • Play the recording again for Ss to join in.
agreement there is about the answers.
Answers
b) Listen again and check your answers.
1 was 2 wanted 3 moon 4 travelled 5 space 6 fast
• Play the recording for Ss to listen and check their 7 returned
answers.
41
Background information
• Greenwich / "gren�tS/ (population about 213,000): Look and learn
one of the 33 London boroughs. It is situated just • Check that Ss remember the regular form of the Past
east of the City and Docklands and south-east of the simple (-ed). Write on the board:
River Thames /Ær�v´ "temz/. London’s new 120-seat yesterday last weekend last year
planetarium /Æplœn´"te´ri´m/ was opened in May walk watch travel stay look at be
2007 in the grounds of the Royal Observatory Ask Ss to make sentences about yesterday, last weekend
/ÆrO�´l ´b"z‰…v´t´ri/. The Royal Observatory has been or last year, using some of the verbs, e.g. Last year I
at the forefront of the astronomical world since the stayed with my cousins in Paris.
seventeenth century. It is famous for being the site • Check that Ss understand the meaning of irregular
of the prime meridian, or 0 degrees longitude. (verbs). Ask Ss to read and repeat the sentences in the
• See SB page 93 for information about the pop box after you.
group Busted. • Write on the board:
Positive: They went to Greenwich.
Elicit the negative sentence (They didn’t go to
Getting started Greenwich), the question and answer (Where did they
• Revise the Past simple form of regular verbs. Give go? They went to Greenwich) and the Yes/No question
Ss forty seconds to look at the text in Exercise 8 and short answers. (Did they go to Greenwich? Yes, they
on page 27. Ss then close their books. Ask them to did/No, they didn’t.)
make sentences about the first voyage to the moon.
If necessary, ask questions, e.g. When was Apollo 11
launched? How many astronauts were in it? How long 1
42
Teacher’s Notes
1 I went shopping with Amy. 2 I bought some jeans.
• Ask Ss to look back at the conversation in Exercise 1 and
3 Then we had a pizza. 4 It was really great! 5 I
answer your questions, using full sentences. Example
came home at 5. 6 Then I stayed at home. 7 I did my
questions: Did Alice like the boat trip? What time did
English homework. 8 Then I watched a film. 9 I went
they get to Greenwich? What did they see in Greenwich?
to bed early.
What did Alice buy on the boat?
43
Answers
2
1 02 Read 1 penicillin /Æpen´"s�l�n/ 2 1940 3 1533 4 the
American Civil War 5 She was the first woman to fly
• Read out the instruction and look at the example answer solo across the Atlantic Ocean 6 James Earl Ray
with the class. (Martin Luther King /ÆmA…t�n lu…T´ "k�N/) /ÆdZe�mz ‰…l "re�/
• Give Ss time to look at the pictures and read the captions
(occupations and dates). Check that Ss understand the
vocabulary of the occupations. Further practice
• Play the recording several times for Ss to listen, read
• Write on the board:
and match the pictures with the descriptions. Tell Ss not
Alexander Fleming was a famous scientist. He was born
to worry about understanding everything but to try to
in 1881 and he died in 1955.
understand enough to match the pictures and texts.
• Ask Ss to make sentences about the occupations of the
• Check Ss’ answers by playing the recording, pausing it
famous people on page 30 and their dates.
after each description for Ss to match the picture.
44
Teacher’s Notes
most of them gave the same or different answers to the
Katie: Are you still living? questions.
Ann: No, I’m not. That’s Question 3.
Sue: So you’re dead.
Ann: OK. Now Sue. Let’s have Question 4. Project Portfolio
Sue: Were you born after 1900? Writing tip: Linkers
Ann: Yes, I was. Back to you, Marc for Question 5.
Marc: Were you a writer? • Read aloud the Writing tip and the example sentences.
Ann: No, I wasn’t. Question 6 for you, Katie. Ask Ss to translate the linkers (and, but) into their L1.
Katie: Did you sing? … Er … Were you a singer? • Ss work individually, completing the sentences with and
Ann: No, I wasn’t a singer. Next question from Sue, or but.
please. It’s Question 7. • Check Ss’ answers by asking individuals to read aloud
Sue: Were you in films? You know, were you a the sentences.
famous film star?
Answers
Ann: No, I wasn’t. Marc, Question 8, please.
Marc: Is your name still very famous? 1 but 2 and 3 but 4 and
Ann: Yes. Everybody knows my name. Back to Sue
for Question 9.
Sue: Mm. I think I know. You weren’t a queen. Were Write
you a princess? An English princess?
• Ss need access to the internet to find information and a
Ann: Yes, I was. Just in time, Sue. Back to Katie for
picture of their chosen person. Tell Ss to choose a person
Question 10.
who is dead so that they practise writing Past simple
Katie: Were you …
sentences.
/Bleep/
• Read through the example text about Florence
Ann: And now listeners, do you know who the person
Nightingale /ÆflÅr´ns "na�t�Nge�l/ with the class. Draw Ss’
is? That’s right. She was an English princess.
attention to the heading (giving the name of the person
Her name was Princess Diana /Æpr�nses da�"œn´/.
and their dates) and the ordering of the information in
She died in 1997.
the text. Point out the use of the linker and in one of the
sentences and the use of the linker when in three of the
• Ask Ss to listen again and remember some of the sentences.
questions the children ask. Point out that all the questions • Tell Ss to write their sentences in their notebooks first
can be answered by Yes or No. (There are no Wh so that they can check them with you before they write a
questions.) fair copy. Go round and check Ss’ sentences, pointing out
• Play the recording several times for Ss to listen and then any errors to be corrected.
say the questions they remember. • Ss then write out their sentences and attach their picture.
• In groups of three or four, Ss show each other their
Further practice
projects. If you have space, Ss can make a classroom
• Give Ss practice in forming Past simple questions. Ss display of their projects.
choose two or three of the famous people from page 30
and make Yes/No questions about them. For example,
(Amelia Earhart) Were you born in 1896/American? Did
you like flying? Did you fly across the Atlantic Ocean in
1932? Did you die at home?
• Ss work in pairs or groups of three, writing four or five
Yes/No questions about one of the people in Exercise 1.
Monitor and check Past simple question forms.
45
Answers
b June c April d January e July f September 5 Complete the crossword with the
g March h February i December j October k May past tense forms of the verbs.
l November • Check that Ss remember the meaning of ‘across’ and
‘down’. Read out the answer for ‘1 across’ and elicit the
• Ss then work individually, numbering the months in the second answer from the class.
correct order. Ask two Ss to write their sequence on the • Ss complete the crossword, working individually or in
board. The rest of the class read and see if they agree pairs.
with the sequence. • Check answers by asking individuals to write the verbs
on the board and say them.
Answers
2 h) 3 g) 4 c) 5 k) 6 b) 7 e) 8 a) 9 f) 10 j) 11 l) Answers
12 i) 2 did 3 walked 4 landed 5 came 6 bought 7 (Across)
stole 7 (Down) stayed 8 went 9 got 10 took 11 found
46
Teacher’s Notes
open pairs.
• Play the recording several times for Ss to listen and • If practical in your classroom, change groupings so Ss
repeat. If necessary, isolate the three verb endings for Ss work with a different partner for this stage of the activity.
to repeat after you. Ss work in pairs, taking turns to ask and answer the
• If time, each S in turn reads aloud the sentence. questions. Monitor the activity but do not interrupt Ss’
fluency. Make a note of any general language difficulties
b) Listen again and underline the /t/ sound in red, to go over afterwards with the whole class.
the /d/ sound in blue and the /�d/ sound in
green.
• Play the recording, several times if necessary, for Ss to 9 Puzzle: Who was he?
listen and underline the sounds. • Read aloud the instruction. Look at the example answer
• Check Ss’ answers by asking them to say the word with the class and check that Ss understand that the
containing each sound. number by the letter (8n) refers to the number ‘8’ on the
guitar. Elicit the second answer from the students and
Answers write it in space number 5.
/t/ walked • Ss work individually or in pairs, finding the missing
/d/ turned letters and completing the mystery name.
/�d/ started • Check Ss’ answers by asking for a volunteer to write the
mystery name on the board.
• After checking the mystery name, ask individuals to read
2 aloud the sentences about John Lennon.
8 05 Chat room
Answers
Complete the conversation.
• Ask one of the Ss to read aloud Alice’s first two Mystery name John Lennon /ÆdZÅn "len´n/
speeches. Point out that Alice’s first question is When’s He was born in Liverpool / "l�v´pu…l/ in 1960. He
your birthday? and her next speech begins We went out wrote hundreds of songs, many with his friend Paul
for a pizza. Encourage Ss to suggest possible sentences McCartney /ÆpO…l m´"kA…tni/. He played the guitar and
for the friend’s first speech, e.g. Oh, I didn’t know it was sang. A man called Mark Chapman /ÆmA…k "tSœpm´n/
your birthday. Happy birthday! Mine’s April the fifteenth. killed him in 1980. He sang in a group called The
What did you do on your birthday? Beatles.
• Work through the conversation with the class,
encouraging Ss to suggest different responses that link
Alice’s previous sentence and her next speech. You may What can you do?
wish to build up an example conversation on the board • For each I can sentence, ask Ss to look at the exercises
with the class, e.g. in this lesson (Lesson 15) to find and read out language
Alice: We went out for a pizza. examples to match the I can sentences, e.g. the jobs in
Friend: Cool! Who did you go with? Exercise 1, the dates in Exercise 3.
Alice: I went with three friends. • Elicit questions and answers from the class to illustrate
Friend: Great! I didn’t go out on Saturday. I was at home each I can sentence. Encourage Ss to work together and
all day. help each other correct any language mistakes in their
Alice: What did you do on Saturday? questions and answers.
Friend: I painted my room in the morning. It’s red and • Ask Ss how confident they feel about doing each of the
black now! It’s brilliant! Then I did my History things in the I can sentences. Ss then work individually,
homework in the afternoon. It took hours! ticking the boxes for the language they feel they can
Alice: I did my History homework on Sunday. What did use confidently. If most of the Ss feel they need more
you do? practice in using a specific language area, look at this
again with the class and give extra practice.
47
48
Teacher’s Notes
adjective from the box.
• Check Ss’ questions before they go on to complete
the answers, using information from the pictures and Answers
adjectives from the box. 1 c) 2 a) 3 a)
• Then ask pairs of Ss to ask and answer the questions.
When checking the answer to number 10, point out that
there are different ways of saying 1 metre 50 (one metre
fifty/one point five metres/one and a half metres). 7 Write
• Elicit examples of mountains, rivers and famous
Answers buildings in the Ss’ country. Give Ss time in class or at
4 It’s … years old 5 long 6 110m long 7 wide home to check the facts they need, e.g. the length of the
8 75m wide 9 tall 10 1.5m (one point five/one and a river, the height of the mountain, the age of the building,
half metres) tall 11 deep 12 1/a metre deep how far it is from the capital of their country. Ask Ss to
find a picture of the mountain, river or building they are
writing about.
2 • Advise Ss to use the sentences in Exercise 6 to help
6 09 Listen them with their own writing. Tell Ss to give the facts
(e.g. length, size) about the river, mountain or building
• As a whole class or in groups of three of four, Ss read
and give their opinion of it, using adjectives such as
through the sentences and answers (a–c) and guess the
awesome, brilliant, great, popular. Monitor Ss’ writing
correct answers.
and help them correct any language errors. Ss write out
• Play the recording twice for Ss to listen and choose the
their corrected sentences and attach their picture.
correct answer.
• In pairs or small groups, Ss can read each other’s texts
• Check answers by asking individuals to read aloud the
and look at the pictures.
complete sentences. Check the pronunciation of the high
numbers.
2
Audio script 8 10 RAP The Questions Rap
Interviewer: Hello. I’m from Radio City. We’re doing a • Ss turn to page 94. Play the first recording for Ss to listen
programme about places to visit in Europe. and read. Check that Ss understand the vocabulary.
Can I ask you a few questions? • Play the recording again, several times if necessary,
Patricia: Yes, of course. for Ss to listen and complete. After checking answers,
Interviewer: Thank you. Your name … ? students listen and join in.
Patricia: Patricia.
Interviewer: And where are you from, Patricia? Answers
Patricia: I’m from Warsaw / "wO…sO…/ in Poland. 1 fast 2 high 3 many 4 tall 5 wide 6 deep 7 tall
Interviewer: Tell me about Poland. Is it a beautiful 8 far
country?
Patricia: Yes, parts of it are very beautiful. It’s got
mountains and rivers and lakes. • Play the second recording for Ss to say the rap on their
Interviewer: Are there any high mountains in Poland? own with the backing track.
Patricia: Yes, the Tatra Mountains /Ætœtr´ "maUnt´nz/.
Interviewer: Ah, yes, the Tatra Mountains. How high
are they?
Patricia: I think they’re about 2500 metres high.
49
Vocabulary b) Match.
Animals • Look at the example item with the class. Ss work
individually or in pairs, matching the words and pictures
and making a note of the animals that are not in the
Getting started pictures.
• After checking answers, Ss can work in pairs, taking
• Ss work in pairs or small groups, making a note of all turns to point to a picture for their partner to identify the
the animals they know in English. If you wish, give them animal.
a time limit of one minute.
• Ss report back to the class and see how many different Answers
animals they have thought of. Correct any pronunciation
errors but, at this stage, do not worry about spelling. 2 snail 3 tortoise 4 hippopotamus 5 koala bear
6 zebra 7 giraffe 8 ostrich 9 panda 10 whale
11 leopard 12 fox
2
1 11 Read Animals not in the pictures elephant crocodile lion
• Read out the title of the lesson. Ask Ss to guess which kangaroo jaguar monkey tiger chimpanzee
animal has the longest legs. (The answer is given in
Exercise 5a).) Encourage Ss to talk about the picture and
introduce words from the text, e.g. cheetah, fast, spots, Look and learn
in danger. • Give Ss time to read through the phrases and sentences.
• Play the recording two or three times for Ss to listen and Ss listen and say the words and sentences after you.
read. • Draw Ss’ attention to the spelling of the comparative and
• Give Ss time to read through the text silently and make superlative forms of big and heavy. Ask individuals to
a note of new words. Encourage them to work together, write the comparative forms of fat, thin and easy on the
using the context and their general knowledge to guess board (fatter, thinner, easier).
the meaning of expressions such as time is running • Draw Ss attention to the sentence structure in
out, losing their habitat, they are extinct in at least comparative sentences. Write prompts on the board for
sixteen countries. Ss can use their dictionaries to check Ss to make comparative sentences, e.g.
the meaning of the other animal words in the text, e.g. Gazelles / small / zebras
gazelle, antelope. Point out that mice is the plural of (Gazelles are smaller than zebras.)
mouse. Snails / slow / mice
(Snails are slower than mice.)
2 Check • Draw Ss attention to the sentence structure in superlative
sentences. Ask Ss to guess which is the biggest animal/
• Ss work individually, reading the questions and referring longest river/highest mountain/highest building on Earth.
to the text to find the answers. They can compare Ss give their own opinions. (Some of the Ss may like to
answers in pairs before checking answers as a class. check the answers later using the internet.)
• Check Ss’ answers by asking pairs of Ss to ask and
answer the questions.
4 Read and speak
Answers • Ask open pairs of Ss to ask and answer the first two
1 over 100,000 2 15,000 3 (at least) sixteen questions. The rest of the class can say if they agree with
4 in grasslands and forests in Africa and Asia the answers. Tell Ss they can check the answers after
5 over 100 kilometres per hour 6 gazelles, small Exercise 5.
antelope, mice, and sometimes zebras • Ss complete Part 1 of the quiz, working in closed pairs
and taking turns to ask and answer the questions. Tell Ss
to make a note of their answers.
50
Teacher’s Notes
the new questions (4–6) written by the other pair. • Ask three Ss to read aloud the example dialogue. Point
out that comparative and superlative sentences are used
c) Now check your answers below. in the dialogue.
• Ss check their answers to Part 1 (questions 1–5) and • Ss work in groups of three, finding out who is the tallest,
Part 2 (questions 1–3) at the bottom of the page and see the shortest, the youngest and the oldest. Tell Ss to use
how many answers they got right. Ask Ss if any of the comparative and superlative sentences about themselves.
answers surprised them. It will be useful to have some tape measures available for
Ss to check their height if some of them are almost the
same height. Monitor the activity and make a note of any
2 common errors to go over with the class afterwards.
6 13 Listen
• Ask Ss to look at the photo and read through the question b) Write your answers and tell the class.
prompts. Encourage Ss to guess the answers. • Read through the example sentence with the class.
• Play the recording once and see if Ss have completed the Point out the use of the linking word but to join the
information in the chart. Play the recording again and ask comparative and superlative structures.
Ss to listen for a word meaning ‘very large’ (enormous). • Ss work in their groups, writing their answers. Monitor
• Check Ss’ answers by asking individuals to read out their and point out any errors for the groups to correct.
answers. Write the names of places on the board for Ss • In turn, the groups read out their sentences to the class.
to make a note of the spelling (Arctic Circle, Alaska,
Greenland).
2
• After checking Ss’ answers, ask them to look at the 9 14 RAP The Animal Rap
question prompts in the chart and make questions using
full sentences, e.g. How big is the polar bear? Where • Ss turn to page 94. Play the first recording once for Ss
does it live? How long does it live for? Is it in danger? to listen and read. Then play it again for Ss to listen
and complete the rap. Check Ss’ answers by asking
Audio script individuals to read out the lines containing the missing
words. Check the spelling of bigger and heavier.
Boy: What are you reading about? Check that Ss understand any new vocabulary, e.g.
Girl: I’m reading about the polar bear. Look here’s a smarter (= cleverer).
picture of it.
Boy: Wow! It’s very large. Answers
Girl: It says here that it’s the largest bear in the world.
Boy: Is it? How tall is it? 1 Bigger 2 Faster 3 Slower 4 Heavier 5 Larger
Girl: It says that they are about 3 metres tall. 6 Quicker 7 fastest
Boy: Three metres! That’s enormous! Where do polar
bears live? • Students then listen and join in the rap. If you wish,
Girl: In the Arctic Circle, I think. Let’s see … Yes, divide the class into three groups to say a verse each.
they live in the Arctic Circle – in Alaska and • Play the recording of the backing track only for Ss to say
Greenland. the rap on their own.
Boy: How long do they live?
Girl: It says here they live from 15 to 18 years.
Boy: 15 to 18 years! That’s very old. What is that
magazine?
Girl: It’s about animals in danger.
Boy: Oh, is the polar bear in danger?
Girl: Yes it is. There aren’t many left in the world,
unfortunately.
51
Background information
• Michael Schumacher /Æma�k´l "Su…mA…k´/: German Everyday phrases
Formula One racing driver, born 1969. • Play the recording several times for Ss to listen and
• Lewis Hamilton /Ælu…�s "hœm´lt´n/: British Formula repeat the phrases. Ask Ss what they could say in their
One racing driver, born 1985. After winning several L1 for each phrase.
karting championships, he was signed by McLaren’s
Young Driver Programme in 1992 when he was 12.
• Kylie Minogue /Æka�li m�"n´Ug/: Australian actress,
3 Check
singer and model, born 1968. • Ss work individually, referring back to the conversation
• Avril Lavigne: see Lesson 1 Background and answering the questions.
information. • Check Ss’ answers, by asking pairs of Ss to ask and
• Beyoncé /b�"jÅnse�/: American singer and founder of answer the questions.
the group Destiny’s Child, born 1981. • After checking answers, find out which Ss like motor
racing and which Ss know a lot about cars. Encourage
them to say which is their favourite car and who is their
Getting started favourite racing driver.
• Write some animal words from Lesson 17 on the board,
e.g. cheetah polar bear blue whale snail tortoise fox Answers
leopard elephant 1 Crazy Rally 2 collecting model racing cars 3 about
• Revise comparative and superlative structures by asking sixty 4 the Ferrari 5 Lewis Hamilton
Ss to work as a class or in groups of three or four,
making sentences comparing the animals. Tell Ss they
can use other animal words, if they wish. 2
4 17 New words: Adjectives (2)
2 a) Listen and repeat.
1 15 New words: Hobbies • Ask Ss to listen and repeat the adjectives.
• Ask Ss to look at the pictures and read the expressions. • Give Ss time to read the conversation in Exercise 2 and
Check that Ss understand the meaning of collect, model find which adjectives are used in it. Ask Ss to read out
(cars) and (train) sets. the sentences containing the adjectives.
• Play the recording several times for Ss to listen and
b) Find four pairs of opposite adjectives.
repeat, chorally and individually.
• Show Ss how the expressions are used in sentences by • Draw Ss’ attention to the example. Ss work individually
writing on the board: or in pairs, finding the remaining opposites.
My/My brother’s/John’s hobby is collecting model cars. • After checking answers, check that Ss understand the
• Elicit sentences from the class using the other meaning of the remaining adjectives (exciting, famous,
expressions. important, unusual).
Answers
interesting/boring difficult/easy expensive/cheap
52
Teacher’s Notes
unusual hobby is. Use the photo to present the word
adjectives from Exercise 4 to compare things in the chart. ‘snake’. Ask Ss which adjectives describe snakes, e.g.
• Ss then work in groups of three or four, comparing and dangerous, beautiful, quiet, long, interesting, disgusting?
giving their opinions of the things in the chart. Monitor • Ask Ss to read the text and find out the names of the
and help Ss correct any errors. boy’s snakes (Boa, Kinky and Homer).
b) Write some sentences using your ideas. b) Answer the questions.
• Elicit suggestions to complete the example sentence. • Ss work individually, referring to the text and answering
Remind Ss that they can write: Two of us think that …/ the questions.
One of us thinks that … if they do not all agree. • Check Ss’ answers by asking pairs of Ss to ask and
• Ss in each group work together writing their sentences. answer the questions. After checking Ss’ answers, ask
Monitor and point out any errors for the group to correct. them to guess what ‘I promise’ means.
• In turn, each group reads out their sentences to the class.
The class can see how much general agreement there Answers
is about the most interesting hobby, the best singer, the
most exciting sport and the most difficult subject. 1 snakes 2 three 3 ninety-five centimetres 4 fifteen
centimetres
2
6 18 Listen
• Give Ss time to read through the chart. Play the
8 Speak and write Portfolio
recording twice and see if Ss have completed the chart. • Read aloud the example sentence. Elicit two or three
If necessary, play the recording again. ideas for the next sentences, e.g. Playing the guitar is
• Draw the outline of the chart and the headings on the more interesting than listening to CDs. I’ve got a new
board. Check Ss’ answers by asking individuals to guitar. I have a guitar lesson on Saturdays.
complete the chart on the board. • Give Ss time to think about their hobby and to ask you if
they need help with vocabulary. Write sentence prompts
Audio script on the board for Ss to use if they wish:
It’s more (exciting) than … I’ve got (three) …
1 Int: What do you collect, Lola?
The best/most exciting one is … My favourite is …
Lola: I collect dolls.
because …
Int: What sort of dolls?
• In turn, each S tells the class about his/her hobby.
Lola: Dolls from different countries.
Encourage the other Ss to listen and ask one or two
Int: How many have you got?
questions if they wish.
Lola: I’ve got fifty.
• Ss then work individually, writing four to six sentences
Int: Which is your favourite?
about their hobby. Advise them to look back at the
Lola: The French doll.
sentences used in the text in Exercise 7. Monitor and point
Int: Why is the French doll your favourite?
out any errors to be corrected. If they wish, Ss can attach a
Lola: Because she’s got the most beautiful hair.
picture of themselves and their hobby to their text.
2 Int: What do you collect, Alex?
Alex: I collect tropical fish.
Int: How many fish have you got? 2
Alex: I’ve got about twenty. 9 19 RAP The Hobby Rap
Int: Which is your favourite fish? • Ss turn to page 94. Play the first recording for Ss to listen
Alex: I like the parrot fish. and read. Check that Ss understand the vocabulary.
Int: Sorry, which fish? • Then play the recording several times for Ss to listen and
Alex: The parrot fish – P-A-R-R-O-T. join in.
Int: Why? • Play the recording of the backing track for Ss to say the
Alex: Because it’s got the most interesting colours. rap on their own.
53
Vocabulary — new
arcade, ballpoint, billionaire, biro, chemist’s shop, New words
Hungarian, machine, match (matches), ping pong, • Ask Ss to repeat the words after you. Give Ss time to
table tennis, version, video game find the words in the texts. Explain or encourage Ss to
New past forms: invent (invented), make (made), guess the meaning of the words from the context.
patent (patented), queue (queued), use (used) • Ask Ss to repeat the past forms after you. Check that
Ss understand the meaning of patented. Give Ss time to
skills write the new past forms in their vocabulary books.
• To relate the content of the lesson to topics from
other subjects in the school curriculum
• To read and understand factual information using 2 Check
visuals, texts and a recording • Read out the instruction and check that Ss understand
• To listen to a recording and check answers to a what to do. Elicit the first answer from the class. Ss then
quiz work individually, referring to the text to answer the
• To give opinions about the importance of different questions. They can compare answers in pairs before
inventions checking answers as a class.
• To read a Study tip and use a dictionary to check if • Check Ss’ answers by asking pairs of Ss to ask and
words are nouns, verbs or adjectives answer the questions.
• To write about your favourite inventor and
invention Answers
1B 2C 3A 4C 5A 6B
Getting started
• Introduce the topic of inventors and inventions. Choose Further practice
four or five inventors and inventions that your Ss are • Ask Ss to look back at the texts in Exercise 1. Ask two or
likely to know about. Write a list of inventors and a list three more detailed comprehension questions about each
of inventions on the board for Ss to match, e.g. text, e.g.
1 Marconi a) telephone 1 Who used ballpoint pens first? (British and American
2 The Wright brothers b) radio pilots)
3 Bell c) steam engine 2 Were biros cheap or expensive in 1945? (expensive)
4 Watt d) aeroplane 3 Was John Walker’s shop near London? (No, it was in
Ss work in groups of three or four, using their general the north of England)
knowledge to decide who invented what. 4 Did John Walker have a lot of money after he invented
• Check Ss’ answers by asking individuals to make matches? (No – because he didn’t patent his idea)
sentences, e.g. Marconi invented the first radio. 5 Is ping pong the same as tennis? (No, it’s the same as
table tennis)
Answers • Check that Ss understand the meaning of any remaining
1 b) 2 d) 3 a) 4 c) new words in the texts.
54
Teacher’s Notes
(1888–1946), invented the first television in 1926. speech the word is in each sentence, e.g.:
This bag is very heavy. I can’t lift it up. (verb)
We went to the top of the skyscraper in the lift. (noun)
Answers He pedalled very slowly up the hill. (verb)
1 T 2 F (They invented it in 1861.) 3 F (He sold them Before 1861, bicycles didn’t have pedals. (noun)
to gold miners in California.) 4 T • Ss then work individually, looking up the words in the
Study tip to find what part of speech they are.
• Check Ss’ answers. Note that some of the words can be
Further practice more than one part of speech.
• Write on the board: • After checking Ss’ answers, elicit example sentences
Who? What? Where? When? containing the words.
Ask the class questions about the information in the quiz,
e.g. Who invented the first jeans? What nationality was Answers
Levi Strauss? Where were the gold mines? invent (verb) brake (noun and verb) modern
• Give Ss time to work in pairs, writing three or four (adjective) engineer (noun and verb) become (verb)
questions about the texts. Monitor and check Ss’ question electric (adjective)
forms. Ss then form groups of four or six and take turns
to ask and answer their questions.
Project Portfolio
4 Speak Important inventions
a) Form groups. Think of four other small but • Ask Ss to find an adjective (important) and a noun
important inventions. Decide which was the most (inventions) in the title of the Project.
important. • Read through the instructions and check that Ss
• Read out the instruction and check that Ss understand understand what to do.
what to do. Tell them the inventions can be modern • Read aloud the text about Orville and Wilbur Wright.
inventions or inventions from a long time ago. Elicit Check that Ss understand the vocabulary.
three or four suggestions of small inventions from the • Write prompts on the board for Ss to use when writing
class. Draw Ss’ attention to the pictures of things to write their own texts:
with at the bottom of the page. Encourage Ss to think of My favourite inventor is …
things they have with them at the moment in their bags He/She was born in … (when? where?)
or on their clothes, e.g. buttons, zips, glasses (spectacles), He/She invented … (what? when?)
rulers, scissors. His/Her invention was important because …
• For this activity, you may wish to let Ss choose their He/She died in … (when?)
own groups of four of five. The groups discuss and • Give Ss time to find information about their inventor and
agree on four inventions and decide which was the most draft their sentences. Check Ss’ writing.
important. Monitor the activity and help with vocabulary • Ss write their texts and, if they wish, attach a picture of
where necessary, but do not interrupt the fluency of the the inventor or invention.
discussion. • In groups, Ss read each other’s projects. If there is
space in your classroom, Ss can make a display of their
b) Tell the class. projects.
• Ask one of the Ss to read aloud the example sentences.
• In turn, each group tells the class about their inventions.
Ask one S from each group to write their inventions on
the board.
55
Further practice
• In pairs, Ss write two or three more sums in words. Tell
5 Complete the sentences. Use the
Ss to write the answers on a separate piece of paper. words and the pictures.
Monitor and check that Ss have written the answers • Read through the words in the two boxes with the Ss.
correctly. Look at the example answer with the class and check
• In groups of four or six, Ss exchange sums and write the that Ss understand they use a word from each box to
answers. complete each gap. Elicit the second answer from the
class.
2 Complete the crossword with the • Ss complete the sentences, working individually or in
pairs.
opposites of the adjectives. • Check answers by asking individuals to read out the
• Look at the example clue and answer with the Ss. Elicit sentences.
the answer for ‘2 across’ from the Ss.
• Ss work individually or in pairs, completing the Answers
crossword. Monitor and help if necessary. 2 playing football 3 collecting foreign coins
• Check answers by asking individuals to write the words 4 collecting stamps 5 playing chess 6 making cakes
on the board and say them. 7 making milkshakes 8 making biscuits
Answers
Across 2 small 4 far 5 shallow 7 light Further practice
Down 3 loud 4 fast 6 long 7 low • Write on the board: playing collecting making
Give Ss one minute to work in groups of three or four,
writing down more hobbies using the words on the
Further practice board, e.g. playing the guitar, collecting snakes, making
• Ss work individually, writing four or five sentences model planes.
containing some of the adjectives. Give Ss one or two • The groups then feed back to the class and see how many
examples, e.g. I’ve got short brown hair. I live near my different hobbies they have thought of.
best friend. Monitor and help Ss correct any language
errors in their sentences.
• Ss then work in pairs, reading each other’s sentences.
6 Complete the sentences with the
comparative and superlative forms
3 Correct the spelling of the eight of the short adjectives.
animals. • Give Ss time to read the information in the table.
Read out the first answer. Elicit from the class the first
• Look at the example item with the class. sentence with the correct names of the children.
• Ss work individually or in pairs, sorting out the letters to • Ss then work individually, completing the sentences with
make the names of animals. the comparative and superlative forms of the adjectives.
• Check answers by asking individuals to write the words • Check Ss’ answers by asking individuals to read aloud
on the board and say them. the sentences. Ask Ss to say which child is saying the
sentences.
56
Teacher’s Notes
b) Listen again and underline the /b/ sounds in red 10 Puzzle: Who’s who?
and the /p/ sounds in green. • Ss work individually or in pairs, reading the information
• Play the recording several times if necessary for Ss to carefully and working out the names of the four
listen and underline the sounds. basketball players.
• Check Ss’ answers by asking them to list all the words • After checking answers, ask Ss to make sentences using
containing each sound. ‘tallest’ (Ryan is the tallest) and ‘shortest’ (Larry is the
shortest).
Answers
Answers
/b/ better but best bear
/p/ panda pet hippopotamus pet polar 1 Ryan 2 Aaron / "e´r´n/ 3 Kevin / "kev�n/ 4 Larry
/ "lœri/
Answers
What can you do?
• Read out the I can sentences to the class. Give Ss time
2 most dangerous 3 more interesting 4 most to work in pairs, looking through Lessons 16–20 and
interesting 5 better 6 best 7 more difficult 8 most making a note of example questions and answers for
difficult each I can sentence, e.g. How deep is the water? About a
metre. (Lesson 16 Exercise 1)
2
• In open pairs, Ss take turns to ask and answer questions
9 23 Chat room for each of the I can sentences.
• Encourage Ss to say how confident they feel about doing
Complete the conversation. each of the things in the I can sentences. Ss then work
• Read aloud Tessa’s questions. Ask Ss what they can say individually, ticking the boxes for the language they feel
in reply to Tessa’s first speech, e.g. Ss can say hello, say they can use confidently. Go round and give each S your
their name and perhaps say where they are from. Check own feedback, building their confidence by emphasising
that Ss know the hottest place and the biggest city in what they can do in English as well as pointing out any
their country. Ss can give their own opinions in answer to language points that still need practice.
the questions about the most beautiful area and the best
football team in their country.
• Give Ss time to think of their replies. Then elicit
responses from several Ss to each of Tessa’s questions.
57
58
Teacher’s Notes
sentence about their partner. In a chain drill round the
class, Ss tell the class about their partner. 2 Chloe and Mum are going to go shopping on
Saturday. 3 Simon is going to play football on
Saturday afternoon. 4 Chloe and I are going to do our
2 homework at the weekend. 5 Mum and Dad are going
5 26 Listen to cook Sunday lunch. 6 Chloe is going to meet Kathy
• Give Ss time to read through the sentences. on Sunday afternoon. 7 Dad and Simon are going to
• Play the recording, two or three times if necessary, for Ss watch the Grand Prix.
to answer true (T), false (F) or don’t know (DK).
• When checking Ss’ answers, ask Ss to correct the false
sentences. Notice that some Ss may answer ‘DK’ and 7 Write Portfolio
others may answer ‘F’ to sentence 2. If Ss disagree about
• Read out the example sentence. Write prompts on the
this answer, encourage them to give their reasons for their
board:
answer, e.g. (DK) It could be a very long street and so
Saturday Sunday
Jack needs a lift home, or (F) If Jamie lives in the same
morning afternoon evening
street, there is no need for his mum to drive Jack home.
Elicit suggestions from the Ss about what they are going
to do next weekend.
Audio script
• Ss work individually, writing four to six sentences.
Jack: I’m going to go now, Mum. Monitor Ss’ writing, helping with vocabulary and
Mum: Are you going to have some tea before you go? pointing out any errors for Ss to correct.
Jack: No, it’s OK. I’m going to have a pizza at • In pairs or small groups, Ss take turns to read aloud their
Jamie’s house. sentences.
Mum: What time are you going to be home?
Jack: I don’t know. About nine o’clock?
Mum: Nine o’clock! That’s late. 2
Jack: Oh, Mum! We’re going to watch some DVDs. 8 27 RAP The Good Intentions Rap
Mum: Mmm. How are you going to get home? • Ss turn to page 94. Check that Ss understand the meaning
Jack: Jamie’s mum is going to drive me. of good intentions by asking them to translate the phrase
Mum: All right but don’t be later than nine o’clock, into their L1. Play the first recording for Ss to listen and
please. read. Check that Ss understand the vocabulary.
Jack: OK, Mum! Bye! • Play the recording again, several times if necessary, for
Ss to listen and complete. Check answers by asking
Answers individuals to say the lines. Where necessary, check Ss’
spelling of the missing words.
2 DK (or F) 3 T 4 T 5 F (They’re going to watch • Then play the recording again for Ss to join in.
some DVDs.) 6 F (Jamie’s mum is going to drive him • Play the second recording for Ss to say the rap on their
home.) own with the backing track.
Answers
6 Speak and write 1 going 2 to 3 get 4 up 5 going 6 to 7 make 8 eat
a) What are Simon and his family going to do 9 going 10 to 11 lay 12 empty 13 clean 14 going
next weekend? Match the pictures with the 15 to
information.
• Give Ss time to read through the information and check
that they understand the vocabulary, e.g. Grand Prix
/ÆgrÅn "pr�…/. Look at the example answer with the class.
59
Answers
Background information 2 go shopping 3 have a barbecue 4 go swimming
• Lewis Hamilton: see Lesson 18 Background
5 go to a disco 6 go to the cinema 7 go to the beach
information.
8 go bowling 9 go karting
Getting started
• Revise going to future and some ‘activities’ vocabulary. 3 Check
Write on the board: • Look at the example answer with the class.
What are you going to do at the weekend? I’m going • Ss work individually, referring back to the dialogue and
to … matching the two parts of the sentence.
In a chain drill round the class, Ss ask and answer the • Check Ss’ answers by asking individuals to read aloud
question. If appropriate, introduce some of the new the sentences.
words for this lesson.
Answers
2
2d 3a 4c
1 28 Listen and read
• Ask Ss to look at and talk about the picture. Ask: Who
can you see? Where are they? What do you think they Look and learn
are going to do? • Give Ss time to read through the sentences and then
• Play the recording two or three times for Ss to listen and repeat them after you.
read. • Ask Ss what other phrases they can say instead of Good
• Ask general comprehension questions, e.g. Is it raining? idea (Brilliant! Cool! Ace!).
(Yes), Are they going to go swimming? (No), Are they
going to go climbing / "kla�m�N/? (Yes). Where is the
climbing wall? (In the gym). Find out if any of your Ss
4 Act
have been on a climbing wall and encourage them to tell • Ask two Ss to read aloud the example conversation and
the class about it. complete B’s last suggestion.
• Divide Ss into four groups to be Alice, Tessa, Ben and • Ask Ss to look back at the activities in Exercise 2. Ask
Adam. Play the recording again, this time leaving a three or four pairs of Ss to make similar dialogues in
pause after each speaker’s section, for the groups to open pairs.
repeat their lines and then change parts. • Ss then work in closed pairs, suggesting things to do and
agreeing or disagreeing with their partner’s suggestions.
Monitor and help Ss correct any errors.
Everyday phrases
• Play the recording several times for Ss to listen and 2
60
Teacher’s Notes
last week. Answers
Evie: Urm, you’re right. What about going to the new 2 Wembley (karting track) 3 At 11 o’clock
disco at the youth club? 4 £14 (fourteen pounds)
Tessa: That’s a great idea! What time does it start?
Evie: I think it starts at 7 o’clock.
Alice: Perfect! Let’s tell the boys and see what they b) Practise the conversation in pairs. Put your own
say. ideas in 1–4 and practise again.
• Elicit one or two more dialogues from the class, using
Answers other activities from Exercise 2, places in Ss’ own town
or region and prices in Ss’ own currency.
Ticked suggestions: 2 go bowling 3 go ice skating • Ss work in closed pairs, practising the conversation from
6 go to the cinema 7 go to a disco Part a) and then making new conversations using their
own ideas. Monitor and make a note of any common
language problems but try not to interrupt Ss’ fluency.
b) Where does Alice want to go? • Some of the pairs can then act out one of the
• Play the recording again for Ss to listen and find out conversations for the class.
where Alice wants to go. Ask Ss what Alice says
(Perfect!).
2
Answer 7 31 RAP The Activity Rap
the new disco (at the youth club) • Read aloud the instruction. Ss turn to page 94. Check
that Ss understand they have to put the verses of the
rap in the correct order. Give Ss time to read through
c) Listen again and complete the suggestions. the verses quickly. Then play the recording, twice if
• Play the recording for Ss to complete the three necessary, for Ss to order the verses. Check answers and
suggestions. check that Ss understand the vocabulary.
• Play the recording several times for Ss to listen and join
Answers in. If you wish, divide the class into three groups to say a
verse each.
Evie: What about going (bowling)? • Play the second recording for Ss to say the rap on their
Tessa: Why don’t we go (and see a film)? own with the backing track.
Alice: Let’s tell (the boys).
Answers
Verse 1 Bowling, swimming, skating, football …
Further practice
Verse 2 Music, video, TV, cards …
• Write on the board: Verse 3 Why don’t we ride our bikes in the park …
Alice doesn’t want to go bowling because …
Alice doesn’t want to go ice skating because …
Alice doesn’t want to go to the cinema because …
• Play the recording again for Ss to listen and find the
reasons why Alice doesn’t want to do these things.
Answers
1 they went bowling for Ben’s birthday 2 she’s
hopeless at ice skating 3 the boys went to the cinema
last week
61
Further practice
Background information • Write on the board:
• Leicester / "lest´/ Square is in the centre of London’s A: (Ben), can you do me a favour?
West End entertainment district, with theatres, B: It depends. What is it?
cinemas, restaurants, clubs and the MTV (Music A: Can you (lay the table/help me with my project/take
Television) UK studios. the dog for a walk)?
• The Arctic Monkeys: British pop and rock group, • Elicit two or three example dialogues from the class. Ss
formed in Sheffield in 2003 by Alex Turner, Jamie can choose whether B agrees to do the favour or refuses
Cook, Andy Nicholson and Matt Helders. (and then whether A persuades B to do the favour).
• Corinne Bailey Rae /ÆkÅr�n be�li "re�/: Born 1979 • Ss work in closed pairs, taking turns to ask their partner
in Leeds, England. Singer (soul, R&B, jazz) and to do a favour. Monitor and help, if necessary. Some of
songwriter. the pairs act out one of their dialogues for the class.
• Dr Dog: Psychedelic /Æsa�k´"del�k/ rock band from
Philadelphia, USA, consisting of Scott McMicken,
Toby Leaman, Zach Miller, Juston Stens and Sukey 3 Check
Jumps. • Ss work individually, reading the sentences and referring
• Heated Rollers: see Lesson 24 Project. back to Exercises 1 and 2 to complete them. Ss can
compare answers in pairs before checking answers as a
class.
Getting started • Check Ss’ answers by asking individuals to read aloud
• Introduce the topic of popular music and singers. Bring the sentences.
two or three pictures of popular singers for Ss to identify
(or write their names on the board). Ask Ss to talk Answers
about the singers, using English as much as possible. If
2 Leicester Square (in London) 3 half past four
appropriate, introduce some of the new words for music.
4 three o’clock 5 Saturday afternoon 6 football
2
1 32 Read Look and learn
• Ss read the email silently and look at the photos. If you • Ask Ss to repeat the sentences after you. Point out that
have a large map of London, show Ss where Leicester the Present continuous is used for future arrangements
Square is. here. You may wish to contrast this with the use of the
• Play the recording for Ss to listen and read. Ask Ss: How Present continuous for things happening now/at the time
much are the tickets for the concert? (Nothing/They’re of speaking.
free). Encourage Ss to say what they know about The • Ask Ss to look back at Exercises 1 and 2, then find and
Arctic Monkeys and Corinne Bailey Rae. read aloud examples of sentences containing the Present
continuous for future arrangements.
2
2 33 Listen and read 4 Read and write
• Play the recording once for Ss to listen and read. Ask a) Read Corinne Bailey Rae’s plan.
what day it is (Friday). • Give Ss time to read through the plan silently. Check that
• Explain or encourage Ss to guess the meaning of any Ss understand any new vocabulary.
new words and phrases.
62
Teacher’s Notes
They’re having dinner at half past eight. 4 Who’s she Jack: OK. Are you going to it?
giving an interview to? She’s giving an interview to a Harry: Yes, my brothers are taking me. Do you want to
journalist. 5 When’s she going to MTV studios? She’s come with us?
going to MTV studios at half past three. Jack: Yeah, but I must ask Mum first.
5 Speak Answers
• Ask two Ss to read aloud the example question and 2 rap 3 2 (to) 4 4 R&B (and) soul
answer.
• Give Ss time to think about their arrangements for
2
tonight, tomorrow, on Friday morning/afternoon/evening.
• Work through the questions and answers in open pairs.
8 36 SONG Get The Party Started by
• Ss work in closed pairs, taking turns to ask and answer Pink
questions about their arrangements. Monitor and help Ss • Ss turn to page 95. Ask them to read the introductory
correct any errors. text about Pink. Check that Ss understand the meaning of
nickname and stage name.
• Play the recording for Ss to listen and read. Check that
2 Ss understand the vocabulary and that in’ in comin’,
6 34 New words: Music waitin’, lookin’, pumpin’, breakin’, cruisin’, checkin’,
a) Listen and repeat. freakin’, burnin’, makin’, chillin’ and dancin’ is short for
• Play the recording several times for Ss to listen and the -ing form of the verbs. Also point out that lotsa style
repeat the words. Check that Ss understand the meaning means lots of style.
of the words. Ss may like to give an example (the name • Play the recording several times for Ss to listen and
of a performer or the title of a piece of music) of each join in.
type of music.
9 Write
b) Tell the class about what sort of music you like.
• In turn, Ss tell the class about the music they like. a) Read the email inviting a friend to a concert.
• Give Ss time to read through the email silently. Then ask
individuals to read the sentences aloud.
2 • Ask Ss to compare the email in Exercise 1 with this
7 35 Listen email. Ask Ss what information is important. Write
• Read aloud the instruction and give Ss time to read prompts on the board, e.g.
through the sentences before you play the recording. Who is in the concert? When it is? Where is it?
• Play the recording once and see if Ss have completed the What time does it start? Who is going to the concert?
sentences. If necessary, play the recording again. What time are they leaving? How are they travelling?
• After checking answers, ask Ss to listen to the recording
again to find out where the music competition is and who b) Now write an email inviting a friend to the
is going with Harry. concert below.
• Advise Ss to refer to the emails in Exercises 1 and 9a)
Answer when they are writing their own. Ss work individually,
The competition is in the shopping centre. Harry’s writing their email. Monitor Ss’ writing and point out any
brothers are taking him. errors for Ss to correct.
• In pairs or small groups, Ss read each other’s emails.
63
64
Teacher’s Notes
match the parts of the questions. Then check Ss’ answers examples and the Note.
with the class. • Ss work individually or in pairs, reading and correcting
the sentences.
Answers • Check Ss’ answers by asking individuals to write the
2 b) 3 d) 4 e) 5 c) 6 g) 7 a) sentences on the board with the correct punctuation. If Ss
disagree about any of the answers, ask them to refer to
the rules to support their answer.
• Ss then work in their groups, taking turns to ask and
answer the questions about themselves. Tell Ss to make Answers
a note of the answers so they can report back to the class
in Part b). 1 His favourite band is McFly. They’re a new band.
2 My brother likes rap, hip hop and reggae; he also
b) Now tell the class. likes singing. 3 The late 90s produced three top selling
• Ask one of the Ss to read aloud the example sentence. bands: Backstreet Boys, TLC and Westlife.
• Give the group time to plan their report to the class.
• Each group in turn tells the class their results. Try
to ensure that each S in each group says at least one Write about one of your favourite bands and include
sentence. If necessary, teach the expressions All/None of a photo.
us (play in an orchestra). • Tell Ss in advance to bring in a photo of their favourite
band.
• Read through the questions with the class. If necessary,
2
give Ss time to check the information they need to
4 38 Listen answer the questions.
• Give Ss time to read through the gapped sentences. Play • Read aloud the text about the band Heated Rollers.
the recording twice for Ss to listen and complete the • Ask individual Ss to read aloud the questions one by one.
sentences. If necessary, play the recording again. Ss look at the text and read aloud the sentence(s) that
• Check Ss’ answers by asking individuals to read out the give the answer, e.g.
sentences. What’s the name of the band? (One of my favourite
bands is Heated Rollers.)
Audio script How many members are there? (There are four members
Int: Hi, Ed. What’s the name of your group? of the band.)
Ed: We’re called Mad Boys. Who’s the lead singer? (The lead singer’s name is Ollie
Int: Cool. How many are there in the group? Waters /ÆÅli "wO…t´z/.)
Ed: There are four of us. We’re all at the same school. Who’s your favourite member? (His name’s Josh Pearson
Int: How old are you? /ÆdZÅS "p�´s´n/.)
Ed: We’re all under 15. I’m 13, and the youngest is 12. • Advise Ss to use the text about Heated Rollers as a
Int: What do you do in the group? model for their sentences about their own favourite band.
Ed: I’m the lead singer. • Monitor Ss’ writing, helping with vocabulary if necessary
Int: Do your friends like your music? and pointing out any errors for Ss to correct.
Ed: Yes, but some of the teachers don’t like us very • Ss then copy their sentences and put their pictures on
much. They don’t like the words. large sheets of paper with the title ‘My favourite band’.
Int: When are you playing next? • Ss form small groups and read each other’s projects. If
Ed: We’re playing at the school concert next Saturday. you have space, Ss can make a classroom display of their
You can come if you want. projects.
Int: Great! See you there. Good luck!
Ed: Thanks.
65
Answers
2 are you going to tidy 3 ’m going to meet 4 ’re going
to play 5 ’re going to have 6 ’re going to meet
7 ’m not going to help 8 ’m going to be 9 are you
going to do 10 ’s going to help
66
Teacher’s Notes
sentences on the board and say them. • Some of the pairs can then act out one of their
• Ss can then practise reading aloud the conversation first conversations for the class to hear.
in open pairs and then in closed pairs.
8 Puzzle: Who’s meeting who?
Answers
a) Read about what six young people are doing this
Ben: I’m going out. Saturday evening.
Dad: Who are you going out with?
• Give Ss time to read through the texts silently.
Ben: I’m going out with Sophie.
• Then ask six Ss to read the texts aloud, each S reading
Dad: Where are you going?
one of the texts. Correct any serious pronunciation errors
Ben: We’re going to the cinema.
and ask the class to say the words after you.
Getting started 3
2
42 New words: Activity verbs (2)
• Write on the board:
London Wembley River Thames Leicester Square • Play the recording several times for Ss to listen and
• Ask Ss what they remember from previous lessons about repeat the verbs chorally and individually.
places and things to see and do in London. If necessary, • Check students’ understanding, e.g. ask individuals to
Ss can look through the earlier lessons, e.g. Lessons 1 switch off/on the light, touch (the floor). Ask: Do you
and 22 (Wembley), Lesson 13 (River Thames), Lesson feed the birds in your garden? What do you feed them?
23 (Leicester Square).
• Encourage Ss to pool what else they know about London Look and learn
(e.g. from TV, films or magazines), using English as
• Ask Ss to repeat the sentences after you. Check that
much as possible.
Ss understand the meaning of must (obligation) and
mustn’t (prohibition). Ask Ss to translate obligation and
2 prohibition into their L1.
1 41 Listen and read • Ask Ss to look back at the conversation and find another
• Ss look at and talk about the picture. Use the picture to example with mustn’t (You mustn’t get lost).
teach the meaning of barrier. Encourage Ss to talk about
any street theatre or street entertainment they have seen 4 Read and write
in their own country.
• Read through the verbs in the box with the class. Ask
• Play the recording several times for Ss to listen and read.
two Ss to read aloud the example sentence. Elicit the
• Divide the class into four groups to be Ben, Mum, Lily
sentence for the second rule from the class.
and Alice. Play the recording again, this time leaving
• Students work individually or in pairs, looking at the
a pause after each speaker’s section, for the groups
pictures and completing the school rules. Monitor Ss’
to listen and repeat their lines and then change parts.
writing and point out any errors for them to correct.
Encourage Ss to listen carefully and copy the speakers’
• Check Ss’ answers by asking individuals to read aloud
intonation and stress patterns.
the sentences.
• Encourage Ss to use the context to guess the meaning of
get lost, sit on your shoulders, too heavy and bossy.
Answers
2 mustn’t eat 3 must switch off 4 must arrive
5 mustn’t drink 6 mustn’t run
68
Teacher’s Notes
Lily doesn’t say please in the dialogue in Exercise 1.
(Perhaps because she is excited and has forgotten to say
‘please’ or she is talking to her family and doesn’t think
it’s necessary to say ‘please’ to them or because she is Further practice
being naughty.) • Ss work in pairs, writing more rules for some of the
• Ss work in pairs, taking turns to ask permission and give places, e.g. On a bus: You must have a ticket. In a park:
or refuse it. Monitor and help Ss correct any errors. You mustn’t play loud music. If you wish, give Ss a time
• Check answers by asking each pair of Ss to say one of limit of two minutes.
their dialogues for the class to hear. • In turn, each S reads out a rule and the rest of the class
• Ask Ss to think of more things to ask permission to do, guess the place(s) that matches the rule. Point out that
at home or at school, and make similar dialogues. If sometimes the same rule matches more than one place,
necessary, give them some prompts, e.g. e.g. You mustn’t play football matches a zoo, a library
At home: watch my new DVD/paint my bedroom/go to and some parks.
Sue’s/make a pizza/have a party at the weekend/have a
barbecue
At school: use a dictionary/switch the light on/go to the
8 Write Portfolio
library/do my homework with my friends • Tell Ss they can use some of the rules from Exercise 4
if their school has the same rules. Elicit more rules from
the class and write prompts on the board in two lists
2 (Students must …/Students mustn’t …). Teach new
6 43 Listen vocabulary if necessary and ask Ss to repeat the new
• Give Ss time to read through the questions. words after you.
• Play the recording, two or three times if necessary, for Ss • Ss write their list of school rules. Tell Ss to write eight to
to listen and answer the questions. ten rules, using both must and mustn’t. Monitor and point
• Check answers by asking pairs of Ss to ask and answer out any errors for Ss to correct.
the questions. • In pairs or small groups, Ss read each other’s rules and
see if they agree with them.
Audio script
Further practice
Ella: Mum, can we see the monkeys?
• Working with the whole class, build up an example
Mum: Yes, sure. They’re over here.
dialogue on the board between an English-speaking
Ella: Here, monkey. Have a banana.
student and students in the class, e.g.
Mum: No, Ella, you mustn’t feed it.
Tim: Can we go into town at lunchtime?
Ella: Why not?
You: No, we must stay in school at lunchtime.
Mum: Because it says so. Look at the notice. ‘Please
Tim: What about mobile phones?
do not feed the monkeys.’
You: You can have your mobile phone but you mustn’t
Ella: Oh, OK. Look, he’s giving me his hand. Can I
switch it on in class.
touch him?
• Ss then work in pairs, making dialogues between an
Mum: No, I’m sorry you can’t, Ella.
English-speaking student and themselves and changing
Ella: Why?
roles. Monitor the activity but try not to interrupt Ss’
Mum: Because he’s a wild animal. You must be
fluency. Make a note of any general language errors to
careful.
go over with the class afterwards.
Ella: But this is a monkey!
• In turn, the pairs act out one of their dialogues for the
Mum: … and monkeys are wild animals! Come on.
class to hear.
Let’s go and see the elephants.
69
70
Teacher’s Notes
Tessa: No, sorry, I don’t want cheesecake. I’d things are, e.g. A Margherita pizza is six pounds ninety-
like some apple tart, please. five/six ninety-five.
Waiter: OK, apple tart, not cheesecake. And for • Ss complete the example bill and work out the total.
you? • Check Ss’ answers by asking individuals to write the
Evie: I’d like some fresh fruit salad, please. items in the bill and the total on the board and say the
Waiter: One fresh fruit salad. OK. Would you like amounts.
some ice cream with your desserts?
Both girls: No, thank you. Answers
Waiter: So, an apple tart and a fresh fruit salad, One chips £2.25 One baked potato £2.50 Total £17.75
no ice cream.
Tessa: Oh, look, here’s Mum. • Ss work in the same groups as for Exercise 6, writing
Mrs Lenska: Hi, girls! their own bills and adding them up.
• In turn, each group writes one of their bills on the
Answers board, reads it aloud and says the total. The rest of the
class check that the total is correct. Ss can see which
Tessa Apple tart
group had the most expensive meals and which had the
Evie Fresh fruit salad
cheapest.
Answers
5 Speak 1 Would 2 you 3 Would 4 you 5 Can 6 I
• Read aloud the instructions and check that Ss understand
what to do. Point out the example question.
• In a chain drill round the class, students say what two
things they’d like from the menu.
71
72
Teacher’s Notes
• Ss work in pairs or groups of three, writing two quiz
(my favourite soap) is. questions with four possible answers. Write an example
• Give students time to think of their answers. In turn, Ss on the board:
tell the class what programmes they like and don’t like. Who was the first President of the USA?
The class can see which are the most popular and which a) George Washington b) John F. Kennedy
are the least popular programmes. c) Abraham Lincoln d) Bill Clinton
3
Answer
7 05 Listen a)
• Give Ss time to read through the sentences and answers
(a–d). Elicit suitable topics for quiz questions, e.g. famous
• Play the recording, twice if necessary, for Ss to listen and people, events in history, geographical facts, scientific
choose the correct answers. Point out that the answers facts, information about Ss’ own country and culture.
(a–d) in the exercise are not exactly the same as on the • Monitor and check grammar and spelling in Ss’
recording, where there are three options for each answer. questions.
Reassure Ss that they are not expected to answer the • In turn, each group writes their questions on the board.
questions but just to listen for the correct answers. The rest of the class write down their answers. At the
• Check answers by asking Ss to read out the complete end of the quiz, Ss check all their answers and see who
sentence including the answer. answered all the questions correctly.
Audio script
9 Write
Alice: What are you watching?
• Advise Ss to use the text in Exercise 8 to help them when
Ben: Double Your Money. That woman asks a player
they write about their own favourite TV show. Tell Ss to
a question and the player chooses the correct
include the title of the show, the type of show, which day
answer. The next question is for £15,000. Here it
and what time it is on and why they like it.
is.
• Ss work individually, writing about their favourite TV
Host: Where was the artist Picasso from? Was he
show. Monitor and check Ss’ writing.
from: a) Russia b) France or c) Spain?
• In groups of four or five, Ss read each other’s texts and
Ben: I know that. He was from Spain. The answer’s C.
see if some of them have the same favourite programme.
C!
Man: I think it’s C. Yes, it’s C.
Host: Correct. Pablo Picasso was Spanish. You now 3
have £15,000. The next question is for £30,000. 10 06 RAP The TV Rap
Which famous composer died when he was 35? • Ss turn to page 95. Play the first recording for Ss to listen
Was it a) Beethoven b) Mozart or c) Bach? and read. Check that Ss understand the vocabulary (e.g.
Would you like to ask the audience? get your vote, dial 1120).
Man: No, thanks. I’m sure about this. It’s Mozart. • Play the recording again, several times if necessary, for
Host: Not Beethoven or Bach? Ss to listen and complete the rap. Check answers by
Man: No, it’s Mozart. asking individuals to say the lines and write the missing
Host: Are you sure? Are you happy about your words on the board. Students then listen and join in.
answer? • Play the second recording for Ss to say the rap on their
Man: Yes I am. It is B … Mozart. own with the backing track.
Host: Mozart is the right answer. Congratulations! You
now have 30 – yes: 30 … thousand … pounds! Answers
1 soap 2 contest 3 quiz 4 shows 5 chat 6 sitcom
7 cartoons 8 TV 9 show
73
74
Teacher’s Notes
other’s sentences.
3
4 08 Listen Project Portfolio
• Give Ss time to read through the sentences about Frank
Whittle /ÆfrœNk "w�tl/ and see if they can guess whether A famous inventor
the sentences are true or false. • Write on the board:
• Play the recording once and see if Ss have completed the invent
exercise. If necessary, play the recording again. 1 Frank Whittle was an English …
• Check Ss’ answers by playing the recording again, 2 He … the jet engine.
pausing it after each item for Ss to say if the sentence is 3 I think this was a very important …
true or false. Ask Ss to correct the false sentences. Ask Ss to complete the sentences with the correct forms
of ‘invent’. Check Ss’ answers by asking individuals to
Audio script write the words in the sentences on the board.
A: I ’m doing this project on an inventor called Frank Answers
Whittle. Can you help me?
B: Sure. What do you want to know? 1 inventor 2 invented 3 invention
A: Um, let’s start at the beginning. Where and when
was he born? • Read aloud the instructions and the text about Henry
B: Let’s see … He was born in England in 1907. Ford /Æhenri "fO…d/. Encourage Ss to guess the meaning of
A: What was his job? any new words from the context.
B: It says here that he was a pilot and an inventor. • Elicit the names of several famous inventors and their
A: So what did he invent? inventions and write them on the board, e.g.
B: He invented the first jet engine. He was only Alexander G. Bell (telephone) John L. Baird
22 when he had the idea. (television) James Watt (steam engine)
A: And when did his first jet plane fly? Ss may like to look back at the inventors and inventions
B: In 1941. It flew for 17 minutes at a speed of in Lesson 19.
545 kilometres an hour. • Give Ss time to find out information (at home or in class)
A: What happened after that? about their chosen famous inventor. Advise Ss to refer
B: After the war he went to live in the USA and he to the text about Henry Ford to help them when they
died there in 1996. write about their chosen inventor. Ss write a draft of their
A: OK, that’s good. Thanks very much for your help. project for you to check. Point out any language errors
for Ss to correct. Ss then copy out their sentences and
attach a picture of their famous inventor.
Answers • In groups, Ss read each other’s projects. If there is space
2 F (He was an English pilot.) 3 T 4 F (He was in your classroom, Ss can make a display of the projects
twenty-two.) 5 T 6 F (It flew at a speed of 545 with the title ‘Famous Inventors’.
kilometres an hour.) 7 F (He died in the USA in 1996.)
Study tip
Using a dictionary (3)
• Ensure that Ss have access to good dictionaries. Read
aloud the Study tip. Check that Ss identify the phonetic
transcription correctly. Elicit from the class three
sentences using give, gave and giving.
75
Answers
1 Correct the spelling of the verbs. 1 tomato 2 potato 3 cola 4 mushroom 5 cheesecake
6 fruit salad 7 apple tart 8 mineral water 9 orange
• Look at the example answer with the class. Ss do the
juice
exercise working individually, writing the verbs with the
correct spelling. Ss can compare answers in pairs before
checking answers as a class.
b) Now match the words to the pictures.
• Check Ss’ answers by asking individuals to read out the
sentences and write the verbs on the board. Leave the • Point out the example 1d).
verbs on the board for the ‘Further practice’ activity. • Ss work individually, matching the words to the pictures.
• Check Ss’ answers by asking individuals to say the
Answers matching number (1–9) and the letter (a–i).
2 sit 3 lose 4 touch 5 Get down 6 order 7 wear Answers
8 watch
2 e) 3 f) 4 a) 5 c) 6 h) 7 g) 8 i) 9 b)
Further practice
• Elicit the Past simple form of each verb from the Ss. 4 Complete the conversation.
Ask individuals to write the past form by the side of the • Ask one of the Ss to read aloud the example first
answers on the board. sentence of the conversation. If you wish, elicit the
• Ss work in pairs, writing four or five sentences using second sentence from the class.
some of the verbs in the Past simple. Monitor and point • Emphasise that Ss should use polite phrases: What would
out any errors to be corrected. Then, in pairs or small you like to eat? not What do you want to eat?
groups, Ss read aloud their sentences to each other. • Students then work individually or in pairs, completing
the conversation.
• Check Ss’ answers by asking individuals to read aloud
2 Write six correct sentences with the sentences.
the words in the box. • After checking answers, Ss can work in closed pairs
• Give Ss time to read through the words in the box. reading the dialogue aloud and changing parts. Monitor
Ask one of the Ss to read aloud the example sentence. and correct any serious pronunciation errors.
Explain (in L1 if necessary) that the sentences must be
grammatically correct and must be factually correct, Answers
e.g. ‘You must eat your homework’ is grammatically 2 am 3 would (you) like 4 like (a hamburger), please
correct but it doesn’t make sense. Point out that must and 5 Would (you) like 6 thanks 7 would you (like) to
mustn’t are used in the answers. 8 have (a cola), please 9 of
• Ss complete the exercise working individually. Monitor
and help if necessary.
• Check Ss’ answers by asking individuals to read aloud
the complete sentences.
5 Number the sentences of the
dialogue in the correct order.
Answers • Advise Ss to read through all the sentences first before
You mustn’t be late for school. they start working out the correct order.
You must switch off your mobile in class. • Ss do the exercise working individually. They can
You mustn’t put your feet on the seats. compare answers in pairs before checking answers as a
You must wear a coat. It’s cold. class.
You must do your homework. • Check answers by asking individuals to read aloud the
sentences in the correct order.
• After checking answers, Ss can work in open pairs and
then closed pairs, reading the dialogue aloud. Monitor
and correct any serious pronunciation errors.
76
Teacher’s Notes
• Play the recording, several times if necessary, for Ss to Switch on a radio a light a DVD player a mobile
listen and underline the sounds. Wear a jumper a seat belt a uniform a helmet
• Check Ss’ answers by asking them to list all the words
containing each sound.
Further practice
Answers • Give Ss two or three example sentences using words
/v/ McVee MTV very DVDs from the spidergrams, e.g. You must wear a helmet when
/w/ Willy Wanted watch Willy Why watch you go karting. My favourite dessert is apple tart and ice
cream.
• Ss work in pairs, writing six sentences containing words
3 from the spidergrams. Monitor and point out any errors
7 10 Chat room for the pairs of Ss to correct.
• The pairs of Ss then form groups of four and exchange
Complete the conversation. and read each other’s sentences.
• Ask Ss to read through all of Tessa’s questions and to
think of possible replies. Point out that Ss’ replies should
be appropriate for Tessa’s next response. For example, What can you do?
her second question is What sort of programmes do you • Ask individual Ss to read aloud the I can sentences.
like to watch? So, the answer to her first question Would Elicit one or two example sentences from the class
you like to watch TV? should be a positive reply (e.g. for each I can sentence. Check that Ss understand the
Yes, OK. or What’s on? I don’t like boring programmes) meaning of obligation, prohibition, permission and
rather than a negative reply (e.g. No, thanks. I never invitations by asking them to translate the words into
watch TV). Give Ss time to work individually, planning their L1.
their part of the conversation and making notes, if they • Ask Ss to work in pairs or groups of three. Each pair or
wish. group chooses one of the I can sentences and makes a
• Read aloud Tessa’s sentences and elicit answers from conversation for that situation. Give Ss some examples,
several students in reply to each of Tessa’s questions. e.g. using must and mustn’t to talk about school rules,
asking your parents for permission to sleep over at your
Listen and practise with Tessa. friend’s house, ordering a meal in a restaurant, inviting
• Play the recording several times for individual Ss to give your friends to go to a pop concert with you, talking
their answers. about the life of a famous person. Advise Ss to look back
• Then play the recording for the class to rehearse their through Lessons 26–30 to check the language they need
answers, speaking very quietly. to use. Monitor and help the groups as necessary.
• Each group then acts out their conversation for the class
Then practise with a friend. to hear.
• Play the recording for Ss to listen and repeat Tessa’s • Encourage Ss to say how confident they feel about
sentences, chorally and individually. Encourage Ss doing each of the things in the I can sentences. Ss work
to listen carefully and copy the speaker’s stress and individually, ticking the boxes for the language they feel
intonation patterns. they can use confidently. Go round and give each S your
• Ss work in closed pairs, taking turns to play each part. own feedback, building their confidence by emphasising
Monitor the activity but do not interrupt Ss’ fluency. what they can do in English, as well as pointing out any
Make a note of any general language difficulties to go language points that still need practice.
over afterwards with the whole class.
• Some of the pairs can then act out one of their
conversations for the class to hear.
77
Getting started 3
• Revise Present simple (I/you/he/she) with usually and 3 12 New words: Travel
TV vocabulary from Lesson 28. Ask individual Ss: What a) Listen and repeat.
TV programmes do you usually watch in the evening/on • Play the recording several times for Ss to listen and
Thursdays/at the weekend? (I usually watch …). Then repeat. Point out the use of on in the expression go on
ask other Ss: What TV programmes does (Maria) usually foot.
watch? (She usually watches …).
b) Match the different ways of travelling to the
pictures.
3
1 11 Listen and read • Ss work individually matching the phrases and pictures.
Ss can compare answers with their partner before
• Ss look at and talk about the picture. If necessary, ask checking answers as a class.
questions, e.g. Where are they? What are the boys
wearing/doing/saying/writing? Where do you think the Answers
man works? (In a school/hospital/a sports centre/(an)
office?). 2 cycle/go by bike 3 go on foot/walk 4 ski 5 go by
• Play the recording several times for Ss to listen and read underground 6 go by boat 7 go by bus 8 go by car
and check their guesses about where the man works.
Explain or encourage Ss to guess the meaning of any
new words in the text. Look and learn
• Divide the class into three groups to be Adam, the Man • Ss repeat the questions and answers after you. Point out
and Jason / "dZe�s´n/. Play the recording again, this time that the question uses the verb get (to school) and the
leaving a pause after each speaker’s section, for the answer uses the verb go (by car).
groups to listen and repeat their lines chorally and then • Ask Ss: How does Max get to school? (He goes by
change roles. Encourage Ss to listen carefully and copy helicopter.)
the speakers’ intonation and stress patterns.
• Ss then work in closed groups of three, reading the
dialogue aloud and changing parts. Monitor and correct 4 Speak
any serious pronunciation errors. a) Work in pairs. Ask and answer.
• Ask two Ss to read aloud the example dialogue.
Everyday phrases • Ss work in closed pairs, asking and answering the
questions. If necessary, teach any new vocabulary Ss
• Play the recording several times for Ss to listen
need, e.g. tram, school (mini-)bus.
and repeat the phrases. Ask Ss to look back at the
conversation and find the phrases. Check that Ss b) Tell the class about you and your partner.
understand the meaning of each phrase. Ask Ss what
• Ask two Ss to read aloud the example sentences. Elicit
they say in their L1 for Excuse me, Anyway and Hmm!
sentences to say how long the journey takes and check
78
Teacher’s Notes
Monitor and point out any errors for Ss to correct.
• In pairs or small groups, Ss read each other’s sentences. the ‘wrong’ sentences.
Answers
3
6 13 Listen 2 wrong (She lives on a small island near the coast.)
3 right 4 wrong (The bus takes 20 minutes.) 5 right
• Read aloud the instructions. Ss look at the pictures and 6 right
identify the transport word for each picture.
• Play the recording once and check if Ss have completed
the exercise. If necessary, play the recording again. 3
• Check Ss’ answers by playing the recording, pausing it 8 14 SONG Driving in my Car
after each conversation to check the answer. by Madness
Audio script • Ss turn to page 96. Ask them to read the introductory text
about Madness.
1 Mum: Be careful of the traffic, Mark! • Play the recording for Ss to listen and read. Tell Ss not to
Boy: OK, Mum! worry about trying to understand all the words but to get
Mum: Have you got your anorak? a general idea of what the car is like. Ask Ss: Is it a new
Boy: It’s in my backpack. With my lunch. See car? (No, it was made in 1959), What’s wrong with it?
you! (Worn tyres, a flat tyre).
2 Girl 1: Here it comes. • Play the recording several times for Ss to listen and join
Voice: Please stand clear of the edge of the in. Check that Ss understand the key vocabulary. Explain
platform. or encourage Ss to guess the meaning from the context
Girl 2: Oh, look! There are some boys from Green of informal words such as a bloke (a man), guvenor
Hill School. Let’s go and sit with them. (governor/employer), slob (someone who doesn’t care
Girl 1: OK. how he/she looks or behaves), copper (police officer),
Voice: Mind the doors! knock (a slight accident), fifty-eight (fifty-eight miles an
3 Boy: I’m going to sit in the front. hour). Ss may be interested to know that the River Tyne
Girl: No! It’s my turn. You sat there yesterday. is in the north of England, Primrose Hill and Muswell
Father: Come on, you two! Just get in. And fasten Hill are areas of London, Selsey Bill is in Sussex on
your seatbelts. Please! the south coast of England and the A45 is a main road.
Boy: Katie, your door isn’t shut! Morris was a car manufacturer and Jaguar is a type
Girl: Yes, it is. of high performance car. GPO stands for General Post
Office, fender and gas are AmE words for the wing of a
Answers car and petrol.
1 by bike 2 by train 3 by car (Extra picture: by bus)
Further practice
• Write questions on the board for Ss to answer as they
listen to the recording again:
1 What has Mark got in his backpack? (his anorak and
his lunch)
2 Where are the girls going to sit? (with the boys from
Green Hill School)
3 Who sat in the front of the car yesterday – the boy or
the girl? (the boy)
79
80
Teacher’s Notes
shop?
2 Sally is in front of the station in Station Road. 6 Write Portfolio
Girl: Excuse me. Can you tell me the way to the • Read through the instructions and check that Ss
cinema, please? understand what to do. If some Ss travel to school by
Boy: Sure. Go down Station Road and turn right train or bus, they can use some of the language from
into London Road. Lesson 31 to write about their journey and then add
Girl: Right into London Road. OK. directions from the station or the bus stop to the school.
Boy: Go straight ahead past three shops and the • Read the example sentence. Ask Ss to look back at the
cinema is on your left. dialogue in Exercise 1 and point out the use of (and)
Girl: Oh, OK. then to join directions. Advise Ss to draw their map first
Boy: It’s opposite the town hall. and then write their description. Monitor and help Ss if
Girl: Thanks. necessary.
Narrator: Look at the map. Which letter is the cinema? • Ss then work in pairs or groups of three, reading each
other’s descriptions and looking at the maps.
3 Mike is in front of the town hall in London Road.
Mike: Excuse me. Can you tell me the way to the
library? 3
Woman: Sure. Have you got a map? 7 18 RAP The Directions Rap
Mike: Yes, here. • Ss turn to page 96. Play the first recording for Ss to listen
Woman: OK. So we’re here in front of the town hall. and read.
You go down London Road past the shops, • Check that Ss understand the vocabulary (e.g. the second
and then turn left into Station Road. turning right, the corner).
Mike: Left into Station Road … OK. • Play the recording again, several times if necessary, for
Woman: Walk past the bank and the library is on your Ss to listen and join in. Divide the class into two groups,
left, opposite the station. You can’t miss it. one group to say the ‘question’ verses and the other
Mike: Thanks. group to say the ‘answer’ verses and then change parts.
Narrator: Look at the map. Which letter is the library? • Play the second recording for Ss to say the rap on their
4 Hilary is outside the post office in King Street. own with the backing track.
Hilary: Excuse me. Can you tell me the way to the
swimming pool from here?
Man: Yes, of course. We’re here, outside the post
office in King Street. Go down King Street
and turn left into London Road.
Hilary: Down King Street and turn left …
Man: Yes, then go down London Road and turn
right into Silver Street.
Hilary: Right into Silver Street?
Man: Yes, you turn right into Silver Street and the
swimming pool is on your left. It’s opposite
a garden centre. You can’t miss it.
Hilary: OK. Thank you.
Narrator: Look at the map. Which letter is the
swimming pool?
81
Getting started 3
3
20 New words: Adjectives (3)
• Introduce the topic of sports by giving Ss forty-five
seconds to work in pairs, thinking of sports words. a) Listen and repeat.
Ss then report back to the class. Correct any serious • Play the recording several times for Ss to listen and
pronunciation errors. Ss can look back at Lessons 3 and repeat, chorally and individually.
4 to see the sports words there. • Ask Ss to find pairs of opposites (slow/fast, loud/quiet,
polite/rude) and adjectives in the list without an opposite
(careful, happy, angry).
3
1 19 Read b) Complete the words under the pictures.
• Ss look at the picture and read the title of the text. • Ss work individually, completing the words under the
Encourage Ss to say what they know about boarding, pictures. Ss can compare answers with their partner
inline skating and rock climbing (using English as much before checking answers as a class.
as possible). Use the picture to present some of the • Check Ss’ answers by asking individuals to write the
vocabulary used in the lesson, e.g. helmet, rope, climbing words on the board and say them.
shoes, harness.
• Play the recording several times for Ss to listen and read. Answers
Explain or encourage Ss to guess the meaning of new 2 careful 3 quiet 4 loud 5 angry 6 happy 7 polite
words in the texts. 8 fast 9 slow
• Ask the class if rock climbing and abseiling are popular
sports in their country. Find out if any of the Ss go rock
climbing or abseiling. Encourage them to tell the class Further practice
about it, e.g. Where do they go? What do they wear? • Read out three or four sentences for Ss to complete with
Do they have a good instructor? Do they feel safe? an appropriate adjective, e.g.
Encourage Ss to say what are the popular sports for 1 It’s Susan’s birthday today. She’s having a party/She’s
young people in their country. Teach any new vocabulary very … (happy).
that Ss need. 2 Mary never says ‘please’ and ‘thank you’. She’s very
… (rude).
2 Check 3 Tony always says ‘please’ and ‘thank you’. He’s very
… (polite).
• Ask one of the Ss to read out the two parts of the
example sentence.
• Ss work individually, reading and matching the two parts Look and learn
of the sentences. • Give Ss time to read through the list of regular adjectives
• Check Ss’ answers by asking individuals to read aloud and adverbs. Ask individual Ss to read aloud each pair.
the complete sentences.
82
Teacher’s Notes
Dave: O
K, now listen carefully. My name’s Dave and
I’m your abseiling instructor today. Abseiling is
b) Complete with the correct adjectives or adverbs. a very exciting new sport but you must listen to
• Advise Ss to read through the dialogue quickly for me carefully because it can be dangerous. Now,
general understanding before they start completing it. it is important you just follow these two simple
Check Ss understand they have to choose whether to use rules. The first rule is don’t look down. The
an adjective or an adverb. Ss then complete the dialogue, second is, don’t try to abseil too fast. Go down
working individually or in pairs. slowly. I’ll be at the top and I’ll shout loudly if
you do something wrong. But I’m sure you’ll
c) Now listen and check. all do very well and you’ll learn quite quickly.
• Play the recording for Ss to check their answers. Check Any questions?
spelling by asking individuals to write the adverbs on the [Pause]
board. No, OK, good luck then.
Answers
Answers
2 easily 3 slowly 4 quiet 5 quickly 6 good 7 well
8 late 2 fast 3 slowly 4 loudly 5 well 6 quickly
83
84
Teacher’s Notes
b) A tell the class what B said.
3
3 25 Listen • In turns, Ss tell the class about their partner. Encourage
Ss to help each other correct any errors in the use of
• Give Ss time to read through the text about Sean /SO…n/ Present simple, Past simple and going to.
before playing the recording.
• Play the recording two or three times for Ss to listen and Further practice
complete the sentences. Reassure Ss that they are not • Ss work individually, writing down their partner’s
expected to understand everything on the recording at answers. Tell Ss to write five or six sentences and to
this stage. check grammar and spelling carefully. Monitor and point
out any language errors for Ss to correct.
Audio script • Ss then form same pairs as in Part a). Each S reads what
Int: Where did you go for your summer holiday last their partner has written about them and says if they
year, Sean? agree with the information.
Sean: I went to the USA with my mum and dad.
Int: How did you get there?
Sean: We went by plane. It took seven hours and I got
Project Portfolio
jet lag! Writing tip: Collecting your ideas
Int: Where in the USA? • Give Ss time to study the spidergram. Ask Ss if they
Sean: We went to Disneyworld in Florida. We stayed use spidergrams in other school subjects to collect ideas
in a big hotel. It was brilliant. before writing. Check that Ss understand the vocabulary
Int: Do you ever go to Europe for your holidays? in the spidergram. Ask individuals which of these
Sean: Yes, two years ago we went to Portugal. We activities they do on holiday. Elicit suggestions to add to
stayed on a camp site. the spidergram, e.g. a section for ‘winter holidays’.
Int: Was that good?
Sean: Yes, it was fun.
Int: And what about this year? Write
Sean: This year we’re staying in England. • Read aloud the instructions and the example sentences.
Int: So you aren’t going to have a holiday? Check that Ss understand what to do.
Sean: Yes, we are. We’re going to Cornwall. My aunt • Tell Ss to write a draft of their postcard in their
and uncle have got a holiday flat there and we’re notebooks. Monitor and check Ss’ writing, pointing out
going to stay with them. any errors to be corrected.
Int: That sounds good. • Ss then write a fair copy of their postcard.
Sean: Yes. The beaches in Cornwall are great and I can • In groups of three or four, Ss exchange and read each
go canoeing, too. other’s postcards.
Answers
1 mum 2 dad 3 the USA/Florida/Disneyworld 4 plane
5 seven 6 Two 7 England 8 beaches 9 canoeing
85
86
Teacher’s Notes
a) Listen and repeat. Answers
• Play the recording once for Ss to read and listen. Josh Carter 3 Kate Lennox 5 Myra Desai 1
• Play the recording several times for Ss to listen and Carl Packer 4 Ivy Hunt 6
repeat. If necessary, isolate the two sounds in each
diphthong for Ss to repeat the sounds separately after you
and then combine them to make the diphthong. What can you do?
b) Listen again and underline the /�´/ sounds in red • Ask individual Ss to read aloud the I can sentences.
and the /e´/ sounds in green. Elicit one or two example questions and answers from
• Play the recording, several times if necessary, for Ss to the class for each I can sentence.
listen and underline the sounds. • Ask Ss to work in pairs or groups of three. Each pair
• Check Ss’ answers by asking individuals to list all the or group chooses one of the three I can sentences and
words containing each sound on the board and say them. makes a conversation for that situation. Advise Ss to look
back through Lessons 31–35 to check the language they
Answers need to use. Monitor and help the groups as necessary.
• Each group then acts out their conversation for the class
/�´/ Vera Dear Vera to hear.
/e´/ There’s chair fair hair • Encourage Ss to say how confident they feel about
doing each of the things in the I can sentences. Ss work
individually, ticking the boxes for the language they feel
3 they can use confidently. Go round and give each S your
8 27 Chat room own feedback, building their confidence by emphasising
Complete the conversation. what they can do in English as well as pointing out any
• Ask Ss to read through all of Adam’s sentences silently language points that still need practice.
to get an overview of the conversation. You then read
aloud each of Adam’s sentences and elicit two or three
example answers from the Ss. Encourage Ss to suggest
several possible responses to Adam’s last two sentences
‘That’s interesting’ (Yes, it’s interesting and it’s a cheap
way to travel./Yes, it’s my favourite way to travel.) and
‘Thanks for talking to me’ (That’s OK. See you later./
That’s all right. Have a nice day.).
• Ss work individually, planning their part of the
conversation. They can make notes of their part if they
wish, but tell them not to write out full sentences.
87
Further practice
Everyday phrases • In groups of three or four, Ss talk about the clothes
• Play the recording again, pausing for the class to listen they like (and don’t like) to wear. Monitor but try not
and repeat the phrases. Check that Ss understand the to interrupt Ss’ fluency. Make a note of any common
meaning of the phrases. Encourage Ss to suggest what problems to go over with the class afterwards.
88
Teacher’s Notes
correct any language errors.
completing the text with the correct form of have to. Ss
• Check answers by asking individuals to say the sentences
can compare answers in pairs before checking answers as
for the class to hear.
a class.
• Encourage Ss to make more sentences about their school
• Check Ss’ answers by asking individuals to read aloud
using have to/don’t have to, e.g. do homework every day/
the sentences.
do sports every day/learn Chinese/our parents sign a
homework book.
Answers
2 have to wear 3 have to wear 4 don’t have to wear
5 has to wear 6 don’t have to think 7 don’t have 7 Write Portfolio
to buy • Read aloud the instruction and example sentences. Elicit
suggestions to complete the second sentence.
• Ss work individually, choosing some of the things from
3 Exercises 4 and 6 to write about in more detail. Tell Ss
5 30 Listen to write eight to ten sentences. Monitor and point out any
• Give Ss time to read through the questions. errors for Ss to correct.
• Play the recording twice and check if Ss have completed • In pairs or small groups, Ss read each other’s sentences.
the exercise. If necessary, play the recording again.
• Check Ss’ answers by asking pairs of Ss to ask and
answer the questions.
8 Game: Where am I?
• Read out the instructions. Ask three Ss to read aloud
Audio script Team A’s sentences.
• Divide the class into two teams. Each team thinks of two
Teacher: N ow, don’t forget we’re going to the Science
or three places and writes three sentences about each
Museum tomorrow.
place. Monitor and help Ss correct any language errors in
Girl: What time do we have to leave?
their sentences.
Teacher: At 9.30.
• The teams take turns to read out their sentences. If the
Boy 1: Do we have to wear our school uniform?
other team guesses the place correctly, they get a point. If
Teacher: Yes, you do!
they can’t guess the place, they are told the answer. Make
Boy 2: Oh, and my mum wants to know. Does she
a note of any problems with have to and go over these
have to make a packed lunch for me?
with the class at the end of the game.
Teacher: No, she doesn’t have to give you anything
to eat or drink. We’re having lunch in the
museum café. 3
Boy 2: Cool! 9 31 RAP The School Time Rap
Girl: Do we have to take any school books? • Ss turn to page 96. Play the first recording for Ss to listen
Teacher: No, you don’t have to take any books but you and read. Check that Ss understand the vocabulary.
do have to take a notebook and a pen. • Play the recording again, several times if necessary, for
Girl: Why do we have to take a notebook and pen? Ss to listen and complete. After checking answers, play
Teacher: Because you have to do a project. It’s a the recording again for Ss to join in. If you wish, divide
normal school day. the class into three groups to say a verse each.
• Play the second recording for Ss to say the rap on their
Answers own with the backing track.
1 at 9.30 2 school uniform 3 No, they don’t.
Answers
4 a notebook and a pen
1 have 2 to 3 can’t 4 have 5 to 6 have 7 to 8 have
9 to 10 can’t 11 have 12 to 13 have 14 to 15 can’t
89
Functions
Describe people 3 Check
• Ss work individually, referring back to the text and
Vocabulary answering the questions.
Personality adjectives • Check Ss’ answers by asking pairs of Ss to ask and
answer the questions.
90
Teacher’s Notes
read the example answer. Play the second extract and
pause the recording for Ss to give the second answer. [Football], of course.
Then continue playing the recording for Ss to listen [But] it’s not all good.
and answer the remaining items. If necessary, play the Most of the time [he’s good fun].
recording two or three times for Ss to complete the
exercise.
• Check Ss’ answers by playing the recording again, c) Write a short description of your Portfolio
pausing it after each extract for Ss to give the answer. best friend.
• Tell Ss to use Ben’s description to help them write their
Audio script own text. Tell them to write about their best friend’s
appearance, good points and bad points. Write prompts
1 A: Beth, I don’t understand this Science homework.
on the board for Ss to use if they wish:
B: OK, what’s the problem? I’ll help you.
quite very a bit sometimes
2 C: Hi, Jonah. How are you?
• Ss work individually, writing their description. Monitor
D: Oh, go away. I don’t want to talk to you.
and point out any language errors for Ss to correct.
3 E: I’ve got a present for you.
• In pairs or small groups, Ss read each other’s
F: Oh, thank you, Sally. But it’s not my birthday …
descriptions.
Oh, it’s great. Thanks ever so much.
4 G: Luke, can you help me to lay the table, please?
H: Oh, Mum. I’m watching this TV programme. Do I 3
have to? 8 35 RAP The Perfect Rap
5 I: Sarah, would you like to come to my party?
• Ss turn to page 96. Play the first recording for Ss to
J: Oh, no, I can’t. I won’t know any people there.
listen and read. Check that Ss understand that makes me
6 K: Ben, you got 99 percent in your Maths test. Very
scream! in this context is a feeling of frustration that the
well done!
friend is so perfect.
L: Thanks, Miss Collins.
• Play the recording again, several times if necessary, for
Ss to listen and complete. Check answers by asking
Answers individuals to say the lines and write the words on the
2 bad-tempered 3 generous 4 lazy 5 shy 6 clever board. When checking answers, point out that good-
looking has a stronger ‘positive’ meaning than nice-
looking.
• Play the recording again for Ss to join in. If you wish,
7 Read and write divide the class into two groups to say a verse each.
a) Read the description. Which of these adjectives • Play the second recording for Ss to say the rap on their
describe Tom? Put a tick (✓) or a cross (✗) after own with the backing track.
the adjectives.
Answers
• Read aloud the instruction and check that Ss understand
what to do. Ss work individually, reading the description 1 friendly 2 funny 3 helpful 4 kind 5 good 6 fun
and ticking or crossing the adjectives. Ss can compare 7 generous 8 mean 9 good-looking 10 tall
answers in pairs before checking answers as a class. 11 beautiful 12 clever 13 smart 14 good 15 fun
• When checking answers, ask Ss to read out the section of 16 generous 17 pretty
the description that gives the answer.
Answers
2 cross 3 tick 4 cross 5 tick 6 tick 7 tick 8 cross
91
92
Teacher’s Notes
• Ask questions for Ss to make similar answers using
to … , e.g. Why are you going to the bank/library/train
station/airport/post office/video shop/leisure centre/park/
computer shop/café?
5 Write
• Read through the verbs in the box with the class. Check
that Ss understand the meaning of borrow.
• Ask one of the Ss to read out the example sentence.
Advise Ss to read through the text for general
understanding before they start completing it. Ss work
individually, completing the sentences with to and one of
the verbs.
• Check Ss’ answers by asking individuals to read aloud
the sentences.
Answers
2 to ask 3 to get 4 to make 5 to borrow 6 to say
6 Read
a) Read about the London Eye.
• Ask Ss to read through the text silently to get a general
understanding of the meaning. Tell them not to worry
about understanding every word at this stage but to try to
guess the meaning of any new words from the context.
Answers
1 b) 2 a) 3 a) 4 b) – see Background information note
5 a) 6 b)
93
3
1 38 Read 3
3
39 Listen
• Read out the title of the text. Give Ss time to look at the • Give Ss time to read through the headings in the box.
map and the pictures. Check pronunciation of California Check that Ss understand the meaning of weight. Ask
/Ækœl�"fO…ni´/ and San Francisco /Æsœn fr´n"s�sk´U/. Ss to read the question prompts and say the complete
Encourage Ss to talk about the pictures and to say what questions. (How old is he? How much does he weigh?
they know about travel in the USA in the nineteenth When did he start work? How many kilometres a day
century (using English as much as possible). Use the does he ride? How many hours does it take him?)
pictures to introduce some of the vocabulary from • Play the recording twice and see if Ss have completed
the text, e.g. wagon train, (big) wheels, oxen, mules, the information. If necessary, play the recording again.
stagecoach, hold-up, Pony Express.
94
Teacher’s Notes
Express rider? • Ensure that Ss have access to good dictionaries. Read
Pete: Last year, in June 1860 to be exact. aloud the Study tip. Check that Ss remember that n
Interviewer: And how far do you ride in a day? stands for noun.
Pete: I guess about 150 kilometres. • Ss work individually, looking up the meaning of the
Interviewer: How long does that take you? words and noting the dictionary’s example sentence for
Pete: Oh, I dunno. About ten hours I guess. each word.
Interviewer: So you ride for ten hours? • Ask individuals to read aloud the example sentences in
Pete: That’s right. their dictionaries. Encourage Ss to suggest their own
Interviewer: Are you tired after that? example sentences for the words.
Pete: I sure am! • Give Ss time to record the words and example sentences
Interviewer: OK. Well, I’d better let you get some in their vocabulary books.
sleep. Thanks for talking to me, Pete.
Pete: You’re welcome. Project Portfolio
A long journey in your country
Answers • Read through the instructions and the list of points with
Age 16 the Ss.
Weight 49 kilos • Look at the map of Spain with the class. Read aloud the
When/started work last year/June 1860 example text and point out how the separate points are
Rides a day (km) about 150 included. Draw Ss’ attention to the use of going to future
Takes him (hours) 10 hours and also hope to.
• Check pronunciation of Spain /speIn/, Madrid /m´"drId/,
Santiago de Compostela /sœntiÆA…g´U d´ kÅmpÅ"stel´/ and
4 Speak Burgos / "bU´gÅs, "b‰…gÅs/.
• Give Ss time to find out information (at home or in class)
a) Form groups. Each team discuss and then write about their route, make a map and collect pictures. Ss
five questions about the USA. write a draft of their project for you to check. Ss then
• Read aloud the instructions and the list of topics (1–5). copy out their text and attach their map and pictures.
• Read out the example question for Geography and elicit • In groups, Ss read each other’s projects. If there is space
the answer from the class (The Rocky Mountains). Ask in your classroom, Ss can make a display of the projects
the class a question for each of the other topics. If you with the title ‘Long Journeys’.
wish, use information from previous lessons, e.g.
History: Who was the sixteenth President of the USA?
(Abraham Lincoln, Lesson 14)
Famous Americans: Who were the first men on the
moon? (Armstrong and Aldrin, Lesson 12)
Sport: What is the national sport in the USA? (baseball,
Lesson 4)
Music and films: How old was Marilyn Monroe when
she died? (thirty-six, Lesson 11)
• Ss work in groups of three or four. Give them time
in class or at home to find their information, write
their questions and make a note of the answers. If the
questions are difficult, Ss could write multiple choice
questions with two or three possible answers to choose
from.
95
96
Teacher’s Notes
/st/ Stella stamp star moon down soon rain
/sk/ school Scotland skate school Scotland’s
Further practice
3 • Ss work in pairs, writing five or six sentences containing
7 41 Chat room some of the words. Monitor and point out any errors for
Complete the conversation. Ss to correct.
• Ask Ss to read through all of Ben’s sentences silently to • In turn each S reads out one of their sentences to the
get an overview of the conversation. Read aloud each of class.
Ben’s sentences and elicit several example answers from
the Ss. Ask Ss if they remember what they said in Lesson What can you do?
35 when Adam said Thanks for talking to me. (Ss may
have responded with That’s OK. See you later./That’s • Ask individual Ss to read aloud the I can sentences.
all right. Have a nice day.) Ask Ss if they can remember Elicit one or two situations and language for each I can
what Pete (the American Pony Express rider) said in the sentence. For example:
same situation in Lesson 39. (He said: You’re welcome.) 1 talking about what you have to do at school or at home
Ss may like to practise using this expression. 2 describing your best friend or a member of your family
• Ss work individually, planning their part of the 3 asking your friend why he/she is going to the shopping
conversation. They can make notes of their part of the centre (infinitive of purpose)
conversation, if they wish, but tell them not to write out 4 talking about a very good or a very bad journey you
full sentences. had.
• Ss work in pairs or groups of three. Each pair or group
Listen and practise with Ben. chooses one of the four I can sentences and makes a
• Play the recording several times for individual Ss to give conversation for that situation. Advise Ss to look back
their answers. through Lessons 36–40 to check the language they need
• Play the recording for the class to rehearse their answers, to use. Monitor and help the groups as necessary.
speaking very quietly. • Each group then acts out their conversation for the class
to hear.
Then practise with a friend. • Encourage Ss to say how confident they feel about
• Play the recording for Ss to listen and repeat Ben’s doing each of the things in the I can sentences. Ss work
sentences. individually, ticking the boxes for the language they feel
• Ss work in pairs, taking turns to ask and answer the they can use confidently. Go round and give each S your
questions. Monitor the activity but do not interrupt Ss’ own feedback, building their confidence by emphasising
fluency. Make a note of any general language difficulties what they can do in English, as well as drawing their
to go over afterwards with the whole class. attention to any language points that still need practice.
• Some of the pairs then say one of their conversations for
the class to hear.
97
Splash!
does next?
New words
• Ss repeat the new words after you several times.
• Check Ss’ understanding, e.g.
LESSON OBJECTIVES Are you an only child?
What’s the name of the head teacher in our school?
structures — revision
Present simple 2 Check
Present continuous
• Read through the questions with the Ss.
have/has got
• Ss work individually, answering the questions and then
like/hate + -ing
compare answers in pairs.
(this is) yours
• Check Ss’ answers by asking pairs of Ss to ask and
many/a lot of
answer the questions.
Functions — revision
Greetings: Hi, Kevin. How are you doing? Answers
Give personal information about someone: He’s an 1 Because he’s got swimming today. 2 twelve 3 no
only child./He hates swimming. 4 no 5 He’s the school football captain. 6 Because
Describe a sequence of actions: He crosses a river Dean pushes Kevin into the swimming pool. Dean
and stops on the bridge. throws a towel to Kevin but the towel falls in the water.
Describe what is happening now: Kevin is putting his 7 Dean 8 Dean can’t swim. 9 He jumps into the cold
books away. river (from the bridge) and saves Dean. 10 Because
Vocabulary — new Dean and Daisy are his friends now.
after, brave, bridge, call (v), canoe, captain, catch
(v), cross (adj), cross (v), cry, fall (v), get to school
(v), head teacher, hear (v), Help!, hero, laugh (v), 3 Act
only child, push (v), put away (v), save (v), smile (v), • There are alternative ways to act out the story, depending
Splash!, suddenly, swimming trunks, throw (v), towel on your Ss’ confidence in speaking English and acting, as
skills well as the time available for them to learn their parts. If
• To understand a narrative story using information some Ss become anxious about memorising their parts,
from pictures, a text and a recording they can use their ‘scripts’ when acting out the scenes.
• To consolidate known language • Read through the story with the class and draw Ss’
• To learn new words attention to the conversation between the people in the
• To write scenes from a story and act them story. Elicit the first conversation from the Ss and write
• To write a different ending for the story it on the board. (Explain that Kevin can ‘say’ what he is
thinking):
Mum: Time to get up, Kevin. Your breakfast is on the
Getting started table. You’ve got swimming today.
Kevin: I don’t want to go to school today.
• Ask Ss about their own routine and their school, e.g. • Play the recording several times for Ss to join in the
What time do you get up/have breakfast/finish school? conversations. Focus on the pronunciation and intonation
Can you swim? Do you have football/a computer club at patterns of the speaker on the recording.
school? • List the conversation scenes on the board and write the
first words of each conversation, e.g.
3
1 Mother and Kevin (Time to get up, Kevin …)
1 42 Listen and read 2 Dean and Kevin (Good morning, Kevin …)
• Working in groups, Ss write out some or all of the
• Ask Ss to look at and talk about the pictures using the conversations. Ss can continue a conversation, e.g. in
Present simple (Where is he?) and Present continuous the first scene, Kevin’s mum could ask him: Why don’t
(What are they doing?). Revise vocabulary (e.g. you want to go to school today? Check that Ss copy the
swimming pool) and introduce some new words (e.g. speeches correctly.
swimming trunks). • Ss work in their groups, practising their conversations.
• Play the recording for Ss to listen and read. Monitor, helping where necessary.
• Play the first two sections of the recording for Pictures • If time, each group acts out a scene for the class.
1 and 2, then pause. Explain any difficult words or Reassure Ss that they can read from their script.
encourage Ss to guess the meaning from the context. Encourage the rest of the class to be supportive.
Encourage Ss to speculate: Why do you think Kevin
hates swimming? What do you think Daisy is thinking?
• Play the last two sections of the recording for Pictures 4 Write
3 and 4. Go through difficult words, then ask Ss to read • Ask questions to encourage Ss to think about the
the newspaper headline and find a word that isn’t true characters (Kevin, Dean, Daisy), e.g.
98
Teacher’s Notes
become friends? Does Kevin teach Dean to swim?
• Ss work individually, writing a draft (four to six
sentences) of their ending to the story. Monitor and help
Ss correct any language errors. Ss then write a fair copy
of their ending.
• In small groups, Ss read each other’s endings. Each
group chooses one of their endings to read to the class.
99
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Teacher’s NoTes
Vocabulary — new well as the time available for them to learn their parts. If
anxious, assembly, believe (believed), can, corner, some Ss become anxious about memorising their parts,
design (designed), fair, fall (fell) off, flag, graffiti, they can use their ‘scripts’ when acting out the scenes.
half term, hurt (hurt), ladder, last, letter, news, • Read through the story with the class and draw Ss’
serious, slip (slipped), sports hall, spray (sprayed), attention to the conversation between the people in the
spray paint, whisper (whispered) story. Divide the class into three groups, one group to be
skills Jade, one group to be Sam and the third group to be both
• To understand a narrative story using information Mr Piper and Benny. Play the recording several times
from pictures, a text and a recording for the groups to join in and say their lines and then to
• To consolidate known language change parts.
• To learn new words • List the conversation scenes on the board and write the
• To write scenes from a story and act them first words of each conversation, e.g.
• To write a different ending for the story 1 Jade and Megan (Look! On the wall!)
2 Mr Piper, Jade and Sam (This is very serious …)
• Working in groups, Ss write out a few of the scenes.
Encourage Ss to add speeches to the scenes, e.g. in
Getting started the first scene, Jade and Megan can continue the
• Revise going to future. Write prompts on the board conversation and talk about the graffiti they saw in
for Ss to ask questions: What are you going to do … ? school last week/last month. Do they think a student in
Where are you going to go … ? this evening/at the their class is doing it? Why is someone doing this? What
weekend/in the next school holidays do they think the snake means?
• Ss work in their groups, practising their conversations.
Monitor, helping where necessary.
3 • If time, each group acts out a scene for the class.
1 44 Listen and read Reassure Ss that they can read from their script.
• Ask Ss to look at and talk about Picture 1. Introduce Encourage the rest of the class to be supportive.
the word graffiti. Ask Ss if graffiti is a problem in their
school or town. Encourage Ss to suggest what people
can do to stop the problem of graffiti.
4 Write
• Play the first two sections of the recording for Pictures • Look at Sections 4 and 5 of the story with the Ss. Elicit
1 and 2, then pause. Explain any difficult words or suggestions for different endings if:
encourage Ss to guess the meaning from the context. Sam doesn’t fall off the ladder
• Repeat this procedure for Sections 3–5. Sam falls off the ladder and breaks his leg
The next morning, Sam and Benny don’t go to see
Mr Piper.
New words • Ss work individually, writing a draft (four to six
• Ss repeat the new words after you several times. Check sentences) of their ending to the story. Monitor and help
that Ss understand the meaning of the words. Ss correct any language errors. Ss then write a fair copy
of their ending.
• In small groups, Ss read each other’s endings. Each
group chooses one of their endings to read to the class.
101
2 Check
a) Label Captain Sinclair’s ship, Secret Harbour,
LESSON OBJECTIVES Kingston and Emerald Cave on the map of
Tortola.
structures — revision • Ss refer to the text from Captain Sinclair and label the
by (boat) places on the map. Ss can compare answers in pairs
Adverbs and adjectives before checking answers as a class.
Functions — revision Answers
Describe geographical location: east, five miles wide
Describe the history of a place and what it is like A Secret Harbour B Captain Sinclair’s ship
today C Kingston D Emerald Cave
Vocabulary — new
airport, anchor (anchored), angrily, asleep, crow, b) Put the sentences in the correct order to tell the
emerald, gallop (galloped), get on/off, go back, story.
harbour, hit (hit), hurry (hurried), international, iron • Advise Ss to read through all the sentences quickly
hook, jump (jumped) on, main square, mine, nothing, before they start putting them in order.
pirate, resort, rowing boat, sail, search (searched), • Check Ss’ answers by asking individuals to read aloud
shout (shouted), side, village, wind the sentences in the correct order.
skills
• To understand a narrative story using information Answers
from pictures, a text and a recording 2 e) 3 c) 4 d) 5 a) 6 f)
• To consolidate known language
• To learn new words
• To write scenes from a story and act them 3 Act
• To write a different ending for the story
• There are alternative ways to act out the story, depending
on your Ss’ confidence in speaking English and acting, as
well as the time available for them to learn their parts. If
Getting started some Ss become anxious about memorising their parts,
• Use the map to revise north, south, east, west, island, they can use their ‘scripts’ when acting out the scenes.
coast, sea, beach. (If you do not have a suitable map, • Ask Ss to look at Section 1 of the story. Divide the class
revise some of the vocabulary by referring to the into two groups, one group to be François and the other
geography of the Ss’ own region or country.) to be Sophie. Play the recording of this section several
times for the groups to join in and say their lines and
then to change parts.
3 • Play the recording of Section 2. Elicit suggestions for the
1 45 Listen and read conversation between the two children and the village
• Ask Ss to look at the pictures and guess when the story people when the children decide to hide in Emerald
happened (in the 1900s? a long time ago?). Cave.
• Play the recording for Ss to listen and read. • Play the recording of Section 3. Elicit suggestions for the
• Play the first part of the recording from Captain Sinclair, conversation when Ben Crow orders his men to search
then pause. Explain difficult words or encourage Ss to for the villagers and then the men returning to say they
guess the meaning from the context. Ask: How did they found nothing.
get to Secret Harbour? (by rowing boat), Did they find • Working in groups, Ss write two or three scenes from the
Ben Crow? (no). story adding to scenes in the story and inventing extra
• Repeat this procedure for Sections 1–3. Ask: What was conversations.
on the sail of the pirate ship? (a picture of a red crow), • Ss work in their groups, practising their conversations.
How far were François and Sophie from their village? Monitor, helping where necessary.
(five miles), Where did the villagers hide? (in Emerald • If time, each group acts out a scene for the class.
Cave), Did the pirates find the villagers? (no). Reassure Ss that they can read from their script.
• Play the final section of the recording about Tortola Encourage the rest of the class to be supportive.
today and go through difficult words. Ask: Would you
like a holiday in Tortola? What water sports do you
think are good there? (sailing, swimming, snorkelling,
surfing).
102
Teacher’s Notes
103
Resource E (Lesson 7)
Classroom arrangement: pairs
Resource B (Lesson 2)
Objective: to practise talking about countable and
Classroom arrangement: pairs uncountable food and drink
Objective: to practise talking about families Context: a camping trip
Context: activities around the house • Photocopy and cut up one sheet for each A and B pair.
• Copy one set of pictures for each A and B pair. • Tell Ss to imagine they are going on a camping trip and they
• Explain that Ss have to find the differences between their want to find out what food they need to buy. Ss take it in
pictures. They must keep their pictures secret and not look turns to ask each other what food they have.
at their partner’s picture. A: Have you got any coffee? B: Yes, I have.
A: What is Mary doing? • If they find that neither of them has something, then they
B: She’s doing her homework in the bedroom. need to buy it. Tell them to make a shopping list of food and
• They continue until they have found all the differences. drink to buy.
• When all the pairs have finished, check that everyone has
the same shopping list.
Resource C (Lesson 3)
Classroom arrangement: pairs Resource F (Lesson 8)
Objective: to practise talking about likes and dislikes Classroom arrangement: groups of three
Context: sport Objective: to practise countable and uncountable
• Photocopy and cut up one sheet for each A and B pair. expressions of quantity
• Explain that they both have some information about the
people on the sheet but they need to ask their partners Context: around town
questions to find out the rest of the information. Ss take it in • Photocopy and cut up one sheet for each group.
turns to ask questions. Check they understand that one tick • Ss place the dominoes face down in the middle of the table
means likes, two ticks means loves, one cross means doesn’t in front of them in a pile.
like and two crosses means hates. • Ask Ss to take four dominoes each.
A: Does Kay like motor racing? • The first S places a domino on the table and then the next S
B: Yes, she does. She loves it. must place a domino next to it lengthways (as in dominoes)
• When they get the information from their partner they write at either end, making sure that it makes a correct sentence.
it down in their chart. There isn’t much litter or
• When they have all the information about the people, they
then ask their partner what sports they like. There are a lot of hotels
A: Do you prefer football or rugby? • If the S cannot place a domino to make a correct sentence,
B: I prefer football. he/she must pick up another domino.
• If Ss are not sure if the sentence is correct, they should ask
the teacher.
• The winner is the first S with no dominoes left.
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• Explain that it is a memory game. Student A goes first and a counter for the game.
gives Card 1A to Student B for only one minute. Student B • Explain how to play the game. Ss must cross from one side
reads it and tries to remember the information. of the board (A or B) to the other by answering questions.
• After one minute, Student A takes Card 1A back and asks Place the question cards on the table in a pile face down
Student B the questions on Card 1B, making a note of how next to the board. Student A starts by placing a coin on one
many questions they answer correctly. of the spaces on his/her side. Student B picks up a card and
• It is then Student B’s turn to let Student A read Card 2A for reads the question out to Student A. If Student A answers the
one minute and ask the questions on Card 2B. question correctly, he/she writes A in the space and moves
• The winner is the person who answered more questions forward on to another space. If the answer is wrong, he/she
correctly. doesn’t move and it is the other person’s turn. Student A now
picks up a question card and reads it to Student B.
• You can’t move on to a space with the other S’s letter in it.
• The winner is the first person to reach the other side.
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also each have four different places that they want to find. • Stronger Ss can then practise and develop the dialogue
They have to ask their partner where the four places are and by replacing the pronouns and character adjectives with
write the new information on the map. They must keep their alternatives.
maps secret and not look at their partner’s map.
A: Can you tell me the way to the railway station?
B: Go up this road and turn right. It’s in front of the café.
• Ss take it in turns to ask for directions to each of the four
places. They continue until they find all the places. Resource X (Lesson 38)
Classroom arrangement: groups of three
Objective: to practise the infinitive of purpose with to
Resource U (Lesson 33) Context: various
• Photocopy and cut up a set of cards for each group. Mark
Classroom arrangement: groups of three the back of the question cards so that Ss can see which cards
Objective: to practise adverbs of manner are questions and which are answers.
• Ask each group or S to place all the cards face down on the
Context: various
table in front of them in two piles (a question pile and an
• Photocopy and cut up one set of cards for each group. answer pile).
• Ss place cards face down in a pile in the middle of the • Ss take it in turns to turn over two cards, reading them to the
table. others in their group.
• The first S takes a card and looks at it secretly without • If they think the two cards go together (as correct question
showing the other Ss. and answer), they keep the pair of cards.
• He/She must act out the meaning of the word (without • If they don’t, they put them back in the same place.
speaking) in one minute. The other Ss must guess what the • It’s then the next player’s turn.
word is. If the other Ss guess the word correctly, the acting • They continue until there are no more cards. The winner is
S gets a point and the S who guesses it gets a point. If no the player with the most pairs.
one guesses the word, no one gets any points. It is then the • When the game is finished, ask Ss to mix all the cards up
next S’s turn to take a card and mime it. The game continues again, then arrange the answers beside the correct questions
until all the cards are used. on the table in front of them. This could be done as a race.
• The winner is the person with most points.
107
photocopiable Pearson Education Limited 2009
Photocopiable Resources
Photocopiable resources
Resource A (Lesson 1)
�
I like skateboarding. �
Yes, he does. �
Photocopiable resources
Resource B (Lesson 2)
�
Student A
photocopiable
�
Student B
New Sky 2
Resource C (Lesson 3)
�
Student A
Kay �� �
Justin �
Rachel � ��
Tim ��
your partner
Student B
Kay ��
Justin �� �
Rachel �
Tim �� �
your partner
Photocopiable resources
Resource D (Lesson 6)
�
photocopiable
No, they’re not his. His are green.
Resource E (Lesson 7)
Student A �
tea � milk �
coffee � carrots �
bread � pasta �
sausages � biscuits �
yoghurt � jam �
rice � chicken �
cheese � potatoes �
Student B �
tea � milk �
coffee � carrots �
bread � pasta �
sausages � biscuits �
yoghurt � jam �
rice � chicken �
cheese � potatoes �
New Sky 2
Resource F (Lesson 8)
�
�
There are There’s a
open space houses
a lot of … lot of …
Photocopiable resources
Student A �
Name Profession Born Nationality Why famous
in a lot of
John Wayne actor
cowboy films
Albert
scientist
Einstein
she danced
Margot
British with Rudolf
Fontaine
Nureyev
Student B �
Name Profession Born Nationality Why famous
photocopiable
John Wayne actor American
he won the
Albert
1879 Nobel Prize for
Einstein
Physics
Margot
1919
Fontaine
Student C �
Name Profession Born Nationality Why famous
her book
Emily Brontë British Wuthering
Heights
Margot
ballet dancer
Fontaine
New Sky 2
�
Card 1A Card 1B
Read the text. You have one minute to Your partner has one minute to read the
remember the information. text. After one minute, take the card and
ask these questions:
Card 2A Card 2B
Read the text. You have one minute to Your partner has one minute to read the
remember the information. text. After one minute, take the card and
ask these questions:
Photocopiable resources
�
be was/were buy bought
photocopiable
�
New Sky 2
the Nile 51
the Danube 50
the Amazon 40
the Thames 25
the Tiber 7
Photocopiable resources
A B
photocopiable
�
�
�
1 Q: What is the 2 Q: Which is faster: 3 Q: Which animal is 4 Q: Which is the
biggest animal a lion or a tiger? heavier: a horse smallest: a cat,
on Earth? A: A lion. or a giraffe? a koala bear or
A: The whale. A: A horse. a fox?
A: A cat.
�
New Sky 2
1 2 3
4 5
Across
1 This crossword is not ___________.
4 When you drive, wear a seatbelt and be ___________.
7 Wow! That film was so ___________.
8 Pink is a very ___________ singer.
Down
1 Don’t cross the road here, it’s ___________.
2 Everybody knows David Beckham. He’s ___________.
3 Those shoes are very __________. They are so different.
5 Opposite of difficult. __________.
6 £1 for the CD! That’s very __________.
Photocopiable resources
photocopiable
make his/her bed �
New Sky 2
120
124 Pearson Education Limited 2008 PHOTOCOPIABLE
Pearson Education Limited 2009 photocopiable
Photocopiable resources
Student A
This is your diary for next week. Talk to your partner and arrange to:
� watch some videos � go shopping for CDs
am pm
Monday dentist
Friday
Saturday do homework
photocopiable
Sunday
Student B
This is your diary for next week. Talk to your partner and arrange to:
� have a pizza � play computer games
am pm
Tuesday
Wednesday
Saturday do homework
New Sky 2
�
The zoo
�
The library
�
The classroom
�
The car
�
The cinema
�
The bus
�
The road
�
The gym
122
126 Pearson Education Limited 2008 PHOTOCOPIABLE
Pearson Education Limited 2009 photocopiable
Photocopiable resources
photocopiable
Katy: Yes, please. Can I have a green salad?
What about you, Sam? �
New Sky 2
�
watch a video �
�
go to a concert � homework
�
come to a party �
�
have a pizza �
�
go ice skating �
�
watch football
on TV � wash the car
�
watch a pop
music show �
�
come to our
barbecue � cook dinner
Photocopiable resources
Class Survey
photocopiable
New Sky 2
Student A
High Street
cinema
supermarket CD shop
car park
chemistʼs
x
You are here
Student B
railway
High Street station
cinema
town hall
bank
x
You are here
Photocopiable resources
�
rude careful quiet
�
photocopiable
loud angry happy
�
New Sky 2
Student A
Arrangements for the school trip
Student B
Arrangements for the school trip
Photocopiable resources
What’s he like?
�
photocopiable
Yes, he was shy. He didn’t say anything!
Answer key
Exercise 3
2 talks 3 don’t go 4 are watching 5 does 6 hasn’t got
7 is listening 8 listens
Exercise 2b Exercise 2
3 Tom isn’t reading a magazine. 2 Both sports 3 Gaelic football 4 Gaelic football 5 Hurling
4 Georgia’s drinking water. 6 Hurling 7 Gaelic football 8 Both sports
5 Harvey and Katy are playing football.
Exercise 3a
6 Tom’s listening to his MP3 player.
7 Georgia and Tom aren’t eating ice creams. 1 correct 2 volleyball 3 correct 4 basketball 5 correct
6 correct 7 cricket 8 tennis
130
Exercise 1 Exercise 5
2 has 3 play 4 do 5 wears 6 meets 7 watch 8 go 2 Yes, we have. 3 ’ve got some 4 Have we got any
5 No, we haven’t 6 ’ve got some strawberries
Exercise 2 7 some bananas 8 ’ve got some 9 haven’t got any
3 Where does he go to school? 4 Does Jenny go to Upton Road School?
5 No, she doesn’t. 6 Where does she live?
7 Where do Steven and Emma live? 8 They live in Richmond.
8 There isn’t much traffic.
9 Do they go to Upton Road School? 10 Yes, they do. Exercise 1a
2 traffic 3 library 4 restaurant 5 sports centre 6 park 7 bus stop
Exercise 3 8 theatre
2 walks 3 is reading 4 sits 5 isn’t sitting 6 ’s driving 7 plays
8 ’m reading Exercise 1b
2 pet shop 3 supermarket 4 fast food place 5 book shop
Exercise 4 6 swimming pool 7 baker’s 8 post office
2 tennis 3 rollerblading 4 rugby 5 cycling 6 motor racing
7 gymnastics 8 swimming Exercise 2a
2 T 3 F 4 T 5 F 6 F 7 T
Exercise 5
2 Is she 3 singing 4 Do you 5 don’t 6 Does she 7 talking Exercise 2b
2 aren’t many 3 is a lot of 4 are a lot of 5 is a lot of
Exercise 6 6 aren’t many 7 are a lot of
2 In 3 Nice 4 stop 5 comes 6 doing
Exercise 2c
6 Is that bag yours? 2 a) a lot of 3 a) many 4 b) many 5 a) much 6 a) a lot of
Exercise 1 Exercise 2d
2 Music 3 Geography 4 Science 5 French 6 History 2 many 3 much 4 a lot of 5 any 6 a lot of
Exercise 2a
2 a comb 3 keys 4 glasses 5 pens 6 a hairbrush 7 a lunch box
9 Skills practice
8 a calculator Exercise 1
Holiday A: Carlos; Holiday B: Vibeke
Exercise 2b
2 file 3 laptop 4 socks 5 diary 6 gloves 7 folder 8 sweets Exercise 2
9 purse
Tresco Dartmoor
Exercise 3 1 Location 28 miles from Cornwall Devon
3 Whose files and folders are they? 2 There is/are a lot of beautiful beaches, prehistoric ruins, some
They’re Freda’s. gardens, a shop, two hotels pubs and cafés
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132
133
134
Exercise 1a
2 They’re going bowling. 3 We’re having a pizza at a restaurant.
26 You must hold my hand.
4 He’s having a party. 5 We’re going to the swimming pool. Exercise 1
6 She’s staying at home. 7 I’m/We’re singing in a concert. 2 hold 3 climb 4 get down 5 show 6 feed 7 switch on
8 They’re meeting friends in town. 8 switch off
Exercise 1b Exercise 2a
2 is going 3 isn’t playing; ’s doing 4 are going 2 You mustn’t talk in lessons. 3 You mustn’t use your phone in a cinema.
5 isn’t watching; ’going to 6 are playing 7 aren’t staying; ’re going 4 You must say ‘please’ and ‘thank you’. 5 You must wear a helmet.
6 You mustn’t be late for school.
Exercise 2
2 Is Simona having 3 Are Harry’s brothers going 4 Are you going Exercise 2b
5 Is Matt’s sister watching 2 You mustn’t talk on your mobile phone.
3 You must stop at the red lights.
Exercise 3 4 You must switch your lights on at night.
2 techno 3 dance 4 heavy metal 5 reggae 6 soul 7 classical 5 You mustn’t ride in the middle of the road.
8 folk Secret word: indy rock 6 You mustn’t carry another person on your bike.
Exercise 4 Exercise 3
2 game 3 afternoon 4 Sorry 5 doing 6 football 7 often 8 star 2 You must make your bed. 3 You mustn’t touch the painting.
4 You mustn’t feed the tiger. 5 You must tidy your bedroom.
Exercise 5
6 You mustn’t put your drink on the television.
Verse 1 3, 6, 1, 2, 5, 4
Verse 2 4, 2, 3, 6, 1, 5 Exercise 4
3 Can we sit by the window?
24 Skills practice Yes, sure.
4 Can we go bowling after lunch?
Exercise 1 No, I’m sorry, we can’t.
2 C 3 A 5 can we go home early?
Yes, sure.
Exercise 2
6 can I switch on my mobile phone?
2 two weeks 3 Sydney Opera House No, I’m sorry, you can’t.
4 the Queen Victoria Building shopping centre
135
Exercise 3c 30 Revision
2 I’d like a 3 Can I have 4 Do you want 5 Can I 6 Would you like a Exercise 1
7 Would you all 2 chew 3 switch on 4 feed 5 shout 6 switch off
136
Exercise 2b Exercise 2b
2 He drives slowly. 3 He drives fast. 4 She skis well. 2 have to 3 has to 4 don’t have to 5 has to 6 have to
5 He speaks loudly. 6 He speaks quietly. 7 She gets up early.
8 He gets up late. Exercise 2c
1 Yes, I do.
Exercise 3a 2 Do you have to wear a school uniform?
2 polite 3 loudly 4 quickly 5 happy 6 badly; well 7 loud No, I don’t.
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Exercise 2a Exercise 4
2 f 3 a 4 e 5 d 6 b 2 mean 3 nice-looking 4 clever 5 rude 6 loyal 7 funny 8 shy
Secret adjective: generous
Exercise 2b
Exercise 5
2 to buy some disks. 3 to visit her grandmother.
4 to see the new Cameron Diaz film. 5 to get some cheese. 2 What’s Fabrizio like? 3 What’s she called? 4 What’s she like?
6 to catch a bus. 5 What’s your cousin like? 6 What’s she called?
Exercise 2c Exercise 6
2 To buy 3 To learn 4 to send 5 to change 6 To tell W E F S O C K S K
Z M J B G H Q U T
Exercise 3 T R A I N E R S R
Verse 1 D, A, C, F, E, B L X C Y J K T Q O
Verse 2 B, F, A, C, E, D N Z K F Y D J B U
K V E W I R P N S
39 Skills practice Q
K
S
L
T
P
C
O
V
B
E
S
G
A
Y
F
E
R
Exercise 1 Z A D E M S T H S
b) Hilda c) Mathilde d) Massimo
Exercise 7
Exercise 2 2 I got up early to walk the dog.
3 Dad turned on the TV to watch the news.
Name Mathilde Josh Hilda Massimo 4 Your aunt phoned to wish you a happy birthday.
1 Age 14 19 16 15 5 Steve went home early to do his homework.
2 Nationality French Australian Portuguese Italian 6 Melanie bought flowers to put in her bedroom.
3 Length of two weeks three months two years one month
Exercise 8
stay in
the UK? 2 no 3 place 4 so 5 sure
4 Where in
the UK? Scotland London Bristol Cambridge
5 Personality clever mean good fun, shy friendly, funny
Exercise 3
Sample answers: 1 Mathilde is touring round Scotland for two weeks.
2 Josh is taking a break from university.
3 Josh is working in the UK for three months to earn some money.
4 Massimo is staying in the UK for a month to improve his English.
Exercise 4
Hilda
Exercise 5
1 go on the London Eye 2 staying in London
3 Heathrow Airport; meet Hilda’s grandma 4 one week
Exercise 7
2 forget 3 late 4 yet 5 amazing 6 so
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139
[It was] ace. /eIs/ 13 apple tart /"{p@l 'tA:t/ 27 boat trip /'b@Ut trIp/ 13 change /tSeIndZ/ 29
[Chips are] bad for you. aquarium /@'kwe@ri@m/ 32 boring /'bO:rIŋ/ 4, 18 chat room /'tS{t ru:m,
/'b{d f@ jU/ 27 arcade /A:'keId/ 19 brake /breIk/ 19 rUm/ 5
[Dad], don't! /d@Unt/ 2 Arctic Circle /"A:ktIk brave /breIv/ S1 chat show /'tS{t S@U/ 28
[Dad’s] not well. /"nɒt 's:k@l/ 17 bread /bred/ 7 cheap /tSi:p/ 18
'wel/ 31 Are you OK? /@ "ju: breakfast /'brekf@st/ 9 cheese /tSi:z/ 7
[in] class /klA:s/ 26 @U 'keI/ 1 bridge /brIdZ/ S1 cheesecake / tSi:zkeIk/ 27
[It’s going to be] so cool. around /@'raUnd/ 14 Brilliant! /'brIlj@nt/ 13 cheetah /'tSi:t@/ 17
/"s@U 'ku:l/ 23 arrangement(s) brown bread /"braUn chemist /'kemIst/ 32
[It’s] on quite late. /@'reIndZm@nt, 'bred/ 9 chemist's shop /'kemIsts
/"ɒn kwaIt 'leIt/ 28 -m@nts/ 25 Bugatti /bju:'g{ti/ 18 Sɒp/ 19
[television] camera arrest (v) /tU @'rest/ S2 building(s) /'bIldIŋ/ 16 chicken /'tSIk@n/ 7
/'k{m@r@/ 24 art gallery /'A:t "g{l@ri/ 34 buns /bnz/ 10 chimpanzee /"tSImp{n'zi:,
[This drink] is disgusting! artist /'A:tIst/ 11, 24 burger(s) /'b:g@/ 27 -p@n-/ 17
/Iz dIs'gstIŋ/ 6 asleep /@'sli:p/ S4 Burgos /'bU@gɒs, chips /tSIps/ 9
A bit later. /@ "bIt 'leIt@/ 7 assembly /@'sembli/ S3 'b:gɒs/ 39 chocolate cake /'tSɒklIt
Abba /'{b@/ 2 an astronaut /@n bus station /'bs keIk/ 2
about /@'baUt/ 16 '{str@nO:t/ 12 "steIS@n/ 32 Civil Rights /"sIv@l
abseiling /'{bseIlIŋ/ 33 At last ... /@t 'lA:st/ 36 but /b@t, bt/ 14 'raIts/ 14
across /@'krAs/ 14 Atlantic Ocean /@t"l{ntIk But not a lot! /b@t "nɒt classical /'kl{sIk@l/ 23
activity centres /@k'tIv@ti '@US@n/ 14 @ 'lɒt/ 36 clean windows /"kli:n
"sent@z/ 33 attraction /@'tr{kS@n/ 34 butter /'bt@/ 7 'wInd@Uz/ 21
actor/actress /'{kt@, audition /O:'dIS@n/ 24 buy /baI/ 13 clever /'klev@/ 29, 37
'{ktrIs/ 11 backpack /'b{kp{k/ 6 cage /keIdZ/ S2 climb /klaIm/ 26
advertisement(s) bad-tempered /"b{d Cairns /ke@nz/ 31 climbing shoes /'klaImIŋ
/@d'v:tIsm@nts/ 24 'temp@d/ 37 calculator /'k{lkjUleIt@/ 6 Su:z/ 33
after /'A:ft@/ S1 baked potato /"beIkt call (v) /'kO:l/ S1 coast /k@st/ 34
after school /'A:ft@ p@'teIt@U/ 27 Cambridge Folk Festival coffee /'kɒfi/ 7
'sku:l/ 13 bakery /'beIk@ri/ 8 /"keImbrIdZ 'f@Uk collecting coins /k@"lektIŋ
afternoon /"A:ft@'nu:n/ 2 balanced /'b{l@nst/ 9 "festIv@l/ 24 'kOInz/ 18
against /@'genst, ballpoint /'bO:lpOInt/ 19 Camino de Santiago collecting model cars
@'geInst/ 14 bananas /b@'nA:n@z/ 7 /k@"mi:n@U d@ /k@"lektIŋ "mɒdl
airport /'e@pO:t/ S4 band /b{nd/ 24 "s{nti'A:g@U/ 39 'kA:z/ 18
Alice is mad about football. bank /b{ŋk/ 32 camp (v) /k{mp/ 24 collecting stamps /k@"lektIŋ
/"{lIs Iz "m{d @baUt barbecue (BBQ) can /k{n/ S3 'st{mps/ 18
'fUtbO:l/ 3,4 /'bA:bIkju:/ 7 Can you do me a favour? comb /k@Um/ 6
album /{lb@m/ 23 barrier /'b{ri@/ 38 /k@n jU "du: mi @ Come here! /"km 'hI@/ 1
alone /@'l@Un/ 29 basketball /'bA:skItbO:l/ 3 'feIv@/ 23 Come on! /"km 'ɒn/ 6, 21
American Civil War be /bi, bi:/ 13 Canadians /k@'neIdi@nz/ 4 come over /km '@Uv@/ 28
/@"merIk@n "sIv@l Be careful! /bi 'ke@f@l/ 26 canoe /k@'nu:/ S1 comedian /k@'mi:di@n/ 11
'wO:/ 14 beach /bi:tS/ 34 canoeing / k@'nu:Iŋ/ 34 communication
anchor (v) /tU '{ŋk@/ S4 beans /bi:nz/ 7 can’t stop /"kA:nt 'stɒp/ 3 /k@"mju:nI'keIS@n/ 4
and /@n, @nd, {nd/ 14 bear /be@/ 17 captain /'k{pt@n/ S1 company /'kmp@ni/ 29
angrily /'{ŋgr@li/ 33, S4 become /bI'km/ 14, 19 carbohydrates competition
angry /'{ŋgri/ 33 believe /bI'li:v/ S3 /"kA:b@UhaIdreIts, /"kɒmp@'tIS@n/ 23
another /@'nD@/ S2 belong to /bI'lɒŋ t@, tU/ 6 -dr@ts/ 9 composer /k@m'p@Uz@/ 11
antelope /'{nt@l@Up/ 17 below /bI'l@U/ 2 careful /'ke@f@l/ 33 computer shop /k@m'pju:t@
anxious /'{nkS@s/ S3 bet (= guess) /bet/ 13 carefully /'ke@f@li/ 33 Sɒp/ 32
Anybody famous? big /bIg/ 16 carrots /'k{r@ts/ 7 concert /'kɒns@t/ 23
/"enIb@di 'feIm@s/ 18 Big Ben /"bIg 'ben/ 32 carry /'k{ri/ 39 Congress /'kɒŋgres/ 14
Anything to drink? billionaire /"bIlj@'ne@/ 19 cartoon /'kA:'tu:n/ 28 contain /k@n't@In/ 9
/"eniTIŋ t@ 'drIŋk/ 27 biro /'baI@r@U/ 19 catch (v) /t'k{tS/ S1 cook dinner /"kUk 'dIn@/ 2
Anyway, … . /'eniweI/ 31 biscuits /'bIskIts/ 7 cellar /'sel@/ S2 Cool or what? /"ku:l O:
apple(s) /'{p@l, '{p@lz/ 9 blow(s) /bl@U/ 17 century /'sentS@ri/ 39 'wɒt/ 18
140
bi s@U 'bɒsi/ 26 fast /fA:st/ 16, 33 go bowling /g@U Have a look [inside].
Don’t be so mean! /"d@Unt fast food place /fA:st 'fu:d 'b@UlIŋ/ 22 /h@v @ 'lUk/ 6
bi s@U 'mi:n/ 23 pleIs/ 8 go by bike /"g@U baI Have a nice day. /"h{v @
Don’t forget … /"d@Unt fat /f{t/ 9 'baIk/ 31 naIs 'deI/ 32
f@'get/ 6, 36 favourite /'feIv@rIt/ 3 go by boat /"g@U baI have a picnic /h@v @
Don’t leave it too late. feed /fi:d/ 26 'b@Ut/ 31 'pIknIk/ 2
/"d@Unt li:v It tu: Ferrari /f@'rA:ri/ 18 go by bus /"g@U baI 'bs/ 31 head teacher /"hed
'leIt/ 36 festival /'festIv@l/ 24 go by car /"g@U baI 'kA:/ 31 'ti:tS@/ S1
Don’t panic! /"d@Unt file(s) /faIl/ 6 go by train /"g@U baI healthy /'helTi/ 9
'p{nIk/ 7 film /fIlm/ 28 'treIn/ 31 hear /'hI@/ S1
Don’t push! /"d@Unt film star /'fIlm stA:/ 11 go by underground /"g@U baI heavy /'hevi/ 16
'pUS/ 16 find /faInd/ 13 'nd@graUnd/ 31 heavy metal /"hevi 'metl/ 23
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