Discovering English 1 Teacher's Book with Students' Book & Workbook by NUANS Publishing

DISCOVERING ENGLISH 1

Teacher’s Book

TEACHER‘S BOOK

Discovering English is a three-level lower secondary course written for students aged 11 to 14. It provides a well-balanced communicative syllabus covering functions, structures, vocabulary and grammar plus listening, speaking, writing and study skills. Students will love the delightful illustrations and photography, and the entertaining approach to learning English. Teachers will appreciate the easy-to-use format, imaginative activities and helpful guidance in the Teacher's Guide. Key features l Rich, lively, visually-exciting presentation l Up to date and varied topics which provide many opportunities for students to talk and write about their own lives l A clear learning focus and regular revision lessons in each course l A series of graded language structures and functions to create communicative trust l Lively, likeable characters in a contemporary setting l Four language skills are developed through a thorough integration of CLIL topics accompanied by the 4C's of the 21st Century Learning and Innovation Skills (Critical thinking, Creativity, Collaboration, Communication) l Interactive whiteboard software

BRIAN ABBS & INGRID FREEBAIRN with ALISON WOODER & JON MARKS

www.nuanspublishing.com

Teacher’s Book

e c n e u q e S d n a e p o c S LESSON

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Page GRAMMAR

VOCABULARY

Verb to be present simple

Numbers 1 to 10

Verb to be present simple, possessive ’s

Greetings: Good morning etc.

Possessive adjectives: my, your

Present simple questions: What’s ... ? Who’s ... ?

Round up

Present simple questions: Is ... ? Are ... ? Personal pronouns: they, us

Possessive adjectives: your, their

Demonstrative pronouns: this / that

Classroom items

Possessive adjective: its Adjective + noun: an African elephant

Animals, countries, continents and nationalities

Round up

Short answers: Yes, he is. / No, she isn’t.

Irregular noun plurals: men, women Countries and nationalities

Personal pronoun: you (plural)

Countries and nationalities

Present simple questions: Do you want ... ? Countable/uncountable nouns with some

Food

Present simple questions: What colour is/are ... ?

Food, colours

Round up

Possessive pronouns: mine, yours, his, hers

Object pronouns: him, her, it, them

Have got: Have you got a watch?

Have got: She hasn’t got any coins. some / any

Round up

21 22 23 24

How many are there? / There is ... / there are ...

Statements and questions with there is / there are Genitive ’s plural: my parents’ room

Prepositions of place: in, under, on, next to

Prepositional phrases: in the south/north of ...

Round up

Clothes

Collections

Points on the compass: north, south etc.

COMMUNICATION

MAIN SKILLS FOCUS

Say Hello. Ask and say your name

SPEAKING: Greet and exchange names with classmates

Greet people, introduce yourself Say goodbye

SPEAKING: Introduce yourself; say goodbye to your classmates and teacher WRITING: A short personal profile

Introduce other people Talk about your family and friends

SPEAKING: Introduce classmates to each other WRITING: A description of your family

Ask and answer about people’s names

LISTENING: Match dialogues with photos SPEAKING: Ask and answer about the names of people READING: A composition about a family LISTENING: Identify who is speaking

Ask and say your age

SPEAKING: Ask and answer about classmates’ ages WRITING: Write about friends’ and family’s ages

Ask and give addresses and telephone numbers

SPEAKING: Ask and answer about classmates’ personal details WRITING: An expanded personal profile

Ask about and identify objects

SPEAKING: Ask and answer about classroom objects

Identify animals Ask and say where animals are from

SPEAKING: Ask and say where animals are from WRITING: A description of where animals are from READING: A text about a school lesson LISTENING: Answer a teacher’s questions

Ask about and identify people Ask and say where people are from

SPEAKING: Ask and answer about the nationalities of famous people WRITING: Describe the nationalities of famous people

Ask about and talk about nationality Apologise and accept apologies

SPEAKING: Ask characters about their nationalities; reply as if those characters

Give, offer, accept and refuse things Say what you like/don’t like

SPEAKING: Offer and accept things to eat WRITING: An email of thanks

Ask about hair and eye colour Ask and talk about favourite colours

SPEAKING: Ask and answer about the colours of hair, eyes etc. WRITING: Write about the colours of fruit and vegetables READING: A biography of a singer LISTENING: A sports report

Ask about and identify possessions

SPEAKING: Ask and answer about ownership of clothes

Say what/who you like and don’t like

SPEAKING: Ask and answer about favourite musicians and types of music WRITING: Composition about musical preferences

Ask and talk about possessions Give opinions

SPEAKING: Ask and answer about personal possessions WRITING: Itemise your personal possessions

Ask and talk about collections Ask and talk about quantity

SPEAKING: Ask and answer about your and your classmates’ collections WRITING: A composition about the characters’ and your collections READING: An article about a famous person LISTENING: Identify topics and put them in the correct order SPEAKING: Make and accept offers to swap things WRITING: A composition about your family, possessions and favourite music

Ask and talk about statistics

SPEAKING: Ask and answer questions about and for a class survey WRITING: Make and write about graphs

Ask and talk about rooms of a house Ask and talk about location of rooms

READING: A description of a house SPEAKING: Ask and answer about where things are in a house

Ask and talk about furniture Ask and talk about the position of objects

READING: A description of a room SPEAKING: Ask and answer about what is in a room

Ask and say where you live Ask and say where places are Describe places

READING: A description of a city SPEAKING: Ask and say where cities are, and where you/classmates live WRITING: Descriptions of towns/cities READING: A description of the layout of an apartment LISTENING: A radio advertisement WRITING: A description of your home

LESSON

Page GRAMMAR

VOCABULARY

26 27

Question with How do ... ? Can for permission: Can I have a T-shirt?

Can, can't/cannot for ability

28 29 30 31 32

Present continuous: What are you doing?

Present continuous: He isn't / They aren't diving.

Round up

Questions with Do you ... ?

Questions with Which? Indeﬁnite pronouns: one, ones these, those

Statements and questions with have got

School subjects

Gerunds: swimming, drawing etc. So/Nor do I. / So/Nor can I.

Activities

Round up

Have got for physical descriptions Position of adjectives

Adjectives

37 38 39

Too + adjective

Adjectives

Adverbs of manner Too + adverb: too quietly

Adverbs

Question word How ... ? + adjective

Measurements and measurement adjectives:

40 41 42 43 44

Round up

Modal verb would/’d like

Food and drink

Questions with What time ... ?

Telling the time

Present continuous with weather verbs: It's raining.

Weather adjectives: hot, cloudy, wet

Adverbs of frequency: usually, always

Round up

46 47 48

Preposition: in + language: in Japanese Impersonal pronoun: you

Prepositions of time: in + month/season, on + date

Adverbs of frequency: often, sometimes, never ...

49 50

Questions with Does he/she ... ? Modal shall: What shall we get her? / Let’s + verb

Round up

33 34

Sports

Food and drink

tall, high etc.

Months of the year Ordinal numbers 1st – 31st

Workbook Workbook Answer Keys

Jobs in the home

COMMUNICATION

MAIN SKILLS FOCUS

Ask for and give spellings

SPEAKING: Ask for and give spellings; ask for things you want

Ask and talk about abilities and physical skills Talk about degrees of skill

READING: A competition announcement SPEAKING: Ask classmates what they can/can’t do WRITING: Specify things you can/can’t do

Ask and say what you are doing

SPEAKING: Ask characters what they are doing; answer as those characters

Ask and say what people are doing Talk about numerical order

SPEAKING: Talk abut what people are doing in photos WRITING: Corrected versions of sentences about photos READING: A comic strip story WRITING: Descriptions of illustrations

Order food and drink

SPEAKING: Order food; ask classmates about their food likes/dislikes WRITING: Specify your food preferences

Ask about and identify things you like Agree and disagree with preferences

SPEAKING: Ask classmates about preferences from a selection of items WRITING: Specify preferences from a selection of items

Ask and talk about school subjects and timetables

READING: A school timetable SPEAKING: Ask classmates about favourite subjects and school timetables

Ask and talk about likes and dislikes Compare likes, dislikes and skills

READING: An advertisement for an activity holiday centre SPEAKING: Ask classmates about their preferences for leisure activities WRITING: A composition about family members’ leisure activity preferences

Ask and talk about likes and dislikes

READING: An article about a teenager from another country LISTENING: An interview about school subjects WRITING: A social email about your situation and preferences Ask about and describe animals

READING: A composition about family pets SPEAKING: Describe animals WRITING: Physical descriptions of animals

Ask and say what the matter is Complain

SPEAKING: Ask characters what the matter is; reply as if those characters WRITING: Opinions about your everyday life

Criticise the way people do things Instruct people to do things with adverbs

SPEAKING: Describe what people are doing in photos; ask classmates to do things in certain ways

Ask and talk about measurements

READING: Information with measurements and ages of things SPEAKING: Ask questions about measurements and the ages of things WRITING: Descriptions of famous places and geographical features READING: An article about Bollywood films LISTENING: Instructions to students who are rehearsing a play

Ask if things are available, and the price Say what you want

SPEAKING: Ask and answer about the prices of food and drink items

Ask and tell the time Ask about schedules and routines

SPEAKING: Ask the time; ask about train times

Ask and talk about the weather

SPEAKING: Ask and answer about the weather in photos and at present

Ask and talk about domestic routines: times, activities and meals

READING: A letter from an activity holiday centre SPEAKING: Ask and answer about the routine in an activity holiday centre WRITING: A description of your daily routine READING: Contrasting accounts of daily routines LISTENING: A description of an unusual daily routine WRITING: An email about your daily routine

Ask and talk about words: meaning, spelling and pronunciation

SPEAKING: Ask the meaning of words and phrases

Ask and talk about birthdays Ask and talk about dates

SPEAKING: Ask classmates about their birthdays

READING: A questionnaire about household jobs Ask and talk about jobs in the home Say how often you and other people do things SPEAKING: Ask classmates about household jobs and pocket money WRITING: A composition about household jobs and pocket money for you Ask and talk about spending money Ask and talk about likes and dislikes Ask for and make suggestions

SPEAKING: Ask classmates about their preferences; make suggestions for buying gifts READING: An account of an everyday/weekly routine LISTENING: Identify jobs in the home done by characters WRITING: An account of an everyday/weekly routine

Introduction In this book, you will find simple step-by-step instructions for every lesson. Below are some more tips and ideas to help you get the best results from using this course. Jon Marks and Alison Wooder

PRESENTING NEW LANGUAGE Elicit Instead of telling students (Ss) the answers, ask questions until somebody gives you the answer. Only give the answer if no student (S) can give it. Here are some examples of eliciting questions. • What’s this? • What am I doing? • What’s the girl in the picture doing? • Is it raining in the photo? • Why is the boy sad?

Point

Chain drills Ask one S a question. This S must answer. Choose another S. The first S must ask the second S the same question. The second S must ask a third, and so on. It can be boring if the same question is repeated too many times, so after about seven or eight Ss have asked and answered, stop or change the question. At the end of a chain drill, it’s often a good idea to get all the Ss to ask and answer the question to the Ss sitting next to them (see pair-work below). To vary this, you can use a soft ball, or paper screwed into a ball. Throw the ball to different Ss to ask and answer questions.

Pair-work Ss work together in pairs. For short activities, when the pairs have finished, tell everybody to find a new partner and repeat the activity. It’s best if Ss don’t always work with the same one or two partners. Ss could work with classmates sitting next to them, or they could work with Ss who are sitting at other desks nearby.

Demonstrate new words by pointing to objects or people in the room such as bag, chair, girl. You can also hold up your copy of the Students’ Book and point at the pictures.

Group work

Mime

Mill drills

Demonstrate new words and phrases by miming them, for example sad, eat, drive a car. To make sure everybody understands, get the whole class to copy your mime while they say the word or phrase.

Ask the students to stand up and mill around the classroom finding others with whom to ask and answer the question. If this is not possible because there is not enough space in your classroom, students can instead ask and answer with others who are sitting nearby.

Draw Draw very simple pictures on the board to teach new words. It doesn’t matter if the picture is not very good. You can ask the class to guess what it is.

Use student volunteers It can be useful to get a student to help you demonstrate new grammar. For example, you can ask a question and get the student to answer in the way you want, usually by whispering the answer to the student first. Not all students want to stand up in front of the whole class, so it’s often best to ask for volunteers to do this.

PRACTISING NEW LANGUAGE Repetition and practice Repeat a new word or sentence yourself a few times to remind pupils of the pronunciation. • Ask one pupil after another to say it.

Similar to pair-work, but the Ss work together in small groups of three to around seven.

Role-plays Ask Ss to take on different roles for speaking practice. This could be acting out dialogues in pairs or groups, or inventing a scenario and playing the roles. For example, one S pretends to be a customer in a shop, and the other is the shop assistant.

SETTING UP AN ACTIVITY Demonstrate the activity It is a good idea to give thorough demonstrations of pair-work, group work, mill drills and role-plays before the Ss do these activities. For pair-work, get a S volunteer to come to the front of the class and start doing the activity with him or her. For a group activity, invite three or four Ss to come to the front and start doing the activity with them.

• Ask the whole class to say it together (choral drilling).

Check understanding of the instructions

•

It is important to make sure that Ss understand what they have to do next. Ask questions to check that Ss have understood your instructions. For example, before a role-play: What are you buying in the shop?

Vary the ways that you ask pupils to repeat words and phrases. Divide the class into different groups, or ask pupils to repeat words in different ways (quietly, loudly).

Give examples for writing activities It can be very helpful to give an example before Ss do a writing activity. Elicit ideas from the whole class orally before they write. Alternatively, elicit sentences from different Ss to build up a model composition on the board. If you do this, it is usually best to wipe the board before Ss start writing.

DURING AND AFTER AN ACTIVITY Monitor For pair-work and group work activities, visit as many Ss as you can in the time available and monitor them. Try to visit all the weaker Ss, but don’t ignore the stronger Ss. They may need your help too.

Give feed-back During monitoring, you may notice many Ss making the same mistakes. When the activity has finished, you can give them feedback. In other words, draw the Ss’ attention to the mistakes you heard, and elicit suggestions for correcting the mistakes. Do not name the Ss who made the mistakes.

TOP 10 TEACHING TIPS 1. Make sure you always know what language you are teaching the Ss. Think about what they will be able to do after the lesson which they couldn’t do before the lesson. 2. Make sure Ss always have some English “to take away” with them at the end of a lesson. This could be some new vocabulary, being able to say something about themselves etc. This will give them a sense of pride and achievement and help them to understand that the lesson had a clear aim. 3. Teach the whole class, not just the Ss sitting at the front and/or the Ss who are the best at English. Choose different Ss for different activities, and make sure that all Ss in your class join in the lessons as much as possible. Move around the class when you are teaching. 4. Be patient, and repeat things again and again if necessary. 5. Make positive comments about what Ss have done. Say things like “Very good!” regularly throughout the lesson. When Ss make mistakes, don’t be angry with them. Just help them to understand the mistake, and to correct it. It’s very important that the Ss feel relaxed and happy in the lessons. 6. Use English as much as possible. Only use the Ss’ first language when you really need it to make sure everybody understands.

7. Don’t let activities go on for too long. If some language needs a lot of practice, do the activity for a while, then change the format to a different way of practising it. 8. Avoid activities which over-excite the pupils at the beginning or in the middle of a lesson, because it can be difficult to return to a calmer activity afterwards. The best time for a noisy game is at the end of the lesson. 9. Have additional activities in your mind in case you need them to fill some time at the end of a lesson. 10. Make sure there is never a lesson when some pupils leave without saying anything in English. With large classes, the pair-work and group work activities are especially important, because they may be the only opportunity in the lesson for most pupils to speak.

LESSON

sson In this le

Hello.

• Introduce yourself • Ask someone’s name • Count from 1 - 10

Track 1.03

Hello. My name’s Lily. And my name’s Ben. What’s your name?

SPEAK 1 Say hello and say your name. Hello. My name’s ...

2 Ask your friend’s name. YOU: What’s your name? FRIEND: My name’s ...

3 Talk to another friend. YOU: Hello. My name’s ... What’s your name? FRIEND: My name’s ... Hello ...

LOOK! my name’s = my name is what’s = what is

eight

LISTEN 4

Track 1.04

Listen and repeat.

1 one 2 two 3 three 4 four 5 five 6 six 7 seven 8 eight 9 nine 10 ten

RHYME 5

Track 1.05

Listen and repeat.

Two, four, six, eight, ten What’s your name? My name is Ben.

LESSON

Hello.

Communication Say hello Ask and say your name Count from 1 to 10 Grammar

Verb to be present simple: What’s/What is your name? My name’s/name is Andy. Possessive adjectives: my, your Question word: What? Conjunction: and

Vocabulary

and be (is) Hello. my name numbers 1 to 10 What? your

LISTEN 4

Write the numbers 1 to 10 on the board. Play the audio. Ask the Ss to look at their books, and to listen and repeat in the pauses. While they do this, point to the numbers on the board. Track 1.04

Practise the numbers in different ways. For example, ask the Ss to: • say the numbers out of order (write the numbers on the board and point to them randomly). • do simple additions (make sure they do not come to more than ten). For example, What’s 3 and 4? • say the numbers backwards from 10 to 1.

RHYME

Track 1.05

5 Play the audio and practise the rhyme with the whole class, line by line. Then divide the class into two groups, A and B. Ask each group to say alternate lines. EXTRA ACTIVITY: NUMBER KNOCKOUT

PRESENTATION Greet the class then introduce yourself to the Ss. Say Hello. My name’s ... (your name). Get them to say Hello! back to you.

DIALOGUE Track 1.03 Play the audio. Get half the class to say

Ask all Ss to choose a number from 0 to 10 and to write the word form (zero, one, two etc.) on a piece of paper. Go through the numbers in a random sequence. The Ss who have the number you call must get up and stand at the side of the classroom. The winners are the last ones left sitting. Repeat the game with a S taking over your role in calling the numbers.

Lily’s words, and half to say Ben’s words a few times. Then they swap roles and repeat.

SPEAK 1 Ask the Ss one by one to greet you and say their names. Say Hello back to them.

2 Ask the question from the exercise and elicit the

reply. Ss ask each other’s names in a chain around the class. Then get them to ask and answer the question in pairs.

3 Practise the dialogue with some Ss. Then get the

Ss to repeat the dialogue with several others. They can do a ‘mill drill’, i.e. stand up and walk around the room asking and answering, or they can ask several others who are sitting nearby,

4 LISTEN 2

5 Show photos of your family and/or your

Listen to the dialogues and point to the photos. Track 1.13

SPEAK

friends to your friend. FRIEND: Who’s that? YOU: That’s my little sister. Her name’s . That’s my friend. His name’s .

3 Ask and answer about the people in the pictures. YOU: What’s his name? FRIEND: His name’s Prince William.

4 Ask about the pictures again. YOU: Who’s that? FRIEND: That’s Prince William.

6 Say Goodbye to a friend. YOU: I must go. Goodbye. FRIEND: Bye! erkel

M 3. Angela

1. Prince Willia

2. Will Smith

6. Taylor Swif t

4. Beyoncé

5. Sherlock Holm

thirteen

LISTEN 2 Track 1.13

Play the audio. After each answer, the Ss must point to the correct photo on the page.

AUDIO SCRIPT What’s his name? That’s Sherlock Holmes. Who’s that? That’s Beyoncé Knowles. Who’s that? That’s Prince William. What’s her name? That’s Angela Merkel. Who’s that? That’s Will Smith. What’s her name? That’s Taylor Swift.

SPEAK 3 & 4 Demonstrate Exercise 3 with a S. Repeat the

demonstration with another S, then Ss do it in pairs, taking it in turns to ask and answer the question. When they have finished, they reverse roles and repeat. Repeat the process with Exercise 4.

5 (optional) If suitable for your class, invite Ss to find photos of their families and friends on their phones. You could ask them to take some for homework at the end of the previous lesson. Demonstrate the activity with a S, then Ss do it in pairs, taking it in turns to ask the question. 6 Get the whole class to practise saying: I must go.

Goodbye! If your class is not too large, the Ss could say this one by one as they leave the classroom.

EXTRA ACTIVITY: MORE FAMOUS PEOPLE Invite a S to come to the board and draw a picture of a famous person he/she likes (it doesn’t matter how bad the picture is). The S should also write the name of the person. Repeat with more Ss. Then proceed as described for Exercise 3 and 4 above, based on these famous people.

LESSON

sson In this le

Round up

Revise Lessons 1 to 4

CONVERSATION 1

Listen and complete the conversation with Ben, Lily and Sophie. Track 1.14

BEN: YOU: BEN: YOU: LILY: BEN: YOU: SOPHIE: BEN: YOU: BEN: YOU: BEN:

Hello. I’m Ben. What’s your name? This is my twin sister, Lily. Hello. And this is our little sister, Sophie. Hello. And this is our dog. Leo. And this is Lily’s cat. Her name’s Cleopatra. I must go. Goodbye.

YOU:

This is my school. The name of my school is Castle Hill School. My teacher’s name is Miss Harris. I have a friend at school. Her name is Emma.

3 Complete the sentences. 1. Ben is Lily’s Ben’s 2. Leo is the

and Sophie is Lily and .

. 3. The family’s 4. Miss Harris is Lily’s friend.

READ

Track 1.15

of the family’s is called Cleo. and Emma is

WRITE

2 Read the text. Who wrote it?

4 Write about your family, your friends and

This is my family: my mother, my father, my brother Ben, my little sister Sophie and me. Ben and I are twins. We have a cat called Cleo and a dog called Leo.

your school.

14 fourteen

LESSON

Round up

REVIEW OF LESSONS 1 TO 4 PLUS: Grammar

Vocabulary

Verb to have present simple: I/we have a cat. Genitive with of: The name of my school. Definite article: the have

PRESENTATION Ask the class to tell you the names of the characters from the lessons so far, and their relationships with other characters. For example, Lily. She’s Ben’s sister.

Track 1.15 Tell the class to read the text silently. Then ask them the question from the instruction.

3 The Ss complete the sentences based on the text in

Exercise 2 and their knowledge of the characters. First elicit the answers orally, then Ss complete the task in writing. Write the answers on the board so the Ss can check their work: 1 (twin) sister / (little) sister, 2 name / dog, 3 cat, 4 teacher / Lily’s

WRITE 4 The Ss write short texts about themselves which are similar to the example in Exercise 2. Before they do this, elicit some suitable sentences from the class orally.

CONVERSATION 1

Track 1.14 Play the audio. After each question, elicit what ‘You’ said.

Demonstrate a role-play based on the dialogue. Use three Ss plus yourself in one role. Read/act the dialogue with the lines for ‘You’ added. The Ss do the activity in groups of three or four (in threes, one S can be both Lily and Sophie). When they have finished, they swap roles and repeat, continuing until everybody has acted the role of ‘You’. The Ss copy the dialogue into their notebooks. Play the audio again, with pauses so they can write in the missing sentences. Repeat the audio as required. Write the missing sentences on the board so Ss can check their answers and correct them if necessary.

AUDIO SCRIPT (With sample responses for ‘YOU’) BEN: Hello. I’m Ben. What’s your name? YOU: My name’s Ana. BEN: This is my twin sister, Lily. YOU: Hello, Lily. LILY: Hello. How are you? YOU: I’m fine, thanks. How are you? LILY: I’m fine, thanks. BEN: And this is our little sister, Sophie. YOU: Hello, Sophie. SOPHIE: Hello. BEN: And this is our dog. YOU: What’s his name? BEN: Leo. And this is Lily’s cat. YOU: What’s her name? BEN: Her name’s Cleopatra. I have to go. Goodbye. YOU: Bye!

5 LISTEN

Track 1.16

5 Listen to the people. Who is speaking? Write the numbers of the pictures in the correct order.

SPEAK 6 Show some photographs of some famous people. Ask if your friends know their names.

English r u o y k c e h C In th

ou have le ese lessons y

arnt how to

1 Greet people informally ... Hello. Hi! ... and formally. Good morning, Mr Patel. Good afternoon, Mrs Morgan. Good evening, Miss Harris.

2 Ask and say what someone is called. What’s

your his her

name?

My His Her

name’s

Lily. Ben. Sophie.

3 Introduce yourself ... I’m Jack. My name’s Mr Patel. ... and others. Dad, this is Emma. She’s a friend from school. This is Ben. He’s Lily’s brother.

4 Ask and say who someone is. Who’s that? That’s my mum. His name’s Prince William.

5 Say Goodbye. Goodbye, Jack. Goodbye, Miss Harris. Bye, Emma.

fifteen

LISTEN 5

Track 1.16 Play the audio. The Ss listen and match the speakers with the pictures.

AUDIO SCRIPT & ANSWER KEY A. I have a twin sister and a little sister (picture 4 Ben)

B. I’m a witch. (picture 1 – Sophie) C. I have a friend from school. She’s called Emma. (picture 3 – Lily)

D. We have a cat and a dog. (picture 2 – Mr & Mrs Morgan)

SPEAK 6 (Optional) If suitable for your class, invite Ss to find

photos of famous people on their phones (You could ask them to find some on the internet for homework at the end of the previous lesson). Demonstrate the activity with a S, then Ss do it in pairs, taking it in turns to ask the question.

GAME: GUESS THE WORD Choose a word from Lessons 1 to 5, and write a line for each letter. Write in any letter, and then another and so on. The Ss must guess the word you are writing. For example: _ i s _ _ r = sister. When you have established how the game works, invite Ss to take over your role.

LESSON

ant. h p le e n a ic r f A n a ’s It

• Say where animals are from • Vocabulary: Countries and nationalities (1)

2. Sheepdog (England)

1. Bald eagle ca) (North Ameri

3. Panda (China)

6. Tiger (India)

4. Lion (Africa) 5. Elephant dia) (Africa and In

20 twenty

sson In this le

LESSON

. t n a h p le e n a ic fr A n It’s a

Communication Identify animals Ask and say where animals are from Grammar

Verb to be present simple: Where is it from? / It’s from Africa. Indefinite article: an Possessive adjective: its Adjective + noun: African elephant

Vocabulary

animal big ears from good knees

page right Thank you. Where? wrong next

Animals: (bald) eagle, elephant, lion, panda, sheep dog, tiger Countries, continents and nationalities: Africa, African, China, Chinese, England, English, India, Indian, (North) America, American

PREPARATION A large map of the world is useful but not essential.

PRESENTATION Point to a world map, or use the map in the Students’ Book. Say, for example, This is China. Ss repeat the sentences after you. When you have covered all five places at least twice, switch to asking Where’s this? After a while, invite Ss to take over your role, and ask the questions. Repeat the process with the photos of animals in the Students’ Book: This is an elephant. / What’s this? etc. Point to an animal and ask Where is it from? Elicit the response It’s from (Africa). Repeat several times with the other animals. Write the following on the board in a column: eagle / panda / elephant / tiger / sheepdog / English sheepdog / computer / Chinese computer / American computer. Elicit whether each should be preceded by a or an. Add these before the words on the board. Use the Look! box to help.

LESSON

Round up

CONVERSATION

Track 1.24

1 Complete the conversation with Lily. LILY: YOU: LILY: YOU: LILY: YOU: LILY: YOU: LILY: YOU: LILY: YOU: LILY: YOU: LILY:

YOU:

Hello. How are you? ... I’m fine thanks. I’m Lily. What’s your name? ... I’m from Cambridge, in England. Where are you from? ... Look at this. It’s my new address book. What’s your address? ... How old are you? ... I’m eleven. My brother Ben’s eleven too. We’re twins. Are you a twin? ... What’s your favourite number? ... My favourite number is twenty-two. That’s the number of our old house. I must go now. Bye! ...

READ

Track 1.25

2 Read the text and answer the questions. This is Mr Patel’s class. Ben is one of Mr Patel’s students. Mr Patel is a very good teacher. Ben has a pencil, a rubber and a book on his desk. Today the lesson is about wild animals from Africa. The picture of the African elephant is on page thirty-five of Ben’s book. This elephant is nearly sixty years old. 1. 2. 3. 4.

sson In this le

Who is Mr Patel? What is on Ben’s desk? What is today’s lesson? How old is the elephant?

22 twenty-two

Revise Lessons 6 to 10

3 Correct the sentences. 1. Ben is a teacher in Mr Patel’s class. 2. Ben has a pen, a pencil and a book on his desk. 3. The lesson is about pets. 5. The lesson today is about animals from India. 4. The lesson is on page thirty-six of Ben’s book. 6. The elephant is sixteen years old.

WRITE 4 Write about your school. Copy and complete the sentences. The name of my school is ... The name of my class is ... ... is my English teacher.

LESSON

Round up

REVIEW OF LESSONS 6 TO 9 PLUS:

Verb to have in the present simple: Ben has a pencil ...

Vocabulary

city find out has pet today wild

Grammar

PRESENTATION Ask the class to tell you what they can remember about Lily. For example, She’s Ben’s twin sister, she’s from Cambridge.

CONVERSATION 1

Track 1.24 Play the audio. After each of Lily’s lines, pause the audio and elicit suitable responses from individual Ss.

Demonstrate a role-play based on the dialogue. Use a S for Lily while you take the ‘You’ role. Read/act the dialogue, and supply the lines for ‘You’. Then reverse roles and repeat. Give the S help with hints and prompts if necessary. The Ss do the activity you have just demonstrated in pairs. When they have finished, they swap roles and repeat. The Ss complete the dialogue in writing (with their own details for ‘You’), or copy it into their notebooks and complete it there.

Track 1.25 Elicit the meaning of today. Ss read the text silently, and find the answers to the questions. Elicit the answers to the questions. Play the audio while Ss listen and follow in their books.

3 Elicit the mistakes in the sentences, and the correct versions. Then Ss copy corrected versions of the sentences into their notebooks.

WRITE 4 Elicit ways to complete the sentences. The Ss then copy and complete them in their notebooks.

10 WRITE

PROJECT

5 Look at the photos and write the names of

7 Find out the names of:

LISTEN

• Three big cities in India. • Four countries in Africa. • Five more wild animals from Africa.

the animals. Write a or an with each word. Track 1.26

6 Listen to Mr Patel and answer his questions.

lish g n E r u o y k Chec In these le

ve learnt s s o n s yo u h a

how to...

1 Ask and say how old someone is. are

you? they?

he? she?

How old

Are you twelve?

I’m They’re He’s She’s

twelve (years old).

Yes, I am. No, I’m not.

2 Ask for and give an address. What’s your address?

It’s 65, Clifton Road, Cambridge.

3 Ask about phone numbers. What’s your phone number?

It’s 01223 938872.

4 Ask and say what things are. What’s this/that?

It’s a ruler.

Is it a computer?

Yes it is. No, it isn’t.

5 Ask for and say where animals are from. Where is it from?

It’s from

India. China.

It’s

an Indian tiger. a Chinese panda.

twenty-three

WRITE 5 Ss complete the task in pairs. They write the words

in the Students’ Book or in their notebooks. Elicit the answers: a panda, an eagle, a tiger, an elephant.

LISTEN 6

Track 1.26 Ss listen to Mr Patel. After each of Mr Patel’s questions, pause the audio and elicit the answer. If necessary, repeat the activity for the benefit of weaker Ss.

AUDIO SCRIPT MR PATEL: This elephant has small ears. Where is it from? This elephant has big ears. Where is it from? Where are pandas from? This is a tiger. Is it Indian or African? Are bald eagles from England? Where are bald eagles from?

PROJECT 7 Ss work in pairs or small groups. First they try to

complete the task from their combined knowledge. If your school’s policy allows Ss to use smartphones in class, ask them to complete the task by finding information on the internet. Alternatively elicit answers from the whole class, and list the results on the board. For example:

New Delhi, Mumbai, Bangalore

Egypt, Kenya, Nigeria, South Africa

zebra, giraffe, rhino, chimpanzee, crocodile

Supply words to complete the lists yourself if necessary.

LESSON

sson In this le

He’s American.

• Ask and answer about nationalities • Vocabulary: Countries and nationalities (2)

SPEAK

Track 1.28

1 Say the countries and nationalities.

DIALOGUE EMMA: LILY: EMMA: LILY: EMMA: LILY: EMMA: LILY:

Britain Ireland Germany Spain Russia Mexico Australia Korea The USA Track 1.27

Who’s that man? That’s Eddie Redmayne. Is he American? No, he isn’t. He’s British. Who’s that woman? That’s Selma Hayek. Is she Spanish? No, she isn’t. She’s Mexican.

British Irish German Spanish Russian Mexican Australian Korean American

2 Ask and answer about the famous people in the photos. YOU: FRIEND: YOU: FRIEND:

Who’s that woman? That’s Maria Sharapova. Where’s she from? She’s from Russia. / She’s Russian.

3. Russell Crowe (Australia)

1. Maria Sharapova (Russia) 2. Michelle Obama (USA)

24 twenty-four

LESSON

He’s American.

Communication Ask about and identify people Ask and say where people are from Ask and talk about nationality Grammar

Verb to be present simple: Is he/she French? Yes, he is./ No, she isn’t. He’s/She’s + adjective Irregular noun plurals: men, women

Vocabulary

man nationality woman

Countries and nationalities: Australia Australian Britain British Germany German Ireland Irish Korea Korean Mexico Mexican Russia Russian Spain Spanish

SPEAK 1

Track 1.28 Get the class to practise saying the words. Play the audio and get the class to repeat the words in the pauses.

Say one of the words. The Ss must point to either the country or the nationality, depending on which you said. Repeat with some more of the words. Then get the class to repeat this format in pairs.

2 Pair-work. The Ss ask and answer about the

photographs. First they answer with the country the person is from (e.g. Spain). Then they repeat the activity, this time saying the nationality of the person (e.g. Spanish).

PREPARATION A globe or large map of the world would be useful but not essential.

PRESENTATION If available, point to a globe or world map. Say, for example, This is Spain. Ss repeat the sentences after you. When you have covered all the countries listed above at least twice, switch to asking Where’s this? After a while, invite Ss to take over your role, and ask the questions. If a globe or map is not available, write the names of the countries listed above on the board. Invite the Ss to guess the names in their first language (there may be some similarities with the English versions). Then proceed as described above. Open books. Point to the photos of famous people. Ask Where is he/she from? The Ss must reply with He’s/ She’s from ... (country). Then repeat with What’s his/ her nationality? The Ss must reply with He’s/She’s ... (nationality adjective).

DIALOGUE Track 1.27 Ss listen to the audio and follow the script. Demonstrate reading/acting the script with one S and yourself in the other role. Then Ss do this in pairs. When they have finished, they swap roles and repeat.

11 3 Ask and answer about the nationality of the people in the photos.

4 Ask and say your nationality. YOU: What nationality are you? FRIEND: I’m …

PROJECT 5 Find out the nationalities of more famous people.

6 Ask about the nationalities of the famous people. YOU: Is he British? FRIEND: No, he isn’t. He’s Irish.

YOU: What nationality is …? FRIEND: She’s ...

WRITE 7 Write about the people in the photos. The woman in photo 1 is Maria Sharapova. She’s Russian. The woman in photo 2 is ...

YOU: Is she Russian? FRIEND: Yes, she is.

5. Eddie Redmayne (Britain)

6. Bono (Ireland)

4. Salma Hayek (Mexico)

twenty-five

SPEAK 3 & 4 Pair-work. The Ss ask and answer the

questions.

PROJECT 5 Ss work in pairs or small groups. First they try to complete the task based on their combined knowledge. If your schoolâ&#x20AC;&#x2122;s policy allows Ss to use smartphones in class, ask them to expand their lists by finding information on the internet. Alternatively elicit answers from the whole class, and write some or all of the results on the board.

6 Pair-work. The Ss ask and answer the questions,

based on the famous people and nationalities they collected in the previous exercise.

WRITE 7 The Ss write sentences in their notebooks. GAME: WHO IS IT? Get three or four Ss to come to the board and write the names of some famous people. Try to have at least ten names on the board. One S secretly chooses one of the people but doesnâ&#x20AC;&#x2122;t say the name. The others must ask Yes/No questions to try and guess who it is:

Is it a man?

Is he American?

They can ask other questions with other suitable vocabulary they already know. Then they try to guess the famous person. If you have a large class, demonstrate with the whole class, then get the Ss to do the activity in smaller groups.

LESSON

sson In this le

Round up

Revise Lessons 11 to 15

CONVERSATION

READ

2 Read and answer the questions.

Look at the information about Megan, then complete the conversation with her. Ask her questions. Track 1.32

Name:

Megan (Meg) Roberts

Occupation:

school student

Age:

Nationality:

British

Home town:

Penzance

Colour of hair:

red

Colour of eyes:

green

Favourite food:

fish and chips

MEGAN: YOU: MEGAN: YOU: MEGAN: YOU: MEGAN: YOU: MEGAN: YOU: MEGAN:

Hello. Hello. ... ? Megan Roberts. OK, Megan ... ? I’m thirteen. How old are you? I’m …. Are you British? Yes, I am. Where …? From Penzance, in Cornwall. What’s your …? Fish and chips.

Track 1.33

ntonio (in sung lasses) is the new singer in the band Menudo . He’s called Tony for short. He’s American, but his parents ar e from Mexico. He’s ne arly 18 years ol d. He’s very good -looking. His hair is brown and hi s eyes are blue . His favourite colo urs are black an d dark red. His favourite food is ice cream.

1. What is Antonio called for short? 2. What nationality is he? 3. Where are his parents from? 4. How old is he? 5. What colour are his hair and eyes? 6. What are his favourite colours? 7. What is his favourite food?

WRITE 3 Look at the information about Megan and

Make a profile for you. Then ask and answer questions with your partner.

30 thirty

the text about Antonio. Write a paragraph about Megan. Begin like this: Megan is a school student. She is called...

LESSON

Round up

REVIEW OF LESSONS 11 TO 14 PLUS:

Communication Ask about and identify objects Grammar

Verb to be present simple: Is it a ruler? Yes, it is. / No, it isn’t. Demonstrative pronouns: this / that

Vocabulary

fish and chips good-looking make online singer sunglasses

PRESENTATION Ask the class to tell you what they can remember about Megan from Lessons 12 and 13. For example: She’s from Penzance. Her hair is red.

CONVERSATION 1 Track 1.32 Books open. Ask a question about Megan based on the information in Exercise 1. For example, How old is she? What is her favourite food? (Elicit the meanings of fish and chips, and explain that this is a popular British meal.) Ss answer based on the information given. Play the audio. Elicit words to complete the dialogue orally. Play the audio again, and elicit missing words again. Demonstrate a role-play based on the dialogue. Use a S for Megan while you take the ‘You’ role. Read/ act the dialogue, and supply the lines for ‘You’. Then reverse roles and repeat. Give the S help with hints and prompts if necessary. The Ss do the activity in pairs. When they have finished, they swap roles and repeat. Play the audio again. Then the Ss complete the dialogue in writing (with their own details for ‘You’), or copy it into their notebooks and complete it there.

READ 2 Track 1.33

The Ss read the text silently. Teach/check the meanings of sunglasses, singer and good-looking. Ask the questions to a succession of Ss. Then Ss ask and answer the questions in pairs.

WRITE 3 Elicit a way to complete the paragraph, and build it up sentence by sentence on the board. Then wipe the board. Ss write their own versions in their notebooks. Explain that their versions do not have to be exactly the same as the version which was on the board.

15 LISTEN

Track 1.34

4 Listen to the results of the British Grand Prix on the radio. Copy the chart on the right. Complete it with the colours of the cars and the nationalities of the drivers.

PROJECT 5 Find out online which countries these cars

Morello Gabon Scott Marshall

come from. Kia Audi Fiat

Rolls Royce Citroen Skoda

Volvo Chrysler

Toyota Tata

nglish E r u o y k c e Ch In th

Driver’s nationality

Driver’s name

ou have lea ese lessons y

rnt how to..

Car

Colour

McLaren Ferrari Renault Mercedes

1 Ask and talk about nationality. he

Where’s

she you

Where are

He’s

from?

they

She’s I’m We’re

from?

the USA.

He’s

Spain.

She’s

American Spanish.

from Britain. British.

They’re

I’m not.

I am.

Are you Is

from

he she

German?

Yes,

Are they

he she

is.

we they

are.

No,

he she

isn’t.

we they

aren’t.

2 Make and accept apologies. Sorry!

That’s OK. It doesn’t matter.

3 Offer, accept and refuse things. an apple? Do you want

4 Talk about things you Yes, please. No, thank you.

some crisps? some chewing gum?

love and hate. I love sweets. I hate chewing gum.

5 Talk about the colour of hair and eyes. What colour

is are

your his her

hair?

It’s brown.

eyes?

They’re blue.

thirty-one

LISTEN 4 Track 1.34

Elicit the context from the photo. Ask the class if they know any famous racing drivers or teams. Play the audio. Elicit what it is (a radio commentary for a motor race). Play it again. Ask Who won the race? Play it a third time. Ss complete the table (or copy and complete it in their notebooks). Play the audio again as required. Then elicit the answers. It is not necessary to teach all the unknown words. The purpose of the task is to listen for the gist.

AUDIO SCRIPT ANNOUNCER: Now let’s listen to the end of the British Grand Prix motor race.

COMMENTATOR: It’s the last lap now, and the four cars in the lead at the moment are Morello in the red McLaren. Behind him are Gabon in the blue Ferrari, then Scott in the green Renault. After them, Marshall is close behind in the white Mercedes. But Gabon from France is coming up to the finishing line very fast. And it’s Gabon! Gabon from France wins the race! In second place is Morello from Italy. Marshall the American is third, and in fourth place is Scott from Great Britain. What a fantastic win for the Frenchman!

PROJECT 5 Ss complete the task in pairs or small groups based on their own knowledge. If your school’s policy allows Ss to use smartphones in class, ask them to complete the task by finding information on the internet. Alternatively elicit answers from the whole class, and list the results on the board: Kia – Korea, Rolls Royce – Britain, Volvo – Sweden, Toyota – Japan, Audi – Germany, Citroen – France, Chrysler – USA, Tata – India, Fiat – Italy, Skoda – Czech Republic

GAME Repeat the games from Lessons 11 and/or 13.

LESSON

sson In this le

Round up

Revise Lessons 16 to 20

CONVERSATION

READ

2 Read about Justin Beiber and answer the

Track 1.39

Complete the conversation with Ben.

BEN: Hello. YOU: BEN: How are you? YOU: BEN: I’ve got three uncles, two aunts and ten cousins. What about you? YOU: BEN: Who are your favourite pop band? YOU: BEN: Yes, I like them too. I think they’re great. And I like Justin Bieber. YOU: BEN: Have you got any collections? YOU: BEN: I’ve got six wildlife posters. Well, I’m going home now. Bye! YOU:

Track 1.40

questions.

LISTEN 3 Track 1.41 Listen to Jessica. Write the numbers of the topics below in the order she talks about them. Her pets Her family Her collections Her favourite clothes What she thinks about Justin Bieber

4 Listen again and answer the questions. 1. How many brothers and sisters has she got? 2. What pets has she got? 3. What does she collect?

is name is Justin Bieber - superstar! Have you got any Justin Bieber songs? Perhaps you’ve got one of his hit albums. Millions of people all over the world like Justin Bieber. Why do people like him? They like his music, they like his songs and they like his dancing. They like his clothes and his hair too. His hair is brown, but he colours it blonde. His eyes are light brown. He’s got lots and lots of clothes. His favourite clothes are a black or a white T-shirt with a black jacket. His favourite colour is purple, but he hates purple clothes! His favourite possession is his guitar. Justin is from Canada, but he lives in the USA and England. He’s got big houses in Los Angeles and London. He’s got one sister (Jazmyn) and one brother (Jaxon). He loves animals, and he’s got lots of pets. He’s got cats, dogs, a snake and other animals. Justin’s fans are called ‘Beliebers’ and he’s got millions of them. Are you a Belieber?

38 thirty-eight

1. What colour are Justin Bieber’s eyes? 2. What is his favourite colour? 3. What is his favourite possession? 4. Where is he from? 5. Where are his houses? 6. Who are Jazmyn and Jaxon? 7. Who are the Beliebers?

LESSON

Round up

REVIEW OF LESSONS 16 TO 19 PLUS: Vocabulary

hit million snake

superstar swap world

PRESENTATION Ask the class to tell you what they learned about Ben in Lessons 16 to 19. For example: He likes pop music; He collects foreign coins.

CONVERSATION 1 Track 1.39 Play the audio. After each of Ben’s lines, pause the audio and elicit suitable responses from individual Ss. Demonstrate a role-play based on the dialogue. Use a S for Ben while you take the ‘You’ role. Read/act the dialogue, and supply the lines for ‘You’. Then reverse roles and repeat. Give the S help with hints and prompts if necessary. The Ss do the activity in pairs. When they have finished, they swap roles and repeat. The Ss complete the dialogue in writing (with their own details for ‘You’), or copy it into their notebooks and complete it there.

READ 2 Track 1.40

Ask the Ss to tell you what they know – if anything – about Justin Bieber. The Ss then read the text silently, and write the answers to the questions. Help them with any unfamiliar vocabulary. You may need to check/teach hit album, dancing, possession, guitar and snake. Pair-work. Ss take it in turns to ask each other one of the questions about the text. When they have finished, elicit the answers from the class.

AUDIO SCRIPT

INTERVIEWER: Hi Jessica. Nice jacket! JESSICA: Thank you! It’s my favourite. These are

my favourite trainers too. Look, they’re from the USA. I think they’re really cool. INTERVIEWER: Yeah, they’re great trainers! So, Jessica, tell me a bit about your family. JESSICA: Er, sure. Well, there’s me, my mum and dad and my brothers and sisters. INTERVIEWER: Brothers and sisters? So how many have you got? JESSICA: Two of each! Two sisters and two brothers. INTERVIEWER: Wow! Big family. JESSICA: Yeah, and it’s not just us in the house. We’ve got a cat and snake too. INTERVIEWER: A snake? Not many people have a snake for a pet. Does the cat like the snake? JESSICA: Ha ha! No, not really. But they’re OK together. INTERVIEWER: What do you do in your free time? JESSICA: Erm ... well I love pop music. INTERVIEWER: OK. Who’s your favourite singer? JESSICA: Oh, Justin Bieber. I love him! He amazing. I’m a real Belieber! INTERVIEWER: Ha ha! That’s great. Do you only like Justin Bieber? JESSICA: Oh, no! I like lots of singers and bands. I kind of collect pop albums. I’ve got about 50 CDs, and nearly 200 albums on my computer. INTERVIEWER: Wow! That’s a lot of albums! Have you got any other collections? JESSICA: Er ... I’ve got some foreign coins. Not many. I’ve only got about 20. Is that a collection? INTERVIEWER: Yeah, sure. That’s a collection. A small collection, but it’s a collection. Jessica, thank you for talking to me. JESSICA: You’re very welcome.

Play the audio while Ss listen and follow in their books.

LISTEN 3 Track 1.41

Tell the class they are going to hear an interview with a girl called Jessica. They listen to the audio and number the topics. Then elicit the answers: 1 clothes, 2 family, 3 pets, 4 Justin Bieber, 5 collections.

4 Play the audio again, and a third time if necessary. Ss listen and write answers to the questions. Then elicit the answers: 1 two sisters, two brothers, 2 a cat and a snake, 3 pop albums. Note that the aim of this task is for Ss to listen for the gist. It is not necessary to teach all the unknown words.

20 WRITE 5 Follow these instructions. • Write sentences about your family. Say how many brothers and sisters you’ve got, and what their names are. • Write about your collections and/or pets. Say what they are. • Write about your favourite clothes and what colour they are. • Write about your favourite bands and/or singers.

SWAP SHOP 6 Make a list of things you have got but you don’t want. Then make another list of things you want but you haven’t got. With your friends, find out how many things you can swap. ‘Who wants to swap ... for ... ?’

lish g n E r u o y k Chec In these le

ve learnt s s o n s yo u h a

how to...

1 Ask and say who something belongs to. sweater is this?

Whose

mine. his. Emma’s.

It’s

socks are these?

They’re

Is this Jack’s T-shirt?

Yes, it’s his.

Are these Lily’s shoes?

No, they aren’t hers.

2 Ask and talk about possessions. Yes, Have you Has he/she

got

No,

a bike? any stamps?

Yes, No,

I’ve He’s She’s

got

a laptop.

I haven’t

some badges.

He She

3 Say who or what you like or don’t like. like don’t like

Adele / her. Justin Bieber / him. U2 / them. their new album.

have. haven’t.

he/she

hasn’t

has. hasn’t.

got (nearly) fifty.

4 Give opinions. I think

she’s he’s they’re it’s

great. fantastic. boring. awful.

thirty-nine

WRITE 5 Elicit suitable sentences for completing the task. Then Ss follow the instructions to write texts based on their own lives and preferences.

SWAP SHOP 6 Organise the class into groups of 5 to 8 Ss. They pretend to swap things. Join one group to give a demonstration first.

GAME / EXTRA ACTIVITY Repeat the game from Lesson 16 and/or the extra activity from Lesson 18.

LESSON

. e g id r b m a C in e v li I

READ

sson In this le • Talk about places • Say where you live • Ask and answer questions with Where do you live?

Track 1.46

1 Lily sends a message and a website link to her new internet friend. Her name is Rachel, and she lives in Australia. Read the website information and answer the questions. 1. Where is Cambridge? 2. Why is it famous? 3. Why do people come to Cambridge? 4. What are the interesting places to see? 5. What is the new reason why Cambridge is important? 6. What is a punt?

www.visitcambridge.org

east of Cambridge is a city in the southth of England, about 100 kilometres nor . The sity ver uni London. It is famous for its 800 n tha University of Cambridge is more around the years old, and students from all ge is also world go there to study. Cambrid re than mo h very popular with tourists, wit four million visitors every year. see in Most of the interesting places to s. The ege coll Cambridge are the university ny ma of University has 31 colleges, and ul buildings. them are in very old, very beautif called the There is also a famous museum ul church utif Fitzwilliam Museum, and a bea called King’s College Chapel. But the university and the historic s why buildings are not the only reason re is another Cambridge is important. Now the und it are reason. The city and the area aro y industries. the centre of Britain’s technolog logy hno Many famous international tec tories there. companies have offices and labora nts’. Cambridge is also famous for ‘pu ten to up for These are special flat boats r or hou people. You can hire a punt for an river. two, and take it up and down the

44 forty-four

Hi Rachel! Here’s some more info about me . I’m eleven, and I live in Cambrid ge. (That’s in the south-east of Eng land.) I’m in Class 1A at Castle Hill Sch ool. My twin brother, Ben, goes to the same school, but he’s in a differe nt class. Here’s a link to more info about Cambridge: www.visitcambrid ge.org

LESSON

I live in Cambridge.

Communication

Ask and say where you live Say where people live Ask and say where places are Describe places

Grammar

Present simple: Where do you live? I live / My friend lives in Cambridge. Prepositional phrases: in the south/north of ... Prepositions: for (famous for), near Quantitative adjective: many

Vocabulary

beautiful boat building church coast company flat (adjective) hire hour important industry info international

Points of the compass: north, south, east, west, south-east etc.

(website) link museum office popular reason river technology study (verb) tourist university website wherever

PRESENTATION Ask a S Where do you live? (I live in ...). This S must ask another, and so on in a chain around the class until around ten Ss have spoken. Then tell the Ss to ask and answer in pairs. Open books. Elicit from the Ss any knowledge they have about Cambridge. Elicit and practice university.

READ 1 Track 1.46

Play the audio. The Ss follow the text on the page. Working in pairs, the Ss read the text again and write their answers to the questions. Elicit the answers: 1 in south-east England; 2 it has a very old university; 3 to study and as tourists; 4 the university, the Fitzwilliam Museum, Kingâ&#x20AC;&#x2122;s College Chapel; 5 it is the centre of Britainâ&#x20AC;&#x2122;s technology industry; 6 a special flat boat.

Then the Ss take it in turns to ask and answer the questions orally. Play the audio while Ss listen and follow in their books.

24 SPEAK

WRITE

2 Look at this map of Britain, and say where

3 Look at the notes about Cambridge and

the cities are.

write similar information about two important towns or cities in your country.

North

West

East South

Location

south-east England

Why important?

University / technology industries

Places to see

university colleges, Fitzwilliam Museum, King’s College Chapel

Also famous for

punts

know.

SCOT LAND

… is a large town in … … are many/some interesting places to see. There’s a … . There are also some … There are also some/many …. It is also famous for …

Edinburgh Newcastle

NORTHERN IRELAND

Cambridge

4 Write sentences about two towns/cities you

Aberdeen

Belfast

Name of town/city

SPEAK 5 Ask and answer. YOU: Where do you live? FRIEND: I live in .../near .../on the .../in the centre of ...

ENGLAND Liverpool

WALES

Manchester

6 Find out about famous people. Ask questions and answer for the famous people.

Birmingham Cambridge

Cardiff London Folkestone Penzance

LOOK! in the north of England on the south coast of Britain in the centre of London

YOU: Where do you live? FRIEND: I live in .../near .../on the .../in the centre of ...

WRITE 7 Write about the famous people from 6. … lives in/on/near …

RHYME

Track 1.47

In the north, in the south, in the east, in the west, Wherever you live, your home is the best.

forty-five

SPEAK 2 Focus on the compass and get the class to practise saying all eight points: north, north-east, east etc.

Focus on the map. Elicit the areas indicated by England, Wales, Scotland, Northern Ireland, Britain (England, Wales, Scotland) and the United Kingdom (Britain + Northern Ireland). Elicit the locations of the cities. Eg: Where is Cardiff? (It’s in the south of Wales. / It’s in the south-west of Britain.) Pair-work. Ss take it in turns to ask and answer about a city on the map.

WRITE 3 Elicit ways to complete the table for the town/city you are in.

Elicit ideas for completing the table with information about two more towns/cities in your country. Ss then copy and complete the table with two extra columns to the right. They complete these two extra columns with information about the two cities you have just discussed.

4 Elicit suitable sentences for completing the task orally. The Ss then write sentences in their notebooks. SPEAK 5 Ask and answer the question with some Ss. Then

Ss ask and answer several others. They can stand up and walk around the class, asking and answering. Alternatively, they can ask several others sitting nearby.

6 Elicit from the class the names of some famous

people and write them on the board. Then elicit where they live. Accept any reasonable guess. Write these on the board in specific terms: if, for example, Ss think famous person X lives in Paris, you can decide that he/she lives in the centre of Paris. Each S chooses a famous person to ‘be’. Then proceed as for Exercise 5.

WRITE 7 Ss write the sentences. RHYME Track 1.47 Get the class to practise chanting the rhyme

together.

EXTRA ACTIVITY: IMAGINARY ISLAND Draw an imaginary Island on the board – the shape is not important. Tell the class to copy it into their notebooks. Then dictate features for them to write/ draw into their maps:

There is a town called Newtown. It is in the centre of the island.

There is a port on the south-west coast of the island. Continue with castle, garden, museum, school and two of three more towns with imagined names.

LESSON

sson In this le

Round up

Revise Lessons 26 to 30

AdventIsulraned

on Puonfa fbirdiwn atching holiday. At the same

Nicola and Jake are ugglers. sm d on am di of ng ga a r fo g in time, the police are look Can you see the baby birds?

Hello? We’re at South Beach, Puffin Island! There are some diamond smugglers and...

Yes. They can’t fly yet.

Oh no!

They’re taking some packets from their belts.

Look. The men are wearing wetsuits. What are they doing?

There’s a boat! It’s coming round the cliffs.

Perhaps they’re…

Help! I’m falling!

They’re swimming under water. They’re coming to the beach. Yes! The diamond smugglers. Right! Quick! Call the police!

Later, in the police station. Jake and Nicola are drinking hot chocolate.

Give me that phone! The game’s up! Drop your guns!

Track 2.07

Read and listen to the story.

SPEAK 2 Correct the sentences. 1. Nicola and Jake are at school. No, they aren’t. They’re on holiday. 2. They are swimming on Puffin Island.

54 fifty-four

Watching birds!

But what are you doing here on Puffin Island?

3. The men are wearing sweaters and jeans. 4. The men are rowing to the beach. 5. Jake and Nicola are having a cup of tea. 6. Jake and Nicola are fishing on the island.

LESSON

Round up

REVIEW OF LESSONS 26 TO 29 PLUS: Vocabulary

baby beach belt birdwatching diamond drink drop fall fish ﬂy gang giant gun

help hot chocolate island packet police puffin row smuggler tortoise wetsuit

PRESENTATION Ask the class to tell you what they learned in lessons 28 and 29 (say what people are doing). Get them to remember and say some sentences with -ing words from those lessons.

Track 2.07 Open books. Focus on the cartoon strip story. Elicit a few sentences about what the characters are doing in individual panels. For example, They’re watching birds, They’re falling.

By getting the Ss to point at the items in the story, present/check boat, cliff, wetsuit, beach, belt, gun. Teach/elicit the concept of diamond smugglers. Play the audio. Ss read and listen. Get two Ss to read/ act the roles of the two children. You take the other roles and the narrator for the description boxes. The Ss then read/act the story in threes (with one S taking the roles of smuggler, police officer and narrator).

SPEAK 2 Ss work in pairs or small groups. They must find the errors in the sentences, and say corrected versions in English.

Elicit corrected versions of the sentences orally from the whole class. There are various ways to phrase the corrected versions. (For example, They’re not swimming. They’re watching birds. / No. They’re watching birds on Puffin Island etc. Accept any answers which are grammatically correct, and perhaps write more than one version for each answer. Then Ss write corrected versions of the sentences in their notebooks.

30 CONVERSATION

WRITE

Track 2.08

3 Complete the conversation with Ben.

4 Look again at the picture story and write

BEN: How do you spell your surname? YOU: ... BEN: OK. What sports and games are you doing at school now? YOU: ... BEN: What languages are you learning? YOU: ... BEN: Can you speak French? YOU: ... BEN: I can speak a little but not very well. I must go now. Bye! YOU: ...

sentences about what is happening in each picture. Nicola and Jake are watching...

DID YOU KNOW? The giant tortoises of the Galapagos Islands can live for over 150 years.

nglish E r u o y k c e Ch In th

ou have lea ese lessons y

rnt how to..

1 Ask for and give spellings. How do you spell

your surname? it?

R - O - double S - I.

2 Ask and say what people are doing now. What

are

you / they

he / she

Are you/they Is he/she

doing?

writing an email?

I’m We’re They’re He’s / She’s Yes,

writing an email.

I am. they are. he is.

No,

I’m not. they aren’t. she isn’t.

3 Ask and talk about things people can do. Can

you he she

swim? speak French?

Yes,

I he she

can.

No,

I he she

can’t.

4 Ask what someone wants. Do you want a T-shirt or a poster?

5 Ask for something in a polite way. Can I have a T-shirt, please?

fifty-five

CONVERSATION 3

Track 2.08 Play the audio. After each of Ben’s lines, pause the audio and elicit suitable responses from individual Ss.

Demonstrate a role-play based on the dialogue. Use a S for Ben while you take the ‘You’ role. Read/act the dialogue, and supply the lines for ‘You’. Then reverse roles and repeat. Give the S help with hints and prompts if necessary. The Ss do the activity in pairs. When they have finished, they swap roles and repeat. The Ss complete the dialogue in writing (with their own details for ‘You’), or copy it into their notebooks and complete it there.

WRITE 4 Ss write about each picture using the present continuous. This could be done as homework. DID YOU KNOW? Elicit the location of the Galapagos Islands (off the coast of South America). When they have understood the amazing fact, ask the Ss if they know any other animals which can live to a very old age (sharks and whales – up to 200 years; parrots – up to 80 years; elephants – up to 70 years).

GAME Repeat any game which the Ss enjoyed from lessons 26 and 27.

Indoor activities acting

■

dancing

■

drawing and painting

■

visiting museums

■

learning a musical instrument

■

5 Talk about the things you can or can’t do. YOU: Can you play a musical instrument? FRIEND: Yes, I can. YOU: So can I. YOU: Can you windsurf? FRIEND: No, I can’t. YOU: Nor can I.

JOKE TIME! CUSTOMER: Waiter! Waiter! I don’t like this cheese. WAITER: Why don’t you like it, sir? CUSTOMER: There are holes in it. WAITER: Well, eat the cheese and leave the holes on your plate.

WRITE 6 Choose two members of your family and write what each of them likes and doesn’t like doing. My brother likes … but he doesn’t like … My mother … sixty-one

SPEAK 5 Demonstrate the activity with a series of Ss,

supplying and eliciting So can I. / Nor can I. Ss then continue the process in pairs.

WRITE 6 Elicit some ways to complete the task orally. The Ss then write sentences based on their own lives.

JOKE TIME! Read through the joke with the class, and help them to understand the joke if necessary.

GAME: SIMON SAYS Play ‘Simon Says’ using the activities from this Lesson. Rules: The Ss stand. Give them activities to mime doing: go water skiing, play a musical instrument etc. They must only follow the instruction if it is preceded by ‘Simon says’: (Simon says) play a musical instrument. If the sentence is not preceded by ‘Simon says’ the Ss must do nothing. Anybody who makes a mistake in this respect is out. That last S/Ss remaining in the game wins/win.

LESSON

or d a r b a L n e ld o g ig b A My Pets

sson In this le • Talk about animals • Describe what they look like • Vocabulary: useful adjectives (1)

We’ve got three family pets: a dog, a cat and a tortoise. The dog ’s name is Leopold (we call him Leo). He ’s a big golden Labrador, and he ’s very beautiful. He ’s got big brown eyes and a long tail. He ’s a very friendly dog but he ’s sometimes a bit stupid. Dogs are expensive to keep but they ’re very good guards for the house. Our cat is called Cleopatra (Cleo for short). She ’s quite young but she isn ’t a kitten. She ’s very pretty. She ’s got green eyes and brown fur with some black and white bits. She ’s clever, too, and very clean. The tortoise ’s name is Rocky. He ’s got short, fat legs, a long neck and a very hard shell. He ’s also very old and very slow. He ’s ugly and dirty but I like him.

READ

Track 2.16

1 Read Lily’s composition and answer the questions. 1. Is Leo small? No, he isn’t. He’s big. 2. What sort of dog is he? 3. Is he ugly? 4. What colour are his eyes? 5. Is his tail long or short? 6 Is he unfriendly? 7. Is he a clever dog? 8. Are dogs cheap pets?

Answer about Cleopatra. 1. 2. 3. 4.

Is she a kitten? Is she ugly? Is she clean or dirty? What colour is her fur?

Answer about Rocky. 1. 2. 3. 4.

What sort of animal is Rocky? Are Rocky’s legs long and thin? Is his shell soft? Is he young or old?

SPEAK 2 Have you got a pet or pets? Describe it/them to your partner.

64 sixty-four

LESSON

A big golden Labrad

Communication Ask about and describe animals Grammar Vocabulary

Verb have got (physical description): She’s/She has got green eyes. He/She/It is + adjective: He’s big. Question: What’s it like? Adjectives of size Position of adjectives Adverbs of modification: (not) very. a bit anteater crab dirty fur giraffe golden guard kitten koala bear Labrador

SPEAK 2 Ss raise their hand if they have a pet. Put the Ss in

pairs so that at least one S in each pair has a pet. They then do the activity. If very few of the Ss have pets, you could get them to imagine pets. Otherwise, skip this activity.

like (preposition) leopard neck nose shell spider monkey spots stripes tail zebra

Adjectives: cheap, clean, clever, dirty, fat, friendly, golden, hard, long, pretty, short, slow, soft, stupid, thin, ugly, young, unfriendly

PRESENTATION Ask the Ss to tell you what they can remember about Lily and Ben’s pets (they have a cat called Cleo and a dog called Leo). Open books. Focus on the photos of the pets, and elicit/practise tortoise.

Track 2.16 Tell the class to read the text silently and

quickly, and to tell you what each paragraph is about. (Each paragraph is about one of the pets.) Check/ teach tail, stupid, expensive, guard, kitten, pretty, fur, clean, neck, shell, slow, ugly, dirty. Ss read the text again, and write answers to the questions. Elicit the answers. Then Ss ask and answer the questions in pairs, taking it in turns to ask the next question. Play the audio while Ss listen and follow in their books.

3. Zebra (Afric

4. Anteater (Sou

th America)

2. Spider monkey (South Africa) 6. Leopard (Africa)

)

5. Koala bear (Australia

1. Giraffe (Africa)

SPEAK 3 In pairs, find an animal with one of the

7. Giant crab (Asi

following: a long tongue a small nose a hard shell a short tail a long neck small ears

long arms soft fur thin legs a lot of spots black and white stripes

YOU: Which animal has got a long tongue? FRIEND: The anteater has got a long tongue.

4 Talk about the animals. YOU: What’s special about a giraffe? FRIEND: It’s got a very long neck, long thin legs and small ears.

WRITE 5 Write about the animals. Giraffes have got long thin legs, very long necks and small ears. They live in Africa.

GAME 6 Think of an animal. The others must ask questions to guess which animal it is. YOU: What’s it like? FRIEND: It’s black and white. It’s got small ears and it lives in China. YOU: I know! It’s a panda. sixty-five

SPEAK 3 Get the S to practise the words for the animals in

the photos, and say where they are from: Itâ&#x20AC;&#x2122;s a Giraffe. Itâ&#x20AC;&#x2122;s from Africa. etc. Elicit an answer for each phrase in the list, in the example in the exercise. Then Ss ask and answer in pairs, taking it in turns to ask and answer the next question.

4 Elicit a suitable answer for each animal. Then Ss work in pairs. They take it in turns to ask about an animal. When they have finished, they make new pairs and repeat the activity. WRITE 5 Ss write a suitable sentence for each animal featured in this lesson. The previous exercise has prepared them for this. GAME 6 Ss play the game. If you have a large class, they could do this in smaller groups.

EXTRA ACTIVITY: MORE ANIMALS Working in pairs or small groups, Ss must think of another animal to go with each adjective phrase from Exercise 3. If necessary, they can find the English words for these animals using dictionaries or online research. Perhaps make it a game: the first pair/group to find an animal to go with every phrase wins the game.

LESSON

lates? o c o h c e k li e h s s e o D

DIALOGUE

Track 2.34

EMMA: What shall we buy Miss Harris for her birthday? Does she like tea? LILY: Yes, she does. But that’s not a very interesting present. EMMA: She likes house plants. Let’s get her a nice plant. LILY: How much are they? EMMA: These ones are all £15 or more. They’re too expensive. LILY: Let’s get her some chocolates. I know she doesn’t like dark chocolate but she loves milk chocolate. EMMA: OK. Here’s a nice box of chocolates for £7.50. Shall we get that? LILY: Yes, let’s get that. Then we’ve got an extra 50p. EMMA: Hey, Lily! Let’s get her a plastic frog too! She likes frogs! Lily: Yes, but not plastic ones!

84 eighty-four

1 True or False? Miss Harris ... 1. doesn’t like tea. 2. likes house plants. 3. doesn’t like dark chocolate. 4. wants a plastic frog.

sson In this le • Talk about likes and dislikes • Ask for and make suggestions

LESSON

s? e t la o c o h c e k li e h s Does

Communication Ask and talk about likes and dislikes Ask for and make suggestions Grammar Vocabulary

Present simple: Does she like chocolate? Yes, she does. / No, she doesn’t. Verbs with two objects: buy, get Modal shall: What shall we get her? Let’s + verb: Let’s get her a jigsaw. chess (set) chilli peppers classical music crocodile frog gloves hairbrush Happy birthday! hat let’s milk/dark chocolate mug plastic rat scarf shall yoghurt

DIALOGUE Track 2.34 Open books. Focus on the picture and elicit where Emma and Lily are, and what they are doing. Ask the Ss to listen and find out What do they buy for Miss Harris? Ss listen to the audio and follow the script. Elicit the answer. (They buy a box of chocolates.) Check/teach the meaning of present, expensive and plastic frog.

Demonstrate reading/acting the script with a S in one role and yourself in the other. Then Ss read/act the dialogue in pairs. When they have finished, they swap roles and repeat.

1 Ss answer the true/false questions in pairs. Then elicit the answers: 1F, 2T, 3T, 4F

PRESENTATION Get a S to come to the front of the class. Get others to ask him/her questions with Do you like ... ? These questions can be about food, activities or anything else the Ss can say in English. For each thing, write the word on the board plus a tick 3 for ‘likes’ or a cross 7 for ‘doesn’t like’. Continue until you have collected about 12 things. Ask another S Does (name of S ) like ... ? plus one of the items on the board. Ask some more Ss the same question with different items. Elicit their replies in the form Yes, he/she does/doesn’t. Then Ss ask and answer the questions in pairs.

49 SPEAK

SPEAK

2 Find out what your partner likes and doesn’t

6 Choose a birthday present for Lily, Ben, Mr Patel and Miss Harris.

like.

YOU:

YOU: Do you like yoghurt? FRIEND: Yes, I do. / No, I don’t.

It’s Lily’s/Ben’s birthday next week. What shall we get her/him? FRIEND: Let’s get her/him a hat. YOU: No, let’s get her/him a chess set.

FOOD AND DRINK

a hat yoghurt

dark chocolate

a mug

chilli peppers a scarf

INTERESTS

a pair of gloves sport

classical music

a house plant

computer games

ANIMALS AND REPTILES

a box of chocolates snakes

rats

a chess set

crocodiles

3 Ask someone else in the class about their partner. YOU: Does Akram like dark chocolate? FRIEND: No, he doesn’t.

WRITE 4 Read what Emma writes about Miss Harris.

Miss Harris likes chocolate, house plants and classical music. She doesn ’t like pop music or dogs.

a hairbrush

PUZZLE 7 Emma and Lily buy another small present for Miss Harris. Write down the first letter of each thing to find out what the present is. 1

5 Write similar sentences about your friend’s likes and dislikes.

eighty-five

SPEAK 2 Go through the items illustrated on the page, and

practise them for pronunciation. For each one, ask two or three Ss Do you like ... ? plus that item. Then Ss ask each other and answer in pairs.

3 The pairs separate and form new pairs with other Ss. Then they ask and answer about their previous partners.

WRITE 4 & 5 The Ss write about their friend’s likes and dislikes, using the sentence about Miss Harris as an example to follow. Then they write about a friend’s likes and dislikes. PRESENTATION Remind the class about the S from the presentation at the start of the lesson (female in this example). Say that it is this S’s birthday soon. Say Shall we get her ... ? plus an item she doesn’t like. Elicit a negative answer, and repeat the question with other items she doesn’t like. Elicit suggestions from individual Ss in the format Let’s get her ... plus an item she likes. Choose a suitable item. Get half the class to say together What shall we get her? and the other half to reply Let’s get her ... plus the item you choose. Then the halves swap roles and repeat.

SPEAK 6 Pair-work. Ss role-play buying presents for the characters.

PUZZLE 7 Ss complete the puzzle in pairs. Then elicit the answer: a calendar.

LESSON

sson In this le

Round up

Revise Lessons 46 to 50

. . . T E E M S T E L r e e in g n e t n e d tu s , im k a H a n u im Ma When Maimuna gets up in the morning she puts on overalls and big boots and ’s she carries a helmet - because she training to be an engineer.

“I’m doing a three-year course. I’m now in my third year, and I’m enjoying the course very much. I like making things and I like technical subjects. be Some people think it’s a bit boring to an engineer, but I don’t. I love it!”

“At weekends I have a hobby. Near my town there’s an old railway with a day I always get up early steam engine. On Saturday and Sun the steam engine. It’s – at about 7 a.m. – and I go to start railway opens for not easy to start a steam engine. The summer and 10.00 a.m. visitors 9.30 a.m. at weekends in the and winter. Sometimes I drive at weekends in the spring, autumn urite part!” the steam engine too. That’s my favo I like with Transport for London because “At the end of my course I want a job my birthday? A new helmet!” trains. Do you know what I want for

READ

Track 2.35

WRITE

1 Choose the correct answer.

2 Write about the daily routine of an adult you

1. When Maimuna gets dressed she ... a. puts on jeans. b. puts on overalls.

know - a parent, a relative or a friend of the family. Or imagine the life of a famous person.

2. Maimuna ... a. likes her course very much. b. thinks her course is boring. 3. At the weekends Maimuna ... a. takes a train to visit her family. b. helps with an old railway. 4. The old railway ... a. often opens at 10 a.m. b. always opens at 10 a.m. 5. In the future Maimuna wants to ... a. work with trains. b. have a different job.

86 eighty-six

Paragraph 1 What time does the person get up? What does he or she usually have for breakfast? Paragraph 2 Write three or four sentences about the things the person does during the day. Paragraph 3 What does he or she do in the evenings? What does he or she have for dinner?

3 What do you usually do on your birthday? Write about it.

LESSON

Round up

REVIEW OF LESSONS 46 TO 49 PLUS: Vocabulary

carry drive (verb) engineer helmet hobby overalls railway steam engine technical visitor

PRESENTATION On the board, write engineer. Elicit what an engineer does (makes machines).

Track 2.35 Write on the board: What job is Maimuna learning? What is her hobby? Get the class to read the text silently. Elicit the answers. Check/teach training, helmet, technical and steam engine.

Ss work in pairs. They read the text again, and choose the correct answers. Elicit the answers: 1 b, 2 a, 3 b, 4 a, 5 a. Play the audio while Ss listen and follow in their books.

WRITE 2 Get a S to suggest a suitable person, and then to

give the information about that person following the paragraph by paragraph instructions in the exercise. Repeat with another S. When you are confident that the Ss understand the task, they do it in writing in their notebooks.

3 Elicit some ideas from the class orally. Then they complete the writing task based on their own experience.

50 CONVERSATION

JACK: I buy computer game magazines and sweets! I get a bit more pocket money if I help my parents in the house. Do you help in the home? YOU: ... JACK: Does your mum tidy your room? YOU: ... JACK: Oh, there’s my dad calling me. Bye! YOU: ...

Track 2.36

4 Complete the conversation with Jack. JACK: When’s your birthday? YOU: ... JACK: Mine’s next month. I want a new bike for my birthday. What do you want for yours? YOU: ... JACK: Do you? How much pocket money do you get a week? YOU: ... JACK: What do you do with it? YOU: ...

LISTEN

5 Amber and Callum are talking about jobs in the house. Listen and write the jobs which they do.

glish n E r u o y k c Che In the

u have lea se lessons yo

Track 2.37

rnt how to..

1 Ask and talk about the meaning and pronunciation of words. What’s

adiós

What does

‘goodbye’ mean?

in English?

It’s

‘goodbye’.

It means

adiós.

How do you pronounce it?

2 Ask and talk about birthdays and dates. What date is When’s

your birthday?

October the summer.

Monday October 10th.

It’s

Monday, July 3rd. It’s July 3rd. 3rd July.

What’s the date today?

3 Ask and say how often something happens. Do you

usually often

I help at home?

4 Ask and talk about people’s likes and dislikes. Does he/she like cats?

Yes, No,

She

he / she

tidy my

always usually often sometimes never

does. doesn’t.

her tidies

He / She

room.

his

likes cats. doesn’t like

5 Ask for and make suggestions. What shall we

buy get

Miss Harris/her? Mr Patel/him?

Let’s

buy get

Miss Harris/her a present. Mr Patel/him eighty-seven

CONVERSATION

KEY

Track 2.36 Play the audio. After each of Jack’s lines, pause the audio and elicit suitable responses from individual Ss.

Demonstrate a role-play based on the dialogue. Use a S for Jack while you take the ‘You’ role. Read/act the dialogue, and supply the lines for ‘You’. Then reverse roles and repeat. Give the S help with hints and prompts if necessary. The Ss do the activity in pairs. When they have finished, they swap roles and repeat. The Ss complete the dialogue in writing (with their own details for ‘You’), or copy it into their notebooks and complete it there.

Amber

Callum

take the rubbish out

tidy her/his room

help with the shopping

do the washing up empty the dishwasher take the dog for a walk

3 3

help with cooking

clean the house

GAME Repeat any game or games from the whole course.

LISTEN 5

Track 2.37 Explain the situation. Play the audio. Ss write notes about what they hear.

AUDIO SCRIPT CALLUM: Hey Amber, do you help in the house very often? AMBER: Well, yes I do. Yeah, I help lots. CALLUM: So, what do you do? AMBER: Well, I usually take the rubbish out. CALLUM: That’s not a very big job! AMBER: Well, no. I take the dog for a walk sometimes. CALLUM: Anything else. Do you tidy your room? AMBER: Yes. Sometimes. CALLUM: So, that’s three things. Anything else? Do you do the washing up, clean the house? AMBER: No, I don’t. I never do the washing up or clean the house. Maybe I’m a bit lazy. But what about you, Callum. What do you do? CALLUM: Well, we haven’t got a dog, so I can’t take the dog for a walk. But I do lots of other things. I always take the rubbish out. I tidy my room every day. I often help my parents with the shopping. I sometimes help with the cooking, and I quite often clean the house. AMBER: That’s a lot of things! Do you do the washing up too? CALLUM: No, I never do the washing up. That’s because we’ve got a dishwasher. I always empty the dishwasher. AMBER: Wow! You’re not lazy at all!

BRIAN ABBS & INGRID FREEBAIRN with ALISON WOODER & JON MARKS

Workbook

Hello!

Ben

Hello

My name’s Ben.

2 Write the question.

name’s

Hello.

Lily

1 Complete the sentences with words from the box.

four

LESSON

3 Match the numbers with the words.

six

seven

nine

ten

eight

three

five

one

four

two

Good morning.

friend

4. Lily is

3. Emma is

2. Jack is Ben’s

1. Ben is Lily’s

box. Ben’s

. .

Lily’s

friend.

sister

brother

2 Complete the sentences with words from the

Good morning.

Good evening.

Good afternoon.

1 Match the greetings with the times.

LESSON

3. Mr Morgan is L

2. Mrs Morgan is L

1. Miss Harris is Lily’s

4 Complete the sentences.

5. Im Bens teacher.

4. My names Mr Patel.

3. Im Emmas friend.

2. My brothers name is Ben.

1. My names Lily.

3 Write the sentences again with ’.

five

Round up

c) Let’s play football. d) H-A-K-I-M. e) Never. My dad always does it. f) It’s in April. g) Well, you know I love chocolate. h) It’s Tuesday, November 29th.

do you spell your surname?

’s the date today?

’s the matter?

often do you do the washing up?

shall we do now?

shall I get you for your birthday?

of c

5. a

4. a s

62 sixty-two

of g

2. a

1. d

6. a h

3. a c

b) I’m too cold. It’s freezing here!

do you pronounce your surname?

2 Guess these things from Lesson 47. Write the words.

a) It’s ‘Ha-KEEM’.

’s your birthday?

1. When

1 Complete the questions. Then match the questions with the answers.

LESSON

. are these sweets?

Rome, in Italy.

7. Where are you

. Can you speak

! I’m trying to work!

more slowly, please?

6. Sorry, I don’t

5. Be

this word?

school subject?

They’re orange and banana.

4. What

They’re £2.50

3. How much are these?

It’s History.

2. What’s your

I haven’t got a mobile phone.

How do you What’s your

1. 1.

3 Complete the crossword with words from Lessons 1 to 50.

It’s mine.

, Sophie!

15. Come on, Sophie.

. you?

up!

No, it’s OK. I’m just looking, thanks.

14. Can I

years

13. It’s my birthday today. I’m thirteen

12.

bag is this?

Yes, OK. Let’s go. 11. Go

we go home now?

Mind your own

9. What are you writing?

10.

I’m really sad. I can’t find my cat.

8. What’s the

sixty-three

s y e k r e w s n a k o o b k Wor LESSON 1 LESSON 1

1 1 How old are you? Hello. My What doname’s you doLily. in your free time? Hello. My name’s Ben. from? / Where are you from? Where do you come

2 Are you a student? What’s your name? 2 (Model answer) 3 His name is Martin Kowalski. He is Polish. He is sixteen 1 one, two,and 3 three, 5 five,He 6 likes six, chess and years2 old he is4afour, student. 7 seven, 8 eight, 9 nine, 10 ten science fiction.

3 LESSON 2

1 social, 2 construction, 3 part-time, 4 home, 5 modern, 1 6 tech, 7 additional 10:00 Good morning 4 Good afternoon 3:00 1 with, 2 on, 3 from, 4 with, 5 as, 6 for, 7 on 6:05 Good evening 25 1 footballer (not connected 1 sister, 2 friend, 3 Lily’s, 4 Ben’swith sistermusic), 2 engineer (not connected with health), 3 evening (not an 3 adjective), 4 amazing (not an activity) 1. My name’s Lily. 2. My brother’s name is Ben. LESSON 2 3. I’m Emma’s friend. 4. 1My name’s Mr Patel. left to right, top row: grandfather, grandmother 5. From I’m Ben’s teacher. Second row: father, mother, uncle, aunt, 4 Third row: brother, sister, me, cousin, cousin 1. teacher 2. 2Lily’s mother. b, 2 a, 3 a, 4 b, 5 a 3. 1Lily’s father. 3 LESSON 3 is my best friend, is in my class. 1. Marc, who 1 2. My cousin Sam, who lives near Bristol, is 12 years Hello,old. Mr Morgan. How are you? / I’m OK, thanks. 3. Mr Carlyle, who is my Maths teacher, is a friend of 2 my2 uncle. 1 She’s, We’re, 3 He’s, 4 She’s 4. Caroline, who is an aunt of mine, sings in a band. 3 5. Pia, who is my favourite cousin, works in London. 1 Sophie, 2 Ben, 3 Mr and Mrs Morgan, 4 Lily, 5 Sophie 44 meet,this 2 have, introduce, 4 be,Holmes. 5 say, 6 come Mr1 Patel, is my3 friend, Sherlock (1) Hello, Mr Holmes. How are you? (2) LESSON 3 I’m OK, thanks. How are you? (3) I’m1 OK, thanks. (4) Matt: a builder, Laura: an art teacher, Adam: a pilot

LESSON 4 2

1 d, 2that? f, 3 / c, 4 e ,Prince 5 a, 6 William. b Who’s That’s What’s her name? / Her name is Angela Merkel. 3 Who’s that? / That’s Beyonce Knowles. 1 so, 2 but, 3 and, 4 when, 5 for, 6 or What’s her name? / Her name is Taylor Swift. 4 Who’s that? / That’s Sherlock Holmes. 1 professional footballer, 2 sound engineer, 3 air What’s his name? / His name is Will Smith. steward, 4 tennis player, 5 nursery school teacher, 6 (Variations with Who’s that?, What’s his/her name and name racing driver is / name’s are possible.)

LESSON LESSON 54

1 1 you mustn’t to him / you2.mustn’t be late / you 1 across. family;chat 1 down. father; cat; home 5. / you must give it back / I must go 3. must friend;come 4. teacher; sister; 6. school; now 7. brother; 8. dog; 9. mother 2 1c, 2e, 3b, 4d, 5f, 6a

2 4 1.3 and He mustn’t talk to Pete for a long time. Ss’ own ideas. 2. He must go to his aunt’s birthday party, 3. He mustn’t LESSON 6 get home later than 5 o’clock, 4. He mustn’t keep Pete’s book for a long time. 1 31 fifteen, 2 eighteen, 3 twenty, 4 eleven, 5 seven, 16.borrow, twelve,27 lend, eight,38borrow, thirteen,4 borrow, 5 lend 42 (Model answers) 11. What time does the bus leave? He’s thirteen. 22. They’re What time doesand thethirteen. bus arrive / get there? eleven 33. She’s What eight. time does the ticket office open? 44. They’re What time does the film start? fifteen. 55. She’s What fifteen. time does the film end? 6. He’s eight. LESSON 5 3 11. No, I’m not. I’m eleven. No, youwe can’t. 2. Yes, are./ I’d really like ... / I don’t want you ... / What 3. Yes,time I am.does … / It starts at ... / And when does it … /4.But go ... No,you I’mmust not. I’m fifteen. 24 11. e,How 2 f, 3old g, 4are d, 5they? c, 6 a, 7 b 32. Ella is nearly sixteen. is only eight. 13. a Megan sound engineer, 2 a crew, 3 a pilot, 4 a construction 4. How old is your brother? worker, 5 detective, 6 neighbour 5. My best friends are twelve and fourteen. 4 1LESSON birthday party, 7 2 football match, 3 science fiction film, 41 first name, 5 town centre, 6 west coast 5Olivia: Hello, Joe, what’s your phone number? 1Joe: about, 3 from, 4 in, 5 under, 6 on 2It’sin,01781 968521.

6Olivia: (ModelOK. answers) And what’s your address? 1.Joe: She is It’s fifteen years old. Road, Newbridge. 17 West Parade 2. She lives with her parents and her brother. Olivia: OK, good. Your address is in my address book now. 3. She is studying History, English, Maths, French and Joe: What’s your phone number? Art. Olivia: I don’tlike know myanumber! 4. She would to be theatrical costume designer. 2 A costume designer is someone who makes the 5. 1. clothes He’s thirteen. for actors in the theatre. 2. His numberswimming is 01782 944872. 6. She phone likes drawing, and making her own 3. His postcode is S06 3HT. clothes. 4. It’s 211 High Street, Camford. 5. It’s 018326990132. LESSON 16. She’s eleven. 13Chris, 2 Harvey, 3 Eva, 4 Jasmine, 5 Harvey, 6 Harvey Her name is Alice Symonds. Her address is 8 Green Lane, 2 Overhill. Her postcode is DT7 9BT. Her telephone number is 1 d, 2 f, 3 c, 4 e, 5 a, 6 b 01705 052739. She is fifteen. 3(For 2 & 3, other ways to give the information are also Answers possible.)will vary. 44 1.1 thirty, We always walk to school. 4 eighty-one, 2 forty-two, 3 sixty-five, 2. I’m never late for school. 5 ninety-nine, 6 a/one hundred and eight 3. Do you often get to school early? LESSON 8 4. I don’t usually go to school by car. 1 5 2e, 3b, 4f, 5d, 3 6alift, 4 catch, 5 on, 6 speed 11c, journey, 2 trip, 2 1. Is this a pen? No, it isn’t. It’s a pencil. 2. Is this a tablet? No, it isn’t. It’s a laptop computer. 3. Is this your phone book? Yes, it is.

eys Workbook answer k 3 Who is the girl in this photo? 5SAM: Answers vary. Example: CATHY: may That’s my friend, Lucy, and her mum and dad. FRIEND: How often do you tidy your room? SAM: Is she British? YOU: I always tidy CATHY: No, she isn’t.my room. FRIEND: How often dofrom? you do the washing up? SAM: Where’s she YOU: often do the washing up. CATHY: IShe’s Australian. She’s from Sydney. FRIEND: How often do you take the rubbish out? SAM: And her mum? Where is she from? Is she YOU: IAustralian? sometimes take the rubbish out.

CATHY: Yes, LESSON 49 she is. 1SAM:

Is her dad Australian too?

CATHY: What No, he isn’t. Her dad is for Irish. look, here’s BEN: shall we buy Dad hisAnd birthday? He likes

their dog, Captain. sweets. LILY: LESSONYes, 12but that’s not a very interesting present. BEN: He loves music. Let’s get him a CD. 1 LILY: How much are they? BEN: about £10 or more. Singular They’rePlural LILY: That’s too expensive. We haven’t got £10. We’ve boy boys only got £8.50. nationality nationalities BEN: Downloads are cheaper. It’s £7 for an album on man men this website. Shall we get him a download? LILY: do that. Then we’ve got an extra £1.50. woman Yes, let’swomen BEN: Great. Let’s get him get a birthday card too. child children 2 person people 1. Do you like chocolate? / Yes, I do. 2. country Does Lily like chilli peppers? / No, she doesn’t. countries 3. Does Ben like pop music? / Yes, he does. 2

31. Paola is from Rio. She’s Brazilian. Mr Patel likes chocolate, popHe’s music and cats. He doesn’t like 2. Zoltan is from Budapest. Hungarian. house or Athens. classicalShe’s music. 3. Eleniplants is from Greek. 4. Jakub is from Warsaw. He’s Polish. LESSON 50 5. Dolores is from Madrid. She’s Spanish. 1 3 1. When’s your birthday? (f) 1. How I’m from Penzance in Cornwall, and I’m (a) English. 2. do you pronounce your surname? 2. I’m from Poland and my name is Stefan. 3. How do you spell your surname? (d) 3. What’s Where the are date you from? 4. today? (h) 4. What’s Where the are matter? Mr and Mrs Morgan’s children? 5. (b) 5. Are they your parents? 6. How often do you do the washing up? (e) 6. What We’reshall fromwe Munich, in Germany. 7. do now? (c) 7. What Joao’sshall fromI get Rio you De Janeiro. Brazilian.(g) 8. for yourHe’s birthday? 28. Are you from Japan? 14dark chocolate, 2 a pair of gloves, 3 a chess set, 4 a snake, 51 a box of chocolates, 6 a hairbrush Australia, 2 boy, 3 India, 4 Chinese, 5 girl

5 1LESSON pronounce,13 1 phone number, 2 favourite, 3 each, 4 flavour, 51 quiet, 6 understand, 7 from, 8 matter, 9 business, 10 shall, 11 12 want whose, 13 old, 14 help, 15 hurry 1. away, Do you a sweet? 2. Do you want some sweets? 3. Do you want an animal book? 4. Do you want some flowers? 5. Do you want some chocolates? 6. Do you want a box of chocolates? 7. Do you want a lemon? 8. Do you want a crisp? 9. Do you want some crisps? 10. Do you want an American T-shirt?

2/3 S’s own answers 4 1b, 2f, 3e, 4a, 5d, 6c

LESSON 14 1 1 dark brown, 2 blue, 3 hair is, 4 light, 5 black 2 1. They’re orange. 2. They’re grey. 3. They’re orange and black. 4. It’s brown. 5. It’s yellow. 6. They’re black and white. 7. - 9. Answers will vary. 3 1. 2. 3. 4. 5.

What is your favourite colour? What colour is your hair? What colour are her eyes? What colour is your pen? What are their favourite colours?

LESSON 15 1 1d, 2f, 3a, 4c, 5b, 6h, 7e, 8g 2 Name:

Jamal Chandri

Occupation:

Student

Age:

Nationality:

British

Home town:

London

Colour of hair:

black

Favourite food:

ice cream

Favourite colour:

green

3 Answers will vary. 4 1. His name is Jamal. 2. Yes, he is. 3. He is fifteen. 4. He is British. 5. He is from London. 6. His hair is black. 7. His favourite food is ice cream. 8. His favourite colour is green. 5 1. What’s your name? 2. How old are you? 3. What’s your favourite colour? 4. Are you a school Student? 5. Is your hair black? 6. Do you want some chewing gum?