Sign Up To English Starter Guia Docente

Sign Up Starter
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Contents
Introduction 2
Starter Unit Sign up and start off 5
Unit 1 School friends 8
Unit 2 Good things all around 16
Unit 3 Family matters 24
Unit 4 Dont do that! 32
Unit 5 Likes and dislikes 40
Unit 6 Free time fun 48
Tests 1 to 3 Answer key 56
Grammar reference Answer key 68
Audio CD Track list 71
Introduction 6 Review sections (one per unit)
6 World Issues sections (one per unit)
6 Project Work sections (one per unit)
General Characteristics of the Series and
A Workbook section
Introduction
the Starter Level A Grammar Reference section

A Students Interactive CD-ROM
Sign Up to English is a four-level series specially designed
for teenagers studying English as a foreign language. All
The Scope & Sequence section consists of two pages with
the course books in the series provide real-life situations,
detailed information on syllabus distribution; including
interesting topics and engaging activities to foster the use
functions, grammar, lexis and recycling for every unit.
of the target language in class in meaningful contexts.
The Starter Unit is a two-lesson introductory section with
The contents in the course books basically aim to provide
Teachers Book
varied activities that allow for the effective teaching of

learners with plenty of opportunities to practise different
the minimum language requirements needed to start
language skills in a consistent and productive way.
the course. The following six Units contain three lessons
each. They are theme-based and contain a wide variety of
Personalisation is a strong feature in Sign Up to English.
reading texts and dialogues to contextualise and present
There are many instances throughout the units of the
the target language. These lessons are followed by three
course books when students can very easily relate what
different sections: Review, World Issues and Project Work.
is being learnt in class to their own experience. Themes
involving ethics, environmental issues, health, cultural
The four macro skills (reading, listening, speaking and
plurality, education, work and citizenship permeate most
writing) are well balanced and addressed in all the
of the activities and are used in interesting reading texts,
lessons of the units. The Review section is always present
creative projects and thought-provoking discussions.
after lesson 3 and it is a very useful tool for students to
revise the contents they have previously learnt. World
The Starter level of this series (Sign Up to English
Issues is a special section with extra reading practice
Starter) can be followed either by SIGN UP to ENGLISH
and follow-up activities that focus on the development
Full Edition or by SIGN UP to ENGLISH Split Edition.
of students reading skills and vocabulary enlargement.
As is the case with the other levels, Sign Up to English
The Project Work section offers students the possibility
Starter also provides real-life situations, engaging topics
to carry out a wide range of hands-on activities in which
and contextualised activities to cater for the development
they will need to apply what they have learnt in each
and appropriation of the target language most effectively.
unit. Some of these activities can be done individually,
others in pairs and some others in groups. The use of
Components of Sign Up to English Starter technology is optional and it is only suggested as an
alternative way to do the Project Work activities.
Like all the other levels of the series, Sign Up to English
Starter offers a Course Book (with a built-in Workbook, The Workbook section appears at the end of the Course
a Grammar Reference section and a Students Interactive Book and consists of 18 pages (3 pages per unit). The
CD-ROM) and a Teachers Book (with an Audio CD). Workbook provides a series of activities for students to
A stand-alone component is the Teachers Resource Bank do at home and help them practise and consolidate all
that features photocopiable activities for extension and the grammar structures and vocabulary learnt in each
consolidation, and extra photocopiable tests that can be lesson of the Course Book.
downloaded from www.richmond.com.ar.
The Grammar Reference is a user-friendly section with
Course Book grammar boxes and exercises for extra grammar practice.
Throughout the units of the Course Book, students will
The Course Book contains: find Sign Up to Grammar boxes that at times direct them
A Scope & Sequence section to the Grammar Reference section for further examples
A Starter Unit and practice. The Grammar Reference also provides
6 Units of three lessons each opportunities for self-evaluation: for each Grammar
2
Reference topic, students may circle one out of three Audio CD
emoticons (happy, neutral or sad faces) that appear next The Teachers Book is accompanied by an Audio CD
to each grammar topic to show whether they understand that includes the listening input required for class work.
the topic very well, well or not very well. This may help
Introduction
A system of icons and track numbers on the Students
develop students sense of achievement and awareness of Book pages is used to link the listening activities with
their learning processes. the audio CD tracks.
Students Interactive CD-ROM Outstanding Features within the Lessons

The Course Book is accompanied by a Students
Interactive CD-ROM with two interactive games that Sign Up to Grammar section
can be played at the students convenience. These games This section brings the lessons target language into
Teachers Book
help students revise key vocabulary and core grammar focus so that learners have a clear reference for study.
points learnt in the Course Book. The Sign Up to Grammar section is placed in a box on the
top right-hand side of the second page of each double-
Teachers Book spread lesson. The fixed position of the box is a user-
friendly resource as it allows students to find the main
The Teachers Book contains: language items in the lesson quickly and easily.
This Introduction
Lesson-by-lesson teaching notes Useful Tip Boxes
Audio transcripts Some lessons have Useful Tips boxes that provide tips on
Answer Key to the Course Book and Workbook a variety of topics; including grammar, vocabulary and
activities language.
3 photocopiable Tests with Answer Key
An Audio CD Reference to Icons on the Course Book pages
The Teachers Book is the gateway for a sound and
thorough use of the Course Book. It provides some Reading activity
useful ideas and suggestions to give support to teachers
in different areas. It contains detailed lesson-by- Listening activity
lesson planning notes, Audio Transcripts and Answer
Speaking activity
Key sections to the activities in the Course Book and
Workbook. Special notes, extra activities and optional
Writing activity
games can also be found on the Teachers Book pages.
GR Grammar Reference*
Some comments in the Teachers Book may sound
obvious to some teachers while not detailed enough to WB Workbook*
others. Teachers will be able to adapt the lesson plans
to suit their needs, depending on their own classroom *These special icons show links to something that is not
situations. Three photocopiable tests are provided in this part of the page where the icons appear. Through these
Teachers Book to assess the main skills developed and icons, students are usually asked to go to a different
language, grammar and vocabulary items acquired by section in the book.
students throughout the units: Test 1 (to be used after
Units 1 and 2); Test 2 (to be used after Units 3 and 4) and
Test 3 (to be used after Units 5 and 6). The Answer Key to
the tests is at the end of this Teachers Book right after
each photocopiable test.
3
Annual Plan: Suggested Distribution
of Units into Three School Terms
The chart below shows a suggested distribution of all the
contents in Sign Up to English Starter into three school
Introduction
terms. The items mentioned in this Annual Plan chart

refer to the Course Book (Starter Unit, Units 1 to 6 and
the Review, World Issues and Project Work sections) and
this Teachers Book (Tests 1 to 3).
1st term 3rd term

Teachers Book
Starter Unit CB pp. 4-7 Unit 5 CB pp. 48-53
Unit 1 CB pp. 8-13 Review - Unit 5 CB pp. 54-55
Review - Unit 1 CB pp. 14-15 World Issues 5 CB p. 56
World Issues 1 CB p. 16 Project Work 5 CB p. 57
Project Work 1 CB p. 17 Unit 6 CB pp. 58-63
Unit 2 CB pp. 18-23 Review - Unit 6 CB p. 64-65
Review - Unit 2 CB pp. 24-25 World Issues 6 CB p. 66
World Issues 2 CB p. 26 Project Work 6 CB p. 67
Project Work 2 CB p. 27 Test 3 TB pp. 64-66
Test 1 TB pp. 56-58

Note: The contents mentioned in the chart above can also
be distributed into four school terms. There are 12 extra
texts in the Teachers Resource Bank: (2 tests Set A
2nd term and Set B for every unit in the Course Book). These tests
Unit 3 CB pp. 28-33 can be downloaded from www.richmond.com.ar.
Review - Unit 3 CB pp. 34-35
World Issues 3 CB p. 36
Project Work 3 CB p. 37
Unit 4 CB pp. 38-43
Review - Unit 4 CB p. 44-45
World Issues 4 CB p. 46
Project Work 4 CB p. 47
Test 2 TB pp. 60-62
4
Starter
unit
Starter unit - Sign up and start off
Lesson-by-lesson plans
COMMUNICATIVE AND
CONTENTS
LEARNING TASKS
LEXIS GRAMMAR PHONOLOGY
Some common words and

Identifying some common words
phrases in English: ebook, bike,
and phrases in English.
party, social networks, etc. Pronunciation of
L1 Verb to be: (Im) Greeting someone.
Numbers 1 to 10 numbers 1 to 10
Introducing oneself.
Greetings and farewells: Hi; Hello;
Goodbye; Bye; See you; etc.
Teachers Book
The parts of the day: morning, Greeting someone at different times
afternoon, evening, night Pronunciation of the of the day.
L2
Greetings: Good morning; Good letters of the alphabet Saying the alphabet.
afternoon; etc. Spelling names.
Extras: Suggested optional games and activities for consolidation.
Lesson 1 (CB p. 4) Lesson 1 (CB p. 5)
1 Draw students attention to the pictures in activity 1. 3 2 Draw students attention to the photos that
Help the class to name the objects they recognise in the appear below the speech bubbles. Explain that the
pictures (bike, smartphone, etc.) by asking questions such actions in these pictures anticipate two of the topics
as: Whats picture 1 in English?; Whats picture 2?; etc. students will learn in this lesson: greeting someone and
Provide the answers every time students fail to do so. introducing oneself. Focus students attention on the
Then ask students to match the words with the pictures. short dialogues in this activity and ask learners to match
Check answers with the whole class. these dialogues with the photos. Check answers with the
whole class. Finally, play the audio CD and ask students
Note: The previous activity is simply meant to present
to listen and repeat after the recording.
some common words and phrases in English that will
appear in some of the lessons in Units 1 to 6.
Answer key: (from left to right) 2, 3, 1
Answer key: (from left to right) First row of pictures:
5, 7, 9. Second row of pictures: 8, 3, 6. Third row of
pictures: 2, 4, 1. Last picture: 10 Audio script 2
Speaker: Situation 1
2 Ask students to write on the notepad other Man: Hello! Im Sam.
words they know in English. Allow them to work on this Woman: Hello! Im Carol.
activity for three minutes and then say: Time is up! Check
answers by asking different students to read their words Speaker: Situation 2
aloud as you write them on the board. Mum: Goodbye, girls!
Girls: Bye, Mum!
Answer key: Students own answers
5
Speaker: Situation 3 paper or on his / her notebook and Student B reads the
Young woman: Hi, Tom!!! numbers aloud. Ask students to work in pairs in a similar
Young man: Hi, Kate! Great to see you! way and then swap roles as you circulate around the
classroom monitoring their work.
USEFUL TIP: Answer key: Students own answers

Language - Refer students to the Useful Tip box on
page 4. Explain that there are different ways of greeting
people and encourage students to repeat the greetings
and farewells in this box.
Lesson 2 (CB p. 6)
4 Ask two volunteers to read the dialogue aloud. 1 Work on the correct pronunciation of the parts of the
Then ask students to work in pairs and greet their day (morning, afternoon, evening and night) with the
partners in a similar way. whole class. Then circulate around the classroom helping
students match the words with the pictures.
Teachers Book
Answer key: (from left to right) 1, 4, 2, 3

5 3 Students fill in the blanks with the
corresponding numbers. Then play the audio CD to check 2 5 Teach these greetings: Good morning; Good
answers. Play the recording again and ask the class afternoon; Good evening and Good night. Then play the
to repeat the numbers they hear in order to practise audio CD and ask students to number the dialogues in
pronunciation. the order that they hear them. Check answers with the
whole class.
Answer key: 1. one, 2. two, 3. three, 4. four, 5. five,
6. six, 7. seven, 8. eight, 9. nine, 10. ten Answer key: (from left to right) 2, 1, 3
Audio script 3
Audio script 5
Speaker: one, two, three, four, five, six, seven, eight, nine, ten
Mrs Smith: Good morning, Mr White!
6 4 Play the audio CD and ask students to circle the Mr White: Good morning, Mrs Smith.
numbers they hear. Check answers with the whole class. Speaker: Situation 2
Miss Taylor: Good afternoon, children!
Answer key: 1. seven, 2. ten, 3. two, 4. six Children: Good afternoon, Miss Taylor!
Woman 1: Good evening!
Audio script 4 Woman 2: Good evening! Great to see you.
Speaker: seven (pause) seven

ten (pause) ten USEFUL TIP:
two (pause) two Language - Refer students to the Useful Tip box and
six (pause) six explain the information it contains: when people say
Good night in English.
7 Model the task on the board with one of the Note: After doing activity 2, you may teach the whole
students to make sure everybody in the class understands class that we use Mr to refer to men, Mrs to married
what to do: Student A writes three numbers on a piece of women and Miss to single women.
6
3 6 Explain to students that they are now 5 8 Draw students attention to the five vowels (a,
going to listen to three situations that suggest different e, i, o, u) and their pronunciation. Then focus students
parts of the day (morning, afternoon and night). Ask attention on the words and drawings in this activity
students to work in pairs, listen to the three situations and read out the initial vowel sounds and the words, for
and greet their partners accordingly. Play the CD twice example a for alien, e for ebook, etc. Explain that it is
and encourage students to swap roles. easier to remember the five vowel sounds if we associate
them with words that start exactly with one of these five
Answer key: Situation 1. Good morning!, sounds. Finally, ask students to listen to the audio CD and
Situation 2. Good afternoon!, repeat the vowels and the words associated with them.
Situation 3. Good night!
Audio script 8
Speaker: A, aliens; E, ebook; I, idea; O, OK; U, university
Audio script 6
(Sound of a cock crowing in the morning. Then an alarm clock
6 9 Play the audio CD and ask students to circle the
Teachers Book
letters they hear. Check answers with the whole class.
ringing and somebody yawning.)
Speaker: Situation 2 Answer key: Speaker: 1. C; 2. J; 3. U; 4. R; 5. W

(Sound of Big Ben striking 5 oclock in the afternoon)
Woman: Its teatime!
Audio script 9
(Sound of a man yawning)
Man: Im tired. Im going to bed. Speaker: 1 C (pause) C
2 J (pause) J
3 U (pause) U
Lesson 2 (CB p. 7) 4 R (pause) R
5 W (pause) W
4 7 Focus students attention on the letters of the

alphabet in the chart as you play the audio CD. Then play USEFUL TIP:
the audio CD several times for students to repeat the Spelling - Refer students to the Useful Tip box. Clarify
alphabet and practise pronunciation. the meaning of spell and spelling. Then explain that we
can spell two consecutive identical letters in a word by
Note: The colour code used in the alphabet chart in repeating that letter twice or by adding the word double
activity 4 on page 7 will help students associate letters before one of the identical letters.
that have similar vowel sounds when they are pronounced.
For example: red letters have an /ei/ sound (A, H, J, K); blue
letters have an /i:/ sound (B, C, D, E, G, P, T, V); etc. 7 Ask students to work in pairs. One of the
students in each pair spells the name of some famous
people for the other student to guess the names. Ask
Audio script 7 students to swap roles. Circulate around the classroom
Speaker: A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V,
monitoring students work.
W, X, Y, Z
OPTIONAL ACTIVITY:
Once students are familiar with the pronunciation of the
letters of the alphabet, you may point at different letters
in activity 4 on page 7 and encourage the class to say
them in a loud voice.
7
Unit 1
Unit 1 - School friends
COMMUNICATIVE AND
CONTENTS
LEARNING TASKS
Subject pronouns: I, you

Numbers 11 to 20 Exchanging personal
Verb to be: am, are Pronunciation of information.
Vocabulary related to personal
L1 Whats your name? / Im... contracted forms: Im, Counting up to twenty.
information: first name,
How old... ? Youre
surname, age, nationality, etc.
Possessive adjectives: my, your
School subjects and extra-
curricular activities: Maths, Subject pronouns: he, she, it, we,
you, they
Teachers Book
Science, Drama Club, Talking about school subjects

Pronunciation of subject
L2 photography course, etc. Verb to be (affirmative and and extra-curricular activities.
pronouns
Opinion words and phrases: negative forms) Writing a short comment.
good, OK, not bad, easy, difficult, Conjunction: and
great, cool, etc.
Verb to be (interrogative form Pronunciation of some

Countries and nationalities
and short answers): Is he / she...? opinion words and Talking about famous people
Other opinion words and Yes, he / she is. / No, he / she isnt. phrases and where they are from.
L3
phrases: fantastic, horrible, Im a
Where... from?; Whos your Pronunciation of some Expressing opinion.
(big) fan of..., etc.
favourite...? ; How are you? countries and nationalities
Integrating acquired
Pauls blog, best school friend,
Recycling of L1-L3 grammar knowledge with a real life
WI1 first year student, at school,
topics issue: in this case, reading a
now, etc.
blog about two good friends.
Designing, editing and making

Hi, there!; My names... ; Im... ; My Recycling of L1-L3 grammar
PW1 an oral presentation of a
favourite... topics
poster.
Lesson 1 (CB p. 8) Answer key: Students own answers
1 As a warm-up activity, ask students to write OPTIONAL ACTIVITY: Spelling game.

the names of three of their best friends on a piece of Ask a group of students who sit in the same row of seats
paper or in their notebooks or folders. Then, in pairs, in the classroom to stand up and remain standing. Say
have learners ask their partners to spell those names. a persons name out loud (for example: Megan), write it
Model the activity with the whole class first, by writing on the board and ask the first student in the row to spell
this question on the board: Can you spell your three best it. If he / she spells the name correctly, he / she remains
friends names, please? Encourage students to use this standing and you say a new name, write it on the board
question while they interact with each other. and ask the next student in the row to spell it. Otherwise,
8
if the first student fails to spell the name correctly, he / you in order to practise pronunciation. Write some simple
she must sit down and the student just behind him / her sentences on the board using these short forms: Im
tries to spell a new name you say and write. Continue Sandra; Youre Pablo; etc. and encourage the class to write
working like this until only one student in the row other similar sentences in their notebooks or folders. Ask a
remains standing. This student will be the winner. In case couple of students to read out their sentences.
there is a tie between two or more students, try saying
and writing names that may be more difficult for these 3 Ask students to re-read the dialogue in activity 2 and
students to spell, for example: Geoffrey, Jennifer, Denzel, complete Ryans and Ellens profiles. Check the activity by
Wright, etc. This idea will help you to break the tie. Play asking some volunteers to read aloud their answers.
this spelling game again with the rest of the students in
the class who sit in different rows so that everybody has Note: Ask students to write Ryans and Ellens ages in
a chance to participate. letters, not in numbers, when they fill in the profiles.
Answer key: 1. Moore; 2. fourteen; 3. Ryan; 4. thirteen

2 10 Now students listen and complete the dialogue
between Ryan and Ellen as you play the recording. Play
the audio CD again and make pauses after the blanks in OPTIONAL ACTIVITY:
Teachers Book
the dilaogue for students to check their answers. Check If you consider it appropriate for your teaching situation,
answers with the whole class. ask students to write their own profiles in their notebooks
or folders. Encourage them to use Ryans and Ellens
Answer key: 1. Hi!; 2. school; 3. new; 4. sorry; profiles as models. You may assign this task as homework.
5. problem; 6. Ellen; 7. No; 8. Bye!
Lesson 1 (CB p. 9)
Audio script 10 4 Refer students to the Sign Up to Grammar box.
Ryan: Hi! Im Ryan. Im new at school. Explain that this box can be used as reference for study
Ellen: Hi, Brian! Im new too. because it summarises the main grammar topics in
Ryan: Sorry, my names Ryan. R-Y-A-N. Im Ryan Smith. this lesson. Then ask students to complete the short
Ellen: Oh, Im sorry, Ryan! dialogue in activity 4. Check the activity by asking some
Ryan: No problem. Whats your name? volunteers to read aloud their answers.
Ellen: Im Ellen.
Ryan: Helen? Answer key: 1. Im / My names; 2. Whats your name;
Ellen: No. Ellen. E-L-L- E-N. Im Ellen Moore. 3. My; 4. How old are you; 5. Im
Ryan: How old are you, Ellen? Im 13.
Ellen: Im 14 years old. (Sound of school bell ringing indicating 5 11 Focus students attention on the numbers (11
end of break time) Bye! See you! to 20) listed on page 9 and read them aloud. Then play
Ryan: See you! the audio CD making pauses for students to repeat the
numbers one by one. Finally, ask different students to
USEFUL TIP: read out the numbers one by one. Check pronunciation
Language - Direct students attention to the Useful Tip and correct if necessary.
box. Explain that, in English, we can use full verb forms
(I am, You are, etc.) or short or contracted forms
(Im, Youre, etc.) depending on the situation (formal Audio script 11
or informal). Ask learners to go back to the dialogue in Speaker: eleven, twelve, thirteen, fourteen, fifteen, sixteen,
activity 2 and have them identify the short forms in it seventeen, eighteen, nineteen, twenty
(Im Ryan; My names Ryan; Im sorry; etc.)
OPTIONAL ACTIVITY: Bingo game.
Optional activity: Design ten cards containing the numbers 11 to 20 and
Write these contracted forms on the board: Im; Youre. put them in a cardboard box or plastic bag. Shuffle the
Read them aloud and ask students to repeat them after cards by shaking the bag (or box) gently. Ask students to
9
draw a bingo card on a sheet of paper with three rows Maths operation and provide the result: Two plus
and three columns. (There should be nine boxes in the three equals five. Repeat the same procedure with a
bingo card.) Then have students choose six numbers at subtraction example (for instance: 6 4 = ?). Then start
random from 11 to 20, and write them down on their the game by showing cards with five different Maths
cards. (There should be three empty boxes somewhere in operations to Teams A and B respectively. Keep a record
their cards.) Once students have their bingo cards ready, of the two teams performance on the board (ticks for
pick a card from the bag (or box) and call out the number correct answers and crosses for incorrect ones). The
it contains. Students who happen to have this number on team with the most correct answers is the winner.
their cards must cross it out.
Repeat the same procedure with the rest of the cards in
the bag (or box) until a student shouts: Bingo! (He / She
7 Pair students up and have them adopt different
personalities in order to practise similar dialogues to
has been able to cross out all the numbers on his / her
the ones in activity 6. Circulate around the classroom
bingo card.) Make sure the winning bingo card is correct.
monitoring their oral work.
If there is a tie between two or more students, they can
play Bingo again by exchanging cards in order to break Answer key: Students own answers
the tie and determine only one winner.
Teachers Book
6 12 Play the audio CD and ask students to listen and WB p. 71 Now that you have finished teaching this
complete the speech bubbles. Play the recording again lesson, it is advisable to turn to the workbook activities
making pauses where necessary for students to check on page 71. You may assign these exercises as homework.
their answers. Then ask some volunteers to read aloud
the dialogues. Answer key:
1 2. f; 3. e; 4. h; 5. g; 6. b; 7. a; 8. d
Note: Ask students to write the speakers ages in letters, 2 1. Hi; 2. s; 3. your, 4. Dexter; 5. are; 6. m; 7. you;
not in numbers, when they fill in the speech bubbles. 8. old; 9. m; 10. See
3 1. nineteen; 2. sixteen; 3. eighteen; 4. eleven;
Answer key: 1. thirteen; 2. sixteen; 3. twenty; 5. twenty
4. eighteen 4 1. name; 2. m / am; 3. seventeen; 4. m / am;
5. Auckland; 6. are; 7. you; 8. s / is; 9. your
5 Students own answers
Audio script 12
OPTIONAL ACTIVITY: Hangman.
Speaker: Dialogue 1 Students may play Hangman in pairs or in groups
Alex: Hello! Im Alex. Im thirteen. Whats your name? using the vocabulary they have recently learnt (school
Anne: Hi, Alex! My names Anne. Im sixteen years old. Im new subjects and extra-curricular activities). The students
at school. in the pairs or groups take turns to choose a word and
Speaker: Dialogue 2 follow the usual procedure to play this popular game.
Sylvia: How old are you, Sandra? Im twenty. The word to guess is represented by a row of dashes,
Sandra: Me? Im eighteen years old. but the first and last letters are written out. If the
guessing player(s) suggest(s) a letter which occurs in
OPTIONAL ACTIVITY: Maths contest. the word, the other player writes it in all its correct
Split the class into two groups (A and B) and engage positions. If the suggested letter does not occur in the
students in a Maths contest. Prepare 13 flashcards word, the other player draws one element of the hanged
containing numbers 0 to 9 and the Maths symbols +, man(a stickman)as atally mark. The game is over
-, and =. Teach the words plus, minus and equals. when: 1) the guessing player(s) complete(s) the word,
Model the game working with the whole class first. or guess(es) the whole word correctly; 2) the other
Show the class two cards (one with number 2 and player (the hangman) completes the diagram (a hanged
another one with number 3) and two cards with the man in the gallows).
symbols + and =. Stick the four cards on the board
in this order: (2 + 3 = ?). Help the class read out the
10
Lesson 2 (CB p. 10) Answer key: 2. They; 3. We; 4. They; 5. He; 6. It
1 Help students to name some school subjects in

5 13 Play the audio CD and have students listen and
English and write them on the board. Then analyse with the
circle the correct option in the sentences. Then play
whole class the list of words and phrases in the Useful Tip
the recording once again as this activity may be rather
box that we can use to express opinion about something:
challenging for students at this stage. Finally, play the
good, cool, bad, OK, etc. Finally, ask different students to
audio CD one last time and make pauses where necessary
name three school subjects and give their opinion about
in order to help students correct their answers.
them. Encourage them to look at the example sentences first.
Answer key: 1. isnt; 2. is; 3. are; 4. super cool; 5. is;
6. are; 7. arent; 8. isnt
2 Refer students to the Sign up to Grammar box

on page 11. Make sure they understand how to conjugate Audio script 13
the verb to be in the affirmative and negative forms.
Teachers Book
Bill: Hi! Im Bill. Whats your name?
Note: Focus students attention on the Remember! Sue: Hi, Phil! Im Sue. Sue Smith.
section in the Sign up to Grammar box and explain that Bill: Sorry. Im not Phil. Im Bill. Bill Carlton.
we use he for a boy or man, she for a girl or woman Sue: Im really sorry, Bill.
and it to refer to an object, animal or place. Add that Bill: No problem. Im new at school.
they is the plural form of he, she and it. Sue: Oh, really? Well, this school is super cool. Maths is a bit
difficult. Our Maths teacher is Mrs Davies. Shes OK. And
Now ask students to read the comments in activity PE classes with Mr Dalton are great. He isnt at school now.
2 and fill in the blanks with am, is or are. Check the History isnt easy and Geography is difficult too.
activity by asking different volunteers to read aloud Bill: Oh, I see. How old are you, Sue?
their answers. Sue: Me? Im 14. And you Bill?
Bill: Im 16.
Answer key: 1. is; 2. are; 3. am; 4. is; 5. is; 6. are; 7. is; Sue: Sorry, Bill. Its lesson time again. Bye! See you around!
8. are; 9. are; 10. is; 11. am; 12. is; 13. are; 14. are Bill: Bye, Sue. See you!
USEFUL TIP:
3 Now students write down all the school
Grammar - Direct students attention to the Useful Tip
subjects and extra-curricular activities they can find
box. Explain that we use the conjunction and to join
in the comments in activity 2. Check answers with the
two words, phrases or ideas. Then ask two students to
whole class.
read out the example sentences.
Answer key: French, Drama Club, photography course,
English, History, PE (Physical Education), Maths, 6 Model the pair work activity with the whole
Science, Geography class first by using the example and explaining the
meaning of the phrase: Lucky you! Then students do the
task in pairs as you walk around the classroom, monitoring
their performance and offering help if necessary.
Lesson 2 (CB p. 11)
4 Now ask students to fill in the blanks in the sentences
with a suitable subject pronoun. Check answers by asking OPTIONAL ACTIVITY: Bleep!
some volunteers to read aloud their complete sentences. Have students work in pairs. Students take turns to say
If you consider it appropriate, do a quick choral drill on three sentences connected with school subjects and they
the pronunciation of the subject pronouns. substitute one of the verbs for the sound bleep on each
11
occasion (See example below). Their partners must guess 3 2. Mr Taylor isnt the school principal. 3. They arent
the missing verb every time they hear the sound bleep. my school friends and they arent super cool.
The winner is the student in each pair who has the most 4. Im not in the school computer lab. 5. It isnt
correct answers. a very good science book.
Student 1: Mr Prez bleep the school principal. 4 (-) bad; (+) good; OK; easy; not bad; fine; cool;
Student 2: Is! (++) super cool; very good; great
Student 1: Yes. 5 1. T; 2. F; 3. F; 4. T
Student 1: Maths and Science bleep difficult for me. 6 Students own answers
Theyre easy.
Student 2: Are?
Student 1: Sorry! The correct answer is arent. Lesson 3 (p. 12)
Student 1: Miss Rodrguez bleep the History teacher.
Shes the Geography teacher.
Student 2: Isnt! 1 Draw students attention to the warm-up
Student 1: Yes. questions. Encourage different students to answer
them orally by making full sentences starting with: My
Teachers Book
favourite is
7 Now students write a comment about their
school. Encourage them to refer to the comments in Answer key: Students own answers
activity 1 on page 10 for guidance. Circulate around the
classroom offering help and correcting the students
written productions. USEFUL TIP:
Vocabulary - Focus students attention on the Useful Tip
Answer key: Students own answers box and work with the whole class on the pronunciation
and meaning of the opinion words and phrases listed in
this box.
OPTIONAL ACTIVITY: Jigsaw Sentences.
Copy two sentences from lesson 2 onto a sheet of paper
(for example: French is easy for me and The photography 2 Refer students to the Sign up to Grammar box
course is not bad) Then cut out every single word in each on page 13. Go over the interrogative form of the verb
sentence, mix the words up in each sentence and put to be and the structure of short answers with the
them in two envelopes (envelope 1 = sentence 1, and whole class. Then explain the meaning of the question
envelope 2 = sentence 2). Make another identical set words: Who, Where and How. Finally, ask students to
of sentences with the words cut out and mixed up, and read the blog comments in activity 2 on page 12 and
put them in two different envelopes (envelopes 3 and complete the answers. Check the activity by asking some
4). Split the class into two groups (A and B). Then give volunteers to read aloud their answers.
envelopes 1 and 2 to group A and envelopes 3 and 4 to
group B. Students in each group try to put the words
GR1 Direct students attention to the Grammar
together and reconstruct the two original sentences. Reference section, where they will find further examples
The group that gets the two sentences right in less time and practice.
wins the game.
Answer key: 1. he isnt; 2. he is; 3. they are;
4. she isnt; 5. she is
WB p. 72 Now that you have finished teaching this
lesson, it is advisable to turn to the workbook activities
on page 72. You may assign these exercises as homework. 3 Ask students to re-read the blog posts in activity
2 and match the columns. Check the activity by asking
Answer key: different students to read aloud their answers.
1 1. Maths; 2. Science; 3. History; 4. Photography;
5. Geography; 6. Drama Club Answer key: 2. Jennifer Lawrence; 3. from Nashville,
2 2. She; 3. We; 4. They; 5. It; 6. She; 7. I; 8. It Tennessee; 4. from the USA; 5. Lio Messi; 6. Yes, she is
12
OPTIONAL ACTIVITY: The celebrities game. Note: Draw students attention to the fact that, in
Demonstrate the activity by writing an example on English, nationalities are written with capital letters.
the board:
Answer key: Andy Murray: British; Hes not bad; Hes
Teacher: Lio Messi
very good. Penelope Cruz: Spanish; Shes fantastic;
Student 1: Lio Messi is
Shes terrible; Laura Pausini: Italian; Shes horrible;
Student 2: Lio Messi is from
Shes brilliant
Student 3: Lio Messi is from Rosario
Student 4: Lio Messi is from Rosario and
Tell students that you will initiate the game by saying
something connected with celebrities (for example: Lio
Audio script 14
Messi) and you will be asking different students to repeat Tom: Hi, Bob! How are you?
what has been mentioned before and add only one Bob: Fine, thanks. And you?
word to the sentence (show the example on the board). Tom: Not bad. Whos your favourite sportsperson, Bob?
Make sure students understand the game. Then initiate Bob: Let me think. Um Andy Murray, the tennis player. Hes
the game by saying, for example: My favourite actor very good.
and ask different students to continue playing in the
Teachers Book
Tom: Yeah, he is not bad. And wheres he from? Is he from the USA?
same way as explained before. The student who makes a Bob: No, he isnt. Hes British. And whos your favourite actress,
mistake in the word chain is out of the game. Mistakes Tom?
can be made by failing to repeat any of the words Tom: Favourite actress , um , Penelope Cruz. Shes fantastic.
mentioned before, or by adding a word that is incorrect, Bob: Oh, come on, Tom! Shes terrible. Is she Spanish?
or simply by not being able to provide a new word. You Tom: Yes, she is. Shes a Hollywood star!!! And whos your
may continue playing by saying one of these other game favourite singer, Bob?
openers: I think Miley Cyrus ; Del Potro isnt; or any Bob: Laura Pausini, definitely. Im a big fan of Laura Pausini.
other example you think will help students revise the Shes brilliant.
language and vocabulary they have recently learnt. Tom: Laura Pausini? Oh, no! Shes horrible. Is she Argentinian?
Bob: No, she isnt. Shes Italian.
Lesson 3 (CB p. 13)
6 Ask students to write the answers to the questions.
Encourage them to use short answers where possible.
4 Ask students to match the countries with the Check the activity with the whole class.
nationalities. Check the activity by asking some
volunteers to write their answers on the board. Answer key: 1. No, he isnt. 2. Theyre from the USA.
3. Yes, they are. 4. Students own answers
Answer key: (from top to bottom) 7, 6, 5, 8, 3, 4, 2
OPTIONAL ACTIVITY: Racing Dictation.

Extra activity: Split the class into three groups (A, B and C). Type out
Read out the list of countries and nationalities and ask three identical copies of the same text and stick them
the class to repeat after you to practise pronunciation. on three different areas of the classroom where students
Then play a simple game. Say the names of some cannot read them from their desks. Label the three areas
famous people (Neymar, Messi, Juanes, etc.) for the class with big letter signs: A, B and C to help groups identify
to tell you their nationalities (Brazilian, Argentinian, their texts.
Colombian, etc.)
Sample text: Scarlett Johansson is my favourite actress.
Shes American. I think shes brilliant.
5 14 Students listen to Tom and Bob talking about
three famous people. Play the audio CD twice for Students work in groups. Each group (A, B and C) should
students to complete the chart. Then play it again and have a runner. Students who are not runners must remain
ask students to check their answers. Correct this activity seated in their groups and away from the texts. Runners
with the whole class. must go very quickly to the area where their text is, read it,
try to remember it and run back to their groups to dictate
13
the text to the other group members who must write it
Answer key:
down. Runners might find it difficult to remember the
1 (---) terrible, horrible; (+++) brilliant, Im a big
whole text and the correct spelling of some words. For this
fan of, (Hes) my favourite.
reason, encourage them to run to the text as many times
2 2. Are they terrible singers? 3. Are you and James
as necessary and read part of the text, run back to their
from New York City? 4. Is Cau Reymond Brazilian?

groups and dictate that part to their partners. The first
5. Am I a big fan of Tvez and Messi?
group to complete the dictation successfully is the winner.
3 2. Yes, they are. 3. No, he isnt. Hes American.
4. Yes, they are. 5. No, she isnt. Shes Spanish.
7 Students work in pairs. They take turns to ask 6. Hes from Spain.
and answer questions using the prompts given. Model 4 2. Canadian; 3. Italian; 4. Spanish; 5. American
the activity with the whole class first by using one of the 5 1. T; 2. F; 3. F; 4. T
prompts. For example: (You say: How are you?) (Expected 6 Students own answers
answers from the class: Fine, thanks. And you? / Im fine,
thanks. And how are you?)
Review (CB pp. 14 and 15)
Answer key: Students own answers. Possible answers:
Teachers Book
1. How are you? Im fine. / Fine, thanks, And you? In the Review section, students will revise all the
2. Is Brad Pitt your favourite actor? Yes, he is. / No, structures and some key words learnt in lessons 1 to 3 in
he isnt. 3. Whos your favourite singer? Shakira / this unit. It is advisable to turn to this section once you
Lady Gaga / Adele... 4. Are Mike and Sulley cartoon have finished teaching lesson 3.
characters? Yes, they are. 5. Wheres Adele from? Shes
from England. / Shes English. 6. Are Messi and Tvez
Answer key:
Brazilian? No, they arent. They are from Argentina. /
They are Argentinian.
3 (from top to bottom) twenty, eighteen, twelve,
OPTIONAL ACTIVITY: Spot the mistake. eleven, fourteen, seventeen, thirteen
Divide the class into several small groups. Hand out
identical cards to each group containing five sentences 4 15 a. 19; b. 12; c. 17; d. 11
with some wrong information in them. For example: Audio script 15
Card 1: Shakira is from Bolivia. Speaker: n ineteen, (pause) nineteen
Card 2: Rafael Nadal is American. twelve, (pause) twelve
Card 3: Laura Pausini is a tennis player. seventeen, (pause) seventeen
Card 4: Adele is an actress. eleven , (pause) eleven
Card 5: Kristen Stewart is from Italy.
5 1. is; 2. m; 3. your, 4. s; 5. is
Each group must spot the mistakes in the cards and write
6 2. are, arent; 3. is, isnt; 4. m, m not
two sentences to correct each mistake. For example: Card
1: Shakira isnt from Bolivia. Shes from Colombia. The
8 1. She; 2. He; 3. We; 4. They; 5. It
first group to write ten correct sentences is the winner.
9 2. Are the One Direction boys American? 3. Where is
Answer key: Card 2: Rafael Nadal isnt American. football player Neymar from? 4. Are Mike and Sulley
Hes Spanish. Card 3: Laura Pausini isnt a tennis primary school friends? 5. Where are Shakira and
player. Shes a singer. Card 4: Adele isnt an actress. Juanes from?
Shes a singer. Card 5: Kristen Stewart isnt from Italy. 10 16 Brenda: 15, Adele, fantastic;
Shes from the USA. Tom: 13, Shakira, great
Audio script 16
lesson, it is advisable to turn to the workbook activities Tom: Hi! Im Tom. Are you new at school?
on page 73. You may assign these exercises as homework. Brenda: Hi, Tom. Yes, Im new at school. My names Brenda.
14
Tom: Er, how old are you, Brenda? Answer key: First name: Amy; Surname: Stevens;
Brenda: Me? Im 15. How old are you? Age: 14 years old; Nationality: South African;
Tom: Im 13 years old. Er, whos your favourite singer? Opinion words and phrases: fantastic, great, OK,
Brenda: Favourite singer Um, Adele. Shes fantastic. difficult, easy; Favourite subject: Maths;
Is Adele your favourite singer too? Tom: No, Im Favourite celebrity: Taylor Swift
sorry. My favourite singer is Shakira.
Shes great!
2 Students design a poster about themselves similar
11 Students own answers to the one in activity 1. They can make it on coloured
12 1. are; 2. m; 3. s; 4. s; 5. Is; 6. isnt; 7. Are; paper or use PowerPoint. Encourage students to use some
8. arent colourful pictures to illustrate their posters.
World Issues 1
A FRIEND IN NEED IS A FRIEND 3 Students work in pairs and exchange their posters.
They edit their partners work and then they take turns
INDEED
Teachers Book
to make an oral presentation of their own posters to the
(CB p. 16) whole class.
World Issues is a section that focuses on the development Answer key: Students own answers
of reading skills and enhances students ability to
integrate acquired knowledge with a real life issue: in
this case, reading a blog about two good friends.
1 Students read the text silently. Then they read the

sentences and write true (T) or false (F). Check answers
with the whole class and work on the meaning and
pronunciation of new words.
Answer key: 1. F, 2. F; 3. T; 4. F; 5. T
2 Students tick (3) the correct option. Check answers

with the whole class.
Answer key: 2
Project Work 1
DESIGN A POSTER ABOUT YOU
(CB p. 17)
1 Students read the poster and underline the requested

information: first name, surname, age, nationality,
opinion words and phrases, favourite subject and
favourite celebrity. Check answers with the whole class.
15
Unit 2
Unit 2 Good things all around
COMMUNICATIVE AND
CONTENTS
LEARNING TASKS
Definite and indefinite articles: Pronunciation of some

School and personal items: Talking about school and
the, a / an school and personal
school rucksack, eraser, binder, personal items.
L1 Word order: adjective + noun items
watch, umbrella, etc.
What colour is / are... ?; Whats Pronunciation of some
Colours
your favourite... ? colours
Demonstrative pronouns: this,

Other personal items: laptop, LED that, these, those Identifying and describing
Teachers Book
Pronunciation of
TV, trainers, car, etc. Whats this / that? Its a (n)... different objects.
L2 demonstrative
Adjectives: big, small, beautiful, What are these / those? Writing sentences expressing
pronouns
new, old, etc. Theyre... contrast.
Conjunctions: and, but
Clothes and accessories: T-shirt,

Pronunciation of some
skirt, necklace, watch, shirt, Possessive case (s) / () Talking about clothes and
clothes and accessories
L3 trousers, etc. How much is... ? / Its... accessories.
Pronunciation of
Adjectives: cheap, expensive, etc. How much are... ? / Theyre... Discussing how much things cost.
numbers 20 to 100
Numbers 20 to 100
Integrating acquired knowledge
Opinion words and phrases with a real life issue: in this
Recycling of L1-L3 grammar
WI2 Colours case, reading some comments
topics
Clothes and accessories in a social network site about
somebodys preferences.
Whats your favourite...?
Recycling of L1-L3 grammar
PW2 What colour is it? Talking about preferences.
topics
Is it (new)?
Lesson 1 (CB p. 18)

2 17 Draw students attention to the pictures of some
school and personal items in this activity. Then work on
1 As a warm-up activity, students complete the pronunciation of these items with the whole class.
the three podium positions with their three favourite Play the audio CD twice and have learners listen and
personal items and then take turns to tell the class complete the sentences in Sams and Daras thought
about them. bubbles using some of the words in the pictures. Finally,
play the recording one last time for students to check
Answer key: Students own answers answers and then elicit answers from the class.
16
objects on their cards for their group members to guess.
Answer key: (Sam) my skateboard, my football T-shirt
Group members are allowed to ask only five questions per
and my games console; (Dara) my iPod, my diary and
card. Remind students of the procedure to follow that you
my rollerblades
demonstrated before and keep a record of the two teams
performance on the board (ticks for correct guesses and
crosses for incorrect ones). The team with the most correct
Audio script 17 guesses is the winner. Lay strong emphasis on the fact
that students who mime the objects on the cards are not
Sam: Hi, Dara! What are your three favourite personal items?
allowed to say anything. They must resort to mimicry all
Dara: Let me see My iPod, my diary and my rollerblades. And
the time and either nod or shake their heads to answer
what are your three favourite things, Sam?
their group members questions.
Sam: Um, I think my skateboard, my football T-shirt and my
games console, definitely.
Dara: Thats really cool, Sam! Lesson 1 (CB p. 19)
As a follow-up activity, students may play Hangman 3 Refer students to the pictures in this activity and
Teachers Book
in pairs or in groups using the vocabulary they have work on pronunciation of the school items with the
recently learnt (school and personal items). The students whole class. Have learners match the pictures with
in the pairs or groups take turns to choose a word and the words and phrases listed in this activity. Write this
follow the usual procedure to play this popular game. question on the board: Whats the meaning of ? and
The word to guess is represented by a row of dashes, but encourage students to use it in case they do not know
the first and last letters are written out. If the guessing the meaning of any of the school items in the list. Check
player(s) suggest(s) a letter which occurs in the word, answers with the whole class.
the other player writes it in all its correct positions. If
Answer key: (from left to right) First row of items:
the suggested letter does not occur in the word, the
5, 8, 9 Second row of items: 3, 2, (1), 7 Third row of
other player draws one element of the hanged man(a
items: 4, 6, 10
stickman)as atally mark. The game is over when: 1) the
guessing player(s) complete(s) the word, or guess(es) the
whole word correctly; 2) the other player (the hangman) 4 18 Ask students to match the colours with the
completes the diagram (a hanged man in the gallows). words. Then play the audio CD and have learners check
their answers. Play the recording again, this time making
OPTIONAL ACTIVITY: Mime and guess. pauses after each colour for students to listen and
Split the class into two groups (A and B) and engage repeat. This will help them improve their pronunciation.
students in a miming game. Prepare 10 flashcards
containing pictures or illustrations of the objects in Answer key: (from top to bottom) 7, 2, 4, 5, 8, 9, 11, (1),
activity 2: a school rucksack, an iPod, a watch, an umbrella, 3, 12, 10, 6
a skateboard, a smartphone, a diary, a football T-shirt, a
games console and rollerblades. First, model the game
working with the whole class. Place the cards face down Audio script 18
on a desk and pick up one card. Mime the real shape of
the object on the card, how to use it, what movements Speaker: 1 green, 2 white, 3 black, 4 blue, 5 brown, 6 grey, 7 red,
are associated with it, etc. to help students guess what 8 pink, 9 purple, 10 light blue, 11 orange, 12 yellow
the object is. Students who want to guess put up their
hands and you invite them one by one to play the game. OPTIONAL ACTIVITY: I spy...
Encourage them to use the question: Is it a (n) ? (write Explain to students that they will now practise the colours
it on the board) as you nod or shake your head to say Yes through a guessing game called I spy First, model the
or No. Then put your card back on the desk and mix up all activity with the whole class. Choose an object in the
the cards to start the game. Invite five students from each classroom that is visible to all students but do not mention
team (A and B) to come to the front of the classroom. They what it is. (Students should know the name of this object
take turns to pick up a card from the desk and mime the in English). Then say and write on the board the following
17
sentence: I spy with my little eye something (blue)
Answer key: 2. black school rucksacks; 3. Its an
Students who want to guess put up their hands and you
orange Ipod; 4. Theyre pink rollerblades.
invite them one by one to play the game. Encourage them
to use the question: Is it a (n) ? (write it on the board)
as you say No, it isnt. or Yes, it is. Finally, ask students to
work in pairs and take turns to play this game in a similar Audio script 19
way (See example below). Each student in each pair must
choose three different objects in the classroom. The student Speaker: 1 Its a white T-shirt.
who is guessing is allowed to ask only three questions per 2 Theyre black school rucksacks.
item. Encourage pairs to keep a record of their performance 3 Its an orange iPod.
on a sheet of paper (ticks for correct guesses and crosses 4 Theyre pink rollerblades.
for incorrect ones). The student in each pair with the
most correct guesses is the winner. Circulate around the USEFUL TIP:
classroom monitoring students oral work. Language Draw students attention to the Useful
Tip box. Explain the questions and answers in this box
Student A: I spy with my little eye something (red). because students will need to produce similar ones in
Student B: (pointing at a red pen) Is it a pen? activity 6. Finally, ask different students to answer the
Teachers Book
Student A: No, it isnt. Try again! following questions orally to check comprehension:
Student B: (pointing at a poster on the wall) Is it a poster? What colours the classroom wall?; What colour are the
Student A: Yes, it is. One point for you! classroom desks?; Whats your favourite school item?
5 19 Direct students attention to the Sign Up to

6 Students work in pairs. They look at the items in
Grammar box. Ask a volunteer to read out the example activity 2 and take turns to ask and answer questions that
sentences and make sure the class understands the are similar to the ones in the examples given. Circulate
difference between definite and indefinite articles (See around the classroom monitoring students performance and
note below) and the use of an before nouns or adjectives offering help if needed. Check the activity by asking some
beginning with a vowel sound (an orange umbrella, pairs to role-play their dialogues for the rest of the class.
an eraser, etc.) Then focus students attention on the
Remember! section where learners are taught that in Answer key: Students own answers
English we use adjectives before nouns. Help different
students to provide more examples of adjectives followed
by nouns to check comprehension and write these WB p. 74 Now that you have finished teaching this
examples on the board. You may resort to some classroom lesson, it is advisable to turn to the workbook activities
objects for this purpose (for example: the grey door, a brown on page 74. You may assign these exercises as homework.
desk, etc.) Then revise the use of the pronouns it and they
that refer to only one or more than one item respectively. Answer key:
Finally, refer students to activity 5 and ask them to rewrite 1 2. light blue; 3. green; 4. orange; 5. pink
the sentences so that they use the adjective + noun 2 2. an; 3. a; 4. a; 5. an; 6. a; 7. an; 8. a; 9. a; 10. a
pattern. Correct the activity by playing the audio CD and 3
having learners listen and check their answers.
Note: A definite article (the) is used to refer to things
or people when only one exists at any one time. For
example: the classroom board, the president of the United
States of America, etc. An indefinite article (a / an) is
used to refer to one thing or person when more than one
of the same kind exist at any one time. For example: a
student (in the class), an eraser (at a stationers), etc. 4 1. The; 2. a; 3. the; 4. an; 5. a
5 2. highlighter; 3. pencil sharpener; 4. school
GR2 Direct students attention to the Grammar Reference rucksack; 5. eraser; 6. ruler; 7. pencil; 8. pencil case;
section, where they will find further examples and practice. 9. coloured pencils; 10. notebook
18
6 2. a black smartphone; 3. Theyre green school You may ask some volunteers to read aloud the
rucksacks. 4. Theyre purple and blue rollerblades. example sentences in the box to work on the correct
7 Students own answers pronunciation of these pronouns. Then refer learners to
activity 4. Play the audio CD and ask the whole class to
look at the pictures, listen and repeat in order to practise
pronunciation.
Lesson 2 (CB p. 20)
1 First, analyse with the whole class the meaning of the Reference section, where they will find further examples
adjectives in the list and work on pronunciation. Then ask and practice.
students to match these adjectives with the pictures. Tell
them that there are several possibilities and that answers Audio script 20
may vary. Finally, check the activity by asking some
volunteers to read aloud their answers. Speaker: 1 This (pause) This
2 These (pause) These
Answer key: Students own answers. Possible answers: 3 That (pause) That
Teachers Book
Digital camera: 4, 6, 7; Trainers: 3, 4, 7; Car: 2, 4, 5, 9, 4 Those (pause) Those
10; Bullet train: 1, 6, 7; Laptop: 6, 7
5 21 Ask students to look at the pictures and their
USEFUL TIP: position from the little hand (near or far). Then have
Grammar Focus students attention on the Useful Tip students fill in the gaps with a suitable demonstrative
box and explain the use of the conjunctions and and pronoun. Play the audio CD for students to check their
but. Read out the sentences in the box and write some answers.
other examples on the board to clarify ideas. Finally,
Answer key: 2. These; 3. This; 4. Those
encourage the class to write two similar sentences in
their notebooks or folders using and and but.
2 Students write sentences on the notepad about Audio script 21

the items in activity 1 using and and but as shown
Speaker 1: 1 That is my new house.
in the examples. Check the activity by asking some
Speaker 2: 2 These sandwiches are really good.
volunteers to read aloud their sentences.
Speaker 3: 3 This is a trendy watch.
Answer key: Students own answers Speaker 4: 4 Those T-shirts are beautiful.
6 Students circle the correct option in each sentence.

3 Have students work in pairs. Ask them to take Ask some volunteers to read out their answers.
turns to say the opposites of the adjectives in activity 1.
Ask some volunteers to role-play their dialogues for the Answer key: 1. This; 2. Those; 3. These; 4. That
whole class.
USEFUL TIP:
Answer key: Students own answers Language Draw students attention to the Useful Tip
box. Work with the whole class on the questions and
answers: Whats this (that)? / Its a (an) ; What are
these (those)? / Theyre by pointing at different objects
Lesson 2 (p. 21) in the classroom and encouraging students to answer
appropriately. Go on to say that we use the phrase
4 20 Draw students attention to the Sign Up I think to express opinion or when we are not sure
to Grammar box. Explain to students the use of the about something. Cover up part of an object you have
demonstrative pronouns: this, that, these and those. got on your desk and show it to the class. Then ask
19
students: Whats this? and encourage them to answer: list once again for students to listen and repeat in order
I think its a (an) to practise pronunciation.
OPTIONAL ACTIVITY: 2 22 Refer students to the photos of Cathy

Show the class different pictures of items they may be

and Jason. Tell the class that Cathy and Jason are now
able to identify. Ask students: Whats this? or What are
speaking on the phone but later they will meet at the
these? Learners who know the answer should put up
clothes shop to buy a birthday gift for their friend Sam.
their hands and wait for their turn to answer: I think its
Focus students attention on the gapped dialogues (On
a (an) or I think theyre
the phone and At the clothes shop) and ask learners to
complete them with the words in the box. Do not correct
7 Students work in pairs. They take turns to students answers yet. Play the audio CD twice and
point at different pictures and ask and answer questions have students listen and check their answers. Finally, go
about them. Circulate around the classroom monitoring over the answers with the whole class to make sure all
students performance and offering help if needed. students get them right.
Answer key: Students own answers Answer key: On the phone: 1. Hello; 2. Fine; 3. bad;
Teachers Book
4. gift; 5. idea; At the clothes shop: 1. birthday;

2. beautiful; 3. they; 4. that; 5. Thanks
on page 75. You may assign these exercises as homework.
Audio script 22
Answer key:
Speaker: On the phone
1 (from top to bottom) 5, 3, 2, 1, 4
Cathy: Hello, is that you Jason!
2 1. This; 2. That; 3. These; 4. Those
Jason: Yes. Hello, Cathy! How are you?
3 1. and; 2. but; 3. and; 4. but; 5. and; 6. but
Cathy: Fine, thanks. And you?
4 3. its a laptop; 4. What are these (those)?;
Jason: Not bad. Its Sams birthday today!
5. Its a school rucksack.; 6. What are these (those)?
Cathy: Oh, really?
Jason: Yes! Lets buy a gift for him.
Cathy: Great idea!
Speaker: At the clothes shop
Lesson 3 (CB p. 22) Shop assistant: Good afternoon.
Cathy and Jason: Oh, hi!
1 Focus students attention on the gift boxes and parcels

Cathy: Its our friend Jasons birthday today. He loves trendy
clothes. How much are those beautiful trousers over there?
on page 22 and write these phrases on the board: my next
Shop assistant: Theyre 99.
birthday and a gift. Explain the meaning of these phrases.
Jason: Oh, I think theyre very expensive.
Then read out the incomplete sentence and provide an
Cathy: Um How much is that T-shirt, please?
example: For my next birthday, I want (a blue shirt and a
Shop assistant: That T-shirt is 21.
new pair of shoes). Finally, ask students to think of a gift
Cathy: Is the T-shirt OK, Jason?
they would like to get on their next birthdays and have
Jason: Yes! I think its cool!
them complete the sentence. Check the activity by asking
Cathy: This T-shirt is fine, sir. Here you are. 21 euros.
some volunteers to read out their sentences.
Shop assistant: Thank you. And heres your birthday gift.
Cathy and Jason: Thanks!
Shop assistant: Youre welcome!
USEFUL TIP: USEFUL TIP:

Vocabulary - Draw students attention to the Useful Language & Vocabulary - Draw students attention to the
Tip box and read out the list of clothes and accessories. Useful Tip box. Explain that we use How much is? to ask
Teach the meaning of new words. Then read aloud the about the price of an item and How much are? to ask
20
about the price of two or more items. Also explain how activity, play the audio CD making pauses after every
to answer these questions: Its. euros (pesos, dollars, ) number and ask different students to write the numbers
Theyre euros (pesos, dollars, ) Then ask some students on the board every time you stop the recording.
different questions to check comprehension. For example:
How much is your watch?; How much are these pens? Answer key: 2. thirty-two; 3. forty-five; 4. fifty-tree;
Encourage students to answer them correctly and then 5. sixty-two; 6. seventy-six; 7. eighty-one;
teach the meaning of the adjectives cheap and expensive. 8. ninety-eight
OPTIONAL ACTIVITY: Fashion parade.

Split the class into two or three groups (A, B and C)
Audio script 24
and engage students in a fashion parade contest. Each
team should select a group of models and a group of Speaker: 1 twenty-one
presenters. (There should be the same number of models 2 thirty-two
and presenters in each group.) Start the contest by asking 3 forty-five
group As presenters to take turns to describe the clothes 4 fifty-three
each model in the group is wearing as they walk along 5 sixty-two
Teachers Book
an imaginary catwalk in the classroom (for example: 6 seventy-six
an aisle between two rows of classroom seats). For this 7 eighty-one
activity, pre-teach is wearing and write an example on 8 ninety-eight
the board: Juan is wearing blue jeans and a red sweater.
Invite the other group(s) to perform their fashion parades OPTIONAL ACTIVITY: Maths contest.
in a similar way (See example below.) At the end of the Split the class into two groups (A and B) and engage
game, you will choose the winning team based on the students in a Maths contest. Prepare 17 flashcards
students overall performance in each group. containing numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40, 50
Presenter 1: (Sandra) is wearing a black jacket, blue jeans and the Maths symbols + , - and =. Teach the words plus,
and white trainers. Thank you, Sandra! (Sandra walks minus and equals. Model the game working with the
along the catwalk as Presenter 1 describes her clothes.) whole class first. Show the class two cards with numbers
Presenter 2: (Pablo) is wearing (Pablo walks along the 20 and 3, and two cards with the symbols + and =. Stick
catwalk as Presenter 2 describes his clothes.) the four cards on the board in this order: (20 + 3 = ?). Help
the class read out the Maths operation and provide the
result: Twenty plus three equals twenty-three. Repeat the
same procedure with a subtraction example (for instance:
Lesson 3 (CB p. 23) 50 4 = ?). Then start the game by showing cards with five
different Maths operations to Teams A and B respectively.
3 23 Students listen to the audio CD twice and repeat Keep a record of the two teams performance on the board
the numbers. Lay emphasis on the fact that we can (ticks for correct answers and crosses for incorrect ones).
say either a hundred or one hundred. Play the audio The team with the most correct answers is the winner.
CD once again but this time making pauses after every
number. Ask different students to write the numbers on
the board every time you stop the recording.
5 Students work in pairs. They role-play a similar
situation to the one in activity 2 (At the clothes shop).
Make sure learners swap roles when they role-play
Audio script 23 the situation for a second time. Circulate around the
classroom monitoring students performance.
Speaker: twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety,
a hundred or one hundred
4 24 Explain on the board how to write these
numbers in English using words: 28 (twenty-eight), 67 USEFUL TIP:
(sixty-seven) and 84 (eighty-four). Then ask students to Stress Draw students attention to the Useful Tip box.
write the numbers in the list in activity 4. To check the Explain that teen numbers (for example: thirteen, fourteen,
21
etc.) are stressed on the last syllable (teen) whereas numbers who try to guess the name of the person whose clothes
such as thirty, forty, etc. are stressed on the first syllable. are being described. Direct students attention to the
example given and encourage them to use it as a model.
6 25Play the audio CD. Students listen and tick the Make sure students swap roles when they do the activity
all over again. You may encourage students to play this
numbers they hear. Check students answers by asking

some volunteers to write the numbers on the board. game several times as you circulate around the classroom
monitoring their oral performance.
Answer key: 1. 12; 2. 13; 3. 14; 4. 50; 5. 16; 6. 70;
7. 80; 8. 19 Answer key: Students own answers

Audio script 25 lesson, it is advisable to turn to the workbook activities
on page 76. You may assign these exercises as homework.
Speaker: t welve (pause) twelve
thirteen (pause) thirteen Answer key:
fourteen (pause) fourteen 1 1. ; 2. s; 3. s / ; 4. ; 5. s; 6. s /
Teachers Book
fifty (pause) fifty 2 2. thirty-two; 3. forty-two; 4. sixty-one;

sixteen (pause) sixteen 5. eighty-six; 6. a / one hundred
seventy (pause) seventy 3 2. much are the , Theyre fifty-one euros.
eighty (pause) eighty 3. How much is the watch? Its a / one hundred euros.
nineteen (pause) nineteen 4. How much is the, Its thirty-three euros..
4 2. jacket; 3. T-shirt; 4. trousers; 5. socks; 6. skirt;
7 Refer students to the Sign Up to Grammar box. 7. trainers; 8. shoes
5 1. m not; 2. new red; 3. beautiful; 4. how much;
Explain the meaning and use of the possessive forms (s)
and (). If necessary, copy the example sentences on the 5. Annes; 6. Is it; 7. that; 8. are; 9. those
board, read them aloud and give further examples.
Note: Explain that we can say either James (clothes) Review (CB pp. 24 and 25)
or Jamess (clothes). Both options are correct. Teach the
correct pronunciation of James (Jamess) /"dZeimziz/. In the Review section, students will revise all the
Write these other examples on the board to work structures and some key words learnt in lessons 1 to 3 in
on pronunciation: Charless /"tSAlziz/and Mr Joness this unit. It is advisable to turn to this section once you
/"dZUnziz/. have finished teaching lesson 3.
GR4 Direct students attention to the Grammar Answer key:
Reference section, where they will find further examples 1
and practice.
Finally, draw students attention to activity 7. Ask them

to circle the correct option in each sentence. Check the
activity by asking some volunteers to read aloud their
answers.
Answer key: 1. Charless; 2. boys; 3. Jimmys;

4. friends; 5. Annas
2 1. a; 2. an; 3. an; 4. a
8 Students work in pairs. They take turns to 3 (from top to bottom) 4, 2, 1, 3
describe one of their classmates clothes to their partners 4 1. This; 2. These; 3. That; 4. Those
22
5 1. sixty; 2. seventy-two; 3. ninety-one; Answer key: Students own answers
4. thirty-three; 5. a / one hundred; 6. twenty-three;
7. forty-five; 8. fifty-seven
6 1. ; 2. s; 3. ; 4. s 2 Students write about their own preferences. Check
7 (from top to bottom) 2, 4, 3, 1 the activity by asking some volunteers to read out their
8 2. pink; 3. green; 4. black; 5. brown; 6. yellow; written productions.
7. blue; 8. orange; 9. purple; 10. grey; 11. red;
12. light blue Answer key: Students own answers
9 2. Are these Simons clothes?; 3. Is this Joans
house?; 4. Whats that?
10 (from top to bottom) 2, 4, 1, 7, 5, 3, 6
3 Students make a cool picture chart about their own
preferences. They can make it on coloured paper or go to
11 Students own answers www.postermywall.com to design it.
World Issues 2
Teachers Book
MY FASHION POSTS 4 Students work in pairs. They ask and answer
questions about their picture charts. Encourage students
(CB p. 26) to look at the example given and use it as a model.
Circulate around the classroom monitoring students
World Issues is a section that focuses on the development performance.
integrate acquired knowledge with a real life issue: in Answer key: Students own answers
this case, reading some comments in a social network
site about somebodys preferences.
TEST REVISION TIPS:
In class, make a checklist of all the topics students need
1 Students read Aikos posts and then answer true (T) to know before they take their first test. Write a list on
or false (F). Check answers with the whole class. the board as you elicit the answers from students. Make
sure students are acquainted with the test structure
Answer key: 1. T; 2. F; 3. F; 4. T; 5. T
and marking system. Encourage students to do all the
exercises (Units 1 and 2) in the Grammar Reference
2 Students circle the correct option in each sentence. section for further practice. Ask students to circle the
Check the activity by asking some volunteers to read emoticons (happy, neutral or sad faces) that appear
aloud their answers. next to each grammar topic in the Grammar Reference
section to show whether they understand the topic very
Answer key: 1. dog; 2. a social network well, well or not well. This may help develop students
sense of progress and awareness of their learning
processes.
Project Work 2 TEST 1:

Now that students have completed Units 1 and 2, you
MY COOL PICTURE CHART may assess the main skills developed and language,
(CB p. 27) grammar and vocabulary items taught by giving
students a test (See Suggested Annual Plan on page 4
1 Students work in pairs. They look at the picture of this Teachers Book). Make copies of photocopiable
chart and take turns to describe Dannys preferences. Test 1 that is available on page 56 of this Teachers
Circulate around the classroom monitoring students Book and hand them out on the day of the test. The
performance. answer key to photocopiable Test 1 is on page 59 of
this Teachers Book.
23
Unit 3
Unit 3 Family matters
COMMUNICATIVE AND
CONTENTS
LEARNING TASKS
Family members: mother, words used to name family Talking about family members.
Possessive adjectives: my, your, his,
brother, sister, etc. members Describing peoples jobs and
L1 her, its, our, your, their
Jobs and occupations: Pronunciation of some words occupations
Whats (his) job? / (He)s a doctor.
doctor, architect, cook, etc. used to refer to jobs and
occupations
Have got (affirmative and negative

Pets and other animals: Pronunciation of contracted Talking about pets and other
forms)
Teachers Book
L2 cat, dog, ferret, goldfish, forms: s got, ve got, hasnt animals.

Prepositions of place: at (at home /
iguana, horse, spider, etc. got, havent got Expressing possession.
at school / at work)
Have got (interrogative forms and

Parts of the body and face:
short answers): Have you got...? Describing peoples physical
arms, legs, hands, nose,
Yes, I have. / No, I havent. Pronunciation of parts of the appearance.
L3 eyes, mouth, etc.
What... have / has ... got?; What body and face Writing a short physical
Adjectives: tall, short,
colour eyes have you got?; What description of a person.
blonde, dark, etc.
colour hair has he got?

Recycling of L1-L3 lexical with a real life issue: in this case,
WI3 Recycling of L1-L3 grammar topics
items reading a blog about different
families around the world.
Recycling of L1-L3 lexical Designing a fact file on a famous

PW3 Recycling of L1-L3 grammar topics
items person and talking about it.
Lesson 1 (CB p. 28)
1 Model the activity by writing on the board the the game! and students in each pair start writing down as
word FAMILY and the examples given. Elicit from the many words as possible. After two minutes, call out: Time
class some other words beginning with the other letters is up! To check the activity, circulate around the classroom
in the word FAMILY (A, M, I, L and Y) and write them on checking word spelling and helping pairs to determine who
the board as well. (See possible answers in the box on the winner is. The winner in each pair is the student who
the right.) Once students are familiar with the activity, has been able to write more words correctly.
encourage them to play this game in pairs. They should
try to remember words they have previously studied in the Answer key: Possible answers: (F: friend, fan, four,
Starter Unit, Unit 1 and Unit 2. Then say out loud: Start French, first, fine, favourite, from, fast); (A: and, Art,
24
are, and, Australia, actress, actor, also, American, Check the activity by asking some volunteers to read
Argentinian, afternoon); (M: my, Maths, morning, aloud their answers.
Manchester, me); (I: is, I, Italian, iPod, idea); (L: lab,
lucky, listen, letter, light blue, laptop, LED TV); (Y: you, Answer key: 1. F; 2. F; 3. T; 4. F; 5. T
years, your, yellow, yes)
OPTIONAL ACTIVITY: Whispering Game.
USEFUL TIP: Divide the class into two teams (A and B). Line up
Vocabulary - Draw students attention to the Useful the players. If there is an odd number of players,
Tip box. You should focus on the list of words used to one student can be the teachers helper. The teacher
refer to some family members and explain to the class whispers a message (the same message) to the first
that we can use either neutral words like mother, father, person of both groups (A and B). (The teacher must
grandfather and grandmother or shorter and informal whisper the message in the players ears so that the
forms like mum, dad, grandad and grandma. Read aloud rest of the players cannot hear it). The message must
the list of words and ask the class to repeat after you to contain at least one of the words studied to refer to
practise pronunciation. family members. These are some examples of simple
messages: My mothers name is Margaret. John and
Teachers Book
Paul are brothers. Their grandad is 70 years old. The
2 Refer students to the Sign Up to Grammar box
game only starts when both players know the message.
on page 29. Draw students attention to the two lists that
Then each player whispers the message to the next
appear in the box. Explain that these are Subject Pronouns
player in his / her group successively until the last
(I, You, He, She, It, We, You, They) and their corresponding
player gets it. The teacher and his / her helper check
Possessive Adjectives (my, your, his, her, its, our, your,
that players whisper the messages to their team
their). Write these two sentences on the board: You are
members without being heard. The last player of the
a student. / Your name is Adrian. Explain to students that
team that can repeat the message first and correctly
Subject Pronouns are usually followed by a verb, whereas
receives a point. Ask the helper to keep a record on
Possessive Adjectives are usually followed by a noun. Ask
the board of the points awarded to each team. Start
different volunteers to read out the examples in the box
the game all over again with a new message being
and make sure the whole class understands these grammar
whispered by the teacher to the second students
points. Finally, direct students attention to activity 2. Ask
of each group becoming the first ones in line. The
them to read Julie Browns blog post about her school
players that were the first ones the last time the game
friend Joey and his family. Then focus on the photo of
was played must always go at the end of the line.
Joey and his family and ask learners to label the people
Continue playing the game until five messages have
in the photo. To check the activity, circulate around the
been whispered. The winning team is the one that has
classroom observing students performance.
received more points.
Answer key: (from left to right) Anna, Bill, Linda,
Sue, Greg Lesson 1 (CB p. 29)
OPTIONAL ACTIVITY: 4 Ask students to fill in the blanks in the sentences

You may write some sentences on the board (See with a suitable possessive adjective. Check the activity
examples below) and ask the class to paraphrase them by asking some volunteers to read aloud their answers.
using a possessive adjective.
1. Im Susan. = (My names Susan.) Answer key: 1. her; 2. his; 3. our; 4. Their; 5. Its
2. Johns dog is friendly. = (His dog is friendly.)
3. This is my friends club. = (This is their club.)
4. Annas room is beautiful. = (Her room is beautiful.) USEFUL TIP:
Vocabulary - Explain to the class that the words in
the box refer to jobs and occupations. Teach those
3 The students read the blog post in activity 2 words that may be new to students. You may work on
again and then answer the true or false questions. pronunciation by reading aloud the words and having
25
students repeat them after you. Finally, draw students
attention to the Remember! section and explain the Audio script 26
use of a / an + job or occupation (Im a teacher. Hes an
Joey: I love my family. Theyre really cool!!! My dads an
architect.) Lay emphasis on the fact that no article is
architect. His office is in the city centre. My mum is a teacher
required in English when we refer to more than one
at the local school and her students love her. My grandma

person (Theyre doctors. Were mechanics.)
and my grandpa..., well, what can I tell you? Theyre great.
My grandpa Bill is a dentist and my grandma Sue is a cook in
OPTIONAL ACTIVITY: Pictionary. an Italian restaurant.
Write out on 12 separate small pieces of paper these
jobs and occupations: doctor, teacher, architect, police
officer, office worker, nurse, dentist, mechanic, cook,
6 Students unscramble the sentences. Monitor their
work as you circulate around the classroom. Once
secretary, singer and actor. Then draw on the board
everybody has finished, check the activity by asking some
three columns and write these subject pronouns at the
volunteers to write their sentences on the board.
top of each column: He, She and They. After that, stick
the pieces of paper with the jobs and occupations face Answer key: 2. Is her mother an architect? 3. I think
down on the board so that students cannot read them. their sisters are school teachers. 4. Wendys father is an
Teachers Book
(There must be four pieces of paper in each column.) office worker. 5. Kevins a schoolboy and his sister is a
Divide the class into two groups (A and B). Invite one secretary.
student from group A to remove one piece of paper
from one of the columns (for example, from the one
with the pronoun He). The student reads the paper USEFUL TIP:
silently and draws the word on the board for the other Language Direct students attention to the Useful Tip
players in his / her team to guess. No sounds or miming box at the bottom of the page. Explain that we use the
is allowed. Team members must give full answers when question: Whats his / her job? to ask about somebodys
guessing, for example: Hes an office worker. Hes a occupation. As for the answer to this question, remind
doctor. and so on. Repeat the same procedure with students of the use of a / an before any word that refers
group B now and continue working like this until there to a job or occupation.
are no more pieces of paper on the board. This game
works best using a stop watch (30 seconds every time 7 Model this speaking activity by asking a
a student has to draw on the board). A point is volunteer to help you read out the dialogue in the speech
awarded to the team that can guess correctly in the bubbles. Then students work in pairs in a similar way,
allotted time. The team with the most correct guesses asking and answering questions about their families.
is the winner. Circulate around the classroom monitoring students oral
Follow-up: To teach new vocabulary related to jobs performance and making sure they swap roles. Check
and occupations, you may act out (without speaking the activity by asking different pairs to role-play their
or making noises) some other words such as: bus driver, dialogues for the whole class.
pilot, waiter, etc. for students to guess. They provide the
answer in their mother tongue and you write the English
equivalent on the board.
OPTIONAL ACTIVITY:
5 26 Ask students to listen to Joey talking about his Design cards containing words referring to jobs and
family as you play the audio CD. Then play the recording occupations. There should be one card per student. Hand
again and ask learners to match the columns. Finally, out the cards to students. They circulate around the
play the audio CD one last time and make pauses where classroom asking and answering questions about each
necessary for students to check their answers. others jobs. Encourage students to use the possessive
adjective your in their questions.
Answer key: 1. a cook; 2. an architect; 3. a dentist; Student A: Whats your job?
4. a teacher Student B: Im a cook.
26
WB CB p. 77 Now that you have finished teaching this forms are used in more formal situations than short
lesson, it is advisable to turn to the workbook activities forms). Read aloud the short forms and ask learners to
on CB page 77. You may assign these exercises as repeat them after you to practise pronunciation. Finally,
homework. explain the different uses of (s) in the Remember!
section of this grammar box. Write more examples on the
Answer key: board to check students comprehension.
1 1. mother; 2. grandma; 3. brother; 4. sister; 5. grandad
2 2. your; 3. his; 4. her; 5. its; 6. our; 7. your; 8. their GR5 Direct students attention to the Grammar Reference
3 1. His; 2. our; 3. Her; 4. Its; 5. your, their section, where they will find further examples and
4 1. my; 2. His; 3. an; 4. His; 5. a; 6. Her; 7. their; practice.
8. Its; 9. Their
5 1. police officer; 2. mechanic; 3. architect; Now ask students to go back to activity 2. Have them
4. office worker; 5. cook read the comments in the blog and circle the correct
6 Students own answers options in the follow-up sentences. Check the activity by
asking some volunteers to read aloud their answers.
Lesson 2 (CB p. 30) Answer key: 1. has got; 2. havent got; 3. have got;
Teachers Book
4. has not got; 5. have got; 6. has got
1 Draw students attention to the animal shapes
on the blog screen on page 30. Ask students if they
know these animal names in English. Help them provide Lesson 2 (CB p. 31)
the answers and write them on the board: dog, fish,
rabbit, turtle, cat and iguana. Now read out the warm-up
question in activity 1 and ask a volunteer to read aloud 3 Students fill in the blanks in the sentences using
the example answer. Finally, have students talk about have got or has got. Check the activity by asking some
their favourite animal in pairs. Circulate around the volunteers to read aloud their complete sentences.
classroom monitoring the activity and offering help if
needed. Answer key: 1. have got; 2. have got; 3. has got;
4. have got; 5. has got
USEFUL TIP:
Vocabulary Draw students attention to the Useful 4 Students rewrite the sentences using contracted
Tip box. Read aloud the list of pets and other animals forms (ve got or s got). Check the activity by asking
and encourage students to ask: Whats the meaning some volunteers to write their complete sentences
of ? when they encounter a new word. Teach the new on the board. Once all the answers are written on the
vocabulary, work on pronunciation and then pass on to board, ask the whole class to read them aloud to practise
the following Useful Tip box. pronunciation of the short forms of have got.
USEFUL TIP: Answer key: 1. Weve got a fabulous classroom.

Grammar Read out the phrases in this box and 2. Hes got two dogs and a cat. 3. Youve got two friendly
explain that we use the preposition at to mention pets at home. 4. Shes got a horrible orange bike.
that somebody or something is at a specific place, for
example: at home, at school, at work. 5 27 Tell students that they will listen to Charlie talking
about pets he has or hasnt got and pets his friend Linda has
2 Direct students attention to the Sign Up to or hasnt got. Students listen to the audio CD and complete
Grammar box on page 31 and discuss the affirmative the chart. Play the recording twice. Check the activity by
and negative forms of have got. Lay emphasis on the asking some volunteers to read aloud their answers.
contracted forms and explain to students that they
can use either the full forms or the short (or contracted Answer key: Charlie. Pets hes got: a hamster, a
forms) of have got but that there is a difference (full Siamese cat, two dogs. Pets he hasnt got: a ferret,
27
a canary. Linda. Pets shes got: an iguana, a spider. volunteers to write their complete sentences on the
Pets she hasnt got: a dog, a cat board. Once all the answers are written on the board,
ask the whole class to read them aloud to practise
pronunciation of the full and short negative forms of
have got.
Audio script 27
Answer key: 2. He hasnt got a new games console.
Charlie: Hi! My names Charles Gordon. But Im simply Charlie
3. I havent got two big parrots at home. 4. My friends
at school. I love animals. Ive got a hamster but I havent got
have not got an iguana at school.
a ferret. Ive got a Siamese cat and a two dogs but I havent
got a canary. And my friend Linda; shes got an iguana and a
spider at home but she hasnt got a dog or a cat. What about 7 Ask students to work in pairs. Explain that they
you? Have you got a pet at home or at school? are going to talk about the pets that some people they
know have got. Demonstrate the activity by reading out
OPTIONAL ACTIVITY: Memotest. the example provided and completing the unfinished part
Get 10 different pictures of the pets and other animals with your own ideas (Its yellow and ). Then students in
studied in this lesson. Paste the pictures onto an A4 each pair take turns to carry out the activity in a similar
Teachers Book
blank sheet of paper. Make a photocopy for each group way. Circulate around the classroom monitoring students
of three to four students and cut out squares (all the oral performance.
same size) containing the pictures. Write the words of
the ten animals in the pictures on another A4 blank sheet Answer key: Students own answers
of paper. Make a photocopy for each group of three to
four students and cut out squares containing the words.
(The squares should all be the same size as the pictures WB CB p. 78 Now that you have finished teaching this
cards you designed before.) To play the game, divide the lesson, it is advisable to turn to the workbook activities
class into groups of three to four students. Shuffle the on CB page 78. You may assign these exercises as
20 cards (pictures and words) and place them face down homework.
on a desk for each group to start playing Memotest. The
Answer key:
players in each group take it in turns to flip over two
1 1. ferret; 2. goldfish; 3. spider; 4. horse; 5. hamster
cards at the same time. Players miss their turn and must
2 First row from left to right: ve got, havent got;
put the two cards face down again when: 1) they get
Second row from left to right: s got, hasnt got
two words; 2) they get two pictures: 3) they get a word
31 . ve got; 2.s got, hasnt got; 3. ve got; 4. s got,
that does not match a picture. If players get a word that
hasnt got; 5. ve got / havent got, havent got / ve got
matches a picture, they must spell the word and read it
out to get a point. They must leave the two cards face up
5 1. has got; 2. hasnt got; 3. at school; 4. its; 5. Its
and continue playing until they miss their turn. Circulate
around the classroom checking students are playing the
game correctly. The winner in each group is the one who
has been awarded more points. In case there is a tie in
one of the groups, ask students to come to the front
of the classroom. You read out and spell these animal
Lesson 3 (CB p. 32)
names for students to write them down on the board:
kangaroo, rhinoceros, crocodile, elephant, antelope, 1 As a warm-up activity, ask different students to
giraffe and reindeer. The first student to make a mistake give their opinion about their favourite social networks.
loses the game. Encourage them to use some adjectives they learnt in
previous units (cool, great, etc.) Write students answers
6 Students turn the sentences into the negative form. on the board. For example: My favourite social network is
Ask them to identify the sentences that have full forms Facebook. I think its fabulous!
of have got (sentences 1, 2 and 3) and short forms of
this verb (sentence 4). Check the activity by asking some Answer key: Students own answers
28
2 28 Ask students to read the dialogue ignoring Answer key: 1. hair; 2. ears; 3. eyes; 4. nose; 5. mouth
the blanks. Help them with the vocabulary they may
not be familiar with. Then draw students attention to
the photos next to the dialogue and ask the whole class
these questions: Who are these two boys?; Whats Toms Lesson 3 (CB p. 33)
favourite social network?; Whos the girl in the picture on
the tablet?; Wheres she from?; Has she got a boyfriend?
Finally, students listen to the recording and fill in the
4 Teach the meaning of the words in the box and read
them out several times for students to repeat after you
blanks in the dialogue. You may play the audio CD twice.
and practise pronunciation. Then ask students to label
Check the activity by asking two volunteers to read aloud
the parts of the body in the picture. Check answers with
the complete dialogue.
the whole class.
Answer key: 1. tablet; 2. got; 3. brother; 4. beautiful;
Answer key: 1. head; 2. finger; 3. hand; 4. arm;
5. small; 6. friendly; 7. girlfriend; 8. am
5. leg; 6. foot
Teachers Book
Audio script 28 Students may play Hangman in pairs or in groups using
the vocabulary they have recently learnt (parts of the
Jack: Hi, Tom! Is that your new tablet?
body and face). The students in the pairs or groups take
Tom: Yeah! And its got my favourite social network site,
turns to choose a word and follow the usual procedure to
Instagram.
play this popular game. The word to guess is represented
Jack: Wow! Thats fabulous.
by a row of dashes, but the first and last letters are
Tom: Come here, Jack! Youre my brother. Look at these pictures
written out. If the guessing player(s) suggest(s) a letter
of my new schoolmate. Her names Vronique and shes from
which occurs in the word, the other player writes it in
France.
all its correct positions. If the suggested letter does not
Jack: Shes really pretty. Has she got a boyfriend?
occur in the word, the other player draws one element of
Tom: No, she hasnt. Vroniques got beautiful eyes and a small
the hanged man(a stickman)as atally mark. The game
nose. Her legs and arms are just perfect. And shes very nice
is over when: 1) the guessing player(s) complete(s) the
and friendly. Have you got a girlfriend, Jack?
word, or guess(es) the whole word correctly; 2) the other
Jack: Me? No, I havent. And you Tom? Have you got a
player (the hangman) completes the diagram (a hanged
girlfriend?
man in the gallows).
Tom: Yes, I have. Unfortunately
Jack: Oh, come on, Tom! Arent you in love with your girlfriend?
Tom: Yes, I am. Its just a joke, Jack.
USEFUL TIP:
Vocabulary Draw students attention to the Useful
OPTIONAL ACTIVITY: Tip box below the Sign Up to Grammar section. Explain
You may ask different pairs of students to memorise the that in English some nouns have got regular plural forms
dialogue and role-play it. They first rehearse it several (friend, friends; car, cars; watch, watches; box, boxes; etc.)
times with your help before they actually role-play it for because we simply add an s or es to these nouns. Also
the whole class. You may also ask some pairs to change explain that in English some nouns have got irregular
some parts in the original dialogue: names, places and plural forms because the whole word changes (man, men;
adjectives. woman, women; foot, feet; tooth, teeth; etc.) Write on the
board all the examples you provide for both regular and
irregular forms of nouns so that students can copy them
3 Draw students attention to the photo of the young
down in their notebooks or folders.
womans face at the bottom of the page. Ask students
to label the parts of the face using the words in the box.
USEFUL TIP:
Check answers with the whole class and read out the
Vocabulary Refer students to the Useful Tip box at the
parts of the face several times for students to repeat
bottom of the page. Read out and explain the meaning
after you and practise pronunciation.
of the adjectives for height, hair colour and eye colour.
29
As a follow-up activity, you may show students big
colourful pictures of famous people and encourage them
to describe these celebrities using the adjectives they
have just learnt. For example, you may ask the class: Can WB CB p. 79 Now that you have finished teaching this
you describe (Johnny Depp) physically? Expected answer:

Hes tall and hes got dark hair. on CB page 79. You may assign these exercises as
homework.
5 Draw students attention to the Sign Up to Grammar
box. Explain the interrogative form and the short answers Answer key:
of have got. Check students comprehension by asking 1. finger; 2. hand; 3. leg; 4. head; 5. arm; 6. foot
the whole class some questions and helping them provide 2 1. Have they got blue eyes and blonde hair?
short answers. For example, you may ask the class: Have 2. Has Sheila got a beautiful face? 3. Have you
you got an English course book?; Have you got a canary in got a new schoolmate? 4. Has Tim got a very
the classroom?; Has Vronique (the girl in the pictures on modern tablet?
page 32) got a beautiful face?; Has Vronique got blonde 3 1. hair; 2. ears; 3. eyes; 4. nose; 5. mouth
hair? Then explain the pattern in the questions beginning 4 1. have, got; 2. Has, got, has; 3. got, ve got;
4. got, at, havent; 5. Has, got, has
Teachers Book
with What in the Sign Up to Grammar box. As a follow-

up activity, you may resort to the same pictures you used 5 Students own answers
in activity 4 but this time asking students questions such 6 Students own answers
as: What colour hair has (Johnny Depp) got?; What colour
eyes has (Taylor Swift) got?; etc.
Finally, direct students attention to activity 5 and ask
Review (CB pp. 34 and 35)
them to fill in the blanks with a suitable word. Check
the activity by asking some volunteers to read out
In the Review section, students will revise all the
their answers.
structures and some key words learnt in lessons 1 to 3 in
this unit. It is advisable to turn to this section once you
Answer key: 2. Have, got; 3. he hasnt; 4. havent;
have finished teaching lesson 3.
5. What, has; 6. Has, got; 7. What, have, got; 8. they have
Answer key:
6 Students work in pairs. They look at the pictures 1 2. Shes a doctor; 3. Theyre police officers;
and take turns to ask and answer questions about the 4. an architect
people in them. Ask students to use the example provided 2
as a model. Circulate around the classroom monitoring
students oral work.
OPTIONAL ACTIVITY:
For the following class, students may bring colourful
pictures from glossy magazines showing different famous
people. Working in groups, they take turns to ask and
answer questions about these celebrities using the
language, grammar and vocabulary they have learnt in
this lesson.
3 1. Its; 2. her; 3. their; 4. His; 5. our
7 Students write a short physical description of 4 29 Alan: an office worker, Its not bad;
one of the people in the pictures in activity 6. You may Betty: a secretary, Its terrible;
assign this task as homework. Sam and Nick: car mechanics, Its fabulous
30
Answer key: 1. F; 2. T; 3. F; 4. F; 5. T; 6. T
Audio script 29
Presenter: Speaker 1, Alan
Alan: Hi, there! Im Alan. Im thirty years old and Im
from London. Ive got a job in the city centre. Its not Project Work 3
bad. Im just an office worker.
Presenter: Speaker 2, Betty
MY FAMOUS PERSON FACT FILE
Betty: My names Betty Sinclair and Im from Reading, (CB p. 37)
a city near London. Im just a secretary in a local
company. About my job ? Well, what can I say? 1 Students read Charlenes fact file and complete it
Um , I personally think its terrible. using the words in the box. Check the activity with the
Presenter: Speakers 3, Sam and Nick whole class.
Sam: Hi, Im Sam.
Nick: Hi, there! Im Nick. Answer key: 1. Real; 2. American; 3. actress;
Sam: Were brothers and were car mechanics. Our job is 4. members; 5. hair; 6. home; 7. Famous
fabulous and weve got a very nice and modern garage.
Teachers Book
Were from Sheffield, a city in the north of England.
2 Students think of a famous person. At home or at
5 1. family; 2. got; 3. Our; 4. enormous; the school computer lab, they google some information
5. countryside; 6. pet; 7. but; 8. has; 9. horrible; about this celebrity and design a fact file similar to the
10. dad; 11. job; 12. big one in activity 1. They may do this activity on paper or by
6 2. Pat and Sue have got a ferret but they havent got using a computer. Encourage students to include some
an iguana. 3. Nicos got a goldfish but he hasnt got pictures to illustrate their fact files.
a hamster. 4. Millies got a canary but he hasnt got
a parrot. Answer key: Students own answers
7 1. school; 2. work; 3. home
8 1. nose; 2. feet; 3. mouth; 4. arm; 5. eye; 6. hand
9 1. got, hasnt; 2. has, got; 3. Has, got, has;
3 Finally, students work in pairs. They exchange fact
files with their partners and talk about the person in the
4. What, has, got, blonde
fact file they receive. Circulate around the classroom
monitoring students oral work and helping them carry
out the activity if necessary.
World Issues 3
FAMILIES AROUND THE WORLD
(CB p. 36)
World Issues is a section that focuses on the development
integrate acquired knowledge with a real life issue: in
this case, reading a blog about different families around
the world.
1 Students read the blog comments and match them

with the pictures. Check answers with the whole class.
Answer key: 1. (from top to bottom) B, C, A
2 Students read the sentences and write true (T) or

false (F). Check answers with the whole class.
31
Unit 4
Unit 4 Dont do that!
COMMUNICATIVE AND
CONTENTS
LEARNING TASKS

Giving orders, commands and
Some action verbs: open, close, Imperatives: Sit down!; Stop!; instructions.
L1 sit down, stand up, walk, run, Dont open that door!; Please Writing a set of instructions.
action verbs
listen, clean, take, etc. dont shout!, etc.
Health problems: headache,

stomachache, earache, a sore Imperatives: Take some medicine.; Pronunciation of some Talking about health problems.
L2 throat, etc. Stay in bed.; Dont eat junk food!; words and phrases that Making recommendations and
Whats the matter?; Whats the Dont do exercise.; etc. refer to health problems
Teachers Book
suggestions.
problem?; Whats wrong?
Rooms and places in a house:

There is / There are (affirmative, Describing rooms and places in a
bedroom, living room, garage,
interrogative and negative forms) Pronunciation of some house.
garden, bathroom, kitchen, etc.
L3 Wheres... ? / Where are... ? words related to rooms Talking about objects at home.
Objects at home: lamp, rug,
Prepositions of place: in, on, and places in a house Writing a short description of a
TV, plant, sofa, mirror, desk,
under, between room.
chair, etc.

Recycling of L1-L3 lexical Recycling of L1-L3 grammar with a real life issue: in this case,
WI4
items topics reading about two different homes
and their inhabitants.
Making a collage of a dream house.

Recycling of L1-L3 lexical Recycling of L1-L3 grammar
PW4 Writing a short description of it and
items topics
making an oral presentation.
Lesson 1 (CB p. 38) USEFUL TIP:

Some action verbs - Ask different volunteers to read
out the verbs listed in the box. Explain the meaning of
1 Have students work in pairs. They take turns to those verbs students may not know. Check students
answer the questions in the warm-up section: (Have you pronunciation by asking the whole class to repeat the
got a pet? If so, what kind of pet is it?). If they do have verbs after you.
pets, they tell their partners about them and describe
them. Circulate around the classroom monitoring
students oral work. Then ask some volunteers to describe
2 30 Have students look at the picture of the two
girls in activity 2. Ask the whole class: What have
their pets to the whole class.
the two girls got in their hands? (Expected answer:
Answer key: Students own answers Theyve got a smartphone.) Then ask students: Have
you got a smartphone? (Expected answers: Yes, I have.
32
No, I havent.) Ask some students who have answered Now refer students to activity 3. Have students work
affirmatively: What apps have you got on your in pairs and ask them to imagine that their partners
smartphone? (Possible answers: Ive got some games are virtual robots like Techy in the dialogue. Students
and Twitter.) Finally, play the audio CD and ask learners take turns in each pair to give their partners (or virtual
to listen and read the dialogue between the two girls. robots) some voice commands that they have to follow.
Students read the sentences 1 to 4 below the dialogue Monitor students oral work as you circulate around
and then answer true (T) or false (F). Play the audio CD the classroom. Ask some volunteers to role-play their
again. Check the activity by asking some volunteers to dialogues for the whole class.
read out their answers.
Answer key: 1. T; 2. F; 3. F; 4. T
Lesson 1 (CB p. 39)

Audio script 30
Lucy: Hi, Kim! 4 31 Students match the instructions / commands
Teachers Book
Kim: Hi, Lucy! Whats that? with the pictures. Then they listen to the audio CD to
Lucy: Ive got a new virtual pet. check their answers. Play the recording once again,
Kim: Oh, really? making pauses after every instruction / command for
Lucy: Yes! Its names Techy. students to repeat them. Lay emphasis on the correct
Kim: Oh, please, show me your pet! pronunciation of dont \dUnt\ for the negative
Lucy: Here it is. Its a new application on my smartphone. instructions / commands.
You download it and Ta- da! Youve got a virtual pet!
Kim: Great! Answer key: (from top to bottom) 2, 10, 5, 8, 7, (1), 4,
Lucy: Now give him a voice command, please. 6, 9, 3
Kim: A voice command?
Lucy: Yes, give him a simple order, like walk or run.
Kim: Ok. Techy sit down! And now stand up! Audio script 31
Lucy: You are a good dog, Techy.
Kim: Oh, its beautiful! Speakers: 1 . Dont run!
Lucy: Yes, it is! Listen, Techy! Now walk! Oh, walk! Dont run, 2. Dont shout!
Techy! Stop! Stop! 3. Clean the board, please.
4. Listen!
OPTIONAL ACTIVITY: 5. Open your books.
If there is some time available and you think it is 6. Please dont play games!
appropriate to your teaching situation, you may ask 7 Sit down.
different pairs of students to read out the dialogue. Ask 8. Close the door, please!
boys to change their names in the dialogue when they 9. Do your homework.
read it out. 10. Stop!
3 Draw students attention to the Sign Up to 5 Ask students to read the lists of verbs and verb
Grammar box on page 39. Teach the form and use of phrases in the two charts and to observe whether they
Imperatives in the affirmative and negative. Ask students have ticks (3 = do's) or crosses (7 = donts) next to
to look at the Remember! section and make sure they them. Then have students write a set of instructions
understand the importance of saying please in English using these verbs and verb phrases, and the conjunctions
when giving an order, an instruction or a command . and or but. Read aloud the two example sentences
and encourage students to use them as models. Check
GR6 Direct students attention to the Grammar Reference the activity by asking some volunteers to write their
section, where they will find further examples and practice. sentences on the board.
33
Answer key: Dont talk in class and dont use your Lesson 2 (CB p. 40)
mobile phones. Do the exercises but dont use the
dictionary. Listen to the CD and repeat. 1 Draw students attention to the pictures of the adult
man, the adolescent boy and the small boy. Ask the
whole class the following question and write it on the

6 Students work in pairs. They look at the pictures board: Whats the problem with these people? Elicit the
and give their partners some simple commands / answer from the class and write it on the board as well:
instructions. Encourage students to take it in turns when Theyre ill. Then have students match the words and
they do this speaking activity. Circulate around the phrases with the pictures. Check answers with the whole
classroom monitoring students oral work. Finally, ask the class and work on pronunciation. As a follow-up activity,
whole class what word is missing in all these commands / ask the whole class these questions: Whats the problem
instructions. Expected answer: The magic word: please. with the man? Expected answer: Hes got a headache.
(Please dont use your mobile phone. / Knock on the door, Whats the problem with the adolescent boy? Expected
please. / Please close your smartphone app. / Dont take answer: Hes got a cough. Whats the problem with the
photos, please.) small boy? Expected answer: Hes got a temperature.
Teachers Book
Answer key: 2. Dont use your mobile phone. 3. Knock Answer key: (clockwise, from top to bottom) 4, 1, 3, 2, 5
on the door. 4. Close your smartphone app. 5. Dont
take photos.
2 32 Before dealing with the listening activity, direct
OPTIONAL ACTIVITY: students attention to the Sign Up to Grammar box on

You may ask students to write the answers to activity 6 page 41 and discuss the use of imperatives to make
in their notebooks or folders. recommendations and suggestions. Then tell students that
they are going to listen to a dialogue that is divided into
WB CB p. 80 Now that you have finished teaching this three different parts. Play the audio CD as students listen
lesson, it is advisable to turn to the workbook activities on and read the dialogue between Immi and her mother.
CB page 80. You may assign these exercises as homework. Clarify the meaning of those words students may not be
familiar with. Finally, students re-read the dialogue and
Answer key: complete the true or false sentences. Check the activity
1 by asking some volunteers to read out their answers.
Answer key: 1. T; 2. F; 3. T; 4. F
Audio script 32
Speaker: Part 1
Mum: Wake up, Immi! Its time to go to school!
Immi: Oh, Mum I (She coughs)
Mum: Whats the matter, honey?
Immi: I think Im ill. Ive got a cough (She coughs again) and a
2 1. Open; 2. Do; 3. Sit; 4. close; 5. Speak headache.
3 1. but; 2. and; 3. but; 4. and Mum: Wheres the thermometer? Ah, here it is. Lets see.
4 1. Listen; 2. Do; 3. Dont run; 4. Dont chew; Speaker: Part 2 (Three minutes later)
5. Dont use Mum: Immi, youve got a temperature. Lets phone the doctor!
5 (from top to bottom) 2, 4, 1, 3 Immi: Ok, Mum. (She coughs again)
6 2. Dont walk on the grass! 3. Silence! Please, be quiet!
Speaker: Part 3 (Thirty minutes later)
4. Dont use your mobile phone during the show!
Mum: So, doctor, whats the matter with Immi?
34
Doctor: Well, shes got a cold. and they are given some recommendations. Students
Immi: Is it bad? listen to the audio CD and fill in the gaps. Play the
Doctor: No, it isnt. Its a common cold. Listen, Immi! Drink a recording several times if necessary. Check the activity
lot of water, stay in bed and take this medicine. Dont go to by asking some volunteers to write their answers on
the board.
school today and tomorrow.
Immi: Ok, doctor.
Answer key: 1. a temperature; Stay in bed and take
Mum: Thank you, doctor!
some medicine; 2. Hes got stomachache. Dont eat
Doctor: Youre welcome! Take care and get better, Immi.
junk food. 3. Hes got a (terrible) headache. Take an
Goodbye.
aspirin.
Immi and Mum: Goodbye.
USEFUL TIP:
Language - Draw students attention to the Useful Tip Audio script 33
box. It is important for students to know that in English
we may use different phrases or expressions to mean Presenter: Situation 1. Sue
the same. Explain that Whats the matter?, Whats the Doctor: Whats the matter with you, Sue?
Teachers Book
problem? and Whats wrong? have the same meaning Sue: I think Ive got a temperature.
and can be used interchangeably. Doctor: Mm Lets see Yes, youve got a temperature. Stay in
bed and take this medicine.
Sue: OK. Thank you, doctor.
Lesson 2 (CB p. 41) Doctor: Youre welcome.
3 Ask students to match the words and phrases with

Presenter: Situation 2. Philip
Mum: Whats wrong with you, Philip?
the illustrations. Encourage students to work in pairs.
Philip: Ive got stomachache.
Check the activity with the whole class and work on
Mum: Well, dont eat junk food! No more hamburgers and no
pronunciation.
more chocolate
Philip: Sorry. I know
Answer key: (clockwise, from top to bottom) 5, 3, 2, 4, 1
Presenter: Situation 3. Danny
Friend: Hi, Danny!
4 Students match the health problems with the Danny: Hi
doctors recommendations. Check answers by reading Friend: Hey, whats the matter?
aloud the problems one by one and asking the class to Danny: Ive got a terrible headache.
call out the corresponding recommendations. Friend: Take an aspirin then!
Danny: Have you got one?
Answer key: (from top to bottom) 3, 2, 4, 1 Friend: Yes, I have. Here you are.
Danny: Thanks!
Friend: Thats all right.
5 Students work in pairs. They imagine their
partners are ill and so they make some suggestions for
their partners to follow. Model the task with one of the 7 Students imagine that one of their friends has
students by reading out the example provided. Encourage got the flu and use the words in the boxes to write some
students to swap roles once they have finished doing suggestions. Explain to the class that answers may vary.
the speaking task for the first time. Circulate around the Check the activity either by asking some volunteers to
classroom monitoring students oral work. write their answers on the board or by correcting them in
their Course Books.
Answer key: Possible answers: 2. Stay in bed.
3. Dont do exercise. 4. Drink a lot of water.
6 33 Tell students that they are going to listen to 5. Take some medicine.
three situations in which three different people are ill
35
WB CB p. 81 Now that you have finished teaching this
2 Refer students to the Sign Up to Grammar box
on page 43 and teach the use of There is and There
on CB page 81. You may assign these exercises as
are in the three forms (affirmative, interrogative and
homework.
negative). Explain that we can use the contraction (s ) in
the affirmative singular form (Theres), but we cannot use

Answer key:
a contraction in the plural form (There are) or when we
1 1. stomachache; 2. the flu; 3. earache; 4. toothache;
give a short answer (Yes, there is). You may ask different
5. a temperature; 6. a common cold; 7. a sore throat;
volunteers to read out the example sentences in the
8. a headache
Sign Up to Grammar box. As a follow-up activity, you
2 (from top to bottom) (1), 9, 2, 7, 3, 5, 6, 8, 4
may write some questions on the board to help students
3 1. a cold; 2. Shes got toothache. 3. a headache;
practise how to answer them. For example: Is there a TV
4. Shes got stomachache
in our classroom? Expected answer: Yes, there is. / No,
4 1. Stay in bed. 2. Dont eat junk food. 3. Drink a lot
there isnt. Are there three posters on the wall? Expected
of water. 4. Take some medicine.
answer: Yes, there are. / No, there arent. Ask the whole
5 Possible answer:
class these questions (and some others you can think of)
Doctor: Good morning! Whats the matter?
and encourage them to provide short answers orally.
Patient: Good morning, doctor. Ive got stomachache.
Teachers Book
Doctor: Well, eat healthy food and take this

GR7 Direct students attention to the Grammar Reference
medicine.
section, where they will find further examples and practice.
Patient: OK. Thank you doctor!
Doctor: Youre welcome!
Once you make sure students have understood this new
grammar item, direct their attention to activity 2. Ask
them to read Andreas blog and have them match the
Lesson 3 (CB p. 42) words and phrases in bold with the pictures. Explain
to students that bold means printed in thick and dark
letters. Circulate around the classroom offering help with
1 Ask students to read the list of words in the warm-up those words in the text that students may find difficult
activity. Check whether they know the meaning of all to understand. Check the activity with the whole class
these words and teach those they may not know. Then and work on pronunciation.
have learners tick the objects they have got in their
bedrooms. Check the activity by asking some volunteers Answer key: (clockwise, from top to bottom) 5, 2, 9, 8,
to share their answers with the whole class. Encourage 1, 7, 10, 4, 3, 6
them to start like this: In my bedroom, Ive got... .
USEFUL TIP:
Grammar - Draw students attention to the Useful Tip
box. Explain the use of Wheres? and Where are ?
Note: It is always a good idea to make a big poster to ask about the location of one or more than one object,
with some useful classroom language and stick it on person or place respectively. Tell students that we show
one of the classroom walls so that students can refer the position where something or somebody is by using
to it when the occasion arises. In this case, they can be a preposition of place (in, on, under, between, etc.) Ask
reminded of the question: Whats the meaning of? some volunteers to read out the example sentences in
that you can write on the poster and students can the box. Clarify the meaning of the prepositions in the
use to ask you about words or expressions they do example sentences if necessary.
not know. You can also include some other questions
and sentences, such as: Can you repeat that, please?, 3 Have students answer the questions about Andreas
Can you play the CD once again, please?, How do you bedroom. Circulate around the classroom offering help.
pronounce / this word?, Sorry, I dont understand., We Check the activity by asking some volunteers to write
dont understand how to play this game. to mention just their answers on the board.
some other examples of useful classroom language.
36
Answer key: 2. re on the wall; 3. Its on the desk. 5 Students work in pairs. They take turns to
4. Theyre in the wardrobe. 5. Its under the bed. describe their house or flat to their partners. Encourage
students to look at the example provided and use it as
OPTIONAL ACTIVITY: a model. Monitor students oral work as you circulate
As an extension activity, you may ask students to work around the classroom.
in pairs. Hand out to each pair of students colourful Note: Explain to students that the word flat is used
pictures from glossy magazines showing different in British English. In American English the word is
rooms in a house and objects in different positions (on apartment.
something, under something, between two other things,
etc.) Students take turns in each pair to ask and answer Answer key: Students own answers
questions about the location of different objects in the
pictures. Circulate around the classroom offering help
and monitoring students oral work. 6 Ask students to look at the picture and answer the
questions. You may check the activity by asking some
Student A: Wheres the sofa in this picture?
volunteers to read aloud their answers or by correcting
Student B: Its between the lamp and the plant.
the students Course Books.
Teachers Book
And where are ?
Answer key: 1. Its on the; 2. Theyre on the; 3. Its
Lesson 3 (CB p. 43) between the sofa; 4. Yes, there are. 5. No, there isnt.
4 Draw students attention to the illustration of the 7 34 Tell students that they are going to listen to
house. Teach the meaning of the words related to rooms Frank and Tom talking about Franks house. Go over
and places in a house that are listed in the box. Then the true or false sentences with the whole class before
read aloud these words and ask students to repeat them playing the audio CD. Then play the recording and have
after you to practise pronunciation. Finally, ask students students listen and write the answers. You may play the
to label the rooms and places in the house using the audio CD twice if necessary. Check the activity by asking
words in the box. Check the activity with the whole class. different students to read aloud their answers.
Answer key: (clockwise, from top to bottom) Answer key: 1. F; 2. F; 3. T; 4. T; 5. F

bedroom, bathroom, kitchen, dining room, living room,
garage, garden
Audio script 34
Students may play Hangman in pairs or in groups using Tom: Hi, Frank! Is that your house?
the vocabulary they have recently learnt (rooms and Frank: Yes, it is.
places in a house). The students in the pairs or groups Tom: Wow, its huge!
take turns to choose a word and follow the usual Frank: Yes, Its very big
procedure to play this popular game. The word to guess Tom: Are there many rooms in your house?
is represented by a row of dashes, but the first and last Frank: Yes, there are three bedrooms, two bathrooms, a kitchen,
letters are written out. If the guessing player(s) suggest(s) a dining room and a living room.
a letter which occurs in the word, the other player Tom: Is there a garage?
writes it in all its correct positions. If the suggested Frank: Yes, there is.
letter does not occur in the word, the other player draws Tom: And whats your favourite room?
one element of the hanged man (a stickman) as a tally Frank: My bedroom!
mark. The game is over when: 1) the guessing player(s) Tom: Where is your bedroom?
complete(s) the word, or guess(es) the whole word Frank: Its between the living room and the kitchen. Now tell me
correctly; 2) the other player (the hangman) completes about your house
the diagram (a hanged man in the gallows).
37
8 Ask students to write a short description of their Answer key:
bedrooms. You may assign this task as homework. 1 1. under; 2. in the box; 3. between the boxes;
4. on the box
Answer key: Students own answers 2 2. There are, on; 3. There are, in; 4. There is, on;
5. There is, between; 6. There is, under

3 1. s, d; 2. Where, a; 3. are, b; 4. Where, c
OPTIONAL ACTIVITY:
4 Possible answers: 2. Go to the dentists.
For the following class, you may ask students to bring
3. Stay at home and take some medicine.
photos of their bedrooms, a large piece of coloured
4. Dont eat junk food.
paper and glue to make a poster including the short
5 2. Stay in bed but dont watch TV. 3. Stand up and
descriptions they wrote in activity 8. Students
walk to the kitchen. 4. Listen to the MP3 recording
exchange posters in class and read about their
but dont repeat the dialogue.
classmates bedrooms.
6 2. Shes got a headache. 3. Hes got earache.
4. Hes got a sore throat. 5. Hes got toothache.
WB CB p. 82 Now that you have finished teaching this
6. Shes got a temperature.
7 1. garden; 2. bedroom; 3. bathroom; 4. living room;
Teachers Book
on CB page 82. You may assign these exercises as

5. garage; 6. kitchen; 7. dining room
homework.
8 1. T; 2. T; 3. T; 4. F; 5. F
Answer key:
10 2. Dont use your mobile phone. 3. Dont take photos.
1 1. kitchen; 2. garage; 3. bathroom; 4. bedroom;
4. Dont walk on the grass. 5. Dont eat junk food.
5. garden; 6. dining room; 7. living room
2 Possible answers:
1. There is a desk between the bed and the window.
2. There are two boxes on the bedside table.
3. There is a picture on the wall.
World Issues 4
4. There is a rug on the floor. DIFFERENT HOMES
5. There is a ball under the desk. (CB p. 46)
3 1. between the table; 2. Its in the bag.
3. (in the vase) on the table. 4. Its under the table. World Issues is a section that focuses on the development
4 2. Is there a smartphone on the desk? No, there isnt. of reading skills and enhances students ability to
3. Are there three dogs under the bed? Yes, there are. integrate acquired knowledge with a real life issue: in
4. Are there two pictures between the lamp and the this case, reading about two different homes and their
door? No, there arent. inhabitants.
5. Is there a beautiful sunshade in the garden? Yes,
there is.
1 Students read about Anouks and Noahs homes and
then answer the true or false sentences. Circulate around
the classroom offering help with vocabulary but also
encouraging students to use the context to infer the
meaning of those words in the text they are not familiar
Review (CB pp. 44 and 45) with. Check answers with the whole class.
In the Review section, students will revise all the Note: Tell students that an Inuit is amemberof
structures and some key words learnt in lessons 1 to 3 a Native Americanpeoplewholive in
in this unit. It is advisable to turn to this section once thecoldnorthernareasofNorthAmericaand Greenland.
you have finished teaching lesson 3.
Answer key: 1. F; 2. T; 3. F; 4. T; 5. T
38
2 Students re-read the texts in activity 1 and match Answer key: (activities 1 to 5) Students own answers
the columns. Check answers with the whole class.
Answer key: (from top to bottom) 2, 4, 1, 3 TEST REVISION TIPS:
Refer to the test revision techniques already explained on
page 23 of this Teachers Book.
3 Students look at Anouks and Noahs photos and follow
the instructions to do the activity. Encourage them to work TEST 2:
in pairs. Check answers with the whole class. Now that students have completedUnits 3 and 4,you
may assess the main skills developed and language,
Answer key: 1. A; 2. N; 3. N; 4. N; 5. A; 6. A; 7. N; 8. A grammar and vocabulary items taught by giving students
a test (See Suggested Annual Plan on page 4 of this
Teachers Book). Make copies ofPhotocopiable Test
2that is available on page 60 of this Teachers Book and
Project Work 4 hand them out to students on the day of the test. The
MY DREAM HOUSE COLLAGE answer key toPhotocopiable Test 2is on page 63 of this
Teachers Book
Teachers Book.
(CB p. 47)
1 For the following class, ask students to bring pictures

of a house or a flat they really like (both from the outside
and from the inside of the house or flat). They can look for
pictures in glossy magazines or on the Internet. In case
they decide to carry out this project work activity on paper,
they must bring a large piece of coloured paper, glue and
the pictures (cutouts from magazines or print-outs of
the pictures they found on the Internet). If they opt to
use technology, (See item 3 below), they can save in their
computers the pictures they found on the Internet.
2 Students draw a floor plan of their dream house

or flat on a separate sheet of paper. In case they decide
to carry out this project work activity using technology,
(See item 3 below), they design their floor plans in Word
format and then convert them into a PDF document that
they can use when designing their collages using
a computer.
3 Students use the photos they have found and their

floor plans to make a collage. They can make it on
coloured paper or go to www.smilebox.com to design it.
4 Students write a short description of their dream

house on a separate sheet of paper.
5 Finally, students make an oral presentation of

their dream house to the class. They use their collages
to illustrate their talks and the short descriptions to
rehearse beforehand what they are going to say.
39
Unit 5
Unit 5 - Likes and dislikes
COMMUNICATIVE AND
CONTENTS
LEARNING TASKS
Music genres: pop, rock, reggae,

folk, classical, heavy metal, hip-hop, Discussing music preferences.
I like... / I dont like... Pronunciation
techno, etc.
L1 I hate... / I love... of some opinion Writing a short comment.
Opinion words: fabulous, excellent,
Conjunction: or adjectives
amazing, boring, exciting, etc.
Emphasisers: very much, a lot, at all
Do you like...? Yes, I do. / Pronunciation of the

Teachers Book
The months of the year No, I dont. months of the year Talking about the weather and the
The four seasons What season do you like? I like... Pronunciation of four seasons.
L2
Adjectives: cold, sunny, rainy, cloudy, Why do you like...? Because... some adjectives used Expressing reason / cause.
warm, hot Preposition: in (in summer, to talk about the Writing a short diary entry.
in December) weather
Pronunciation of
Food and drinks: bread, toast, eggs,
some food items and
fruit juice, milk, beef, fish, chicken, etc. Discussing what to have for
drinks
Common meals: breakfast, lunch, I dont like it. / I dont like them. breakfast, lunch, tea or dinner.
L3 Pronunciation of
tea, dinner I hate it. / I hate them. Talking about food and drink
some adjectives used
Adjectives: tasty, yummy, horrible, preferences.
to talk about food
disgusting, yucky, delicious, spicy
and drinks

Recycling of L1-L3 grammar with a real life issue: in this case,
WI5 Recycling of L1-L3 lexical items
topics. reading about a typical English
breakfast menu.
Creating a survey on music

Recycling of L1-L3 grammar preferences and preparing a short
PW5 Recycling of L1-L3 lexical items
topics speech to present the survey results
to the class.
Lesson 1 (CB p. 48)
1 Model the activity by writing on the board the answers overleaf.) Once students are familiar with the
word MUSIC and the examples given. Elicit from the activity, encourage them to play this game in pairs. Then
class some other names of famous singers and bands say out loud: Start the game! and students in each pair
beginning with the other letters in the word MUSIC (U, S, I start writing down as many words as possible. After
and C) and write them on the board as well. (See possible two minutes, call out: Time is up! To check the activity,
40
circulate around the classroom correcting word spelling OPTIONAL ACTIVITY:
and helping pairs to determine who the winner is. The Tell the class that you will read out the list in the Useful
winner in each pair is the student who has been able to Tip box again and, as you name each of the music genres,
write more names of famous singers and bands correctly. students must put up their hands to be allowed to say
whether they like them or not. Encourage students to use
Answer key: Possible answers (U: U2, U.D.O., Ubago emphasisers (a lot, very much and at all). First, model the
Alex, UB40; S: Shakira, Sabina, Serrat, Selena Gomez, activity with two students:
Sanz Alejandro, Stewart Rod, Santana; I: Illya Kuryaki
Teacher: Pop.
and the Valderramas, Iglesias Enrique, Iglesias Julio,
Student 1: I like pop a lot.
Ivn Noble, Iron Maden ; C: Coldplay, Ciro y los Persas,
Teacher: Rap.
Cantilo Fabiana, Carter Aaron, Clapton Eric, etc.)
Student 2: I dont like rap very much.
2 Draw students attention to the Sign Up to USEFUL TIP:

Grammar box on page 49. Read aloud the phrases in Vocabulary Other opinion words Now focus
the box: (I like, I dont like, I love and I hate) and make students attention on the other Useful Tip box on
sure learners understand the meaning of them with the page 48. Read aloud the list of adjectives and make
Teachers Book
help of the icons that are next to the phrases. It will sure everybody in the class understands the difference
not be difficult for students to recognise the typical between them. Provide some example sentences using
I like / I dont like buttons that they usually see in these opinion words and write them on the board. For
social networks like Facebook, but you must help them example: Abel Pintos is a fabulous / excellent / amazing /
understand the difference between I love and I hate. spectacular singer. I think jazz is boring. Rap and hip-hop
Start off by providing some sentences with I like and are exciting. Then read out the opinion adjectives again
I dont like Ask some volunteers to give some more and ask the whole class to repeat them after you to
examples using these phrases. You may say, for instance: practise pronunciation.
I like Adele. I dont like Justin Bieber. What about you?
Write your examples on the board. Possible answers: I Now direct students attention to activity 2. Ask students
like Tan Binica. I dont like Miranda. Then provide some to read the blog comments and fill in the gaps with I like,
sentences with I love and I hate Ask some students I love, I dont like or I hate. To check the activity, ask some
to give some more examples. You may say, for instance: I volunteers to read aloud the comments with their answers.
love jazz. I hate heavy metal. What about you? Write your
examples on the board. Possible answers: I love pop. I hate Answer key: 1. I like; 2. I dont like; 3. I love; 4. I hate
classical music. Finally, direct students attention to the
Remember! section and teach some expressions we can OPTIONAL ACTIVITY: Spelling Bee.
use to emphasise our likes and dislikes (a lot, very much Play a spelling word game with the whole class using the
and at all). Provide some examples and invite different music genres and the opinion words in the two Useful
students to make full sentences using these emphasisers Tip boxes. First, ask students to look at the words in the
as well. For example, you may say: I like Michael Bubl a Useful Tip boxes for five minutes and tell them that you
lot. I dont like James Blunt at all. What about you? Possible are going to play a word spelling game so they must
answers: I like Coldplay a lot. I dont like Shakira at all. try to remember how to spell these words. Then revise
how to say the alphabet in English with the whole class
USEFUL TIP: and ask learners to close their books. Start the game by
Vocabulary Music genres Focus students attention calling out some words that are easy to spell such as
on the first Useful Tip box on page 48. Read out the pop or rock. Leave the most difficult ones for the end:
list of music styles in this box and make sure students excellent, reggae, heavy metal, exciting, etc. Students
understand the difference between them. Provide some who feel confident to spell a word must put up their
examples of famous singers or bands associated with hands. If the student who is chosen fails to spell a word
these rhythms and elicit some other examples from the correctly, ask another student to help out. Once a word
class. For instance, you may say: Katy Perry is a pop has been spelt correctly, write it on the board.
singer. Juanes is a Latin music singer. U2 is a rock band.
41
Lesson 1 (CB p. 49) Answer key: Students own answers
3 35 Tell students that they are going to listen to

three teenagers called Sharon, Mike and Tracy talking 6 Students read the Useful Tip box. Then they
about their music preferences. Ask different students to unscramble the sentences in activity 6 following the
read out the six quotations in the activity. Then tell the example provided. Check students answers by asking
class that they will have to identify who said what as different volunteers to write their sentences on the board.
they listen to the recording. For this purpose, they will
have to write S (for Sharon), M (for Mike) or T (for Tracy) USEFUL TIP:
next to the quotations as they listen to the audio CD. Grammar Draw students attention to the Useful Tip box.
Play the recording twice. Finally, check the activity by Students read the information it contains as you explain
asking some volunteers to read aloud their answers. that we use the conjunction or to connect two or more
possibilities or alternatives. Then ask a volunteer to read
Answer key: 1. M; 2. S; 3. M; 4. T; 5. S; 6. T out the example sentence.
Answer key: 2. I do not like Shakira or Juanes.

Teachers Book
3. I dont like techno or electronic music. 4. I do not like

Audio script 35 MP3 players or iPods.
Sharon: Hi guys! Is everything OK?

Mike: Hi Sharon! Everythings fine, thanks. Are you OK? 7 Students write a short comment about their
Sharon: Er, not really. music preferences. Encourage them to use opinions
Tracy: Whats wrong with you, Sharon? words and phrases. You may assign this exercise as
Sharon: Well, my new iPods got a problem. You know I love homework.
music, especially reggae and now I cant listen to music on
my way to school. Answer key: Students own answers
Mike: Let me see your iPod, Sharon.
Sharon: Here it is. But please, be careful! WB CB p. 83 Now that you have finished teaching this
Mike: Um, I think its blocked. Lets see! Ta-da! Now your new lesson, it is advisable to turn to the workbook activities on
iPod is fine again. CB page 83. You may assign these exercises as homework.
Sharon: Thanks, Mike.
Mike: Thats all right but I dont like reggae at all, Sharon. I like Answer key:
pop and rock. 1 1. jazz; 2. classical; 3. hip-hop; 4. rock; 5. reggae;
Tracy: And I hate pop and rock. I like classical music very much. 6. latin
Sharon: Oh, come on, Tracy! Classical music? At your age? 2 Students own answers
Tracy: Yes! Whats the problem? 3
Mike: No problem at all, Tracy. Its just that its not very
common for teens to like classical music.
4 Ask students to match the columns. Check students

answers by reading out the first part of the sentences
and asking the whole class to provide the endings.
Answer key: (from top to bottom) 3, 4, 1, 2
5 Students work in pairs. They look at the speech

bubbles and talk about their music preferences following the 4. 1. exciting; 2. a lot; 3. pop; 4. excellent; 5. fabulous;
example. Encourage learners to use different opinion words. 6. or; 7. hate; 8. boring
Circulate around the classroom monitoring students oral work. 5 Students own answers
42
Lesson 2 (CB p. 50) Answer key: 1. weather; 2. cold; 3. sunny; 4. Do;
5. dont; 6. do; 7. winter; 8. do; 9. good; 10. Do; 11. do;
1 Write on the board the following question: Whats the 12. Why
weather like today? Read out this question and ask the
class these other questions as you mime them: Is it hot?
(You may fan yourself and wipe your sweaty forehead
Audio script 36
pretending it is a hot day); Is it cold? (You may say: Brrr!
as you pretend to be shivering in the cold weather); Is Brian: Hi everybody! Im back from school. Brr!!!
it rainy? (You may pretend you are protecting yourself Laura: Hi Brian! Whats the weather like outside?
from the rain using an umbrella); Is it sunny? (You may Brian: Its really cold but very sunny, a beautiful winter day. Do
draw the picture of a sun on the board); Is it cloudy? (You you like winter, Laura?
may draw the picture of some big clouds on the board). Laura: No, I dont. I love summer. My favourite months are July
As you call out the questions and mime them, encourage and August. And you? What season do you like?
students to answer Yes, it is or No, it isnt. Then ask Brian: I like winter. Its a great season!
students to match the sentences in activity 1 with the Laura: Why do you like winter? Its horrible. I hate it.
pictures that illustrate different weather conditions. Brian: Well, I think I like winter because its good for skiing and
Teachers Book
Circulate around the class offering help and checking snowboarding. I love these sports. Do you like spring too,
the activity. Finally, you may read out the sentences and Laura?
ask the class to repeat them after you to practise the Laura: Yes, I do. Its a fabulous season for picnics and nice walks
pronunciation of sunny, cloudy, rainy, hot and cold. in the park.
Brian: OK! So next spring we can go for a picnic and a walk in
Answer key: (clockwise, from top left to right) 3, 2, 4, 5, 1 the park together.
Laura: Oh, Brian! Why wait so long? Lets go today!
Brian: Today? In this cold weather? No way!
2 36 Draw students attention to the Sign Up to
Grammar box on page 51. Read out the first three Yes / USEFUL TIP:
No questions and their answers and write on the board: Vocabulary The months of the year - Draw students
Do you like ? Yes, I do / No, I dont. Tell the class that we attention to the first Useful Tip box. Read out the months
use the auxiliary verb do to ask Yes / No questions. Ask of the year one by one and ask the class to repeat them
the class different questions beginning with Do you like after you to practise pronunciation.
? and encourage them to answer Yes, we do. or No, we Teacher: January. Please repeat!
dont. Then go on to explain that when we need some Students: January
more information (not just Yes or No), we can use Wh- Teacher: February (Make a gesture with your hand inviting
questions such as What, Why and some others: (Who, students to repeat after you)
When, Where, etc.) Read out the two example questions Students: February
with What and Why and explain that we use because
to answer the latter. Ask the class different questions Now read out only the odd months one by one and ask
beginning with What do you like? and Why do you like the class to provide the even months.
? and encourage them to give their answers. For example, Teacher: January. Whats the following month? (Make
you may ask them: What online games do you like to play? gestures with your hand indicating the following.)
Possible answer: I like Candy Crush and Preguntados. Why Students: February
do you like these games? Possible answer: Because theyre Teacher: March and then?
fabulous / great / cool. Finally, refer students to activity 2. Student: April
Play the audio CD and have learners listen and read the
dialogue. Play the recording again and ask students to If there is enough time available, carry out a similar
fill in the blanks with only one word. Students may check activity inviting students to mention two, three and four
their answers by listening to the audio CD one more time months in a row.
as you make pauses where necessary for them to spot the Teacher: January, February. What are the next two
missing words in the original dialogue. Offer help when months?
correcting the answers if necessary. Students: March, April
43
Teacher: May, June. And then?
Answer key: 2. What, very; 3. Do, do; 4. do, Because;
Students: July, August
5. Do, dont

USEFUL TIP: 4 37 Draw students attention to the chart with the

Vocabulary The four seasons Focus students attention pictures of Carol and Paul. Tell the class that they are
on the second Useful Tip box. Read aloud the words going to listen to these two teenagers talking about their
corresponding to the four seasons and ask the class to favourite seasons and the reasons why they like them.
repeat them after you to practise pronunciation. Teach the Play the audio CD twice (or three times if necessary) and
meaning of these words and then ask the class: Whens ask students to complete the chart. Check the activity
summer in your country? Expected answer: In December, by asking some volunteers to write their answers on the
January, February and March. Lay emphasis on the fact that board. You may play the recording one last time making
we use the preposition in with the months of the year. pauses where necessary to go over the answers and help
Repeat the same question as before with the rest of the those students who failed to understand and were not
seasons (autumn, winter and spring) and encourage students able to provide some of the answers.
to answer appropriately. Expected answers: In March, May,
Answer key: (Carol) Favourite season: Spring; Reasons:
Teachers Book
April and June. / In June, July, August and September. / In

September, October, November and December. The weathers nice and there are flowers (in the parks and
gardens). ; (Paul) Favourite season: Autumn; Reasons:
OPTIONAL ACTIVITY: Seasonal Bingo. (Its) a fantastic time to be at home with friends.
Ask each student in the class to design a bingo card with
four rows and four columns on a blank sheet of paper.
They should get 16 empty boxes on their bingo cards. Audio script 37
Then have students select eight months of the year at
random and write them on 8 of the blank boxes. Prepare Carol: Oh! What a horrible day! Look at the sky, Paul! Its grey
4 cards with the names of the four seasons and put them and cloudy.
in a paper bag or box. Once all students have their bingo Paul: Youre right, Carol. And I think its rainy too.
cards ready (8 empty boxes and 8 boxes with the names Carol: Rainy too?
of some months), you can start playing the game. Shuffle Paul: Yes, its definitely a typical autumn day: grey, cloudy and
the 4 cards in the bag (or box), pick one, read it out and rainy. Do you like autumn, Carol?
tell the class: Carol: No, I dont. Do you?
Teacher: (Summer.) Whens (summer) in your country? Paul: Yes, I do. Its my favourite season.
Cross out the (summer) months on your cards: (December, Carol: Thats strange. And why do you like autumn?
January, February and March). Paul: Because its a fantastic time to be at home with friends.
What season do you like, Carol?
Repeat the same procedure with the rest of the cards Carol: I like spring very much.
in the bag (box) until one or some student(s) cross(es) Paul: And why do you like spring so much?
out all the boxes on his / her / their card(s) and shout(s): Carol: Well, because the weather is nice in spring and there are
Bingo! Make sure the winning bingo card(s) is / are flowers in the parks and gardens.
correct. In case there is a tie between two or more Paul: Thats very romantic, Carol.
students, they can play Seasonal Bingo again using Carol: Oh, thanks, Paul.
different cards in order to play off and determine who
wins the game. 5 Students match the columns. Check the activity by
Lesson 2 (CB p. 51)
Answer key: (from top to bottom) 4, 1, 2, 3
3 Ask students to fill in the blanks in the mini dialogues

with a suitable word. Check the activity by asking some 6 Ask students to work in pairs. They read the
volunteers to read aloud their answers. prompts in the speech bubbles and take turns to ask
44
and answer questions. You may model the task with one sentences: We have ________ in the morning. We have
student by using the example provided. Circulate around ________ between 12 and 2 pm. We have ________
the classroom monitoring students oral work and making in the afternoon. We have ________ between 8 and
sure they ask and answer Yes / No questions and Wh- 10 pm. Students copy the gapped sentences in their
questions correctly. notebooks or folders and complete them using the four
words in activity 1 (breakfast, lunch, tea and dinner).
Answer key: Possible answers Check answers with the whole class and go over the
Student A: Do you like pop and rock? pronunciation of the four meals by reading them out
Student B: Yes, I do. / No, I dont. and asking students to repeat after you. Finally, students
Student B: What colour do you like? match the words corresponding to the four meals with
Student A: I like (green.) / (Green.) the pictures. Circulate around the classroom checking
Student A: Why do you like summer? the activity.
Student B: Because its (warm) and (sunny).
Answer key: (clockwise, from top to bottom) 4, 1, 3, 2
7 Students write a short diary entry about their

favourite season. Explain to students that they should 2 Draw students attention to the illustrations of
Teachers Book
also include some reasons why they like it. You may some food items and drinks on page 53. Go over them
assign this writing task as homework. with the whole class and work on pronunciation. Then
ask students to read the speech bubbles in activity 2
Answer key: Students own answers and fill in the blanks using the words they have just
learnt. Circulate around the classroom offering help with
WB CB p. 84 Now that you have finished teaching this some other words related to food and drinks that are
lesson, it is advisable to turn to the workbook activities mentioned in the texts and that may be new to students:
on CB page 84. You may assign these exercises as roast potatoes, soup, dessert, bread, hard boiled eggs,
homework. beef, milk, sugar, etc. Check the activity by asking some
volunteers to read out the complete speech bubbles.
Answer key:
1 2. Its rainy; 3. Its cloudy; 4. Its sunny; 5. Its hot. Answer key: (Mathew) 1. chicken; 2. soft drinks;
2 2. In March, April, May and June. 3. In June, July, 3. fruit; (Julia) 1. salad; 2. fish; 3. mineral water;
August and September. 4. In September, October, (Will) 1. coffee; 2. toast; 3. butter; (Tessa) 1. tea;
November and December. 2. biscuits; 3. cake
4 2. e; 3. a; 4. b; 5. c Note: You may wish to explain to students that biscuits
5 1. What rock band do you like? 2. Do you like are sweet and they are called cookies in American
hamburgers? 3. Why do you like American films? English. You may add that crackers are salty biscuits that
4. Do you like winter days? 5. I hate summer because are usually flat and thin.
its very hot.
OPTIONAL ACTIVITY: Test your Memory.
Students work in pairs. One of the students in each pair
pretends he / she is Mathew, Julia, Will or Tessa and says
Lesson 3 (CB p. 52) something to his / her partner about his / her food and
drink preferences. His / her partner must keep the book
1 Have students look at the four pictures and ask them closed and tries to guess who his / her partner is. Then
these three questions: Where are the two families? students swap roles.
Expected answer: Theyre at home. Where are the Student A: I like salads and fish. I dont like chicken.
young man and the young woman? Expected answer: Student B: Youre Julia!
Theyre at a restaurant. And what part of the house are Student A: Yes! Now its your turn.
the two women in? Expected answer: Theyre in the
dining room. Then write on the board these four gapped
45
Lesson 2 (CB p. 53) 5 Students work in pairs. They take turns to
interview their partners using the words and phrases in
3 Draw students attention to the Sign Up to the box. Encourage them to look at the example given
Grammar box. Read out the sentences and help learners and use it as a model. Circulate around the classroom
understand that we use the pronoun it to refer to only monitoring students oral work.
one object previously mentioned and the pronoun them
to refer to more than one object or person previously Answer key: Students own answers
mentioned. You may add that we use these pronouns
after a verb or a preposition. Then focus students
OPTIONAL ACTIVITY: Chinese Whispers.
attention on the Remember! section and go over the
Write simple sentences about food and drink preferences
list of adjectives that we can use to talk about food and
on two different cards. For example:
drinks. Read aloud these adjectives and ask the class to
repeat them after you to practise pronunciation. Card A: I like pizza because its tasty.
Card B: I dont like fish because its disgusting.
GR8 Direct students attention to the Grammar Reference Split the class into two groups (A and B). Ask groups to
section, where they will find further examples and practice. sit down on the floor in two circles (one for each group).
Teachers Book
Give the first player of each group one of the cards

Now refer students to activity 3 and have them complete with the sentences (messages).Have these students
the sentences using it or them and a suitable adjective. read the messages silently and whisper them in the ear
Tell the class that the first letters of the adjectives are of the person sitting next to them (on their right). The
given. Check the activity by asking some volunteers to first players must not pass on the cards or show them
read aloud the complete sentences. to anybody. (They must keep them until the end of the
game.) The second players do the same thing as indicated
Answer key: 2. it, tasty; 3. them, yucky; 4. it, yummy; before with the person sitting on their right and students
5. them, disgusting; 6. it, spicy in both groups continue playing like this until the
message is delivered to the last member of each group.
4 38 Students listen to Bella and Ryan talking about Check that players whisper their messages in such a way
their food and drink preferences and fill in the blanks in so that no one else except the recipient can hear it. The
the dialogue with only one word. Allow students to read last student in each group to receive the message has to
the dialogue first so that they may get the gist of the repeat it by saying it out loud. If the message is correct
dialogue and anticipate some possible words to complete (the first player can now show the card), the group gets
the gaps. Play the audio CD twice. Check the activity by a point. You can make some other cards with similar
asking some volunteers to provide the answers. messages and hand them out to different members of
groups A and B (other first players) to continue playing
Answer key: 1. lunchtime; 2. cafeteria; 3. salads; the game. The group that gets more points is the winner.
4. pizza; 5. tasty; 6. soft; 7. drinks; 8. mineral; 9. water;
10. disgusting WB CB p. 85 Now that you have finished teaching this
lesson, it is advisable to turn to the workbook activities on
CB page 85. You may assign these exercises as homework.
Audio script 38
Answer key:
Bella: Oh, look, Ryan! Its lunchtime already. 1 2. yummy; 3. disgusting; 4. tasty; 5. delicious;
Ryan: Yes, youre right, Bella. Lets go to the school cafeteria! 6. yucky
Bella: Good idea! Do you like salads? I love them. Theyre delicious. 2 (from top to bottom) chicken, butter, soft drinks,
Ryan: Salads? No way. I hate them. I like pizza a lot. milk, biscuits
Bella: Why do you like pizza so much? 3 1. it; 2. them; 3. them; 4. it; 5. them; 6. it
Ryan: I like it because its so tasty. And do you like soft drinks, Bella? 4 1. it; 2. tasty; 3. lunch; 4. delicious; 5. but;
Bella: No, I dont. I really hate them. I like mineral water. 6. fruit juice
Ryan: Mineral water? Thats disgusting! I love soft drinks. 5 Students own answers
46
Review (CB pp. 54 and 55) 2 Students match the columns. Check the activity by
In the Review section, students will revise all the
structures and some key words learnt in lessons 1 to 3 in Answer key: (from top to bottom) 3, 4, 5, 1, 2
this unit. It is advisable to turn to this section once you
have finished teaching lesson 3.
Answer key: Project Work 5

1 2. reggae; 3. classical; 4. electronic; 5. techno; CREATE A SURVEY ON MUSIC
6. heavy metal
PREFERENCES
2 1. fabulous; 2. boring; 3. exciting; 4. spectacular;
5. amazing; 6. excellent (CB p. 57)
3 1. hate; 2. at all; 3. love; 4. a lot 1 Working in groups, students create a survey on music
4 1. or; 2. but; 3. and; 4. or; 5. but preferences. First, they make a draft copy on paper using
5 1. sunny; 2. Its rainy; 3. Its cloudy; 4. Its cold; the example provided and they complete it by adding
5. Its hot two more questions of their own. Circulate around
Teachers Book
6 February, March, May, July, September, November, the classroom offering help and correcting the survey
December questions written by the different groups.
7 2. Students own answer; 3. Students own answer;
4. Students own answer; 5. In December, January, 2 Students use their draft copies to design their
February and March; 6. Students own answer surveys. They can log on to www.surveymonkey.com to
8 1. lunch; 2. dinner; 3. tea; 4. breakfast design them or they can make them on paper. In case
9 1. fish; 2. coffee; 3. beef; 4. milk; 5. sugar; groups use technology, they must send their survey
6. marmalade links by email to ten of their schoolmates to collect the
10 1. them, yucky; 2. it, delicious; 3. them, yummy; answers. Groups who opt for a paper version can hand
4. it, tasty; 5. them, disgusting out copies of their surveys to ten of their schoolmates
who should complete them and return them.
World Issues 5
3 Finally, groups prepare a short speech to present
the results of their surveys to the class. Encourage
A TYPICAL ENGLISH BREAKFAST groups to look at the example given and use it as a
(CB p. 56) model. Circulate around the classroom offering help
and checking the different groups short speeches for
World Issues is a section that focuses on the development any grammar or language mistakes. Once groups feel
of reading skills and enhances students ability to confident they have prepared a good speech, they
integrate acquired knowledge with a real life issue: in appoint one of their members to be the presenter.
this case, reading about a typical English breakfast menu. Presenters use the speeches to rehearse what they
are going to say before they actually make an oral
1 Students read the article and answer the true or false presentation of their survey results.
sentences. Encourage learners to infer the meaning of
Answer key: (from 1 to 3) Students own answers
unfamiliar words by referring to the context where these
words appear. Circulate around the classroom offering
help with vocabulary only if it is extremely necessary.
Check the activity by asking some volunteers to read out
the sentences and provide the answers.
Answer key: 1. F; 2. T; 3. F; 4. T; 5. F
47
Unit 6
Unit 6 - Free time fun
COMMUNICATIVE AND
CONTENTS
LEARNING TASKS
Hobbies and free time activities: Talking about hobbies and free
Pronunciation of
dancing, watching TV, going to the He (She) likes... / He (She) doesnt time activities.
some words used
cinema, reading, cooking, etc. like... / Does he (she) like...?
L1 to refer to sports Discussing sports and activities to
Sports and activities to keep fit: What sport does he (she) like? keep fit.
and activities to
cycling, tennis, swimming, jogging, He (She) likes...
keep fit Writing a short comment.
volleyball, rugby, etc.
Simple Present (affirmative and Pronunciation

Habits and daily routine: get up,
negative forms) of some verbs in
Teachers Book
have a shower, have breakfast, go Talking about habits and daily

Third person singular s ending: the third person
L2 to school, get back home, go to bed, routine.
he reads, it rains, she practises, etc. singular form of
check email, etc. Telling the time.
Preposition: at (at one oclock, at the Simple Present
Whats the time? Its...
half past six, etc.) (affirmative)
Simple Present (interrogative form)

E-habits: surf the Internet, google Discussing e-habits and what
Yes / No questions and Wh- Pronunciation of
information, chat online with people do on weekdays and at the
L3 questions (What, When, Why) the days of the
friends, etc. weekend.
Prepositions: on (on Monday), week
The days of the week Writing a short interview.
at (at the weekend)
Reading an e-magazine article

WI6 Recycling of L1-L3 lexical items Recycling of L1-L3 grammar topics
about an amateur artist.
Integrating acquired knowledge with

a real life issue: in this case, writing
PW6 Recycling of L1-L3 lexical items Recycling of L1-L3 grammar topics
articles about famous people and
making a class magazine.
Lesson 1 (CB p. 58) time activities with the pictures. Check answers with
the whole class.
1 Write this question on the board: What do Answer key: (from left to right) First row of pictures:
you like doing in your free time? Discuss this question 7, 2, 6, (1), 4 Second row of pictures: 8, 5, 3
with the whole class. Start the discussion by saying, for
example: I like reading and watching TV. What about
you? Write your answer and new question on the board 2 Refer students to the Sign Up to Grammar box on
and encourage students to give similar oral responses. page 59. Read the sentences aloud and explain that we
Help them to make correct sentences using the verb add an s to the verb in the third person singular form
pattern: like + ing. Then focus students attention on when talking about somebodys preferences using the verb
activity 1 and ask learners to match the list of free like: She likes / He likes Then go on to explain that in
48
questions and in negative sentences with the third person
Answer key: (from left to right) First row of pictures:
singular, we use the auxiliary verb does: Does he (she)
4, (1), 3 Second row of pictures: 2, 6, 7, 10 Third row of
like? He (She) doesnt (does not) like Finally, analyse
pictures: 9, 5, 8
with the whole class the answers to the Yes / No questions:
Does he (she) like ? Yes, he (she) does. / No, he (she)
doesnt. Proceed with the analysis of the Wh-question: OPTIONAL ACTIVITY: Mime it!
What free time activity does Julie like? She likes Engage the whole class in a miming game using the
Now draw students attention to activity 2. Learners read list of words in activity 3: basketball, cycling, tennis,
Tonys email to John and complete the follow-up sentences volleyball, swimming, gymnastics, jogging, skiing,
with likes or doesnt like. Give students some time to go karate and rugby. Model the task first by moving your
over the text first and circulate around the classroom body and making gestures to illustrate one of the
offering help with vocabulary if needed. Check the activity sports or activities to keep fit (for example, move
by asking some volunteers to read aloud their answers. your legs as if you were running and kicking a football)
and ask students to guess the sport or physical activity
Answer key: 1. doesnt like; 2. likes; 3. doesnt like; being mimed.
4. likes; 5. likes Teacher: (You move your legs pretending you are playing
Teachers Book
football) What sport or physical activity is it?
OPTIONAL ACTIVITY: Student 1: Jogging?
Ask one volunteer (Student 1) to say something he / she Teacher: No. It isnt jogging.
likes doing in his / her free time. Then have Student 1 Student 2: Football?
choose a classmate (Student 2) who must say what Teacher: Yes!
Student A likes doing:
The student who has made a right guess comes to the
Student 1 (David): I like surfing the Internet in my free front of the class and mimes another sport or physical
time. Mmm Juan! activity for the rest of the class to guess. Continue playing
Student 2 (Juan): He / David likes surfing the Internet in like this until all the words in the list have been used.
his free time.
Then Student 2 says something he / she likes doing in his 4 39 Explain to students that they will now listen to
free time and chooses a different classmate (Student 3) Janice and Ben talking about their favourite sports. Give
who must say what Student 2 likes doing. Continue students some minutes to go over the sentences first and
working like this for a couple of minutes until most of then play the audio CD twice. Students circle the correct
the students in the class have participated. options in the sentences as they listen to the recording.
The objective of this task is to help students understand Play the recording once again and make pauses where
that we add an s to the verb in the third person singular necessary for students to check their answers. Correct
form when talking about somebodys preferences using the activity with the whole class by asking some
the verb like. This task fosters active participation volunteers to read aloud their answers.
because all students in the class have to be attentive
all the time. Anybody can be chosen at any time to Answer key: 1. volleyball; 2. swimming; 3. rugby;
repeat something that has just been said and then this 4. skiing, doesnt like; 5. karate; 6. doesnt like
person must say something else and appoint a new
classmate to continue doing the task.
Audio script 39
Lesson 1 (CB p. 59) Ben: What sports do you like, Janice?
Janice: Well, I like many different sports but I think volleyball is
3 Read aloud the list of sports and activities to keep definitely my favourite. What about you, Ben?
fit and ask students to repeat after you to practise Ben: I really like swimming.
pronunciation. Then students work in pairs and match Janice: Oh, I love swimming too! And what sports dont you like?
the words with the corresponding pictures. Correct the Ben: Um, I dont like violent sports, especially rugby. And you?
activity with the whole class.
49
Janice: Let me think. I dont like skiing. I think its very difficult
read emails in English. He cant play tennis well. She cant
and I hate cold weather. I dont like snow at all.
swim. As a follow-up activity, you may ask students
Ben: And your sister Anne? Does she like sports?
to write some sentences in their notebooks or folders
Janice: No, she doesnt. She hates them. Have you got a brother
beginning with I can and I cant.
or a sister, Ben?
Ben: Yes, I have. A brother. His names Jimmy and he likes WB CB p. 86 Now that you have finished teaching this
karate. Hes got many medals. Hes a champion. lesson, it is advisable to turn to the workbook activities
Janice: Wow! Thats amazing! on CB page 86. You may assign these exercises as
homework.
5 Students read the text and fill in the blanks with the Answer key:
correct form of the verbs in brackets. First, encourage 1 (from top to bottom) 4, 3, 1, 5, 2
students to read the text ignoring the gaps so that 22 . My dad doesnt like going shopping. 3. Does he like
they can get the complete message. Then, ask students dancing? 4. My brother loves surfing the Internet.
to fill in the blanks. Check the activity by asking some 5. Does Patricia like watching films at home?
volunteers to read out different parts of the text with 3 1. basketball; 2. skiing; 3. rugby; 4. gymnastics;
the answers. 5. cycling; 6. dancing; 7. swimming; 8. tennis;
Teachers Book
Pictures (from left to right) First row of pictures:

Answer key: 1. love; 2. doesnt like; 3. likes; 4. likes;
4, 6, 1 Second row of pictures: 5, 3, 2 Third row of
5. dont like; 6. like
pictures: 7, 8
4 2. Lisa likes gymnastics and swimming but she
6 Students complete either the questions or the doesnt like dancing. 3. Adrian doesnt like rugby but
answers. Check the activity by asking some volunteers to he likes cycling and skiing.
write the different questions and answers on the board. 5 Does, does, like, doesnt, does, likes
6 2. Does Lily like doing sports? Yes, she does. 3. Does
Answer key: 2. She likes; 3. Does, like; 4. What, does; Lily like reading? Yes, she does. 4. Does Lily like going
5. he doesnt. shopping? No, she doesnt. 5. Does Lily like dancing?
No, she doesnt. 6. Does Lily like watching TV? No,
7 Students write a comment about the sports / she doesnt.
activities to keep fit that their best friends like and dont
like. You may assign this exercise as homework.
Answer key: Students own answers Lesson 2 (CB p. 60)
OPTIONAL ACTIVITY:
1 The opening warm-up activity will provide students
with essential vocabulary they will need throughout
The list of sports and activities to keep fit in activity 3 this and the following lessons to be able to talk about
may be used for incidental teaching of can as ability. their habits and daily routine. Ask students to work in
Write on the board: I can play tennis but I cant swim. pairs and match the list of activities with the pictures.
Read out this sentence and explain to students the Circulate around the classroom offering help with
meaning of can and cant. Then write on the board: vocabulary as pairs do the matching exercise. To check
Can you play ? Yes, I can. / No, I cant. Ask some the activity, call out the picture numbers one by one
students this question using different words from the list and encourage the class to give you the corresponding
in activity 3 and encourage them to give an answer. For answers. For example, you may say: Picture 2, please!
example, you may ask: Can you play rugby? Expected Expected answer: Go to school. As a follow-up activity,
answer: Yes, I can. / No, I cant. You may also write on you may read out the list of activities for students to
the board a table with all the subject pronouns (I, You, repeat after you to practise pronunciation.
He, She, It, We, You, They) followed by can / cant + verb
to show students the verb pattern. Write some examples Answer key: (from top to bottom) First column: (1), 4,
on the board. For example: I can speak Italian. You can 5, 2 Second column: 7, 12, 9, 11 Third column: 8, 3, 10, 6
50
OPTIONAL ACTIVITY: Note: Explain that we use am when referring to a time
Most beginner students are likely to translate each word between twelve oclock at night and twelve oclock in the
in isolation every time they encounter a new phrase or middle of the day. Then add that we use pm when referring
an idiomatic expression. As a result of this, they may at to a time in the afternoon or evening or at night. Finally,
times get the wrong meaning and you need to explain write on the board the following times to clarify ideas: 10:30
to them that some words in English can have different am = Its half past ten (in the morning). / 2:45 pm = Its a
meanings when they are followed by other words or quarter to three (in the afternoon). / 2:00 am = Its two oclock
particles. Such is the case of get whose meaning (in the morning). / 8:50 pm = Its ten to nine (in the evening).
changes when followed by up, back or dressed (the
examples in the list in activity 1). Write on the board: 3 Ask students to write the times following the
get + up = get up, get + back = get back and get + example given. Check the activity by asking some
dressed = get dressed. Then explain the meaning of the volunteers to write their answers on the board.
three phrases by providing some examples and writing
them on the board: I get up at 7 am every day. They get Answer key: 2. Its one oclock. 3. Its a quarter past
back home after school at 5:30 pm. She gets dressed and two. 4. Its half past six.
then she has breakfast. Make sure students understand
Teachers Book
this concept which will help them in their learning process. OPTIONAL ACTIVITY: Explain to students that there
are different ways of telling the time in English. Write
2 Focus students attention on the illustration some examples on the board:
of the notepad in activity 2. Ask students to complete 3:30 Its half past three. = Its three thirty.
the sentences written on it by using only the verbs in 1:45 Its a quarter to two = Its one forty-five.
the phrases in activity 1. Check answers by asking some 8:15 Its a quarter past eight = Its eight fifteen.
volunteers to read aloud the complete sentences.
Write some more examples on the board and encourage
Answer key: 1. get; 2. brush; 3. get; 4. have; 5. go; different students to tell the time using the two ways
6. have; 7. get; 8. check; 9. have; 10. do; 11. have; 12. go you recently explained.
USEFUL TIP: 4 Students work in pairs. They take turns to

Language and Grammar Whats the time? describe their daily routines to their partners. Circulate
Draw students attention to the Useful Tip box on page 60. around the classroom monitoring students oral work.
Write on the board these two questions: Whats the time, As a follow-up activity, you may ask some pairs to
please? = What time is it, please? Explain to students that describe their daily routines to the rest of the class.
these are two different ways to ask somebody for the time
in a polite way. Then focus students attention on the clocks
in the box and read out the sentences in order to teach
how to tell the time: Its three oclock. Its half past eight.
Its a quarter past two. Its a quarter to eight. Its ten past Lesson 2 (CB p. 61)
ten. Its twenty to eleven. After that, draw on the board the
faces of some clocks with different times on them. Elicit 5 Direct students attention to the Sign Up to Grammar
from the class the times on the clocks by pointing at each box. Explain to the class that the Simple Present tense is
of them and asking: Whats the time, please? used to talk about habits and daily routine. Go over the
Finally, direct students attention to the Remember! sentences in the affirmative and negative forms together
section and explain that we use the preposition at with your students. First, explain that in the affirmative
to tell the time when something occurs. Read out the the third person singular forms (he, she and it) add an s or
example: We go to school at 8:00 am. Encourage the class es to the main verb. Write some examples on the board:
to provide some more examples:
I get up He gets up
Student 1: I get up at seven oclock. I go She goes
Student 2: I go to bed at ten oclock. Paul and Susan listen to music. Eric listens to music.
Student 3: I have lunch at half past one. You run in the park. My dog (It) runs in the park.
51
Then lay emphasis on the fact that in the negative form my homework in my bedroom at about five in the afternoon
we use dont (do not) + verb with the subject pronouns I, and when I finish my homework, I go out with my friends.
you, we, you and they; and doesnt (does not) + verb with
the subject pronouns he, she and it. Write some examples USEFUL TIP:
on the board:
Grammar - Refer students to the Useful Tip box. You

I dont get up early in the morning. can use this box to teach the spelling rules for the third
She doesnt get up early in the morning. person singular (he, she and it) in the Simple Present
Tom and Linda dont go to school in the afternoon. (affirmative form):
Helen doesnt have lunch at school. M
ost verbs add an s to form the third person singular:
Finally, refer students to the Remember! section and live / lives; work / works; eat / eats; read / reads
explain that dont is the contracted form of do not and Verbs ending in sh, ch, o, x or ss add es to
doesnt is the contracted form of does not. You may add form the third person singular: wash / washes; teach /
that contracted (or short) forms are more commonly used teaches; go / goes; fix / fixes; kiss / kisses
when speaking or writing informally. Verbs ending in consonant + y change y to ies to
form the third person singular: study / studies; cry /
GR9 Direct students attention to the Grammar Reference cries; fly / flies
Teachers Book
section, where they will find further examples and practice. Verbs ending in vowel + y add s to form the third
person singular: play / plays; stay / stays, say / says
Now focus students attention on activity 5. Ask them Ask students to copy the spelling rules in their notebooks or
to use the prompts to write complete sentences. Read folders. Then write some gapped sentences on the board for
out the example and help students to notice that there students to complete with the correct form of the verbs in
are some missing words that they should provide when brackets. For example: He ______ (live) in Paris. Luke _____
writing the sentences. Check the activity by asking some (study) medicine in the USA. My mother _____ (teach)
volunteers to write their sentences on the board. English. My dad ____ (work) in a hospital. Finally, read out
the examples in the Useful Tip box so that the class can
Answer key: 2. We chat online in the afternoon. repeat after you and practise the correct pronunciation of
3. She doesnt get up at 5:45 am. 4. She gets back the verbs in the third person singular. Lay emphasis on goes
home at 6:00 pm. 5. They dont have dinner at 10:00 \gUz\, brushes \brSiz\ and watches \wtSiz\.
pm. 6. He eats fish for dinner.
7 Ask students to look at the prompts and write sentences
6 40 Tell students that they will listen to Britney talking using and or but. Draw students attention to the example
about her daily routine. Ask different students to read and ask them to use it as a model. Check the activity by
out sentences 1 to 5 in order to help the class focus their asking some volunteers to write their answers on the board.
attention on what to listen for when you play the audio
CD. Then students listen to the recording twice and write T Answer key: 2. Bill listens to music at home but he
(true) or F (false) next to each sentence. Check the activity doesnt dance. 3. Henry chats online with friends and
by asking some volunteers to read aloud their answers. plays video games. 4. Kate watches TV but she doesnt
do her homework.
Answer key: 1. F; 2. F; 3. T; 4. T; 5. F
8 Have students work in pairs. Student A

writes about his / her daily routine in his / her notebook or
Audio script 40 folder. Student B reads Student As routine and describes
it orally. Draw students attention to the example and ask
Britney: Hi there! Im Britney. Do you really want to know about my them to use it as a model. Encourage students to swap
daily routine? Well, I get up at half past seven. I brush my teeth roles. Circulate around the classroom monitoring students
and then I have breakfast with my dad. I go to school at eight oral work and offering help if needed.
oclock. I dont have lunch at school. When I finish school at half
past twelve, I go back home and have lunch in my kitchen. I do Answer key: Students own answers
52
WB CB p. 87 Now that you have finished teaching this structure of Yes / No and Wh-questions with the whole
lesson, it is advisable to turn to the workbook activities on class: Do / Does + person + verb + ? and Wh-word + do /
CB page 87. You may assign these exercises as homework. does + person + verb + ?
Answer key:
1 2. gets; 3. has; 4. goes; 5. watches; 6. does; Reference section, where they will find further examples
7. studies; 8. brushes; 9. gets; 10. plays; 11. speaks; and practice.
12. does
2 2. Its a quarter past one. 3. Its two oclock. 4. Its Now refer students to activity 2 and have them read and
a quarter to seven. 5. Its half past three. 6. Its ten complete the dialogue with the correct form of the verbs
past seven. 7. Its twenty to ten. 8. Its eleven oclock. in brackets. Give students some minutes to analyse the
3 2. brushes; 3. has; 4. has; 5. goes; 6. does; dialogue before they actually start carrying out the task.
7. watches; 8. has; 9. checks; 10. goes Check the activity by asking two volunteers to read out
4 Students own answers the complete dialogue.
5 1. is; 2. doesnt; 3. goes; 4. likes; 5. dont like;
6. clean; 7. doesnt; 8. like; 9. is Answer key: 1. Do, surf; 2. do, use; 3. do, play;
6 Students own answers 4. Do, use; 5. do, use; 6. do, use; 7. Does, surf
Teachers Book
3 Have learners complete the questions about
themselves using What, Why or When. Check the activity
Lesson 3 (CB p. 62) by asking some volunteers to write their questions and
answers on the board.
1 Use the question in this warm-up activity to elicit
from students different things they usually do in their Answer key: 1. What, Students own answers;
free time and write their answers on the board. 2. Why, Students own answers; 3. When, Students
own answers
USEFUL TIP: Lesson 3 (CB p. 63)

Vocabulary The days of the week. Draw students
attention to the first Useful Tip box on page 62. Read out
the days of the week and ask students to repeat them 4 Have students work in pairs. Focus their
after you in order to practise pronunciation. attention on the example given and encourage them
to ask and answer questions about different peoples
USEFUL TIP: e-habits. Make sure students swap roles so that
Grammar Refer students to the second Useful Tip everybody has a chance to practise asking and answering
box on page 62. Read aloud the information it contains questions. Circulate around the classroom monitoring
and make sure students understand that we use the students oral work and offering help if needed.
preposition on with the days of the week and at with
the phrase the weekend.
2 Draw students attention to the Sign Up to 5 Ask students to put the dialogue in the correct order
Grammar box on page 63. In this box, students will find using numbers. Check the activity with the whole class.
some question forms in the Simple Present: Yes / No
questions and Wh- questions. Read out the examples Answer key: (from top to bottom) (1), 7, 2, 3, (8), 4, 6, 5
or write them on the board and explain that Yes /
No questions begin with Do or Does, whereas Wh-
questions begin with Wh-words (What, Where, Who, etc.)
6 41 Tell students that they will now listen to Cathy
talking about her weekly routine. Analyse Cathys
and are used to ask for specific information. Go over the
53
timetable with the whole class, paying close attention to 2 Students own answers
the gaps in it in order to help students get ready to listen 3 2. Does she have a shower in the morning? 3. Do you
to the audio CD more attentively. Play the recording have lunch at school? 4. Do you do your homework in
twice and ask learners to listen and fill in the gaps in the the afternoon? 5. Does he get back home at (1:30 pm
timetable with one or two words. Check the activity by
or any other time students choose to write)?

asking some volunteers to read aloud their answers. 4 1. What; 2. Why; 3. When
5 2. 4. and 5. Students own answers; 3. Yes, he
Answer key: 1. Check emails; 2. Check emails; 3. Spanish;
(she) does.
4. gym; 5. (my) homework; 6. (my) bedroom; 7. guitar
6 2. Does Shakira sing Latin music? 3. When do you
make your bed? 4. Does Del Potro play rugby? 5. Why
do you study English? 6. What does Helen do at the
Audio script 41 weekend?
Cathy: Hi! My names Cathy and this is what I do during the week.
I go to school from Monday to Friday in the morning. In the
afternoon, I check my email every day but not on Monday. Why? Review (CB pp. 64 and 65)
Teachers Book
Because on Mondays I have Spanish lessons at three oclock and

then I go to the gym at five oclock. On Tuesdays and Wednesdays, In the Review section, students will revise all the
I do my homework and watch TV. On Thursdays, I do my structures and some key words learnt in lessons 1 to 3 in
homework and clean my bedroom. Fridays are fabulous because this unit. It is advisable to turn to this section once you
I have guitar lessons at four oclock. I love playing the guitar. have finished teaching lesson 3.
Answer key:
7 Students work in pairs. They look at
1 1. get; 2. has; 3.brush; 4. studies; 5. go; 6. have;
the timetable in activity 6 and write five questions to
7. gets; 8. does; 9. have; 10. go
interview Cathy. Ask students to use the example as a
2 1. Thursday; 2. Monday; 3. Sunday; 4. Friday;
model. Then students in each pair decide who will be the
5. Tuesday; 6. Saturday; 7. Wednesday
interviewer and who will be Cathy, and they role-play
3 3. a quarter to one; 4. a quarter past six; 5. half past
the interview using the questions they have prepared.
eight; 6. twelve oclock; 7. ten past five; 8. twenty
Circulate around the classroom monitoring students oral
to ten
work and offering help if needed.
4 1. at; 2. on; 3. at; 4. on; 5. at
5 2. Does, does; 3. Do they, do; 4. Does she, doesnt;
5. Does he, does; 6. Do, they do; 7. Does, she doesnt;
8. Does she, does
WB CB p. 88 Now that you have finished teaching this 6 2. brushes; 3. goes; 4. gets up; 5. watches; 6. does
lesson, it is advisable to turn to the workbook activities on 7
CB page 88. You may assign these exercises as homework.
Answer key:
1
54
8 (from top to bottom) 4, 6, 2, 5, (1), 3 Project Work 6
9 1. When; 2. Why; 3. What OUR CLASS MAGAZINE
10 2. Linda doesnt like singing. She likes dancing. (CB p. 67)
3. My parents dont get up at 8:00 oclock every
day. They get up at 7:30. 4. Chelsea doesnt clean
her bedroom on Sundays. She cleans her bedroom 1 Students think of a famous person they admire or
on Saturdays. respect. At home, they look up information about this
11 Possible answer: she brushes her teeth, has persons daily routine, hobbies, preferences, family, etc.
breakfast and gets dressed. She goes to school at (on the Internet or from books or magazines). They use
7:45 am. She has lunch at school and gets back this information to draw a mind map.
home at 2:00 pm. She does her homework. Then she
watches TV but she doesnt use her computer. She 2 At home, students get some colourful photos of the
has dinner at 8:30 pm and goes to bed at 10:00 pm. person they have chosen. They can get the photos from
glossy magazines or from the Internet.
World Issues 6 3 For homework, students write a magazine article about
Teachers Book
the person they have chosen using the ideas in their mind
ART TO HELP THE WORLD maps. They can write the article on paper or they can
(CB p. 66) use a computer (they can type it into a Word document).
Students add some colourful pictures to illustrate their
World Issues is a section that focuses on the development magazine articles. Ask students to bring their articles with
of reading skills and enhances students ability to the pictures for the following class (handwritten copies or
integrate acquired knowledge with a real life issue: print-outs). Collect all the articles and give them back to
in this case, reading an e-magazine article about an students once they have been corrected. Students make
amateur artist. corrections in their articles if necessary.
1 Students read the e-magazine article. Then they 4 Now students share their articles with their classmates.
answer the true or false sentences. Circulate around They put all the articles together in a binder to get a
the classroom offering help with vocabulary but try to class magazine about all their favourite celebrities.
encourage students to infer meaning from context every
time they encounter a word or expression that may be 5 Students take turns with their classmates to borrow
unknown to them. Check answers with the whole class. the magazine and read it at home.
Answer key: 1. F; 2. F; 3. T; 4. F; 5. T Answer key: (from 1 to 5) Students own answers
2 Students match the opposite words. Check answers TEST REVISION TIPS:
with the whole class. Refer to the test revision techniques already explained on
page 23 of this Teachers Book.
Answer key: peace war; professional amateur;
misery - prosperity TEST 3:
Now that students have completed Units 5 and 6, you may
3 Ask students to work in pairs and tick the correct assess the main skills developed and language, grammar
option. Check answers with the whole class. and vocabulary items taught by giving students a test (See
Suggested Annual Plan on page 4 of this Teachers Book).
Answer key: to do something with a lot of energy Make copies of photocopiable Test 3 that is available
and interest. on page 64 of this Teachers Book and hand them out
to students on the day of the test. The answer key to
photocopiable Test 3 is on page 67 of this Teachers Book.
55
Test 1
Test 1 (Units 1 & 2)
Students name: Date: Final mark: /100
Part 1: Reading
Task 1: Read the following dialogue and write true (T) or false (F). (10 marks)
Janet: Hi! My names Janet. Im from Colombia. Im new at school.

Lorraine: Hi, Janet!
Janet: Whats your name?
Loraine: Im Lorraine. Im from the USA.
Janet: Sorry? Whats your name?
Lorraine: Its Lorraine. L-O-R-R-A-I-N-E.
Photocopiable Ediciones Santillana S.A. / Richmond 2014
Janet: Oh, its a beautiful name

Lorraine: Thanks! Your names also nice.
Janet: Are you new at school too, Lorraine?
Lorraine: No, Im not. Its my second year
here. How old are you, Janet?
Janet: Im 16. And you?
Lorraine: Im 15. Whats your favourite
subject?
Janet: PE. I love it and its easy for me.
Lorraine: Lucky you! PE is difficult for me.
I love History and Geography.
Janet: Oh, I like them too. But they arent
easy.
Lorraine: I know Whos your favourite
singer?
Janet: Michael Bubl, definitely. Hes from
Task 2: Complete the questions. (10 marks)
Canada. Hes really cool!
Lorraine: I like Jennifer Lopez very much I think 1 Where is Janet from?
shes fantastic! Oh, look! Those are my school She
friends. Lets go and say hello to them! 2 How old is Lorraine?
Janet: OK! She
3 Is Janet a big fan of a Canadian singer?
1 Lorraine and Janet are now school friends. , she
2 PE isnt easy for Lorraine. 4 Who is Lorraines favourite singer?
3 The girls are the same age.
4 Lorraine has got some friends at school. 5 Are History and Geography easy for Janet?
5 Janet is from North America. , they
56
Part 2: Grammar, vocabulary and 2.2 Label these school subjects and extra-curricular
writing activities. (5 marks)
Task 1 1 Geography
1.1 Complete the sentences with the verb forms in the

box. There is one extra verb form. (5 marks)
mm notsisntre
arent 2

1 My favourite teacher Miss Brown.
2 I think Lady Gaga and Adele are super! They 3
really cool singers.
3 I love English! It difficult for me.
4 I a big fan of Calle 13. I think theyre fabulous. 4
5 These cars are very old. They fast.

1.2 Circle the correct option. (5 marks) 5
1 Mr Kraig is our History teacher. She / Hes a good

teacher.
6
2 My mum and dad arent at home now. We / Theyre

at work.
3 Maths isnt cool! It / Shes difficult for me. 2.3 Label these clothes and accessories. (5 marks)
4 My names Wendy. You / I m from Mexico.
5 Nina and I are school friends. They / We love Science. 1
1.3 Complete with s or . (5 marks)
1 Those are the girls new dresses. 2

2 My friend smartphone is trendy.
3 The girl name is Denise.
4 That is Maureen teacher over there. 3

5 The boys favourite football team is Manchester
United. 4

Task 2
2.1 Write these numbers in words. (5 marks) 5

11
17 Task 3
65 3.1 Write the corresponding nationaly for each
82 country. (5 marks)
100 1 Canada Canadian
2 Argentina
57
3 The USA 4.2 C
omplete the dialogue using the words and
4 Spain phrases in the box. (10 marks)
5 Mexico Yourre welcomeexpensiveplease
6 Brazil Here you areHow much are
Shop assistant: Good morning!

3.2 Complete. Use This, That, These or Those. (5 marks)
Kate: Oh, good morning! 1) those
blue shoes over there, 2) ?
1
is my new smartphone. Kate: They are beautiful but I think theyre very
3)
. And how much are these
2 pink shoes, please?
are my books. Kate: They are great! Ill take them.
, 180 euros.
4)
3 Shop assistant: Thank you. Here are your shoes.
Kate: Thank you!
are my friends.
Shop assistant: 5) .
4
Writing:
is my watch.
Task 5: Write an email to your new keypal. Tell him /
her about you (your age, your nationality,
Task 4
etc.) and your preferences (favourite subject /
4.1 Unscramble the questions and answer them. (10 marks)
singer / colour, etc.) (20 marks)
1 Are / ? / a / you / student
Question:
To:
Answer:
From:
2 item / your / What / favourite / is / school / ?
Question: Dear ,
Answer: My names and Im
3 Where / Simpsons / are / from / the / ?

Question:
Answer:
4 your / Are / trendy / trainers / new / and / ?
Question:
Answer:
5 What / ? / socks / colour / are / your Write to me soon!
Question: Your new keypal,
Answer:
58
Answer Key
Test 1
Part 1: Reading Task 5: Writing
Answer key to Test 1

Students own answers
Task 1
Model answer:
1. T; 2. T; 3. F; 4. T; 5. F
Task 2
To:
1. (She) is from Colombia.
From:
2. (She) is fifteen.
3. Yes, (she) is.
Dear Ana,
4. (Its) Jennifer Lopez.
My names Juan and Im from Buenos Aires,
5. No, (they) arent.
Argentina. Im thirteen years old and Im in my
Teachers Book
first year in secondary school.
Part 2: Grammar, vocabulary and writing My favourite subject is English. Its easy for me.
Task 1 History and Maths are really difficult!
1.1 1. s; 2. re; 3. isnt; 4. m; 5. arent; Im a big fan of Leo Messi. I think he is really cool!
Extra verb form: m not Write to me soon!
1.2 1. He; 2. They; 3. It; 4. I; 5. We Your new keypal,
1.3 1. ; 2. s; 3. s; 4. s; 5. Sandra
Task 2
2.1 eleven, seventeen, sixty-five, eighty-two, a / one
hundred
2.2 2 Science; 3. Drama club; 4. Photography course;
5. Maths; 6. PE
2.3 1. trousers; 2. necklace; 3. trainers; 4. sunglasses;
5. T-shirt
Task 3
3.1 2. Argentinian; 3. American; 4. Spanish;
5. Mexican; 6. Brazilian
3.2 1 That; 2. These; 3. Those; 4. This
Task 4
4.1 1. Are you a student?; Yes, I am. 2. Whats your
favourite school item?; Students own answer
3. Where are the Simpsons from? They are from the
USA. / They are American. 4. Are your trainers new
and trendy?; Students own answer 5. What colour
are your socks?; Students own answer
4.2 1. How much are; 2. please; 3. expensive;
4. Here you are; 5. Youre welcome
59
Test 2
Part 1: Reading
Task 1: Read the following blog posts and circle the correct option in the sentences below. (10 marks)
https://www.myfavouriteroom.com
carla13_britgirl - today
My favourite room is my bedroom. Its really small!!! Theres just a bed and a
small wardrobe. There isnt a TV and there isnt a desk but theres a big window.
My bedrooms just great for me! I love it!
< | > | reply | share
cool_sam_88 - today
The living room is really a cool place in my house. Its between the kitchen and
the bathroom. Theres a big sofa and a modern LED TV. There are two plants
on a bookshelf and theres a mirror on the wall. Theres also a rug on the floor
for Benji, my dog.
sabrina_908 - one day ago
My favourite room is definitely the kitchen. There is a big table with six chairs,
one for each member of my family: mum and dad, my sister and my brother,
our grandma and me. There isnt a TV in our kitchen but there are three
posters on the wall with some messages for my mum: Do exercise, Dont eat
junk food and Drink a lot of water LOL!!! My mums on a diet, you know!
Join the discussion... Task 2: Answer these questions. (10 marks)

1 Where is Sams living room?
2 Has Sabrina got a big family?

1 There is / isnt a TV in Carlas and Sabrinas favourite
rooms. 3 Is there a bookshelf in Sams living room?
2 Theres a small / big table in Sabrinas kitchen.
3 Sam has got / hasnt got a pet. 4 Are there posters with pictures on Sabrinas kitchen wall?
4 Sams favourite place in his house is / isnt between
two other rooms. 5 Has Carla got a big bedroom?
5 There are / arent many objects in Carlas bedroom.
60
Part 2: Grammar, vocabulary and 3 .
writing 4 .
5 .
Task 1 6 .
1.1 Complete the text with a suitable possessive adjective
from the box. There is one extra word. (5 marks) Task 2
2.1 Complete these commands and instructions with
myyour
hisitsour
theirher
a suitable verb. (5 marks)
This is a picture of 1) my 1 Dont shout in class.
friend Alan. 2) mother and 2 your books at page 10.
father are vets. I think 3) 3 to your teacher.
job is great because I simply love 4 Dont stand up. Please down.
animals! Alan has got a little sister. 5 Dont photos in this museum, please.
4)
names Sue. Hes got a 6 Use the dictionary and the exercises.
pet dog. 5) name is Snap.

Alan and I are in the same class at 2.2 Complete these suggestions. (10 marks)
school and 6) favourite
1 Ive got a headache.
subject is Science. We really love it!
Take an aspirin .
1.2 Fill in the blanks with have got or has got. Use 2 Ive got toothache.
contracted forms s got or ve got when possible. Go to .
(5 marks) 3 Ive got stomachache.
Dont .
1 I a skateboard.
4 Ive got the flu.
2 I think my friend a new tablet.
Stay .
3 Peter and Leah big bedrooms.
5 Ive got a sore throat.
4 A: Esther a new job?
.
B: Yes, she has.
6 Ive got a temperature.
5 A: you a boyfriend?
Dont .
B: No, I havent.
Task 3
1.3 L ook at this chart and write sentences with There
3.1 Look at Emmas family tree and fill in the gaps
is / There isnt or There are / There arent. Use and
with a suitable word. (5 marks)
or but. (5 marks)
Bedroom Kitchen Garage

1 bed 3 1 table 3 1 car 3 Catherine Abraham
4 chairs 7 2 chairs 3 2 bikes 7
Living room Garden Bathroom
TV 3 flowers 3 1 mirror 3
Sarah Nelson
stereo 3 trees 7 1 table 7
1 There is a bed but there arent four chairs in the bedroom .

2 There is a table and . Emma Laura James
61
1 Sarah is Emmas mother .
2 Nelson is Emmas . 3
3 Laura is Emmas .
4 James is Laura and Emmas .
4
5 Catherine is Emmas .
6 Abraham is Emmas .
5
3.2 Look at the pictures and complete the sentences
with the prepositions in the box. (5 marks)
underoninbetweenat 4.3 Look at the picture and write the parts of the
body and face. (10 marks)
Where is the bird?
1. hair 7.
1 Its the boxes.

2.

2 Its the box.
3 Its the box. 3.

teacher 8.
4.
4 Its the box.
9.
Wheres the girl?
5 Shes home.

10.
Task 4
5.
4.1 Unscramble the words. They refer to jobs and
occupations. (5 marks) 11.
6.
1 cterahe
2 ckoo
3 seyctrear Writing:
4 nsure Task 5: Write a short description of your bedroom.
Mention the objects in it and say where they
5 hetcitcar
are located. Use There is / There are and the
6 cmenicha prepositions of place: in, on, between and
under. (20 marks)
4.2 What animals are these? Look at the pictures and
label them. (5 marks)
A Short Description of My Bedroom
1

62
Answer Key
Test 2
Part 1: Reading Task 5: Writing

Task 1
Model answer:
1. isnt; 2. big; 3. has got; 4. is; 5. arent
Task 2
1. Its between the kitchen and the bathroom. A Short Description of My Bedroom
2. Yes, she has.
My bedroom is very big. There is a bed, a desk, a chair and a
3. Yes, there is.
wardrobe. There is a PC and a lamp on my desk and there are
4. No, there isnt. (There are three posters with
some books too. There isnt a TV in my room. The wardrobe is
messages.)
Teachers Book
5. No, she hasnt. between the door and the desk. There is a plastic box under my
bed. All my shoes are in this box. My bedroom has got a big
window. I really like my bedroom.
Part 2: Grammar, vocabulary and writing
Task 1
1.1 2. His; 3. their; 4. Her; 5. Its; 6. our; Extra word: your
1.2 1. ve got; 2. s got; 3. have got; 4. Has, got; 5. Have, got
1.3 2. (There is a table and) two chairs in the kitchen;
3. There is a car but there arent two bikes in the
garage; 4. There is a TV and a stereo in the living
room; 5. There are flowers but there arent any trees
in the garden; 6. There is a mirror but there isnt a
table in the bathroom
Task 2
2.1 2. Open; 3. Listen; 4. sit; 5. take; 6. do
2.2 2. the dentists; 3. eat junk food; 4. in bed (and dont
do exercise); 5. some medicine; 6. do exercise (and
drink a lot of water)
Task 3
3.1 2. father / dad; 3. sister; 4. brother; 5. grandmother /
grandma; 6. grandfather / grandad
3.2 1. between; 2. on; 3. under; 4. in; 5. at
Task 4
4.1 2. cook; 3. secretary; 4. nurse; 5. architect;
6. mechanic
4.2 1. hamster, 2. iguana; 3. cat; 4. ferret; 5. canary / bird
4.3 2. eye; 3. nose; 4. mouth; 5. leg; 6. foot; 7. ear;
8. head; 9. arm; 10. hand; 11. finger
63
Test 3
Part 1: Reading
Task 1: Read this text and write true (T) or false (F). (10 marks)
My Weekly Routine
M y names Edna and Im from Pocitos in

Montevideo, Uruguay. Im a university
student and this is what I do every week
I go to university at 9:00 am. I have lunch at
the university cafeteria at about 12:00 pm.
I go back home at 4:00 pm. When I get back
from Monday to Friday: home, I like listening to music to relax (I love
I get up at about 7:30 in the morning. I have jazz. I think its fabulous!) I read a good book
a shower and then I have breakfast. I check or study. (I dont like watching TV.) Then, I
my emails and then I read the newspaper. chat online with my friends. I have dinner and
then I go to bed early, at about 10:00 pm.
At weekends, I dont go to university. On
Saturdays, I play tennis in the morning at the
local club and I go out with my friends in the
evening. I stay at home on Sundays.
I love my routine because Ive got a lot of
free time! What about you? Are you happy
with your weekly routine? Is there anything
you want to change?
Task 2: Answer these questions. (10 marks)

1 What time does Edna get up on weekdays?
She
2 When does she listen to music to relax?
3 Why does she like her routine?

1 Edna reads the newspaper in the afternoon.
2 She watches TV in the evening. 4 Does she like watching TV?
3 She likes listening to music to relax.
4 She doesnt go to bed late. 5 What does she do at weekends?
5 She goes to university on Saturdays too.
64
Part 2: Grammar, vocabulary and Task 2
writing 2.1 Complete the sentences with the words and phrases
in the box and a suitable adjective. (10 marks)
Task 1 lovelikes dont likehate
1.1 Use the prompts to write sentences about Nancys lovedoesnt likelike
routine. Follow the example. (5 marks)
1 I love cheese. Its y u m m y . JJ
1 She gets up at a quarter past seven. 2 I dont like coffee. Its d i s g u s t i n g . L
(get up / 7:15 am) 3 I meat. Its h . LL
2 4 I cake. Its d .J
(have breakfast / 7:30 am) 5 Peter oysters. He thinks they are
3 y .L
(go / school / 8:00 am) 6 I chicken. Its very t . JJ
4 7 Stella fruit. She thinks its very
(have lunch / 12:00 pm) g .J
5

(go back home / 4:45 pm) 2.2 R
ewrite these sentences using it or them.
6 (5 marks)
(watch TV / 6:00 pm) 1 I dont like skiing. I dont like it.
2 I love pop.
1.2 Complete with do, dont, does or doesnt. (10 marks) 3 I really like rainy days.
1 you get up at 10:00 am? 4 Why do you like water sports?
No, I . 5 Leila doesnt like winter.
2 she like swimming? Yes, she . 6 I love my friends.
3 Ann and Lizzie go to bed late?
No, they .
Task 3
4 Sheila have lunch at school?
3.1 Fill in the blanks with on, at or in. (5 marks)
1 I get back home 7:00 pm.
No, she .
2 I play tennis Tuesdays and Fridays.
5 A: you use Twitter?
3 I dont do my homework the weekend.
B: Yes, I .
4 I have dinner at 9:00 the evening.
1.3 M
atch the questions with the answers. Use 5 Mondays and Wednesdays, I have piano
numbers. (5 marks) lessons.
1 When do you study English?
2 Why do you study English?
3.2 W
rite the times in words. (5 marks)
3 What do you do at the weekend? 1 6:00 Its six oclock.
4 Why dont you like Indian food?
2 4:15
5 What time do you get back home from school?
3 5:30
[ ] I relax and go out with friends.
4 1:10
[ ] Because I love it.
[ ] In the morning. 5 8:45
[ ] At 2:00 pm. 6 3:20
[ ] Because its spicy.
65
Task 4
4.1 Complete the list of the seven days of the week.
(5 marks) 6
1 M

2 T
3 W ednesday Writing:
4 T Task 5: Complete this email to your keypal. Tell
5 F him / her about your hobbies and free time
6 S activities. Use like, love, dont like and hate.
7 Sunday (20 marks)
4.2 U
nscramble the words. They refer to sports and
activities to keep fit. (5 marks) To:
1 ryugb rugby From:
2 sngkii
3 aktera Dear ,
4 ymgticsnas Hows everything? Im writing to you to tell you
5 bkealltasb about my hobbies and free time activities. In my
6 sngwmimi free time, I
4.3 W
hat music styles are these? Label the pictures.
(5 marks)
1 Latin
Please, write to me soon and tell me about your

hobbies and free time activities.
2 Take care,
66
Answer Key
Test 3
Part 1: Reading

4.2 2. skiing; 3. karate; 4. gymnastics; 5. basketball;
6. swimming
Task 1
4.3 2. reggae; 3. classical; 4. hip-hop; 5. rock (heavy
1. F; 2. F; 3. T; 4. T; 5. F
metal); 6. jazz
Task 2
Task 5: Writing
1. She gets up at half past seven (7:30) in the morning.
2. She listens to music to relax in the afternoon.
Model answer:
3. (She likes her routine) because shes got a lot of
free time.
4. No, she doesnt. To:
Teachers Book
5. (At weekends) she plays tennis (at the local club) From:
and goes out with friends.

Dear (John),
Part 2: Grammar, vocabulary and writing Hows everything? Im writing to you to tell you
about my hobbies and free time activities. In my
Task 1 free time, I like doing sports and I love watching TV
1.1 2. She has breakfast at half past seven. 3. She goes or surfing the Internet.
to school at eight oclock. 4. She has lunch at twelve I dont like going shopping and I hate dancing.
oclock. 5. She goes back home at a quarter to five. I like reading books and listening to music but I
6. She watches TV at six oclock. dont like cleaning my bedroom.
1.2 1. Do, dont; 2. Does, does; 3. Do, dont; 4. Does, Please, write to me soon and tell me about your
doesnt; 5. Do, do hobbies and free time activities.
1.3 (from top to bottom) 3, 2, 1, 5, 4, Take care,
Task 2 (David)
2.1 3. hate, (h)orrible; 4. like, (d)elicious;
5. doesnt like, (y)ucky; 6. love, (t)asty;
7. likes, (g)ood
2.2 2. I love it. 3. I really like them. 4. Why do you like
them? 5. Leila doesnt like it. 6. I love them.
Task 3
3.1 1. at; 2. on; 3. at; 4. in; 5. On
3.2 2. Its a quarter past four. 3. Its half past five.
4. Its ten past one. 5. Its a quarter to nine.
6. Its twenty past three.
Task 4
4.1 1. Monday; 2. Tuesday; 4. Thursday; 5. Friday;
6. Saturday
67
Grammar Reference Answer Key
Remind students that the Grammar Reference section they understand the topic very well, well or not very
also provides opportunities for self-evaluation: for each well. Self-evaluation may contribute to developing
Grammar Reference - Answer Key
Grammar Reference topic, students may circle one out students sense of progress and awareness of their
of three emoticons (happy, neutral or sad faces) that learning processes.
appear next to each grammar chart to show whether
Answer Key
GR1 GR6
1. are; 3. Study;
2. s, m; 4. Read;
3. are, m; 5. Dont chat;
4. re; 6. Dont use
5. Is;
6. Are
GR7
GR2
2. There are;
3. There isnt;
1. the; 4. There arent;
2. an; 5. Is there, there is
Teachers Book
3. an;
4. The
GR8
GR3 1. it;
2. them;
1. that;
3. it;
2. those;
4. them
3. these, They;
4. this, It
GR9
GR4 2. Do you go to bed at 10:30 pm every

day? Yes, I do.
1. girls; 3. Does Agustina brush her teeth every
2. Toms; day? Yes, she does.
3. Thomass; 4. Do you go to school in the afternoon?
4. dads No, I dont.
5. Does Billie do his homework on
GR5 Wednesdays at 6 pm? No, he doesnt.
2. PC;
3. has;
4. is;
5. PC
68
Notes
69
Teachers Book Notes
Teachers Book Notes
70
Notes
Audio CD Track List
Track 2 Starter Unit Lesson 1 activity 3 page 5
Track 10 Unit 1 Lesson 1 activity 2 page 8
Track 15 Unit 1 Review activity 4 page 14
71
Tosi, Mnica
58 St Aldates Sign Up to English Starter Teachers Book. - 1a ed. -
Oxford OX1 1ST Ciudad Autnoma de Buenos Aires : Santillana, 2014.
United Kingdom 72 p. + CD-ROM ; 28x22 cm.
2014 Ediciones Santillana, S. A. ISBN 978-950-46-3907-7
Leandro N. Alem 720
C1001AAP Buenos Aires, Argentina 1. Enseanza de Ingls. I. Ttulo
CDD 420.711
ISBN: 978-950-46-3907-7
Publisher: Mabel Manzano This Teachers Book includes an Audio CD.

Editorial Team: Gabriel Mohr, Mnica Tosi
Cover Design and Layout: Raquel Buim, Mara Florencia Visconti Queda hecho el depsito legal que marca la ley 11.723.
Cover Illustration: Estdio Romeu e Julieta Impreso en Argentina. Printed in Argentina.
Contents: Gabriel Mohr, Mnica Tosi First Edition Published 2014
Proofreader: Patricia Guarz
Layout: Mara Florencia Visconti Websites given in this publication are all in the public domain
Photo Research: Paula Fula and quoted for information purposes only. Richmond has no
control over the content of these sites and urges care when
Photographs: 2xSamara.com/Shutterstock.com; Viktoria using them.
Kazakova/Shutterstock.com; studio BM/Shutterstock.com;
Olga Miltsova/Shutterstock.com; Brian A Jackson/Shutterstock. All rights reserved. No part of this book may be reproduced,
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Phase4Photography/Shutterstock.com; Rawpixel/Shutterstock.
com; aekikuis/Shutterstock.com; Eric Isselee/Shutterstock.com; The Publisher has made every effort to trace the owner of
Rhett Olson Photography/Shutterstock.com; Cloki/Shutterstock. copyright material; however, the Publisher will correct any
com; Alekksall/Shutterstock.com; Netfalls - Remy Musser/ involuntary omission at the earliest opportunity.
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the Starter Level A Grammar Reference section

varied activities that allow for the effective teaching of

Students Interactive CD-ROM Outstanding Features within the Lessons

terms. The items mentioned in this Annual Plan chart

1st term 3rd term

Starter Unit CB pp. 4-7 Unit 5 CB pp. 48-53

Unit 1 CB pp. 8-13 Review - Unit 5 CB pp. 54-55

Review - Unit 1 CB pp. 14-15 World Issues 5 CB p. 56

World Issues 1 CB p. 16 Project Work 5 CB p. 57

Project Work 1 CB p. 17 Unit 6 CB pp. 58-63

Unit 2 CB pp. 18-23 Review - Unit 6 CB p. 64-65

Review - Unit 2 CB pp. 24-25 World Issues 6 CB p. 66

World Issues 2 CB p. 26 Project Work 6 CB p. 67

Project Work 2 CB p. 27 Test 3 TB pp. 64-66

Test 1 TB pp. 56-58

Review - Unit 3 CB pp. 34-35

Unit 4 CB pp. 38-43

Review - Unit 4 CB p. 44-45

Test 2 TB pp. 60-62

LEXIS GRAMMAR PHONOLOGY

Some common words and

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 4) Lesson 1 (CB p. 5)

USEFUL TIP: Answer key: Students own answers

Answer key: (from left to right) 1, 4, 2, 3

Speaker: seven (pause) seven

Speaker: Situation 2 Answer key: Speaker: 1. C; 2. J; 3. U; 4. R; 5. W

4 7 Focus students attention on the letters of the

Unit 1 - School friends

LEXIS GRAMMAR PHONOLOGY

Subject pronouns: I, you

Science, Drama Club, Talking about school subjects

Verb to be (interrogative form Pronunciation of some

Designing, editing and making

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 8) Answer key: Students own answers

1 As a warm-up activity, ask students to write OPTIONAL ACTIVITY: Spelling game.

Answer key: 1. Moore; 2. fourteen; 3. Ryan; 4. thirteen

1 Help students to name some school subjects in

2 Refer students to the Sign up to Grammar box

OPTIONAL ACTIVITY: Racing Dictation.

from New York City? 4. Is Cau Reymond Brazilian?

Answer key: Students own answers

1 Students read the text silently. Then they read the

2 Students tick (3) the correct option. Check answers

1 Students read the poster and underline the requested

Unit 2 Good things all around

LEXIS GRAMMAR PHONOLOGY

Definite and indefinite articles: Pronunciation of some

Demonstrative pronouns: this,

Clothes and accessories: T-shirt,

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 18)

5 19 Direct students attention to the Sign Up to

2 Students write sentences on the notepad about Audio script 21

6 Students circle the correct option in each sentence.

OPTIONAL ACTIVITY: 2 22 Refer students to the photos of Cathy

Show the class different pictures of items they may be

4. gift; 5. idea; At the clothes shop: 1. birthday;

1 Focus students attention on the gift boxes and parcels

USEFUL TIP: USEFUL TIP:

OPTIONAL ACTIVITY: Fashion parade.

Speaker: seven (pause) seven

fifty (pause) fifty 2 2. thirty-two; 3. forty-two; 4. sixty-one;