w CAMBRIDGE WITH DOWNLOADABLE RESOURCE PACH LEVEL 1 Emma Heyderman I Second EditionEach unit begins with About you, themselves and their lives. © ‘ocabulary sets are informed by English Vocabulary Profileto ensure they are appropriate for the level. Engaging photo stories involving the course characters appear throughout the Student's Book. All reading texts are recorded, giving the option to listen and read orlisten and check answers where appropriate, There is comprehensive Where students can talk about coverage of pronunciation in the Student's Book. ‘Clear grimmar presentation and practice is extended in the Grammar reference and practice section at the back of the book. ‘Speaking and writing are practised throughout the Student’s Book ‘to help students gain confidence. ‘Video interviews show real teens giving their opinion on the topic ‘of the unit. Each video comes ‘with a worksheet containing questions. > ‘Toiking points provide opportunities to personalise language and encourage students to say what they think about the topic of the unit. Motivating, toplc-based texte are specifically chosen to ‘engage and inform students. comprehension and discussion“There salle Stile or Care CULTURE lesson after every two units The Gulture lessons highlight interesting aspects of culture in English-speaking ‘countries. Inthe videos found in each Culture lesson, students can wateh interesting documentaries about the ‘Culture topics. Each video comes ‘with a worksheet for students to ‘complete as they watch, Life Sills lessons help students develop important skills for thei everyday lives. Projects in the Life Skills and Culture lessons encourage students ta work tagether to create something fun and expand their learning. oviow pages after every four units give further practice of language and skills,The Student's Book covers a wide variety of toen-appeal topics. With a starter unit, twenty lively core units, Reviews, Culture and Life Skills sections, aVocabulary list, and a Grammar reference and practice section, the Student's Book has all the material you need to create Interactive, personalised lessons. Full audio and extensive video to accompany the Students Book is available for teachers online or to download, ‘The Workbook gives additional practice of all the language from the ‘Student's Baok. Italso provides students with comprehensive skills development work andiis suitable for use bath in the classroom and, for homework. Learners can access and download the audio files from ‘e-Source using the code provided. The Online Workbook, delivered via the ‘Cambridge Learning Management system, isa digital version of the Workbook with interactive exercises and tasks which provide futher practice ofthe language and skills in the Student's Book. The line Workbook also allowsyouto track your students! progress, highlighting, ‘areas of strength and weakness for ‘ongoing performance improvement.‘The interleaved Teacher's Book contains complete teachingnotes forall of the Student's Book tasks, in addition to answer keys and audioseripts, With a wealth oflesson ideas, warmers, coolers and ‘extension tasks, the Teacher's Bock helps you manage mixed-ability classes and work with fast finishers Information panelsinclude ‘background information about themes, topics and cultural events. ‘lear indications direct you to additional resources which support and extend leaming. ‘The Downloadable Resource Pack, aceesced via e Source, includes Class Audio, Video and Photocopiable Warksheets. These provide an ‘extensive suite of downloadable teacher's resources to use in class and include: + Grammar worksheets (avallable at two levels of challenge: standard and plus) + Vocabulary worksheets (available at two levels of challenge: standard and plus) + Review Games, + Literature worksheets + Speaking worksheets + Waiting worksheets + Video worksheets «Culture video worksheets Presentation Plus Presentation Plus is easy-to-use, interactive classroom presentation software that helps you deliver effective and engaging lessons. Itincludes all the Student's Book ‘and Workbook content and allows you to present and annotate content. Test Generator ‘The Test Generator allows you to download ready-made tests, for each unit, term and end-of-year assessment orto build your, ‘own tests easily and quickly. Allthe tests are available at two levels of challenge: standard and plus, to help assess learners, of mixed abilities, 4CS Ce oT OWN THE CLASSROOM The alphabet ajan page 10 Numbers this, thot, these, those Days The classroom Colours Months 1 ALL ABOUT NE Objects and people Determiners Tell us about you page 14 Countries and nationalities Besingular® be plural@® from bbe singular and plural © 2 MY FAMILY Determiners Read about a family page 18 Possessive Sond be @ and short answors Culture The United Kingdom page 22 3 MY HOME Rooms there is there are; in fon Your Rooms! page 24 Thingsin my room have got © AMY THINGS Thingsin my school bag have got © What have you got in page 28 Adjectives: things have got O your school bag today? syllables Life Skills Creativity innovation: Being creative and being you page 32 Review 1 Units 1-4 page 34 5 WHAT GAN YOU DO? Activities and skills con cont Rubberboy page 26 Parts of the body ‘@can/ cant Prepositions: in, on, behind, under G PARTY TIME! Food and drinks Countable and uncountable Party invitations page 40 Telling the time (1) nouns ‘some, any, lots of ‘2some Prepositions: on, at, rom, until Culture Holidays inthe USA page 44 ‘TMY DAY Daily activities Present simple © My Brazil blog page 46 Telling the time (2) ‘9 Prosont simple endings Present simple © BAT SCHOOL ‘School subjects Present simple @ ‘School of the Air pl page 50 Words with two meanings ¥¥h- questions 2 Wh- questions Life Skills Study skills: Learning English page 54 Review 2 Units 5-8 page 56 9 FEELING GOOD Sports and activities tee OO ‘Ask the doctor page 58 Health Pronouns 10 THINGS WE DO After-school activities Present continuous @@ ‘What are you doing? page 62 Jobs around the house Present continuous @ 9 Yes / No questions Culture Youth clubs inthe UK page 66 Key tosymbols: Pronunciation @ Video foSusreung ] SPEAKNG | WRITG [vo] Aconversation about making introductions. Aconversation ‘Aweb page to describe a @© me and you about feelings person in your family Aconversation about the rooms in ahouse anda flat Descriptions of Aquestionnaire askinghave — @) Thingsin your bag things ‘you got questions ‘Amecting of the What can you do? photo club, = es Talking about the ‘An invitation to a party ‘lass party © baity routine ‘Acconversation about the photo club's day Talking about Interview questions about @ school subjects changes in the schoo! lite school timetable Talking about sports and activities ‘2 Word stress Talking about Writing a blog about yourself after-school clubs: - @ Feeling good n|A 1 11. MY DIGITAL LIFE Entertainment Adverbsoffrequency:aluays, Conversations page 68 Technology. ‘often, sometimes, never about digital Howrnuch ..2/ How many ..2 devices hwh and Iv) 12 WORKING LIFE Jobs Presentsimple and present story about page 72 Inacate continuous, workingin a café can requests and permission 9 Intonation Life Skills ICT literacy: Being carefulon the intemet page 76 Review 3 Units 9-12 page 78 13 PLACES Places in a town Us there a...?/ Are there My favourite place page 80 Adjectives: places ‘ny... Prepositions: inside, outside, ‘obove, below, near 4 QUT AND ABOUT Transport ‘because, and, but, or Getting around page 84 Phrases: going out ‘9Final /m/ and /n/ sounds London. ets orn Shall we we? Culture Museums around the world page 88 15 WHAT SHALLIWEAR? Clothes Plurals: spelling Describing people page 90 Phrases: people 9 Plurals and their clothes ‘Describing people 1G BUY IT! Shopping need, want Conversations. page 94 Money and prices too about buying things Mf and /s/ Life Skills Social responsibility: Looking after our world page 98 Review 4 Units 13-16 page 100 TTDIFFERENT PLACES Thenaturat wortd ‘Comparatives: short Great days out page 102 Adjectives: opinions adjectives than ‘Comparatives: long adjectives, 18 THE WEATHER Weather it What do you think page 106 Holidays Prepositions: with for, until about the weathe Vowel sounds ‘culture Beach culture in Australia and New Zealand page 110 AQAFANTASTIG CONCERT Adjectives (1) Past simple: be Anarticle about a page 112 Adjectives (2) sound engineer n the present 20 ANIMALS Wild animals Past simple © Read about page 116 Pets and farm animats ‘2 Extra syllable Alessandro’s Past simple © summer holiday Life Skills Collaboration: Deciding things together page 120 Review SUnits 17-20 page 122 Extra activities page 124 Vocabulary list page 126 Key tosymbols: Pronunciation @ Video [feTS EL ‘An interview with a famous person talk about what Preparinga menu and jobs people in ordering in a café someone's family do Talking about places inatown orcity si and /k/ © Favourite places Writing an email to your friend and giving ideas for things to do ao ‘Aconwersation O clothes about wearing clothes ‘conversation about going shopping. Writing a shopping. conversation. A conversation ind answering Oca about a house ons about Phone messages about people's holidays Writing a posteard about | @ The weather ‘your holiday “arp tonewzeatana Astory about going ‘out with friends Aradio interview Writing a review of your about animals school year Grammar reference and practice page 136 8|ROT UTTE Mi the alphabet BP Lstenandrepestthe eters Aa Bb Cec Dd Ee Ff Gg Hh ili Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz 2. Uisten and wrtethe names aa SelB 3 tistenand repeat. Then ask and answer with your parte. ‘Whats yourname? 1 How do you spellit? sa! Weldouble LLAM DP ston and repestthe numbers. 48828 8L$,2 QR 5p 0S sp, dE og a se i STARTER UNIT {fe STARTER UNIT Mumbers‘Topic ‘My new classmates and classroom VOCABULARY The alphabet: Numbers; Days SPEAKING Asking and answering questions about ‘personal details VOCABULARY The classroom GRAMMAR o/an VOCABULARY Colours GRAMMAR this, that, these, those VOCABULARY — Months SEU [eV AHIK [if BCDEG PTV Jol FLMNSX2 nitty jwlQuiw ° Re CD Audioscript The letters ofthe alphabet are recorded for the students to Hi ERE soupy rarest tated atsone (GRAMMAR REFERENCE AND PRACTICE: SB page 136; T@ page244 (WORKBOOK: pages 4-7 TEST GENERATOR: Diagnostic test WARMER ‘Say hello to the students. Eneourage them to say hello backasa class and individually. introduce yourself and encourage the students introduce themselves to you and to each other. Aithoughsome students may be able tousea phrase suchas My name’. other students right not be able to. It is important for you to repeat the target language a number of times and to use gestures. Teacher (to StudentA): Hello, myname'sAlessandra. What's your name? student a: Wicola, /4y name's icolo, jm ‘Meola. Teacher (to Student): Hello. my name's Alessandra. What's your name? STU The alphabet 1 Books closed, Play the recording ence or twice and ask the students to listen, Books open. Focus the students" attention on Exercise 1 and ask ‘Whats it?! (the alphabet). Play the recording again and practise saying, ‘the alphabet as a class, making sure that the students pronounce the sounds clearly. Alternatively, present the alphabet in sound groups by ‘writing the following on the boards Point tothe letter A and model the pronunciation. Encourage the elass to repeat it before painting to the next space. Students may want to give you the letter 6. if they do so, simply smile and shake yourhead until you _are given the letter H, Sor K. Go through the alphabet ‘this way, encouraging the students to find the common ‘soundin each group: of these people will appear throughout the book. Play the recording two or three times, pausing ito give the students some time to write down their answers. During ‘lass feedback, invite students to spell out the names, ‘and write them on the beard for students to check their ‘own spelling, Answers raolo BRosa € José D.Jrlle Ethan F Sophia > Auoiosenier ra pact 268 After the students have listened tothe recording and ‘epeated the conversation, have them close their books ‘and repeat the two questions. Write them on the board. ‘Ask them to take turns to ask and answer these in pairs but while they are doing this remove some of the words so that the students use their memory.

AvolosoRIFT TE pase 265 7 Tell the class they're going to play Bingo. Ask each, stuclent to divide a clean piece of paper into four sections, Ask them to wiite a number from 1 to 20n ‘each box in both digits andin words, Explain that you are going to read out some numbers and that when the ‘students hear their numbers, they should cross them ‘out. When they have erossed cut all their numbers, they should say bingo, Check that they are correct by asking, them to read cut their numbers. To extend this activity, ‘ask the students to divide their paper into nine squares (2x3) and award points to the first student to get a line; however, the winner is the first student te hear the ‘numbers inall nine of their squares. Answers, Students! own answers {ie STARTER UNIT BACKGROUND INFORMATION Days, months and holidays (Thanksgiving. Christmas, Easter, etc.) are proper nouns in English so are written “with 2 capital letter whereas seasons aren't. The ancient Greeks named the days ater the sun (Suntlay) and the men (Monday) and the five known planets, which were named after Greek Gods. The Romans then substituted the five Greek names for their own names, i.e. Mars, Mercury, Jove (Jupiter), Nenus and Saturn In tur, Old English replaced these names with ther own: Tiu or Twia (Tuesday), Woden (Wednesday), Thor (Thursday), Freya or Fria (Friday), but they kept Saturn (Saturday), & Play te recording twice Ousng the second istening, ‘stop the recording after each word and encourage the Sudontstopolntothenamesaf the dain ther Books, Eneouragethe sudertsto complete the calendar with the cayein the itcrdet and play the vecordng saint deci ar anausrsoevssay, poheut ifatdays re writen wth 9 capal ter Procite the prenuncattonol he worde with te class Nex, demonstrate te practice ty bY sting MONG. thas nest and tings volunteer answer Taso. BD answers ‘The dysfth ecore cred inofere he stars to Baetalepeanctoattelces Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, ‘sunday pO 1. Check that the students have formed the questions. correctly by writing themon the board and then check their pronunciation of the questions by asking them to listen and repeat, Tel the students to askat least three classmates and note down their answers, ifthe elas naw each other well, ask them to create anew identity, cithera famous person or someone they makeup. Answers What 2How 3 How ‘COOLER Tofinish the lesson, ask the class to count from 1 to 20 forwards and then with a stronger class, ask them to count backward from 20 to 1. Say ‘Goodbye, see you on (day of next class) to the students and encourage them to. say the same as they are leaving,5, How many candles? Write the number in words. DG Loakat the cakes in Exercise 5. Liston and match the peopleto the cakes old are you? 1 Ryan: coke] 4 David: cake] 2 Penny: cake[] 5 Anna: cake) 3 Jack: coke] 6 Lora: cake] 17. Listen to your teacher, Write four numbers, Then play a game. 616 BB Days Dg Usten and repeat. Then write the daysin the ight order on the calendar, Wednesday Saturday "MUFSEAY soggy May Make three questions. then walk around the class and ask and answer. How what How is yourname? 1 2 do you spellit? a old are you? INTHE GLASSROOM = 11 INTHEGLASSROOM = =17VOCABULARY fimeeerng LY oom D4, Lietonand repent. 1] Mateh the eatours tothe words. Oa one ‘orange red white yellow 3 ovange HR WEE O black yeiow 5 orange 1 blue 6 red 2 brown 7 white 3 green 3 yellow 4 grey 3 Write sentences, The pencils yellow ruler book —anapple —anerange gq @ Raia eae —— >> GRAMMAR REFERENCE AND PRACTICE PAGE 136 4. Pointe things nthe book and in your dassoorn and say what you can see, gq ‘pencil case a three pencils / 12 STARTER UNIT {e STARTER UNITCTE UTTEUT I) The classroom WARMER You will need two softballs or ralled up pieces of paper for this activity. Ask the students to stand up orsit in wo. sircles. Say'A, throw the balls to a student in each circle and encourage them to say B. Next, ask them to throw the ball to another student, who says C. Continue the activity until yau are sure both groups understand. Say Stop! collect the balls and now ask the groups te race against each other to say the alphabet. I they drop the ball or make a mistake, they need to go backto the beginning. 1 Ask the students to look at the photos at the top of page 12 for a minute and then close their books. Students -draw as many of the objects as they can remember. After two minutes, ask them to open their Books and check, ‘Ask the students to laok at the photos but this time ‘concentrate on the words, Ater & minute or $0, ask them ta close theirbooks again, and to label as many of their drawings as possible Play the recording and encourage the students to repeat the words. bh audioscript The words are recorded fr the students tolisten and repeat: ‘Agirl Bteacher Choard Dapple Erubbers Forange Gpicture Hrulers pens Jpencils K pencil ease Lboy M books GRAMMAR [eg Books closed, Write the following on the board in three columns: ruler apple rulers book orange books ‘Then, write three headings a, an and - on the board and encourage the students to say which group of words each heading goes with, Write each heading above the correct, group of words. Then, ask the students for some more ours and invite them to come to the board and write them inthe correct column. >> GRANI REFERENGE AND PRACTICE ANSWER KET TB PAGE 244 11 Encourage stronger students to ask and answer _questions wsing What is it? oF What are they? andiit's or They're... appropriate, the students stand up, ‘walkaround the classroom talking about the different ‘things they can see. Alternatively, divide the class into small graups and give each group 10-15 sticky notes. Tet them to go around the class labelling as many objects as possible witha, anor neither, ¢.g. a doar, an English book and pencils. Answers. ‘Students! own answers Da 1. if you have done the labelling activity in the Grammar section, with books closed, ask the students to bring a {ew of their labelled items to your desk and place them in view of the class. if not, use some coloured objects (e.g Pencils) to do this. Hold up each item and tell the class. what colour it is. ntroduce the question: lvhat colours it? Repeat ita few times and write the question on the board. Books open. Ask the students to de the matching activity and then check thelr answers. answers Feeenarrt cess tc nti pa ge 2tue a eenApey Sad eback Tae ioe Ste 2 Askcthe students to read the instructions: Say the colous rot the word! Make sure that the students understand thatthey should say the name of the colour that the ‘word iswrittenin. ftime allows, ask the students to say the colour and the word. Encourage the students to read the word inthe book and give its colour, eg Zero. Black and yellow. Answers red 2 grey Sorange 4brown Sblack Sgreen Tbiue Suwhite Py ‘Ask the students to read the example and encourage the class to write five more sentences but do not explain the use of the at this stage. FAST FINISHERS: Fast finishers write some true and false sentences about objectsin the classroom, When the others are ready, they read their sentences and the others say if they are true or false. they are false, they need to correct ther. if apprepriat thestudents into teams and award points, Answers 1 Thependilcaseisred. 2 Theappleis green, 3 Thepenisbiue. 4 Thebook yellow, 5 Theruler is black. IN THE CLASSROOM “18STOLL 1 Books closed. Write the following on the board in large letters; use the whole board so that that and those are ‘onthe righthand side. Do not write the column or row heading in italics for now. there THAT THOSE Stand on the left-hand side of the beard in the this/these column and invite a volunteer to come to the front and stand an the right-hand side in the that/those column. ‘Ask him/her to hold one pencilin one hand and two or {three in the other. Holdup a single pencil and showitto the class. Say, ‘This isa pencil: Ask the volunteer to hold upand show a pencil tothe class, Pointto the student's pencil and say, ‘That i a pencil: Repeat this several times, Now repeat the exercise with these and those; hold up two pencils and say, ‘These are pencils: Ask the volunteer to hold up two orthree pencils. Point to the ‘student's pencils and say, ‘Those are pencils Repeat this several times. iFithelps the students, naw write up the column and raw headings. Books open, students ‘complete Exercise 1 Answers 10 24.30 48 >> ORANIAR REFERENGE AN PRACTICE ANSWER KEY TE RAGE 248 2 Ask the students to read the example frst and ask “What's the first word?’ (this, that, these ar those) and “vehat'’s the last word?" (@ colour word), Next, askthe students to complete the sentences and then check their answers in pairs. Aska few students to read out their answers to check. MIXED ABILITY Encourage stronger students to work on Exercise 2 at their ‘own pace and then find a partner and do Exercise 3. With weaker students, do the exercise together First, if possible by projecting the exercise onto the board, Encourage them to complete the colour frst and choase this, that, these or those. If necessary, encourage them to think about whether the object is here this or these) or there (that or thase) and also whether it’s singular or plural “Then, ask them to complete the exercise in their books. the stronger students have completed Exercise 3, pair them up with the weaker students and ask the stranger ‘ones fo ask questions about things in the classroom for the weaker ones to answer with the colour. Answers 1 thas desk sgeey 2 These pens are black. 43 Those pens aregreen 44 Thatrueris orange. 5 Thisraler i yellow. 3 Aska pair of students to read out the examples. Elicit that we use What colours... with singular nouns and, What colour are ... with plural nouns. Show the class.a few objects and ack, What colour is/are ...?. Then, ask students to continue in pairs, 20° STARTER UNIT Answers Students! own answers Peg 1. First, adkthe students to copy the months into their notebooks in the correct order. Then, ask them to listen te the recording, check the order and repeat the words Next, say’One = January, two ~ February, ...twelve = December’ Then, say the numbers from 1 to 12, in random order and elicit the name ofthe moath, D | answers Tiwari ceenilil iam dihoali Pe SO, retry ec ol ay, ne, iy, apn scenes Sacre beanie 2 Play the recording to present the dialogue, and checkif the students understand the question. Point out that we ‘use in with months, Ask them to walk around the class and ask at least sit more students the question. CW Audioseript *° The conversation Is recorded for the students tolisten and repeat. Boy: When's your birthday, Girt: inNovember.. 3. Drawa large able onto a large piece of paper and display iton the board. Invite pairs of students to come tothe front of the classin turn, Each paie takes tums to ask and answer the question in Exercise 2 and to colour ina square for their partner in the correct month. If appropriate, ask the students to write their name and the date of their birthday in their square. Include your ‘own birthday and then display this class birthday table fn the classroom noticeboard and use it to remember the students’ birthdays. Answers ‘Students! own answers COOLER ‘Ask three volunteers to.come to the front ofthe class and ask them to close their eyes. Explain that you are going to givethem alassroom object tofeel, and that you want them to say what it isand guess the colour. Encourage the rest of the class tojoin inwith the activity, by sayingyes when the wolunteer is correct and mo when the volunteer is incorrect.a2 CTL this, that, these, those |] Read the sentences. Mateh them to the pictures, 1 Thispenclis re | , 2 Thesepencitsareorange. ; 3 Thatbookis green a / 4 those books are blue. a >> GRAMMAR REFERENCE AND PRACTICE PAGE 136 2 Complete the sentences with this, thot, these, thote and a eolour ward. 0 This _deskis_ brown pens are desks pons are ruleris 3 Askand answer about things in yourelassroom. Arhatcolovrarethesebooks? Ar What colovrie that desk? B: Blu. B: Brawn, ey TM D Len and check Then peat, 3, complete th table forthe las. Listen and repeat. Then walk around the class. » Aakand ansvver the question. PAPO OD Nit Gide INTHE GLASSROOM = 13 nneeusi| 2 (© sour vou What's yourname? Where areyou from? Ta AND Objects and people 1]. Mateh the things A-1 in the photos to the word: ene bag camera chair —_dad_—_phone photo students and friends table watch Ai ten, cheek and repeat. See you later: 2. took the photos again. tisten tothe conversation * and find Rosa, Joelle and Paolo. 'QH-g Ustentothe conversation agen, Tick Ve figktonswet 1 Ress atimai today, 0) brmi2teday. O © mis today. C) 4 Ustenandrepent, fit la, 2 Pavia lary name And i Maya a Heemydod, _ — Bes my wocher. Hel ear, tiem’ E Sea youlaes ‘es: See you Nondoy. 2 Joelle a Mynumbersoseaua 392. Goodbye, Nick. Bye, Clara. b Mynumber's 056 312 392. [7 € My numbers 05612323. C] 5 Practise the conversation in groups of three, Heseneebath I fia unira | UNITABE Ta 3 ‘Topic ‘Me, my things and my nationality VOCABULARY Objects and people AND LISTENING Aconversation about making introductions GRAMMAR ——_Determiners; Besingulae VOCABULARY Countries and nationalities ANDREADING — Tell usaboutyou PRONUNCIATION fiom GRAMMAR be: be plural; be singular and plural © ‘SPEAKING Telling your riend about you (GRAMMAR REFERENCE AND PRACTICE: SB page 137; TB page244 (WORKBOOK: pages 8-11 PHOTOCOPLABLE WORKSHEETS: Grammar worksheet Unit; Yocabulary worksheet Unit ‘TEST GENERATOR: Unit test 1 WARMER Books closed, Write name /your/ What's /?0n the board and encourage the students to order the words to make the question (What's your name?) Next, brainstorm asa class what this unt is about. (I necessary, do this inthe students" L1.) Then, ask them to suggest some questions. you can ask someone when you meet them for the first time. Encourage them to use some ofthe language from the Starter unit. Write their suggestions on the board and use thesein About you below. Possible answers How doyyou spelt? Where ae you from? How old are you? Whats your address? What's your favourite day of the week? What's your favourite colour? When's your birthday? @ aso vow ‘Write the following on the board and ask the students to complete the letters to make two questions: oh 2 (What's your name?) anna n= ==)? (Where are you rom?) Next, ask the students to ask and answer the questions ‘giving full answers (if necessary model a full answer by inviting the students to.ask you the questions first). Ifyou have done the Viarmer above, encourage the students to also ask and answer these questionsin pairs. if appropriate, ask them to stand up and ask at leastfive more students inthis class their questions. VOCABULARY [TT Cn Objects and people 1 First, put the students into pairs and give them three sminutes to name as many things as they canin the ‘photos. Then, ask them to match the wards in the box to, the items in the photos. BP answers Theorie hte tchckondthn wre ‘foe Goto Ceanes Dwath Ec Mee ets Uh kl ee Before playing the recording, put the studentsinto pairs and ask them to try to identify the three characters. (Rosa, Joelle and Paoto). Play the audio to check. Answers In the top photo: Joelle isonthe leh, Resats nexttoherand Paolo is onthe right, ‘Students remain in palrs for this exercise. First, ask them toread the sentences and chaose the correct answer before they listen again. Then, play the recording again and check the answers as.a avoioscmr Te race 266 4 Encourage the students to speak loudly when they repeat after the recording. Make sure that beth their Pronunciation and intonation are correct. QP Audioscript The comversation is recorded for the students tolisten and repeat. Clara: Nicks Maya: Clare: tick: Maya: Hi. I'm Clara, Hi, Clara. My name's Nick, And this is Maya Hello, clara. Seeyoulater. Yes. See youMonday. Goodbye, Nick. Bye, Clara. Divide the class into groups ofthree, Ask them to practise the dialague ors Exercise 4, using thee own names. if necessary, demonstrate this activity with two other stronger students by beginning ‘Him (your name Monitor the groups while they practise the conversation and where necessary correct their pronunciation, Then, invite volunteers to perform ther conversation tthe lass, Answers Students! own answers MIXED ABILITY Ask weaker students to write the dialogue with their own names first. When you feel they are confident, ask them to work from memory. Ifstronger students finish quickly, ask them to practise the conversation again with thenames of famous peaple. ALL ABOUT ME 23= 1 Books closed, On the board write heron the left, myin the middle and his om the right. Ask two volunteers, one female and one mate, to come to the front of theclass ‘with thelr pencil cases, Ask the female student to stand under her and the male student under his. Take apen ‘and stand between the two students, under my. Hold up vyour pen and say, ‘my pen’. Ask the male student to hold upa pen or pencil, point and say, ‘his pen’ Do the same ‘with the female student to present her pen, Books open. Before the students look at this exercise, introduce yourself again. Say, "My nameis ..: Point at the volunteers who were previously at the front of the class andsay, His name's... Hername’s ... Answers, your 2his 3hers ‘>> AMMAR REFERENCE nN PRAGTIGE ANSWER KEY TB PAGE 244 2. Ask the students to work in pairs and complete the sentences orally. Check the answers as a class and then ‘ask the students to write down the answers. Answers, My 2His, Sam 3 Her, Jane be singular @ 3 Read through the sentences asa class, pointing out that tthe letters in purple are the contracted form of the verb. Encourage stronger students to complete the sentences ‘onthe right without looking at the words in the box. Answers. Jam 2are 31s als 515 > GRAMMAR REFERENCE AND PRACTICE ANSWER KET TB PAGE 248 4 Ask the class to cover the sentences and describe what they can see in the pictures, e.g. 0A girl Her nome is {br0, 1 W's green phone. Then, ask themto read the ‘sentences and say what kind of word is missing in each ‘gap (the correct form of be’) before they complete the sentences. Answers. L'sfis 2'sfis 3'sfis A'm/am Sie are 5 Ask a strong student to demonstrate this activity with you to theelass, The studentis Aand you are B. Then, ‘ask this same student to ask another studentin the elass, “Then, ask students te continue in pairs. if appropriate, ‘encourage the students to ask several other students the ‘same question and answer their partner's question. Stop the activity and ask them to report back to the class. If necessary, demonstrate by pointing to the first strong student and saying, ‘Ithink his/her phane number's Answers Students! ewnansivers [= UNIT © Draw picture of yourself on an AA piece of paper and put it on the board as an example. Alternatively, vou ‘ould invent a character and use that as an example, Next, make sure each student has got an Ad sheet of paper for their picture and tellthem that they have just ‘minute to draw it, Talk tothe class about your picture Using the madel example in the book. ie. My name's... 1'm..., Thisismy... . Then, give the students two minutes totalk to theirpariner about their picture. To make this activity more interesting, you could encourage the students to include two pieces of false information. Thetr partnerneeds te listen carefully and find Answers ‘Students’ own answers FAST FINISHERS Encourage the fast finishers te draw a picture of one of thelr friends or someone in their family and describe this totheie partner using he of she. 7. Arrange the students into groups of four, making sure that the pairs from Exercise Gare separated to avoid repetition. Demonstrate this activity fist by asking a stuslent for their picture, putting it on the board and desceibingit. Include some mistakes and encourage the student to correct them, e.g. Teacher: Your name's Ana. (Na, my name's Maria. You're 18. No rm 13. Display the pictures en the board, Describe one of the pictures and encourage the class to say which one you are describing. Then, invite a volunteer to come to the front todescribeone of the pletures for the others to guess who: its. Continue as.aclass or ask the students to work in small groups.GRAMMAR 4, Complete the sentences, Oo 1m tyra Determiners JL Look at the words and complete the table. His bag's blue 1 t___ geen This is my watch Herbag'seed What's your phone number? pronoun | deterrin 2 she___my frend 1 ~ [ny — yo tei — — 3 He___myteacher 7 ral ‘>> GRAMMAR REFERENGE AND PRACTICE PAGE 137 : 41 en, 2. Complete the sentences. © My name's Tom 5 andyou a name's 5 Workin pairs. Askand answer about your phone ‘umbers, ss ti ids Stour Sos p 2 se Hiserpina mabe y # drawa picture, Talk to your Eseehariaiey be singular © aan 2 ca a oa capa Te jot caunenwenour iinet me Play 2 gamein groups of four Put your pictures ‘on the table, Take turns to speak. fs re is amis 7 Yourname's ‘Antoni. You're 12 and your football is black and white. We new. [sn ew ‘>> GRAMMAR REFERENCE AND PRAGTICE PAGE 137 ALL ABOUT ME 3)VOCABULARY #1) Countries and nationalities 11 Read abour the stdents rom diferent, Countries and answer the questions. 4 Whereis ina from? 2 How ois artinar 2 Whats the name of the boy for Movie? 4 How old are the tin from Gras? § Whereis Mateo trom? 6 Trane ofthe students fom your county 2 Read about the students again Gmina country nationality © italy alien 1 Turkey |B Mateh the flags to the countries in Exercise 2. . Rsy Tell us about you. How old are you’ What’s your name? you from? Hi. 'n Alojancio and tm 15.t'm from Mexico, Hi, My name's LU ¥ing ant 'm Holl, We're Luisa and Ana, Wore 11 and we're twins! ‘We're from Brazil Holl, tm from Russia, tm 16 and iy name's kin. Hi My name's Santiago and I'm 13. ‘tm Spanish. Holo. My name's Martina ancl I'm 15, 'm 16. My name's Matteo,CE) ano Gountries and nationalities WARMER Elicit the letters ofthe alphabet from the students around the class ina random order, correct their pronunciation where necessary, and write them on the board. As aclass, challenge the students to name a country for as many letters ofthe alphabet as they can. Teaci the names of the countries that all your students come fram, BACKGROUND INFORMATION Countries, nationalities and languages are always written \with a capital letter in English. There are around 195 ccountriesinthe world; this isn’t an exact answer because some states, ike Taiwan or the Cook islands, aren't officially recognised as separate countries. There are 54 countries in Africa, 48 in Asia and 44 in Europe. There are ‘around 7000 languages spoken inthe world. chinese is spoken by the most people as a native language, which isnot surprising considering thatit is the most populated country (about 14 billion people ive there). The most Widely spoken languageis English. around 20% of the world’s population speak English, although most of thom are not native speakers. Englishis also the most ‘commonly studied foreign language (French is second), 1 Ifthe class enjoy competition, use the information in Background information above to organise a class quiz, ‘on countries, nationalities and languages. ‘Tell the students that they are going to read about teenagers from around the world. Have the class look at the photos, n paits, ask them to try to guess the ages and nationalities of the teenagers by asking and answering questions, e.g, How oldis he? think he's Where's he from? He's from .... if possible, show this page fromthe book on the interactive whiteboard so that the students can see the photos, but cover the texts, Give the students 3 few minutes te diseuss their ideas, If necessary pre-teach twin by asking Whatda we calla brother and sister (or two sisters or two brothers) who are the same age?’ Then, ask therm to read the texts and check theirideas, Next, ask them to read the questions and try to answer thems. Then, ask the students to read the text again and check their answers. Answers. 11 Shes rom Russa, 2 Shei. 3 Hels Alejandro 14 They are. 5 Hes from aly 1 Students! own answers DW the Reading text is recorded for students to listen and read. 2. Encourage the students to read the texts in Exercise L _again and complete the table with the words in blue. Make sure that students understand the difference between thenames ef cauntries and nationalities. Ask the students to add the namesof the countries and. nationalities of all the students in the class tothe list on ‘the board (see Warmer). FAST FINISHERS: Fast finishers workin pairs. One student calls out names. of countries at random. The other student, with his/her book closed, gives the nationalities. Then, they swap. roles. answers Theonwesoe rere besten ten chek ant oe yt yoke iit, oer 2 Raines 3 Chimie items 1 Spon Sanh 2 Encsurgethe tents instal pips oka the fogs say the county. Then sk te dss omateh then. The nayncedto lotic bough einen seproprie cis aa crpation and award pots for every correct answer, Answers Adrgentina BBrazil CChina Ditaly EMexieo F Russia G spain HTurkey 2 Voousuuany woRksweer UNIT isn ALL ABOUT ME 7\PRONUNCIATION | from 4 ite from on the board and ask the students to Lndertin this woedinboth ins (dont sy the word fromen you give thisinstrcton), Play the recording and pause It ate A's question (or read As question to. the class) and ask the studentst0Iisten and repeat ‘vor three times Nex play 8 anewer or red 8} and ask the student tolisten and repeat ito or three times, how, point othe fom on the boar and ask 's the promundation the samme in and 87. (necessary do this inthe students L1) ck the studentsto listen the complete conversation again and check theiideas Point but thatin Aline, we say fron, butin B's line, we say fiom (Note: We use the strong form fiom ins ine because wwe stress this word: In line, we use the weak fort irony Because we don" stressit) tn pairs, students ask and answer the question, using the sane of the ounty they come fom. D Audioseript “The conversation s recorded for students to listen and ropeat. ‘A: Where are you from? Bm from china, @ rane pours Firs, check thatthe students use the correct intonation inthese questions by asking them tolisten to you and repeat. Next, askthe students to askyyou the questions and, demonstrate a good full answer before you askthem to do the activity in pairs. EB).8. pans:dcwn. Blay ti iecaiding once exes far siden * justo listen, Then, ask them to.complete the chant. Play the recording again and check the answers as a cass. Answers Russian 2 Spanish 3.Chinese Ey be: be plural ©; be singular and plural © 1. Ask the students to find the forms of be in the chant first beforethey complete the table, ee you're 2 They're 2ovaren't 4Heisnt Ssheisnt Wearen't 7 You aren't 8 They aren't ‘DD GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 244 2. As.aclass, read the two example sentences and elicit that the first sentence is the negative and the second sentence is affirmative. Do sentence Las a class, mab ‘sure everyone knows what they have todo, Point out that in 5, students need to write thename of their own county. Answers, 1 We're from Brazil. We aren't rom Turkey. 2 They're Argentinian. They aren’tfrom Russia. 3 You'tefrom Italy. Yau aren'tfrom China, 4 She's Spanish, She sn Mexican. SS mfrom students own country) 'm nat from England, [= UNIT D> Play the recording once or twice, and encourage the studlents to repeat the chant in time with the reearding, Wiite the first verse ofthe chant an the board (or projectit).Go through it with the lass, and then delete (orcover) the first line. Go through the chant again. Continue like this, deleting or covering) a tine each time ntl the class are able to chant from memory. Continue with all the verses. Next, encourage the students to do the chant in groups where haf say the words n the ‘orange speech bubbles and the others say the words in the blue speech bubbles, Then, ask them to swap, Answers ‘Students’ own answers > AUDIOSORIFT TB PAGE 266 >> naimuan Wonksweer onaT 1 fay 1. Give the students a little time to complete the sentences, about themselves befare they work in pais. Answers Students! own answers MIXED ABILITY Encourage very strong pairs to ask and answer questions, e.g. What's your name? How old are you?. With weaker students, invite them to the board and encourage them tehelp you write your answers on the board, Next, ask them te copy and change your answers so they are true forthem,e.g, Teacher: My name’s Ms Hall, Student: Myraame’s Jon. Teacher: 1'm.36.> Student: Jn 13, ‘Then, in pairs, askthem to ead their sentences to their partr ‘COOLER ‘sk the sadents to write three false sentences about themselves and a partner, using diferent forms ofthe verb be, ei, Here from Trey. When they are ready, ask students toread thei sentences to a partner and check if thelr partner can corect the wrong information, We aren't from Turkey, We're from Mexico.PRONUNCIATION | from DBA, Use snd repeat hes ese i? - |] Read the chant again and complete the tables 8:l'mitom chiew be plural @ then ask and answer with your partner We are You are They are So TALKING POINTS be singular and plural © ‘Whats your name? ‘How old areyour? Wher aceyou from? tam not mnt ‘What's your nationality? ‘Youarenot 13 Nets not She isnot Chinese. 5 Listen and compete the chant We ae nat You arenot Hit Hello: Where areyou rom? They are not What's your nationality? ease, >> GRAMMAR REFERENGE AND PRACTICE PAGE 137 os Mexican : ie keey 2 Lock at the sentencestn Exercise and complete the table. Ho's Mexican! ° ° | cama lege 1 las on eae ltt! Whee areyeu tom? T owe Wists reshnctonath Greece | Colonibla | 00 _ They're Greek nok T [__ They arent colombion teat [Tukey | fon ‘She's Taishi T t sheisnt! womb mre z Sonat Aepentina | Rusia “Waly China ‘il Hello! Where are you from? ‘Whats your nationality? | Spain| Mexies. We're Brazilian, | [she es [England [5 from They aren't? 1 from “They're Braaillant G3 Listen again. then do the chant in groups. ex Hit Hello! Where are you from? What's your nationality? ‘We're Argentinian. | Workin pairs. Tell your friend about you. You'e gent. Myname's. My phone number's aren't tm, This Foy You're Argentinian Vm from ALL ABOUT ME a ALL ABOUT ME 337 Hi: David. This my wile, Hername’s Helena, “These are our two daughters Theirnames are Ba abet and Ruby. Our son's name's sear. ee: ABOUT YOU ( Ee pled ne Whereis your family from? How old are the people in your family? My sister's name is Ruby. ‘These are my parents and this ismy baby brother. He's called Oxcar, Hello, My name's Helena. This ismy family - my husband and my three children, We're from Manchester. Bi. Myname’s Ruby. om 11 q and my sister Isabel is 14, Cy ano oy Ree erasers aucmnecd Families father. Their names are Helena and David, but we callthem Mum and Dad! 11. Read and answer the questions, 11 Whereis the family from? 3 How old is sabel? 2 How old is Ruby? 4 How old is Oscar? 2. Read again and complete the table. @ fuby | Helena aby nda Sd Ose imum dd Z | brotherand ster parent aur stand ane Ey Promciaion children Ya titemand repeat others ther 1 minded ae husbond and wife baby 2 3 4 family and fiends 5 mother and father 6 GP 3. Listen the amity words and repeat them, 18 unT2 {= unit Spanish and German‘Topic Families VOCABULARY Families AND READING — Read about a family PRONUNCIATION ond GRAMMAR ——_Determiners; Possessive S VOCABULARY Adjectives: eating: ANDLISTENING Aconversation about feelings GRAMMAR be @and short answers WRITING Aweb page todescrive a personin your family, GRAMMAR REFERENCE AND PRACTICE: SB page 138; T@ page 244 (WORKBOOK: pages 12-15, \VIDEO AND VIDEO WORKSHEET: Me and you PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit2; Vocabulary worksheet Unit2 TEST GENERATOR: Unittest 2 WARMER Write __/______ onthe board and ask the students toguess the unittitte (My family) by guessing the letters. Challenge them todo this by making no more than three incorreet guesses, When they have guested the title correctly, elicit as many family words as you can fromthe lass. Wi asovr vou Revise the questions there are you fram? and How old are {you? by asking the questions around the lass andl eliciting the full answer. Next, ask a stronger student to ask you the questions in this section and model afull answer. In small groups, students to ask the questions and give fll answers. VOCABULARY FUT) La Families. 1 Hf available, project the photo ofthe family onto the board (oF ask the students to Look at the photoin the book) and encourage the students to predict the answers to the questions in Exercise 1, Next, ask them to read the short texts and check their ideas, Answers [ha England 2eleven 3 fourteen 4 one 2. Ask the students to read the texts againand find all the family words, e.g. husband, children, andiin pairs, help ‘eachother with any words they don’t understand. Next, _ask them to look at the table, do the first two or three as -aciass and ask the students to continue in pairs. Answers Isabel and Ruby oscar | Ruby and Oscar ‘mum and dad ‘brotherand iter parents daughter Ihusband and wife son halen ‘mother and father child ‘baby FAST FINISHERS Ask fast finishers to copy the table into their notebooks, but to replace thenames at the top of the columns with the names of people in their own familly. Encourage them teinclude some more family words if they know them. ‘Then, they complete their table with ticks. SP rroresdingtestrecordedfor student tien and rss. 2 Play the recording, Ask the students to pointto the correct people as they listen and repeat. Highlight that thestress allsn the fist syllable ofthese family words, eg, parents. Highlight the long vowel inthe first syllable ‘of doughter and that g andi haresilent letters. DP Audioscript ‘The words are recorded forthe students tolisten and. repeat. mum dad brother sister parents daughter husband wife son children mother father child baby (@ PRONUNCIATION | onc 4 Write mum and dadon the board and ask the students to read and sayit. Point to and and ask the students to say the word again. Next, ak them to listen to the recording, ‘and te fecus en and. Ask, “ls the pronunciation of ond different” (Ves, this isthe weak form, ands shortened to fon /)-Ask the students to repeat the pairs of words. DP audioscript ‘The phrases are recorded for the students to listen and then repeat. 1 mumand dad 2 brother and sister 3 husband and wie 4 family and friends. '5 mother and father 6 Spanish and German MY FAMILY 3)Ce 1 Copy the table onto the board but leave the determiner column blank. Ask the students to find the determiners. in the speech bubbles on SB page 18 for s,you, he and she. Then, ask them tofind them for we and theyand ‘complete the table on the board, Books open, Encourage ‘stronger students to complete the exercise without looking atthe board. Allow weaker students to.use the table on the board to help them. Ifnecessary, remind ‘students that determiners agree with the personal pronoun and not with the object, Le. my brother or Determiners brothers and not mys brothers. Answers pronoun dete ' my you your he his she her we ther they our >> ORAMNAR REFERENCE HNO PRACTICE ANSWER KEY TO PAGE 244 2. Ask the students to describe the pictures firstin pales, saying what family members they ¢an see before they ‘complete the sentences, f necessary, do an open class example: Teacher: Thisis.o-mother Student: This is. sister ond that's her brother. Answers, ‘our 2Their 3 Our, Their Possessive ’s 3. Ask the students: "Who are Ruby and Oscar?" (brother and sister). Write on the board: (oscoris Ruby's brothersister. Elicit: brother Ruby is Oscar's (brother/sisterh. Elicit: sister ‘Ruby is Davidand Helena's (doughter/porents). Elicit: daughter Students may translate directly from L1 and produce: ‘Oscar's the brother of Ruby. You could write this on the board and contrast it with: Oscar is Ruby's brother to clarify meaning, white also makingit explicit that this form is incorrect by crossing it out on the board. Encourage students to complete the exercise in pairs. Answers. brother 2 sister 3 daughter ‘9D GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 244 4 Point out that the students need to complete these ‘sentences with one ofthe family words in Exercise 20n ‘SB page 18 and that they should use the table tohelp them. Answers, father 2 daughter 3vife 4parents 5 children 5 appropriate, ask pairs to competewith each otherto make as many sentences as possible. Seta time limit for ‘them toda this. [= unit? Answers Students’ own answers MIXED ABILITY With a mixed ability class, encourage the weaker students tawrite their sentences davin frst. This gives them the reflection time they need to produce the target structure correctly before they speak I@ ravens powrs After the students have completed the video activities on the photocopiable worksheet, ask them to ask and answer ‘the questions in pairs. necessary, demonstrate a good _answer by asking them te ask you the questions. With the Tellme abou... question, pint out that they should give +theirpartnerat least three pieces of information aout thelr family, As in Exercise 5, encourage weaker students to ‘waite their answers down fist before the palwork activity, if appropriate, intraduce some ofthe information from Background information below. BACKGROUND INFORMATION The international Day of Families is 15th May (as dectared by the United Nations). According to the Office of National Statisties nthe UK, a family Is defined as two people living together, married or otherwise, with or without children. Itcan also be a single parent with at least one child. n same countries, the number of children a family can haveisrestrcted. From 1979-2015, there was a ane- child policy in China although in rural areas, Families could havea second child ifthe frst was a daughter. On the other hand, in pain, for example, Families with three ‘oF more children are given special benefits for example tax deductions, travel discounts free museum entry and help with the costs of education COOLER Toll the class to stand up, Read one of the sentences below and say, iittrue for you"! Point to al the students. who say Jes ad tell them tasit dew Continue reading the sentences, asking'Is it true for you? and telling those who say yes sit down My sisters nameis Mara, My brother is 1Syears ol My dad's names John. My mothers from the capital city ofthe students country). My father's from [the capital city of the students’ country]. I'm [average age of the students] years old. if appropriate, organise the students into small groups and appoint a teacherin each group who gues the instruction, Note: Before the studentsteave, ask ther to bin photo oftheir family forthe next lessonTT determiners 11. Find and underline their and ourin the speech bubbles on page 18, Then match the pronouns to the determiners | your his ">> GRAMMAR REFERENGE AND PRACTICE PAGE 138 2 Complete the sentences with their or our. These aremty brothers. names are Tom and Harry. Se res Possessive 's 3 Match the two parts of the sentences. 2. Oscar is Ruby's daughter. 2 Ruby is Oscar's brother. 3 Ruby is OavidandHelena’s sister. >> GAAMMAR REFERENCE AND PRACTICE PAGE 198 4, Complete the sentences about the family. osearis David's son David is Oscar's : Ruby is Helena’s Helena is Oavi's z David and Helens ate Ruby's Isabel, Raby and Oscar are David and Helena’ Look atthe picture of the family for two minutes, ‘Then clote the book and talk about the family with your partner, Noy he's Ruby's brother TALKING POINTS © Waren the video. Aseand answer ‘the questions with a partner. What’ yournarne? Where are you from? How old are you? Tellme about your family. MY FAMILY 13 MY FAMILY |Ty aw PS Adjectives: feelings 1 Lookat the photos. Complete the: Mets the wera heb bored clever funny happy hot hungry ies sad tired 0 rm hoppy aim é 21m arm 5 she's . 6 Youre 7 They're 8 she's i sten and check. Then repeat the sentences, 2 Playa game with your partner. Decide who is Student Aand whois student 8- ‘Student A, think of an adjective. Make a noise ordo an action. Student 8 Guess the adjective. $3 Look the pau sty. Linen and number the pictures inherit ode, D4. iston again, Wie yes or no Conversation ellis Spanish. no Conversation 4 Tho flim sunny. fom Balla i unary. Conversations Suand Beli are bored Conversations Bella is hoppy [= UNIT2VOCABULARY JETTY LISTENING | Adjectives: feelings: WARMER {Ask the students to take out thelr photo of a family ‘member and intraduce him/her to the class. Fstudents forget to bring ina photo, allow them to find a photo on tthoir mobile or encourage them to draw a quick pleture of their Family. ‘Model the activity by showing a photo and introducing a member of your own family. For example, say “This is my brother. His name is Richard. He's 40 years old Write any ‘number words over 20-en the board to help the students, asnecessary. Put the students into groups of three or four. Monitor to make sure the students who are showing photos on their phones are using them appropriately. Ensure everyone has put their phones away before ‘continuing with the lesson. 1 Hfavailable, projeet the photos onto the board (or ask the students to look a the photos in their books but cover the wordsin the box). Encourage the students in pairs to tryto say how each person sfeling and elicit someof te adjectives before the students complete the exercise, ‘When the students repeat the words, make surethey pronounce bored and tired as one syllable. 0) answers Theemiv nrc rstdet ocheckandthen ren Siler hoppy. tims. 2m bed 3a ot Simbu tees aca dewey. eptbed tswomee FAST FINISHERS Put fast finishers into pairs and taketurns to be Student A and Student 8. Student & points to a picture and Student Bays the correct adjective. After they have changed roles, Student B new points te a picture and Student A hhas to say the adjective. Ifthe others are still working, in preparation for Exercise 2, the fast finishers begin to think Of suitable gestures for each ofthe feelings. 2 Demonstrate this activity fist by making an appropriate facial expression er gesture for happy and then asking, “How do I feel today?’ Encourage the students to answer You're happy! Then, invite a volunteer to.cometo the front ofthe class and mime another of the feetings. For funny, clever and nice poink out that the students will need to be inventive. Students then continue in pairs. At the end ofthe activity, ask for volunteers to showcase their gestures. Encourage the students to votetor the best ones, Answers. ‘Students! own answers > VocABuLany WoRKSWEET UiIT2 Ws Point to the different characters and ask, ‘Who's this? (mum, dad, daughter and friend). Tell the class that the iilin pink is Bela andthe gti greenis Sue Askfurther questions to raise intrest, eg, “are the two girs sisters Grfriends?, Who are thecther people?, Whee’: dad inpicture a Who's in picture B7; What's on TV? Ii funny?! Where's dad in pieture02'anc'What ean you seein peture F: Play the recording Ask students to compare their answers in pits before conducting whole class feedback. Answers AS B4 C103 E6 F2 MIXED ABILITY With a mixed ability class, ask the weaker students to predict the order, then listen to check. Ask the stronger students to explain/note down any words they heard that helped them to order the pictures. Ds before paying the recording again askthe students to predict answers based on what they remember. Get the ‘tronger students to eorec the lnforraton 00,6 Conversation 1 Belo Mesicon With wesker fouPsr pause after each conversation, Answers Conversation 26s Conversation’: no Conversation ayes Conversation 51 Conversation 6 yes > AUDIOSCRIPT TB PAGE 266 MY FAMILY 3)oO and short answers 2 Ask a different question to three mare confident students at random: ‘Are you Spanish?, ‘kre you hungry?” and Are you happy?: Prampt them to say: Yes fam. /Wo, 7 nat. \Wirite their responses on the board in affirmative form, ‘eg You are happy. Elcitthe question: re you happy? Establish that we invert the verb be and the subject. Refer back to your students’ responses and ask the ‘lass: ‘ls (Pablo) happy?’ and 's (Maria) Spanish; Again, prompt students to ansiver: Yes, he/she i. /No, he/she ‘sn, Elicit the he/she form of the question. Stuclents then work in pairs to complete the matching, Answers. fre you hungry? Yes, am. No, we aren't. sshehot? Ves, shel the fm funny? No, Risnt, Are you bared? Yes, am. / Wo, we aren fre they tired? No, they aren’ 1) ORLMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 244 2 Point out that the frst word in every question has gota capital letter. time allows, encourage the students to ‘ask and answer the questions in pairs. Answers 1 Arethey very tired? 2 te she happy? 3 Whatis your phone number? 4 Where are they from? 5 When i yourbirthday? 6 Whats your name? 3 Point out that students need to complete the conversations with the correct forty of be. Demonsteate ‘this by writing the example on the board and eliciting are ‘and aren’, Paira strong student with a weak student. Answers Live, arent 2we,are 31s, isn't 4Are,"m not Si Ace, aren't 4. Once the students havehad one practice, ask them to switch roles and repeat, You could get them torole play the conversations in different voices to give them. ‘extra practice white maintaining interest, e.g, happy, ‘sad, like a monster, like a robot. If time allows, ance the stuclents have practised the conversations a few times, ‘ask them to cover up a partof the exercise and role play the conversations again, but this time they have to recall some of the text from memory. Students can keep ‘covering up more and mare ofthe text until they're able to remember the whole thing. [Answers Students! own ansvers 5 Encourage the students to read the questions on page 324 first and write down short answers for them before they ask and answer the questions n pairs, Students! own answers [= unit? [az 6 Books closed. Ralseinterest in the task by asking the students to name some popular social networking sites. Give Facebook as an example. Take a few suggestions ‘and ask therm: ‘Which is your favourite?’ and ‘Which do you use most? Toll them they're going to create a profile ‘page in English, Books open, Gothrough the profile, ‘making sure the students know what sort of information they need to write in each space. Use facial expressions to clarify the meaning of angry. Students can tick as ‘many of the feeling boxes as they like, Answers Students! own answers T tf necessary, brainstorm the questions for this activity asaclass and write them on the board, Make sure the students create a web page for their partner as this is important for the next activity. Answers ‘Students! own answers D> GRAMMAR WORKSHEET UNIT 2 A 1. Clarify that students will need to choose he foramale and she for afermale and ask the students to read the writing tip about full sentences, capital letters and full, stopsat the bottom of the page. With a weaker class, write a profile together an the board. Then, rub out the informatian words (.c. the name, age, nationality and feeling) and ask the students to copy and complete the information for someane in their family. Encourage stronger students to write longer sentences with and and but (including some negative sentences, e.g. Today he's bored but he isn't angry). Answers ‘Students! own answers COOLER Divide the students into two teams. Ask one volunteer from each team to come to the front and stand with thelr backsto the board. Write an adjective on the board. The students who are siting down can see it but the two volunteers cannot. The students sitting dav should mime it to their teammate. The student to guess the adjective first wins the point for their team. Ask for more volunteers to come tothe front and repeat the procedure with other adjectives from page 20, Encourage the students who are guessingto ask: Are you 2UTM be @ and short answers JI Look atthe picture story again. Match the Ves/ No quastions to the shart answers. yes |no questions Are you hungry? \ | No,itisn’t. la she hot? Yes, shes. Is the film funny? | | No, they aren't. Are you bored? \\/ Ves, am. fre they tied? No, I'm not, ‘>> GRAMMAR REFERENCE AND PRACTICE PAGE 138 2. Putthe wordsin order and make questions. © Is /How fold / frend / your/? How old your friend? 1 they (retired / very 7? 2 happy /she/ is? 3 is /What /phone/ number your]? 4 Where /they /trom j are /? 5 your/ When fis/ birthday /? 6 name /is /What/ yours? 3 Complete the conversations. © Are your ends hak? (No, they _oven't . They're fine! 1 youre Ne we 2 ‘your parents Russian? a : =e Hothead + paint?) s your teacher clever? Yes,she 6 your brothers hungry? No they 4, Workin pairs. Practise the conversations in Exercise 3, short anawers_| wh questions AeGousnis [hacen |whewehyel fama e/a sat whatis your name? Beeeasee ‘Are'you Spanish? 5 >> Work with a partner. Go to page 124. G Complete the web page about you. io (apr Photos ‘Nationality Today tm Crappy Cisne not Cana bored 7 Ask your partner questions and write a new web page for him or herin your notebook. 11. Make anew web page fora person in your family in your notebook. Use the web page in Exercise S to help you. Usefull sentences. Begin your sentences with a capital letter and end them with a full stope. MY FAMILY = 21 MY FAMILY = 374 tein Tre are irae counis in Gros Tre a enlond Seton and Woes rec ned Kingdom i fret Ie Wi Enlone Soolend ond ie) end Nore lord The United Kingdom i 0 good glace for youre people ovis, There’ os In sae cand do 11. Discuss the questions with your partner, 2 Where are you from? 2 Where are people n your fail from? 3 Doyou know any places in the United Kingdom? Which ones? 2 Lookat the map and the photos on the web page. Guess the answers. + Where is Ross from? + Whereis owen from? + where is Emily from? + Where is Peppy from? 3 Read the web page quickly. Were your answers in Exercise 2 correct?” Hallo, 1'm Owen and Ym BG, ‘Gaernarton Gastie is in Wales: I's a Hi. Pm Floss and tn S66 very big caslle. Look athe photo! Loch Nase in Seotland te a famous ako. Rugby is an important sport in Wales. ‘Loc’ is a Scottish word that means “ak The thistle is a symbol of Scotland tlm Poppy and tm ERGiish. Hi on Enya nn ‘Tho Shambles is in Yor, England ‘Tho Giant's Causoway isin Nothoen ireland W's avery old stroet Gan you sae the big rocks in the photo? Thelion is @ symbal of England. These rocks are very old. Theceis a story about a giant and the rocks. ‘The shamrock is @ symbol of Keland, The Shambles 38 = GULTURE “ar ij + The students learn about the United Kingdom and four young people from each ofthe fourcountries (England, Wales, Scotland and Northern treland) + In the projet stage, they make a poster about their own country oranother country and present to other students. ‘Wish English Scottish Northern ish ‘CULTURE VIDEO AND CULTURE VIDEO WORKSHEET; Wales BACKGROUND INFORMATION Caernarfon Castle, North Wales is a UNESCO World Heritage Site tis visited by around 200,000 people every year. Loch Ness is @ lake in Scotland, Lochs the Seottish Gaelic word forJake, For many years, some people have believed that a monsterlivesin the lake and every year thousands of visitors arrive hoping to see the monster. Athistles a plant which belongs ta the daisy family “Typically, ithas sharp prickles (to stop animals, birds and insets from eating it) and a purple flower. It's been the symbol ofScotland since the 13th century. ‘The Shambles, York sa street that is over 900 years old. Many ofthe buildings there are 500 years old or more, ‘he lionisa national animal of England. Many English sporting teams, including the English football and cricket team,use the lian as their symbol, “The Giant's Causeway, a collection of around 40,000 basalt (dark volcanic rock) colurnns, | the result of an ancient volcanic eruption. The legend says that it was a bridge to Scotland built by a giant. ‘The name shamrock comes rom the irish word seamrég: Which moans ttle or young plant: Itisa type of clover with three feaves, On St Patrick's Day (17th March) people weara shamrock. WARMER Put the class into teams, Read the questions and have teams writethe answers. 1 How many countries are therein Great Britain? (2) 2 What are thelrnames? (England, Scotland ond Wiles) 3 How many countries are therein the UK? (4) 4 What are theirnames? (England, Scotland, Wales and Northen welond) '5 What are the capital cities of each of the countries? {tondon, Edinburgh, Corlifand Beast) ‘Books open. Have students look at the map and read the factfile and award thomselves points for correct answers. Encourage the students to take turns to ask and answer the questions. With question a, if necessary, you may choose this point to highlight the difference between country and nationality, e.g. I’m from Spain (country) but 11m Spanish nationality). With question3, ask them to ‘write down the places they know. ifthe students are slow to start, encourage them to think of any English, Scottish, Welsh or Northern Irish football teams they know. During. ‘class feedback, if available project a map of the United Kingdom onto the board and ask students tofind the places they know on the map. Remind the students that there are four countries: England, Scotland, Wales and Northem Ireland and each person comes from a different one. Tell thern net toread the texts for now but to try to guess where each one is, from by their photo. jn Students! own answers Aske the students to read the web page and check their ideas. Answers students! own answers Answers Rossis rom Scotland. Emily s from Northern treland. (wen i from Wales, Poppyistrom England, ACTIVITY 41S FOUND ON PAGE 23.OF THE STUDENT'S BOOK. 4 Aslethe students to try to complete the sentences with the correct country before they read again. Then, ask them to read and check their ideas, FAST FINISHERS: Books closed, Fast finishers work ina to ask ane answer questions about the sentences, e.g, Where is Lach Ness? They can then ask similar questions about their own country, eg, Where is Lake Como? Answers Scotland 2 Wales 3England 4Narthorn ireland Stroland England 7Wales QP ne excng tt recorddtor students olsen andre THE UNITED KINGDOM 335 Ask, Where are you from?’ andelicit both fm fom {country) and t'm (nationality). Next, ask students to ‘match the countries and nationalities, then listen to ‘check. Point out that both country and nationality are ‘written with a capital letter. As the students listen and repeat, make sure they stress the firstsyllable of each word. HI answers ‘The onswers ore recorded forthe students t check ond repeot, England - English Scotland - Scottish Wiles - Welsh Northern Ireland Mother righ Britain British 6 Ask the students to cover Exercise'5 (and the web page) ‘and to try to complete this exercise with the correct ‘rationality. Then, ask them to underline the answers in the web page. Answers Scottish 2English 2welsh 4 Norherntrish 7 Ask the students to do this exercise istin pales without locking at the map, Encourage them toaskithat'sthe > auoioseniet ve Pace 261 MIXED ABILITY ‘Separate students into researchers and designers, giving the stronger students the responsibility of researching the material and presenting the poster and the weaker students the responsibility of designing the poster. PROJECT EXTENSION ‘Ask the students to write at Least four questions for a class quizabout the information on their poster, e.g. What can you visitin ..? What's the symbol of ...? Next, collect in the ‘questions and type them up-on a worksheet. Either make copies of the worksheet for pairs of students or project the questions on the board. Ask the students to walk around the class looking at the posters and answering the questions. CULTURE VIDEO: Wales ‘When the students have completed the lesson, they can watch the video and complete the photocapiable worksheet. ‘COOLER Tell the class that you are going to say the name of a-country and that you would like them to say the nationality. Ina raised voiee, say ‘England’ and elicit English. Bo the same with Wales, Scotland, reland and Britain, increasing the paceas the students become more confident.