01 Flash 4 POL Ts Contents.

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Published by Express Publishing

Liberty House, Greenham Business Park, Newbury,

Berkshire RG19 6HW, United Kingdom
Tel.: (0044) 1635 817 363
Fax: (0044) 1635 817 463
email: [email protected]
www.expresspublishing.co.uk

© Jenny Dooley, 2017

Design and Illustration © Express Publishing, 2017

First published 2017

Made in EU

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form, or by any means, electronic, photocopying, or otherwise, without the
prior written permission of the publishers.

This book is not meant to be changed in any way.

ISBN 978-1-4715-5648-7
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Contents
Introduction to the Teacher ....................................................... p. 4

Student’s Book

Welcome back ............................................................................ p. 8

Module 1 Hello! ........................................................................... p. 12

Module 2 Family Ties .................................................................. p. 21

Module 3 Home, ... sweet home ................................................ p. 29

Module 4 Every day .................................................................... p. 37

Module 5 All about food ............................................................ p. 44

Module 6 Let’s have fun! ............................................................ p. 52

Festivities ...................................................................................... p. 60

My Picture Dictionary Key........................................................... p. 62

Student’s Book Audioscripts ...................................................... p. 63

Evaluations .................................................................................. p. 67

Workbook

Workbook Key ............................................................................. p. 81

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Introduction to the Teacher

Flash 4 is a modular course for learners studying well as videos tightly linked to the texts in the course
British English at CEFR Level A1. It allows flexibility of and activities for Ss to further practise their English
approach which makes it suitable for classes of all and expand their knowledge as well as games for
kinds, including large or mixed ability classes. students to revise vocabulary and grammar taught.
Flash 4 consists of six modules. Each module consists ieBook
of six lessons plus CLIL sections, Project Time, The ieBook contains all the material in the Student’s
Presentation Skills & Values. The corresponding Book and is the Ss’ interactive study partner. It also
module in the Workbook provides the option of contains videos and games as well as a complete
additional practice. interactive dictionary.
Digibook application
COURSE COMPONENTS The Digi app contains all the material in the
Student’s Book Workbook and helps students monitor their progress
The Student’s Book is the main component of the and improve their stats, which are recorded and
course. Each module is based on specific themes stored so that they can be accessed at any time.
and the topics covered are of general interest. All
modules follow the same basic structure. (see ELEMENTS OF THE COURSEBOOK
Elements of the Coursebook)
Each module begins with a modular spread that
Workbook contains: a brief overview of what will be covered in
The Workbook is in full colour and contains modules the module, pictures and words/phrases related to the
corresponding to those in the Student’s Book theme of the module, and exercises to practise the
containing practice in Vocabulary, Grammar, Everyday vocabulary presented.
English & Reading. All the exercises in the Workbook are
Each module contains the following sections:
marked with graded level of difficulty (*, **). The Fun
Time section appears at the end of the book and Vocabulary
reviews the module in a fun way. It includes board Vocabulary is introduced in a functional and
games and quizzes that revise information presented meaningful context. It is practised through a variety of
in the module and act as a sample for students to exercises such as picture-word association and
prepare similar quizzes of their own. It also has songs completing set phrases in order to help students use
that are connected to the themes of the modules. everyday English correctly.
Listening to lively, high quality songs is a humanistic Reading
activity which lowers the students’ affective filters and
Each module contains reading texts, such as:
allows them to absorb language more easily.
dialogues, articles, blog entries, postcards, emails, etc.
Teacher’s Book These allow skills, such as reading for gist and reading
The Teacher’s Book contains step-by-step lesson for specific information, to be systematically practised.
plans and suggestions on how to present the Grammar
material. It also includes answers to the exercises in
The grammar items taught in each module are first
the Student’s Book & the Workbook, the audioscripts
presented in context, then highlighted and clarified by
of all the listening material, suggested speaking and
means of clear, concise theory boxes. Specific exercises
writing models as well as evaluation sheets.
and activities methodically reinforce students’
Class Audio CDs understanding and mastery of each item. The
The Class Audio CDs contain all the recorded Workbook contains practice on each grammar
material which accompanies the course. This structure presented within each module as well as a
includes the monologues/dialogues and texts in the detailed explanation of each grammar point and
Listening and Reading sections as well as the exercises in the Grammar Bank.
Pronunciation/Intonation section and songs in the Listening
Student’s Book, and the Workbook.
Students develop their listening skills through a variety
IWB of tasks which employ the vocabulary and grammar
The IWB contains all the material in the Student’s Book practised in the module in realistic contexts. This
& Teacher’s Book and aims to facilitate lessons in the reinforces students’ understanding of the language
classroom. It also contains grammar presentation of taught in the module.
all the grammar structures in the Student’s Book as

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Speaking Word List

Controlled speaking activities have been carefully A complete Word List contains the new vocabulary
designed to allow students’ guided practice before presented in each module, listed alphabetically, with
leading them to less structured speaking activities. a phonetic transcription and explanation of each
word.
Everyday English
Functional dialogues set in everyday contexts Progress Check
familiarise students with natural language. The This section appears at the end of each module, and
dialogues also present useful expressions so that reinforces students’ understanding of the topics,
students can practise everyday English. vocabulary and structures that have been presented
in the module. A Competences marking scheme at
Pronunciation
the end of every Progress Check section allows
Pronunciation activities help students to recognise the students to evaluate their own progress and identify
various sounds of the English language, distinguish their strengths and weaknesses.
between them and reproduce them correctly.
Writing SUGGESTED TEACHING TECHNIQUES
There are writing activities throughout the modules,
based on realistic types and styles of writing, such as A Presenting new vocabulary
letters, notes, postcards and emails. This progress from Much of the new vocabulary in Flash 4 is presented
short sentences to paragraphs and finally to full texts, through pictures. Ss are asked to match the pictures
allows students to gradually build up their writing to listed words/phrases. (See Student’s Book, Module 4,
skills. p.48, Ex.1.)

CLIL/Culture Spot Further techniques that you may use to introduce

new vocabulary include:
Each unit contains a CLIL/Culture Spot section.
• In each Culture Spot section, Ss are provided • Miming. Mime the word you want to introduce.
For instance, to present the verb sing, pretend you
with cultural information about aspects of English
are singing and ask Ss to guess the meaning of
speaking countries that are thematically linked
the word.
to the module. Ss are given the chance to
process the information they have learnt and
• Synonyms, opposites, paraphrasing, and giving
definitions. Examples:
compare it to the culture of their own country.
– present the word strong by giving a synonym:
• Each CLIL section enables Ss to link the themes of
‘powerful’.
the unit to a subject from their school curriculum,
– present the word strong by giving its opposite:
thus helping them contextualise the language
‘weak’.
they have learnt by relating it to their own personal
– present the word weekend by paraphrasing it:
frame of reference. Lively and creative tasks
‘Saturday and Sunday’.
stimulate Ss and allow them to consolidate the
– present the word famous by giving its
language they have learnt throughout the unit.
definition: ‘very well-known (person or thing)’.
Festivities • Example. Use of examples places vocabulary into
This section aims to develop Ss’ cultural awareness context and consequently makes understanding
providing them with information about festivities and easier. For instance, introduce the words city and
celebrations in English-speaking countries. The texts town by referring to a city and a town in the Ss’
are followed by fun activities and games to give Ss country: ‘Rome is a city, but Parma is a town.’
the opportunity to process the information they have • Sketching. Draw a simple sketch of the word or
learnt. words you want to explain on the board. For
instance:
My Picture Dictionary
This section presents the main vocabulary of the tall
Student’s Book in themes. The Ss have the chance to
revise the Key Vocabulary of each module through short
fun activities. Each page of this section can be
completed by the Ss upon completion of the
respective module.
Grammar Reference • Use of L1. In a monolingual class, you may
This section offers full explanations and review of the explain vocabulary in the Ss’ native language.
grammar structures presented throughout the book. It This method, though, should be employed in
can be used both in class and at home to reinforce moderation.
the grammar being taught.
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• Use of a Dictionary. In a multilingual class, Ss E Writing

may occasionally refer to a bilingual dictionary. All writing tasks in Flash 4 have been carefully
designed to closely guide Ss to produce a successful
The choice of technique depends on the type of word
piece of writing. They are all further analysed in an
or expression. For example, you may find it easier to
extra writing section at the back of the book with
describe an action verb through miming than through
model texts and exercises that aim to help students
a synonym or a definition.
improve their writing skills.
• Make sure that Ss understand that they are
Note: sections can be treated as follows: Go writing for a purpose. Go through the writing task
through the list of words after Ss have read the text so that Ss are fully aware of why they are writing
and ask Ss to explain the words using the context and who they are writing to. (See Student’s Book,
they appear in. Ss can give examples, mime/draw Module 3, p. 59, Ex. 9. Ss are asked to write an
the meaning, or look up the meaning in their email.)
dictionaries. • It would be well-advised to actually complete the
task orally in class before assigning it as written
homework. Ss will then feel more confident with
B Choral & individual repetition producing a complete piece of writing on their
Repetition will ensure that Ss are thoroughly familiar own.
with the sound and pronunciation of the lexical items F Assigning homework
and structures being taught and confident in their
When assigning writing tasks, prepare Ss as well as
ability to reproduce them.
possible in advance. This will help them avoid errors
Always ask Ss to repeat chorally before you ask them
and get maximum benefit from the task.
to repeat individually. Repeating chorally will help Ss
feel confident enough to then perform the task on Commonly assigned tasks include:
their own. Copy – Ss copy an assigned extract;
C Listening & Reading Dictation – Ss learn the spelling of particular words
You may ask Ss to read and listen for a variety of without memorising the text in which they appear;
purposes: Vocabulary – Ss memorise the meaning of words and
• Listening for detail. Ss listen for specific information. phrases or use the new words in sentences of their
(See Student’s Book, Module 1, p.19, Ex.5) own;
• Listening and reading for gist. Ask Ss to read or Reading Aloud – Assisted by the ieBook, Ss practise at
listen to get the gist of the dialogue or text being home in preparation for reading aloud in class;
dealt with. (See Student’s Book, Module 3, p. 55, Writing – After thorough preparation in class, Ss are
Ex. 1b. Tell Ss that in order to complete this task asked to produce a complete piece of writing.
successfully, they do not need to understand G Correcting students’ work
every single detail in the dialogue.) All learners make errors – it is part of the learning
• Reading for detail. Ask Ss to read for specific process. The way you deal with errors depends on
information. (See Student’s Book, Module 1, p. 18, what the Ss are doing.
Ex. 2. Ss will have to read the text in order to do
the task. They are looking for specific details in the • Oral accuracy work:
text and not for general information.) Correct Ss on the spot, either by providing the
correct answer and allowing them to repeat, or by
Note: VIDEOS indicating the error but allowing Ss to correct it.
Main texts in the Student’s Book are accompanied by Alternatively, indicate the error and ask other Ss to
videos that are included in the IWB and ieBook. The provide the answer.
videos can be watched after Ss have read the text.
Activities that accompany the videos can be done in • Oral fluency work:
class or assigned as HW. Allow Ss to finish the task without interrupting, but
make a note of the errors made and correct
D Speaking them afterwards.
• Speaking activities are initially controlled, allowing
for guided practice. (See Student’s Book, Module 1, • Written work:
p.23, Ex. 3 where Ss use the same structures to act Do not over-correct; focus on errors that are
out a dialogue.) directly relevant to the point of the exercise. When
• Ss are led to free speaking activities. (See Student’s giving feedback, you may write the most
Book, Module 3, p. 51, Ex. 6 where Ss are provided common errors on the board and get the class
with the necessary lexical items and structures and to attempt to correct them.
are asked to act out their dialogue.)
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Remember that rewarding work and praising Ss is of

pairwork
great importance. Post good written work on a display
board in your classroom or school, or give ‘reward’
groupwork
stickers. Praise effort as well as success.
words to be explained using the context
H Class organisation each appears in
• Open pairs
The class focuses its attention on two Ss doing the grammar explanations or
Note vocabulary items
set task together. Use this technique when you
want your Ss to offer an example of how a task is
done. (See Ex. 2 on p. 71 of the Student’s Book.) Grammar grammar explanations
• Closed pairs
Pairs of Ss work together on a task or activity while vocabulary items
Vocabulary
you move around offering assistance and
suggestions. Explain the task clearly before
beginning closed pairwork. (See Ex. 3 on p. 72 of language explanations
Language Awareness
the Student’s Book)
• Stages of pairwork
– Put Ss in pairs. Punctuation Time punctuation explanations
– Explain the task and set a time limit.
– Rehearse the task in open pairs.
– In closed pairs, get Ss to do the task.
? Word question words
– Go around the class and help Ss.
– Open pairs report back to the class. research

• Group work
Groups of three or more Ss work together on a suggestions to help Ss improve
task or activity. Class projects or role play are Skills their language skills
most easily done in groups. Again, give Ss a solid sections to develop Ss’ critical thinking
understanding of the task in advance. skills
• Rolling questions
Ask Ss one after the other to ask and answer short texts to familiarise Ss with the culture of
questions based on the texts. the English-speaking countries, and
Culture Spot develop cross-cultural awareness

I Using L1 in class sections to help Ss develop critical

Use L1 in moderation and only when necessary. VALUES thinking skills & values

ABBREVIATIONS CLIL sections that link the themes of the module

to a subject from the school curriculum
Abbreviations used in the Student’s Book and Teacher’s sections at the end of each
T Teacher p(p). Page(s)
Competences Progress Check for Ss to
evaluate themselves
S(s) Student(s) e.g. For example
HW Homework i.e. That is
L1 Students’ native etc. Et cetera
language sb Somebody
Ex(s). Exercise(s) sth Something

Key to symbols used in the Student’s/Teacher’s

Books

... Do not write

audio

monologue

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Welcome back
4 To present and practise the imperative
Lesson Objectives: To present/practise/revise
greetings, introducing yourself/others, classroom • Read out the Note box and go through the
language, the imperative, the alphabet & spelling; table.
subject personal pronouns, the verb to be • Then ask a pair of Ss to model the activity
(affirmative), numbers, to ask about telephone using the example.
numbers, to ask about/tell the time, to • Then have Ss complete the task following your
present/practise/revise school subjects, a/an, instructions.
classroom objects, and colours, to present (Ss’ own answers)
celebrations & festivities in the UK
Vocabulary: Cardinal numbers (1-100), colours (pp. 6 - 7)
(brown, purple, pink, grey, green, red, yellow, black,
orange, blue, white), classroom objects (pencil 1 To present and practise the alphabet
case, glue, pen, rubber, pencil, ruler, notebook, • Play the recording.
blackboard, desk, whiteboard); Other (smartphone, • Ss listen and repeat the letters.
ball, iPod, umbrella, alarm clock, digital camera,
agenda, scarf, chalk, sharpener, schoolbag), 2 To learn the spelling of some names
umbrella, e-reader, sharpener, schoolbag)
• Read the Note box aloud.
• Play the recording.
(pp. 4 - 5) • Ss listen and choose the correctly spelt name
in each pair.
1 To present greetings • Check Ss’ answers.
• Play the recording. Answer Key
• Ss repeat chorally and/or individually.
1 B 2 B 3 A 4 A
• Explain each situation or time of day.

3 a) To listen and read a dialogue

2 a) To complete a dialogue
• Play the recording. Ss listen and read.
• Read out the Note box.
• Then choose two Ss to read the example
• Then read out the phrases and give Ss time
dialogue.
to use them to copy the dialogue in their
notebook and complete it.
b) To role-play a dialogue and practise
Answer Key
spelling names
1 Hello 3 Nice to meet you
2 This is 4 Goodbye • Allow Ss some time to complete the task
with the rest of the names in closed pairs.
• Monitor the activity around the class.
b) To listen and read a dialogue
• Ask some pairs to act out their dialogues.
• Play the recording. Ss listen and check Answer Key
their answers to Ex. 2a.
A: Hello, I'm Mr Drake. I'm your new teacher.
• Then divide the class into groups of three
What's your name?
and ask them to take roles and read the
B: Hello, Mr Drake. I'm Alicja.
dialogue aloud.
A: And your surname?
B: Kowalska.
3 To present classroom language A: How do you spell it?
• Play the recording with pauses for Ss to repeat B: K – O – W – A – L – S – K – A.
chorally and/or individually. A: Hello, I'm Mr Drake. I'm your new teacher.
• Pay attention to Ss’ pronunciation and What's your name?
intonation. B: Hello, Mr Drake. I'm Pawel.
A: And your surname?
B: Nowak.
A: How do you spell it?
B: N – O – W – A – K.
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Welcome back
A: Hello, I'm Mr Drake. I'm your new teacher. (pp. 8 - 9)
What's your name?
B: Hello, Mr Drake. I'm Krzysztof. 1 To present numbers (1-20)
A: And your surname? • Play the recording. Ss listen and repeat the
B: Wojcik. numbers.
A: How do you spell it? • Ask Ss to count from 1-20.
B: W – O – J – C – I – K.
A: Hello, I'm Mr Drake. I'm your new teacher. 2 To practise numbers (1-20)
What's your name? • Explain the task and give Ss time to complete
B: Hello, Mr Drake. I'm Urszula. it and write the answers in their notebooks.
A: And your surname? • Check Ss’ answers on the board.
B: Brodowska. Answer Key
A: How do you spell it? 1 e 2 d 3 a 4 b 5 c
B: B – R – O – D – O – W – S – K – A.

3 To consolidate the spelling of some

4 To present subject personal pronouns numbers
• Play the recording. • Ask Ss to unscramble the letters to find the
• Ss repeat chorally and/or individually. numbers.
• Elicit answers from Ss around the class.
• If time allows, continue the activity using
5 To practise subject personal pronouns
different numbers on the board.
• Ask Ss to look at the pictures and choose the
Answer Key
correct answer. Then write them in their
1 eight 2 fifteen 3 three 4 twelve
notebooks.
• Check the answers around the class.
Answer Key 4 To practise asking about telephone
numbers
1 I 2 she 3 it 4 we
• Read the Note box aloud.
• Choose two Ss to read through the example
6 To present/practise the verb ‘to be’
dialogue.
• Present the verb ‘to be’ (affirmative). Write on • Allow Ss some time to complete the task with
the board: I am Ingrid. I’m Ingrid. Present the the rest of the numbers in closed pairs.
full and contracted forms of the present • Monitor the activity around the class.
simple affirmative of the verb ‘to be’. • Ask some pairs to act out their dialogues.
• Point to a S. Say: You’re Pawel. Then write it on
Answer Key
the board.
2 A: What’s your telephone number?
• Point to a male S in the class and say: He’s
B: It’s double five – two – four – three – oh –
Krzysztof. Then write it on the board.
eight – nine.
• Point to a female S in the class and say: She’s
3 A: What’s your telephone number?
Cristina. Then write it on the board. Continue
B: It’s double two – nine – four – double three –
with the rest.
one – eight.
• Ask Ss to read the table and then explain the
4 A: What’s your telephone number?
task and read out the example.
B: It’s seven – two – oh – nine – eight – six –
• Read out the Note box.
three – two.
• Allow Ss time to complete the task and check
5 A: What’s your telephone number?
Ss’ answers.
B: It’s three –seven – oh – two – five – nine –
Answer Key two – one.
1 is/’s 3 are/’re 5 are/’re
2 am/’m 4 is/’s 6 are/’re

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Welcome back
5 To present and practise numbers 4 5
(21-100)
• Read the Note box aloud.
• Play the recording. Ss listen and repeat the
numbers chorally and/or individually.
• Check Ss’ pronunciation an intonation.
3 To practise asking about/telling the time
6 To distinguish between numbers
• Read out the Word box.
• Play the recording. • Ask Ss to copy the clock face into their
• Ss listen and circle the correct number. notebooks and then write the current time on it.
• Check Ss’ answers. • Ask Ss to work in pairs and then ask about
Answer Key and tell the time.
1 12 3 50 5 13 • Monitor the activity around the class.
2 100 4 42 6 80 • As an extension, have Ss practise asking
about and telling the time using the clock
faces from Ex. 2.
7 To practise numbers
Suggested Answer Key
• Explain the task and read out the example.
• Ask Ss to look at the pictures and complete
the sentences with the correct numbers and
write them in their notebooks. A: What time is it?
• Check Ss’ answers. B: It’s [a] quarter past ten.

Answer Key
2 seventy-nine 6 thirty-seven
3 forty-five 7 fifty-six 4 a) To present vocabulary for school
4 eighteen 8 twenty-nine subjects
5 sixty-one • Play the recording with pauses for Ss to
repeat chorally and/or individually.
(pp. 10 - 11) • Check Ss’ pronunciation and intonation.

1 To present the time

b) To express an opinion
• Direct Ss to the clock and read out the
cartoon. Elicit Ss’ favourite school subjects from various
• Play the recording with pauses for Ss to repeat Ss around the class.
chorally and/or individually. Suggested Answer Key
• Check Ss’ pronunciation and intonation. My favourite school subject is Science.

2 To practise telling the time 5 To listen for specific information

• Ask Ss to copy the clock faces into their • Ask Ss to look at the timetable.
notebooks. • Play the recording and have Ss listen and
• Then play the recording. Ss listen and draw complete the gaps.
the hour and minute hands on the clock • Check Ss’ answers.
faces to show the times they hear. Answer Key
• Check Ss’ answers around the class.
1 Music 2 English 3 Science 4 Art
Answer Key
1 2 3 6 To write a school timetable
• Ask Ss to write their school timetable for
Monday using Tony’s as a model.
• Ask various Ss around the class to share their
answers with the rest of the class.
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Welcome back
Suggested Answer Key b) To practise colours
Time Monday Room • Play the recording. Ss listen and check
9:00 - 10:00 English E6 their answers to Ex. 4a.
• Then play the recording again with pauses
10:00 - 11:00 Science SC2
for Ss to repeat chorally and/or individually.
11:00 - 11:15 Break • Ask Ss to complete the sentence and then
11:15 - 12:15 Geography G5 ask various Ss around the class to share
12:15 - 1:15 Lunch their answers.

1:15 - 2:15 Maths M1 Suggested Answer Key

My favourite colour is green.
2:15 - 3:15 Art A7

5 To practise a/an, the

(pp. 12 - 13)
• Read out the theory box and explain when
1 To present a/an we use the.
• Play the recording. Ss listen and repeat • Refer Ss to the Grammar Reference section p.
chorally and/or individually. 128 and read out the theory.
• Check Ss’ pronunciation and intonation. • Allow some time for Ss to complete the
exercise in their notebooks.
• Check Ss’ answers.
2 To practise a/an
• Play the recording. Ss listen and check their
• Ask Ss to fill in a/an. answers.
• Check Ss’ answers.
Answer Key
Answer Key 1 a, The, pink 5 a, The, red
1 an 2 a 3 an 4 a 2 a, The, purple 6 a, The, brown
3 a, The, yellow 7 a, The, orange
3 To present classroom objects 4 a, The, blue 8 a, The, green
• Read out the list of classroom objects and ask
Ss to look at the pictures. (pp. 14 - 15)
• Give Ss time to label the pictures and write in 1 To present celebrations & festivities in
their notebooks. the UK
• Play the recording for Ss to listen and check
• Ask Ss to read through the months.
their answers.
• Direct Ss to the pictures and read out the
• Then play the recording again with pauses for
names of the celebrations.
Ss to repeat chorally and/or individually.
• Then read out the example and elicit from Ss
Answer Key around the class when the holidays in Poland
1 ruler 6 notebook are.
2 rubber 7 pen Answer Key
3 pencil case 8 glue
In Poland, Children’s Day is in June.
4 pencil 9 whiteboard
In Poland, New Year’s Day is in January.
5 desk 10 blackboard
In Poland, Mother’s Day is in May.
In Poland, Father’s Day is in June.
4 a) To present colours
Read out the colours and then give Ss time to
write each one in their notebooks.
Answer Key
1 purple 5 brown 9 green
2 red 6 pink 10 grey
3 blue 7 black 11 yellow
4 orange 8 white

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Module 1 Hello!
Topic 1d Everyday English 23
In this module, Ss will explore the topics of countries & Lesson Objectives: To ask for & give personal
nationalities, places in a country; seasons & months/ information, to learn a question word (where), to act
dates. out a dialogue, to learn intonation in wh- questions
Module page 16-17 1e Grammar 24-25
Lesson Objectives: To get an overview of the module, Lesson Objectives: To learn the verb to be (negative,
to learn countries & nationalities interrogative & short answers)
Vocabulary: Countries & Nationalities (Canada, the
USA, Brazil, Ireland, the UK, Poland, China, Portugal, 1f Across Cultures 26-27
South Africa, Mozambique, India, Australia, New Lesson Objectives: To listen and read for gist, to read
Zealand - Canadian, British, Australian, South African, for specific information, to answer comprehension
Portuguese, American, Indian, New Zealander, Irish, questions, to talk about landmarks, to listen for
Brazilian, Chinese, Mozambican, Polish) specific information, to learn about capital letters, to
write a blog entry about a landmark, to prepare a
1a Reading 18-19 poster
Lesson Objectives: To listen and read for gist, to read Vocabulary: Nouns (home, tower, bell, view, floor);
for specific information, to learn places in a country, to Adjective (glass)
listen for specific information, to write profiles, to
present yourself and your e-friend 1 CLIL (Geography) 28
Vocabulary: Places in a country (capital city, town, Lesson Objectives: To learn about the UK, to present a
city, village); Noun (friend); Adjective (beautiful); country of the UK
Adverbs (close to, near) Vocabulary: Nouns (island, monument, stadium,
bridge, wall)
1b Grammar 20-21
Lesson Objectives: To learn possessive adjectives Flash Time 1 29
Vocabulary: Nouns (schoolbag, bicycle, dog, hat, Lesson Objectives: To draw a map, to write about
ball) famous landmarks, to present landmarks, to present
flags, to learn a value (national pride)
1c Vocabulary 22
Lesson Objectives: To learn seasons & months; to Progress Check 1 30-31
learn ordinal numbers & dates; to learn question Lesson Objectives: To read for specific information, to
words (how old, when) test/consolidate vocabulary and grammar learnt
Vocabulary: Seasons & Months (spring, summer, throughout the module; to practise everyday English,
autumn, winter - January, February, March, April, May, to listen for specific information, to write an email
June, July, August, September, October, November,
December)

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Module 1
What’s in this module? A: Where’s Mara from?
Go through the What’s in this module? box and tell Ss B: She’s from Mozambique. She’s Mozambican.
that these are the topics, skills and activities this unit A: Where’s Indira from?
will cover. B: She’s from India. She’s Indian.
A: Where’s Helen from?
1 To present vocabulary for countries B: She’s from Australia. She’s Australian.
• Play the recording with pauses for Ss to repeat
A: Where’s Martin from?
chorally and/ or individually.
B: He’s from New Zealand. He’s a New Zealander.
• Check Ss’ pronunciation and intonation.

4 To personalise the topic

2 To present nationalities and match
countries to nationalities Ask Ss to complete the sentences about themselves.
Elicit answers from Ss around the class.
• Read the Grammar box aloud.
• Ask Ss to look at the map and then give them Suggested Answer Key
time to match the countries on the map to I’m from Poland. I’m Polish.
the list of nationalities.
• Check Ss’ answers around the class. 1a • Reading
Answer Key 1 To listen and read for gist
2 the UK 8 New Zealand • Ask Ss to look at the pictures and elicit Ss’
3 Australia 9 Ireland guesses as to where each person is from and
4 South Africa 10 Brazil how they may be related.
5 Portugal 11 China • Play the recording. Ss listen and read the text.
6 the USA 12 Mozambique Then Ss find out and match the phrases to
7 India 13 Poland make sentences.
• Check Ss’ answers.
3 To act out dialogues and practise Answer Key
countries and nationalities 1 b Vicky is from Sydney.
• Explain the task. 2 c Jill is a New Zealander.
• Ask two Ss to model the example dialogue. 3 a James and Alicia are e-friends.
• Ask Ss to work in pairs and act out similar
dialogues for the people on the map.
2 To read for specific information
• Monitor the activity around the class.
• Give Ss time to read the text again and mark
Suggested Answer Key
the statements according to what they read.
A: Where’s Lino from? • Check Ss’ answers.
B: He’s from Brazil. He’s Brazilian.
Answer Key
A: Where’s Darren from? 1 W 2 W 3 W 4 R
B: He’s from Ireland. He’s Irish.
A: Where’s Liz from? 3 To consolidate comprehension of a text
B: She’s from the UK. She’s British. • Allow Ss time to review the text and complete
A: Where’s Maria from? the personal profiles.
B: She’s from Portugal. She’s Portuguese. • Check Ss’ answers on the board.
Answer Key
A: Where’s Janusz from?
B: He’s from Poland. He’s Polish. Name: Jill
Age: 11 years old
A: Where’s Jian from? Nationality: a New Zealander
B: He’s from China. He’s Chinese. From (city/town/village): Wellington
A: Where’s Ahmed from? Country: New Zealand
B: He’s from South Africa. He’s South African.
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Module 1
Name: James • Then ask various Ss around the class to
Age: 11 years old present themselves and their e-friends to the
Nationality: Canadian class.
From (city/town/village): Stitsville • Demonstrate the task presenting yourself.
Country: Canada (Hello! I’m Laura and I’m 36 years old. I’m
British. I’m from London, the capital city in the
Name: Alicia
UK.)
Age: 10 years old
• Allow Ss some time to complete the task.
Nationality: South African
Check Ss’ answers.
From (city/town/village): Worcester
Country: South Africa Suggested Answer Key
Hello! I’m Alicja Kowalska and I’m 11 years old.
I’m from Warsaw, Poland. Warsaw is the capital
4 To present places in a country
city. My e-friend is Dylan. He’s 11, too. He’s not
• Ask Ss to look at the pictures and then read Polish. He’s British. He’s from Minehead, a town in
the sentences and choose the correct words. the UK.
• Check Ss’ answers.
Answer Key 1b • Grammar
1 capital city 3 city
1 To present possessive adjectives
2 village 4 town
(singular)
• Read out the Note box.
5 To listen for specific information
• Present the possessive adjectives. Hold up a
• Ask Ss to read the gapped profiles and pen. Say, then write on the board: This is my
decide what information is missing. pen. Underline the word my. Explain that my is
• Play the recording. Ss listen and complete the a possessive adjective. Present the other
gaps with the words in their notebooks. possessive adjectives in the same way. e.g.
• Check Ss’ answers. This is his pen. This is her pen., etc.
Answer Key • Ask Ss to read the theory and then explain the
1 Beth 5 11 task.
2 Canadian 6 American • Give Ss time to complete the task and then
3 Hudson (town) 7 Los Angeles (city) check Ss’ answers.
4 Smith 8 the USA • Refer Ss to GR p. 128 for more information.
Answer Key
7 To write a profile about yourself & your 1 d 2 c 3 b 4 e 5 a
e-friend
• Explain the task and ask Ss to copy the profiles 2 To practise possessive adjectives
into their notebooks and complete them • Explain the task. Allow Ss some time to
about themselves and their e-friends. complete the task.
Suggested Answer Key • Check Ss’ answers.
Name: Alicja Kowalska Answer Key
Age: 11 years old 1 His 2 My 3 Her 4 Your 5 Its
Nationality: Polish
From (city/town/village): Warsaw
3 To practise possessive adjectives
Country: Poland
• Explain the task. Allow Ss some time to
Name: Dylan Jones complete the sentences.
Age: 11 years old • Check Ss’ answers.
Nationality: British
Answer Key
From (city/town/village): Minehead
Country: the UK 1 my, Its 2 his, Her 3 your

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Module 1
4 To present possessive adjectives 2 To present ordinal numbers
(plural) • Read out the Word box and the Language
• Read out the Note box. Awareness box and then explain the task.
• Present the possessive adjectives. Gesture to • Ask Ss to complete the questions in the
the classroom. Say, then write on the board: example.
This is our classroom. Underline the word our. • Check Ss’ answers
Explain that our is a possessive adjective. • Then have Ss ask and answer in pairs
Present the other possessive adjectives in the following the example.
same way. e.g. They are your desks. They are • Monitor the activity around the class.
their pens., etc. Answer Key
• Ask Ss to read the theory and then explain the How old, When
task.
• Give Ss time to complete the task and then A: How old are you, Sergio?
check Ss’ answers. B: I’m 12 years old.
• Refer Ss to GR p. 128 for more information. A: When’s your birthday?
B: It’s on the 13th of August.
Answer Key
1 C 2 B 3 A A: How old are you, Anna?
B: I’m 10 years old.
A: When’s your birthday?
5 To practise possessive adjectives
B: It’s on the 1st of January.
• Explain the task. Allow Ss some time to
complete the sentences. A: How old are you, Alex?
• Check Ss’ answers. B: I’m 11 years old.
Answer Key A: When’s your birthday?
B: It’s on the 30th of September.
1 Our 2 Their 3 Your 4 Their
1d • Everyday English
6 To practise possessive adjectives
1 To listen and read for gist
• Ask Ss to look at the pictures and explain the
task. • Ask Ss to look at the picture.
• Allow Ss some time to complete the • Play the recording. Ss listen and read the
sentences and then check Ss’ answers. dialogue.
Answer Key
1 my schoolbag 4 her hat 2 To present and practise question words
2 his bicycle 5 their ball • Read out the Word box and present the
3 my, our, dog question word.
• Then give Ss time to read the questions and
1c • Vocabulary match them to their answers.

1 To present vocabulary for seasons & Answer Key

months 1 b 2 c 3 a
• Play the recording. Ss listen and repeat
chorally and/or individually. 3 To complete a dialogue; to act out a
• Check Ss’ pronunciation and intonation. dialogue
• Then give S time to write the missing months in • Divide the class into pairs and have them
their notebooks for items 1-4. complete the dialogue in closed pairs.
• Check Ss’ answers. • Then have Ss take roles and act out the
Answer Key dialogue in pairs.
1 August, October 3 March, June • Monitor the activity around the class.
2 January, February 4 November, January Suggested Answer Key
A: Hello! I’m Lily. What’s your name?
B: My name’s Anna. Where are you from, Lily?
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Module 1
A: I’m from the UK. And you? Answer Key
B: I’m from Poland. How old are you? 2 She is not/isn’t Irish. She is/’s Canadian.
A: I’m 10 years old. And you? 3 Rosa and Anna are not/aren’t cousins. They
B: I’m eleven! Oh! That’s the bell! See you! are/’re best friends.
A: Bye! 4 I am not/’m not from the UK. I am/’m from
Portugal.
4 To practise intonation in wh- questions
• Explain that the intonation in wh- questions 4 To present and practise the interrogative
falls at the end. & short answers of the verb to be
• Play the recording with pauses for Ss to repeat • Present the interrogative form and short
chorally and/or individually. answers of the verb ‘to be’. Say, then write on
• Correct Ss’ intonation if necessary. the board: Am I a teacher? Underline Am I.
Explain that we form the interrogative of the
1e • Grammar verb ‘to be’ by putting the verb ‘to be’ before
the subject pronoun.
1 To present and practise the verb to be
• Answer the question on the board: Yes, I am.
(negative)
Explain that this is a positive short answer.
• Present the verb ‘to be’ (negative). Say, then Explain that we form positive short answers
write on the board: I’m English. I’m not French. with yes, the appropriate personal pronoun
Underline the words I’m not. Elicit how the and the verb in the affirmative.
negative of the verb ‘to be’ is formed (by • Write on the board: Am I a doctor? No, I’m not.
adding not after am, is, are). Do the same to Explain that we form a negative short answer
present all persons singular and plural in both with no, the appropriate personal pronoun
full and contracted forms. and the verb in the negative.
• Ask Ss to read the sentences and fill in the • Read out the Note box.
gaps with the correct forms of the verb ‘to be’ • Ask Ss to read the table and then explain the
(negative form). task.
• Check Ss’ answers. • Allow Ss time to read the text and complete
• Refer Ss to GR p. 128 for more information. the task.
Answer Key • Check Ss’ answers.
2 is not isn’t 4 are not aren’t • Refer Ss to GR pp. 128-129 for more information.
3 are not aren’t Answer Key
1 d 2 b 3 a 4 e 5 c
2 To practise the negative of the verb to be
• Explain the task and read out the example. 5 To practise word order with the present
• Give Ss time to complete the task. simple interrogative of the verb to be
• Check Ss’ answers. • Explain the task and read out the example.
Answer Key • Give Ss time to complete the task.
2 Bob and Bill aren’t Brazilian. • Check Ss’ answers.
3 We aren’t from the USA. Answer Key
4 I’m not from India. 2 Are Sam and you from the UK?
5 Chris isn’t British. 3 Is Tom from Brazil?
4 Are Joe and Nick friends?
3 To practise the negative of the verb to be
• Explain the task and read out the example. 6 To practise the present simple
• Give Ss time to complete the task. interrogative & short answers of the verb to be
• Check Ss’ answers. • Explain the task and give Ss time to complete
the task.
• Check Ss’ answers.

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Module 1
Answer Key Suggested Answer Key
1 Are, Yes, I am/No, I’m not.
2 Is, No, he/she isn’t./Yes, he/she is
3 Is, Yes, it is./No, it isn’t.

1f • Across Cultures
1 To listen and read for specific
information
• Ask Ss to look at the pictures.
• Play the recording. Ss listen and read the text. Mary’s Basilica is a
• Give Ss time to match the phrases and write popular landmark in
them in their notebooks. Krakow.
• Check Ss’ answers.
Answer Key
1 d 2 a 3 b 4 c

2 To read for specific information Malbork Castle

is a popular
• Allow Ss time to read the text again and mark
landmark in
the statements according to what they read.
Malbork.
• Check Ss’ answers.
Answer Key
1 W 2 R 3 W 4 W 4 To consolidate new vocabulary
• Explain the task and give Ss time to complete it.
3 To answer comprehension questions • Check Ss’ answers around the class.
• Read out the Language Awareness box. Answer Key
• Give Ss time to answer the questions referring 1 bell 3 view
back to the blog entries in Ex. 1 as necessary. 2 building 4 seaside
• Check Ss’ answers.
Answer Key 5 To consolidate information in a text
1 Big Ben is 2.28 metres tall and 2.75 metres • Explain the task and give Ss time to complete
wide. the sentences in their notebooks.
2 The Q1 Tower is about 320 metres high. • Then ask Ss to tell their partners.
3 The glass floor at the CN Tower is 342 metres • Ask various Ss around the class to share their
high. answers with the rest of the class.
• Play the video for Ss and elicit their comments. Suggested Answer Key
The Q1 Tower is in Surfers Paradise in Australia. It
Culture Spot is about 320 metres tall. I like it because it is
• Read out the box. beautiful.
• Then give Ss time to research online and find
famous landmarks from their country. Ask Ss to 6 To listen for specific information
prepare a poster of them and present them to
• Explain the task and ask Ss to read through
the class.
the gapped text and think about what
information may be missing. (e.g. 1 noun, 2
noun, 3 number, 4 number).
• Play the recording. Ss listen and fill the gaps.
• Check Ss’ answers.

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Module 1
Answer Key • Then ask various Ss to present one of the
1 Belém Tower 3 80 countries of the UK to the class.
2 Mindelo 4 30 Suggested Answer Key
• Play the video for Ss and elicit their comments. Country: England
Capital city: London
Other cities: Bath
7 To write sentences and practise capital
Landmarks: The Palace of Westminster in London
letters
and the ancient Roman Spa in Bath
• Read out the Punctuation Time box and
explain when we use capital letters (when we Country: Wales
start a sentence, with proper nouns, with Capital city: Cardiff
school subjects, with the subject personal Other cities: Bangor
pronoun I, with months). Landmarks: The Millennium Stadium in Cardiff
• Explain the task and give Ss time to complete it. and the Menai Straits Bridge in Bangor
• Check Ss’ answers. Country: Northern Ireland
Answer Key Capital city: Belfast
1 My favourite subjects are History and English. Other cities: Derry
2 Ann is from Ottawa in Canada. Landmarks: The Albert Clock in Belfast and the
3 Her birthday is in August. old City Wall in Derry
Suggested answer
8 To write a blog entry Wales is part of the United Kingdom. The capital
city of Wales is Cardiff. Another important city is
• Explain the task and give Ss time to write their
Bangor. The Millennium Stadium is a landmark in
blog entry using the information from Ex. 6.
Cardiff. The Menai Straits Bridge is a landmark in
• Check Ss’ answers.
Bangor.
• Alternatively, assign the task as HW and check
Ss’ answers in the next lesson.
Flash Time • 1
Suggested Answer Key
The Belém Tower by Urszula Nowak 1 To draw a map
The Belém Tower is a famous landmark in • Explain the task and give Ss time to draw their
Mindelo, Cape Verde. It is 80 years old. It is under map in their notebook and complete it.
30 metres tall. The view from the top is beautiful! • Ask various Ss to present their maps to the
class.
1 • CLIL (Geography) • Alternatively, assign the task as HW and
display the maps around the class.
1 To present the United Kingdom
Suggested Answer Key
• Ask Ss to look at the map.
• Play the recording. Ss listen and read the text
and identify the cities 1-8.
• Read out the Grammar box.
• Check Ss’ answers. Gdansk
Answer Key
1 Stirling 4 Bath 7 Belfast
2 Edinburgh 5 Cardiff 8 Derry
3 London 6 Bangor
Poznan
2 To present a country of the UK
• Ask Ss to copy the table into their notebooks
and then complete it with the information in Krakow
the texts.

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Module 1
2 To expand the topic 3 To present landmarks in Poland
• Ask Ss to work in small groups and copy the Ask various Ss to present Polish landmarks to the
tables into their notebooks. Then give them class using the map in Ex. 1 and their notes from
time to collect information about famous Ex. 2.
landmarks in the cities in Ex. 1 and complete Suggested Answer Key
their notes. My country is famous for its landmarks. Castle
• Then give Ss time to prepare a poster. Display Square is a square in Warsaw. Wawel Castle is a
the posters in the class. castle in Krakow. St Mary’s Church is a church in
Suggested Answer Key Gdansk. Poznan Cathedral is a cathedral in
Name of Poznan.
What it is Where it is
landmark
Castle Square square Warsaw 4 a) To do research about the Polish flag
Wawel Castle castle Krakow • Give Ss time to research online about the
St Mary’s Church church Gdansk colours of the Polish flag and their
meanings.
Poznan Cathedral cathedral Poznan
• Ask Ss to tell the class.
NOTE TO TEACHER: As the English words for
the meanings of the colours are
advanced, Ss are not expected to know
them. Accept answers in L1 and try to
explain their meanings in simple terms.
Explain that ‘national pride’ is a feeling of
happiness and satisfaction from being a
citizen of your country.
Ask Ss how they feel about their flag and
their nationality.
Suggested Answer Key
The colours of the Polish flag are red and white.
Red is for the red shield of the coat of arms of
Lithuania and white is for the white eagle of
Poland. Together they symbolise unity.

b) To expand the topic

• Explain the task and give Ss time to
research other flags with the same colours
as theirs.
• Ask Ss to tell the class.
Suggested Answer Key
Indonesia and Monaco have red and white
flags.

Progress Check 1
1 1 R 2 W 3 R 4 W
2 1 Canada 3 Brazil 5 the USA
2 Portugal 4 the UK
3 1 London 3 Ottawa
2 Canberra 4 Wellington
4 1 autumn 3 winter
2 summer 4 spring
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Module 1
5 1 January 3 April 5 August 11 Hello,
2 March 4 June 6 October My name is Jan Zamoyski. I’m 10 years old. I’m
from Poland. My birthday is on 14th May.
a 3 b 4 c 2 d 1
What about you?
Write soon,
6 1 my 3 his 5 its 7 their
Jan
2 your 4 her 6 our
7 1 is/’s 3 are/’re 12 1 Banks 3 New Zealander
2 am/’m 4 are/’re 2 12 4 18th February

8 1 ’m not 2 isn’t 3 aren’t 4 isn’t Competences

9 1 Is, is 3 Are, are Ask Ss to assess their own performance in the module
2 Is, isn’t 4 Are, aren’t by drawing stars according to how competent they
feel for each of the listed activities.
10 1 My name’s Sam. Sam Jones.
2 And you?
3 How old are you?
4 I’m eleven, too.

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Family ties Module 2

Topic 2d Everyday English 39
In this module, Ss will explore the topics of family Lesson Objectives: To practise describing a family
members & pets and physical appearance & member, to read for specific information, to role-play a
personality. dialogue, to pronounce /S/, /tS/
Module page 32-33 2e Grammar 40-41
Lesson Objectives: To get an overview of the module, Lesson Objectives: To learn have got (interrogative &
to learn family members & pets short answers), to learn plurals (regular & irregular)
Vocabulary: Family members (mum [mother], dad
[father], parents, brother, sister, husband, wife, aunt, uncle, 2f Across Cultures 42-43
granddad [grandfather], grandma [grandmother], Lesson Objectives: To listen and read for gist, to read
cousin); Pets (goldfish, rabbit, dog, cat, parrot) for specific information, to present a superhero, to
listen for specific information, to write an article about
2a Reading 34-35 The Flash, to create a superhero
Lesson Objectives: To listen and read for gist, to read Vocabulary: Nouns (outfit, beginner); Adjectives (strong,
for specific information, to present the British Royal brave)
Family, to listen for specific information, to write a post
about your family 2 CLIL (Science) 44
Vocabulary: Dogs (Jack Russell, English Spaniel, Corgi); Lesson Objectives: To read for specific information, to
Nouns (Head of State); Adjectives (royal, good-looking) present a type of animal, to create a poster
Vocabulary: Nouns (fur, fin, scale, skin); Adjective
2b Grammar 36-37 (smooth)
Lesson Objectives: To learn have got (affirmative &
negative), to learn the possessive case (’/’s – of the), Flash Time 2 45
to learn the question word whose Lesson Objectives: To create a family tree, to present
a family tree, to learn about values
2c Vocabulary 38
Lesson Objectives: To learn physical appearance & Progress Check 2 46-47
personality adjectives, to describe yourself and a Lesson Objectives: To test/consolidate vocabulary and
family member grammar learnt throughout the module; to practise
Vocabulary: Physical appearance (thin, fat, short, tall, everyday English, to read for specific information, to
young, old); Personality adjectives (clever, polite, listen for specific information, to write an email
funny, kind, friendly)

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Module 2
What’s in this module? Answer Key
Go through the What’s in this module? box and tell Ss 1 W 2 W 3 R 4 R
that these are the topics, skills and activities this unit
will cover. 3 To consolidate comprehension of a text
• Allow Ss time to review the text and complete
1 a) To present vocabulary for family the sentences.
members • Check Ss’ answers.
• Read out the Vocabulary box. Answer Key
• Play the recording. Ss listen and repeat 1 the United Kingdom
chorally and/or individually. 2 Prince Phillip (the Duke of Edinburgh)
• Check Ss’ pronunciation and intonation. 3 children
4 wife
b) To practise vocabulary for family
• Play the video for Ss and elicit their comments.
members
• Direct Ss’ attention to the pictures and 4 To consolidate new vocabulary
explain the task.
• Ss complete the task. Check Ss’ answer. • Read out the words in the list and give Ss time
to use them to complete the sentences.
Answer Key
• Check Ss’ answers.
2 aunt 7 mum/mother
Answer Key
3 brother 8 grandma/grandmother
1 popular 3 children
4 cousin 9 uncle
2 grandchildren 4 good-looking
5 daughter 10 dad/father
6 wife
5 To talk about and present the British
Royal Family
2 To match pets to owners
• Explain the task. Ask Ss to write the answers in • Explain the task and ask Ss to complete the
sentences.
their notebooks.
• Check Ss’ answers. • Then ask various Ss to use the completed text
to present the British Royal Family to the class.
Suggested Answer Key
Answer Key
1 A 2 E 3 B 4 C 5 D
Queen Elizabeth II is the Queen of the United
2a • Reading Kingdom. Her husband is Prince Phillip, the Duke
of Edinburgh. They've got four children: Prince
1 To listen and read for gist Charles, Princess Anne, Prince Andrew and
• Ask Ss to look at the picture and elicit Ss’ Prince Edward. Prince Charles has got two sons:
guesses as to what it is about (The British Prince William and Prince Harry. Prince William
Royal Family). Then ask Ss to look at the has got a wife. Her name's Kate Middleton.
pictures of the types of dogs and guess which
royal owns which dog. 6 To listen for specific information
• Play the recording. Ss listen and read to find • Ask Ss to look at the pictures and think about
out.
how many family members are in each one
Answer Key and who they are.
1 C 2 A 3 B • Then play the recording. Ss listen and identify
which picture shows Simon’s family.
2 To read for specific information Answer Key
• Read out the Note box. C
• Give Ss time to read the text again and mark
the statements according to what they read.
• Check Ss’ answers.
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Module 2
7 To write a blog post 4 To present and practise the verb ‘have
• Read out the Warning box. Explain the task got’ (negative)
and give Ss time to copy and complete the • Present the negative of the verb ‘have got’.
blog post in their notebooks. Read out the examples. Then write them on
• Then ask Ss to swap paper with a partner and the board.
correct each other’s work. • Ask Ss to read the theory.
Suggested Answer Key • Explain the task and read out the example.
I've got a big family. My dad's name is Pawel. He • Give Ss time to correct the sentences.
is 42 years old. My mum's name is Maria. She's 40 • Check Ss’ answers.
years old. I've got two brothers and one sister. I • Refer Ss to GR p. 129 for more information.
haven't got a pet. My grandfather's name is Answer Key
Gerek and my grandmother's name is Stefa. I 2 No! Joey hasn’t got a brother. He’s got a sister.
love my family! 3 No! They haven’t got a daughter. They’ve got a
son.
2b • Grammar 4 No! I haven’t got a fish. I’ve got a bird.

1 To present and practise the verb ‘have

got’ (affirmative) 5 To present/practise the possessive case
(’/’s – of the)
• Present the affirmative of the verb ‘have got’.
Read out the examples. Then write them on • Read out the theory box and explain the
the board. possessive case.
• Ask Ss to read the theory. • Give further examples and then give Ss time
• Explain the task and read out the example. to complete the task.
• Ask Ss to complete the sentences. • Check Ss’ answers.
• Check Ss’ answers. • Refer Ss to GR p. 129 for more information.
• Refer Ss to GR p. 129 for more information. Answer Key
Answer Key 1 girl’s book 3 legs of the chair
1 have got 3 has got 2 colour of the bag
2 have got 4 has got
6 To present whose
2 To practise the verb ‘have got’ • Read out the Word box and present the
(affirmative) question word whose.
• Explain the task and read out the example. • Point to a student’s book and say: Whose
• Give Ss time to complete the sentences. book is this? (It’s [Paula’s].) Write it on the
• Check Ss’ answers. board. Indicate some desks in the classroom
and say: (Whose desks are these? They are
Answer Key
the students’ desks.) Write it on the board.
2 has got 4 has got 6 have got
• Explain the task and read out the example.
3 have got 5 has got
• Give Ss time to complete the remaining items.
• Check Ss’ answers.
3 To distinguish between the short form of Answer Key
the third-person singular of have/be
2 Whose dog is this? It’s Mario’s dog.
• Read out the Note box and then explain the 3 Whose cat is this? It’s Tom and Peter’s cat.
task and read out the examples. 4 Whose parrot is this? It’s the girls’ parrot.
• Give Ss time to rewrite the remaining sentences
and then check their answers. 2c • Vocabulary
Answer Key
1 a) To present new vocabulary
3 Mary is American. 5 Bob has got a sister.
4 Tony has got a dog. • Play the recording with pauses for Ss to
repeat chorally and/or individually.
• Check Ss’ pronunciation and intonation.

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Module 2
b) To practise new vocabulary • Check Ss’ answers.
• Read out the Grammar box. Answer Key
• Explain the task and read out the example. 1 Jessica is tall.
• Ask Ss to read the sentences and choose 2 Nat is Hannah's friend.
the correct words according to the pictures. 3 Hannah is very friendly.
• Check Ss’ answers around the class.
Answer Key 3 To role-play a dialogue
2 fat 4 short 6 old • Explain the task.
3 tall 5 young • Remind Ss that they can use the dialogue in
Ex. 1 as a model as well as the adjectives on
2 To present new vocabulary p. 38 to help them complete the task.
• Play the recording with pauses for Ss to repeat • Monitor the activity around the class and then
chorally and/or individually. ask some pairs to act out their dialogue in
• Check Ss’ pronunciation and intonation. front of the class.
• Read out the examples. Then give Ss time to Suggested Answer Key
match the adjectives to the pictures and write A: Hi, Bogdana. How are you?
them in their notebooks. B: Hi, Cezar. I'm great, thanks. And you?
• Ask various Ss around the class to say, A: Not bad. Hey, who's that boy over there?
following the examples. B: Who? The short fat one?
Answer Key A: No, that's my friend, Lech. The tall one.
C 5 D 4 E 3 B: Oh, that's my cousin, Henry.
A: Where's he from?
C: He's friendly. E: He's funny. B: The USA. He's American.
D: She's kind. A: How old is he?
B: He's 10 and he's very funny. Come on, let's go
3 To practise new vocabulary; to describe and say hello.
yourself and a family member A: Cool!
• Explain the task and read out the example
description. Pronunciation
• Ask Ss to work in closed pairs and describe To pronounce /S/, /tS/
themselves and a family member to each
• Explain the task and play the recording.
other.
• Ss listen and repeat chorally and/or individually.
• Monitor the activity around the class and then
• Check Ss’ pronunciation and intonation.
ask some Ss to share their descriptions with
the class.
2e • Grammar
Suggested Answer Key
I'm short and thin. I'm friendly. My brother 1 To present and practise the verb ‘have
Stanislav is young. He's tall and thin. He's funny. got’ (interrogative & short answers)
• Present the interrogative form of ‘have got’.
2d • Everyday English Point to a S and ask: Has Tim got a dog? (Yes,
he has.) Ask: Has Tim got a cat? (No, he
1 To listen and read for gist
hasn’t.) Write these on the board and
Ask Ss to look at the pictures and then listen and underline ‘Has … got’, Yes, he has. /No, he
read the dialogue. hasn’t.
• Elicit from Ss how interrogative is formed.
2 To read for specific information Explain that the last two sentences are short
• Read out the Word box. answers. Elicit from Ss how short answers are
• Ask Ss to read the questions 1-3 and then give formed (Yes + personal pronoun/noun +
them time to read the dialogue again and have/has – No + personal/pronoun/noun +
answer them. haven’t/hasn’t).

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Module 2
• Ask Ss to read the theory box and then read 2f • Across Cultures
out the examples.
• Give Ss time to complete the task and then 1 To listen and read for gist
check Ss’ answers. • Direct Ss’ attention to the pictures and ask if they
• Refer Ss to GR p. 129 for more information. know anything about Superman/Supergirl.
Answer Key • Allow Ss time to read the questions and
answers.
1 d 2 e 3 a 4 c 5 b
• Play the recording. Ss listen and read the text
and complete the task.
2 To practise the verb ‘have got’ • Check Ss’ answers.
(interrogative & short answers)
Answer Key
• Explain the task and then read out the 1 b 2 d 3 a 4 c
example.
• Give Ss time to complete the task and then
check Ss’ answers. 2 To read for specific information

Answer Key • Allow Ss time to read the text again and mark
the statements according to what they read.
2 Have, have 3 Has, has 4 Has, hasn’t
• Check Ss’ answers.
Answer Key
3 To practise the verb ‘have got’
1 R 2 W 3 R 4 W
(interrogative & short answers)
• Explain the task and then read out the
example. 3 To consolidate information in a text
• Give Ss time to complete the task and then • Give Ss time to answer the questions referring
check Ss’ answers. to the text if necessary.
Answer Key • Check Ss’ answers.
2 Has she got a brother? No, she hasn’t. Answer Key
3 Have you got a sister? No, I haven’t. 1 They are Jonathan and Martha Kent.
4 Has Mark got a rabbit? Yes, he has. 2 Kara Zor-El.
5 Have you and Maria got a dog? Yes, we have. 3 Supergirl’s sister.
• Play the video and elicit Ss’ comments.
4 To present/practise plurals (regular)
• Direct Ss’ attention to the theory box. Culture Spot
• Read the theory aloud and make sure Ss Read out the box and then give Ss time to
understand how to form plural nouns. research online and find a famous superhero
• Then give Ss time to write the plurals. from their country. Ask Ss to present him/her to
• Check Ss’ answers. the class.
• Refer Ss to GR p. 130 for more information. Suggested Answer Key
Answer Key White Eagle is a famous superhero in Poland. His
1 brushes 4 girls 7 scarves real name is Aleks Poniatowski. He is brave and
2 babies 5 buses very strong.
3 boxes 6 boys
4 To consolidate new vocabulary
5 To present/practise plurals (irregular) • Explain the task and read out the example.
• Read out the Grammar box. • Then Ss complete the task.
• Read through the items and elicit the plurals • Check Ss’ answers.
from Ss around the class. Answer Key
• Refer Ss to GR p. 130 for more information. 1 strong 2 brave 3 outfit
Answer Key
2 men 3 children 4 teeth

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Module 2
5 To present a superhero; to consolidate My superhero is Magic Girl. She is from London,
information in a text UK. Her real name is Sophie Davies. She is tall
• Allow Ss time to look through the text again and thin and has got a purple outfit. She is very
and present one of the superheroes to the friendly and clever. She can do magic.
class.
• Elicit answers from Ss around the class. 2 • CLIL (Science)
Suggested Answer Key 1 To read for specific information
Supergirl is from Krypton. Her name is Kara Zor-El. • Give Ss time to read the text and the statements
She has got a sister, Alex. Supergirl is short, thin and then mark them as right or wrong.
and beautiful. She has a red and blue outfit with • Check Ss’ answers.
a red ‘S’ on the front.
Answer Key
1 W 2 R 3 W 4 W 5 R 6 W
6 To listen for specific information
• Explain the task and ask Ss to read through
2 To present a type of animal
the gapped text about the superhero and
think about what information may be missing. • Explain the task and then ask various Ss
(e.g. 1 noun, 2 noun, 3 adjective, 4 adjective, 5 around the class to present a type of animal
noun) to the class using the photos.
• Play the recording. Ss listen and fill the gaps. Suggested Answer Key
• Check Ss’ answers. Trout are fish. We can find fish in the water. They
• Play the video for Ss and elicit their have got fins and scales.
comments.
• Play the video for Ss and elicit their comments.
Answer Key
1 Missouri 3 strong 5 Wally West
3 To create a poster
2 Allen 4 clever
• Explain the task and ask Ss to work in small
groups.
7 To write an article
• Give Ss time to collect information about
• Explain the task and give Ss time to write their various types of animals as well as pictures.
article using the information from Ex. 6. • Tell Ss to classify and label them.
• Check Ss’ answers. • Ask various groups to present their poster to
• Alternatively, assign the task as H/W and the class and then display them around the
check Ss’ answers in the next lesson. class.
Suggested Answer Key • As an extension, you may add the category
The Flash is from Missouri, USA. His real name is reptiles and ask Ss to include this on their
Barry Allen. He is tall and strong. He is clever, too. poster.
He is the husband of Iris West and the uncle of Suggested Answer Key
Wally West, the third Flash. He’s a great MAMMALS
superhero!

8 To create a superhero
• Explain the task and give Ss time to complete
it including all the points.
• Ask various Ss to present their superhero to the fox elephant
class. BIRDS
Suggested Answer Key
Name: Sophie Davies (Magic Girl)
Where from: London UK
Appearance: tall, thin
Personality: friendly, clever
eagle peacock
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Module 2
FISH Suggested Answer Key
Family
Name Age Appearance Character
member
grandma Betty 61 short and kind
plump
parrotfish clown fish
dad David 36 tall and thin funny
INSECTS mum Louise 32 short and polite
thin
uncle Ben 35 tall and friendly
plump
aunt Marie 30 tall and thin kind
grasshopper beetle
brother Thomas 8 short and funny
AMPHIBIANS thin
cousin Daphne 7 tall and thin clever

3 To present Mia’s family

salamander toad Ask various Ss to present Mia’s family to the class

using the family tree from Ex. 1 and the notes from
REPTILES Ex. 2.
Suggested Answer Key
This is Mia’s family. Her grandad’s name is Jerry.
He is 63 years old. He is tall and plump. He is
funny. Mia’s grandma is Betty. She is 61 years old.
snake lizard She is short and plump. She’s very kind. Mia’s
dad’s name is David. He is 36 years old. He’s tall
Flash Time • 2 and thin. He’s funny. Her mum is Louise. She is 32
years old. Louise is short and thin. She’s very
1 To create a family tree polite. Mia’s uncle is Ben. He’s 35 years old. He is
• Explain the situation and give Ss time to tall and plump. He is very friendly. His wife, is
complete the task and draw pictures. Marie. Marie is Mia’s aunt. She is 30 years old.
• Ask various Ss to present Mia’s family tree to She’s tall and thin. She’s kind. This is Mia’s brother.
the class. His name is Thomas and he is 8 years old. He’s
short and thin. He’s very funny, too. Mia’s cousin’s
(Ss’ own answers) name is Daphne. She is 7 years old. She’s tall and
thin. She’s very clever.
2 To complete a table
• Ask Ss to copy the table into their notebooks 4 a) To develop critical thinking skills
and complete it with information about each Read the sayings aloud and give Ss time to
family member from the family tree in Ex. 1. consider what they mean and discuss them
• Elicit answers from Ss around the class. in pairs. Then elicit explanations from various
Ss.

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Module 2
Suggested Answer Key 5 1 has got 3 haven’t got 5 has, got
The first saying means that our family is more 2 Have, got 4 have got 6 hasn’t got
important than anything else in life.
The second saying means that when you are 6 1 Ann’s 4 boys’ bikes
having problems, the people in your family are 2 door of the house 5 legs of the chair
the best people to support you. 3 girl’s cat

b) To consolidate meaning through 7 1 children 5 classes 9 girls

translation 2 boxes 6 men 10 wives
3 toys 7 feet
Elicit the L1 translations for the sayings from Ss 4 babies 8 watches
around the class.
(Ss’ own answers) 8 1 Hey, who’s that boy over there?
2 The short thin one?
3 That’s my friend, Joey.
c) To develop critical thinking
4 Let’s go and say hello.
skills
• Explain the task and read out the words. 9 Hello,
• Give Ss time to complete the sentence My cousin's name is Nacek. He is 12 years old.
and then elicit answers from Ss around the He is short and thin. He is funny and clever.
class. What about you?
Suggested Answer Key Write soon,
everything Sabiny

Progress Check 2 10 1 C 2 A 3 C 4 C 5 C

1 1 W 2 R 3 W 4 W 5 R
Competences
2 1 dad 3 aunt 5 husband Ask Ss to assess their own performance in the module
2 granddad 4 sister 6 daughter by drawing stars according to how competent they
feel for each of the listed activities.
3 1 short 2 thin 3 young

4 1 friendly 3 funny 5 clever

2 kind 4 polite

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Home, … sweet home Module 3

Topic 3d Everyday English 55
In this module, Ss will explore the topics of rooms in a Lesson Objectives: To describe your home, to complete
house, furniture & appliances, public places near a dialogue, to act out a dialogue, to role-play a dialogue,
your house and signs in public places. to pronounce /a…/, /O…/
Module page 48-49 3e Grammar 56-57
Lesson Objectives: To get an overview of the module, Lesson Objectives: To learn a/an – some – any, to
to learn rooms/places in a house, to learn furniture & learn there is – there are (interrogative), to talk about
appliances a room
Vocabulary: Rooms/places in a house (child’s
bedroom, kitchen, bathroom, parents’ bedroom, living 3f Across Cultures 58-59
room); Furniture & Appliances (curtains, pillows, bed, Lesson Objectives: To listen and read for gist, to read
toilet, bath, washbasin, wardrobe, carpet, desk, for specific information, to answer comprehension
cupboards, sink, cooker, fridge, table, chairs, sofa, questions, to present English homes, to listen for
coffee table, lamp, armchair, bookcase) specific information, to learn punctuation (commas),
to write an email
3a Reading 50-51 Vocabulary: Nouns (countryside, driveway, suburb,
Lesson Objectives: To listen and read for gist, to read row, yard, floor)
for specific information, to learn parts of a house, to
complete a dialogue, to act out a dialogue 3 CLIL (Maths) 60
Vocabulary: Parts of a house (wall, window, balcony, Lesson Objectives: To read for cohesion and coherence,
door, garden); Nouns (balcony, view, space); to read for specific information, to draw a scaled map
Adjective (huge, great, awesome) Vocabulary: Verb (measure); Nouns (scale, relationship,
size, step, distance, measurement)
3b Grammar 52-53
Lesson Objectives: To learn there is – there are Flash Time 3 61
(affirmative & negative), to learn prepositions of Lesson Objectives: To describe a house, to create a
place, to write a short blog post dream house, to present your dream house, to learn
about values
3c Vocabulary 54
Lesson Objectives: To learn public places near your Progress Check 3 62-63
house, to talk about public places near your house, to Lesson Objectives: To test/consolidate vocabulary
learn signs in public places and grammar learnt throughout the module; to
Vocabulary: Public places (cinema, park, hospital, practise everyday English, to read for specific
library, gym, supermarket) information, to listen for specific information, to write
an email

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Module 3
What’s in this module? 2 To read for specific information
Go through the What’s in this module? box and tell Ss • Give Ss time to read the dialogue again and
that these are the topics, skills and activities this unit mark the statements according to what they
will cover. read.
• Check Ss’ answers.
1 To match rooms to pictures Answer Key
1 DS 2 R 3 W 4 DS
• Ask Ss to look at the pictures and then read
out the rooms in the list.
• Then give Ss time to match the rooms to the 3 To consolidate comprehension of a text
pictures. • Explain the task and allow Ss time to review
• Play the recording for Ss to check their the text and then answer the questions.
answers. • Check Ss’ answers.
• Play the recording again with pauses for Ss to Answer Key
repeat chorally and/or individually.
1 downstairs (and three bedrooms upstairs)
Answer Key 2 view
2 D 3 B 4 A 5 E 3 bookcase
• Play the video and elicit Ss’ comments.
2 To present vocabulary for furniture &
appliances
4 To present/practise vocabulary for parts
• Tell Ss to point to the numbered items. of a house
• Play the recording with pauses for Ss to repeat
chorally and/ or individually.
• Explain the task and then give Ss time to
complete the gaps in the sentences 1-5.
• Check Ss’ pronunciation and intonation.
• Check Ss’ answers.
Answer Key
3 To ask and answer questions and
1 walls 3 garden 5 windows
consolidate the new vocabulary
2 balcony 4 door
• Ask Ss to work in pairs and ask and answer
questions following the example.
• Monitor the activity around the class. 5 To present adjectives and match them
to their opposites
Suggested Answer Key
A: Where are the curtains?
• Read out the adjectives in the list and
explain/elicit their meanings.
B: They are in the parents’ bedroom.
• Then give Ss time to find the opposites in the
A: Where’s the toilet? text.
B: It’s in the bathroom. • Check Ss’ answers.
A: Where’s the desk? Answer Key
B: It’s in the child’s bedroom. 1 new 2 huge 3 upstairs
A: Where’s the coffee table?
B: It’s in the living room. etc. 6 To complete a dialogue
• Explain the task and refer Ss to the vocabulary
3a • Reading box.
• Give Ss time to complete the task and then
1 To listen and read for gist
check their answers.
• Ask Ss to look at the picture.
Suggested Answer Key
• Play the recording. Ss listen and read the
dialogue. A: This is our new house. There is a living room
• Ss match the sentences. Check Ss’ answers. and a kitchen downstairs and bathrooms
and bedrooms upstairs.
Answer Key
B: Let’s see our bedrooms.
1 c 2 a 3 b A: This is your new bedroom.
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Module 3
B: Wow, it’s huge! Is there a balcony? 4 To present prepositions of place
A: No, there isn’t, but there is a window with a • Read out the theory.
great view. • Present prepositions of place using your book.
B: What about your room? Put your book on the desk, then ask and
A: It’s opposite the bathroom. Let’s go see it now! answer: Where’s my book? It’s on the desk. Put
your book in your bag, then ask and answer:
7 To act out a dialogue Where’s my book? It’s in my bag. etc. Present
the rest of prepositions of place in the same
• Ask Ss to take roles and act out the dialogue
way. Then put your book in various places in
in closed pairs.
the classroom and ask Ss to tell you its
• Then ask some pairs to act out the dialogue
location.
in front of the class.
• Refer Ss to the drawings and ask Ss to say
where the cat is.
3b • Grammar
• Refer Ss to GR p. 130 for more information.
1 To present there is – there are Suggested Answer Key
(affirmative & negative); to practise there is – The cat is on the ball. The cat is under the ball.
there are (affirmative) The cat is in front of the ball. The cat is behind
• Go through the table. the ball. The cat is near the ball. The cat is
• Explain the task and read out the cartoon. opposite the ball. The cat is below the ball. The
• Then allow Ss some time to complete the cat is above the ball.
gaps.
• Check Ss’ answers.
5 To practise prepositions of place
• Refer Ss to GR p. 130 for more information.
• Ask Ss to look at the picture and then read the
Answer Key
text and choose the correct prepositions.
1 is 2 are 3 is 4 is 5 are 6 are • Check Ss’ answers.
Answer Key
2 To practise there is – there are (negative) 1 in front of 3 on 5 near
• Explain the task and read out the example. 2 opposite 4 above
• Allow Ss some time to complete the task.
• Check Ss’ answers around the class.
6 To write a short blog post
Answer Key
• Read out the Warning box.
2. There isn’t a bed in the room. • Ask Ss to write a short description of their
3 There aren’t pictures on the wall. bedroom.
4 There aren’t pillows on the bed. • Give Ss time to complete the task and then
check Ss’ answers around the class.
3 To practise there is – there are Suggested Answer Key
• Explain the task and read out the example. Hello, friends!
• Allow Ss some time to complete the task using My bedroom is big. There is a desk and a chair
the prompts. opposite the bookcase. There are two beds –
• Check Ss’ answers around the class. one for me and one for my sister. There are
Answer Key purple curtains in front of the windows and
There is a bookcase in the room. There isn’t a posters on the walls.
wardrobe in the room. There is a carpet in the It’s great!
room. There is a desk in the room. There isn’t a
lamp in the room. There is a chair in the room. 3c • Vocabulary
There is a bed in the room. There aren’t curtains 1 a) To present new vocabulary
in the room.
• Ask Ss to look at the pictures. Read out the
words in the list and give Ss time to use
them to label the pictures.

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Module 3
Answer Key 3 To complete exchanges
1 supermarket 3 hospital 5 library • Explain the task and read out the example.
2 cinema 4 park 6 gym • Then give Ss time to complete the task.
• Check Ss’ answers.
b) To present new vocabulary Answer Key
• Play the recording. Ss listen and check 2 Is there a garage? 4 Is it near a park?
their answers. 3 Is your room big?
• Play the recording again with pauses for Ss
to repeat chorally and/or individually. Pronunciation
To pronounce /a…/, /O…/
2 To talk about places near your house • Play the recording with pauses for Ss to repeat
• Ask Ss to take turns and tell their partner chorally and/or individually.
about which places there are/aren’t near • Check Ss’ pronunciation and intonation.
their houses, following the example.
• Monitor the activity around the class. 3e • Grammar
Suggested Answer Key 1 To present/practise a/an – some – any
Near my house, there is a park, a library and a
• Go through the table and read out the
supermarket. There isn't a cinema.
cartoon and explain that we use a/an for
singular countable nouns and some for plural
3 To read for comprehension countable nouns and uncountable nouns.
• Ask Ss to look at the pictures and have Ss • Ask Ss to look at the phrases and then give
read the definitions and match them. them time to match them to make sentences
• Check Ss answers around the class. • Check Ss’ answers around the class.
Suggested Answer Key • Refer Ss to GR p. 130 for more information.
1 E 2 D 3 A 4 F 5 C 6 B Answer Key
1 c 2 a 3 d 4 b
3d • Everyday English
1 a) To read for cohesion and coherence 2 To practise a/an – some – any

• Ask Ss to read the sentences A-D and then • Explain the task and read out the example.
give them time to read the dialogue again • Give Ss time to complete the task.
and complete the gaps. • Check Ss’ answers.
• Check Ss’ answers. Answer Key
Answer Key 2 some 3 a 4 any
1 B 2 C 3 D 4 A
3 To practise a/an – some – any
b) To read for specific information • Explain the task and read out the example.
Ask Ss to look at the pictures and then give • Give Ss time to complete the task.
them time to read the dialogue and decide • Check Ss’ answers.
which picture shows Barry’s bedroom. Answer Key
Answer Key 1 some 2 an 3 any 4 a
B
4 To practise a/an – some – any, there is/
2 To act out a dialogue there are

• Play the recording for Ss to check their • Ask Ss to look at the picture and then give
answers in Ex. 1. them time to complete the sentences
• Then ask Ss to work in pairs, take roles and act • Check Ss’ answers around the class.
out the dialogue.

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Module 3
Answer Key A: Are there any windows?
2 There is a 6 There are some B: Yes, there are.
3 There isn't a 7 There isn't a A: Is there a bath?
4 There are some 8 There aren't any B: No, there isn't.
5 There isn't an
A: Is there a cooker?
B: No, there isn't.
5 To present/practise there is – there are
(interrogative & short answers) A: Are there any curtains?
• Read out the table and the cartoon. B: No, there aren't.
• Explain the task and read out the example. A: Is there a fridge?
• Give Ss time to complete the task. B: No, there isn't.
• Check Ss’ answers.
• Refer Ss to GR p. 130 for more information. 3f • Across Cultures
Answer Key
1 To listen and read for specific
2 Are there
information
3 Is there a sofa
4 Are there any pictures on the wall • Ask Ss to look at the pictures and read the
phrases.
• Play the recording. Ss listen and read and then
6 To practise there is – there are match the phrases to make sentences.
• Explain the task and give Ss time to complete • Check Ss’ answers.
the task. Answer Key
• Check Ss’ answers.
1 c 2 a 3 b
Answer Key
1 Is there, there is 3 Is there, there isn't
2 To read for specific information
2 Are there, there aren't 4 Are there, there are
• Ask Ss to read the text again and then mark the
statements according to what they read.
7 To practise there is – there are • Check Ss’ answers.
• Explain the task and read out the example Answer Key
exchanges.
1 W 2 R 3 DS 4 W
• Ask Ss to work in pairs and ask and answer
questions following the examples and using
the prompts. 3 To read for specific information
• Monitor the activity around the class. • Ask Ss to read the text again and answer the
Answer Key questions.
A: Is there a sofa? • Check Ss’ answers.
B: Yes, there is. Answer Key
1 There are terraced houses and blocks of flats
A: Is there a carpet?
in city centres.
B: Yes, there is.
2 Detached houses, semi-detached, bungalows,
A: Is there a coffee table? cottages and some terraced houses have got
B: Yes, there is. a garden.
A: Is there a bookcase? • Play the video and elicit Ss’ comments.
B: No, there isn't.
A: Are there any armchairs?
Culture Spot
B: Yes, there are. Read out the box.
Then give Ss time to research online and find the
A: Are there any cupboards? official residence of the head of state in their
B: No, there aren't. country. Ask Ss to present it to the class.

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Module 3
Suggested Answer Key 9 To write an email about your house
The official residence of the President of Poland is • Explain the task and ask Ss to write an email to
the Belvedere Palace in Warsaw. their English-speaking friend about their house
using the model to help them.
4 To consolidate new vocabulary • Allow Ss time to complete the task and check
their answers.
• Explain the task and give Ss time to complete it.
• Alternatively, assign the task as HW and then
• Check Ss’ answers.
check Ss’ answers in the next lesson.
Answer Key
Suggested Answer Key
1 floors 3 suburbs
Hi Alice,
2 yard 4 driveway
Thanks for your email. My house is great. It is in
the suburbs. Outside, there is a garden and a
5 To present adjectives and match them driveway. Inside, there is a living room, a kitchen,
to their opposites a bathroom and three bedrooms. Here is a
• Read out the adjectives in the list and explain/ picture of my house.
elicit their meanings. Write soon,
• Then give Ss time to match them to their Anka
opposites from the words in bold in the text.
• Check Ss’ answers. 3 • CLIL (Maths)
Answer Key 1 To read for cohesion and coherence
1 back 2 expensive 3 pretty 4 top • Give Ss time to read the text and complete the
words with the missing letters.
6 To present English homes • Play the recording for Ss to listen and check their
Read out the example and then ask various Ss answers.
around the class to present other types of British Answer Key
houses to the class. 1 n 2 he 3 our 4 s
Suggested Answer Key
Bungalows are small. They’re in small towns and 2 To answer comprehension questions
the suburbs. They’ve got gardens. They’ve only based on a text
got one floor. • Give Ss time to answer the questions referring
back to the text as necessary.
7 To listen for specific information • Check Ss’ answers.
• Ask Ss to read the statements. Answer Key
• Then play the recording. Ss listen and complete 1 The scale of a map is the relationship
the task. between the size of something on the map
• Check Ss’ answers. and its size in the real world.
Answer Key 2 You need a pencil, a ruler and graph paper to
1 R 2 W 3 W 4 R draw a map to scale.

8 To practise punctuation 3 To draw a scaled map of your room

Read out the Punctuation Time box and explain • Explain the task and give Ss time to complete it
the task. Give Ss time to complete it and check and then ask them to present the scaled maps
their answers. of their rooms to the class.
• Alternatively, assign the task as HW and have Ss
Answer Key
present their scaled maps in the next lesson.
1 There is a desk, a bed and a chair in my
bedroom.
2 My house has got a kitchen, a living room, two
bedrooms and a bathroom.

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Module 3
Suggested Answer Key Where it is: suburbs
Size: huge
b What there is outside: garden, garage, driveway
o How many/What rooms it has got: living room,
bed o kitchen, 3 bedrooms, bathroom
k Furniture in each room: living room – sofa, coffee
c table, curtains, windows; kitchen – fridge, cooker,
a cupboards, table, six chairs; parents’ bedroom –
s big bed and two bookcases; bathroom – big
e bath, toilet, two washbasins; my sister’s bedroom
carpet – bed, desk and a chair; my bedroom – desk,
computer, big bed, balcony

3 To present your dream house

desk Ask various Ss to present their dream house to the
rest of the class using their answers in Ex. 2 and
their drawing.
1 square = 1 step Suggested Answer Key
This is a scaled map of my bedroom. There is a My dream house is in the suburbs. It is huge.
single bed and a carpet on the floor. There is a Outside the house, there is a big garden and a
desk opposite the bed and a bookcase next to garage with a driveway. Inside the house, there
it. are six rooms. There is a kitchen and a living
room downstairs and a bathroom and two
Flash Time • 3 bedrooms upstairs. My bedroom is on the top
floor.
1 To describe Henry’s dream house
In the living room, there is a sofa and a coffee
Ask Ss to look at the picture and describe it. table. It has got big windows with red curtains.
Suggested Answer Key There is a fridge, a cooker and some cupboards
Henry’s dream house is very big. It has got two in the kitchen. There is a table with six chairs, too.
floors and lots of windows. There is a big balcony There is a big bath, a toilet and two washbasins
upstairs with a chair on it. in the bathroom. There is a bed, a desk and a
chair in my sister's room and a big bed and two
bookcases in my parents’ bedroom. In my room,
2 To create a dream house
there is a desk with a computer on it, a big bed
• Explain the task and ask Ss to complete the and a balcony with a great view of the garden.
table.
• Then give Ss time to draw a picture.
4 a) To discuss a saying
Suggested Answer Key
Read the saying aloud and give Ss time to
consider what it means and discuss it in pairs.
my bedroom Then elicit explanations from various Ss.
Suggested Answer Key
T: What is a castle?
sister’s bathroom parent’s
room room S1: A castle is a big building. The king and queen
live there.
T: What do you think the saying 'my home, my
castle' means?
living room kitchcen garage
S2: Our homes are castles because we are like
the king and queen there.
T: Good. Any other ideas?
garden driveway S3: Our homes are castles because we can do
what we want there.
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Module 3
T: Great. Anyone else? 5 1 any 2 some 3 any 4 some
S4: Our homes are castles because they have
6 1 on 3 on 5 near
got everything we need. etc.
2 opposite 4 in front of

b) To describe your home 7 1 There isn’t a computer on the desk.

2 Is there a TV in Paul’s room?
• Explain the task and read out the words. 3 There are some cupboards in our kitchen.
• Give Ss time to complete the sentence
and then elicit answers from Ss around the 8 1 What's your new house like?
class. 2 It's great!
Suggested Answer Key 3 What's your room like?
4 Is there a balcony?
My home is great because it’s modern.
9 Hi Mark,
Progress Check 3 My house is small and cosy. It's got a kitchen, a
1 1 10 Downing Street is the home of the British living room, a bathroom and two bedrooms. My
Prime Minister. room is small. It's got a bed, a wardrobe and a
2 The building is three hundred years old. table for my TV.
3 It has got one hundred rooms. What about you?
4 The Prime Minister's house is on the third floor. Write soon,
Tamary
2 1 carpet 3 pillow 5 garage
2 library 4 garden 10 1 A 2 C 3 C 4 C

3 1 Push 3 Free Wi-Fi Competences

2 Pull 4 No smoking
Ask Ss to assess their own performance in the module
4 1 There are 3 There are by drawing stars according to how competent they
2 There is 4 There is feel for each of the listed activities.

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Every day Module 4

Topic 4d Everyday English 71
In this module, Ss will explore the topics of daily Lesson Objectives: To make invitations – accept/refuse,
routine, free-time activities, jobs and workplaces. to read for coherence & cohesion, to complete a
Module page 64-65 dialogue, to pronounce /T/, /D/

Lesson Objectives: To get an overview of the module,

4e Grammar 72-73
to learn daily routine/free-time activities Lesson Objectives: To learn adverbs of frequency, to
Vocabulary: Daily routine/Free-time activities (get up, learn prepositions of time
take a shower, have breakfast, brush my teeth, walk to
school, have lunch, finish school, come back home, 4f Across Cultures 74-75
do my homework, go to football practice, have dinner, Lesson Objectives: To listen and read for gist, to read
watch TV, chat online, play video games, go to bed) for specific information, to answer comprehension
questions, to learn free-time activities, to listen for
4a Reading 66-67 specific information, to write an email about your daily
Lesson Objectives: To listen and read for gist, to read routine
for specific information, to answer comprehension Vocabulary: Nouns (training, field, charity); Adverb
questions, to listen for specific information, to talk (twice)
about your daily routine
Vocabulary: Nouns (uniform, backpack, registration, 4 CLIL (Citizenship) 76
canteen, team); Adjective (packed); Phrase (hot school Lesson Objectives: To read for specific information, to
dinner) talk and write about school rules
Vocabulary: Verbs (cheat, bully); Noun (rule)
4b Grammar 68-39
Lesson Objectives: To learn the present simple Flash Time 4 77
(affirmative), to learn object personal pronouns Lesson Objectives: To present a sportsperson, to learn
about values
4c Vocabulary 70
Lesson Objectives: To learn jobs and workplaces, to Progress Check 4 78-79
talk about jobs and workplaces Lesson Objectives: To test/consolidate vocabulary
Vocabulary: Jobs (teacher, DJ, nurse, chef, babysitter, and grammar learnt throughout the module; to
doctor, shop assistant, police officer, waitress); Workplaces practise everyday English, to read for specific
(hospital, dance club, restaurant, school, shop, police information, to listen for specific information, to write
station, house) an email

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Module 4
What’s in this module? Answer Key
Go through the What’s in this module? box and tell Ss 1 Michael's best friend is Ben.
that these are the topics, skills and activities this unit 2 Registration is at 8:45 am.
will cover. 3 Michael and Ben's football practice is when
school finishes at 3:40 pm.
1 To present vocabulary for daily • Play the video and elicit Ss’ comments.
routine/free-time activities
• Read out the Note box. 4 To consolidate new vocabulary
• Tell Ss to look at the numbered pictures. • Explain the task and give Ss time to complete
• Play the recording with pauses for Ss to repeat the sentences using the words in the list.
chorally and/ or individually. • Check Ss’ answers.
• Check Ss’ pronunciation and intonation.
Answer Key
1 uniform 4 school dinner
2 To talk about your daily routine/free-time
2 packed lunch 5 canteen
activities
3 break
• Explain the task and read out the example.
• Ask various Ss around the class to tell the rest of 5 To consolidate new vocabulary
the class about your (Barry’s) Monday routine.
• Direct Ss to the words in bold in the text and give
Suggested Answer Key
them time to match them to their opposites.
I get up at 7 o’clock in the morning and take a • Check Ss’ answers.
shower and have breakfast. Then, I brush my
Answer Key
teeth. After that, I walk to school. At 1 o’clock, I
1 hot 2 same 3 short
have lunch. In the afternoon, I finish school and
come back home. I do my homework and then I
go to football practice. In the evening, I have 6 To listen for specific information
dinner at 7 pm. Then, I watch TV and after that I • Ask Ss to look at the timetable.
chat online. Then I play video games. I go to bed • Play the recording and have Ss listen and
at 9:30 pm. complete the gaps.
• Check Ss’ answers.
4a • Reading Answer Key
1 To listen and read for specific information 1 8:00 am 3 3:45 pm
2 10:45 am 4 7:00 pm
• Ask Ss to read the phrases.
• Play the recording. Ss listen and read and
then match the phrases to make sentences. 7 To practise then and after

Answer Key • Explain the task and give Ss time to complete

the text using then or after.
1 b 2 c 3 a
• Check Ss’ answers around the class.
• Elicit comparisons from Ss around the class.
2 To read for specific information
Suggested Answer Key
• Give Ss time to read the text again and mark
1 Then 2 After 3 Then 4 After
the statements according to what they read.
• Check Ss’ answers.
8 To talk about a daily routine
Answer Key
• Explain the task and ask Ss to read the
1 R 2 W 3 DS 4 R
gapped text to help them.
• Ask various Ss to talk about Paul’s daily routine.
3 To consolidate information in text
• Check Ss’ answers on the board.
• Give Ss time to answer the questions and refer
Answer Key
back to the text if necessary.
I get up at 7:00 am. Then, I go to school at 8:00
• Check Ss’ answers.
am. School starts with registration at 8:30 am.

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Module 4
We have a break at 10:45 and lunch at 1:00 pm. Answer Key
After school, I have tennis practice at 3:45. Then I /s/ /z/ /iz/
go home and do my homework. We have dinner 2 walks ✓
at 7:00 pm. Then, I chat online at 8:00. I go to
3 watches ✓
bed at 9:30.
4 buys ✓
4b • Grammar 5 eats ✓
6 does ✓
1 a) To present/practise the present 7 tries ✓
simple affirmative
8 washes ✓
• Present the present simple. Say: I go to
school. Write it on the board.
• Underline go and explain that this verb is 2 To practise the present simple
in the present simple. Point to a S, say: You • Explain the task and give Ss time to complete it.
go to school. Then write it on the board. • Check Ss’ answers.
Underline go. Point to yourself and the Answer Key
class, say: We go to school. Then write it on
1 has 2 walk 3 gets 4 play
the board. Underline go. Point to a group
of Ss, say: They go to school. Then write it
on the board. Underline go. 3 To practise the present simple
• Explain that we use the present simple for • Give Ss time to read the text and complete the
habits & routines (actions we do every gaps with the present simple form of the verbs
day), permanent states (an action we do in the list.
all the time) and timetables. Explain that • Check Ss’ answers.
we form the present simple in the Answer Key
affirmative with personal pronoun + bare 1 gets up 4 finish 7 chats
infinitive. 2 has 5 goes 8 has
• Read out the theory box and the cartoon. 3 walk 6 watches 9 goes
• Read the Language Awareness box aloud
and explain the spelling rules. Give Ss
some time to study them. 4 To present object personal pronouns
• Offer further examples of the spelling rules • Go through the table and read out the cartoon.
of the third-person singular by writing the • Ask Ss to read and match the sentences.
verbs miss, brush, catch, mix, go, cry on the • Check Ss’ answers around the class.
board. Stress the difference between the • Refer Ss to GR p. 131 for more information.
spelling of play and cry. Answer Key
• Explain the task and read out the example. 1 c 2 d 3 a 4 b
Then give Ss time to complete it.
• Refer Ss to GR pp. 130-11 for more
5 To practise object personal pronouns
information.
Answer Key
• Explain the task and give Ss time to complete it.
• Check Ss’ answers.
2 walks 5 eats 8 washes
3 watches 6 does Answer Key
4 buys 7 tries 1 He 2 her 3 me 4 We 5 them

b) To pronounce /s/, /z/ and /iz/ 6 To practise object personal pronouns

(3rd-person singular verb endings) • Explain the task and give Ss time to complete
• Play the recording. Ss listen and tick the it.
correct box. • Check Ss’ answers.
• Play the recording again with pauses for Ss Answer Key
to repeat chorally and/or individually. 1 them 2 it 3 her 4 him
• Check Ss’ pronunciation and intonation.
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Module 4
Shop assistants work in a shop.
4c • Vocabulary Police officers work in a police station.
Babysitters work in a house.
1 a) To present jobs
• Tell Ss to look at the numbered pictures. 4d • Everyday English
• Ask Ss to read the job titles and then label
the pictures. 1 To complete a dialogue
• Play the recording for Ss to check their Read out the phrases and give Ss time to use
answers. them to complete the dialogue.
Answer Key Answer Key
1 doctor 6 shop assistant 1 E 2 D 3 A 4 B 5 C
2 waitress 7 DJ
3 police officer 8 Chef
2 To listen for confirmation; to act out a
4 teacher 9 nurse
dialogue
5 babysitter
• Play the recording. Ss listen and check their
answers to Ex.1.
b) To consolidate new vocabulary
• Then Ss take roles and act out the dialogue.
through translation
Elicit the names of the jobs in Ss’ L1 from Ss
3 To complete exchanges
around the class.
• Explain the task and read out the example.
(Ss’ own answers) • Read out the phrases and give Ss time to use
them to complete the exchanges.
2 To practise new vocabulary Answer Key
• Explain the task and read out the example. 2 I’d love to. 4 How about 7:00?
• Ask Ss to make sentences and then ask 3 I can’t make it.
various Ss to read them out to the class.
Suggested Answer Key Pronunciation
Anna is a waitress. To pronounce /T/, /D/
Sam is a police officer. • Play the recording. Ss listen and repeat either
Peter is a teacher. chorally or individually.
Suzie is a babysitter. • Check Ss’ pronunciation and intonation.
Jane is a shop assistant.
Paul is a DJ. 4e • Grammar
Pamela is a chef.
Chris is a nurse. 1 To present/practise adverbs of
frequency
3 To present new vocabulary • Read out the theory and the cartoon.
• Play the recording with pauses for Ss to repeat • Tell Ss that adverbs of frequency show how
often we do something.
chorally and/or individually.
• Check Ss’ pronunciation and intonation. • Give Ss time to choose the correct words to
complete the sentences referring to the table
as necessary.
4 To consolidate new vocabulary • Check Ss’ answers.
• Explain the task and read out the example. • Refer Ss to GR p. 131 for more information.
• Then give Ss time to make sentences. Answer Key
• Check Ss’ answers around the class. 1 C 2 A 3 A 4 B 5 B
Answer Key
DJs work in a dance club.
Waitresses and chefs work in a restaurant.
Teachers work in a school.
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Module 4
2 To practise adverbs of frequency and Answer Key
word order 1 b 2 d 3 a 4 e 5 c
• Elicit where in the sentence the adverbs of
frequency appear (before the main verb, but 5 To practise prepositions of time
after the verb ‘to be’). • Explain the task and give Ss time to complete
• Explain the task and give Ss time to complete it.
it. • Check Ss’ answers.
• Check Ss’ answers.
Answer Key
Answer Key
1 at, in 2 on 3 in 4 on 5 at
1 He is always early for work.
2 She is sometimes late.
6 To consolidate prepositions of time with
3 He often takes a shower at night.
personal examples
• Explain the task and give Ss time to complete
3 To practise adverbs of frequency with
it.
personal examples
• Check Ss’ answers.
• Ask Ss to read the table and then put ticks in Suggested Answer Key
the correct boxes for themselves.
2 29th July 4 play video games at
• Read out the example and the elicit further
3 to the beach in
sentences from Ss around the class.
Suggested Answer Key 4f • Across Cultures
always usually often sometimes never
1 To listen and read for specific information
7:00 am:
✓ • Direct Ss to the picture ask Ss to read the
get up
phrases.
8:00 am: • Play the recording. Ss listen and read the text
leave for ✓ and then match the phrases to make
school sentences according to what they read.
1:30 pm: • Check Ss’ answers.
✓
have lunch Suggested Answer Key
5:00 pm: do 1 b 2 c 3 a
✓
homework
7:00 pm: 2 To read for specific information
✓
have dinner • Ask Ss to read the sentences 1-4. Then give Ss
9:30 pm: go time to read the text again and mark the
✓
to bed statements according to what they read.
• Check Ss’ answers.
I usually get up at 7:00 am. Answer Key
I always leave for school at 8:00 am. 1 W 2 R 3 DS 4 W
I often have lunch at 1:30 pm.
I sometimes do my homework at 5:00 pm.
I never have dinner at 7:00 pm. 3 To consolidate comprehension of a text
I usually go to bed at 9:30 pm. • Give Ss time to answer the questions referring to
the text as necessary.
4 To present prepositions of time • Check Ss’ answers.
• Go through the table with Ss and read the Answer Key
cartoon. 1 He is from Cardiff, Wales. 3 His family.
• Then explain the task and give Ss time to 2 The Welsh Wizard.
complete it. • Play the video and elicit Ss’ comments.
• Check Ss’ answers.
• Refer Ss to GR p. 131 for more information.

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Module 4
Culture Spot practice. After lunch, we play a match. After that, I
Read out the Culture Spot box and then elicit the take a shower. At 6:30, we have dinner. I go to bed
national game of the Ss’ country. Ask Ss to at 9:30. It's very tiring, but it's really great here!
present it to the class. Write back soon,
Michat
Suggested Answer Key
Poland does not have a national game, but 4 • CLIL (Citizenship)
sports like basketball, football and volleyball are
very popular. 1 To listen and read for specific information
• Ask Ss to read the statements.
• Play the recording. Ss listen and read and mark
4 To present free-time activities and the
the statements according to what they read.
verbs associated with them
Answer Key
• Ask Ss to read the sentences. Explain/Elicit the
meanings of any unknown words and then ask 1 W 2 W 3 DS 4 R 5 W
Ss to use the verbs in the list to complete the
sentences. 2 To talk and write about rules
• Check Ss’ answers around the class. • Explain the task and tell Ss to think about their
Answer Key school rules and make notes under the
1 plays 3 spend 5 have headings.
2 goes 4 help • Tell Ss they can use the rules in the box to help
them.
• Ask various Ss to tell the class.
5 To consolidate new vocabulary
Suggested Answer Key
• Direct Ss to the words in bold in the text and give
Dos Don’ts
them time to match them to their opposites.
be quiet in class use a mobile phone
• Check Ss’ answers.
listen to the teacher cheat on tests
Answer Key be on time eat or drink in class
1 gets up 2 goes 3 likes
In my school, there are important rules. We are on
time, we are quiet in class and we listen to the
6 To listen for specific information teacher. We don't cheat on tests, we don't eat or
• Explain the task and ask Ss to read through the drink in class and we don't use a mobile phone.
gapped text about Michat and think about
what information may be missing. (e.g. 1 time, 2 Flash Time • 4
noun, 3 time, 4 noun, 5 time)
1 To make notes about a sportsperson
• Play the recording. Ss listen and fill the gaps.
• Check S’ answers. • Ask Ss to work in small groups.
• Explain the situation and give Ss time to research
Answer Key
online and collect information about a Polish
1 7:00 am 3 12:30 pm 5 9:30 pm sportsperson.
2 practice 4 match • Ask Ss to copy the headings into their notebooks
and make notes about the sportsperson.
7 To write an email Suggested Answer Key
• Explain the task and give Ss time to complete it. Name: Artur Boruc
• Ask various Ss to read their emails to the class. Nickname: The Holy Goalie
• Alternatively, assign the task as HW and check Date of birth: 20th February 1980
Ss’ answers in the next lesson. Place of birth: Siedlce, Poland
Suggested Answer Key gets up early, takes a shower, has a
healthy breakfast, does exercise at
Hi Jack,
Daily routine: the gym, eats lunch with family,
I'm at Legia Wars Zawa Soccer School. Here’s my trains with his club, eats dinner with
daily routine. In the morning, I get up at 7:00. At family/friends, goes to bed early
7:30, I have breakfast. At 9:00, I have football Free-time spends time with his family
activities:
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Module 4
2 To present a famous sportsperson Progress Check 4
Ask various groups of Ss to present their famous 1 1 A 2 C 3 B 4 A
sportsperson to the rest of the class using their
answers from Ex. 1. 2 1 gets 3 does 5 help
2 have 4 come
Suggested Answer Key
Artur Boruc is a Polish footballer. His date of birth 3 1 play 3 take 5 go
is 20th February 1980 and he comes from 2 watch 4 brush
Siedlce. His nickname is the Holy Goalie. 4 1 doctor 4 police officer
In the morning, he gets up early and takes a 2 teacher 5 shop assistant
shower. He always has a healthy breakfast. Then, 3 chef
he exercises at the gym. He usually eats lunch
with his family. In the afternoon, he trains with his 5 1 works 3 washes 5 cries
club. He often eats dinner with his family or 2 goes 4 chats
friends in the evening and goes to bed early. In 6 1 him 2 us 3 her 4 them
his free time, Artur spends time with his family.
7 1 We walk to school every day.
3 a) To present activities relating to 2 Tom is never late for school.
healthy habits 3 We always have dinner at 8:00.
4 They watch TV in the evening.
• Ask Ss to look at the activities in the 5 We have music lessons on Mondays.
pictures and elicit which ones Ss do.
• Initiate a class discussion about why these 8 1 Are you free on Saturday?
activities are healthy habits and the 2 Why?
importance of including them in your 3 Sure.
lifestyle. (Because eating properly, getting 4 Let’s meet at 1 o’clock.
regular [physical and mental] exercise, 5 How about 3 then?
laughing and getting enough sleep will 9 1 B 2 C 3 B 4 C
keep you happy and healthy.)
10 Hi Stan!
(Ss’ own answers)
At weekends, I usually wake up at 9:00. In the
morning, I have breakfast with my family and
b) To design a healthy habits help my mum with the shopping. In the
timetable afternoon, I play football with my friends and
• Ask Ss to work in groups and design a then I take a shower. In the evening, I go to the
healthy habits timetable including the cinema.
activities in Ex. 3a. Bye,
• Give Ss time to compete the task and then Antoni
ask various groups to present their
timetables to the class. Competences
Suggested Answer Key Ask Ss to assess their own performance in the module
Healthy Habits by drawing stars according to how competent they
This is our ‘Healthy Habits’ timetable. In the feel for each of the listed activities.
morning, we eat a good breakfast. Then, we walk
or ride our bikes to school. We smile and laugh a
lot with friends at break time. In the afternoon,
after school, we exercise. In the evening, we read
a book and then get lots of sleep at night.

Morning have a good breakfast, walk

or ride a bike to school
Afternoon smile and laugh a lot, exercise
Evening read a book, get lots of sleep

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Module 5 All about food

Topic 5e Grammar 88-89
In this module, Ss will explore the topics of food & Lesson Objectives: To learn the present simple
drinks, food preparation and cooking tools. (interrogative & short answers), to learn question
Module page 80-81 words (which, why, how)

Lesson Objectives: To get an overview of the module,

5f Across Cultures 90-91
to learn food & drinks, to express likes/dislikes Lesson Objectives: To listen and read for gist, to read
Vocabulary: Food & drinks (biscuits, pasta, fruit juice, for specific information, to talk about street food, to
meat, cucumbers, strawberries, salt, lettuce, tomatoes, listen for specific information, to write a blog entry
potatoes, carrots, onions, apples, oranges, rice, cereal, about street food
flour, bread, coffee, tea, sugar, pepper, crisps, milk, Vocabulary: Nouns (vendor, cod, haddock, batter, carts,
yoghurt, butter, cheese, fish, chicken, eggs) bun [hot dog], customer, relish); Adjective (hungry)

5a Reading 82-83 5 CLIL (Food Technology) 92

Lesson Objectives: To listen and read for gist, to read Lesson Objectives: To listen and read for specific
for specific information, to talk about chefs, to write a information, to talk and write about the Eatwell Guide,
short text about your favourite food to talk about healthy foods
Vocabulary: Nouns (stew, ingredient, meal, gravy, recipe, Vocabulary: Nouns (spread, energy, vitamin, calory,
flavour) fat, protein, calcium)

5b Grammar 84-85 Flash Time 5 93

Lesson Objectives: To learn the present simple Lesson Objectives: To create a poster, to do a quiz, to
(negative) present healthy/unhealthy eating habits, to learn
about values
5c Vocabulary 86
Lesson Objectives: To learn verbs relating to food
Progress Check 5 94-95
preparation, to learn cooking tools, to talk about Lesson Objectives: To test/consolidate vocabulary
cooking tools and grammar learnt throughout the module; to
Vocabulary: Food preparation (slice, peel, grate, add, practise everyday English, to read for specific
mix, chop, beat); Cooking tools (knife, spoon, whisk, information, to listen for specific information, to write
grater, saucepan, cake tin, frying pan, bowl) an email

5d Everyday English 87
Lesson Objectives: To give instructions, to act out a
dialogue, to learn how much/how many, to learn word
stress
Vocabulary: Verb (bake); Adjective (simple)

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Module 5
What’s in this module? 2 To read for specific information
Go through the What’s in this module? box and tell Ss • Ask Ss to read the questions and the answer
that these are the topics, skills and activities this unit choices.
will cover. • Give Ss time to read the text again and
complete the task.
• Check Ss’ answers.
1 a) To present vocabulary for food &
drinks Answer Key
1 C 2 A 3 A
• Tell Ss to look at the numbered pictures.
• Read out the words in the list and explain/
elicit their meanings. 3 To consolidate information in a text
• Give Ss time to label the pictures with the • Give Ss time to complete the sentences
words. referring to the text as necessary.
• Check Ss’ answers. • Check Ss’ answers.
Answer Key Answer Key
1 cucumbers 4 fruit juice 7 meat 1 restaurants 3 difficult dishes
2 strawberries 5 salt 2 really easy to make 4 healthy eating
3 pasta 6 biscuits
• Play the video and elicit Ss’ comments.

b) To present vocabulary for food &

drinks 4 To consolidate new vocabulary

• Play the recording for Ss to check their • Explain the task and give Ss time to complete
it.
answers to Ex. 1a.
• Then play the recording again with pauses • Check Ss’ answers.
for Ss to repeat chorally and/or individually. Answer Key
• Check Ss’ pronunciation and intonation. 1 recipe 3 gravy
2 ingredients 4 flavour
2 To talk about food & drinks likes/dislikes
• Read out the Note box. 5 To consolidate new vocabulary through
• Explain the task and read out the examples. antonyms
• Ask various Ss around the class to tell the rest • Direct Ss to the highlighted words in the text
of the class about their food & drinks likes/ and then give them time to match them to
dislikes. their opposites 1-4 using their dictionaries if
Suggested Answer Key necessary.
I love eating cheese. I really like eating pasta
• Check Ss’ answers.
and rice. I quite like eating fish and eggs. I don't Answer Key
like drinking milk very much. I hate drinking tea. 1 difficult 2 special 3 healthy 4 happy

5a • Reading 6 To express a preference

1 To listen and read for specific Elicit Ss’ opinions in answer to the question.
information Suggested Answer Key
• Ask Ss to look at the pictures and read the Jamie Oliver is a great chef. He makes amazing
phrases. dishes. His favourite food is bread and pasta.
• Play the recording. Ss listen and read and They’re healthy, tasty and really easy to make.
match the phrases to make sentences.
Answer Key 7 a) To complete notes
1 c 2 a 3 b Ask Ss to complete the notes in their
notebooks about their favourite dish.

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Module 5
Suggested Answer Key Answer Key
1 Its name: pierogi 2 don’t 4 don’t 6 doesn’t
2 Ingredients you need: flour, water, mashed 3 doesn’t 5 don’t
potatoes, cheese
3 Why you like it: tasty and easy to make 4 To practise the present simple negative
• Explain the task and read out the example.
b) To write a short text about your • Then give Ss time to complete it.
favourite dish • Check Ss’ answers.
• Give Ss time to use their notes from Ex. 7a Answer Key
to write a short text about their favourite 2 don’t have 5 doesn’t prepare
dish. 3 don’t drink 6 doesn’t have
• Ask various Ss to read out their text to the 4 doesn’t go
class.
• Alternatively, assign the task as HW and
check Ss’ answers in the next lesson. 5 To practise the present simple negative

Suggested Answer Key • Explain the task and read out the example.
• Then give Ss time to complete it.
Peirogi is my favourite food. It’s a simple dish with
• Check Ss’ answers around the class.
flour, water, mashed potatoes and cheese. I like it
because it’s tasty and easy to make. Answer Key
2 Tom doesn’t like strawberries.
5b • Grammar 3 Taylor and Bill don’t watch Jamie Oliver on TV
every day.
1 To present and practise the present 4 Brenda doesn’t make delicious pies.
simple negative 5 Julie doesn’t like the chef’s recipes.
• Read out the theory box and the cartoon. 6. My parents and I don’t have dinner at 7:00
• Present the present simple negative. Write on pm.
the board: I don’t like Maths and She doesn’t
like Art. Underline I don’t in the first sentence
6 To practise the present simple negative
and She doesn’t in the second sentence.
with personal examples
Explain that we use I/you/we/they don’t and
he/she/it doesn’t to form the present simple • Explain the task and read out the example.
negative • Give Ss time to complete the task and then
• Explain the task give Ss time to complete it. read their sentences to their partner.
• Refer Ss to GR p. 131 for more information. • Ask various Ss around the class to share their
sentences with the class.
Answer Key
Suggested Answer Key
1 d 2 a 3 b 4 c
On Sundays, I don’t usually eat at a restaurant.
On Sundays, I usually have lunch with my family.
2 To practise the present simple negative On Sundays, I don’t usually go shopping for
• Explain the task and give Ss time to complete food.
it. On Sundays, I don’t usually prepare dinner.
• Check Ss’ answers.
Answer Key 5c • Vocabulary
1 a 2 a 3 b 4 b 1 To present vocabulary for food
preparation
3 To practise the present simple negative • Ask Ss to look at the pictures.
• Explain the task and give Ss time to complete • Play the recording with pauses for Ss to repeat
it. chorally and/or individually.
• Check Ss’ answers. • Check Ss’ pronunciation and intonation.

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Module 5
2 To present cooking tools A: How much butter do we need?
• Ask Ss to look at the pictures. B: We need 120 grammes of butter.
• Play the recording with pauses for Ss to repeat A: How much flour do we need?
chorally and/or individually. B: We need 180 grammes of flour.
• Check Ss’ pronunciation and intonation.
A: How much baking powder do we need?
3 a) To practise vocabulary for food B: We need 2 teaspoons of baking powder.
preparation and cooking tools A: How much milk do we need?
• Explain the task B: We need 120 millilitres of milk.
• Give Ss time to complete the task. A: How many strawberries do we need?
• Check Ss’ answers. B: We need 12 strawberries.
Answer Key
1 c 2 d 3 a 4 b 4 To complete exchanges
• Explain the task and read out the example.
b) To talk about food preparation and • Give Ss time to complete the task in pairs.
cooking tools • Check Ss answers.
• Ask Ss to work in pairs and make sentences Suggested Answer Key
about food preparation and cooking tools 1 Is it easy to make? 3 It sounds simple!
using their answers in Ex. 3a following the 2 And then?
example and tell their partner.
• Elicit answers from around the class. Intonation
Answer Key
To learn word stress
You need a knife to chop, peel or slice onions.
You need a grater to grate cheese. • Explain the task and play the recording.
You need a spoon to mix vegetables. • Ss listen and underline the stressed syllables.
Check Ss’ answers.
5d • Everyday English • Play the recording again. Ss listen and repeat
chorally and/or individually.
1 To complete a dialogue Answer Key
Read out the phrases and give Ss time to use • apple • chicken • cereal • tomato
them to complete the dialogue. • pepper • onion • coffee • lemon
Answer Key
1 D 2 E 3 A 4 C 5 B 5e • Grammar
1 To present/practise the present simple
2 To listen for confirmation; to act out a interrogative & short answers
dialogue • Present the present simple interrogative &
• Play the recording. Ss listen and check their short answers.
answers to Ex.1. • Say then write on the board: Do I work in a
• Then Ss take roles and act out the dialogue. school? – Yes, I do and Does he work in a
school? No, he doesn’t. Explain that we use
3 To practise question words: how much/ Do I/you/we/they and Does he/she/it to form
how many questions in the present simple. Focus Ss’
attention on the position of do/does (before
• Read out the Word box and ask Ss to work in
the personal pronoun). We answer in short
pairs and ask and answer questions following
form with Yes/No, I/you/we/ they do/don’t
the example, using the ingredients list in Ex. 1.
and he/she/it does/doesn’t.
• Monitor the activity around the class and then
ask some pairs to ask and answer in front of
the class.
Answer Key
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Module 5
• Ask Ss questions to check understanding. 4 To consolidate grammar and
T: Do you work? vocabulary; to practise question words
S1: No, I don’t. /Yes, I do. • Read out the Word box and explain the task.
T: Does your mother work? • Go through the gapped dialogue and ask Ss
S2: No, she doesn’t. /Yes, she does. to complete the task in pairs using the
T: Do we live in …? question words and the recipes.
S3: Yes, we do. etc. • Then ask some pairs to ask and answer in
• Ask Ss to read the theory box and read out front of the class.
the Language Awareness box.
• Then give Ss time to choose the correct items Answer Key
and compete the task.
A: Which of these foods do you like?
• Check Ss’ answers.
B: I like salad.
• Refer Ss to GR pp. 131-132 for more information.
A: How do you make it?
Answer Key B: First, you chop lettuce. Then, you slice tomatoes
1 Do, do 4 Does, doesn’t and cucumbers. Finally, you add oil and
2 Do, don’t 5 Does, doesn’t vinegar.
3 Do, do A: Why do you like it?
B: I like it because it’s healthy and tasty.
2 a) To practise the present simple
interrogative & short answers 5 a) To practise the present simple
• Read out the Note box. • Explain the task and give Ss time to
• Explain the task and read out the example. complete the text with the correct forms of
• Ask Ss to look at the pictures and give Ss the verbs in brackets.
time to complete the task. • Check Ss’ answers around the class.
• Check Ss’ answers.
Answer Key
Answer Key
1 do you eat 6 want
2 Does Tim like cherries? No, he doesn’t. 2 have 7 do you have
3 Does Tim like grapes? No, he doesn’t. 3 prepares 8 do you eat
4 Does Tim like pears? Yes, he does. 4 cooks 9 do you like
5 Does Tim like pineapple? No, he doesn’t. 5 don’t eat

b) To practise the present simple using

b) To identify international words
personal examples
• Ask Ss to read the text again and find
Explain the task and read out the example
words which are exactly the same in Polish
and then elicit sentences from Ss around the
i.e. international words.
class.
• Elicit answers from various Ss.
Suggested Answer Key
(Ss’ own answers)
I like grapes, pears and pineapples, but I don’t
like cherries.
5f • Across Cultures
3 To practise the present simple 1 To listen and read for specific
interrogative & short answers information
• Explain the task and read out the example. • Ask Ss to read the phrases.
• Give Ss time to complete the task. • Play the recording. Ss listen and read and
• Check Ss’ answers around the class. match the phrases to make sentences.
Answer Key • Check Ss’ answers.
1 Does Mario like onions? No, he doesn’t. Answer Key
2 Does Sandra have a sandwich for lunch? Yes, 1 b 2 c 3 a
she does.
3 Does it like fish? No, it doesn’t.
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Module 5
2 To read for specific information 6 To express an opinion
• Ask Ss to read the sentences 1-4. Then give Ss Elicit answers from Ss around the class.
time to read the text again and mark them Suggested Answer Key
according to what they read.
I would like to try fish and chips because I like
• Check Ss’ answers.
chips and I think fish is tasty.
Answer Key
1 R 2 DS 3 W 4 R 7 To listen for specific information
• Explain the task and ask Ss to read through the
3 To consolidate information in a text gapped text and think about what information
• Give Ss time to answer the questions referring may be missing. (e.g. 1 number, 2 noun,
to the text as necessary. 3 number, 4 adjective, 5 noun)
• Check Ss’ answers. • Play the recording. Ss listen and fill in the gaps.
Answer Key • Check Ss’ answers.
1 Vendors use cod or haddock in fish and Answer Key
chips. 1 chicken 3 fry 5 bread
2 People put salt and vinegar on their fish and 2 India 4 hot
chips.
3 People put mustard, ketchup, onions and 8 To practise punctuation
relish on their hot dogs. • Read out the Punctuation Time box and ask
• Play the video and elicit Ss’ comments. Ss to rewrite the sentences with the correct
punctuation.
Culture Spot • Check Ss’ answers.
Read out the Culture Spot box and then give Ss Answer Key
time to think of the national dish in their country. 1 What’s your favourite food?
Ask Ss to tell the class. 2 It’s delicious!
Suggested Answer Key 3 I like hot dogs.
The national dish of Poland is Bigos, also known
as Polish hunter's stew. 9 To write a blog entry
• Explain the task and give Ss time to complete
4 To consolidate new vocabulary the short blog entry using the information in
Ex.7.
• Explain the task and go through the list of words
• Ask various Ss to read their blog entry aloud.
and explain/elicit any unknown meanings.
• Give Ss time to complete the sentences. Suggested Answer Key
• Check Ss’ answers. Chicken 65’ is a popular street food in the south
Answer Key of India. Vendors fry small pieces of chicken in
very hot and spicy oil. They sometimes serve it
1 fry 3 spicy
with some Indian bread.
2 toppings 4 steam

5 • CLIL (Food Technology)

5 To consolidate the meanings of phrasal
verbs 1 To listen and read for specific
information
• Read out the Grammar box.
• Ask Ss to match the phrasal verbs in bold in the • Ask Ss to read the statements.
text to the phrases 1-3. • Play the recording. Ss listen and read the text
• Check Ss’ answers. and then mark the statements according to
what they read.
Answer Key
1 warm up 2 pick up 3 find out Answer Key
1 R 2 W 3 DS 4 R 5 R
• Play the video and elicit Ss’ comments.
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Module 5
2 To personalise the topic Healthy Food/Drinks
Ask various Ss around the class to tell the rest of
the class their answers to the question.
Suggested Answer Key
I usually eat bread, rice and potatoes, fruit and
vegetables and fish. I usually drink water or fruit
juice. I don't usually eat crisps, cake or sweets. I vegetables meat
don't usually drink tea or milk.

3 To talk about healthy foods

Give Ss some time to research online and find out
about healthy foods. Then ask various Ss to tell
the class.
fish rice
Suggested Answer Key
All kinds of fruit and vegetables are healthy. Also
meat and fish are healthy. Rice, potatoes and
olive oil are healthy, too.

Flash Time • 5
eggs cereal
1 To create a poster
• Ask Ss to work in small groups.
• Explain the situation and give Ss time to
complete the task and make notes and then
use their notes and draw/add pictures to
create a poster.
olive oil milk
Suggested Answer Key
Unhealthy Food/Drinks
2 To present healthy/unhealthy eating
habits
Ask various groups of Ss to give a presentation on
healthy/unhealthy eating habits using their poster
and the Eatwell Guide to help them.
sweets cake Suggested Answer Key
Our eating habits are important. We can help
our bodies to be healthy by eating healthy food
and not eating unhealthy food.
Bread, rice, potatoes, pasta and cereal are
healthy and give us energy. Beans, fish, meat
and eggs help us grow strong and milk, yoghurt
sugar cola
and cheese are good for our bones and teeth.
Eat five portions of fruit and vegetables every
day to stay healthy and get lots of vitamins.
Biscuits, crisps cake, sweets and chocolate are
unhealthy. It’s OK to eat chocolate or sweets
sometimes, but don’t eat them every day!
ice cream crisps It’s easy to have a good diet! Give it a try!

biscuits
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Module 5
3 To do a quiz about a healthy diet; to 4 1 doesn’t eat 3 doesn’t drink
consolidate the value of healthy eating habits 2 don’t have 4 don’t like
• Give Ss time to read through the items and 5 1 Does, does 3 Does, doesn’t
tick the ones that are true for them. 2 Do, don’t 4 Do, do
• Then ask Ss to check their results and
conduct a class poll via a show of hands for 6 1 How many, 3 3 How many, 1
the results. 2 How much, 50 ml 4 How much, 80 g

(Ss’ own answers) 7 Hi Helen,

My favourite meal is Bigos. It is a dish of
Progress Check 5 cabbage. It’s easy to make. I like it because it's
warm and delicious.
1 1 Tony is from London.
Bye,
2 A packed lunch is a lunch parents make at
Cela
home.
3 A school dinner is a hot meal the school 8 1 C 2 B 3 A 4 A
makes.
Competences
2 1 bread 4 chicken
2 cheese 5 rice Ask Ss to assess their own performance in the module
3 carrots 6 strawberries by drawing stars according to how competent they
feel for each of the listed activities.
3 1 quite like eating 4 doesn’t like peeling
2 loves having 5 hate drinking
3 really like making

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Module 6 Let’s have fun

Topic 6e Grammar 104-105
In this module, Ss will explore the topics of free-time Lesson Objectives: To learn the present continuous
outdoor activities, the weather, clothes/accessories/ (interrogative & short answers), to learn prepositions
footwear and geographical features. of movement
Module page 96-97 6f Across Cultures 106-107
Lesson Objectives: To get an overview of the module, to Lesson Objectives: To listen and read for gist, to read
learn free-time/outdoor activities; to talk about free-time for specific information, to learn geographical
outdoor activities, agreeing/disagreeing features, to listen for key information, to learn
Vocabulary: Free-time outdoor activities (make a connectors, to write a postcard
snowman, play sports, go shopping, visit museums/ Vocabulary: Geographical features (rainforest, lake,
tourist attractions, go sightseeing, go camping, go to river, waterfall); Nouns (plant, resort, tour, bottom, trek)
the beach, take a bike ride, have a picnic, go skiing,
have a barbecue, visit a market) 6 CLIL (ICT) 108
Lesson Objectives: To listen and read for order of
6a Reading 98-99 events, to explain how to print a lot of photos from an
Lesson Objectives: To read for gist, to read for specific email at once, to print a lot of photos from an email at
information, to learn the weather, to talk about the once
weather, to write an email about a visit to Camden Vocabulary: Verbs (send, print, follow, right-click, copy,
Market paste, save); Noun (printer)
Vocabulary: Nouns (capsule, stall, special effect);
Adjectives (spooky, strange) Flash Time 6 109
Lesson Objectives: To make a poster of holiday
6b Grammar 100-101 destinations, to present holiday destinations in
Lesson Objectives: To learn the present continuous Poland, to learn about values
(affirmative & negative)
Progress Check 6 110-111
6c Vocabulary 102 Lesson Objectives: To test/consolidate vocabulary
Lesson Objectives: To learn clothes/accessories/ and grammar learnt throughout the module; to
footwear, to talk about clothes/accessories/footwear practise everyday English, to read for specific
Vocabulary: Clothes/Accessories/Footwear (hat, scarf, information, to listen for specific information, to write
gloves, socks, leggings, trainers, boots, shoes, cap, T-shirt, an email
shirt, jumper, shorts, skirt, dress, jeans, jacket, belt)

6d Everyday English 103

Lesson Objectives: To complete a dialogue, to learn
possessive pronouns, to learn intonation in exclamations

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Module 6
What’s in this module? Answer Key
Go through the What’s in this module? box and tell Ss 1 W 2 R 3 W 4 DS
that these are the topics, skills and activities this unit
will cover. 3 To consolidate information in a text
• Give Ss time to read the questions and
1 To present vocabulary for free-time answer them referring to the text as necessary.
outdoor activities • Check Ss’ answers.
• Read out the Note box. Answer Key
• Tell Ss to look at the pictures. 1 4 pm.
• Play the recording with pauses for Ss to repeat 2 On the South Bank of the River Thames.
chorally and/ or individually. 3 Over 50.
• Check Ss’ pronunciation and intonation.
• Play the video and elicit Ss’ comments.

2 To talk about activities

4 a) To present the weather
• Read out the Vocabulary box.
• Explain the task and ask two Ss to read out • Play the recording with pauses for Ss to
repeat chorally and/ or individually.
the examples.
• Ask Ss to discuss the activities following the • Check Ss’ pronunciation and intonation.
example.
• Then ask various Ss around the class to tell the b) To talk about the weather
rest of the class about the activities and their • Read out the Language Awareness box.
likes/dislikes. • Elicit answers to the questions from Ss
Suggested Answer Key around the class.
A: I like making a snowman. Suggested Answer Key
B: Me too. In the summer, it’s hot. In the autumn, it’s cloudy.
A: I like going skiing. In the winter, it’s cold.
B: Same here.
c) To talk about the weather
A: I like having barbecues/a barbecue.
B: Really? I don’t. Elicit today’s weather.
Suggested Answer Key
A: I don’t like going sightseeing.
B: Really? I do. Today, it’s warm and sunny.

6a • Reading 5 To consolidate new vocabulary through

antonyms
1 To read for specific information
• Direct Ss to the words in bold in the text and
• Ask Ss to read the phrases.
then give them time to match them to their
• Play the recording and ask Ss to listen and
opposites 1-4 using their dictionaries if
read the text and then match the phrases to
necessary.
make sentences.
• Check Ss’ answers.
• Check Ss’ answers.
Answer Key
Answer Key
1 dark 2 hot 3 open 4 above
1 c 2 d 3 b 4 a

6 To consolidate information in the texts

2 To read for specific information
Ask various Ss to tell the class one thing that
• Give Ss time to read the statements and then
people can do in each place in the text.
read the text again and mark them according
to what they read.
• Check Ss’ answers.

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Module 6
Suggested Answer Key Answer Key
You can see London from above on the London 1 d 2 a 3 b 4 c
Eye.
You can find clothes and accessories at 3 To practise the present continuous
Camden Market.
• Explain the task and read out the example.
You can learn about London’s history at the
• Give Ss time to complete the task and check
London Dungeon.
their answers.
Answer Key
7 To write an email
2 is running 4 are studying
• Explain the task and the situation. 3 are making
• Give Ss time to complete it and then ask
various Ss to read out their emails to the class.
4 To practise the present continuous
Suggested Answer Key
• Explain the task and read out the example.
Hi Jordan!
• Give Ss time to complete the task and check
I’m in Camden Market in London. It’s a great
their answers.
place. Here you can find clothes and
accessories. It’s open seven days a week. It’s an Answer Key
amazing place for teens! 2 I am playing basketball now.
Write back, 3 We are having a picnic now.
Cesia 4 They are swimming now.

6b • Grammar 5 To present/practise the present

1 To present/practise the present continuous (negative)
continuous (affirmative) • Present the present continuous (negative).
• Present the present continuous (affirmative). • Say and then write on the board: I am not
• Say and then write on the board: I am reading reading now. Underline am not reading.
now. Underline am reading. Explain that this is Explain that we use the verb to be + not +
the present continuous tense. Explain that we main verb + -ing to form the negative present
use the verb to be + main verb + -ing to form continuous. Read out all the persons and the
the affirmative present continuous. Read out contracted forms.
all the persons and the contracted forms. • Ask Ss to read the theory and the cartoon.
• Ask Ss to read the theory and the cartoon. • Ask Ss to read the gapped sentences and
• Explain that we use this tense to talk about choose the correct missing verb form from the
actions which are happening now. options a-c.
• Read out the Grammar box. • Check Ss’ answers.
• Refer Ss to GR p. 132 for more information. • Refer SS to GR p. 132 for more information.
• Explain the task and give Ss time to complete Answer Key
the -ing forms for the remaining items. 1 b 2 c 3 b 4 a
• Check Ss’ answers.
Answer Key 6 To practise the present continuous
2 going 5 studying 8 writing (negative)
3 taking 6 putting • Explain the task and read out the example.
4 running 7 swimming • Give Ss some time to look at the pictures and
correct the remaining sentences. Ss compare
2 To practise the present continuous their answers with their partner’s.
• Explain the task and ask Ss to look at the • Check Ss’ answers.
pictures and match the phrases to make
sentences.
• Check Ss’ answers.

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Module 6
Answer Key 6d • Everyday English
2 No! The boys aren't reading. They’re playing
1 To complete a dialogue; To listen for
football.
confirmation
3 No! They aren't skiing. They’re making a
snowman. • Read out the phrases and give Ss time to use
4 No! Paul isn't visiting a museum. He’s fishing. them to complete the dialogue.
• Then play the recording. Ss listen and check
6c • Vocabulary their answers.
Answer Key
1 a) To present vocabulary for
clothes/accessories/footwear 1 C 2 B 3 E 4 A 5 D

• Ask Ss to look at the pictures and then

read the words in the list. 2 To present/practise possessive
• Give Ss time to match them. pronouns
• Play the recording for Ss to check their • Go through the table and read out the
answers. examples.
• Play the recording again with pauses for Ss • Read out the Grammar box.
to repeat chorally and/or individually. • Ask Ss to read the sentences and choose the
Answer Key correct items.
• Check Ss’ answers around the class.
• hat 2 • leggings 8 • cap 4
• scarf 3 • trainers 18 • T-shirt 11 Answer Key
• gloves 1 • boots 6 • shirt 16 1 My, Hers 3 Yours 5 Her, Mine
• socks 9 • shoes 7 • jumper 15 2 Their, Ours 4 Your, Theirs

• shorts 12 • jacket 14 Intonation

• skirt 10 • belt 5
• dress 13 To learn intonation in exclamations
• jeans 17 • Play the recording with pauses for Ss to repeat
chorally and/or individually.
b) To identify international words • Check Ss’ pronunciation and intonation.
• Ask Ss to read the list again and find words
which are exactly the same in Polish i.e.
6e • Grammar
international words. 1 To present/practise the present
• Elicit answers from various Ss. continuous (interrogative & short answers)
(Ss’ own answers) • Present the present continuous interrogative
and short answers. Say and then write on the
board: Am I playing tennis now? Explain that
2 To describe appearance (clothing)
this is the interrogative form of the present
• Ask Ss to describe what the people are wearing continuous. Elicit how we form it (am/is/are +
in pairs. personal pronoun/noun + verb -ing). Tell Ss that
• Ask some Ss to tell the class. we answer in short form with Yes/No, I am/am
Answer Key not, Yes/No, you/we/they are/aren’t, Yes/No,
Alexis is wearing a skirt, leggings, shoes and a T-shirt. he/she/it is/isn’t. We form the short answers
Barry is wearing a shirt, jeans and trainers. using Yes/No, pronoun + the verb to be in the
correct form.
3 To describe appearance (clothing) • Ask Ss to read the theory and the cartoon.
• Then ask Ss to look at the questions and
• Ask Ss to describe what they are wearing.
match them to their answers.
• Ask some Ss to tell the class.
• Check Ss’ answers.
Suggested Answer Key • Refer Ss to GR p. 132 for more information.
Today, I'm wearing a jumper, jeans and boots. Answer Key
1 c 2 d 3 b 4 a
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Module 6
2 To practise the present continuous 6 To practise prepositions of movement
(interrogative & short answers) • Explain the task and give Ss time to complete
• Explain the task and give Ss time to complete it.
it. • Check Ss’ answers around the class.
• Check Ss’ answers. Answer Key
Answer Key 1 onto 2 to 3 into 4 onto
1 isn’t
2 Are your friends playing, are 6f • Across Cultures
3 Are you having, am
1 To listen and read for specific
4 Is Angelina taking, isn’t
information
• Ask Ss to read the phrases.
3 To practise the present continuous
• Play the recording. Ss listen and read the texts
(interrogative & short answers)
and match the phrases to make sentences.
• Explain the task and read out the example. • Check Ss’ answers.
• Give Ss time to compete the task.
Answer Key
• Check Ss’ answers.
1 b 2 c 3 a
Answer Key
2 Is Ms Smith visiting the market now? No, she
2 To read for specific information
isn’t.
3 Are they having a barbecue now? Yes, they • Ask Ss to read the sentences 1-4 and then
are. read the text.
4 Are Steve and Larry making a snowman now? • Give Ss time to complete the task.
No, they aren’t. • Check Ss’ answers.
Answer Key
4 To practise the present continuous 1 R 2 W 3 DS 4 W
(interrogative & short answers)
• Ask Ss to look at the picture and read the 3 To consolidate information in a text
example. • Give Ss time to answer the questions referring
• Give Ss time to write questions for the rest of to the texts as necessary.
the items and answer them. • Elicit answers from Ss around the class.
Answer Key Answer Key
2 Are Mark and Bill taking a bike ride? No, they 1 He is sitting in a café.
aren’t. They're eating. 2 There are lots of different plants, trees and
3 Are Anna and Mary drinking coffee? No, they animals, waterfalls, lakes and rivers.
aren’t. They're talking. 3 Sam is staying in a fantastic resort near the
4 Is Ms Smith talking on her mobile? No, she sea in Cairns, Australia.
isn't. She's taking photos.
5 Is the dog playing? No, it isn’t. It’s sleeping.
• Play the video and elicit Ss’ comments.

Culture Spot
5 To present/practise prepositions of
Read out the Culture Spot box and then give Ss
movement
time to think of summer holiday resorts in their
• Read through the Grammar box with Ss. country, find pictures online and make a poster.
• Give Ss time to look at the pictures and then Ask Ss to present them to the class.
choose the correct prepositions of movement
in the sentences. (Ss’ own answers)
• Check Ss’ answers.
Answer Key
1 onto 2 to 3 into

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Module 6
4 To consolidate new vocabulary Suggested Answer Key
• Read out the Grammar box. Hi Michelle,
• Explain the task and give Ss time to complete it. I'm having a great time in Sopot! It's a beautiful
• Check Ss’ answers. seaside town in Poland. I'm staying in a fantastic
Answer Key resort. It's hot and sunny here! In the mornings, I
1 lake 3 river usually go swimming in the sea. In the evenings, I
2 Rainforest 4 Waterfall go to a restaurant. Right now, I'm sitting on the
beach. I'm so happy to be here!
See you soon!
5 To consolidate new vocabulary through Celina
antonyms
• Direct Ss to the words in bold in the text and then 6 • CLIL (ICT)
give them time to match them to their opposites
1-4 using their dictionaries if necessary. 1 To listen and read for order of events
• Check Ss’ answers. • Ask Ss to look at the pictures.
Answer Key • Play the recording. Ss listen and read and then
order the pictures.
1 under 2 near 3 here 4 different
Answer Key
A 6 B 5 C 1 D 3 E 2 F 4
6 To listen for specific information
• Read the rubric aloud and ask Ss to read the
statements 1-4. 2 To consolidate information in a text
• Play the recording. Ss listen and complete the Ask Ss to use the pictures in Ex. 1 and explain how
task. to print a lot of photos at once in pairs. Then ask
• Play the recording again if necessary and some Ss to tell the class.
check Ss’ answers. Suggested Answer Key
Answer Key To print many photos from an email at once, first
1 R 2 W 3 R 4 W copy a photo from your email. Then, paste it onto a
word document. Do this for all the photos you
want. Next, move the pictures and make them big
7 To practise connectors (linkers)
or small. Then, click on 'File' and 'Save As …' to save
(because, so)
the document. Finally, click on 'File' then 'Print' to
• Read out the Skills box. print out the photos.
• Explain the task and read out the example.
• Give Ss time to complete the task. • Play the video and elicit Ss’ comments.
• Check Ss’ answers.
Answer Key 3 To print a lot of photos at once
2 Sam wants to see the Great Barrier Reef, so Explain the task and assign the task as HW.
he’s going on a boat tour.
(Ss’ own answers)
3 People can see under the water because the
boat has got a glass bottom.
Flash Time • 6

8 To write a postcard 1 To create a poster

• Read out the phrases in the box and give Ss • Ask Ss to work in small groups.
time to write their postcard using the model. • Explain the situation and give Ss time to
• Ask various Ss to read their postcard to the complete the task and make notes and then
class. use their notes and draw/add pictures to
• Alternatively, assign the task as HW and ask Ss to create a poster.
read out their postcards in the next lesson.

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Module 6
Suggested Answer Key Suggested Answer Key
Holiday Destinations in Poland Name of the
What you can do
holiday Where it is
there
destination
North go sightseeing,
Gdansk Poland, on visit museums, eat
the coast at restaurants
South go sightseeing, go
Kraków
Poland shopping
Tatra Northeast
go hiking, skiing
Mountains Poland
Gdansk Northeast go fishing, hiking,
Masuria
Poland do water sports

3 To present Polish holiday destinations

• Ask various Ss to give a presentation on Polish
holiday destinations.
• Tell Ss to use the poster in Ex. 1 and their
Kraków answers to Ex. 2 to help them.
Suggested Answer Key
There are many places to visit in Poland. Here are
four of them.
Gdansk is in the north of Poland on the coast.
This is a city where you can go sightseeing, visit
museums and eat at restaurants. Kraków is the
The Tatra Mountains capital city. It is in the south of Poland. You can
go sightseeing and go shopping here. The Tatra
Mountains are in northeast Poland. You can go
hiking and skiing here. Finally, there is Masuria. It
is in northeast Poland. Here you can go fishing
and hiking and you can do water sports.

4 To discuss the value of travel

Masuria
• Give Ss time to read through the ideas and
discuss in pairs why it is good to travel. They
2 To complete a table can also use their own ideas.
• Ask Ss to work in small groups and ask them • Monitor the activity around the class and then
to collect information from the Internet about ask some Ss to tell the class.
the holiday destinations in the poster. Suggested Answer Key
• Give Ss time to collect their information and A: I love travelling to new and interesting places. I
complete the table in their notebooks. think it’s a good way to relax.
B: That’s true. And it’s fun to see new places and
try new things. You can meet some interesting
people, too.
A: Yes, you can, both on the journey and when
you stay in a place. Also, of course, you learn
about the culture of another place.
B: That’s very important. People who don’t travel
have a limited view of the world.
A: And don’t forget the new food you can try.
B: Yes, and all the new experiences you can have!
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Module 6
Progress Check 6 8 1 What’s wrong now?
1 1 W 2 DS 3 R 4 R 2 Why don’t you put on your hat?
3 No problem!
2 1 play 3 go 5 have 4 Why don’t you ask Barry?
2 make 4 visit 6 take
3 1 skirt 3 scarf 9 1 B 2 B 3 A 4 A
2 leggings 4 trainers
10 Hi Simon,
4 1 are going 3 am studying Today it's hot and sunny! Right now, I'm wearing
2 is coming 4 are running shorts and a T-shirt. Right now, I’m sitting in a
5 1 Today 2 still 3 now 4 now café. I’m having a great time!
Write back!
6 1 Joe isn’t playing tennis. Anatol
2 The boys aren’t doing their homework.
3 I am not sleeping. Competences
7 1 Is Julie swimming, she is Ask Ss to assess their own performance in the module
2 Are you and Bob tidying, we are by drawing stars according to how competent they
3 Are the girls taking, they aren’t feel for each of the listed activities.

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Festivities
(p. 114) Halloween in Ireland (p. 115) Christmas in the UK
1 To listen and read for key information 1 To listen and read for key information
• Play the recording. Ss listen and read the text • Ask Ss to read the phrases.
and find out what costumes are popular at • Play the recording. Ss listen and read the text
Halloween. and match the phrases to make sentences.
• Check Ss’ answers. • Elicit answers from Ss around the class.
Answer Key Answer Key
Witch and vampire costumes are popular. 1 b 2 a 3 c
Superhero costumes are popular, too.
• Elicit from Ss any similarities and differences
between Christmas in the UK and in Poland.
2 To categorise new vocabulary
(Ss’ own answers)
• Give Ss time to read the text again and write
the headings in their notebooks and then
write the bold words under the correct Game
headings. 2 To use a code
• Check Ss’ answers on the board.
• Explain how the code works (each number
Answer Key represents a letter as shown in the table) and
decorations: Jack o’ Lanterns, skeletons give Ss time to decode the message.
treats: sweets, toffee apples • Check Ss’ answers.
activities: trick-or-treating, bobbing for apples
Answer Key
costumes: witch, vampire, superhero
Merry Christmas to you all!
• Elicit from Ss how people celebrate All Saints’
Day in Poland.
3 To complete a postcard
(Ss’ own answers) • Give Ss time to complete the postcard using
the useful words/phrases in the box.
Game • Then ask various Ss to read out their postcards
to the class.
3 To complete a wordsearch
Suggested Answer Key
Give Ss time to complete the game. The first S to Dear John,
complete the task wins. Happy holidays to you and your family!
Answer Key Christmas is a time for presents, games and fun,
but it is about love, family and friends, too.
B O B B I N G F O R A P P L E S
Best wishes for the New Year from me to you, and
A H O V S K E L E T O N S A G U Merry Christmas!
Love,
R V B I M U W E K O J E WOW P Marcelina

J A C K O L A N T E R N E F I E (p. 116) Valentine’s Day in Australia

L M T O F F E E A P P L E S T R 1 To listen and read for key information
• Ask Ss to look at the pictures.
A P I C A O D N B I L A T O C H
• Play the recording. Ss listen and read the text
J I S U M L I Y OG D Y S A H E and label the pictures.
• Check Ss’ answers.
T R I C K O R T R E A T I N G R Answer Key
R E T H Y K D I A C F O P L I O 1 gifts 4 Cupid 7 hearts
2 sweets 5 chocolates
3 cards 6 flowers

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Festivities
• Elicit from Ss what the most popular (p. 118) Birthdays in Canada
valentine’s gifts in Poland are and ask Ss to
make a list and then tell their partner. Ask 1 To listen and read for key information
some Ss to tell the class. • Ask Ss to read the questions.
• Play the recording. Ss listen and read the text
(Ss’ own answers) and the invitation and answer the questions.
• Check Ss’ answers.
Game Answer Key
2 To create a Valentine’s Day card 1 They celebrate them with parties.
2 They bring presents and cards.
Give Ss time to create a card and then display
3 Julia’s
them around the class.
4 12th May at 6 pm
(Ss’ own answers)
• Elicit from Ss how people celebrate birthdays
in Poland. Is it the same as in Canada? Ask
(p. 117) Easter in the USA
some Ss to tell the class.
1 To listen and read for key information
(Ss’ own answers)
• Ask Ss to look at the pictures.
• Play the recording. Ss listen and read the text
and label the pictures. 2 To write an invitation
• Check Ss’ answers. Give Ss time to write an invitation to their birthday
Answer Key party using the invitation in the text as a model.
1 Easter egg hunt 4 Easter bunny Suggested Answer Key
2 hot cross buns 5 parade
Birthday Party
3 Easter eggs
To: Melchior
• Elicit from Ss how people celebrate Easter in Date: 24th June
Poland. Ask some Ss to tell the class. Time: 6 pm
Place: My house
(Ss’ own answers)

3 To create a birthday card

Game
• Give Ss time to make a birthday card using
2 To complete a wordsearch the useful words/phrases in the box.
Give Ss time to complete the game. The first S to • Display the cards around the class.
complete the task wins. (Ss’ own answers)
Answer Key

B P A Y C H O T A L O T I N
E A S T E R E G G H U N T I
C R E A S T E R E G G S U M
U A S E R I C V K O L B W R
R D H T B G Y A F R E A L U
L E U E A S T E R B U N N Y
T O H O T C R O S S B U N S

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My Picture Dictionary
(p. 120) (p. 123)
1 1 the USA 5 Spain 9 Poland 1 bedroom: bed, wardrobe, pillows
2 Mexico 6 Italy 10 Romania living room: cushions, sofa, coffee table,
3 the UK 7 Greece 11 Russia armchair
4 France 8 Turkey 12 China kitchen: sink, fridge, table, cooker, cupboards
bathroom: bath, washbasin, mirror, toilet
2 1 i 3 a 5 c 7 d 9 k 11 l
2 g 4 h 6 j 8 e 10 b 12 f 2 (Ss’ own answers)

3 (Ss’ own answers) (p. 124)

1 in the morning: get up, have breakfast
4 1 Polish 3 Russian in the afternoon: come back home, do my
homework
in the evening: have dinner, go to bed
2 Italian 4 Romanian
2 (Ss’ own answers)

(p. 121) (p. 125)

1 2 sister 8 dad/father 1 1 A 2 B 3 A 4 C 5 D
3 uncle 9 husband
4 cousin 10 sister 2 (Ss’ own answers)
5 son 11 son
6 daughter 12 grandmother/ (p. 126)
7 wife grandma
1 1 salt 3 butter 5 eggs
2 sugar 4 yoghurt
2 MALE FEMALE
brother sister
husband wife (p. 127)
son daughter 1 Clothes: leggings, shorts, jacket, jeans, shirt, T-shirt,
jumper, pyjamas, skirt, socks, trousers, dress
grandfather grandmother
Accessories: hat, necklace, cap, gloves, belt,
uncle aunt scarf
dad mum Footwear: shoes, sandals, trainers, boots
cousin cousin
2 (Ss’ own answers)

3 (Ss’ own answers)

(p. 122)
1 1 C, D 2 A, B, E

2 1 upstairs 3 garage 5 balcony

2 windows 4 downstairs

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Student’s Book Audioscripts

Welcome back Exercise 12 (p. 31)
T: Hello, I’m Mrs Smith. I’m your teacher. What’s your
Exercise 2 (p. 6)
name?
1 B - I - double L 3 J-U-A-N
S: My name’s Tony Banks.
2 M -A -Y -A 4 T-E-R-E-S-A
T: How do you spell your surname?
S: B-A-N-K-S.
Exercise 6 (p. 9) T: OK. How old are you Tony?
1 12 2 100 3 50 4 42 5 13 6 80 S: I’m 12 years old.
T: Where are you from?
Exercise 2 (p. 10) S: I’m a New Zealander. I’m from the city of Auckland.
1 It’s five past three. T: Right. When is your birthday?
2 It’s a quarter to seven. S: It’s on the 18th of February.
3 It’s half past two. T: OK. Thank you.
4 It’s twenty-five to four.
5 It’s a quarter past twelve.
Module 2
Exercise 5 (p. 11) Exercise 6 (p. 35)
Mondays are great! My first lesson is Maths from 8:30 This is a picture of me and my family. My mum and my
until 9:30. Then it’s Music. Break is at 10:30. At 10:45, it’s dad are on the left. The boy next to my dad is my
English and then it’s PE. Lunch break is from 12:45 until brother, Ben. Our granddad is with us, too. He’s got his
1:30. Then it’s Science until 2:30. From 2:30 until 3:30 it’s dog, Bruce. He’s really friendly! Our grandma isn’t in
Art. It’s my favourite school subject! the picture. She’s in the house with my sister, Julie.

Exercise 6 (p. 43)

Module 1 Hi! My favourite superhero is The Flash! The Flash is
Exercise 5 (p. 19) from Missouri, USA. His real name is Barry Allen. The
Boy: Hello. What’s your name? Flash is tall and strong and he’s clever, too! The Flash is
Girl: I’m Beth Camden. the husband of Iris West and he’s also the uncle of
Boy: How old are you, Beth? Wally West, the third Flash.
Girl: I’m 10 years old.
Boy: Where are you from? Exercise 10 (p. 47)
Girl: I’m Canadian. I’m from Hudson. It’s a small town A: How many people are in your family, Anna?
in Canada. B: There are five people in my family. My mum is Jane,
Girl: Hi! What’s your name? my dad is Andy, and Tom and Paul are my
Boy: My name’s Peter Smith. brothers.
Girl: How old are you? A: How old are your parents?
Boy: I’m 11 years old. B: My mum is forty and my dad is forty-two.
Girl: Where are you from? A: Have your mum and dad got any brothers and
Boy: I’m American. I’m from Los Angeles. It’s a city in sisters?
the USA. B: Yes. My dad has a brother. He’s Alex. His wife is Kelly
and they have two daughters, Helen and Sue.

Exercise 6 (p. 27)

The Belém Tower is in the lovely seaside town of Module 3
Mindelo in Cape Verde. The tower is 80 years old. It’s a
copy of the big tower in Lisbon, Portugal. It’s under 30 Exercise 7 (p. 59)
metres high and the view from the top is beautiful! Girl: Hi, Bill! How’s your new house?
Boy: Hello, Katie. It’s great! It’s a detached house with
its own garden and a driveway.

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Student’s Book Audioscripts

Girl: Wow. Is it big? my homework when I go home, at 5:00 pm. My family
Boy: Oh, yes. There are three rooms downstairs and and I have dinner at 7:00 pm. I chat online at 8:00 pm.
four bedrooms and a bathroom upstairs. It’s got a Then I take a shower and go to bed at 9:30 pm.
garage, too.
Girl: Where is it? Exercise 6 (p. 75)
Boy: On Green Street. It’s one of the new houses. My name’s Michał. I’m at Legia Warszawa Soccer
Girl: Is it opposite the old block of flats? School for two weeks. It’s great fun here, but it’s a lot of
Boy: No, it’s near the park. Come over after school hard work. I get up at seven o’clock because at seven
and see. thirty, I have breakfast. At nine, I have football practice
and I have lunch at twelve thirty. I’m usually very
Exercise 10 (p. 63) hungry! In the afternoon, at two o’clock, we all play a
1 My bedroom is great! It has got a single bed, a match. After that, I take a shower and at six thirty I
big wardrobe and a window. Also, there is a desk have dinner. I have some free time in the evening to
so I can do my homework in the evenings. The watch TV or play video games, but then it’s time to go
wardrobe is next to my bed and the desk is in to bed at nine thirty.
front of the window so I can look outside.
2 Hi, Emma! It’s John. Where are you? I can’t reach Exercise 9 (p. 79)
you on your mobile phone or on your home 1 Boy: What do you usually do in the evenings,
phone. Anyway, my birthday party is tomorrow Mary?
evening. Please come. My house is at 2 Park Girl: Well, I always do my homework on my
Street on the 8th floor. There is no lift on my floor, computer.
but you can go to the fifth floor and walk up to Boy: Me too. And then I read a book. It's so
the 8th. See you there! relaxing.
Girl: I sometimes read, but listening to music is my
3 A: Hi, Kate! How is your new house?.
favourite way to relax.
B: Hi, Jill. It’s just great! It’s so big.
A: So have you got your own room? 2 Girl: I always read a book before I go to bed.
B: Yes, I have. It’s got a single bed and a thick Boy: Reading is OK, but I usually surf the Net in
carpet and a desk for my computer. the evenings.
A: What about all your books? Girl: Do you watch TV?
B: They are in the bookcase in the living room, Boy: Not much. It's a bit boring. I like going out.
but that’s OK because I can read them on the Girl: Do you want to come bowling with us
sofa! tomorrow, then?
Boy: Sure! I love bowling!
4 A: Hi, Peter! Why are you here? Why aren’t you in
the library? Haven’t you got an exam 3 Girl: Are you free on Tuesday, Bob?
tomorrow? Boy: No, I've got football practice on Tuesdays
B: Hi, Sarah. No, that exam is on Friday. Tomorrow, and Thursdays.
we’ve got a class trip to a museum. Girl: OK then, Wednesday it is.
A: Oh! So that’s how you’ve got time to be in the Boy: Is 6 o'clock OK?
gym! Girl: Yes, it's fine with me.
B: That’s right! 4 Boy: Does your dad like his new job, Anna?
Girl: Yes. He misses the restaurant, but he loves his
new school.
Module 4 Boy: I bet he's a great teacher!
Exercise 6 (p. 67) Girl: Yes, and he's happy because he can see
Hi! I’m Paul. My school day starts when I get up at Mum in the evenings now after she finishes work
7:00 am. I have breakfast and brush my teeth. I go to at the hospital.
school at 8:00 am. We have registration at 8:30 and
begin lessons. There is a break at 10:45 am. We stop
again at 1:00 pm for lunch. In the afternoon, we have
more lessons. At 3:45 pm, I have tennis practice. I do
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Student’s Book Audioscripts

Module 5 Module 6
Exercise 7 (p. 91) Exercise 6 (p. 107)
Hi! My name’s Indira and I’m from India. My favourite Lisa: Hi, Angela! How are you?
street food is ‘chicken 65’. This spicy chicken dish is Angela: Hi, Lisa. I'm fine! I'm on holiday with my family
very popular in the south of India. Vendors fry small in New Zealand. It's near Australia.
pieces of chicken in very hot and spicy oil. The oil is Lisa: Is it hot there?
spicy because it has got 65 red chili peppers in it. They Angela: Not really. It's sunny in the mornings, but it
sometimes serve it with some Indian bread. I love it rains every day in the afternoon.
because it’s so tasty and spicy! Lisa: Where are you staying?
Angela: In Tongariro National Park. Our hotel is in the
rainforest. It's amazing!
Exercise 8 (p. 95)
Lisa: What do you do there?
1 A: What’s for dinner, Mary? Angela: In the mornings, we go on treks to see lakes
B: It’s my favourite. and waterfalls. We see lots of different animals, trees
A: Oh, what’s that? Burgers? and plants, too. Maybe we can meet when I get back.
B: No, that’s your favourite. We can look at my photos.
A: Don’t tell me it’s fish. I can’t stand fish. Lisa: That sounds great! See you then.
B: No, it’s pizza.
A: Great!
Exercise 9 (p. 111)
2 A: Come on Tony. Let’s have an ice cream.
I'm on holiday in the city of Porto. It's on the coast of
B: No, thanks. I’m really hungry.
Portugal and our resort is right by the sea. The
A: Do you want to get a burger instead then?
weather is lovely. It's sunny every day. I've got my jeans
B: No, I prefer to have a sandwich.
with me, but it's so hot I wear shorts and a T-shirt every
A: OK. Let’s go to the café.
day! I want to buy a dress to wear at dinner tonight,
3 A: I’m hungry! Let’s order. though. My mum is coming shopping with me later
B: What do you like: pizza or burgers? while my dad goes on a trek with his new friends. First,
A: I want pizza. How about you? we're having lunch at a café. I'm waiting for my food
B: Yes, me too. Do you want chips with it? now and the view is amazing. I love it here. It's so
A: Not really. I want a dessert. beautiful!
B: Ice cream or apple pie?
A: Ice cream.
4 A: Mmm! Chicken! Do you like chicken, Becky?
B: Not really, Anna. I prefer red meat and I can’t
stand fish.
A: I don’t like fish, either but chicken … yummy!

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Evaluations
13 Flash 4 POL Ts Evaluation.qxp_13 Flash 4 POL Ts Evaluation 7/25/17 2:41 PM Page 68

Formative Evaluation Chart

Name of game/activity: ..................................................................................................................

Aim of game/activity: .....................................................................................................................
Module: ................................................ Unit: ...................................... Course: ................................

Students’ names: Mark and comments

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24
25

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Cumulative Evaluation
Student’s Self Assessment Forms

CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 1

Go through Module 1 and find examples of the following. Use the code to evaluate yourself.
• talk about countries & nationalities
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• listen for specific information
.........................................................................................................................................
• present yourself and your e-friend
.........................................................................................................................................
• role-play a dialogue asking for & giving personal information
.........................................................................................................................................
• learn intonation in wh- questions
.........................................................................................................................................
• listen and read for gist
.........................................................................................................................................
• talk about landmarks
.........................................................................................................................................
• listen for specific information
.........................................................................................................................................
• present a country of the UK
.........................................................................................................................................
• present landmarks
.........................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write a profile about yourself and your e-friend
.........................................................................................................................................
• write a blog entry about a landmark
.........................................................................................................................................
• draw a map of Poland
.........................................................................................................................................

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CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 2

Go through Module 2 and find examples of the following. Use the code to evaluate yourself.
• listen and read for key information
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• present the British Royal Family
.........................................................................................................................................
• listen for key information
.........................................................................................................................................
• describe yourself and one of your family members
.........................................................................................................................................
• role-play a dialogue describing a family member
.........................................................................................................................................
• pronounce /S/, /s/
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• present a superhero
.........................................................................................................................................
• listen for detail
.........................................................................................................................................
• present a type of animal
.........................................................................................................................................
• present a family tree
.........................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write a blog post about your family
.........................................................................................................................................
• write an article about The Flash
.........................................................................................................................................
• create a poster of various types of animals
.........................................................................................................................................
• create a family tree
.........................................................................................................................................

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CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 3

Go through Module 3 and find examples of the following. Use the code to evaluate yourself.
• talk about furniture & appliances
.........................................................................................................................................
• listen and read for gist
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• talk about public places near your house
.........................................................................................................................................
• role-play a dialogue describing your home
.........................................................................................................................................
• pronounce /a…/, /O…/
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• present British homes
.........................................................................................................................................
• listen for specific information
.........................................................................................................................................
• present your dream house
.........................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write an email about your house
.........................................................................................................................................
• draw a map to scale of your bedroom
.........................................................................................................................................
• create your dream house
.........................................................................................................................................

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CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 4

Go through Module 4 and find examples of the following. Use the code to evaluate yourself.
• talk about a daily routine
.........................................................................................................................................
• listen and read for gist
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• listen for specific information
.........................................................................................................................................
• talk about sb’s daily routine
.........................................................................................................................................
• role-play a dialogue making invitations – accepting/refusing
.........................................................................................................................................
• pronounce /T/, /D/
.........................................................................................................................................
• read for key information
.........................................................................................................................................
• listen for specific information
.........................................................................................................................................
• talk about school rules
.........................................................................................................................................
• present a sportsperson
.........................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write an email about a daily routine
.........................................................................................................................................

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CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 5

Go through Module 5 and find examples of the following. Use the code to evaluate yourself.
• express likes/dislikes relating to food & drinks
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• talk about a chef
.........................................................................................................................................
• talk about food preparation & cooking tools
.........................................................................................................................................
• role-play a dialogue giving instructions
.........................................................................................................................................
• learn intonation in stressed syllables
.........................................................................................................................................
• listen and read for gist
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• talk about street food
.........................................................................................................................................
• listen for specific information
.........................................................................................................................................
• read for key information
.........................................................................................................................................
• talk about healthy foods
.........................................................................................................................................
• present healthy/unhealthy eating habits
.........................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write a short text about your favourite food
.........................................................................................................................................
• write a short blog entry about street food
.........................................................................................................................................
• create a poster about healthy eating
.........................................................................................................................................

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CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 6

Go through Module 6 and find examples of the following. Use the code to evaluate yourself.
• talk about free-time outdoor activities
.........................................................................................................................................
• listen and read for gist
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• talk about the weather
.........................................................................................................................................
• talk about places to have fun days out in London
.........................................................................................................................................
• describe people’s clothes
.........................................................................................................................................
• act out a dialogue making suggestions
.........................................................................................................................................
• learn intonation in exclamations
.........................................................................................................................................
• read for key information
.........................................................................................................................................
• listen for key information
.........................................................................................................................................
• explain how to print a lot of photos from an email at once
.........................................................................................................................................
• present holiday destinations in Poland
.........................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write an email about a visit to Camden Market
.........................................................................................................................................
• write a postcard
.........................................................................................................................................
• create a poster of holiday destinations in Poland
.........................................................................................................................................

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Progress Report Cards

Progress Report Card

.............................................................. (name) can: Module 1

very well OK not very well

talk about countries & nationalities

read for specific information

listen for specific information

present myself and my e-friend

role-play a dialogue asking for & giving personal
information
learn intonation in wh- questions

listen and read for gist

talk about landmarks

listen for specific information

present a country of the UK

present landmarks

write a profile about myself and my e-friend

write a blog entry about a landmark

draw a map of Poland

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Progress Report Card

.............................................................. (name) can: Module 2

very well OK not very well

listen and read for key information

read for specific information

present the British Royal Family

listen for key information

describe myself and one of my family members

role-play a dialogue describing a family member

pronounce /S/, /s/

read for specific information

present a superhero

listen for detail

present a type of animal

present a family tree

write a blog post about my family

write an article about The Flash

create a poster of various types of animals

create a family tree

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Progress Report Card

.............................................................. (name) can: Module 3

very well OK not very well

talk about furniture & appliances

listen and read for gist

read for specific information

talk about public places near my house

role-play a dialogue describing my home

pronounce /a…/, /O…/

read for specific information

present British homes

listen for specific information

present my dream house

write an email about my house

draw a map to scale of my bedroom

create my dream house

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Progress Report Card

.............................................................. (name) can: Module 4
very well OK not very well

talk about a daily routine

listen and read for gist

read for specific information

listen for specific information

talk about sb’s daily routine

talk about free-time activities

role-play a dialogue making invitations –

accepting/refusing

pronounce /T/, /D/

read for key information

listen for specific information

talk about school rules

present a sportsperson

write an email about a daily routine

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Progress Report Card

.............................................................. (name) can: Module 5

very well OK not very well

express likes/dislikes relating to food & drinks

read for specific information

talk about a chef

talk about food preparation & cooking tools

role-play a dialogue giving instructions

learn intonation in stressed syllables

listen and read for gist

read for specific information

talk about street food

listen for specific information

read for key information

talk about healthy foods

present healthy/unhealthy eating habits

write a short text about my favourite food

write a short blog entry about street food

create a poster about healthy eating

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Progress Report Card

.............................................................. (name) can: Module 6

very well OK not very well

talk about free-time outdoor activities

listen and read for gist

read for specific information

talk about the weather

talk about places to have fun days out in London

describe people’s clothes

act out a dialogue making suggestions

learn intonation in exclamations

read for key information

listen for key information

explain how to print a lot of photos from an email at

once

present holiday destinations in Poland

write an email about a visit to Camden Market

write a postcard

create a poster of holiday destinations in Poland

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Workbook Key
Welcome back (pp. 4-7) 13 2 The schoolbag is purple.
1 1 Good morning. 4 Goodbye/Bye. 3 The glue stick is blue.
2 Good afternoon. 5 Good evening. 4 The sharpener is blue.
3 Hi/Hello. 6 Good night. 5 The pencil is red.
6 The book is brown.
2 1 Hello 3 Nice to meet you
2 This is Peter 4 Goodbye/Bye Module 1 – Hello!
1a • Reading (p. 8)
3 1 talk 2 Open 3 Come 4 Write 1 1 Australian 4 American
2 South Africa 5 the UK
4 2 Talk, please. 3 the USA 6 British
3 Don’t raise your hand, please.
4 Stand up, please. 2 2 Zach, He’s from Australia. He’s Australian.
3 Megan from, She’s from South Africa. She’s
5 1 What’s your name? South African.
2 And your surname? 4 is Luke from, He’s from the USA. He’s American.
3 How do you spell it? 5 Where is Julia from, She’s from the UK. She’s
British.
6 1 we 3 I 5 It
2 He 4 She 6 They
1b • Grammar (p. 9)
1 1 her 2 Its 3 I, your 4 my, His
7 1 am 3 is 5 are
2 is 4 are 6 is
2 1 Its 2 His 3 your 4 my
8 1 e 2 f 3 c 4 b 5 d 6 a
3 1 b 2 c 3 a
9 1 forty-two 4 sixty-one
4 1 your 2 their 3 our 4 your
2 ninety 5 fifty
3 thirty-two 6 eighty-three
1c • Vocabulary (p. 10)
10 1 sketch with big hand on 4 and little hand just 1 A Winter B Spring C Summer D Autumn
after 6
1 January 5 July
2 sketch with big hand on 1 and little hand just
2 February 6 August
past 1
3 March 7 September
3 sketch with big hand on 6 and little hand
4 May 8 October
halfway between 11 and 12
4 sketch with big hand on 12 and little hand on
2 a) 1 10th September 3 14th June
3
2 eleven/11 4 thirteen/13
5 sketch with big hand on 8 and little hand just
before 4
2 b) 1 How old, c 3 When, d
6 sketch with big hand on 10 and little hand just
2 When, a 4 How old, b
before 9

11 1 Maths 5 History 1d • Everyday English (p. 11)

2 Art 6 Music 1 1 c 2 a 3 d 4 b
3 Geography 7 PE
4 Science 8 English 2 1 How old are you
2 What’s your name
12 1 an 3 an 5 a 7 a 3 Where are you from
2 a 4 a 6 an 8 an
3 1 What’s your name? 3 How old are you?
2 Where are you from?
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Workbook Key
4 1 George Roberts 4 the USA 3 1 She hasn’t got three sons.
2 Tania Allen 5 eleven/11 2 Harry and Gary haven’t got cats.
3 Ireland 3 Paula hasn’t got a husband.
4 Sebastian and I haven’t got children.
1e • Grammar (p. 12)
1 1 isn’t 2 ‘m not 3 aren’t 4 aren’t 4 1 ‘s 2 of the 3 ‘s 4 ‘ 5 ‘s

2 1 Sam’s favourite subject isn’t History. 2c • Vocabulary (p. 16)

2 You aren’t Brazilian. 1 1 short 4 thin 7 old
3 I’m not twelve years old. 2 thin 5 tall 8 short
3 tall 6 fat 9 fat
3 1 Are, b 2 Is, d 3 Are, a 4 Is, c
2 b) A P O L I T E M
4 1 Is your name Maria? Yes it is./No it isn’t. B G I C H R F A
2 Are you from Portugal? Yes I am./No I’m not.
Y E M L E I F D
3 Is your birthday in May? Yes it is./No it isn’t.
F R I E N D L Y
4 Are your parents Brazilian? Yes they are./No
they aren’t. U H R V A O O N
N U C E V T S I
1f • Across Cultures (p. 13) N A L R O D Y W
1 1 c 2 b 3 a Y K O T K I N D
polite, clever, friendly, funny, kind
2 1 R 2 W 3 W
b) 1 My brother is clever.
3 1 The space needle is 185 metres tall. 2 My grandma is kind.
2 The Shard is five years old. 3 My best friend is funny.
3 The Shard is 310 metres tall.
2d • Everyday English (p. 17)
4 1 Where is the Space Needle? 1 1 b 2 c 3 d 4 a
2 How old is the Space Needle?
4 Where is the Shard? 2 1 How old is he? 3 Where’s he from?
2 How are you? 4 Who’s that?
Module 2 – Family Ties
2a • Reading (p. 14) 3 1 How are you? 3 Where’s he from?
1 1 grandfather 8 aunt 2 Who’s that? 4 How old is he?
2 grandmother 9 husband
3 father/dad 10 uncle 2e • Grammar (p. 18)
4 aunt 11 sons 1 1 c 2 d 3 b 4 a
5 mother/mum 12 daughter
6 brother 13 cousins 2 1 Have you got a pet/cat?
7 sister 2 Has he got a pet?
3 Has she got a brother?
2 2 guinea pig / bunny 4 have got a goldfish 4 Have they got an aunt?
3 a parrot 5 Billy has got a cat
3 1 oranges 4 lives 7 trays
2 foxes 5 watches 8 people
2b • Grammar (p. 15)
3 teeth 6 tomatoes
1 1 has 2 have 3 has
4 2 The trees have got leaves.
2 1 have got 3 has got
3 The women have got babies.
2 has got 4 have got
4 The girls have got dogs.
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Workbook Key
2f • Across Cultures (p.19) 3d • Everyday English (p. 23)
1 1 c 2 a 3 b 1 1 b 2 a 3 d 4 c

2 1 W 2 R 3 W 2 1 Is your house big? 3 Why’s that?

2 Is there a garage? 4 Is your room big?
3 1 Scarlet Witch’s real name is Wanda Maximoff.
2 Scarlet Witch has got red hair. 3 1 Is your house big? 3 Is there a garage?
3 Quicksilver’s wife is Crystal. 2 Is your room small? 4 Why’s that?
4 Quicksilver’s outfit is silver.
3e • Grammar (p. 24)
4 2 How tall is Scarlet Witch? 1 1 a 2 any 3 some 4 an
3 Who’s Quicksilver’s daughter?
4 What colour is Quicksilver’s hair? 2 1 some 2 an 3 a 4 any

Module 3 – Home, ... sweet home 3 1 Is there, there is

3a • Reading (p. 20) 2 Are there, Yes, there are
1 1 child’s bedroom 4 kitchen 3 Is there, Yes, there is
2 bathroom 5 living room 4 Are there, Yes, there are
3 parents’ bedroom
4 2 Is there a kitchen upstairs?
2 a 1 d 1, 3, 4 g 1 j 2 3 Are there any lamps in the living room?
b 5 e 5 h 5 k 4 4 Are there any posters in your bedroom?
c 1, 3 f 2 i 1 l 1, 3, 5
3f • Across Cultures (p. 25)
3b • Grammar (p. 21) 1 1 c 2 a 3 b
1 1 There is 3 There is
2 There are 4 There are 2 1 R 2 W 3 W

2 1 There aren’t (any) curtains in the kitchen. 3 1 Canal boats are long, thin boats.
2 There isn’t a TV in the living room. 2 Darren’s bed in under the sofa.
3 There isn’t a car in the garage. 3 There is a cooker in the kitchen.
4 There aren’t two toilets in the bathroom. 4 Darren’s house is small, quiet and beautiful.

3 1 above 4 near 4 1 What colour is Darren’s house?

2 under 5 behind 2 What is the name of Darren’s house?
3 in front of 3 Is Darren’s house big?
4 What rooms are there in Darren’s house?
4 1 in front of 4 on
2 behind 5 near Module 4 – Every day
3 in 4a • Reading (p. 26)
1 a) 2 have 5 do 8 go
3c • Vocabulary (p. 22) 3 go 6 have 9 have
1 1 park 4 gym 4 chat 7 come
2 hospital 5 library
b) Morning Afternoon
3 supermarket 6 cinema
2 have breakfast 1 have lunch
3 go to school 2 come back home
2 1 Wi-Fi 4 Pull
3 do homework
2 No Smoking 5 closed
Evening
3 Push 6 open
1 have dinner
2 chat online
3 go to bed
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Workbook Key
2 1 get 4 come 6 chat 3 Do you want to go to the cinema?
2 have 5 do 7 go 4 Can we meet at 7 o’clock?
3 go 5 How about 8 o’clock?

4b • Grammar (p. 27) 4e • Grammar (p. 30)

1 1 catches 4 buys 1 1 never 2 usually 3 always 4 often
2 cries 5 wears
3 finishes 6 goes 2 1 I always get up at 7 am.
2 Fran sometimes chats online.
2 1 brushes 2 do 3 has 4 go 3 Neil usually plays video games.
4 John and Mark never have breakfast.
3 1 me 3 us 5 him
2 them 4 you 6 her 3 1 on 2 in 3 at 4 in

4 1 him 3 him 5 them 4 1 at 2 on 3 in 4 At

2 us 4 her
4f • Across Cultures (p. 31)
4c • Vocabulary (p. 28) 1 1 c 2 a 3 b
1 1 doctor 4 nurse
2 teacher 5 chef 2 1 R 2 W 3 R
3 police officer 6 waitress
3 1 His birthday is on 23rd March.
2 a) A S T A O F L Y R E N G E 2 He holds British records for the 1,500m, the
W S E R D A N C E C L U B 5,000m and the 10,000m.
H C A Y I B L E S A I L A 3 He has dinner at 8 pm.
4 He has got 4 children.
I H U D O V O R T F N H R
P O L I C E S T A T I O N 4 1 What does he eat for lunch?
C O Y K H K A W U L P U T 2 What does he do when he wins a race?
Y L E M A R G I R O S S U 3 What does he do when he isn’t training?
L A S U P E R M A R K E T 4 What does the Mo Farah Foundation do?
I F M J T U O L N O U M R
N T O H O S P I T A L Z E Module 5 – All about food
5a • Reading (p. 32)
b) 1 school 4 restaurant 1 E B U T E A L I E F
2 hospital 5 house C U C U M B E R C R
3 dance club
R T R Y N I T Y A U
O T H E S S T C R I
4d • Everyday English (p. 29)
M E A T A C U O R T
1 1 c 2 a 3 d 4 b
A R T I L U C F O J
M I L K T I E F T U
2 1 Can we meet?
2 How are you? O T O M A T O E G I
3 Do you want to go to the cinema? L I R F I S H E B C
4 Can we meet at 7 o’clock? C H I C K E N D A E
5 How about 8 o’clock?
6 Are you free on Tuesday evening? 2 1 John and I don’t like eating pasta very much.
2 Scott and I hate eating eggs.
3 1 How are you? 3 Jane loves eating carrots.
2 Are you free on Tuesday evening? 4 Naty and I really like drinking tea.
5 I don’t like eating cheese very much.
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Workbook Key
5b • Grammar (p. 33) 3 1 Does he chop vegetables?
1 1 doesn’t 2 don’t 3 don’t 4 doesn’t 2 Do you prepare lunch for your family?
3 Does Tatiana have eggs in the morning?
2 1 doesn’t 3 doesn’t 5 don’t 4 Do you watch cooking programmes on TV?
2 don’t 4 don’t
4 1 Do you eat hamburgers?
3 1 don’t have 4 don’t drink 2 Does Jeremy know how to cook?
2 doesn’t write 5 doesn’t like 3 Do you eat meat?
3 doesn’t cook 4 Does Tara like fish and vegetables?

4 1 John doesn’t cook a roast dinner every 5f • Across Cultures (p. 37)
Saturday. 1 1 b 2 c 3 a
2 I don’t eat fruit and yoghurt for breakfast.
3 We don’t like eating fish and vegetables. 2 1 R 2 W 3 R
4 Margaret doesn’t make delicious dishes.
3 1 They put the meat in a round bun.
5c • Vocabulary (p. 34) 2 People add toppings like cheese, lettuce,
1 1 beat 3 peel 5 grate tomatoes and onions to their burgers.
2 chop 4 slice 6 mix 3 Vendors prepare a dough for pizza.
4 Some popular pizza toppings are cheese,
2 a) 1 whisk 5 bowl meat, tomatoes and onions.
2 cake tin 6 grater
3 spoon 7 frying pan 4 1 What are hamburgers?
4 saucepan 8 knife 2 What do customers put inside their burger?
3 What do vendors put on pizzas?
b) 1 cake tin 4 saucepan 4 Why do people like pizza?
2 frying pan 5 whisk
3 knife Module 6 – Let’s have fun
6a • Reading (p. 38)
5d • Everyday English (p. 35) 1 1 make 3 play 5 take
1 1 d 2 a 3 b 4 c 2 visit 4 have 6 go
A 6 B 5 C 2 D 3 E 4 F 1
2 1 How long do I bake it for?
2 Is it easy to make?
2 2 Same here./Really? I do.
3 And then?
3 Me too./Really? I don’t.
4 Wow, it sounds so simple!
4 Me too./Really? I don’t.
5 How much cheese do you need?
5 Same here./Really? I do.
3 1 Is it easy to make?
2 How much cheese do I need? 6b • Grammar (p. 39)
3 And then? 1 1 C 2 B 3 A 4 C
4 How long do I bake it for?
5 Wow, it sounds so simple! 2 1 are taking 3 is going
2 are visiting 4 am swimming
5e • Grammar (p. 36)
3 1 Patrick isn’t playing basketball.
1 1 c 2 a 3 d 4 b
2 Mary isn’t doing her homework.
3 The girls aren’t reading.
2 1 Does, doesn’t 3 Does, does
4 Mrs Reed isn’t visiting the market.
2 Do, don’t 4 Do, do
5 My dog isn’t sleeping.

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Workbook Key
4 1 I’m not going shopping. 4 1 Where are Kim and her parents?
2 You aren’t playing tennis. 2 What are Kim and her parents doing right now?
3 Hilary isn’t going camping. 3 What does Ivana do in the morning?
4 Chris isn’t making a snowman. 4 What is Ivana planning to do on the tour?
5 I’m not eating fish.
Fun Time & Songs
6c • Vocabulary (p. 40) Fun Time 1 (p. 44)
1 1 hat 5 jumper 9 jacket 1 Canada 11 India
2 socks 6 jeans 10 trainers 2 c 12 British
3 shoes 7 shorts 11 dress 3 spring/summer 13 autumn
4 skirt 8 gloves 12 T-shirt 4 How old are you? 14 –
5 – 15 New Zealand
2 Kate is wearing a jacket, jeans and shoes. 6 March, April, May 16 c
Gerard is wearing a hat, T-shirt, shorts and 7 South Africa 17 My birthday is on … .
trainers. 8 Portuguese 18 –
9 winter 19 b
6d • Everyday English (p. 41) 10 – 20 January, June, July
1 1 c 2 d 3 b 4 a
Song (p. 45)
2 1 Why don’t you put your hat on? 2 C
2 What’s wrong now?
3 Do you have a scarf in your bag?
Fun Time 2 (p. 46)
4 Why don’t we ask Tim for his scarf?
1 grandfather 12 a
2 b 13 parrot
3 1 Your, Their 3 Mine
3 dog 14 –
2 My, Yours 4 Their, Ours
4 aunt 15 b
5 has got 16 children
6e • Grammar (p. 42) 6 a friendly 17 daughter
1 1 b 2 d 3 a 4 c 7 – 18 hasn’t got
8 rabbit 19 –
2 1 are 2 isn’t 3 is 4 ‘m not 9 countries 20 a
10 – 21 Have you got
3 2 Is Paula having a picnic in the park? Yes, she is. 11 husband
3 Are they going skiing right now? Yes, they are.
4 Is Henry playing tennis with his friends? No, he
Song (p. 47)
isn’t.
2 C
4 1 into 2 to 3 onto 4 to
Fun Time 3 (p. 48)
6f • Across Cultures (p. 43) 1 sofa 13 fridge
2 cottage 14 detached
1 1 c 2 a 3 b
3 door 15 any
4 library 16 wall
2 1 W 2 R 3 W
5 aren’t 17 Is
6 Are? 18 wardrobe
3 1 Kim and her parents are going on a tour of
7 is 19 Are there
Pico do Arieiro.
8 some 20 aren’t
2 Ivana is staying in a small hotel near a lake.
9 cooker 21 supermarket
3 Ivana is excited to go on the boat tour
10 are 22 balcony
because she loves being on the water.
11 window 23 kitchen, bathroom,
12 park bedroom, living room

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Workbook Key
Song (p. 49) 17 – 24 piece
1 a) 1 sweet 4 TV 18 doesn’t eat 25 saucepan
2 welcome 5 castle 19 eggs 26 slice
3 desk 20 fruit juice 27 –
21 eating 28 drinking
2 (Ss’ own answer) 22 – 29 knife
Suggested Answer: My home is small, cosy and 23 doesn’t like 30 Do you and Ed
full of love.
Song (p. 53)
Fun Time 4 (p. 50) 1 1 food 3 steam 5 meat
1 watch TV, chat online, play video games, 2 beat 4 Ingredients 6 pies
2 had
3 My dad is a doctor/teacher/nurse etc. Fun Time 6 (p. 54)
4 Waitresses work in restaurants.
1 – In picture A Paul isn’t reading a book, but he is
5 Doctors and nurses work in a hospital.
in picture B.
6 –
– In picture A Jane is talking on her mobile
7 Teacher, DJ, nurse, chef, babysitter, doctor, shop
phone. In picture B, she is talking to Bob.
assistant, etc.
– In picture A Bob is cooking burgers on a BBQ
8 I’d love to
and wearing an apron. In picture B, he is
9 shop, school, restaurant, hospital, dance club, etc
talking to Jane and isn’t wearing an apron.
10 Student’s own answers
– In picture A Mark is playing the guitar. In
Suggested Answer: I always brush my teeth in the
picture B, he is playing football.
morning.
– In picture A, Betty is eating an ice cream. In
11 walk/go
picture B, Betty is eating a sandwich at the
12 –
table on an extra chair.
13 I never go to bed late.
– In picture A Sue and Anna are eating
14 I do my homework, watch TV, eat dinner, go to
sandwiches at the table. In picture B, they are
bed, etc.
standing up and eating a bowl of chips.
15 –
– In picture A, Sue is wearing a pink T-shirt but in
16 I can’t make it.
picture B it is red.
17 at, in, on
– In picture A, there isn’t a tree behind Jane. In
18 A shop assistant works in a shop.
picture B, there is.
19 I get up, have a shower, brush my teeth, have
– In picture A, the table is smaller and there are
breakfast, etc.
only 3 chairs. In picture B, the table is bigger
20 –
and there are 4 chairs.
21 Can we meet this afternoon?
– In picture A there are burgers on the BBQ. In
22 Be quiet in class, don’t cheat on tests, don’t use a
picture B, there aren’t any burgers on the BBQ.
mobile phone at school, etc.
Song (p. 55)
Song (p. 51) 1 1 raining 3 weekends 5 snowy
1 1 routine 3 lessons 5 rest 2 shopping 4 sandy 6 cold
2 day 4 weekend 6 play
2 The first picture of the boy with the umbrella in the
Fun Time 5 (p. 52) rain matches the second verse of the song.
1 bowl 9 grapes The second picture of the children on the sandy
2 cheese 10 milk beach matches the third verse of the song.
3 Do they drink 11 baking The third picture of people playing in the snow
4 strawberries 12 – matches the fourth verse of the song.
5 – 13 don’t know
6 Grate 14 cherries
7 – 15 peel
8 tomatoes 16 Does Elen need
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