Sign Up To English Starter Guia Docente

Sign Up Starter
to Eng
h
lis
Contents
Introduction
Starter Unit Sign up and start off
Unit 1 School friends
Unit 2 Good things all around
16
Unit 3 Family matters
24
Unit 4 Dont do that!
32
Unit 5 Likes and dislikes
40
Unit 6 Free time fun
48
Tests 1 to 3 Answer key
56
Grammar reference Answer key
68
Audio CD Track list
71
Teachers Book
Introduction
Introduction
General Characteristics of the Series and
the Starter Level
Sign Up to English is a four-level series specially designed
for teenagers studying English as a foreign language. All
the course books in the series provide real-life situations,
interesting topics and engaging activities to foster the use
of the target language in class in meaningful contexts.
The contents in the course books basically aim to provide
learners with plenty of opportunities to practise different
language skills in a consistent and productive way.
Personalisation is a strong feature in Sign Up to English.
There are many instances throughout the units of the
course books when students can very easily relate what
is being learnt in class to their own experience. Themes
involving ethics, environmental issues, health, cultural
plurality, education, work and citizenship permeate most
of the activities and are used in interesting reading texts,
creative projects and thought-provoking discussions.
The Starter level of this series (Sign Up to English
Starter) can be followed either by SIGN UP to ENGLISH
Full Edition or by SIGN UP to ENGLISH Split Edition.
As is the case with the other levels, Sign Up to English
Starter also provides real-life situations, engaging topics
and contextualised activities to cater for the development
and appropriation of the target language most effectively.
Components of Sign Up to English Starter

Like all the other levels of the series, Sign Up to English
Starter offers a Course Book (with a built-in Workbook,
a Grammar Reference section and a Students Interactive
CD-ROM) and a Teachers Book (with an Audio CD).
A stand-alone component is the Teachers Resource Bank
that features photocopiable activities for extension and
consolidation, and extra photocopiable tests that can be
downloaded from www.richmond.com.ar.
Course Book
The Course Book contains:
A Scope & Sequence section
A Starter Unit
6 Units of three lessons each
6 Review sections (one per unit)

6 World Issues sections (one per unit)
6 Project Work sections (one per unit)
A Workbook section
A Grammar Reference section
A Students Interactive CD-ROM
The Scope & Sequence section consists of two pages with
detailed information on syllabus distribution; including
functions, grammar, lexis and recycling for every unit.
The Starter Unit is a two-lesson introductory section with
varied activities that allow for the effective teaching of
the minimum language requirements needed to start
the course. The following six Units contain three lessons
each. They are theme-based and contain a wide variety of
reading texts and dialogues to contextualise and present
the target language. These lessons are followed by three
different sections: Review, World Issues and Project Work.
The four macro skills (reading, listening, speaking and
writing) are well balanced and addressed in all the
lessons of the units. The Review section is always present
after lesson 3 and it is a very useful tool for students to
revise the contents they have previously learnt. World
Issues is a special section with extra reading practice
and follow-up activities that focus on the development
of students reading skills and vocabulary enlargement.
The Project Work section offers students the possibility
to carry out a wide range of hands-on activities in which
they will need to apply what they have learnt in each
unit. Some of these activities can be done individually,
others in pairs and some others in groups. The use of
technology is optional and it is only suggested as an
alternative way to do the Project Work activities.
The Workbook section appears at the end of the Course
Book and consists of 18 pages (3 pages per unit). The
Workbook provides a series of activities for students to
do at home and help them practise and consolidate all
the grammar structures and vocabulary learnt in each
lesson of the Course Book.
The Grammar Reference is a user-friendly section with
grammar boxes and exercises for extra grammar practice.
Throughout the units of the Course Book, students will
find Sign Up to Grammar boxes that at times direct them
to the Grammar Reference section for further examples
and practice. The Grammar Reference also provides
opportunities for self-evaluation: for each Grammar
Reference topic, students may circle one out of three

emoticons (happy, neutral or sad faces) that appear next
to each grammar topic to show whether they understand
the topic very well, well or not very well. This may help
develop students sense of achievement and awareness of
their learning processes.
Audio CD
Students Interactive CD-ROM
Outstanding Features within the Lessons
Teachers Book
The Teachers Book contains:
This Introduction
Lesson-by-lesson teaching notes
Audio transcripts
Answer Key to the Course Book and Workbook
activities
3 photocopiable Tests with Answer Key
An Audio CD
This section brings the lessons target language into

focus so that learners have a clear reference for study.
The Sign Up to Grammar section is placed in a box on the
top right-hand side of the second page of each doublespread lesson. The fixed position of the box is a userfriendly resource as it allows students to find the main
language items in the lesson quickly and easily.
Useful Tip Boxes
Some lessons have Useful Tips boxes that provide tips on

a variety of topics; including grammar, vocabulary and
language.
Reference to Icons on the Course Book pages
The Teachers Book is the gateway for a sound and

thorough use of the Course Book. It provides some
useful ideas and suggestions to give support to teachers
in different areas. It contains detailed lesson-bylesson planning notes, Audio Transcripts and Answer
Key sections to the activities in the Course Book and
Workbook. Special notes, extra activities and optional
games can also be found on the Teachers Book pages.
Some comments in the Teachers Book may sound
obvious to some teachers while not detailed enough to
others. Teachers will be able to adapt the lesson plans
to suit their needs, depending on their own classroom
situations. Three photocopiable tests are provided in this
Teachers Book to assess the main skills developed and
language, grammar and vocabulary items acquired by
students throughout the units: Test 1 (to be used after
Units 1 and 2); Test 2 (to be used after Units 3 and 4) and
Test 3 (to be used after Units 5 and 6). The Answer Key to
the tests is at the end of this Teachers Book right after
each photocopiable test.
Introduction
Sign Up to Grammar section
Reading activity
Listening activity
Speaking activity
Writing activity
GR
Grammar Reference*
WB
Workbook*
*These special icons show links to something that is not

part of the page where the icons appear. Through these
icons, students are usually asked to go to a different
section in the book.
Teachers Book
The Course Book is accompanied by a Students

Interactive CD-ROM with two interactive games that
can be played at the students convenience. These games
help students revise key vocabulary and core grammar
points learnt in the Course Book.
The Teachers Book is accompanied by an Audio CD

that includes the listening input required for class work.
A system of icons and track numbers on the Students
Book pages is used to link the listening activities with
the audio CD tracks.
Introduction
Annual Plan: Suggested Distribution

of Units into Three School Terms
The chart below shows a suggested distribution of all the
contents in Sign Up to English Starter into three school
terms. The items mentioned in this Annual Plan chart
refer to the Course Book (Starter Unit, Units 1 to 6 and
the Review, World Issues and Project Work sections) and
this Teachers Book (Tests 1 to 3).
3rd term
Teachers Book
1st term
Starter Unit
CB pp. 4-7
Unit 5 CB pp. 48-53
Unit 1 CB pp. 8-13
Review - Unit 5
CB pp. 54-55
Review - Unit 1
CB pp. 14-15
World Issues 5
CB p. 56
World Issues 1
CB p. 16
Project Work 5
CB p. 57
Project Work 1
CB p. 17
Unit 6 CB pp. 58-63
Unit 2 CB pp. 18-23
Review - Unit 6
CB p. 64-65
Review - Unit 2
CB pp. 24-25
World Issues 6
CB p. 66
World Issues 2
CB p. 26
Project Work 6
CB p. 67
Project Work 2
CB p. 27
Test 3 TB pp. 64-66
Test 1 TB pp. 56-58
2nd term
Unit 3 CB pp. 28-33
Review - Unit 3
CB pp. 34-35
World Issues 3
CB p. 36
Project Work 3
CB p. 37
Unit 4 CB pp. 38-43

Review - Unit 4
CB p. 44-45
World Issues 4
CB p. 46
Project Work 4
CB p. 47
Test 2 TB pp. 60-62
Note: The contents mentioned in the chart above can also

be distributed into four school terms. There are 12 extra
texts in the Teachers Resource Bank: (2 tests Set A
and Set B for every unit in the Course Book). These tests
can be downloaded from www.richmond.com.ar.
COMMUNICATIVE AND
LEARNING TASKS
CONTENTS
LEXIS
L1
Some common words and

phrases in English: ebook, bike,
party, social networks, etc.
Numbers 1 to 10
GRAMMAR
PHONOLOGY
Identifying some common words
and phrases in English.
Verb to be: (Im)
Pronunciation of
numbers 1 to 10
Greetings and farewells: Hi; Hello;

Goodbye; Bye; See you; etc.
L2
Lesson-by-lesson plans
Starter unit - Sign up and start off
The parts of the day: morning,

afternoon, evening, night
Greetings: Good morning; Good
afternoon; etc.
Pronunciation of the
letters of the alphabet
Greeting someone.
Introducing oneself.
Teachers Book
Starter
unit
Greeting someone at different times

of the day.
Saying the alphabet.
Spelling names.
Extras: Suggested optional games and activities for consolidation.
Lesson 1 (CB p. 4)
Lesson 1 (CB p. 5)
Draw students attention to the pictures in activity 1.

Help the class to name the objects they recognise in the
pictures (bike, smartphone, etc.) by asking questions such
as: Whats picture 1 in English?; Whats picture 2?; etc.
Provide the answers every time students fail to do so.
Then ask students to match the words with the pictures.
Check answers with the whole class.
Note: The previous activity is simply meant to present

some common words and phrases in English that will
appear in some of the lessons in Units 1 to 6.
Answer key: (from left to right) First row of pictures:
5, 7, 9. Second row of pictures: 8, 3, 6. Third row of
pictures: 2, 4, 1. Last picture: 10
Ask students to write on the notepad other

words they know in English. Allow them to work on this
activity for three minutes and then say: Time is up! Check
answers by asking different students to read their words
aloud as you write them on the board.
2 Draw students attention to the photos that

appear below the speech bubbles. Explain that the
actions in these pictures anticipate two of the topics
students will learn in this lesson: greeting someone and
introducing oneself. Focus students attention on the
short dialogues in this activity and ask learners to match
these dialogues with the photos. Check answers with the
whole class. Finally, play the audio CD and ask students
to listen and repeat after the recording.
Answer key: (from left to right) 2, 3, 1
Audio script 2
Speaker: Situation 1
Man: Hello! Im Sam.
Woman: Hello! Im Carol.
Mum: Goodbye, girls!
Girls: Bye, Mum!
Answer key: Students own answers
Teachers Book
Young woman: Hi, Tom!!!
Young man: Hi, Kate! Great to see you!
USEFUL TIP:
Language - Refer students to the Useful Tip box on

page 4. Explain that there are different ways of greeting
people and encourage students to repeat the greetings
and farewells in this box.
Ask two volunteers to read the dialogue aloud.

Then ask students to work in pairs and greet their
partners in a similar way.
Lesson 2 (CB p. 6)
Work on the correct pronunciation of the parts of the

day (morning, afternoon, evening and night) with the
whole class. Then circulate around the classroom helping
students match the words with the pictures.
Answer key: (from left to right) 1, 4, 2, 3
Students fill in the blanks with the

corresponding numbers. Then play the audio CD to check
answers. Play the recording again and ask the class
to repeat the numbers they hear in order to practise
pronunciation.
3
Answer key: 1. one, 2. two, 3. three, 4. four, 5. five,

6. six, 7. seven, 8. eight, 9. nine, 10. ten
Audio script 3
Speaker: one, two, three, four, five, six, seven, eight, nine, ten
paper or on his / her notebook and Student B reads the

numbers aloud. Ask students to work in pairs in a similar
way and then swap roles as you circulate around the
classroom monitoring their work.
Play the audio CD and ask students to circle the

numbers they hear. Check answers with the whole class.
4
Teach these greetings: Good morning; Good

afternoon; Good evening and Good night. Then play the
audio CD and ask students to number the dialogues in
the order that they hear them. Check answers with the
whole class.
5
Answer key: (from left to right) 2, 1, 3
Audio script 5
Mrs Smith: Good morning, Mr White!
Mr White: Good morning, Mrs Smith.
Answer key: 1. seven, 2. ten, 3. two, 4. six
Miss Taylor: Good afternoon, children!
Children: Good afternoon, Miss Taylor!
Audio script 4
Woman 1: Good evening!
Woman 2: Good evening! Great to see you.
Speaker: seven (pause) seven

ten (pause) ten
two (pause) two
six (pause) six
Model the task on the board with one of the

students to make sure everybody in the class understands
what to do: Student A writes three numbers on a piece of
USEFUL TIP:
Language - Refer students to the Useful Tip box and

explain the information it contains: when people say
Good night in English.
Note: After doing activity 2, you may teach the whole
class that we use Mr to refer to men, Mrs to married

women and Miss to single women.
Answer key: Situation 1. Good morning!,

Situation 2. Good afternoon!,
Situation 3. Good night!
Draw students attention to the five vowels (a,

e, i, o, u) and their pronunciation. Then focus students
attention on the words and drawings in this activity
and read out the initial vowel sounds and the words, for
example a for alien, e for ebook, etc. Explain that it is
easier to remember the five vowel sounds if we associate
them with words that start exactly with one of these five
sounds. Finally, ask students to listen to the audio CD and
repeat the vowels and the words associated with them.
8
Audio script 8
Audio script 6
(Sound of a cock crowing in the morning. Then an alarm clock
ringing and somebody yawning.)
Speaker: A, aliens; E, ebook; I, idea; O, OK; U, university
9 Play the audio CD and ask students to circle the

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

alphabet in the chart as you play the audio CD. Then play
the audio CD several times for students to repeat the
alphabet and practise pronunciation.
Note: The colour code used in the alphabet chart in
activity 4 on page 7 will help students associate letters

that have similar vowel sounds when they are pronounced.
For example: red letters have an /ei/ sound (A, H, J, K); blue
letters have an /i:/ sound (B, C, D, E, G, P, T, V); etc.
Audio script 7
Speaker: A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V,
W, X, Y, Z
Speaker: 1 C (pause) C
2 J (pause) J
3 U (pause) U
4 R (pause) R
5 W (pause) W
USEFUL TIP:
Spelling - Refer students to the Useful Tip box. Clarify

the meaning of spell and spelling. Then explain that we
can spell two consecutive identical letters in a word by
repeating that letter twice or by adding the word double
before one of the identical letters.
Ask students to work in pairs. One of the

students in each pair spells the name of some famous
people for the other student to guess the names. Ask
students to swap roles. Circulate around the classroom
monitoring students work.
OPTIONAL ACTIVITY:
Once students are familiar with the pronunciation of the

letters of the alphabet, you may point at different letters
in activity 4 on page 7 and encourage the class to say
them in a loud voice.
Explain to students that they are now

going to listen to three situations that suggest different
parts of the day (morning, afternoon and night). Ask
students to work in pairs, listen to the three situations
and greet their partners accordingly. Play the CD twice
and encourage students to swap roles.
6
Teachers Book
Unit 1
Unit 1 - School friends

COMMUNICATIVE AND
LEARNING TASKS
CONTENTS
LEXIS
Numbers 11 to 20
Teachers Book
L1
L2
Vocabulary related to personal

information: first name,
surname, age, nationality, etc.
PHONOLOGY
Subject pronouns: I, you

Verb to be: am, are
Pronunciation of
contracted forms: Im,
Youre
Whats your name? / Im...

How old... ?
Subject pronouns: he, she, it, we,

you, they
Opinion words and phrases:

good, OK, not bad, easy, difficult,
great, cool, etc.
Conjunction: and
Other opinion words and

phrases: fantastic, horrible, Im a
(big) fan of..., etc.
Exchanging personal
information.
Counting up to twenty.
Possessive adjectives: my, your
School subjects and extracurricular activities: Maths,

Science, Drama Club,
photography course, etc.
Countries and nationalities

L3
GRAMMAR
Verb to be (affirmative and

negative forms)
Pronunciation of subject
pronouns
Verb to be (interrogative form

and short answers): Is he / she...?
Yes, he / she is. / No, he / she isnt.
Pronunciation of some
opinion words and
phrases
Where... from?; Whos your

favourite...? ; How are you?
countries and nationalities
Talking about school subjects

and extra-curricular activities.
Writing a short comment.
Talking about famous people

and where they are from.
Expressing opinion.
WI1
Pauls blog, best school friend,

first year student, at school,
now, etc.
Recycling of L1-L3 grammar

topics
Integrating acquired
knowledge with a real life
issue: in this case, reading a
blog about two good friends.
PW1
Hi, there!; My names... ; Im... ; My

favourite...

topics
Designing, editing and making

an oral presentation of a
poster.
Lesson 1 (CB p. 8)
As a warm-up activity, ask students to write

the names of three of their best friends on a piece of
paper or in their notebooks or folders. Then, in pairs,
have learners ask their partners to spell those names.
Model the activity with the whole class first, by writing
this question on the board: Can you spell your three best
friends names, please? Encourage students to use this
question while they interact with each other.
OPTIONAL ACTIVITY: Spelling game.
Ask a group of students who sit in the same row of seats

in the classroom to stand up and remain standing. Say
a persons name out loud (for example: Megan), write it
on the board and ask the first student in the row to spell
it. If he / she spells the name correctly, he / she remains
standing and you say a new name, write it on the board
and ask the next student in the row to spell it. Otherwise,
Now students listen and complete the dialogue

between Ryan and Ellen as you play the recording. Play
the audio CD again and make pauses after the blanks in
the dilaogue for students to check their answers. Check
answers with the whole class.
10
Answer key: 1. Hi!; 2. school; 3. new; 4. sorry;

5. problem; 6. Ellen; 7. No; 8. Bye!
Ask students to re-read the dialogue in activity 2 and

complete Ryans and Ellens profiles. Check the activity by
asking some volunteers to read aloud their answers.
Note: Ask students to write Ryans and Ellens ages in

letters, not in numbers, when they fill in the profiles.
Answer key: 1. Moore; 2. fourteen; 3. Ryan; 4. thirteen
OPTIONAL ACTIVITY:
If you consider it appropriate for your teaching situation,

ask students to write their own profiles in their notebooks
or folders. Encourage them to use Ryans and Ellens
profiles as models. You may assign this task as homework.
Lesson 1 (CB p. 9)
Audio script 10
Ryan: Hi! Im Ryan. Im new at school.
Ellen: Hi, Brian! Im new too.
Ryan: Sorry, my names Ryan. R-Y-A-N. Im Ryan Smith.
Ellen: Oh, Im sorry, Ryan!
Ryan: No problem. Whats your name?
Ellen: Im Ellen.
Ryan: Helen?
Ellen: No. Ellen. E-L-L- E-N. Im Ellen Moore.
Ryan: How old are you, Ellen? Im 13.
Ellen: Im 14 years old. (Sound of school bell ringing indicating
end of break time) Bye! See you!
Ryan: See you!
USEFUL TIP:
Language - Direct students attention to the Useful Tip

box. Explain that, in English, we can use full verb forms
(I am, You are, etc.) or short or contracted forms
(Im, Youre, etc.) depending on the situation (formal
or informal). Ask learners to go back to the dialogue in
activity 2 and have them identify the short forms in it
(Im Ryan; My names Ryan; Im sorry; etc.)
Optional activity:
Write these contracted forms on the board: Im; Youre.

Read them aloud and ask students to repeat them after
Refer students to the Sign Up to Grammar box.

Explain that this box can be used as reference for study
because it summarises the main grammar topics in
this lesson. Then ask students to complete the short
dialogue in activity 4. Check the activity by asking some
volunteers to read aloud their answers.
Answer key: 1. Im / My names; 2. Whats your name;
3. My; 4. How old are you; 5. Im
Focus students attention on the numbers (11

to 20) listed on page 9 and read them aloud. Then play
the audio CD making pauses for students to repeat the
numbers one by one. Finally, ask different students to
read out the numbers one by one. Check pronunciation
and correct if necessary.
11
Audio script 11
Speaker: eleven, twelve, thirteen, fourteen, fifteen, sixteen,
seventeen, eighteen, nineteen, twenty
OPTIONAL ACTIVITY: Bingo game.
Design ten cards containing the numbers 11 to 20 and

put them in a cardboard box or plastic bag. Shuffle the
cards by shaking the bag (or box) gently. Ask students to
you in order to practise pronunciation. Write some simple

sentences on the board using these short forms: Im
Sandra; Youre Pablo; etc. and encourage the class to write
other similar sentences in their notebooks or folders. Ask a
couple of students to read out their sentences.
Teachers Book
if the first student fails to spell the name correctly, he /

she must sit down and the student just behind him / her
tries to spell a new name you say and write. Continue
working like this until only one student in the row
remains standing. This student will be the winner. In case
there is a tie between two or more students, try saying
and writing names that may be more difficult for these
students to spell, for example: Geoffrey, Jennifer, Denzel,
Wright, etc. This idea will help you to break the tie. Play
this spelling game again with the rest of the students in
the class who sit in different rows so that everybody has
a chance to participate.
Teachers Book
draw a bingo card on a sheet of paper with three rows

and three columns. (There should be nine boxes in the
bingo card.) Then have students choose six numbers at
random from 11 to 20, and write them down on their
cards. (There should be three empty boxes somewhere in
their cards.) Once students have their bingo cards ready,
pick a card from the bag (or box) and call out the number
it contains. Students who happen to have this number on
their cards must cross it out.
Repeat the same procedure with the rest of the cards in
the bag (or box) until a student shouts: Bingo! (He / She
has been able to cross out all the numbers on his / her
bingo card.) Make sure the winning bingo card is correct.
If there is a tie between two or more students, they can
play Bingo again by exchanging cards in order to break
the tie and determine only one winner.
Maths operation and provide the result: Two plus

three equals five. Repeat the same procedure with a
subtraction example (for instance: 6 4 = ?). Then start
the game by showing cards with five different Maths
operations to Teams A and B respectively. Keep a record
of the two teams performance on the board (ticks for
correct answers and crosses for incorrect ones). The
team with the most correct answers is the winner.
WB p. 71 Now that you have finished teaching this
Play the audio CD and ask students to listen and

complete the speech bubbles. Play the recording again
making pauses where necessary for students to check
their answers. Then ask some volunteers to read aloud
the dialogues.
12
Note: Ask students to write the speakers ages in letters,

not in numbers, when they fill in the speech bubbles.
Answer key: 1. thirteen; 2. sixteen; 3. twenty;
4. eighteen
Audio script 12
Speaker: Dialogue 1
Alex: Hello! Im Alex. Im thirteen. Whats your name?
Anne: Hi, Alex! My names Anne. Im sixteen years old. Im new
at school.
Speaker: Dialogue 2
Sylvia: How old are you, Sandra? Im twenty.
Sandra: Me? Im eighteen years old.
OPTIONAL ACTIVITY: Maths contest.

Split the class into two groups (A and B) and engage
students in a Maths contest. Prepare 13 flashcards
containing numbers 0 to 9 and the Maths symbols +,
-, and =. Teach the words plus, minus and equals.
Model the game working with the whole class first.
Show the class two cards (one with number 2 and
another one with number 3) and two cards with the
symbols + and =. Stick the four cards on the board
in this order: (2 + 3 = ?). Help the class read out the
10
Pair students up and have them adopt different

personalities in order to practise similar dialogues to
the ones in activity 6. Circulate around the classroom
monitoring their oral work.
lesson, it is advisable to turn to the workbook activities

on page 71. You may assign these exercises as homework.
Answer key:
1 2. f; 3. e; 4. h; 5. g; 6. b; 7. a; 8. d
2 1. Hi; 2. s; 3. your, 4. Dexter; 5. are; 6. m; 7. you;
8. old; 9. m; 10. See
3 1. nineteen; 2. sixteen; 3. eighteen; 4. eleven;
5. twenty
4 1. name; 2. m / am; 3. seventeen; 4. m / am;
5. Auckland; 6. are; 7. you; 8. s / is; 9. your
5 Students own answers
OPTIONAL ACTIVITY: Hangman.

Students may play Hangman in pairs or in groups
using the vocabulary they have recently learnt (school
subjects and extra-curricular activities). The students
in the pairs or groups take turns to choose a word and
follow the usual procedure to play this popular game.
The word to guess is represented by a row of dashes,
but the first and last letters are written out. If the
guessing player(s) suggest(s) a letter which occurs in
the word, the other player writes it in all its correct
positions. If the suggested letter does not occur in the
word, the other player draws one element of the hanged
man(a stickman)as atally mark. The game is over
when: 1) the guessing player(s) complete(s) the word,
or guess(es) the whole word correctly; 2) the other
player (the hangman) completes the diagram (a hanged
man in the gallows).
Help students to name some school subjects in

English and write them on the board. Then analyse with the
whole class the list of words and phrases in the Useful Tip
box that we can use to express opinion about something:
good, cool, bad, OK, etc. Finally, ask different students to
name three school subjects and give their opinion about
them. Encourage them to look at the example sentences first.
Refer students to the Sign up to Grammar box

on page 11. Make sure they understand how to conjugate
the verb to be in the affirmative and negative forms.
Note: Focus students attention on the Remember!
section in the Sign up to Grammar box and explain that

we use he for a boy or man, she for a girl or woman
and it to refer to an object, animal or place. Add that
they is the plural form of he, she and it.
Now ask students to read the comments in activity
2 and fill in the blanks with am, is or are. Check the
activity by asking different volunteers to read aloud
their answers.
Answer key: 1. is; 2. are; 3. am; 4. is; 5. is; 6. are; 7. is;
8. are; 9. are; 10. is; 11. am; 12. is; 13. are; 14. are
Now students write down all the school

subjects and extra-curricular activities they can find
in the comments in activity 2. Check answers with the
whole class.
Answer key: French, Drama Club, photography course,
English, History, PE (Physical Education), Maths,
Science, Geography
Lesson 2 (CB p. 11)
Now ask students to fill in the blanks in the sentences

with a suitable subject pronoun. Check answers by asking
some volunteers to read aloud their complete sentences.
If you consider it appropriate, do a quick choral drill on
the pronunciation of the subject pronouns.
Play the audio CD and have students listen and

circle the correct option in the sentences. Then play
the recording once again as this activity may be rather
challenging for students at this stage. Finally, play the
audio CD one last time and make pauses where necessary
in order to help students correct their answers.
13
Answer key: 1. isnt; 2. is; 3. are; 4. super cool; 5. is;

6. are; 7. arent; 8. isnt
Answer key: 2. They; 3. We; 4. They; 5. He; 6. It
Audio script 13
Teachers Book
Lesson 2 (CB p. 10)
Bill: Hi! Im Bill. Whats your name?

Sue: Hi, Phil! Im Sue. Sue Smith.
Bill: Sorry. Im not Phil. Im Bill. Bill Carlton.
Sue: Im really sorry, Bill.
Bill: No problem. Im new at school.
Sue: Oh, really? Well, this school is super cool. Maths is a bit
difficult. Our Maths teacher is Mrs Davies. Shes OK. And
PE classes with Mr Dalton are great. He isnt at school now.
History isnt easy and Geography is difficult too.
Bill: Oh, I see. How old are you, Sue?
Sue: Me? Im 14. And you Bill?
Bill: Im 16.
Sue: Sorry, Bill. Its lesson time again. Bye! See you around!
Bill: Bye, Sue. See you!
USEFUL TIP:
Grammar - Direct students attention to the Useful Tip

box. Explain that we use the conjunction and to join
two words, phrases or ideas. Then ask two students to
read out the example sentences.
Model the pair work activity with the whole

class first by using the example and explaining the
meaning of the phrase: Lucky you! Then students do the
task in pairs as you walk around the classroom, monitoring
their performance and offering help if necessary.
OPTIONAL ACTIVITY: Bleep!

Have students work in pairs. Students take turns to say
three sentences connected with school subjects and they
substitute one of the verbs for the sound bleep on each
11
Student 1: Mr Prez bleep the school principal.

Student 2: Is!
Student 1: Yes.
Student 1: Maths and Science bleep difficult for me.
Theyre easy.
Student 2: Are?
Student 1: Sorry! The correct answer is arent.
Student 1: Miss Rodrguez bleep the History teacher.
Shes the Geography teacher.
Student 2: Isnt!
Student 1: Yes.
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occasion (See example below). Their partners must guess

the missing verb every time they hear the sound bleep.
The winner is the student in each pair who has the most
correct answers.
Now students write a comment about their

school. Encourage them to refer to the comments in
activity 1 on page 10 for guidance. Circulate around the
classroom offering help and correcting the students
written productions.
OPTIONAL ACTIVITY: Jigsaw Sentences.
Copy two sentences from lesson 2 onto a sheet of paper

(for example: French is easy for me and The photography
course is not bad) Then cut out every single word in each
sentence, mix the words up in each sentence and put
them in two envelopes (envelope 1 = sentence 1, and
envelope 2 = sentence 2). Make another identical set
of sentences with the words cut out and mixed up, and
put them in two different envelopes (envelopes 3 and
4). Split the class into two groups (A and B). Then give
envelopes 1 and 2 to group A and envelopes 3 and 4 to
group B. Students in each group try to put the words
together and reconstruct the two original sentences.
The group that gets the two sentences right in less time
wins the game.

Answer key:
1 1. Maths; 2. Science; 3. History; 4. Photography;
5. Geography; 6. Drama Club
2 2. She; 3. We; 4. They; 5. It; 6. She; 7. I; 8. It
12
3 2. Mr Taylor isnt the school principal. 3. They arent

my school friends and they arent super cool.
4. Im not in the school computer lab. 5. It isnt
a very good science book.
4 (-) bad; (+) good; OK; easy; not bad; fine; cool;
(++) super cool; very good; great
5 1. T; 2. F; 3. F; 4. T
Lesson 3 (p. 12)
Draw students attention to the warm-up

questions. Encourage different students to answer
them orally by making full sentences starting with: My
favourite is
USEFUL TIP:
Vocabulary - Focus students attention on the Useful Tip

box and work with the whole class on the pronunciation
and meaning of the opinion words and phrases listed in
this box.
Refer students to the Sign up to Grammar box

on page 13. Go over the interrogative form of the verb
to be and the structure of short answers with the
whole class. Then explain the meaning of the question
words: Who, Where and How. Finally, ask students to
read the blog comments in activity 2 on page 12 and
complete the answers. Check the activity by asking some
Direct students attention to the Grammar

Reference section, where they will find further examples
and practice.
GR1
Answer key: 1. he isnt; 2. he is; 3. they are;

4. she isnt; 5. she is
Ask students to re-read the blog posts in activity

2 and match the columns. Check the activity by asking
different students to read aloud their answers.
Answer key: 2. Jennifer Lawrence; 3. from Nashville,
Tennessee; 4. from the USA; 5. Lio Messi; 6. Yes, she is
Tell students that you will initiate the game by saying

something connected with celebrities (for example: Lio
Messi) and you will be asking different students to repeat
what has been mentioned before and add only one
word to the sentence (show the example on the board).
Make sure students understand the game. Then initiate
the game by saying, for example: My favourite actor
and ask different students to continue playing in the
same way as explained before. The student who makes a
mistake in the word chain is out of the game. Mistakes
can be made by failing to repeat any of the words
mentioned before, or by adding a word that is incorrect,
or simply by not being able to provide a new word. You
may continue playing by saying one of these other game
openers: I think Miley Cyrus ; Del Potro isnt; or any
other example you think will help students revise the
language and vocabulary they have recently learnt.
Lesson 3 (CB p. 13)
Ask students to match the countries with the

nationalities. Check the activity by asking some
volunteers to write their answers on the board.
Answer key: (from top to bottom) 7, 6, 5, 8, 3, 4, 2
Extra activity:
Read out the list of countries and nationalities and ask

the class to repeat after you to practise pronunciation.
Then play a simple game. Say the names of some
famous people (Neymar, Messi, Juanes, etc.) for the class
to tell you their nationalities (Brazilian, Argentinian,
Colombian, etc.)
Students listen to Tom and Bob talking about

three famous people. Play the audio CD twice for
students to complete the chart. Then play it again and
ask students to check their answers. Correct this activity
with the whole class.
14
Answer key: Andy Murray: British; Hes not bad; Hes

very good. Penelope Cruz: Spanish; Shes fantastic;
Shes terrible; Laura Pausini: Italian; Shes horrible;
Shes brilliant
Audio script 14
Tom: Hi, Bob! How are you?
Bob: Fine, thanks. And you?
Tom: Not bad. Whos your favourite sportsperson, Bob?
Bob: Let me think. Um Andy Murray, the tennis player. Hes
very good.
Tom: Yeah, he is not bad. And wheres he from? Is he from the USA?
Bob: No, he isnt. Hes British. And whos your favourite actress,
Tom?
Tom: Favourite actress , um , Penelope Cruz. Shes fantastic.
Bob: Oh, come on, Tom! Shes terrible. Is she Spanish?
Tom: Yes, she is. Shes a Hollywood star!!! And whos your
favourite singer, Bob?
Bob: Laura Pausini, definitely. Im a big fan of Laura Pausini.
Shes brilliant.
Tom: Laura Pausini? Oh, no! Shes horrible. Is she Argentinian?
Bob: No, she isnt. Shes Italian.
Ask students to write the answers to the questions.

Encourage them to use short answers where possible.
Check the activity with the whole class.
Answer key: 1. No, he isnt. 2. Theyre from the USA.
3. Yes, they are. 4. Students own answers
OPTIONAL ACTIVITY: Racing Dictation.

Split the class into three groups (A, B and C). Type out
three identical copies of the same text and stick them
on three different areas of the classroom where students
cannot read them from their desks. Label the three areas
with big letter signs: A, B and C to help groups identify
their texts.
Sample text: Scarlett Johansson is my favourite actress.
Shes American. I think shes brilliant.
Students work in groups. Each group (A, B and C) should
have a runner. Students who are not runners must remain
seated in their groups and away from the texts. Runners
must go very quickly to the area where their text is, read it,
try to remember it and run back to their groups to dictate
13
Teacher: Lio Messi

Student 1: Lio Messi is
Student 2: Lio Messi is from
Student 3: Lio Messi is from Rosario
Student 4: Lio Messi is from Rosario and
Note: Draw students attention to the fact that, in

English, nationalities are written with capital letters.
Teachers Book
OPTIONAL ACTIVITY: The celebrities game.

Demonstrate the activity by writing an example on
the board:
Teachers Book
the text to the other group members who must write it

down. Runners might find it difficult to remember the
whole text and the correct spelling of some words. For this
reason, encourage them to run to the text as many times
as necessary and read part of the text, run back to their
groups and dictate that part to their partners. The first
group to complete the dictation successfully is the winner.
Students work in pairs. They take turns to ask

and answer questions using the prompts given. Model
the activity with the whole class first by using one of the
prompts. For example: (You say: How are you?) (Expected
answers from the class: Fine, thanks. And you? / Im fine,
thanks. And how are you?)
Answer key: Students own answers. Possible answers:
1. How are you? Im fine. / Fine, thanks, And you?
2. Is Brad Pitt your favourite actor? Yes, he is. / No,
he isnt. 3. Whos your favourite singer? Shakira /
Lady Gaga / Adele... 4. Are Mike and Sulley cartoon
characters? Yes, they are. 5. Wheres Adele from? Shes
from England. / Shes English. 6. Are Messi and Tvez
Brazilian? No, they arent. They are from Argentina. /
They are Argentinian.
OPTIONAL ACTIVITY: Spot the mistake.

Divide the class into several small groups. Hand out
identical cards to each group containing five sentences
with some wrong information in them. For example:
Card 1: Shakira is from Bolivia.
Card 2: Rafael Nadal is American.
Card 3: Laura Pausini is a tennis player.
Card 4: Adele is an actress.
Card 5: Kristen Stewart is from Italy.
Each group must spot the mistakes in the cards and write
two sentences to correct each mistake. For example: Card
1: Shakira isnt from Bolivia. Shes from Colombia. The
first group to write ten correct sentences is the winner.
Answer key: Card 2: Rafael Nadal isnt American.
Hes Spanish. Card 3: Laura Pausini isnt a tennis
player. Shes a singer. Card 4: Adele isnt an actress.
Shes a singer. Card 5: Kristen Stewart isnt from Italy.
Shes from the USA.

14
Answer key:
1 (---) terrible, horrible; (+++) brilliant, Im a big
fan of, (Hes) my favourite.
2 2. Are they terrible singers? 3. Are you and James
from New York City? 4. Is Cau Reymond Brazilian?
5. Am I a big fan of Tvez and Messi?
3 2. Yes, they are. 3. No, he isnt. Hes American.
4. Yes, they are. 5. No, she isnt. Shes Spanish.
6. Hes from Spain.
4 2. Canadian; 3. Italian; 4. Spanish; 5. American
5 1. T; 2. F; 3. F; 4. T
Review (CB pp. 14 and 15)

In the Review section, students will revise all the
structures and some key words learnt in lessons 1 to 3 in
this unit. It is advisable to turn to this section once you
have finished teaching lesson 3.
Answer key:
3 (from top to bottom) twenty, eighteen, twelve,
eleven, fourteen, seventeen, thirteen
4 15 a. 19; b. 12; c. 17; d. 11
Audio script 15
Speaker: n ineteen, (pause) nineteen
twelve, (pause) twelve
seventeen, (pause) seventeen
eleven , (pause) eleven
5 1. is; 2. m; 3. your, 4. s; 5. is
6 2. are, arent; 3. is, isnt; 4. m, m not
8 1. She; 2. He; 3. We; 4. They; 5. It
9 2. Are the One Direction boys American? 3. Where is
football player Neymar from? 4. Are Mike and Sulley
primary school friends? 5. Where are Shakira and
Juanes from?
10
16
Brenda: 15, Adele, fantastic;

Tom: 13, Shakira, great
Audio script 16
Tom: Hi! Im Tom. Are you new at school?
Brenda: Hi, Tom. Yes, Im new at school. My names Brenda.
Students design a poster about themselves similar

to the one in activity 1. They can make it on coloured
paper or use PowerPoint. Encourage students to use some
colourful pictures to illustrate their posters.
World Issues 1
A FRIEND IN NEED IS A FRIEND
INDEED
(CB p. 16)
World Issues is a section that focuses on the development
of reading skills and enhances students ability to
integrate acquired knowledge with a real life issue: in
this case, reading a blog about two good friends.
Students work in pairs and exchange their posters.

They edit their partners work and then they take turns
to make an oral presentation of their own posters to the
whole class.
Students read the text silently. Then they read the

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

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

information: first name, surname, age, nationality,
opinion words and phrases, favourite subject and
favourite celebrity. Check answers with the whole class.
15

12 1. are; 2. m; 3. s; 4. s; 5. Is; 6. isnt; 7. Are;
8. arent
Answer key: First name: Amy; Surname: Stevens;

Age: 14 years old; Nationality: South African;
Opinion words and phrases: fantastic, great, OK,
difficult, easy; Favourite subject: Maths;
Favourite celebrity: Taylor Swift
Teachers Book
Tom: Er, how old are you, Brenda?

Brenda: Me? Im 15. How old are you?
Tom: Im 13 years old. Er, whos your favourite singer?
Brenda: Favourite singer Um, Adele. Shes fantastic.
Is Adele your favourite singer too? Tom: No, Im
sorry. My favourite singer is Shakira.
Shes great!
Unit 2
Unit 2 Good things all around

COMMUNICATIVE AND
LEARNING TASKS
CONTENTS
LEXIS
L1
School and personal items:

school rucksack, eraser, binder,
watch, umbrella, etc.
Teachers Book
Colours
L2
Other personal items: laptop, LED

TV, trainers, car, etc.
Adjectives: big, small, beautiful,
new, old, etc.
GRAMMAR
PHONOLOGY
Definite and indefinite articles:

the, a / an
Word order: adjective + noun
school and personal
items
What colour is / are... ?; Whats

your favourite... ?
colours
Demonstrative pronouns: this,

that, these, those
Whats this / that? Its a (n)...
What are these / those?
Theyre...
Pronunciation of
demonstrative
pronouns
Talking about school and

personal items.
Identifying and describing

different objects.
Writing sentences expressing
contrast.
Conjunctions: and, but
L3
Clothes and accessories: T-shirt,

skirt, necklace, watch, shirt,
trousers, etc.
Possessive case (s) / ()
Adjectives: cheap, expensive, etc.
How much are... ? / Theyre...
clothes and accessories
How much is... ? / Its...
Pronunciation of
numbers 20 to 100
Numbers 20 to 100
Opinion words and phrases
WI2
Colours
Clothes and accessories
Whats your favourite...?
PW2 What colour is it?

Is it (new)?
Talking about clothes and

accessories.
Discussing how much things cost.

topics
Integrating acquired knowledge

with a real life issue: in this
case, reading some comments
in a social network site about
somebodys preferences.

topics
Talking about preferences.
Lesson 1 (CB p. 18)
As a warm-up activity, students complete

the three podium positions with their three favourite
personal items and then take turns to tell the class
about them.
16
Draw students attention to the pictures of some

school and personal items in this activity. Then work on
the pronunciation of these items with the whole class.
Play the audio CD twice and have learners listen and
complete the sentences in Sams and Daras thought
bubbles using some of the words in the pictures. Finally,
play the recording one last time for students to check
answers and then elicit answers from the class.
17
Sam: Hi, Dara! What are your three favourite personal items?
Dara: Let me see My iPod, my diary and my rollerblades. And
what are your three favourite things, Sam?
Sam: Um, I think my skateboard, my football T-shirt and my
games console, definitely.
Dara: Thats really cool, Sam!

As a follow-up activity, students may play Hangman
in pairs or in groups using the vocabulary they have
recently learnt (school and personal items). The students
in the pairs or groups take turns to choose a word and
follow the usual procedure to play this popular game.
The word to guess is represented by a row of dashes, but
the first and last letters are written out. If the guessing
player(s) suggest(s) a letter which occurs in the word,
the other player writes it in all its correct positions. If
the suggested letter does not occur in the word, the
other player draws one element of the hanged man(a
stickman)as atally mark. The game is over when: 1) the
guessing player(s) complete(s) the word, or guess(es) the
whole word correctly; 2) the other player (the hangman)
completes the diagram (a hanged man in the gallows).
OPTIONAL ACTIVITY: Mime and guess.
students in a miming game. Prepare 10 flashcards
containing pictures or illustrations of the objects in
activity 2: a school rucksack, an iPod, a watch, an umbrella,
a skateboard, a smartphone, a diary, a football T-shirt, a
games console and rollerblades. First, model the game
working with the whole class. Place the cards face down
on a desk and pick up one card. Mime the real shape of
the object on the card, how to use it, what movements
are associated with it, etc. to help students guess what
the object is. Students who want to guess put up their
hands and you invite them one by one to play the game.
Encourage them to use the question: Is it a (n) ? (write
it on the board) as you nod or shake your head to say Yes
or No. Then put your card back on the desk and mix up all
the cards to start the game. Invite five students from each
team (A and B) to come to the front of the classroom. They
take turns to pick up a card from the desk and mime the
Lesson 1 (CB p. 19)
Refer students to the pictures in this activity and

work on pronunciation of the school items with the
whole class. Have learners match the pictures with
the words and phrases listed in this activity. Write this
question on the board: Whats the meaning of ? and
encourage students to use it in case they do not know
the meaning of any of the school items in the list. Check
answers with the whole class.
Answer key: (from left to right) First row of items:
5, 8, 9 Second row of items: 3, 2, (1), 7 Third row of
items: 4, 6, 10
Audio script 17
objects on their cards for their group members to guess.

Group members are allowed to ask only five questions per
card. Remind students of the procedure to follow that you
demonstrated before and keep a record of the two teams
performance on the board (ticks for correct guesses and
crosses for incorrect ones). The team with the most correct
guesses is the winner. Lay strong emphasis on the fact
that students who mime the objects on the cards are not
allowed to say anything. They must resort to mimicry all
the time and either nod or shake their heads to answer
their group members questions.
Teachers Book
Answer key: (Sam) my skateboard, my football T-shirt

and my games console; (Dara) my iPod, my diary and
my rollerblades
Ask students to match the colours with the

words. Then play the audio CD and have learners check
their answers. Play the recording again, this time making
pauses after each colour for students to listen and
repeat. This will help them improve their pronunciation.
18
Answer key: (from top to bottom) 7, 2, 4, 5, 8, 9, 11, (1),

3, 12, 10, 6
Audio script 18
Speaker: 1 green, 2 white, 3 black, 4 blue, 5 brown, 6 grey, 7 red,
8 pink, 9 purple, 10 light blue, 11 orange, 12 yellow
OPTIONAL ACTIVITY: I spy...
Explain to students that they will now practise the colours

through a guessing game called I spy First, model the
activity with the whole class. Choose an object in the
classroom that is visible to all students but do not mention
what it is. (Students should know the name of this object
in English). Then say and write on the board the following
17
Teachers Book
sentence: I spy with my little eye something (blue)

Students who want to guess put up their hands and you
invite them one by one to play the game. Encourage them
to use the question: Is it a (n) ? (write it on the board)
as you say No, it isnt. or Yes, it is. Finally, ask students to
work in pairs and take turns to play this game in a similar
way (See example below). Each student in each pair must
choose three different objects in the classroom. The student
who is guessing is allowed to ask only three questions per
item. Encourage pairs to keep a record of their performance
on a sheet of paper (ticks for correct guesses and crosses
for incorrect ones). The student in each pair with the
most correct guesses is the winner. Circulate around the
classroom monitoring students oral work.
Answer key: 2. black school rucksacks; 3. Its an

orange Ipod; 4. Theyre pink rollerblades.
Audio script 19
Speaker: 1 Its a white T-shirt.
2 Theyre black school rucksacks.
3 Its an orange iPod.
4 Theyre pink rollerblades.
USEFUL TIP:
Student A: I spy with my little eye something (red).

Student B: (pointing at a red pen) Is it a pen?
Student A: No, it isnt. Try again!
Student B: (pointing at a poster on the wall) Is it a poster?
Student A: Yes, it is. One point for you!
Language Draw students attention to the Useful

Tip box. Explain the questions and answers in this box
because students will need to produce similar ones in
activity 6. Finally, ask different students to answer the
following questions orally to check comprehension:
What colours the classroom wall?; What colour are the
classroom desks?; Whats your favourite school item?
19 Direct students attention to the Sign Up to

Grammar box. Ask a volunteer to read out the example
sentences and make sure the class understands the
difference between definite and indefinite articles (See
note below) and the use of an before nouns or adjectives
beginning with a vowel sound (an orange umbrella,
an eraser, etc.) Then focus students attention on the
Remember! section where learners are taught that in
English we use adjectives before nouns. Help different
students to provide more examples of adjectives followed
by nouns to check comprehension and write these
examples on the board. You may resort to some classroom
objects for this purpose (for example: the grey door, a brown
desk, etc.) Then revise the use of the pronouns it and they
that refer to only one or more than one item respectively.
Finally, refer students to activity 5 and ask them to rewrite
the sentences so that they use the adjective + noun
pattern. Correct the activity by playing the audio CD and
having learners listen and check their answers.
Students work in pairs. They look at the items in

activity 2 and take turns to ask and answer questions that
are similar to the ones in the examples given. Circulate
around the classroom monitoring students performance and
offering help if needed. Check the activity by asking some
pairs to role-play their dialogues for the rest of the class.

Answer key:
1 2. light blue; 3. green; 4. orange; 5. pink
2 2. an; 3. a; 4. a; 5. an; 6. a; 7. an; 8. a; 9. a; 10. a
3
Note: A definite article (the) is used to refer to things
or people when only one exists at any one time. For

example: the classroom board, the president of the United
States of America, etc. An indefinite article (a / an) is
used to refer to one thing or person when more than one
of the same kind exist at any one time. For example: a
student (in the class), an eraser (at a stationers), etc.
Direct students attention to the Grammar Reference
section, where they will find further examples and practice.
GR2
18
4 1. The; 2. a; 3. the; 4. an; 5. a

5 2. highlighter; 3. pencil sharpener; 4. school
rucksack; 5. eraser; 6. ruler; 7. pencil; 8. pencil case;
9. coloured pencils; 10. notebook
Lesson 2 (CB p. 20)

and practice.
GR3
Answer key: Students own answers. Possible answers:

Digital camera: 4, 6, 7; Trainers: 3, 4, 7; Car: 2, 4, 5, 9,
10; Bullet train: 1, 6, 7; Laptop: 6, 7
USEFUL TIP:
Grammar Focus students attention on the Useful Tip

box and explain the use of the conjunctions and and
but. Read out the sentences in the box and write some
other examples on the board to clarify ideas. Finally,
encourage the class to write two similar sentences in
their notebooks or folders using and and but.
Students write sentences on the notepad about

the items in activity 1 using and and but as shown
in the examples. Check the activity by asking some
volunteers to read aloud their sentences.
Audio script 20
Speaker: 1 This (pause) This
2 These (pause) These
3 That (pause) That
4 Those (pause) Those
Teachers Book
First, analyse with the whole class the meaning of the

adjectives in the list and work on pronunciation. Then ask
students to match these adjectives with the pictures. Tell
them that there are several possibilities and that answers
may vary. Finally, check the activity by asking some
Ask students to look at the pictures and their

position from the little hand (near or far). Then have
students fill in the gaps with a suitable demonstrative
pronoun. Play the audio CD for students to check their
answers.
21
Answer key: 2. These; 3. This; 4. Those
Audio script 21
Speaker 1: 1 That is my new house.
Speaker 2: 2 These sandwiches are really good.
Speaker 3: 3 This is a trendy watch.
Speaker 4: 4 Those T-shirts are beautiful.
Have students work in pairs. Ask them to take

turns to say the opposites of the adjectives in activity 1.
Ask some volunteers to role-play their dialogues for the
whole class.
Lesson 2 (p. 21)
You may ask some volunteers to read aloud the

example sentences in the box to work on the correct
pronunciation of these pronouns. Then refer learners to
activity 4. Play the audio CD and ask the whole class to
look at the pictures, listen and repeat in order to practise
pronunciation.
Draw students attention to the Sign Up

to Grammar box. Explain to students the use of the
demonstrative pronouns: this, that, these and those.
20
6 2. a black smartphone; 3. Theyre green school

rucksacks. 4. Theyre purple and blue rollerblades.
Students circle the correct option in each sentence.

Ask some volunteers to read out their answers.
Answer key: 1. This; 2. Those; 3. These; 4. That
USEFUL TIP:
Language Draw students attention to the Useful Tip

box. Work with the whole class on the questions and
answers: Whats this (that)? / Its a (an) ; What are
these (those)? / Theyre by pointing at different objects
in the classroom and encouraging students to answer
appropriately. Go on to say that we use the phrase
I think to express opinion or when we are not sure
about something. Cover up part of an object you have
got on your desk and show it to the class. Then ask
19
Teachers Book
students: Whats this? and encourage them to answer:

I think its a (an)
list once again for students to listen and repeat in order

to practise pronunciation.
OPTIONAL ACTIVITY:
Show the class different pictures of items they may be

able to identify. Ask students: Whats this? or What are
these? Learners who know the answer should put up
their hands and wait for their turn to answer: I think its
a (an) or I think theyre
Students work in pairs. They take turns to

point at different pictures and ask and answer questions
about them. Circulate around the classroom monitoring
students performance and offering help if needed.

Answer key:
1 (from top to bottom) 5, 3, 2, 1, 4
2 1. This; 2. That; 3. These; 4. Those
3 1. and; 2. but; 3. and; 4. but; 5. and; 6. but
4 3. its a laptop; 4. What are these (those)?;
5. Its a school rucksack.; 6. What are these (those)?
Lesson 3 (CB p. 22)
Focus students attention on the gift boxes and parcels

on page 22 and write these phrases on the board: my next
birthday and a gift. Explain the meaning of these phrases.
Then read out the incomplete sentence and provide an
example: For my next birthday, I want (a blue shirt and a
new pair of shoes). Finally, ask students to think of a gift
they would like to get on their next birthdays and have
them complete the sentence. Check the activity by asking
some volunteers to read out their sentences.
USEFUL TIP:
Vocabulary - Draw students attention to the Useful

Tip box and read out the list of clothes and accessories.
Teach the meaning of new words. Then read aloud the
20
Refer students to the photos of Cathy

and Jason. Tell the class that Cathy and Jason are now
speaking on the phone but later they will meet at the
clothes shop to buy a birthday gift for their friend Sam.
Focus students attention on the gapped dialogues (On
the phone and At the clothes shop) and ask learners to
complete them with the words in the box. Do not correct
students answers yet. Play the audio CD twice and
have students listen and check their answers. Finally, go
over the answers with the whole class to make sure all
students get them right.
22
Answer key: On the phone: 1. Hello; 2. Fine; 3. bad;

4. gift; 5. idea; At the clothes shop: 1. birthday;
2. beautiful; 3. they; 4. that; 5. Thanks
Audio script 22
Speaker: On the phone
Cathy: Hello, is that you Jason!
Jason: Yes. Hello, Cathy! How are you?
Cathy: Fine, thanks. And you?
Jason: Not bad. Its Sams birthday today!
Cathy: Oh, really?
Jason: Yes! Lets buy a gift for him.
Cathy: Great idea!
Speaker: At the clothes shop
Shop assistant: Good afternoon.
Cathy and Jason: Oh, hi!
Cathy: Its our friend Jasons birthday today. He loves trendy
clothes. How much are those beautiful trousers over there?
Shop assistant: Theyre 99.
Jason: Oh, I think theyre very expensive.
Cathy: Um How much is that T-shirt, please?
Shop assistant: That T-shirt is 21.
Cathy: Is the T-shirt OK, Jason?
Jason: Yes! I think its cool!
Cathy: This T-shirt is fine, sir. Here you are. 21 euros.
Shop assistant: Thank you. And heres your birthday gift.
Cathy and Jason: Thanks!
Shop assistant: Youre welcome!
USEFUL TIP:
Language & Vocabulary - Draw students attention to the

Useful Tip box. Explain that we use How much is? to ask
about the price of an item and How much are? to ask
Presenter 1: (Sandra) is wearing a black jacket, blue jeans

and white trainers. Thank you, Sandra! (Sandra walks
along the catwalk as Presenter 1 describes her clothes.)
Presenter 2: (Pablo) is wearing (Pablo walks along the
catwalk as Presenter 2 describes his clothes.)
Lesson 3 (CB p. 23)
Students listen to the audio CD twice and repeat

the numbers. Lay emphasis on the fact that we can
say either a hundred or one hundred. Play the audio
CD once again but this time making pauses after every
number. Ask different students to write the numbers on
the board every time you stop the recording.
23
Audio script 23
Speaker: twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety,
a hundred or one hundred
Explain on the board how to write these

numbers in English using words: 28 (twenty-eight), 67
(sixty-seven) and 84 (eighty-four). Then ask students to
write the numbers in the list in activity 4. To check the
Answer key: 2. thirty-two; 3. forty-five; 4. fifty-tree;

5. sixty-two; 6. seventy-six; 7. eighty-one;
8. ninety-eight
OPTIONAL ACTIVITY: Fashion parade.

Split the class into two or three groups (A, B and C)
and engage students in a fashion parade contest. Each
team should select a group of models and a group of
presenters. (There should be the same number of models
and presenters in each group.) Start the contest by asking
group As presenters to take turns to describe the clothes
each model in the group is wearing as they walk along
an imaginary catwalk in the classroom (for example:
an aisle between two rows of classroom seats). For this
activity, pre-teach is wearing and write an example on
the board: Juan is wearing blue jeans and a red sweater.
Invite the other group(s) to perform their fashion parades
in a similar way (See example below.) At the end of the
game, you will choose the winning team based on the
students overall performance in each group.
activity, play the audio CD making pauses after every

number and ask different students to write the numbers
on the board every time you stop the recording.
Audio script 24
Speaker: 1 twenty-one
2 thirty-two
3 forty-five
4 fifty-three
5 sixty-two
6 seventy-six
7 eighty-one
8 ninety-eight
OPTIONAL ACTIVITY: Maths contest.

students in a Maths contest. Prepare 17 flashcards
containing numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40, 50
and the Maths symbols + , - and =. Teach the words plus,
minus and equals. Model the game working with the
whole class first. Show the class two cards with numbers
20 and 3, and two cards with the symbols + and =. Stick
the four cards on the board in this order: (20 + 3 = ?). Help
the class read out the Maths operation and provide the
result: Twenty plus three equals twenty-three. Repeat the
same procedure with a subtraction example (for instance:
50 4 = ?). Then start the game by showing cards with five
different Maths operations to Teams A and B respectively.
Keep a record of the two teams performance on the board
(ticks for correct answers and crosses for incorrect ones).
The team with the most correct answers is the winner.
Students work in pairs. They role-play a similar

situation to the one in activity 2 (At the clothes shop).
Make sure learners swap roles when they role-play
the situation for a second time. Circulate around the
classroom monitoring students performance.
24
USEFUL TIP:
Stress Draw students attention to the Useful Tip box.

Explain that teen numbers (for example: thirteen, fourteen,
21
Teachers Book
about the price of two or more items. Also explain how

to answer these questions: Its. euros (pesos, dollars, )
Theyre euros (pesos, dollars, ) Then ask some students
different questions to check comprehension. For example:
How much is your watch?; How much are these pens?
Encourage students to answer them correctly and then
teach the meaning of the adjectives cheap and expensive.
Teachers Book
etc.) are stressed on the last syllable (teen) whereas numbers

such as thirty, forty, etc. are stressed on the first syllable.
Play the audio CD. Students listen and tick the

numbers they hear. Check students answers by asking
some volunteers to write the numbers on the board.
25
Answer key: 1. 12; 2. 13; 3. 14; 4. 50; 5. 16; 6. 70;

7. 80; 8. 19
Audio script 25
Speaker: t welve (pause) twelve
thirteen (pause) thirteen
fourteen (pause) fourteen
fifty (pause) fifty
sixteen (pause) sixteen
seventy (pause) seventy
eighty (pause) eighty
nineteen (pause) nineteen
Refer students to the Sign Up to Grammar box.

Explain the meaning and use of the possessive forms (s)
and (). If necessary, copy the example sentences on the
board, read them aloud and give further examples.
Note: Explain that we can say either James (clothes)
or Jamess (clothes). Both options are correct. Teach the

correct pronunciation of James (Jamess) /"dZeimziz/.
Write these other examples on the board to work
on pronunciation: Charless /"tSAlziz/and Mr Joness
/"dZUnziz/.
and practice.
GR4
who try to guess the name of the person whose clothes

are being described. Direct students attention to the
example given and encourage them to use it as a model.
Make sure students swap roles when they do the activity
all over again. You may encourage students to play this
game several times as you circulate around the classroom
monitoring their oral performance.

Answer key:
1 1. ; 2. s; 3. s / ; 4. ; 5. s; 6. s /
2 2. thirty-two; 3. forty-two; 4. sixty-one;
5. eighty-six; 6. a / one hundred
3 2. much are the , Theyre fifty-one euros.
3. How much is the watch? Its a / one hundred euros.
4. How much is the, Its thirty-three euros..
4 2. jacket; 3. T-shirt; 4. trousers; 5. socks; 6. skirt;
7. trainers; 8. shoes
5 1. m not; 2. new red; 3. beautiful; 4. how much;
5. Annes; 6. Is it; 7. that; 8. are; 9. those

Answer key:
1
Finally, draw students attention to activity 7. Ask them

to circle the correct option in each sentence. Check the
activity by asking some volunteers to read aloud their
answers.
Answer key: 1. Charless; 2. boys; 3. Jimmys;
4. friends; 5. Annas

describe one of their classmates clothes to their partners
22
2 1. a; 2. an; 3. an; 4. a
3 (from top to bottom) 4, 2, 1, 3
4 1. This; 2. These; 3. That; 4. Those
Students own answers
Students write about their own preferences. Check

the activity by asking some volunteers to read out their
written productions.
Students make a cool picture chart about their own

preferences. They can make it on coloured paper or go to
www.postermywall.com to design it.
World Issues 2
MY FASHION POSTS
(CB p. 26)
this case, reading some comments in a social network
site about somebodys preferences.
Students read Aikos posts and then answer true (T)

or false (F). Check answers with the whole class.
Answer key: 1. T; 2. F; 3. F; 4. T; 5. T
Students circle the correct option in each sentence.

Check the activity by asking some volunteers to read
aloud their answers.
Answer key: 1. dog; 2. a social network
Project Work 2
MY COOL PICTURE CHART
(CB p. 27)
Students work in pairs. They look at the picture

chart and take turns to describe Dannys preferences.
Circulate around the classroom monitoring students
performance.
Students work in pairs. They ask and answer

questions about their picture charts. Encourage students
to look at the example given and use it as a model.
Circulate around the classroom monitoring students
performance.
TEST REVISION TIPS:
In class, make a checklist of all the topics students need

to know before they take their first test. Write a list on
the board as you elicit the answers from students. Make
sure students are acquainted with the test structure
and marking system. Encourage students to do all the
exercises (Units 1 and 2) in the Grammar Reference
section for further practice. Ask students to circle the
emoticons (happy, neutral or sad faces) that appear
next to each grammar topic in the Grammar Reference
section to show whether they understand the topic very
well, well or not well. This may help develop students
sense of progress and awareness of their learning
processes.
TEST 1:
Now that students have completed Units 1 and 2, you

may assess the main skills developed and language,
grammar and vocabulary items taught by giving
students a test (See Suggested Annual Plan on page 4
of this Teachers Book). Make copies of photocopiable
Test 1 that is available on page 56 of this Teachers
Book and hand them out on the day of the test. The
answer key to photocopiable Test 1 is on page 59 of
this Teachers Book.
23
11
Teachers Book
5 1. sixty; 2. seventy-two; 3. ninety-one;

4. thirty-three; 5. a / one hundred; 6. twenty-three;
7. forty-five; 8. fifty-seven
6 1. ; 2. s; 3. ; 4. s
8 2. pink; 3. green; 4. black; 5. brown; 6. yellow;
7. blue; 8. orange; 9. purple; 10. grey; 11. red;
12. light blue
9 2. Are these Simons clothes?; 3. Is this Joans
house?; 4. Whats that?
10 (from top to bottom) 2, 4, 1, 7, 5, 3, 6
Unit 3
Unit 3 Family matters

COMMUNICATIVE AND
LEARNING TASKS
CONTENTS
LEXIS
Teachers Book
L1
L2
L3
Family members: mother,

brother, sister, etc.
Jobs and occupations:
doctor, architect, cook, etc.
Pets and other animals:

cat, dog, ferret, goldfish,
iguana, horse, spider, etc.
Parts of the body and face:

arms, legs, hands, nose,
eyes, mouth, etc.
Adjectives: tall, short,
blonde, dark, etc.
GRAMMAR
PHONOLOGY
words used to name family
members
Possessive adjectives: my, your, his,

her, its, our, your, their
Pronunciation of some words

used to refer to jobs and
occupations
Whats (his) job? / (He)s a doctor.
Have got (affirmative and negative

forms)
Pronunciation of contracted
forms: s got, ve got, hasnt
got, havent got
Prepositions of place: at (at home /

at school / at work)
Have got (interrogative forms and
short answers): Have you got...?
Yes, I have. / No, I havent.
Pronunciation of parts of the

body and face
What... have / has ... got?; What

colour eyes have you got?; What
colour hair has he got?
Talking about family members.

Describing peoples jobs and
occupations
Talking about pets and other

animals.
Expressing possession.
Describing peoples physical

appearance.
Writing a short physical
description of a person.
Recycling of L1-L3 lexical

WI3
items
Recycling of L1-L3 grammar topics

with a real life issue: in this case,
reading a blog about different
families around the world.

items
Designing a fact file on a famous

person and talking about it.
PW3
Lesson 1 (CB p. 28)
Model the activity by writing on the board the

word FAMILY and the examples given. Elicit from the
class some other words beginning with the other letters
in the word FAMILY (A, M, I, L and Y) and write them on
the board as well. (See possible answers in the box on
the right.) Once students are familiar with the activity,
encourage them to play this game in pairs. They should
try to remember words they have previously studied in the
Starter Unit, Unit 1 and Unit 2. Then say out loud: Start
24
the game! and students in each pair start writing down as

many words as possible. After two minutes, call out: Time
is up! To check the activity, circulate around the classroom
checking word spelling and helping pairs to determine who
the winner is. The winner in each pair is the student who
has been able to write more words correctly.
Answer key: Possible answers: (F: friend, fan, four,
French, first, fine, favourite, from, fast); (A: and, Art,
Vocabulary - Draw students attention to the Useful

Tip box. You should focus on the list of words used to
refer to some family members and explain to the class
that we can use either neutral words like mother, father,
grandfather and grandmother or shorter and informal
forms like mum, dad, grandad and grandma. Read aloud
the list of words and ask the class to repeat after you to
practise pronunciation.
Refer students to the Sign Up to Grammar box

on page 29. Draw students attention to the two lists that
appear in the box. Explain that these are Subject Pronouns
(I, You, He, She, It, We, You, They) and their corresponding
Possessive Adjectives (my, your, his, her, its, our, your,
their). Write these two sentences on the board: You are
a student. / Your name is Adrian. Explain to students that
Subject Pronouns are usually followed by a verb, whereas
Possessive Adjectives are usually followed by a noun. Ask
different volunteers to read out the examples in the box
and make sure the whole class understands these grammar
points. Finally, direct students attention to activity 2. Ask
them to read Julie Browns blog post about her school
friend Joey and his family. Then focus on the photo of
Joey and his family and ask learners to label the people
in the photo. To check the activity, circulate around the
classroom observing students performance.
Answer key: (from left to right) Anna, Bill, Linda,
Sue, Greg
OPTIONAL ACTIVITY:
You may write some sentences on the board (See

examples below) and ask the class to paraphrase them
using a possessive adjective.
1. Im Susan. = (My names Susan.)
2. Johns dog is friendly. = (His dog is friendly.)
3. This is my friends club. = (This is their club.)
4. Annas room is beautiful. = (Her room is beautiful.)
The students read the blog post in activity 2

again and then answer the true or false questions.
Answer key: 1. F; 2. F; 3. T; 4. F; 5. T
OPTIONAL ACTIVITY: Whispering Game.
Divide the class into two teams (A and B). Line up

the players. If there is an odd number of players,
one student can be the teachers helper. The teacher
whispers a message (the same message) to the first
person of both groups (A and B). (The teacher must
whisper the message in the players ears so that the
rest of the players cannot hear it). The message must
contain at least one of the words studied to refer to
family members. These are some examples of simple
messages: My mothers name is Margaret. John and
Paul are brothers. Their grandad is 70 years old. The
game only starts when both players know the message.
Then each player whispers the message to the next
player in his / her group successively until the last
player gets it. The teacher and his / her helper check
that players whisper the messages to their team
members without being heard. The last player of the
team that can repeat the message first and correctly
receives a point. Ask the helper to keep a record on
the board of the points awarded to each team. Start
the game all over again with a new message being
whispered by the teacher to the second students
of each group becoming the first ones in line. The
players that were the first ones the last time the game
was played must always go at the end of the line.
Continue playing the game until five messages have
been whispered. The winning team is the one that has
received more points.
Lesson 1 (CB p. 29)
Ask students to fill in the blanks in the sentences

with a suitable possessive adjective. Check the activity
by asking some volunteers to read aloud their answers.
Answer key: 1. her; 2. his; 3. our; 4. Their; 5. Its
USEFUL TIP:
Vocabulary - Explain to the class that the words in

the box refer to jobs and occupations. Teach those
words that may be new to students. You may work on
pronunciation by reading aloud the words and having
25
USEFUL TIP:
Check the activity by asking some volunteers to read

aloud their answers.
Teachers Book
are, and, Australia, actress, actor, also, American,

Argentinian, afternoon); (M: my, Maths, morning,
Manchester, me); (I: is, I, Italian, iPod, idea); (L: lab,
lucky, listen, letter, light blue, laptop, LED TV); (Y: you,
years, your, yellow, yes)
Teachers Book
students repeat them after you. Finally, draw students

attention to the Remember! section and explain the
use of a / an + job or occupation (Im a teacher. Hes an
architect.) Lay emphasis on the fact that no article is
required in English when we refer to more than one
person (Theyre doctors. Were mechanics.)
OPTIONAL ACTIVITY: Pictionary.

Write out on 12 separate small pieces of paper these
jobs and occupations: doctor, teacher, architect, police
officer, office worker, nurse, dentist, mechanic, cook,
secretary, singer and actor. Then draw on the board
three columns and write these subject pronouns at the
top of each column: He, She and They. After that, stick
the pieces of paper with the jobs and occupations face
down on the board so that students cannot read them.
(There must be four pieces of paper in each column.)
Divide the class into two groups (A and B). Invite one
student from group A to remove one piece of paper
from one of the columns (for example, from the one
with the pronoun He). The student reads the paper
silently and draws the word on the board for the other
players in his / her team to guess. No sounds or miming
is allowed. Team members must give full answers when
guessing, for example: Hes an office worker. Hes a
doctor. and so on. Repeat the same procedure with
group B now and continue working like this until there
are no more pieces of paper on the board. This game
works best using a stop watch (30 seconds every time
a student has to draw on the board). A point is
awarded to the team that can guess correctly in the
allotted time. The team with the most correct guesses
is the winner.
Follow-up: To teach new vocabulary related to jobs
and occupations, you may act out (without speaking

or making noises) some other words such as: bus driver,
pilot, waiter, etc. for students to guess. They provide the
answer in their mother tongue and you write the English
equivalent on the board.
Joey: I love my family. Theyre really cool!!! My dads an

architect. His office is in the city centre. My mum is a teacher
at the local school and her students love her. My grandma
and my grandpa..., well, what can I tell you? Theyre great.
My grandpa Bill is a dentist and my grandma Sue is a cook in
an Italian restaurant.
Students unscramble the sentences. Monitor their

work as you circulate around the classroom. Once
everybody has finished, check the activity by asking some
volunteers to write their sentences on the board.
Answer key: 2. Is her mother an architect? 3. I think
their sisters are school teachers. 4. Wendys father is an
office worker. 5. Kevins a schoolboy and his sister is a
secretary.
USEFUL TIP:
Language Direct students attention to the Useful Tip

box at the bottom of the page. Explain that we use the
question: Whats his / her job? to ask about somebodys
occupation. As for the answer to this question, remind
students of the use of a / an before any word that refers
to a job or occupation.
Model this speaking activity by asking a

volunteer to help you read out the dialogue in the speech
bubbles. Then students work in pairs in a similar way,
asking and answering questions about their families.
Circulate around the classroom monitoring students oral
performance and making sure they swap roles. Check
the activity by asking different pairs to role-play their
dialogues for the whole class.
OPTIONAL ACTIVITY:
Ask students to listen to Joey talking about his

family as you play the audio CD. Then play the recording
again and ask learners to match the columns. Finally,
play the audio CD one last time and make pauses where
necessary for students to check their answers.
26
Answer key: 1. a cook; 2. an architect; 3. a dentist;

4. a teacher
26
Audio script 26
Design cards containing words referring to jobs and

occupations. There should be one card per student. Hand
out the cards to students. They circulate around the
classroom asking and answering questions about each
others jobs. Encourage students to use the possessive
adjective your in their questions.
Student A: Whats your job?
Student B: Im a cook.
Lesson 2 (CB p. 30)
Draw students attention to the animal shapes

on the blog screen on page 30. Ask students if they
know these animal names in English. Help them provide
the answers and write them on the board: dog, fish,
rabbit, turtle, cat and iguana. Now read out the warm-up
question in activity 1 and ask a volunteer to read aloud
the example answer. Finally, have students talk about
their favourite animal in pairs. Circulate around the
classroom monitoring the activity and offering help if
needed.
USEFUL TIP:
Vocabulary Draw students attention to the Useful

Tip box. Read aloud the list of pets and other animals
and encourage students to ask: Whats the meaning
of ? when they encounter a new word. Teach the new
vocabulary, work on pronunciation and then pass on to
the following Useful Tip box.
USEFUL TIP:
Grammar Read out the phrases in this box and

explain that we use the preposition at to mention
that somebody or something is at a specific place, for
example: at home, at school, at work.
Direct students attention to the Sign Up to

Grammar box on page 31 and discuss the affirmative
and negative forms of have got. Lay emphasis on the
contracted forms and explain to students that they
can use either the full forms or the short (or contracted
forms) of have got but that there is a difference (full

section, where they will find further examples and
practice.
GR5
Now ask students to go back to activity 2. Have them

read the comments in the blog and circle the correct
options in the follow-up sentences. Check the activity by
Answer key: 1. has got; 2. havent got; 3. have got;
4. has not got; 5. have got; 6. has got
Answer key:
1 1. mother; 2. grandma; 3. brother; 4. sister; 5. grandad
2 2. your; 3. his; 4. her; 5. its; 6. our; 7. your; 8. their
3 1. His; 2. our; 3. Her; 4. Its; 5. your, their
4 1. my; 2. His; 3. an; 4. His; 5. a; 6. Her; 7. their;
8. Its; 9. Their
5 1. police officer; 2. mechanic; 3. architect;
4. office worker; 5. cook
forms are used in more formal situations than short

forms). Read aloud the short forms and ask learners to
repeat them after you to practise pronunciation. Finally,
explain the different uses of (s) in the Remember!
section of this grammar box. Write more examples on the
board to check students comprehension.
Teachers Book
WB CB p. 77 Now that you have finished teaching this

on CB page 77. You may assign these exercises as
homework.
Lesson 2 (CB p. 31)
Students fill in the blanks in the sentences using

have got or has got. Check the activity by asking some
volunteers to read aloud their complete sentences.
Answer key: 1. have got; 2. have got; 3. has got;
4. have got; 5. has got
Students rewrite the sentences using contracted

forms (ve got or s got). Check the activity by asking
some volunteers to write their complete sentences
on the board. Once all the answers are written on the
board, ask the whole class to read them aloud to practise
pronunciation of the short forms of have got.
Answer key: 1. Weve got a fabulous classroom.
2. Hes got two dogs and a cat. 3. Youve got two friendly
pets at home. 4. Shes got a horrible orange bike.
27 Tell students that they will listen to Charlie talking

about pets he has or hasnt got and pets his friend Linda has
or hasnt got. Students listen to the audio CD and complete
the chart. Play the recording twice. Check the activity by
Answer key: Charlie. Pets hes got: a hamster, a

Siamese cat, two dogs. Pets he hasnt got: a ferret,
27
Teachers Book
a canary. Linda. Pets shes got: an iguana, a spider.

Pets she hasnt got: a dog, a cat
Audio script 27
Charlie: Hi! My names Charles Gordon. But Im simply Charlie
at school. I love animals. Ive got a hamster but I havent got
a ferret. Ive got a Siamese cat and a two dogs but I havent
got a canary. And my friend Linda; shes got an iguana and a
spider at home but she hasnt got a dog or a cat. What about
you? Have you got a pet at home or at school?
OPTIONAL ACTIVITY: Memotest.

Get 10 different pictures of the pets and other animals
studied in this lesson. Paste the pictures onto an A4
blank sheet of paper. Make a photocopy for each group
of three to four students and cut out squares (all the
same size) containing the pictures. Write the words of
the ten animals in the pictures on another A4 blank sheet
of paper. Make a photocopy for each group of three to
four students and cut out squares containing the words.
(The squares should all be the same size as the pictures
cards you designed before.) To play the game, divide the
class into groups of three to four students. Shuffle the
20 cards (pictures and words) and place them face down
on a desk for each group to start playing Memotest. The
players in each group take it in turns to flip over two
cards at the same time. Players miss their turn and must
put the two cards face down again when: 1) they get
two words; 2) they get two pictures: 3) they get a word
that does not match a picture. If players get a word that
matches a picture, they must spell the word and read it
out to get a point. They must leave the two cards face up
and continue playing until they miss their turn. Circulate
around the classroom checking students are playing the
game correctly. The winner in each group is the one who
has been awarded more points. In case there is a tie in
one of the groups, ask students to come to the front
of the classroom. You read out and spell these animal
names for students to write them down on the board:
kangaroo, rhinoceros, crocodile, elephant, antelope,
giraffe and reindeer. The first student to make a mistake
loses the game.
Students turn the sentences into the negative form.

Ask them to identify the sentences that have full forms
of have got (sentences 1, 2 and 3) and short forms of
this verb (sentence 4). Check the activity by asking some
28
volunteers to write their complete sentences on the

board. Once all the answers are written on the board,
ask the whole class to read them aloud to practise
pronunciation of the full and short negative forms of
have got.
Answer key: 2. He hasnt got a new games console.
3. I havent got two big parrots at home. 4. My friends
have not got an iguana at school.
Ask students to work in pairs. Explain that they

are going to talk about the pets that some people they
know have got. Demonstrate the activity by reading out
the example provided and completing the unfinished part
with your own ideas (Its yellow and ). Then students in
each pair take turns to carry out the activity in a similar
way. Circulate around the classroom monitoring students
oral performance.

homework.
Answer key:
1 1. ferret; 2. goldfish; 3. spider; 4. horse; 5. hamster
2 First row from left to right: ve got, havent got;
Second row from left to right: s got, hasnt got
31
. ve got; 2.s got, hasnt got; 3. ve got; 4. s got,
hasnt got; 5. ve got / havent got, havent got / ve got
5 1. has got; 2. hasnt got; 3. at school; 4. its; 5. Its
Lesson 3 (CB p. 32)
As a warm-up activity, ask different students to

give their opinion about their favourite social networks.
Encourage them to use some adjectives they learnt in
previous units (cool, great, etc.) Write students answers
on the board. For example: My favourite social network is
Facebook. I think its fabulous!
Answer key: 1. tablet; 2. got; 3. brother; 4. beautiful;

5. small; 6. friendly; 7. girlfriend; 8. am
Audio script 28
Jack: Hi, Tom! Is that your new tablet?
Tom: Yeah! And its got my favourite social network site,
Instagram.
Jack: Wow! Thats fabulous.
Tom: Come here, Jack! Youre my brother. Look at these pictures
of my new schoolmate. Her names Vronique and shes from
France.
Jack: Shes really pretty. Has she got a boyfriend?
Tom: No, she hasnt. Vroniques got beautiful eyes and a small
nose. Her legs and arms are just perfect. And shes very nice
and friendly. Have you got a girlfriend, Jack?
Jack: Me? No, I havent. And you Tom? Have you got a
girlfriend?
Tom: Yes, I have. Unfortunately
Jack: Oh, come on, Tom! Arent you in love with your girlfriend?
Tom: Yes, I am. Its just a joke, Jack.
OPTIONAL ACTIVITY:
You may ask different pairs of students to memorise the

dialogue and role-play it. They first rehearse it several
times with your help before they actually role-play it for
the whole class. You may also ask some pairs to change
some parts in the original dialogue: names, places and
adjectives.
Draw students attention to the photo of the young

womans face at the bottom of the page. Ask students
to label the parts of the face using the words in the box.
Check answers with the whole class and read out the
parts of the face several times for students to repeat
after you and practise pronunciation.
Answer key: 1. hair; 2. ears; 3. eyes; 4. nose; 5. mouth
Lesson 3 (CB p. 33)
Teach the meaning of the words in the box and read

them out several times for students to repeat after you
and practise pronunciation. Then ask students to label
the parts of the body in the picture. Check answers with
the whole class.
Answer key: 1. head; 2. finger; 3. hand; 4. arm;
5. leg; 6. foot

Students may play Hangman in pairs or in groups using
the vocabulary they have recently learnt (parts of the
body and face). The students in the pairs or groups take
turns to choose a word and follow the usual procedure to
play this popular game. The word to guess is represented
by a row of dashes, but the first and last letters are
written out. If the guessing player(s) suggest(s) a letter
which occurs in the word, the other player writes it in
all its correct positions. If the suggested letter does not
occur in the word, the other player draws one element of
the hanged man(a stickman)as atally mark. The game
is over when: 1) the guessing player(s) complete(s) the
word, or guess(es) the whole word correctly; 2) the other
player (the hangman) completes the diagram (a hanged
man in the gallows).
USEFUL TIP:
Vocabulary Draw students attention to the Useful

Tip box below the Sign Up to Grammar section. Explain
that in English some nouns have got regular plural forms
(friend, friends; car, cars; watch, watches; box, boxes; etc.)
because we simply add an s or es to these nouns. Also
explain that in English some nouns have got irregular
plural forms because the whole word changes (man, men;
woman, women; foot, feet; tooth, teeth; etc.) Write on the
board all the examples you provide for both regular and
irregular forms of nouns so that students can copy them
down in their notebooks or folders.
USEFUL TIP:
Vocabulary Refer students to the Useful Tip box at the

bottom of the page. Read out and explain the meaning
of the adjectives for height, hair colour and eye colour.
29
Ask students to read the dialogue ignoring

the blanks. Help them with the vocabulary they may
not be familiar with. Then draw students attention to
the photos next to the dialogue and ask the whole class
these questions: Who are these two boys?; Whats Toms
favourite social network?; Whos the girl in the picture on
the tablet?; Wheres she from?; Has she got a boyfriend?
Finally, students listen to the recording and fill in the
blanks in the dialogue. You may play the audio CD twice.
Check the activity by asking two volunteers to read aloud
the complete dialogue.
28
Teachers Book
Teachers Book
As a follow-up activity, you may show students big

colourful pictures of famous people and encourage them
to describe these celebrities using the adjectives they
have just learnt. For example, you may ask the class: Can
you describe (Johnny Depp) physically? Expected answer:
Hes tall and hes got dark hair.
Draw students attention to the Sign Up to Grammar

box. Explain the interrogative form and the short answers
of have got. Check students comprehension by asking
the whole class some questions and helping them provide
short answers. For example, you may ask the class: Have
you got an English course book?; Have you got a canary in
the classroom?; Has Vronique (the girl in the pictures on
page 32) got a beautiful face?; Has Vronique got blonde
hair? Then explain the pattern in the questions beginning
with What in the Sign Up to Grammar box. As a followup activity, you may resort to the same pictures you used
in activity 4 but this time asking students questions such
as: What colour hair has (Johnny Depp) got?; What colour
eyes has (Taylor Swift) got?; etc.
Finally, direct students attention to activity 5 and ask
them to fill in the blanks with a suitable word. Check
the activity by asking some volunteers to read out
their answers.
Answer key: 2. Have, got; 3. he hasnt; 4. havent;
5. What, has; 6. Has, got; 7. What, have, got; 8. they have
Students work in pairs. They look at the pictures

and take turns to ask and answer questions about the
people in them. Ask students to use the example provided
as a model. Circulate around the classroom monitoring
students oral work.

homework.
Answer key:
1. finger; 2. hand; 3. leg; 4. head; 5. arm; 6. foot
2 1. Have they got blue eyes and blonde hair?
2. Has Sheila got a beautiful face? 3. Have you
got a new schoolmate? 4. Has Tim got a very
modern tablet?
3 1. hair; 2. ears; 3. eyes; 4. nose; 5. mouth
4 1. have, got; 2. Has, got, has; 3. got, ve got;
4. got, at, havent; 5. Has, got, has

Answer key:
1 2. Shes a doctor; 3. Theyre police officers;
4. an architect
2
OPTIONAL ACTIVITY:
For the following class, students may bring colourful

pictures from glossy magazines showing different famous
people. Working in groups, they take turns to ask and
answer questions about these celebrities using the
language, grammar and vocabulary they have learnt in
this lesson.
Students write a short physical description of

one of the people in the pictures in activity 6. You may
assign this task as homework.
30
3 1. Its; 2. her; 3. their; 4. His; 5. our

4 29 Alan: an office worker, Its not bad;
Betty: a secretary, Its terrible;
Sam and Nick: car mechanics, Its fabulous
5 1. family; 2. got; 3. Our; 4. enormous;

5. countryside; 6. pet; 7. but; 8. has; 9. horrible;
10. dad; 11. job; 12. big
6 2. Pat and Sue have got a ferret but they havent got
an iguana. 3. Nicos got a goldfish but he hasnt got
a hamster. 4. Millies got a canary but he hasnt got
a parrot.
7 1. school; 2. work; 3. home
8 1. nose; 2. feet; 3. mouth; 4. arm; 5. eye; 6. hand
9 1. got, hasnt; 2. has, got; 3. Has, got, has;
4. What, has, got, blonde
World Issues 3
FAMILIES AROUND THE WORLD
(CB p. 36)
Presenter: Speaker 1, Alan

Alan: Hi, there! Im Alan. Im thirty years old and Im
from London. Ive got a job in the city centre. Its not
bad. Im just an office worker.
Presenter: Speaker 2, Betty
Betty: My names Betty Sinclair and Im from Reading,
a city near London. Im just a secretary in a local
company. About my job ? Well, what can I say?
Um , I personally think its terrible.
Presenter: Speakers 3, Sam and Nick
Sam: Hi, Im Sam.
Nick: Hi, there! Im Nick.
Sam: Were brothers and were car mechanics. Our job is
fabulous and weve got a very nice and modern garage.
Were from Sheffield, a city in the north of England.
Answer key: 1. F; 2. T; 3. F; 4. F; 5. T; 6. T
Project Work 3
MY FAMOUS PERSON FACT FILE
(CB p. 37)
Students read Charlenes fact file and complete it

using the words in the box. Check the activity with the
whole class.
Answer key: 1. Real; 2. American; 3. actress;
4. members; 5. hair; 6. home; 7. Famous
Students think of a famous person. At home or at

the school computer lab, they google some information
about this celebrity and design a fact file similar to the
one in activity 1. They may do this activity on paper or by
using a computer. Encourage students to include some
pictures to illustrate their fact files.
Finally, students work in pairs. They exchange fact

files with their partners and talk about the person in the
fact file they receive. Circulate around the classroom
monitoring students oral work and helping them carry
out the activity if necessary.

this case, reading a blog about different families around
the world.
Students read the blog comments and match them

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

false (F). Check answers with the whole class.
31
Teachers Book
Audio script 29
Unit 4
Unit 4 Dont do that!

COMMUNICATIVE AND
LEARNING TASKS
CONTENTS
LEXIS
L1
Teachers Book
L2
L3
GRAMMAR
PHONOLOGY
Some action verbs: open, close, Imperatives: Sit down!; Stop!;

sit down, stand up, walk, run,
Dont open that door!; Please
listen, clean, take, etc.
dont shout!, etc.
action verbs
Health problems: headache,

stomachache, earache, a sore
throat, etc.
Imperatives: Take some medicine.;

Stay in bed.; Dont eat junk food!;
Whats the matter?; Whats the Dont do exercise.; etc.
problem?; Whats wrong?
Rooms and places in a house:
There is / There are (affirmative,
bedroom, living room, garage,
interrogative and negative forms)
garden, bathroom, kitchen, etc.
Wheres... ? / Where are... ?
Objects at home: lamp, rug,
Prepositions of place: in, on,
TV, plant, sofa, mirror, desk,
under, between
chair, etc.
words and phrases that
refer to health problems
words related to rooms
and places in a house
Giving orders, commands and

instructions.
Writing a set of instructions.
Talking about health problems.

Making recommendations and
suggestions.
Describing rooms and places in a

house.
Talking about objects at home.
Writing a short description of a
room.

WI4
items

topics

reading about two different homes
and their inhabitants.

items

topics
Making a collage of a dream house.

Writing a short description of it and
making an oral presentation.
PW4
Lesson 1 (CB p. 38)
Have students work in pairs. They take turns to

answer the questions in the warm-up section: (Have you
got a pet? If so, what kind of pet is it?). If they do have
pets, they tell their partners about them and describe
them. Circulate around the classroom monitoring
students oral work. Then ask some volunteers to describe
their pets to the whole class.
32
USEFUL TIP:
Some action verbs - Ask different volunteers to read

out the verbs listed in the box. Explain the meaning of
those verbs students may not know. Check students
pronunciation by asking the whole class to repeat the
verbs after you.
Have students look at the picture of the two

girls in activity 2. Ask the whole class: What have
the two girls got in their hands? (Expected answer:
Theyve got a smartphone.) Then ask students: Have
you got a smartphone? (Expected answers: Yes, I have.
30
Audio script 30
Lucy: Hi, Kim!
Kim: Hi, Lucy! Whats that?
Lucy: Ive got a new virtual pet.
Kim: Oh, really?
Lucy: Yes! Its names Techy.
Kim: Oh, please, show me your pet!
Lucy: Here it is. Its a new application on my smartphone.
You download it and Ta- da! Youve got a virtual pet!
Kim: Great!
Lucy: Now give him a voice command, please.
Kim: A voice command?
Lucy: Yes, give him a simple order, like walk or run.
Kim: Ok. Techy sit down! And now stand up!
Lucy: You are a good dog, Techy.
Kim: Oh, its beautiful!
Lucy: Yes, it is! Listen, Techy! Now walk! Oh, walk! Dont run,
Techy! Stop! Stop!
OPTIONAL ACTIVITY:
If there is some time available and you think it is

appropriate to your teaching situation, you may ask
different pairs of students to read out the dialogue. Ask
boys to change their names in the dialogue when they
read it out.
Draw students attention to the Sign Up to

Grammar box on page 39. Teach the form and use of
Imperatives in the affirmative and negative. Ask students
to look at the Remember! section and make sure they
understand the importance of saying please in English
when giving an order, an instruction or a command .
GR6
Lesson 1 (CB p. 39)
Students match the instructions / commands

with the pictures. Then they listen to the audio CD to
check their answers. Play the recording once again,
making pauses after every instruction / command for
students to repeat them. Lay emphasis on the correct
pronunciation of dont \dUnt\ for the negative
instructions / commands.
31
Answer key: 1. T; 2. F; 3. F; 4. T
Now refer students to activity 3. Have students work

in pairs and ask them to imagine that their partners
are virtual robots like Techy in the dialogue. Students
take turns in each pair to give their partners (or virtual
robots) some voice commands that they have to follow.
Monitor students oral work as you circulate around
the classroom. Ask some volunteers to role-play their
dialogues for the whole class.
Teachers Book
No, I havent.) Ask some students who have answered

affirmatively: What apps have you got on your
smartphone? (Possible answers: Ive got some games
and Twitter.) Finally, play the audio CD and ask learners
to listen and read the dialogue between the two girls.
Students read the sentences 1 to 4 below the dialogue
and then answer true (T) or false (F). Play the audio CD
again. Check the activity by asking some volunteers to
read out their answers.
Answer key: (from top to bottom) 2, 10, 5, 8, 7, (1), 4,

6, 9, 3
Audio script 31
Speakers: 1 . Dont run!
2. Dont shout!
3. Clean the board, please.
4. Listen!
5. Open your books.
6. Please dont play games!
7 Sit down.
8. Close the door, please!
9. Do your homework.
10. Stop!
Ask students to read the lists of verbs and verb

phrases in the two charts and to observe whether they
have ticks (3 = do's) or crosses (7 = donts) next to
them. Then have students write a set of instructions
using these verbs and verb phrases, and the conjunctions
and or but. Read aloud the two example sentences
and encourage students to use them as models. Check
the activity by asking some volunteers to write their
sentences on the board.
33
Teachers Book
Answer key: Dont talk in class and dont use your

mobile phones. Do the exercises but dont use the
dictionary. Listen to the CD and repeat.
Students work in pairs. They look at the pictures

and give their partners some simple commands /
instructions. Encourage students to take it in turns when
they do this speaking activity. Circulate around the
classroom monitoring students oral work. Finally, ask the
whole class what word is missing in all these commands /
instructions. Expected answer: The magic word: please.
(Please dont use your mobile phone. / Knock on the door,
please. / Please close your smartphone app. / Dont take
photos, please.)
Answer key: 2. Dont use your mobile phone. 3. Knock
on the door. 4. Close your smartphone app. 5. Dont
take photos.
OPTIONAL ACTIVITY:
You may ask students to write the answers to activity 6

in their notebooks or folders.

lesson, it is advisable to turn to the workbook activities on
CB page 80. You may assign these exercises as homework.
Answer key:
1
Lesson 2 (CB p. 40)
Draw students attention to the pictures of the adult

man, the adolescent boy and the small boy. Ask the
whole class the following question and write it on the
board: Whats the problem with these people? Elicit the
answer from the class and write it on the board as well:
Theyre ill. Then have students match the words and
phrases with the pictures. Check answers with the whole
class and work on pronunciation. As a follow-up activity,
ask the whole class these questions: Whats the problem
with the man? Expected answer: Hes got a headache.
Whats the problem with the adolescent boy? Expected
answer: Hes got a cough. Whats the problem with the
small boy? Expected answer: Hes got a temperature.
Answer key: (clockwise, from top to bottom) 4, 1, 3, 2, 5
32 Before dealing with the listening activity, direct

students attention to the Sign Up to Grammar box on
page 41 and discuss the use of imperatives to make
recommendations and suggestions. Then tell students that
they are going to listen to a dialogue that is divided into
three different parts. Play the audio CD as students listen
and read the dialogue between Immi and her mother.
Clarify the meaning of those words students may not be
familiar with. Finally, students re-read the dialogue and
complete the true or false sentences. Check the activity
by asking some volunteers to read out their answers.
Answer key: 1. T; 2. F; 3. T; 4. F
Audio script 32
2 1. Open; 2. Do; 3. Sit; 4. close; 5. Speak

3 1. but; 2. and; 3. but; 4. and
4 1. Listen; 2. Do; 3. Dont run; 4. Dont chew;
5. Dont use
6 2. Dont walk on the grass! 3. Silence! Please, be quiet!
4. Dont use your mobile phone during the show!
34
Speaker: Part 1
Mum: Wake up, Immi! Its time to go to school!
Immi: Oh, Mum I (She coughs)
Mum: Whats the matter, honey?
Immi: I think Im ill. Ive got a cough (She coughs again) and a
headache.
Mum: Wheres the thermometer? Ah, here it is. Lets see.
Speaker: Part 2 (Three minutes later)
Mum: Immi, youve got a temperature. Lets phone the doctor!
Immi: Ok, Mum. (She coughs again)
Speaker: Part 3 (Thirty minutes later)
Mum: So, doctor, whats the matter with Immi?
and they are given some recommendations. Students

listen to the audio CD and fill in the gaps. Play the
recording several times if necessary. Check the activity
by asking some volunteers to write their answers on
the board.
Doctor: Well, shes got a cold.

Immi: Is it bad?
Doctor: No, it isnt. Its a common cold. Listen, Immi! Drink a
lot of water, stay in bed and take this medicine. Dont go to
school today and tomorrow.
Immi: Ok, doctor.
Mum: Thank you, doctor!
Doctor: Youre welcome! Take care and get better, Immi.
Goodbye.
Immi and Mum: Goodbye.
Answer key: 1. a temperature; Stay in bed and take

some medicine; 2. Hes got stomachache. Dont eat
junk food. 3. Hes got a (terrible) headache. Take an
aspirin.
USEFUL TIP:
Lesson 2 (CB p. 41)
Ask students to match the words and phrases with

the illustrations. Encourage students to work in pairs.
Check the activity with the whole class and work on
pronunciation.
Answer key: (clockwise, from top to bottom) 5, 3, 2, 4, 1
Students match the health problems with the

doctors recommendations. Check answers by reading
aloud the problems one by one and asking the class to
call out the corresponding recommendations.
Answer key: (from top to bottom) 3, 2, 4, 1
Students work in pairs. They imagine their

partners are ill and so they make some suggestions for
their partners to follow. Model the task with one of the
students by reading out the example provided. Encourage
students to swap roles once they have finished doing
the speaking task for the first time. Circulate around the
classroom monitoring students oral work.
33 Tell students that they are going to listen to

three situations in which three different people are ill
Audio script 33
Presenter: Situation 1. Sue
Doctor: Whats the matter with you, Sue?
Sue: I think Ive got a temperature.
Doctor: Mm Lets see Yes, youve got a temperature. Stay in
bed and take this medicine.
Sue: OK. Thank you, doctor.
Doctor: Youre welcome.
Teachers Book
Language - Draw students attention to the Useful Tip

box. It is important for students to know that in English
we may use different phrases or expressions to mean
the same. Explain that Whats the matter?, Whats the
problem? and Whats wrong? have the same meaning
and can be used interchangeably.
Presenter: Situation 2. Philip

Mum: Whats wrong with you, Philip?
Philip: Ive got stomachache.
Mum: Well, dont eat junk food! No more hamburgers and no
more chocolate
Philip: Sorry. I know
Presenter: Situation 3. Danny
Friend: Hi, Danny!
Danny: Hi
Friend: Hey, whats the matter?
Danny: Ive got a terrible headache.
Friend: Take an aspirin then!
Danny: Have you got one?
Friend: Yes, I have. Here you are.
Danny: Thanks!
Friend: Thats all right.
Students imagine that one of their friends has

got the flu and use the words in the boxes to write some
suggestions. Explain to the class that answers may vary.
Check the activity either by asking some volunteers to
write their answers on the board or by correcting them in
their Course Books.
Answer key: Possible answers: 2. Stay in bed.
3. Dont do exercise. 4. Drink a lot of water.
5. Take some medicine.
35
Teachers Book

homework.
Answer key:
1 1. stomachache; 2. the flu; 3. earache; 4. toothache;
5. a temperature; 6. a common cold; 7. a sore throat;
8. a headache
2 (from top to bottom) (1), 9, 2, 7, 3, 5, 6, 8, 4
3 1. a cold; 2. Shes got toothache. 3. a headache;
4. Shes got stomachache
4 1. Stay in bed. 2. Dont eat junk food. 3. Drink a lot
of water. 4. Take some medicine.
5 Possible answer:
Doctor: Good morning! Whats the matter?
Patient: Good morning, doctor. Ive got stomachache.
Doctor: Well, eat healthy food and take this
medicine.
Patient: OK. Thank you doctor!
Doctor: Youre welcome!
Lesson 3 (CB p. 42)
Ask students to read the list of words in the warm-up

activity. Check whether they know the meaning of all
these words and teach those they may not know. Then
have learners tick the objects they have got in their
bedrooms. Check the activity by asking some volunteers
to share their answers with the whole class. Encourage
them to start like this: In my bedroom, Ive got... .
Note: It is always a good idea to make a big poster

with some useful classroom language and stick it on
one of the classroom walls so that students can refer
to it when the occasion arises. In this case, they can be
reminded of the question: Whats the meaning of?
that you can write on the poster and students can
use to ask you about words or expressions they do
not know. You can also include some other questions
and sentences, such as: Can you repeat that, please?,
Can you play the CD once again, please?, How do you
pronounce / this word?, Sorry, I dont understand., We
dont understand how to play this game. to mention just
some other examples of useful classroom language.
36
Refer students to the Sign Up to Grammar box

on page 43 and teach the use of There is and There
are in the three forms (affirmative, interrogative and
negative). Explain that we can use the contraction (s ) in
the affirmative singular form (Theres), but we cannot use
a contraction in the plural form (There are) or when we
give a short answer (Yes, there is). You may ask different
volunteers to read out the example sentences in the
Sign Up to Grammar box. As a follow-up activity, you
may write some questions on the board to help students
practise how to answer them. For example: Is there a TV
in our classroom? Expected answer: Yes, there is. / No,
there isnt. Are there three posters on the wall? Expected
answer: Yes, there are. / No, there arent. Ask the whole
class these questions (and some others you can think of)
and encourage them to provide short answers orally.

GR7
Once you make sure students have understood this new

grammar item, direct their attention to activity 2. Ask
them to read Andreas blog and have them match the
words and phrases in bold with the pictures. Explain
to students that bold means printed in thick and dark
letters. Circulate around the classroom offering help with
those words in the text that students may find difficult
to understand. Check the activity with the whole class
and work on pronunciation.
Answer key: (clockwise, from top to bottom) 5, 2, 9, 8,
1, 7, 10, 4, 3, 6
USEFUL TIP:
Grammar - Draw students attention to the Useful Tip

box. Explain the use of Wheres? and Where are ?
to ask about the location of one or more than one object,
person or place respectively. Tell students that we show
the position where something or somebody is by using
a preposition of place (in, on, under, between, etc.) Ask
some volunteers to read out the example sentences in
the box. Clarify the meaning of the prepositions in the
example sentences if necessary.
Have students answer the questions about Andreas

bedroom. Circulate around the classroom offering help.
Check the activity by asking some volunteers to write
their answers on the board.
As an extension activity, you may ask students to work

in pairs. Hand out to each pair of students colourful
pictures from glossy magazines showing different
rooms in a house and objects in different positions (on
something, under something, between two other things,
etc.) Students take turns in each pair to ask and answer
questions about the location of different objects in the
pictures. Circulate around the classroom offering help
and monitoring students oral work.
Student A: Wheres the sofa in this picture?
Student B: Its between the lamp and the plant.
And where are ?
Lesson 3 (CB p. 43)
Draw students attention to the illustration of the

house. Teach the meaning of the words related to rooms
and places in a house that are listed in the box. Then
read aloud these words and ask students to repeat them
after you to practise pronunciation. Finally, ask students
to label the rooms and places in the house using the
words in the box. Check the activity with the whole class.
Answer key: (clockwise, from top to bottom)
bedroom, bathroom, kitchen, dining room, living room,
garage, garden
Students may play Hangman in pairs or in groups using

the vocabulary they have recently learnt (rooms and
places in a house). The students in the pairs or groups
take turns to choose a word and follow the usual
procedure to play this popular game. The word to guess
is represented by a row of dashes, but the first and last
letters are written out. If the guessing player(s) suggest(s)
a letter which occurs in the word, the other player
writes it in all its correct positions. If the suggested
letter does not occur in the word, the other player draws
one element of the hanged man (a stickman) as a tally
mark. The game is over when: 1) the guessing player(s)
complete(s) the word, or guess(es) the whole word
correctly; 2) the other player (the hangman) completes
the diagram (a hanged man in the gallows).

describe their house or flat to their partners. Encourage
students to look at the example provided and use it as
a model. Monitor students oral work as you circulate
around the classroom.
Note: Explain to students that the word flat is used

in British English. In American English the word is
apartment.
Ask students to look at the picture and answer the

questions. You may check the activity by asking some
volunteers to read aloud their answers or by correcting
the students Course Books.
Answer key: 1. Its on the; 2. Theyre on the; 3. Its
between the sofa; 4. Yes, there are. 5. No, there isnt.
34 Tell students that they are going to listen to

Frank and Tom talking about Franks house. Go over
the true or false sentences with the whole class before
playing the audio CD. Then play the recording and have
students listen and write the answers. You may play the
audio CD twice if necessary. Check the activity by asking
different students to read aloud their answers.
Answer key: 1. F; 2. F; 3. T; 4. T; 5. F
Audio script 34
Tom: Hi, Frank! Is that your house?
Frank: Yes, it is.
Tom: Wow, its huge!
Frank: Yes, Its very big
Tom: Are there many rooms in your house?
Frank: Yes, there are three bedrooms, two bathrooms, a kitchen,
a dining room and a living room.
Tom: Is there a garage?
Frank: Yes, there is.
Tom: And whats your favourite room?
Frank: My bedroom!
Tom: Where is your bedroom?
Frank: Its between the living room and the kitchen. Now tell me
about your house
37
OPTIONAL ACTIVITY:
Teachers Book
Answer key: 2. re on the wall; 3. Its on the desk.

4. Theyre in the wardrobe. 5. Its under the bed.
Teachers Book
Ask students to write a short description of their

bedrooms. You may assign this task as homework.
OPTIONAL ACTIVITY:
For the following class, you may ask students to bring

photos of their bedrooms, a large piece of coloured
paper and glue to make a poster including the short
descriptions they wrote in activity 8. Students
exchange posters in class and read about their
classmates bedrooms.

homework.
Answer key:
1 1. kitchen; 2. garage; 3. bathroom; 4. bedroom;
5. garden; 6. dining room; 7. living room
2 Possible answers:
1. There is a desk between the bed and the window.
2. There are two boxes on the bedside table.
3. There is a picture on the wall.
4. There is a rug on the floor.
5. There is a ball under the desk.
3 1. between the table; 2. Its in the bag.
3. (in the vase) on the table. 4. Its under the table.
4 2. Is there a smartphone on the desk? No, there isnt.
3. Are there three dogs under the bed? Yes, there are.
4. Are there two pictures between the lamp and the
door? No, there arent.
5. Is there a beautiful sunshade in the garden? Yes,
there is.

structures and some key words learnt in lessons 1 to 3
in this unit. It is advisable to turn to this section once
you have finished teaching lesson 3.
38
Answer key:
1 1. under; 2. in the box; 3. between the boxes;
4. on the box
2 2. There are, on; 3. There are, in; 4. There is, on;
5. There is, between; 6. There is, under
3 1. s, d; 2. Where, a; 3. are, b; 4. Where, c
4 Possible answers: 2. Go to the dentists.
3. Stay at home and take some medicine.
4. Dont eat junk food.
5 2. Stay in bed but dont watch TV. 3. Stand up and
walk to the kitchen. 4. Listen to the MP3 recording
but dont repeat the dialogue.
6 2. Shes got a headache. 3. Hes got earache.
4. Hes got a sore throat. 5. Hes got toothache.
6. Shes got a temperature.
7 1. garden; 2. bedroom; 3. bathroom; 4. living room;
5. garage; 6. kitchen; 7. dining room
8 1. T; 2. T; 3. T; 4. F; 5. F
10 2. Dont use your mobile phone. 3. Dont take photos.
4. Dont walk on the grass. 5. Dont eat junk food.
World Issues 4
DIFFERENT HOMES
(CB p. 46)
this case, reading about two different homes and their
inhabitants.
Students read about Anouks and Noahs homes and

then answer the true or false sentences. Circulate around
the classroom offering help with vocabulary but also
encouraging students to use the context to infer the
meaning of those words in the text they are not familiar
with. Check answers with the whole class.
Note: Tell students that an Inuit is amemberof

a Native Americanpeoplewholive in
thecoldnorthernareasofNorthAmericaand Greenland.
Answer key: 1. F; 2. T; 3. F; 4. T; 5. T
3 Students look at Anouks and Noahs photos and follow
the instructions to do the activity. Encourage them to work

in pairs. Check answers with the whole class.
Answer key: 1. A; 2. N; 3. N; 4. N; 5. A; 6. A; 7. N; 8. A
Project Work 4
MY DREAM HOUSE COLLAGE
(CB p. 47)
Answer key: (activities 1 to 5) Students own answers
TEST REVISION TIPS:
Refer to the test revision techniques already explained on

page 23 of this Teachers Book.
TEST 2:
Now that students have completedUnits 3 and 4,you

may assess the main skills developed and language,
grammar and vocabulary items taught by giving students
a test (See Suggested Annual Plan on page 4 of this
Teachers Book). Make copies ofPhotocopiable Test
2that is available on page 60 of this Teachers Book and
hand them out to students on the day of the test. The
answer key toPhotocopiable Test 2is on page 63 of this
Teachers Book.
1 For the following class, ask students to bring pictures
of a house or a flat they really like (both from the outside

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

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

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

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

their dream house to the class. They use their collages
to illustrate their talks and the short descriptions to
rehearse beforehand what they are going to say.
39
Students re-read the texts in activity 1 and match

the columns. Check answers with the whole class.
Teachers Book
Unit 5
Unit 5 - Likes and dislikes

COMMUNICATIVE AND
LEARNING TASKS
CONTENTS
LEXIS
L1
GRAMMAR
PHONOLOGY
I like... / I dont like...

I hate... / I love...
Conjunction: or
Pronunciation
of some opinion
adjectives
The months of the year
Do you like...? Yes, I do. /

No, I dont.
Pronunciation of the
months of the year
The four seasons
What season do you like? I like...
Pronunciation of
some adjectives used
to talk about the
weather
Music genres: pop, rock, reggae,

folk, classical, heavy metal, hip-hop,
techno, etc.
Opinion words: fabulous, excellent,
amazing, boring, exciting, etc.
Discussing music preferences.

Teachers Book
Emphasisers: very much, a lot, at all
L2
Adjectives: cold, sunny, rainy, cloudy, Why do you like...? Because...

warm, hot
Preposition: in (in summer,
in December)
Food and drinks: bread, toast, eggs,
fruit juice, milk, beef, fish, chicken, etc.
L3
Common meals: breakfast, lunch,

tea, dinner
I dont like it. / I dont like them.

I hate it. / I hate them.
Adjectives: tasty, yummy, horrible,

disgusting, yucky, delicious, spicy
WI5 Recycling of L1-L3 lexical items
PW5 Recycling of L1-L3 lexical items
Pronunciation of
some food items and
drinks
Pronunciation of
some adjectives used
to talk about food
and drinks
Talking about the weather and the

four seasons.
Expressing reason / cause.
Writing a short diary entry.
Discussing what to have for

breakfast, lunch, tea or dinner.
Talking about food and drink
preferences.

topics.

reading about a typical English
breakfast menu.

topics
Creating a survey on music

preferences and preparing a short
speech to present the survey results
to the class.
Lesson 1 (CB p. 48)
Model the activity by writing on the board the

word MUSIC and the examples given. Elicit from the
class some other names of famous singers and bands
beginning with the other letters in the word MUSIC (U, S, I
and C) and write them on the board as well. (See possible
40
answers overleaf.) Once students are familiar with the

activity, encourage them to play this game in pairs. Then
say out loud: Start the game! and students in each pair
start writing down as many words as possible. After
two minutes, call out: Time is up! To check the activity,

Grammar box on page 49. Read aloud the phrases in
the box: (I like, I dont like, I love and I hate) and make
sure learners understand the meaning of them with the
help of the icons that are next to the phrases. It will
not be difficult for students to recognise the typical
I like / I dont like buttons that they usually see in
social networks like Facebook, but you must help them
understand the difference between I love and I hate.
Start off by providing some sentences with I like and
I dont like Ask some volunteers to give some more
examples using these phrases. You may say, for instance:
I like Adele. I dont like Justin Bieber. What about you?
Write your examples on the board. Possible answers: I
like Tan Binica. I dont like Miranda. Then provide some
sentences with I love and I hate Ask some students
to give some more examples. You may say, for instance: I
love jazz. I hate heavy metal. What about you? Write your
examples on the board. Possible answers: I love pop. I hate
classical music. Finally, direct students attention to the
Remember! section and teach some expressions we can
use to emphasise our likes and dislikes (a lot, very much
and at all). Provide some examples and invite different
students to make full sentences using these emphasisers
as well. For example, you may say: I like Michael Bubl a
lot. I dont like James Blunt at all. What about you? Possible
answers: I like Coldplay a lot. I dont like Shakira at all.
USEFUL TIP:
Vocabulary Music genres Focus students attention

on the first Useful Tip box on page 48. Read out the
list of music styles in this box and make sure students
understand the difference between them. Provide some
examples of famous singers or bands associated with
these rhythms and elicit some other examples from the
class. For instance, you may say: Katy Perry is a pop
singer. Juanes is a Latin music singer. U2 is a rock band.
Tell the class that you will read out the list in the Useful
Tip box again and, as you name each of the music genres,
students must put up their hands to be allowed to say
whether they like them or not. Encourage students to use
emphasisers (a lot, very much and at all). First, model the
activity with two students:
Teacher: Pop.
Student 1: I like pop a lot.
Teacher: Rap.
Student 2: I dont like rap very much.
USEFUL TIP:
Vocabulary Other opinion words Now focus

students attention on the other Useful Tip box on
page 48. Read aloud the list of adjectives and make
sure everybody in the class understands the difference
between them. Provide some example sentences using
these opinion words and write them on the board. For
example: Abel Pintos is a fabulous / excellent / amazing /
spectacular singer. I think jazz is boring. Rap and hip-hop
are exciting. Then read out the opinion adjectives again
and ask the whole class to repeat them after you to
practise pronunciation.
Now direct students attention to activity 2. Ask students
to read the blog comments and fill in the gaps with I like,
I love, I dont like or I hate. To check the activity, ask some
volunteers to read aloud the comments with their answers.
Answer key: 1. I like; 2. I dont like; 3. I love; 4. I hate
OPTIONAL ACTIVITY: Spelling Bee.

Play a spelling word game with the whole class using the
music genres and the opinion words in the two Useful
Tip boxes. First, ask students to look at the words in the
Useful Tip boxes for five minutes and tell them that you
are going to play a word spelling game so they must
try to remember how to spell these words. Then revise
how to say the alphabet in English with the whole class
and ask learners to close their books. Start the game by
calling out some words that are easy to spell such as
pop or rock. Leave the most difficult ones for the end:
excellent, reggae, heavy metal, exciting, etc. Students
who feel confident to spell a word must put up their
hands. If the student who is chosen fails to spell a word
correctly, ask another student to help out. Once a word
has been spelt correctly, write it on the board.
41
Answer key: Possible answers (U: U2, U.D.O., Ubago

Alex, UB40; S: Shakira, Sabina, Serrat, Selena Gomez,
Sanz Alejandro, Stewart Rod, Santana; I: Illya Kuryaki
and the Valderramas, Iglesias Enrique, Iglesias Julio,
Ivn Noble, Iron Maden ; C: Coldplay, Ciro y los Persas,
Cantilo Fabiana, Carter Aaron, Clapton Eric, etc.)
OPTIONAL ACTIVITY:
Teachers Book
circulate around the classroom correcting word spelling

and helping pairs to determine who the winner is. The
winner in each pair is the student who has been able to
write more names of famous singers and bands correctly.
Lesson 1 (CB p. 49)
Teachers Book
Tell students that they are going to listen to

three teenagers called Sharon, Mike and Tracy talking
about their music preferences. Ask different students to
read out the six quotations in the activity. Then tell the
class that they will have to identify who said what as
they listen to the recording. For this purpose, they will
have to write S (for Sharon), M (for Mike) or T (for Tracy)
next to the quotations as they listen to the audio CD.
Play the recording twice. Finally, check the activity by
35
Answer key: 1. M; 2. S; 3. M; 4. T; 5. S; 6. T
Audio script 35
Sharon: Hi guys! Is everything OK?
Mike: Hi Sharon! Everythings fine, thanks. Are you OK?
Sharon: Er, not really.
Tracy: Whats wrong with you, Sharon?
Sharon: Well, my new iPods got a problem. You know I love
music, especially reggae and now I cant listen to music on
my way to school.
Mike: Let me see your iPod, Sharon.
Sharon: Here it is. But please, be careful!
Mike: Um, I think its blocked. Lets see! Ta-da! Now your new
iPod is fine again.
Sharon: Thanks, Mike.
Mike: Thats all right but I dont like reggae at all, Sharon. I like
pop and rock.
Tracy: And I hate pop and rock. I like classical music very much.
Sharon: Oh, come on, Tracy! Classical music? At your age?
Tracy: Yes! Whats the problem?
Mike: No problem at all, Tracy. Its just that its not very
common for teens to like classical music.
6 Students read the Useful Tip box. Then they
unscramble the sentences in activity 6 following the

example provided. Check students answers by asking
different volunteers to write their sentences on the board.
USEFUL TIP:
Grammar Draw students attention to the Useful Tip box.

Students read the information it contains as you explain
that we use the conjunction or to connect two or more
possibilities or alternatives. Then ask a volunteer to read
out the example sentence.
Answer key: 2. I do not like Shakira or Juanes.
3. I dont like techno or electronic music. 4. I do not like
MP3 players or iPods.
Students write a short comment about their

music preferences. Encourage them to use opinions
words and phrases. You may assign this exercise as
homework.

Answer key:
1 1. jazz; 2. classical; 3. hip-hop; 4. rock; 5. reggae;
6. latin
3
Ask students to match the columns. Check students

answers by reading out the first part of the sentences
and asking the whole class to provide the endings.
Students work in pairs. They look at the speech

bubbles and talk about their music preferences following the
example. Encourage learners to use different opinion words.
Circulate around the classroom monitoring students oral work.
42
4. 1. exciting; 2. a lot; 3. pop; 4. excellent; 5. fabulous;

6. or; 7. hate; 8. boring
weather like today? Read out this question and ask the
class these other questions as you mime them: Is it hot?
(You may fan yourself and wipe your sweaty forehead
pretending it is a hot day); Is it cold? (You may say: Brrr!
as you pretend to be shivering in the cold weather); Is
it rainy? (You may pretend you are protecting yourself
from the rain using an umbrella); Is it sunny? (You may
draw the picture of a sun on the board); Is it cloudy? (You
may draw the picture of some big clouds on the board).
As you call out the questions and mime them, encourage
students to answer Yes, it is or No, it isnt. Then ask
students to match the sentences in activity 1 with the
pictures that illustrate different weather conditions.
Circulate around the class offering help and checking
the activity. Finally, you may read out the sentences and
ask the class to repeat them after you to practise the
pronunciation of sunny, cloudy, rainy, hot and cold.
Answer key: (clockwise, from top left to right) 3, 2, 4, 5, 1

Grammar box on page 51. Read out the first three Yes /
No questions and their answers and write on the board:
Do you like ? Yes, I do / No, I dont. Tell the class that we
use the auxiliary verb do to ask Yes / No questions. Ask
the class different questions beginning with Do you like
? and encourage them to answer Yes, we do. or No, we
dont. Then go on to explain that when we need some
more information (not just Yes or No), we can use Whquestions such as What, Why and some others: (Who,
When, Where, etc.) Read out the two example questions
with What and Why and explain that we use because
to answer the latter. Ask the class different questions
beginning with What do you like? and Why do you like
? and encourage them to give their answers. For example,
you may ask them: What online games do you like to play?
Possible answer: I like Candy Crush and Preguntados. Why
do you like these games? Possible answer: Because theyre
fabulous / great / cool. Finally, refer students to activity 2.
Play the audio CD and have learners listen and read the
dialogue. Play the recording again and ask students to
fill in the blanks with only one word. Students may check
their answers by listening to the audio CD one more time
as you make pauses where necessary for them to spot the
missing words in the original dialogue. Offer help when
correcting the answers if necessary.
36
Audio script 36
Brian: Hi everybody! Im back from school. Brr!!!
Laura: Hi Brian! Whats the weather like outside?
Brian: Its really cold but very sunny, a beautiful winter day. Do
you like winter, Laura?
Laura: No, I dont. I love summer. My favourite months are July
and August. And you? What season do you like?
Brian: I like winter. Its a great season!
Laura: Why do you like winter? Its horrible. I hate it.
Brian: Well, I think I like winter because its good for skiing and
snowboarding. I love these sports. Do you like spring too,
Laura?
Laura: Yes, I do. Its a fabulous season for picnics and nice walks
in the park.
Brian: OK! So next spring we can go for a picnic and a walk in
the park together.
Laura: Oh, Brian! Why wait so long? Lets go today!
Brian: Today? In this cold weather? No way!
USEFUL TIP:
Vocabulary The months of the year - Draw students

attention to the first Useful Tip box. Read out the months
of the year one by one and ask the class to repeat them
after you to practise pronunciation.
Teacher: January. Please repeat!
Students: January
Teacher: February (Make a gesture with your hand inviting
students to repeat after you)
Students: February
Now read out only the odd months one by one and ask
the class to provide the even months.
Teacher: January. Whats the following month? (Make
gestures with your hand indicating the following.)
Students: February
Teacher: March and then?
Student: April
If there is enough time available, carry out a similar

activity inviting students to mention two, three and four
months in a row.
Teacher: January, February. What are the next two
months?
Students: March, April
43
1 Write on the board the following question: Whats the
Answer key: 1. weather; 2. cold; 3. sunny; 4. Do;

5. dont; 6. do; 7. winter; 8. do; 9. good; 10. Do; 11. do;
12. Why
Teachers Book
Lesson 2 (CB p. 50)
Teachers Book
Teacher: May, June. And then?

Students: July, August
USEFUL TIP:
Vocabulary The four seasons Focus students attention

on the second Useful Tip box. Read aloud the words
corresponding to the four seasons and ask the class to
repeat them after you to practise pronunciation. Teach the
meaning of these words and then ask the class: Whens
summer in your country? Expected answer: In December,
January, February and March. Lay emphasis on the fact that
we use the preposition in with the months of the year.
Repeat the same question as before with the rest of the
seasons (autumn, winter and spring) and encourage students
to answer appropriately. Expected answers: In March, May,
April and June. / In June, July, August and September. / In
September, October, November and December.
OPTIONAL ACTIVITY: Seasonal Bingo.

Ask each student in the class to design a bingo card with
four rows and four columns on a blank sheet of paper.
They should get 16 empty boxes on their bingo cards.
Then have students select eight months of the year at
random and write them on 8 of the blank boxes. Prepare
4 cards with the names of the four seasons and put them
in a paper bag or box. Once all students have their bingo
cards ready (8 empty boxes and 8 boxes with the names
of some months), you can start playing the game. Shuffle
the 4 cards in the bag (or box), pick one, read it out and
tell the class:
Teacher: (Summer.) Whens (summer) in your country?
Cross out the (summer) months on your cards: (December,
January, February and March).
Repeat the same procedure with the rest of the cards
in the bag (box) until one or some student(s) cross(es)
out all the boxes on his / her / their card(s) and shout(s):
Bingo! Make sure the winning bingo card(s) is / are
correct. In case there is a tie between two or more
students, they can play Seasonal Bingo again using
different cards in order to play off and determine who
wins the game.
Lesson 2 (CB p. 51)
Ask students to fill in the blanks in the mini dialogues

with a suitable word. Check the activity by asking some
44
Answer key: 2. What, very; 3. Do, do; 4. do, Because;

5. Do, dont
37 Draw students attention to the chart with the

pictures of Carol and Paul. Tell the class that they are
going to listen to these two teenagers talking about their
favourite seasons and the reasons why they like them.
Play the audio CD twice (or three times if necessary) and
ask students to complete the chart. Check the activity
by asking some volunteers to write their answers on the
board. You may play the recording one last time making
pauses where necessary to go over the answers and help
those students who failed to understand and were not
able to provide some of the answers.
Answer key: (Carol) Favourite season: Spring; Reasons:

The weathers nice and there are flowers (in the parks and
gardens). ; (Paul) Favourite season: Autumn; Reasons:
(Its) a fantastic time to be at home with friends.
Audio script 37
Carol: Oh! What a horrible day! Look at the sky, Paul! Its grey
and cloudy.
Paul: Youre right, Carol. And I think its rainy too.
Carol: Rainy too?
Paul: Yes, its definitely a typical autumn day: grey, cloudy and
rainy. Do you like autumn, Carol?
Carol: No, I dont. Do you?
Paul: Yes, I do. Its my favourite season.
Carol: Thats strange. And why do you like autumn?
Paul: Because its a fantastic time to be at home with friends.
What season do you like, Carol?
Carol: I like spring very much.
Paul: And why do you like spring so much?
Carol: Well, because the weather is nice in spring and there are
flowers in the parks and gardens.
Paul: Thats very romantic, Carol.
Carol: Oh, thanks, Paul.
Students match the columns. Check the activity by

Ask students to work in pairs. They read the

prompts in the speech bubbles and take turns to ask
Students write a short diary entry about their

favourite season. Explain to students that they should
also include some reasons why they like it. You may
assign this writing task as homework.

homework.
Answer key:
1 2. Its rainy; 3. Its cloudy; 4. Its sunny; 5. Its hot.
2 2. In March, April, May and June. 3. In June, July,
August and September. 4. In September, October,
November and December.
4 2. e; 3. a; 4. b; 5. c
5 1. What rock band do you like? 2. Do you like
hamburgers? 3. Why do you like American films?
4. Do you like winter days? 5. I hate summer because
its very hot.
Answer key: (clockwise, from top to bottom) 4, 1, 3, 2
Draw students attention to the illustrations of

some food items and drinks on page 53. Go over them
with the whole class and work on pronunciation. Then
ask students to read the speech bubbles in activity 2
and fill in the blanks using the words they have just
learnt. Circulate around the classroom offering help with
some other words related to food and drinks that are
mentioned in the texts and that may be new to students:
roast potatoes, soup, dessert, bread, hard boiled eggs,
beef, milk, sugar, etc. Check the activity by asking some
volunteers to read out the complete speech bubbles.
Answer key: (Mathew) 1. chicken; 2. soft drinks;
3. fruit; (Julia) 1. salad; 2. fish; 3. mineral water;
(Will) 1. coffee; 2. toast; 3. butter; (Tessa) 1. tea;
2. biscuits; 3. cake
Note: You may wish to explain to students that biscuits
are sweet and they are called cookies in American

English. You may add that crackers are salty biscuits that
are usually flat and thin.
OPTIONAL ACTIVITY: Test your Memory.
Lesson 3 (CB p. 52)
Have students look at the four pictures and ask them

these three questions: Where are the two families?
Expected answer: Theyre at home. Where are the
young man and the young woman? Expected answer:
Theyre at a restaurant. And what part of the house are
the two women in? Expected answer: Theyre in the
dining room. Then write on the board these four gapped
Students work in pairs. One of the students in each pair

pretends he / she is Mathew, Julia, Will or Tessa and says
something to his / her partner about his / her food and
drink preferences. His / her partner must keep the book
closed and tries to guess who his / her partner is. Then
students swap roles.
Student A: I like salads and fish. I dont like chicken.
Student B: Youre Julia!
Student A: Yes! Now its your turn.
45
Answer key: Possible answers

Student A: Do you like pop and rock?
Student B: Yes, I do. / No, I dont.
Student B: What colour do you like?
Student A: I like (green.) / (Green.)
Student A: Why do you like summer?
Student B: Because its (warm) and (sunny).
sentences: We have ________ in the morning. We have

________ between 12 and 2 pm. We have ________
in the afternoon. We have ________ between 8 and
10 pm. Students copy the gapped sentences in their
notebooks or folders and complete them using the four
words in activity 1 (breakfast, lunch, tea and dinner).
Check answers with the whole class and go over the
pronunciation of the four meals by reading them out
and asking students to repeat after you. Finally, students
match the words corresponding to the four meals with
the pictures. Circulate around the classroom checking
the activity.
Teachers Book
and answer questions. You may model the task with one
student by using the example provided. Circulate around
the classroom monitoring students oral work and making
sure they ask and answer Yes / No questions and Whquestions correctly.
Lesson 2 (CB p. 53)

Grammar box. Read out the sentences and help learners
understand that we use the pronoun it to refer to only
one object previously mentioned and the pronoun them
to refer to more than one object or person previously
mentioned. You may add that we use these pronouns
after a verb or a preposition. Then focus students
attention on the Remember! section and go over the
list of adjectives that we can use to talk about food and
drinks. Read aloud these adjectives and ask the class to
repeat them after you to practise pronunciation.
Teachers Book
GR8
Now refer students to activity 3 and have them complete

the sentences using it or them and a suitable adjective.
Tell the class that the first letters of the adjectives are
given. Check the activity by asking some volunteers to
read aloud the complete sentences.
Answer key: 2. it, tasty; 3. them, yucky; 4. it, yummy;
5. them, disgusting; 6. it, spicy
38 Students listen to Bella and Ryan talking about

their food and drink preferences and fill in the blanks in
the dialogue with only one word. Allow students to read
the dialogue first so that they may get the gist of the
dialogue and anticipate some possible words to complete
the gaps. Play the audio CD twice. Check the activity by
asking some volunteers to provide the answers.
Answer key: 1. lunchtime; 2. cafeteria; 3. salads;

4. pizza; 5. tasty; 6. soft; 7. drinks; 8. mineral; 9. water;
10. disgusting

interview their partners using the words and phrases in
the box. Encourage them to look at the example given
and use it as a model. Circulate around the classroom
monitoring students oral work.
OPTIONAL ACTIVITY: Chinese Whispers.

Write simple sentences about food and drink preferences
on two different cards. For example:
Card A: I like pizza because its tasty.
Card B: I dont like fish because its disgusting.
Split the class into two groups (A and B). Ask groups to
sit down on the floor in two circles (one for each group).
Give the first player of each group one of the cards
with the sentences (messages).Have these students
read the messages silently and whisper them in the ear
of the person sitting next to them (on their right). The
first players must not pass on the cards or show them
to anybody. (They must keep them until the end of the
game.) The second players do the same thing as indicated
before with the person sitting on their right and students
in both groups continue playing like this until the
message is delivered to the last member of each group.
Check that players whisper their messages in such a way
so that no one else except the recipient can hear it. The
last student in each group to receive the message has to
repeat it by saying it out loud. If the message is correct
(the first player can now show the card), the group gets
a point. You can make some other cards with similar
messages and hand them out to different members of
groups A and B (other first players) to continue playing
the game. The group that gets more points is the winner.

Audio script 38
Bella: Oh, look, Ryan! Its lunchtime already.
Ryan: Yes, youre right, Bella. Lets go to the school cafeteria!
Bella: Good idea! Do you like salads? I love them. Theyre delicious.
Ryan: Salads? No way. I hate them. I like pizza a lot.
Bella: Why do you like pizza so much?
Ryan: I like it because its so tasty. And do you like soft drinks, Bella?
Bella: No, I dont. I really hate them. I like mineral water.
Ryan: Mineral water? Thats disgusting! I love soft drinks.
46
Answer key:
1 2. yummy; 3. disgusting; 4. tasty; 5. delicious;
6. yucky
2 (from top to bottom) chicken, butter, soft drinks,
milk, biscuits
3 1. it; 2. them; 3. them; 4. it; 5. them; 6. it
4 1. it; 2. tasty; 3. lunch; 4. delicious; 5. but;
6. fruit juice
Answer key:
1 2. reggae; 3. classical; 4. electronic; 5. techno;
6. heavy metal
2 1. fabulous; 2. boring; 3. exciting; 4. spectacular;
5. amazing; 6. excellent
3 1. hate; 2. at all; 3. love; 4. a lot
4 1. or; 2. but; 3. and; 4. or; 5. but
5 1. sunny; 2. Its rainy; 3. Its cloudy; 4. Its cold;
5. Its hot
6 February, March, May, July, September, November,
December
7 2. Students own answer; 3. Students own answer;
4. Students own answer; 5. In December, January,
February and March; 6. Students own answer
8 1. lunch; 2. dinner; 3. tea; 4. breakfast
9 1. fish; 2. coffee; 3. beef; 4. milk; 5. sugar;
6. marmalade
10 1. them, yucky; 2. it, delicious; 3. them, yummy;
4. it, tasty; 5. them, disgusting
World Issues 5
A TYPICAL ENGLISH BREAKFAST
(CB p. 56)
this case, reading about a typical English breakfast menu.
Students read the article and answer the true or false

sentences. Encourage learners to infer the meaning of
unfamiliar words by referring to the context where these
words appear. Circulate around the classroom offering
help with vocabulary only if it is extremely necessary.
Check the activity by asking some volunteers to read out
the sentences and provide the answers.
Students match the columns. Check the activity by

Answer key: (from top to bottom) 3, 4, 5, 1, 2
Project Work 5
CREATE A SURVEY ON MUSIC
PREFERENCES
(CB p. 57)
Working in groups, students create a survey on music

preferences. First, they make a draft copy on paper using
the example provided and they complete it by adding
two more questions of their own. Circulate around
the classroom offering help and correcting the survey
questions written by the different groups.
Students use their draft copies to design their

surveys. They can log on to www.surveymonkey.com to
design them or they can make them on paper. In case
groups use technology, they must send their survey
links by email to ten of their schoolmates to collect the
answers. Groups who opt for a paper version can hand
out copies of their surveys to ten of their schoolmates
who should complete them and return them.
Finally, groups prepare a short speech to present

the results of their surveys to the class. Encourage
groups to look at the example given and use it as a
model. Circulate around the classroom offering help
and checking the different groups short speeches for
any grammar or language mistakes. Once groups feel
confident they have prepared a good speech, they
appoint one of their members to be the presenter.
Presenters use the speeches to rehearse what they
are going to say before they actually make an oral
presentation of their survey results.
Answer key: (from 1 to 3) Students own answers
Answer key: 1. F; 2. T; 3. F; 4. T; 5. F
47

Teachers Book
Unit 6
Unit 6 - Free time fun

COMMUNICATIVE AND
LEARNING TASKS
CONTENTS
Teachers Book
L1
L2
LEXIS
GRAMMAR
Hobbies and free time activities:

dancing, watching TV, going to the
cinema, reading, cooking, etc.
He (She) likes... / He (She) doesnt

like... / Does he (she) like...?
Sports and activities to keep fit:

cycling, tennis, swimming, jogging,
volleyball, rugby, etc.
Habits and daily routine: get up,
have a shower, have breakfast, go
to school, get back home, go to bed,
check email, etc.
Whats the time? Its...
L3
E-habits: surf the Internet, google

information, chat online with
friends, etc.
The days of the week
WI6 Recycling of L1-L3 lexical items
PW6 Recycling of L1-L3 lexical items
PHONOLOGY
What sport does he (she) like?

He (She) likes...
Simple Present (affirmative and
negative forms)
Third person singular s ending:
he reads, it rains, she practises, etc.
Preposition: at (at one oclock, at
half past six, etc.)
Pronunciation of
some words used
to refer to sports
and activities to
keep fit
Pronunciation
of some verbs in
the third person
singular form of
the Simple Present
(affirmative)
Simple Present (interrogative form)

Yes / No questions and Whquestions (What, When, Why)
Prepositions: on (on Monday),
at (at the weekend)
Pronunciation of
the days of the
week
Talking about hobbies and free

time activities.
Discussing sports and activities to
keep fit.
Talking about habits and daily

routine.
Telling the time.
Discussing e-habits and what

people do on weekdays and at the
weekend.
Writing a short interview.
Reading an e-magazine article

about an amateur artist.
Integrating acquired knowledge with

a real life issue: in this case, writing
articles about famous people and
making a class magazine.
Lesson 1 (CB p. 58)
Write this question on the board: What do

you like doing in your free time? Discuss this question
with the whole class. Start the discussion by saying, for
example: I like reading and watching TV. What about
you? Write your answer and new question on the board
and encourage students to give similar oral responses.
Help them to make correct sentences using the verb
pattern: like + ing. Then focus students attention on
activity 1 and ask learners to match the list of free
48
time activities with the pictures. Check answers with

the whole class.
7, 2, 6, (1), 4 Second row of pictures: 8, 5, 3
Refer students to the Sign Up to Grammar box on

page 59. Read the sentences aloud and explain that we
add an s to the verb in the third person singular form
when talking about somebodys preferences using the verb
like: She likes / He likes Then go on to explain that in
OPTIONAL ACTIVITY:
Ask one volunteer (Student 1) to say something he / she

likes doing in his / her free time. Then have Student 1
choose a classmate (Student 2) who must say what
Student A likes doing:
Student 1 (David): I like surfing the Internet in my free
time. Mmm Juan!
Student 2 (Juan): He / David likes surfing the Internet in
his free time.
Then Student 2 says something he / she likes doing in his
free time and chooses a different classmate (Student 3)
who must say what Student 2 likes doing. Continue
working like this for a couple of minutes until most of
the students in the class have participated.
The objective of this task is to help students understand
that we add an s to the verb in the third person singular
form when talking about somebodys preferences using
the verb like. This task fosters active participation
because all students in the class have to be attentive
all the time. Anybody can be chosen at any time to
repeat something that has just been said and then this
person must say something else and appoint a new
classmate to continue doing the task.
OPTIONAL ACTIVITY: Mime it!

Engage the whole class in a miming game using the
list of words in activity 3: basketball, cycling, tennis,
volleyball, swimming, gymnastics, jogging, skiing,
karate and rugby. Model the task first by moving your
body and making gestures to illustrate one of the
sports or activities to keep fit (for example, move
your legs as if you were running and kicking a football)
and ask students to guess the sport or physical activity
being mimed.
Teacher: (You move your legs pretending you are playing
football) What sport or physical activity is it?
Student 1: Jogging?
Teacher: No. It isnt jogging.
Student 2: Football?
Teacher: Yes!
The student who has made a right guess comes to the
front of the class and mimes another sport or physical
activity for the rest of the class to guess. Continue playing
like this until all the words in the list have been used.
39 Explain to students that they will now listen to

Janice and Ben talking about their favourite sports. Give
students some minutes to go over the sentences first and
then play the audio CD twice. Students circle the correct
options in the sentences as they listen to the recording.
Play the recording once again and make pauses where
necessary for students to check their answers. Correct
the activity with the whole class by asking some
Answer key: 1. volleyball; 2. swimming; 3. rugby;

4. skiing, doesnt like; 5. karate; 6. doesnt like
Audio script 39
Lesson 1 (CB p. 59)
Read aloud the list of sports and activities to keep

fit and ask students to repeat after you to practise
pronunciation. Then students work in pairs and match
the words with the corresponding pictures. Correct the
activity with the whole class.
Ben: What sports do you like, Janice?

Janice: Well, I like many different sports but I think volleyball is
definitely my favourite. What about you, Ben?
Ben: I really like swimming.
Janice: Oh, I love swimming too! And what sports dont you like?
Ben: Um, I dont like violent sports, especially rugby. And you?
49
Answer key: 1. doesnt like; 2. likes; 3. doesnt like;

4. likes; 5. likes

4, (1), 3 Second row of pictures: 2, 6, 7, 10 Third row of
pictures: 9, 5, 8
Teachers Book
questions and in negative sentences with the third person

singular, we use the auxiliary verb does: Does he (she)
like? He (She) doesnt (does not) like Finally, analyse
with the whole class the answers to the Yes / No questions:
Does he (she) like ? Yes, he (she) does. / No, he (she)
doesnt. Proceed with the analysis of the Wh-question:
What free time activity does Julie like? She likes
Now draw students attention to activity 2. Learners read
Tonys email to John and complete the follow-up sentences
with likes or doesnt like. Give students some time to go
over the text first and circulate around the classroom
offering help with vocabulary if needed. Check the activity
Teachers Book
Janice: Let me think. I dont like skiing. I think its very difficult
and I hate cold weather. I dont like snow at all.
Ben: And your sister Anne? Does she like sports?
Janice: No, she doesnt. She hates them. Have you got a brother
or a sister, Ben?
Ben: Yes, I have. A brother. His names Jimmy and he likes
karate. Hes got many medals. Hes a champion.
Janice: Wow! Thats amazing!
Students read the text and fill in the blanks with the
correct form of the verbs in brackets. First, encourage
students to read the text ignoring the gaps so that
they can get the complete message. Then, ask students
to fill in the blanks. Check the activity by asking some
volunteers to read out different parts of the text with
the answers.
Answer key: 1. love; 2. doesnt like; 3. likes; 4. likes;
5. dont like; 6. like
Students complete either the questions or the

answers. Check the activity by asking some volunteers to
write the different questions and answers on the board.
Answer key: 2. She likes; 3. Does, like; 4. What, does;
5. he doesnt.
Students write a comment about the sports /

activities to keep fit that their best friends like and dont
like. You may assign this exercise as homework.
OPTIONAL ACTIVITY:
The list of sports and activities to keep fit in activity 3

may be used for incidental teaching of can as ability.
Write on the board: I can play tennis but I cant swim.
Read out this sentence and explain to students the
meaning of can and cant. Then write on the board:
Can you play ? Yes, I can. / No, I cant. Ask some
students this question using different words from the list
in activity 3 and encourage them to give an answer. For
example, you may ask: Can you play rugby? Expected
answer: Yes, I can. / No, I cant. You may also write on
the board a table with all the subject pronouns (I, You,
He, She, It, We, You, They) followed by can / cant + verb
to show students the verb pattern. Write some examples
on the board. For example: I can speak Italian. You can
50
read emails in English. He cant play tennis well. She cant

swim. As a follow-up activity, you may ask students
to write some sentences in their notebooks or folders
beginning with I can and I cant.

homework.
Answer key:
1 (from top to bottom) 4, 3, 1, 5, 2
22
. My dad doesnt like going shopping. 3. Does he like
dancing? 4. My brother loves surfing the Internet.
5. Does Patricia like watching films at home?
3 1. basketball; 2. skiing; 3. rugby; 4. gymnastics;
5. cycling; 6. dancing; 7. swimming; 8. tennis;
Pictures (from left to right) First row of pictures:
4, 6, 1 Second row of pictures: 5, 3, 2 Third row of
pictures: 7, 8
4 2. Lisa likes gymnastics and swimming but she
doesnt like dancing. 3. Adrian doesnt like rugby but
he likes cycling and skiing.
5 Does, does, like, doesnt, does, likes
6 2. Does Lily like doing sports? Yes, she does. 3. Does
Lily like reading? Yes, she does. 4. Does Lily like going
shopping? No, she doesnt. 5. Does Lily like dancing?
No, she doesnt. 6. Does Lily like watching TV? No,
she doesnt.
Lesson 2 (CB p. 60)
The opening warm-up activity will provide students

with essential vocabulary they will need throughout
this and the following lessons to be able to talk about
their habits and daily routine. Ask students to work in
pairs and match the list of activities with the pictures.
Circulate around the classroom offering help with
vocabulary as pairs do the matching exercise. To check
the activity, call out the picture numbers one by one
and encourage the class to give you the corresponding
answers. For example, you may say: Picture 2, please!
Expected answer: Go to school. As a follow-up activity,
you may read out the list of activities for students to
repeat after you to practise pronunciation.
Answer key: (from top to bottom) First column: (1), 4,
5, 2 Second column: 7, 12, 9, 11 Third column: 8, 3, 10, 6
Focus students attention on the illustration

of the notepad in activity 2. Ask students to complete
the sentences written on it by using only the verbs in
the phrases in activity 1. Check answers by asking some
volunteers to read aloud the complete sentences.
Answer key: 1. get; 2. brush; 3. get; 4. have; 5. go;
6. have; 7. get; 8. check; 9. have; 10. do; 11. have; 12. go
USEFUL TIP:
Language and Grammar Whats the time?

Draw students attention to the Useful Tip box on page 60.
Write on the board these two questions: Whats the time,
please? = What time is it, please? Explain to students that
these are two different ways to ask somebody for the time
in a polite way. Then focus students attention on the clocks
in the box and read out the sentences in order to teach
how to tell the time: Its three oclock. Its half past eight.
Its a quarter past two. Its a quarter to eight. Its ten past
ten. Its twenty to eleven. After that, draw on the board the
faces of some clocks with different times on them. Elicit
from the class the times on the clocks by pointing at each
of them and asking: Whats the time, please?
Finally, direct students attention to the Remember!
section and explain that we use the preposition at
to tell the time when something occurs. Read out the
example: We go to school at 8:00 am. Encourage the class
to provide some more examples:
Student 1: I get up at seven oclock.
Student 2: I go to bed at ten oclock.
Student 3: I have lunch at half past one.
Note: Explain that we use am when referring to a time
between twelve oclock at night and twelve oclock in the

middle of the day. Then add that we use pm when referring
to a time in the afternoon or evening or at night. Finally,
write on the board the following times to clarify ideas: 10:30
am = Its half past ten (in the morning). / 2:45 pm = Its a
quarter to three (in the afternoon). / 2:00 am = Its two oclock
(in the morning). / 8:50 pm = Its ten to nine (in the evening).
Ask students to write the times following the

example given. Check the activity by asking some
volunteers to write their answers on the board.
Answer key: 2. Its one oclock. 3. Its a quarter past
two. 4. Its half past six.
Most beginner students are likely to translate each word

in isolation every time they encounter a new phrase or
an idiomatic expression. As a result of this, they may at
times get the wrong meaning and you need to explain
to them that some words in English can have different
meanings when they are followed by other words or
particles. Such is the case of get whose meaning
changes when followed by up, back or dressed (the
examples in the list in activity 1). Write on the board:
get + up = get up, get + back = get back and get +
dressed = get dressed. Then explain the meaning of the
three phrases by providing some examples and writing
them on the board: I get up at 7 am every day. They get
back home after school at 5:30 pm. She gets dressed and
then she has breakfast. Make sure students understand
this concept which will help them in their learning process.
Teachers Book
OPTIONAL ACTIVITY:
OPTIONAL ACTIVITY: Explain to students that there

are different ways of telling the time in English. Write
some examples on the board:
3:30 Its half past three. = Its three thirty.
1:45 Its a quarter to two = Its one forty-five.
8:15 Its a quarter past eight = Its eight fifteen.
Write some more examples on the board and encourage
different students to tell the time using the two ways
you recently explained.

describe their daily routines to their partners. Circulate
around the classroom monitoring students oral work.
As a follow-up activity, you may ask some pairs to
describe their daily routines to the rest of the class.
Lesson 2 (CB p. 61)
5 Direct students attention to the Sign Up to Grammar
box. Explain to the class that the Simple Present tense is

used to talk about habits and daily routine. Go over the
sentences in the affirmative and negative forms together
with your students. First, explain that in the affirmative
the third person singular forms (he, she and it) add an s or
es to the main verb. Write some examples on the board:
I get up He gets up
I go She goes
Paul and Susan listen to music. Eric listens to music.
You run in the park. My dog (It) runs in the park.
51
Teachers Book
Then lay emphasis on the fact that in the negative form

we use dont (do not) + verb with the subject pronouns I,
you, we, you and they; and doesnt (does not) + verb with
the subject pronouns he, she and it. Write some examples
on the board:
I dont get up early in the morning.
She doesnt get up early in the morning.
Tom and Linda dont go to school in the afternoon.
Helen doesnt have lunch at school.
Finally, refer students to the Remember! section and
explain that dont is the contracted form of do not and
doesnt is the contracted form of does not. You may add
that contracted (or short) forms are more commonly used
when speaking or writing informally.
GR9 Direct students attention to the Grammar Reference
Now focus students attention on activity 5. Ask them

to use the prompts to write complete sentences. Read
out the example and help students to notice that there
are some missing words that they should provide when
writing the sentences. Check the activity by asking some
volunteers to write their sentences on the board.
Answer key: 2. We chat online in the afternoon.
3. She doesnt get up at 5:45 am. 4. She gets back
home at 6:00 pm. 5. They dont have dinner at 10:00
pm. 6. He eats fish for dinner.
Tell students that they will listen to Britney talking

about her daily routine. Ask different students to read
out sentences 1 to 5 in order to help the class focus their
attention on what to listen for when you play the audio
CD. Then students listen to the recording twice and write T
(true) or F (false) next to each sentence. Check the activity
40
Answer key: 1. F; 2. F; 3. T; 4. T; 5. F
my homework in my bedroom at about five in the afternoon

and when I finish my homework, I go out with my friends.
USEFUL TIP:
Grammar - Refer students to the Useful Tip box. You

can use this box to teach the spelling rules for the third
person singular (he, she and it) in the Simple Present
(affirmative form):
M
ost verbs add an s to form the third person singular:
live / lives; work / works; eat / eats; read / reads

Verbs ending in sh, ch, o, x or ss add es to
form the third person singular: wash / washes; teach /
teaches; go / goes; fix / fixes; kiss / kisses
Verbs ending in consonant + y change y to ies to
form the third person singular: study / studies; cry /
cries; fly / flies
Verbs ending in vowel + y add s to form the third
person singular: play / plays; stay / stays, say / says
Ask students to copy the spelling rules in their notebooks or

folders. Then write some gapped sentences on the board for
students to complete with the correct form of the verbs in
brackets. For example: He ______ (live) in Paris. Luke _____
(study) medicine in the USA. My mother _____ (teach)
English. My dad ____ (work) in a hospital. Finally, read out
the examples in the Useful Tip box so that the class can
repeat after you and practise the correct pronunciation of
the verbs in the third person singular. Lay emphasis on goes
\gUz\, brushes \brSiz\ and watches \wtSiz\.
7 Ask students to look at the prompts and write sentences
using and or but. Draw students attention to the example

and ask them to use it as a model. Check the activity by
asking some volunteers to write their answers on the board.
Answer key: 2. Bill listens to music at home but he
doesnt dance. 3. Henry chats online with friends and
plays video games. 4. Kate watches TV but she doesnt
do her homework.
8
Audio script 40
Britney: Hi there! Im Britney. Do you really want to know about my
daily routine? Well, I get up at half past seven. I brush my teeth
and then I have breakfast with my dad. I go to school at eight
oclock. I dont have lunch at school. When I finish school at half
past twelve, I go back home and have lunch in my kitchen. I do
52
Have students work in pairs. Student A

writes about his / her daily routine in his / her notebook or
folder. Student B reads Student As routine and describes
it orally. Draw students attention to the example and ask
them to use it as a model. Encourage students to swap
roles. Circulate around the classroom monitoring students
oral work and offering help if needed.
Answer key:
1 2. gets; 3. has; 4. goes; 5. watches; 6. does;
7. studies; 8. brushes; 9. gets; 10. plays; 11. speaks;
12. does
2 2. Its a quarter past one. 3. Its two oclock. 4. Its
a quarter to seven. 5. Its half past three. 6. Its ten
past seven. 7. Its twenty to ten. 8. Its eleven oclock.
3 2. brushes; 3. has; 4. has; 5. goes; 6. does;
7. watches; 8. has; 9. checks; 10. goes
5 1. is; 2. doesnt; 3. goes; 4. likes; 5. dont like;
6. clean; 7. doesnt; 8. like; 9. is

and practice.
GR9
Now refer students to activity 2 and have them read and

complete the dialogue with the correct form of the verbs
in brackets. Give students some minutes to analyse the
dialogue before they actually start carrying out the task.
Check the activity by asking two volunteers to read out
the complete dialogue.
Answer key: 1. Do, surf; 2. do, use; 3. do, play;
4. Do, use; 5. do, use; 6. do, use; 7. Does, surf
3
Lesson 3 (CB p. 62)
Use the question in this warm-up activity to elicit

from students different things they usually do in their
free time and write their answers on the board.
Have learners complete the questions about

themselves using What, Why or When. Check the activity
by asking some volunteers to write their questions and
answers on the board.
Answer key: 1. What, Students own answers;
2. Why, Students own answers; 3. When, Students
own answers
USEFUL TIP:
Lesson 3 (CB p. 63)
USEFUL TIP:
Have students work in pairs. Focus their

attention on the example given and encourage them
to ask and answer questions about different peoples
e-habits. Make sure students swap roles so that
everybody has a chance to practise asking and answering
questions. Circulate around the classroom monitoring
students oral work and offering help if needed.
Vocabulary The days of the week. Draw students

attention to the first Useful Tip box on page 62. Read out
the days of the week and ask students to repeat them
after you in order to practise pronunciation.
Grammar Refer students to the second Useful Tip

box on page 62. Read aloud the information it contains
and make sure students understand that we use the
preposition on with the days of the week and at with
the phrase the weekend.

Grammar box on page 63. In this box, students will find
some question forms in the Simple Present: Yes / No
questions and Wh- questions. Read out the examples
or write them on the board and explain that Yes /
No questions begin with Do or Does, whereas Whquestions begin with Wh-words (What, Where, Who, etc.)
and are used to ask for specific information. Go over the
Ask students to put the dialogue in the correct order

using numbers. Check the activity with the whole class.
Answer key: (from top to bottom) (1), 7, 2, 3, (8), 4, 6, 5
Tell students that they will now listen to Cathy

talking about her weekly routine. Analyse Cathys
41
53
structure of Yes / No and Wh-questions with the whole

class: Do / Does + person + verb + ? and Wh-word + do /
does + person + verb + ?
Teachers Book

Teachers Book
timetable with the whole class, paying close attention to

the gaps in it in order to help students get ready to listen
to the audio CD more attentively. Play the recording
twice and ask learners to listen and fill in the gaps in the
timetable with one or two words. Check the activity by
Answer key: 1. Check emails; 2. Check emails; 3. Spanish;
4. gym; 5. (my) homework; 6. (my) bedroom; 7. guitar
Audio script 41
Cathy: Hi! My names Cathy and this is what I do during the week.
I go to school from Monday to Friday in the morning. In the
afternoon, I check my email every day but not on Monday. Why?
Because on Mondays I have Spanish lessons at three oclock and
then I go to the gym at five oclock. On Tuesdays and Wednesdays,
I do my homework and watch TV. On Thursdays, I do my
homework and clean my bedroom. Fridays are fabulous because
I have guitar lessons at four oclock. I love playing the guitar.
Students work in pairs. They look at

the timetable in activity 6 and write five questions to
interview Cathy. Ask students to use the example as a
model. Then students in each pair decide who will be the
interviewer and who will be Cathy, and they role-play
the interview using the questions they have prepared.
Circulate around the classroom monitoring students oral
work and offering help if needed.

Answer key:
1
54

3 2. Does she have a shower in the morning? 3. Do you
have lunch at school? 4. Do you do your homework in
the afternoon? 5. Does he get back home at (1:30 pm
or any other time students choose to write)?
4 1. What; 2. Why; 3. When
5 2. 4. and 5. Students own answers; 3. Yes, he
(she) does.
6 2. Does Shakira sing Latin music? 3. When do you
make your bed? 4. Does Del Potro play rugby? 5. Why
do you study English? 6. What does Helen do at the
weekend?

Answer key:
1 1. get; 2. has; 3.brush; 4. studies; 5. go; 6. have;
7. gets; 8. does; 9. have; 10. go
2 1. Thursday; 2. Monday; 3. Sunday; 4. Friday;
5. Tuesday; 6. Saturday; 7. Wednesday
3 3. a quarter to one; 4. a quarter past six; 5. half past
eight; 6. twelve oclock; 7. ten past five; 8. twenty
to ten
4 1. at; 2. on; 3. at; 4. on; 5. at
5 2. Does, does; 3. Do they, do; 4. Does she, doesnt;
5. Does he, does; 6. Do, they do; 7. Does, she doesnt;
8. Does she, does
6 2. brushes; 3. goes; 4. gets up; 5. watches; 6. does
7
World Issues 6
ART TO HELP THE WORLD
(CB p. 66)
Students think of a famous person they admire or

respect. At home, they look up information about this
persons daily routine, hobbies, preferences, family, etc.
(on the Internet or from books or magazines). They use
this information to draw a mind map.
At home, students get some colourful photos of the

person they have chosen. They can get the photos from
glossy magazines or from the Internet.
3 For homework, students write a magazine article about

integrate acquired knowledge with a real life issue:
in this case, reading an e-magazine article about an
amateur artist.
the person they have chosen using the ideas in their mind
maps. They can write the article on paper or they can
use a computer (they can type it into a Word document).
Students add some colourful pictures to illustrate their
magazine articles. Ask students to bring their articles with
the pictures for the following class (handwritten copies or
print-outs). Collect all the articles and give them back to
students once they have been corrected. Students make
corrections in their articles if necessary.
4 Now students share their articles with their classmates.
Students read the e-magazine article. Then they

answer the true or false sentences. Circulate around
the classroom offering help with vocabulary but try to
encourage students to infer meaning from context every
time they encounter a word or expression that may be
unknown to them. Check answers with the whole class.
Answer key: 1. F; 2. F; 3. T; 4. F; 5. T
Students match the opposite words. Check answers

Answer key: peace war; professional amateur;
misery - prosperity
Ask students to work in pairs and tick the correct

option. Check answers with the whole class.
Answer key: to do something with a lot of energy
and interest.
They put all the articles together in a binder to get a

class magazine about all their favourite celebrities.
Students take turns with their classmates to borrow

the magazine and read it at home.
Answer key: (from 1 to 5) Students own answers
TEST REVISION TIPS:
Refer to the test revision techniques already explained on

page 23 of this Teachers Book.
TEST 3:
Now that students have completed Units 5 and 6, you may

assess the main skills developed and language, grammar
and vocabulary items taught by giving students a test (See
Suggested Annual Plan on page 4 of this Teachers Book).
Make copies of photocopiable Test 3 that is available
on page 64 of this Teachers Book and hand them out
to students on the day of the test. The answer key to
photocopiable Test 3 is on page 67 of this Teachers Book.
55
Project Work 6
OUR CLASS MAGAZINE
(CB p. 67)
Teachers Book
8 (from top to bottom) 4, 6, 2, 5, (1), 3

9 1. When; 2. Why; 3. What
10 2. Linda doesnt like singing. She likes dancing.
3. My parents dont get up at 8:00 oclock every
day. They get up at 7:30. 4. Chelsea doesnt clean
her bedroom on Sundays. She cleans her bedroom
on Saturdays.
11 Possible answer: she brushes her teeth, has
breakfast and gets dressed. She goes to school at
7:45 am. She has lunch at school and gets back
home at 2:00 pm. She does her homework. Then she
watches TV but she doesnt use her computer. She
has dinner at 8:30 pm and goes to bed at 10:00 pm.
Test 1
Test 1 (Units 1 & 2)

Students name:
Date:
Final mark:
Part 1: Reading
Photocopiable Ediciones Santillana S.A. / Richmond 2014
Task 1: Read the following dialogue and write true (T) or false (F). (10 marks)
Janet: Hi! My names Janet. Im from Colombia. Im new at school.
Lorraine: Hi, Janet!
Janet: Whats your name?
Loraine: Im Lorraine. Im from the USA.
Janet: Sorry? Whats your name?
Lorraine: Its Lorraine. L-O-R-R-A-I-N-E.
Janet: Oh, its a beautiful name
Lorraine: Thanks! Your names also nice.
Janet: Are you new at school too, Lorraine?
Lorraine: No, Im not. Its my second year
here. How old are you, Janet?
Janet: Im 16. And you?
Lorraine: Im 15. Whats your favourite
subject?
Janet: PE. I love it and its easy for me.
Lorraine: Lucky you! PE is difficult for me.
I love History and Geography.
Janet: Oh, I like them too. But they arent
easy.
Lorraine: I know Whos your favourite
singer?
Janet: Michael Bubl, definitely. Hes from
Task 2: Complete the questions. (10 marks)
Canada. Hes really cool!
1 Where is Janet from?
Lorraine: I like Jennifer Lopez very much I think
She
shes fantastic! Oh, look! Those are my school
2 How old is Lorraine?
friends. Lets go and say hello to them!
She
Janet: OK!
3 Is Janet a big fan of a Canadian singer?
1 Lorraine and Janet are now school friends.
, she
2 PE isnt easy for Lorraine.
4 Who is Lorraines favourite singer?
3 The girls are the same age.
4 Lorraine has got some friends at school.
5 Are History and Geography easy for Janet?
5 Janet is from North America.
, they
56
/100
2.2 Label these school subjects and extra-curricular

activities. (5 marks)
Task 1
1.1 Complete the sentences with the verb forms in the
mm notsisntre
arent
Geography
box. There is one extra verb form. (5 marks)
1 My favourite teacher
2 I think Lady Gaga and Adele are super! They

really cool singers.
difficult for me.
3 I love English! It
4 I
Miss Brown.
a big fan of Calle 13. I think theyre fabulous.
5 These cars are very old. They
fast.
1.2 Circle the correct option. (5 marks)

1 Mr Kraig is our History teacher. She / Hes a good
teacher.
2 My mum and dad arent at home now. We / Theyre
at work.
3 Maths isnt cool! It / Shes difficult for me.
4 My names Wendy. You / I m from Mexico.
5 Nina and I are school friends. They / We love Science.
5

6

2.3 Label these clothes and accessories. (5 marks)

1

1.3 Complete with s or . (5 marks)

1 Those are the girls
2 My friend
3 The girl
17
65
82
100
name is Denise.
teacher over there.
favourite football team is Manchester
Task 2
2.1 Write these numbers in words. (5 marks)
11
smartphone is trendy.
4 That is Maureen
5 The boys
United.
new dresses.
Part 2: Grammar, vocabulary and

writing
Task 3
3.1 Write the corresponding nationaly for each
country. (5 marks)
1 Canada
2 Argentina
Canadian
57
4.2 C
omplete the dialogue using the words and
3 The USA
phrases in the box. (10 marks)
4 Spain
5 Mexico
Yourre welcome
expensiveplease
Here you are
How much are
6 Brazil
3.2 Complete. Use This, That, These or Those. (5 marks)

1

is my new smartphone.
2

are my books.
3
are my friends.
4

is my watch.
Shop assistant: Good morning!

those
Kate: Oh, good morning! 1)
?
blue shoes over there, 2)
Kate: They are beautiful but I think theyre very
. And how much are these
3)
pink shoes, please?
Kate: They are great! Ill take them.
, 180 euros.
4)
Shop assistant: Thank you. Here are your shoes.
Kate: Thank you!
.
Shop assistant: 5)
Writing:
Task 5: Write an email to your new keypal. Tell him /
her about you (your age, your nationality,

etc.) and your preferences (favourite subject /
singer / colour, etc.) (20 marks)
Task 4
4.1 Unscramble the questions and answer them. (10 marks)
1 Are / ? / a / you / student
Question:
Answer:
To:
From:
2 item / your / What / favourite / is / school / ?

Question:
Dear
Answer:
My names
3 Where / Simpsons / are / from / the / ?

Question:
Answer:
4 your / Are / trendy / trainers / new / and / ?
Question:
Answer:
5 What / ? / socks / colour / are / your
Question:
Answer:
58
Write to me soon!
Your new keypal,
,
and Im
Answer Key
Test 1
1. T; 2. T; 3. F; 4. T; 5. F
Task 2
1. (She) is from Colombia.
2. (She) is fifteen.
3. Yes, (she) is.
4. (Its) Jennifer Lopez.
5. No, (they) arent.
Part 2: Grammar, vocabulary and writing

Task 1
1.1 1. s; 2. re; 3. isnt; 4. m; 5. arent;
Extra verb form: m not
1.2 1. He; 2. They; 3. It; 4. I; 5. We
1.3 1. ; 2. s; 3. s; 4. s; 5.
Answer key to Test 1
Task 1
Task 5: Writing
Model answer:
To:
From:
Dear Ana,
My names Juan and Im from Buenos Aires,
Argentina. Im thirteen years old and Im in my
first year in secondary school.
My favourite subject is English. Its easy for me.
History and Maths are really difficult!
Im a big fan of Leo Messi. I think he is really cool!
Write to me soon!
Your new keypal,
Sandra
Teachers Book
Part 1: Reading
Task 2
2.1 eleven, seventeen, sixty-five, eighty-two, a / one
hundred
2.2 2 Science; 3. Drama club; 4. Photography course;
5. Maths; 6. PE
2.3 1. trousers; 2. necklace; 3. trainers; 4. sunglasses;
5. T-shirt
Task 3
3.1 2. Argentinian; 3. American; 4. Spanish;
5. Mexican; 6. Brazilian
3.2 1 That; 2. These; 3. Those; 4. This
Task 4
4.1 1. Are you a student?; Yes, I am. 2. Whats your
favourite school item?; Students own answer
3. Where are the Simpsons from? They are from the
USA. / They are American. 4. Are your trainers new
and trendy?; Students own answer 5. What colour
are your socks?; Students own answer
4.2 1. How much are; 2. please; 3. expensive;
4. Here you are; 5. Youre welcome
59
Test 2

Students name:
Date:
Final mark:
/100
Part 1: Reading
Task 1: Read the following blog posts and circle the correct option in the sentences below. (10 marks)
https://www.myfavouriteroom.com
carla13_britgirl - today
My favourite room is my bedroom. Its really small!!! Theres just a bed and a
small wardrobe. There isnt a TV and there isnt a desk but theres a big window.
My bedrooms just great for me! I love it!
< | > | reply | share
cool_sam_88 - today
The living room is really a cool place in my house. Its between the kitchen and
the bathroom. Theres a big sofa and a modern LED TV. There are two plants
on a bookshelf and theres a mirror on the wall. Theres also a rug on the floor
for Benji, my dog.
sabrina_908 - one day ago
My favourite room is definitely the kitchen. There is a big table with six chairs,
one for each member of my family: mum and dad, my sister and my brother,
our grandma and me. There isnt a TV in our kitchen but there are three
posters on the wall with some messages for my mum: Do exercise, Dont eat
junk food and Drink a lot of water LOL!!! My mums on a diet, you know!
Join the discussion...
Task 2: Answer these questions. (10 marks)

1 Where is Sams living room?
2 Has Sabrina got a big family?
1 There is / isnt a TV in Carlas and Sabrinas favourite

rooms.
2 Theres a small / big table in Sabrinas kitchen.
3 Sam has got / hasnt got a pet.
4 Sams favourite place in his house is / isnt between
two other rooms.
5 There are / arent many objects in Carlas bedroom.
60
3 Is there a bookshelf in Sams living room?

4 Are there posters with pictures on Sabrinas kitchen wall?
5 Has Carla got a big bedroom?

writing
Task 1
1.1 Complete the text with a suitable possessive adjective
myyour
hisitsour
theirher
a suitable verb. (5 marks)
contracted forms s got or ve got when possible.

(5 marks)
a skateboard.
1 I
a new tablet.
2 I think my friend
big bedrooms.
3 Peter and Leah
Esther
a new job?
4
A:
B: Yes, she has.
you
a boyfriend?
5
A:
B: No, I havent.
1 Ive got a headache.

Take an aspirin
.
.
.
.
.
6 Ive got a temperature.

Dont
Task 3
3.1 Look at Emmas family tree and fill in the gaps
1.3 L ook at this chart and write sentences with There
is / There isnt or There are / There arent. Use and

or but. (5 marks)
with a suitable word. (5 marks)
Garage
1 bed 3
1 table 3
1 car 3
4 chairs 7
2 chairs 3
2 bikes 7
Garden
2.2 Complete these suggestions. (10 marks)
2 Ive got toothache.

Go to
3 Ive got stomachache.
Dont
4 Ive got the flu.
Stay
5 Ive got a sore throat.
1.2 Fill in the blanks with have got or has got. Use
Living room
in class.
1 Dont shout
your books at page 10.
2
to your teacher.
3
down.
4 Dont stand up. Please
photos in this museum, please.
5 Dont
the exercises.
6 Use the dictionary and
This is a picture of 1) my
mother and
friend Alan. 2)
father are vets. I think 3)
job is great because I simply love
animals! Alan has got a little sister.
names Sue. Hes got a
4)
name is Snap.
pet dog. 5)
Alan and I are in the same class at
favourite
school and 6)
subject is Science. We really love it!
Kitchen
.
.
.
.
Task 2
2.1 Complete these commands and instructions with
from the box. There is one extra word. (5 marks)
Bedroom
3
4
5
6
Catherine
Abraham
Bathroom
TV 3
flowers 3
1 mirror 3
stereo 3
trees 7
1 table 7
There is a bed but there arent four chairs in the bedroom

1
2 There is a table and
Sarah
.
.
Emma
Nelson
Laura
James
61
1
2
3
4
5
6
mother
Sarah is Emmas
Nelson is Emmas
Laura is Emmas
James is Laura and Emmas
Catherine is Emmas
Abraham is Emmas
.
.

.
.
3.2 Look at the pictures and complete the sentences
with the prepositions in the box. (5 marks)

underoninbetweenat
Where is the bird?
2 Its
the box.
3 Its
the box.
4 Its

the box.
body and face. (10 marks)
1.
the boxes.
1 Its
4.3 Look at the picture and write the parts of the
hair
7.
2.
3.
4.
8.
teacher
9.
Wheres the girl?
5 Shes
home.

Task 4
4.1 Unscramble the words. They refer to jobs and
occupations. (5 marks)
1 cterahe
2 ckoo
3 seyctrear
4 nsure
5 hetcitcar
6 cmenicha
4.2 What animals are these? Look at the pictures and
10.
5.
6.
11.
Writing:
Task 5: Write a short description of your bedroom.
Mention the objects in it and say where they

are located. Use There is / There are and the
prepositions of place: in, on, between and
under. (20 marks)
label them. (5 marks)
A Short Description of My Bedroom
1

62
Answer Key
Task 1
1. isnt; 2. big; 3. has got; 4. is; 5. arent
Task 5: Writing
Model answer:
Task 2
1. Its between the kitchen and the bathroom.
2. Yes, she has.
3. Yes, there is.
4. No, there isnt. (There are three posters with
messages.)
5. No, she hasnt.
A Short Description of My Bedroom
My bedroom is very big. There is a bed, a desk, a chair and a

wardrobe. There is a PC and a lamp on my desk and there are
some books too. There isnt a TV in my room. The wardrobe is
between the door and the desk. There is a plastic box under my
bed. All my shoes are in this box. My bedroom has got a big
window. I really like my bedroom.
Task 1
1.1 2. His; 3. their; 4. Her; 5. Its; 6. our; Extra word: your
1.2 1. ve got; 2. s got; 3. have got; 4. Has, got; 5. Have, got
1.3 2. (There is a table and) two chairs in the kitchen;
3. There is a car but there arent two bikes in the
garage; 4. There is a TV and a stereo in the living
room; 5. There are flowers but there arent any trees
in the garden; 6. There is a mirror but there isnt a
table in the bathroom
Task 2
2.1 2. Open; 3. Listen; 4. sit; 5. take; 6. do
2.2 2. the dentists; 3. eat junk food; 4. in bed (and dont
do exercise); 5. some medicine; 6. do exercise (and
drink a lot of water)
Task 3
3.1 2. father / dad; 3. sister; 4. brother; 5. grandmother /
grandma; 6. grandfather / grandad
3.2 1. between; 2. on; 3. under; 4. in; 5. at
Task 4
4.1 2. cook; 3. secretary; 4. nurse; 5. architect;
6. mechanic
4.2 1. hamster, 2. iguana; 3. cat; 4. ferret; 5. canary / bird
4.3 2. eye; 3. nose; 4. mouth; 5. leg; 6. foot; 7. ear;
8. head; 9. arm; 10. hand; 11. finger
63
Teachers Book
Part 1: Reading
Test 2
Test 3

Students name:
Date:
Final mark:
Part 1: Reading
Task 1: Read this text and write true (T) or false (F). (10 marks)
My Weekly Routine
M
y names Edna and Im from Pocitos in

Montevideo, Uruguay. Im a university
student and this is what I do every week
from Monday to Friday:
I get up at about 7:30 in the morning. I have
a shower and then I have breakfast. I check
my emails and then I read the newspaper.
I go to university at 9:00 am. I have lunch at

the university cafeteria at about 12:00 pm.
I go back home at 4:00 pm. When I get back
home, I like listening to music to relax (I love
jazz. I think its fabulous!) I read a good book
or study. (I dont like watching TV.) Then, I
chat online with my friends. I have dinner and
then I go to bed early, at about 10:00 pm.
At weekends, I dont go to university. On
Saturdays, I play tennis in the morning at the
local club and I go out with my friends in the
evening. I stay at home on Sundays.
I love my routine because Ive got a lot of
free time! What about you? Are you happy
with your weekly routine? Is there anything
you want to change?
Task 2: Answer these questions. (10 marks)

1 What time does Edna get up on weekdays?
She
2 When does she listen to music to relax?
3 Why does she like her routine?
1
2
3
4
5
Edna reads the newspaper in the afternoon.

She watches TV in the evening.
She likes listening to music to relax.
She doesnt go to bed late.
She goes to university on Saturdays too.
64
4 Does she like watching TV?

5 What does she do at weekends?
/100

writing
Task 2
2.1 Complete the sentences with the words and phrases
in the box and a suitable adjective. (10 marks)
Task 1
1.1 Use the prompts to write sentences about Nancys
routine. Follow the example. (5 marks)
(get up / 7:15 am)

2
(have breakfast / 7:30 am)
3
(go / school / 8:00 am)
4
(have lunch / 12:00 pm)
5
(go back home / 4:45 pm)
6
(watch TV / 6:00 pm)
2.2 R
ewrite these sentences using it or them.
1.2 Complete with do, dont, does or doesnt. (10 marks)

you get up at 10:00 am?
.
she like swimming? Yes, she
Ann and Lizzie go to bed late?
.
Sheila have lunch at school?
.
you use Twitter?
.
1.3 M
atch the questions with the answers. Use
1
2
3
4
5
[
[
[
[
[
numbers. (5 marks)
When do you study English?
Why do you study English?
What do you do at the weekend?
Why dont you like Indian food?
What time do you get back home from school?
] I relax and go out with friends.
] Because I love it.
] In the morning.
] At 2:00 pm.
] Because its spicy.
love
1 I
cheese. Its y u m m y . JJ
2 I dont like coffee. Its d i s g u s t i n g . L
meat. Its h
. LL
3 I
cake. Its d
.J
4 I
oysters. He thinks they are
5 Peter
.L
y
chicken. Its very t
. JJ
6 I
fruit. She thinks its very
7 Stella
.J
g
1 She gets up at a quarter past seven.
1
No, I
2
3
No, they
4
No, she
5 A:
B: Yes, I
lovelikes
dont likehate
lovedoesnt likelike
1
2
3
4
5
6
(5 marks)
I dont like skiing. I dont like it.
I love pop.
I really like rainy days.
Why do you like water sports?
Leila doesnt like winter.
I love my friends.
Task 3
3.1 Fill in the blanks with on, at or in. (5 marks)
7:00 pm.
1 I get back home
Tuesdays and Fridays.
2 I play tennis
the weekend.
3 I dont do my homework
the evening.
4 I have dinner at 9:00
Mondays and Wednesdays, I have piano
5
lessons.
3.2 W
rite the times in words. (5 marks)
1
6:00
4:15
5:30
1:10
Its six oclock.
8:45
3:20
65
Task 4
4.1 Complete the list of the seven days of the week.
(5 marks)
1 M
2 T
3 W ednesday
4 T
5 F
6 S
7 Sunday
Writing:
Task 5: Complete this email to your keypal. Tell
him / her about your hobbies and free time

activities. Use like, love, dont like and hate.
(20 marks)
4.2 U
nscramble the words. They refer to sports and
activities to keep fit. (5 marks)

rugby
1 ryugb
2 sngkii
3 aktera
4 ymgticsnas
5 bkealltasb
6 sngwmimi
To:
From:
Dear
Hows everything? Im writing to you to tell you

about my hobbies and free time activities. In my
free time, I
4.3 W
hat music styles are these? Label the pictures.
(5 marks)
Latin
Please, write to me soon and tell me about your

hobbies and free time activities.
Take care,
2

3

4

5

66
Answer Key
Task 1
1. F; 2. F; 3. T; 4. T; 5. F
Task 2
1. She gets up at half past seven (7:30) in the morning.
2. She listens to music to relax in the afternoon.
3. (She likes her routine) because shes got a lot of
free time.
4. No, she doesnt.
5. (At weekends) she plays tennis (at the local club)
and goes out with friends.

Task 1
1.1 2. She has breakfast at half past seven. 3. She goes
to school at eight oclock. 4. She has lunch at twelve
oclock. 5. She goes back home at a quarter to five.
6. She watches TV at six oclock.
1.2 1. Do, dont; 2. Does, does; 3. Do, dont; 4. Does,
doesnt; 5. Do, do
1.3 (from top to bottom) 3, 2, 1, 5, 4,
Task 2
4.2 2. skiing; 3. karate; 4. gymnastics; 5. basketball;

6. swimming
4.3 2. reggae; 3. classical; 4. hip-hop; 5. rock (heavy
metal); 6. jazz
Task 5: Writing
Model answer:
To:
Teachers Book
Part 1: Reading
Test 3
From:
Dear (John),
Hows everything? Im writing to you to tell you
about my hobbies and free time activities. In my
free time, I like doing sports and I love watching TV
or surfing the Internet.
I dont like going shopping and I hate dancing.
I like reading books and listening to music but I
dont like cleaning my bedroom.
Please, write to me soon and tell me about your
hobbies and free time activities.
Take care,
(David)
2.1 3. hate, (h)orrible; 4. like, (d)elicious;

5. doesnt like, (y)ucky; 6. love, (t)asty;
7. likes, (g)ood
2.2 2. I love it. 3. I really like them. 4. Why do you like
them? 5. Leila doesnt like it. 6. I love them.
Task 3
3.1 1. at; 2. on; 3. at; 4. in; 5. On
3.2 2. Its a quarter past four. 3. Its half past five.
4. Its ten past one. 5. Its a quarter to nine.
6. Its twenty past three.
Task 4
4.1 1. Monday; 2. Tuesday; 4. Thursday; 5. Friday;
6. Saturday
67
Grammar Reference - Answer Key
Grammar Reference Answer Key

Remind students that the Grammar Reference section
also provides opportunities for self-evaluation: for each
Grammar Reference topic, students may circle one out
of three emoticons (happy, neutral or sad faces) that
appear next to each grammar chart to show whether
Answer Key
GR1
1. are;
2. s, m;
3. are, m;
4. re;
5. Is;
6. Are
GR2
Teachers Book
they understand the topic very well, well or not very

well. Self-evaluation may contribute to developing
students sense of progress and awareness of their
learning processes.
1. the;
2. an;
3. an;
4. The
GR6
3. Study;
4. Read;
5. Dont chat;
6. Dont use
GR7
2. There are;
3. There isnt;
4. There arent;
5. Is there, there is
GR8
GR3
1. that;
2. those;
3. these, They;
4. this, It
1. it;
2. them;
3. it;
4. them
GR9
GR4
1. girls;
2. Toms;
3. Thomass;
4. dads
GR5
2. PC;
3. has;
4. is;
5. PC
68
2. Do you go to bed at 10:30 pm every

day? Yes, I do.
3. Does Agustina brush her teeth every
day? Yes, she does.
4. Do you go to school in the afternoon?
No, I dont.
5. Does Billie do his homework on
Wednesdays at 6 pm? No, he doesnt.
Teachers Book
Notes
Notes
69
Teachers Book
Notes
Notes
70
Audio CD Track List

Track 2
Starter Unit
Lesson 1
activity 3
page 5
Track 3
Starter Unit
Lesson 1
activity 5
page 5
Track 4
Starter Unit
Lesson 1
activity 6
page 5
Track 5
Starter Unit
Lesson 2
activity 2
page 6
Track 6
Starter Unit
Lesson 2
activity 3
page 6
Track 7
Starter Unit
Lesson 2
activity 4
page 7
Track 8
Starter Unit
Lesson 2
activity 5
page 7
Track 9
Starter Unit
Lesson 2
activity 6
page 7
Track 10
Unit 1
Lesson 1
activity 2
page 8
Track 11
Unit 1
Lesson 1
activity 5
page 9
Track 12
Unit 1
Lesson 1
activity 6
page 9
Track 13
Unit 1
Lesson 2
activity 5
page 11
Track 14
Unit 1
Lesson 3
activity 5
page 13
Track 15
Unit 1
Review
activity 4
page 14
Track 16
Unit 1
Review
activity 10
page 15
Track 17
Unit 2
Lesson 1
activity 2
page 18
Track 18
Unit 2
Lesson 1
activity 4
page 19
Track 19
Unit 2
Lesson 1
activity 5
page 19
Track 20
Unit 2
Lesson 2
activity 4
page 21
Track 21
Unit 2
Lesson 2
activity 5
page 21
Track 22
Unit 2
Lesson 3
activity 2
page 22
Track 23
Unit 2
Lesson 3
activity 3
page 23
Track 24
Unit 2
Lesson 3
activity 4
page 23
Track 25
Unit 2
Lesson 3
activity 6
page 23
Track 26
Unit 3
Lesson 1
activity 5
page 29
Track 27
Unit 3
Lesson 2
activity 5
page 31
Track 28
Unit 3
Lesson 3
activity 2
page 32
Track 29
Unit 3
Review
activity 4
page 34
Track 30
Unit 4
Lesson 1
activity 2
page 38
Track 31
Unit 4
Lesson 1
activity 4
page 39
Track 32
Unit 4
Lesson 2
activity 2
page 40
Track 33
Unit 4
Lesson 2
activity 6
page 41
Track 34
Unit 4
Lesson 3
activity 7
page 43
Track 35
Unit 5
Lesson 1
activity 3
page 49
Track 36
Unit 5
Lesson 2
activity 2
page 50
Track 37
Unit 5
Lesson 2
activity 4
page 51
Track 38
Unit 5
Lesson 3
activity 4
page 53
Track 39
Unit 6
Lesson 1
activity 4
page 59
Track 40
Unit 6
Lesson 2
activity 6
page 61
Track 41
Unit 6
Lesson 3
activity 6
page 63
71
58 St Aldates
Oxford OX1 1ST
United Kingdom
2014 Ediciones Santillana, S. A.
Leandro N. Alem 720
C1001AAP Buenos Aires, Argentina
Tosi, Mnica
Sign Up to English Starter Teachers Book. - 1a ed. Ciudad Autnoma de Buenos Aires : Santillana, 2014.
72 p. + CD-ROM ; 28x22 cm.
ISBN 978-950-46-3907-7
1. Enseanza de Ingls. I. Ttulo
CDD 420.711
ISBN: 978-950-46-3907-7
Publisher: Mabel Manzano

Editorial Team: Gabriel Mohr, Mnica Tosi
Cover Design and Layout: Raquel Buim, Mara Florencia Visconti
Cover Illustration: Estdio Romeu e Julieta
Contents: Gabriel Mohr, Mnica Tosi
Proofreader: Patricia Guarz
Layout: Mara Florencia Visconti
Photo Research: Paula Fula
Photographs: 2xSamara.com/Shutterstock.com; Viktoria
Kazakova/Shutterstock.com; studio BM/Shutterstock.com;
Olga Miltsova/Shutterstock.com; Brian A Jackson/Shutterstock.
com; yod67/Shutterstock.com; Polryaz/Shutterstock.com;
Fenton One/Shutterstock.com; Fulop Zsolt/Shutterstock.com;
milias1987/Shutterstock.com; Ambrophoto/Shutterstock.
com; Ptashka/Shutterstock.com; Auleena/Shutterstock.com;
Phase4Photography/Shutterstock.com; Rawpixel/Shutterstock.
com; aekikuis/Shutterstock.com; Eric Isselee/Shutterstock.com;
Rhett Olson Photography/Shutterstock.com; Cloki/Shutterstock.
com; Alekksall/Shutterstock.com; Netfalls - Remy Musser/
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Shutterstock.com; Ezequiel Ojeda; ARCHIVO SANTILLANA
This Teachers Book includes an Audio CD.

Queda hecho el depsito legal que marca la ley 11.723.
Impreso en Argentina. Printed in Argentina.
First Edition Published 2014
Websites given in this publication are all in the public domain
and quoted for information purposes only. Richmond has no
control over the content of these sites and urges care when
using them.
All rights reserved. No part of this book may be reproduced,
stored in a retrieval system or transmitted in any form or by
any means, electronic, mechanical, photocopying, recording,
or otherwise, without prior permission in writing from the
Publisher.
The Publisher has made every effort to trace the owner of
copyright material; however, the Publisher will correct any
involuntary omission at the earliest opportunity.
Este libro se termin de imprimir en el mes de septiembre
de 2014, en Artes Grficas Color Efe, Paso 192, Avellaneda,
Provincia de Buenos Aires, Repblica Argentina.

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Sign Up Starter

Starter Unit Sign up and start off

Unit 1 School friends

Unit 2 Good things all around

Unit 3 Family matters

Unit 4 Dont do that!

Unit 5 Likes and dislikes

Unit 6 Free time fun

Tests 1 to 3 Answer key

Grammar reference Answer key

Audio CD Track list

Components of Sign Up to English Starter

6 Review sections (one per unit)

Reference topic, students may circle one out of three

Students Interactive CD-ROM

Outstanding Features within the Lessons

This section brings the lessons target language into

Useful Tip Boxes

Some lessons have Useful Tips boxes that provide tips on

Reference to Icons on the Course Book pages

The Teachers Book is the gateway for a sound and

Sign Up to Grammar section

*These special icons show links to something that is not

The Course Book is accompanied by a Students

The Teachers Book is accompanied by an Audio CD

Annual Plan: Suggested Distribution

Unit 5 CB pp. 48-53

Unit 1 CB pp. 8-13

Unit 6 CB pp. 58-63

Unit 2 CB pp. 18-23

Test 3 TB pp. 64-66

Test 1 TB pp. 56-58

Unit 4 CB pp. 38-43

Test 2 TB pp. 60-62

Note: The contents mentioned in the chart above can also

Some common words and

Verb to be: (Im)

Greetings and farewells: Hi; Hello;

Starter unit - Sign up and start off

The parts of the day: morning,

Greeting someone at different times

Extras: Suggested optional games and activities for consolidation.

Draw students attention to the pictures in activity 1.

Note: The previous activity is simply meant to present

Ask students to write on the notepad other

2 Draw students attention to the photos that

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

Answer key: Students own answers

Language - Refer students to the Useful Tip box on

Ask two volunteers to read the dialogue aloud.

Answer key: Students own answers

Work on the correct pronunciation of the parts of the

Students fill in the blanks with the

Answer key: 1. one, 2. two, 3. three, 4. four, 5. five,

paper or on his / her notebook and Student B reads the

Play the audio CD and ask students to circle the

Teach these greetings: Good morning; Good

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

Answer key: 1. seven, 2. ten, 3. two, 4. six

Speaker: seven (pause) seven

Model the task on the board with one of the

Language - Refer students to the Useful Tip box and

Note: After doing activity 2, you may teach the whole

Speaker: seven (pause) seven

Answer key: Situation 1. Good morning!,

Speaker: A, aliens; E, ebook; I, idea; O, OK; U, university