S tu d e n ts 'B o o k m te n ts p 3 § ?5 4 -5

Introductionp Course components 6-7p Students'Book features 7-8p Teacher's Book features 8=9p Active Teach and CYLETs 9-10

Sn the classroom 10-15

Dise©w@r English Games Bank 16-19

l e a d in g notes 20- 1 24

Word list 125-127

Extra Words answer key 127

Workbook answer key 128-131

Photocopiahle resources

p Grammar worksheets teaching notes and answer key 134-136 p Grammar worksheets resources - consolidation and extension 137-146p Teaching notes for photocopiable resources 147-152p Beginning of Year resources 153-154p Unit resources 155-164

End of Year resource 165p Festival resources - 1 Harvest Festival 166p Festival resources - 2 Pizzafest 167p Festival resources - 3 The Queen's Birthday 168

VocabularyGrammar

Emergency!

Friends

Family words, sports, body par:s^ 1 My things ^Computer words, years m.

Revision:to be, have got, can Imperatives

Present simple and frequency adverb: Present continuous

Free time activities TV programmes

Countable and uncountable nounssome and anymuch / many / a lot of

StoriesTime expressions

was / werePast simple: regular and irregular

Places adjectives Places in town

Comparatives /superlatives too and enough

The natural world Numbers 100-1,000,000 Prepositions of movement

Questions with how going to

have to will future Possessives

SpaceChores

Music and instruments Fan clubs

Present perfectPresent perfect and past simple

Present perfect with for/since mustsome- /any- / no-

Emergency services On the coast

Character adjectives Verb + with /to/at/about

shouldPresent continuous for future

People in history Periods of time

Grammar review Adjective + preposition

Cambridge Young Learners English

■

unctions

alking about routines

Offers and requests

^Asking for information

_ ~l/lakina suggestions

Allowing directions

guessing

Talking about past Experiences

-Asking about past -experiences

Skills Revision

Discover Skills: What's New? Study Skill: Writing letters

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Discover Culture: Food Project: Festival Food

Let's Revise!Pronunciation: /s/ /z/

Let's Revise! Pronunciation: /o/Song: The Fast Food Song

Discover Skills: The Blue Diamond Let's Revise!Study Skill: Advice for speaking Pronunciation: / f/ 70/

Discover Culture: I Love LA! Project: My Favourite Town

Discover Skiiis: Different Lives Study Skiil: Help with listening

Discover Culture: Space Project: Exploring Space

Let's Revise!Pronunciation: / d i/ / o i/

Song: I Get The Sweetest Feeling

Let's Revise!Pronunciation: /d3 / /]/

Let's Revise! Pronunciation: /so/ /u:/ Song -.Space Oddity

Discover Skills: On Tour Study Skill: Looking for key words

Let's Revise!Pronunciation: silent letters

Discover Culture: Don't Panic! Project: Emergency Services

3greeing and disagreeing

Discover Skills: Film Friends Study Skiil: Checking work

Let's Revise!. Pronunciation: / a /

Song: Flelp

Let's Revise!Pronunciation: /13 / /es/

Discover Culture: British Kings and [alking about your feelings Queens

Project: Kings and Queens

fS1 ‘ -.Y*£ . : ‘ j

Let's Revise!Pronunciation: the letter c Song; Kids of the Future

Workbook overviewThe Workbook contains: _ ^^ grammar, vocabulary and skills exercises which A '|£i

provide thorough consolidation and practice : r each unit in the Students’ Book

& a starring system of one to three stars for level *: i difficulty on the grammar exercises for flexibi.ir.exercises to practise the extra words from the Students’ Book

p a page of stickers.It can be used for homework or, alternatively, car : used in class as additional revision material. It couIcF also be used to help deal with fast finishers.

Audio CDThe class audio CD (three CDs) contains all the dialogues and texts from the Students’ Book.

^ Exercises involving listening are very easy to manage as all track numbers are shown next to relevant exercise on the page.

Students’ CD-ROMThe Students’ CD-ROM contains lots of additional practice material in a very easy-to-follow format whi] is ideal for motivating self-access. Students simply need to:& start the CD-ROM$> choose a unit (1-10) from the menu down the sic

of the screenchoose a practice activity. Activity types include: games, word squares and anagrams

p check their own answers.Students can keep track of their progress with a learner diary.If your school has computer facilities, you could b( them at the beginning of the year to teach students how to use the CD-ROM. m.

— fTest Book and Test Master§» The Test Book contains two progress tests for each^-Tflj

unit, ‘Student A’ and ‘Student B’. Each test covers the lexis, grammar and functional areas taught in~ the Students’ B ook unit. The two unit tests cover exactly the same material and use exactly the sa

Course componentsStudents’ Book overview

Discover English 2 Students’ Book contains ten units and a shorter Starter Unit at the beginning.The Starter Unit introduces the Discovery Web team and deals with basic grammar and vocabulary points. It provides a motivating, practical starting point for the school year.

& Units 1 to 10 consist of an opening page followed by five lessons, a-e.

^ The opening page in each unit introduces key vocabulary, while language items are introduced and practised in lessons a and b with one of the lessons based on the Discovery Web children. Lesson c in each unit features the Adventure Island cartoon, and lesson d or e in each unit consists of a revision lesson, Let’s Revise! Finally, every other unit contains a Discover Skills or a Discover Culture lesson.

^ There is a Discover extra words feature which motivates students to develop their vocabulary.

£ There is a ivord list on page 125-127 featuring key vocabulary introduced in each unit.

Teacher’s Book overviewThe comprehensive Teacher’s Book contains:p concise teaching notes for each lessonp all the Students’ Book pages£> Students’ Book and Workbook answer keys

Test B ook ansiver key& Students’ Book tapescripts where necessary9> one photocopiable gram m ar worksheet with

consolidation and extension activities for each of the ten units. Both have teacher’s notes and answer keys

& one photocopiable resource for each unit of the ten units with teacher’s notes and answer keys

$> two extra photocopiable resources to use at the beginning of the school year one extra photocopiable resource to use at the end of the school year

& three photocopiable festival worksheets - Harvest Festival, Pizzafest and the Queen’s Birthday.

question-types. There are two versions to help you deal with the unfortunate classroom reality

(V'H of cheating; give Student A and Student B tests to students sitting next to each other. Alternatively,

you may like to use one of the tests as a diagnostic^ test at the beginning of the unit and the other as a

r _ final unit progress test.- i There are also Student A and Student B skills tests

I • —■ every two units, providing assessment of listening,■ reading, writing and speaking. These are extremely

easy to use as they are adapted to your classroom ^ reality. The tests begin with a listening test and

finish with a short, easy-to-manage speaking test.r- —^ Finally, a Student A and Student B end o f y ear test I*. facilitates assessment across a longer time period.

They are especially easy to use as they follow exactly the same format as the progress tests.

mp A marking grid for all tests is also provided for you to record your students’ marks.In order to help you adapt material to your own classroom context and to provide as much flexibility as possible, all the tests are provided as

^ editable Word documents on the Test Master section ^ of the Active Teach disk.

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.. indents' Book features» — discover Words

— Discover Words introduces important topic and other target vocabulary. Each unit begins with Discover Words, and there are regular Discover Words spots throughout the book. Discover Words is easy to use both with students with no prior

% ^ knowledge and with students who may already know some of the target words. Pictures and photos are often used to present language. Students are asked to do a variety of tasks such as matching, labelling, ordering, listening and repeating target items in order to standardise pronunciation.

rammar^ Discover English 2 teaches grammar by first

I* 1 introducing it in a meaningful context connected to Li ^ m the unit topic. For example, students may be asked

to read and listen to texts they can easily relate to

.containing the target language such as dialogues,web texts, diaries and letters. Their understanding of the context and grammar is checked by different

_ * . kinds of comprehension questions, e.g. true/false• questions.m - Separate gram m ar boxes provide examples of the ^ structure being taught. There are also plenty of

hil. ^ i"w practice exercises to consolidate understanding and

give students the opportunity ro manipulate structure in question.Regular writing and speaking exercises are designed to provide students with the opportunity to practise the new language they have learned.

Discovery WebThe photographic characters in Discover English 2 are Monica, Ben, Katie and Ravi. They all contribute to their website - Discovery Web.

$ In lessons a and b of each unit, we see thecharacters working towards their next web page, which is based on the topic of the unit. This is portrayed either through a dialogue or through texts, both of which feature the target language structures for each unit.

Adventure Island cartoon^ Lesson c in each unit features a different episode

o f Adventure Island, which is great fun! It’s about two children, Danny and AJ, who are shipwrecked and find themselves living on Adventure Island. Unfortunately Bonzo, their dog, doesn’t get on very well with Nipper, the crab the children make friends with. The story connects with the unit topics through location and context, and provides a motivating vehicle for presentation and recycling of grammar and vocabulary

£ As part of the idea of students discovering English, there is a note from Nipper to read and interpret in each unit; the students really have to think about vocabulary and sentence structure to help them understand the crab’s difficult writing.

Discover Skills^ Although listening, speaking, reading and writing

are systematically dealt with throughout the course, there is a special Discover Skills lesson in units 1, 3, 5, 7 and 9 which aims to offer further, focused practice in each skill. No new grammar is introduced in these lessons. Content is connected to the unit topic, and it encourages students to discover more about the world around them in a variety of international cultural contexts.

Discover Culture£ Units 2, 4, 6, 8 and 10 contain a skills-based

Discover Cvdture lesson. A variety of reading and listening texts provide information about different aspects of life in Britain or the USA, or deal with a theme related to the unit topic. They encourage students to reflect upon differences between their own culture and life in the UK and USA. Unit 6

provides extra information about the unit topic, Space.

Let’s Revise!Let’s Revise! provides a variety of exercise types to help students revise vocabulary, grammar, pronunciation and functions. There is a consolidation section in the Let’s Revise! lesson in units 2, 4, 6, 8 and 10, which ends with a rap or song.

§> In each Let’s Revise! lesson there is also a checklist to encourage students to reflect upon their own learning.

Watch out!The regular Watch out! boxes focus on common areas of difficulty. The teacher’s notes give ideas for integrating this into a lesson plan.

Talking Tips!There is also a motivating Talking Tips! exercise in lesson a or b of each unit.

^ Each exercise focuses on two simple everyday expressions students of this age can relate to, which have already been included in a prior reading/listening text. In Talking Tips! students are asked to listen and repeat, and then to match each expression to a picture to check meaning.

Fun ZoneThe name Fun Zone speaks for itself! There are regular Fun Zone exercises throughout the book, which provide light-hearted grammar, vocabulary, listening and speaking practice. They also include songs, raps, puzzles and games.

Songs and raps^ There is either a song or a rap every unit. These are

connected to the unit topic and grammar.& This is very motivating for students of this age!

Fun factsRegular Fun fa cts provide extra interesting, light­hearted information linked to the text in the lesson in question. For example, see Unit lb on page 13. You may occasionally need to help students with lexis or to translate. Fun facts provide an excellent starting point for discussion on a related topic.

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T ry th is !Occasional Try’ this! boxes aim : be jp become better learners. For exarr.p!e. >. r page 37.

Teacher's Book featuresFormat£ The Teacher’s B ook is very user friend y. All :

the Students’ Book pages are reduced ir. sire and ‘embedded’ in the Teachers Book page?The teaching notes are written around the corresponding Students’ Book page for easy reference, so it’s almost impossible to lose yc ar place!Answers are included on the Students’ Book page space permitting, or are included at the end :: notes on each exercise.

§i> Tapescripts are included at the end of the teacr.e: notes for each lesson if they don’t appear or. ± e Students’ Book page itself.Notes and answers for the gram m ar worksheets j photocopiable worksheet resources at the bacl-: the book are also very easy to find and to fc .1 ~ .

Teaching notesThe teaching notes take you step by step throia each stage of each lesson, not only providing y : ^ ^ ji with a clear structure for the lesson but also w::r A ™ additional teaching ideas. They are designed tc flexible, taking mixed-ability classes and difFererJ learning styles into account throughout.

Culture notes§> Occasional Culture notes provide information ab

aspects of British culture which you may not be familiar with, or provide other general backgrou:C—"||| information to the unit topic, in order to help y : deal with students’ questions. £ __

SuggestionsRegular Suggestions for alternative classroom procedures, extension ideas or extra activities games are an important feature of the teaching ( notes, as they help you adapt material to your class’s needs.

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Fast finishers^ Dealing with Fast fin ishers is something

all teachers have to do, even in a relatively homogeneous class. The teaching notes offer you. ideas to help you cater for them.

T ips■p Regular tips serve to remind you of important

classroom management issues which relate to the lesson in question.

Grammar worksheetsp The consolidation and extension gram m ar

worksheets (pages 137-146) are important tools to help you deal with mixed-ability classes. Give consolidation worksheets to weak students, and extension worksheets to students who need to be stretched. Both can be used during the class as an alternative or addition to Students’ Book material, or for homework. You could also use them with fast finishers.

Photocopiable resourcesy The photocopiable worksheets (pages 155-164)

provide a variety of extra practice and extension resources for each unit. Remember that you must use them after the target language has been taught. They could also be used for revision purposes.

p There are also two extra photocopiable worksheets (pages 153-154) which are designed to help you start the year. They are especially useful to help you diagnose your class profile and will help you prepare classes if your students haven’t bought books on time.An end-of-year quiz, to be used after Unit 10 (page 165), helps students revise vocabulary and grammar from the course.

festival photocopiable resources> There are also three photocopiable festival

worksheets (pages 166-168) which provide stimulating, motivating material to use each term. The festival worksheets are about Harvest Festival (term 1), Pizzafest (term 2) and the Queen’s Birthday (term 3).

Active Teach and CYLETsintroducing your ‘Active Teach’ software componentJiscover English benefits from the latest technological levelopment in English Language Teaching - Active

^each. This is software for your computer and Interactive Whiteboard (IWB). If you don’t have an x'vVB you still have a multitude of benefits using this -omponent in preparing your classes on a computer, m alternative to an IWB is simply using a projector

Mnd a computer in class.

What is Active Teach?Active Teach is a digital version of the Students’ Book with everything you need to prepare and teach your classes in one place; on your computer. When you open the program you will find:

S tu d e n ts ’ B oo k pages - exact reproductions of the printed page

p Class audio - touch the icon and the listening begins

& Extension activities - extra whole class practice or an ideal task for fast finishers

p Test Master - allows you to access, download and edit all of the testsStudents’ CD-ROM - now you can use it in class

§> Interactive DVB - with touch control audio scripts for precise drillingPhonetic chart - click sounds to hear examples.

How do I use it?Having the book and associated material in one place means you don’t have to gather everything together when preparing or teaching. Practically everything you need is in one easy-to-access place. Using Active Teach in class is easy with an IWB or just a projector. ®> Zoom pictures and exercises for all to see clearly

Complete the same exercises on the board as the students see in their books

& Control of audio and DVD from the tapescript - touch the text and hear it spoken

& DVD can be paused and annotated to highlight vocabulary

What are the benefits?Everyone is on the same page, literally. Classroom management is made far easier when students lift their heads to look at the page on the board. When giving feedback students can come to the board and write in the answer in the ‘zoomed’ exercise. No excuses any more for not knowing where they are in the book. In the event of needing an extra activity you have a bank of material at your fingertips - Active Teach contains the student CD-ROM, Test Master and extension activities in the Students’ B ook pages. You can even set the CD-ROM activities for homework and then check who has done the activities next class. Finally, the efficiency Active Teach brings to your professional life - all the time saved planning and teaching your classes.

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CYLETs and Discover EnglishDiscover English has been devised to bring practice of CYLETs to your classroom without being intrusive. We understand that the necessity for exam practice is not always homogeneous in every group so many of the practice activities in this course are based on the CYLETs style without converting Discover English into an ‘exam practice’ course. The Teacher’s Book readily identifies all the activities where CYLETs style is practiced (look for the icons fijl next to the activities). If your students are preparing tor an exam then simply let them know they are practising for their CYLETs exam in completing the activity, if not then they need be none the wiser.

In the classroom

How to ... deal with mixed ability classes and students with learning difficultiesIn addition to exploiting Discover English 2 course resources to the full, remember to:p get to know your class as fast as you can. Quickly

establish which students need more help and in which area(s). You could use one of the Discover English progress tests A or B as an initial diagnostic test

^ establish if a given student really is very weak or if there is another issue at play, e.g. does he or she suffer from an attention deficit condition or another problem such as dyslexia? Ask colleagues and maximise any opportunity you have for parent contact. If necessary alert your school

t> give all students a sense of achievement, e.g. ask weak students easier questions and stretch strong students with more challenging ones. Try not to make it obvious though!

§s> use the star system in the Discover EnglishWorkbook. The grammar exercises are graded from one star (everybody can do this exercise) to three stars (a more challenging exercise for the stronger students)

£ move on to freer practice activities with strong classes more quickly than with weak classes

g> allow the students to work at their own pace when doing practice exercises or activities if your class is Very mixed ability. Make sure all students always have something achievable to do

§> take care with pairings. You can pair strong with strong, weak with weak, or strong with weak.Strong and w eak students may work well together in very controlled activities, but in a freer activity,

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strong with strong may work better. If y _r classroom situation allows, it is a good : jj, vary pairings from the beginning. Allocate ti>-:s in group activities so the strong students don : dominate. Weak students often work be::er in smaller groupsallocate different homewrork tasks to students w: -im learning difficulties, e.g. a simple copying task or .j consolidation worksheet

§> work through exercises with the wrhole class if it's® weak class

@> consider giving a weak class Test A to do at homdllil and Test B to do in class i||||)

p cater for the students’ different learning styles ancjf; | preferences by using a variety of activity types in each lesson. This will help even very weak students to feel they do something well. Here are some i1 examples. tj|||)... K in aesth etic lea rn ers learn through moveme

Some appropriate activities are: clapping j|p rhythmically, acting out, pointing, miming and moving into and out of groups. For example, in lesson c of each unit the students act out an... Adventure Island episode.

... V isual lea rn ers learn through activities involving colour, pictures, diagrams and drawings. Regular wrall displays or perhaps an ‘English corner’ are especially effective ways 0® ’ motivating your visual learners. (|IJji

... A uditory learn ers learn by listening to musiqijj;j having discussions, doing listening exercises, .i.,, and even silence, e.g. say: Close your eyes fo r one minute an d think about your favourite things}--•

How to ... manage classes and deal with disciplineDealing effectively with mixed ability class teaching^., using the above suggestions will help you avoid discipline problems; a demotivated or bored student is much more likely to behave badly. Llere are a few||[j | extra ideas to help. Remember to: |||||j

create clear classroom routines right from the beginning so saidents know what is expected of them in general, e.g. a simple warm up chant Golill morning/aftermoon/evening or write the date on i: the boardinvolve students as much as possible as often as yjy possible. Personalisation is a good way of doing this. Relate activities and exercises to their owr. reality, e.g. after reading a text about different films, ask students to name their own favouri:e ;|| film. Students love talking about themselves Discover English 2 contains regular personal:silk '

exercises, e.g. in Unit 6, Exercise 6 (page 61), the students ask each other questions to find out which household chores they have to do. In the Discover C u ltu re pages students are encouraged to talk about their own experiences and to do their own

~ research into the topic• take behaviour and personalities into account when

arouping students, e.g. sit a problematic student next to a patient, well-behaved student

^ aive clear instructions and check them too, e.g. ask check questions or give the instruction in English and ask a student to translate it. It’s easy to think a student is misbehaving when in fact he/she didn’t understand an instruction

3 offer rewards for good behaviour, e.g. tell aproblematic student that if he/she behaves well he/ she can sit next to a friend in the following class.

— Don’t forget to follow it through or you will lose ^ credibility

stick to small groups writh lively classes move round the room as often as you can to impose your presence and authority. You will also be able to get a better feel for classroom dynamics if you do this and be more aware of your students’ problems and abilities

^ create a behaviour chart, e.g. reward goodbehaviour with gold stars or ticks. The student who has the most stars/ticks at the end of every week or

~ two could be the official class helper. If you have to threaten, make sure you carry out your threat to

_ retain credibilitykeep an eye on the time and on fast finishers. If an activity goes on for too long even usually well- behaved students will get restless

" ' be seen to be fair. This way you will win students’—• respect.

How to ... deal with correctioncorrection of speaking and writing is the main way /e give our students feedback. However, it can be

~'1emotivating if we over- or under-correct. Remember

& correct as much as possible during presentation and controlled practice of grammar and vocabulary

j> allow your students to experiment with language during freer activities or general classroom communication without correcting all the time.They will necessarily make mistakes as they experiment with language. This is part of the metacognitive learning process

be sensitive! For instance, use positive intonation and facial expression when saying no

give the students time to self-correct as often as possible. This will give them a sense of achievement

p if an individual really doesn’t know the answer and can’t self-correct, don’t give it yourself all the time. Sometimes ask: Can anyone help?

& make sure a student who got the answer wrong during controlled practice repeats the correct version before moving on

p make sure students copy down a correct version of exercises you have corrected in class

p provide encouraging comments when correcting freer WTiting and make sure students know what kind of mistakes they’ve made, e.g. grammar, vocabulary, word order.

How to ... deal with drillingDrilling is your way of ensuring that all students have said the target language item. This teaches them how to pronounce a word or form a grammatical structure and helps them memorise it in a context. For example, there is a pronunciation drill in every Let’s Revise! lesson which focuses on a particular sound in a fun context. Remember to:& teach meaning before you drill so that repetition is

meaningfulp use choral repetition first so you know all students

have spoken; then ask a few individuals round the class

p give a clear model using intonation appropriate to the language item(s) and context

p reinforce clear instructions with gesture, e.g. use arm movement to show students they should begin

p make sure all the students have said the target language at least once

p correct errors. If you don’t, your students may well repeat them in the future!

How to ... use realiaRealia are real-life objects you bring into the classroom, e.g. to teach ‘apple’, why not bring an apple? Using realia is memorable and helps engage the students. You can use realia to do lots of things, e.g. to present and recycle grammar and vocabulary or in story-based activities.Use everyday objects you have at home or use the students’ possessions such as pencil cases, rubbers, books and bags. Here are some ideas.p Bring ‘my things’ realia to the class to teach and

recycle ‘my things’ vocabulary from the Starter Unit. If you don’t have everything, just one item makes a memorable difference, e.g. a favourite jacket.

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¥g> Use classroom realia to teach or recycle

prepositions of place, e.g. the pen cil case is next to M aria ’s English book

& Use sports-related realia to act as prompts for presenting or practising grammar. Write He/every day on the board, hold up a tennis raquet and elicit a sentence from the class. (H eplays tennis every day.)

& Use realia to play games, e.g. Kim’s Game (see the Games Bank on pages 16-19).

How to ... use gamesGames and other light-hearted activities, such as those in Fun Zone, are a very valid teaching tool. Games shouldn’t just be something we do to spend the last five minutes of class, but should be an integral part of our lesson planning over time. This is because they provide meaningful, motivating contexts for language practice. Here are some points to bear in mind.£> Make sure your rationale is very clear. Ask yourself

why you are playing the game. Common reasons include: to practise or revise a structure, to review vocabulary, and to improve your students’ listening comprehension such as their ability to follow instructions.

& You may play a game as a warmer at the beginning of the class, or a settler to calm students down. Games don’t have to be noisy!

^ Think carefully beforehand about interaction patterns. Plan ahead!

g> Give clear instructions. Don’t forget to check them, e.g. Maria, are you working with Bruno? (Yes, I am./No, I ’m not.) Use LI if necessary.

i> Don’t let the game continue for too long or fast finishers will get restless!

How to ... use LIAs English teachers our objective should be to use the target language as much as possible for many reasons. For instance, speaking in English enables our students to develop their listening skills and is a great motivator. The teacher is the students’ model and point of reference. However, it is sometimes practical to use LI in order to:gs> give complicated instructions6> give instructions to a weak class, although it’s

advisable to always give them in English first£> translate non-target vocabulary which comes up

and you want to deal with it quicklytranslate key vocabulary to a weak class; again, always do it in English first

& quickly discipline students w ho misbehave

find out more about your students ar._. e_; opinions when generating interest, e.g. :he;. ^ well not understand Have you ever met a \ person? Use English, though, wherever possible

#How to ... use the dialoguesAll the dialogues in the Students’ B ook are recorded . They provide carefully structured contexts for language presentation, practice and revision. The teacher’s notes provide lots of ideas for using them. •■■■' Remember the basic principle of before - during I®)1- after. 0Before (jjjj)p Motivate your students to read/listen by introduci(jj|p

the topic first. For instance, you could use pictures photographs, realia or play a game. Aim to provide them with an intrinsic (rather than teacher-set) reason to read.

g> Check key vocabulary before you ask students to ; read/listen. ^

Duringg> Play the recording while students follow the

dialogue. Don’t worry about playing the recording two or three times. Some classes need more support than others. (J[jJ)

8> Get students to do the exercises suggested by the: Students’ Book, e.g. gap-fill exercises or information transfer.

A fter •p Ask the class to do the exercises set afterwards to

check comprehension, e.g. true/false questions.& Allocate characters and have students read the

dialogue for the group. j[|j|)§> Divide students into groups and have them

practise. ^Ask groups to perform for the class.

& Get the students to act.§> Have the students make up similar dialogues

featuring themselves.•

How to ... keep students’ attention (|[||)»Think carefully about how long you want to sperf '; on each activity. A greater number of shorter activities usually work better than fewer longer activities. Pace is crucial!Speak clearly so all the students can hear you, adlilH at a pace wTiich students will be able to keep up / :

with upVary activity types where possible in order to jjj maintain the students’ curiosity.Think carefully about the stage of the lesson vou

nil*4»#

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choose for each activity. For instance, an individual writing activity isn’t appropriate as a warmer at the beginning. A game or other activity in which the whole class are involved would work better.

^ play quiet music while students are workingindividually or doing pair/group work. This usually has a soothing effect, calms students down and improves their concentration levels.Tell students if you want them to work individually, or in pairs or groups before you give them any further instructions so you know they’re concentrating.

> Similarly, the teacher’s notes sometimes suggest you tell students to close their books so they are concentrating on what you say, not looking at the book.

$ When asking individuals questions, don’t ask each student in turn in the same row. If you do this, they can prepare their answers or go to sleep! Choose students randomly around the room to make sure everyone is paying attention.Losing the attention of thirty students is a daunting prospect. If this happens, try clapping two or three times as loudly as you can or bring realia to hold up such as an eye-catching hat. Another technique which works w-ith some classes is silence. Wait until all the students are silent, however long it takes. Some teachers find it useful to count dowrn out loud from twenty to zero. Encourage the students to join you. Whatever you do, don’t shout, as you will lose the students’ respect. The worst-case scenario is simply to continue working with those students who are listening and to deal with the others after the class.

% Don’t confuse productive noise during group work with noise resulting from a loss of attention.

low to ... use In this unit> After you have introduced the unit topic using the

ideas in the teacher’s notes, tell the students to read the In this unit box and translate if necessary.Ask students to work in pairs. Give them time to look through the unit and find the pages which deal with each point.Check page references with the whole class.

' You could quickly ask the students to tell you one or two things they know, if anything, about each subject, which will help you plan lessons of an appropriate level. .

.> You could ask the class which subject they are1 Doking forward to the most.

How to ... teach vocabularyThe teacher’s notes give you plenty of ideas abouthow to go about teaching the vocabulary in theStudents’ Book. Here are a few points you may like toconsider.& Make sure you know which of the target vocabulary

in the book is probably new to your students and which they may have met before. This affects how quickly you move on to the practice stage.

i> Use the pictures and photos in the book,flashcards, realia and the students themselves to teach the target lexical sets, e.g. use a tall student to teach tall.

& Always try to elicit words if you think your students have some knowledge. This is motivating for them.Remember to teach meaning first. Then make sure all students have said the target word at least once before you write it on the board or show it to them in their Students’ Books.

* A way to help students say words correctly is by- marking stressed syllables when you write the word on the board.

& Don’t try to introduce too much vocabulary at the same time as you will overload your students. Six or seven completely new words are plenty. If your students already know some of the words, increase the number.

fr Give students plenty of practice so they can integrate the new words into their vocabulary. Understanding a word is very different from being able to say it and use it appropriately.

& You could play a short game as a warmer in one lesson to recycle vocabulary taught in the previous one.

^ Non-target words come up regularly in class. Translating is an efficient way of dealing with these. Why not ask different students each class to be responsible for copying these new non-target words from a ‘new words’ section on the board onto pre-prepared pieces of paper. Have them write the translation on the back of the paper. Put all the papers in a bag and keep it in the classroom. You could ask fast finishers to take some words from the bag and test each other throughout the course. One student says the English word and the other gives the translation or vice versa.For stronger classes use the Discover 5 extra words feature which allows students to find more words on the page and then provides practice for them in the Workbook.

H ow t o ... e x p lo it th e ca rto o n sto ryThe teacher’s notes contain lots of practical ideas tohelp you deal with Adventure Island cartoon story.Here are a few points to remember.p> Always ask the class what they can remember

about the story so far before you begin each new episode. This recycles language and will motivate them.Exploit the pictures in each story to the full to recycle known vocabulary and teach new vocabulary where appropriate.

i> Don’t forget that you don’t need to formally focus on every piece of new language. It’s important to get students used to using the context to work out meaning.

£> After the students have read/listened andcompleted the comprehension questions, you have lots of alternatives. For instance, divide the class into as many groups as there are roles. Play the recording again and have them repeat their lines. You could put them into groups to practise. Have them act if you have the space! If you have time, ask one or two groups to perform for the class.

How to ... use the revision pagesRemember that the revision pages are not a test. You may like to ask the students to work individually, but you could also consider asking them to do some exercises in small groups.Why not create an element of competition? Ask each group to choose a group name, and write the names on the board. Give points for correct answers.Write Students’ Book page numbers on the board for each revision exercise so students can refer to material. It is very important to give them the chance to reprocess and remember language they have, or may not have, learned.

^ Look at your register to ensure students whomissed a lot of material for any reason are working with a student who has attended all the time so he/ she can help.Make sure you provide students with a correct written record of all writing exercises by writing answers on the board or having students do so.Using the checklist: Self-evaluation will most probably be new to your students, depending on your school/cultural context. Do it orally with the group the first two or three times. Draw the different faces from the checklist on the board. Use LI if necessary to ask the class about the subjects on the checklist, e.g. the past simple (see Unit

3e page 38). Ask for e x i—pirs Tbe-r: r -r iixmiiib ll!H’decide which face applies : ihe : * .«■©it into their books, then spezk:: i-.r . Llss i.:»' hue: i(m

mrtheir answers. Students ot ::i:s ,_r ' ;what they think, but need help exc-j-ir r z 7 1open-ended questions, e.g. J : sitz.u ® s l|||leasy/difficult? and persist during =-i_r ■ sibneanswers in this case may be: Iris ear* retire.sr 1 &&& .it./It’s difficult because I wasn 't in els:.: : . ...find you obtain more information xkir. ; ' .Sirthought, which is very useful for plar.r._' _

llllllltHow to ... use the CD player

Make sure you know how your equiprr.er/ ■ v 11 Check the track numbers you will need be: 'e : - class starts and set up the machine befc rebar. 2 if possible. Track numbers are clearly mark r _ : l|||l the Students’ Book page, e.g. 2.10 means use Cl Z jjj|j track 10.Make sure you have listened to the track(s» y:.ur— -

Give clear instructions before you play the CD Don’t compete with it!

§> Make sure all the students can hear it. If it’s too l|||ll> loud, the sound may be distorted.To avoid interruptions, always ask students if they, ' . have any questions before you begin. ^

f) Make sure students understand they can’t ask you anything or speak while the CD is playing.

P Last but not least ... if it doesn’t seem to beworking, check that the leads are in place, and thlJH it’s turned on! :

P> If you have a technical problem that you can’t fix, ]p simply read the tapescript yourself. You could ask. a, strong student to help.

How to ... use projects, class surveys, wall # displays and class collages <(|||[jiProjects, class surveys, wall displays and class co llag^ are very important as they help to make learning ^ memorable and help engage students of this age. In Discover English 2 there are many examples of this, for example there’s a project in every Discover Cultu\ % lesson. Here are some ideas.& Choose topics that relate to your students’ interest?!

Possible subjects may include: favourite actors/ i actresses, animals, eating habits, weekend routine,-” likes and dislikes and favourite kinds of music. ((Ill)

§» Always plan ahead, e.g. if your school hascomputer facilities with internet access which wil] enable your students to do research for a project,' book them well in advance.

Keep a picture box in the classroom or school.H ^ your students to bring magazines or print off

pictures from internet that relate to the current E nglish topic and to leave them in the box.

P Make sure you have sufficient material resources for collages and wall displays, e.g. card, glue and

~ crayons.— Enlist the help of colleagues who teach other

subjects to give a cross-curricular angle to projects and surveys. For instance, your students could design and carry out a questionnaire about eating

v habits in English in the English lesson, but analyse —_ and write up the results/draw charts and graphs to

represent them in a maths lesson.If possible, create a permanent display area somewhere in the school or classroom. Set up a rota of students to share responsibility for keeping their English corner tidy.

How to ... use tests and self-evaluation0 Using the tests after each unit is a good way of

gaining more formal feedback about your students’ progress.Make sure you have covered all the material on the

—- test you intend to use. If not, adapt it using the Test _ Master section of the Active Teach disk.

Use the tests after your students have done their self-evaluation so the self-evaluation reflects their perceived progress rather than the test result.

mu

:mst Enalisih Samss BankGames don’t have to involve hours of preparation.Some of the following ideas involve none at all, or arelargely student-prepared.

I-SpyAim: To revise known vocabulary.Stage of the lesson: Any.Organisation: All possible. Play this with the wholeclass the first time.Preparation: None.How to play:£> Choose a known object in the classroom all the

students can see, but don’t tell anyone, e.g. bag.p Say to the class: I spy with my little eye ... (pretend

to look around the room) ... something beginning ivith ... B.

g> Invite guesses, e.g. Book. Ask for completesentences to stretch strong groups, e.g. Is it a book? Make sure the students put their hands up before they guess.

g> The winner guesses the word you were thinking of (bag). It’s now his/her turn to say I spy with my little eye ...

PelmanismAim: To practise new vocabulary or to revise. It’s bestto use lexical sets.Stage of lesson: Any.Organisation: Groups of three or four students.Preparation:

Choose a lexical set, e.g. animals.£> Give each group twelve small pieces of paper. Tell

the students to draw a different animal on each.g> Then give the students twelve more pieces of paper

and have them write the name of each animal they have just drawn on each piece, to create a matching pair.

How to play:All cards are placed face down.

p Tell students to take it in turns to turn over two cards at a time. If they turn over a matching pair, they keep it and have another turn.

p The winner is the student with the most pairs at the end.

Aim: To revise vocabulary.Stage of lesson: Any.Organisation: Pairs.Preparation:2> Draw7 a blank grid like the one below. Copy two

each student in the class.for

1 2 3 4 5 6 7 8 9 10 11 12

A U

B uj

CDEF €G «

G> Choose a known lexical set e.g. rooms or furniturqjjp Write Student A and SUident B on the board. Write, six words from the chosen set next to smdent A and six different words from the same set next to ' student B. <||

®> Divide the class into pairs of A and B. Give each <{j student two blank grids. Have them write their ,jj words anywhere they like on one of them, like the one below.

«

Student A

1 2 3 4 5 6 7 8 9 10 11 i !

AB t s h 0 w e rC a iD b a t h nE 1 d e s kF b e d oG w

How to play: 4Pi> Students ask each other in turn for letters and

numbers to find out what their partner’s words ai^p and fill them in on their blank grid, e.g. Student B ^ What’s D4? Student A: It’s t. (Student B writes t in square D4 on his/her blank grid.) :®

^ The winner finds their partner’s words first.♦

#

BingoAim: To revise vocabulary or numbers

i (com prehension).

S ta g e of lesson: Any.O rg a n isa tio n : Whole class, p re p a ra tio n :

Draw a simple grid on a piece of paper with three columns and three rows.Copy one for each student in the class.

p Choose a lexical or numeric set, e.g. sports or numbers one to twenty. Make a note of it for yourself.

. Give each student a grid and have them write one word or number from the lexical set in each square. It’s important they do this individually so their grids aren’t the same.

Jow to play:

j Read a word or number from the chosen set. Tell students to cross it out if they have it.Repeat the process. Cross the words off your list as you say them.Tell students to put their hand up and say: Line! when they cross off all the items in a row.

* Tell the students to put their hand up and shout: Bingo! when they cross off all their words. Check the winner’s card against your list to make sure he/ she really is the winner!

Chinese Whispers,iim: To develop listening skills^tage of lesson: Any.Organisation: Whole class, reparation:

Prepare a short list of target words or sentences, e.g. I ’ve got a dangerous dog called Dan.

' Tow to play:Whisper the word or sentence to a student.Tell the student to whisper the word/sentence to the person sitting next to him/her.

* Continue until all the students have whispered the same word/sentence to each other. Ask the last student to tell the class what he/she thinks the word/sentence is.So students don’t get restless while they are waiting, you could start passing round two or three more words/sentences at the same time. Don’t do too many at once or it will get confusing!

Kim's GameAim: To consolidate/revise vocabulary and developmemory/observation skills.Stage of lesson: Any.Organisation: Whole class and small groups of threeor four.Preparation:e> Bring twelve to fifteen known objects connected to

a topic or lexical set to class.& Put them where all the students will be able to see

them but then cover them so they aren’t visible.i> If your students are already in the classroom,

bring the objects with you on a covered tray as it’s important they don’t see them first.

How to play:Tell the class they have one minute to look at, e.g. twelve objects. They must try to remember as many as they can.

p Reveal the objects for one minute then cover them again.Ask small groups of three or four to write down all the items they can remember.

fr Ask each group in turn to name an object. Write all the answers offered on the board whether right or wrong.Uncover the objects and check the answers until all objects have been correctly named. You could make this competitive and allocate one point per group per correct object.

& The next time you play, increase the number of objects to make it more challenging. You could also ask students to do this individually or in pairs.

Touch and GuessAim: To consolidate/revise vocabulary.Stage of lesson: Any.Organisation: Whole class.Preparation:§> Choose between six and eight objects connected

to a topic or lexical set and put them in a non­transparent bag. Bring material to use as a blindfold.

How to play:& Choose a student and blindfold him/her.& Give him/her an object from the bag to feel.

Ask him/her to guess what it is, e.g. Is it a rubber?p To make this competitive, ask students to work in

groups and allocate points for correct guesses by group members.

PictionaryAim: To consolidate/revise vocabulary.Stage of lesson: Any.Organisation: Whole class or small groups.Preparation:

Write between eight and ten lexical items from a known set that students can easily draw, on separate slips of paper.

How to play:Ask two or three pairs of students to come to the board.

& Show one student in each pair the same slip of paper.Tell them to draw the word on the board. The first partner to guess the word is the winner. Continue with new pairs.If you decide to get students to do this in groups you’ll need one set of prompt words per group placed face down. Tell students to take it in turns to draw-. The student who is drawing should take the top prompt. The student who guesses first gets a point. You will need to allocate one student in each group to keep the score.

Grammar Practice GameAim: To practise a structure of your choiceStage of lesson: AnyOrganisation: PairsPreparation:(9> Ask pairs to cut out nineteen small paper cards.§> Ask them to write a different irregular verb on

twelve cards.p Ask them to write personal subject pronouns I/you/

he/she/it/we/they on the rest.How to play:t> Students place the verb cards and the pronoun

cards face down in separate piles.g> Students take it in turns to take a verb card and

a pronoun card and to make a sentence in your chosen tense, e.g. past simple or present perfect.

& Their partner decides if it’s a question, negative or affirmative sentence. Alternatively, have the pairs write twelve +/?/- cards too. The student saying the sentence takes one from a pile placed face down on the table to decide it’s affirmative, negative or a question.

(*> Students get a point for a correct sentence.The winner is the student with the most points.

Noughts and Crosses(Note: this gam e is called Tic Tac Toe in the USA.Aim: To consolidate/revise regular and irregular plural nouns.Stage of lesson: Any.Organisation: Whole class.Preparation:pj> Pre-teach or check: top/bottom/middle/left/right.§> Draw a grid on the board with three rows and

three columns, making a total of nine squares.Choose nine irregular past simple verbs.

How to play:O Divide the class into two halves, the noughts (O)

and the crosses (X). (i'©d> Decide which group will start; you could flip a coirflP

and teach the students ‘Heads or tails?’ 4jj|§}Ask one group to choose a square, e.g. the top gjjj) right square.

§> Say a singular noun and have one student give you , the plural form, e.g. Teacher: foot. Student: feet. Ask - ' ; the student to spell the word.

@> Write the group’s symbol (O or X) in the chosen square if the answer is correct. Pass the question t< the other group if it’s wrong.

O The winner is the first group to get a horizontal, vertical or diagonal line of their symbol.

§> You can practise/review other grammar or structures too, e.g. have the students ask What/ Where/Who questions or get them to spell target words.

HangmanAim: To consolidate/revise vocabulary or introduce a topic.Stage of lesson: Any.Organisation: Whole class.Preparation: None.How to play:

Think of a word, e.g. elephant, but don’t tell the students what it is.Write a dash (_) on the board representing each letter.

§> Ask a volunteer for a letter.fr If your word contains the letter, wrrite it in the

correct place(s). 1®If it doesn’t, write the letter on the board so the 'P students know not to use it again, and draw part ojjj| a gallows. The students must guess the word befor^ you finish drawing a gallows and a man.

Snakes and laddersAim: Sentence correction.Stage o f lesson: Any.O rganisation : Whole class.p re p a ra tio n :

P Bring a dice to class.p Draw a grid on the board with six rows and six

columns.p Randomly draw five or six snakes and five or six

ladders of different lengths on the grid.p Write Start in the bottom right square and Finish in

the top left square.j> Prepare ten to fifteen sentences using known

grammar and vocabulary containing errors, e.g.He haves got a CD player/Did you ivas at the party yesterday?

_ How to play:0 Divide the students into two teams and give each a

simple name, e.g. B enfica and Liverpool.j You could flip a coin to decide which team will

start.> Ask a student to roll the dice. Count the number of

squares to be moved and write the team name in the relevant square, e.g. if a Benfica student throws five, write B enfica in the fifth square from Start.

j Every time a team lands anywhere on a ladder, write a sentence on the board containing an error. Choose a volunteer to correct it. If he/she does so successfully, the team moves to the top of the ladder, nearer Finish. If not, there is 110 change.

■j Every time a team lands anywhere on a snake, repeat the same procedure. However, if the chosen student can’t correct the sentence, the team slides to the bottom of the snake, nearer Start. If he/she can correct it, there is no change.

□> The winner is the first team that arrives at Finish.

'H

Hot SeatAim: To recycle or consolidate vocabulary.Stage of lesson: Any.Organisation: Whole class.Preparation: None.How to play:

Invite a volunteer to come to the front and to sit on a chair facing the class so he/she can’t see the board.

§> Choose a word, e.g. beach. Write it on the board.& Different students say individual words associated

with the word on the board to help the volunteer guess it. The students can’t mime, make noises or say sentences!If the student correctly guesses the word, he/she has another turn. If he/she can’t, another student comes to the front. Allow a maximum number of verbal clues, e.g. ten.

£> Alternatively, divide the students into two teams and follow the above procedure. Only students from the volunteer’s team can give clues. If the volunteer correctly guesses the word, another member of his/her team has the next turn and the team gets a point. If the volunteer can’t guess, a student from the other team comes to the front.The team with the most points wins.

Hello Ben and Monica I'm Ravi and I’m eleven. Discovery Web is my favourite website! My hobbies are taking photos and watching films. My mum and dad have got a DVD shop. This is a photo of me and my pet lizard, Yoda. He's got yellow eyes and he's very good- looking. He's very clever too. Ravi■hi I— J

Hi Ben and Monica My name’s Katie and I’m twelve. I love Discoveryir-"' . J' * ----

V-j Web/ My hobbies are climbing, writing my diary and playing the saxophone.I’m in the school band andtKe swimming club too. ||^ K l iMere’s a photo of me at the ™

?g.v:j climbing wall, but you can’t see my hair/ j l l l Katie

family words, sports and body parts to be my things

Grammar: to be, have gotVocabulary: family, sports, body parts, my thingsFunctions: speaking about my thingsPre-teach: climbing wall, jacket, comic, lizardPreparation: Exercise 8.Make a bingo card like the one in Exercise 7 for each student in the class. Write different my things in each box.

Unit and b©@lc introductionP CBooks closed) Introduce

the theme of websites.Ask students for the names of some sites they know. Explain Discover English 2 features a group of children involved in creating web pages for Discovery Web, their school’s website. They explore a different theme in each unit. Ask what students remember about Ben and Monica from Discover English 1.

^ (Books open) Use the photo to introduce Monica and Ben. Ask the class to predict unit themes and to look through their books to check.

§> Use an idea suggested in the introduction to focus on In this unit.

Exercise 1& (Books closed) Ask two or

three students their name, age and hobbies.

£> Tell the class they’re going to find out about two children, Katie and Ravi.(Books open) Use the photos to generate interest and check vocabulary.

-w™ .I...... . .«— —,__ _-■ •••'-'• - .' ■

5 D »0 1.2 Listen and read. Complete the table.

1 2Name Katie Rav/i

Age 11____ . 11

Hobbies climbing, pl° yu The saxophone)ng fa king phofof,

Watching films

& Complete the lists. Use words from the letters. Then add two more to each list.• family: sister, granddad, mww JaA• sports: football, tennis swimming, climbing• body parts: leg, arm eyes, Ua\r

• have got• computer words)• can• years• imperatives

§> Play the recording while students follow and complete the table.

§> Check answers.

Fast finishers: Ask them to add as many words to each list as they can.

Answers —► student page

Bar WofflSExercise 2

Give pairs time to do the exercise. |> Check answers.

Answers — ► student page

Grammarf> (Books closed) Give two or three

different examples of to be. e.g />)! (say your name). /M y favou rite 'I®1 hobbies a r e ... |||||>CBooks open) Give students time ijj||, to study the grammar box and ^ complete the examoles.

«

.

g B B S k tobeRemember and complete.

^ | >'tn eleven. / I'm not twelve.ArrTl ten? Yes, lam.You're eleven. / We aren’t twelve. 2 they ten? No, they aren't.

He's eleven. / She isn't twelve.Is it ten? Yes, it3k_.

f- i .

How old W y o u ?

■ Q i.3 Look at Ravi's letter again. Complete the dialogue, then listen and check.

^ Monica ’Are you eleven? V Ravi Yes, 12orv]_______

Monica What3i\

.your favouritewebsite?Dl<rn\!pr\j V!p\> Of COUTSe!

your hobbies?RaviMonica What 5are RaviMonica 8A

animals?Ravi Yes, they9 areMonica l0Is_________Ravi Yes, he ___

and 7Watching filmf lizards your favourite

. your pet clever?

^ Work with a friend. Ask and answer the questions in Exercise 3.

A Are you eleven?B No, I'm not. I'm ten.

© my things

Q i.4 Match the words with the photos on page 4. Listen, check and repeat.

a mobile phone 1 a bag 5 a jacket?: a lizard.? a watch5 a drink a magazine c, a T-shirt 2

have got Remember and complete.I've got a pet. You haven't got a dog.]Have we got a lizard? Yes, we have.Have they got a cat? No, they

He's got a pet. She hasn't got a dog.Has it got red eyes? Yes, it 3kn_. / No, it hasn't.

Why have you 4 got a lizard?

Look at the photos on page 4. Complete the sentences with the correct form of have got.

Ravi hasn't got a mobile phone.Katie \ got a drink.Ravi Ucn'f not a bag.Ravi and Katie Uqmp got watches.Katie iioini got a jacket.Katie and Ravikm/pn;t tgreen T-shirts. Ravi V a magazine.

^ Ask questions. Then play 'Bingo1!

bluejacket pet watch

mobile phone brother black bag

A Have you got a blue jacket?B Yes, I have. / No, I haven't

]Write about your friends.

Marta has got a blue jacket Igor has got a..

Draw students’ attention to short answers and contractions. Say we

: ^ use them in everyday English. Use your fingers to demonstrate, e.g.I am (two fingers separately). I ’m (bring the two fingers together).Check answers.

Suggestion: Ask a weak class simple questions with to he, e.g. Is he Mario? No, he isn’t. H e’s Sergio.They repeat the questions, affirmative and negative answers alter you, in chorus and individually.

Exercise 3 W 1.3Give pairs time to do the exercise.

^ Play the recording while students listen and check.Check answers.

Answers —► student p ag e

Exercise 4Give students time to ask and answer. Move round, monitoring and correcting.

f i f i s i s n a i P f W o rn ®

Exercise 5 Q 1.4

Give students time to do the matching exercise individually or in pairs.

fj> Check answers with the class.

Answers —► student page

Grammar§P> (Books closed) Say: R avi’s

got a lizard. Ask students to talk about their pets, e.g. I ’ve got a dog. Choral drill questions, affirmative and negative examples with a weak class.

^ (Books open) Give students time to study the grammar box and complete the examples.Check answers. Point out h e ’s got = he has is got.

Exercise 6p Give pairs time to do the

exercise.Check answers.

Answers —► student page

Exercise 7& Give groups of four

time to do the activity.Ask students to work in different groups of four until there’s a winner.

Exercise 8& Give pairs time to do the

activity.

Fast finishers: Have them play Bingo with the prepared cards.

ft

mouse mats screen J printer 2 keyboards mousey speakersc,.

examples.

#

...Ini:

Suggestion: Project. Ask pairs to find out information about anothd® school website in your area and t |||jl present it to the class. Alternatively ask students to compare your school website to those mentioned® in Culture notes.

(Books closed) Say: Katie can clin an d swim. Ask: Can you clim b' Elicit affirmative and negative ^ answers. ^

#

________________________________£

Language rewisedGrammar: can Vocabulary: computer words, yearsFunctions: speaking about ability', speaking about datesPre-teach: date of birth, team profile, who ...?Preparation: Exercise $.Make a set of six cards for each pair in the class with one known activity verb on each card. The activities must be different from those in Exercise 4.

Exercise 2 u i.sPlay the recording while students follow the dialogue.

^ Give students time to.tick.§> Check answers.

Answers —► student pag e

Exercise 3If your school has a website, ask your students about it, e.g. It's big and it’s got a page on football.

£> Brainstorm ideas with the class.G> Give students time to do the

exercise individually.Ask volunteers to read out

Culture notesMost schools in the UK have their own websites these days. Examples:http://www.woodlands-junior.kent.sch.ukhttp://www.merchanttaylors.comhttp://www.eatonc.ollege.com http:// elycollege. com

Hsce«6r H g i#

Exercise 1 Q 1.5

Use the photo of the Discovery Web team to elicit as much vocabulary as you can and pre-teach key words.

§£ Give pairs time to do the matching exercise.

P> Check answers.

Answers —f student page

© computer words

yp) Q 1.5 Match the words with the objects in the photo. Listen and check.

y p 1.6 Listen and read. Tick the things on Discovery Web this month.

a a game / e a web chatb a song / f a cartoonc a puzzle g team profiles /d a story h jokes

Suggestion: Work with the w'hole class if your group is weak.

MonicaRaviMonica

Ben

MonicaRayi

MonicaBenMonica

AllMonica

RaviKatie

Hi, Ravi!Is that Discovery Web on the screen?Yes. We've got a game, a song and the team profiles on the website this month. Monica Lewis, date of birth 1899... Hey, you’re old!Very funny! It's 1999 of course!Can I write about my lizard, Yoda, for the website? I've got a photo ...Yes, you can. Good idea!Who’s that?It's Katie. Hi, Katie! Come in!This is Ben and this is Ravi.Hello!So Katie, you can write about sport for Discovery Web. Katie can climb and swim and ...My lizard, Yoda, can climb and swim too! Yes, but he can't write!

£& Imagine your ideal school website. Write three sentencesabout itjt's a0t a web chat with a pop star. It's got a ...

Remember and complete.I can swim. You can't fly.i can they write? Yes, they can.He can swim. She can't fly.Can it write? No, it2 can’t.

W h a t w e do?

^ What can you do? Tick, then write sentences.

© , ® -

-pscbveir nZtrjJTPyears

I 1 Q 1.7 Match the words with the years. Listen and check.

1 9 9 8 '^ x ^ - a two thousand and five2005-""'^— b nineteen ninety-eight

c two thousand and oned eighteen ninety-nine

^ Q i,8 Match the Discovery Web team profiles with the names and dates. Listen, check and repeat the dates.

[ -Befl Ravi Yoda Monica Katie s ! 1998 (x2) 1999 (x2) 2005

]Ben11 November,2 1118 writer (food, geography)

3 tAonica5 April.4 m iwriter (hobbies, music, computers)

Katie

15 September,6 1118 writer (sport, fun facts)

Ask and answer with a friend.

A Can you swim?B No, I can't.

' Rctvi6 January.8 1111

- A ? V :: ' photographer and writer (pets,

•*•! :• V • V-1 J space, funny stories)

9 Yoda

11 May.10 2005sleeping and eating insects!

(.Books open) Give students time to study the grammar box and to complete the examples.Check answers.Remind students can doesn’t use the auxiliary do/don ’t to make questions and negatives, and there is no third person -5.

Answers —► student page

Exercise 4^ Give students time to tick and

write. Move round, prompting andcorrecting.

Exercise 5& Give pairs time to do the activity

with a friend.

Fast finishers: Have fast finishers ask and answer about the activities on the pre-prepared. cards.

Give students time to do the matching exercise, individually or in pairs.Play the recording, pausing as you go to check answers.

Exercise 6 u

Answers —► student pag e

Exercise 7 0Give pairs time to match the team profiles to the names.Play the recording while students listen and check their answers.

^ Play the recording again, pausing for the class to repeat each date in chorus.

1.8

Explain that date o f birth is appropriate for giving factual personal information, e.g. on a form, and is different from birthday.

Answers —> student pag e

~~r:” r rr y ."v ‘.I apeszript --fenaojm )tes

Exercise 7 - TapescriptBen: Hi, I’m Ben. My date of birth is 11 November, 1998. I ’m a writer for Discovery Web. I write the food and geography articles.Monica: Hi, I’m Monica. My date of birth is 5 April, 1 9 9 9 .1 write about hobbies, music and computers. Katie: Hi, I’m Katie. My date of birth is 15 September, 1998. I’m a writer for sport and fun facts.Ravi: Hi, I ’m Ravi. My date of birth is 6 January, 1999- I ’m the photographer for Discovery Web and I write about pets, space and funny stories too. And this is Yoda. His date of birth is 11 May, 2005- He loves sleeping and eating insects!

Danny: Hi! Are you from the boat?AJ: Yes. I'm AJ.Danny: I'm Danny and this is my dog, Bonzs We're from the boat too.

Danny: Look! Bonzo! There's an island. And there's a girl on it! Sit down, Bonzo!

1 The children are on an island.2 AJ is from the island, falye3 AJ likes crabs, false4 Danny has got a dog. true

imperatives■ ________-J

Remember and complete.affirmative negative

Sit down! PontListen! Don't lool y i.io Play 'Bad Crab'. Listen to the

instructions and do the opposite.Listen!

[e revisedG ra m m a r : im p erativ es

F u n c t io n s : g iv ing p ositiv e an d n eg ativ e in stru ctio n s

P r e - te a c h : is lan d , b o at, hair, c ra b , o p p o site

Exercise 1 u i.sC> (Books closed) Introduce

the cartoon by playing Hangman, (see Introduction page 18), to establish the title: Adventure Island.

& Using LI if necessary, ask students to predict what kind of things people can do and see on Adventure Island, e.g. I think people can fly on Adventure Island.

7p (Books open) Ask students to look at the pictures and tell you all the wrordsthey know . Check key

vocabulary.t> Play the recording while

students follow the text.§> Give students time to do

the exercise.i> Check answers.

Answers —> student page

P (Books closed) Give the class two or three affirmative and negative instructions, e.g. (Point to something) L ook!!

d> (Books open) Ask a student to read out the affirmative example, and elicit the negative, Don’t laugh! Ask students to complete the grammar table.

Exercise 2Give students time to do the matching exercise in pairs.

Check answers.

Answers —► student page

m w I'm j in.1 m r*z^rggfr?o.',,«»r.T«r3iBa CTragw.Tgser van7Tif<.’Tvririsaawgataai

Suggestion: Have students practise giving the orders to each other in pairs or groups of three or four.

Exercise 3

- #

i.i

Tip: TP (total physical response) activities like this are a great way of providing variety for your class!

Tell students to imagine they are crabs!Make sure students understand they have to disobey the instructions they will hear.Play the recording, pausing after each instruction for students to mime.

###

Exercise 3 - Tapescript1: Listen! 2: Come here! 4: Don’t talk! 5: Sit down!

3: Don’t look! 1J 6: Don’t laughff

Jew languageocafoulary: free time activitiesunctions: speaking about free time ctivities

^re-teach: draw, jewellery, board ?ame, rollerblading, model planes

Jnit introduction4? (Books closed) Play Pictionary, (See

Introduction page 18), with known free time activities to introduce the theme, e.g. sivimming.

Tell the class that in Unit 1 Discovery Web is all about free time and fun!(Books open) Use an idea suggested in the Introduction to focus on In this unit.

iise§i®r WordsExercise 1 n i.n2> Give pairs time to do the matching

exercise.2> Play the recording, pausing for

students to check answers and to repeat the words in chorus.

Suggestion: Tell students they should note word stress on longer words.

Answers —► student p ag e

Exercise 2 111.12Play the recording once or twice while students listen and write the activity they hear.

£> Play the recording again, pausing as you go to check answers.

Answers1 play board gam es2 sing in a ban d3 text frien ds4 listen to the radio

Exercise 3r> Ask the class to tell you

about their favourite activities.

Tip: If you have limited time, tell students who haven’t contributed it will be their turn next time.

Suggestion: Have a strong student repeat after you:I read a m agazine every day , and add another activity, e.g. I read a m agazine an d I p lay foo tba ll every day. Ask a third student to repeat everything and add another. Continue until the chain breaks down!

Stoker mlm words: Have strong students or fast finishers find extra new words.

Mmi 3aignagaGrammar: present simple, frequency adverbsFunctions: talking about routinesP r e - te a c h : im p o ssib le

A typical school day in the UK starts at 9 a.m. and ends at about 3 p.m., when children can go to different, optional after school clubs.

Exercise 1 in 1.13§j?> Use the photo of the

children to generate interest and recycle vocabulary.Play the recording while students follow the dialogue.Check the answer.

Answers I t ’s No TV Day.

Exercise 2§p> Give students time to read

the dialogue again and to answer the questions individually or in pairs.

O Check answers.

Answers —> student page

Exercise 3 *01.14P> Give students time to look

at the pictures before they listen to the recording twice. The second time, stop to ask the whole class to repeat the target language copying the intonation, and ask for each answer.

Answers —> student page

Katie

Ben

RaviKatieRaviKatie

Ravi

Katie

Ben

Hi, Katie! Slow down Hi, guys. Sorry - I've got a climbing lesson in five minutes.How often do you go climbing?Every Tuesday, and I often go rollerblading in the park first.I always play football here on Tuesdays. Ravi sometimes takes photos of the match.Yes, but I usually watch TV or study.I don’t watch TV. I haven't got time. Never?!Well, maybe once or twice a month. Hey, this Saturday is national No TV Day.Mo TV? That's impossible! My favourite programmes are on Saturdays!Don't worry, Ravi. You can go rollerblading with me!Hey, let's write about it on the website!

} 1.13 Listen and read. Why is Saturday

(||> True or false?

1 Katie does a lot of sport, true2 Monica takes photos of the football matched..3 Katie doesn't watch TV. true4 Ravi isn't happy about No TV Day. true ||[|f)5 Ravi's favourite programmes are on Fridays.

■| > y i.i4 Listen, repeat and match.

1 Slowdown! 0 a2 That’s impossible! A

O Ask students to study the grammar box and complete the examples. Check answers.

Answers — student p age

Exercise 4C> Give students time to do the

exercise individually.£> Check answers.

Answers > student page

Exercise 5^ Use the picture to introduce Ba!

Ask the class to predict the answers. (JJJ|)

§> Play the recording once or twiqjjjj) while students listen and match^

2> Play the recording again, pausing, to check answers as you go.

Answers H> student p age

Topescripi end o f notes

'^ 5 0 3 3Remember and complete, affirmative negative

= J | watch TV every day. You3 .don’t watch TV everyday.

HP.'goes to the park on She4 doec t go to the Mondays. park on Mondays.

Do they watch TV? Yes they do. / No, they don't. " Where2 she play basketball?

Complete the sentences. Use the correct form of the words in brackets.

" l Katie goes (go) climbing on Tuesday.2 Ravi untrUec (watch) TV every day.3 Monica (read) magazines after

^ school.Katie doesn'tplayfnot play) football.

5 Where___A oeS _ Ravi t„kr (take)photos?

_6 Monica, Ben and Ravi _ don'f go _ (not go) climbing.

~sj Ravi ctuA',pc (study) at home. 8 Ravi and Ben licfpn (listen) to

the radio?

^listeningQ Ms Listen to busy Bart. Match the day

with the activity.~ i Mondays.~1 Tuesdaysv

^ Wednesdays' _4 Thursdays-

J Fridays-

frequency adverbs

always usually often sometimes never 1 " • ■■■■■ ■' ■ >

I never go rollerblading on Tuesdays.I am never bored.

^ Q i.i6 Order the sentences. Listen and check.

1 on Tuesdays usually Bart sings in a band.Bart usually sings'in a band on Tuesdays.

2 always He busy on Thursdays is.3 sometimes goes swimming on Saturdays Katie.4 Ravi rollerblading goes never.5 are We tired, in the evening often.6 Monica looks at always Discovery Web in the

morning.

FisrsctioBis: talking about routines ^ Write the questions. Then interview a friend.

1 when / go / to the park? When do you go to the park?

2 what/do/there?3 what/do/after school?4 always/ study/ in the evening?5 when/play a sport?

A When do you go to the park?B I usually go on Fridays after school.

read football magazines go rollerblading with my

make model planes

sing in a band

©

^ Give students time to study the grammar box.Point out frequency adverbs come before the main verb but after to

_ be.

~xercise 6 ft i.ieGive pairs time to do the activity.Play the recording. Stop after each sentence to check as many times as

~s necessary.

Answers2 He is always busy on

Thursdays.3 Katie sometimes goes swimming

on Saturdays.4 Ravi never goes rollerblading.5 We are often tired in the

evening.6 M onica always looks a t

Discovery Web in the morning.

Give individuals or pairs time to write.Check answers.

& Give pairs time to practise.

Answers2 What do you do there?3 What do you do a fter

school?4 Do you always study in

the evening?5 When do you p lay a

sport?

Exercise 7

Exercise 5 - TapescriptGirl: Bart, what do you do after school?Boy: On Mondays I often play board games with my friends.Girl: Do you play board games on Tuesdays?Boy: No, I don’t. I usually sing in a band.Girl: Do you enjoy it?Boy: Oh yes, I love singing!Girl: Do you go to the park?Boy: Yes, I sometimes go to the park on Wednesdays.Girl: What do you do there?Boy: I go rollerblading with my pet dog.Girl: Do you go rollerblading on Thursdays?Boy: Oh no! I always make model planes on Thursdays.Girl: What do you do on Fridays? Boy: I usually read my football magazines.Girl: Are you ever bored?Boy: Oh no! I’m never bored. I haven’t got time!

Photocopiable resource 1, page 155.

, 'I'Hi everyone.

Today is No TV Day. What are you doing? Are you having fun?

Write to Monica at Discovery Web! :

^ ___•?.L

CZfcJJiJB© TV programmes

^ Q i.i7 Listen and repeat.

^ Tick the types of programme you usually watch.Ask and answer with a friend.

A Do you usually watch cartoons? B Yes, I do.000

1 a cartoon 2 the news

4 a series 5 a sports programme

www.DiscoveryWeb/NoTV Day

1 usually get up late and watch my favourite cartoons, but today I'm helping my mum. I’m not watching the TV, I’m doing the housework! No TV Day is a terrible idea!Ellen, 11 years old

J

........................

My brother and I often argue about TV programmes, i like quiz shows and he likes sports programmes.At the moment my brother is drawing cartoons and I’m making jewellery. We're having fun!Gaby, 12 years old

J

No TV Day is silly! I always watch football on Saturday with my friends. At the moment our team is winning. We aren't watching the match, we're listening to it on the radio!Tom, 12 years old

^ Q i.i8 Read and listen. Match the people to the programmes.

Ellen------ aTom'^^-.bGaby-'''^ -c

cartoon quiz show sports programme

Grammar§£ Give students time to study the

grammar box and complete the sentences.

fp> Check answers.

Answers —► student page

Suggestion: Have a weak class repeat different questions, affirmative and negative full and short answers after you in chorus before they study the grammar box.

Tip: Sometimes students are reluctant to repeat language in chorus like this. Explain that repetition helps them to remembei- vocabulary and grammar, and to pronounce words correctly.

Exercise 4Give students time to do the exercise individually.Check answers.

New languageGrammar: presentcontinuousVocabulary: TV programmesFunctions: talking aboutactivities happening nowPre-teach: argue, match,living room

D is c o v e r W o r d s

Exercise 1 u 1.17

(Books closed) Ask students what TV programmes they like. Elicit any types of programme they know.Ask if they watch any TV in English.

§?> (Books open) Give students time to look at the pictures. Play the recording, pausing for students to repeat each word.

Exercise 2Give students time to tick and do the speaking activity.

£> Ask the class for some examples.

Exercise 3 Q i .is(Books closed) Write No TV Day on the board to introduce the exercise.Ask students to imagine wrhat people do on a day like this, e.g. Tloey go to the cinema, they sleep, they listen to music, they play football.

£> (Books open) Play the recording while students follow the texts.

^ Give students time to do the matching exercise.

^ Check answers.

Answers —► student page

© . . . . v g ©

■nrduiuciss! present continuous Remember and complete.

m

. z watching TV isnt . . 3 now. winning ..., . at the moment,having runare3

ListeningQ i.i9 Look at the people on No TV Day.

Listen and find the person, l

He She It

: YOUw We

They

4 Am I watching the match?Yes, I am. / No, I'm not.Are you watching TV?Yes, you are. / No, you5 arpnf .Is he having fun? Yes, he6 ;<• / No, he isn't.

What7 or? you doing?

Look at the picture again. Choose a person. Ask and answer in pairs.

A Is it a girl?B Yes, it is.A Is she dancing?

^ Q i.2o Imagine it's No TV Day. Listen to the instructions, then write sentences.

I'm playing football. My mum and dad are listening to the radio, and my cat is sleeping!

Make true sentences.

1 Ellen / have fun X Ellen isn't having fun.2 Ellen and her mum / do the housework /3 Gaby and her brother / argue /4 Gaby/ make a model plane X5 Tom / watch a sports programme X6 Tom and his friends / listen to the radio /

: *

*

m« |

#

•>WL

Answers2 Ellen an d her mum are doing

the housework.3 Gaby an d her brother a ren ’t

arguing.4 Gaby isn’t m aking a model

plane.5 Tom isn’t watching a sports

programm e.6 Tom an d his fr ien d s are

listening to the radio.

Exercise 5 f t 1.19

& Ask the class about the picture, e.g. What’s he/she wearing?

§P> Play the recording while students listen. Pause after: Is he sitting on the bed? Yes, he is. Ask students which picture they think it is. Play the rest of the recording to check.

Answers —► student p ag e

Give pairs time to do the activity.

Exercise 6

Exercise 7 1.20

f|> Play the recording, briefly pausing to make sure students have closed their eyes!

^ Give students time to write their sentences.

^ Ask the class for some examples.

^ > Have a student read Fun facts out loud. Ask the class for their opinions and generate discussion. Encourage students to use English! (See Introduction page 9.)

Exercise 5 - TopescriptReader 1: Is it a boy?Reader 2: Yes, it is.Reader 1: Is he talking on the phone?Reader 2: No, he isn’t.Reader 1: Is he playing a board game?Reader 2: Yes, he is.Reader 1: Is he sitting on a bed? Reader 2: Yes, he is.Reader 1: Is it number 1?Reader 2: Yes, it is!

Exercise 7 - TapescriptClose your eyes. It’s No TV Day today. The house is very quiet.What are your family doing? Your dad isn’t watching his favourite programme, but he’s very happy. What about your mum? And your brothers and sisters? They aren’t watching TV. Are they having fun? Where are you and what are you doing? Are you doing something interesting?Now open your eyes! Tell a friend what you and your family are doing!

o

Life on the island isn’t easy. We want to go home.

We usually eat fish for breakfast. Today Danny is cooking the food. Sometimes I make jewellery

from shells.

Danny: What are you doing," AJ: I'm looking for shells. (||]jl Danny: Can you come and he^

Bonzo: Food?! That isn’t food!

We work hard every day. loday we're making a hut.We often look for boats and planes.

Nipper: Huh! Bonzo never works!

Danny: Hey, is that a boat?AJ: No, it's a box. Maybe it's got my clothes in i1

We never see other people. We're the only people on the island.

Nipper: Look, Bonzo! Footprints!AJ: Oh no! They aren't my clothes.

Danny: A football! Come on, Bonzo!

G ra m m a r : p re se n t co n tin u o u s

P r e - te a c h : b re a k fa s t, easy, sh ells , hut, b o x , c lo th e s , foo tp rin ts

Exercise 1 Q 1.21(Books closed) Tell students it’s time for another episode of Adventure Island. Ask students if they can remember the characters’ names. (Danny, AJ, Bonzo the dog an d Nipper the c ra b )Have the class predict what life is like on Adventure Island, e.g. I think it’s fu n ! There isn’t a school! and pre-teach vocabulary

§& (Books open) Play the recording while students listen and follow the cartoon.

^ Give students time to do the exercise individually.Check answers. Ask whose predictions were correct.

Answers —► student p age

Suggestion: Play I Spy using vocabulary from the cartoon instead of the classroom! (See Introduction page 16.)

Exercise 2^ Give pairs time to

decipher Nipper’s notes.

AnswersI d on ’t like Bonzo.He never helps. At the moment h e ’s sleeping!

Exercise 3^ Divide the class into groups of

four and allocate roles: AJ, Danny, Bonzo and Nipper. Tell students to act out the cartoon, then to change roles and practise again. You could select one or two groups to perform.Encourage them to do it without looking at the words. This is a real confidence booster for weak students and will stretch strong ones!

Ask students to study the grammar box.

. . . . . . . . . . — - — ------------- #Suggestion: (Books closed) If you have a weak or mixed ability group, write ‘present simple’ on the- board and key words underneath: 11 never, every day, on Monday, (j||| twice a month. Next, write ‘present. , continuous’ on the board and key words underneath: now, at the moment, today. Give examples and |(D drill. A

jjljj.

::

Make questions. Write the answers.

1 Bonzo/sleep (often)?Does Bonzo often sleep? Yes, he does.

2 Danny / write a message (at the moment)?3 Danny and AJ/work hard (every day)?4 Nipper / play football (at the moment)?5 Danny/make jewellery (usually)?6 Nipper and Bonzo / draw pictures (now)?Can you read Nipper's notes?

i .22 Listen and complete the rap. Then listen again and rap.

Act out the Adventure Island cartoon with friends. 11 always work, I never stop.

12 Aonf have time for fun.So why3 Anoc Bonzo sleep every day? There's work for everyone.

present continuous + simple

We use present simple for talking about routines. We use present continuous for describing something happening now or at the moment.

I'm feeling tired. I'm 4fPP|;nj hot, So please, crab, go away!Dogs don't5 work on sunny days. I'm sleeping here6 today .They do their homework every day.

He's helping the teacher at the moment.

^ Read and complete. Use the present simple or continuous.

Help! We’re on a small island. We’re OK, but ve want to go home. Life on the island is hard. We always 1sleep (sleep) on the beach, but we - nrr nnk'ma (make) a hut now. Every afternoon ve3 chop (stop) work. I sometimes4 play (play) football with my dog, Bonzo.At the moment 1 writing__ (write) thismessage and my friend AJ i/v'CjY-, X ]5 k w iping (help). Come 4 - ^ . s. M mand find us ... ^ ® _P ^

, PLEASE/ ^

He's feeling hot.7 HeV feeling tired. He aAoecn’t like this weather.Here dog, have a nice cold drink Then we can work together!

Exercise 4Give students time to do the exercise individually.

£ Ask students to compare their answers with a friend.

P Check answers.

Answers —> student p age

Suggestion: Ask a weak class to underline the key words before they begin.

Suggestion: Personalisation. Ask students to write two examples of the present continuous and two examples of the present simple, using key words for each, e.g. My mother never listens to music. My brother’s listening to music now.

Ask pairs to write the questions.Check with the class. You could invite individuals to write the questions on the board.

^ Give students time to write the answers individually or in pairs.

Answers2 Is Danny writing

a message a t the moment? Yes, he is.

3 Do Danny a n d AJ work, hard every day? Yes, they do.

4 Is Nipper playing foo tba ll at the moment? No, he isn’t.

5 Does Danny usually m ake jewellery? No, he doesn ’t.

6 Are Nipper a n d Bonzo drawing pictures noiv? No, they a ren ’t.

Exercise 5

Exercise 6 W 1.22Give students time to quietly read the rap.

^ See if the class can predict the answers. Write them on the board.

^ Play the rap once or twice while students listen and complete.

^ Play the rap again,pausing before each space to elicit the answer.

^ Play the recording again while students rap along!

Suggestion: Ask groups of four to make up their own Adventure Island Rap! Ask them to perform for the class.

Answers —► student page

Grammar worksheet 1, page 137.

0

Skills practised: listening, reading, speaking, writingPre-teach: street dancing, fast, hate, hip-hop Preparation: Exercise 4. Copy the tapescript for each student in the class. Exercise 6. Ask students to bring photos of their favourite hobby from home or from magazines.

Exercise 1§> Ask the class what the

girls in the photo are doing. (Street dancing.) Ask students, e.g. Do you like dancing? What music do you usually dance to? Pre-teach vocabulary.

(p> Play the recording while students listen and follow Bethany’s letter.

i> Give students time to read the letter again and complete Bethany’s profile.Check answers.

Answers —► studen t page

Exercise 2P Give students time to read

the letter again and to complete the sentences.

§!> Check answers.

Suggestion: Ask three students to read the letter aloud, one paragraph each.

Tip: Why not set up a reading aloud rota, so that all students get a turn?

Answers —► student page

Exercise 3 § 0 1.24^ Ask students to predict

Q i.23 Read, listen and complete.

Name:

Hobby:

Bethany

street dancing

Alex’s hobbies.Play the recording once or twice while students listen and tick.Check answers.

Answers —► student page

25 WOOC.OnC -OOi L or\Aor, N l

ly t S e p fe J ji l

Dear What's New ?,

fAy names ftethany. Ym twelve years *1|{| Jl and my Aobby iy street dancing. I like if a because it's exciting and itV good exei'CJJ j

too. •

1 9o to a dance cloy* a t the Sports club § every afternoon. We uSuaWy dance to l iw hop mus'ic. Some of the dancey are fay t^ r difficult] but our teacher if very good. Ufll have a lot of fun, but We are a\wayS Ve|jj|| tired a tth e end of the clay*.

I sometimes dance a t home, but only « rryy dad isn tthe re . He hates A ip-Jiop! school, I dance with my friendy b e t w e ^ leyyany. A tth e moment Were practising for the school yhoW. W ere dancing to ; Smith’s Switch. I t ’s one o f my faV o u rit^ ,

A

Read the letter again. Complete the !ill sentences.

1 Bethany likes her hobby because ... m it's exciting and good exercise.

2 Her dance classes are at ...the sports clublj ([)>3 She usually dancesto ... hip-hop. «m,4 At the end of the class she is always... tireU.5 Sheonly dances at home when ...herAaA^t6 Atthe moment she and her friends...

are practising for the school show.

any of the answers. This is a gofiil way of stretching strong studenijflj)Play the recording again, while <j[j{) students listen and circle.Have students compare their jj, answers with a friend.

Tapescript —► end of notes mmmi

Exercise 4Give students time to read the questions and to see if they know

Tip: Check answers. You could pi the recording again and ask the class to shout ‘STOP!’ every time they hear an answer.

Answers —> student page

YOU'RE NOT A SUPERHERO- Y O U 'R e A SUPER ZERO/

• When you write a letter, remember to write your address at the top of the page, then the date. Start the letter'Dear...' and end'Best wishes...!

Listeningf v O , 24 Listen to the interview with twelve-year-old Alex,

the things Alex does in his free time.

0 ___□□□□ a

drawsmakes models reads magazines watches films texts his friends collects cards

i.2s Listen again. Circle the correct words.

] a Ipx draws^uperheroes) / animals.___________2 He says it’s always easy /(sometimes difficult?)3 mp has ideas for storiesfat school)/ at home.4 Hk favourite superhero is Spiderman /fZ-man)5 Alex is workinc on a new story /(Solnq his homework

this evening.____________6 Alex collects(superhero cardsV football cards.

SpeakingThink about one of your

hobbies or use the ideas below. Ask and answer with three friends.

• street dancing• drawing cartoons• collecting cards• making jewellery• going rollerblading• singing in a band

A What's your hobby ?B It's making jewellery.A How often do you do it?

W ritin g^ Write a letter to What's New? magazine about your hobby. Answer these questions.Paragraph 1• What's your name?• How old are you?• What's your favourite hobby?• Why do you like it?Paragraph 2• How often do you do it?• Where do you do it?• Is it easy or difficult?• What are you doing atthe

moment?

Give a weak class the tapescript to follow to check answers.

Exercise 5 ( . j )

} Give students a minute to decide on their hobby.

% Gi\e pairs time to do the activity.% Move round, prompting and

checking.

Ask the class to tell you about their favourite hobbies.

Suggestion: To start the activity, ask a volunteer to read the example. Elicit more questions from the class and write them on the board, e.g. When do you do it? Where do you do it? You could then have the class ask you about a hobby. Students usually love finding out about the teacher.

Exercise 6& Give students time to do the

writing activity.

Move round, correcting and prompting.

Suggestion: Ask students to illustrate their work by either drawing their hobby or by sticking pictures of it on their letter. Make a class poster, Our hobbies.

& Read the text (use LI if necessary) with students. Invite a student to read the Try this! advice box as students start to write their letters.

Exercise 3 - TapescriptPresenter: Hello and today we’re talking to kids with unusual hobbies. Alex, can you tell us about your hobby?Alex: Well, I draw cartoon stories. Presenter: What are your stories about?Alex: They’re about superheroes, like Superman, Spiderman ... Presenter: Your pictures are very good. Is drawing easy for you? Alex: Thanks ... er, no, it’s sometimes difficult to think of new stories.Presenter: And how often do you draw?Alex: Every day. I often have ideas at school, then I draw them at home.Presenter: So who is your favourite superhero?Alex: Z-Man because he can disappear.Presenter: That’s cool! Are you working on a new story at the moment?Alex: Yes, but this evening I’m doing my homework.Presenter: Have you got other hobbies?Alex: Well, I sometimes collect cards.Presenter: What type of cards? Alex: Superhero cards, of course!

I can talk about free time activities. 1 can use the present simple and frequency adverbs.1 can talk about routines.I can talk about TV programmes.

I can use the present continuous.

A nswers —► student page

Answers —► student page

Language revisedGrammar: present simple, frequency adverbs, present continuousVocabulary: free time activities, TV programmesFunctions: asking about hobbies

RevisionRefer to the Introduction for ideas on how to work with revision pages (see page 14).

Exercise 1Give students time to do the activity.Check answers.

Words|j^ Write the verbs.

1 NCISinaband sing2 WRAD cartoons draw3 KEM A jewellery mo ke4 LLOCECT cards collect5 N ITS LE to the radio listen6 ETXT friends text

Write the TV programmes.

Complete the dialogue Use the preser: simple or present continuous.

Monica Katie. What 'are you doing :o. do}? jjljjiKatie Hi. 12’,

1 the news 2 a qxdz w

4 a w i l . d l i £ iP ± a q. ± a m me

3 3 SpajiJ-xP x a g. j: a mms

Grammar^ Order the sentences.

1 sometimes Nipper to the Rock Cafe goes. Nipper sometimes goes to the Rock Cafe.

2 on the island The children never are bored.3 play football Does Danny every day ?4 often Bonzo hungry Is?5 go swimming They never.

(read) a magazine, but I’m bored. AID1

Monica Butvou3 duallyoo (usually, go) jjp climbing on Tuesdays.

Katie I know, but my climbing teacher4kn't working (not work) today. £

Monica Hey, what's that music? 5At^mi]lstsr,inq (you, listen) to the radio at the momeilP

Katie No, it's my sister. She 6,c ploying (pljjjj) her guitar.

Monica 7DqPc PUv(she. play) in a band? • Katie Yes, she does. TheyJWayc prartkelalw^n

practise) at the sports club on Tuesdays. _

Prorsunicaf mn /%/ /%/^ Q i ,26 Listen and repeat.

Sue likes science, but Zack reads magazines.

Functions^ Write the questions for these answers. (J |J)

1 I go climbing every week.How often do you go climbing?No, she doesn't play board games on Fridays. W* He texts his friends every day. [jjji.Yes, we always study at home in the evening. They usually do homework after school. ‘Ill*

Exercise 5fp> Play the recording once or twice

while students listen.§2> Play it again and have them repeat

the sentence and sounds.

Exercise 6Give students time to write the questions.

m Check answers.

Answers2 Does she (usually) p lay hoard

gam es on Fridays?3 How often does he text his

friends?4 Do you (usually/always) study

at hom e in the evening?5 When do they (usually) do

homework?/What do they (usually) do after school?

ChecklistSee page 14 of the Introduction for ideas.

Exercise 2Give the students time to do the exercise.

^ Check answers.

Answers —► student page

Exercise 3^ Give students time to do

the exercise.Check answers.

Exercise 4Give students time to complete the dialogue.

£ Ask them to compare answers with a friend.

^ Check answers.

Answers2 The children are never

bored on the island.3 Does Danny p lay

fo o tba ll every day?4 Is Bonzo often hungry?5 They never go

swimming.

This month’s topic is food. I love

salad! What's your favourite food?

li P 1 Match the food with the pictures, listen, check and repeat.

/ candwicheslkfruit 1 salad3 crisps'/ biscuits'?.vater 7 cheese 8 fizzy drink27 sausagesl2 eggsr? meatlf

1 ~sh25 potatoes22beans2tfbananas5 strawberries!'/ | /rf\ Onions20carrotst breadl2 rice20chocolate2 J ;

^ Which food do you like? Tell a friend.

I v e strawberries, but I don't like fish!

Find these containers in the picture and circle.

Suggestion: Group survey. Ask the class to work in groups of four. Give each student the pre-prepared grid. Tell them to write group names on the left of the paper and to write a food of their choice at the top of each column. Give them time to exchange information and record their answers with a tick or cross, e.g. David, do yon like sausages? (x)

.<ew language. ocabulary: food- re-teach: vegetables, container

reparation: Unit introduction.ing food realia to class, e.g. biscuits.

Introduction for ideas for using realia, page 12.) Exercise 2. Draw- grid on half an A4 page with five

ws and ten columns. Write nam e in’ e top left square. Copy one for each

student.

Unit introductionCBooks closed) If you have brought realia, use it to introduce the theme, e.g. Teacher: What’s this? Student: It’s an egg! Find out what other food words your students know.

^ Tell the class that Unit 2 is all about food!

^ (Books open) Use an ideasuggested in the Introduction to focus on In this unit.

Exercise 3Give students time to do the exercise.Check answers.

Answers —► student page

Discover eKire words: Have strong students or fast finishers find extra new words.

Tip: Don’t forget to react to the content of what your students tell you, as well as to language accuracy. This will help to motivate your class.

■ ■ ■ ■ R • | g f f l; • countable and.uncountable nouns

• some and any• much / many / a lot of• offers and requests

H s c e v * W ord8

Exercise 1 Q 1.27

p> Give students time to do the matching exercise individually or in pairs.

§?> Play the recording, pausing for students to check answers and to repeat the words in chorus.

Answers —► student pag e

Exercise 2Give pairs time to do the activity.

New languageGrammar: countable and uncountable nouns, som e and anyFunctions: speaking about food quantitiesPre-teach: healthy, sock, stir fry, smoothie, insect

Culture notesThere are lots of different kinds of healthy foods to choose from in British school canteens these days instead of traditional fatty school canteen food such as pie and chips. One reason for this change is the introduction of the government FiS (Food in Schools) programme in 2004, which aimed to provide children with healthier food options at school, as well as to educate them about the importance of nutrition. This is because people in Britain were very worried about poor diets and increasing child obesity.

Exercise 1 W 1.2s

£ Ask the class to tell you what they can see in the photo. Recycle all the vocabulary you can and pre-teach new words.

^ Play the recording while students follow the dialogue.

& Check answer.

AnswersBen has got stir-fry.

Exercise 2p Give students time to read

the dialogue again and to answer the questions individually or in pairs.Ask volunteers for the answers, referring to the dialogue to check.

Exercise 3Give students time to look at the pictures before they listen to the recording twice. The second time, stop to ask the whole class to repeat the target language copying the intonation, and ask for each answer.

Answers —► student page

Grammar^ Give students time to study the

grammar box.

Exercise 4§£> Do two or three examples with

whole class.Give students time to do the

, exercise.

Answers — ► student page

EATFIT

It’s Healthy Food Day at scbcc!! iKatie Hi Ben. What's that? I'm h ^ i Ben It's a Chinese stir-fry.Ravi Is there any meat in it? ™ Ben No, there isn't any meat, bi'l|t'i

there are a lot of vegetable very good for you!

Katie Can I have a plate of stir-some rice, please? ^

Ben Yes. Here you are.Katie Thanks ... Yum! It’sfantalll^! Monica Hi everyone. Have you got- jf

drink, Ben? I'm thirsty.Ben No, but we've got srroctr "I" Monica Smoothies?Ben Yes. We've got banana > «|r

and strawberry smoothies:” They're very healthy. |{j|)

Ravi Delicious! im.Monica OK. A strawberry smoothie,,

please. I can have it with chocolate. ^

Ravi Oh Monica!

1.28 Listen and read. What food has Ben got?

Read again. Answer the questions.

1 What country is the food from? China C —2 Is there meat in the stir-fry? 003 What has Katie got with her stir-fry?rice4 What does Monica want?a fizzy di-ink , T I5 What drinks has Ben got?fmoot ie rC L - J6 Is Monica eating healthy food?oo ' : (S) / / \

Talking Taps!|p> Q 1.29 Listen, repeat and match.

1 It's very good for you! A ®2 It's delicious! ft . ■ ' ' (

A "5.vers —► student p age

O

• countable and uncountable nouns

We can count countable nouns: one onion two onions

• We can use a / an with singular countable nouns: I've got an onion.This is a strawberry.

' vVe can't count uncountable nouns:/ like rice. This is water, (no plural)

^ Complete the baskets. Use words from page 19.

✓countable

Cmm egg strawberry j{}fh sandwich biycoit: ...... ■

}aoyoge bean / f uncountable, “ carrot b Qr\Or\a . .

trui

^ Look at the food. Which ones can be plural? Tick and write.

onion

sandwichbreadricestrawberryeggfishsausage

plural//

onionsyandwicA>ey

yfrawberriey

eggy

yauyagey

• n every chocolate bar there are about eaght insect legs. Yuk!

some and any

We use some in affirmative sentences.There are some onions. There's some rice.Use any in negative sentences and questions.There aren't any onions. Is there any rice?

i.3o Complete with some or any. Listen and check.

rjce fizzy drink !chocolate ■

yalad cheesebread meaty

Rick Is there 1 any bread?Reg Yes, there’s2 yome bread. Oh no, it's an old

sock! There isn't3 any bread in here.Rick Is there4 any meat?Reg No, there isn't, and there isn't5 any fish. Rick Are there5 _any_ vegetables?Reg No, but there's7 tome fruit. There’s an

apple and8 tome bananas. Look! There’s 9some cheese too.

Rick Yum! That's myfavourite!

Sp eak in g

Work with a friend. Practise the dialogue in Exercise 6. Use different food words.

^ Play the memory game.

A I've got some cheese.B I've got some cheese and an apple.C I've got some cheese, an apple and some fish.

Fast finishers: Have them continue che exercise, using other food -vords they know.

Lxercise 5& Remind students uncountable

nouns have no plural.Give them time to do the exercise individually or in pairs.Check answers.

Fun factsP> Ask a student to read the Fun fact.

Ask the class for their reactions!

Suggestion: Support a weak class by having them tell you which food in the exercise is countable and which is uncountable before they start.

G r a m m a r§> (Books closed) Read the

example sentences with some and any from the grammar box. Ask the class if they know when we use each. This will stretch strong students.

§s> (Books open) Givestudents time to study the grammar box.

Suggestion: Have them underline the examples of som e and any in sentences in the dialogue in Exercise 1, e.g. Is there any m eat in it?

Exercise 6 Q 1.30Give students time to do the exercise individually or in pairs.Play the recording while students listen and check.

^ Play the recording again, pausing before each space to elicit and check each answer.

1 Draw students’ attention to there is + singular countable or uncountable noun, and there a re + plural noun.

Answers —► student p age

Exercise 7^ Give pairs time to practise

the dialogue in Exercise 6, changing roles.

^ Ask them to practise again, using different food words. Remind them they might need to change there is/are.

Exercise 8Play the game with the whole class once or twice.

- rswers —► student page

• Oto ■ ■■■ — — — — mmmmmrn — — — —

Answers —> student p ag e

New languageGrammar: much, many, a lot o fFunctions: speaking about quantityPre-teach: challenge, metal, dangerous, meal, trolleyPreparation: Exercise 7-Copy a tapescript for each student.

Exercise 1 W 1.31 ;|> (Books closed) Ask

students what they like/ don’t like eating.

§> (Books open) Ask students to look at the photo.Ask what they think Mr Mangetout's doing!

£> Play the recording while students follow the web page and do the exercise.Check answers.

Answers —> student p age

Exercise 2§> Give students time to read

and answer the questions individually.Ask volunteers for the answers, asking them to refer to the relevant part of the text for each.

0 0 0

Michel Lotito (or Mr Mangetout) is from France and he loves eating. He eats bikes and beds.He eats computers and TVs. He aiso eats small planes!Why does he do it? It’s a challenge, he says. Ho' does he do it? He eats a small plate of metal wi every meal. There isn’t much metal and he drink a lot of water. For normal people, metal food is very dangerous - don’t eat it at home! But Mr Mangetout tikes it!Mr Mangetout sometimes eats normal food. He likes apples, but he doesn’t like bananas and the aren’t any eggs in his fridge. He’s usually ill whe

Ills favourite computers and chips!

^ Q i . 3 i Read and listen. Tick the things Mr Mangetout eats.

jfplanes / eggs TVs/ bananas apples/ computers/ bikes/ chips/

Read the text again. True or false?

1 Mr Mangetout is American, false2 He can eat beds, true3 He eats metal every day. true4 Metal food isn’t good for you. true5 He doesn't like normal food, fa I ye6 Eggs are his favourite food, falye

much / many / a lot ofWe use much and many With questions and negatives.How much metal is there? There isn't much metal.How many eggs are there? There aren't many eggs.We use a lot of in affirmative and negative sentences. We also use it in questions.Does he drink a lot of water?He drinks a lot of water. / He doesn't drink a lot of water.

G r a m m a r^ Give students time to

study the grammar box.P Ask them to find and

underline all the examples of much, many and a lot o f in the text in Exercise 1.

fp> Point out that much is used with uncountable nouns, many with countable plurals, and a lot o/with both.

Exercise 3f£> Give students time to do the

exercise individually.Check answers, referring to the grammar box.

Answers —► student page

Exercise 4f> Give students time to do the

exercise individually or in pairs.Check answers. You could invite

individuals to write their answers on the board.

Answers2 Are there many TVs?3 Is there m uch cheese?4 Are there many bikes?5 Is there much bread?6 Is there much water?7 Are there many bananas?

Tip: Always make sure that students have a correct written record of 1 work done so they do not repeat i| their own mistakes!

^ Choose the correct answer.

1 There(jsnTmuc^)/ aren't many bread with this bike. ----

2 How much /(How many)planes are there in the fridge?.

3 ThereCTsn’t mucfi)/ aren't many metal in thismeaT

4 There's(£jot oFy much food in Mr Mangetout's kitchen.

5 He can't have two TV sandwiches. There isn't much / aren't mamjVTVs.

6 (flow mud))/ Howmany cheese is there irrtlre^upboard?

7 Therearen 't^Totoly much people like Mr Mangetout.

^ Write the questions. Use Are there many orIs there much.1 eggs? Are there many eggs?2 TVs? 5 bread?3 cheese? 6 water?4 bikes? 7 bananas?

SpeakingWork with a friend. Look at Mr Mangetout's

shopping trolley. Ask and answer.

TV water cheese bike plane egg bread

A Are there many eggs?B No, there aren't. There aren't many eggs.

Listen ingQ i.32 Listen. What is the girl doing?

SUe's cooking a meal for fAr Mangetout.^ Q i.33 Complete the questions with How much or How many. Then listen again and match with the answers.

How much meat isthere? floW nnctny onions are there? How many carrots are there? How muck rice is there?

i are there?

S peakin g^ How much of this food do you eat and drink in a week? Complete the table for you.

Food / Drink You

salad ___bowls

crisps ___packets

fizzy drinks ___cans

sandwiches ___plates

water ___glasses

^ Copy the table in Exercise 8. Ask and complete for three friends.

A How much salad do you eat?B I eat three bowls a week.

W ritin gImagine you are cooking a special meal

for your family. What food is there? How much? Write sentences.

There are a lot of potatoes. There's some salad, but there isn't much...

.xercise 5> Give pairs time to do the activity.

Move round, prompting and correcting.

^xercise 6 m 1.32J Play the recording once while

students listen.> Check answer.

A rs/fers —► student p age

Exercise 7 Q 1.33Give students time to complete the questions and check them.

# Play the recording again, while students listen and match.Check answers.

Answers —-► student p age

_icescnpi1 - si

■ en d o f notes-v. ££ 1 - ■;

Exercise 8Give students time to complete the table.

Begin by asking a confident student example questions.

& Ask students to do the activity in groups of four.

Exercise 9

Tip: Give instructions before you ask students to move into groups, so they are concentrating on you, not their friends!

Exercise 10§£ Ask your students if they

ever cook. Do you cook? When do you cook? What do you cook?Give students time to write their sentences.Move round, correcting and prompting.

Exercise 6 - TapescriptBoy: What are you doing?Girl: I’m cooking a meal for Mr Mangetout.Boy: It looks great, but it’s ... yuk! What is it?Girl: It’s meat, vegetables, rice and

Boy: Is there a lot of meat in it? Girl: Yes, there is. Mr Mangetout likes meat.Boy: How many vegetables are there?Girl: Not many - there’s an onion and two carrots.Boy: How much rice is there?Girl: There’s a lot o f rice, but no eggs. Mr Mangetout doesn’t like

eggs.Boy: And what’s that?Girl: Oh, that’s a computer.Boy: A computer?Girl: Yes, it’s Mr Mangetout’s favourite food!

Grammar worksheet 2, page 138.

Danny: Good idea, AJ! i Crocodile: Help! ,

Bonzo: Oh no! A mouth with legs! Crocodile: Yum! I love hotdogs!

Functions: offers and requestsPre-teach: river, mouth, fishing rod, coconutPreparation: Exercise 7.Make a set of twenty cards for each group of four; write food vocabulary on ten and container words on ten.

Exercise 1§> (Books closed) Tell

students it’s time for another episode of Adventure Island. Ask students if they can remember what the children do every day, e.g. They work hard, they often look f o r boats. Ask what the children usually have for breakfast. (Fish). Ask students what they usually have for breakfast too!(Books open) Play the recording once or twice while students listen and read the cartoon.

^ Check the answer.

Answers —► student page

Suggestion: Use the cartoon to check and activate a weak class’s vocabulary or to stretch strong students. After you’ve checked the answer, ask the class questions, e.g. What’s this? What are these? What can you see in picture 3? What’s Bonzo doing? Do they alivays have fish fo r breakfast?

Exercise 2Give students time to do the exercise individually.

^ Have them compare their answers with a friend.

t > Check answers.

JaeiwjAJ: How many fish jjj|ji have we got?Danny: Six, and w e '^ j got a lot of crabs too,|jj‘ j Bonzo: Hey, Nipper! Would you like a p lat® of crabs’ legs? j | j Nipper: No thanks!

AJ: These fish are delicious.Danny: Can you pass some coconut and insect juice, please?AJ: Yuk! That's disgusting!Danny: It's good for your hair, AJ.

AJ: I'd like some fruit. Monkey: Here you are! Danny: Watch out, AJ!

s *

Answers —► student page

Exercise 3fP> Give pairs time to decipher

Nipper’s notes.

AnswersThere isn ’t much fo o d on the island, but there are a lot o f crocodiles.

Exercise 4^ Divide the class into groups of

six and allocate roles: AJ, Danny, Q) Bonzo, Nipper, the crocodile, the , , monkey. Tell students to act out the cartoon then to change roles and ; practise again. You could select one or two groups to perform. ([£}Encourage them to do it without ; p looking at the words.

^ Q i .34 Listen and read. What is 'the mouth with legs? It’s a croceAiU.

&12

Read again and choose.

There / (arenTan ^ s h in the sea today.

ThevC ^ ~ - ^ o n ,t ‘ incl much f° oci 'n theriver. _________AJ /%iesn't_iike)the lujce.Nipper T's X^joesiV: want):ra bs' legs.Bonzo /^Tm onke^has gofsome fruit.Bonzo feelsCjcirefly hungry when he sees the crocodile.

1 5 Can you read Nipper's notes?

oNtVe vS\a*AcK &x C<o<L© <Av\£<» -

^ Act out the Adventure Island cartoon with your friends.

F u n c tio n s : offers and requestsj||> Q 1.35 Listen and complete. Then listen, check and repeat.

NipperBonzoNipper

Bonzo

Nipper

]Can you pass me2 some insect juice, please? 3 Here you are!Thankyou. Mmm... delicious! Can 14 W e a banana too. 5p|ea e?Yes, of course. And would you5 like a crab's leg?No.7 f yoC . But8 VA like a hotdog!

Practise the dialogue with a partner. Change some of the words. Use this list./------------------------------------------

eggs meat fish potato bean banana strawberry onion carrot bread rice chocolate

'-------------------- --- . ___A Can you pass me some bread please?B Here you are!

Draw five containers. Write the five words. Put the cards face down. Play the memory game!

35.xercise 5 Q 1Ask the class to describe the picture to you, to generate interest and provide a context for the dialogue, e.g. Nipper’s drinking insect ju ice. He doesn ’t like eating crab because he is a crab!P-ay the recording once or twice ~ rjle students listen and complete the dialogue.

9 K_ve ihem compare their answers ~ i:h a friend.: x :he recording again, stopping

before each space to elicit and check the answer.Play it again, pausing for students to repeat each line in chorus.Use your fingers to demonstrate the contraction I would (two fingers) = I ’d (bring the two fingers together), or write it on the board.Tell students Can you pass ... P/I’d like ... are requests, and Woidd you like ... ? is an offer. Have them underline the offers and requests in the dialogue and cartoon.

Answers — ► student page

!> Give pairs time to practise the dialogue, replacing words.

b> Ask them to change roles so they are practising as much language as possible.Move round, and prompting.

Exercise 6

correcting

Exercise 7fp> Give students time to play

the game in pairs.

Suggestion: Lunchtime chat! Ask students to write a dialogue featuring their friends in the same class in the school canteen / cafe if you have one. They must include at least one offer and one request. Ask the groups of volunteers to perform for the class.

Suggestion: Give sets of pre-prepared food and container cards to each group of four to put face down on their desk. They take it in turns to take one card from each set and to make an offer or request, e.g. (plate card and sandwich card) Would you like a p la te o f sandwiches? If they can make a sensible offer or request, they keep the cards. If they can’t, (e.g. they have a card with sandwiches and one with glass), they replace the cards face down. The student with the most cards wins.

Photocopiable resource 2, page 156.

Language rewisedGrammar: some, any, much, many, a lot of, countable and uncountable nouns Vocabulary: food Functions: offers, requestsPre-teach: fast food, slice, lick, lips, resist

RevisionRefer to the Introduction for ideas on how to work with revision pages (see page 14).

Exercise 1Give students time to do the exercise.

(p> Ask them to compare answers with a friend.

& Check answers.

Answers —► student page

Suggestion: If this is the first time students have done this kind of exercise, or if the class is weak, you may like to work with the whole group.

Exercise 2^ Give students time to do

the exercise.Check answers. You could write the snake on the board and invite individuals to cross out different words.

Answers —> student page

Exercise 3^ Use the cartoon to

introduce Maurice and his customer. Ask: Does the girl like octopus icecream ? (No!)Give students time to complete the dialogue. Remind them we use there

O

Words

fp l Circle the odd one out.

1 banana fruit ( packet) strawberry2 glass (rice) bowl plate3 meat salad potato (biscuit)4 carrot onion bean (fe y d im )

Circle the food words.

^ Look a tthe picture and complete :re sentences. Use much, many or o lot of.

G ram m arj||^ Complete the dialogue.

Maurice, I like fish and chips. Have you got1 any fish and chips?

Maurice Yes, I have. I've got some delicious shark and chips.

Girl Shark, hmm,.,2 if there any salad?Maurice No, there3 . but there4 ;<■ a

snake stir-fry.Girl Er... what about biscuits?5 Are there

any biscuits?Maurice No, there5 aren't, but there7 are

1 There aren't many crisps, but there are a lot of sandwiches.

2 There isn't much fizzy drink, but there'stome water.

3 There's tome pizza, but there isn't much ice cream.

4 How many biscuits are there? Only two.5 Is there any cheese? No. there isn't much.6 How many bananas are there? There are

a lo t o f bananas.

Pronunciation / a /^ Q 1,36 Listen and repeat.

©

some chocolate insects or there's8 __a_ fantastic octopus ice cream.

Girl Er, no thanks, Maurice. I'm not hungry!

II

I'd like some potatoes, onions and cheese and a glass of water, please!

is with singular countable and all uncountable nouns, and there are with plural countable nouns. Ask them to refer back to the grammar box in Unit 2a (page 21) for help with some and any.Check answers with the class.

Answers —> student p ag e

Tip: Encourage students to be independent learners and to use all the resources Discover English 2 has to offer such as the Multi-ROM.

Suggestion: Have students practise the dialogue in pairs.

Exercise 4^ Ask the class to quickly tell you

what they can see on the table.Give students time to do the exercise. Ask them to refer back i the grammar box in Unit 2b (pag 22) for help with much/many/a b + Of-

Answers —> student page

if

Functions|p> order the sentences.

Qjrl like Would some water you ?IMould you like some water?

goy Yes, please.Girl you Can pass me please a biscuit?Boy Of course.Girl please Can have too a banana I ?Boy you are Here.Girl Thankyou!

p u i.33 Complete the song. Use these v/ords. Then listen and check.

eaft eat(x2) hungry like pass smell taste some

]Can I take your order please?Let's2 eat to the beat A pizza slice a pizza slice 3__km e_ chips and chicken and a pizza slice A burger, a burger

Some chips and chicken and a pizza slice You * like it, you love it You know you really want it5 Parr me a pizza r J r \Whenever I'm in town (mm mm) (4

Yummy and exciting5 so inviting /Driving me crazy ( f7 Hungry tothebone V

Consolidation

p i Q i.37 Listen and complete the dialogue.

It's a great day for a picnic Yeah, I'm 'hungry.You're 2 alwavr hungry, Monica.Look! There are3 rome people from school.Hey! It's Katie and her friends. Let’s invite them.But we haven't got4 much food.Yes, we have. There are5 a lot of sandwiches.There aren't6. mOnv .biscuits or crisps. Well, there's7 a lot of fruit.Shh, you two! Hi, Katie.Hi, guys!Come and have a picnic with us. a vioulj you like a sandwich?Yes, please. Hmmm... it's9delioiou?.Ow! There :o are a lot of insects here. Let's sit over there.Come on, Ravi! What are you 11 join? ? !2 Vm collecting insects.What?!Don't worry. They're for Yoda!

Monica

MonicaBen

I think of you and lick my lips — You've got the8 ta rte I can't resist Can't resist-can't resist Let's 9 e a t to the beat!Monica

RaviBenKatieBen 1.39 Listen, read and sing.

I can talk about food.I can use countable and uncountable nouns.I can use some and any. j can use much / many/a lot of.I can make offers and requests.

MonicaRaviKatieRavi

Fust finishers: Ask them to draw their own party table and to write about it using much/many/a lot of.

Exercise 5 Q i .bs^ Play the recording once or twice

tor students to listen.Play it again, pausing for them to repeat each line.

Suggestion: Have the class repeat /q/ in chorus after you.

Exercise 6& Give students time to do the

exercise.ip> Check answers.

Answers -Can you pass me a biscuit please? Can I have a b an an a too please? Here you are.

Exercise 7 Q 1.37§> (Books closed) Discuss

picnics with the class, e.g. Do you ever go on picnics? Where do you go?

fP> (Books open) Play the recording once or twice while students follow the dialogue and do the exercise.Ask them to compare their answers with a friend.Play the recording again, pausing before each space to elicit and check the answers.

Answers —► student p ag e

Exercise 8 Q 1.33Discuss fast food. Ask, e.g. What fa st fo o d do you eat? When do you eat it?

§l> Give students time to do the exercise.Play the recording while they listen and check.

§& Check answers.

Answers —► student p ag e

Suggestion: Students could write a healthy version of the song in groups.

Exercise 9 111.39& Play the song again while

students follow the words and sing along!

ChecklistSee page 14 of the Introduction for ideas.

Hi! I ’m Fkoenix

and I ’m -fVom +ke • V '■ ••USA-. We celekra+e ,;

TWtLsgiv'itog &r\ +lf\e ' / / .1 3+ TVwv-idoy \v\ jNevemfeev. We eat a I - s j

special meal wi+U o ur * '-families and -friends.There J.s a lo+ o-f -food, tw+ th ere aren’t any

p re se n ts . My grandma always cooks a twricey and We eat i t with som e cranberry sauce and a lot o-f potatoes. Then We have pumpkin pie. I t ’s delicious!

New languageVocabulary: Thanksgiving, turkey, cranberry sauce, pum pkin pie, p an cakeFunctions: speaking about festivalsPreparation: Exercise 4. Askstudents to bring photos of favourite festivals.

Culture notesFamily and friends in the USA get together to celebrate Thanksgiving, a holiday feast to thank God at the end of the harvest season. People celebrate Harvest Festival in the UK at this time of the year.On P ancake Day people in the UK and countries such as Ireland, Australia, New Zealand, and Canada, make pancakes. Christians started to make pancakes as a way of using up all their rich foods before fasting at Lent.

Exercise 1 Q 1.40^ (Books closed) Introduce

the topic of festivals. Generate interest by asking: Which festivals do you an d your fam ily celebrate? Which is your favourite? Why?

§5 Ask if the students know anything about Thanksgiving and P ancake Day.

f> (Books open) Use the photos to introduce Phoenix and Molly.

^ Play the recording while the students follow the texts.

H> Give them time to do the matching exercise.Check answers.

Answers — ► student page

R e a d in g5 > Q i.4o Read and listen. Match the food with

the festival.

Read again and answer.

1 When is Thanksgiving Day?The last Thursday in November.

2 How do people celebrate Thanksgiving?3 Do people give presents?4 When is Pancake Day?5 What does Molly do in the school kitchen on

Pancake Day?6 Is there much sugar on her pancakes?

Hi/ I'm Molly and I’m from the UK.In my school we celebrate a lot of different festivals, but my favourite is Pancake Day.It’s in February or March and we always make pancakes with sugar and lemon in the school kitchen. There isn’t much sugar on my pancakes, but I like a lot of lemon juice 0 them. Would you like one? Pancake Day is

F e s tiv a l F<H * Think about your favourite festival. Complete the factfile. Tell a friend.

Name of festival:

When:

Food we eat:

Who we eat it with:

We like it because:

i y Now describe your festival and draw the food.

Exercise 2Give students time to read the text again and to do the exercise.Move round, checking and prompting.

i> Check answers.

Answers2 They have a special m eal ivith

their fam ilies an d friends.3 No, they don ’t.4 It’s in February or March.5 She m akes pancakes.6 No, there isn’t.

Exercise 3Give your students time to choose a festival and do the speaking activity.Ask two or three volunteers to tel1 you about their favourite festivals. }

Exercise 4Give the students time to write an draw. They can illustrate their wo with any photos they have

The topic for Discovery W eb this month is

stories. W hat’s your favourite story?

q stories

7.41 Match the story types with the ;. Listen, check and repeat.

sci-fi story 7 a comedy 5 a horror story c, romance H a mystery 2 an adventure story 5

J ® i,42 Listen to the music. Circle the story type.

romance comedy (horror)0 ( romance) adventure mysteryj comedy ( mystery^ sci-fi

^comedy”) acTventure romanceh m m m h i h h hi. • stones'• was/werei • time expresssions| • past simple: regular and irregular; • asking fo r more in fo rm a tion

Think of your favourite story. Tell a friend.

y favourite story is Dracula. It's a horror story. L's a book, and it's a film too.

Exercise 1 41 1.41Ask the class what kinds of stories they like to find out what they know.Give students time to do the matching exercise individually or in pairs.Play the recording while students listen, pausing to check each answer.

Answers —► student page

Exercise 2 t# i.42P Play the recording once or

twice while students listen and do the exercise.Play it again, pausing as you go to elicit the answers.

Answers —► student page

Exercise 3Give students time to think of a story, and then to tell a friend.

Fast finishers: Have them tell their friend about another story they like.

.Jew language/ocabulary: stories. unctions: speaking about favourite tories

^reparation: Unit introduction.^ring any stories you have your students should know, in English or . our own language.

Jnit introduction’ Books closed) Play Hangman

{see Introduction page 18) with 2- couple of story titles students

should know to introduce the theme, e.g. Harry Potter an d the Chamber o f Secrets, Dracula.Tell the class that in Unit 3 Discovery Web is all about stories. Ask students to tell you the names of stories they have read. Use any realia you’ve brought to class to stimulate discussion. (See Introduction page 12 for ideas).(Books open) Use an idea suggested in the Introduction to focus on In this unit.

Suggestion: Discuss the benefits of reading in English with students, e.g. to consolidate and learn new vocabulary. Depending on resources available, you could introduce a class reader to work through during the year.

Oisoouer extra words: Have strong students or fast finishers find extra new words.

Exercise 1 Q 1.43

New languageGrammar: was/wereVocabulary: time expressionsPre-teach: tent, garden, dark, tell a story, forest, human, noise

Use the photo of the children to generate interest and to recycle and check vocabularyPlay the recording while students follow the dialogue.Check answers.

Answers —► student p ag e

Exercise 2 w 1.44

Give students time to look at the pictures before they listen to the recording twice. The second time, stop to ask the whole class to repeat the target language copying the intonation, and ask for each answer.

Answers —► student p ag e

G r a m m a r(Books closed) Ask: Are the children in B en ’s garden now? (No, last night.)Have the class repeat after you in chorus: Last night they were in B en ’s garden. Ask two or three strong students: Were you in B en ’s garden? (No, I w asn’t.) Was Katie in B en ’s garden? (Yes, she was.) Elicit or give the answers and have the class repeat the questions and answers after you in chorus.

^ (Books open) Give students time to study the grammar box and complete the examples.

You may like to remind them was/ were don’t use the auxiliary did.Check answers.Have students underline was/were/ wasn’t/weren’t in the dialogue in Exercise 1.

Answers —> student p age

Exercise 3Give students time to do the exercise. Have them compare answers with a friend.

^ Check answers.

Answers —> student p age

G is f i® ® ® !’ W o r d *

Exercise 4P Give students time to complete the

timeline.Check answers.

Answers —> student page

Q i.43 Listen and read. Where are the children? What are they doing? xThey’re in lien's garden. They're te llin g s to n e ;__

S

T a lk in g Tips?•| ) Q i .44 Listen, repeat and match.

1 Don't panic! 13 @2 I’m freezing! A ../"-"v.

Last night the children were in a tent inBen's garden.

Monica Brrr! I'm freezing!Katie Hey, do you know any scary stories

for Discovery Web?Ben No, but there was a scary film on

TV last week.Katie Was it good?Ben It was fantastic! There were four

friends and they were in a tent...Ravi Were they in a garden?Ben No, they weren't. They were in a

forest. It was a long time ago.Ravi Was it dark and spooky?Monica Ssshhh, Ravi!Ben Suddenly there was a horrible

noise.Katie Sorry... That was my mobile!Ben What was there, behind the trees?Monica Ravi!Ben It wasn't an animal, and it wasn't

human.Katie What was it?Ben It was a...Katie Help! What's that?Monica Don't panic. It's only Ben's mum.Mum Hi kids! Do you want some hot

chocolate?

[M lllsJi was wereRemember and complete.

iHeSheIt

was ' wasn’t

in a tent.

YouWeThey

2 Wereweren't

There was a scary film on TV. / There weren't any ghosts.Wa<; it dark? Yes, it was./ No. it3 wasn't .Whpre4 were vou last niaht?

^ Complete Katie's diary. Use was/ wasn't/ were.Last night 11 was at Ben's house. Monica2 was chere and Ravi too. We3 were in Ben's new tent in the garden. It was freezing outside so it4 wasn't much fun! It was scary too. There5 wq? a strange noise in the garden, but it ‘W n ifa monster, it was Ben's mum!

Listening

Q 1.45 Listen and look at the pictures. Write the time expressions.

yesterday t hree hours a go

Ip ) Complete the questions. Then imagine a story and answer the questions.

1 Was there an alien behind the tree?Yes, there was.

2 VJas it big and bad?3 Wo? there a spaceship in the forest?4 VvWpthe alien's friends in the spaceship?5 Werethe children scared?

0 time expressions

^ Complete the timeline. Use these words.

(along time ago ^yesterday last weekend

NOW

1 three hours ago

2 lastWeekend

3 yesterday

4 a Iona time aao

PAST

t|p> Look at your answers for Exercise 6. Write your story.

There Was an alien behind the free.I t Was Small ar\d funny ...

Ask and answer. Use these time expressions.

| last weekend an hour ago last Christmas | ! yesterday at two o'clock twelve hours ago

A Where were you last weekend?B I was at my friend's house.A Who were you with?

x e rc ise 5 1.45Ask students about the pictures, e.g. U "here is he? (H e’s in a spaceship!) Is he happy? (No, h e ’s sad.)

■s* Pi:.; the recording while students iisren and look at the pictures.

:hc recording again. Give students time to write the time expressions.Check answers.

- ni ers —► student p age

Exercise 6& Give pairs time to complete the

questions.^ Check answers before students

continue the activity so they are practising correct English!

Answers —► student page

Suggestion: You could write the answers on the board. When the majority of the class have finished, ask the class to check and answer the questions.This will help prevent fast finishers from getting bored.

$ Give students time to imagine their own stories and do the exercise.

Exercise 7^ Give students time to

write. Move round, prompting and correcting.

Exercise 8& Do an example with

two or three students to demonstrate the activity.

^ Give students time to do the activity.

Suggestion: Write 7 a.m.,I p.m., 5 p.m. andI I p.m. on the board.Have pairs guess where each other was at those times, e.g. Were you at the zoo at 7 a.m.? No, o f course I w asn ’t!

Exercise 5 - TapescriptReader 1: Where were you twenty years ago?Reader 2: I was on my planet. Reader 1: Was it fun there?Reader 2: Oh yes, it was fantastic. But nineteen years ago my life was different.Reader 1: Where were you nineteen years ago?Reader 1 : 1 was on my spaceship. The journey to your planet was very long, but last weekend I was finally on Earth.Reader 2: Where were you yesterday?Reader 3: I was at the cinema. There was a film about spaceships!

Grammar: past simple regular and irregular verbsFunctions: speaking about yesterdayPre-teach: footprint, snow, underwater camera, hide

Culture notesLoch is the Scottish Gaelic word for lake. Loch Ness is situated in the north-east of Scotland. It is famous for a monster some people say lives there, known as 'Nessie’.

DExercise 1 i# 1.45Use photos A and B to check vocabulary and generate interest.

f> Play the recording while students follow the texts and do the matching exercise.

0) Check answers.

Answers —► student page

(Books closed) Say: People looked fo r Nessie. She didn ’t appear. Have the class repeat the sentences after you in chorus. Check the concept by asking: Are we speaking about the past or present? (The past).(Books open) Give students time to study the grammar box and complete the examples.Check answers.

A nsv/ers —► student pag e

Therv are strange creatures h many countries.

Are they fact cr fiction? What do you think?

-*7>5

A icng time ago there were stories about strange creatures o r‘yetis’ in the Himalayan mountains. They were big and hairy and had big feet and long arms,Then one day a climber photographed strange footprints in the snow. Were these yet: footprints?Last year a man found some strange hair. Scientists studied it, but it wasn't from a humar. or an animal. Was it from a yeti? It’s a mystery.

The Loch Ness Monster, or ‘Nessie1, lives in a lake in Scotland. People first saw her hundreds of years ago. Then, eighty years ago, a man stopped at Loch Ness. He wanted to see Nessie so he waited and waited. Finally he was lucky He took this photo.A few years ago, people looked for Nessie with underwater cameras.This time she did- : appear. Is Nessie a watersnake or just a big fish? We don't know!

?.46 Read and listen. Match the facts with past simple regularthe creatures.

a The Yeti b Nessie

Remember and complete.1 It's from Scotland, b2 It lives in the mountains, o3 It's got strange hair, a4 It lives in a lake, b5 It's got long arms, q6 There's a photo of the creature, b

HeSheItYouWeThey

studied French AlA study

yesterday.

Exercise 2Give students time to read the texts again and find examples.Check answers, asking students to refer to the text.

Answers —► student page

Tip: Always give students a chance to show wrhat they know, for example, through elicitation.

Exercise 3£ Give pairs time to do the exercis'& Remind them that spelling of the*

-e d form depends on the verb. For instance, the past of verbs ending consonant +y ends +ied, e.g. study - studied!m arry - m arried In British English the final consonant in the past is doubled for verbs ending with one vowel + consonant, e.g. stop - stopped! travel - travelled.

■s

Look at the example of a past simple regular verb. Find five more on page 32.

Scientists s tu d ie d it.

a o 1,47 Complete the sentences, then order the story. Listen and check.

a We walked (walk) to the lake and looked (look) for the monster. U]

b A wp.ekago we travel led (travel) toLoch Ness. [7J

c It was sunny so we cropped (stop) forlunch. S

d Suddenly someone touted (shout).but the monster wasn’t there. [T]

e We waited (wait) for hours, but the monster didjiioogeor (not appear). 0

Rernember and complete, affirmative negative

I saw a yeti. 12 d;dnJf see a yeti.

He1 UaA a camera. He didn't have a camera.

Q 1.43 Read the yeti's diary. Find past simple ;rregular forms. Listen, check and repeat.

Yesterday l(^eard)noises in my home. There (were)sJme strange creatures there/ They(^ad) jhort arms and legs and horrible hair. They(were) very ugly/ l(was)hungry, but I didn’t eat them.I went behind a tree and(^id)Then I watched .hem. They(|oun^)my food. They took it and(ate) it. Then they (made) a fire and(^ran )some water. Fhey(saw)one of my footprints and looked at t for a long time. After two hours they(left)... What were they? It’s a mystery/

^ What did the yeti do yesterday? Make sentences.

1 eat some meat / It ate some meat.2 drink some water /3 go to the shops X4 hear some strange creatures /5 watch TV X6 hide behind a tree /7 have some lunch /

^ Make a list of four things you did yesterday. Add one false sentence. Now tell your friend. Guess the false sentence!

A I went to school. I studied English. I watched TV.I ate an apple. I saw a yeti.

B You didn't see a yeti!A That's right!

Q i .49 Listen and complete the rap. Then listen and rap.

11 heard a noise Behind a tree2 Wat it a yeti After me?

13 ctopppd and looked I didn't hide I found some hair14 caw two eyes.

Its hairy face5 War very real.It was a yeti,And I was its meal! Help!

_> Play the recording once or twice while students listen and check.Check answers.

Answers —► student p ag e

** Give students time to complete the grammar box.Check answers.

# Ask the class to underline past irregular forms in the texts in Exercise 1 (were, had, found, was, saw, took).

Answers —► student p age

Exercise4 Q i.4s& Play the recording while students

follow the story. 'P> Ask the class what they think the

strange creatures were. (HumansI)^ Give students time to find the verbs.

§> Play the recording again, pausing for students to repeat each verb in chorus to and check answers.

Answers —► student p ag e

Exercise 5H> Give students time to do

the exercise individually.fp Ask volunteers to read out

their answers.

Answers2 It drank som e water.3 It d idn ’t go to the

shops.4 It heard som e strange

creatures.5 It d idn ’t ivatch TV.6 It h id behind a tree.7 It h ad som e lunch.

Fast finishers: Have them imagine and write about more things the Yeti did/ didn’t do yesterday!

Exercise 6» Give students time to

write.& Give pairs time to do the

activity.

Suggestion: Do the activity with the whole class.

Exercise 7 u 1.49£ Play the rap once or twice

while students listen and complete.Play it again, pausing before each space to elicit and check the answers.

^ Play the recording again while students listen and rap!

Answers — ► student page

Danny: A long time ago, pirates camt to the island.AJ: Why did they come?Danny:They had a treasure map. Lock

AJ: Did they find the treasure?Danny: Yes, they did. But then they went away. They were scared.AJ:... and they left the treasure!

Danny: Did they leave the map too? AJ: Maybe...

Danny: Wait! What's this?Bonzo: Woof! Woof!Danny: Did you find the map, Pirate Bonzo? Clever dog!AJ: Now let's find the treasure.

Nipper: Would you like a long wall Pirate Bonzo?

New languageGrammar: past simple questionsFunctions: asking for more informationPre-teach: cave, pirate, treasure, leave

Cyiture nstesThe Jolly Roger is the ‘skull and crossbones’ pirate flag. In the past, any black pirate flag was called The Jolly Roger. No one knows where the name comes from. Some people called the devil ‘Roger’ in the past, and pirates are bad! Skulls seem to be smiling, which may be where ‘jolly’ comes from.

Exercise 1 u 1.50(Books closed) Tell students it’s time for another episode of Adventure Island. Ask students what they can remember about last episode. (The children ate fish, crabs an d fru it fo r breakfast, an d drank coconut an d insect juice. Bonzo alm ost got eaten by a crocodile!).

^ (Books open) Ask students to open their books, study the cartoon pictures for one minute, then close their books again. Ask the class to tell you what they remember and check vocabulary. Remind them to use the past simple!(Books open) Play the recording once or twice while students listen and read the cartoon.

^ Check the answer.

Answers —► student page

Exercise 2§> Give students time to do the

exercise individually§£> Check answers.

Answers —► student page

Exercise 3p> Give pairs time to decipher

Nipper’s notes.££> Ask a volunteer to write the

deciphered note on the board.

AnswersHoe ch ildren fo u n d a treasure map today. They took it, but it w asn’t their map!

Exercise 4Divide the class into groups of four and allocate roles: AJ, Danny, Bonzo and Nipper. Tell students i act out the cartoon then to chang roles and practise again. You could select one or two groups 1 perform.

^ Encourage them to do it w ::r.: _.: looking at the words.

J' 1.50 Listen and read. What do Nipper and find? They find a rr)Qp.

Functions; asking for more inform ationQ i.5i Listen and repeat.

A How did they find the treasure?B They had a map.A Why did they leave the island?B They saw a scary crocodile.

True or false?

I There were pirates on the island, truei The pirates found some treasure, true3 The pirates took the treasure, false4 The pirates left a map. true5 AJ doesn't want to find the treasure, false

^ Can you read Nipper's notes?

i.52 Complete the dialogue. Use these words. Listen and check.

who wtten why how what where

Girl 1 When did you go to the island?Pirate Many years ago.Girl 2 how did you get there? c lPirate In our ship, theBlack Betty. /Girl 3 Who did you go with?Pirate Bill, Will and Jill-all my /vxK, J

pirate friends. W v J ;=w ftGirl 4 What did you find? ]yPirate Treasure. Ha! Ha! 4Girl s Where did you take the 4 1 a ; AJ

treasure? Did you take it \ \ \ \ back to the Black Betty? j

Pirate We didn't take it. We left C < yit on the island. ---

Girl 6 Why did you leave itthere?Pirate We saw a big crocodile! It was very scary!

Act out the Adventure Island cartoon with your friends.

past simple questions

Remember and complete.

1D/g(you find the map?Yes, I did. / No, 12 didn't.

3 D;d he like the island?Yes, he4 did . / No, he didn't. Where5 did you find the map?

Ip l* Order the questions. Write the answers.

i Did come to the island pirates?Did pirates come to the island? Yes, they did.

7 a map they Did have? i Bonzo Did the treasure find ?’ Did the map Danny look at?S any pirates meet Did you yesterday ?

^ Work with a friend. >

Student A Ask the questions in Exercise 7. Student B You are an alien / monster / pirate. Use these words to help you.

Cnap treasure friend caveI trees beach home party hut J / /

A When did you go to the island? B I went last year. ^ r-rr^h% >.

1 The flag on pirate ships is / called The Jolly Rogerl

4 Did Danny look at the map? Yes, he did.

5 Did you meet any pirates yesterday? No, I d idn ’t!

I Ask a student to read the Fun facts!

Suggestion: Ask the class about any pirates they know about, fictional and real, e.g. Jack Sparrow from the Pirates of the Caribbean films. You could make this into a class project. Ask groups to find out about different pirates and make a poster!

1.51Exercise 6§> Play the recording,

pausing for students to repeat each line in chorus

Exercise 7 ** 1.52Give pairs time to do the exercise.

fp> Play the recording once or twice while students listen and check.

& Play it again, pausing before each space to elicit the answer.

Answers —► student p ag e

Suggestion: After you’ve allocated roles, play the recording again once or twice, pausing for students fo repeat their lines.

W Give students time to study the grammar box and to complete the examples.Check answers. Point out that past simple questions are formed in the same way for all verbs except to be.

Answers —► student page

Exercise 5Give pairs time to do the exercise.

^ Move round, checking and prompting.Ask volunteers to write their answers on the board and check.

Answers2 Did they have a map? Yes, they

did.3 Did Bonzo f in d the treasure?

No, he d idn ’t.

Exercise 8Give students time to do the activity. Move round, prompting and correcting.

Suggestion: Elicit possible questions from a weak class before students do the activity, e.g. Where d id you f in d your map?

Grammar worksheet3, page 139.

H P Work with a friend. Look at the picture and answer the questions.

1 What type of story is it?2 Where are the children?3 What are they doing?

Exercise 3 |p§§> Give students time to read

the story again and do the exercise.

P Ask them to compare their answers with a friend.

P 1 Check answers.

. A ns wers — ► student page.

Exercise 4§> (Books closed) Give groups of three

or four time to predict the rest of the story. Tell them not to write, but to discuss in English.listen to students’ ideas.

§l> (Books open) Give students time to do the exercise individually.

^ Check answers.

Answers —► student page

Suggestion: Ask two students to tak the roles of Bianca and Joe, and to read the story in the correct order.

Exercise 5fp> Tell the class to help a volunteer

to write the correct letters on the board.

H Check the answer.

Answers —► student page

Hew languageSkills practised: reading, listening, writing, speaking Pre-teach: diamond, hurry, binoculars, transmitter

Exercise 10 (Books closed) Draw a

diamond shape on the board. Tell the class they are going to read a story called The Blue Diamond. Have them predict what kind of story it is, (e.g. a horror story, a romance, etc.).

P (Books open) Give pairs time to do the exercise.

Exercise 2 Q i.ssPlay the recording while students listen, follow the story and check answers from Exercise 1.

Answers1 A science fiction story.2 At Professor Spark’s

house.3 They’re looking

through a window into the house.

Tip: Use pictures to predict reading content whenever you can. This will help students understand the text.

r 7 1 r

'si S (i P v i tr »- \/ ,I/O - sr q § 1I , 1K s L

y y I - %

^ Q i ,53 Read and listen. Check your ideas for Exercise 1.

True or false?

1 Professor Spark, Bianca and Joe live on the same street, true

2 Professor Spark's house is small, false3 The people at Professor Spark's

house didn't talk, true4 The President was with Professor

Spark, true,5 Bianca and Joe stayed outside

Professor Spark's house, folye

Joe and his sister Bianca are spy kids.‘Let’s have an adventure tonight,' said Joe one day.'Let's go to Professor Spark's house.' Professor Spark was a strange scientist. H lived in a big, spooky house on their street.That night Joe and Bianca climbed out of the bathroom window. They went to Professor Spark’s house and hid behind some trees. There was a light in a window.They saw lots of people in a room.The people didn’t mo\ and they didn't speak.'That's strange,' said Bianca.Professor Spark came into the room and stopped next to 3 man.‘Good evening, Mr President,' he said. ‘Tomorrow is youi big day!’The President had a blue diamond in his ear.’Is t. . the real President?’ asked Bianca.‘I don't think it is,’ said her brother.Suddenly, Professor Spark looked out of the window. He saw the children. Bianca and Joe were scared and hurried hon.,.

Tip: Ask students to put their pens down if you want them to concentrate on speaking practice so that they are not tempted to write.

Suggestion: Role play.Ask groups of three to role play a conversation between the police officer, Bianca and Joe.

T r y t h i s !Ask a student to read out the Try this! advice.

Exercise 9§> Give students time to

write.

Suggestion: Ask groups of three or four to imagine the end. Ask all students to write their story. Invite one student from each group to read it to the class.

Exercise 6 - TapescriptBoy: That’s an exciting story. What did Bianca and Jo e do next?Girl: Well, first they went to Professor Spark’s house.Boy: What did they find there?Girl: They found the real President. They helped him out of his ropes. Then they climbed out of a window. The children and the President ran to the police station. But Professor Spark and his robots followed them! Boy: Did the people at the police station help the President and the children?Girl: Well, a police officer was there. He wasn't surprised when he saw the President.Boy: That was strange!Girl: The police officer took them to a room. ‘You’re safe now’, he said.Boy: But were they safe?

Photocopiable resource 3, page 157.

AnswersProfessor Spark’s house, the police station

Tapescript-+■ en d o f notesi i j

Exercise 8§l> Give pairs time to do the activity.

Move round, prompting andcorrecting.

xercise 6 u 1.54> Ask students to describe the

picture.*** Have the class guess where the

children went next.0 Play the recording while students

listen.Check answers.

Exercise 7 fp i# 1.55|*> Give pairs time to see if they can

complete any of the spaces.!t*> Play the recording again while

students listen and do the exercise.Check answers.

Answers —► student p ag e

Listen ingQ 1.54 Listen to the next part of the story.

Which two places did the children go to?

||| Q i .55 Listen again. Write the verbs.

1 The children went to the Professor's house.2 They found the real President.3 They climbed out of a window.4 They ran to the police station.5 The robots followed them.6 The police officer took them to a room.

S paakingWork with a friend. Look at the picture,

then ask and answer.

1 What time of day was it?2 Where were the President, Bianca and Joe?3 Were they happy? How did they feel?4 What did Joe do?5 Who did Bianca see with the police officer?6 What was in the police officer's ear?

: Try this!I • Before you speak, repeat what you need to : say in your head first. This will give you more * confidence when you speak.

jf-'v Read the next part of the story. Order the story.

The next morning, the President appeared on TV.a 'Professor Spark? That's impossible!' said

Jo. ‘Wait! There's a blue diamond in the President's ear! [2]

b 'Look! It's Professor Spark!'said Bianca. \T\ c 'The diamond! Then that's not the

President!'said Bianca. [f]d 'But who is it?’asked Joe. [T|

Now write the red letters. Complete Joe's sentence.

Writing^ Write the end of the story. Use your answers to the questions in Exercise 8.

It was night. Bianca, Joe and the President were in a room at the police station...

Language rawisadGrammar: ivas/were, regular and irregular past simple verbsVocabulary: types of storiesFunctions: asking for more information using Wh- questions

RevisionRefer to the Introduction for ideas on how to work with revision pages (see page 14).

Exercise 1Give students time to do the matching exercise individually.

£> Check answers.

Answers —► student page

Exercise 2§> Give students time to do

the exercise. Refer them back to the grammar box in Unit 3a of the Students’ Book for help (page 31).Ask them to compare answers with a friend.Check answers. (It was a horror film .)

Answers —► student page

Exercise 3§£> Give students time to do

the exercise. Tell them to look back through the unit to check past simple irregular verb forms.

& Ask them to compare answers with a friend.

P Check answers.

Answers —► student page

Words

Match the word halves. Pronunciation /U and /0/^ Q i.56 Listen and repeat.

Three friends followed the funny footprint. They found a thirsty fish!

Grammarfl|* Complete the sentences. Use was / wasn't or were / weren't. What type of film was it?

Last night there ]was(/) a film atthe cinema. It was a small cinema and there ivei'en,f(X) many people. There3 were V ) more people there last weekend. There4 were (/) ghosts in the film. There 5 weren’t (X) any funny people. It wasn't a romance and it 6wasn!t (X) a comedy. People1 were (/) very scared!

f|| l Complete the sentences. Use the past simple form of the verbs in brackets.

1 Yesterday my brother hid (hide) my school bag.

2 I founA (find) it under his bed, but I was late for school.

3 We t t J (not have) any homework yesterday.

4 What A\A you ctuAy (study)?5 We ntAo (not do) maths, but we studied

English.6 I took (take) my favourite book. It's an

adventure story.7 Did you reaA (read) your book in the

evening?

F ra c t io n s

Match the questions with the answers.

c A book called Treasure Isl.; ■A \>oy called Jim.He Wentto Treasure Island.

1 What is it?2 Who is it about? e3 Where did he go? a4 Why did he go there? f he found a treasure m5 When did he go there? A 250 years a o.6 How did he get there? b On a boat.

a He went to Treasure Island,b On a boat.e—A-bedeeatied-Freffjt/re Island.d 250 years ago.e A boy called Jim.f He found a treasure map.

Checklist/|I can talk about stories.t can use was / were.I can use time expressions.I can use past simple: regular and irregular, 1 can ask for more information.

t i l

©

Exercise 4 Q i.£> Play the recording once or twice

while students listen and repeat.

Suggestion: Tell them to put their top teeth on their bottom lip to make the /f/ sound. Their tongue should touch their top teeth to make the /0/ sound. Have the class repeat /{ / and /Q/ again, this time in chorus after you.

56 Exercise 5Give students time to do the matching exercise. Refer them ba to Unit 3c of the Students’ Book f help (page 35).Check answers.

Answers —► student page

ChecklistSee page 14 of the Introduction for ideas.

©

places adjectives

I Q 2.2 Look at the photos. Choose , correct adjective. Listen and check.

2 It's boring /(exciting.

3 It's cheap /(expensive!

i 5ssi®% Words

Exercise 1 Q 2.2p Use the photos to elicit

as much vocabulary as you can from the class and to generate interest, e.g. Student: I think some people are buying things in picture 1. In picture 4 it’s raining.

^ Give students time to do the exercise individually or in pairs.

& Play the recording while students listen and check.

£ Check answers.

Answers —► student page

Suggestion: Play the recording again, pausing for students to repeat each adjective in chorus.

Exercise 2& Ask two students to read

the example to the class.^ Give pairs time to do the

activity.Move round, monitoring and correcting.

Exercise 3§P Give pairs time to do the

speaking activity.

Suggestion: Ask the students to write about their town/city/village.

Fast finishers: Ask them to continue, but to describe other places they know.

Discover extra words: Have strong students or fast finishers find extra new words.

/ This month’s topic j. i.J ; js cities. Where do

you live?

Work with a friend. Which photo is it? two or three adjectives.

noisy boring exciting cheap dirty wet dry expensive

f it's quiet and clean. It's ohoto 5. • places adjectives• .

i • comparatives and superlatives• places in town• too and enough• making suggestions

b Its photo 5. ^ That's right!

I'0 Work with a friend. Describe your town or y. Use the adjectives on this page.

•Sew language^>cabulary: place adjectives • in ctio n s: describing places •re-teach: town, city

#nit introduction| (Books closed) City guessing game. ^ Give the class basic information

about two or three cities they ^ may know, and have them guess J which one it is, e.g. This city is in ig§ the north-west o f England. It rains

#

a lot there. It ’s got a very fam ou s fo o tba ll team. CManchester)

& Tell the class that in Unit 4 Discovery Web is all about cities. Ask students to name some cities in their country. Ask which cities they would like to visit, and why, e.g. Student: I think New York is very interesting. There are a lot o f things to clo there.

§> (Books open) Use an ideasuggested in the Introduction to focus on In this unit.

New languageGrammar: comparatives and superlativesFunctions: comparing thingsPre-teach: sightseeing, cousin, bridge, new, souvenir

Culture notesBig Ben is the nickname of the famous clock tower of the Houses of Parliament.Big Ben is the name of the bell inside. The Millennium Bridge, completed in 2002, is the newest bridge in London. It is a foot bridge that links St Paul's Cathedral and The Tate Modern Gallery.

2,3Exercise 1 0§> Ask students if they know

which city is in the photo. (London)

^ Play the recording while students follow the dialogue.

& Check answers.

Answers —► student p age

Exercise 2Give pairs time to read the dialogue again and to do the exercise.Check answers.

Answers —► student p age

2.4Exercise 3 QGive students time to look at the pictures before they listen to the recording twice. The second time, stop to ask the whole class to repeat the target language copying the intonation, and ask for each answer.

Answers — ► student page

Ben’s American cousin, Beth, is in England. Today she’s in London with Ben and Monica

BethBenMonicaBeth

Monica

BenBethBenBethMonica

BethMonica

BethBenMonicaBethMonica

©

What an amazing view!Is that the Millennium Bridge?No, the Millennium Bridge is smaller. Millennium? Wow! Is it the oldest bridge in London?No, Beth. It’s a new bridge. Hey, are you OK, Ben?I feel terrible!Oh Ben, poor you! Here, have a drink. Thanks.Can we go on a boat?That's a nice idea. Let's ask Ben's dad. Then after the boat we can go shopping for souvenirs.Have we got time?Yes, it's only 10 o'clock now. Hey!Listen! It's Big Ben.Ben isn't big.I'm biggerthan you!It’s the clock, silly. Look!Wow! Is it the biggest clock......in London? Yes, Beth, and it’s the noisiest too!

Q 2.3 Listen and read. What do the children ^ want to do today? They want to go on a boat

(and go shopping for souven i^FTrue or false?

1 Beth lives in London, false a2 The Millennium Bridge is very old. false3 Ben is having a good time, fake4 Beth has got time for shopping, true5 Big Ben is a big clock, true

Talking Tips?

(p^ Q 2.4 Listen, repeat and match.

1 What an amazing view! 132 I feel terrible! A

G r a m m a rGive students time to study the grammar box. Draw attention to the spelling of two-syllable adjectives finishing -y, and to the double g in bigger. (Adjectives ending vowel + consonant double the final consonant.)

fp> Ask the class to look at the pictures. Have a student read the examples about them. Elicit more.

Exercise 4 0Give pairs time to do the exercise

^ Play the recording while students listen and check answers.Draw students’ attention to the double t in wetter and hottest.

Answerssmall, smaller, the smallest quiet, quieter, the quietest funny, funnier, the funniest cool, cooler, the coolest hot, hotter, the hottest wet, wetter, the wettest pretty, prettier, the prettiest

comparatives /superlatives

comparativeolderbiggernoisiernicer

superlative the oldest the biggest the noisiest the nicest

listening

| p ) Q 2.5 Which souvenir does Beth buy? Listen and tick.

1 black bag

Lulu is bigger than Lisa. Lenny is the biggest.

2 blue bag

■:> 3 key ring

^ y 2.5 Write comparatives and superlatives for these adjectives. Listen and check.

ftew small quiet funny cool hot wet pretty

new, newer, the newest

^ Look. Complete the sentences.

4 red T-shirt / 5 white T-shirt

Look at the souvenirs in Exercise 6. Make comparative and superlative sentences. Use these adjectives.

pretty funny nice big cool3

dean / dirty 1 The taxi is cleaner than the bike.

The bike is_ c lean e r _thanthe bus. The bus is the Airtiett .

noisy / quiet2 The bike is quieter than the taxi.

The taxi is quieter than the bus.The bus is the noisiest

A I think the key ring is the coolest.B Really? I think the white T-shirt is

cooler than the key ring.

Q 2.7 Beat the clock! Listen and write the words. In pairs, make true sentences. Use comparatives. You have three minutes!

Big Ben is bigger than a bus.

big/small 3 The bus is.

The taxi is smaller»gger .than the taxi,

than the bus.i he bike is the smallest

: iapescript'’Y p—end o f notes Check the answer.

Answers —► student page;ercise 5Give pairs time to do the exercise. Check answers.

Ar:s ,vers —► student p age

Exercise 6 u 2.6P!ay rhe recording while students listen and do the exercise.

Exercise 7§» Ask two volunteers to read the

example.& Give pairs time to make sentences.

Move round, prompting and correcting.

Exercise 8 2.7

Play the recording while students take notes.Check answers.

Give pairs three minutes to write true sentences.See who can write the most!

Suggestion: Ask pairs to exchange sentences and check each other’s for accuracy.

Exercise 4 - Tapescriptnew, newer, the newest small, smaller, the smallest quiet, quieter, the quietest funny, funnier, the funniest cool, cooler, the coolest hot, hotter, the hottest wet, wetter, the wettest pretty, prettier, the prettiest

Exercise 6 - TapescriptBeth: I like that black bag.Ben: Look! The blue bag is bigger than the black bag.Monica: But it’s expensive! I like this key ring.Ravi: The Big Ben key ring is the nicest.Beth: It’s OK, but I haven’t got any keys.Monica: This pen is the cheapest, but it’s boring. What about that hat? Beth: The hat is nicer than the pen, but I don’t like blue.Ben: {getting bored) Are there any football shirts?Beth: No, but look at this red T-shirt! Monica: The white T-shirt is funnier than the red T-shirt!Beth: The red T-shirt is the prettiest ... I ’m buying that one.

Exercise 8 - TapescriptReader: Big Ben, a bus, a car, me, my friend, London, my town, a key ring, a pen, a taxi

Every month ' we have a funny story on Discovery Web. This

one is our favourite. Meet t the Streeters!

Suggestion: (.Books closed) Ask students to write down all the irregular past forms they know. Give a time limit.0Books open) Give students a few minutes to look back through Unit 3 and 4a of the Students’. Book to check spelling and add more verbs to their list. Ask them to add new verbs as they learn them.

Hew languageGrammar: comparatives and superlativesVocabulary: places in townFunctions: comparing cities and holiday activitiesPre-teach: harbour

Culture notesSydney is a cosmopolitan, coastal city in the south-east of Australia. It is the biggest city in Australia, but not the capital. The warm summers and mild winters attract tourists and many sporting events. The 2000 summer Olympic Games were held in Sydney.

Exercise 1 Q 2.8Ask students to predict why the Streeter family look sad in the photo!Play the recording while students follow the text.Check answers.

AnswersThey went to Sydney in Canada. They wanted to go to Sydney in Australia.

Hatch ©utiAsk a student to read the Watch Out! box and note the irregular past forms.

Exercise 21 Give students time to read the text

again and do the matching exercise individually.

§£ Check answers.

Exercise 3Give pairs time to do the speakir activity. Move round, checking ai prompting. <

§£ Ask volunteers to give the class some more examples.

Suggestion: Ask pairs to use the same adjectives to compare two wellrknown places in your countr*

Answers —► student page

The Streeter family wanted to go to Sydney, Australia. Dad bought their plane tickets on the Internet.‘Our cousins Steve and Patsy live in Sydney,’ says Jess. ‘It’s a fantastic city. It’s got the most famous harbour in the world, an Olympic stadium and the best beaches! I took a lot of swimsuits.’ When they got off the plane, they had a surprise. They were in Sydney, Canada! ‘Dad bought tickets to the wrong place,’ says Jess. ‘It was funny at first, but Sydney, Canada is small and quiet. The people are very friendly, but Australia is more exciting.'‘It’s cold and wet in Canada, and we didn’t take jumpers!’ says Max. ‘It isn’t the worst place for a holiday. There’s a shopping centre and a nice town square... but it isn’t Australia!’

Bad luck, kids. Maybe next year!

Sydney, Canada * 4 5W hat’s there? a shopping centre, a town square, a mussi!?.

Sydney, A u stra lia_,-v __What's there? /((PBondi Beach,Sydney Harbour, an Olympic stadium

i p l Q 2.8 Read and listen. Where did the Streeter family go? Where did they want to go?

m

buy —> bought get off —> got off

0 ^ Read again and match.

^ Work with a friend.Compare the two cities. Sydney,

CanadaSydney, Australia is sunnier than Sydney, Canada.

comparative more exciting more famouscomparative superlativebetter the bestworse the-worst

It's got the most famous harbour in the world. It's got the best beaches.

( £ exciting famousIrrpnilla

comparatives / superlativessuperlative the most exciting

© places in town

^ Q 2.9 Match the words with numbers 1-10. Listen, check and repeat./" " ■ ' 1

sports stadium 1 restaurant 7shopping centre 8 town square 5 harbour 10theatre y museum & bridge <? tower i airport 3

Look at these activities and complete the sentences. Use comparatives or superlatives.

The shark swim is more expensive (expensive) than the rollerblading. ^

2 The helicopter ride is mo (expensive)Rollerblading is morp difSiciAt (difficult) than the shark swim.

4 The surfing lesson is (dangerous)than the helicopter ru|e.The shark swim is Aonn7rm,< (dangerous).

> What do you think about the activities? Write comparative and superlative sentences,Use these adjectives.

good bad boring exciting

W ritin gDescribe a place in your town. Use

comparatives and superlatives.

The town square is the noisiest and most exciting place in my town. It's got a lot of shops and restaurants.

The shark swim is the best.

Give students time to study the grammar box.Ask the class if they know why these adjectives don’t use -er/-est to form the comparatives and superlatives. (They have two or m ore syllables, e.g. famous an d d on ’t fin ish with -y, or are irregular, e.g. worse.)Help weak students by telling them ‘longer’ adjectives usually use more/less/the most/the least to make

comparatives and superlatives. Stretch strong students by asking them if they can give you any more examples of adjectives like these.

^ Ask students to underline all the comparatives and superlatives in the text.

Exercise 4^ (Books closed) Ask the class to

predict what there is to do in Sydney, Australia, e.g. I think you can go surfing in Sydney, Australia.

Give students time to do the exercise.Ask them to compare their answers with a friend.Check answers.

Answers —► student page

Exercise 5& Ask the class for some

examples.^ Give students time to

write their ideas.^ Move round, checking and

prompting.^ Ask the class to read out

some examples.

Q l s o o i i r W o n i s

Exercise 6 u 2.9

Give pairs time to do the matching exercise.

^ Play the recording once or twice while students iisten and check.Check answers.

Answers —► student pag e

Exercise 7§> Give students time to

do the writing activity individually.

^ Move round, correcting and prompting.

Fast finishers: You could ask them to help slower students.

Suggestion: Ask students to draw the place they talked about and to label it, using vocabulary they know and new words they learned in Exercise 6.

Photocopiable resource 4, page 158. Grammar worksheet 4, page 140.

®

Danny: Hey AJ, what about helping me? AJ: It's too hot.Danny: We need a raft to find the treasure. AJ: Oh, OK then.

Danny: Is there a bigger piece? This is too smalL AJ: How about this?

< /

AJ: What's that? Is it a tree house? ™ Danny: It's too high. I can't see.AJ: Why don't we have a better loold

0 Danny: It's ready!^ AJ: It isn't big enough, Danny.

Danny: Don't worry, AJ. Here, take the map!

Danny/AJ: Helj

Mew languageGrammar: too, enough Functions: making suggestionsPre-teach: raft, wood, safe, coconut, piecePreparation: Exercise 8.Bring a coconut to class if you can as realia.

Exercise 1 0 2.10

^ (Books closed) Tell students it’s time for another episode of Adventure Island. Ask students what they can remember about the last episode. ( The children fo u n d a story> on a cave wall. Bonzo fo u n d the treasure m ap!)(Books open) Ask the class to describe pictures 1-6 and pre-teach vocabulary. Remember to recycle as much language as you can.

Tip: Encourage students to use complete sentences, e.g. I can see a bridge.

(Books open) Play the recording once or twice while students listen and read the cartoon.Give students time to do the exercise individually.

£ Check answers.

Answers —► student page

Grammar& (Books closed) Have the

class repeat: The ra ft’s too small! The tree house is too high! after you in chorus.

^ (Books open) Ask a student to read the examples in the grammar box.

1 Have the class underline all the examples in the cartoon.

Exercise 2§£ Give students time to order the

sentences individually or in pairs.Check answers.Give students time to do the matching exercise in pairs.

$ Check answers.

Answers2 The raft is too small, p icture 33 The p iece o f wood isn’t big

enough, picture 24 Is Nipper strong enough?

picture 65 The tree house is too high,

picture 46 The bridge is too dangerous,

pictures 5 an d 6

^ 5 Q 2.io Listen and read. True or false?

1 Danny is making a hut. false2 Danny and AJ want to find the treasure, hue3 The children have got the map. true4 They go to the tree house because it's on the

map. -fa I ye5 The bridge is very strong, false

too and enough

It's too hot! Are you too tired?It isn't big enough! Is it strong enough?

|p j? Order the sentences. Match them with the cartoon pictures.

1 too AJ tired is . AJ is too tired, picture 12 too The raft small is .3 big The piece of wood enough isn't .4 strong enough Is Nipper ?5 too high The tree house is .6 is too The bridge dangerous .

Make sentences with too and enough. Use these adjectives.

Can you read Nipper's notes?

C-V

f 3fg-/-smaH clean /dirty dangerous/safe \ i noisy / quiet

1 It isn’t biq enouqh. It's too small!

2 It isn’t quiet enouah. It y too noisy!

Today Wasn’t much fun. The ra ft Was too ymoll and the bridge Wasn’t strong enough!

. Act out the Adventure Island cartoon with your friends.

Functions: making suggestions|p>> Q 2.11 Match the sentence halves. Then listen, check and repeat.

How about — 'follow the map.Let's-------^-finding the treasure?Why don't we— helping with the raft? Whatabout-^ ^ '" '"go to the tree house?

Work with a friend. You are Danny and AJ at the end of the story. Make suggestions.

A What about climbing into the tree house?B Good idea. / OK. / It's too dangerous. / It isn't

safe enough. / No way!

Work in groups. Imagine you are on Adventure Island and you find a very big coconut. What can you do with it? How many suggestions can you make in five minutes?

How about making a boat for Nipper with it?

I t k n 'f ^ lean enough. I t y too dirty!

4 It isn't yafe enough. It's too dangerous!

-xercise 3^ Give pairs time to do the exercise. _ >■ Check answers.

Answers —> student page

Suggestion: (Books closed) Read out a sentence with enough. Ask a volunteer to give you a sentence with a similar meaning using too, e.g. Teacher: It isn’t big enough. Student: I t ’s too sm all!Teacher: It isn't sa fe enough. Student: It ’s too dangerous!

Exercise 4Give pairs time to decipher Nipper’s notes.Ask a volunteer to write the deciphered note on the board.

Answers —► student p age

Exercise 5|3> Ask pairs to act out the cartoon

then to change roles and practise again. You could ask two or three pairs to perform for the class.

0> (Books closed) Ask students if they can remember the conversation between Danny and AJ in picture 1. Elicit or give: What about helping me? Have the class repeat it in chorus after you, and remind/tell them this is a suggestion.

f > (Books open) Give the class time to do the matching exercise.

f|> Play the recording while students listen, pausing to check and for students to repeat each suggestion in chorus.Have them underline all the suggestions in the cartoon.

§>> Point out: How/what about ...? + -ing form, and Let’s . . ./Why don ’t we ...?+ infinitive.

Answers —► student page

Exercise 6 I# 2.11

Exercise 7Give pairs time to do the activity.Move around, correcting and prompting.

Exercise 8f> Introduce the activity by

showing the students the coconut you’ve brought, or by asking them to look at the picture.

^ Ask a student to read the example, and elicit one or two more ideas.Have students continue in pairs and then count their suggestions.

H> See which pair has the most suggestions.

§$> Ask the class for their ideas.

Grammar: comparatives and superlatives, too , enoughVocabulary: place adjectives, places in townFunctions: making suggestions

Culture netesNew York City, USA, was originally called New Amsterdam. It was named New York after the English conquered the Dutch in 1664 and named it after the Duke of York and Albany. New York, UK, is named after the City of York in the north of England.

Exercise 1fp Give pairs time to do the

matching exercise.§> Check answers.

Answers —> student page

Suggestion: Ask students to work in pairs. One student reads out an adjectivefrom the exercise. Theother student has his/her book closed and must give the opposite.

Exercise 2& Give pairs time to

complete the puzzle.P> Check answers.

Answers student page

Exercise 3Ask students to look at the photos. Ask if they know where they are of. (Photo 1 is ofN eiv York, UK. Photo 2 is o f New York City, USA.)

^ Find out what students know about New York

Words

fp> Match the opposites.

1 clean —. .^-wet2 b o r i n g ^ - n o i s y3 expensive^-?/-cheap4 dirty5 quiet' exciting

Complete the puzzle and find the missing

\'T H\E\A T Ft £T 0 W £ R

r 0 W N S Q U A R E4m u $ £ u : m

* p 0 R T 5 S T A ID I U M6/1 A R 6 0 u R

'R E s T * U R A N T8a I R p 0 R T

s3 R I D G £| H OiP P I N 6 C E N T R E

E

Gramma?Complete. Use

the comparative or superlative of the words in brackets.

New York City is an exciting place. It's1 the biggest (big) city in the USA. It's got2 the m ostfavour (famous) museums, 3 (interesting)shops and4 the bed- (good) restaurants and cafes in the world! But wait a minute, there'- another New York. Where is it? It's in the UK! It's5 smaller (small) than New York City. There aren't any famous buildings and there aren't an> shops. It's6__quieter (quiet), but the peopleare 7 — ffripnrllvM

::0> Compare your town to New York City. Use these adjectives.

| big small interesting expensive I famous quiet noisy friendly good f

My town is quieter than New York. New York is tt noisiest city in the world.

(||? Complete the sentences. Use too or enough and the adjectives in brackets.

1 I can't hear you. It's too noisy (noisy) in here.2 Clean your bedroom! it isn'tclean enot/gMcle:3 It's raining so we can't play tennis. It's

too w et (wet).

There's a great view of London fromI OWE R J3£1Q££

£100 for a T-shirt?!(expensive)!He can't open it. He isn't (strong,Do your homework again. It isn't good enougi (good).

City. (It’s very big/it’s noisy/lots o f people live there/it’s dangerous in some places, etc.) Ask them if they think New York, UK is similar.

f$> Give students time to do the exercise individually.

§£> Check answers.

Suggestion: Discuss both places with the class. Would they like to go there? Why (not)? Recycle comparatives and superlatives learned in this unit.

Answers —► studen t page

Exercise 4Ask a volunteer to read out the examples.Give pairs time to do the exercise

^ Move round, checking and prompting.Ask the class to tell you their id^s

pronuiidation /y. / /oi/& ■ 2.12 Listen and repeat.

This small, bored boy has got a noisy toy.

functlo m

Imagine you're in New York City. Complete the suggestions.

1 How about going shopping?2 let's climb the tallest building in the city.3 w u don't we visit the bridge?4 aboutaom to the theatre?5 Whv don't we go rollerblading in the park?6 i.*t'< eat in a restaurant.

Consolidation

v ) 2.i3 Listen. Complete the dialogue.

Beth Hi Dad!Dad Hi Beth. Are you having

a good time?Beth Yes, thanks. This holiday

isn't long 1 enough!What did yOU do 2 yesterdayOad

Beth W e3 wert Thames and

in London. I saw the River went to a souvenir

Jad

shop. I wanted to buy a bag, but it was r> too expensive!0 Did you visit any famous places?

^eth Yes, we visited the Natural History Museum.It's th e7 best museum in London!

Jad 8 What did you see?3eth Adiplodocus. It was th e5 taUest

dinosaur in the world - it w a s10___bthan three buses!

Oad Did you have fun?Beth Yes. 111 did and Ben did too!

cjqe

§©!ig

2.i4 Listen and complete, then sing.

^stronger (x2) better (x2) more' eleser- greater""^

I tizi Tlie 5wie£z$t Ttdinaby Jackie Wilson

The 1 closer you getThe2 better you look babyThe3 better you look v.:-'V'The more I want youWhen you turn on your smile 7 t:I feel my heart go wild I’m like a child with a brand new toy ''

Chorus:

tS

7% r* K

- n

f \

And I get the sweetest feeling ^fjjf * Honey the sweetest (sweetest feeling)Baby the sweetest (sweetest feeling)Loving you, ya It's more than I can stand Girl, when you hold my hand I feel so grand That I could cry

Chorus

The4 greater your love Th e5 rtmnner you hold me baby The5 ctron.aer your hold The more I need you.With every passing day

more in everywayI love you 'I'm in love to stay And I wanna say

Chorus

Checklist / jlean use places adjectives.lean use comparatives and superlatives.I can identify places in town. I can use too and enough..I can make suggestions.

: ... ........ ■■/; - 7V.t '• •• ' 9

“ tercise 5Give pairs time to do the exercise. Tell students to refer back to Unit 4c (page 45) for help.

*® Check answers.

Suggestion: Have the class repeat the /oi/ and /oi/ sounds in chorus after you.

Answers —► student p ag e

Q 2.1vercise6 112 .12Play the recording once or twice for students to listen to.Play it again for students to repeat.

Suggestion: Get students to highlight or underline the two sounds in a colour code, e.g. This small, bored boy has a noisy toy.

Exercise 7Give students time to do the exercise individually or in pairs.

Tell them to look back at Unit 4c (page 45) for help. Check answers.

Answers — student p age

Suggestion: Ask the class to imagine you are a visitor and to suggest things for you to do in your town/ city. You could ask them to write a similar dialogue for homework.

Q 2.1Exercise 8 2.13

£> Ask students to guess what the creature in the picture is, and what city it’s in.Tell them it’s a diplodocus in London’s Natural History Museum!

§> Play the recording once or twice while students listen and do the exercise.

|> Have students compare answers with a friend.

P Play the recording again, pausing before each space to elicit and check the answers.

Answers —► student p age

Q , 14Exercise 9^ Give students time to read

the words in the box.Play the recording once 01* twice while they listen to the song and do the exercise.Check answers.

Answers —► student pag e

ChecklistSee page 14 of the Introduction for ideas.

> Check answers.

Answers —> student page

Suggestion: Ask the class to compare LA to their village/town/city. You could work orally with the class to generate discussion. Alternatively, ask pairs to write down some sentences, then ask students to tell you their ideas.

Exercise 3|> Give students a little time to

choose a town/city. Tell them they must knowr a little about it.

Suggestion: Alternatively, ask students to research their town/city'’ on any computers available, or do this in a previous lesson.

Give students time to ask and answer about their place.

Exercise 4Give students time to write.

§> Move round, correcting and prompting.

P Make a class poster, Our favou rik places.

Functions: speaking about favourite towns/cities.Pre-teach: theme parkPreparation: Exercise 1. Bring a map of the USA. Exercise 3. Ask students to bring photos of a favourite town/city to class. You might like to book a computer room with Internet access.

Exercise 1 i# 2.15

£> (Books closed) Write LA on the board. Ask students if they know what it stands for. (Los Angeles.) Find out what they know about LA, (e.g. It’s in the USA). Show them on your map if you have one.

|> CBooks open) Use the photos to recycle and check vocabulary, and to generate interest.

i> Play the recording while students listen and follow the text.

f£> Check the answer.

AnswersLt was a sm all village an d it ivas quieter.

Exercise 2P> Give students time to read

the text again and to do the exercise.

It ’s a lw ays su n ny in L A and there are lots of d ifferent attractions. You can go shopping on S u n s e t Bou levard (it ’s too expensive for m e!), or you can surf on V en ice B e a c h . There are theatres, m useum s, the b iggest them e parks

stad ium s.

Lo s A nge les , C a lifo rn ia is the most exciting c ity in the U S A . It ’s got H o llyw ood , D isney land , fan tastic beaches and the LA D odgers baseba ll team .

B u t LA w a sn 't a lw ays exciting. In 1900 it w as sm alle r and quieter, and H o llyw ood w a s a sm all village. Then film stud ios arrived , and the v illage of H o llyw ood changed . Today it is part of LA , and H o llyw o o d ’s ‘W a lk

of F am e ’ is the m ost fam ous p lace in the city. It ’s got m ore than 2 ,000 stars on it!

Reading.;) Q 2.15 Read and listen. How was LA different in the past?

True or false?

1 LA is the most exciting city in the USA. true2 There are 200 stars on the Walk of Fame, falje3 The weather is good in LA. true4 The shops on Sunset Boulevard are cheap, fa I se5 The sports stadiums are noisy, true6 There are some theme parks, true

0 Choose your favourite town / city. Ask and answer with a friend.

1 Is it famous? What is it famous for?2 What was it like in the past? Hov

is it different today?3 What's the weather like?4 What can you see and do?5 Why do people like it?

Write about your favourite town / city. Find pictures for your project

Hi everyone ! Th is month w e 're

exploring the natural w orld !

,, 2.1 s Match the words with the 11:c5. Listen, check and repeat.

1 canyon L cave 3 glacier 7 desert# volcano2 river^

2.i7 Listen to the sounds. Tick the place.

l is e o v ® ? W o r d 8

Exercise 1 Q 2.1 sUse the photos to elicit as much vocabulary as you can from the class and to generate interest.

S> Give pairs time to do the matching exercise.

£> Play the recording, pausing for students to check their answers and repeat each word.

Answers —► student page

The photos are of: 1 the Amazon jungle; 2 Sumaco Volcano (Ecuador); 3 Cueva del Milodon cave (Patagonia); 4 the River Amazon; 5 the Pacific Ocean; 6 the Colca Canyon (Andes); 7 Perito Moreno glacier (Argentina); 8 the Atacama Desert (Chile).

Exercise 2 Q 2.17

Play the recording once or twice while students listen and do the exercise.Play the recording again, pausing to elicit and check the answer.

Suggestion: Work with the whole class. Play the recording once. Pause after each sound and elicit the answer.

1• the nstursi

^: • numbers 100-1 ,000,000* .

I • questions v .; -- hpv.: • going 10 . .

• prepositions c : t d .• following d:r=-:c"5

I * Think of examples for the words in u ,rcise 1. Write them.

Nils is a river.

ocean jungle / river desert river /

..aw language^cabulary: the natural worldreparation: Unit introduction.ing a map of South America.

r vilture notesc uth American is in the southern hemisphere. It has the world’s largest

-inforest, The Amazon; the driest sert, The Atacama Desert and the igest mountain range, The Andes,

^anish and Portuguese are the languages most widely spoken.

Unit introductionCBooks closed) Write the one or more jumbled South American country names on the board. See if the class can unjumble them! ehcil (Chile), ab ilzr (Brazil), upre (Peru). You may need to give clues.

§> Tell students that Unit 5 is all about the natural world.{.Books open) Use an idea suggested in the Introduction to focus on In this unit.

Answers —► student page

Exercise 3& Give pairs time to do the

activity.

OisEsuer s ir s words: Have strong students or fast finishers find extra new words.

New languageGrammar: questions with howVocabulary: numbers 100-1,000,000

Functions: speaking about geographic features, giving numerical informationPre-teach: wide, deep Preparation: Exercise 2. Askstudents to bring photos of friends. Exercise 5. Bring a big jar with a lot of sweets/ beans, etc. to class, and one piece of A4 paper.

Exercise 1 0 2,isf£> Ask the class to describe

the photo. Ask what they think the children are doing. (A quiz.')

P Play the recording while students follow the dialogue.

fp> Check answers.

Answers —> student page

Exercise 2£> Give students time to read

the dialogue again and to do the exercise. Ask them to underline the relevant parts of the dialogue.

f£> Check answers.

Answers —► student page

KatieBeth Yeah,Ben OK, what's the first question?Ravi Which animal lives in the desert? Is it a lizard,

a tiger or a bat?Ben Er...Ravi It's easy, Ben! Yoda is from the desert. It's a

lizard.Ben You're right!Katie What's our question, Beth?Beth How deep is the Grand Canyon? 900,1,800

or 2,700 metres?Katie You live near the Grand Canyon. Do you

know the answer?Beth W ell,... e r ... I think it's 1,800 metres deep. Katie Correct! Thanks, Beth!Ravi Next question. How long is the Amazon

River? Is it 640 km, 6,400 km or 64,000 km ... Ben It's 64,000 km.Ravi Are you sure?Ben Yes. My homework last night was about Brazil. Ravi Well, it’s the wrong answer!Beth Nevermind, Ravi!Ben Hey, what about my homework?

©

9 4y 2.7s Listen and read. How many correct answers do the children say? They say two cor,

answers.Answer the questions.

1 Who is bored? Katie.2 What are they doing? aqu’a3 Who answers the first question?4 Which famous place is near Beth's home? <Jra5 What was Ben’s homework about? ?

6 raziI

Talking Tips?

( | | } Q 2.i9 Listen, repeat and match. ^>\1 Nevermind! 62 Are you sure?

Suggestion: Ask groups of three or four to write about what they do with their friends and to use photos they've brought to make a poster, Me an d my friends.

Q 2.1:Exercise 3§» Give students time to look

at the pictures before they listen to the recording twice. The second time,

stop to ask the whole class to repeat the target language copying the intonation, and ask for each answer.

Answers —► student page

Exercise 4 11 2.20Give pairs time to do the matching exercise.Play the recording once or twice, pausing for students to check and repeat each number.

Point out that long numerals are divided into groups of threes witl commas. Punctuation rules may b different in your country. Remind them to say ‘and.’ before the tens in a long number, e.g. six hundred and forty.

Answers —► student page

Exercise 5Demonstrate this activirv v. confident student.

(5 numbers 100 -1,000,000 How far is it? — It's 100 kilometres far.

^ Q 2.20 Match the words and numbers. Listen, check and repeat.

1 100-— \ /-a one million2 nine thousand eight hundred3 l ,0 0 0 O y H - 'C one hundred4 9,800 - ' ' 'V I '- d four hundred thousand5 4 0 0 ,0 0 0• " '^ "e six hundred and forty fi 1 ,0 0 0 ,0 0 0 ' M one thousand

Match the answers with the questions in Exercise 6. Ask and answer.

5-,000,000 yeafs-1 3,300 kilometres t, 16 kilometres 2 4,280 metres 56 kilometres H 2,253 kilometres 5

A Hovj old is the Grand Canyon? B It's 5,000,000 years old.

^ Write a number. Say your friend's number!

A 6,400B Six thousand four hundred.

I m r l questions with how2.22 Listen and complete, then rap.

The canyon is old. ,T h e1 desert is dry.The ocean is deep.The volcano is2 deep.3Howfar is the jungle? — —The journey is~ long.Is the answer a ' <. -Right or wrong?

H ow 5 high? How far?How long? How: wide? \ ,/Q ^What's the answer? *You decide! A ’3 $ 1\ \ $ 0

How far is it? How wide is it? How high is it? How deep is it?

It's 10 kilometres.It's 3 metres wide. It's 100 metres high. It’s 1 metre deep.

|p> Q 2.2i Complete the quiz. Use these words. Listen, check and repeat.

high wide deep long far J

Mount Mckjhky j

1 How old is the Grand Canyon?2 How **■ -s the Grand Canyon?3 Hnw lnwn ' V \ / > :s the Colorado River?4 How w,r.u | is Mount McKinley?5 .Hoiv gppp | is the Pacific Ocean?6 How far a is the Grand Canyon from

the Pacific Ocean?

G r a m m a rGive students time to study the grammar box. You may need to (re) check meaning with a weak class.

0> Ask students to underline the questions with hoiv in the dialogue in Exercise 1.

Exercise 6 Q 2.21Give students time to do the exercise individually or in pairs.Play the recording while students listen and check.Play it again, pausing to elicit the answers and for them to repeat each question in chorus.

Answers —► student page

Suggestion: Ask pairs or groups to do some research and write about a famous geographic feature. Make a class display.

" Give pairs time to do the activity. Listen carefully to make sure students are saying the numbers correctly.

Suggestion: Play numbers Pelmanism to give your students extra practice at understanding big numbers! (See Introduction page 16.)

Suggestion: Have the class guess how many sweets/beans, etc. there are in the jar you’ve brought, e.g.I think there are two hundred an d twenty beans. Ask them to write down their number on the paper you’ve brought. The student whose guess is right or nearest is the winner.

t> Ask a student to read the Watch Out! advice box.

Exercise 7^ Give students time to do

the matching exercise.Check answers.

Answers —► student page

Exercise 8 312.22^ Play the recording once or

twice while students listen and do the exercise.Play the recording again while students rap!

Answers —► student page

Photocopiable resource 5, page 159.

Holly and her d=J M a are going to fly to Tanzania toi ■ Th&y'rs going to climb Moufvt Kilimanjaro for Kids United. Sponsor Holly and

\ heto children in Tanzania!

Kilimanjaro is the highest mountain in Africa, and the baggest volcano in the world!

Answers —► student page

mmi languageGrammar: going toPre-teach: backpack, jumper, sponsor

Tanzania is located on the East African coast. Swahili and English are the two main languages as Tanzania was formed from two ex-British colonies in 1964. Tanzania has beautiful beaches and islands, national parks, game reserves and rift valley mountains. However, it is also one of the poorest countries in the world; only a third of the population can read due to a lack of school facilities. Charities such as Malaika Kids UK work in Tanzania. See http://www. inalaika-kids.org.uk See http://www.hast.org.uk/ index.php for information about Kilimanjaro climbs for charity.

Exercise 1 Q 2.23

§> Use the photos to check vocabulary and generate interest.

§•> Play the recording while students follow the text.

D Check the answer.

Hi Holly. Are you going to meet any Tanzanian children?Yes, we are. Kids United helps a lot of ' schools in Tanzania, and we're going to stay at one of them next week.W hat are you going to do there?My dad's going to teach English and I’m going to paint a classroom.Are you excited about the clim b?Yes, i am, but it isn't going to be easy. W e ’re going to walk 85 kilometres in seven days!How high is the mountain?It's 5,893 metres high. It's got jungle, desert and glaciers. And there's every type of weather on Kilimanjaro.W hat are you going to take?Sun cream and T-shirts, hiking boots and jackets. I’m going to take clothes for hot and cold weather!

^ Q 2.23 Read and listen. What does Holly Want to do? She Wants to help children in Tanzania.

'By Read the text again. Circle the correct answer.

1 Holly and her dad^re)/ aren't going to stay at a school.

2 Holly is Xjsn'pgoing to teach English.3 She is Xjsjrt^oing to walk for eighty-five days.4 S h e 0 / isn't going to see a jungle.5 They(are)/ aren't going to take winter clothes.

jllKi'- going to

am / 'm not

is / isn't

are /aren’t

going to paint a classroom

He She It

You We they

Are they going to paint a classroom? Yes, they are. / No, they aren't.Are you going to teach English?Yes, I am. / No, I’m not.

Who is she going to meet?

Exercise 2Give students time to read the text again and to do the exercise.

Ig£ Check answers.

Answers —► student page

Fun factsAsk a student to read Fun facts. Ask students if they know the names of any

other volcanoes, e.g. Vesuvius (Italy).

rammar(Books closed) Ask students to repeat after you in chorus: Holly is going to fly to Tanzania tomorrow. Ask: Are you going to fly to Tanzania tomorrow? (No, I ’m not!)

§) (Books open) Give students time to study the grammar box.Tell students we use going to speak about our intentions, e.g. I ’m going

to pain t a classroom.

Exercise 3t> Give students time to do the

exercise individually.Check answers.

Answers student p age

Exercise 4Give pairs time to w'rite questions Check answers.

|p|i Write true sentences. Use going to andthese verbs.<-— *vdo meet fly be come study ;

] I'm going to be at school tomorrow.2 i ;,vi n n in a to -fly to Tanzania next month.3 My friends. a re going to >n eet me in town this

weekend.4 We going to Chinese at school next

year.5 i r.oinato Jo mv homework this evening.6 My teacher ic going to rom p to school next

week.

||!) Write questions with going to. Then look atthe pictures and ask and answer about Holly.

1 W here/she/fly/tom orrow ?Where is she going to fly tomorrow?

2 she / learn a new language?3 W h a t/ th ey/see ?4 W h a t/ th ey/w e a r on the mountain?5 they/sleep in a hotel?

A Where is she going to fly tomorrow?B She's going to fly to Tanzania.

Q 2.24 Listen to Holly andJakaya, a boy at the school in Tanzania. What do they talk about?

a a basketball game CjTTfootball match

Q 2.25 Listen again. Match the activities with the times.

1 paint the classroom, walls -2 start the climb'3 meet a new teacher-4 play a football march-

,a next week"b today-c tomorrow-d this weekend

^ Write sentences. Use your answers from Exercise 6 and going to.1 Holly and Jakava are going to paint the

classroom walls today.2 Holly-- K going to f t a r t t h e clim b tom orrow .— •3 Jakava k going to m eet a new te a c h e r next W eek

4 Jakava ic going i c

|-|} Imagine you are going to go on an adventure. Look and choose one.

the Amazon Jungle i

Speaking^ Work with a friend. Say what you are going to take. Can your friend guess the adventure?A I'm going to take sunglasses, a T-shirt and sun

cream.B You're going to go to the Caribbean.A That's right!

Give the pairs time to ask andanswer.

Answers2 Is she going to learn a new

language? She’s going to learn Swahili.

3 What are they going to see?They are going to see wildlife.

4 What are they going to w ear on the mountain? They are going to w ear clothes f o r hot an d cold weather.

5 Are they going to sleep in a hotel? No, they are going to sleep in a tent.

Exercise 5 \l 2.24

§> Play the recording once or twice.§> Check the answer.

Answers —► student p ag e

Exercise 7Give pairs time to do the exercise.

fp> Check answers.

Answers — student page

Exercise 8g> Give pairs time to do

the activity. Move round, correcting and prompting.

Exercise 9Give students time to choose their adventure.

Suggestion: Ask students to repeat the activity for the class to guess!

Exercises 5 and 6 - Tapescript

Holly: Hi, Jakaya.Jakaya: Hi, Holly. Are you going to paint the classroom walls with us again today?Holly: Yes, I am, but I ’m going to start my climb tomorrow. What about you? What are you going to do next week?Jakaya: We’re going to have lessons in the new classroom. We’re going to meet our new teacher too! His name is Mr Migiro.Holly: I hope he’s nice.Jakaya: Me too. And I’m going to play football in a match this weekend.Holly: Really? Where are you going to play the match?Jakaya: In a town called Kagu. We’re going to go there by bus. Holly: How far is Kagu from here? Jakaya: About 20 kilometres, I think.Holly: Well, good luck in the match. Jakaya: Thanks.

Tapescript —> end o f notes Grammar worksheet 5, page 141.

Exercise 6 112.25§> Play the recording again while

students do the matching exercise.lP> Check answers.

Answers —► student pag e

Vocabulary: prepositions of movementFunctions: giving and following directionsPre-teach: net, gold

Exercise 1 *0 2.25

§& (Books closed) Tell students it’s time for another episode of Adventure Island. Ask students what they can remember about the last episode. (AJ helped Danny build a raft, but the raft was very small.The children fo u n d a tree house, an d a bridge which wasn't strong enough fo r all o f them ... )

P Ask the class to predict what’s going to happen next, e.g. The crocodile is going to eat them./They are going to f in d a p irate! You could write the ideas on the board and take votes!(Books open) Play the recording once or twice while students listen and read the cartoon. Check if any of their predictions were correct.Give students time to do the exercise individually.Ask them to compare their answers with a friend.Check answers.

Answers —> student pag e

Suggestion: Ask pairs to predict information about Tara. Write questions to guide them on the board, e.g. Where does she live? (In a cave? In a hut? In the tree house?) Does she like the island? Is she a pirate? How old is she?

^ AJ: Ovv! My head! That bridge was high Danny: Are you OK?AJ: I'm fine.

A J: Hey! There's a girl. She's running towards the river. Danny: Let's follow her.

PR W

AJ: Where is she?Danny: I don't know, but look! That's the cave on the map!Bonzo: Oh no! A ccccc...crocodile! Nipper: What a baby!

A J: How deep is it?Danny: It isn't deep. I'm going to go throui_

iS'K

vZZv ' ■

AJ: I'm scared, Danny. I'm going to go back. Danny: Don't go back now... Look! The treasure!

A J, Danny: Help! Who are you? Tara: My name's Tara and you ar*. going to escape!

Suggestion: Ask pairs to take it in turns to describe a picture. His/her friend must guess which it is.

Exercise 2Give pairs time to decipher Nipper’s notes.Ask a volunteer to write the deciphered note on the board.

AnswersToday we fo u n d the treasure. But Tara fo u n d us! Are ive going to escape?

Exercise 3|> Ask groups of five to act out th

cartoon then to change roles ai practise again. Ask one or two groups to perform for the class Remember to ask different stucicn from last time!

Suggestion: Before students begin the activity, allocate roles. Play the recording again, pausing for the^ to repeat their lines.

Tip: Occasionally ask your students what they would like to do in order to encourage them to think about how they learn, e.g. ask them if they would like to listen to the recording again first or not.

d i s c o v e r W o r d 5

-xercise 4 Q i.nJ Give the pairs time to do the

matching exercise.

££> Check answers.

Answers —► student p ag e

Tip: Some students may already know some of the vocabulary; students of this age have different language learning experiences and abilities. You could ask them to help weak students or to help you, e.g. ask them to draw pictures to exemplify the new language to display on the classroom wall.

Suggestion: Take a class vote on the nicest map!

Exercise 8f > Give pairs time to do the

activity.

Fast finishers: Ask them to repeat the activity, but to change the imaginary location of the treasure!

Exercise 5 112.2s|> Play the recording once or

twice while students listen and do the exercise.

^ Ask students to compare answers with a friend.

p Check answers.

Answers —► student page

Suggestion: (Books closed) Alternatively, first ask students: W here’s the treasure? Play the recording. Check the answer. (Under the tree). This will challenge strong students and help prepare weak ones for exercise.

Exercise 6£> Play the recording again,

while students listen and follow the directions.

|2> Check the answer. (Under the tree.)

Exercise 7!p> Give the class time to

draw and colour their treasure map.

Suggestion: Guide less imaginative classes by writing three or four things on the board for students to include, e.g. mountains, a river, a hut.

p ; Act out the Adventure Island cartoon with your friends.

Q prepositions of movement

^ ^) 2.25 Listen and read. Answer the questions.

1 who do the children follow? Tara2 |s the cave on the map? yes3 What does Bonzo see? a crocodile4 Is the river deep? no5 Does A J want to go into the cave? no

6 Why is Tara angry? Guess! students' own answers

t o c t l t m s ; following directions

Q 2.2s Listen and complete the directions.

Go to the jungle. W alk 1 towards the volcano, but don’t go2 it! G o3^ . ^ it! Then go

the river. Watch out! There are crocodiles!Walk 5 TtOrt . the river and through the canyon. Be careful! There are snakes! The treasure is6 ,A?r the tree, behind the canyon.

| p } Follow the directions in Exercise 5. Find the treasure.

Q 2.27 Match the words with the pictures. Listen, check and repeat. SAt!*;

Draw your own treasure map. Include some of the following:

. —^I inhnlp r^nunn decorf rn/or B

You can add dangerous animals too!

1 ^ Imagine where the treasure is, but don't tell your partner. Give your partner the map, and give directions to the treasure.

Walk towards the river, then...

o

Answers —V student page

Tapescript— end o f notes

New languageSkills practised: reading, listening, speaking, writingPre-teach: Northern Lights, reindeer, job. hiking, ride, horse

Culture notesThe Northern Lights, or Aurora Borealis, are naturally occurring light displays in the Arctic Circle resulting from the interaction of solar winds and magnetic forces. They are especially easy to see in September, October, March and April. There are similar polar lights in the southern hemisphere too.

Exercise 1 Q 2.29*§> Ask the class to describe

the photos to you and pre- teach vocabulary

!> Play the recording while students listen and follow the text.

Suggestion: Ask students to close their books and tell you what they remember about Luke’s email. They should remember more than they think. This should act as a confidence-booster and help prepare them for Exercise 2.

Exercise 2 |g)Give students time to read the email again and to do the exercise.

f> Check answers, referring to the relevant parts of the text.

Answers —► student page

-

Reading':\f> G 2.29 Read and listen.

Hi Nikita!

Thanks for your email. I've got some exciting news. W e're going to live in Lapland for a year! My dad has got a job in Saariselka and we're going to fly there in November.

It snows a lot in November and there is r :: any sun. i'm going to get to school by snowmobile -w ith the lights on! It ’s dark in winter, but it ’s beautiful. People sometimes see the Northern Jgh ts. In summer, it doesn't get dark at night.

Lapland is a very interesting place. It ’s famous for its reindeer, its ice caves and its winter sports. It's also famous for Father Christmas! I 'm not going to meet Father Christmas, but ' arr. going to go snowboarding and glacier hiking!

Write soon,

Love

Luke

Read again. True or false?

1 Luke is going to go to Lapland on holiday, fahc

2 He's going to get there by plane, trueIt's very dark in May. false Lapland is famous for its caves, trueHe’s going to walk to school. Luke is going to do some winter sports in Lapland, tru

iry this!fp> Ask a volunteer to read the advice

box. Tell students to put it into practice in Exercise 3.

Exercise 3P> Play the recording once while

students listen.S> Check the answer. Ask students if

they followed the Try this! advice.

Exercise 4 0 2 .

p Give pairs time to see if they can answer any of the questions.

|> Play the recording once or twice while students listen and do the exercise.Check answers.

Answers —> student page

v listening■0 y 2.30 Listen to Gaby. Where is she from? Birdwille, Austroli

• When you listen, don't try to understand every word. Listen for the information you need to answer the questions.

Q 2.31 Listen again and circle.

Gaby lives near a river / (a desert).She’s going to study at school / (at home) today.Her nearest school friend isQGQ km)/2 km away.She talks to her friends on the phone / on

<the” In te rn e t}She's going to(£jdeher horse y piay a computer game after school.She's going to see(her couslns y her friends at the weekend.Her cousins live 12 km /(T2G0^m)away.

—1-------- 3'Ht) Work with a friend. Imagine you're going to live in Lapland or Australia. Ask and answer.

1 Where / you /go?2 Who / you / go with?3 How / you / get there?4 W h a t/ y o u / d o there?5 W h a t/ th e w eather/be like?6 W h a t/yo u /e a t?7 W hat/ you / buy?

A Where are you going to go ?B I'm going to ...

fjp> Write an email to a friend about your plans. Look at the email on page 56 to help you.

7

Suggestion: Ask the class if they /vould prefer to live in Lapland ir where Gaby lives. Give groups of three or four time to list the pros and cons of each. Have a discussion, e.g. Student A: You 'an go snowboarding every day,'72 Lapland. Student B: There’s not enough light in winter. You can ride horses in Australia.

Suggestion: You might like to give a weak class time to write the questions first.

Exercise 6Give students time to write. Remind them to look at the email on page 56 to help. Move round, monitoring and correcting.

Tip: Tell students it’s important to use examples of writing to give them ideas. They mustn’t copy every word though!

Exercise 5§> Give pairs time to do the activity.!3> Move round, monitoring and

correcting.

Answers2 Who are you going to go with?3 Hoiv are you going to get there?4 What are you going to do there?5 What is the w eather going to be

like?6 What are you going to eat?7 What are you going to buy?

Exercise 3 - Tapescript

Presenter: Hi and welcome to Different Lives. Today we’re talking to Gaby.Gaby: Hello!Presenter: Gaby, where are you from?Gaby: I’m from Bircl.sville. It’s a very small town in Australia, near the desert.Presenter: And what are you going to do today?Gaby: I’m going to study at home. Presenter: At home?Gaby: There isn’t a school in Birdsville. I have lessons on the Internet. It’s called the School of the Air.Presenter: Have you got any friends in your class?Gaby: Yes, but they’re 200 kilometres away!Presenter: Wow! So you’re not going to meet them after school? Gaby: No, I’m not! But we talk on the Internet.Presenter: What are you going to do after school?Gaby: I ’m going to ride my horse. Presenter: And what are your plans for the weekend?Gaby: I’m going to visit my cousins. They live in Alice Springs.Presenter: How far is Alice Springs from Birdsville?Gaby: Only 1,200 kilometres!

language rewisedGrammar: going toVocabulary: the natural world, prepositions of movement, numbers 100- 1,000,000, questions with howFunctions: following directions

RevisionRefer to the Introduction for ideas on how to wrork with revision pages (see page 14).

Exercise 1U> Give students time to find

the words.f> Check answers.

Answers —► student page

Suggestion: Help a weak class by writing the words on the board first.

Fust finishers: Ask them to make their own word square for friends using words from this unit.

Exercise 2|> Give students time to

write.f|> Check answers.

A nswers —► student page

Exercise 3& Give students time to do

the exercise individually.Check answers.

Answers —► student p age

O

Exercise 4£> Give students time to do the

exercise.§> Move round, checking and

prompting.Check answers.

Answers —> student page

Exercise 5 Q 2.32

f£> Play the recording once or twice for students to listen to.Play it again for students to repeat.

Exercise 6§> Give students time to do the

activity individually or in pairs.Check answers.

Answers —> student p ag e

ChecklistSee page 14 of the Introduction for ideas.

Pronunciation /cfc/ and /j/^ Q 2.32 Listen and repeat.

Yesterday Yoda jumped from New York to the yellow jungle!

& Write the numbers.

FunctionsLook at the map. Complete the directions with these v,

1 four thousand seven hundred 4,7002 two million 2,000,0003 one hundred and eight thousand 108,0004 seven hundred and fifty-eight 1585 twelve thousand and ten 12,010

towards(x2) over under through around

GrammarIp ? Write questions.

1 h igh/that balloon? How high is that balloon?

2 wide / this river? how wide is this rivet?3 deep / the ocean?floW j eep hfhe oceOfl?tre04 long / this bus? how I009 is this bus?5 fa r/ th a t volcano

from the city?how far is th a t Volcano irorn the c ity ?

Goto the beach. Walk 1 towards the rock pool. Don't go 2 through it - Nipper is sleeping. Co3 oro,,nA it! Walk away from the ocean. Go4 over the rocks and5 towards the jungle. Bonzo is5 under the

can talk about the natural world, can use numbers 100-1,000,000. can ask questions with how.

can use going to.can use prepositions of movemercan follow directions.

WordsFind eight natural world words

and six prepositions of movement.

| p ) Read and complete the dialogue. Use g::rg to.Katie Hi. Beth. W hat1 are you going to do 1 . : - : : :

weekend?Beth 12 jninn to soy (say) goodbye to everyoneKatie oh. that S a pity. Are you going to corns • ’ j- -- ~

again next year?Beth I don't know. Maybe.Katie 4 A re you aoina to -fly (you / fly ) from London?Beth Yes, I am. 15 'm aoina to be (be) on the plane fnt

eleven hours! I 6'^ not aoina to deepfnot. sleep).17 ™ j»in<) to look (look) at the photos from m

r Hi. W h a t do ^ you know abou t

s p a ce ? Try our quiz ^ and find out! a

/r^( Q 2,33 Match the words with the pictures. Loten, check and repeat.

I space station7spaceship 7 Moon ‘f star 5 lienslOEarthI p lanet? astronauts

f ^lescope (o space suit 5

\ i 2.34 Circle the correct ■swers. Then listen and check.

1 MgrJ, Jgturn, Mercury and Venuj gre^ m ^ /f:a ?J.2 In g/trongut/wglked on( he Jan. /3 They found X^££^hd)glien/there.4 Jupiter i/th^j^a^yjfUiflllWi pldhet5 /cienti/t/(nudv)/phoio<|?4 pH the/tgrJ w ith tele/cope/.

• space' u •• chores

. • have to■ •nr. .• will future

.• possessives

.• guessing

target vocabulary.)Tell students that Unit 6 is all about space!(Books open ) Use an idea suggested in the Introduction to focus on In this unit.

2.33Exercise 1p> Use the picture to elicit as

much vocabulary as you can from the class and to generate interest.Give pairs time to do the matching exercise.

p> Play the recording, pausing for students to check their answers and repeat each word.

Answers —► student page

Suggestion: Competition! (Books closed) After Exercise 1, give pairs two minutes to write down all the words they can remember from the picture. The winners have the most words.

Exercise 2 112.34§> Give pairs time to do the

quiz.Play the recording while students listen and check their answers.Check answers.

Answers —> student page

Suggestion: Project. Allocate a different planet to groups of three or four. Ask them to find out about it and book a date for them to present their • information to the class. Make a class display.

.Jew language. ocabulary: space

Culture noteshere are eight planets in our solar "stem including Earth: Mercury,

'enus, Earth. Mars, Jupiter, Saturn, l ranus and Neptune. There are lots of . ebsites available for your students to nd out more, including http://www.

1 idsastronomy.com

Unit introduction§*> (Books closed) Ask the class to

guess your imaginary job. (An astronaut/) You can only answer yes or no. Student: Do you work in a school? Teacher: No, I don ’t. Student: Do you work with people? Teacher: No - well, not many people. Student: Do you like your job? Teacher: Yes, I do!

8> Brainstorm space words with the class. (See Introduction page 14 for ideas on how to deal with non-

One day in space...What’s life like in space? Read about a day in the life of Kelly Steel and find ol:B a.m . Oh no! I have to get up now. But i do~ :

have to make my bed because i sleep ~ a sleeping bag on the wall!

9 a.m . I’m working outside this morning. ! hz-e to w ear my space suit and helmet.

1 p.m . It’s lunchtime. Our food is in a plastic bag.Great - we don’t have to do the d ishes’

3 p.m . This afternoon I'm doing experiments. Our work in space helps people on Earth.

5 p.m. Dinnertime! More food in plastic bags. I a lw ays exercise after dinner. W e have to exercise every day in space.

8 p.m . I’m going to write an email to my friends on Earth this evening. After that it’s bedtime.

Good niqhl!

Name:

Astronaut and Job: engineer

6 months at space Mission: station

|j|> y 2.35 Read and listen.Why is Kelly in space?She if an astronaut.

|p$> Read again and answer.

1 Where does Kelly sleep? In a sleeping bag on the wall.

2 What does she wear outside?3 Does she use a plate for her

food?4 When does she do

experiments?5 How often does she exercise?6 Who is she going to write an

email to?

Q chores

2.36 Listen and repeat.

3 tidy your room 4 clean your shr

5 wash clothes c , f ,6 cook your food

| p ) Which chores do you do ...

Grammar: have to Vocabulary: chores Functions: speaking about choresPre-teach: outside

Exercise 1 §§ 2.35

|> (Books closed) Askstudents to imagine a day in the life of an astronaut and to tell you their ideas.

§> CBooks open) Play the recording while students follow the blog.

G> Check the answer.

Answers —► student page

Exercise 2§> Give students time to do

the exercise.fP Check answers.

Answers2 A space suit an d a

helmet.3 No, she uses a plastic

hag.4 In the afternoon.5 Every day.6 Her fr ien d s on Earth.

Discover enira words-. Have strong students or fast finishers find extra new words.

i l s E i f W o r d s

Exercise 3 $12.36Play the recording while students listen, pausing for them to repeat each word.

Exercise 4Ask the class to tell you about the chores they do, e.g. I never clean my shoes!

G> (Books closed) Ask the class to repeat after you in chorus: Kelly has to do exercise every day. She doesn ’t have to m ake the bed.(Books open) Give students time to study the grammar box.

Exercise 5Q> Give pairs time to do the exercise. G) Check answers.

Answers2 She doesn ’t have to m ake her

bed.3 She doesn ’t have to wash her

clothes.4 She has to exercise.5 She doesn’t have to do the

dishes.6 She has to do experiments.7 She doesn ’t have to clean her

shoes.

Hi

have to

have to don't have to

has todoesn’t have to

make the bed.

:Do you have to make the bed? Yes, I do. / No, I don't.

Does he have to make the bed? Yes, he does. / No, he doesn't.

Which chores do they have to do?

Write sentences about Kelly. Use has to or 'oesn'thave to.

1 / wear her space suit outsideShe has to wear her space suit outside.X make her bed

X wash her clothes4 /exercise

X do the dishes fi /doexperiments z X clean her shoes

Tick for you then interview two friends.

You 1make the bed

do the dishes

Jdy your room -.lean your shoes

wash clothes cook your food

jmpty the bin

A Do you have to make the bed?> Yes, I do. / No, I don't.

Q 2.3S Order the questions. Listen again and check. Write the answers.

What have to do you do every day ?What do you have to do every day?I have to read my comic and watch Galactic 71/go to work you Do have to ?you work at home have to Do ?you Do have to wear a space suit ?v/alk your dog have to Do you ?Do have to you when help your mum ?

|p> Work with a friend. One student is Arnie. Ask and answer the questions.

A What do you have to do every day?B I have to ...

;ercise 6Give groups of three time to do the activity. Move round, correcting and prompting.

xercise 7 n 2.37Play the recording while students listen and do the exercise.Check answers.

Answers —► student p age

apescript — e?id o f notes

Exercise 8 112.38L> Give pairs time to order.§? Play the recording again, while

students listen and check.§> Ask students to write the answers.§!> Check answers.

\I 2.37 Listen to the interview with Arnie Alien and his mum. Which chores do they do? Write A, M or - (nothing).s .........x

tidy Arnie’s room M make the bed - \ do the dishes- clean Arnie’s shoes h wash Arnie's space suit h

l/n empty the bin-

Answers2 Do you have to go to

work?/No, I don ’t.3 Do you have to work at

home?/Yes, I do.4 Do you have to luear a

space suit?/Yes, I do. And special shoes.

5 Do you have to do walk your dog?/No, I don ’t.

6 When do you have to help your mum?/Never!

Exercise 9Give pairs time to do the activity. Move round, correcting and prompting.

Exercise 7 - Tapescript

Interview er: Today we’re talking to Arnie Alien. It’s the world’s first interview with an alien from Mars! What do you have to do every day, Arnie? Do you have to go to work? Arnie: No, I don’t.Interview er: Do you have to work at home?Arnie: Er ... yes, 1 do ... well, I have to read my comic and watch Galactic TV. That’s really important. Mum: And I have to tidy his room and cook the food!Interview er: I see ... and you are? Mum: His mother.

Interview er: Right ... Arnie, it’s very hot on Mars. Do you have to wear a space suit?Arnie: Yes, I do ... and special shoes.Mum: And I have to wash his space suit and clean his shoes. Interview er: Oh, OK. And you’ve got a dog, I see. Do you have to walk your dog, Arnie?Mum: No, he doesn’t. I have to walk the dog.Interview er: Oh, OK. When do you have to help your mum, Arnie? Arnie: Er ... help my mum?Never! ...Interview er: Mothers have to work very hard on Mars!

New languageGrammar: will futureFunctions: making predictionsPre-teach: travel, tourist, robot

Exercise 1 Q 2,39

P> Use the photo to generate interest and check vocabulary.

i> Play the recording while students listen and follow the dialogue.

O Check the answer.

Answers —► student page

Exercise 2i> Give students time to read

the dialogue again and to do the exercise.Check answers.

Answers —► student page

Exercise 3 u 2.40

§i> Give students time to look at the pictures before they listen to the recording twice. The second time, stop to ask the whole class to repeat the target language copying the intonation, and ask for each answer.

Answers —> student page

Grammar(Books closed) Say: In the fu tu re people will visit different planets, but they won't (shake your head) have anim als in spaceships.Have the class repeat will visit and w on’t have after you in chorus.Use your fingers to

#

demonstrate the negative contraction. Say: will not (two separate fingers), won't (bring fingers together).

£> (Books open) Give students time to study the grammar box.

Q> Have them underline the examples of will and w on’t in the dialogue in Exercise 1.

.} Have them repeat the contractions III, they’ll and there'll after you in chorus.

Exercise 4§> Give pairs time to do the exercise.§?> Check answers.

Answers2 In the future, monkeys won’t

w ear space suits.3 In the future, monkeys ivill

m ake friends.4 In the future, monkeys won’t be

tidy.5 In the future, monkeys will

climb trees.

iviuseum in Lonaon.Ben Look! That spaceship is amazing.Ravi I want to travel in a spaceship!Monica We.1:, maybe you can. Here's some information

about space tourists: In the future, spaceships will take thousands of tourists to the stars.

Ravi Cool! Will their pets travel in space too?Ben I doubt it! They won't have animals in

spaceships!Ravi But monkeys travelled in space before people.Monica Listen to this! People will visit the space

station... and they'll goto the Moon and different planets. There'll be space robots too.

Ravi Space robots! What will they do?Monica They'll cook and clean...Ben Can we get one? I hate cleaning!Ravi Will they do my homework?Monica Maybe.Ravi Perfect! Let's go and we can take Yoda too.

He'll be the first lizard in space!

Q 2.39 Listen and read. Who wants a

holiday in space? f W '

S i# Choose the correct words.

1 There(|re)/sren' spaceships in ihe museum.

2 Animals(c?ny Crn travel injgace.3 Ben wants to(a£~~

his room.4 Ravn/vants to do i; /

(x'fkf' Yoda into

Talking Ti^sl^ Q 2.40 Listen, repeat and ^ match.

1 I doubt it! A —2 Perfect! 6 ^

In 2050, Next year,

youhesheitwethey

willwon't travel in space.

Will there be thousands of space tourists?Yes, there will. / No, there won't.

Will we travel in space?Yes, we will. / No, we won t.

rWhat will they do?

Look at this picture of the future. Make predictions. Use will or won't.1 travel in spaceships In the future, monkeys

will travel in spaceships.2 wear space suits 4 be tidyj make friends 5 climb trees

§p? Work with a friend. Predict what the space robot will / won’t do.

It will play football with me!

£/®®E)g

¥

Lssterassig

^ Q 2.4i Listen. Were your predictions correct?

^ Q 2.42 Listen again. Complete the questions.

1 What will it do?2 Will it make my breakfast?3 Will itfpeok to me?4 Will it tell jokes?5 Will it ploy games with me?6 Whotgames will it play?

| s> Design your own space robot. Decide what it will / won't do.

^ Work with a friend. Ask and answer questions about your robots. Use the questions in Exercise 7.

A Will it speak English ?B Yes, it will. / No, it won't.

Gordo was the first monkey in space. She travelled to space in 1958 in a spaceship called Jupiter!

2

cercise 5Give pairs time to do the activity. Ask the class for some examples.

Q

Q 2A

2.41‘-xercise 6Play the recording while students listen and check their predictions.

Exercise 7 102.42^ Play the recording again. Give

students time to complete the questions.Check answers.

Answers —> student page

iapescript—+ end o f notes

Exercise 8Give students time to design their own robot.

fr Ask volunteers to tell the class their ideas.

Exercise 9t> Give students time to do

the activity. Move round, correcting and prompting.

Fun fasts!Ask a volunteer to read the Fun fact. Ask students for their reactions, e.g. That’s interesting/strange! Ask why they sent a monkey and not a person, e.g. It was too dangerous.

Exercises 6 and 7 - Tapescript

Interviewer: Hello and welcome. Today we are talking to Professor Potts. He is making a new space robot. Next year it will work on the space station for the first time! It looks great, Prolessor, but what will it do?PP: Well, it will do lots o f things, for example it will tidy the rooms. Interviewer: That’s useful, but will it make my breakfast?PP: Yes, it will make breakfast every morning.Interviewer: Perfect! And will it speak to me?PP: Yes, it will. It will speak twelve languages.Interviewer: Wow! That’s great, but will it tell jokes?PP: No, it won’t and it won’t sing songs.Interviewer: Never mind! Will it play games with me?PP: Yes, it will.Interviewer: Oh, great. Hey, robot, do you want a game of football?PP: It won’t play games like football or basketball!Interview: Oh! Sorry! Which games will it play?PP: Computer games. It will play computer games, of course. Interviewer: Thank you, Professor Potts, and good luck with the robot!

Photocopiable resource 6, page 160.

Grammar worksheet 6, page 142.

Tara: Ow! Whose dog is this? Danny: He's ours. Good boy, Bonzo! AJ: Hey, my wish came true!

New languageGrammar: possessivesFunctions: asking about possession, W hose...?Pre-teach: jewels, sailingPreparation: Grammar.Bring a map to class.

Exercise 1 2,43

i> (Books closed) Tell students it’s time for another episode of Adventure Island. Ask students what they can remember about the last episode. (AJ an d Danny saw a girl an d follow ed her. They went through a river. AJ was scared. Bonzo was scared o f a crocodile. They met Tara. She caught them in a n et)

?*> (Books open) Play the recording once or twice while your students listen and read the cartoon.Check the answer.

Answers —► student p age

Suggestion: Ask the class to describe each picture in turn to you. Recycle as much language as you can, and stretch strong students by teaching them new words, e.g. Nipper is cutting a hole in the net. His claws are sharp!

Tip: Every time you teach your students a newr verb, remember to teach them the past form, e.g. cut- cut. If the word is long, remember to show them where the stress is, too.

Exercise 2P Give students time to do the

exercise individually.fp> Check answers, referring to the

relevant parts of the text.

Answers —> student p age

Exercise 3§S> Give pairs time to decipher

Nipper’s notes.

§> Ask a volunteer to write the deciphered note on the board.

Answers —> student page

Suggestion: Ask the class to imagine they are one of the island crocodiles. Ask them to write and illustrate a crocodile’s note about the recent events on the island! You could ask two or three volunteers to read their notes to the class.

1Tara: I don’t have to w a it ... or listen! Danny: But we can help you.

Language revisedGrammar: have to, will future, possessives Vocabulary: space, choresFunctions: predicting, guessingPre-teach: throw, coin, heads, tailsPreparation: Make sure you have a coin with you.

RevisionRefer to the Introduction for ideas on how to work with revision pages (see page 14).

Exercise 1Give students time to do the exercise individually.Ask them to compare answers with a friend.

I > Check answers.

Answers —f student page

Exercise 2p> Give students time to do

the exercise individually.§> Check answers.

Answers —► student page

Exercise 3Give students time to do the matching exercise.

P Check answers.

Answers —► student page

Suggestion: Play Pelmanism with the language in Exercise 3- (See Introduction page 16 .)

WordsFind five space words in the wordsnake.

Throw a coin to predict your future. ! hen write sentences.

l

1

|||s Complete the sentences. Use words in Exercise 1.

1 A lot of astronauts work at the space station.2 You can see the stars better with a -h»lpcropp.3 Do aliens live on the planet Mars?4 The Earth has got one _ moor\5 You have to wear a space suit outside your

spaceship.

Match the verbs with the nouns.

have a space robot a pet dog

wear aspacesuit jeans and aT-shii

visit the Moon your granddad

eat food in plastic bags food on a plate

sleep on the wall in a bed

meet an alien your friends

my bed my clothes the dishes my room my food the bin

g my shoes

In the future I won't have a..., I'll have a. ..

Complete each sentence. Use one word only.

1 This isn't my space robot. It's vours.2 Is that Ravi's telescope? Yes, it's probably

his______•3 Look at that big star! What's ijs_____ name?4 Astronauts don't have to make their beds'

space.5 \Nhose space suit is that? It's Kelly's.6 That isn't Ben's alien poster. It's rrimg

Exercise 4Give students time to do the exercise. Move round, checking and prompting.Check answers.

Answers —> student page

Fast finishers: Have them write about what they have to/don’t have to do today/tomorrow/next week.

Exercise 5Pre-teach throw a coin , heads anu tails, and do an example with th class.Give students time to do the activity. Move round, correcting and prompting.Check answers. You could ask different students to write their answers on the board.

Grammas'H ?? Look at Monica's list. Write what she has to / doesn't have to do.

LISTn— £>£>vv=i 4 m e e f E>ev\2 ms\\ c lo t K e i 5 go3~-pirt£we-44a44e 6 do Vom&Nor^

She doesn't have to tidy her room. She has to...She has to Wash her clothes, meet Sen and do her She doesn't have to phone Katie or go shopping.

Profflianciation /g u/ and /u:/

Q 2.45 Listen and repeat.

Hugh the kangaroo won't go to the Moon with you!

functionsftp An alien is lost on Earth. Make sentences, jse maybe, I think or probably.] probably/phone/mum ^

H e 'll probably phone his mum. r , vcC .

I ith ink/sad1 t/i ink he II be sad.

3 maybe/ read/ booktAayhe he'll read a book.

4 I think/m ake/friendsI think he'll make friends'.

5 probably/have/fun /-|eJll probably have fun-

Consolidation

^ j 2.46 Listen and complete the dialogue.

rtavi Hi Ben. What are you looking for?',en 1 Planet of the Apes. It’s a sci-fi film.Ravi I know - but I don't think i t 2 will be with

the romance films! Here it is.3 A re you going to watch it this evening?

Ben No, I'm 4goino fowatch it tomorrow.5 How long is it?

lavi It's two hours6 Iona .Ben Hey, why don't you watch it with me?,<avi I can 'll do my homework...’’-en ' m in d . Is it a good film?Ravi Yes, it's great. It's about the future. Monkeys

will control planet!^en I doubt it. Monkeys!0 will never do that. Ravi OK, but maybe lizards will, eh Yoda?

song2.47 Listen and order the verses of the song.

SP A C E ODDITY by David Bowie

[5] Ground Control to Major TomYour circuit's dead, there's something wrong Can you hear me, Major Tom? (x3)

jT] Ground Control to Major Tom (x2)Take your protein pills and put your helmet onGround Control to Major Tom Commencing countdown, engines on Check ignition and may God's love be with you

IS I C> I For here am I sitting in a tin can Far above the world Planet Earth is blue And there's nothing I can do

00 Though I'm past one hundred thousand miles I'm feeling very still And I think my spaceship knows which way to goTell my wife I love her very much she knows

[2] This is Major Tom to Ground Control I'm stepping through the door And I'm floating in a most peculiar way And the stars look very different today

C'P'1 Q 2'4S Listen again and sing.

lean talk about space.I can talk about chores. I can use have to.I can use will future.I can use possessives.1 can guess.

sriaioimpmmaa&aSBBsSN&mm yswawwfljsac

Suggestion: Have pairs take it in aims to throw coins and to predict 3ach other’s futures. If Student A throws tails, he/she must make a You w ill... prediction about Student B. If Student A throws aeads, he/she must make a You 'von’t ... prediction.

Check answers.

Answers —► student page

cercise 6Give students time to do the exercise.

Suggestion: Game. Ask a few students to put some personal belongings in a non-transparent bag without others seeing. Have students take it in turns to take an object and guess whose it is, e.g. This book is his!

Exercise 7 W 2.45

•|> Play the recording once or twice while students listen.

p Play it again for students to repeat in chorus.

Exercise 8f> Give students time to do

the exercise.Check the answers.

Answers —► student p ag e

Exercise 9 2.45

Tell students Ben and Ravi are in Ravi’s parents’ DVD shop.Play the recording once or twice while students listen and complete the dialogue.Have them compare answers with a friend.Play the recording again, pausing before each space to elicit and check the answer.

Answers —► student p ag eJ

Exercise 10 2.47

P Play the song while students listen and order the verses.Check answers.

Answers —► student page

Exercise 11 Q 2.43

Play the song again while students sing!

See page 14 of the Introduction for ideas.

languageFunctions: giving biographical information. Pre-teach: journey, surface, rocksPreparation: Exercise 3.Ask your students to research a famous astronaut, space tourist or robot before the class, or book a computer facility for the class.

Culture notesYou may like to tell your students that Neil Armstrong’s arrival on the moon ended the so-called Space Race between the USA and the Soviet Union.Yuri Gagarin (Soviet Union) was the first person to travel into space on 12 April, 1961. Alan Shepherd (USA) was the second person to travel into space on May 5, 1961, and Sally Ride (USA) was the first woman in space in 1963.The first space tourist was Dennis Tito, a multimillionaire from the USA, in 2001.

0 2.49Exercise 1f> Use the photo to generate

interest and recycle/check vocabulary.

£> Play the recording while students listen, follow the text and do the exercise.

P 1 Check answers.

Answers1 Neil Armstrong an d

Buzz Aldrin.2 Apollo 11.

Exercise 2§]> Give students time to read

the. text again and to do the exercise.

f|> Have students compare their answers with a friend.

Check answers, referring to the relevant parts of the text.

Answers student page

Suggestion: Role play. Ask pairs to role play the conversation between the American President and Neil. Help a weak class by brainstorming possible questions before they begin. Ask two or three pairs to perform for the class.

Exercise 3§> Organise student research. You

could use the ideas in Culture notes to help.Ask students to complete the fact file and to speak to a friend about their famous person.

Exercise 4§> Give students time to write.

... -SJSSiiSSiSStSSuggestion: Make a classroom display!

heading2.49 Read and listen. Answer the questions.

1 Who walked on the Moon in July 1969?2 What was the name of their spaceship?

True or false?

1 Neil Armstrong was the first man on the Moon. true

2 The journey to the Moon took two hours, false3 On the Moon, the astronauts talked to the

President of their country, true4 Armstrong went to the Moon again in 1973. false5 He doesn't think he'll go into space in the future, true

Expbriwg Space

Complete a factfile. Choose a famous astronaut, space tourist or space robot. Tell your friend.

Name:

Nationality:

Where / go:

When /go: W hat/do: W hat/ do next:

|P> Write about your person or robot. Find a picture for your project.

r Hi. What do ^ you know about

space? Try our quiz and find out! a

/r^( Q 2,33 Match the words with the pictures. Loten, check and repeat.

I space station7spaceship 7 Moon ‘f star 5 lienslOEarthI p lanet? astronauts

f ^lescope (o space suit 5

\ i 2.34 Circle the correct ■swers. Then listen and check.

1 MgrJ, Jgturn, Mercury and Venuj gre^ m ^ / f2 In g/trongut/wglked on( he Jan. /3 They found X^££^hd)glien/there.4 Jupiter i/th^j^a^yjfUiflllWi pldhet5 /cienti/t/(nudv)/phoio<|?4 pH the/tgrJ w ith tele/cope/.

• space' u •• chores

. • have to■nr-.• will future

.• possessives

.• guessing

target vocabulary.)Tell students that Unit 6 is all about space!(Books open ) Use an idea suggested in the Introduction to focus on In this unit.

2.33Exercise 1p> Use the picture to elicit as

much vocabulary as you can from the class and to generate interest.Give pairs time to do the matching exercise.

p> Play the recording, pausing for students to check their answers and repeat each word.

Answers —► student page

Suggestion: Competition! (Books closed) After Exercise 1, give pairs two minutes to write down all the words they can remember from the picture. The winners have the most words.

Exercise 2 112.34§> Give pairs time to do the

quiz.Play the recording while students listen and check their answers.Check answers.

Answers —> student page

Suggestion: Project. Allocate a different planet to groups of three or four. Ask them to find out about it and book a date for them to present their • information to the class. Make a class display

.Jew language. ocabulary: space

Culture noteshere are eight planets in our solar "Stem including Earth: Mercury,

'enus, Earth. Mars, Jupiter, Saturn, l ranus and Neptune. There are lots of . ebsites available for your students to nd out more, including http://www.

1 idsastronomy.com

Unit introduction§*> (Books closed) Ask the class to

guess your imaginary job. (An astronaut!) You can only answer yes or no. Student: Do you work in a school? Teacher: No, I don ’t. Student: Do you work with people? Teacher: No - well, not many people. Student: Do you like your job? Teacher: Yes, I do!

8> Brainstorm space words with the class. (See Introduction page 14 for ideas on how to deal with non-

One day in space...What’s life like in space? Read abouta day in the life of Kelly Steel and findB a.m . Oh no! I have to get up now. But i do~ :

have to make my bed because i sleep ~ a sleeping bag on the wall!

9 a.m . I’m working outside this morning. 1 ha-e to w ear my space suit and helmet.

1 p.m . It’s lunchtime. Our food is in a plastic bag. G reat - we don’t have to do the dishes!

3 p.m . This afternoon I'm doing experiments. Our work in space helps people on Earth.

5 p.m. Dinnertime! More food in plastic bags. I a lw ays exercise after dinner. W e have to exercise every day in space.

8 p.m . I’m going to write an email to my friends on Earth this evening. After that it's bedtime.

Good niqhl!

Name:

Astronaut and Job: engineer

6 months at space Mission: station

|j|> y 2.35 Read and listen.Why is Kelly in space?She if an astronaut.

|p$> Read again and answer.

1 Where does Kelly sleep? In a sleeping bag on the wall.

2 What does she wear outside?3 Does she use a piate for her

food?4 When does she do

experiments?5 How often does she exercise?6 Who is she going to write an

email to?

Q chores

2.36 Listen and repeat.

3 tidy your room 4 clean your she

5 wash clothes ,6 cook your food

| p ) Which chores do you do ...

Grammar: have to Vocabulary: chores

Functions: sp eakin g about chores

Pre-teach: outside

Exercise 1 §§ 2.35

|> (Books closed) Askstudents to imagine a day in the life of an astronaut and to tell you their ideas.

§> CBooks open) Play the recording while students follow the blog.

G> Check the answer.

Answers —► student page

Exercise 2§> Give students time to do

the exercise.fP Check answers.

Answers2 A space suit an d a

helmet.3 No, she uses a plastic

hag.4 In the afternoon.5 Every day.6 Her fr ien d s on Earth.

Discover enira words-. Have strong students or fast finishers find extra new words.

i l s E i f W o r d s

Exercise 3 $12.36Play the recording w'hile students listen, pausing for them to repeat each wrord.

Exercise 4Ask the class to tell you about the chores they do, e.g. I never clean my shoes!

G> (Books closed) Ask the class to repeat after you in chorus: Kelly has to do exercise every day. She doesn ’t have to m ake the bed.(Books open) Give students time to study the grammar box.

Exercise 5Q> Give pairs time to do the exercise. G) Check answers.

Answers2 She doesn ’t have to m ake her

bed.3 She doesn ’t have to wash her

clothes.4 She has to exercise.5 She doesn’t have to do the

dishes.6 She has to do experiments.7 She doesn ’t have to clean her

shoes.

Hi

have to

have to don't have to

has todoesn’t have to

make the bed.

:Do you have to make the bed? Yes, I do. / No, I don't.

Does he have to make the bed? Yes, he does. / No, he doesn't

Which chores do they have to do?

Write sentences about Kelly. Use has to or 'oesn'thave to.

1 / wear her space suit outsideShe has to wear her space suit outside.X make her bed

X wash her clothes4 /exercise

X do the dishes fi /doexperiments z X clean her shoes

Tick for you then interview two friends.

You 1make the bed

do the dishes

Jdy your room -.lean your shoes

wash clothes cook your food

jmpty the bin

A Do you have to make the bed?> Yes, I do. / No, I don't.

Q 2.3S Order the questions. Listen again and check. Write the answers.

What have to do you do every day ?What do you have to do every day?I have to read my comic and watch Galactic 71/go to work you Do have to ?you work at home have to Do ?you Do have to wear a space suit ?v/alk your dog have to Do you ?Do have to you when help your mum ?

|p> Work with a friend. One student is Arnie. Ask and answer the questions.

A What do you have to do every day?B I have to ...

;ercise 6Give groups of three time to do the activity. Move round, correcting and prompting.

xercise 7 n 2.37Play the recording while students listen and do the exercise.Check answers.

Answers —► student p age

apescript — e?id o f notes

Exercise 8 112.38L> Give pairs time to order.§? Play the recording again, while

students listen and check.§> Ask students to write the answers.§!> Check answers.

\I 2.37 Listen to the interview with Arnie Alien and his mum. Which chores do they do? Write A, M or - (nothing).s .........x

tidy Arnie’s room M make the bed - \ do the dishes- clean Arnie’s shoes h wash Arnie’s space suit h

l/n empty the bin-

Answers2 Do you have to go to

work?/No, I don ’t.3 Do you have to work at

home?/Yes, I do.4 Do you have to luear a

space suit?/Yes, I do. And special shoes.

5 Do you have to do walk your dog?/No, I don ’t.

6 When do you have to help your mum?/Never!

Exercise 9Give pairs time to do the activity. Move round, correcting and prompting.

Exercise 7 - Tapescript

Interview er: Today we’re talking to Arnie Alien. It’s the world’s first interview with an alien from Mars! What do you have to do every day, Arnie? Do you have to go to work? Arnie: No, I don’t.Interview er: Do you have to work at home?Arnie: Er ... yes, 1 do ... well, I have to read my comic and watch Galactic TV. That’s really important. Mum: And I have to tidy his room and cook the food!Interview er: I see ... and you are? Mum: His mother.

Interview er: Right ... Arnie, it’s very hot on Mars. Do you have to wear a space suit?Aornie: Yes, I do ... and special shoes.Mum: And I have to wash his space suit and clean his shoes. Interview er: Oh, OK. And you’ve got a dog, I see. Do you have to walk your dog, Arnie?Mum: No, he doesn’t. I have to walk the dog.Interview er: Oh, OK. When do you have to help your mum, Arnie? Arnie: Er ... help my mum?Never! ...Interview er: Mothers have to work very hard on Mars!

New languageGrammar: will futureFunctions: making predictionsPre-teach: travel, tourist, robot

Exercise 1 Q 2,39

P> Use the photo to generate interest and check vocabulary.

i> Play the recording while students listen and follow the dialogue.

O Check the answer.

Answers —► student page

Exercise 2i> Give students time to read

the dialogue again and to do the exercise.Check answers.

Answers —► student page

Exercise 3 u 2.40

§i> Give students time to look at the pictures before they listen to the recording twice. The second time, stop to ask the whole class to repeat the target language copying the intonation, and ask for each answer.

Answers —> student page

Grammar(Books closed) Say: In the fu tu re people will visit different planets, but they won't (shake your head) have anim als in spaceships.Have the class repeat will visit and w on’t have after you in chorus.Use your fingers to

#

demonstrate the negative contraction. Say: will not (two separate fingers), w on’t (bring fingers together).

£> (Books open) Give students time to study the grammar box.

Q> Have them underline the examples of will and w on’t in the dialogue in Exercise 1.

.} Have them repeat the contractions III, they’ll and there'll after you in chorus.

Exercise 4§> Give pairs time to do the exercise.§?> Check answers.

Answers2 In the future, monkeys won’t

w ear space suits.3 In the future, monkeys ivill

m ake friends.4 In the future, monkeys won’t be

tidy.5 In the future, monkeys will

climb trees.

iviuseum in Lonaon.Ben Look! That spaceship is amazing.Ravi I want to travel in a spaceship!Monica We.1:, maybe you can. Here's some information

about space tourists: In the future, spaceships will take thousands of tourists to the stars.

Ravi Cool! Will their pets travel in space too?Ben I doubt it! They won't have animals in

spaceships!Ravi But monkeys travelled in space before people.Monica Listen to this! People will visit the space

station... and they'll goto the Moon and different planets. There'll be space robots too.

Ravi Space robots! What will they do?Monica They'll cook and clean...Ben Can we get one? I hate cleaning!Ravi Will they do my homework?Monica Maybe.Ravi Perfect! Let's go and we can take Yoda too.

He'll be the first lizard in space!

Q 2.39 Listen and read. Who w an ts a

holiday in space? f W '

S i# Choose the correct words.

1 There(|re)/sren' spaceships in ihe museum.

2 Animals(c?ny Crn travel injgace.3 Ben wants to(a£~~

his room.4 Ravn/vants to do i; /

Yodrt into

Talking Ti^sl^ Q 2.40 Listen, repeat and ^ match.

1 I doubt it! A —2 Perfect! 6 ^

In 2050, Next year,

youhesheitwethey

willwon't travel in space.

Will there be thousands of space tourists?Yes, there will. / No, there won't.

Will we travel in space?Yes, we will. / No, we won t.

rWhat will they do?

^ Look at this picture of the future. Make predictions. Use will or won't.1 travel in spaceships In the future, monkeys

will travel in spaceships.2 wear space suits 4 be tidyj make friends 5 climb trees

§p? Work with a friend. Predict what the space robot will / won’t do.

It will play football with me!

£/®®E)g

¥

Lssterassig

^ ^ 2.4i Listen. Were your predictions correct?

^ Q 2.42 Listen again. Complete the questions.

1 WhatmW it do?2 Will it make mv breakfast?3 Will itfpeakto me?4 Will it fell jokes?5 Will it ploy games with me?6 Whotgames will it play?

| s> Design your own space robot. Decide what it will / won't do.

^ Work with a friend. Ask and answer questions about your robots. Use the questions in Exercise 7.

A Will it speak English ?B Yes, it will. / No, it won't.

Gordo was the first monkey in space. She travelled to space in 1958 in a spaceship called Jupiter!

2

cercise 5Give pairs time to do the activity. Ask the class for some examples.

Q

Q 2A

2.41‘-xercise 6Play the recording while students listen and check their predictions.

Exercise 7 102.42^ Play the recording again. Give

students time to complete the questions.Check answers.

Answers —> student page

iapescript—+ end o f notes

Exercise 8Give students time to design their own robot.

fr Ask volunteers to tell the class their ideas.

Exercise 9t> Give students time to do

the activity. Move round, correcting and prompting.

Fun fasts!Ask a volunteer to read the Fun fact. Ask students for their reactions, e.g. That’s interesting/strange! Ask why they sent a monkey and not a person, e.g. It was too dangerous.

Exercises 6 and 7 - Tapescript

Interviewer: Hello and welcome. Today we are talking to Professor Potts. He is making a new space robot. Next year it will work on the space station for the first time! It looks great, Professor, but what will it do?PP: Well, it will do lots o f things, for example it will tidy the rooms. Interviewer: That’s useful, but will it make my breakfast?PP: Yes, it will make breakfast every morning.Interviewer: Perfect! And will it speak to me?PP: Yes, it will. It will speak twelve languages.Interviewer: Wow! That’s great, but will it tell jokes?PP: No, it won’t and it won’t sing songs.Interviewer: Never mind! Will it play games with me?PP: Yes, it will.Interviewer: Oh, great. Hey, robot, do you want a game of football?PP: It won’t play games like football or basketball!Interview: Oh! Sorry! Which games will it play?PP: Computer games. It will play computer games, of course. Interviewer: Thank you, Professor Potts, and good luck with the robot!

Photocopiable resource 6, page 160.

Grammar worksheet 6, page 142.

Tara: Ow! Whose dog is this? Danny: He's ours. Good boy, Bonzo! AJ: Hey, my wish came true!

New languageGrammar: possessivesFunctions: asking about possession, W hose...?Pre-teach: jewels, sailingPreparation: Grammar.Bring a map to class.

Exercise 1 2,43

i> (Books closed) Tell students it’s time for another episode of Adventure Island. Ask students what they can remember about the last episode. (AJ an d Danny saw a girl an d follow ed her. They went through a river. AJ was scared. Bonzo was scared o f a crocodile. They met Tara. She caught them in a n et)

?*> (Books open) Play the recording once or twice while your students listen and read the cartoon.Check the answer.

Answers —► student p age

Suggestion: Ask the class to describe each picture in turn to you. Recycle as much language as you can, and stretch strong students by teaching them new words, e.g. Nipper is cutting a hole in the net. His claws are sharp!

Tip: Every time you teach your students a newr verb, remember to teach them the past form, e.g. cut- cut. If the word is long, remember to show them where the stress is, too.

Exercise 2P Give students time to do the

exercise individually.fp> Check answers, referring to the

relevant parts of the text.

Answers —> student p age

Exercise 3§S> Give pairs time to decipher

Nipper’s notes.

§> Ask a volunteer to write the deciphered note on the board.

Answers —> student page

Suggestion: Ask the class to imagine they are one of the island crocodiles. Ask them to write and illustrate a crocodile’s note about the recent events on the island! You could ask two or three volunteers to read their notes to the class.

1Tara: I don’t have to w a it ... or listen! Danny: But we can help you.

Language revisedGrammar: have to, will future, possessives Vocabulary: space, choresFunctions: predicting, guessingPre-teach: throw, coin, heads, tailsPreparation: Make sure you have a coin with you.

RevisionRefer to the Introduction for ideas on how to work with revision pages (see page 14).

Exercise 1Give students time to do the exercise individually.Ask them to compare answers with a friend.

I > Check answers.

Answers —f student page

Exercise 2p> Give students time to do

the exercise individually.§> Check answers.

Answers —► student page

Exercise 3Give students time to do the matching exercise.

P Check answers.

Answers —► student page

Suggestion: Play Pelmanism with the language in Exercise 3- (See Introduction page 16 .)

WordsFind five space words in the wordsnake.

Throw a coin to predict your 'uiure. ! hen write sentences.

l

1

|||s Complete the sentences. Use words in Exercise 1.

1 A lot of astronauts work at the space station.2 You can see the stars better with a -h»lpsr.oop.3 Do aliens live on the planet Mars?4 The Earth has got one _ moor\5 You have to wear a space suit outside your

spaceship.

Match the verbs with the nouns.

have a space robot a pet dog

wear aspacesuit jeans and aT-shii

visit the Moon your granddad

eat food in plastic bags food on a plate

sleep on the wall in a bed

meet an alien your friends

my bed my clothes the dishes my room my food the bin

g my shoes

In the future I won't have a..., I'll have a. ..

Complete each sentence. Use one word only.

1 This isn't my space robot. It's vours.2 Is that Ravi's telescope? Yes, it's probably

his______•3 Look at that big star! What's ijs_____ name?4 Astronauts don't have to make their beds'

space.5 \Nhose space suit is that? It's Kelly's.6 That isn't Ben's alien poster. It's rrime

Exercise 4Give students time to do the exercise. Move round, checking and prompting.Check answers.

Answers —> student page

Fast finishers: Have them write about what they have to/don’t have to do today/tomorrow/next week.

Exercise 5Pre-teach throw a coin , heads anu tails, and do an example with th class.Give students time to do the activity. Move round, correcting and prompting.Check answers. You could ask different students to write their answers on the board.

Grammas'H ?? Look at Monica's list. Write what she has to / doesn't have to do.

L I S Tn— £>£>vv=i 4 meef E>ev\

2 ms\\ c lo t K e i 5 go3--pirt£we-44a44e 6 do Vom &N or^

She doesn't have to tidy her room. She has to...She has to Wash her c lothes, m eet Sen and do her She doesn't ha^e to phone Katie or yo shop ping.

Profflianciation /gu/ and /u:/

Q 2.45 Listen and repeat.

Hugh the kangaroo won't go to the Moon with you!

functionsftp An alien is lost on Earth. Make sentences, jse maybe, I think or probably.] probably/phone/mum ^

H e 'll probably phone his mum. r , vcC .

I ith ink/sad1 t/i ink he II be sad.

3 maybe/ read/ booktAayhe he 'I! cead a book.

4 I think /m ake /friendsI think he'll make friends.

5 probably/have/fun fts'll probably have fun.

Consolidation

^ j 2.46 Listen and complete the dialogue.

Ravi Hi Ben. What are you looking for?',en 1 Planet of the Apes. It’s a sci-fi film.Ravi I know - but I don't think i t 2 will be with

the romance films! Here it is. 3 Are you going to watch it this evening?

Ben No, I'm %oina fowatch it tomorrow. 5 Mow long is it?

’’.avi It's two hours6 Iona .Ben Hey, why don't you watch it with me?.<avi I can 'll do my homework...’’-en ' m in d . Is it a good film?Ravi Yes, it's great. It's about the future. Monkeys

will control planet!^en I doubt it. Monkeys!0 will never do that. Ravi OK, but maybe lizards will, eh Yoda?

song2.47 Listen and order the verses of the song.

SP A C E ODDITY by David Bowie

[5] Ground Control to Major TomYour circuit's dead, there's something wrong Can you hear me, Major Tom? (x3)

jT] Ground Control to Major Tom (x2)Take your protein pills and put your helmet onGround Control to Major Tom Commencing countdown, engines on Check ignition and may God's love be with you

IS I C> I For here am I sitting in a tin can Far above the world Planet Earth is blue And there's nothing I can do

[3 Though I'm past one hundred thousand miles I'm feeling very still And I think my spaceship knows which way to goTell my wife I love her very much she knows

[2] This is Major Tom to Ground Control I'm stepping through the door And I'm floating in a most peculiar way And the stars look very different today

C'P'1 Q 2'4S Listen again and sing.

I can talk about space.I can talk about chores. I can use have to.I can use will future.I can use possessives.1 can guess.

sriaioimpmmaa&aSBBsSN&mm yswawwfljsac

Suggestion: Have pairs take it in aims to throw coins and to predict 3ach other’s futures. If Student A throws tails, he/she must make a You w ill ... prediction about Student B. If Student A throws aeads, he/she must make a You 'von’t ... prediction.

Check answers.

Answers —► student page

cercise 6Give students time to do the exercise.

Suggestion: Game. Ask a few students to put some personal belongings in a non-transparent bag without others seeing. Have students take it in turns to take an object and guess whose it is, e.g. This book is his!

Exercise 7 W 2.45

•|> Play the recording once or twice while students listen.

p Play it again for students to repeat in chorus.

Exercise 8f> Give students time to do

the exercise.Check the answers.

Answers —► student p ag e

Exercise 9 2.45

Tell students Ben and Ravi are in Ravi’s parents’ DVD shop.Play the recording once or twice while students listen and complete the dialogue.Have them compare answers with a friend.Play the recording again, pausing before each space to elicit and check the answer.

Answers —► student p ag eJ

Exercise 10 2.47

P Play the song while students listen and order the verses.Check answers.

Answers —► student page

Exercise 11 Q 2.43

Play the song again while students sing!

See page 14 of the Introduction for ideas.

languageFunctions: giving biographical information. Pre-teach: journey, surface, rocksPreparation: Exercise 3.Ask your students to research a famous astronaut, space tourist or robot before the class, or book a computer facility for the class.

Culture notesYou may like to tell your students that Neil Armstrong’s arrival on the moon ended the so-called Space Race between the USA and the Soviet Union.Yuri Gagarin (Soviet Union) was the first person to travel into space on 12 April, 1961. Alan Shepherd (USA) wras the second person to travel into space on May 5, 1961, and Sally Ride (USA) was the first woman in space in 1963.The first space tourist was Dennis Tito, a multimillionaire from the USA, in 2001.

0 2.49Exercise 1f> Use the photo to generate

interest and recycle/check vocabulary.

£> Play the recording while students listen, follow the text and do the exercise.

P 1 Check answers.

Answers1 Neil Armstrong an d

Buzz Aldrin.2 Apollo 11.

Exercise 2§]> Give students time to read

the. text again and to do the exercise.

f|> Have students compare their answers with a friend.

Check answers, referring to the relevant parts of the text.

Answers student page

Suggestion: Role play. Ask pairs to role play the conversation between the American President and Neil. Help a weak class by brainstorming possible questions before they begin. Ask two or three pairs to perform for the class.

Exercise 3§> Organise student research. You

could use the ideas in Culture notes to help.Ask students to complete the fact file and to speak to a friend about their famous person.

Exercise 4§> Give students time to write.

... -SJSSiiSSiSStSSuggestion: Make a classroom display!

heading2.49 Read and listen. Answer the questions.

1 Who walked on the Moon in July 1969?2 What was the name of their spaceship?

True or false?

1 Neil Armstrong was the first man on the Moon. true

2 The journey to the Moon took two hours, false3 On the Moon, the astronauts talked to the

President of their country, true4 Armstrong went to the Moon again in 1973. false5 He doesn't think he'll go into space in the future, true

Expbriwg Space

Complete a factfile. Choose a famous astronaut, space tourist or space robot. Tell your friend.

Name:

Nationality:

Where / go:

When /go: W hat/do: W hat/ do next:

|P> Write about your person or robot. Find a picture for your project.

r Hi. What do ^ you know about

space? Try our quiz and find out! a

/r^( Q 2,33 Match the words with the pictures.

Loten, check and repeat.

I space station7spaceship 7 Moon ‘f star 5 lienslOEarthI p lanet? astronauts

f ^lescope (o space suit 5

\i 2.34 Circle the correct ■swers. Then listen and check.

1 MgrJ, Jgturn, Mercury and Venuj gre^ m ^ / f2 In g/trongut/wglked on( he Jan. /3 They found X^££^hd)glien/there.4 Jupiter i/th^j^a^yjfUiflllWi pldhet5 /cienti/t/(nudv)/phoio<|?4pHthe/tgrJ w ith tele/cope/.

• space' u •• chores

. • have to■nr-.• will future

.• possessives

.• guessing

target vocabulary.)Tell students that Unit 6 is all about space!(Books open ) Use an idea suggested in the Introduction to focus on In this unit.

2.33Exercise 1p> Use the picture to elicit as

much vocabulary as you can from the class and to generate interest.Give pairs time to do the matching exercise.

p> Play the recording, pausing for students to check their answers and repeat each word.

Answers —► student page

Suggestion: Competition! (Books closed) After Exercise 1, give pairs two minutes to write down all the words they can remember from the picture. The winners have the most words.

Exercise 2 1 1 2 .3 4

§> Give pairs time to do the quiz.Play the recording while students listen and check their answers.Check answers.

Answers —> student page

Suggestion: Project. Allocate a different planet to groups of three or four. Ask them to find out about it and book a date for them to present their • information to the class. Make a class display.

.Jew language. ocabulary: space

Culture noteshere are eight planets in our solar "stem including Earth: Mercury,

'enus, Earth. Mars, Jupiter, Saturn, l ranus and Neptune. There are lots of . ebsites available for your students to nd out more, including http://www.

1 idsastronomy.com

Unit introduction§*> (Books closed) Ask the class to

guess your imaginary job. (An astronaut/) You can only answer yes or no. Student: Do you work in a school? Teacher: No, I don ’t. Student: Do you work with people? Teacher: No - well, not many people. Student: Do you like your job? Teacher: Yes, I do!

8> Brainstorm space words with the class. (See Introduction page 14 for ideas on how to deal with non-

One day in space...What’s life like in space? Read abouta day in the life of Kelly Steel and findB a.m . Oh no! I have to get up now. But i do~ :

have to make my bed because i sleep ~ a sleeping bag on the wall!

9 a.m . I’m working outside this morning. 1 hz-e to w ear my space suit and helmet.

1 p.m . It’s lunchtime. Our food is in a plastic bag. G reat - we don’t have to do the dishes!

3 p.m . This afternoon I'm doing experiments. Our work in space helps people on Earth.

5 p.m. Dinnertime! More food in plastic bags. I a lw ays exercise after dinner. W e have to exercise every day in space.

8 p.m . I’m going to write an email to my friends on Earth this evening. After that it’s bedtime.

Good niqhl!

Name:

Astronaut and Job: engineer

6 months at space Mission: station

|j|> y 2.35 Read and listen.Why is Kelly in space?She if an astronaut.

|p$> Read again and answer.

1 Where does Kelly sleep? In a sleeping bag on the wall.

2 What does she wear outside?3 Does she use a piate for her

food?4 When does she do

experiments?5 How often does she exercise?6 Who is she going to write an

email to?

Q chores

2.36 Listen and repeat.

3 tidy your room 4 clean your she

5 wash clothes ,6 cook your food

| p ) Which chores do you do ...

Grammar: have to

Vocabulary: chores Functions: speaking about choresPre-teach: outside

Exercise 1 §§ 2.35

|> (Books closed) Askstudents to imagine a day in the life of an astronaut and to tell you their ideas.

§> CBooks open) Play the recording while students follow the blog.

G> Check the answer.

Answers —► student page

Exercise 2§> Give students time to do

the exercise.fP Check answers.

Answers2 A space suit an d a

helmet.3 No, she uses a plastic

hag.4 In the afternoon.5 Every day.6 Her fr ien d s on Earth.

Discover enira words-. Have strong students or fast finishers find extra new words.

i l s E i f W o r d s

Exercise 3 $12.36Play the recording while students listen, pausing for them to repeat each wrord.

Exercise 4Ask the class to tell you about the chores they do, e.g. I never clean my shoes!

G> (Books closed) Ask the class to repeat after you in chorus: Kelly has to do exercise every day. She doesn ’t have to m ake the bed.(Books open) Give students time to study the grammar box.

Exercise 5Q> Give pairs time to do the exercise. G) Check answers.

Answers2 She doesn ’t have to m ake her

bed.3 She doesn ’t have to wash her

clothes.4 She has to exercise.5 She doesn’t have to do the

dishes.6 She has to do experiments.7 She doesn ’t have to clean her

shoes.

Hi

have to

have to don't have to

has todoesn’t have to

make the bed.

:Do you have to make the bed? Yes, I do. / No, I don't.

Does he have to make the bed? Yes, he does. / No, he doesn't

Which chores do they have to do?

Write sentences about Kelly. Use has to or 'oesn'thave to.

1 / wear her space suit outsideShe has to wear her space suit outside.X make her bed

X wash her clothes4 /exercise

X do the dishes fi /doexperiments z X clean her shoes

Tick for you then interview two friends.

You 1make the bed

do the dishes

Jdy your room -.lean your shoes

wash clothes cook your food

jmpty the bin

A Do you have to make the bed?> Yes, I do. / No, I don't.

Q 2.3S Order the questions. Listen again and check. Write the answers.

What have to do you do every day ?What do you have to do every day ?I have to read my comic and watch Galactic 71/go to work you Do have to ?you work at home have to Do ?you Do have to wear a space suit ?v/alk your dog have to Do you ?Do have to you when help your mum ?

| p > Work with a friend. One student is Arnie. Ask and answer the questions.

A What do you have to do every day?B I have to ...

;ercise 6Give groups of three time to do the activity. Move round, correcting and prompting.

xercise 7 n 2.37Play the recording while students listen and do the exercise.Check answers.

Answers —► student p age

apescript — e?id o f notes

Exercise 8 112.38L> Give pairs time to order.§? Play the recording again, while

students listen and check.§> Ask students to write the answers.§!> Check answers.

\I 2.37 Listen to the interview with Arnie Alien and his mum. Which chores do they do? Write A, M or - (nothing).s .........x

tidy Arnie’s room M make the bed - \ do the dishes- clean Arnie’s shoes h wash Arnie’s space suit h

l/n empty the bin -

Answers2 Do you- have to go to

work?/No, I don ’t.3 Do you have to work at

home?/Yes, I do.4 Do you have to ivear a

space suit?/Yes, I do. And special shoes.

5 Do you have to do walk your dog?/No, I don ’t.

6 When do you have to help your mum?/Never!

Exercise 9Give pairs time to do the activity. Move round, correcting and prompting.

Exercise 7 - Tapescript

Interview er: Today we’re talking to Arnie Alien. It’s the world’s first interview with an alien from Mars! What do you have to do every day, Arnie? Do you have to go to work? Arnie: No, I don’t.Interview er: Do you have to work at home?Arnie: Er ... yes, 1 do ... well, I have to read my comic and watch Galactic TV. That’s really important. Mum: And I have to tidy his room and cook the food!Interview er: I see ... and you are? Mum: His mother.

Interview er: Right ... Arnie, it’s very hot on Mars. Do you have to wear a space suit?Arnie: Yes, I do ... and special shoes.Mum: And I have to wash his space suit and clean his shoes. Interview er: Oh, OK. And you’ve got a dog, I see. Do you have to walk your dog, Arnie?Mum: No, he doesn’t. I have to walk the dog.Interview er: Oh, OK. When do you have to help your mum, Arnie? Arnie: Er ... help my mum?Never! ...Interview er: Mothers have to work very hard on Mars!

New languageGrammar: will futureFunctions: making predictionsPre-teach: travel, tourist, robot

Exercise 1 Q 2,39

P> Use the photo to generate interest and check vocabulary.

i> Play the recording while students listen and follow the dialogue.

O Check the answer.

Answers —► student page

Exercise 2i> Give students time to read

the dialogue again and to do the exercise.Check answers.

Answers —► student page

Exercise 3 u 2.40

§i> Give students time to look at the pictures before they listen to the recording twice. The second time, stop to ask the whole class to repeat the target language copying the intonation, and ask for each answer.

Answers —> student page

Grammar(Books closed) Say: In the fu tu re people will visit different planets, but they won't (shake your head) have anim als in spaceships.Have the class repeat will visit and w on’t have after you in chorus.Use your fingers to

#

demonstrate the negative contraction. Say: will not (two separate fingers), won't (bring fingers together).

£> (Books open) Give students time to study the grammar box.

Q> Have them underline the examples of will and w on’t in the dialogue in Exercise 1.

.} Have them repeat the contractions III, they’ll and there'll after you in chorus.

Exercise 4§> Give pairs time to do the exercise.§?> Check answers.

Answers2 In the future, monkeys won’t

w ear space suits.3 In the future, monkeys ivill

m ake friends.4 In the future, monkeys won’t be-

tidy.5 In the future, monkeys will

climb trees.

iviuseum in Lonaon.Ben Look! That spaceship is amazing.Ravi I want to travel in a spaceship!Monica We.1:, maybe you can. Here's some information

about space tourists: In the future, spaceships will take thousands of tourists to the stars.

Ravi Cool! Will their pets travel in space too?Ben I doubt it! They won't have animals in

spaceships!Ravi But monkeys travelled in space before people.Monica Listen to this! People will visit the space

station... and they'll goto the Moon and different planets. There'll be space robots too.

Ravi Space robots! What will they do?Monica They'll cook and clean...Ben Can we get one? I hate cleaning!Ravi Will they do my homework?Monica Maybe.Ravi Perfect! Let's go and we can take Yoda too.

He'll be the first lizard in space!

Q 2.39 Listen and read. Who wants a holiday in space? f W '

S i# Choose the correct words.

1 There(|re)/sren' spaceships in ihe museum.

2 Animals(c?ny Crn travel injgace.3 Ben wants to(a£~~

his 'room,4 Ravn/vants to do i; /

( x Yoda into

Talking Ti^sl^ Q 2.40 Listen, repeat and ^ match.

1 I doubt it! A —2 Perfect! 6 ^

In 2050, Next year,

youhesheitwethey

willwon't travel in space.

Will there be thousands of space tourists?Yes, there will. / No, there won't.

Will we travel in space?Yes, we will. / No, we won t.

rWhat will they do?

^ Look at this picture of the future. Make predictions. Use will or won't.1 travel in spaceships In the future, monkeys

will travel in spaceships.2 wear space suits 4 be tidyj make friends 5 climb trees

§p? Work with a friend. Predict what the space robot will / won’t do.

It will play football with me!

£/®®E)g

¥

Lssterassig

^ ^ 2.4i Listen. Were your predictions correct?

^ Q 2.42 Listen again. Complete the questions.

1 WhatmW it do?2 Will it make mv breakfast?3 Will itfpeakto me?4 Will it fell jokes?5 Will it ploy games with me?6 Whotgames will it play?

| s> Design your own space robot. Decide what it will / won't do.

^ Work with a friend. Ask and answer questions about your robots. Use the questions in Exercise 7.

A Will it speak English ?B Yes, it will. / No, it won't.

Gordo was the first monkey in space. She travelled to space in 1958 in a spaceship called Jupiter!

2

cercise 5Give pairs time to do the activity. Ask the class for some examples.

Q

Q 2A

2.41‘-xercise 6Play the recording while students listen and check their predictions.

Exercise 7 102.42^ Play the recording again. Give

students time to complete the questions.Check answers.

Answers —> student page

iapescript—+ end o f notes

Exercise 8Give students time to design their own robot.

fr Ask volunteers to tell the class their ideas.

Exercise 9t> Give students time to do

the activity. Move round, correcting and prompting.

Fun fasts!Ask a volunteer to read the Fun fact. Ask students for their reactions, e.g. That’s interesting/strange! Ask why they sent a monkey and not a person, e.g. It was too dangerous.

Exercises 6 and 7 - Tapescript

Interviewer: Hello and welcome. Today we are talking to Professor Potts. He is making a new space robot. Next year it will work on the space station for the first time! It looks great, Professor, but what will it do?PP: Well, it will do lots o f things, for example it will tidy the rooms. Interviewer: That’s useful, but will it make my breakfast?PP: Yes, it will make breakfast every morning.Interviewer: Perfect! And will it speak to me?PP: Yes, it will. It will speak twelve languages.Interviewer: Wow! That’s great, but will it tell jokes?PP: No, it won’t and it won’t sing songs.Interviewer: Never mind! Will it play games with me?PP: Yes, it will.Interviewer: Oh, great. Hey, robot, do you want a game of football?PP: It won’t play games like football or basketball!Interview: Oh! Sorry! Which games will it play?PP: Computer games. It will play computer games, of course. Interviewer: Thank you, Professor Potts, and good luck with the robot!

Photocopiable resource 6, page 160.

Grammar worksheet 6, page 142.

Tara: Ow! Whose dog is this? Danny: He's ours. Good boy, Bonzo! AJ: Hey, my wish came true!

New languageGrammar: possessivesFunctions: asking about possession, W hose...?Pre-teach: jewels, sailingPreparation: Grammar.Bring a map to class.

Exercise 1 2,43

i> (Books closed) Tell students it’s time for another episode of Adventure Island. Ask students what they can remember about the last episode. (AJ an d Danny saw a girl an d follow ed her. They went through a river. AJ was scared. Bonzo was scared o f a crocodile. They met Tara. She caught them in a n et)

?*> (Books open) Play the recording once or twice while your students listen and read the cartoon.Check the answer.

Answers —► student p age

Suggestion: Ask the class to describe each picture in turn to you. Recycle as much language as you can, and stretch strong students by teaching them new words, e.g. Nipper is cutting a hole in the net. His claws are sharp!

Tip: Every time you teach your students a newr verb, remember to teach them the past form, e.g. cut- cut. If the word is long, remember to show them where the stress is, too.

Exercise 2P Give students time to do the

exercise individually.fp> Check answers, referring to the

relevant parts of the text.

Answers —> student p age

Exercise 3§S> Give pairs time to decipher

Nipper’s notes.

§> Ask a volunteer to write the deciphered note on the board.

Answers —> student page

Suggestion: Ask the class to imagine they are one of the island crocodiles. Ask them to write and illustrate a crocodile’s note about the recent events on the island! You could ask two or three volunteers to read their notes to the class.

1Tara: I don’t have to w a it ... or listen! Danny: But we can help you.

Language revisedGrammar: have to, will future, possessives Vocabulary: space, choresFunctions: predicting, guessingPre-teach: throw, coin, heads, tailsPreparation: Make sure you have a coin with you.

RevisionRefer to the Introduction for ideas on how to work with revision pages (see page 14).

Exercise 1Give students time to do the exercise individually.Ask them to compare answers with a friend.

I > Check answers.

Answers —f student page

Exercise 2p> Give students time to do

the exercise individually.§> Check answers.

Answers —► student page

Exercise 3Give students time to do the matching exercise.

P Check answers.

Answers —► student page

Suggestion: Play Pelmanism with the language in Exercise 3- (See Introduction page 16 .)

WordsP Find five space words in the wordsnake.

Throw a coin to predict your 'uiure. ! hen write sentences.

l

1

|||s Complete the sentences. Use words in Exercise 1.

1 A lot of astronauts work at the space station.2 You can see the stars better with a -h»lPtroop.3 Do aliens live on the planet Mars?4 The Earth has got one _ moor\5 You have to wear a <pac.e suit outside your

spaceship.

Match the verbs with the nouns.

have a space robot a pet dog

wear aspacesuit jeans and aT-shii

visit the Moon your granddad

eat food in plastic bags food on a plate

sleep on the wall in a bed

meet an alien your friends

my bed my clothes the dishes my room my food the bin

g my shoes

In the future I won't have a..., I'll have a...

Complete each sentence. Use one word only.

1 This isn't my space robot. It's vours.2 Is that Ravi's telescope? Yes, it's probably

his______•3 Look at that big star! What's ijs_____ name?4 Astronauts don't have to make their beds'

space.5 \Nhose space suit is that? It's Kelly's.6 That isn't Ben's alien poster. It's rrimg

Exercise 4Give students time to do the exercise. Move round, checking and prompting.Check answers.

Answers —> student page

Fast finishers: Have them write about what they have to/don’t have to do today/tomorrow/next week.

Exercise 5Pre-teach throw a coin , heads anu tails, and do an example with th class.Give students time to do the activity. Move round, correcting and prompting.Check answers. You could ask different students to write their answers on the board.

Grammas'H ?? Look at Monica's list. Write what she has to / doesn't have to do.

L I S Tn— £>£>vv=i 4 m e e f E>ev\

2 ms\\ c lo t K e i 5 go3 -pW^er-Krfl-i -te 6 do Vom&Nor^

She doesn't have to tidy her room. She has to...She has to Wash her c lothes, m eet Sen and do her She doesn't have to phone Katie or go flopping.

Profflianciation /g u/ and /u:/

Q 2.45 Listen and repeat.

Hugh the kangaroo won't go to the Moon with you!

functionsftp An alien is lost on Earth. Make sentences, jse maybe, I think or probably.] probably/phone/mum ^

H e 'll probably phone his mum. r , vcC .

I ith ink/sad1 t/i ink he II be sad.

3 maybe/ read/ booktAayhe he'll read a book.

4 I think /m ake /friendsI think he'll make friends.

5 probably/have/fun He’ll probably ha\/e fun-

Consolidation

^ j 2.46 Listen and complete the dialogue.

Ravi Hi Ben. What are you looking for?',en 1 Planet of the Apes. It’s a sci-fi film.Ravi I know - but I don't think i t 2 will be with

the romance films! Here it is.3 A re you going to watch it this evening?

Ben No, I'm %oina fowatch it tomorrow. 5 How long is it?

’’.avi It's two hours6 Iona .Ben Hey, why don't you watch it with me?,<avi I can 'll do my homework...’’-en ' m in d . Is it a good film?Ravi Yes, it's great. It's about the future. Monkeys

will control planet!^en I doubt it. Monkeys!0 will never do that. Ravi OK, but maybe lizards will, eh Yoda?

song2.47 Listen and order the verses of the song.

SP A C E ODDITY by David Bowie

[5] Ground Control to Major TomYour circuit's dead, there's something wrong Can you hear me, Major Tom? (x3)

jT] Ground Control to Major Tom (x2)Take your protein pills and put your helmet onGround Control to Major Tom Commencing countdown, engines on Check ignition and may God's love be with you

IS I C> I For here am I sitting in a tin can Far above the world Planet Earth is blue And there's nothing I can do

[3 Though I'm past one hundred thousand miles I'm feeling very still And I think my spaceship knows which way to goTell my wife I love her very much she knows

[2] This is Major Tom to Ground Control I'm stepping through the door And I'm floating in a most peculiar way And the stars look very different today

C'P'1 Q 2'4S Listen again and sing.

I can talk about space.I can talk about chores. I can use have to.I can use will future.I can use possessives.1 can guess.

sriaioimpmmaa&aSBBsSN&mm yswawwfljsac

Suggestion: Have pairs take it in earns to throw coins and to predict 3ach other’s futures. If Student A throws tails, he/she must make a You w ill ... prediction about Student B. If Student A throws neads, he/she must make a You 'von’t ... prediction.

Check answers.

Answers —► student page

cercise 6Give students time to do the exercise.

Suggestion: Game. Ask a few students to put some personal belongings in a non-transparent bag without others seeing. Have students take it in turns to take an object and guess whose it is, e.g. This book is his!

Exercise 7 W 2.45

•|> Play the recording once or twice while students listen.

p Play it again for students to repeat in chorus.

Exercise 8f> Give students time to do

the exercise.Check the answers.

Answers —► student p ag e

Exercise 9 2.45

Tell students Ben and Ravi are in Ravi’s parents’ DVD shop.Play the recording once or twice while students listen and complete the dialogue.Have them compare answers with a friend.Play the recording again, pausing before each space to elicit and check the answer.

Answers —► student p ag eJ

Exercise 10 2.47

P Play the song while students listen and order the verses.Check answers.

Answers —► student page

Exercise 11 Q 2.43

Play the song again while students sing!

See page 14 of the Introduction for ideas.

languageFunctions: giving biographical information. Pre-teach: journey, surface, rocksPreparation: Exercise 3.Ask your students to research a famous astronaut, space tourist or robot before the class, or book a computer facility for the class.

Culture notesYou may like to tell your students that Neil Armstrong’s arrival on the moon ended the so-called Space Race between the USA and the Soviet Union.Yuri Gagarin (Soviet Union) was the first person to travel into space on 12 April, 1961. Alan Shepherd (USA) was the second person to travel into space on May 5, 1961, and Sally Ride (USA) was the first woman in space in 1963.The first space tourist was Dennis Tito, a multimillionaire from the USA, in 2001.

0 2.49Exercise 1f> Use the photo to generate

interest and recycle/check vocabulary.

£> Play the recording while students listen, follow the text and do the exercise.

P 1 Check answers.

Answers1 Neil Armstrong an d

Buzz Aldrin.2 Apollo 11.

Exercise 2§]> Give students time to read

the. text again and to do the exercise.

f|> Have students compare their answers with a friend.

Check answers, referring to the relevant parts of the text.

Answers student page

Suggestion: Role play. Ask pairs to role play the conversation between the American President and Neil. Help a weak class by brainstorming possible questions before they begin. Ask two or three pairs to perform for the class.

Exercise 3§> Organise student research. You

could use the ideas in Culture notes to help.Ask students to complete the fact file and to speak to a friend about their famous person.

Exercise 4§> Give students time to write.

... -SJSSiiSSiSStSSuggestion: Make a classroom display!

heading2.49 Read and listen. Answer the questions.

1 Who walked on the Moon in July 1969?2 What was the name of their spaceship?

True or false?

1 Neil Armstrong was the first man on the Moon. true

2 The journey to the Moon took two hours, false3 On the Moon, the astronauts talked to the

President of their country, true4 Armstrong went to the Moon again in 1973. false5 He doesn't think he'll go into space in the future, true

Expbriwg Space

Complete a factfile. Choose a famous astronaut, space tourist or space robot. Tell your friend.

Name:

Nationality:

Where / go:

When /go: W hat/do: W hat/ do next:

|P> Write about your person or robot. Find a picture for your project.

Welcome to '' •s'" Discovery Web

and this month’s topic, music! I love my pop CDs

and I love singing too! .UUJJ41P

y. music and instruments

3,2 Listen and match,

' ^ a v y ^eta]^ drums7(foik)l5electric guitar 3 violin 8 vr;a?5ija5 ^ t i n ) <? keyboard21(jaz^I5cello'/ xylophoneh

- ~jTe 2(pop)5 irumpeti^saxopiTonel2 J

• music and instrumentsi • present perfect • ;

• fan clubs J• present perfect and past simple• talking about past experiences

r ' Circle the music types in rpH and the instruments in green.

P " ' Work with a friend. Which types of music do you like? Which don't you like?

I nice heavy metal and pop, I don't like jazz.

language./cabulary: music and instruments

- fiction s: speaking about likes andr ’^likesr> eparation: Unit introduction.Pring a CD with a track your students will know. You could ask them to • _ar any clothes they have with

J names of singers or band on,'! oending on your school’s clress code.

Unit introductionPlay the CD you’ve brought wrhile students come in, or are getting their books out.

^ (Books closed) Ask students if they know the artist/band on your CD. Ask them to name their favourite bands/artists and the type of music they play. e.g. heavy metal.

^ Tell students that Unit 7 is all aboutmusic!

p (Bocks open) Use an ideasi: nested in the Introduction to

focus on In this unit.

Exercise 1 Q 3.2

H> Use the photos to elicit vocabulary and to generate interest.

£> Play the recording once while students do the matching exercise.

f > Check answers.

Answers — studen t page

Suggestion: Have pairs take it in turns to mime playing different musical instruments. The observer must guess which!

Suggestion: Play Pelmanism with matching musical instrument picture and word cards. (See Introduction page 16 .)

Exercise 2§> Give students time to

circle.§> Check answers.

Answers — student page

Exercise 3S> Give pairs time to do the

activity.Move round, correcting and prompting.

Suggestion: Ask the class to tell you about their likes and dislikes. Encourage them to express themselves using adjectives covered so far, e.g. Teacher: Do you like

■ classical music? Suident: No, I don ’t. Teacher: Why? Student: I t ’s boring!

Grammar: present perfect (affirmative and negative)Functions: speaking about what we’ve done todayPre-teach: garage, judge, competition

Exercise 1 3(Books closed) Ask the class what they have in their garages, or to imagine what people keep in them.

& (Books open) Ask the class to describe the photo. Ask: Is M onica’s garage like yours/a fr ie n d ’s? Don’t forget to recycle all the language you can.Play the recording while students follow the dialogue.

IP Check the answer.

Answers —► student page

Exercise 2§*> Give students time to read

the dialogue again and to do the exercise. Ask them to underline the relevant parts of the dialogue.Check answers.

Answers —► student page

Suggestion: Ask groups of three or four to write a musical instrument questionnaire and to find out about the class. Make a class poster!

0Exercise 3 3.4

Give students time to look at the pictures before they listen to the recording twice. The second time, stop to ask the whole class to repeat the target

language copying the intonation, and ask for each answer.

Answers —► student pag e

Staler extra words: Have strong students or fast finishers find extra new words.

§> (Books closed) Ask the class to repeat Ben has started guitar lessons after you in chorus.

O Ask concept questions, e.g. Is Bet learning the guitar? (Yes.) Do we know when he started lessons? (No.)(Books open ) Give students time i study the grammar box.

Cerne. To tVe MeW S ia r s sM \ o j 4

o\f\ S w\My Arpy 1! ^

Monica Check this out! New Stars is looking for bands!

Katie I haven't watched New Stars. Is it a good TV show?

Monica Yes, it's fantastic... Hey, let’s be a band in the show! I can sing. Who can play the guitar?

Ravi Ben has started guitar lessons.Ben Well, I...Monica Perfect. And Katie, you can play the

saxophone.Katie Er... well, I have played in school

concerts, but I haven't played in a band before.

Monica Calm down! We can practise everyday.Ravi What about me?Monica You can play the drums. My dad's got an

old drum kit. Dad! Dad!.Where's your drum kit?

Dad It's in the garage. Come and look!Monica This will take a long time. Dad hasn't

tidied the garage...Dad Ah! Here it is!

Q 3.3 Listen and read. What does Monicaw an t to do? 6 e a band in the show New Stars.

Read again and answer.

1 What is New Stars1 It's a TV show.2 Who wants to be the singer? honica3 Who can play the guitar? den4 Which instrument does Katie play? saxophone5 How often can they practise? every day6 Whose drum kit is in the garage? Monica's da. ,

Q 3.4 Listen, repeat and match.

1 Calm down! 82 Check this out! A

1 B t t iI

P

1YouWe

havehaven't

TheyHeShe

hashasn't

Kly > Read Katies ena: '.Vhich singer was a judge? loss S to n e ^

played in a band.

Complete the sentences. Use the present perfect.

: \have played (play) in school concerts.,

2 I wafers A (not watch) New Stars, j Ben (start) guitar lessons.i Katie nfctZJi (not play) in a band

before.. ,,hasn t .j Dad tidied (not tidy) the garage.

£ What have / haven't they done oday? Write sentences.

1 Ben:practise the guitar //cook dinner X Today Ben has practised the guitar, but he hasn't cooked dinner.

2 Ravi and Yoda:.vatch TV / / listen to the radio X

3 Katie:play the saxophone / / play golf X

t Monica and her dad: dean their bikes // tid y the garageX

5 Ben:phone Ravi / / ta lk to Monica X

^ Work with a friend. Say what you ave / haven't done today.

7oday I've studied English, but I haven'tv/citched TV.

Hi Nicky

thanks for your 5~ = :L7-,e competition has finished now and a band ca ec Pirates has^/on)We're coming home today.

We've'jiac^an amazing tre .A n d guess what? Joss Stone was a judge at the competition.I've^ear^her on the radio before and 1'veneer) --.er on TV too.She's(made)som; great aibums and

(written)iots of good music. She's really nice. She's(^ive^us six free tickets to her concert at the Cueen’s Theatre next Saturday. Do you want to come with us?I haven't(6een)to a oop concert before.Maybe we'll see more famous stars!Katie x

3,s Circle the irregular past participles of these verbs in the email. Listen, check and repeat.

i^give have hear go wriie see make win^|

;■

Q 3.6 Listen and complete the rap. Then listen and rap.

We've got some drums W e've' heard about the show Do you think we'll win?I really don’t know.

We haven't2 maAe an album But we've3 suna a song We've practised in the garage All day long!

W e've4 been in the show We ^aven’fwoni We've got some concert tickets and we've6 ha A lots of fun!

"xercise 4^ Give pairs time to do the exercise.

. . . .Answers —> student p ag e

t:xercise 5W Give students time to write.

Check answers. You could ask volunteers to wrrite their answers on the board.

Answers2 Today Ravi an d Yoda have

w atched TV, but they haven’t listened to the radio.

3 Today Katie has p layed the saxophone, but she hasn ’t played golf.

4 Today M onica an d her d ad have cleaned their bikes, but they haven ’t tidied, the garage.

5 Today Ben has phon ed Ravi, but he hasn ’t talked to Monica.

Give pairs time to do the activity. Move round, checking and prompting.

Fast finishers: Have them imagine they are in a famous band. Ask them to speak to each other about what they have and haven’t done today!

Exercise 6

Exercise 7Give students time to read Katie’s email and to answer the question. You might like to ask one or two students to read it aloud. (See Introduction page 11 on reading aloud.)

|> Check the answer.

Answers —► student page

Exercise 8 3.5

§£> Point out that irregular verb past participles are often different from the past simple form.

0} Give students time to find the verbs.

f> Play the recording, pausing for students to check their answers and repeat each word in chorus. Point out she’s m ade = she has m ade , and she’s given = she has given.

Answers student p age J

Exercise 9 3.6

Play the rap while students listen and do the exercise.Play it again, pausing before each space to elicit and check the answer.Play it again while sUidents rap!

Answers —► student page

"xercise 5^ Give pairs time to do the activity.

exercise 6 Q 3.9^ P3ay the recording while students

listen.- Check the answer.

Answers —► student page

. apescript —► end■=-yxrc

Exercise 7 1 # 3.10

|> Play the recording again once or twice while students listen and do the exercise.

§> Check answers.

Answers —► student page

Exercise 8Give students time to write. Move round, checking and prompting.

) y 3.io Listen again. Circle the correct words

Kelly(jiaj)/ hasn't met Mika.Jason has studied(ciassicaly latin music.He has played /(gaTnevsr playec£the flute at a pop concert.

I Kelly and Jason have met /(^aye never mix) Tobey Maguire.

1 A fan has given Jason a Spiderman cake / an Cffectric guitar cakeT

Speaking

Imagine you are a fan interviewing a famous pop star. Write four questions. Use these ideas.

S&Hsjji ’ .7:"' •; •write a love song win a competition meet your favourite singer ask another star for an autograph play classical music have a strange present

Have you ever written a love song?

^ Work with a friend. It is 2020 and you are a pop star. Ask and answer.

A Have you ever written a love song?B Yes, I have!

WritingWrite four sentences about your friend.

Use the information in Exercise 9.

He's written a lot of love songs.

Write questions with ever.1 Justin and Charlotte/ever meet?

Have Justin and Charlotte ever met?2 Charlotte / ever give / Justin a birthday

present?3 Charlotte / ever have / a Justin Timberlake

calendar?4 Justin / ever play / golf?5 you and your friends / ever go / to a concert?6 you/ever w rite/a diary?

| p ' Work with a friend. Ask and answer the questions.

A Have Justin and Charlotte ever met?6 No, they haven't.

f- jl y 3.9 Listen to an interview with Kelly and Jason Jackson, famous pop stars. Who is Xelly’s favourite singer?

1 Justin Timberlake2 Joss Stone J Mika

Hika

iiuTHi-O present perfect with ever/ neverji'v: . .. • •-...

I

Have ^ °U ever met Justin Timberlake? wethey

Yes, 1 have. / No, we haven't,

heHas she ever met Justin Timberlake?

it

Yes, he has. / No, she hasn't.

I've never met my favourite star. = I haven't metmy favourite star.He's never met his favourite star. = He hasn't methis favourite star.

f> Give students time to prepare their role.

0 Give pairs time to do the activity.

-- v ;.vr. • • r arc.' vFast finishers: Have them write down more questions to ask each other, using the present perfect simple with ever.

Exercise 10Give students time to write. Move round, checking and prompting.

Exercises 6 and 7 - Tapescript

Interviewer: Kelly and Jason, here are some questions from your fans. Kelly, who is your favourite singer? Kelly: Mika - I’ve got his album. It’s great!Interviewer: Have you ever met Mika?Kelly: Yes, I have. I’ve got his autograph!Interviewer: Jason, have you ever studied classical music?Jason: Yes, I have. I’ve played the flute in a school orchestra. Interviewer: Have you ever played the flute at a pop concert?Jason: No, I haven’t. I always play my electric guitar.Interviewer: Kelly and Jason, who is your favourite superhero?Kelly: Er ... we both like Spiderman.Jason: Spiderman’s my favourite. Interviewer: Have you ever met Tobey Maguire?Jason: No, we’ve never met him, but w e’ve seen his films.Kelly: Yeah, they’re great! Interviewer: We’ve got time for one more question for both of you: Have you ever had a strange present from a fan?Jason: Yes, I ’ve had an electric guitar birthday cake. It was cool! Kelly: And I’ve had a Spiderman costume ... but I didn’t wear it. It was too small!

Photocopiable resource 7, page 161.

Exercise 9

Tara: This is my home. Have you ever been in a tree house?Danny: No, I haven't. It's cool!AJ: What's that noise?

Tara: This is my friend, Coco.Danny: We've seen that monkey before.AJ: We saw it two weeks ago. It likes banar

AJ: Listen! That isn’t xylophone music! Tara: That's jazz...

Tara: I made this xylophone last year. A J: It's really good.Danny: Shh Bonzo!

AJ: It's the radio from our boat. It was probably wet.Danny: Well, it's dry now. Maybe we can send a message with it. AJ: Hey, listen! What's that?

Danny: Look! Nipper's got a radio! Tara: That's strange. The radio has never worked before.Danny: When did you find it?Tara: Three weeks ago, on the beach.

Mew languageGrammar: present perfect and past simple Functions: talking about past experiences

Exercise 1 W 3.11

§£> (Books closed) Tell students it’s time for another episode of Adventure Island. Ask students what they can remember about the last episode. (The children talked to Tara. They’ saw a shooting star. AJ m ade a wish. Danny an dA J offered to help Tara)(Books open) Play the recording once or twice while your students listen and read the cartoon.Give students time to do the exercise individually.

£> Have them compare their answers with a friend.

£> Check answers, referring to the relevant parts of the text.

Answers —> st udent page

Suggestion: Ask pairs to imagine picture 7. Give them time to draw it, write the caption and present it to the class.

Exercise 2Give pairs time to decipher Nipper’s notes.

f§> Ask a volunteer to write the deciphered note on the board.

AnswersI ’ve never seen a xylophone before! Tara m ade it last year.

Exercise 3Give groups of three time to act out the cartoon. Have them change roles and practise again. Ask one or two groups to perform for the class.

& Give students time to study the grammar box.

§> Ask them to highlight the key­words for the present perfect and past simple in different colours.

Ask students to underline all the examples of the present perfect and past simple in the cartoon, using the same colour code.

Tip: Using colour codes like this makes language memorable! You could ask the class to choose a class colour code to highlight the key words for each structure you teach. Use it on the board too if you can!

&

:T Q 3.11 Listen and read. True or false?

Danny has been in a tree house before, false Danny and AJ have met the monkey before, true Tara made the xylophone, true Tara made the radio, falje The radio is wet. fa I ye

Can you read Nipper’s notes?

Act out the Adventure Island cartoon with your friends.

present perfect and past simple• ; "We use present perfect with ever, never and before. We use past simple with yesterday, ago, last (week), dates and times.

Have you ever been in a tree house?We saw it two weeks ago.

been is the past participle of go and be.

| ip Circle the correct words.

1 I have listened / (jh tene^to the radio yesterday.

2 Tara(^ad^)/ has made a xylophone last year.3 l(wen^y have been to bed at 10 o'clock.i Last week my sister has played /(£SayeB)m a

concert.______j AJdjas never seeny never saw that monkey

before.

■kp Complete the sentences. Use the present perfect or past simple.

The chiidren came (come) to the island in May. They not (meet) Tara yesterday.Dann^or ^ * r ' o ^ never. be) in a tree house. The monkey _ pfavpd _ (play) the xylophone before.

found (find) the radio three weeksTara.ago.,

has neverAJ seer, (never, see) a radio on the island.The radio ciA^fwork (not work) last week.At six o'clock the children _ iA___ (hear)jazz music on the radio.

Functions: talking about past

experiences

Q 3.i2 Match the questions with the answers. Then listen and check.

1 Have you ever seen a pop star?Who did you see?' Where did you see her7''

2 Have you ever been toAustralia?------- 'When did you go there?- Did you like it? '" '"

3 Haveyoueverpiayeda musical instrument?' What instrument did you play?- Where did you play it?'

saw her in my town.

Yes, I have, saw Beyonce.

-Yes, I have.

•Yes, I did. It was great, went there last year.

In a school concert.

I played the saxophone.

Yes, I have.

fp> Look at the questions in Exercise 6. In pairs, ask and answer.

A Have you ever been to Australia?B Yes, I have.A Who did you go with?B I went with...

Ask a student to read Watch Out!Tell the class in everyday English we use the past participle been for the verb go rather than gone.

exercise 4Give students time to do the exercise.Check answers.

Answers —► student page

Exercise 5S> Give pairs time to do the exercise.^ Check answers. If you decide to

check answers orally, make sure you check the spelling of each past simple form and past participle, orally or on the board.

Answers —► student p age

Suggestion: Ask the students to highlight key words in the colours they’ve chosen before they do the exercise.

Exercise 6 i f 3.12

f|> Give students time to do the matching exercise.Ask them to compare their answers with a friend.Play the recording while students listen and check.

Answers —> student page

Suggestion: Play the recording again, pausing for students to repeat each question and answer in chorus as you go along. Ask pairs to practise the mini-dialogues.

Exercise 7O Give students time to

prepare their answers.You may need to help less imaginative students with ideas.

Suggestion: Game. Write four sentences in the present perfect about your experiences, e.g. I ’ve been to the Amazon. I ’ve met the Queen. Include one which is false. Have the class ask you questions in the present perfect and past simple about each ‘fact’, e.g. When did you go to the A m azon? Did you see parrots? Ask them to guess which Tact’ isn’t true. You could ask them to continue in groups of three or four.

Grammar worksheet 7, page 143.

Language revisedSkills practised: reading, listening, speaking, writing Preparation: Exercise 5.Copy the tapescript for each student in the class.

Culture notesYour students may not know that Brazil is a country in South America with beautiful national parks, jungle, mountains, and a native. Portuguese and African influenced folk music tradition.

Exercise 1 3.13

(Books closed) Ask students if any of them have a blog. Ask: What do people write in blogs? (They write about, e.g. their lives and feelings.)(Books open) Ask the class to describe the photos to you. Recycle all the vocabulary you can.Play the recording while students listen and follow the blog.Give them time to do the exercise. (See Try this!)Check answers.

Answers — student page

§> Ask a volunteer to read Try this! (Use LI if necessary with your students.) Encourage the students to put the advice into practice.

Exercise 2Give students time to complete the fact file.

§3* Check answers. You could wrrite the factfile on the board and invite different students to complete it.

fTfslnimrjDisaster! I can’t find my music, i've never lost it before! I’ve looked in my room and in my bag, but it isn’t there. W e've got a concert in two hours!

(TFSsWUafU jIt was 0!< in the end! W e found the music in Luis's bag. The concert was fantastic - people £ danced! This afternoon, we went to a football game. W e 've never seen American football before, i’ve bought a Redskins T-shirt.

^TMfcfiiary )W e ’re in an Internet cafe.They’re playing Ur,kin Park on the radio. I love heavy metal and I've heard this song before - it’s really good! W e ’ve got our last concert this evening. I’m feeling nervous!

3.i3 Read, listen and tick. Felipe hasnever...

seen snow / been in a concert been to an American football game / heard heavy metal music lost his music •/ been to an Internet cafe

i Try fhlsiI • To answer this question, look for the0 important words in the text: concert,• snow etc. Then read the sentences with1 those words in. Don't worry about the ; other sentences.

v:,”:V--■ — ' ” '*/

Answers —> student page

Suggestion: Choose a confident student to be Felipe. Ask the rest of the class to imagine they are journalists and to interview him, e.g .D o you go to school? Do you have any friends?

Check answers.

Answers —► student page

Tapescript —I end o f notes

Exercise 3 u s.i4Play the recording once or twice while students listen and answer the questions.

Exercise 4 (g)Play the recording again while students listen and complete the chart.Check answers. Play the recording again if your students need more

Complete the factfile for Marco's hand.

I Brazilian Folk Band i

folk

: auitor?, xvloplioner'

: ;T5 i ;■ 1* U :1 the USA

...........seen snoW, been to an

Am erican -football aame

||>> Q 314 Listen to the fans and choose.

1 The people are orx^Tadio programm|>/ an advert.

2 They are going to sing in /(qo to)a concert.

Q 3.i5 Listen again. Complete the chart.

A Hi ■. < *■'* i

•No

j-

-- .■/.-•■ r--.No

1 - 'Pop Folk

" ;

Work with a friend. Imagine you are in a band and you are on tour. Complete the factfile.

'

•• ..... ';c

■ ■■■

Britain the USA your country

■go to a sports game or concert (what?)

meet some famous people (who?)

see a famous building (what?)

* choose one

U p Ask and answer about your bands.

A What's the name of your band?B The Metal Monkeys!A Cool name!

Write a blog entry about your tour. Use the information in your factfile from Exercise 5.

21s! May DI'm having a great time on tour with The Metal Monkeys. W e play heavy metal music. I sing and play the drums. At the moment we're in Britain. W e've been to . . .

j

support, pausing to elicit the answers as you go.

Answers —► student page

~r ' . ■ \ ■ i _rTapescript—> endof notes

Suggestion: Ask a weak group to follow the pre-prepared tapescript when you check answers.

Exercise 5§*> Give pairs time to complete their

fact file. Move around the class, helping less imaginative students with ideas.

Exercise 6 0f> Give the pairs time to prepare

questions to ask each other first. Let weak students write them down. Encourage them not to look!Ask students to work in groups of four (two pairs). Have each pair in

turn ask about the other pair’s band. Move round, prompting and correcting.

Exercise 7Give students time to write. Move round, prompting and correcting.

Suggestion: Create a weekly class blog in English if you can! Create a rota so different groups wT>rk on it every week.

Exercises 3 and 4 - Tapescript

Interviewer: Hi. This is Wake

Up Radio. The last concert of the Brazilian Folk Band is going to start soon. I ’m talking to two fans now, before they listen to the concert. Interviewer: Hannah, have you ever been to a folk concert before? Hannah: No, I haven’t. I’ve been to a pop concert, but I ’ve never been to a folk concert. I’m really excited! Interviewer: Have you ever played folk music?Hannah: No, I haven’t. 1 can’t play any instruments.Interviewer: What’s your favourite type of music?Hannah: Pop is my favourite, but I love folk music too.Interviewer: Thanks, Hannah. And now I’m going to talk to Lewis. Lewis, have you ever been to a folk concert before?Lewis: No, I haven’t. This will be my first folk concert.Interviewer: Have you ever played folk music?Lewis: Yes, I have. I play the drums in a folk band at school. Interviewer: What’s your favourite type of music?Lewis: Folk music, of course! Interviewer: Thanks, Lewis. And now it’s time for the news and

weather.

Language rewisedGrammar: present perfect and past simpleVocabulary: music, instruments and fan clubsFunctions: talking about past experiences

RevisionRefer to the Introduction for ideas on how to work with revision pages (see page 14).

Exercise 1Give students time to do the exercise individually

C> Check answers.

Answers —> student page

Suggestion: Give students two minutes to wrrite as many musical instruments as they can.

Exercise 2£> Give students time to do

the exercise individually.p Check answers.

Answers student page

Exercise 3H> Give students time to do

the exercise.P> Ask them to compare their

answers with a friend.Check answers.

Answers —> student page

Exercise 4§> Give students time to do

the exercise individually.Check answers.

Complete the music words.

1 jiLJLZ 4 X o iJ i.2 s o_Xj?__p_hon g_ 5 6j__v_ m j_3 t j _ _ l l m e _ t 6 _!_atj__n_

ip y Complete the sentences. Use fan club words.

1 I've got a poster of Jason Jackson on my wall.2 I've got his a ufoarap h too.3 My favourite songs are on his third a Ibu m.4 He has 500.000 f on s on his webpage.5 He's on t ou r in Australia at the moment.6 Tonight he's singing in a c oncer t in Sydney.7 I haven't got a t icke t to the concert.

GrammarComplete the text. Use the present perfect

of the verbs in brackets.

You 1 Ve cooked (cook) vegetables, but nave you ever iirrenedfvou. ever, listen) to them?The Viennese Vegetable Orchestra3 kave mode (make) and played vegetable instruments all around the world.4/W e you e\jer lneard(you, ever, hear) potato music? 5 ftqve you ever been (you, ever, go) to a carrot concert? Check it out! And you can eat the instruments atthe end of the concert.'I D J-iave never had(I, never, have) musical instruments for dinner before. Delicious!'Lisa, 12.

'• .y Write sentences. Use the present perfect or past simple.

1 he / meet / his favourite singer / six months ago

He met his favourite singer six months ago.2 she / not see / a carrot flute / before3 I/ w a tc h / th e band on T V / la s t week4 you / give me / your autograph / never5 we / not play / in the concert / yesterday

Pronunciation silent lettersJ j ) Q 3.i6 Listen and repeat.

The ghost on the island's a star.He writes folk songs on his guitar.

Functions

# Complete the questions. Use the present perfect or past simple.

A 1 Have you ever been (go) to a vegetable conce> B No, I haven't, but I've been to a pop concert!A W hen2 A\A you go (go)?B I went last month.

everC 3 Have youvvnjter,(ever / write) a song?D Yes, I have.C W hen4 AiA you write (write) it?D When I was ten.

I can talk about music and instruments.I can talk about fan clubs.I can use present perfect.I can use present perfect and past simple.I can talk about past experiences.

Answers2 She hasn ’t seen a carrot flu te

before.3 1 watched the ban d on TV last

■week.4 You’ve never given me your

autograph.5 We didn't play in the concert

yesterday.

Exercise 5 f i 3.1 ■;

Play the recording once or twice while students listen.

Q> Play it again for students to repeal

Exercise 6y> Give students time to do the

exercise.§> Check answers.

Answers — student pag e

ChecklistSee page 14 of the Introduction for ideas.

IP*

What do you do in an emergency? Cail the

Emergency Services! .

.-. : • :. ;n a t. ;-v• emergency services . . . .• present perfect with for/ since ® asking about past experiences.• on the coast• must• some-/ any-/no-

-€,5i3&n'

Wp J3 , !7 Match the people with the pictures, oten, check and repeat.

, rescue pilot 1 police officer fire fighter 2 oastguard5 ambulance officer 3

What types of transport do they use? Write sentences.

} lire engine helicopter lifeboat police car ambulance J ,

ire fighter uses a fire engine,

Choose the best and worst emergency services jobs :volain your choices. Use these words.

'xciting boring interesting dangerous

. : best job is a rescue pilot because it's exciting, -•ve flying!

Jew language, ocabulary: emergency services

_ unctions: speaking about nergency services jobsre-teach: emergency

'f «!tnre notes"lie first emergency number system was introduced in London in 1937. m 1991, 112 was adopted as the

andard EU emergency number and used alongside countries’ other

' mergency numbers.

W ir f lS

Exercise 1 Q 3,17

p> Use the photos to elicit and pre-teach vocabulary, and to generate interest.

•> Give students time to do the matching exercise individually or in pairs.Play the recording once while students listen.Pause as you go for them to check their answers and repeat each word in chorus.

Answers — student page

Exercise 2Q> Ask a confident student to

read the example.C> Give students time to

write. Move round, prompting and correcting.

Answers2 A rescue pilot uses a

helicopter.3 A coastguard uses a

lifeboat.4 A police officer uses a

police car.5 An am bulance officer

uses an am bulance.

Unit introductioni> CBooks closed) Write 999 on the

board. Ask students if they know this phone number. Why? CIt’s the UK’s emergency services number.) Ask them to tell you the equivalent number in your country.

P Tell students that Unit 8 is all about emergency services.

C> (Books open) Use an ideasuggested in the Introduction to focus on In this unit.

Exercise 3t> Ask the class for their

ideas. Remember to insist on complete sentences and to encourage students to explain their ideas.

Suggestion: Alternatively, ask students to do the activity in groups of three or four.

I is « ® r extra words.- Have strong students or fast finishers find extra new words.

Some people have never seen a hurricane and they’ve never been near a volcano, other people live with these dangers every year, Bo you live in a danger zona?

Hi! I'm Sammy. I live on an island called Jamaica in the Caribbean. I've lived here with my mum and dad for two years. It's a beautiful place with fantastic beaches, but from June to November we have 'hurricane season'. Sometimes the hurricanes are very bad.

It's hurricane season at the moment. There's a big storm outside. The emergency services are helping people, but it's dangerous. We have to stay in our homes because it's very windy. I haven't been to school since Thursday.I haven’t seen my friends since Friday. And I haven't watched TV for two days - there's no electricity! I'm bored and lonely. I can’t use the phone or the computer and I can't play with my dog, Toto. He's been under my bed since Wednesday. He's scared of storms!

Hurricanes always have names. One of the strongest hurricanes ever was Hurricane Hsugo. /

Answers —> student page

Exercise 20 Give students time to read

the text again and to do the exercise. Ask them to underline the relevant parts of the dialogue.

p> Check answers.

Answers —► student page

Fun facts§> Ask a volunteer to read

the Fun fa c t to the class. Ask the class if they’ve been in a bad storm, or a hurricane, depending where you live! Ask, e.g. Where were you? Flow did you feel?

w a m m a rP Ask a volunteer to read

the information out loud.P Ask students to underline

sentences with f o r and since in the text.

Mew langnaqee=£? *s£,'s

Grammar: present perfect with for/sinceFunctions: asking how long Pre-teach: hurricane, storm, windy, lonely

Exercise 1 W 3.1sO iBooks closed) Write

Jam a ica on the board. Ask students what they know about it.

§> (Books open) Use the photo to generate interest and pre-teach vocabulary.

P Play the recording while students listen, follow' the text and answer the questions.

O Check answers.

Exercise 3Give students time to do the exercise individually.Check answers.

Answers —> student page

Exercise 40> Use the photo to generate interest.!> Give students time to do the

exercise.Check answers.

Answers student page

ExerciseS Q 3.1 -Play the recording, pausing for students to repeat the question and answers in chorus.

Exercise 6 Q 2.21

Give students time to do the matching exercise.

P Play the recording while listen and check their ansv. erf

present perfect with for / since1P> W 318 ^ead and listen. Answer the questions.

1 Where does Sammy live? Jamaica (in the Caribbean) for: years hours, minutes2 Why is it dangerous? it's hurricane season. since: Friday, one o'clock, last year

I've lived here for two years.I haven't seen my friends since Friday.

Circle the expressions we use with for. Tick the expressions we use with since.

{ Monday/(| veei<XSireemjnut Xliv years; j sixo'clock«<|Tongtim^^ w o d a y s ) 2003/\ last weekend/August/

True or false?

1 There are hurricanes in Jamaica in March, false2 It isn't dangerous at the moment, false3 People can't go outside, true4 Sammy went to school today, false5 At the moment he's watching TV. fake6 His dog is very scared, true

Play it again, pausing for students to repeat each question in chorus.

Answers —► student pag e

i-xercise 7I Give pairs time to ask and answer

the questions from Exercise 6.& Check answers.

Answers2 Her d ad has worked as a rescue

pilot since January.3 Gisele an d M arc have had

skiing lessons since December.4 Gisele has p layed in the school

tea?nfor eight months.5 She’s studied English fo r three

years.

Exercise 8 ss 3.21Give students time to write. Move round, checking and prompting.

Daniel: How long has the weather been bad?Marc: For four weeks! I ’ve got some new skis, but I can’t use them. Daniel: How long have you had your skis?Marc: Since January. They were a birthday present. My dad’s going to get some for Gisele next month too, for her birthday.Daniel: Cool. How long have you and Gisele had skiing lessons?Marc: For three months. It’s a fantastic sport! You can try it when you visit. You can try snowboarding too, but skiing is more fun.

:j> Check answers. You could invite volunteers to read out their questions.

£> Play the recording once or twice while students listen and tick.

9> Check answers.

Answers2 Ho w long have you

had your skis? /3 How long have you

played football?4 How long have you

an d Gisele h ad skiing lessons? /

5 How long has your d ad wanted a snowboard?

I apescript —b end o f notes

Exercise 9 0 3.22

H* Play the recording again while students listen and do the matching exercise.

£> Check answers.

Answers —t student pag e

Exercises 8 and 9 - Tapescript

Daniel: Hi, Marc. How are you? Marc: OK ... but a bit bored. Daniel: Why?Marc: Because I want to go skiing but I can’t. It’s too foggy. It’s dangerous on the mountain at the moment.

| | t ) Q 3.22 Listen again. Match the three questions in Exercise 8 with these answers.

i f for four weeks l for three months'/ since JanuarV _________________ _ _

> Complete the text. Use the present perfect, then circle for or since.

My name's Gisele and I live in a small town in the Alps. 11 have lived (live) here(fo?)/ since nine months. The Alps are beautiful, but they're dangerous too. My dad 2 Ln<u,nrU0A (work) as a helicopter rescue pilot for /{smce)January. H e 3 w rptr.ueA (rescue) thirty people! In my free time I learn English - I " W e rivaied (study) English(|or)/ since three years. I also go skiing with my brother Marc. W e 5 ha^ehaA (have) lessons for /(smce)December. We 6km/pn'Hppn (not go) skiing very much for /(sjnce)February because of bad weather. I love playing basketball with my friends too. I pi*yPA (play) in the school team(for)/ since eight months. It’s my favourite sport!

Work with a friend. Ask and answer.

A How long have they lived in the Alps? B They've lived there for nine months.

ListeningQ 3.2i W rite the questions. Listen and tick

the three questions you hear.

1 How long/the w eather/be bad?How long has the weather been bad? /

2 How lo n g /yo u /h ave your skis?3 How long / y o u / play football?4 How long / you and Gisele / have skiing

lessons?5 How long / your dad / want a snowboard ?

^nct io ros: asking about past experiences

O Q 3.19 Listen and repeat.

\ How long have you lived here?I've lived here for four years. / I've lived here since March.

% > Q 3.20 Match the questions about Gisele and ner family. Listen, check and repeat.

.low long..have they lived

2 has her dad worked as j have Gisele and

Marc had 4 has Gisele

has she studied

English? skiing lessons? in the school basketball team? a rescue pilot? in the Alps?

Grammar: must Vocabulary: on the coast Functions: writing rules Pre-teach: edge, sign

There is a very well- developed network of public footpaths all over the UK, both inland and on the coast. Mainland Britain has over 11,000 miles of coast! The - South West Coastal Path and the Cornish Coastal Paths are just two well-known coastal walks. Paths and public rights of way are usually shown on maps. See http:// www. ordnancesurvey. co.ukPeople or ships in trouble on the sea or coast around Britain call HM Coastguard, the part of the government Maritime and Coastguard Agency which coordinates sea and coastal rescue operations. The RNLI (Royal National Lifeboat Institution), a charity which works with HM Coastguard, is run mainly by volunteers. It takes an average of seven minutes to launch a lifeboat!

Exercise 1 W 3.23

f> Students scan the text to find the two talking tips.

Answers —> student pag e

Exercise 2 1 1 3.24

p (Books closed) Introduce the topic by playing Hot Seat. Invite a confident student to sit at the front with his/her back to the board. Write beach on the board. Ask the class to give the student single word clues for him/her to Answ ers — > stud ent page Answers — ^ student page

walking on the cliffs with Katie's mum.

guess the word on the board, e.g. summer, towel, swimming costume, sunglasses, sea.Brainstorm all the beach words students know.Give students time to do the matching exercise individually or in pairs.Play the recording while students listen and check their answers, pausing for them to repeat each word in chorus.

Suggestion: Ask the class to describe each photo to you. Encourage them to use the new language they have just learned. Recycle and pre- teach vocabulary.

Exercise 3 1 1 2Play the recording while studer.:- listen, follow the dialogue and answer the questions.

§> Check answers.

Ravi: Wow! I haven't been up here for a long time.Katie: Look at those waves. It's windy today!Mum: Yes, stay on the path.We mustn’t walk near the edge of the cliff.

Girl: You must help me!

iirl: It's my dog. He's dov. - Katie: I can climb dovr Sr. • Mum: Hang On, Katie. You climb down there.Ravi: Let's phone the cozi:z j<, - They'll rescue him.

Talking Tips!

Q 3.23 Listen and complete. Then listen and repeat.

1 WhatS Wrong With Uer ?2 Slip's in ffouble' !

0 on the coast

ffe Q 3.24 Match the words with the pictures. Then listen, check and repeat,

^waves 7 cliff? path2 fiag5rocks7 beachG sand 'M ®

©

Q 3.25 Listen, read and answer.

1 Where are the children? They are on the cliffy.©2 What does Katie want to do?She wants to

Climu AoWr\.

Read again. Circle the correct words.

1 Ravi often walks/(ooesn't oiten wal!c)on the cliffs.

2 It's a w i m / foggy day.3 The qirTHas got a phone /

(Tproblem^)4 Katie rescues /(^oesrPt )

( rescus)the dog.5 The children call

^ne coastguaroythe

Look at the beach sign. Write rules for the children.

must climb downmustn't there.

v~“V■

You must be careful on the beach!

'xercise 4> Give students time to complete the

exercise.^ Have them compare their answers

with a friend.0 Check answers, referring to the

relevant parts of the text.

Suggestion: Ask groups of five to practise the dialogue. Remind students to pay attention to intonation!

Grammar?> (Books closed) Ask the

class to repeat after you in chorus: You must help me! You mustn’t climb down there.

D (Books open) Give students time to study the grammar box. Point out the first t in mustn’t is silent and that mustn’t doesn’t use the auxiliary don ’t/doesn’t to form negatives. .

Exercise 5f> Ask the class to describe

the picture to you.* Ask a student to read the

example.Give pairs time to write. Move round, prompting and correcting.Check answers. You could invite different students to write a rule each on the board.

AnswersYou mustn’t swim n ear a

red flag!You mustn’t clim b the

cliffs!You must use sun cream !

.

You mustn’t jum p from the rocks!

You must w ear a hat!You mustn’t swim after a

meal!

Tip: It’s always a good idea to give students a time limit to help focus them and keep up the pace.

Photocopiable resource 8, page 1 62.

Answers —► student page

Exercise 2gp> Give pairs time to

decipher Nipper’s notes.p> Ask a volunteer to write

the deciphered note on the board.

Answers —► student page

Exercise 3Give groups of four time to act out the cartoon.

Have them change roles and practise again.

P Encourage students to practise without looking at the words.

► Ask one or two groups to perform for the class.

Suggestion: Allocate roles. Play the recording again, pausing as you go for the students to repeat their lines in chorus. Give groups of four time to act out the cartoon.

Tip: Regularly ask your students what they like doing in class, and explain the reasons for activities to them. For instance, ask if they like practising the cartoon without looking at the words. Explain why you asked them to do it! It helps them to internalise language, it will give them confidence - and it’s fun!

AJ: It's windy! Ugh! My hair!Danny: Come on! We must follow the path. AJ: But we've been on this path for three hours. I'm tired.

p AJ: Listen! Can you hear anything now? £ Danny: No, nothing, j Tara: Let's go up the mountain. Maybe

it'll work better up there.

Danny: Shhh A J! I can hear something. Tara: It's only the wind, Danny. There’s no one there.

AJ: Oh no! This isn’t a mountain. It's a volcano! Danny: It's too dangerous here. We must go back to the tree house. Run!

Tara: No, wait! There’s a helicopter.AJ: You’re joking, Tara!Danny: No, she isn't. Someone has come to rescue us!Pilot: Volcano ... GreatSamsam Island ... Mustn't land...

Grammar: some-, any-, no- Functions: asking for more information about people, places, thingsPre-teach: land

Exercise 1 Q 3.25

§* (Books closed) Tell students it’s time for another episode of Adventure Island. Ask students what they can remember about the last episode. (The children went to T ara’s tree house. They saw Coco the monkey, a xylophone an d a radio from their boat there. The radio ivas dry. It played ja z z )

f> (Books open) Play the recording once or twice while your students listen and read the cartoon.Give students time to do the exercise individually.

H> Have them compare their answers with a friend.

& Check answers, referring to the relevant parts of the text.

Answers2 three hours3 yes4 It’s (too) dangerous.5 a helicopter

Exercise 5 it 3.27

'P Give students time to do the exercise.Ask them to compare their answers with a friend.

§s> Play the recording while students listen and check.Play the recording again, pausing before each space to elicit and check the answer.

3 25 Listen and read. Answer the questions.

!re are the children going? y are Cjoifig WP & mountain., long have they been on the path?t h e y hear the wind?, mu5t they go back to the tree house? it does Tara see?

n y o u read Nipper's notes? Q Q

j j 5.27 Complete. Then listen and check.

Woman A re there any people on the island?Man No, no_ one lives there.Woman Lcok! There's2 co^ething down there, on

the volcano. What is it?Man Where?Woman There! It's an anim al... No, it isn’t. It's a

boy! There'sJ co^ppne on the island.Man I can't seeJ ary one.Woman Look! A boy and two girls! We must help

them. We mustland^ o ^ e where. ;.rr- Man But where can we land7 f

There isn't6 any where safe. <■Look at the - x r 11volcano! 7 T > / /ra/ y \ / JIB

Answers —> student pagethe tree housei

Act out the Adventure Island cartoon with

your friends.

jB jjJ 2S3S1 som~ / any / nQ'someone anyone no onesomething anything nothing somewhere anywhere nowhere

T h e r e ’s something on the radio, istnere anything on the radio?There isn’t anything on the radio.There's nothing on the radio.

Exercise 6£> Give students time to do

the activity. Move round, prompting and correcting.Help less imaginative students with ideas, e.g. Is there anything in D anny’s hand in picture 1? (Yes, there is. A rad io .) Is there anything to eat in picture 3? (No, there isn’t.) Is there anyone in the tree house in picture 1? (Yes, there is. The children, Nipper an d B on zo)

Ask and answer about the cartoon. Use the words in the grammar box.

A Is there anyone on the volcano in picture 6?B Yes, there is.

0 ) y 3.28 What can Nipper see? Listen and draw.

There isn’t anything on the radio. / There isrvrnothing on the radio. XIBWB&mBgSBBe&z ' r'TO tnuzszs:-c:r sraua:

Choose the correct word.

j Is there something /(anythma)in Danny’s bag?2 They can't hear nothing /(anythino)on the radio. 3. Is there somewhere / (anywhere)safe on the

volcano?4 Qomeorn)/ Anyone is flying a helicopter.5 There's^othkiqy anything wrong with the radio.6 Nipper hasn't got{anyone)/ no one with him at

the tree house.

Exercise 7 403.2sPlay the recording two or three times while students listen and draw.

Suggestion: Ask students to imagine they are on the island. Ask them to draw what they can see, and then to describe their picture to a friend, who must draw what he/she hears.

•: looks closed) Elicit the rules for ,.,.Using some and any. Refer the ^students to Unit 2a (page 21).

' m c students time to study the Siajnmar box. P •

ndnt ° Ut lat som eone/anyone/ °>ic\ etc. are always used with a

# C Ud ^erson singular subject.e stl,dents time to underline the

' a,hples in the cartoon.

S> Ask a student to read Watch Out!

Exercise 4P Give students time to do the

exercise. Tell them to use the grammar box to help.

•D> Ask students to compare their answers with a friend.

P Check the answers.

Exercise 7 - Tapescript

Nipper: I can see something! It’s a raft on the river. There’s somebody on it. Oh no, it isn’t a person.It’s Bonzo the dog! I can hear a monkey in the trees but I can’t see it anywhere!

Answers —► student p ag eGrammar worksheet 8, page 144.

Language revisedGrammar: present perfect with for/since, must, some-, any-, no-Vocabulary: emergency services, on the coastFunctions: asking Hoiv long ...?Pre-teach: busy, panicPreparation: Exercise 2.Draw a blank grid like the one in Exercise 2 and copy one for each student.

Exercise 1t'y Give students time to do

the exercise individuallyAsk them to compare their answers with a friend.Check answers.

Answers —► student page

Exercise 2Give students time to find the words.

§> Check the answers.

Answers —> student page____.— ^ ,— . . . . . ....... . .

Suggestion: Choose one of the jobs in Exercise 1. Tell the class it’s a friend’s job. Ask the class to ask you yes/no questions to find out what the job is. You can only say yes or no, e.g. Does he/she work a t night? (Yes, he/she does)

Fast finishers: Have them make their own word square for a friend. Use the pre-prepared grid.

Exercise 3Give students time to dothe exercise.

£> Check answers.

WordMatch the red and blue words. Find four

emergency services jobs and three types o ' transport.

iuardpc-ftee

rescu

COcjSlambui

Find seven things you car se ; c~ v e i : -:.

G r a m m a r

Complete the sentences. Use the presentperfect and for or since.1 They Ve lived . vs ~ :hs mountains/oryears.2 I z rzr, nave1 a cet dog rry

birthday.3 He hasstudisd (study) hurricanes -or nine

months.4 She work) as a fire fighter fince

August.5 I . . - s . noises' ! 3 rescue helicopter here

las:week.6 They n e t be) in the lifeboat for

a long tirr.e.

4 'fpu r ru c fr 'f r l im I?.

football.6Yo u must sfa

fht aM r

^ Complete. Use some-, any- or no-.1 A Are we going anywhere nice?

B Yes, we're going comp w here hot2 A Is there any one on the beach?

B No. there’s no one there.3 A Is there any thing in the water bottle?

B No, there's no thing in it.4 A Is there Qny one in the sea?

B Yes, there's com? one in the sea.

rr.yT? Walk. 2 ~o t J

Pronunciation / a /

Q 3.29 Listen and repeat.

The monkey's won nothing, but someone's won the drum.Well done!

Answers —> student page

Exercise 4§*> Give students time to write.

Remind a weak class mustn’t doesn’t use d on ’t/doesn’t to form negatives.Check answers. You could invite different students to write their answers on the board.

Answers — student page

Exercise 5§P> Give students time to do the

exercise. Tell them to look at the grammar box in Unit 8c (page 85) for help.

§& Ask them to compare their answer^ with a friend.Check answers.

Answers —► student page

When I wasQ'oungel) so much younger, than today, .I(nevej)needed anybody's help in anyway.But nowthose(HIys)are gone, I'm not soself-assured,Now I find I've changed my mind and opened up

~e if you can, I'm feeling down do appreciate you being round, ne get ~.|eet)back on the ground, /OLff ie a s ^ please help me?

:v, my life has changed in oh so many ways, isnerdence seems to vanish in the haze..-er, now and then I feel so insecure,

junctions"7 ; Write the questions, then ask and answer

with a friend.

1 how long/your family/ live in your town?How long have your family lived in your town?

7 how long / you / have your school bag?3 how long / your teacher / be a teacher?4 how long / your best friend / study English?

how long / you / be at school today?

Consolidation

3.3o Listen and the dialogue.

"2v-e STTCi 1 j aoo

So." . .Ye /e b e e r roc a v.a

taviKatieMonica,’aviMonicaBenyionicaKatieMonica

RaviKatie

RaviKatie

Viz .azeer. ver. ans}. A a zee thisNo *<2 l i t coastguard rescued a dog Bui we helped.Hey! My uncle’s a 4Really? Has he helped a lot cf peopie? Yes. he has. He rescuedfo^po^plas: weekBihe6 l^nn has he worked as a coastguard'7 rnr three years.Has he3 been in a lifeboat?Of course he has, and he flies a 3 hpkr.optpr too.Cool! Maybe I'll be a coastguard.But you 10 mud- be a good swimmer and you mustn't panic.I never panicYes, but you don't like swimming!

uxercise 7»?? Give students time to write.

Check the answers.

3.3i Close your book. Listen.

ffefp? The Beatlesneed somebody,

Help, not just anybody, Help, you know I need

(fomeone)help.

self Now I the doors.

ChorusHelp me Andtdo He : me

And new\ \ . -.dependence sefe’ms to vanish in i.Zc.zT. now and then I feel so

:~ r. just need you like I've never

-ncros

13 332 Listen again and sing.

Checklist; can talk about t“-e emergency services.1 can use the preser: perfect with for/since. I can ask abo j : past experiences, i can name things on the coast.I can use must.I can usesome-/cry-/no-.

'5

xercise 6 i # 3.29

Play the recording once or twice while students listen.Play it again for students to repeat.

Answers2 How long have you h ad your

school bag?3 Hoiv long has your teacher been

a teacher?4 How long has your best fr ien d

studied English?5 How long have you been at

school today?

Give pairs time to ask and answer.Move round, checking andprompting.

Fast finishers: Ask them partners and

Exercise 8Ask students to describe the photo. Ask them to predict where Ravi and Katie have been.Play the recording while students listen and complete.Play the recording again, pausing before each space to elicit and check the answer.

Answers —► student page

Exercise 9 a* 3.31

£> Use the photo to generate interest. Find out what, if anything, students know about the band. (John, Paul, Ringo an d George are in the picture. They’re from Liverpool an d were especially fam ou s in the 1960s an d early 1970s.)Have students write down these words: help/rescue, no one/someone, older/ younger; never, days, fe e t / hands, p lease/thank you, before/after. Play the song while students listen and circle the words they hear.

f£> Check answers.

Answersm m r ji tmm student page

Exercise 10P Play the song again while

students sing!

See page 14 of the Introduction for ideas.

Functions: speaking about emergency services. Pre-teach: ill, siren, building Preparation: Exercise 4. Ask students to bring pictures and information about emergency services in your country.

Culture notesEmergency services available vary greatly from country to country. Additional services can include forest fire management and animal control services.

Exercise 1 Q 3.33

Use the photos to generate interest,

fc* Play the recording while students listen and follow the text.Give them time 10 $0 the matching exercise. “

0 Ask them to compare their answers with a friend.

P Check answers.

- ns.vers —► student p age

Exercise 2Give students time to read the text again and answer the questions,

p Check answers, referring to the relevant parts of the text.

Answers —> student page

Exercise 3Give pairs time to do the activity. Move round, correcting and prompting.

f> You could ask volunteers to tell you their answers to the questions.

■ftir?Trr7yt\

Exercise 4Give students time to write. Move round, correcting and prompting.

£> Ask students who haven’t brought a picture to draw one for each service. Make a class display!

Suggestion: Ask the class to imagine they are going to interview an ambulance officer/police officer/ fire fighter. Ask pairs to prepare questions and to role play an interview, taking turns to be the police officer, etc.

Tip: Personalisation helps to motivate a class and make communication meaningful. However, do remember to be very careful when dealing with potentially sensitive areas.

Emergency? Dial 999! Give your name and address, then say what's wrong. Don't panic! Ask for Ambulance,Fire or Police services. But what do these services do and how do they help us?

Ambulance Services Hi, I'm Dora. I'm an ambulance officer. You must call an ambulance when someone is very ill or has had a bad accident. All ambulances have got blue lights and sirens, so we arrive very fast!

Fare ServicesHello. My name's Jim and I've worked as a fire fighter for three years. You must call the fire service when there is a fire - but leave the building first. Fire fighters help people in a lot of different ways. I fight fires but I rescue cats in trees too!

Fo lks ServicesHi, I'm Serena and I've been a police officer since January. It's very interesting. We don't only fight crime. We visit schools too. We teach children about dangers on the streets and the Internet.

Reading

>333 Read, listen and match.

1 An ambulance officer ...y^a rescues cats in trees.2 A nre fighter v>5'ts schools.3 A police officer.../ 'c helps ill people.

Read again and answer the questions.

1 What's the number for emergency services? 9992 What have all ambulances got? blue lights and sirens3 How long has Jim been afire fighter? three years4 What does Serena teach children about?

dangers on the street and on the Internet

;; I

Eraes'gency Services

j p Think about the emergency j services in your country. Ask and answer with a friend.

1 What number do you dial?2 What services can you ask for?3 What information must you give?4 What do people in the different

emergency services do?

Write a paragraph about each service. Find a picture for each one.

^ Hi everyone!This month, Discovery

Web is about our friends My best friend is Yoda!

character adjectives

3.34 Write the character adjectives. Listen, check and repeat.

'JUL' / f T

//co n fid e n t ' " 1 He's shy. t She'S _confident_

kin d /m ean She'S kind

He S mPOrv

Describe you, your best friends and your family. 1 'se the words from Exercise 1./ ,n shy and...

89

| ! 3 1 efVlviri W!; • character adjectives-

• verb + with / to /p W aboiit• should■• present continuous for future « agreeing and disagreeing

H e r #

QExercise 1T> Give pairs time to look at

the pictures and do the exercise.

;> Play the recording while students listen, pausing to check answers and for students to repeat each word in chorus.

Answers —> student pag e

.34

Suggestion: Stretch a strong class by asking what other character adjectives they know. See the Introduction page 14 for ideas on dealing with non-target vocabulary.

J e w l a n g u a g eocabulary: character adjectives unctions: describing characters^reparation: Exercise 2. Cut up alip of paper for each student in the

class.

drift introductionj> (Books closed) Write A fr ien d is

som eone who ... on the board. Invite volunteers to suggest different endings, e.g. is always

there/listens to you/helps you / plays foo tba ll with you/does your homework fo r you.

Suggestion: You could tell the class about one of your friends, e.g. an old friend.

D Tell students that Unit 9 is all about friends.

0> (Books open) Use an ideasuggested in the Introduction to focus on In this unit.

Exercise 2Give pairs time to do the activity.

&> Ask the class to tell you about themselves, their best friends and their family.

Suggestion: Ask the class to write their name and as many adjectives as they know to describe themselves on a slip of pre-prepared paper and to give it to you. Read the descriptions and have the class guess who it is. Ask if they agree. Address the class, e.g. Teacher: Do you agree? Students: No, Simon is lazy, not hard-working!

Suggestion: Have pairs use different adjectives to write about a classmate’s character. Ask them to read their descriptions to the class. Who is it?

I f e :

252

Mew languageGrammar: should Vocabulary: verbs + with, to, at, aboutFunctions: asking for and giving advicePreparation: Exercise 8.Bring a blank piece of A4 paper with you for each student.

G 3,35Exercise 1(Books closed) Ask the class who they speak to if they have a problem, e.g. I speak to my fam ily ./I speak to my best fr ien d ./I tell an Internet chat friend .

§) (Books open) Use the photos to recycle vocabulary and to generate interest.

f> Play the recording wrhile students listen and follow the text.

(> Give them time to do the matching exercise.

§) Check answers.

Answers —> student page

Exercise 2§•> Ask the class for their

opinions. Encourage them to explain their ideas.

Discover WornsExercise 3§l> Give students time to do

the exercise..Check answers.

/A nswers —► student page

i p ) Q 3.35 Read and listen. Match the photos with the problem letters.

| | ) Which is the best advice for each problem, a or b? Work with a friend and circle.

MU© verb + with/to/at/about

I p ) Find these verbs in the problem page. Write the prepositions.

1 aqree with 4 laughagreearguelisten

w'dhto

talkworry

a t_ta_i\>out

Suggestion: You could write the answers on the board when the majority of the class have finished. This will help prevent fast finishersfrom getting bored.

Exercise 4Give students time to do the exercise. Remind them to refer to Exercise 3 for help.

§> Check answers.

ummmar|> (Books closed) Ask the class to

repeat after you: What should I do? Should I talk to Ellen? You should talk to Ellen. You shouldn’t be mean.

Q> (Books open) Give students time to study the grammar box.

C> Point out that should doesn't use the auxiliary do to make question 5 and negatives.

yp m fbtja esm?. . j - j. vit fi era raswersijp h i c ti ;i a d ¥ i ce (d ©

trtasgrsi^TtH '?

e o o,j - j j _ www. Discovery Web/advice

( j j l argued with my best friend, Ellen, last week. Now she hasn't invited me to her birthday party! My birthday is next month. Should ! invite her? Rachel, 12a Yes, you should. You should talk to Ellen and listen

to her. Don't argue - be friends! b No, you shouldn't! I think Ellen is mean. Find a

new friend!

p © My friend, Becca, isn't happy at school. My other friends laugh at her because she plays football every day. W hat should i do?Kelly 13a Talk to your friends. They

shouldn’t laugh at Becca. Everyone's different! Talkto Becca. Help her make friends. She'll feel more confident.

I've started at a new school and.); haven't got any friends.! want to make : friends, but I'm shy. r- Leo, 12

a You should join a club and meet people with the same hobbies. Have a party too!

b Don't worry about it. You shouldn't try too hard. You'll have some friends soon.

I

Answers —► student page

Read the email. Circle the correct preposition.

I often worry1 at / (aboupmy best friend,Ben. He's lazy and he usually copies my homework. My mum thinks he'll be in trouble at school soon, and I agree 2fo!th)/ about her.I sometimes talk 3(Eo)/ at Ben about it, but he doesn't listen4 with /(to)me. He laughs5(at)/ to me. I don't want to argue6 at / (with)him. What should I do?

|Pi should

11You shouldH e/Sh e/ It

shouldn’ttalk to her.

WeThey

Should 1 join a club? Yes, you should. / Mo, youshouldn't.

What should I do?

J : Read the dialogues. Complete the advice vith should or shouldn't.1 A Tom hasn't finished his project. He wants to

play football.B He shouldn't play football. He should finish

his project.2 A My best friend is angry with me, but I don't

know why. I'm worried and angry too.3 You talk to your friend. You

ckotAAnf be angry.] A Kylie often worries about her maths

homework.B Sheckm.Mn'tworry. She <hoM ask her

teacherforhelp.4 A Will istalking abouta problem, buthis

girlfriend, Kate isn't listening.B H ec^uM n 'ftalkto Kate. He <hou\A talk to

another friend.

Read the problems. Order the questions.

1 Marco doesn't understand his homework, should Who he ask for help ?Who should he ask for help?

2 Lucy has argued with her brother, say 'sorry'Should she?

3 Bryan is always late for school, should do he W hat?

4 Jamie's parents aren't at home, he invite his friends Shouldfor a pizza ?

5 A group of girls are laughing at Sophie, she What do should?

6 Your best friend wants to copy your homework say'yes'Should you?

Work with a friend. Ask and answer the questions.

A Who should he ask for help ?B He should ask his teacher.

Write a reply to Callum's problem in Exercise 4.

Dear Callum,I think you should... You shouldn't...

Can you trust your best friend? More than half / of us tell other people our best friends' secrets!

xercise 5Give students time to do the exercise.

^ Ask them to compare answers with a friend.

^ Check answers.

Answers —► student page

Exercise 6Give students time to do the exercise.Check answers. You could invite different students to write their unjumbled questions on the board.

Answers2 Should she say ‘sorry?3 What should he do?4 Should he invite his fr ien ds fo r

a pizza?5 Wo at should she do?6 Should you say ‘y es ’?

D Give pairs time to do the activity. Move round, checking and prompting. Encourage students to explain their ideas to each other.

Exercise 7

Fast finishers: Ask students to think of some more problems like those in Exercise 6. Have them write a jumbled question about each problem to try on a friend, similar to those in the exercise.

Exercise 8O Give students time to

write. Move round, checking and prompting.

r> Ask volunteers to read out their replies to the class. Have a class vote on the best piece of advice!

> Ask a volunteer to read out the Fun fact. Generate discussion, e.g. ask Have you ever told som eone else your best fr ie n d ’s secret? Why (not)?

Tip: Remember to ask students open Wh- questions to generate discussion rather than closed yes/no questions.Try not to rush them, too.

Photocopiable resource 9, page 163.

j present continuous for future

'm meeting them next Thursday.I'm not meeting them tomorrow.

Are we eating after the game?

i C o m p l e t e the sentences. Lise the present jntinuous for future.

Next weekend Ravi is having (have) a party for his best friend.

l His mum and dad a r e h e Iping (help) with the party.

° The party _i£j±adln5_ (start) at 5p.m.4 It kfinkAino (finish) at 7.30p.m.

A lot of people .are goiy (go).

are taking (take) insects. It's Yoda's birthday!

3.33 Listen and complete Katie's diary.

i Mondayscience project

! Tuesday' climbing

Wednesday1 history project

1 Thursday

| Friday2 band p r a c t ic e /

’ Saturday3 shopping l i

Sunday| cin em a

Q 3.39 Listen again and complete the questions.

1 Are you going swimming on Monday?2 Are you aoina to band practice on

Wednesday?3 V/hat are you Aoina at the weekend?4 What film afe yo\i»atrh\n25 Who are you g0ma with?6 What - iw areyoumPPting?

I{p Work in pairs. Student A look at the diary below. Student B look at the diary at the bottom of the page. When can you both go bowling?

A What are you doing on...?B I'm... / I'm not doing anything.

Student A

m u m m y Ad lAtfvneuiOv?:Tuesday

Wednesday

Thursday

Friday cAo vav koiMev.w<5vkSaturday

‘jo sU.oppivy^ w ifW St3VMS tV iS H ^ S

Sundav

iCepunj

SVoSViCO A y! 41S1AApp.m}i?S

ifep u j

•^CN'A^WSOV] A\vl O 'f

' f W C { 04 oGAPpSOUpO/Vl

Xupsonj.

Acpuoiv

aluapnis

C Ask them to underline all the examples in the dialogue in Exercise 1.Draw students’ attention to the future time expressions, e.g. next Thursday, after the game.

F’ ercise 4^ Give students time to do the

exercise.Check answers.

Answers —► student page

Q 3.38Exercise 5Play the recording once or twice while students listen and completeCheck answers.

Answers —► student page

Exercise 6 Q 3.39

Play the recording while students listen and do the exercise.

.> Play the recording again, pausing as you go to elicit and check the answers.

Answers —> student page

h h h h h h b m h m b m m iTapescript—t e n d o f notes :

Exercise 7^ Give students time to do

the activity. Move round, prompting and correcting.

Fast finishers: Give them a blank diary to fill in for next week. Ask pairs to arrange a time to meet.

Exercises 5 and 6 - Tapescript

M onica: Hi Katie. How are you? Are you going swimming on Monday? Katie: No, I’m not. My swimming teacher is on holiday.M onica: Why don’t you come to my house? Ben and I are working on the new web page.Katie: I can’t - sorry! I’m doing my science project. And I ’m going climbing on Tuesday.M onica: What about Wednesday? Are you going to band practice on Wednesday?Katie: No, I ’m not. I’m doing my history project. Band practice is on Friday.M onica: What are you doing at the w'eekend?Katie: I’m going shopping with my mum on Saturday, but I ’m not doing anything on Sunday.M onica: I’m going to the cinema on Sunday. Why don’t you come?Katie: That’s a good idea. What film are you watching?M onica: The new Spiderman film. Katie: Cool! Who are you going with?M onica: Ravi, of course.Katie: What time are you meeting? M onica: At 5 o ’clock.Katie: OK, great. That’ll be fun. I love Spiderman.

G ram m ar w o rksheet 9, page 145.

Functions: agreeing anddisagreeingPre-teach: leave

Exercise 1 Q 3.40

§> (Books closed) Tell students it’s time for another episode of Adventure Island. Ask students what they can remember about the last episode. (It was windy.Tioe children followed the mountain path . The mountain was a volcano. They' saw a helicopter but it didn’t land.)(Books open) Ask the class to describe picmres 1-5. Remember to recycle as much language as possible.

§> (Books open) Play the recording once or twice while your students listen and read the cartoon.

& Give students time to do the exercise individually.

0> Check answers.

Answers —► student page

lI111|||l£tC|8

Suggestion: You could introduce Adventure Island by playing Adventure Island Pictionary! (See Introduction page 18). Choose words from the cartoon so far, e.g. hut, tree house, rock, helicopter.

Exercise 2f£> Give pairs time to

decipher Nipper’s notes.Ask a volunteer to write the deciphered note on the board.

Answers

We’re leaving the island, but Bonzo should be more careful in the helicopter.

Suggestion: Ask pairs to write Bonzo’s notes about the recent events on the island! Ask two or three volunteers to read their work out to the class.

Exercise 3Ask groups of seven to act out th~ cartoon, then to change roles an practise again. You could ask the groups to perform for the class.

Tip: Encourage the students to really act! Apart from being fun. drama in the classroom helps to make language meaningful and memorable.

Man: Quick! Get in!Woman: What's wrong?Danny: We must wait here for Bonzo.AJ: 1 don’t agree, Danny. We should go back10 the tree house. Maybe he's there.

Tara: Watch out! We shouldn't stay here. AJ: You're right.Danny: But where's Bonzo? We shouldn't go without him.

Danny: Bonzo, you’re here! Woman: Hey! Don't touch that!

Man: The dog must be good or he can’t come. Bonzo: Huh! I am good. I rescued Nipper! Nipper: OK, OK, I've said thank you. Siliy dog!

Play the recording while students listen.Play it again, pausing for students to repeat each line.

Exercise 4 \

Exercise 5Give students time to tick.

Tip: Do remember to give your students enough thinking time. If they are properly prepared the following activity will work much better!

Exercise 6P5 Do the example with a

confident student.£> Ask students to work in

groups of three. Give them time to do the activity. Move round, prompting and correcting.

Fast finishers: Ask them to add more ideas to the list in Exercise 5, and then to continue the activity in Exercise 6.

Exercise 7 W 342[>> Play the rap while

students listen and complete.

§> Play it again, pausing before each space to elicit and check the answer.Play it again while students rap!

Answers —> student page

Suggestion: Ask groups of three or four to make up more verses of the rap, and to rap for the class!You could take a class vote on the best rap.

Suggestion: Ask students to work in groups of three or four. Ask them to predict what happens next in the cartoon. Ask each group to draw and write episode 10, without looking in their Students’Bookl Make a display, and take a class vote on the best cartoon. You can then compare it to the real story when you come to it.

Tip: Try to correct your students’ writing before you display it. If you don’t they may think errors are correct. If you don’t have time, it’s practical to concentrate on major errors which prevent clear communication. Tell your students which approach you are taking. It’s often best to ask students to copy their work onto a clean piece of paper so they are not demotivated by a lot of corrections!

® rescue Coco the monkey• get the treasure0 stay on the island• leave the island® go to the hut on the beach

Q 3.42 Listen and complete the rap. Listen again and rap.

The helicopter's1 leaving.The pilots can’t stay.They ^ot/lcVfrescue Coco.It’s time to fly away.

I don’t 3 a g re e with Bonzo.Leave Coco here? No way!The monkey4 should come with us.The silly dog should5 cfo.y .

Come on, children,6 hurry \The volcano's very hot.The island isn't safe now.Are you7 coming - or not?

Act out the Adventure Island cartoon with your friends.

Functions: agreeing and disagreeing

y Q 3.4i Listen and repeat.

Danny We must wait for Bonzo.A J You’re right.Tara I don't agree.

AJ We should go back to the tree house.Danny I agree.Tara Noway!

Read AJ's list. What should the children do next? Tick your ideas.

■;(p Practise with your friends.

Student A to- a-e Aj Student 3 Yc j a rs Danny. Student C Y;_ a:e ~2ra.

What should you do next?

A We should rescue Coco.B No woy!

j| - Q 3.40 Listen and read. True or false?

1 The children are in trouble, true

2 They have to find Bonzo. tru e

3 They've got a lot of time, falye4 Bonzo has an accident, false

5 Nipper likes Bonzo now. falje

Mew languageSkills practised: reading, listening, speaking, writingPreparation: Exercise 4.Copy the tapescript for each student in the class. Exercise 7. Ask students to bring a photo of a friend to class.

Culture natesSamwise and Frodo are friends from the film and book Lord o f the Rings by J.R.R. Tolkien. Gabriella and Taylor are friends from the film High School Musical.

Exercise 1 Q 3.43g>> (Books closed) Write Film

Friends on the board. Ask your students to tell you the names of any they can think of.

§=> (Books open) Use the photos of Samwise and Gabriella to revise vocabulary and generate interest.

§> Play the recording while students listen and follow the text.Give them time to complete the factfile.Check answers. You could draw the factfile on the board and invite different students to complete it.

Answers —> student page

Exercise 2 Qf|> Give students time to read

the text again and to dothe exercise.Check answers

Answers —► siude*:; page

Exercise 3 @ 113.44^ Ask the class to des

the photos to you.

^ Have them predict the answers.p Play the recording once or twice

while students listen and do the matching exercise.Ask them to compare their answers with a friend.

^ Check answers.

Answers —> student page

Tapescript —> end o f notes

Exercise 4 ^ 3.45Play the recording again while students do the matching exercise.Check answers.

Suggestion: If your students are weak, give them the tapescript to refer to when you check answers.

Answers —► student page......... ... ......... ... • --------— i'

Tapescript—& end o f notes

mis a $ood

jpVoclo

Readingf ! > Q 3.43 Read and listen. Complete the

isin "b

'

N y best friend Gabriella. She’s Mery pretty. She’s Sm a ll a n d she’s got 1ong, dark ha in ,j

Gabriella is \]ery c leM er. Vie both love maths and science, and W e ’re

in a maths club a t school T o g e th e r.

Gabriella W a n ts to sing in the Sch o o l

musical, but i t ’? difficult for her because she's M ery shy. She should be more confident. She’s a M ery good singer and she can dance and ac tto o !

I like h e r b e c a u s e she 's fu n n y a n d kind. She's a M ery g o o d fn e n d .

Samwise

short, broWn 1 air, blcie eyes

. >t cleMer, kind, h ard 'W o r king

Gabriella

Mery pretty, Small, long, dark h a ir

Shy, clever, funny,kina

(jp ) Read again. Answer the questions.

1 Is Sam tall? No, he isn't. He's short

2 Can Sam cook? Yes.3 What does Frodo like about Sam? h s talks ■

4 Does Gabriella like science? Yes.5 What does Gabriella want to do? sing in a6 Why does Taylor like Gabriella?

she's funny and kind

/i/Jy bestrva c is Samvjise

factfile s.

P Q 3.45 Listen again. Match the people to the sentences.

1 Jake's friend

2 Ella's friend

3 Lucas's friend

is quite old. always agrees with him / her. is very kind, has got brown eyes, is often silly, likes the same thinas.

I !?>> Complete the sentences. Use should or shouldn't.

Work with a friend. Agree on the three most important things.

A I think a best friend should always be kind, clever and never argue with you.

B I agree. / 1 don't agree. I think...

t ly Write a description of a friend for Teen Magazine. Use the descriptions in Exercise 1 to help you. Describe:

0 their appearance: Are they tall or short? Have they got brown hair or blonde hair?

• their character: Are they shy or confident, kind or mean?

• their interests: What do they like doing?• say why you like them.

: Try thSs! <»• Finish your workthen give itto a friend.» Check your friend's work and help with• any mistakes.

xercise 5Give students time to complete the sentences.

Tip: Have you tried playing quiet background music while students do a reflective exercise like this? It helps them to concentrate and is motivating.

Answers —> student page

Exercise 6 f§)§> Give pairs time to do the activity.

Remind them to use the language they’ve learned for agreeing and disagreeing in Unit 9c (page 95).

& Ask each pair to tell the class their ideas.

Suggestion: You could turn this into a class debate. Tell students they have to agree on the three most important things as a class. If there is a stalemate, take a vote!

ListeningJ J ) Q 3.44 Listen. Match the three people to the photos of their best friends.1 Jake C2 Ella 63 Lucas A

§> Give students time to do the activity. Move round, correcting and prompting.Ask them to illustrate their work with the photo they’ve brought, or to draw the friend they’re describing.

§> Make a class display, Our friends!

Exercise 7

Ask a volunteer to read the Try this! Ask pairs to exchange their descriptions to try it out!

Exercises 3 and 4 - Tapescript

Boy 1: Hi. My name’s Jake. My best friend has got brown hair and brown eyes. We don’t talk very often, but we email a lot. We live in very different places but we like the same things. He’s good at basketball and I play for my school team. He’s visiting me next year!

Girl: I’m Ella. I ’ve got a lot of friends, but there’s one person who is very special. She’s very kind and she always listens to me. She often gives me good advice. She’s quite old, so we don’t like the same music or wear the same clothes! But w'e never argue.

Boy 2: Hello, my name’s Lucas. My best friend isn’t clever ... he’s often silly, but he’s funny! He’s big and he loves football. Sometimes he’s noisy and sometimes he doesn’t listen, but he’s lots of fun. We don’t really talk ... He can’t talk, so he always agrees with me!

language revisedGrammar: present continuous for future, shouldVocabulary: character adjectives, verbs + with, to, at, aboutF u n c t i o n s : agreeing and disagreeing

RevisionRefer to the Introduction for ideas on how to work with revision pages (see page 14).

Exercise 1f> Give students time to do

the exercise.Check answers.

Answers student page

Exercise 2Give students time to do the exercise.

£> Check answers.

Answers —> student page

Exercise 3§> Give students time to do

the exercise.Check answers.

Answers —► student page

Exercise 4§5> Give students time to do

the exercise.Check answers.

Answers2 What are they playing?3 Who is he talking to at

11 o’clock?4 Why is he taking

photos at 2 o ’clock?5 Are Katie and Ben

going swimming?6 Is he watching Shrek

at the cinema?

Gramma?'| | t ) Write the advice. Use should or shouldn't.1 I'm bored.

you / phone / a friend You should phone a friend.

2 We’re lost. . . . , , , . ,we $hou Id look QT

we / look at / the map the map.3 They're very tired. _ , ,, ,,they shouldnt qo

they / go to bed / late tonight to Ved late tonight.4 I can't do my homework. ^ , ,,; You should ask

you / ask / your mum for help your mum tor he Ip.5 My brother is mean to me. you s, ou\ te\)

you/te ll your mum your mum.

Order the questions.1 is meeting he Ravi What time ?

What time is he meeting Ravi?2 are playing they W hat?3 talking to is he Who at 11 o'clock?4 taking photos Why is he at 2 o'clock ?5 Are going swimming Katie and Ben ?6 Is at the cinema he watching Shrek 1

He's meeting Ravi at 9 o'clock.

Pronunciation /re/ and /ea/3.45 Listen and repeat,

I hear the superhero's hairy and his ears are really scary.

@

Functions‘jp Q 3.47 Complete the dialogue.Listen and check.

Ed Let’s watch a DVD at my house I Alice High School Musical is fantastic.Bess 11 agree. It’s my favourite film.Dylan 2 n„ way I It's a terrible film.Ed You're 3 right. Dylan. The story's boring. Poppy I don't 4agJtee It’s really interesting. Dylan What about watching Lord of the Rings? Ed Good idea! That's a great film.Alice No thanks. It's boring.Bess Well, I W e e with Alice. I prefer High

School Musical..

OissdklisiI can use character adjectives.I can use verb + with/to /at/about. lean use should.I can use the p r e s e n t continuous for future.I can agree and disagree.

Exercise 5§> Give students time to do the

exercise.£> Check answers.

Answers

2 They are playing football.3 He’s talking to Monica.4 H e’s taking photos fo r a school

project.5 Yes, Ben and Katie are going

swimming.6 No, h e’s watching it on TV.

47

n

ExercsseS U u'p Play the recording once or twice

while students listen and repeat.

Exercise 7 Q 3.

& Give students time to do the exercise.

§!> Play the recording while they listen and check. Check answers.

(Answers —► student page

ChecklistSee page 14 of the Introduce ideas.

| g? Look at Ben's busy day. Answer the question from Exercise 4.

meet (Lo.\jl - p>\a.\j foot bo.: I

Monica.fak e photos for scJnool proper<o swimrrirtcj With i'ati.e

u/at&h S/?r<£/(or\ TV

WordsMatch the adjectives with their opposites.

a mean b hard-working c confident d clever

Complete the sentences. Use with, to, at or about.1 He talks to his best friend every day.2 I always listen to my teacher.3 Rachel never agrees with me!4 Don't laugh at Charlie. It's mean!5 Don't argue with your brother.6 Don't worrvaboc/tyour homework. I'll help you.

Hi everyone!This month's webpage is all about time travel. What’s your-favourite

period in history?

[ J . j 3.48 Write the words, Listen, " c k a n d repeat.

' “ —\jrha-fcfih- emperor soldier |Png gladiator queen

Qpharaoh

<?mpe ror

Think of people from history for the words in Exercise 1

Qtankhamun was a pharaoh.

{Imagine you can travel in time. Which person from ercise 2 do you want to meet?

people in history periods of time grammar review adjective + preposition talking about your feelings

%aw languageVocabulary: people in history fu n ction s: speaking about people in historypreparation: Exercise 2. Prepare AK to eight ‘famous people’ cards.T or example, Nero (Roman Emperor, “ 4-68 AD), Spartacus (109 BC-71 BC, ^fam ous slave-gladiator) and General f^senhower (President of the USA gjpm 1953-1961). Note: Tutankhamun, Egyptian Pharaoh from 1333 to 1324

W c, became famous because of his

tomb, discovered in 1922. Also see Unit lOe, page 108, for information about Queen Victoria, King Henry VIII and Queen Boudicca.

Unit introductionf > (Books closed) Write 2011 AD

(Anno Domini) on the board and 2011 BC (.Before Christ). Elicit or tell your students what they mean,

^ Tell students that Unit 10 is all about time travel.

fc (Books open) Use an idea suggested in the Introduction to focus on In this unit.

D is c o v e r W g r n s

Exercise 1 Q 3.48Give pairs time to do the exercise.

§> Play the recording while students listen, pausing to check answers and for students to repeat each word in chorus.

Answers student page

Exercise 2Give groups of three or four time to do the activity.Ask the class for their ideas.

Suggestion: Alternatively, give each pair a set of pre-prepared cards. Ask each student to take three. Have them ask each other questions to find out about each other’s people, e.g. Wloo do you know about? When was he/she king/queen? What else do you know about him/her?

Suggestion: Have students make their own famous people cards to try on friends!

Exercise 3^ Ask the class for their

ideas.

Blsoora §Mfra words: Have strong students or fast finishers find extra new words.

Language reviewedGrammar: review: units 1-5 Vocabulary: periods of time Pre-teach: episode, savePreparation: Exercise 8.Copy the tapescript for each student in the class.

Hscov*r Words

Exercise 1 Q§> Play the recording while

students listen, pausing for them to repeat each word in chorus.

Answers —► student page

Exercise 2 a j 3.50

B> Play the recording while students check their answers.

Suggestion: Ask pairs to write more puzzle questions like those in Exercise 1 to try on others

Exercise 3Play the recording while students listen, follow the texts and do the matching exercise.

^ Check answers.

Answers —► student page

Watch ©nflAsk a student to read Watch Out!

Exercise 4& Give students time to

re-read the texts and to answer the questions.Check answers, referring to the texts.

Answers —► student page

Doctor Who is the most popular sci-fi series on TV. Millions of people watch it every week.

i& 335G (7£/ SSMh asked fans about their favourite episodes.

In my favourite episode, the Doctor went to London in the year 1SS9. There weren t any robots there, but he met Queen Efnabeth \. He siso helped W illiam Shakespeare with the words for his new play.Lucas, 12

The best episode was last year. The Doctor visited Paris in the eighteenth century and saved the King of Hrance's girlfriend from some terrible clockwork robots.Olivia, 11

Q periods of time

S » Q 3.49 Listen and repeat. Then complete the sentences. You have two minutes!

; second week -yea-r (x2) minute (x2) fortnight \ century hour month day

There are four seasons in a vear. There are sixty. ry>m ufes in an h our

®>o 3.50 Listen and check.

Q 3.51 Read and listen. Match the three texts with the photos.

There are sixty seconds in a m;note There are a hundred, y e a r s in 3 Century There are fourteen A ays in a fortnight. There are four weeks in a month

)30s = the nineteen thirties

Exercise 5Give students time to do the exercise.

0> Check answers.

Answers

b At the moment they’re making a special episode fo r Christmas,

c Regular verbs: asked, visited, saved, killed, helped. Irregular verbs: was/were, went, met

d It’s going to have lots o f fam ous people in it.

e ...th e most popidar sci-fi series; The best episode ...; The best Dalek episode ...

f ... there weren’t any robots; ... some terrible clockwork robots

Exercise 6Elicit time expressions associated with each grammatical structure mentioned in Exercise 5, and write them on the board, e.g. past simple: last year, ...

J> A sk students to underline the

m

m

True or false?

1 Doctor Who is sometimes about the future, true

2 It is a new sci-fi series. faUe3 The Doctor saves people from aliens

and robots, w4 He helped the King of Spain. false5 The Daleks killed the Doctor's friends.-b-ue ]6 Shakespeare met the Doctor in 1599.t n ^

T} Q 3.52 Listen. Where did the Doctor go last week? Egypt f \

Grammar review: units 1 - 5Read the texts again. Find

examples of:

a present simple + adverbs of frequency: He often visits the past and the future.

b present continuous: c past simple: regular + irregular verbs: d going to:e comparatives/superlatives: f some / any:

Complete the sentences. Use one word.

1 Stephen always watches Doctor Who on Saturdays.

2 At the moment they are filming a new episode.

3 There w w three Daleks on TV last month.

4 Last year the Doctor went to eighteenth-century France.

5 He _d id _ not meet the King of France in that episode.

6 Next week he is going to save the universe.

7 There aren't any aliens in today's episode.

8 Yesterday's episode was fantastic. It was u -h-pi-than last week's episode.

Q 3.53 Listen again.Complete the questions.

What are you doing1 DO yOU a!Wove wotc.u Doctor Who on

Saturdays? d;.-i he anyone interesting?

W ho_ U/oc _Tutankhamun?Did the Doctor wkit the Pyramids?

What d;j he do with the treasure? Are you going to watch the show?

I p Match the questions in Exercise 8 with the answers.

I'm watching TV. Yes, I am. 7 No, he didn't. 5 I don't know, c,

Yes, I do. 2 He was a pharaoh. Yes, he did. 5

Up) Work in pairs. Imagine an episode of Doctor Who, then answer these questions.

1 Where did the Doctor go?2 What was the date?3 Did he meet anyone interesting?4 What did he see?5 What did he do?6 Did he save anyone?

Now write about your episode.

la st Week 1 Watched Doctor Who. I t Was really gooAl The Doctor travelled to ... fie m e t... fie sa W ... he save A ...

9 different time expressions in the (H exercise.^ Give them time to do the exercise.

Check answers.

® Answers —► student page

Tapescript—t e n d o f notes

exercise 7 3.52

SPlay the recording while students listen and answer the question.Check the answer.

Answers —► student page

Exercise 8 1 1 3 . 5 3

Play the recording again while students listen and do the exercise.Check answers.

Answers —► student page

Tapescript —► end o f notes

Give pairs time to do the exercise.

[> Check answers.

Answers —► student page

Exercise 10b> (Books closed) Give pairs

time to imagine their episode.(Books open) Give the same pairs time to answer the questions.

Exercise 11Give students time to write.Remind them to put the Try this! advice in Unit 9d, page 97, into practice, and to exchange their work with a friend to check when they’ve finished.

Exercises 7 and 8 - Tapescript

Girl: Hey, what are you doing?Boy: I ’m watching TV. Doctor Who is on tonight.Girl: Do you always watch Doctor Who on Saturdays?Boy: Yes, I do. It’s great! Last week he travelled to Egypt.Girl: Cool! Did he meet anyone interesting?Boy: Yes, he did. He met Tutankhamun - he saved him from an alien!Girl: Who was Tutankhamun?Boy: He was a pharaoh 3,300 years ago. He was only nine years old! Girl: Only nine - that’s amazing!Did the Doctor visit the Pyramids? Boy: No, he didn’t, but he found some treasure.Girl: What did he do with the treasure?Boy: I don’t know ...Boy: Hey, it’s starting.Girl: Are you going to watch the show?Boy: Yes, I am. I ’m going to find out about the treasure.Girl: OK. See you tomorrow ... bye.

Exercise 9

Language reviewedGrammar: review: units 6-9 Pre-teach: bury, hole

Culture notesAnyone can make a time capsule! People choose objects that they think are typical of our day and age. They put them in a strong, air-tight container and bury it for people of the future, or aliens, to find. There are even time capsules in space these days, the two Pioneer Plaques and the two Voyager Golden Records.

Exercise 1 3.54

P> (Books closed) Write the words in the word pool on the board.Ask the class to guess what the items might have in common, e.g. I think they are holiday things.

£) Use the photos to generate interest and recycle vocabulary.(Books open) Play the recording while students listen, follow the text and tick.

t> Ask students to compare their answers with a partner.

& Check answers.

Answers —► student page

Exercise 2Give students time to read the text again and to do the exercise.

^ Ask them to compare their answers with a friend.

^ Check answers, referring to the text.

Answers —► student page

people O? •Vke Pu-Vuvs aCvc +r

Hy£ 2] sr ce»iHwy? I ers help WiV'a *1 Discovery Hvh£ StoJe.

We’ve ouv capsuleo’a 26Vk Jwe. ^eviA yow VUivvgs iv\ V>e£«ve H\e*il

1BenMonica

KatieBen

Katie

BenRavi

Katie

Ravi

BenMonicaBen

Monica, you’re just in time!We've gota lot of things for the time capsule. Where are we burying it?We have to make a hole somewhere.I've never buried a time capsule. What have you found for it, Katie?An old mobile phone. I haven't used it for a longtime.I’ve got some football magazines...I've taken some photos of our town, and I've got my favourite Spiderman DVD. How will people watch it? They won’t have DVD players.Ben's Playstation plays DVDs. That must go in the time capsule too.Hey! You can't bury my Playstation!Will people really find the capsule?Who knows?

Later that d a y ...Monica Hey! Someone has taken ourtime

capsule.Ben Hang on. They've left something... Ravi Look! It's a CD. We should listen to it.

Maybe it's a message from the future!

3.54 Read and listen. Tick the things the children put in the time capsule.

magazines / | a DVD player

books food photos/a CD a mobile phone/ a D VD /

©

Exercise 3 Q 3.55

p Give students time to look at the pictures before they listen to the recording twice. The second time, stop to ask the class to repeat the target language copying the intonation, and ask for each answer.

Answers — student page

Exercise 4§> Give students time to do the

exercise.

§? Ask them to compare their answer with a friend.Check answers.

Answers

b I ’ve never buried a time capsule.

c I haven’t used it fo r a long time, d We should listen to it. e We have to make a hole

somewhere, f That must go in the time

capside. g Wloere are we burying it?

Read again. Complete the sentences.

^ They're burying the time capsule in a hole.Ren hasn't buried a time capsule before.

Ko-Mp ‘s burying an old mobile phone.* People won't watch the Spiderman DVD £ because they won't have DVD player*^ 5 At the end, thefimp rapcoIphas disappeared. ^ The children find a CD

•^alking Tips!

Q 3.55 Listen, repeat and match.

^ Who knows? 6 ■ ll You're just in time! A

„ - #

r e v ie w : units 6-9

Read the dialogue. Find one example of:

will f utu re: How will people ...present perfect with ever / never.present perfect with for/since:should:have to:must:present continuous for future:

Choose the correct words.

The children bury / (re burying)the time capsule on 26th June.Have youfever)/ never buried a time capsule? People in the future aren't /(won't)know a lot about the 21st century.We(should)/ have find interesting things for the time capsule.We(mustn'f)/ haven't bury food.We(hav&y must to choose small things.The children haven't seen the time capsule for /(since)ihe morning.

ListeningQ 3.55 Listen to the message on the children's

CD. Answer the questions.

1 Which century is Raven from? 25th century.2 Which thing from the time capsule did he like? t h e DVD

3 When is he going to visit? 5 p.m. on Friday

4 Who is Raven? Ravi

sas -y J a i

m-

In pairs, choose five things for your own time capsule. Use the list below to help you.

photos of your town a computer game a magazine a phone a watch a baseball cap your favourite book

a penan MP3 player football boots____ ?

?

Remember: you mustn't have food in the capsule!

'-'Tip: It can help students to ibccasionally compare English

^grammar to the grammar of your g3w n language. It’s best not to

do this often, to encourage your Stud ents to think in English.

cercise 5Give students time to do the exercise.

?P Ask them to compare their answers ■ J with a friend.•

A _________________________________

Check answers.

Answers —> student page

3.56Exercise 6& Use the photo to recycle

vocabulary. Ask the class to guess what was on the CD.Play the recording while students listen and answer the questions.

f3> Ask them to compare their answers with a friend.

Check answers.

Answers —► student page

Tjpescript —► end o f notes

Exercise 7^ Give pairs time to do

the activity. Move round, prompting and correcting.

Suggestion: Ask each pair to present their ideas to the class. You could take a class vote on the best capsule.

Suggestion: Ask students to write about their time capsule and to draw it. Ask them to explain their choices. Make a class display!

Exercise 6 - Tapescript

Ravi: Hello everyone. I am Raven from the 25th century. Thank you for your time capsule. It was very interesting. I really liked the Spider Man DVD. This message has travelled through time and space ...I am coming to visit you at 5 p.m. on Friday. I have never met people from your time before.Monica: It’s a joke!Ravi: Or maybe not. Hey! What time is it now?B en : It’s nearly five o ’clock.Katie: Wait a minute. Play it again. I think we know Raven ...Ben: What’s so funny, Ravi?Monica: Ravi, Ravi? It’s you!Ben: What have you done with our time capsule?

Grammar worksheet TO, page 146.

Danny: We'll be home soon. AJ: I'm looking forward to seeing my friends.

Tara: Well, I'm going to miss the island .../ and my tree house. I'm sad about leaving.

AJ: Look at the volcano! Tara: Wow!Pilot; We left just in time.

"3 Danny: Well, we made new friends. / ; Tara: And we found treasure too.

: AJ: The treasure! Oh no! We've left i it on the island.

A J: Miss the island? Miss the insects and the crocodiles? Fish for dinner every day, and no shower! I was tired of living on the island.

Pilot: Treasure? Well, we can’t go back for it now. Danny: Hey! Look at Nipper!A J: It's the treasure!

Tara: Clever crab! Bonzo: Crrr!

Grammar: adjective + prepositionFunctions: talking about your feelings

Exercise 1 f t 3.57

§> (Books closed) Tell the students it’s time for another episode of Adventure Island. Ask students what they can remember about the last episode. (TJoe helicopter arrived, but Bonzo ivasn’t there. The children went to the tree ho use to look fo r him. Bonzo rescued Nipper and got in the helicopter. Nipper said thank you. The children were happy.)Ask the class to remind you what they think will happen next, e.g. I think the children will go back to the island. Give them time to look at the cartoons they drew in Unit 9c.

§> (Books open) Play the recording once or twice while your students listen and read the cartoon.

j$> Give students time to do the exercise individually.Ask them to compare their answers with a friend.Check answers, referring to the relevant parts of the text.

Answers —► student page

Exercise 2fs> Give pairs time to

decipher Nipper’s notes.f£> Ask a volunteer to write

the deciphered note on the board.

Answers —► student page

©

Exercise 3§> Ask groups of five to act out the

cartoon, then to change roles and practise again. You could ask the groups to perform for the class.

GrammarGive students time to study the grammar box.Ask them to underline examples of the target language in the cartoon.

Exercise 4§> Give students time to do the

exercise.Check answers.

Answers —► student page

Exercise 5Give students time to write. Remind them to refer back to the grammar box to help them.

• 5

3.57 Listen and read. Answer the questions.

Who does AJ want to see? Her friends.What did Tara like on the island? he r free house Which animals didn't A J like on the island? inf€Ctro,'J

crocodilesWhat have they left on the island? the treasu re

%Can you read Nipper's notes?

Why is Nipper Clever? he has qot some o f th e

V-e.V'c ViVe. s. *>>. Wo we- \ *C<\ ' '•<'

■£p W rite five true sentences about you and your family and friends. Use adjectives from the grammar box.

My brother is good ot football.

Functions; ta lk ing about your feelings

Q 3.58 Who is speaking? Match, listen and check.

Danny 5

W e've \ e ft th e inland bu t We | have n 't I e f t all the treasure. I ’m a c le ve r crab !

Act out the Adventure Island cartoon with our friends.

I adjective + preposition

0 I'm sad / happy/excited about leaving.^ He’s good / bad at football.

They're tired / scared of living on the island.

Complete the sentences. Use at, of or about 0 a n d the verb in the correct form.

^ Tara is sad about leaving (leave) her tree house.2 The children are tired of eafma (eat) fish.

^ The man isgood nt //ying (fly)the helicopter. ^ AJ is exciteckbot/PnQVmgfhave) a shower soon.

5 The children are happ^w-t£££ina (see) the I P treasure again.

They were scared of lining (live) near the volcano.

Nipper 5

I'm going to miss my animal friends.2 I can’t wait to wash my hair!3 I'm going to miss my rock pool.4 I'm looking forward to having a sleep.5 I'm going to miss my raft.

Speaking^ Work with a friend. Imagine you are going to stay on Adventure Island. Say what you:

• a re/aren ’t going to miss about home• are / aren't looking forward to on the island• can’t wait to do on the island.

A I ’m looking forward to meeting some friendly crabs. B I 'm going to miss my family and friends.

Tip: Regularly remind your students ®where they can find help in the (^Students’ Book. Students of this age ,g tend to focus on the task in hand

and often try to use their memories ' v rather than checking. Draw their ® attention to other Discover English A 2 resources too.

$ Suggestion: Ask pairs to guess what 'peach other are not excited/sad/

happy about etc., e.g. I think you’re / no t happy about the test next week!

i f

M _____________

0 3.58Exercise 6^ Play the recording, pausing for

students to repeat each sentence.S* Give them time to do the matching

exercise.^ Play the recording again while

students listen and check their answers.

§&» Check answers.

Answers —► student page

Tapescript —► end o f notesm m

O Give pairs time to do the activity. jVlove round, correcting and prompting.

O Ask the class to tell you their ideas.

Suggestion: Ask students to look back at all of the Adventure Island episodes, and to decide which they liked the most. (Books closed) Ask them to tell a friend about it.

Exercise 7

Suggestion: Play Hot Seat (see Introduction page 19) with words from Adventure Island.

Suggestion: Ask groups of three or four to make up ten quiz questions about Adventure Island to try on another group or the class!

Exercise 6 - Tapescript

lTara: I’m going to miss my animal friends.Narrator: It’s Tara!

AJ: I can’t wait to wash my hair. Narrator: It’s AJ!

Nipper: I ’m going to miss my rock pool.Narrator: It’s Nipper!

Bonzo: I’m looking forward to having a sleep.Narrator: It’s Bonzo!

AJ: I’m going to miss my raft. Narrator: It’s Danny!

Photocopiable resource TO, page

164.

Grammar: review units 1-10Vocabulary: people in history, periods of timeFunctions: talking about feelingsPre-teach: rooftop, rushing

Exercise 1i> Give students time to do

the exercise.Ask them to compare their answers with a friend.

£> Check answers.

Answers —► student page

Suggestion: Ask pairs to make their own revision word snake using vocabulary from the Students’ Book to try on friends.

Exercise 2Give students time to do the matching exercise.

f> Check answers.

Answers —► student page

Suggestion: Alternatively, divide the class into two. Ask volunteers from each group questions in turn. Give a point for a correct answer.

Exercise 3Give students time to do the exercise.

§> Ask them to compare their answers with a friend.

p Check answers.

Answers —► student page

■fir w&EEUifflam 4

Find twelve words from this unit. Write them in the correct column.

Order the questions. Imagine you're going on holiday. Answer them.

on holiday are you When going ?V/hsn are you going on holiday? I'm going to ...are How you to get there going ? you been Have there before ? have to do you What take with you ? be like What the weather will ? go did Where you last year ?

1

People in history Periods of time

emperor fortn ight, seconA,q u een , P haraoh , millennium, hour,qlaAlator, km g, >o!Aier century, season

ig£) Match the periods of time.

1 four seasons2 two weeks'3 forty-eight hours'4 sixty minutes-5 one hundred years'6 thirty seconds-

two days half a minute one year one fortnight one century one hour

} Choose the correct words.

Hurry up! You(re leaving)/ left in five minutes, rve^ever been)/ never go in a rocket before. Don't worry. Y o u 'll© / were OK.You haven't / (mustn'pforget your camera.You should(fak j)/ to take an umbrella too.It's a long way, but I've got(some)/ any comics to read.

Complete the sentences. Use about, of or at.1 They were excited about going on holiday.2 He wasn't scared of flying in a rocket.3 I am good _ o j _ taking photos.4 She was tired nf reading comics.5 We were excited about travelling in an

aeroplane.

P r m m c m t i m the letter c

, © Q 3.59 Listen and repeat.

C e cily <?vv\<A

CyocoA' e. ccvAe fo pv£\cHc€ fu/ice o\ cenf iAvy.

Exercise 4§> Give students time to do the

ordering exercise.§> Ask them to compare their answers

with a friend.Check answers.

P> Give students time to answer the questions. Move round, checking and prompting.

Answers

1 When are you going on holidayP/I’m going in August/ the summer, etc.

2 How are you going to get thereP/I’m going by car/plane, etc.

3 Have you been there before?/ Yes, I have ./No, I haven’t.

4 WJoat do you have to take ivith you?/I have to take ...

5 What will the weather be lik.e?/J think it ivill be sunny/wet, etc.

6 Where did you go last year?/I went to ...

3

J *

® :y^ctlo3isO p t Imagine you are travelling to the future. ^ V r i t e five sentences. Use these ideas.

^ h o m e w o rk best friend meeting new people ■ ^ exploring space seeing new things

Q'/n (not) going to miss... I'm (not) looking ^>rward to ... I can’t wait to...

fltonsolidationQ 3.60 Listen and complete the dialogue.

songQ 3.51 Listen and complete the song. Listen

again and sing.

€3f5 now why past time forward j

^ lo n ic a Hey, did you see Time Detectives last night?No, I didn't. 1Was it good?It was cool. It was all about the Romans.

€

atielonicaavionica

j :__studied the Romans.<hou\A -they're really

r^- a vi -jyionica tavi

^ atie

"'avi lonica

I veWell, you :interesting. Tfiey^were good soldiers and they were4 working too. They made amazing roads.What did they do in their free time?They watched gladiators.Gladiator - that's one of my favourite films.T h e6 rmprroi- was very mean in

M 8 (Dff ODD© [MSffi©Standing on a dirty, old rooftopDown below the 'cars in the city go rushing byI sit here alone and I wonder2 i*,u»

Cladiator.A lot of Roman7 enoerorc were horrible.

Monica ... and strange. One emperor talked to his horse! The horse helped him do his job!

||pavi That's not strange. I talk to Yoda ... but h e8 Aoetn’f help me do my homework!

^ la t ie / Monica Oh, Ravi!

•JThe Romans introduced

J cats, carrots and false ^ teeth to England!

Come on, guys, keep moving 3fnrunrA Hold your head up high There's no4 finop for looking down You will not believe where we're going5. Here we go, let me remind you Look ahead, th e 6 pod- is behind you ChorusWe're the kids of the future!

nolv

I can talk about people in history.I can use periods of time.I can remember the grammar from units 1 -9. I can use adjectives + preposition.I can talk about my feelings.

•ercise 50 Give students time to do the |p exercise.% Ask them to compare their answers ^ with a friend.

Check answers.

# Answers —► student page

Exercise 6 3 . 5 9

> Play the recording once or twice while students listen.Play it again for students to repeat.

Suggestion: Have the class repeat the two different pronunciations of the letter c in chorus after you.

iJfast finishers: Ask them to write ignore example sentences with ,^he adjective and preposition ^combinations from Unit 10c (page ^ 0 5 ) .

Ask a confident student to give one or two examples to the class before you begin.

fp Give students time to write. Move round, prompting and correcting.

& Ask the class to tell you their ideas.

Exercise 7

Exercise 8 3.60

Play the recording while students listen and do the exercise.Check answers.

Answers —> student page

$ Ask a volunteer to read the Fun fact.

Suggestion: Ask pairs to research a fun historical fact to present to the class!

Exercise 9 w 3.eif>> Use the picture to

generate interest, recycle and pre-teach vocabulary.

§|> Play the recording while students listen and do the exercise.Play the recording again, pausing before each space to elicit and check the answers.

^ Play the recording again once or twice while students sing along!

Answers —► student page

ChecklistSee page 14 of the Introduction for ideas.

2 King Henry VIII (1 4 9 1 -1 5 4 7 ) was

very clever. He was good at languages, music and sport. Henry was very scary too. He had six wives. When he was tired of one wife, he got a new one. He sometimes cut off their heads!

Bffiftfiglk IKfimfsta sane® *3 Queen Boudicca (30ad-61ad)

[ JL lived when the Romans ruled

C England. The Romans were very

v mean to Boudicca and her children.Boudicca was very angry. She and

j m \ her soldiers destroyed the three

\ r \ biggest Roman towns in England.: / I They killed thousands of Romans,

; j J c i b y , — A ..but finally the Romans won.)

___ . 1

j© \ f f y//y \\

(jF n

j \\

k W iu

/ y\I

/ $ v ZllIA }

3 Queen V ictoria (1 8 1 9 -1 9 0 1 was Britain’s smallest queen

and its longest ruler. Victoria had the biggest family too - nin children and forty grandchildren There were a lot of new things ii Britain when Victoria was queer - trains, cars, electric lights and free schools, for example.

m

ReadingQ 3.62 Read and listen. Match the

pictures with the kings and queens.

1p> Read again. Answer the questions.

W ho...1 was good at sport? King Henry VIII2 had forty grandchildren? Queen Victoria

3 didn't like the Romans? Queen douJicca4 ruled the longest? Q veer, V ictoria

5 had six wives? hen ry V III6 destroyed three towns? Q ueen B o u d icca

Kings and QueensThink of a king ora queen from history.

Complete a factfile. Tell your friend.

Name:Date:

Country:Appearance and /or character:Famous because:

O Write about your king or queen.Find a picture for your project.

Language revisedFunctions: talking about people from historyPre-teach: freePreparation: Exercise 3.Book a computer facility if you have one available so your students can research a king or queen on the Internet. Alternatively, ask your students to find out about a king or queen before the class.

Culture notesIf you would like more information about British kings, queens and history in general, http://www.bbc. co.uk/history is a good place to start.

Exercise 1 u 3,62(Books closed) Ask the class history questions, e.g. 1. Who is the Queen o f the United Kingdom? (Elizabeth II.) 2. When did she become Queen? a) 1952 b) 1982 c) 1998? 3. Name two fam ous young British princes. (Prince William and Prince Harry.)CBooks open) Ask the class to describe the pictures. Remember to recycle all the vocabulary you can!Play the recording while students listen and follow the texts.

& Give them time to do the matching exercise.

& Check answers.

Answers —> student page

Exercise 2Give students time to read the text again and to answer the questions.Ask them to compare their answers with a friend.

Check answers, referring to the relevant parts of the text. You might like to draw your students’ attention to the irregular plural wives.

Answers —> student page

Exercise 3Give your students time to complete the factfile using the information they’ve brought. Alternatively, ask the class to

research a king or queen on the Internet before they complete the factfile.

D> Ask pairs to exchange informatioi

Exercise 4§> Give students time to write. Move

round, prompting and correcting. If they can’t find a nice photo, or you don’t have access to a printer ask them to draw their king or queen.

# Make a class display!

, -V, -■:A . ■-. '

_STARTERcomputerskeyboard

mouse

mouse matIprinter

'screen

•speakers

years^eighteen ninety-nine

^nineteen ninety-eight

^nineteen ninety-nine

|two thousand and five

^two thousand and one

jdther^cartoon

^climbing

sing in a band

text friends

frequency adverbsalways

never

often

sometimes

usually

TV programmesa cartoon

a quiz show

a series

a sports programme

a wildlife show

the news

otherargue

clean (v)

difficult

easy

end (n)

fall

footprint

hard

hip-hop

hut

life

national

shell

Slowdown!

street dancing

superhero

That’s impossible!

three times

otherabout (=approximately)

challenge

coconut

countable

cranberry

crocodiledangerous

fridgehotdog

I'd like...

It's delicious!

It's very good for you!lemon

metal

octopus

pancake

pass

plate

plural

pumpkin pie

smoothie

stir-fry

sugar

Thanksgiving

turkey

uncountable

vegetables

UNIT 3storiesan adventure story

a comedy

a horror story

a mystery

a romance

a sci-fi story

time expressionsa long time ago

last weekend

three hours ago

yesterday

11 - - |

suddenly

tonight

treasure

underwater

places adjectivesboring

otherappear

creature

diamond

Don't panic!

fact

fiction

fire

footprint

hairy

Himalayan

human

I'm freezing!

jewel

lake

monster

photograph (v)

pirate

police officer

president

scientist

ship

spooky

places in townairport

bridge

harbour

museum

restaurant

shopping centre

sports stadium

theatre

tower

town square

otherbetter

the best

bought

dock

comparative

cousin

dinosaur

diplodocus

enough

got

helicopter

high

How abou t...?

I feel terrible! .

key ring

more

M m

1SS

wash clothesotheradventure

Are you sure?

bottom

correct

most

natural musicalinstrumentscello

drums

electric guitar

flute

keyboard

saxophone

trumpet

violin

xylophone

emergencyservicesambulance

ambulance officer

coastguard

fire engine

fire fighter

helicopter

lifeboat

police car

police officer

rescue pilot

souvenir

strong

Sunset Boulevard

superlative

surfboard

theme park

ticket

mineescape

exploretheirs

whoseFather Christmas

Grand Canyon

hotelanotherjourney

kilometre

Lapland

match

metre

Nevermind!

next m onth/year

Northern Lights

reindeer

snowboarding

snowmobile

:rregular past participlesbeen

given

arriveWalk of Fame

What a b o u t...?

What an amazing view!

Why don't w e ... ?

worse

the worst

breakfast

come true

control

engineer

exercise (v)

experiment (n)

find out

waveswritten

the natural world otheraccident

address

anyone

anything

anywhere

crime

danger

fan clubsalbum

autograph

concert

sponsorcanyon

cave

Mercury

outside

Perfect!

plastic

quiz

another

ready

robot

Saturn

shooting star

surface

tourist

Venus

united

wrongocean

river

volcano

edge

electricity

foggy

spacealiens

astronaut

Earth

Moon

planet

star

spaceship

space station

space suit

telescope

numbers TOO 1,000,000hundred

million

thousand

calendar

Calm down!

Check this out!

disaster

Hang on!

How long. . . ?

hurricane

in trouble

lonely

must

mustn't

questions with howHow d eep ...?

How f a r ...?

How high ...?

How w id e ...?

experience

garage

Guess what?

internet cafe

no one

nothing

nowhere

choresclean your shoes

cook your food

do the dishes

empty the bin

make the bed

tidy your room

prepositions of movementaround

away from

over

through

towards

under

nervous

types of musicclassical

never

orchestra

record (n)

superfan

tree house

rescue

season

since

snowboard

someone

something

somewhere

storm

What's wrong?

windy

zone

UNIT 9characteradjectivesclever

confident

hard-working

kind

lazy

mean

shy

stupid

verb + prepositionagree with

argue with

laugh at

listen to

talkto

worry about

agreeing and disagreeingI agree.

I don't agree.

Noway!

You're right.

otheradvice

appearance

bowling alley

character

description

I can’t wait!

I'm starving!

interests

invitation

invite

join

secret (n)

should

touch

UNITIOpeople in historyemperor

gladiator

king

pharaoh

queen

soldier

periods of timecentury

day

fortnight

hour

minute

month

season

second

week

year

adjective + prepositionbad at

excited about

good at

happy about

sad about

scared of

tired of

otherbury

clockwork

cut off

destroy

DVD player

electric

episode

free

hole

I can't wait t o ...

I'm going to miss...

I'm looking forward

to. . .

introduce

pyramid

Roman

rule (v)

ruler

save

time capsule

time machine

universe

wife / wives

Who knows?

You're just in time!

ij N13 3’ shelf

'counter

hillshop assistant

queue

UNIT 1 UN IT 4 m m i UN ITmicrophone wheel ladder crown

glue pavement tennis racket armour

earphones skyscraper drumsticks throne

necklace truck cymbal shield

paintbrush bush golf clubs sword

UMT2 u n i t 5 U N IT Sbottle deer helmet

jug leaf stretcher

slice branch lifejacket

napkin stalk siren

tray trunk dial

UNIT 6washing machine

sink

tap

shoe polish

frying pan

v m i vlane

skittles

screen

bowling ball

gutter

mi

Starter unit A Join Discovery Web1 magazine lizard T-shirt watch drink jacket

2 1 magazine 2 jacket 3 lizard 4 drink 5 watch 6 T-shirt

3 1 mouth 2 hair 3 ears 4 eyes 5 nose

4 1 true Ravi has got a pet.2 true His name is Yoda.3 true Yoda is very small.4 true He is clever.5 false H e’s got six legs.6 false He’s got big ears.

5 1 is 2 hasn’t got 3 isn ’t 4 are 5 hasn’t got 6 has got 7 aren’t 8 have got

6 1 How old is she? 2 Has she got a pet lizard?3 Axe Monica and Ben h er friends? 4 Have they got a website?Id 2 b 3 a 4 c

7 1 Ravi has got a lizard. 2 Monica has got a saxophone 3 Katie has got a mobile phone.4 Monica and Ben have got a website.

8 Students’ own answers.

Starter unit B Meet The Team!1 1 mouse mat 2 screen 3 printer 4 keyboard

5 speakers

2 1 1898 2 1990 3 1987 4 2001 5 18066 2016

3 1 eighteen ninety-eight 2 nineteen sixty-eight 3 twenty eleven 4 two thousand and one5 nineteen eighty 6 eighteen eighty-seven

4 I d 2 c 3 e 4 a 5 b

5 1 take photos climb walls dance2 swim take photos dance

6 1 Yes, she can. 2 Yes, she can. 3 No, she can’t. 4 Yes, she can. 5 No, she can’t.

7 1 What can Koko do? 2 How old is she?3 Can she speak English? 4 Has she got blue eyes? 5 Can she paint?

8 l a 2 e 3 d 4 b 5 c

9 Name: Koko Year o f Birth: 1972 Hobby: painting She can: use a keyboard

1 0 Students ’ own answers.

Starter unit C Adventure Island1 1 Danny is a boy. 2 AJ is a girl. 3 Bonzo is a

dog. 4 Nipper is a crab.

2 1 island 2 dog 3 name 4 crab 5 Nipper6 happy 7 favourite 8 likes

3 1 Stand up! 2 Look! 3 Come here!4 Don’t talk!

Unit 1 Fun!____________________________1 1 sing in a band 2 make jewellery 3 draw

cartoons 4 play board games 5 text friends 6 read books 7 collect cards 8 m ake model planes 9 listen to the radio 1.0 go rollerblading

2 Students’own answers.

3 Students' own answers.

Unit la After S c h o o l________________1 1 That’s impossible! 2 Slow down!

2 1 Sue watches TV on Mondays. 2 Sue eats an apple on Tuesdays. 3 Sue sings in a band on Wednesdays. 4 Sue goes climbing on Thursdays. 5 Sue plays football on Fridays.6 Sue listens to the radio on Saturdays.7 Sue stays in bed on Sundays.

3 1 Ben reads magazines on Sundays. 2 Katie doesn’t go rollerblading on Saturdays. 3 We don’t watch TV on Sunday mornings. 4 Ben does homework on Saturday evenings. 5 I listen to music on Fridays. 6 They don’t go clim bing on Thursdays.

4 Students should circle these words: usually, always, often, never, sometimes

5 Let’s go rollerblading today.

6 1 Monica always plays board games. 2 Ravi never plays football. 3 Katie som etim es draws cartoons. 4 Ben often takes photos.

7 1 Ben. 2 Ravi. 3 Katie. 4 Monica.

8 1 How often do you sing? 2 W hen do you listen to music? 3 How often do you make jewellery? 4 When do you watch TV? 5 Where do you usually study?

9 Students ’ own answers.

Unit lb No TV Day1 l a cartoon 2 a series 3 a sports programme

4 the news 5 a wildlife show 6 a quiz show

2 Monday Tuesday Wednesday Thursday Friday Saturday Sunday

3 1 true 2 true 3 false 4 true 5 true 6 false

4 1 wear 2 winning 3 carry 4 throwing

5 1 talking 2 wearing 3 throwing 4 carrying5 winning

6 1 W here is the programme coming from?2 What are the teams wearing? 3 What is the player in red doing? 4 What are the red team doing? 5 W ho is winning the game?

7 1 Bangkok. 2 Red or green. 3 Throwing the ball to a goal. 4 They are carrying the ball.5 The red team.

8 Students’own answers.

Unit 1 c Adventure Island1 1 I wear a uniform at school. 2 I(aTn wearing)

shorts. 3 1 eat hamburgers at lunchtime.4 I (gin eating) fish. 5 We play sport after school. 6 We(are playing)with Bonzo.

2 1 I w ear a uniform at school every day.2 I am wearing shorts at the moment.3 I eat hamburgers at lunchtime every day.4 1 am eating fish at the moment.5 We play sport after school every day.6 We are playing with Bonzo at the moment.

3 1 m akes 2 are playing 3 win 4 stop 5 is helping 6 are wearing 7 cook

4 1 She doesn’t make jewellery at the weekend.2 We aren't playing board games at the moment.3 They don’t win every match. 4 At lunchtime I don’t stop work. 5 He isn’t helping his friends now'. 6 You aren’t wearing new trousers today. 7 You don’t cook the lunch ever)' day.

5 1 D oes 2 Is 3 Are 4 Do 5 Do

6 and 7 Students’ own answers.

6 1. Yes, he does. 2. No, she isn’t. 3 Yes, they are. 4 No, they don’t. 5 Yes, they do.6 and 7 Students' own answers.

7 Bonzo is helping AJ with her jewellery.They are looking for shells.Then he has an idea!Now, Nipper is helping them with the jewellery too!

8 1 every 2 are 3 getting 4 Do

9 1 Yes, they do. 2 No, he doesn’t. 3 Yes, they do.

Unit 1 d What's New?1 Sometimes we play football. 2 We play table tennis too. 3 We can do painting too. 4 We’re learning how to m ake jewellery.

1 He goes to a club. 2 They’re from the Netherlands. 3 They all speak English.4 H e’s making jewellery. H e’s m aking a present for his sister. 5 They are making masks.6 Their parents are helping them.

Students’ oivn answers.

Unit 2 I'm Hungry!1 1 eggs 2 strawberries 3 crisps 4 carrots

5 cheese 6 biscuits 7 bananas 8 sausages 9 bread 10 meat 11 fizzy drink 12 beans 13 onion 14 potatoes

2 l a glass o f water 2 a bowl o f fruit3 a bag of crisps 4 a can o f fizzy drink 5 a plate o f biscuits

3 Students' oum answers.

Unit 2a Health Food Day

breada potato

a biscuit

a sausage

an egg

4 1 som e 2 som e 3 any 4 som e 5 any 6 some 7 any 8 som e

5 1 Has Rowena got any beans? 2 Has Ron got any fruit? 3 Has Reg got any strawberries? 4 Have Rick and Ron got any chocolate? 5 Have Reg and Rick got any cheese?

6 1 No, she hasn’t. 2 No, he hasn't. 3 Yes, he has. 4 No, they haven’t. 5 No, they haven’t.

7 Students’ own answers.

8 1 true 2 true 3 false 4 false 5 false 6 true

9 Possible answers:1 I ’ve got som e tom atoes.2 I haven’t got any rice.3 I ’ve got some water.4 I haven’t got any bananas.

1

2

3

IcHsps) (water) (nee) (parrots) chocolate fizzy drink (fis^) (fa la3 ) biscuits (fru it)

1 IT ’S GOOD FOR YOU!2 IT ’S DELICIOUS!

un coun tab leco u n tab le

5 I’ve got som e strawberries.6 I've got som e chocolate.

jilt 2b Don't Do This At Home1 true 2 false 3 false 4 false

Possible answers:M onica’s fridge: There isn’t much fruit.There isn't an)- water. There aren't many eggs. There are a lot o f sausages.Ravi’s fridge: There's a lot o f rice. There are a lot o f apples. There isn’t much fish. There isn’t much cheese.

1 much 2 any 3 a lot o f 4 a lot o f 5 much 6 much

1 How many eggs do you eat? 2 How much water do you drink? 3 How many biscuits do you eat? 4 How many bananas do you eat?5 How much meat do you eat?

Stndents' own answers.

Students’ own answers.

1 How many 2 How much 3 How many4 How many 5 How much 6 How much

ait 2c Adventure IslandStudents should circle these words: crab, coconut, bean, onion, meat, egg, juice, bread Extra letters are: CDHSIAWN

sandwich

1 a lot of 2 many 3 much 4 many 5 much6 a lot o f 7 a lot o f picture A.

1 How much juice do you drink?I drink three bowls o f juice.

2 How many crabs do you eat?1 don’t eat any crabs!

3 How many bananas do you eat?I eat six bananas.

4 How much juice do you drink?1 don’t drink any juice.

5 How many crabs do you eat?Yum! I eat a lot o f crabs!

6 How many bananas do you eat?I eat fifteen bananas./I eat a lot o f bananas.

A: Would you like som e juice?B: Yes, please. Can I have a biscuit too, please?A: O f course. Here you are.B: Mmm! T he juice is delicious!A: Oh no! There are insects on the plate!B: Yuk! T hat’s disgusting!

1 Would you like a hotdog, Bonzo?2 Would you like som e insect juice, AJ?3 Would you like a coconut, Danny?

1 No, thank you. 2 Yuk! That’s disgusting!3 Mmm! Delicious!

There isn’t much food here.It’s a dog’s life, man! I would love a< ausage) Or some (m eat) in a can. Would you like acgoconup1 A

(fisij)or a(grajj? There's not a lot to eat. This is all we have.

See circled words in Exercise 8 above.

3tT2d Let's Revise!1 vegetables 2 fish 3 carrot 4 sandwich5 meat 6 beans

1 biscuits 2 water 3 sausages 4 juice 5 rice6 fizzy drink

1 an 2 som e 3 som e 4 som e 5 a

1 much 2 many 3 much 4 a lot o f 5 a lot o f

1 any / any 2 an / is 3 carrot / isn ’t4 any / are

6 1 Would 2 like 3 Can 4 pass 5 o f 6 course 7 have S som e 9 Here 10 are

Unit 3 Stories

Unit 3a A Scary Story1 1 I’m freezing. 2 Don’t panic. 3 Slow down.

4 That’s impossible.

2 1 two w eeks ago 2 ten days ago 3 four hours ago 4 last month 5 last year

3 1 two months ago 2 ten days ago 3 a week ago4 six days ago 5 five months ago 6 Students’ own answers.

4 1 W here were you five hours ago?2 W here were you last Christmas? 3 W here were you last Sunday? 4 Where were you last June?5 Where were you 30 minutes ago?

5 Students’ own answers.

6 a 5 b l c 3 d 6 e 4 f 2 g 7

7 1 was 2 were 3 was 4 weren’t 5 was6 wasn't 7 was

8 1 was 2 was 3 were 4 weren’t 5 wasn’t 6 were

9 1 W here w ere you last week? 2 Where were you an hour ago? 3 W here were your family last summer? 4 Where were your friends last weekend?

1 0 Stndents' own answers.

Unit 3b Fact or Fiction?1 I d 2 c 3 e 4 b 5 a

2 I c 2 f 3 d 4 a 5 b 6 e

3 Possible answers: 1 studied 2 went 3 saw4 watched 5 heard 6 hid

4 Students’ own answers.

5 1 heard 2 had 3 liked 4 went 5 made6 watched 7 saw 8 were 9 was 10 hid

6 1 went 2 heard 3 were 4 watched 5 hid6 saw 7 had 8 made 9 liked 10 was

7 1 It lived in a cave. 2 It ate the people’s sheep and hid in its cave. 3 He made som e food for the dragon. 4 Fire cam e out of the dragon’s mouth. 5 It disappeared.

8 Possible sentences:1 The dragon didn’t live in England.2 The clever mah didn't make good food.3 The people didn’t like dragons.4 The girls didn't see the dragon at night.5 The people didn’t eat dragons.6 The clever man didn't eat good food.

9 Students' own answers.

1 0 Students' own answers.

Unit 3c Adventure Island1 Verbs: look m ake looked made

Nouns: map key boat treasure

2 a looked b made

3 l b 2 c 3 a 4 d

4 1 Yes, I went with Jill and Will. 2 We found it in a cave. 3 No, I didn't take it. 4 What ring? Oh! I don't know!

5 What? a map Why? because they were scared Who? Danny’s friend W here? on an island When? a long time ago

6 1 Who is AJ? AJ is Danny's friend.2 W here are they? On an island.3 W hat did they find? They found a map.4 When did the pirates com e? The pirates cam e to the island a long time ago.5 Why did they go? They w ent because they were scared.

7 1 see 2 found 3 like 4 thinking

8 1 Bonzo found a map. 2 No, he didn’t. 3 No, he w asn’t.

Unit 3d The Blue Diamond1 Stor)> A

1 The Robinson family went out for the day.2 They went on a boat on the lake.3 It was cold and diey didn’t swim.4 They sang songs on the boat and took photos.5 Suddenly they heard a noise.6 It cam e from the lake.Story B1 Ju les was on the beach one day.2 It was hot and he was bored.3 He saw a girl playing with a ball.4 He wanted to play a joke on the girl.5 He painted his face with straw berry ice cream.6 Then he hid behind a rock.

2 Picture 1 = Story B Picture 2 = Story A

3 Students’ own answers.

4 Students' own answers.

Unit 4 Cities___________________________1 Picture 1: cheap, dry, exciting, noisy, dirty

Picture 2: quiet, expensive, wet, clean, boring

2 Students’ own answers.

Unit 4a London1 1 small 2 noisy 3 dirty 4 old 5 cheap 6 dry

7 exciting 8 hota wet b boring c new d expensive e big f cold g clean h quiet

2 l e 2 h 3 g 4 c 5 d 6 a 7 b 8 f

3

adjective com parative superlative

nice 1 nicer the nicest

2 cheap 3 cheaper the cheapest

cool cooler 4 the coolest

old 5 older the oldest

dry drier 6 the driest

noisy 7 noisier 8 the noisiest

1 coolest 2 nicer 3 cheaper 4 noisier 5 driest6 oldest 7 cheap

ad jective com parative superlative

big bigger the biggest

hot hotter the hottest

quiet quieter the quietest

6 la 2c 3b7 1 C 2 A 3 B 4 A 5 C

8 1 C is taller than B. 2 B is smaller than A.3 C is the noisiest and the oldest. 4 A is happier than B and C. 5 B is the smallest. 6 C is older than A and B.

9 Possible sentences:Our kitchens are the cleanest!Our restauranc is the coolest!Our food is the nicest!Our cakes are the cheapest!Our drinks are the biggest!Our dining room is the newest!

Unit 4b Sydney1 1 harbour 2 tower 3 bridge 4 aiiport

5 theatre 6 museum 7 restaurant 8 sports stadium 9 town 10 shopping centre

2 1 ex + ci + ting = exciting2 beau + ti + ful = beautiful3 bo + ring = boring4 fa + mous = famous

3 1 good 2 the worst 3 the best 4 better5 The worst 6 bad

4 Possible answers (some depend on stndents' opinions).1 The taxi is more expensive than the bus.2 A helicopter ride is more exciting than a museum.3 Surfing is more dangerous than swimming.4 The theatre is m ore interesting than the town square.5 Sydney, Australia is m ore famous than Sydney Canada.

5 1 Two. 2 Picture A. 3 In London. 4 Tower Bridge.

6 1 false 2 false 3 true 4 false 5 false 6 true

7 Is Tower Bridge the most famous bridge in London?

8 1 the m ost exciting 2 more beautiful than3 more dangerous than 4 the most expensive

Unit 4c Adventure Island1 lb 2cl 3e 4c 5a

2 1 It’s too small. / It isn ’t big enough.2 It’s too wet. / It isn’t dry enough.3 It’s too old. / It isn’t new enough.4 It’s too dirty. / It isn ’t clean enough.5 It’s too expensive. / It isn’t cheap enough.

3 strong safe dangerous

4 1 It isn’t strong enough. 2 It isn’t safe enough.3 It's too dangerous.

5 The day was bad at first.Now, I think it’s worse.It’s too hot.I’m feeling sad.Poor me! It’s too bad!The tree was very high And now I want to cry.It isn’t safe.I'm feeling bad.Oh no! 1 want my dad!

6 1 bad 2 safe 3 no 4 sad 5 worse

7 1 What about going for a walk?

2 How about looking at the map?3 Let’s take a drink.4 How about som e food too?5 What about helping with the picnic?6 What about going to the river?

8 Possible answers:1 Why don't you drink som e water?2 How about going for a walk in the forest?3 What about having a swim?4 Why don’t you be quiet?

9 Possible answers:1 How about looking for coconuts?2 Let's m ake a fire.3 Why don't you sing songs?4 What about playing games?

Unit 4d Let's Revise__________________1 1 dry wet

2 expensive cheap3 clean dirty4 boring exciting5 quiet noisy

2 1 bridge 2 sports stadium 3 restaurant4 harbour 5 town square 6 shopping centre

adjective com parative superlative

good 1 better 2 the best

3 bad worse 4 the worst

4 1 Bert’s room is dirty, but Brenda’s is dirtier!2 His music is noisy but hers is noisier!3 His pet is dangerous but hers is more dangerous!4 His shoes are wet but hers are wetter!5 His homework is bad but hers is worse.6 At school, Bert is famous, but she is more famous!

5 1 the most interesting 2 friendly 3 the most exciting 4 older 5 bigger 6 better 7 the best

6 1 It isn’t safe enough. 2 It’s too expensive!3 You aren't old enough. 4 It isn’t cold enough.5 It’s too difficult! 6 It isn’t small enough.

7 Possible answers:1 How' about playing tennis?2 Let’s watch TV.3 What about going for a bike ride?4 What about going to a museum?5 Let’s go to the shopping centre.6 How about going for a swim?

Unit 5 Explore!_________________________1 Students’ oivn answers.

2 1 glacier 2 ocean 3 jungle 4 volcano 5 desert6 river 7 cave 8 canyon

3 The Pacific Ocean

Unit 5a Around The World1 1 freezing 2 amazing view 3 feel terrible

4 Never mind. 5 D on’t panic

2 1 one hundred 2 nine hundred and eighty3 six thousand five hundred and fifty-five4 thirty thousand five hundred 5 eight hundred and twenty thousand 6 one million

3 1 1,400 2 4,703 3 2,800 4 3,7205 five thousand eight hundred and ninety-five

4 1 three thousand two hundred 2 two thousand four hundred 3 sixty-one thousand four hundred and twenty 4 one thousand one hundred and two 5 eight

5 1 How long can you walk in the cave? 2 How far from the US coast are the islands? 3 How many

kilom etres o f islands are there? 4 How d~- the cave? 5 How long is the cave?

1 You can walk in the cave for eight hours.2 The islands are three thousand two hundr kilometres from the United States. 3 There are two thousand four hundred kilometres o islands. 4 The cave is one thousand one hunc and two metres deep. 5 The cave is sixtv-on< thousand four hundred and twenty metres

1 How wide is the widest canyon?It’s 16 kilometres wide.2 How long is the deepest river?It’s 6,400 kilometres long.3 How deep is the deepest lake?It’s 1,620 metres deep.4 How high is die highest mountain?It’s 8 ,850 metres high.

Students' own answers.

Unit 5b On lop Of The World1 Possible sentences:

affirmative1 He is going to watch a match tomorrow.2 They are going to see grandmother next v.3 We are going to study history on Wednesd4 She is going to visit a museum today.

negative5 They aren’t going to visit a museum today.6 He isn't going to see grandmother today.7 It isn’t going to be rainy tomorrow.8 They aren’t going to watch a match next we

2 1 I ’m going to wear boots tomorrow.2 We are going to eat in a restaurant this eve3 My teacher's going to paint die school nex week.4 We're not going to have any homework tomorrow.5 I ’m not going to climb a mountain next ye

3 Students' own answers.

4 1 A: Is Ben going to buy sunglasses?B: No, he isn’t. He’s going to buy sun creai

2 A: Is he going to look for his camera?B: Yes, he is.

3 A: Is he going to clean his bike?B: No, he isn’t. H e’s going to clean his hik boots.

4 A: Is he going to do his homework?B : Yes, he is.

5 A: Is he going to call Ravi?B: No, he isn't. He’s going to call Monica.

5 Students’ own answers.

6 B1 C2 A3

7 1 M 2 T 3 M 4 M 5 T 6 M

8 1 How deep is it going to be? It’s going to b m etres deep.2 How long is it going to be? It’s going to be m etres long.3 How wide is it going to be? It’s going to be m etres wide.4 How far from the house is it going to be? going to be 2 metres away from the house.

Unit 5c Adventure Island1 Students should circle these words: away froi

over, round, under, towards, through

2 1 away from 2 over 3 into 4 through5 around 6 under

3 1 T here’s a desert in A1 and A2.2 In B1 there is a jungle.3 A river goes from D l, through C2 into a la in B2.4 There is a bridge over the river in C2.

i l s 5 In C3 and D3 there is a volcano.6 C4 lias got a big tree. There is a big cave behind it in 1)4.

He goes into the cave.

o Possible answers:£ 1 Go across the bridge. Go around the volcano.

2 Go towards the jungle. Go through the jungle. Go across the desert.

• 3 Go under the palm tree. Go around the volcano. Go across the bridge. Go through the jungle.

1 day 2 say 3 bad 4 crab 5 away 6 tree7 me

1 A girl. 2 No, h e can ’t. 3 No, he can't. 4 No, he doesn’t.

^ it 5d Different LivesH 1 It’s a road from Chicago to Santa Monica in

California, USA.2 The M other Road.

• 3 Som e wonderful sights - mountains and rivers.4 He’s going to take lots o f photos.

Numbers: 66, 3, 864, 8Prepositions o f movement: along, through, over, acrossCities: Chicago, Santa Monica

W Natural world words: mountains, rivers

Students' own answers.

Students’ own answers.

yt 6 Space1 Earth 2 Moon 3 space station 4 spaceship5 star 6 telescope 7 astronaut 8 space suit9 alien

2 star, sun

W 1 astronaut 2 space suit 3 spaceship

iffiiOnit 6a Life in Space_________________Students should circle these words: clothes, clean,

,-^Si bed, m ake, shoes, do, wash, dishes

2 _ 1 make the bed 2 clean the shoes3 wash the clothes 4 do the dishes

Students’ own answers.

Agu 1 Katie 2 Ben 3 Monica

5 1 He has to empty the bin every day.!~j| 2 He doesn’t have to m ake his bed.

3 He has to clean his shoes once a week.'<fp 4 He doesn’t have to do the dishes.

6~ | j 1 How long does he have to stay there?2 D oes he have to take food for thirteen days?3 Does he have to exercise?4 Can we send him emails?5 Can we see him too?

^ 6 D oes Lloyd like living under water?

7 ^ 6 a 4 b 3 c I d 2 e 5 f

You have to have a dream for the dream to com e

true-

ugt 6b Space Tourists1 ,ca. 1 I doubt it 2 Don’t panic 3 Perfect

2 1 now 2 yesterday 3 at the m om ent 4 in 1974

3 ^ P 1 Ravi w on’t do any homework. 2 He will buy robot. 3 They w on’t go to the moon. 4 They

will eat space food. 5 They will w ear helmets. ~g^6 They won't m eet aliens.

4 1 No, he won’t. 2 No, he won’t. 3 No, they • ^ P w o n ’t. 4 Yes, they will. 5 Yes, h e will.^ ^ 6 No, they won't.

5 l Where will Monica go? 2 Who will Monica go ‘iH^with? 3 W here will they stay? 4 W ho will see

them? 5 Who will they meet? 6 What will the film win? 7 Who will be a star?

6 1 She'll go to California. 2 She'll go with her friends. 3 They’ll stay in a big hotel. 4 A very- important film maker will see them. 5 They'll m eet all the stars. 6 The film will win an Oscar. 7 Monica will be a star.

7 Students'own answers.

Unit 6c Adventure Island1 1 mine 2 your 3 his 4 her 5 its 6 our

7 theirs

2 1 It’s Danny's coconut. Its his. 2 Its Nipper and Bonzo’s coconut. It's theirs 3 Its the crocodile s coconut. Its his. 4 It's Tara's coconut. It s hers.

3 1 I think she'll com e back. 2 Maybe they'I! find som e treasure. 3 I’ll probably have a party.4 I think you'll m ake friends. 5 He'll probablv make a tree house.

4 Possible sentences1 I think she'll visit her grandmother.2 She w on't visit her cousin.3 Maybe she'll visit New York.4 Maybe she'll have sailing lessons.5 She'll probably help animals.6 She won't buy jewels or clothes.7 I think she’ll buy a computer.8 I think she’ll help tigers and elephants.

5 1 true 2 me 3 do -i OK 5 today 6 hom e7 alone

6 Students'own answers.

7 Students’own answers

Unit 6d Let's Revise!1 1 space suit 2 star 3 telescope 4 planet

5 space ship 6 Earth 7 alien 8 Moon9 astronaut

2 1 wash the clothes 2 empty the bin 3 cook the food 4 tidy the house 5 make the bed

3 1 his 2 theirs 3 mine 4 hers 5 yours 6 ours

4 1 She doesn't have to do the dishes. 2 She has to do exercise. 3 She has to wear a space suit.4 She doesn’t have to walk the dog.

5 1 will wear 2 will meet 3 will go 4 will com e

6 1 Will Ben meet aliens on Venus? 2 Will he wear a space suit? 3 Will he com e back to Earth?4 Will he go to Mars?

7 1 No, he won't. 2 Yes, he will. 3 Yes, he will.4 No, he won’t.

8 1 H e’ll probably be famous. 2 Maybe sh e’ll go to Venus. 3 I think they’ll go in a spaceship.4 1 don’t think I'll see (any) aliens.

Unit 7 Music1 1 xylophone 2 saxophone 3 drums

4 keyboard 5 violin 6 trumpet 7 electric guitar8 cello 9 flute

2 Monica - pop Ravi - jazz Katie - Latin music Ben - folk Yoda - classical

3 heavy metal

Unit 7a New Stars1 Ben: Check this out! Jack Joh n so n ’s coming to

New Stars!Monica: That’s impossible! He’s really famous.Ben: I know, but h e ’s looking for young singers and guitar players.Monica: Are you sure? Wow! Get your guitar!Ben: Calm down. Monica! I haven’t started lessons and you haven't practised any songs!

2 1 Are you sure? 2 Check this out! 3 That’s impossible! 4 Calm down.

3 1 played 2 won 3 had 4 give 5 given6 wrote 7 made 8 listen 9 listened 10 hear11 go 12 went played, listened

4 1 given 2 give 3 went 4 cleaned 5 tidied6 given 7 played

5 1 given 2 He’s played 3 H e’s tidied 4 cleaned the bikes

6 1 false, Monica and Katie haven't been to a pop festival.2 false, Ravi has been to a pop festival.3 false, Katie has passed her music exams. 4 true5 false, Ravi has met som e famous people.6 false. Ravi's seen som e amazing bands. / Katie hasn’t seen som e amazing drum kits.

7 1 listened 2 been 3 written 4 met 5 made6 practised 7 played 8 given 9 tidied

8 1 He hasn’t practised the guitar.2 He hasn't tidied his bedroom.3 He lias watched Top Pops Today’.4 He hasn't finished his homework.5 He has phoned his granddad.6 He has gone/been to the music shop.

9 Students’ own answers.

Unit 7b Superfans1 Students should circle these ivords: album, ticket,

tour, fan, poster, concert

2 The shaded letters are: AROTPHUGAThe completed sentence is: Hi! I’m famous. This is my autograph.

3 1 album 2 fan 3 concert 4 autograph 5 tour6 poster 7 ticket

4 1 No, she hasn't. 2 Yes, she has. 3 Yes, she lias.4 Yes, she has.

5 Students should underline been, heard, watched an d seen. They should circle watched.

6 1 Have you ever met a star?2 Have you ever been to a pop festival?3 Have you ever seen your favourite singer in concert?4 Has she ever won a prize?5 Has she ever given you an autograph?6 Have you ever written to a famous person?

7 1 met 2 seen 3 played 4 had 5 been6 gave 7 watched 8 won 9 written 10 written

8 1 No, I haven't. 2 No, I haven’t. 3 No, I haven’t.4 Yes, she has. 5 Yes, she has. 6 No, I haven’t.

Unit 7c Adventure Island1 1

2

3456

2 abcdef

3 1

4 15

5 1

6 12

34

7 1 jazz 2 xylophone 3 Check 4 down 5 clog

8 1 In a tree. 2 a xylophone 3 All over.

Unit7d On Tour1 1 true 2 false 3 true 4 false 5 true 6 false

Unit 8b Rescue!

Am anda

1 been to see a show? ✓

2 heard African music?

3 listened to South American music? ✓

4 met a musician or a dancer? ✓

5 played a musical instrument?

6 bought an album?

Students’ own answers.

UNIT 8 Emergency!1 1 rescue pilot 2 fire fighter 3 ambulance officer

4 police officer 5 coastguard

2 helicopter, ambulance, fire engine, police car, lifeboatThe complete sentence is:Emergency service jobs are exciting!

3 1 The am bulance officer’s job is dangerous.2 The police officer’s job is boring.3 The coastguard’s job is exciting.4 The fire fighter’s job is interesting.5 The rescue pilot’s job is dangerous.

Unit 8a Danger Zone

for since

ten years Friday

a few minutes one o ’clock

half an hour my birthday

a long time September

three days 1998

2 1 since 2 for 3 for 4 since 5 since 6 since

■ a few minutes ago

-------three hours ago

------ yesterday

------ last year

- Christmas 2005

-2003

1 How long have you played the piano?2 How long has your sister played basketball?3 How long has your brother studied French?4 How long has your m other worked in a hospital?5 How long have your grandparents lived in Spain?

5 1 I’ve played the piano for six years.2 She’s played basketball since last summer.3 He’s studied French since 2006.4 She's w orked in a hospital for ten years.5 They’ve lived in Spain for a long time.

6 1 for 2 since 3 since 4 for 5 since

7 Students' own answers.

1 1 wrong 2 trouble 3 panic 4 rescue services

2 Picture A

3 Students should circle these words: flag, sand, beach, waves, path, rocks, cliff

4 1 flag 2 waves 3 rocks 4 path 5 sand6 cliffs

5 1 fire service 2 coastguard 3 ambulance4 police

6 I d 2 e 3 b 4 c 5 a

7 1 mustn’t 2 must 3 must 4 mustn't 5 must

8 1 You mustn’t climb the cliffs. 2 You mustn't swim near a red flag. 3 You mustn’t swim after a meal. / You m ustn’t eat before you swim.4 You must use sun cream. 5 You mustn't jump from the rocks.

9 1 You must help me! = W2 I must call the em ergency services. = M3 I mustn't stop swimming. - W4 I mustn't panic! = B5 I must find my phone. = M

Unit 8c Adventure Island_______________1 1 something 2 som eone 3 som ewhere

4 anyone 5 anything

2 1 anyone 2 anywhere 3 som ething 4 someone5 som ewhere

3 1 no one 2 nothing 3 now here 4 nothing5 No one

4 1 no one 2 som eone 3 som ething 4 anything5 som ewhere

5 Picture A

6 Possible sentences:There’s som eone on the island.Danny can see som eone.There’s som ething in the water/in the sea.The girl can't go anywhere.T here’s no one in the water/in the sea.No one can swim in the sea.

7 1 sea 2 volcano 3 helicopter 4 crab5 tree house

8 1 volcano 2 tree house 3 sea 4 helicopter5 crab

9 1 It’s on fire. 2 tree house. 3 No, h e isn’t4 Yes, they are. 5 Yes, he does.

N ipper’s L earn in g B lo g NB There are not words from the unit fo r every letter o f 'emergency’. Possible words are-. Exciting Must/Mountain Edge Rescue pilot/Rocks/Radio G [no word] Electricity Nothing/Nowhere/No one Coastguard/Cliffs/Climb/Careful Y [no word]

Unit 8d Let's Revise!1 police car am bulance helicopter fire engine

lifeboat

2 beach path flag waves cliffs sand rocks

3 1 mustn’t 2 must 3 must 4 must 5 must6 mustn’t

4 1 anyone 2 som ething 3 nowhere

5 1 som ew here 2 anything 3 nothing4 Som eone 5 No one

6 1 He has been to school. 2 He has watched TV.3 He has played with his dog. 4 He has written emails.

7 1 Jim has worked as a coastguard for six months.2 Serena has been a police officer since 1999-3 Dora has been a firefighter for ten years.4 Tara has had a helicopter since her birthday.5 They have driven am bulances since last summer.

1 How long has Jim worked as a coast^ .; .?2 How long has Serena been a police officer'3 How long has Dora been a firefighter?4 How long has Tara had a helicopter?5 How long have they driven ambulances?

UNIT 9 Friends1 Id 2a 3b 4c2 1 kind 2 mean 3 silly 4 clever 5 lazy

6 hard-working 7 shy 8 confident

3 1 lazy 2 confident 3 clever 4 shy 5 mean6 silly

Unit 9a No Problem!1 1 agree with

2 argue about3 listen to4 laugh at5 talk about6 worry about

2 1 to 2 to 3 at 4 with 5 about 6 with

3 1 shouldn’t 2 should 3 should 4 shouldn't5 shouldn’t 6 should

4 1 Five people think you should talk to the teachj2 One person thinks you should never speakto your friend again. /One person thinks you shouldn’t speak to your friend again.3 SLx people think you should talk to your friend

5 Students' own answers.

6 1 They laugh at him because he likes dancing.2 He should find a job because there isn’t much money in the family.3 He wants him to learn boxing.4 Because a man should know how to fight.5 Billy’s teacher says he shouldn’t listen to his friends.6 Billy is a famous dancer. / Billy dances in a show in London.

7 1 Boys shouldn’t dance.2 Girls shouldn’t play football.3 Shy people should join a club.4 You shouldn’t work too hard at school.5 Boys should learn how to box.6 Girls shouldn’t shout.

8 Students’ own answers.

Unit 9b At The Bowling Alley1 1 Don’t panic! 2 I ’m freezing! 3 I can't wait.

4 I'm starving!

2 A I ’m starving! B D on’t panic!

3 1 My sister’s meeting Justin Tim berlake next wee2 I’m finishing my project tonight.3 My dad isn’t playing golf on Saturday.4 We aren’t buying a dog after Christmas.5 I’m not starting piano lessons next year.6 My brother’s leaving hom e in the summer.

4 1 Ravi isn’t playing basketball. 2 Ravi is meetin friends. 3 Katie is playing basketball. 4 Katie isn’t m eeting friends. 5 Monica is watching DVDs. 6 Monica isn’t going bowling.

5 1 are having 2 are coming 3 aren’t coming4 is starting 5 is finishing 6 is sleeping7 are having 8 is arriving 9 isn’t singing10 are watching 11 are eating 12 are opening

6 1 Are B en ’s parents having a party next week?2 Are Ben’s aunts and uncles coming by plane o Friday?3 Are they having a barbecue on Friday?4 Is Annie singing songs on Saturday evening?5 Is Ben playing football on Sunday?6 Is Ben opening presents on Sunday?

I c 2 d 3 a 4 f 5 b 6 e 1 pharaoh 2 queen 3 emperor 4 soldier5 gladiator 6 king

A pharaoh B em peror C king D queen E gladiator F soldier

1 king 2 queen 3 pharaoh 4 em peror

l i t 10a Doctor Who?

1 Yes, they are. 2 Yes, they are. 3 No, they aren’t. 4 No, she isn’t. 5 No, he isn’t.6 No, he isn't.

Students’ own answers.

Students’ ou n answers.

it 9c Adventure Island1 isiand 2 helicopter 3 volcano 4 tree house 5 rescue pilot 6 Nipper 7 treasure

1 true 2 false 3 false 4 false 5 true

agreeing: I agree, You’re right disagreeing: I don’t agree, No way

1 Ali: I agree. / You’re right. Jan: I don’t agree.2 Jan: No way!3 Ali: You’re right. / I agree.

1 friends 2 end 3 day 4 brave

1 He thinks they shouldn’t leave without him.2 He thinks they should always stay together.3 He should always rem em ber that Bonzo was very brave.

rait 9d Film Friends

l b 2 f 3 h 4 c 5 g 6 e 7 a 8 d 9 i

Students' own answers.

3T 10 Time Travel

1 second 2 minute 3 hour 4 day 5 week6 fortnight 7 month 8 season 9 year10 century

1 How m any days are there in a week?2 How many seconds are there in a minute?3 How many seasons are there in a year?4 How many days are there in a fortnight?5 How many months are there in a year?6 How many hours are there in a day?

1 seven 2 sixty 3 four 4 fourteen 5 twelve6 twenty-four

1 I was 2 He climbs 3 He climbed 4 We see5 We are seeing 6 They are having 7 They had8 1 read 9 I read 10 You like 11 She is jumping 12 She: jum ped 13 We stop14 We stopped 15 He saves 16 He is saving 17 They are giving 18 They gave 19 We went 20 He plays

1 like 2 saw 3 went 4 read 5 am reading6 have 7 gave 8 play 9 is 10 climbs11 jumps 12 stopped 13 was 14 are 15 saves

1 true 2 false Ravi saw his first Spider-Man film when h e was on holiday. 3 false He went to the cinema with his mum and dad. 4 false He’s reading a com ic about Spider-Man. 5 true6 false Spider-Man saves good people.

1 watches 2 is having 3 are going to play4 made 5 older 6 m ost 7 helped 8 any9 a 10 biggest 11 best

1 He is having a party. 2 present simple3 often 4 helped 5 m ade 6 older7 most, biggest, best8 Possible sentences: It h asn’t got any legs. It’s got a chocolate body. Marie made the cake. It isn't the biggest cake in the world. Maurice thinks it's the best cake in the world.

Unit 10b Time Capsule

1F O o T B A L L

“m A G A Z I N E

S

3P E N

4B O O K

A5

M 0 B I L E6

D V D p L A Y E R

C7

W A T C H8

P H O T O

The secret word is ‘baseball cap’.

1 wrong 2 Who 3 trouble 4 freezing 5 sure6 just 7 time

1 DVD 2 radio 3 electric guitar 4 tennis racket 5 book 6 torch 7 sweets

1 No, he didn’t. 2 Because we’ve had tennis rackets and sweets since 1922, but not the other things.

1 He’s worked at sea for twenty-five years.2 I’ve lived here since 1910. 3 We've never met.4 lived, worked 5 met 6 Will you write to me, please?

1 You must take a photo. 2 You mustn't touch the bottle. 3 You mustn't read the message.4 You must tell your parents. 5 You must call the police. 6 You mustn’t pick it up. 7 You mustn’t take it home.

Students' own answers.

1 must 2 read 3 must 4 b e 5 must6 mustn’t

1 am taking 2 am leaving 3 am getting up4 is going 5 are having 6 are (you) doing

Unit 10c Adventure Island1 1 Danny 2 Bonzo 3 AJ 4 Nipper 5 Bonzo

6 Nipper 7 AJ 8 Danny 9 AJ 10 Bonzo11 Tara

2 1 They find a map. 2 They find a radio. 3 The mountain is a volcano! 4 The helicopter lands and rescues them.

3 No, the treasure isn't on the island. Nipper has got the treasure.No, they aren’t all happy. Tara is sad about leaving.

4 1 She was worried about her hair.2 Bonzo was scared o f Nipper.3 Danny was bad at cooking.4 They were all tired o f living on the island.5 They were excited about leaving the island/ finding the treasure.6 They w ere happy about seeing/finding the treasure.

5 1 about 2 o f 3 at 4 o f 5 about

6 Students’ own answers.

7 Possible sentences:1 AJ isn’t going to miss eating fish.2 AJ can’t wait to see her friends.3 Tara is going to miss living in a tree house.4 Nipper is going to miss swimming.5 Danny can ’t wait to go to a party.

6 Bonzo is looking forward to sleeping in a bed.7 Tara is looking forward to going shopping.

Students' own answers.

tree me too youm ore sure

1 0 1 sure 2 m oie 3 too 4 you

Unit lOd Let’s Revise!1 Students should circle these words: People in

history: emperor, queen, pharaoh, king, soldier, gladiatorPeriods of time: year, month, day, w eek

2 1 Queen 2 King 3 Pharaohs 4 emperors gladiators 5 soldiers

3 l b 2 e 3 d 4 c 5 a

4 1 going 2 must 3 going to miss 4 watch5 any 6 seen 7 found

5 1 W hat mustn’t you put in a time capsule?2 Have you ever seen a Spider-Man film?3 Have you ever been in a tree house?

6 1 T here are two w eeks in a fortnight.2 There are twelve months in a year.3 There are sixty seconds in a minute.

7 1 miss 2 can’t wait 3 looking forward 4 miss5 can ’t wait 6 looking forward

Unit lOe Extra Words1 m icrophone 2 glue 3 earphones 4 necklace5 paintbrush

1 jug 2 bottle 3 slice 4 tray 5 napkin

1 queue 2 shop assistant 3 till 4 counter5 sh elf

1 w heel 2 bush 3 trucks 4 skyscrapers5 pavement

stalk trunk branch deer leaf

1 c 2 b 3 a 4 sink 5 tap

1 ladder 2 tennis racket 3 drumstick4 cym bal 5 golf clubs

1 helm et 2 siren 3 number 4 lifejacket5 stretcher

1 skittles 2 lane 3 gutter 4 bowling ball5 screen

10T

1s H I E L D

2A R M O U R

3S w O R D

4c R o w N

E

The secret word is ‘throne’.

covered in each unit. They offer simple, clear practice of key grammar points that students will have covered in the unit. The worksheets can be handed out during the class and completed either during the lesson or at home.

The Extension grammar worksheets will give further practice for the stronger students who have assimilated the grammar covered in the unit. Again, these can be completed during the lesson or at home.

A note with the answer key below indicates when is the best time to complete the worksheets, which is often towards the end of each unit.

Unit 1Students can complete the grammar worksheets afterthey have completed Lesson lc of the Students’ Book.

Cons©8 idation

1 2 work 3 doesn’t 4 wears 5 don’t2 2 Does 3 does 4 Do 5 Do 6 Does3 2 Are you having fun today? 3 AJ isn’t working

this morning. 4 I’m not building a hut today.5 My parents are watching TV. 6 My team isn’t winning at the moment.

ExteBDSIOiD1 2 am watching 3 is playing 4 isn’t helping

5 cleans 6 goes2 2 Yes, she is. 3 Yes, she does. 4 Yes, she is.

5 No, he isn’t. 6 No, he doesn’t.3 2 are you doing 3 Do you do 4 don’t go

5 is studying 6 doesn’t have

Unit 2Students can complete the grammar worksheets afterthey have completed Lesson 2b of the Students’ Book.

Consolidation

1 2 any 3 some 4 any 5 any 6 any2 2 How much 3 How much 4 How many

5 How much 6 Howr many3 2 There isn’t much water in the glass. 3 There’s

a lot of rice on Ben’s plate. 4 There aren’t many people on the island. 5 There’s a lot of bread in the cupboard. 6 There aren’t many crisps in the packet.

Extension

T 2 any 3 some 4 any 5 some 6 any2 2 How many TVs are there in Mr Mangetout’s

shopping trolley? 3 How much rice is there on Ben’s plate? 4 How many children are there in your school? 5 How much fruit is there in your house? 6 How many crocodiles are there on Adventure island?

3 2 a lot of 3 much 4 a lot of 5 some 6 many

Unit 3Students can complete the grammar worksheets after they have completed Lesson 3c of the Students’ Book.

Consolidation

1 2 went 3 waited 4 had 5 found 6 took2 2 The children didn’t hear the Yeti last night.

3 The film on TV last night wasn’t very scary.4 Nipper didn’t see the scary crocodile last week.5 My mother didn’t meet me after school yesterday.6 The pirates didn’t take the treasure last year.

3 2 Why did you go there? 3 What did you see?4 Did you visit any museums? 5 Did you take many photos?

Extension

1 2 had 3 drank 4 sawr 5 were2 2 We didn’t have pizza for lunch yesterday.

3 Nipper didn’t drink my insect juice! 4 We didn’t see our cousins from the USA last summer.5 There weren’t a lot of people in the park last Saturday.

3 Answers will vary but may include:2 Who did you play football with? 3 Where did you play football? 4 When did you go to the cinema? 5 How did you come home?

-Jnit 4^ u dents can complete the grammar worksheets after ^ .ey have completed Lesson 4b of the Students’ Book.

Consolidation

J 2 hotter 3 better 4 more famous 5 newer ^ 6 more exciting

2 the hottest 3 the best 4 the most famous ® 5 the newest 6 the most exciting® 2 Monica is funnier than Oliver. 3 Tower Bridge d| is the oldest. 4 Lenny is bigger than Lulu. a 5 The weather in Britain is the worst. 6 Sharks

are more dangerous than dogs.

^ ten s io n

£ 2 Bonzo is more boring than Cranky and Coco.£ 3 Coco is funnier than Bonzo and Cranky.

4 Coco is noisier than Bonzo and Cranky.™ 5 Bonzo and Coco are nicer than Cranky.9 6 Cranky is worse than Bonzo and Coco.

9 2 is the most boring. 3 is the funniest. 4 is the Hr noisiest. 5 are the nicest. 6 is the worst.W 2 too 3 enough 4 too 5 enough 6 too

Unit 6Students can complete the grammar worksheets after they have completed Lesson 6b of the Students’ Book.

Consolidation

1 2 will take 3 will do 4 will eat 5 will know6 will walk

2 2 Robots won’t tell jokes. 3 I won’t have to go to school. 4 I won’t go to the Moon. 5 Ben won’t eat fish every day. 6 AJ won’t drink insect juice.

3 2 d 3 e 4 b 5 c 6 a

Extension

1 2 won’t have to 3 won’t have to 4 will make5 will do 6 will wear

2 Answers will vary but may include:2 Will Ravi and Yoda visit the Moon? 3 Will robots wash your clothes? 4 Will people have pets in space? 5 Will Ben’s mum go to Jupiter?6 Will children go to school in space?

3 2 Yes, they will. 3 Yes, they will. 4 No, they won’t. 5 No, she won’t. 6 Yes, they will.

Init 5tuclents can complete the grammar worksheets after ley have completed Lesson 5b of the Students’ Book.

^ronsolidation

(J 2 am going to 3 are going to 4 are going to :% 5 is going to

2 is not going to eat 3 are not going to listen

S4 are not going to fly 5 is not going to help2 Are they going to write for Discovery Web next month? 3 Is Katie going to go to the cinema with

® you? 4 Am I going to do your homework?£ 5 Is Nipper/Bonzo going to speak to Bonzo/£ Nipper?

Cxtension^ 2 are going to write 3 is not going to come ® 4 is going to fly 5 is not going to drink f 6 am not going to watch

2 How are you going to go there? 3 Is it going ^ to be exciting? 4 Are you going to go with your

friends? 5 Is your dog going to go too?™ 6 What are you going to wear?

b 6 c 3 d 1 e 5 f 2

m _________________________________________________

Unit 7Students can complete the grammar worksheets after they have completed Lesson 7c of the Students’ Book.

Consolidation

1 2 has watched 3 have played 4 have given5 have cleaned 6 have helped

2 2 Dad hasn’t tidied the garage. 3 I haven’t played the saxophone before. 4 We haven’t done our homework today. 5 Charlotte has never met Justin Timberlake. 6 Ben/Ravi and Ravi/Ben haven’t played golf before.

3 2 been 3 done 4 played 5 seen 6 heard

Extension1 2 Katie has never watched New Stars. 3 Dad has

played the drums before. 4 Ben and Ravi haven’t done their homework. 5 I’ve heard a good new song. 6 We’ve won a music competition!

2 2 Have the children ever won a competition?3 Have you ever talked to a pop star?4 Has Charlotte ever written to Justin Timberlake?5 Has mum ever asked a pop star for an autograph?6 Have you ever been to the USA?

£■ Z flpso * 3 have never been 4 started 5 have ■pcper pLsyed 6 have never met

Unit 8Students can complete the grammar worksheets after rfeey have completed Lesson 8c of the Students’ Book.

Consolidation

1 2 for 3 long 4 since 5 have 6 for2 2 d 3 e 4 a 5 b 6 c3 2 nothing 3 anyone 4 something

5 somewhere 6 anything

Extension

1 2 The children have been on holiday since July.3 The dog hasn’t been outside for two days.4 How long has your dad worked as a police officer? 5 Katie has been in the tennis team for a year.

2 2 You mustn’t speak in tests. 3 You must be tidy. 4 You must help your friends. 5 You mustn’t eat crisps. 6 You mustn’t sleep in class!

3 2 anything 3 anyone 4 somewhere5 Someone 6 nothing

Unit 9Students can complete the grammar worksheets after they have completed Lesson 9b of the Students’ Book.

Consolidation

1 2 shouldn’t 3 should 4 should 5 should6 shouldn’t

2 2 Should we listen to her? 3 Who should I speak to? 4 Should Mum do Katie’s maths homework for her? 5 Should we go for a pizza? 6 Should Ravi take Yoda to the Moon?

3 2 Are/going? 3 is inviting 4 isn’t coming5 Are/going 6 isn’t eating

Extension1 2 should speak 3 shouldn’t argue 4 shouldn't

laugh 5 should wear 6 should finish2 2 Should he speak to xMonica? 3 Should Ben

argue with his friends? 4 Should we laugh at people who aren’t very clever? 5 Should I wear that lovely jacket? 6 Should Katie finish her homework tonight?

3 Answers will vary. Examples:2 I’m listening to music next weekend. 3 I’m not doing my homework after school. 4 What are you having for dinner tonight? 5 They’re watching TV at Monica’s house on Friday

Unit 10Students can complete the grammar worksheets after they have completed Lesson 10b of the Students’Book.

Consolidation

1 2 Monica is climbing at the moment. 3 Where were you yesterday? 4 I haven’t been to see the new film yet. 5 Mum was in the shopping centre for five hours last Saturday! 6 Quiet! I am watching my favourite programme.

2 2 watch 3 meet 4 plays 5 saw 6 take3 2 go 3 won’t 4 met 5 should 6 been

Extension1 2 Have you ever been to Loch Ness? 3 Where

were you last maths lesson? 4 She isn’t speaking English. 5 He’s never been to a pop concert.

2 2 is going to climb 3 Did/see 4 helps5 Does/like

3 2 Will people visit the Moon in the future?3 Is Ben doing anything tomorrow?4 Should I tell Ravi the secret?5 Have you ever seen a time capsule?

Discover English Level 2 © Pearson Education Ltd 2010

Circle the correct word.

I never (watch)/ watches the news.

Danny and AJ works / work hard every day.

My school don’t / doesn’t have a website.

AJ wears / wear the same clothes every day!

My mum and dad don’t / doesn’t like

rollerblading.

Complete the sentences. Use do or does.Do you watch TV every day?

____________ Ravi go to the park on Wednesdays?

Where____________ Katie go on Fridays?

____________ they eat fish for breakfast?

____________ you do your homework every day?

____________ Nipper like Bonzo?

nit 1 C©ns©lidafion

Order the sentences.

doing are you moment at What the ?

What are you doing at the moment?

today having Are you fun ?

working isn’t this AJ morning .

not I’m hut today building a .

parents My TV watching are .

winning moment My isn’t at team the .

1 Complete the text. Use the present simple present continuous.

Unit 1 Extension

or

My name’s Sara. It’s No TV Day today in my country! I usually 1 watch (watch) my favourite cartoon on Saturday mornings. Today is different.1 2____________ (watch) my brother make a modelplane.

(play) on her Play __________(not,

My friend Paula 3__________Station at the moment. She 4_ help) her mother clean the house. Her mother5____________ (clean) the house every Saturdaymorning and her dad 6____________ (go) climbing!

2 Read the text in Exercise 1. Answer the questions.

1 Does Sara usually play football on Saturday mornings? No, she doesn't.

2 Is Paula playing on a Play Station?

3 Does Paula’s mother usually clean the house on Saturdays?

4 Is Paula’s mother cleaning the house now?

5 Is Sara’s dad texting a friend?

6 Does Paula’s dad usually go swimming on Saturday mornings?

3 Complete the sentences. Use the correct form of the verbs.

1 Bonzo often sleeps (sleep) all day. He’s always tired!

2 What

3

(you/do) at the moment?

4 I

5 Ravi

6 Katie

(do/you) your homework every day?

_ (not/go) to the cinema very often.

____(study) at home at the moment.

_____(have/not) time to watch TV!

Pearson Education Ltd 2010 PHOTOCOPIABLE

Unit 2 Consolidation Unit 2 Extension 2§ Circle the correct word.

1 Are there some /(any) sandwiches in Monica's fridge?

2 There isn’t some / any salad.

3 Bonzo is eating some / any sausages!

4 Is there some / any meat in Mr Mangetout’s shopping trolley?

5 I don’t want some / any rice thank you.

6 I haven’t got some / any crisps.

2 Complete the questions. Use How much or Hoiv many.

1 How many eggs are there in Monica’s fridge?

water is there in the glass?

rice is there on Ben’s plate?

people are there on the island?

bread is there in the cupboard?

crisps are there in the packet?

1 Complete the sentences. Use some or any.1 There isn't any food in the fridge.

2 Is there____________ _ water in the glass?

3 There i s ____________ rice in the packet.

_________ meat in the shopping4 There isn’t trolley.

5 There are _ _________sausages on Bonzo’s plate

6 Are there____________ computers in MrMangetout’s shopping trolley?

2 Write questions. Use How much or How many.1 packets of crisps / in your bag

How many packets o f crisps are there in your baa?

2 TVs / in Mr Mangetout’s shopping trolley?

3 Order the answers to the questions in Exercise 2 .

1 aren’t fridge in There Monica’s eggs many .

There aren't many eggs in Monica's fridge.

2 in glass There much water isn’t the

3 rice There’s plate on Ben’s a lot of .

4 There many island on people the aren’t .

5 a lot of cupboard bread There’s the in

6 crisps There aren’t in the many packet .

3 rice / on Ben’s plate?

4 children / in your school?

5 fruit / in your house?

6 crocodiles / on Adventure Island?

3 Complete the answers to the questions in Exercise 2. Use some, any, a lot of, much, many.

1 There aren’t any. I like healthy food.

2 There are TVs. He loves them!

3 There isn’t rice, but there’s a lot ofstir fry.

4 There are children. It’s.a big school.

5 There are apples in a small bowl.

6 There aren’t . Two or three I think .. •

Discover English Level 2 © Pearson Education Ltd 2010 E u ?

^ Complete the sentences. Use these words.

® went found was took had waited

Jjnit 3 Consolidation%

.. .. . ,, .,r. .. '

^ It was very cold last night. I was freezing.

(§| I ____________ to Spain on holiday last year.

% Last Monday I ____________ for Ravi for an hour!

^ I ____________ pizza for lunch yesterday. Yum!

Bonzo_________ the pirate map.

____my CD to school.

'i i Write negative sentences.

^ Ben / see the Loch Ness Monster last year

£ Ben didn't see the Loch Ness Monster last year.

3The children / hear the Yeti last night.

The film on TV last night / be very scary.

Nipper / see the scary crocodile last week.

ij| My mother / meet me after school yesterday

9 The pirates / take the treasure last year.

! Order the questions,

f

co

Unit 3 Extension

Complete the sentences. Use the past simple of these verbs.

be see have eat drink

1 Monica ate ten packets o f crisps last weekend!

2 W e____________ pizza for lunch yesterday.

3 N ipper____________ my insect juice!

4 W e ____________ our cousins from the USA lastsummer.

5 Therelast Saturday.

a lot o f people in the park

2 Look at the sentences in Exercise 1. Write negative sentences.

1 Monica didn't eat ten packets of crisps last weekend.

2

3

4

5

3 Write questions for the answers. Use the past simple and a word in the box.

who when how what where--------

1 What did you do last weekend?

you Did Paris like ?I I went to the cinema and I played football.

Did vou like Paris?i

2 ?

did there Why go you ?I

I played football with my friends from school.

1 3 ?did What you see ? i We played in the street because the park was

you Did visit museums any ? I4

closed.

p

take you many Did photos ?1 5

We went to the cinema on Saturday night.

We came home from the cinema in my mum’s car!

discover English Level 2 © Pearson Education Ltd 2010 PHOTOCOPIABLE

1 Circle the correct words.

1 The crocodile is (jigger)/ more big than Bonzo.

2 Madrid is hotter / more hot than Paris.

3 Benfica is gooder / better than Chelsea.

4 Sydney, Australia is famouser / more famous than Sydney, Canada.

5 My jacket is more new / newer than my shoes.

6 Surfing is more exciting / excitinger than reading.

2 Look at the sentences in Exercise 1. Write superlative sentences.

1 The crocodile is the biggest.

2 Madrid is ____________________________________ .

3 Benfica is____________________________________ .

4 Sydney, Australia, is___________________________ .

5 My jacket is__________________________________ .

6 Surfing is____________________________________ .

Unit 4 €©ns©iidati©n

3 Write comparative or superlative sentences.

1 (.Superlative) This pen / nice

This pen is the nicest.

2 (Comparative) Monica / funny / Oliver

3 CSuperlative) Tower Bridge / old

4 (Comparative) Lenny / big / Lulu

5 (.Superlative) The weather in Britain / bad

6 (Comparative) Sharks / dangerous / dogs

Unit 4 Extension A1 Write comparative sentences about Bonzo, Coc

the monkey and Cranky the crocodile.

Bonzo Cranky Coco

1 dangerous / / / / / / /

2 boring / / / / / / /

3 funny / / / / / / /

4 noisy / / / / / / /

5 nice / / / / / / / / / / /

6 bad / / / / / / /

1 Cranky is more dangerous than Bonzo and Coco.

2 Bonzo.___________________________________

3 Coco____________________________________

4 Coco____________________________________

5 Bonzo and Coco.

6 Crankv________

2 Look at the table in Exercise 1. Write superlative sentences.

1 Crankv is the most dangerous.

2 Bonzo______________________________

3 Coco_______________________________

4 Coco_______________________________

5 Bonzo and Coco.

6 Cranky________

3 Complete the sentences. Use too or enough.1 The raft isn’t big enough.

2 The boat i s ____________ small.

3 The bridge isn’t safe

4 This homework i s __

5 He’s not good_____

difficult.

6 These shoes are

to be in the team,

small.

Discover English Level 2 © Pearson Education Ltd 2010

Complete the sentences. Use am, is, are going to.

l^H olly is going to climb Mount Kilimanjaro tomorrow.

2 # I _

3®We

4^They

do my homework tomorrow.

_eat pizza tonight.

___ go to the cinema at theweekend.

S^ R avi_____^afternoon.

take some photos this

2|pWrite negative sentences. Use these words.

(5^read help listen eat fly j

1 om not aoina to read a newspaper next weekend.

2 M onica_______

3 "—They_________

vegetables with her meat.

to their new CD this afternoon.

1 Complete the sentences. Use the correct form of going to.

1 I'm going to study (study) really hard for the next exams.

Unit S Extension

2 The Discovery Web team about exploring.

3 My friend Jo h n _________

4||We

5 Qtie

to Brazil tomorrow.

me.

j^O rder the questions.

Ingoing help you your to Are on ^Saturday mother ?

^ 4 re you aoina to help your mother on Saturday?

2®month Are for to they write going ^Discovery Web next ?

3 ( with Katie Is cinema go going to to the you ?

ingoing I to homework do your Am ?

5^speak Is to to Bonzo going Nipper ?

(write)

(not/come) onholiday with us next year.

4 Ben’s cousin____________tomorrow.

(fly) to Britain

5 AJ (not/drink) insect juice thisafternoon.

6 I ____________ (not/watch) TV tonight.

2 Write the questions. Use the correct form of going to.

1 Where / you / visit for your next holiday?

Where are you aoina to visit for your next holiday ?

2 How / you / go there?I -----------------------------------------------------------------i

3 It / be exciting?I ___________________________________________

3 4 You / go with your friends?

5 Your dog / go too?

6 What / you / wear?

3 Match the answers with the questions in Exercise 2.

a No, they aren’t. 4

b Just T-shirts and shorts I think.

c Yes, it’s going to be great!____

d Morocco.

e No, of course not! He’s staying at home,

f I ’m going to fly .____

g y g g g j g j g g g ; Pearson Education Ltd 2010 PHOTOCOPIABLE

1 Complete the sentences. Use these words.

rwill travel will take will eat will know will walk will do

Unit 6 Consolidation

1 In the future space tourists will travel to the moon.

2 People___spaceships.

3 Robots___

4 People___

5 W e_______

photographs from

all the chores,

food from plastic bags.

6 Astronauts

a lot of aliens.

______ on Jupiter.

2 Write negative sentences. Use ivon’t.1 Robots / play football.

Robots won't play football.

2 Robots / tell jokes.

3 I / have to go to school.

4 I / go to the Moon.

5 Ben / eat fish every day.

6 AJ / drink insect juice.

3 Match the questions with the answers. I

i Will you visit space? f a No, you won’t!1

I2 Will Ben have to do b No, she won’t.

21

the dishes? 8 3

3 Will a scary alien visit c Yes, they will. 1 4Earth? 8

1 54 Will Monica travel to the d Yes, he will. 1 /£

Moon? j o

5 Will robots help mum? e No, it won’t. !

6 Will I eat crabs’ legs? f No, I won’t. 1

Unit 6 Extension

1 Complete the sentences. Use will or ivon’t.1 Robots will do (do) all the chores.

2 W e____________ (not have to) help mum.

3 Katie____________ (not have to) tidy her room.

4 Yoda____________(make) friends with spacelizards.

5 Ravi____________ (do) his homework in space.

6 Space tourists____________ (wear) space suits.

2 Write the questions. Use w ill and a correct vet

1 You / space suit?

Will you wear a space suit?

2 Ravi and Yoda / the Moon?

3 Robots / your clothes?

4 People / pets in space?

5 Ben’s mum/Jupiter?

6 Children / school in space?

3 Look at the questions in Exercise 2. Write sho answers.

( Y es. I will.

0 ------------------------------------------------------------

0 ------------------------------------------------------------

® ---------------------------------------® ---------------------------------------0 - -------------- ----------

Discover English Level 2 Pearson Education Ltd 2010 m»TM m

ijnit 7 Consolidation^Complete the sentences. Use these words.

has practised have cleaned have played £ h a s watched have given have helped

l jB e n has practised the guitar today.

2^M onica____________ New Stars.

3 * 1 _________

4®They

W ___

in a band.

___ us a free ticket.

my bike today.

__ your mother today.6® You_________

•

2Porder the negative sentences.

l jb e e n never a pop to has concert Yoda

Yoda has never been to a pop concert.

2^the hasn’t garage tidied Dad

3^1 before saxophone haven’t the played .

• _____________________________________________

4®We our done haven’t today homework .

m ---------------------------------------------------------------------5®has never Charlotte Justin Timberlake met

6, |Ben golf played and haven’t Ravi before

• _____________________________________________

C^Circle the correct word.

1'^Have you ever meet /(met)justin Timberlake?

2^Have they ever go / been to a pop concert?

3®Has Ben done / doed his homework today?

4®Has Katie ever playing / played the drums?

5^Have you seen / see Joss Stone on TV?

6®Has Ravi hearing / heard the new album?

Write sentences. Use the present perfect

1 (2)1 / be / a pop concert.

I've been to a pop concert.

2 ( J ) Katie / never watch / New Stars.

3 (^ D a d / play / the drums before.

4 (J^Ben and Ravi / do / their homework.

5 (^ )I / hear / good new song.

6 @ W e / win / music competition!

Unit 7 Extension

2 Write questions. Use the present perfect and ever.

1 You / play / in a band?

Have you ever played in a band?

2 The children / win / a competition?

3 You / talk / a pop star?

4 Charlotte / write / to Justin Timberlake?

5 Mum / ask / pop star for an autograph?

6 You / go / the USA?

3 Complete the text. Use the past simple or present perfect.

Ben’s lucky. He’s older than me so lhe's done (do) alot of things I haven’t. He 2____________ (go) to apop concert last week. I really wanted to, but mumsaid n o .3 1____________ (never / be) to a popconcert. And that’s not all. Ben 4 ________(start) guitar lessons two months ago. I want guitarlessons too. I 5____________ (never / play) theguitar and 1 6____________ (never / meet) anyonefamous. Maybe one day.

: ^ © Pearson Education Ltd 2010 | PHOTOCOPIABLE

1 Circle the correct word.

1 I’ve lived in my house for /(since)2007.

2 He hasn’t been to school for / since two days.

3 How many time / long have you studied English?

4 The weather has been bad for / since last weekend.

5 How long are / have they been at your school?

6 We’ve had guitar lessons for / since a long time.

2 Match the sentence halves.

1 You mustn’t climb the cliffs f

2 You mustn’t swim after a m eal__

3 You must use sun cream__

4 You must tidy your room __

5 We must phone the coastguards__

6 You mustn’t eat in class__

a because your mum is coming!

b because the boat is in trouble,

c because it’s a class rule,

d because it’s bad for your health,

e because the sun is very hot.

f because it’s-dangerous:

3 Complete the sentences. Use some-, any- or n o - .

1 No-one is listening to me. Listen please!

____ thing to do in my town on a

Unit 8 Consolidation

2 There’s ____Sunday. It’s boring.

3 Has________one got a pencil sharpener?

4 There’s . fry!

5 Let’s go

6 Is there

.thing on your jacket. Oh, it’s stir

_where exciting this evening.

_thing on TV tonight?

1 Write sentences. Use the present perfect.

1 (2)1 / live in this town / since 2008

I've lived in this town since 2008.

2 (2)The children / be / on holiday / since July

Unit § Extension

3 (x)The dog / be / outside / for two days

4 C?JHow long / your dad / work / as a police officer

5 (2)Katie / be / in the tennis team / for a year

2 Write classroom rules. Use m ust or m ustn’t.1 Don’t run. You mustn't run.

2 Don’t speak in tests._______________________

3 Be tidy. ___________________________________

4 Help your friends.

5 Don’t eat crisps.

6 Don’t sleep in class!

3 Complete the sentences. Use these words.

' "something somewhere nothing anyone Someone anything

1 There’s always something to do in my town.

2 Is there. tonight?

3 Has

special you would like to

4 Let’s go _ weekend.

5 Ssssh!___

got a rubber please?

we haven’t been before th

6 There’s

is coming.

good on at the cinema atmoment.

Discover English Level 2 Pearson Education Ltd 2010

Incomplete the sentences. Use should or shouldn’t.

l^^O You should help your brother with his ^homework.

2®|^x)Ben____________ be mean to Oliver.

3tf 0 They--------- ------ write to Discovery Web.

4 ^ 2 ) You____________ think before you speak.

5®>2)M arco____________ ask his teacher for help.

6 ^ x )Yo u_______ ____ tell me your friends’ secrets.

^ jo rd e r the questions.

l ^ i o should What I ?

%\Nhat should I do?

2 Should to listen her we ?

3 ^ to should I Who speak ?

lAiit § Consolidation

4^jVlum for her Should do Katie’s homework ^naths ?

5£pizza Should for go we a ?

6®Ravi Yoda Moon Should to take the ?

• ------------------------------------------------------------------

3 Complete the sentences. Use the present ^continuous for future.

l® T h e party is storting (start) at 6 p.m.

2 a ____________(Ben and Katie / go) shopping'tomorrow?

(invite) everyone to a pizza•

3 R ta tie Restaurant next Saturday.

4 CMum____________ (not come) to the bowling/gfdley with us after dinner.

5 ® ____________(you go) to the school concert next

_ (not eat) crabs’ legs for

JjFriday?

-1W inner tonight.

ipper

1 Complete the sentences. Use should/shouldn’t and the correct form of these verbs.

ask wear finish argue speak laugh

Unit 9 Extension

1 No, you shouldn't ask your little sister for help. Ask the teacher.

2 Yes, helistening.

3 No, Ben

4 No, we _ clever.

5 Yes, you

to Monica. She’s very good at

with his friends.

at people who aren’t very

_ that lovely jacket.

__her homework tonight,6 Yes, Katie________not watch TV.

2 Look at the answers in Exercise 1. Write questions. Use should.

1 Should I ask mv little sister for help?

3 Write sentences. Use a verb and a time expression. Use the present continuous for future.

play listen watch do have

tomorrow next weekend after school on Friday tonight

1 ( 7y'm plavina tennis with Katie tomorrow.

2 0 ------------------3 ( x ) -------------------------:-----------------------

4 ® -------------------------------------------------

5 @ -------------------------------------------------

£ ,over English Level 2 © Pearson Education Ltd 2010 PHOTOCOPIABLE

be mean to Oliver.

_ write to Discovery Web.

j Complete the sentences. Use shou ld or shou ldn ’t.

1 (2)You should help your brother with his homework.

2 (x )B e n _________

3 @ T h e y ________

4 ( 2 )You____________ think before you speak.

5 (g)M arco____________ ask his teacher for help.

6 (x )Y o u ____________ tell me your friends’ secrets.

2 Order the questions.

1 do should What I ?

What should I do?

2 Should to listen her we ?

3 to should I Who speak ?

Unit S Csnsolidalisi

4 Mum for her Should do Katie’s homework maths ?

5 pizza Should for go we a ?

6 Ravi Yoda Moon Should to take the ?

3 Complete the sentences. Use the present continuous for future.

1 The party is starting (start) at 6 p.m.

2 (Ben and Katie / go) shoppingtomorrow?

3 Katie (invite) everyone to a pizzarestaurant next Saturday.

4 Mum (not come) to the bowlingalley with us after dinner.

Friday?

6 Nipper

(you go) to the school concert next

______ (not eat) crabs’ legs for

I Complete the sentences. Use should/shouldn't and the correct form of these verbs.

Unit i Extension

ask wear finish argue speak laugh- • . • .; • r-- - - 3

1 No, you shouldn't ask your little sister for help. Ask the teacher.

2 Yes, he _ listening.

3 No, B e n .

4 No, we _ clever.

5 Yes, you

to Monica. She’s very good at

with his friends.

at people who aren’t very

_ that lovely jacket.

__her homework tonight,6 Yes, Katie_________not watch TV.

2 Look at the answers in Exercise 1. Write questions. Use should.

1 Should I ask mv little sister for help?

2

3

4

5 6

3 Write sentences. Use a verb and a time expression. Use the present continuous for future.

play listen watch do have

tomorrow next weekend after school on Friday tonight

1 ( Q l'm plavina tennis with Katie tomorrow.

2 0 ------------------------------------------------

dinner tonight.Discover English Level 2 © Pearson Education Ltd 2010 PHOTOCOPIABLE

1 Com plete the sentences.,shouldn’t .

liiit 9 Consolidation

Use should or

1 ^^)Y ou should help your brother with his ^lomework.

1 ^ x ) B e n ____________ be mean to Oliver.

5 J / ) T h e y ____________ write to Discovery Web.

i ^ ) Y o u _ ___think before you speak.

> ^ / )M arco ____________ ask his teacher for help.

S J x ) Y o u _______ ____ tell me your friends’ secrets.

2 6rder the questions.

I n|lo should What I ?

%Vhat should I do?

I Shou ld to listen her we ?• _____________________________________________

> should I Who speak ?

t ^ Ium for her Should do Katie’s homework laths ?#

> ||pizza Should for go we a ?

• -----------------------------------------------------------------* ® avi Yoda Moon Should to take the ?

Iflfeomplete the sentences. Use the present Continuous for future.

. c Ihe party is starting (start) at 6 p.m.

! ^ _________ (Ben and Katie / go) shoppingTomorrow?

• R a t i e ____________ (invite) everyone to a pizzaRestaurant next Saturday.

: ® Iu m ____________ (not come) to the bowling-mlley with us after dinner.

® ___________(you go) to the school concert next^riday?

%upper®inner tonight.

(not eat) crabs’ legs for

1 Complete the sentences. Use should/shouldn’t and the correct form of these verbs.

Unit § Extension

ask wear finish argue speak laugh

1 No, you shouldn't ask your little sister for help. Ask the teacher.

2 Yes, helistening.

3 No, Ben

to Monica. She’s very good at

with his friends.

4 No, we _ clever.

5 Yes, you

at people who aren’t very

_ that lovely jacket.

__her homework tonight,6 Yes, Katie_________not watch TV.

2 Look at the answers in Exercise 1. Write questions. Use should.

1 Should I ask mv little sister for help?

3 Write sentences. Use a verb and a time expression. Use the present continuous for future.

ptey listen watch do have

tomorrow next weekend after school on Friday tonight

1 playing tennis with Katie tomorrow.

2 @ -------------------------------------------------

Pearson Education Ltd 2010 PHOTOCOPIABLE

Unit 10 Consolidation Unit 10 Extension

1 Order the sentences.

1 moment are What doing you at the ?

What are you doing at the moment?

2 at the Monica moment is climbing .

1 Write sentences. Use the correct form of he.1 This time last week / I / be / on holiday!

This time last week I was on holiday!

2 You / ever / be / to Loch Ness?

were yesterday you Where ? 3 Where / you / be / last maths lesson?

new haven’t I see the yet been to film . 4 She / be not / speaking English.

Saturday for the five Mum in centre shopping was hours last !

5 He / never / be / to a pop concert.

Quiet ! am programme watching I favourite my .

2 Complete the sentences. Use the correct form of these verbs.

2 Complete the sentences. Use these words.

playing take plays saw watch meetV __________________ J1 Ravi is playing with Yoda. Look!

2 I’m going to ____________ a Doctor Who DVDtomorrow.

3 Did Doctor W ho____________ anyone interestingin the last episode?

4 Katie____________ most games better than me.

5 I ____________ a fantastic horror film last night.

6 Is Tara going t o ____________ the treasure withher?

3 Circle the correct word.

1 You don’t must / (mustn^)swim near the rocks.

2 I will probably to go / go to the cinema tomorrow.

3 Ben won’t / don’t will have to make his bed in space.

4 Have you ever meet / met a famous person?

5 She should / shouldn’t listen to the teacher.

6 He’s never gone / been to a different country.

kill climb like help see" ‘ ■

1 The Daleks killed everyone on Doctor Who’s planet a long time ago.

2 She

3was great!

___ Mount Kilimanjaro tomorrow.

you____________ the last episode? It

4 Doctor Who always trouble.

Doctor Who

people in

Earth?

3 Order the sentences.

1 have I now to do homework Do my ?

Do I have to do my homework now?

2 visit in the Moon Will future people the ?

3 doing Ben anything Is tomorrow ?

4 I tell secret Should Ravi the ?

5 you Have a capsule time seen ever ?

Discover English Level 2 © Pearson Education Ltd 2010

cfilng notes for photocopiable resources

i$otocop!ab3e resource - Beginning of Year 1

<ftjective: To revise some vocabulary from Discover jfg lish 1.(®ganisation: Students work in pairs.I^Carry out this activity before you begin the Starter RUnit of the Students’ Book.

^|Give each pair a set of the twenty-four cut-out ^question cards. The cards must be placed in a pile, ™face down.

§^>tudents take turns to turn over the top card, and ®mswer the question. If the first student can’t, his/ ^ ie r friend tries and then takes his/her turn.^(5) It’s a shoe.^ 1 ) M-A-R-I-A.

I^ tu d ents get one point for a correct answer. One Stu d ent keeps a record of points and doubts. The jptudent with the most points at the end wins.

gjpyhen all the pairs have finished, go through the questions with the class to check the answers. "Students check any doubts and add up their final

" c o r e .E®ension: Divide the class into three or four teams, g C each team a board pen or piece of chalk and pjg^ a spelling game. Say a word from Discover Eiwlish 1. A volunteer from each team writes it on tlWboard. They have a time limit of thirty seconds. C®ck answers and continue with different volunteers.

one point for a correct answer. You could ask a sty^ent to keep the score on the board too. The team

the most points wins.fwer key: 2 ghost 4 tent 5 shoe 6 three thirty;

h past three 8 cupboard 16 sunglasses l<®ipple 22 raining 23 bed 24 swimming

PUfttocopiabSe resource - Beginning of Year 2

3h|ective: To revise some vocabulary and grammar rflffi Discover English 1.)i^anisation: Students work in pairs.►Starry out this activity at the beginning of the term,

revises some language and structures from the revious level and would work well in the first ?sson as a revision and diagnostic activity.

► Give a set of cut-out questions and answers to each "a ir . Copy the questions and answers onto different <®bloured paper if you can.

•

Check any language your students may not know or may have forgotten, e.g. boring, cousin.

& The pairs match the questions and answers.& Check the answers with the class.& The pairs now ask each other the questions. Give

each student a copy of the questions to help them, but encourage them not to look. Move round, monitoring and providing help where necessary.

Extension: Ask the students to speak to as many different friends as they can. Every three minutes clap your hands and ask them to change partner.Answer key: See Photocopiable resource - Beginning of Year 2, page 154.

Photocopiable resource 1 - Fun

Objective: To practise speaking about frequency; to practise the present simple affirmative.Organisation: Students work in pairs.

Carry out this activity after lesson la of the Students’ Book.Give each pair one copy of the noughts and crosses grid. Two identical grids have been provided for photocopying. They decide who is X and who is O.

^ They take it in turns to choose a square and make a true sentence using the frequency adverb.My sister usually goes rollerblading after school.I sometimes collect cards.

^ They write X or O in their square for a correct sentence.

^ The winner makes a horizontal, vertical or diagonal line of X or O.

^ Take spare grids with you to give to fast finishers.Extension: The students play as described above, but they can make true or false sentences with their frequency adverb. The student listening decides if the sentence is true or false. If the listener guesses correctly, he/she writes X or O in the chosen square.If he/she gets it wrong, the first student does.

I sometimes go surfing in summer.No you don’t. I don’t believe you!

Fhotocoplahl© resource 2 - I'm Hungry!

Objective: To practise food vocabulary; to practise speaking about quantity.Organisation: Students work in pairs.fs Carry out this activity after lesson 2c of the

Students’ Book.^ Give each student a list of shopping basket

contents A or B.They add three of their own items.

f > They exchange information with their partner by asking and answering Is there/Are there ...? questions about each item on the list. If the answer is positive, they ask How muchP/How many? questions. They use their imaginations to answer.Is there any chocolate in your trolley?Yes, there is.How much chocolate is there?There’s a lot o f chocolate!

$ They note their friend’s answers.Extension: When students have finished, they can choose seven ingredients to make a Perfect Pizza.

Do you like crocodile?Yes! Let’s have crocodile.

Ask each group to tell the class about their Perfect Pizza.There’s a lot o f cheese on our Perfect Pizza, but there aren ’t many crabs’ legs.

§j They could write about it and draw it too.

PhotocopiafeSe resource 3 - Stories

Objective: To consolidate past simple forms of regular and irregular verbs.Organisation: Students work in pairs or groups of three.P* Carry out this activity after lesson 3d of the

Students’ Book.^ Give each pair or group a set of cut-out dominoes

(or get students to cut out the dominoes themselves). There are eighteen dominoes. Each student has nine dominoes (if working in pairs) or six dominoes (if working in threes).

^ The first player puts a card down. The second player puts down the matching infinitive or past simple form that can go at either end. If they can’t, they lose their turn and the next/first player tries. All infinitives are in bold.

^ Encourage the students to say the infinitives and past forms as they put them down.

§> The winner gets rid of all of his/her dominoes first.Answer key: See Photocopiable resource 3 - Stories, page 157. The correct order is: [played/walk], [walked/watch], [watched/have], [had/see], [saw/ take], [took/hear], [heard/hide], [hid/study], [studied/ eat], [ate/drink], [drank/leave], [left/climb], [climbed/ be], [was, were/find], [found/travel], [travelled/wait], [waited/go], [went/play]Extension: All the dominoes are face up. The first player chooses a verb. The second student must ask a correct question using the chosen verb without hesitating to win a point.

(Play) Did you play football yesterday?(Go) Did you go to school last Monday?

The players take it in turn to choose verbs for a friend to make a question with until there are none left. The student with the most points wins.

Photocopiable resource 4 - Cities

Objective: To practise comparatives and superlatives; to practise some city vocabulary.Organisation: Students work in pairs.^ Carry out this activity after lesson 4b of the

Students ’ Book.§£> Give each student a set of the cut-out adjective

cards.& Give each pair a set of the cut-out picture cards.

The cards must be placed in a pile, face down.^ Students take it in turns to turn over the top picture

card, place one adjective card next to it and, using his/her imagination, make a comparative and a superlative sentence.A shopping centre is more exciting than ... school!A shopping centre is the most exciting!

^ Students choose their own adjective if they have a You choose! card.If the student makes two correct sentences, he/she gets rid of the adjective card. The picture card goes to the bottom of the pile.

& The student who gets rid of his/her adjective cards first wins.

Extension: The pair turns over the top two picture cards. Each suident writes down as many comparative sentences as he/she can in two minutes. The student with the most sentences wins.

Big Ben is noisier than a bike.A bike is more dangerous than Big Ben.A bike is more exciting than Big Ben.

Aotocopiable resource 5 - Explore!

Objective: To practise numbers 100-1,000,000.Organisation: Work with the whole class. Students 'f trk in pairs.^ C arry out this activity after lesson 5a of the ^Students’ Book.(^Give each pair a cut-out bingo card. fJ^Read out these numbers in any order: 100, 212,—213, 230, 250, 313, 333, 440, 515, 550, 560, 613,_ 630, 717, 770, 919, 990, 1,000, 1,500, 1,770,

^ 00 ,000 , 1,000,000

|®Students cross out numbers they hear if they have ||£hem on their cards.

I^Jtudents who cross off a vertical or horizontal line ^ h o u t ‘Line!’

^Students who cross off all their numbers shout Bingo!’

^ r h e student(s) who shouts ‘Bingo’ first wins. Check ®iis/her card. Make sure he/she has crossed off the £right numbers!

E^ension: Dictation. Choose six of the numbers oi^the cards. Dictate them to the class. The students vrnte them down in full. Check answers by asking vBRinteers to write them on the board. Ask pairs to c^tinue. Students take it in turns to dictate and write tl^jnumber in full. Move round, prompting, correcting aij^ checking.

•P|pt©copiafele resource 6 - Space

e le c t iv e : To practise will for predictions.Organisation: Students work individually and in gi£ips of four.fcg^arry out this activity after lesson 6b of the

gtudents ’ Book.fc^rive each student in the class a photocopy of the

^resource sheet. They will need crayons or pens for Colouring.

^®tudents draw life in 2075 using the questions to # elP-

^ # heY write predictions about 2075 under their .-drawings. Move round, prompting and correcting. •

►groups of four then tell each other about life in viz075 in their pictures. They show them to their f ie n d s at the end.(glz 20751 think people will all have purple hair. JjBoey 7/ have pet crocodiles too. Dogs will be very dangerous.

#♦

3

Extension: Students in the same groups collaborate to write about Life in 2075. Move around the class, giving help where necessary. They make a poster with their pictures and the text.

Photocopiable resource 7 - Music

Objective: To consolidate music vocabulary.Organisation: Students work in pairs.& Carry out this activity after lesson 7b of the -

Students’ Book.Give each student in the class a photocopy of the resource sheet.

& Pairs use the picture clues to complete thecrossword. They then complete the music words.

^ Check answers with the whole class. Check spelling either by asking volunteers to spell the words, or have students check in their Students’ Books (Unit 7 Opener, page 69).

Answer key:1Across - 4 drums 6 violin 8 flute 9 keyboard Down - 1 guitar 2 xylophone 3 trumpet5 saxophone 7 cello2Types of music: heavy metal folk jazz pop classicalExtension: Ask the class to tell you the names of any other musical instruments they know. Write them on the board. Students copy. Then pairs list instruments they associate with different kinds of music, e .g .fazz - trumpet, saxophone. Pairs tell the class their ideas. You could ask each pair to find out which instruments people in their favourite bands play and to write about them for homework.

Photocopiable resource 8 - Emergency!

Objective: To practise the present perfect with ever, how long, fo r and since.Organisation: Students work individually and in groups of four.£ Carry out this activity after lesson 8b of the

Students’ Book.^ Give each student in the class a photocopy of the

resource sheet. Students read the prompts and silently complete the ‘You’ column with a tick, cross or number. Then they write two of their own questions in the present perfect, e.g. Have you ever eaten dog? How long have you had your girlfriend?

§» Students work in their groups. They take it in turns to ask, answer and complete the ‘Friends’ columns for each group member.How long have you had your school hag?I ’ve had my hag fo r a year.Have you ever been to a pop concert?No, I haven't.

g) iMove round, prompting and correcting. Encourage students to use complete sentences.

^ They continue until they have information about everyone in the group.

Extension: Ask a confident student to repeat after you I ’ve played the guitar, and to add another sentence in the present perfect, e.g. ... and I ’ve been to a pop concert. Ask another student to repeat the two sentences and to add another one. Continue asking different students to repeat and add. If a student hesitates or gets the order wrong he/she loses his/her turn.Answer key: 1 How long have you lived in your house? 2 Have you ever helped anyone in the street? 3 Have you ever played the guitar? 4 How long have you had your school bag? 5 Have you ever done anything scary? 6 Have you ever met an English person? 7 How long have you been at school today? 8 Have you ever got someone’s autograph?9 Have you ever been to a pop concert? 10 Have you ever been to an Internet cafe? 11 and 12 Students’ own answers.

Photocopiable resource 9 - Friends

Objective: To practise asking for and giving advice with should.Organisation: Students work in pairs.^ Carry out this activity after lesson 9a of the

Students’ Book.^ Give each pair a set of problem cards. They place

the cards face down on the desk. There are fifteen problems.

& The students take it in turns to take and read out a problem. They discuss the problem.He should speak to his dad before his dad speaks to the teacher!He should study more.He should speak to his mum.

& They write down one piece of advice for each.£ Go through the problems with the class. Take a

class vote on the best advice for each problem and give a point for each winning pair.

§j The pair with the most points is the winner.

Extension: Each student imagines another problem and asks the group for advice. They can vote on whose problem is the most difficult to resolve.

Photocopiable resource 10 - Time Travel

Objective: To review various grammatical structures from Units 1-10.Organisation: Students work in pairs.Preparation: Bring a non-transparent bag to class, e.g/a plastic bag.§$> Carry out this activity after lesson 10c of the

Students’ Book.& Each student has a copy of the resource sheet. Ten

sentences are grammatically incorrect.& The pairs discuss each sentence and decide which

are correct and which are incorrect.Check answers. Pairs get a point for each right/ wrong sentence they have correctly identified.Pairs correct wrong sentences to win two bonus points. Before you begin, ask each pair to write their names on one small piece of paper which they put in the non-transparent bag you’ve brought Ask a volunteer to take a paper from the bag to decide which pair to ask.

^ The pair with the most points wins.Answer key: 1, 3, 4, 8, 10, 11, 15, 16, 19, 20 are correct.Corrected sentences2 Have you ever been to the USA? 5 AJ doesn’t like insect juice very much. 6 Some people don’t like science fiction programmes. 7 Monica made me a really nice birthday cake. 9 I didn’t see last week’s programme. 12 You shouldn’t be mean to friends. 13 Did you go to school yesterday? 14 What are you doing? Stop! 17 Robots won’t play football in the future. They can’t! 18 I heard a funny noise last night.

Photocopiable resource - End ©f Year Quiz

Objective: To revise language and structures from the course through an end-of-year quiz.Organisation: Students work in pairs.$ Carry out this activity at the end of the course.^ Give each pair a copy of the quiz sheet. Explain

that they must work together to answer all the questions. They may need to look back through their Students’ Book to find some of the answers.Remind students to write complete sentences

£ for their answers where necessary. Go round

C monitoring their work.Go through all the answers with the class as soon as the first pair have finished.

0 Check answers. Award a point for each correct ^answer. The pair with the most points wins.^tension: Ask the pairs to prepare similar quiz (^estions to try out on another pair. Remind them to j^epare their answers on a separate sheet of paper.Mternatively, the students give you all their prepared Sestions and answers and work in teams of four or j®s. Ask each team in turn a question, and award joints for a correct answer. The team cannot answer ypir own questions. The team with the most points

ns.Answer key: 1 Boats 2 A football 3 Street dancing A ’hanksgiving 5 Mount Kilimanjaro 6 Coco ]®&allifrey 8 The Beatles 9 A drum kit ^ New York City 11 Justin Timberlake 12 Monica 1J» 11 November 14 Loch Ness, Scotland 15 They s9v a scary crocodile. 16 Two 17 Six 18 Eight ipN one 20 1,800 metres deep 21 saxophone ^ te lesco p e 23 (healthy) drink 24 raft 25 hair 2^ bury

!%*tec©piable resource - Festival 1 Harvest

(®jective: To read about Harvest Festival in Britain; toc^isolidate food vocabulary from Unit 2.C^anisation: Students first work individually andtjpn individually/in pairs.g ^ arrv out this activity near Harvest Festival, at the Xend of September or early October.

| | Jf your students have already studied Unit 2e of the ^Students’ Book, ask them what they can remember ®kbout Thanksgiving in the USA, and elicit Harvest fe s t iv a l .

I^Uternatively, write Harvest Festival on the board Ignd ask the class to predict what it celebrates.

lyPre-teach the following words before handing out -the resource sheet: farmer, moon, church, basket,

|®Jive the students time to read about Harvest fe stiv a l, look at the picture and answer the questions.

heck answers together as a group. You could discuss harvest-time traditions in your country.

tudents do the labelling exercise individually or in Upairs.

feXl%

§> Check answers.Extension: You could organise a Harvest Festival project. Ask pairs to find out about Harvest Festival in a different country and to present their ideas to the class. Useful sites for your research are: http//www. harvestfestivals. net http://ivivw.teachernet.gov.uk/teachingandlearning/ library/harvestfestivals/Answer key: 1 1 People celebrate Harvest Festival to show they are happy about their harvest. 2 People in the UK celebrate Harvest Festival on the Sunday of the Harvest Moon at the end of September or beginning of October. 3 They take harvest baskets to schools and churches. 4 They give the harvest baskets to poor people. 5 People sometimes make corn dolls.2 1 apples 2 potatoes 3 eggs 4 carrots 5 beans6 strawberries 7 onions

Photocopiable resource - Festival 2 Pizzafest

Objective: To read about Pizzafest in Naples.Organisation: Students first work individually and then in pairs^ Carry out this activity any time after Unit 4, Cities.£ Ask the class what, if anything, they know about

Naples, e.g. It’s a city in Italy. Ask the students to predict one reason why it’s famous. Pre-teach the following words: chef sell, stall.

^ Give the students a copy of the resource sheet.Give them time to read the text and to answer the questions.

£ Check answers together as a group.£ Ask the students to underline all the past simple

verbs in the text and to note those that are new to them, e.g. bought, sold.Students do the crossword in pairs and work out the missing word.

Extension: Play a game. Whisper different kinds of pizza to volunteers, who draw them on the board for the class to guess, e.g. chicken pizza. (A sftident draws a chicken pizza.)Answer key: 1 1 Pizza comes from Naples, Italy.2 No, rich people didn’t eat pizza in the past; poor people did. 3 Pizzafest is a pizza festival in Naples. 4 Pizzafest is held in September each year. 5 You can dance, watch shows, have a lot of fun and eat pizza.2 1 restaurant 2 chef 3 dance 4 pizza 5 stall6 eat Missing word: Pizzafest.

Photocopiable resoyrce - Festival 3 The Queers Birthday

Objective: To learn about how Queen Elizabeth II celebrates her birthday.Organisation: Students work individually and in pairs.Preparation: Bring a map of Great Britain, or be prepared to draw one on the board.§?> Carry out this activity after Unit 10 of the Students’

Book.^ Introduce the topic of the British royal family by

asking the class to name any royals they know, e.g. Prince Harry/Prince William.

^ Pre-teach: British Empire. Use a map to explain that Great Britain is formed from England, Scotland and Wales, and that Great Britain and Northern Ireland make up the United Kingdom.Tell the students the Queen is very lucky. Ask them to predict why, e.g. She’s very rich. She’s got a lot o f dogs. She travels a lot.

^ Give the students time to read the text and to answer the questions.Ask the students to compare their answers with a friend.

£ Check answers.£ Pairs complete the word square.|«> Check answers.Extension: Discussion. First ask pairs to list the advantages and disadvantages of being a king or queen. Have a class discussion. You could ask the students to tell you about historic traditions you have in your own country.Answer key: 1 1 Because she has two birthdays.2 Her family and friends. 3 The Queen’s Birthday Parade. 4 Buckingham Palace. 5 Two thousand.

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j^J/Otoiepsafefe resource - Beginning of Year 1

¥Spell your name.

[oSay numbers

1- 10.

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oSpell

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oIt’s a

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i © i © i ©Say the months i Say the days of i Name your three i Say numbers

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i the week. i favourite things. i 11-20.

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p® Name five #school subjects.

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© Pearson Education Ltd 2010 PHOTOCOPIABLE

Jj^otQCopiable resource - Beginning ©f Year 21

H

H

H

H

-

-I

H

H

H

H

j

r

L

1 What’s your name? /'Ay name*S Maria.

+

2 How old are you? Vm twelve years old.

+

3 Where are you from? I m fro Portugal.

+

4 Where do you live? I live in Lis'bon.

+5 What do you like doing in your

free time?+

I like swimming and reading- I like Watching TV too.

6 Have you got any brothers or sisters? Yes} I h ave. I Ve got two brothers and one sister.

+

7 How many cousins have you got? I Ve got twenty cousins!

+

8 What’s your favourite TV programme? I havent got a favourite.

+

9 What are your favourite things? | h Y fa''0Uf * / £ y

------------------------------------------------------+ -----------------------------------------------------------------

10 Do you like doing sport or do you prefer watching?

+

I like playing bajkefbal Watching is boring.

11 Do you like reading? Sometimes I like reading magazines-

+

12 What music do you like? I like hip hop.

+

13 Have you got any pets? Yes, I have. iVe got a beautiful dog,

Discover English Level 2 © Pearson Education Ltd 2010

photocopiable resource 1 - Fun

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•

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^often always often

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Pearson Education Ltd 2010

Photocopiable resource 3 - Stories

ar \

p l a y e d w a l k

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Life on Earth in 2075

People will ____________

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Discover English Level 2 © Pearson Education Ltd 2010 !

Photocopiable resource 7 - Music1 Write the musical instruments

Write the type of music

© Pearson Education Ltd 2010

Fhstocopiable resource 8 - Emergency!

You Friend 1 Friend 2 Friend 3

1 How long/live/in your house?

2 Have/ever/help anyone in the street?

3 Have/ever/play/ the guitar?

4 How long/have/ your school bag?

5 Have/ever/do/ anything scary?

6 Have/ever/meet/ an English person?

7 How long/be/at school today?

8 Have/ever/get/someone’sautograph?

9 Have/ever/be/to a pop concert?

10 Have/ever/be/to an Internet cafe?

11 Have/ever ... ?

12 How long ... ?

Discover English Level 2 © Pearson Education Ltd 2010 PHOTOCOPIABLE

photocopiable resource 9 - Friends 9

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1 Doctor Who visited Paris last week.

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12 You shouldn’t to be mean to friends.

13 Did you went to school yesterday?

14 What you doing? Stop!

15 I ’ve lived here for five years.

16 Do you think robots will do our homework?

17 Robots don’t will play football in the future. They can’t!

18 I heared a funny noise last night.

19 Did Bonzo like the scary crocodile?

20 Are you going to the party tomorrow?

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W hat transport do coastguards use? 14 Where does Nessie live?

What did Danny find in a box on the beach?

What’s Bethany’s favourite hobby?

What festival do people celebrate in November in the USA?

What’s the name of the highest mountain in Africa?

What’s the name of Tara’s monkey friend?

Which planet is Doctor Who from?

Which band sings HelpR

Which musical instrument did Monica’s dad have in the garage?

Which is the biggest city in the USA?

Who is Charlotte Cox’s favourite star?

Who doesn’t like healthy food much: Katie, Monica, Ravi or Ben?

15 Why didn’t the pirates take the treasure on Adventure Island?

16 How many weeks are there in a fortnight?

17 How many wives did Henry VIII have?

18 How many insect legs are there in a chocolate bar?

19 How many pop concerts has Katie been to?

20 How deep is the Grand Canyon?

21 Katie can play the

22 Scientists study the stars with a

23 A smoothie is a ____________

24 Danny and AJ didn’t have a boat, so they built

25 Insect juice is good for your______

26 You b____________ a time capsule.

S co re____ / 26

People all over the world celebrate Harvest Festival, to show how happy they are about their harvest. At harvest time, farmers bring in food from the fields. If the harvest isn't very good, there may be nothing to eat.

People in the UK celebrate Harvest Festival on the Sunday of the Harvest Moon, a full Moon at the end of September orthe beginning of October. People decorate schools and churches with harvest baskets containing fruit and other foods. They go to Harvest Festival services and sing traditional harvest songs to show how happy they are that they have enough to eat. After the service, they give food baskets to poor people.

There are a lot of other harvest traditions. For example, a longtime ago people ate a special harvest dinner to celebrate. People sometimes make corn dolls too.

1 Read and answer.

1 Why do people celebrate Harvest Festival?

2 When do people celebrate Harvest Festival in the UK?

3 What do people take to schools and churches?_______

4 What do people do with the harvest baskets after the services?

5 What do people sometimes make to celebrate Harvest Festival?

2 Label the food.

© Pearson Education Ltd 2010 B U i I i l i O i f t

t©piable res@nrce - Festival 2 Pizzafestyou like pizza? If the answer is 'yes’, imagine life in Naples a long time ago!

j| izza comes from Naples in Italy. In the past, people who lived there bought pizza in the g reets . It was originally poor people’s food.

he pizzas then were very simple. Pizza sellers sold their pizzas from stalls, a kind of pen air shop. People ate pizza, drank and talked. These simple stalls later became pizza jstaurants.

t that time a lot of people didn’t know about pizzas, even in Italy. Nowadays, of course, izzas are famous all over the world. Everyone loves pizzas!

11 pizza-lovers love Pizzafest. Pizzafest is a pizza festival held in Naples every September to celebrate pizza! lzza chefs cook a lot of different types of pizza. You can buy them in restaurants and in the street. There e even pizza-making competitions. You can dance, watch shows, have a lot of fun ... and eat as much

izza as you can!

Read and answer.

Where does pizza come from?______

Did rich people eat pizza in the past?

What is Pizzafest?__________________

When is Pizzafest?__________

What can you do at Pizzafest?

Write the words. Find the missing word.

D Pearson Education Ltd 2010

1 Read and answer.

1 Why is Queen Elizabeth very lucky?

mQueen Elizabeth II, Queen o f the United Kingdom, is very lucky; she has two birthdays!She was born on 21 April 1926. She also has an official birthday on a Saturday in early June. This is because the weather in the UK is much better in fune!

The Queen spends her real birthday at Windsor Castle. She celebrates with fam ily and £ fi'iends. ^

People around the world celebrate her official fu n e birthday. rIhis is because she’s also ^Queen o f countries in the ^Commonwealth, including .Australia, New Zealand and WCanada. ^

The Queen’s Birthday Parade ®is the most important public Ipcelebration o f the Queen’s Abirthday. A lot o f people go Xto the Mall to see it. The Mall ?is near Buckingham Palace ™where the Queen lives. Ij|

When the Queen ivas eighty ^ in 2006, extra special celebrations were organised £ fo r her official birthday. She JL. had a garden party fo r two thousand children! ™

----------------------- -----------------------------—

2 Find six words from the text in the word ^square.

2 Who does she spend her real birthday with?

3 What’s the most important public celebration of the Queen’s birthday in Britain?

4 Where does the Queen live?

5 How many children went to the garden party in 2006?

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