teacher´s english plus starter - PDFCOFFEE.COM (2024)

Sheila Dignen

English

Starter Teacher’s Book

Second edition

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Contents Introduction Introducing English Plus second edition

Components of the course

Starter Student’s Book at a glance

Starter Workbook at a glance

English Plus second edition methodology

Evaluation and testing

English Plus second edition Classroom Presentation Tool

Student’s Book contents

Teaching notes Starter unit

T18

Unit 1

T26

Unit 2

T36

Unit 3

T46

Unit 4

T56

Unit 5

T66

Unit 6

T76

English Plus Options

T86

Workbook answer key

110

Student’s Book audio scripts

120

Workbook audio scripts

129

Use the card in the book to access the Practice Kit online practice

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Introducing English Plus second edition Description of the course English Plus second edition is a five-level course for lower-secondary students. It will give students all the skills they need to communicate with confidence in English. The core material covers all the requirements of the secondary school curriculum in a clear unit structure, and the extensive Options section at the back of the book provides further variety and challenge. Extra material covering culture, CLIL, speaking and listening practice will motivate, interest and engage students, and also allow teachers to tailor the course to meet students’ different needs and abilities. This variety and flexibility extends to a wide range of supplementary material, carefully designed to build on work done in class and also to address different abilities.

Aims of the course To make planning and preparation easy Each lesson in the book is designed to fit into one lesson in class, and takes you through the stages of warming up, presenting and exploiting the material, and allowing the students to personalize and apply what they have learned. Each lesson in the Teaching notes starts by clearly stating the aim of the lesson, which mirrors the I can ... statement. Each unit directs you to the relevant English Plus Options section, so you can easily locate the most appropriate ways to extend each lesson. The Student’s Book follows a carefully designed system of colour coding in each section, so both you and your students will recognize the vocabulary, language focus and skills lessons from the very beginning. If you wish to support or extend the work, the photocopiable worksheets on the Teacher’s Resource Disk are all clearly linked to each lesson, so you can find the relevant worksheet straight away.

To keep students interested and involved English Plus second edition is a topic-based course and the themes have been carefully chosen to maintain students’ interest and motivation throughout the year. The topics and texts are designed both to motivate and to educate teenage learners. The activities are designed to engage students and encourage participation. The Options at the back of the Student’s Book provide variety and enable you to adapt the course to suit students’ interests.

To give students opportunities to use English in a personal and practical way The Use it! exercises at the end of lessons encourage students to think about English and use it to talk or write about their own ideas. The Key phrases sections give students language to use in a communicative and functional way. Students are more likely to learn and remember language if activities are meaningful and realistic, and if they are encouraged to use it in communicative contexts.

To be flexible and to cater for all learning needs English Plus second edition has been designed to be flexible, so that it can be used in streamed school systems, mixedability classes, and varying teaching loads. With English Plus second edition you can choose the most appropriate material for your class and for individual students. The Options at the back of the Student’s Book allow you to give students extra practice of particular skills and introduce variety into your classroom. If you have a range of abilities

in the class, the Workbook, Tests and Photocopiable worksheets contain three levels of material, so that you can select the right material for each student.

To develop effective reading, writing, listening and speaking skills English Plus second edition places equal emphasis on the development of all four skills. Each unit contains reading, writing, listening and speaking sections. A step-by-step approach has been taken to speaking and writing, which will ensure that students of all abilities will be able to produce their own texts and dialogues. There are Extra listening and speaking sections at the back of the Student’s Book and the Culture and Curriculum extra pages provide a variety of additional challenging reading material.

To develop students’ ability to understand and apply language rules accurately English Plus second edition presents new language in context to ensure that students fully understand usage as well as form. Each new point is practised in a variety of challenging activities to make students think and apply what they have learned. There is always a Rules section, which encourages students to think about and complete language rules themselves.

To set goals and see outcomes Every lesson starts with an I can ... statement, so the aim is always evident. Lessons finish with a Use it! exercise which is the productive outcome as described by the I can ... statement. Setting clear, achievable, short-term goals should increase students’ motivation.

To review and recycle language thoroughly and systematically Language is recycled throughout the course. AReview section follows every unit and there are further opportunities to consolidate and check progress in the Puzzles and games section and in the Workbook.

To incorporate the latest developments in teaching methodology English Plus second edition follows a tried and tested structure in the presentation and practice of language, but it also gives you the flexibility to introduce newer teaching methods into your class when you are ready. For example, the Curriculum extra sections at the back of the Student’s Book and the Curriculum extra worksheets on the Teacher’s Resource Disk will enable you to experiment with Content and Language Integrated Learning (CLIL) in a structured way.

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Introduction

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To be compatible with the Common European Framework English Plus second edition develops Key competences as described by the European Reference Framework (see the Teacher’s website for more information).

To provide a comprehensive digital solution English Plus second edition offers the facility to incorporate interactive teaching and learning in the classroom and at home.

In the classroom The Classroom Presentation Tool provides digital versions of the Student’s Book and Workbook, with fully interactive activities to use on the interactive whiteboard.

At home The Practice Kit offers students online self-study activities which teachers can monitor and track. Carefully aligned to CEFR levels, it is designed to consolidate and extend the four skills, grammar and vocabulary relevant to the level. ThePractice Kit also provides access to the Workbook audio.

Components of the course The Student’s Book contains: • a Starter unit to revise basic vocabulary and grammar. • six teaching units; each unit has two vocabulary sections, two or more grammar presentations, and two listening and reading sections. There is practice of the four skills throughout. Each unit has a whole page devoted to speaking skills and a whole page devoted to writing skills. • six Review sections which review all the language studied so far in the book. • six Puzzles and games sections which provide engaging language consolidation. • twenty-four pages of English Plus Options which include: –– six Extra listening and speaking pages to give further practice in these skills. –– six Project pages which provide an opportunity for collaborative work. –– six Curriculum extra pages which are linked to topics taught in other subject areas in secondary school. –– three Culture pages with topics that invite cultural comparisons. –– three Song pages which provide a further opportunity for consolidation.

The Workbook contains: • six pages of additional practice for each of the Student’s Book units. The Starter unit has four pages. This comprises exercises for vocabulary, grammar, reading and writing at three levels of difficulty. • a two-page Progress review after every unit with self-assessments and I can ... statements. • six pages of Cumulative review which provide revision of all the language and skills studied up to a particular point in the Student’s Book. • a Reference section which includes: a Language focus reference with additional practice exercises for each grammar point; an alphabetical Wordlist with illustrations and a phonetic chart; a Key phrases section with Key phrases from the Student’s Book. • a Student access card to the online Practice Kit for additional self-study practice and access to the Workbook audio.

The two Class audio CDs contain: • all the listening material for the Student’s Book.

The Teacher’s Book contains: • an introduction with information on English Plus methodology. • teaching notes and answers for all the Student’s Book material. • ideas for extra optional activities and mixed-ability classes. • background notes, cultural information, and language notes. • the audio scripts for the Student’s Book and the Workbook. • the Workbook answer key. • a Teacher access card to the online Practice Kit.

Introduction

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The Teacher’s Resource Disk at the back of the Teacher’s Book contains: • photocopiable language focus and vocabulary worksheets at three levels: basic, revision and extension. • photocopiable speaking worksheets • diagnostic tests to use at the beginning of the school year. • end-of-unit tests, including listening, vocabulary, grammar, reading and writing activities at three levels: basic, standard and higher. There is also a speaking test for each unit. • end-of-term and end-of-year tests at three levels: basic, standard and higher. • five-minute tests covering language from the vocabulary and language focus lessons. • parallel (A/B) tests are also offered to prevent copying. • All the tests are available as editable Word files and PDFs. • An audio CD element is included for the tests, which can be played on a CD or DVD player. • How to … guides offer practical advice on common classroom management issues such as teaching mixed ability classes and getting your students to talk.

The classroom presentation tool provides: • digital versions of the Student’s Book and Workbook. • audio, video and interactive exercises that can be launched directly from the page. • automatic answer keys that let you display answers all at once or one by one. • tools that let you zoom and focus on a single activity, highlight, and add notes to the page.

The Teacher’s website (www.oup.com/elt/teacher/englishplus) contains: • photocopiable Curriculum extra worksheets. • photocopiable Drama worksheets. • useful information for teachers such as Key competences and the Common European Framework.

The online Practice Kit contains:

• content carefully aligned to CEFR levels and suitable for self-study. • consolidation and extension activities that cover core grammar and vocabulary and further

develop the four key skills. • extra functional videos, vox pops and animations to engage students’ interest. • exercises that are automatically marked with instant feedback. • modules that consist of a sequence of activities with a clear pedagogic structure, first engaging students’ interest, then practising step-by-step and finally allowing them to reflect on their learning. • the audio for the Workbook.

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Introduction

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Starter Student’s Book at a glance There are six units and a Starter unit in the Student’s Book. Each unit has seven lessons, a Review and a Puzzles and games section. Each lesson provides material for one classroom lesson of approximately 45 minutes.

Core teaching units Lesson 1

• This lesson occupies two pages although • • • • •

it is still designed for one lesson in class. The Think! questions encourage students to start thinking about the unit topic. Every lesson has an explicit learning objective, beginning with I can .... The Options section refers to the extra optional material at the back of the Student’s Book. The first vocabulary set, which establishes the topic of the unit, is presented and practised. A quiz, questionnaire, puzzle or game contextualizes the vocabulary set.

Lesson 2

• A reading text contextualizes the first

• •

vocabulary set and models grammar structures which students will study in the following lesson. A comprehension exercise practises the vocabulary and develops reading sub-skills. The Vocabulary plus section highlights key new vocabulary from the reading text and encourages dictionary use. This vocabulary is practised in the Workbook.

Lesson 3

• The first grammar section presents and

• •

Introduction

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practises one or more grammar structures in a guided inductive way. Students may be asked to complete sentences using examples from the reading text. They then develop rules or answer questions about rules based on the example sentences. The optional grammar animation allows students to watch the grammar structures being used in context. The grammar practice exercises are often topic-based.

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Lesson 4

• The second vocabulary set is presented and practised.

• A variety of comprehension exercises •

practises the vocabulary and develops listening sub-skills. The listening activities contextualize the vocabulary set and model grammar structures which students will study in the following section.

Lesson 5

• The second grammar section presents •

and practises one or more grammar structures. The optional grammar animation allows students to watch the grammar structures being used in context.

Lesson 6

• There is a double page of productive

• • •

• •

•

skills practice in every unit, which further recycles and consolidates language practised in the unit. A whole page is devoted to speaking skills with a functional focus. The speaking model presents the target dialogue and language. The functional video allows students to watch the speaking model being used. The video also has an audio version on the Class audio CD. The Key phrases section highlights useful structures which students can use in their own speaking dialogue. The pronunciation exercises allow students to practise and improve their pronunciation. There is a pronunciation exercise in each unit of the Student’s Book. Speaking activities lead students stepby-step towards producing their own dialogues. This ‘presentation, practice and production’ approach is suitable for mixedability classes and offers achievable goals.

Lesson 7

• A whole page is devoted to writing skills. • The lesson always begins by looking • •

•

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at a writing model and studying the language, structure and format. The Key phrases section highlights useful structures which students can use in their own writing task. The Language point presents and practises useful writing skills and structures, such as punctuation and paragraphs. The Writing guide encourages students to think and plan before writing a specific task.This supported approach increases students’ linguistic confidence. Introduction

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Lesson 8

• There is a revision lesson at the end of each unit.

• There are vocabulary, grammar,

speaking and listening activities on every Review page.

Lesson 9

• There is a Puzzles and games section at the end of each unit.

• These sections provide fun and engaging

activities to consolidate the language learned in the unit.

Other features of the Student’s Book • The Finished? activity provides support for mixed-ability classes.

• The Study strategy builds students’ study

skills and encourages autonomous learning.

• A final Use it! exercise allows students to

use the new language in a more productive, personalized, or creative way. This is the productive aim of the lesson as described by the I can ... statement.

Introduction

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English Plus Options The English Plus Options section at the back of the Student’s Book provides a wealth of optional extra material. There are extra lessons for each unit which review and extend the language: Extra listening and speaking, Project, Curriculum extra, Culture, and Songs.

• There are six Project sections,

which allow students to work collaboratively to explore and personalize topics in the Student’s Book. Each project also serves as a cumulative review of the language the students have covered up to that point.

• There are six Extra listening

and speaking pages, which give further practice in these skills and focus on natural, functional language.

• There are six Curriculum extra

•

• •

sections linked to the curriculum for other subjects studied in lower secondary schools. Subjects such as maths, language and literature, natural science and geography are addressed through motivating texts and activities. These pages allow you to introduce CLIL into your classroom in a structured way. Alternate lessons are supported by documentary video. If there is a video with the lesson, it is indicated by a video icon and title in the header.

• There are three Song sections,

which review the language the students have covered up to that point.

• There are three Culture sections,

•

which invite cultural comparisons and get students thinking about similarities and differences with their own culture. Alternate lessons are supported by documentary video. If there is a video with the lesson, it is indicated by a video icon and title in the header.

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Introduction

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Starter Workbook at a glance • The Workbook includes exercises in grammar,

•

vocabulary and skills, which mirror the language and skills work in the Student’s Book pages. There are three levels of practice activities: one-star activities provide basic revision and language manipulation; two-star activities involve more productive exercises; and three-star activities are more open and offer more challenge.

• There is a two-page Progress review at the end of each unit.

• The exercises check understanding of all the

•

vocabulary, grammar and skills presented in the unit. They also provide a record of what has been learned in the unit. The Self-evaluation section encourages students to think about their progress. This type of activity is also very helpful in students’ development as learners because it encourages them to take responsibility for their own learning. There is a listening exercise in every Progress review. The audio for this is available on the online Practice Kit.

Workbook reference section The reference section in the Workbook contains grammar reference material as well as more activities for consolidation and extension. There is a Language focus section for each unit, which reviews all of the grammar structures in the unit.

• The left-hand page provides full grammar explanations, covering • 10

both form and usage. The right-hand page provides corresponding exercises to check and consolidate understanding of each grammar structure.

Introduction

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• The Cumulative review section deals with •

listening, speaking and writing points covered in all the preceding units. There are three Cumulative review sections.

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• The alphabetical Wordlist provides a • • • •

• The Key phrases section contains a list of all the Key phrases in the Student’s Book.

list of the words used in each unit of the Student’s Book. The words in bold are the target vocabulary. Words with the are from the Oxford 3000™ list. This is a list of the 3000 most useful words to learn in English. The illustrations present the key vocabulary of the Student’s Book. Audio for the Wordlist is available on the online Practice Kit.

• The activities available on the

online Practice Kit are listed in the Practice Kit contents.

The online Practice Kit provides additional self-study practice: • A specially designed set of online materials provide flexible and systematicallydeveloped skills practice, and consolidate and extend the Grammar and Vocabulary syllabus. • Structured activities reflect the themes and topics in the Student’s Book and Workbook. • Media-rich content makes it a stimulating self-study resource for students. • The codes in the access cards at the back of the Workbook and Teacher’s Book allow separate access for students and teachers. • Activities in the Practice Kit are marked automatically and graded so the teacher can check students’ progress online. • Practice Kit activities are suggested at the end of each lesson in the teacher’s notes. • The Workbook audio is available via the Practice Kit link. © Copyright Oxford University Press

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Introduction

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English Plus second edition methodology Vocabulary Two vocabulary sets are presented in each unit of English Plus second edition. Both sets are connected with the main topic of the unit, and items have been selected for their frequency, usefulness and relevance to the age group. The vocabulary sets are presented through pictures or photos and / or short texts. There is a variety of practice exercise types. Students are often asked to use language either in a personalized or creative way, and some exercises have open answers, so students can complete the tasks according to their ability. Where appropriate, a Key phrases section shows students examples of the vocabulary used in everyday communication and enables them to put this into practice. The target vocabulary is recycled and reinforced in texts and exercises throughout the unit, and there are also Reviews and Puzzles and games after each unit. You could use these puzzles if you have more time as fast finisher activities, or set them for homework. The Workbook provides three levels of practice. One-star activities provide basic revision and language manipulation; two-star activities involve more productive exercises; and three-star activities are more open and offer more challenge. The vocabulary from each unit is also tested in the Progress review. The Teacher’s Resource Disk also provides photocopiable worksheets at three levels to give further consolidation and extension of the vocabulary sets. The Wordlist in the Workbook provides students with an extensive vocabulary resource, which can be used for reference as a mini-dictionary.

Language focus Each unit of English Plus second edition has two or more Language focus sections. The syllabus divides grammatical points into manageable chunks to avoid overload, and so that students have time to assimilate and practise what they have learned. New structures are always previewed in context, either in a listening or reading text, so that students are familiar with the meaning and usage of the grammar before manipulating its form. Students remember rules better if they work them out for themselves. Grammar is therefore presented in a guided-discovery way. Students are asked to analyse examples, based on the listening or reading text, and then they are encouraged to deduce rules. If necessary, these can be checked in the Language focus reference in the Workbook. This inductive method helps students to engage with the language, which in turn should help them to remember it. Each Language focus section has an optional Grammar animated presentation. These animations allow students to watch the grammar structures being used in context. They should be watched after the grammar presentation. The grammar presentation is followed by a number of graded practice activities. The activities are topic-based and therefore require students to understand the usage and meaning of the grammatical structures, as well as the form. Some activities are more controlled, and others are more open. Every lesson concludes with a Use it! exercise 12

Introduction

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that allows students to use the new language structures in a more productive, personalized or creative way. Where appropriate, a Key phrases section shows students examples of the structure used in everyday communication and enables them to put this into practice. There is also a Language focus reference in the Workbook. This includes a more detailed explanation of the grammar point. You can read through the explanation with your class, and use this section for revision. There are further grammar practice activities in the Workbook. As with the vocabulary exercises in the Workbook, there are one-star activities which provide basic revision and language manipulation; two-star activities which involve more productive exercises; and three-star activities which are more open and offer more challenge. The Teacher’s Resource Disk also provides photocopiable language focus worksheets at all three levels.

Reading In English Plus second edition there is a wide range of text types, including articles, questionnaires, emails, webpages, stories, quizzes and interviews. All texts are carefully graded and aim to provide interesting information in a realistic way. Most of the texts are recorded on the Class audio CD. Reading texts are used in different ways throughout the book: To preview grammar: the main text in each unit is used to recycle the first vocabulary set and to preview new grammar points. It is graded at a language level which is slightly higher than students have actually reached, but which is easily attainable. For integrated skills work: model texts on the skills pages also provide input for the speaking and writing activities. They present Key phrases for students to use in a communicative and functional way. For extensive reading: texts in the Curriculum extra and Culture sections also recycle language from previous units, but are more challenging in terms of length, lexis and / or structure. The main reading text in each unit has comprehension exercises which focus on different sub-skills. The first exercise generally helps students to gain a global understanding of the text. Subsequent exercises ask students to read the text more carefully and then ask personalized questions on the same topic. The Vocabulary plus sections present key new language from the reading text. The texts on the Curriculum extra pages focus on crosscurricular subjects, such as language and literature, geography and natural science. Each topic area has been carefully selected to tie in with the topic of the unit as well as the curriculum for that subject area in lower-secondary schools. While the texts are challenging and introduce new vocabulary, the language has been graded to ensure that students are not faced with too many unfamiliar structures. The Culture pages offer a longer text with comprehension exercises. To help students cope with a longer text, look at the background information notes in the Teacher’s Book so that you can pre-teach vocabulary if necessary, and pre-empt any difficulties. Discuss the photos or pictures with the class, eliciting as much key vocabulary as possible, and

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elicit some general information about the topic before you begin reading. There is more reading practice in the Workbook.

Listening The listening texts in English Plus second edition follow the second vocabulary set. They put the new vocabulary in context, providing a range of speakers in different situations, including radio programmes, interviews and conversations. The language used in the recordings is carefully graded. The listening exercises focus on a variety of sub-skills and are usually in two stages. The first listening exercise helps students to gain a general understanding of the text. The second exercise asks students to listen for specific information. There are six Extra listening and speaking pages at the back of the book which provide additional listening practice in realistic situations. They also provide extra practice in areas that students commonly find challenging, such as understanding longer numbers. Most of the listening and reading texts have been recorded using a variety of accents. Playing the Class audio CD as students are reading will help them to become familiar with the sound of spoken English.

Speaking On the Speaking page, a dialogue is modelled and the activities range from controlled exercises where students repeat the dialogue with the functional video or Class audio CD, to a more open follow-up exercise, where students make up their own dialogue following the model. Students can simply ‘perform’ their own dialogues in pairs, or they can write them down first before reading them aloud. Before students perform a speaking activity, make sure that they understand the task. Do not expect students to speak immediately. Model an example exchange with a stronger student and give written support on the board. Work on short exchanges around the class by nominating different pairs of students to speak while the rest of the class listen. For longer dialogues, give students time to prepare their conversations in writing before performing in front of the class. The six Extra listening and speaking pages at the back of the book offer additional speaking practice with practical outcomes. The page usually culminates in a functional dialogue.

that even the less able students will be able to produce something. The page begins with a model text showing clear paragraph structure, and uses grammar from the unit in simple sentence patterns. The model text also exemplifies a language point, such as conjunctions or punctuation. There is practice of this language point before students move on to the writing guide, which prepares them for the writing task. Often students don’t know what to write, so the Think and plan section gives a list of questions or instructions to help students plan their writing, showing them how to structure their notes into paragraphs, and how to begin each paragraph. Finally, students are encouraged to check their written work. There is more writing practice in the Workbook.

English Plus second edition Options Each unit offers optional pages which can be found at the back of the Student’s Book: • Extra listening and speaking • Project • Curriculum extra • Culture • Song You can choose the options which are best suited to your class, according to the time you have available and the students’ level.

Methodology support Teaching methodology resources to support the teacher in the classroom are included in the Teacher’s Resource Disk. These include general Teaching tips, an Introduction to CLIL, and an Introduction to project work. There are also eight new How to… guides which focus on classroom management skills such as How to teach students with SEN, and How to teach mixed ability classes.

Key competences A mapping grid of Key competences* is available on the Teacher’s Site. These show how the competences that have been identified as suitable for development in the English classroom are developed in English Plus second edition.

Pronunciation There is one pronunciation exercise in each unit. These exercises cover individual sounds, word stress, sentence stress and intonation. They are recorded on the Class audio CD.

Writing English Plus second edition devotes a page in every unit to guided writing activities. The final writing tasks cover a variety of different text types, such as emails, blogs, articles and profiles. The support given for these final tasks ensures

* The European Framework for Key Competences for Lifelong Learning was introduced into education legislation at the end of 2006. © Copyright Oxford University Press

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Introduction

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Evaluation and testing

Assessing project work

English Plus second edition provides a wide range of ways for you to check your students’ progress. In addition, this course also takes into account the fact that students in the same class learn at different rates; some students will need more revision and some students will want more challenging activities. Here is a brief summary of what is provided and where you can find it.

Testing what students have learned In the Student’s Book Review sections Every unit ends with a Review page and a Puzzles and games page covering the grammar, vocabulary and communication points of the unit.

In the Workbook Progress review There is a Progress review for every unit, which focuses on all the lessons from the unit. The Progress review is an opportunity for students and teachers to see what students already know and where more work needs to be done. You can set the Progress reviews for homework, or ask students to do them in class. Students also have the opportunity to evaluate their own progress using the selfevaluation feature and I can … statements. The Cumulative review pages test the skills covered in all the previous units cumulatively. Remind students that activities on these pages are cumulative, so they know that they are being tested on the language from previous units. Suggest that students revise using the Language focus reference and Key phrases bank in the Workbook before doing these sections.

Evaluation A wide range of tests is available on the Teacher’s Resource Disk. This contains all the tests as editable Word files and as PDFs, the answer keys and the accompanying audio files. The track numbers in the tests refer to the audio on the disk. The Test Bank contains a wide range of material to evaluate your students including: a diagnostic test; unit tests; end-ofterm tests; end-of-year tests; speaking tests; and five-minute tests. The unit tests, end-of-term tests and end-of-year tests are at three levels (basic, standard and higher) to allow you to choose which best matches your students’ abilities. The standard tests are also available in A and B versions (parallel) to avoid copying. All the tests (apart from the speaking and five-minute tests) have the same format and include listening, vocabulary, language focus, reading, writing and speaking sections. The diagnostic test covers language that students will have learned previously and is a useful tool for measuring your students’ level of English before the start of the year.

Introduction

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Projects provide a great opportunity for self-assessment. Evaluation of project work is a good group activity. Students may benefit from producing work in groups, but they can also benefit from assessing work together cooperatively and maturely. As groups, or individuals if appropriate, students can review the process of making their project: Did they plan well? Did they exploit resources effectively? Have they provided too much / too little information? Did they work well as a group? Were tasks evenly distributed? Did they choose the best presentation method? What could they have done better? Whole-class evaluation could include voting in different categories, for example: the most attractive poster, the most informative text, the most original idea, the most engaging presentation. An important thing to remember about projects is that they are a means of communication. Just as total accuracy in other forms of communication is not strictly required, neither is it in project work. If students have been able to present their ideas or information in a meaningful and coherent way, they will have achieved the goal.

Continuous assessment In addition to using the test material provided, you may also wish to assess your students’ progress on a more regular basis. This can be done by giving marks for students’ homework and for their performance in class. There are various opportunities to assess students’ progress as you are working through a unit. The Speaking and Writing pages in the Student’s Book all require students to produce a dialogue or text that could be used for assessment purposes. The Speaking worksheets on the Teacher’s Resource Disk could also be used. The Progress review section and the Key phrases bank in the Workbook provide a list of target vocabulary and Key phrases, so you can easily check what students have learned. Make sure that your students know that you are marking their work, as they will respond more enthusiastically to productive tasks if they know that it will influence their final grade.

Self-assessment and monitoring progress The Practice Kit allows teachers to track students’ progress as they study. • Automatic marking means you can monitor your students’ progress online. • A tests function, which is only available with teacher’s access, lets you create unique tests for your students.

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Classroom Presentation Tool

Deliver heads-up lessons with the classroom presentation tool. Engage your students in your blended learning classroom with digital features that can be used on your tablet or computer, and connected to an interactive whiteboard or projector. Play audio and video at the touch of a button and launch activities straight from the page. These easy-to-use tools mean lessons run smoothly. Answer keys reveal answers one-by-one or all at once to suit your teaching style and the highlight and zoom tools can be used to focus students’ attention. Take your classroom presentation tool with you and plan your lessons online or offline, across your devices. Save your weblinks and notes directly on the page – all with one account.

• Zoom in to focus your students’ attention on a single activity.

• Play audio and video at the touch of a button. • Speed up or slow down the audio speed to tailor lessons to your students’ listening level.

• Save time in class and mark answers all at once. • Reveal answers after discussing the activity •

wasn’t

with students. Try the activity again to consolidate learning.

• Save your weblinks and other notes for quick

•

Example screens taken from iPad IOS version

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access while teaching. Use across devices using one account so that you can plan your lessons wherever you are. Work on pronunciation in class: record your students speaking and compare their voices to English Plus second edition audio.

Introduction

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Student’s Book contents

Introduction

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Introduction

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Unit summary Vocabulary Classroom language: Greetings: Hi, Hello, How are you? Nice to meet you, etc. Everyday phrases: Excuse me, Please, Thank you, You’re welcome, etc. Instructions: Stand up, Sit down, Open your book, Close your book, Listen and repeat, etc. Days and months: Monday, Tuesday, Wednesday, etc. January, February, March, April, etc. The alphabet In the classroom: bag, book, chair, desk, etc. Colours: red, yellow, pink, green, etc. Countries and nationalities: Australia/ Australian, the UK / British, the USA / American, etc. Numbers: 1–100

Language focus be: singular affirmative be: singular and plural there is / there are

Vocabulary • Classroom language Aim Learn classroom language.

Warm-up Introduce yourself, saying: Hello, I’m (MrsJones). Encourage students to respond by saying: Hello, I’m … and their name. Write the words teacher and student on the board. Say: I’m a teacher. Invite a student to say: I’m a student. Indicate the room around you and say: This is aclassroom.

Greetings Exercise 1 e1.02 Play the audio. Students listen to the dialogues, then choose the correct words to complete the sentences. Check answers with the class and make sure students understand the sentences and thedialogues. ANSWERS

1 student 2 friends

Exercise 2 e1.02 Play the audio again for students to listen. Ask them to focus on the pronunciation of the words. You could play the dialogues again and pause after key phrases for students to repeat. Students then practise

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the dialogues in pairs. If students are not used to working in pairs, you could demonstrate with a confident student first. With weaker classes, you could do the activity with the whole class first, with half the class playing the role of each speaker and saying each line in the dialogue as a chorus. Students can then practise in pairs.

Play the audio again, pausing after each phrase for students to repeat chorally and individually. Put students into pairs to practise saying the phrases. Encourage them to practise several times until they can say the phrases easily.

Exercise 3

Exercise 5 e1.04 page 120

Put students into pairs and ask them to change the blue words in the dialogues. Explain that they can use names of their own friends and teachers, or they can invent names. Elicit a few examples first. Students then practise the dialogues again in their pairs. ANSWERS

Students’ own answers.

Everyday phrases Exercise 4 e1.03 Read through the phrases with the class and explain the meanings. Play the audio once for students to listen to the phrases.

Instructions Students work in pairs to match the instructions with the pictures. If students are not able to do this, use the pictures to teach the instructions. Play the audio for students to listen and check. ANSWERS

A 6 B 3 C 7 D 1 E 5 F 8 G 2 H 4

Exercise 6 USE IT! Put students into pairs. They take turns to act out one of the instructions in exercise 5. Their partner guesses the instructions. To make this more challenging, you could write the instructions on the board and ask students to close their books.

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Exercise 11 USE IT! Read out the example questions and answers. Allow students time individually to choose three or four words to ask their partner to spell. Students then work in pairs and take turns to ask their partner to spell words. To make this more of a challenge, students could do it with booksclosed. ANSWERS

Students’ own answers.

Optional activity: Vocabulary For more practice of the alphabet, students could choose three words to spell. In pairs, they take turns to spell their words to their partner. Their partner listens and writes the words. They can check with their partner to see if they have written the words correctly.

More practice

Workbook page 5

Days and months Exercise 7 e1.05 page 120 Students write the days of the week in the correct order. They could work in pairs to do this and could use their dictionaries to help. With stronger classes, you could do the activity as a race. Play the audio once for students to listen and check their answers. Play the audio again, pausing for students to repeat. ANSWERS

2 Tuesday 3 Wednesday 4 Thursday 5 Friday 6 Saturday 7 Sunday

Exercise 8 e1.06 page 120 Play the audio and pause after each day for students to say the next one.

Exercise 9 e1.07 page 120 Students complete the calendar with the correct months. They could work in pairs for this and could use their dictionaries to help. Play the audio once for students to listen and check their answers. Play the audio again, pausing for students torepeat. ANSWERS

1 April 2 June 3 August 4 October 5 December

The alphabet Exercise 10 e1.08 Play the audio once for students to listen. Play the audio again, pausing after each letter for students to repeat.

ANSWERS

1 Thursday 2 Tuesday 3 Saturday 4 Wednesday 5 Monday 6 Friday 7 Sunday

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Vocabulary • In the classroom Aim Introduce people and talk about classroom objects.

THINK! Read out the question, then count around the class to find out the answer. Count again and encourage students to join in and count with you. Tell them not to worry at this stage if they can’t remember all the numbers, as they will learn them in a separate lesson.

Exercise 1 e1.09 page 120 Students read the dialogue and complete it with the correct key phrases. They could work in pairs for this. Encourage them to try to guess the meaning of the key phrases and look for clues in the text to help them decide where each phrase goes. With weaker classes, read through the key phrases with the class first and teach the meanings. Play the audio for students to listen and check their answers. Check answers with the class and make sure that students understand thedialogue. ANSWERS

1 This is my friend 2 How are you? 3 I’m fine, thanks 4 See you later 5 Bye

Exercise 2 Students read the dialogue again, then complete the sentences with the correct words. Check answers with the class. ANSWERS

1 Italy 2 school

Exercise 3 e1.09 Play the audio for students to listen to the dialogue again. Ask them to focus on the pronunciation and intonation. Students work in groups of three to change the blue names in the dialogue and practise it. Explain that they can use their own names or the names of their friends, or use their imagination. Ask one or two pairs to perform the dialogue for the class. ANSWERS

Students’ own answers.

Exercise 4 e1.10 Students work in pairs to match the words with the classroom objects. They can use their dictionaries to help. Play the audio for students to listen and check their answers. Play the audio again, pausing for students to repeat. ANSWERS

B 8 book C 12 chair D 6desk E 11 notebook F 7poster

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G 1 pen H 10 pencil I 5 pencilcase J 2 rubber K 9 ruler L 4 bin

Exercise 5 e1.11 Play the audio for students to listen to the dialogue. Make sure they understand everything. Students then practise the dialogue in pairs.

Exercise 6 Hold up a different object from exercise 4 and ask: What’s this in English? Elicit the answer, then continue the dialogue with the students who answered. Students work in pairs to change the blue word in the dialogue in exercise 5 and practise again. Encourage them to hold up each object as they ask about it to make the dialogue realistic. With stronger classes, encourage students to practise without looking at the dialogue on the page as they become more confident. ANSWERS

Students’ own answers.

Exercise 7 e1.12 Play the audio for students to listen to the colours. Play the audio again, pausing for students to repeat.

Exercise 8 USE IT! Students work in pairs. They take turns to say a colour of an object in the classroom. Their partner must name the correctobject. ANSWERS

Students’ own answers.

Optional activity: Vocabulary Put students into teams and ask them to close their books. Hold up or point to classroom objects in turn. Teams race to name the object and say the correct colour. They get a point for a correct answer, but they lose a point if they make a mistake. See which team has the most points at the end.

More practice

Workbook page 6

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Exercise 4 Read out the example sentence and show students how the lines join these words. Students then follow the lines to match the words and write sentences. With weaker classes, remind students to think carefully about which form of be to use and to look back at the table in exercise 1 to help them. Check answers with theclass. ANSWERS

2 f You’re my friend. 3 e I’m at school. 4 a The bag is green. 5 d He’s a nice boy. 6 b It’s a ruler.

Exercise 5 USE IT! Students work in pairs and make sentences about the people and objects on page 6. Ask some students to read their sentences to the class. You could ask some students to read out their sentences, leaving out the verb be. Ask other students to give the correct form of be to complete each sentence. ANSWERS

Students’ own answers.

More practice

Workbook page 7

Language focus • be: singular affirmative Aim Talk about people and classroom objects.

Warm-up Write these sentences on the board: I___ fine. This ___ my friend, Rosa. Elicit the missing words (am, is). With weaker classes, refer students back to the key phrases on page 6 to find the missing words. Explain that the missing words are both forms of the verb be.

Language note The verb be is irregular and not like any other verb in English. Students need to learn all the different forms. The contracted forms (’m, ’re, ’s) are much more common than the full forms, especially in spoken English.

Exercise 2 Students read the sentences and choose the correct words, then compare their answers in pairs. Check answers with theclass. ANSWERS

1 is 2 ’m 3 is 4 is 5 ’re

Exercise 1

Exercise 3

Read through the table with the class. Students then look at the pictures and complete the sentences with the correct forms of be. Check answers with the class.

Students complete the sentences with the correct words. Check answers with theclass.

ANSWERS

1 ’re 2 ’s 3 ’s

ANSWERS

1 What’s 2 is 3 You 4 is 5 I’m

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Vocabulary • Countries and nationalities Aim Talk about where people are from.

THINK! Read out the question and elicit answers from one or two individual students. They can answer giving the name of their town, village or country. Teach the words town, city and country. Ask: Where’s Mario from? Refer students back to page 6, and they can race to find the answer (Italy). Elicit that Italy is a country. As a class, brainstorm other country names that students know in English.

Exercise 1 e1.13 page 120 Read through the countries in the box and teach the meanings. Play the audio. Students listen and read, and match the people with some of the countries. Check answers with the class and model pronunciation of the countries. ANSWERS

2 the UK 3 Morocco 4 Turkey 5 Brazil 6 the Czech Republic 7 Japan 8 the USA

Exercise 2 Check that students understand the word city. Read out the example, then say another sentence about one of the people in exercise 1, e.g. She’s from Canberra. Elicit the answer (Jen). Allow students time to write their sentences individually. They then work in pairs to read their sentences to each other and guess the correct names. ANSWERS

Students’ own answers.

Exercise 3 e1.14 page 120 Read out the examples in the table and teach the word nationality. Students copy the table and complete it with the countries and nationalities. Play the audio for students to check answers. With weaker classes, ask students to write the countries from exercise 1 into their table first, then add the nationalities from the box to match each country. Check answers with the class. ANSWERS

Argentina – Argentinian, Australia – Australian, Brazil – Brazilian, the UK – British, the Czech Republic – Czech, Japan – Japanese, Morocco – Moroccan, Russia – Russian, Turkey – Turkish

Exercise 4 e1.15 page 120

the correct countries and nationalities. Check answers with the class. ANSWERS

1 2 3 4 5

Argentinian, Argentina Australia, Australian Russia, Russian Moroccan, Morocco American, the USA

Optional activity: Vocabulary Students individually write three sentences using country or city names, e.g. He’s from London. She’s from Japan. They then work in pairs. They take turns to read their sentences to each other. Their partner must respond using the correct nationality: He’s British. She’s Japanese. With stronger classes, students could do this with books closed. With weaker classes, students could do it with books open.

Exercise 5 USE IT! Put students into pairs to write sentences about famous people they know. Ask some pairs to read their sentences to theclass. ANSWERS

Students’ own answers.

Finished? Refer fast finishers to the Finished? activity. Students can make a list of countries and nationalities, then compare with another fast finisher. Alternatively, ask them to read the countries and nationalities they have found to the class and explain the meanings. Other students can add them to the table they made in exercise 3.

More practice

Workbook page 8

Allow students time to read the gapped sentences, then play the audio. Students listen and complete the sentences with

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Exercise 3 Students complete the sentences with the correct forms of be. Allow students time to compare their answers in pairs, then check answers with the class. ANSWERS

1 is 2 are 3 are 4 is 5 are 6 am

Exercise 4 Students rewrite the sentences in exercise3 using the subjects in the box and the short forms of be. With weaker classes, read out each subject in the sentences in exercise 3, e.g. Sarah, My family and I, etc. Elicit which subject in the box matches each one. Students can then write the sentences. With stronger classes or fast finishers, students could rewrite some of the sentences in exercise2 using pronouns and short forms. Check answers with the class. ANSWERS

1 2 3 4 5 6

She’s from Manchester. We’re from a big city. They’re blue. He’s from Rio de Janeiro. You’re students. I’m in the classroom now.

Exercise 5 e1.16 Play the audio. Students read and listen to the dialogue. Check they understand everything. Read through the key phrases with the class and elicit the correct words to complete them. With weaker classes, play the audio again. Pause after each of the key phrases and get students torepeat. ANSWERS

1 name 2 Where 3 old

Language focus • be: singular and plural Aim Talk about where people are from.

Warm-up Write on the board: I ___ from Washington, D.C. Jeff ___ from London. We ___ from Tokyo. Elicit the missing forms of be. If necessary, students could look back at page 7 to check (’m, is, ’re). Elicit that we use am / ’m with I, and we use is / ’s with he / she / it. Ask: What about ‘are’? Elicit some ideas, but don’t confirm them.

Exercise 1 Ask students to look at the pictures and study the sentences. They then complete the table with the correct short forms. With weaker classes, read the sentences with the class, then read through the table and elicit the correct short forms.

ANSWERS

1 ’re 2 ’re 3 ’re

Language note We usually use the short form with pronouns: we’re, they’re, you’re. We use the full form with names and nouns: Paul and Jack are from London. My friends are from Madrid. (NOT Paul and Jack’re from London. My friends’re from Madrid.)

Exercise 2 Read out the first sentence beginning and elicit which sentence ending matches it to make a correct sentence. Point out to students that they need to look carefully at the different forms of be and decide which one goes with each sentence beginning. Students match the sentence halves to make sentences. Check answers with the class.

Play the audio from exercise 5 again for students to listen. Tell them to listen carefully to the pronunciation and intonation. You could pause after each line of the dialogue for students to repeat. Put students into pairs to practise the dialogue. Students then change the blue words and practise again. With stronger classes or fast finishers, students could change the dialogue again with their own ideas and practise again. ANSWERS

Students’ own answers.

More practice

Workbook page 9 Practice Kit Grammar 1

ANSWERS

2 d 3 f 4 a 5 c 6 b

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Exercise 6 USE IT!

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Vocabulary • Numbers Aim Recognize and use numbers.

THINK! Read out the question and see who can count to twenty in English. If students can’t count to twenty, ask: Who can count to five? Who can count to ten? See if, as a class, students can manage to count to ten or twenty.

Exercise 1 e1.17 Play the audio once for students to read and listen to the numbers. Play the audio again, pausing after each number for students to repeat.

Optional activity: Vocabulary Ask students to close their books. Start with a student at the front of the class who says the number one. Go around the class, with each student saying a number in turn. Other students can help if they get stuck. Continue with the activity, gradually speeding up. Make the final few rounds competitive, so students are out if they take too long or make a mistake. To make the activity more challenging, tell students that when you clap your hands, they should continue counting, but in reverse. Clap your hands again to change direction. Continue until only one or a small number of students are left in. They are the winners.

Exercise 2 e1.18 page 121 Focus on the first sum and elicit the answer. Point out that we say and or plus for the symbol +. Play the audio. Students listen and write the numbers, then complete the sums.

Exercise 3 e1.19 Play the audio for students to listen and check their answers to exercise 2. ANSWERS

3 + 9 = 12 a 5 + 11 = 16 b 7 + 12 = 19 c 9 + 8 = 17 d 4 + 14 = 18 e 2 + 13 = 15 f 8 + 12 = 20

Exercise 4 Read out the example, then say another number, e.g. fourteen. Elicit one or two sums for this number. Students then work in pairs. They take turns to say a number between one and twenty. Their partner must say a sum for that number. Monitor while students are working and correct

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any mistakes with pronunciation in a feedback session at the end. ANSWERS

ANSWERS

2 sixty 3 twenty-four 4 seven 5 thirty-one 6 thirty 7 fifty-two

Students’ own answers.

Exercise 7 USE IT!

Exercise 5 e1.20

Ask students to choose five numbers on the bingo card. Tell students you will say numbers from the card in a random order. They must listen for their numbers and cross them off when you have said them. When all their numbers have been crossed off, they shout Bingo! Read out numbers from the card in a random order, noting down the numbers as you read them. When a student shouts Bingo! check their numbers against the ones you have read out. If the numbers are correct, they are the winner. You could repeat the game for extra practice.

With the class, count up to 100 in tens and write the words twenty, thirty, forty, etc. on the board. Students work in pairs and match the numbers in the box with the words. Check answers with the class, then play the audio, pausing after each number for students to repeat. ANSWERS

a 38 b 25 c 93 d 110 e 72 f 49 g 87 h 51

Exercise 6 e1.21 page 121 Students work in pairs and do the quiz. With stronger classes, you could do this as a race to make it fun. Play the audio for students to listen and check. Check answers with the class.

More practice

Workbook page 10

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ANSWERS

1 2 3 4 5 6 7 8

are seven desks ’s a yellow bag are three students are six chairs ’s a red book ’s a teacher ’s a blue bin are three posters

Exercise 3 e1.22 page 121 Allow students time to read through the sentences. Explain that they will listen to someone talking about their class, and some of the sentences are true and some are false. Play the audio. Students listen and write true or false. Allow students time to compare their answers in pairs, then play the audio again for students to check and complete their answers. Check answers with the class. ANSWERS

1 true 2 false 3 true 4 false 5 true

Exercise 4 USE IT! Read out the example, then say a true sentence about the students’ classroom. Elicit that it is true. Students work in pairs. They take turns to say true or false sentences about their own classroom using there’s / there are. Their partner decides if the sentences are true or false. Ask some students to say some of their true sentences to the class. ANSWERS

Students’ own answers.

Optional activity: Language

Language focus • there is / there are Aim Talk about what’s in your classroom.

Point out the position of the adjective before the noun: an orange notebook (NOT anotebook orange.) Read through the rules with the class and make sure students understand everything. ANSWERS

1 boys 2 girl 3 book

Warm-up Tell students you are going to test them on classroom vocabulary. Refer them back to exercise 4 on page 6 and give them one minute to look at the vocabulary. Ask them to close their books and divide them into teams. Hold up or point to an object from page 6 for each team in turn. If they say the correct word, they get a point. If not, another team can answer. Continue until you have used all the vocabulary. See which team has the most points.

Exercise 1 Ask students to look at the picture. Use the picture to teach boy, girl and notebook. Students complete the sentences with the correct words. Check answers.

Language note We use there’s for one person or thing: There’s a chair. We use there are + a number for more than one thing: There are two chairs. (NOT There’s two chairs.)

Exercise 2 Read out the example, then read out the next word desks. Elicit the correct sentence. Students write sentences with there’s and there are. With stronger classes or fast finishers, students could write one or two more sentences about the picture using there’s / there are. Check answers with the class.

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In pairs, students write five true or false sentences about the picture in exercise1 using there’s / there are. Ask students to close their books and put pairs together into groups of four. Pairs take turns to read their sentences to each other. The other pair decides from memory if the sentences are true or false. Find out which students have a good memory!

Finished? Refer fast finishers to the Finished? activity. Students can make their lists individually and compare with another fast finisher. Alternatively, ask them to read their lists to the class.

More practice

Workbook page 11

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Unit summary Vocabulary Adjectives: bad, boring, cheap, difficult, easy, expensive, good, interesting, new, old After school: art, athletics, basketball, chess, drama, football, gymnastics, music, science, swimming

Language focus be: affirmative and negative Possessive adjectives be: yes / no questions and short answers Question words

Speaking I can ask and answer questions about personal information.

Writing I can write an email about myself.

Vocabulary • Adjectives Aim Describe people, places and things.

THINK! Point to the photos and read out the question. Elicit words for the things in the photos with the class. If students are struggling to remember the words, help them by asking questions, e.g. Can you see a car? Can you see a phone? Elicit answers, e.g. Yes, I can see a car in photo C. ANSWERS

Students’ own answers.

Exercise 1 e1.23 Read out the instruction and explain secret sentence. Point out the red letters on the photos and the secret sentence on page 12. Play the audio for students to listen and match the clues with the photos and write the secret sentence letters. Check answers and use the photos to teach the meaning of the adjectives. With weaker classes, do this matching activity with the whole class, playing the audio for each clue, then eliciting the answer and teaching the meaning of the adjective. ANSWERS

1 D, M 2 G, F 3 J, V 4 E, U 5 F, I 6 I, E 7 B, A 8 C, T 9 A, R 10 H, A

Exercise 2 Students use the secret letters in exercise1 to complete the secret sentence. With stronger classes, students could do

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this as a race. Check the answer with the class, then read out the sentence with the names of two actors you like as an example. Students complete the sentence with the names of their favourite actors. They can compare their answers in pairs. Ask some students to read their completed secret sentence to the class. Ask: Who else likes (Johnny Depp)? See which actors are the most popular in theclass. ANSWERS

Secret sentence: My favourite actors are … Students’ own answers.

Exercise 3 e1.24 page 121 Students match the adjectives with the opposites a–e. With weaker classes, refer students back to the photos and the clues in the puzzle, to remind them of the meaning of the opposite adjectives. They could work in pairs for this. Play the audio for students to listen and check their answers. Check that students understand all the adjectives, then play the audio

again, pausing for students to repeat the adjectives. ANSWERS

1 c 2 d 3 e 4 a 5 b

Exercise 4 Read out the example question and answer and make sure students understand the question. With weaker classes, drill pronunciation of the question. Ask another question, e.g. What’s the opposite of ‘good’? Elicit the answer (bad). Allow students time to prepare four questions to test their partner, then put them into pairs to ask and answer their questions. With stronger classes, students could do this with books closed, as a game. See who answered all their partner’s questions correctly. ANSWERS

Students’ own answers.

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ANSWERS

Students’ own answers.

Finished? Refer fast finishers to the Finished? activity. Students can write their ideas individually and compare with another fast finisher. Alternatively, ask them to read their ideas, but not the phrases, to the class, e.g. Daniel Radcliffe, iPhone. Other students listen and guess the phrases, e.g. a good actor, an expensive phone.

More practice

Workbook page 12

Assessment

Five-minute test, Teacher’s Resource Disk

Optional activity: Vocabulary Ask students to cover the top half of page 12. In pairs, they write the opposites of the phrases in the secret sentence puzzle, e.g. a new phone, a bad actor. Do this as a race. The first pair to bring a correct list to you is the winner.

Language point: a / an Exercise 5 Read through the rules with the class and make sure students understand that the choice of a / an depends on the first sound that follows it, whether that is a noun or anadjective.

Language note We use a before any consonant: a phone, a sport, a new book, a black car. We use an before any vowel sound: an apple, an easy question, an expensive car, an orange phone (NOT a apple, a orange phone.)

Exercise 6 Elicit the first answer as an example. Students complete the phrases with a or an. Check answers with the class. ANSWERS

1 a 2 a 3 an 4 an 5 a 6 an

Optional activity: Language point Ask students to write two more phrases using a and two more using an. Students can compare their phrases in pairs. Elicit some phrases from individualstudents.

Exercise 7 USE IT! Read out the examples, then read out the first item in exercise 6 (a cheap car). Elicit some examples of cheap cars, encouraging students to use complete sentences, e.g. A Mini is a cheap car. Students work individually to think of ideas for the phrases in exercise 6. They then compare their ideas in pairs. Elicit some ideas from individual students.

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Reading • Favourite things Aim Predict the content of a text from photos.

THINK! Read the question with the class and teach the meaning of interests. As a class, brainstorm some possible interests and write them on the board, e.g. football, films, music. Ask individual students the question and elicit a range of answers. Encourage them to answer using a full sentence, e.g. My interests are music and sport. ANSWERS

Students’ own answers.

Exercise 1 Read out the title What are you into? and explain that if you are into something, it is one of your interests. Point to the names in the text, then focus on the photos and ask: What are Eric, Katy, Mike and Lily into? Elicit a few possible answers, and explain to students, in their own language, that it is a good idea to look at the photos and predict what a text is about before you read it, because it can help you understand the text better. ANSWERS

Students’ own answers.

Exercise 2 Focus on the text again and explain the meaning of message and online forum. Read out the task and make sure students understand that they must match each message with a photo. Students read the messages and complete the matching task. With weaker classes, read the first message with the class and elicit which photo it matches. Students can then complete the rest of the task on their own. Check answers with the class. ANSWERS

1 B 2 D 3 A 4 C

Exercise 3 e1.25 Read out the first sentence and ask: Is this true or false? Is Eric into computer games? Is he into football? Elicit the answer (true). Students read the messages again and decide if the remaining sentences are true or false. Check answers with the class. ANSWERS

1 true 2 true 3 true 4 false 5 false

Optional activity: Reading Read out these clues. Students look at the text quickly to find the answers. 1 She’s from Florida. 2 He’s Mike’s favourite singer. 3 They’re from London. 4 They’re Eric’s favourite team. Check answers with the class. ANSWERS

1 Ariana Grande 2 Bruno Mars 3 Years&Years 4 ManchesterUnited

Exercise 4 VOCABULARY PLUS Students use a dictionary to check the meaning of the blue words in the text. They could work in pairs for this. Check the answers and check that students understand all the adjectives. Ask students to give you another example of a fun game, an excellent team, an amazing song, cool music and a fantastic singer.

Exercise 5 USE IT! Read out the example and point out that it gives information about what the person is into and also uses one of the blue words from the text (amazing). Encourage students to do the same in their answers. Allow students time to prepare their ideas individually. They then work in pairs to tell their partner what they are into. Ask some pairs which things they are both into. ANSWERS

Students’ own answers.

More practice

Workbook page 16

Workbook page 16 exercise 6

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Exercise 3 Students complete the sentences with the correct affirmative and negative forms of be. Check answers with the class. ANSWERS

1 is 2 ’m not 3 aren’t 4 are 5 ’m 6 aren’t

Exercise 4 Explain that students can write affirmative or negative sentences, depending on what is true for them. Read out the example sentences, and ask: Minecraft is difficult – is that true? Elicit the negative sentence: Minecraft isn’t difficult. Students write sentences that are true for them. With stronger classes, students could write one or two more sentences with their own ideas. ANSWERS

1 Football is / isn’t a boring sport.  2 My friends are / aren’t into computer games. 3 English is / isn’t an easy language. 4 Old films are / aren’t interesting. 5 One Direction are / aren’t my favourite band.

Possessive adjectives Exercise 5 Students complete the table with the possessive adjectives. With weaker classes, students could work in pairs. ANSWERS

your, his, her, its, our, your, their

Language note

Language focus • be: affirmative and negative • Possessive adjectives Aim Talk about people’s interests.

Warm-up Ask what students can remember about Eric, Katy, Mike and Lily. Ask: What are they into? Who is into computer games? Is Eric into music? Students look back at the text on page 14 to check. Write sentences with be into on the board, e.g. Eric is into computer games. Ask individual students: Are you into computer games / music? Elicit answers and write them on the board, e.g. I’m into music.

be: affirmative and negative Exercise 1

sentences. Point out the example, and elicit one more example. Students then write the short forms. ANSWERS

1 aren’t 2 ’m 3 ’re 4 ’m not 5 isn’t

Language note With nouns that refer to a group of people, e.g. band and team, it is possible to use either a singular or a plural verb in English: This band is / are great.

Exercise 2 Students choose the correct words to complete the sentences, then compare their answers in pairs. With stronger classes or fast finishers, students could look back at the text on page 14 and find more examples of forms of be. ANSWERS

1 ’re 2 are 3 ’m not 4 is 5 aren’t 6 isn’t

Read through the table with the class and make sure students understand all the

Exercise 6 Students complete the sentences with the correct possessive adjectives. Check answers. ANSWERS

1 My 2 his 3 Their 4 Its 5 our

Exercise 7 USE IT! Students write their sentences individually. Ask students in turn to read their sentences to the class. See if other students can guess the people.

Finished? Refer fast finishers to the Finished? activity. Students can write their sentences individually and compare with another fast finisher. Alternatively, ask them to read their sentences to the class. Other students can try to guess the people.

More practice

Workbook page 13

Assessment

Five-minute test, Teacher’s Resource Disk © Copyright Oxford University Press

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Its with no apostrophe is a possessive adjective (He’s from France. Its capital city is Paris.) It’s with an apostrophe is a short form of it is: It’s amazing.

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Vocabulary and listening • After school Aim Read questions before you listen.

THINK! Read the question with the class, then put students into pairs and give them two minutes to name as many activities as they can. Elicit answers from students and see which pair named the most activitiescorrectly. ANSWERS

Students’ own answers.

Exercise 1 e1.26 page 121 Students match the activities with the photos. They can use their dictionaries to help. With weaker classes, do this as a class activity. Read out each activity in turn and ask: Which photo? Use the photos to teach the meaning of the words. Play the audio for students to listen and check their answers. Play the audio again, pausing for students to repeat. ANSWERS

1 basketball 2 football 3 athletics 4 swimming 5 gymnastics 6 music 7 chess 8 science 9 drama 10 art

Exercise 2 e1.27 page 121 Play the first part of the audio and point out the example answer. Play the rest of the audio. Students listen and write the activities. Check answers with the class. ANSWERS

2 basketball 3 art 4 athletics 5 chess 6 music 7 football

Optional activity: Vocabulary Mime one of the activities from exercise1 and ask students to guess the activity. Ask individual students to choose an activity to mime and ask other students to guess the activities. You could do this as a game and give a point to the first student to guess eachactivity.

Exercise 3 Explain the meaning of survey. Allow students time to read the questions. Check they understand everything. Elicit a few possible answers. Students work on their own to complete the survey.

Exercise 4 e1.28 page 121 Play the audio. Students listen and complete the survey with Dan’s answers. Then they compare Dan’s answers with their own answers. Play the audio again for them to check and complete their answers. Check answers with the class.

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ANSWERS

1 Dan Walton 2 thirteen / 13 3 Y/ science 4 Y / athletics, football 5 football 6 Neymar (football player)

Optional activity: Listening Play the audio again, pausing after each question. Elicit the words that Dan uses to answer each question, then play the audio for students to listen and check. Students could then work in pairs and role-play the interview with Dan.

Exercise 5 USE IT!

to what a partner says, e.g. Really? That’s cool. Encourage them to use the phrases to respond to what their partner says. Ask some students to tell the class what their partner is into. ANSWERS

Students’ own answers.

More practice

Workbook page 14 Practice Kit Listening 1

Assessment

Five-minute test, Teacher’s Resource Disk

Read out the example and elicit one or two examples of new sentences with the blue words changed. Allow students time to prepare their ideas individually. You could write some useful adjectives from pages 12 and 14 on the board to help them, e.g. fun, interesting / boring, easy / difficult, amazing, fantastic. Students then work in pairs to talk about the activities in exercise 1. With stronger classes, you could teach some phrases for responding

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question to ask a partner, e.g. Are you into football? Is Minecraft fun? ANSWERS

1 Are, I am 2 Are, they aren’t 3 Is, it is 4 Is, he isn’t 5 Are, we are

Question words Exercise 4 Students match the questions with the answers. Check answers. Read through the rules with the class and elicit the correct question words. ANSWERS

1 He’s thirteen 2 Mrs Baker 3 In my bag 4 At 10 a.m. Rules: 1 who 2 how old 3 where 4 what 5 when

Language note The correct form of be comes immediately after the question word: Who is your teacher? (NOT Who your teacher is?)

Exercise 5 Students choose the correct question words, then write their own answers to the questions. Put students into pairs to ask and answer the questions. ANSWERS

1 Where 2 When 3 Who 4 What Students’ own answers.

Exercise 6 Students write the words in the correct order to make questions. ANSWERS

Language focus • be: yes / no questions and short answers • Question words

Language note We use short forms in negative short answers: No, I’m not. No, he isn’t. But we DON’T use short forms in affirmative short answers: Yes, I am. (NOT Yes, I’m.) Yes, she is. (NOT Yes, she’s.)

Aim Ask and answer questions.

Warm-up Write on the board: ___ your name? ___ old are you? ___ you in any clubs? Explain that the questions are from the survey on page 16. Elicit the missing words or ask students to check on page 16. Complete the questions on the board (What’s your name? How old are you? Are you in any clubs?).

be: yes / no questions and short answers Exercise 1 Read through the questions and answers in the table with the class.

Exercise 2 Students read the questions and match them to the answers. Students could give an alternative answer to each question, e.g. No, I’m not. / Yes, I am. ANSWERS

1 c 2 e 3 a 4 b 5 d 6 f

Exercise 3 e1.29 page 121 Focus on the example and the first gapped question and answer, and elicit the missing words. Students complete the questions and short answers. Refer students back to the table in exercise 1 to help them. Play the audio for students to listen and check their answers. With stronger classes, students could write one more

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1 2 3 4 5

Where are you from? How old are you? When is your birthday? Who is your favourite person? What is your favourite food?

Exercise 7 USE IT! Students prepare their answers individually. They then work in pairs to ask and answer their questions. Monitor while they are working and correct any errors in a feedback session at the end. ANSWERS

Students’ own answers.

Finished? Refer fast finishers to the Finished? activity. Students can write their questions, then ask and answer with another fast finisher. Alternatively, ask them to read their questions to the class. Other students can answer.

More practice

Workbook page 15 Practice Kit Grammar 2

Assessment

Five-minute test, Teacher’s Resource Disk

Unit 1 T31

02/05/2017 10:08

Speaking • Giving personal information Aim Ask and answer questions about personal information.

THINK! Read the question with the class and elicit responses from individual students. Ask more questions to encourage students to give more information, e.g. Is it a good team? Is it fun? ANSWERS

Students’ own answers.

Exercise 1 e1.30 Read out the question, then play the video or audio for students to watch or listen and answer the question. Check the answer with the class. ANSWER

Adam is eleven.

Exercise 2 e1.30 Check that students understand address, phone number and welcome. Play the audio or video again. Tell students to listen carefully for the pronunciation and intonation. You could pause after some of the sentences and questions for students to repeat. Demonstrate the activity with a confident student. Play the role of Mr Green and practise the dialogue with the student. Students then work in pairs to practise thedialogue.

Exercise 3 Ask students to find the key phrases in the dialogue and complete them. Check answers and check that students understand all the key phrases. ANSWERS

1 name 2 spell 3 address 4 home

Optional activity: Language focus With books closed, give some possible answers to the questions in the key phrases, e.g. It’s 01865 79460381. Students race to say the question that matches the answer.

Exercise 4 e1.31 PRONUNCIATION: The alphabet Play the audio once for students to read and listen to the sounds. Play the audio again, pausing after each group of sounds for students to repeat.

Exercise 5 e1.32 page 122 Play the spellings and ask students to listen and write the names. Allow students time to compare their answers in pairs, then play the audio again for them to

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check their answers. Check answers with the class. With weaker classes, you could do extra spelling practice in subsequent lessons. Spell one or two names, e.g. names of famous people or films, and get students to write them and then read them to identify the person or film.

ANSWERS

Students’ own answers.

More practice

Workbook page 19 Practice Kit Speaking 1

ANSWERS

1 Paul Johnson 2 Mary Bennett 3 Emily Mitchell 4 Harry Phillips 5 Jane Hughes 6 Tom Wright

Exercise 6 USE IT! Demonstrate the activity with a confident student. Play the role of Mr Green and ask the questions from the dialogue in exercise 1. Invite the student to answer using information about Ellie Jones. Students then work in pairs to practise the dialogue. They swap roles and practise again with the information about GavinMiles. Ask some students to perform their dialogues for the class.

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Exercise 4 Read the study strategy with the class. Point out to students, in their own language, that they will make mistakes in English, but they will improve more quickly if they can learn to spot and correct their mistakes. Students read Sam’s email and correct the mistakes. With weaker classes, students could work in pairs. Check answers with the class. ANSWERS

How are you? my My name’s Sam. i’m I’m twelf twelve years old and i’m I’m from Glasgow in scotland Scotland. I’m into films and my favourite actor is Chris hemsworth Hemsworth. i’m I’m also into footbal football. My favourite team are chelsea Chelsea. bye Bye for now. Sam

Optional activity: Writing With books closed, dictate these sentences to the class. 1 She’s my favourite singer. 2 I’m in the basketball team. 3 I’m in the chess club at school. 4 Please write soon. Check answers by writing the sentences on the board. Ask students to check their spelling carefully. Point out the ou in favourite, the double l in basketball and the silent w in write. Remind students that they need to pay attention to spelling when they write.

Exercise 5 USE IT!

Writing • An email Aim Write an email about yourself.

Exercise 2 Students read the email again and complete the key phrases. Check answers and check that students understand all the phrases. ANSWERS

THINK! Read out the question and write a real or made-up email address on the board, e.g. [emailprotected]. Explain that we use the word dot for full stops in email addresses and we use the word at for the symbol @. Put students into pairs to practise saying their email address, then ask some students to say their email address for the class. ANSWERS

Students’ own answers.

Exercise 1 Students read the email and answer the question. Check answers with the class. ANSWER

Ana is into basketball.

1 Marie 2 How 3 about 4 soon 5 Bye

Language point: Capital letters Exercise 3 Students read the email again and find words with capital letters to match 1–5. Check answers with the class. Point out that we also use a capital letter for the pronoun I. Discuss with students, in their own language, if the rules about capital letters are the same or different in their language.

ANSWERS

Students’ own answers.

More practice

Workbook page 17

End of unit activities

Progress Review, Workbook page 18 * Vocabulary and language focus worksheets, Teacher’s Resource Disk ** Vocabulary and language focus worksheets, Teacher’s Resource Disk *** Vocabulary and language focus worksheets, Teacher’s Resource Disk Speaking worksheet, Teacher’s Resource Disk

ANSWERS

1 England, Spain 2 Oxford, Madrid 3 One Direction, basketball 4 How, My, I’m, They’re, What, Who, Are, Please, Bye 5 British © Copyright Oxford University Press

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Read the task with the class. Students answer the questions and plan their email. Read through part C on how to structure their email with the class. Students write their email. This can be set for homework. Remind students to check their writingcarefully.

Unit 1 T33

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Review Vocabulary Exercise 1 Students complete the adjectives. With weaker classes, you could refer back to page 12 to help them. With stronger classes, students could do it as a test. Check answers with the class and check that students understand all theadjectives. ANSWERS

1 easy 2 difficult 3 good 4 cheap 5 interesting 6 expensive 7 boring

Exercise 2 Students match the words in the box with the pictures. Check answers with the class. With stronger classes, ask a question about each activity as you check the answers, e.g. Is swimming fun? Elicit answers. ANSWERS

1 basketball 2 gymnastics 3 music 4 art 5 science 6 chess 7 swimming 8 drama 9 athletics

Language focus Exercise 3 Read out the first set of prompts and elicit the correct sentence. If students are struggling, give some alternatives, e.g. I is a good student – correct? I am a good student – correct? Students write the sentences with the correct forms of be. Check answers with the class. ANSWERS

1 2 3 4 5 6

I’m a good student. You aren’t from Brazil. Sally is in my class. My friends aren’t at home now. We aren’t into team sports. The art club is on Thursday.

Exercise 4 Students write the correct pronouns or possessive adjectives. Check answers with the class. ANSWERS

1 We 2 I 3 Her 4 their 5 Its 6 He 7 You

Exercise 5 Students complete the questions with the correct words. Check answers, then ask students to match the questions to the answers a–h. Check answers with the class. With weaker classes, students could practise asking and answering the questions in pairs. ANSWERS

1 Are, f 2 What, d 3 Is, c 4 Who, g 5 Are, h 6 How, b 7 When, a 8 Where, e

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Speaking Exercise 6 Students complete the dialogue with the correct words. Check answers with the class. With weaker classes, students could practise the dialogue in pairs for extrapractice. ANSWERS

1 name 2 spell 3 please 4 number 5 address 6 club

Listening Exercise 7 e1.33 page 122 Allow students time to read the sentences. Play the audio for students to listen and choose the correct words. Allow students time to compare their answers in pairs, then play the audio again for them to check and complete their answers. Check answers with the class. ANSWERS

Optional activity: Consolidation Put students into pairs and ask them to prepare a dialogue between two people who meet for the first time. Explain that the people should ask questions about their names, their age, what they are into, etc. Tell students they must include some adjectives from page 12 and 14, after school activities from page 16 and questions and answers using be, and question words. Monitor and help while students are preparing their dialogues. Students practise their dialogues in pairs. Ask some students to perform their dialogues for the class. Correct any typical errors in a feedback session at the end.

Assessment

Tests, Teacher’s Resource Disk

Karen: 1 twelve 2 drama 3 Thursday Ben: 4 eleven 5 art, five 6 cheap © Copyright Oxford University Press

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ANSWERS

Students’ own answers.

Exercise 5 Put students into small groups to play the miming game. Monitor and make sure that all students are getting a chance to act and guess. When you stop the activity, ask: What activities are easy to act? What activities are difficult to act? ANSWERS

Students’ own answers.

Exercise 6 Put students into small groups and ask them to choose a leader. Students all stand up in their groups. The leader asks the questions in turn and students who answer No, I’m not sit down, while those who answer Yes, I am remain standing. The student or students still standing at the end are the winners. Monitor and make sure that students are saying the answers as well as sitting down or remaining standing. Students then work in their groups to write six new questions. Monitor while they are working and make sure all their questions are correct. Students then play the game again in their groups with a different leader. ANSWERS

Students’ own answers.

Puzzles and games Exercise 1 Students find the adjectives in the grid and match them with their opposites. Students could work in pairs for this, and you could do it as a race to make it fun. Check answers with the class. ANSWERS

1 old 2 boring 3 good 4 easy

Exercise 2 Put students into pairs and make sure they have two different coloured pens. Explain that they take turns to add a phrase to the grid: they should try to get three phrases in a row and prevent their partner from getting three in a row. Students play the game in pairs. Ask who managed to get three in a row. ANSWERS

Students’ own answers.

Exercise 3 Read out the instructions, then put students into small groups. Make sure each group has a dice. Students take turns to roll the dice and say a true sentence. You will need to be on hand to make decisions about whether sentences are correct or not. Continue playing until the majority of groups have finished. Students could play again for more practice, using different sentences this time. Alternatively, they could write different verb forms in the grid or different words they have learned in this unit, and play again. ANSWERS

Students’ own answers.

Exercise 4 Students work individually to choose four objects (one from each box). They then work in pairs and take turns to ask and answer questions. Remind them to use short answers correctly when they answer.

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Unit 1 T35

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Unit summary Vocabulary Families: aunt, brother, cousin,dad, daughter, grandad, grandma, grandparents, husband, mum, nephew, niece, parents, sister, son, uncle, wife Describing people: chatty, dark, fair, friendly, long, nice, old, quiet, short, sporty, tall, unfriendly, young

Language focus have got: affirmative and negative have got: questions and short answers

Speaking I can describe people in photos.

Writing I can describe special people in my life.

Vocabulary • Families Aim Talk about your family.

THINK! Teach the word family and say how many people there are in your family, e.g. There are four people in my family – me, my husband, my son and my daughter. Ask: How many people are there in your family? Two? Three? Four? Elicit answers from individual students. Encourage them to say a whole sentence when they answer, rather than just giving a number. ANSWERS

Students’ own answers.

Exercise 1 e1.34 page 122 Read out the instruction and explain that the words in the box are all words for people in your family. Focus on the table and teach the meaning of male and female. With stronger classes, students can use their dictionaries to check the meaning of the words and complete the table. With weaker classes, ask students to check the meaning of the words in their dictionaries, or teach the meanings. Then say each word in turn and ask: male? female? male or female? Elicit the answers. Students then copy and complete the table. Play the audio for students to listen and check their answers. Play the audio again for students to listen and repeat thewords. ANSWERS

male: brother, dad, grandad, son, uncle female: aunt, daughter, grandma, mum, sister male or female: cousin

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Unit 2

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Exercise 2 e1.35 PRONUNCIATION: /ə/ Point out the underlined parts of the words in the box. Play the audio for students to listen to the pronunciation. Point out the phonetic symbol for the schwa in the instruction, and explain that this is a very common sound in English. Point out that in British English, we don’t pronounce the final ‘r’ in words. Play the audio again, pausing after each word for students to repeat.

Exercise 3 Read the study strategy with the class. Point out to students that they will need a good bilingual dictionary to help with their studies. Students find the words in their dictionaries and add them to the table in exercise 1. Check answers with the class, and check that students understand all the words and model thepronunciation.

ANSWERS

male: husband, nephew female: niece, wife male or female: grandparents, parents

Exercise 4 e1.36 Read out the instructions and teach the meaning of family tree and clues. Ask students to find Victoria on the family tree. Play the first clue on the audio. Elicit where the names David and Amanda go on the family tree. Play the rest of the audio, pausing after each clue to allow students time to write the names in the family tree. Play the full audio again for students to read and listen and check their answers. Check answers with the class. Teach the meaning of twins. ANSWERS

1 Mary 2 David 3 Amanda 4 Michael 5 Julia 6 Peter 7 Susan 8 Kyle 10 Lisa and Maggie

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Optional activity: Language point Write the following sentence beginnings on the board: 1 My wife’s name … 2 My son’s name … 3 My daughter’s name … 4 My cousin’s name … Ask students to copy and complete the sentences based on information in the family tree and decide who says each sentence. Point out that there may be more than one correct answer. Ask students in turn to read their sentences to the class. Other students can listen and decide who says eachsentence. ANSWERS

Students’ own answers.

Exercise 6 USE IT! Read out the examples. Ask the questions to a confident student and start drawing their family tree on the board, based on their answers. Allow students time to prepare their questions. Students then work in pairs. They take turns to ask and answer questions and draw their partner’s family tree. Students can show each other the finished drawings to see if they arecorrect. ANSWERS

Students’ own answers.

Finished?

Optional activity: Vocabulary Ask: Who is David? (Victoria’s dad) Tell students you are going to test them on the family tree. Give them one minute to study the family tree, then ask them to close their books. Put them into pairs. Say some of the names from the family tree, e.g. Mary, Julia. In their pairs, students try to remember who each person is and write the family word (grandma, sister). Check answers and see who remembered the most wordscorrectly.

Language point: Possessive ’s Exercise 5

the class. With stronger classes, elicit one more thing about each person as you check the answers, e.g. My brother’s name is Kyle. What’s he into? (art). ANSWERS

1 2 3 4 5 6

My brother’s name is Kyle. My mum’s name is Amanda. My grandad’s name is Greg. My sister’s name is Lisa. My dad’s name is Peter. My grandma’s name is Mary.

Refer fast finishers to the Finished? activity. Students can write their sentences individually and compare with another fast finisher. Alternatively, ask them to read their sentences to the class.

More practice

Workbook page 20 Practice Kit Vocabulary 2

Assessment

Five-minute test, Teacher’s Resource Disk

Language note We use the possessive ’s with names, e.g. Victoria’s brother, and also with nouns, e.g. my brother’s name. The same form ’s is used as a short form of is, e.g. He’s 12 (= He is 12).

Read out the instruction and point out the possessive ’s in Victoria’s. Explain the meaning (belonging to Victoria). Read out the example and elicit another example from the class. Students then complete the sentences with the possessive ’s and the correct names. Check answers with

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Unit 2 T37

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Reading • A report about a circus Aim Understand the general idea of a text.

THINK! Read the questions with the class and tell them they can look at the photos to help them guess the answers. Elicit the answers. Ask: Are circuses fun or are they boring? Is it easy or difficult to be a clown? Use the photos to teach the words acrobat, horse, dog and show. ANSWERS

Students’ own answers.

Exercise 1 Read out the instructions and explain the meaning of magazine report. Read out the three titles. Explain to students that in this exercise they only have to understand the general idea of the text, so they don’t need to understand all the details. Set a time limit of five minutes to skim read the text. Ask them to read the whole text through, without stopping even if there are words they don’t understand. With weaker classes, you could play the audio from exercise 2 here for students to read and listen, if the text is too daunting for them. Elicit the best title. ANSWER

Exercise 2 e1.37 Read through the sentences with the class and check that students understand them all. Explain that some of the sentences are true and some are false, and explain that students need to correct the false sentences. With stronger classes, elicit some possible answers based on students’ first reading of the text, but don’t confirm them. Play the audio. Students read and listen, and decide if the sentences are true or false. Check answers with the class. ANSWERS

1 true 2 false (The Zoppé family’s circus is old.) 3 false (He’s American. His parents are from Italy.) 4 true 5 false (Tosca is an acrobat and dancer and Rudolf is an animal trainer.)

Optional activity: Reading Read out these questions. Students look at the text again to find the answers. 1 When is the circus in town? 2 Who is Nino? 3 Who is Carla? 4 How many shows are there? Check answers with the class. ANSWERS

1 this weekend 2 a clown / Giovanni’s clown name 3 Tosca’s sister / Giovanni’s sister 4 six (three shows every day)

Exercise 3 VOCABULARY PLUS Students use a dictionary to check the meaning of the blue words in the text. They could work in pairs for this. Check the answers and check that students understand all the words. Point out to students that a lot of jobs end with -er, e.g.teacher. Ask students to give you

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Unit 2

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another example of a good performer, a leader, a good dancer and a sports trainer. Workbook page 24 exercise 5

Exercise 4 USE IT! Read out the question and the example answer. Elicit some more possible answers, e.g. Yes, it is. Animals are cool. Acrobats are amazing. No, it isn’t. Circuses are boring. It isn’t big. With weaker classes, you could write some adjectives on the board for students to refer to, e.g. amazing, fantastic, boring, expensive. Allow students time to prepare their ideas. They then talk about the questions in pairs. Ask some students to tell the class what they think. ANSWERS

Students’ own answers.

More practice

Workbook page 24 Practice Kit Reading 1

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ANSWERS

1 My friend has got an expensive watch. 2 We’ve / We have got a science test today. 3 Our teacher has got a computer in class. 4 I’ve / I have got a lot of books at home. 5 My parents have got three children.

Exercise 4 Read out the first sentence in exercise 3 and ask: Is this true for you? Students work in pairs and say which sentences are true for them.

have got: negative Exercise 5 Read through the table with the class. Students then add the short forms to the table. Check answers with the class. ANSWERS

1 haven’t 2 hasn’t 3 haven’t

Language note We usually use short forms of have got in the negative. The full forms are only used in formal English.

Exercise 6 Students choose the correct words to complete the sentences. Check answers. ANSWERS

1 hasn’t got 2 haven’t got 3 hasn’t got 4 haven’t got 5 haven’t got

Exercise 7 Students write true sentences using the words in the box. With stronger classes, students could also use their own ideas.

Language focus • have got: affirmative and negative Aim Talk about your family and possessions.

Warm-up Ask what students can remember about the Zoppé Circus. Ask: Who is Giovanni? How many sisters has he got? Students can look back at the text on page 24 to check. Write sentences with has got on the board, e.g. Giovanni has got two sisters.

have got: affirmative Exercise 1 Read through the table and make sure students understand everything. Students read the report on page 24 again and underline examples of have got.

ANSWERS

I’ve got a fantastic plan, Giovanni has also got a helper, Giovanni has got two sisters, Their circus has got seats for 500 people.

Language note We usually use short forms of have got with pronouns, e.g. I’ve got a brother, but we don’t usually use short forms with names and nouns, e.g. Giovanni has got two sisters.

Exercise 2 Students complete the sentences with the correct forms of have got. Check answers with the class. ANSWERS

1 has got 2 has got 3 ’ve got / have got 4 has got 5 have got 6 have got

Exercise 3 Students write the sentences with have got or has got. Check answers.

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Exercise 8 USE IT! Read out the examples. Elicit one or two more true sentences from students, e.g. I’ve got two brothers. My mum has got a new car. Students write their sentences individually. Monitor and help while they are working. Students then work in pairs and read their sentences to each other. Ask some students to tell the class about their partner. Remind them to use has got NOT have got to talk about their partner.

More practice

Workbook page 21 Practice Kit Grammar 3

Assessment

Five-minute test, Teacher’s Resource Disk

Unit 2 T39

02/05/2017 10:08

Vocabulary and listening • Describing people Aim Use pictures to help you understand an interview.

THINK! Read out the question and elicit answers from individual students. ANSWERS

Students’ own answers.

Exercise 1 e1.38 page 122 Teach the meaning of dark and fair, as these meanings may be hard for students to find in a dictionary. Students check the remaining meanings in their dictionaries. Teach the meaning of opposite. Elicit the opposite of chatty (quiet). Students then find the remaining opposites. Play the audio for students to check answers. ANSWERS

1 dark 2 old 3 short 4 unfriendly

Exercise 2 Students look at the pictures and choose the correct words. Check answers with the class. ANSWERS

2 young 3 chatty 4 unfriendly

Optional activity: Vocabulary Ask students to choose three words from exercise 1 that describe them and write a sentence about themselves, e.g. I’m chatty, friendly and sporty. Students can say their sentences to each other in pairs. ANSWERS

Students’ own answers.

Exercise 3 Focus on the photos and ask: Who are the people? Elicit the answers to the questions. ANSWERS

1 David Beckham 2 Victoria Beckham 3 four

Exercise 4 e1.39 page 122 Read out the names in the box to model the pronunciation. Explain to students that they should listen to the descriptions of the people to help them match the people to the photo. Play the audio. Students listen and match the names with the people in the photo. With weaker classes, play the audio again as you check answers, pausing it to allow students to hear each answer.

Exercise 5 e1.39 page 122 Play the audio. Students listen and write the answers to the questions. Play the audio again for them to check and complete their answers. ANSWERS

1 the UK 2 No, they aren’t. They’re in London at the moment. 3 They’ve got four children. 4 The boys’ names are Brooklyn, Romeo and Cruz. 5 Their daughter’s name is Harper. 6 Harper has got fair hair. 7 They are all sporty. They like basketball, swimming and football.

Optional activity: Listening Write these sentences on the board: 1 David and Victoria are unfriendly. 2 Harper is the youngest child.

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Exercise 6 USE IT! Students write their sentences individually. They can compare their answers in pairs. Ask some students to read their sentences to the class. ANSWERS

Students’ own answers.

More practice

Workbook page 22 Five-minute test, Teacher’s Resource Disk

A Cruz B David C Harper D Romeo E Brooklyn F Victoria

Unit 2

ANSWERS

1 false (They are friendly.) 2 true 3 false (Romeo is a model.) 4 true

Assessment

ANSWERS

T40

3 Cruz is a model. 4 The children are all sporty Play the audio again. Students listen and decide if the sentences are true or false. With stronger classes, students can correct the false sentences.

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to the table in exercise 1 to help them. Check answers with the class. Ask students to study the picture. They work in pairs and take turns to ask and answer the questions. Check answers. With stronger classes, students could write one more question about the picture, using have got. ANSWERS

1 Has the father got dark hair? Yes, he has. 2 Has the mother got fair hair? No, she hasn’t. 3 Has the tall girl got a phone? Yes, she has. 4 Has the boy got a green T-shirt? Yes, he has. 5 Has the baby girl got a football? No, she hasn’t.

Exercise 4 Focus on the first set of prompts and elicit the question as an example. Students then write the remaining questions. Check answers with the class. With weaker classes, you could model and drill pronunciation of the questions as you check the answers. Students then work in pairs to ask and answers the questions. Check answers. ANSWERS

1 Have we got English homework today? 2 Have your parents got a big car? 3 Has our teacher got fair hair? 4 Have you got a new computer? 5 Has our class got thirty chairs?

Exercise 5 USE IT!

Language focus • have got: questions and short answers Aim Ask and answer questions about people and possessions.

Warm-up Ask individual students questions using have got, e.g. Have you got a brother / sister? Have you got any pets? Elicit answers and write some of the questions on the board. As students answer, ask some questions using the third person, e.g. Has (Eva) got a sister? Write some questions with has got on the board, too.

Exercise 1 Read through the table with the class and elicit which forms are correct. ANSWERS

1 Have 2 Has 3 have 4 haven’t 5 has 6 hasn’t

Language note In questions, the subject comes between have and got, e.g. Have you got a car? (NOT You have got a car?) We don’t use got in short answers: Yes, Ihave. (NOT Yes, I have got.)

Exercise 2 Focus on the example photo and elicit the correct question and answer. Students then look at the remaining photos and complete the questions and answers. Check answers with the class. With weaker classes, students could practise asking and answering the questions in pairs for extra practice. ANSWERS

1 Have, got, haven’t 2 Has, got, has 3 Have, got, haven’t 4 Have, got, have 5 Has, got, hasn’t 6 Has, got, has

Exercise 3 Read out the example question. Students then write the questions. Refer them back

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Read out the example in exercise 4 again and point out the blue word. Elicit some other sentences with the blue word changed, e.g. Have you got eight brothers and sisters? Students change the other blue words in exercise 4 and prepare their questions. They then work in pairs to ask and answer them. Ask some students to tell the class something about their partner, e.g. Sam’s parents have got a small car. ANSWERS

Students’ own answers.

Finished? Refer fast finishers to the Finished? activity. Students can write their questions individually, then ask and answer with another fast finisher. Alternatively, ask them to read their questions to the class. Ask other students to answer the questions.

More practice

Workbook page 23 Practice Kit Grammar 4

Assessment

Five-minute test, Teacher’s Resource Disk

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Speaking • Describing people Aim Describe people in photos.

THINK! Read the questions with the class and elicit responses from individual students. Ask more questions to encourage students to give more information, e.g. Where are you in the photo? Is it summer or winter? ANSWERS

Students’ own answers.

Exercise 1 e1.40 Read out the question, then play the video or audio for students to watch or listen and answer the question. Check the answer with the class. ANSWER

Emma’s family

Exercise 2 e1.40 Check that students understand left, right, in the middle and look like (someone). Play the audio or video again. Tell students to listen carefully for the pronunciation and intonation. You could pause after some of the sentences and questions for students to repeat. Demonstrate the activity with a confident student. Play the role of Jason and practise the dialogue with the student. Students then work in pairs to practise the dialogue.

Exercise 3 Ask students to find the key phrases in the dialogue and complete them. Check answers and check that students understand all the key phrases. ANSWERS

1 nice 2 boy 3 mum 4 nice 5 that 6 her

Optional activity: Speaking Read out the first sentence of the dialogue again and elicit that That’s is a short form for That is. Point out that in spoken English, we usually use short forms rather than full forms. Ask students to read the dialogue again and underline all the short forms. Play the audio again, pausing after the sentences with short forms for students to repeat.

Exercise 4 Students work individually to draw a picture of their family and write sentences about the people. Monitor and help while students are working, and make sure their sentences are all correct.

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ANSWERS

Students’ own answers.

Exercise 5 USE IT! Demonstrate the activity with a confident student. Using the dialogue in exercise 1, play the role of Jason and ask about the student’s picture in exercise 4, changing the blue words as necessary. Students then work in pairs to practise their dialogues. With weaker classes, students could prepare their dialogues first, but with stronger classes, students can go straight into the role-play. Students then swap roles and practise again. Ask some students to perform their dialogues for the class. ANSWERS

Students’ own answers.

More practice

Workbook page 22 Practice Kit Speaking 2

02/05/2017 10:08

find examples of the punctuation. Check answers with the class and discuss with students, in their own language, if the rules about punctuation are the same in their language. ANSWERS

Students’ own answers.

Exercise 4 Read out the first sentence of the blog post and elicit the correct punctuation. Write the corrected sentence on the board. Students rewrite the blog post with the correct punctuation. Check answers with the class. ANSWERS

My cousin Dan is a special person for me. He’s my mum’s nephew. Dan’s got dark hair. He’s into computers, film and music. Dan’s favourite band are Coldplay. Have you got a favourite person? Who is it?

Optional activity: Writing Write these gapped sentences on the board. 1 He’s quiet, ___ friendly. 2 He’s keen on science, ___. 3 She’s ___ sporty. 4 We’re ___ in the art club. Ask students to look at Harry’s blog post again and complete the sentences with the missing words. Check answers and check that students understand but, too, very and both. Point out that we can use very in front of any adjective to make the adjective stronger, e.g. She’s very friendly. Encourage students to use these words in their own writing. ANSWERS

1 but 2 too 3 very 4 both

Writing • A blog

ANSWERS

Aim

Mark is Harry’s friend. Jenny is Harry’s cousin.

Describe special people in your life.

Exercise 2

THINK! Read out the questions and make sure that students understand the word special. Give some examples of people who are special in someone’s life, e.g. a friend, an aunt or uncle, a grandparent, etc. Ask the questions to individual students and elicit answers. Ask more questions to encourage them to say more, e.g. Is he / she friendly? What is he / she into? ANSWERS

Students’ own answers.

Exercise 1 Focus on the text and elicit or explain that it is a blog post. Students read the blog post and answer the questions. Check the answers with the class.

Students read the blog post again and complete the key phrases. Check answers and check that students understand all the phrases. Point out that the phrases all have similar meanings and in writing it is important to use a range of different phrases to make your writing interesting to read. ANSWERS

1 music, computers and computer games 2 science 3 basketball, swimming and climbing 4 art

Language point: Punctuation Exercise 3 Read through the rules with the class and check that students understand them all. Students read the blog post again and

4201667 English Plus Starter TB SO.indb 43

Exercise 5 USE IT! Students answer the questions in part B and plan their blog post. Read through part C on how to structure their blog post. Students write their blog post. This can be set for homework. Remind students to check their writing and punctuationcarefully. ANSWERS

Students’ own answers.

More practice

Workbook page 25

End of unit activities

Progress Review, Workbook page 26 * Vocabulary and language focus worksheets, Teacher’s Resource Disk ** Vocabulary and language focus worksheets, Teacher’s Resource Disk *** Vocabulary and language focus worksheets, Teacher’s Resource Disk Speaking worksheet, Teacher’s ResourceDisk

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Review Vocabulary Exercise 1 Students complete the sentences with the correct family words. With weaker classes, students could refer back to page22 to help them. With stronger classes, students could do it as a test. Check answers with the class and check that students understand all the words. ANSWERS

1 parents 2 grandparents 3 aunt 4 cousin 5 uncle 6 grandma 7 sister 8 brother

Exercise 2 Students look at the pictures and choose the correct adjectives. Check answers with the class. ANSWERS

1 fair 2 quiet 3 friendly 4 old 5 short

Language focus Exercise 3 Read out the first gapped sentence and elicit the correct verb form. Students complete the sentences with the correct forms of have got. Check answers with the class. ANSWERS

1 ’ve got 2 have got 3 hasn’t got 4 have got 5 haven’t got 6 has got 7 haven’t got

Exercise 4 Read out the first question and answer and elicit the correct forms of have. Students complete the remaining questions and answers with the correct forms. Check answers with the class. ANSWERS

1 Has, has 2 Have, haven’t 3 Have, have 4 Have, haven’t 5 Has, has 6 Has, hasn’t

Speaking Exercise 5 Remind students that in the speaking lesson they practised describing people in a photo. Ask students to read the gapped dialogue, then elicit which sentence a–e fits the first gap (b). Students complete the dialogue with the correct phrases. Check answers with the class. With weaker classes, students could practise the dialogue in pairs. ANSWERS

1 b 2 c 3 e 4 a 5 d

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Listening Exercise 6 e1.41 page 122 Allow students time to read the text in the speech bubble. With weaker classes, focus on each gap and elicit some possible words that could fit in each one. You could write the answers in a random order on the board to help students. Play the audio for students to listen and complete the sentences. Allow them time to compare their answers in pairs, then play the audio again for them to check and complete their answers. Check answers with the class. ANSWERS

1 sister 2 dark 3 tall 4 brother 5 fair 6 football 7 cousins 8 different 9 chatty 10 quiet

Optional activity: Consolidation Ask students to prepare a short talk about their family. Tell them they must include some family words from page 22, some adjectives from page 26 and some examples of have got. You could

write some questions on the board to help students, e.g. How many brothers/ sisters / cousins have you got? How can you describe them? (friendly, quiet, sporty, etc.) What are they into? What are they keen on? Monitor and help while students are preparing their talks. In smaller classes, students can take turns to give their talks to the class. In larger classes, students can give their talks to each other in small groups. Ask students to listen carefully to the talks and note down one interesting thing about each classmate, e.g. Her sister is into music. Ask some students to tell the class some of the things they noted down, without giving their classmate’s name. See if other students can remember or guess which classmate it is. Correct any typical errors in a feedback session at the end.

Assessment

Tests, Teacher’s Resource Disk

02/05/2017 10:08

Exercise 5 Students complete the crossword with words for describing people and find the mystery job in yellow. With weaker classes, students could look back at page 26 to help them. With stronger classes, students could do it from memory. Check answers with the class and check that students understand all the words. Ask questions with the words, e.g. Who do you know who is friendly? Are your parentssporty? ANSWERS

2 nice 3 sporty 4 young 5 short 6 chatty 7 quiet 8 dark Mystery job: reporter

Puzzles and games Exercise 1 Students find the words in the wordsearch and write them in the correct place in the family tree. Students could work in pairs for this and you could do it as a race to make it fun. Check answers with the class. ANSWERS

cousin, aunt, dad, mum, grandma, sister, grandad, brother, uncle 1 grandad 2 mum 3 dad 4 aunt 5 uncle 6 brother 7 sister 8 cousin

Exercise 2 Students follow the lines and match the people with the objects, then complete the sentences. Check answers with the class. ANSWERS

1 2 3 4 5

It’s my brother’s computer. It’s my sisters’ ball. It’s my grandparents’ car. It’s my mum’s bag. It’s my uncle’s book.

Exercise 3 Read out the instructions and remind students that all these jobs words were in the text on page 24. Students add the missing letters to find the jobs. Check answers and check that students understand all the jobs. ANSWERS

1 performer 2 leader 3 helper 4 dancer 5 trainer

Exercise 4 Read out the example questions and answers. Demonstrate the activity by telling students you are thinking of someone in the class. Encourage them to ask you questions to guess the person. Students then work in pairs and take turns to think of a classmate and guess who it is. Remind them to use short answers correctly when they answer. Get feedback on how quickly they managed to guess. ANSWERS

Students’ own answers.

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Unit summary Vocabulary Places at home: balcony, basem*nt, bathroom, bedroom, dining room, garage, garden, hall, kitchen, living room, porch, stairs An ideal bedroom: bed, bedside table, bookcase, curtains, lamp, mirror, rug, shelf, shower, sink, sofa, wardrobe

Language focus there is / there are: affirmative and negative Is there … ?, Are there … ?, How many … ?

Speaking I can ask where things are.

Writing I can write a description of my home.

Vocabulary • Places at home Aim Talk about your home.

THINK! Check that students understand room, house and flat. Read out the question and put students into pairs. Give them thirty seconds to write as many words for rooms in English as they can. They can use their dictionaries to help. Bring students’ ideas together on the board and check they understand all the words. See which pair wrote the most words correctly. ANSWERS

Students’ own answers.

Exercise 1 Read out the instruction and explain that the words in the box are all words for places at home. Students use their dictionaries to check the meaning of the words, then do the quiz and match them with the photos. With weaker classes, read through the list of words with the class and teach the meanings. Students then do the quiz and match the words with the photos. Don’t check answers at this stage.

Exercise 2 e1.42 page 123 Read out the examples. Explain the use of Really? to express surprise and check that students understand that we use I think to give an opinion. Invite a student to tell you what they think photo 2 is. Ask another student to respond. Students then work in pairs to compare their ideas.

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Play the audio for students to listen and check their answers. Play the audio again, pausing after each word for students torepeat. ANSWERS

1 balcony 2 basem*nt 3 bedroom 4 bathroom 5 dining room 6 garage 7 porch 8 living room 9 kitchen 10 garden 11 stairs 12 hall

Optional activity: Vocabulary Mime walking up some stairs and ask: Where am I? Invite students in turn to mime being in one of the places. Other students watch and guess the places. With stronger classes, you could do this with books closed, to make it more challenging.

Exercise 3 e1.43 page 123

Exercise 4 e1.44 page 123

Play the first part of the audio and ask: Where is he? In the bedroom or on the balcony? Elicit the answer. Play the rest of the audio for students to listen and decide where the people are. Check answers with the class.

Explain to students that they are going to hear two people talking about their homes. Allow students time to read through the sentences and make sure they understand everything. Play the audio. Students listen and choose the correct words to complete the sentences. Allow students time to compare their answers in pairs, then play the audio again for students to listen and check their answers. Check answers with the class.

ANSWERS

1 in the garden 2 on the stairs 3 in the garage 4 in the bathroom

ANSWERS

1 small 2 dining room 3 new 4 garage 5 garden

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Exercise 5 Read through the key phrases with the class and check that they understand them all. Say one or two sentences about your home using the key phrases and words on page 32, e.g. My home is a flat. It’s small. My home’s got three bedrooms. Students then write sentences about their own home. Monitor and help while they are working. ANSWERS

Students’ own answers.

Exercise 6 USE IT! Read out the instructions and check that students understand different from. You could also teach the opposite the same as. Students work in pairs to tell each other about their home. Point out that they need to listen carefully to what their partner says, so they can decide if their home is different from their partner’s home. Monitor while students are working and note down any typical mistakes. Ask some students if their home is different

from their partner’s and in what way. Correct any mistakes you noticed in a feedback session at the end. ANSWERS

Students’ own answers.

Finished? Refer fast finishers to the Finished? activity. Students can use their dictionaries to check the meaning of the words and find the things in the photos. When other students have finished, ask some of the fast finishers to show the class where the things are in the photos, e.g. This is a door. Check that students understand all thewords.

More practice

Workbook page 28 Practice Kit Vocabulary 3

Assessment

Five-minute test, Teacher’s Resource Disk

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Reading • Small homes Aim Read for specific information.

THINK! Read out the title of the lesson Small homes and use the photos to check that students understand the meaning. Ask the THINK! question to the class and ask more detailed questions to encourage students to give more information, e.g. Do most people live in houses or flats? How many bedrooms have homes got? Have most homes got a big garden? Elicit answers from individual students. ANSWERS

Students’ own answers.

Exercise 1 Read out the introduction to the text and explain the meaning of advantages. Ask: Can you think of any more advantages of a small home? Elicit a few ideas, e.g. It’s cheap to keep warm. Read the instructions and explain the meaning of fact file. Explain to students that in this exercise they have to find this specific information about each home in order to do the matching task. Ask students to read the text and match the sentences with the homes. With weaker classes, students could read each description and say which sentence it matches. Elicit the sentence in each description which matches the sentences 1–3. ANSWERS

1 B 2 C 3 A

Exercise 2 e1.45 Teach the meaning of first floor if necessary. With stronger classes, elicit some possible answers based on students’ first reading of the text, but don’t confirm them. Play the audio. Students read and listen, and answer the questions. With stronger classes, students could write their answers as full sentences. Check answers with the class. ANSWERS

1 It’s in Japan. 2 There’s a kitchen, a living room and a (children’s) bedroom on the first floor. 3 It’s got one bedroom. 4 The kitchen has got a balcony with a beautiful view. 5 It’s 15 square metres. 6 It’s got two rooms.

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Optional activity: Reading Read out these sentences. Tell students they are all things people might say if they live in the homes in the fact file. Students listen and match each sentence with one of the homes. 1 The big living room is great! 2 I like it because it’s got lots of windows. 3 I sometimes move it to a different place. Check answers with the class. ANSWERS

1 B 2 A 3 C

Exercise 3 VOCABULARY PLUS Students use a dictionary to check the meaning of the blue words in the text. They could work in pairs for this. Check the answers and check that students understand all the words. Point out to students that these are all adjectives that we can use to talk about homes. Ask:

Which words can you use to describe your home? Why? Workbook page 32 exercise 5

Exercise 4 USE IT! Read out the questions. Give one or two possible answers to the first question, e.g. The Mizuishi home is different from my home because the bathroom is downstairs. In my home, the bathroom is on the first floor. The Rimba home is different from my home because it’s only got one bedroom. My home has got three bedrooms. If necessary, teach the word because for giving reasons. Allow students time to prepare their ideas. They then talk about the questions in pairs. Elicit a range of answers from individualstudents. ANSWERS

Students’ own answers.

More practice

Workbook page 32

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affirmative or negative. With stronger classes or fast finishers, students could rewrite the affirmative sentences as negative and the negative sentences as affirmative, e.g. There isn’t an old house on my street. There aren’t any chairs on the balcony. Check answers with the class. ANSWERS

1 There are 2 There are 3 There isn’t 4 There aren’t 5 There’s 6 There aren’t 7 There isn’t

Exercise 3 Read out the example, then read out the prompt balcony and elicit the correct sentence. Students then write the sentences. Check answers with the class. ANSWERS

1 2 3 4 5 6

There are some windows. There aren’t any big trees. There are some children. There’s a red car. There isn’t a garage. There are some doors.

Exercise 4 USE IT! Read out the task and the example. Elicit another example sentence about one of the houses. Ask students to guess the house. With weaker classes, allow students time to prepare their ideas individually before they work in pairs. Monitor and help while they are working and make sure their sentences are correct. With stronger classes, students can go straight into the pairwork. Ask who guessed all the houses correctly. ANSWERS

Students’ own answers.

Finished?

Language focus • there is / there are: affirmative and negative Aim Describe a house or a flat.

Warm-up Ask students what they can remember about the Mizuishi home. Ask: What’s on the first floor? (a kitchen, a living room and a bedroom) Why is it bright? (because there are lots of windows) Students can look back at the text on page 34 to check. Write on the board: On the first floor, ___ a kitchen. ___ lots of windows. Ask students to look back at the text and find the missing words (there’s, There are).

Exercise 1 Look at the picture and read through the example sentences with the class,

then read through the table and elicit the correct forms to complete it. Study the rules and make sure students understandeverything. ANSWERS

1 ’s 2 are 3 isn’t 4 aren’t

Language note With singular nouns, we use there’s + a/ an … / there isn’t + a / an …: There’s a bathroom. / There isn’t a bathroom. With plural nouns, we use There are + some … / There aren’t + any …: There are some windows. / There aren’t any windows. We don’t use some in negative sentences. (NOT There aren’t some windows.)

More practice

Workbook page 29 Practice Kit Grammar 5

Assessment

Five-minute test, Teacher’s Resource Disk

Exercise 2 Read out the example and elicit another example from the class. Students complete the sentences with the correct forms of There is / There are. With weaker classes, remind students to think about whether the following noun is singular or plural and whether the meaning is © Copyright Oxford University Press

4201667 English Plus Starter TB SO.indb 49

Refer fast finishers to the Finished? activity. Students can write their sentences individually, then swap with another fast finisher and draw their partner’s home. They can show their drawing to their partner to check how accurate it is. Alternatively, ask some students to read their sentences to the class. Other students can listen and say how their homes are the same or different.

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Vocabulary and listening • An ideal bedroom Aim Listen for specific information.

THINK! Read out the title of the lesson and explain ideal. Read out the THINK! question and give a few examples of things in your bedroom, e.g. I’ve got a bed, a bookcase and a wardrobe. Ask individual students the question and elicit answers. ANSWERS

Students’ own answers.

Exercise 1 e1.46 page 123 Students check the meaning of the words in their dictionaries and match them with the pictures. Play the audio for them to listen and check. Play the audio again, pausing for them to repeat. ANSWERS

1 curtains 2 lamp 3 bedside table 4 rug 5 shelf 6 bookcase 7 sofa 8 sink 9 mirror 10 shower 11 bed 12 wardrobe

Exercise 2 Remind students that with plural nouns we use some in affirmative sentences and any in negative sentences: There are some curtains./ There aren’t any curtains. With weaker classes, allow students time to prepare some sentences before they work in pairs. With stronger classes, students can go straight into the pairwork. Encourage them to use adjectives to describe their things, e.g. I’ve got a small / blue rug. Ask some students about their partner’s bedroom.

Optional activity: Vocabulary Mime opening or closing some curtains. Ask: What are they? Elicit the correct word. Invite individual students to choose one of the words in exercise1 and mime using it. Other students watch and guess the words.

Exercise 3 e1.47 page 123 Check that students understand cosy, fresh and comfortable. Play the audio. Students listen and decide who gives each opinion. Check answers with the class. With weaker classes, play the audio again, pausing it to allow students to hear each answer. ANSWERS

1 J 2 D 3 J 4 D

Exercise 4 e1.48 page 123 Point out to students that there is specific information in the sentences, e.g. two bookcases, so they need to listen carefully.

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Play the audio. Students listen and write true or false. With stronger classes, students could correct the false sentences. With weaker classes, students compare their answers in pairs. Play the audio again for them to check and complete their answers. ANSWERS

1 false 2 true 3 true 4 true

Optional activity: Listening Write these questions on the board: 1 What is Dan a big fan of? 2 What are Dan’s shelves for? 3 Why has Jenna got two beds? 4 Is Jenna’s wardrobe big or small? Play the audio again. Students listen and answer the questions. With stronger classes, students can answer the questions from memory, then listen again to check. Check answers. ANSWERS

1 books 2 photos and books 3 one is for her sister 4 big

Exercise 5 Read the study strategy with the class. Point out that using pictures can be a good way to learn vocabulary. Students check the meaning of the words, then draw and label pictures in their vocabulary notebooks. They can compare their answers in pairs. ANSWERS

Students’ own answers.

Exercise 6 USE IT! Students draw their ideal bedroom. Encourage them to design something amazing! In pairs, students describe their room to their partner and draw their partner’s room. They can compare the pictures to see how similar they are. ANSWERS

Students’ own answers.

More practice

Workbook page 30 Practice Kit Listening 2

Assessment

Five-minute test, Teacher’s Resource Disk

02/05/2017 10:08

ANSWERS

Students’ own answers.

Language point: Prepositions of place Exercise 4 Focus on each picture in turn and use the pictures to teach the meaning of the prepositions. Match the pictures with theprepositions. ANSWERS

1 in 2 on 3 under 4 next to

Exercise 5 Students write the questions and answer them. With weaker classes, students write just the questions first. Check these, then ask them to write the answers. Check answers with the class. ANSWERS

1 Are there any books in the bookcase? Yes, there are. 2 Is there a lamp in the bedroom? No, there isn’t. 3 Is there a wardrobe next to the door? Yes, there is. 4 Is there a computer on the desk? Yes, there is. 5 Are there any children in the bedroom? No, there aren’t. 6 Is there a desk under the window? No, there isn’t. 7 Are there any mirrors next to the wardrobe? Yes, there are.

Exercise 6

Language focus • Is there … ?, Are there…?, How many … ? Aim Ask and answer questions about things in the home.

Warm-up Ask individual students questions using Is there … ?, Are there … ? and How many… ?, e.g. Is there a bed in your bedroom? Are there any bookcases? How many windows are there? Elicit answers and write some of the questions on the board.

ANSWERS

1 Is there 2 Are there 3 are there

Language note With singular nouns, we use Is there + a: Is there a bookcase? With plural nouns, we use Are there + any: Are there any rugs? (NOT Are there some rugs?)

Exercise 2 Focus on the example. Students then write the questions. Check answers with the class. ANSWERS

1 Are there 2 are there 3 Is there 4 are there 5 Is there

Exercise 1

Exercise 3

Refer students back to the text at the top of the Ideal Designs website on page 36. Students read the text, then choose the correct words in the table. Read through the table with the class and elicit the correct answers.

Ask the first question to a confident student and elicit the answer. Encourage students to use the correct short answer: Yes, there is. / No, there isn’t. Students write true answers to the questions, then work in pairs to ask and answer the questions.

Give students three minutes to write as many questions as they can. With weaker classes, students work in pairs. Stop the activity and ask students to read their questions to the class. Correct any mistakes. See who managed to write the most questions. ANSWERS

Students’ own answers.

Exercise 7 USE IT! Students work in pairs to ask and answer their questions from exercise 6. Monitor while they are working and correct any errors in a feedback session at the end. ANSWERS

Students’ own answers.

More practice

Workbook page 31 Practice Kit Grammar 6

Assessment

Five-minute test, Teacher’s Resource Disk © Copyright Oxford University Press

4201667 English Plus Starter TB SO.indb 51

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Speaking • Asking where things are Aim Ask where things are.

THINK! Read the question with the class and elicit responses from individual students. Ask more questions to encourage students to give more information, e.g. How many books are there? Are there any maths books? Is there a phone? You could use the opportunity to revise vocabulary that students learned in the Starter unit, e.g.pen, pencil, rubber, notebook. ANSWERS

Students’ own answers.

Exercise 1 e1.49 Read out the question, then play the video or audio for students to watch or listen and answer the question. Check the answer with the class. ANSWER

Nigel’s bag is under his bed.

Exercise 2 Ask students to find the key phrases in the dialogue and complete the matching task. Don’t check answers at this stage.

Exercise 3 e1.49 Play the video or audio again. Students watch or listen and check their answers to exercise 2. Check answers with the class and check that students understand all the key phrases. ANSWERS

1 f 2 e 3 a 4 d 5 b 6 c

Optional activity: Key phrases Write the following prompts on the board: 1 minute / just / a 2 me / let / see 3 you’re / right / oh Ask students to find the phrases in the dialogue in exercise 1 and write them in the correct order. Check answers with the class and check that students understand the phrases. Explain that we use Just a minute to ask someone to wait and we use Let me see when we need time to think. ANSWERS

1 Just a minute. 2 Let me see. 3 Oh, you’re right.

Exercise 4 e1.50 PRONUNCIATION: Question intonation Read out the questions and point out the intonation arrows. Read out the first question and use your hand to show how the intonation goes up. Explain to students that intonation is important in English and may not be the same as intonation patterns in their own language. Play the audio once for students to listen, then play it again, pausing after each question for students to repeat.

Exercise 5

Nigel, changing the ideas as necessary. Students then work in pairs to practise their dialogue. With weaker classes, students could prepare their dialogues first, but with stronger classes, students can go straight into the role-play. Students then swap roles and practise again. Ask some students to perform their dialogues for the class. ANSWERS

Students’ own answers.

More practice

Workbook page 35 Practice Kit Speaking 3

Students work in pairs to practise the dialogue in exercise 1. Encourage them to pay attention to the intonation in the questions. They can swap roles and practise again.

Exercise 6 USE IT! Demonstrate the activity with a confident student. Play the role of Mum, using ideas from the box and the pictures and encourage the student to play the role of

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ANSWERS

1 and 2 but 3 but

Exercise 4 Read out the example. Students then write the sentences with and or but. Check answers with the class. ANSWERS

1 My bedroom is nice and big. 2 There’s a balcony, but there isn’t a garden. 3 We’ve got a dining room, but it’s very small. 4 There are two posters and (there are) lots of photos. 5 Paul’s got a computer in his room, but it isn’t new.

Optional activity: Writing Write these gapped sentences on the board. 1 I’m happy ___ my bedroom. 2 There’s a desk ___ my computer. 3 I’m not keen __ my bed. 4 I’ve got posters ___ the walls. Point out that the missing word in each sentence is a preposition. Ask students to look at Martina’s message again and complete the sentences with the missing words. Point out that they have learned about prepositions of place, but prepositions are also used in other places, for example, after adjectives such as happy. Encourage students to write example sentences when they learn new vocabulary, to help them remember prepositions that go with particular words and the meanings theyexpress. ANSWERS

Writing • A description of your home

ANSWERS

Yes, it’s got a small garden. Yes, there are lots of posters on the walls.

Aim

Exercise 2

Write a description of your home.

Students read the message again and complete the key phrases. Check answers and check that students understand all the phrases. Point out that the phrases all have similar meanings and in writing it is important to use a range of different phrases to make your writing interesting to read.

THINK! Read out the question and give your own answer, e.g. My favourite room is the living room because there’s a TV and a comfortable sofa. Elicit answers from individual students. Ask more questions to encourage them to say more, e.g. Why is this your favourite room? What is there in the room? Is it cosy? Has it got any comfortablechairs? ANSWERS

Students’ own answers.

Exercise 1 Focus on the text and elicit or explain that it is an online message. Students read the message and answer the questions. Check answers with the class.

ANSWERS

Exercise 5 USE IT! Students answer the questions in part B and plan their description. Read through part C on how to structure their description with the class. Students write their description. This can be set for homework. Remind students to check their writing and punctuation carefully. ANSWERS

Students’ own answers.

More practice

1 ideal 2 think 3 happy 4 my bed

Workbook page 33

Language point: and and but

Progress Review, Workbook page 34 * Vocabulary and language focus worksheets, Teacher’s Resource Disk ** Vocabulary and language focus worksheets, Teacher’s Resource Disk *** Vocabulary and language focus worksheets, Teacher’s Resource Disk Speaking worksheet, Teacher’s Resource Disk

Exercise 3 Focus on the words in blue in the message and read out each sentence containing one of the words. Read out the three sentences and explain similar if necessary. Elicit the correct words to complete the sentences.

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1 with 2 for 3 on 4 on

End of unit activities

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Review Vocabulary Exercise 1 Students complete the sentences with the correct places at home. With weaker classes, students could refer back to page32 to help them. With stronger classes, students could do it as a test. ANSWERS

1 flat 2 kitchen 3 dining 4 living 5 balcony 6 bedrooms 7 bathroom 8 garage 9 garden

Exercise 2 Students do the puzzle and find the objects. Check answers with the class. ANSWERS

bed, bookcase, curtains, lamp, mirror, rug, shelf, shower, sink, sofa, wardrobe

Language focus Exercise 3 Students choose the correct words to complete the sentences. Check answers with the class. ANSWERS

1 There’s 2 aren’t 3 any 4 There are 5 isn’t 6 some

Exercise 4 Students write questions and answers for the sentences in exercise 3. Checkanswers. ANSWERS

2 Are there any books on the table? No, there aren’t. 3 Are there any rugs on the floor? No, there aren’t. 4 Are there any posters on the wall? Yes there are. 5 Is there a wardrobe in the bedroom? No, there isn’t. 6 Are there any chairs in the dining room? Yes, there are.

a b c d 1

Exercise 5

Listening

Students look at the picture and complete the sentences with the correct prepositions. Refer them back to page37 to help them. Check answers with the class. ANSWERS

1 on 2 under 3 next to 4 on 5 in 6 next to

Speaking Exercise 6 Students order the words to make questions or sentences. They then read the dialogue and use the questions and sentences to complete it. With weaker classes, students practise the dialogue in pairs.

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ANSWERS

Are my books in the kitchen? Is it in your room? Where’s my school bag? Maybe it’s on your chair. c 2 b 3 d 4 a

Exercise 7 e1.51 page 123 Play the audio for students to listen and answer the questions. Students compare their answers in pairs, then play the audio again for them to check and complete their answers. ANSWERS

1 2 3 4 5 6

Yes, there is. No, there isn’t. Yes, there is. Yes, there are. No, there aren’t. There are three rooms.

Optional activity: Consolidation Ask students to draw a picture of their ideal home and write a description of it. Tell students they must include some words for places at home from page 32, some words for objects at home from page 36 and some examples of there is / there are. Monitor and help while students are preparing their ideas. Students can then work in pairs to compare their ideal homes, using the questions on the board and their own ideas. Ask some students to tell the class about their partner’s ideal home. Discuss which home sounds amazing! Correct any typical errors in a feedback session at the end.

Assessment

Tests, Teacher’s Resource Disk

02/05/2017 10:08

Exercise 5 In pairs, students take their things out of their bags and check they have the same objects. They then sit back to back, each with a desk in front of them. One student arranges objects on the desk in front of them. They then describe to their partner where all their objects are, using prepositions of place. Their partner arranges their own objects in the same order. They can look at the two desks to see if the objects are in the same places. Students swap roles and practise again. Ask who managed to put all the things in the correct places. ANSWERS

Students’ own answers.

Puzzles and games Exercise 1 Students add the first and last letter to each word to make the words for places at home. Students could work in pairs for this, and you could do it as a race to make it fun. Check answers with the class. ANSWERS

1 hall 2 porch 3 stairs 4 garden 5 balcony 6 kitchen 7 bathroom 8 basem*nt

Exercise 2 Read out the examples. Students work in pairs and take turns to say three things to describe a room in their home. Their partner guesses the room. Ask who guessed all their partner’s rooms correctly. ANSWERS

Students’ own answers.

Exercise 3 Students match the puzzle pieces to make six words for things you find in a home. Students can look back at page 36 to help them if necessary. Check answers and check that students understand all the words. ANSWERS

lamp, wardrobe, bookcase, mirror, curtains, shelf

Exercise 4 Students work individually to choose five things and draw them in the bedroom. Tell them not to show their partner what they are drawing. Students then work in pairs and take turns to ask questions to guess what is in their partner’s bedroom. As an extension, students could ask questions to find out where the objects are, e.g. Is the bedside table next to the bed? ANSWERS

Students’ own answers.

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Unit summary Vocabulary School day: chat with friends, do my homework, finish school, go to bed, go to school, have a break, start classes, wake up, walk to school, watch TV A good student: ask questions, come to class, copy, eat, forget, raise my hand, shout, use a dictionary, use my phone, write new words

Language focus Present simple: affirmative Present simple: negative

Speaking I can make suggestions to help a friend.

Writing I can write a description of my school life.

Vocabulary • School day Aim Talk about your school day.

THINK! Briefly revise telling the time by drawing some clocks with different times on the board and asking: What time is it? You could do this as a game, awarding a point to the first student to give each correct answer. Read out the question and elicit the answer. ANSWER

Students’ own answer.

Exercise 1 Read out the first sentence in the My School day survey and ask: Which picture shows this? Elicit the answer. Students then work in pairs to read the survey and match the words in blue with the pictures. Check answers with the class and make sure that students understand all the sentences and the phrases in blue. ANSWERS

B watch TV C have a break D go to bed E walk to school F chat with friends G start classes H finish school I wake up J do my homework

read and listen, and tick the sentences that are true for them. ANSWERS

Students’ own answers.

Exercise 3 Read out the example. Explain that we use Me, too to agree with someone. Elicit or teach No, that isn’t true for me as a negative response. Students then work in pairs. They take turns to read out a sentence that is true for them. Their partner responds. Ask some students which sentences are true for both of them. See which sentences are true for most students in the class. ANSWERS

Students’ own answers.

Optional activity: Vocabulary Play a game to practise the vocabulary. Write one word from each of the school day activities on the board, e.g. school, classes, up, break, etc. You can write school three times, as there are three phrases with this word. Ask students to close their books and divide them into teams. Teams take turns to choose a word from the board and make a sentence using the correct phrase. If their sentence is correct, they get a point and the word is crossed off. If their sentence is not correct, don’t correct it and leave the word on the board. Continue until all the phrases have been practised. See which team has the mostpoints.

Exercise 2 e1.52 Play the audio for the first sentence of the survey. Pause the audio and ask: Is this true for you? Students put a tick if it is true for them. Play the rest of the audio. Students

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ANSWERS

Students’ own answers.

Finished? Refer fast finishers to the Finished? activity. Students can compare their ideal school days in pairs and see how they are the same and how they are different.

More practice

Workbook page 36

Assessment

Five-minute test, Teacher’s Resource Disk

Exercise 4 e1.53 page 123 Explain to students that they are going to hear three people talking about their school day. Model the pronunciation of the names. Read out the question and briefly revise the days of the week if necessary. Play the audio. Students listen and answer the question. Check the answer with the class. ANSWER

James hasn’t got school on Wednesday.

Exercise 5 e1.53 page 123 Allow students time to read through the sentences. Check that they understand everything. Point out that the times can be said in different ways, e.g. 8.00 could be said as eight o’clock or just eight in the morning, and 8.30 could be said as eight thirty or half past eight. Play the audio again. Students listen and choose the correct words to complete the sentences. Check answers with the class.

ANSWERS

1 6.30, 8.00 2 Friday, hasn’t 3 2.30, evening

Exercise 6 Read through the key phrases with the class and check that students understand them all. Point out the different prepositions in the phrases at lunchtime, on Wednesday, in the morning. Students write sentences about their own school day. Ask some students to read their sentences to the class. ANSWERS

Students’ own answers.

Exercise 7 USE IT! Read out the instructions, then read out the example sentence. Elicit or give a few more example sentences, e.g. I start classes at 11.30. I chat with friends at lunchtime. Ifinish school at 2.30. Students then design their ideal school day. Ask some students to tell the class about their ideal school day. See which days sound like fun!

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Unit 4 T57

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Reading • Unusual schools Aim Guess the meaning of new words.

THINK! Ask the question to the class and explain the meaning of special if necessary. If students are struggling to think of ideas, ask more questions to give them ideas, e.g. What is good about your school? Are the teachers friendly? Are the lessons interesting? Is there sport? Are there fun activities after school? Elicit answers from individualstudents. ANSWERS

Students’ own answers.

Exercise 1 Read out the title of the text and explain that Schools with a difference means schools that are different or special in some way. Explain the meaning of magazine article. Focus on the three flags and elicit the countries they are from (Australia, the UK and Mexico). Teach the meaning of Australian Outback. Point out the underlined words in the text and explain to students that guessing the meaning of new words is an important skill that will help with their learning. Students read the text and match the underlined words to words 1–4 with the same meaning. Check answers with the class and ask students how easy they found it to guess the meanings. ANSWERS

1 mates 2 travel 3 enjoy 4 online

Exercise 2 e1.54 Allow students time to read the sentence beginnings and look at the example. Check they understand send. Play the audio. Students read and listen to the article again and complete the sentences. With weaker classes, ask students to read Liam’s text first and elicit the correct sentence endings. Repeat this with Paula and Adam. ANSWERS

1 email 2 countries 3 two 4 sports 6 football

Optional activity: Reading Read out these sentences. Tell students these are all things Liam, Paula or Adam might say about their school. Students listen and decide which person might say each sentence. Ask them to say which part of the text gives the answer. 1 It’s a very big school. 2 People do sport every day.

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Unit 4

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3 I enjoy some special days at school. Check answers with the class. ANSWERS

1 Paula (There are 1,200 students.) 2 Adam (They practise in the gym for two or three hours a day.) 3 Liam (Those are fun days!)

Exercise 4 Read through the study strategy with the class and make sure that students understand everything. Explain to students that if they write example sentences that are interesting or relevant to them, they are more likely to remember the words. Students write the new words

and example sentences in their notebooks. Ask some students to read their example sentences to the class. ANSWERS

Students’ own answers.

Exercise 5 USE IT! Read out the questions and check that students understand everything. Explain the meaning of best if necessary. Allow students time to prepare their ideas. They then discuss the questions in pairs. Elicit a range of answers from individual students. ANSWERS

Students’ own answers.

More practice

Workbook page 40 Practice Kit Reading 2

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Exercise 4 e1.55 page 124 PRONUNCIATION: Third person singular forms Play the first verb and elicit where it goes in the table. With weaker classes, do the whole exercise in this way. With stronger classes, play the audio. Students listen and complete the table.

Exercise 5 e1.56 Play the audio for students to check their answers. Play the audio again, pausing after each verb for students to repeat. ANSWERS

/s/: starts, likes, chats /z/: learns, goes, reads /ɪz/: copies, dances, teaches

Exercise 6 Students write the sentences. Remind them that they need to change the verb form. Check answers. ANSWERS

1 Kim plays basketball. 2 John speaks French. 3 Lisa watches videos. 4 Tom writes a blog. 5 Amy studies in her room.

Exercise 7 Students read the article and write the correct verb forms. Check answers with the class. ANSWERS

1 walks 2 eats 3 play 4 likes 5 learns 6 teaches 7 finish 8 studies

Exercise 8 USE IT!

Language focus • Present simple: affirmative Aim Talk about activities people do.

Warm-up Ask what students can remember about the schools on page 44. Write on the board: I ___ at home. We often ___ in Spanish. I ___ football. Elicit the missing verbs. Students can look back at the text on page 44 to check (study, chat, love). Add the verbs to the sentences.

Exercise 1 Read out the example sentences with the class, then read through the table and elicit the correct forms to complete it. ANSWERS

1 speak 2 speaks 3 speak 4 speak 5 speak

Language note In the present simple, the I, you, we and they forms are all the same: I / You / We / They play football. With the he, she and it forms, we add -s or -es: She plays football. (NOT She play football.)

Exercise 2 Students choose the correct words to complete the sentences. Check answers. ANSWERS

1 do 2 plays 3 study 4 chats 5 listen 6 finishes

Language point: Third person singular spelling rules Exercise 3 Read the spelling rules. Point out that verbs ending in a vowel + -y add -s, e.g. plays. Students write the correct forms. ANSWERS

1 learns 2 goes 3 copies 4 reads 5 likes 6 chats 7 dances 8 teaches © Copyright Oxford University Press

4201667 English Plus Starter TB SO.indb 59

Put students into pairs. With weaker classes, allow students time to prepare their sentences individually before they work in pairs. Monitor and help while they are working and make sure their sentences are correct. With stronger classes, students can go straight into the pairwork. Encourage them to use their own ideas, as well as the ideas in the box. Ask some students which of their sentences were true about people in the class. ANSWERS

Students’ own answers.

Finished? Refer fast finishers to the Finished? activity. Students can write their sentences individually, then compare with another fast finisher. Alternatively, ask some students to read their sentences to the class. Other students can listen and say if the sentences are true or false.

More practice

Workbook page 37 Practice Kit Grammar 7

Assessment

Five-minute test, Teacher’s Resource Disk

Unit 4 T59

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Vocabulary and listening • A good student Aim Listen and complete a chart.

THINK! Read out the questions and elicit some answers. Encourage students to give reasons for their answers. Ask questions to prompt them if necessary, e.g. What about homework? What about listening in class? What about answering questions in class? When students answer, remind them to add the third person singular ending, e.g. She does her homework. He listens in class. ANSWERS

Students’ own answers.

Exercise 1 Focus on the quiz and point out the green instructions 1–5 for good things, and the red instructions 6–10 for bad things. Students read the quiz and match the pictures with the instructions in blue. Students could work in pairs and use their dictionaries to check the meaning of new words. ANSWERS

A 5 B 3 C 2 D 1 E 10 F 6 G 7 H 9

Exercise 2 e1.57 Play the audio. Students read and listen to the quiz and tick the sentences that are true for them. They then check their scores. ANSWERS

Students’ own answers.

Exercise 3 Students work in pairs and compare their answers to the quiz. Ask some pairs to tell the class what things they both do. ANSWERS

Students’ own answers.

Optional activity: Vocabulary Give students one minute to study the quiz, then ask them to close their books. Put them into teams. Read out the sentences from the quiz, but with a mistake in each one, e.g. I go to class on time. I raise my arm to speak in class. The first team to give the correct sentence gets a point. Continue until you have practised all the phrases. See which team has the most points.

Exercise 4 e1.58 page 124 Read out the question and check that they understand noisy. Play the audio. Students listen and decide if they are good students.

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ANSWER

Yes, they are good students.

Exercise 5 e1.58 page 124 Explain that when students do this kind of task, they should always read the chart first, so they know what they are listening for. With stronger classes, ask students if they can remember any of the answers from the first time they listened. Play the audio. Students listen and complete the chart. With weaker classes, students compare their answers in pairs. Play the audio again for them to check and complete their answers. ANSWERS

Diana: 1 No 2 No 3 Yes 4 No Mark: 5 No 6 Yes 7 Yes 8 No

Optional activity: Listening Write on the board: 1 Diana ___ ___ ___ in the morning. 2 She uses a dictionary when she ___ new words. 3 Mark ___ ___ ___ every day.

4 His phone is ___ ___ ___. Play the audio again. Students listen and complete the sentences. With stronger classes, students can complete the sentences from memory, then listen again to check. ANSWERS

1 chats with friends 2 sees 3 does his homework 4 in his bag

Exercise 6 USE IT! Students think of new ideas for the quiz. Ask pairs to tell the class their ideas. Write the ideas on the board and discuss which ideas are important for learning English. ANSWERS

Students’ own answers.

More practice

Workbook page 38

Assessment

Five-minute test, Teacher’s Resource Disk

02/05/2017 10:08

Exercise 3 Ask students to read the text. Read out the example sentence and elicit another example from the class. Students then write the sentences. Check answers with the class. ANSWERS

1 2 3 4

Sam doesn’t shout in the classroom. Sam and Tom don’t eat lunch at home. Sam doesn’t use his phone in class. Sam and Tom don’t practise basketball after school. 5 Sam doesn’t watch TV before dinner.

Exercise 4 Students look at the picture and complete the sentences with the correct verbs. Check answers with the class. ANSWERS

1 don’t watch 2 don’t forget 3 don’t walk 4 don’t copy 5 doesn’t chat

Exercise 5 USE IT! Read through the phrases in the box with the class and check that students understand them all. Read through the instructions, and make sure students understand they should write a mixture of affirmative and negative sentences, and one of their sentences should be false. Elicit an example of a negative sentence, e.g. I don’t study Spanish at school. Allow students time to write their sentences. With stronger classes, students could use their own ideas as well as the phrases in the box. When students are ready, put them into pairs. They take turns to read their four sentences to each other and guess which one is false. Ask who guessed their partner’s false sentence correctly.

Language focus • Present simple: negative Aim Talk about things that people don’t do.

Warm-up Say: I’m a good student. Write on the board: I come to class on time. I use a dictionary. I shout in the classroom. Ask: Are these all correct? Elicit the correction: I don’t shout. Elicit some more examples with I don’t … and write them on the board, e.g. I don’t forget my homework.

Exercise 1 Refer students back to the quiz on page 46. Read through the table with the class and elicit the correct answers. Check that students understand all the sentences.

ANSWERS ANSWERS

1 don’t 2 don’t 3 ask 4 don’t 5 eat

Language note In the negative, as in the affirmative, the I, you, we and they forms are all the same: I / You / We / They don’t play football. With the he, she and it forms, we use doesn’t: He doesn’t play football. (NOT He don’t play football.) After doesn’t, we use the base form of the verb and we don’t add -s or -es: She doesn’t shout. (NOT She doesn’t shouts.)

Exercise 2

Finished? Refer fast finishers to the Finished? activity. Students can write their sentences individually, then compare with another fast finisher. Alternatively, ask some students to read their sentences to the class. Ask individual students if the sentences are also true for them.

More practice

Workbook page 39 Practice Kit Grammar 8

Assessment

Five-minute test, Teacher’s Resource Disk

Read out the example. Students then complete the negative sentences. Check answers with the class. ANSWERS

1 doesn’t study 2 doesn’t like 3 doesn’t finish 4 don’t play 5 don’t chat

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Students’ own answers.

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Speaking • Helping a friend Aim Make suggestions to help a friend.

THINK! Read the questions with the class and check that students understand happy and sad. Elicit responses from individual students. Ask more questions to prompt students if they are struggling for ideas, e.g. What about when you’ve got a lot of homework? What about when the weather is bad? What about when your team don’t win? ANSWERS

Students’ own answers.

Exercise 1 Focus on the photo and read out the question. Elicit the answer from the class. ANSWER

At school.

Exercise 2 e1.59 Read out the question, then play the video or audio. Students watch or listen and answer the question. Check the answer. With stronger classes, ask: Why isn’t she happy? Elicit what students can remember from the dialogue. ANSWER

Emma isn’t happy.

Exercise 3 e1.59 Play the video or audio for students to watch or listen again. With weaker classes, pause the video or audio after some of the key phrases for students to repeat. Students then practise the dialogue in pairs.

Exercise 4 Ask students to find the key phrases in the dialogue in exercise 1. Check they understand them all. Explain that we use What’s up? to ask about a problem, and we use Why don’t you / we … ? and Let’s … to make suggestions. Students then read the mini-dialogues and complete them with the correct words. Check answers with theclass. ANSWERS

1 Why, don’t, Good, Let’s 2 dear, don’t, why, idea

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Unit 4

4201667 English Plus Starter TB SO.indb 62

Optional activity: Speaking Put students into pairs and ask them to practise the mini-dialogues in exercise 4 in pairs. Ask them to time themselves on their phones while they speak, then practise again to see if they can speed up. They can swap roles and practise again. This will encourage them to start speaking at a more natural conversational speed.

can go straight into the role-play. Students then swap roles and practise again. Ask some students to perform their dialogues for the class. ANSWERS

Students’ own answers.

More practice

Workbook page 43 Practice Kit Speaking 4

Exercise 5 USE IT! Allow students time to read through the instructions, then demonstrate the activity with a confident student. Start the conversation by saying: Hi, (Paul). Are you OK? What’s up? Encourage the student to say a problem. Other students can help with ideas if necessary. Continue the dialogue, following the instructions. Students then work in pairs to practise their dialogue. With weaker classes, students could prepare their dialogues first, but with stronger classes, students

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ANSWERS

connect, why

Exercise 4 Read out the example with the class. Students combine the remaining sentences with because. Check answers with the class. ANSWERS

1 Marina gets good grades (b) because she studies a lot. 2 The student’s aren’t happy (d) because they’ve got a test today. 3 I need your help (a) because I don’t understand the homework. 4 We like English (e) because it isn’t a difficult language. 5 Mike isn’t at school (c) because he hasn’t got classes today.

Optional activity: Writing With books closed, dictate these sentences to the class. 1 I like my school because it’s small. 2 We have a break at ten o’clock. 3 Classes start at half past eight. Check answers by writing the sentences on the board. Ask students to check their spelling carefully. Point out the silent h in school, the au in because, the ea in break, the apostrophe in o’clock, the silent l in half and the unusual spelling of eight. Remind students that they need to pay attention to spelling when they write.

Exercise 5 USE IT!

Writing • A description of your school life Aim Write a description of your school life.

THINK! Read the question with the class and elicit responses from individual students. Ask more questions to encourage students to say what is good / bad about a small / bigschool. ANSWERS

Exercise 2 Students read the description again and complete the key phrases. Check answers and check that students understand all the phrases. Point out that the phrases all express Alice’s opinion. Explain to students that when they write a description of an event or an activity, they should give their own opinion. ANSWERS

1 my school 2 that’s perfect 3 good 4 it’s too early 5 opinion, …

Language point: because

Students’ own answers.

Exercise 3

Exercise 1

Read through the two example sentences with the class, then read out the explanation about because and elicit the correct words to complete it. Ask students to find examples of because in Alice’s description. Point out that Alice uses because after her opinions, to explain her opinions.

Focus on the text and elicit or explain that it is Alice’s description of her school life. Read out the question. Students read the description and answer the question. Check the answer with the class. ANSWER

Lunch is at quarter past twelve.

4201667 English Plus Starter TB SO.indb 63

Read the task with the class. Students make notes and plan their description. Read through part C on how to structure their description with the class. Students write their description. This can be set for homework. Remind students to check their writing and punctuation carefully. ANSWERS

Students’ own answers.

More practice

Workbook page 41

End of unit activities

Progress Review, Workbook page 42 * Vocabulary and language focus worksheets, Teacher’s Resource Disk ** Vocabulary and language focus worksheets, Teacher’s Resource Disk *** Vocabulary and language focus worksheets, Teacher’s Resource Disk Speaking worksheet, Teacher’s ResourceDisk

Unit 4 T63

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Review Vocabulary Exercise 1 Students choose the correct words to complete the sentences. With weaker classes, students could refer back to page42 to help them. With stronger classes, students could do it as a test. Check answers with the class and check that students understand all the words. ANSWERS

1 go 2 wake 3 start 4 have 5 chat 6 do 7 watch

Exercise 2 Students complete the sentences with the correct words. Check answers with theclass. ANSWERS

1 come 2 copy 3 raise 4 shout 5 write 6 use 7 ask

Language focus Exercise 3 Read out the first sentence and elicit the correct answer. Remind students that third person singular verbs add -s or -es. Students complete the sentences with the correct verb forms. Check answers with the class. ANSWERS

1 does 2 like 3 studies 4 send 5 chat 6 finishes 7 walk 8 watches

Exercise 4 Read out the first set of prompts and elicit the correct negative sentence. Remind students that we use don’t with I, you, we and they, and we use doesn’t with he / she/ it. Students write the negative sentences. Check answers with the class. ANSWERS

1 2 3 4 5 6

We don’t live in London. Fiona doesn’t speak Italian. I don’t like Taylor Swift’s music. My friends don’t play basketball. Lunch doesn’t start at eleven o’clock. Nigel doesn’t go to a big school.

Exercise 5 Read through the verbs in the box and point out that the verbs with not are negative verbs. Ask students to read through the text, ignoring the gaps. Ask: What is Dan’s opinion of TV? (He thinks it’s boring.) Read out the first gapped sentence and elicit the correct verb form. Students then complete the text with the correct verb forms. Check answers with the class. ANSWERS

1 lives 2 doesn’t go 3 starts 4 eats 5 don’t finish 6 don’t watch 7 play

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Speaking Exercise 6 Students read the gapped dialogue and use the phrases in the box to complete it. Check answers with the class. With weaker classes, students could practise the dialogue in pairs for extra practice. ANSWERS

1 What’s up 2 Why don’t you 3 Let’s do 4 Good idea

Listening Exercise 7 e1.60 page 124 Allow students time to read the sentences. Check they understand everything. Play the audio for students to listen and decide if the sentences are true or false. Remind them to correct the false sentences. Allow students time to compare their answers in pairs, then play the audio again for them to check and complete their answers. Check answers with the class.

ANSWERS

1 3 4 5

false (He’s Jamie’s dad.) 2 true false (He does his homework.) false (He likes language lessons.) true 6 true

Optional activity: Consolidation Put students into pairs. Ask them to imagine their perfect school and design a poster to advertise it. Elicit a few ideas from the class first, e.g. We chat with friends in class. We play football every day. We don’t have any tests. Tell students they must use vocabulary from pages 42 and 46, and they must include examples of affirmative and negative verbs. Monitor and help while students are working. Ask pairs in turn to present their posters to the class. Discuss as a class which ideas are the best and why.

Assessment

Tests, Teacher’s Resource Disk

02/05/2017 10:08

Exercise 5 Draw a noughts and crosses grid on the board and demonstrate the activity with a confident student. Say a sentence and write a 0 in one square. Invite the student to say a sentence and choose where to put an X. Say an incorrect sentence, e.g. I finishes school at 4.30. Ask: Is this correct? Explain that if a sentence is not correct, you cannot add a mark to the grid. Put students into pairs to play the game. Monitor while they are working and act as a judge to decide if sentences are correct or not. If students enjoy the game, they could play several games, using different sentences each time. ANSWERS

Students’ own answers.

Exercise 6 Read out the instructions. Put students into pairs and make sure all pairs have a dice. Demonstrate the game. Choose a pair of words, e.g. play basketball. Roll your dice and decide which pronoun you need to use. Elicit a sentence with the correct pronoun. Students play the game in pairs. Monitor while they are working and be on hand to decide whether sentences are correct or not. ANSWERS

Students’ own answers.

Puzzles and games Exercise 1 Read out the example answer and point out how the letters relate to the numbers in the number code. Students work in pairs and find the school-day activities. With weaker classes, students can look back at page 42 to help them. With stronger classes, you could do it as a race to make it fun. Check answers with the class. ANSWERS

1 wake up 2 go to school 3 finish school 4 do my homework 5 watch TV

Exercise 2 Students think of two activities they do after school and write them down using the code in exercise 1. They swap codes with a partner and race to decode their partner’s activities and complete the sentence. Students could think of two

more activities and repeat the activity with a different partner if they enjoy it. ANSWERS

Students’ own answers.

Exercise 3 Students read the clues and complete the crossword. Check answers with the class. ANSWERS

Down: 1 chat 2 wake 3 starts Across: 2 watch 3 studies 4 play 5 goes

Exercise 4 Students work in pairs. They take turns to mime one of the activities and their partner guesses the activity. With stronger classes or fast finishers, students could continue by miming more activities from the unit. Ask who guessed all their partner’s activities correctly and which activities were the most difficult to mime. ANSWERS

Students’ own answers.

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Unit summary Vocabulary Free time: do martial arts, do sport, draw pictures, go cycling, go shopping, go swimming, listen to music, play computer games, play the guitar, play volleyball, read magazines, take photos Places to go: bookshop, café, cinema, climbing centre, museum, shopping centre, skatepark, sports centre, swimming pool

Language focus Present simple and adverbs of frequency Present simple: questions

Speaking I can make plans for my free time.

Writing I can write a report about free time.

Vocabulary • Free time Aim Talk about your free time.

THINK! Focus on the pictures and say: These are all free-time activities. Explain the meaning of free time (time when you are not at school). Read out the question and elicit answers from individual students. Students can answer in their own language if necessary. Translate their answers into English and write the words on the board. ANSWERS

Students’ own answers.

Exercise 1 e2.02 page 124 Students use their dictionaries to check the meaning of the words in the box, then complete the activities. With weaker classes, read out each word in the box in turn and ask: Which picture? Mime the word if necessary to help students. They can then complete 1–12. Play the audio once for students to listen and check their answers. Play the audio again, pausing after each activity for students to repeat. ANSWERS

1 play the guitar 2 go cycling 3 do sport 4 go shopping 5 read magazines 6 draw pictures 7 listen to music 8 play volleyball 9 go swimming 10 play computer games 11 take photos 12 do martial arts

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Optional activity: Vocabulary Ask a student at the front of the class which free-time activity in exercise 1 they do. Elicit their answer, e.g. I go swimming. Ask the next student to repeat this and add their own idea, e.g. (Ana) goes swimming and I play computer games. Continue around the class, with each student repeating what their classmates do and adding another activity. Encourage them to use a different activity until they have all been used. They can then repeat activities. Continue until you have gone right round the class or the list is too long for students to remember.

Exercise 2 e2.03 page 124 Read out the question and remind students if necessary that be into something means to enjoy doing it. Play the audio. Students listen and note down the activities each person is into. Check answers, and point out that video games is another word for computer games.

ANSWERS

1 Martin: go swimming, play volleyball 2 Emma: do gymnastics, play computer games 3 Oliver: take photos, read magazines 4 Katie: play football, go cycling, do martial arts

Exercise 3 e2.03 page 124 Allow students time to read the questions. Play the audio again for students to listen and answer the questions. With stronger classes, students could answer the questions from memory, then listen again to check their answers. Check answers with the class. ANSWERS

1 No, he isn’t. 2 Her mum and her brother listen to music. 3 He’s got a book with him all the time. 4 Her favourite sport is football.

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Finished? Refer fast finishers to the Finished? activity. Students use their dictionaries and add five more free-time activities to the list in exercise 1. Students can compare their lists with another fast finisher. Alternatively, ask students to present their lists to the class. Write the words on the board and teach the meaning.

More practice

Workbook page 44

Assessment

Five-minute test, Teacher’s Resource Disk

Optional activity: Listening Write the following questions on the board. Who … 1 is in the science club? 2 enjoys basketball? 3 likes the computer game FIFA? 4 has sports lessons after school? Students discuss the answers in pairs. Play the audio again for them to listen and check their answers. Check answers with the class. ANSWERS

1 Martin 2 Oliver 3 Emma 4 Katie

Exercise 4 Read through How to play with the class and make sure students understand how to play the board game. Read through the key phrases with the class and make sure students understand them all. Model and drill the pronunciation of the phrases. Students then play the game in pairs. Monitor and help while they are working. Correct any typical mistakes in a feedback session at the end. ANSWERS

Students’ own answers.

Exercise 5 USE IT! Students work in pairs and try to remember their partner’s sentences from the board game. They take turns to say a sentence about their partner, and their partner confirms if it is correct or not. Ask who remembered well. ANSWERS

Students’ own answers.

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Reading • A talented young musician Aim Understand headings in a text.

THINK! Ask the question to the class and elicit a range of answers from individual students. Ask more questions to encourage students to say more, e.g. Where’s he / she from? Does he / she sing with a band or on his / her own? Is his / her music happy or sad? Is it fast or slow? Is it good for dancing? ANSWERS

Students’ own answers.

Exercise 1 Read out the title of the text and explain that artist is a general word for any performer and a profile is a description of a person. Look at the example with the class. Explain to students that reading the headings in a text can help them to understand what each section of a text is about. Students then read the profile quickly and match three of the headings with the paragraphs. Tell students they should read quickly and not worry if there are words they don’t understand. You could set a time limit to encourage them to read quickly. Check answers with the class. ANSWERS

2 a 3 e 4 b

Exercise 2 e2.04 Explain that in this activity students need to predict which paragraph they will find information in. Read out the first statement and ask: Which paragraph is this information in? Elicit the answer. Play the audio. Students read and listen to the profile. Students read the remaining statements and decide which paragraph they will find the information in. Check answers with the class, but don’t check the details of the information at this stage. ANSWERS

1 d 2 a 3 b 4 c

Optional activity: Reading Ask students to read the text again and find: 1 four things you can use to make music 2 five styles of music 3 the name of a famous composer Students could do this as a race. Check answers with the class.

Exercise 3 VOCABULARY PLUS Students use a dictionary to check the meaning of the blue words in the text. They could work in pairs for this. Check the answers, and check that students understand all the words. Workbook page 48 exercise 5

Exercise 4 USE IT! As a class, brainstorm more musical styles, e.g. heavy metal, rap, R & B, dance music. Read out the questions and check that students understand everything. Allow students time to prepare their ideas. They then discuss the questions in pairs. Elicit a range of answers from individual students. ANSWERS

Students’ own answers.

More practice

Workbook page 48

ANSWERS

1 piano, guitar, drums, synthesizers 2 jazz, rock, pop, hip hop, classical 3 Mozart

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something about their partner’s friends orfamily. ANSWERS

Students’ own answers.

Language point: Adverbs of frequency Exercise 4 Ask students to look at the position of the adverbs of frequency in the sentences. Elicit the correct answers to complete therules. ANSWERS

1 after 2 before

Language note Adverbs of frequency come before most verbs: I often play football. (NOT I play often football.) In negative sentences, they come between don’t / doesn’t and the verb: I don’t often play football. We use never with an affirmative verb: I never listen to music. (NOT I don’t never listen to music.)

Exercise 5 Read out the example. Students rewrite the sentences. Allow them time to compare their answers in pairs, then check answers with the class. ANSWERS

1 Tina is sometimes at her friend Amy’s house. 2 You always watch TV in the evening. 3 We often meet our friends after school. 4 I’m never in bed before 9.00 p.m.

Exercise 6 USE IT!

Language focus • Present simple and adverbs of frequency Aim Talk about how often you do activities.

Language note The third person singular form of have is has (NOT haves): He has a guitar. The negative form is regular: He doesn’t have a guitar. The verb do is regular in spelling, but irregular in pronunciation: I do /du:/ sport. He does /dʌz/ sport. I don’t do /dəʊnt du:/ sport.

Warm-up Ask: Who listens to music? Who plays football? Who goes cycling? Ask students to put up their hands if they do the activities. Write affirmative and negative sentences on the board, e.g. Sam listens to music. Carla doesn’t play football. Ana and Mia go cycling. Underline the verbs and elicit that they are all in the present simple.

Exercise 1 Read the example, then read through the table and elicit which sentence matches each rule. ANSWERS

b 3 c 1 d 4

Exercise 2 Read the example with the class. Students complete the sentences. Remind them to think about spelling in the he / she / it forms. Check answers. ANSWERS

1 does, doesn’t practise 2 don’t go, meet 3 listen, don’t play 4 loves, doesn’t like 5 don’t read, prefer 6 study, don’t watch

Exercise 3 In pairs, students take turns to make sentences about their friends and family. Ask some students to tell the class

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Read out the examples and remind students that we use Me, too! to agree with someone. Allow students time to prepare their sentences individually. They then work in pairs to read their sentences to each other and compare their ideas. With stronger classes, students write more sentences with their own ideas and compare with their partner.

More practice

Workbook page 45 Practice Kit Grammar 9

Assessment

Five-minute test, Teacher’s Resource Disk

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Vocabulary and listening • Places to go Aim Understand where a conversation takesplace.

THINK! Ask students to look at the pictures. Ask: Which places are in your town? Elicit answers from individual students. ANSWERS

Students’ own answers.

Exercise 1 e2.05 page 125 Students use their dictionaries to check the meaning of the words and matchthem with the places in the leaflet. Play the audio for them to listen and check their answers. Read out the example. Play the audio again, pausing after each word for students torepeat. ANSWERS

A skatepark B climbing centre C sports centre D bookshop E swimming pool F cinema G café H museum I shopping centre

Exercise 2 Remind students that we use Really? to express surprise. Students discuss in pairs which places they think look fun or interesting. With stronger classes, elicit some other adjectives students could use to talk about the places, e.g. amazing, brilliant, boring. ANSWERS

Students’ own answers.

Optional activity: Vocabulary Say: You do football and basketball here. Elicit the place (sports centre). In pairs, students write three more clues for places in exercise 1. Ask students to close their books and put pairs together into groups of four. Pairs read their clues to each other and guess the places.

Exercise 4 e2.06 page 125

Exercise 5

Play the audio again. Students listen and choose the correct answers. Check answers with the class. With weaker classes, students compare their answers in pairs. Play the audio again for them to check and complete their answers.

Read the study strategy with the class. Elicit other words that could be added to the example word-web, e.g. cake, cola. Students then match the words in the box with the places in exercise 1. Check answers with the class.

ANSWERS

Exercise 3 e2.06 page 125 Tell students to listen carefully to what the people are saying, and also listen to the background sounds, to help them decide where the people are. With weaker classes, focus on each place in exercise 1 and brainstorm some words that students might hear in this place, e.g. swimming pool: water. Play the audio. Students listen and identify the places. ANSWERS

1 museum 2 swimming pool 3 bookshop

1 c 2 c 3 a

Optional activity: Listening Write these questions on the board: 1 What can you buy in the shop at the museum? 2 What do the boys want to do after swimming? 3 What does the boy want a book about? Students answer the questions from memory, then listen again to check. ANSWERS

1 photos of the paintings 2 go for a coffee 3 the history of football

ANSWERS

basketball – sports centre, film – cinema, shops – shopping centre, skateboard – skatepark

Exercise 6 USE IT! Put students into pairs to discuss the places they go to. With weaker classes, students prepare their ideas individually first. With stronger classes, students can go straight into the pairwork. ANSWERS

Students’ own answers.

More practice

Workbook page 46 Practice Kit Vocabulary 5

Assessment Five-minute test, Teacher’s Resource Disk

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Exercise 4 In pairs, students ask and answer the questions in exercise 3. Ask some students to tell the class something about their partner, e.g. Marco takes a lot of photos. ANSWERS

Students’ own answers.

Language point: Question words Exercise 5 With weaker classes, briefly revise question words by writing some simple questions on the board. Students read the description, then choose the correct words in the questions. Check answers. They then ask and answer the questions. ANSWERS

She meets her friends. 1 Where, To the sports centre. 2 When, At six o’clock. 3 How often, Two or three times a month. 4 Which, Casa Roma. 5 Why, They’ve got great pizza.

Exercise 6 Elicit the meaning of survey. Students write the questions. Students then ask and answer the questions in pairs. With weaker classes, students prepare their answers individually first. With stronger classes, students can go straight into the pairwork. Check answers. ANSWERS

Language focus • Present simple: questions Aim Ask and answer questions about free time.

Warm-up Elicit some sentences about the places on page 56, e.g. I go to the swimming pool. Write an affirmative sentence on the board and elicit the negative: I don’t go to the swimming pool. Ask: Can you make this into a question? Elicit a few ideas, but don’t confirm them.

Exercise 1 Students complete the questions with do or does. Check answers with the class. ANSWERS

1 Do 2 Does 3 doesn’t 4 do

Language note We form present simple questions with do or does: Do you like music? (NOT You like music?) We use does with he / she / it: Does he like music? In short answers, we use do or does: Do you like music? Yes, I do. (NOT Yes, I like.)

Exercise 2 Read the example question and elicit the answer. Students then write the questions and answers. Check answers. ANSWERS

1 Do, do 2 Does, doesn’t 3 Does, does 4 Do, don’t 5 Does, does

Exercise 3 Students write the questions using the verbs in the box. Check answers. ANSWERS

1 Do, read 2 Do, visit 3 Does, listen 4 Do, like 5 Do, play 6 Do, take

1 What do you do on school evenings? 2 When do you and your friends do sports? 3 What do you do on Saturday morning? 4 How often do you go to the cinema? 5 Where do your parents go shopping? 6 Which music do you listen to? Students’ own answers.

Exercise 7 USE IT! With weaker classes, brainstorm five or six questions and write them on the board for students to ask and answer in pairs. With stronger classes, students could give more information in their answers. ANSWERS

Students’ own answers.

Finished? Refer fast finishers to the Finished? activity. Students can play the board game on pages 52–53 in pairs, asking questions instead of making sentences when they land on a square.

More practice

Workbook page 47 Practice Kit Grammar 10

Assessment

Five-minute test, Teacher’s Resource Disk © Copyright Oxford University Press

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Speaking • Making plans Aim Make plans for your free time.

THINK! Read out the question and elicit answers from individual students. Ask more questions to encourage students to say more, e.g. How often do you go there? What do you do there? Why do you like it? ANSWERS

Students’ own answers.

Exercise 1 e2.07 Read out the question, then play the video or audio. Students watch or listen and answer the question. ANSWER

At two o’clock on Saturday afternoon.

Exercise 2 e2.08 PRONUNCIATION: /w/ sound Model the /w/ sound in isolation, then play the audio, pausing after each word for students to repeat.

Exercise 3 e2.07 Play the video or audio again for students to watch or listen again. With weaker classes, pause the video or audio after some of the key phrases with the /w/ sound in, for students to repeat. Students then practise the dialogue in pairs.

Exercise 4 Ask students to find the key phrases in the dialogue in exercise 1 and complete them. Check answers and check they understand all the phrases. Teach the meaning of busy and free if necessary. Remind students that we use Why don’t we and Let’s to makesuggestions. ANSWERS

1 What, do at the weekend 2 Why, swimming 3 busy, Saturday morning, afternoon 4 Let’s, café, two o’clock 5 there

Optional activity: Speaking Ask students to look at the dialogue in exercise 1 again and find three phrases for responding in a positive way to a suggestion. Write the three phrases on the board and ask: How do you think you say them? Elicit that you say them with using a lot of intonation, to show enthusiasm. You could play the audio or video again for students to hear the phrases in context. Elicit some suggestions using Let’s or Why don’t we, and write them on the board, e.g. Let’s go to the cinema. Students can work in pairs and practise making the suggestions and responding in a positive way.

the conversation by saying: What do you want to do at the weekend? Encourage the student to make some suggestions, and respond using a range of different phrases. Students then work in pairs to practise their dialogue. With weaker classes, students could prepare their dialogues first, but with stronger classes, students can go straight into the role-play. Students then swap roles and practise again. Ask some students to perform their dialogues for the class. ANSWERS

Students’ own answers.

More practice

Workbook page 51 Practice Kit Speaking 5

ANSWERS

Good idea!, OK, fine., Great.

Exercise 5 USE IT! Allow students time to read through the instructions, then demonstrate the activity with a confident student. Start

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Language point: also and too Exercise 3 Students find examples of also and too in the report. Check answers and point out that the two words have a similar meaning because they are both used to add more information. Point out that they are used in different places in a sentence. Read out sentences 1–3 and elicit the correct words to complete them. ANSWERS

1 after 2 before 3 end

Optional activity: Writing With books closed, write these sentences on the board. Students choose the correct words to complete them. 1 Sofia also is / is also very sporty. 2 She likes music, also / too. 3 Dan plays also / also plays football. 4 He too / also enjoys films. Check answers and point out the use of a comma before too. ANSWERS

1 is also 2 too 3 also plays 4 also

Exercise 4 USE IT! Read the task with the class. Students think about their answers to the questionnaire, then ask and answer with a partner. Read through part C on how to structure their report with the class. Students write their report. This can be set for homework. Remind students to check their writing and punctuation carefully.

Writing • A report Aim Write a report about free time.

THINK! Read out the question and elicit answers from individual students. Ask more questions to encourage students to say more, e.g. Are your friends very sporty? Do they usually stay at home after school or go out? Do they do homework every evening? ANSWERS

Students’ own answers.

Exercise 1 Read out the first paragraph of the report and elicit the first few of Bryan’s answers in the questionnaire. Students then read the questionnaire and the report and write Bryan’s answers. Check answers with theclass.

ANSWERS

1 2 3 4 5 6 7 8

Yes, he does. in the afternoon, before dinner Saturday a.m., Sunday p.m. sports centre football, cycling, martial arts gymnastics watch TV, listen to music He sometimes reads, magazines (about sports)

Exercise 2 Students complete the key phrases with the correct words, then read the questionnaire and report again to check. Point out that different prepositions are used in different time expressions, so students need to learn the different expressions. Ask students to find examples of the phrases in the report. Point out that they can be used at the beginning or end of a sentence, and it is a good idea to vary their position, to make students’ writinginteresting.

ANSWERS

Students’ own answers.

More practice

Workbook page 49

End of unit activities

Progress Review, Workbook page 50 * Vocabulary and language focus worksheets, Teacher’s Resource Disk ** Vocabulary and language focus worksheets, Teacher’s Resource Disk *** Vocabulary and language focus worksheets, Teacher’s Resource Disk Speaking worksheet, Teacher’s Resource Disk

ANSWERS

1 during 2 at 3 on 4 in © Copyright Oxford University Press

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Review Vocabulary Exercise 1 Students complete the phrases with the correct words. With weaker classes, students could refer back to page 52 to help them. With stronger classes, students could do it as a test. Check answers with the class and check that students understand all the phrases. ANSWERS

1 listen 2 do 3 go 4 draw 5 play 6 read 7 take 8 go

Exercise 2 Students match the pictures with the places. Check answers, then ask: Which places do you go to with your friends? ANSWERS

1 E 2 H 3 D 4 C 5 G 6 F 7 A 8 B

Language focus Exercise 3 Students choose the correct words to complete the sentences. Check answers with the class. ANSWERS

1 do 2 don’t 3 draws 4 doesn’t do 5 play 6 don’t 7 takes

Exercise 4 Point out that in this exercise students need to think about the correct verb form and also the position of the adverb of frequency. With weaker classes, you could revise the rules briefly before students do the exercise. Students complete the sentences. Check answers with the class. With stronger classes, students could write one or two more sentences, using adverbs of frequency and their own ideas. ANSWERS

1 sometimes goes 2 is often 3 always do 4 are usually 5 never plays

Exercise 5 Elicit the first question as an example. Point out to students that they need to read the answer to the question in order to choose the correct question word. Students then complete the questions with the correct words. Check answers with the class. ANSWERS

1 What 2 When 3 Where 4 How often 5 Why 6 Which

Speaking Exercise 6 Students read the dialogue and complete it with the correct sentences. Check answers with the class. With weaker classes, students could practise the dialogue in pairs for extra practice. ANSWERS

1 b 2 a 3 d 4 c

Listening Exercise 7 e2.09 page 125 Allow students time to read the questions. Check they understand everything. Play the audio for students to listen and answer the questions. Allow students time to compare their answers in pairs, then play the audio again for them to check and complete their answers. Check answers with the class. ANSWERS

1 He has art lessons two days a week. 2 He draws people and animals. 3 He draws people at school and at the museum.

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4 He’s in a photography club. 5 It meets on Wednesday afternoon.

Optional activity: Consolidation Tell students they are going to write an online profile about themselves. Explain that they should write about their free-time activities, the things they like and don’t like, the places they go to with their friends and how often they do these activities. Tell students they must use vocabulary from pages 52 and 56, and they must include examples of affirmative and negative verbs, and adverbs of frequency. Monitor and help while students are working. Students can share their profiles in small groups and ask questions to find out more information about their classmates. Ask some students to tell the class something they learned about theirclassmates.

Assessment

Tests, Teacher’s Resource Disk

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pairs and take turns to guess what their partner wrote. Continue until one student has guessed all their partner’s sentences. ANSWERS

Students’ own answers.

Exercise 5 Put students into groups and ask them to write the places from page 56 onto separate pieces of paper. They place the pieces of paper in a pile face down on the desk. Students take turns to pick up a piece of paper and draw the place. The first student to guess the place gets a point. Students continue until they have used all the places. The winner in each group is the student with the most points. ANSWERS

Students’ own answers.

Puzzles and games Exercise 1 Students complete the puzzle with the free-time activities. With weaker classes, students can look back at page 52 to help them. With stronger classes, you could do it as a race to make it fun. Check answers with the class. ANSWERS

Go: cycling, shopping Do: martial arts Play: the guitar, computer games Read: books, magazines

Exercise 2 Read out the instructions, then demonstrate the activity with the class. Ask students to choose a leader. Ask all students to stand up. The leader gives instructions using adverbs of frequency and the words in the boxes. See who is left standing after a few sentences. Students then do the activity in small groups.

ANSWERS

Students’ own answers.

Exercise 3 Read out the instructions, then read out the example question. Elicit another question as an example. Students write the remaining questions. Check these with the class. Students then work in pairs. Give them two minutes to ask and answer their questions, and write the names of the people who answer yes to their questions. Ask students to work with a different partner and continue asking questions until they have a name for each question. The first person to get all six names is the winner. As a class, you could brainstorm six more questions and students could do the activity again. ANSWERS

Students’ own answers.

Exercise 4 Students work individually and write true sentences about themselves using the adverbs of frequency. They then work in © Copyright Oxford University Press

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Unit summary Vocabulary Holiday activities: buy, camp, celebrate, dance, explore, pack, relax, ride, stay, travel, visit, wear Clothes: boots, dress, hat, jeans, jumper, sandals, shirt, shoes, shorts, trainers, trousers, T-shirt

Language focus Present continuous: affirmative and negative Present continuous: questions

Speaking I can speak to a shop assistant.

Writing I can write an email about a holiday.

Vocabulary • Holiday activities Aim Give holiday advice.

THINK! Read out the question, then read out the four activities in the box. Ask the questions to individual students and elicit answers. Ask more questions to encourage students to say more, e.g. Who do you usually go on holiday with? Do you like swimming in the sea or do you prefer the swimming pool? Why? What other sports do you like playing on holiday?

Exercise 1 e2.10 page 125 Students read the Tips for trips and choose the correct verbs to complete them. They can use their dictionaries to check the meaning of the verbs if necessary. With weaker classes, read out each tip in turn and elicit the correct verbs, using the sentences to teach the meaning of the verbs. Play the audio for students to listen and check their answers. Play the audio again, pausing after each verb for students to repeat. Use the pictures to teach the meaning of unfamiliar words such as beach, souvenir, camel. ANSWERS

1 stay 2 Visit 3 Camp 4 Relax 5 pack 6 Explore 7 Buy 8 Celebrate 9 Dance 10 Ride 11 wear

Exercise 2 Students work in pairs and match the tips with the places. Check answers and ask: Which places do you want to visit? Why? Elicit answers from individual students.

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ANSWERS

A 2 B 5 C 4 D 1 E 6 F 3

Language point: Imperatives Exercise 3 Read out the examples and elicit that an imperative is an instruction. Students work in pairs and find more examples in the tips. Check answers with the class. ANSWERS

Travel, stay, Don’t miss, Visit, Camp, Relax, Don’t forget, Explore, Buy, don’t spend, Celebrate, Dance, Ride, Don’t forget, don’t fall

Exercise 4 Students complete the sentences with the correct imperative forms. Check answers with the class. ANSWERS

1 Speak 2 Don’t go 3 Don’t be 4 Buy 5 Don’t forget

Optional activity: Vocabulary Ask students to close their books and divide them into teams. Write the verbs from the tips on the board. Teams take it in turn to choose a verb and say a correct imperative sentence using it. If their sentence is correct, they get a point and the verb is crossed off. If their sentence is not correct, don’t correct it, but leave it on the board and move on to the next team. Continue until all the verbs are crossed off. See which team has the most points.

Exercise 5 e2.11 page 125 Read out the question, then play the audio. Students listen and note down the places the people talk about. Check answers with the class. ANSWERS

1 Jack: Melbourne 2 Holly: Olympic National Park 3 Ahmed: Fez

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ANSWERS

1 August 2 your family 3 the Dubai Mall / the Eiffel Tower 4 the Dubai Mall/ the Eiffel Tower 5 buy souvenirs/ go swimming 6 buy souvenirs / go swimming

Exercise 8 USE IT! Read out the task and brainstorm some ideas with the class first. Students then work in pairs to prepare some advice for visitors to their area. Ask pairs in turn to tell the class their ideas and write them on the board. As an extension, you could ask students to work in pairs and use their ideas to make a poster giving advice to visitors to their area. ANSWERS

Students’ own answers.

Finished? Refer fast finishers to the Finished? activity. Students can make their lists individually, then compare their answers in pairs. Alternatively, ask some students to present their top three places to the class. Ask other students who else wants to go to these places and why.

More practice

Workbook page 52

Assessment

Five-minute test, Teacher’s Resource Disk

Exercise 6 e2.11 page 125 Allow students time to read the questions. Play the audio again for students to listen and answer the questions. With stronger classes, students could answer the questions from memory, then listen again to check their answers. Check answers with the class. With weaker classes, play the audio again as you check the answers, pausing to check each answer. ANSWERS

1 They like beaches. 2 His favourite place is the Scienceworks museum. 3 It’s about 150 kilometres from her house. 4 August is a good time to visit because it’s warm. 5 It’s in the medina, the old part of Fez. 6 They buy souvenirs.

Optional activity: Listening Write the following questions on the board. 1 Where can you go shopping in Melbourne? 2 How can you travel in the forest? 3 What kinds of shops are there in the souk? Students discuss the answers in pairs. Play the audio again for them to listen and check their answers. Check answers with the class and check that students understand shopping centre. ANSWERS

1 in shopping centres 2 you can cycle 3 many small shops

Exercise 7 Read through the ideas in the box and teach the meaning of mall. Students complete the key phrases with the ideas. Check answers with the class and elicit other ideas you could use to complete the key phrases. © Copyright Oxford University Press

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Reading • A holiday blog Aim Use pictures to help you understand a text.

THINK! Ask the question to the class and elicit a range of answers from individual students. Ask more questions to encourage students to say more, e.g. Is that a good place for holidays? Why? Where is your ideal holiday? Why? ANSWERS

Students’ own answers.

Exercise 1 Read out the title Sam’s holiday blog and elicit or explain that a blog is an online diary, with individual messages for each day. Read out the title The Big Apple and elicit or explain that this is a nickname for New York. Ask students to look at the photos and say what they can see. Brainstorm ideas as a class and write students’ ideas on the board. Focus on the ideas on the board and point out how much information students have learned just from looking at the photos. Ask students to read the blog and match the photos with the messages. Check answers. ANSWERS

Tuesday C Wednesday B Thursday A

Exercise 2 e2.12 Allow students time to read through the questions. Explain that the question What does Sam think of … ? asks for his opinion. Play the audio. Students read and listen to the blog, then answer the questions. With stronger classes, students could write full sentences for their answers and give a reason for question 1. Check answers with the class and discuss which part of the text gives each answer. ANSWERS

1 No, he doesn’t. He wants to save his money for New York. 2 He thinks it’s perfect, because it’s next to Times Square. 3 He tries pancakes and maple syrup for breakfast. 4 He goes shopping on Fifth Avenue. 5 He visits the Empire State Building.

Optional activity: Reading Write the following sentences on theboard: 1 I’m happy because it isn’t raining. 2 I just want to get to the hotel! 3 That’s an amazing bridge! 4 Look at those really tall buildings! Ask: Which place or activity in Sam’s blog do the sentences relate to? Students read the text again and find the answers. Check answers and elicit which part of the text gives each answer. ANSWERS

1 cycling in Central Park 2 at the airport 3 at the top of the Empire State Building 4 in his hotel room

Exercise 4 USE IT! Read through the questions with the class and make sure students understand everything. Allow students time to prepare their answers, then put them into pairs to ask and answer them. Ask some students to tell the class something they learned about their partner. ANSWERS

Students’ own answers.

More practice

Workbook page 56 Practice Kit Reading 3

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ANSWERS

Affirmative: I’m writing, we’re doing, We’re going, We’re waiting, I’m having, I’m cycling, He’s shopping, we’re standing Negative: I’m not spending

Exercise 3 Students read the sentences and complete them with the correct forms of be. Check answers with the class. ANSWERS

1 ’re 2 isn’t 3 ’re 4 ’s 5 aren’t 6 ’m not

Exercise 4 Read through the spelling rules with the class. With weaker classes, read through the list of verbs and ask: Which have a final e? Which end with a vowel + consonant? Students then write the -ing forms of the verbs. ANSWERS

1 dancing 2 sitting 3 exploring 4 trying 5 spending 6 chatting 7 cycling

Exercise 5 e2.13 page 125 PRONUNCIATION: -ing forms Play the audio once for students to listen to the verbs in exercise 4. Play the audio again, pausing for them to repeat.

Exercise 6 Use the picture to teach ice cream and police officer. Students complete the sentences using the correct verb forms. With stronger classes, students could write one or two more sentences about the picture. ANSWERS

Language focus • Present continuous: affirmative and negative Aim Talk about what people are doing now.

Warm-up Ask: What can you remember about Sam’s holiday? Where does he usually go on holiday? Students look back at the introduction to the blog for the answers. Write on the board: This year we ____ to New York. Elicit the missing verb (are going). Complete the sentence on the board and explain that this verb form is called the present continuous.

Exercise 1 Read through the example sentences with the class, then read through the rules and elicit which words students should use to complete them.

ANSWERS

1 be 2 are happening now 3 at the moment

Language note We use the present continuous, NOT the present simple, for things that are happening now: I’m having lunch now. (NOT I have lunch now.) To form the negative, we use the negative form of be, e.g. I’m not waiting. He isn’t waiting. The -ing form never changes.

Exercise 7 USE IT! Point out to students that they can look back at the vocabulary on pages 62–63 for ideas. Allow students time to prepare their ideas individually, then put them into pairs to tell their partner. ANSWERS

Students’ own answers.

Exercise 2 Students find more examples of the present continuous in Sam’s blog and decide which are affirmative and which are negative. Elicit all the sentences and point out the different forms of be. With weaker classes, write the sentences on the board and elicit the negative form of the affirmative sentences and the affirmative form of the negative sentences for extra practice.

Finished? Refer fast finishers to the Finished? activity. Students can write their lists, then compare with another fast finisher. Alternatively, ask some students to read their verbs to the class. Other students can say and spell the -ing forms.

More practice

Workbook page 53 Practice Kit Grammar 11

Assessment

Five-minute test, Teacher’s Resource Disk © Copyright Oxford University Press

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1 isn’t eating, buying 2 isn’t cycling, ’s talking 3 are waiting, aren’t shopping 4 is chatting, isn’t sitting 5 isn’t reading, ’s listening 6 are standing, aren’t playing

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Vocabulary and listening • Clothes Aim Recognize different speakers.

THINK! Read out the question and teach the meaning of clothes if necessary. Elicit answers from individual students. Students can answer in their language if necessary and you can translate the clothes words into English. Write the English words on the board. ANSWERS

Students’ own answers.

Exercise 1 e2.14 page 126 Students use their dictionaries to check the meaning of the words in the box and match them with the clothes. Play the audio for students to listen and check their answers. Play the audio again for students to repeat. ANSWERS

1 shirt 2 trousers 3 boots 4 hat 5 dress 6 sandals 7 jumper 8 jeans 9 shoes 10 trainers 11 shorts 12 T-shirt

Exercise 2 With weaker classes, briefly revise colour words. Focus on the clothes in exercise 1 again and point out that some are plural, e.g. boots, jeans, sandals, shoes. Elicit some sentences using plural words for clothes, e.g. He’s wearing blue jeans. Students study the pictures, then ask them to close their books and write sentences about the pictures. They then read their sentences to each other in pairs and say whether they agree or not. ANSWERS

Students’ own answers.

Exercise 3 e2.15 page 126 Students read the Packing tips and complete them with the correct words. Play the audio for students to listen and check their answers. ANSWERS

1 hat 2 jeans 3 boots 4 shoes / trainers / boots 5 jumper

Optional activity: Vocabulary Ask students to draw a picture of someone wearing clothes from exercise 1. Tell them not to let anyone see their drawing. In pairs, students take turns to describe their picture to their partner, e.g. It’s a boy. He’s wearing blue trousers. Their partner listens and draws the picture. Students compare their pictures to see how similar they are.

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Exercise 4 e2.16 page 126 Read through the options a–d, then play the first speaker. Ask: Who is this? How do you know? Point out that it is important to listen for background sounds and tone of voice to recognize who is speaking. Play the audio. Students listen and identify thespeakers. ANSWERS

1 c 2 a 3 d

Exercise 5 e2.16 page 126 Explain that students need to think about which response another person might use to each of the speakers. Play the first speaker again and elicit the response. Play the remaining speakers. Students listen and choose the correct responses. Check answers with the class. ANSWERS

a 3 b 2 d 1

Optional activity: Listening Students work in pairs and write down from memory all the clothes words that the speakers mention. Play the audio again for them to listen and check. ANSWERS

1 comfortable shoes 2 boots, sandals, jeans, trousers, shorts, dresses, T-shirts 3 T-shirts, dresses

Exercise 6 USE IT! Students work in pairs to tell their partner what they are taking on holiday. Ask some students to tell the class what their partner is taking. ANSWERS

Students’ own answers.

More practice

Workbook page 54 Practice Kit Vocabulary 6

Assessment

Five-minute test, Teacher’s Resource Disk

02/05/2017 10:08

Exercise 3 Students work in pairs to ask and answer the questions in exercise 2. ANSWERS

Students’ own answers.

Exercise 4 Read the study strategy with the class. Explain to students that practising outside class will help them remember the language they learn. Students go to the Practice Kit online practice and do the exercises for this lesson.

Exercise 5 Students write the questions and short answers about the picture. Check answers with the class. With stronger classes, students write one or two more questions and answers about the picture. ANSWERS

1 Is Dad sitting in the car now? No, he isn’t. 2 Is Mum sleeping at the moment? Yes, she is. 3 Are the boys eating lunch? No, they aren’t. 4 Is Tom taking a photo? Yes, he is. 5 Is the baby eating the food. Yes, he / she is. 6 Is Rob reading a book? No, he isn’t.

Exercise 6 USE IT! Ask students to look at the picture again and complete the questions with the words in the box and the correct form of be. Check answers with theclass. ANSWERS

1 Why is 2 What is 3 Where is 4 Who is

Language focus • Present continuous: questions Aim Ask and answer questions about holidays.

Warm-up Ask what students can remember about the packing tips on page 66. Write on the board: ____ thinking about a camping trip? ____ planning a city holiday? Elicit the missing words (Are you). Complete the questions on the board and elicit that they are in the present continuous.

Exercise 1 Read out the first set of answers in the table and elicit the correct question. Students then complete the table with the correct questions.

ANSWERS

1 b 2 a 3 d 4 c

Language note In present continuous questions, the form of be comes before the subject: Are you planning a holiday? (NOT You are planning a holiday?) In short answers, we use short forms in negative short answers, e.g. No, she isn’t, but we use full forms in affirmative answers: Yes, she is. (NOT Yes, she’s.)

Exercise 2 Students complete the questions and write the short answers. With weaker classes, students could complete the questions first. Check answers, then ask them to read the questions and write the short answers. Check some answers with the class. ANSWERS

2 Are, working. 3 Is, speaking 4 Are, standing 5 Is, wearing 6 Are, using

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Exercise 7 Read out the example to the class. Students imagine they are on holiday and ask and answer the questions in pairs. With stronger classes, encourage students to give more information in their answers. ANSWERS

Students’ own answers.

Finished? Refer fast finishers to the Finished? activity. Students can prepare their answers, then compare with another fast finisher. Alternatively, invite another student to ask them the questions. Encourage them to reply without saying the name of the place. Other students can listen and guess the places.

More practice

Workbook page 55 Practice Kit Grammar 12

Assessment

Five-minute test, Teacher’s Resource Disk

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Speaking • In a shop Aim Speak to a shop assistant.

THINK! Read out the question and elicit answers from individual students. Ask more questions to encourage students to say more, e.g. Do you like going shopping on holiday? Why? / Why not? Do you buy presents for your friends or souvenirs for yourself? Why? ANSWERS

Students’ own answers.

Exercise 1 e2.17 Read out the question, then play the video or audio. Students watch or listen and answer the question. ANSWER

Dan buys a T-shirt.

Exercise 2 Ask students to cover the dialogue in exercise 1. Read through the key phrases with the class and elicit which comes first in the dialogue. (Can I help you?) Students then order the phrases. They can look at the dialogue in exercise 1 again to check. Check answers with the class and check that students understand all the phrases. With weaker classes, you could play the audio again for students to hear the phrases in context and repeat them. Students could then practise the dialogue in pairs. ANSWERS

1 d 2 c 3 b 4 f 5 e 6 a

Language point: Saying prices Exercise 3 e2.18 Play the audio for students to listen to the prices. Play the audio again, pausing after each price for students to repeat. Ask students to practise saying the prices with a partner. Check answers. ANSWERS

1 £9.00 2 £5.75 3 £10.50 4 £12.25

Exercise 4 e2.19 page 126 Play the audio. Students listen and write the prices. Check answers with the class. ANSWERS

1 £8.00 2 £4.99 3 £15.75 4 £24.50 5 £11.00

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Unit 6

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Optional activity: Speaking Write a list of about eight items of clothing and prices on the board, e.g. T-shirt £5.99, shorts £5.50, jeans £15.50. Divide the class into teams. Say: I’m buying two T-shirts and some shorts. How much is that? The first team to work out the price and say it correctly gets a point. Continue calling out different combinations of things you are buying. See which team has the most points at the end.

could prepare their dialogues first, but with stronger classes, students can go straight into the role-play. Students then swap roles and practise again. Ask some students to perform their dialogues for the class. ANSWERS

Students’ own answers.

More practice

Workbook page 59 Practice Kit Speaking 6

Exercise 5 USE IT! Allow students time to read through the instructions, then demonstrate the activity with a confident student. Start the conversation by saying: Hello. Can I help you? Encourage the student to say what they are looking for and continue the conversation, using the dialogue in exercise 1 as a model. Other students can help out with ideas if necessary. Students then work in pairs to practise their dialogue. With weaker classes, students © Copyright Oxford University Press

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which modifier to use to complete each sentence. Ask some students to read their sentences to the class. POSSIBLE ANSWERS

1 2 3 4

Our hotel is very / really old. The people are not very nice. The weather is very / really good. The shops are not very / quite expensive. 5 I’m very / really interested in museums.

Optional activity: Writing Ask: What phrase does Amy use to start her email? (Hi Rose! How are you doing?) What phrase does she use at the end? (See you soon). Ask: What other phrases can you use to start and end an email? Elicit a few ideas. If necessary, remind students that they wrote an email in Unit 1. Refer them back to the key phrases on page 19 to find more phrases for starting and ending an email. Write all the phrases on the board for students to refer to when they write their email. POSSIBLE ANSWERS

Hi!, How are you?, Please write soon!, Bye for now.

Exercise 4 USE IT! Read the task with the class. Students imagine their holiday and read through Part B to plan their ideas. Read through part C on how to structure their email with the class. Students write their email. This can be set for homework. Remind students to check their writing and punctuation carefully. ANSWERS

Writing • An email about a holiday Aim Write an email about a holiday.

THINK! Read out the question and elicit answers from individual students. Ask more questions to encourage students to say more, e.g. When do people write emails? Who do you know who writes emails? Who do they send them to? ANSWERS

Students’ own answers.

Exercise 1 Students read the email and answer the questions. Check answers with the class. ANSWERS

1 Amy 2 Amy’s brother 3 She’s drinking tea. 4 He’s at the Prague Toy Museum.

Students’ own answers.

Exercise 2 Students complete the key phrases with the correct words, then read the email again to check. Check answers and check that students understand all the phrases. ANSWERS

1 2 3 4 5

Prague, my mum, dad and brother very big, quite modern nice explore the Old Town really cool buildings

Workbook page 57

End of unit activities

Progress Review, Workbook page 58 * Vocabulary and language focus worksheets, Teacher’s Resource Disk ** Vocabulary and language focus worksheets, Teacher’s Resource Disk *** Vocabulary and language focus worksheets, Teacher’s Resource Disk Speaking worksheet, Teacher’s Resource Disk

Language point: Modifiers Exercise 3 Students look at the words in blue in the email. Explain that these are modifiers and we use them with adjectives to make the meaning stronger or weaker. Elicit which modifiers make the adjectives stronger (very, really) and which make it weaker (not very, quite). Students read the sentences and rewrite them using the different modifiers. Point out that there are no right or wrong answers, so students can choose

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More practice

Unit 6 T83

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Review Vocabulary Exercise 1 Students match the words with the phrases. With weaker classes, students could refer back to pages 62–63 to help them. With stronger classes, students could do it as a test. Check answers with the class and check that students understand all the phrases. Ask: What do you do on holiday? ANSWERS

1 d 2 h 3 f 4 g 5 e 6 c 7 b 8 a

Exercise 2 Students look at the pictures and complete the clothes words. They then match the words with pictures A–H. Check answers, then ask: What are you wearing today? Elicit a few answers. ANSWERS

1 4 7 1 7

dress 2 trainers 3 sandals jeans 5 boots 6 jumper trousers 8 shoes C 2 H 3 E 4 B 5 G 6 A D 8 F

Language focus Exercise 3 Students choose the correct words to complete the sentences. Check answers with the class. ANSWERS

1 aren’t 2 dancing 3 is 4 chatting 5 are 6 isn’t 7 stopping

Exercise 4 Read out the first gapped sentence and elicit the correct verb form. Students complete the message. Check answers. ANSWERS

1 3 5 8

’m visiting 2 ’m not staying are spending 4 are enjoying aren’t doing 6 ’s raining 7 sitting chatting 9 ’m writing

Exercise 5 Elicit the first question as an example. Students then write the questions. Check these answers with the class, then ask them to write the answers. Check the answers. ANSWERS

1 Who is writing the message? Maggie’s writing the message. 2 Is Maggie staying with her grandma? No, she isn’t. 3 Where is she spending the week? At ahotel. 4 Are they enjoying the pool? Yes, theyare. 5 What is Maggie’s mum doing now? She’s chatting with Grandma.

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Speaking Exercise 6 Students read the dialogue and complete it with their own ideas. With weaker classes, you could brainstorm some ideas with the whole class first. When students have completed their dialogues, ask some to work in pairs and read their dialogues to the class. Correct any errors. Students could then practise their dialogues in pairs. ANSWERS

Students’ own answers.

Listening Exercise 7 e2.20 page 126 Play the audio for students to listen and complete the sentences. Allow students time to compare their answers in pairs, then play the audio again for them to check and complete their answers. Check answers with the class. ANSWERS

Optional activity: Consolidation Put students into pairs and tell them they are going to imagine they are in a famous place somewhere in the world. Brainstorm a few ideas with the class, e.g. on top of the Eiffel Tower, at the Carnival in Rio de Janeiro. Write these questions on the board: What are you doing / wearing now? What’s the weather like? What can you see? Allow students time to prepare their answers to the questions, but tell them not to say where they are. Monitor and help while they are working. Put pairs together into groups of four. They take turns to ask and answer the questions on the board and ask more questions to guess where their classmates are. Stop the activity when most students have guessed where their classmates are. Discuss whose holiday sounds like fun.

Assessment

Tests, Teacher’s Resource Disk

1 Italy 2 Venice 3 beach 4 Paris 5 cousin 6 sitting © Copyright Oxford University Press

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Puzzles and games Exercise 1 Allow students time to look at the board game. Check they understand Go forward/ back three spaces. Read through the instructions with the class and make sure students understand everything. Students then play the game in pairs. They could play again with a different partner if they enjoy the game. ANSWERS

Students’ own answers.

Exercise 2 Put students into groups. Demonstrate the activity with one group. Ask the first student to read out the Student A sentence. Ask the student next to them to read out the Student B sentence. Continue around the group with each student repeating the previous items and adding one more. Students then play the game in groups and continue until the list becomes too long to remember. See

which group can continue and create the longest list! ANSWERS

Students’ own answers.

Exercise 3 Students work in pairs. They take turns to draw an activity for their partner to guess. Monitor and make sure they are using questions and short answers correctly. As an extension, you could brainstorm some more activities with the class. Students could look back through their books for ideas. Write the activities on the board, then students can use these to play again. As an alternative, they could mime the activities rather than drawing them. ANSWERS

Students’ own answers.

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1 Extra listening and speaking • Asking and telling the time Aim Ask for and tell the time.

Warm-up Draw a clock on the board with the hands at ten o’clock. Teach the phrases What’s the time? and ten o’clock, and write these on the board. Change the time on the clock to teach other times, including half past, quarter past and quarter to. Tell students they are going to practise asking for and telling the time in English.

Exercise 1 Read out the first time and elicit which clock it matches. Students match the remaining times with the clocks. Check answers and elicit how to say the times. Say each time again and get students torepeat. ANSWERS

1 quarter past two 2 quarter to ten 3 eight o’clock 4 five past eleven 5 half past three 6 twenty to six

Exercise 2 e2.21 page 126 Play the first time and draw the correct time on the board. Play the rest of the audio. Students listen and draw the times they hear. Allow students time to compare their answers in pairs, then play the audio again for them to check and complete their answers. Check answers with theclass. ANSWERS

1 It’s half past eight. 2 It’s ten to two. 3 It’s quarter past ten. 4 It’s eleven o’clock. 5 It’s quarter to one. 6 It’s twenty-five past three.

Exercise 3 e2.22 page 126 Read out the question and make sure students understand it. Point out the activities at the top of the page and make sure students understand them all. Play the audio. Students listen and answer the question. Elicit some possible answers, then play the audio again for students to listen and check. Check the answer with the class. ANSWER

music club

Exercise 4 e2.22 page 126 Read through the key phrases with the class. Focus on the timetable and elicit what kind of information is missing for each activity. Ask students if they can remember what day the music club is on, but don’t confirm their answers. Play the audio again. Students listen and complete

T86

Extra listening and speaking

4201667 English Plus Starter TB SO.indb 86

the timetable with the correct information. Check answers with the class. ANSWERS

1 Tuesday 2 12. 15 3 Saturday 4 2.30

Optional activity: Listening Play the audio from exercise 4 again. Pause at the end of each line and elicit the next line from students before you play it to confirm.

Exercise 5 e2.23 Read out the question. Play the audio for students to read and listen. Play it again, pausing after each line for students to repeat. Elicit the answer to the question. ANSWER

Jim is interested in baseball.

out Flora’s first line. Ask: When’s the film club? Elicit an answer, and then continue reading the dialogue using information from the timetable in exercise 4. Students then work in pairs to prepare a new dialogue, changing the blue words. Monitor and help while they are working. They can then practise their new dialogue in pairs.

Optional activity: Speaking As a class, brainstorm some different activities and times. Draw a new timetable on the board, like the one in exercise 4. Put students into new pairs. Ask them to take turns to ask and answer questions about the activities using the key phrases. ANSWERS

Students’ own answers.

Exercise 6 USE IT! Demonstrate the activity by asking a confident student to read out Jim’s first line of the dialogue in exercise 5. You read

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again. Students listen and complete the sentences with the correct words. Check answers with the class. ANSWERS

1 2 3 4 5 6

shop assistant, computer shop computers music teacher, school, London music doctor difficult, exciting

Exercise 4 Read through the key phrases with the class and make sure students understand them all. Students match the key phrases with the responses. Check answers with the class. ANSWERS

1 b 2 c 3 a

Exercise 5 e2.25 Read out the question, then play the audio for students to listen and read. Elicit the answer to the question. Play the audio again, pausing after each sentence for students to repeat. Students can then practise the dialogue in pairs. ANSWER

He’s a shop assistant.

Exercise 6 USE IT! Students work in pairs to change the blue words in exercise 5 and prepare their dialogues. You could elicit a few possible changes to the blue words with the class first. Students practise their dialogues in pairs, then swap roles and practise again.

Optional activity: Speaking

2 Extra listening and speaking • Talking about your family Aim Talk about your family.

Warm-up With books closed, tell students that in Unit 2 they learned seventeen words for family members. Put students into small groups and give them two minutes to remember and write down as many of the words as they can. Bring students’ ideas together on the board and see which pair wrote the most words. Students could look back at page 22 to see which words they missed.

Exercise 1 Students work in pairs to match the jobs with the photos. Check answers with the class and check that students understand

all the jobs. Model pronunciation of the words and get students to repeat. ANSWERS

A teacher B doctor C nurse D shop assistant E waiter

Exercise 2 e2.24 page 127 Read out the task and point out to students that they need to match two pieces of information to each speaker – their job and their name. First ask students to match the people in the photos with the jobs. Then play the audio for students to listen and match each speaker with a name. Allow students time to compare their answers in pairs, then play the audio again for them to check and complete their answers.

ANSWERS

Students’ own answers.

ANSWERS

1 shop assistant, Jake 2 music teacher, Paul 3 doctor, Julia

Exercise 3 e2.24 page 127 Allow students time to read through the gapped sentences. Play the audio

4201667 English Plus Starter TB SO.indb 87

Refer students back to the pictures in exercise 2. Ask students individually to choose one of the people, think of a new name and job for them, and decide what they are like and what they are into. Students can then work in pairs again and have a new dialogue in which they show their ‘photo’ to their partner. Their partner can ask questions to find out who it is, what their job is, what they are into, etc. Encourage them this time not to prepare their dialogue, but just refer to the key phrases to help them. Students swap roles and practiseagain.

Extra listening and speaking T87

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3 Extra listening and speaking • Asking for things and describing where they are Aim Talk about where something is.

Warm-up Ask individual students where things are, e.g. (Ana), where’s your bag? (Sam), where’s your phone? Elicit answers using prepositions of place. Invite one or two students to ask one of their classmates where something is. Elicit the response.

Exercise 1 Students match the classroom objects to the pictures. They could work in pairs for this, and use their dictionaries to help. Alternatively, with weaker classes, do this activity with the whole class using the pictures to teach the meaning of the words. Model pronunciation of the words and get students to repeat them. ANSWERS

A a calendar B scissors C a dictionary D a ruler E sticky tape F a glue stick G a calculator

Exercise 2 e2.26 page 127 Focus on the picture. Read out the first gapped sentence and elicit the answer. Students look at the picture again and complete the sentences with the correct words. Play the audio for students to listen and check their answers. Check answers with the class. With stronger classes, students could write one or two more sentences about things in the picture in exercise 1. ANSWERS

1 ruler 2 calculator 3 scissors 4 sticky tape

Exercise 3 e2.27 page 127 Read out the question, and point out that Tom is a boy’s name and the other two are girls’ names. Play the audio. Students listen and answer the question. Check the answer with the class. With weaker classes, play the audio again, pausing for students to hear the answer. ANSWER

Lucy

Exercise 4 e2.27 page 127 Read through the key phrases with the class and make sure students understand them all. Play the audio again for students to listen and number the phrases in the order they hear them. Check answers with the class. Play the audio again, pausing after the key phrases for students torepeat.

T88

Extra listening and speaking

4201667 English Plus Starter TB SO.indb 88

ANSWERS

1 2 3 4 5 6

Have you got a / some … ? I think he / she’s got one / some. Can I borrow it? Yes, go ahead. Where is it? It’s / They’re in / on …

Optional activity: Speaking Focus on the three questions in the key phrases box. Ask a student: Have you got a dictionary? Elicit two possible responses: Yes. / No, sorry I haven’t. Ask: Can I borrow it? Elicit the answer: Yes, go ahead. Ask: Where is it? Elicit some possible responses. Put students into pairs. They take it in turns to ask their partner these three questions about objects in exercise 1. Encourage them to speed up as they practise until they can ask and answer the questions fluently.

Exercise 5 e2.28 Play the audio for students to read and listen to the dialogue. Play it again, pausing after each line for students to repeat. Students then practise the dialogue in pairs.

Exercise 6 USE IT! Put students into groups of three. Allow them time to prepare their own dialogue using words from exercise 1 or their own ideas. Students then practise their own dialogue in their groups. Ask some groups to perform their dialogues for the class.

ANSWERS

Students’ own answers.

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ANSWERS

Monday and Thursday

Exercise 4 e2.30 page 127 Read through the key phrases with the class and make sure students understand them all. Allow students time to read the questions. Play the audio again for them to listen and answer the questions. Check answers with the class. ANSWERS

1 No, they haven’t. 2 two o’clock in the afternoon 3 room 12 4 room 36 5 on Thursday afternoon

Exercise 5 e2.31 Play the audio for students to read and listen to the dialogue. Play it again, pausing after each line for students to repeat. Students then practise the dialogue in pairs.

Exercise 6 USE IT! Read through the timetable with the class and make sure students understand everything. Students then prepare and practise a new dialogue using the key phrases. Ask some students to perform their dialogue for the class.

Optional activity: Speaking

4 Extra listening and speaking • Asking about timetables Aim Talk about school timetables and roomchanges.

Warm-up Ask: What lesson are we in now? (English) What other lessons do you have today? Elicit a few answers, then put students into pairs and give them two minutes to write as many words for school subjects as they can. They can use their dictionaries to help. Bring students’ ideas together on the board and check that students understand all the words. See which pair wrote the most words correctly.

Exercise 1 Students match the school subjects in the box with the pictures. Check answers

and check that students understand all thewords. ANSWERS

1 maths 2 science 3 geography 4 history 5 PE

ANSWERS

Students’ own answers.

Exercise 2 e2.29 page 127 Pre-teach timetable. Students read the messages and complete them with the correct words. Allow students time to compare their answers in pairs, then play the audio for them to listen and check. Check answers with the class and check that students understand all the messages. ANSWERS

1 24 2 2.30 3 31st March 4 Friday

Exercise 3 e2.30 page 127 Read out the question, then play the audio. Students listen and note down the days with changes to the timetable. Allow students time to compare their answers in pairs, then play the audio again for them to listen and check. Check the answers with the class.

4201667 English Plus Starter TB SO.indb 89

In pairs, students make two copies of a timetable for two days like the one in exercise 6. They then mark three changes on one copy of their timetable, e.g. room or time changes. Put pairs together into groups of four and ask them to swap their unchanged timetables. They then take turns to explain their changes to the other pair. The other pair listens and marks the changes on their copy of the timetable. Pairs can compare their marked timetables to see if they have understood the changes correctly.

Extra listening and speaking T89

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5 Extra listening and speaking • Asking about dates Aim Ask and answer about dates.

Warm-up Write on the board the first letter for each month of the year. In pairs, students try to remember the months and write them. Elicit the months and write them on the board. Briefly revise ordinal numbers from 1–10, and explain to students that we use ordinal numbers in dates.

Exercise 1 Students match the ordinal numbers with the words in the box. Check answers and model pronunciation of the ordinal numbers. Get students to repeat them. With weaker classes, if students need more practice of ordinal numbers, write some more ordinal numbers as figures on the board. Invite students to say them. ANSWERS

1 twenty-eighth 2 eleventh 3 sixth 4 third 5 fourteenth 6 thirtieth

Exercise 2 e2.32 Read through the key phrases with the class and check that students understand everything. Students work in pairs to read dates 1–6 and practise saying them. Play the audio. Students listen to check their answers. Play the audio again, pausing after each date for students to repeat.

Exercise 3 e2.33 page 127 Allow students time to read the sentences, then play the audio. Students listen and choose the correct words to complete the sentences. Check answers with the class. ANSWERS

1 maths 2 football

Exercise 4 e2.33 page 127 Allow students time to read the sentence beginnings. Check they understand final. Play the audio again for students to listen and complete the sentences. Allow students time to compare their answers in pairs, then play the audio again for them to check. Check answers with the class. ANSWERS

1 26th June 2 Wednesday 3 17th March 4 Saturday

Exercise 5 e2.34 Play the audio for students to read and listen to the dialogue. Play it again, pausing after each line for students to repeat. Students then practise the dialogue in pairs.

T90

Extra listening and speaking

4201667 English Plus Starter TB SO.indb 90

Optional activity: Speaking Tell students they are going to plan a class party for the summer. Ask them to decide on the date and day for their party, and where it is. Students then work in pairs to ask each other about their plans using the dialogue in exercise 5 as a model. Ask some students to tell the class the details of their partner’s party. ANSWERS

Students’ own answers.

02/05/2017 10:08

Exercise 3 e2.36 page 128 Read out the question, then play the audio. Students listen and answer the question. Check the answer. ANSWER

Julie buys one ticket.

Exercise 4 e2.36 page 128 Read through the key phrases with the class and make sure students understand them all. Allow students time to read through the sentences, then play the audio again. Students listen and choose the correct words to complete the sentences. Check answers with the class. ANSWERS

1 Windsor 2 single 3 fifteen 4 5.45 5 four

Exercise 5 e2.37 Play the audio for students to read and listen to the dialogue. Play it again, pausing after each line for students to repeat. Students then practise the dialogue in pairs.

Exercise 6 USE IT! Students work in pairs to change the blue words in exercise 5 and prepare their dialogues using information from the timetable. You could elicit a few possible changes to the blue words with the class first. Students practise their dialogues in pairs, then swap roles and practise again. Ask some pairs to perform their dialogues for the class.

Optional activity: Speaking

6 Extra listening and speaking • Buying a train ticket Aim Ask to buy a train ticket.

Warm-up Ask: How do you usually travel when you go on holiday? Do you go by car, by train, by plane? How do you like travelling? Why? Elicit answers from individual students. Ask: What do you buy when you go on a train? Elicit or teach the word ticket. Tell students they are going to practise buying a trainticket.

Exercise 1 Students work in pairs to look at the clocks and write the correct times. Check answers and model pronunciation of the times. Students then work in pairs and practise saying the times. They could do this as a game, taking it in turns to say a time while

their partner listens and points to the correct clock. ANSWERS

1 quarter past ten 2 quarter to three 3 half past six 4 ten past seven 5 ten to four 6 eighteen minutes past nine 7 twenty past one 8 eleven o’clock

ANSWERS

Students’ own answers.

Exercise 2 e2.35 page 128 Play the audio. Students listen and note down the times they hear. Allow students time to compare their answers in pairs, then play the audio again for them to check. Check answers with the class. With weaker classes, if students need more practice, say a few more times and get students to write them down. ANSWERS

1 2 3 4 5 6

4.30 / four thirty 5.45/ five forty-five 10.45 / ten forty-five 6.50 / six fifty 9.55 / nine fifty-five 11.20/ eleven twenty

4201667 English Plus Starter TB SO.indb 91

Put students into new pairs, and ask them to cover the dialogue in exercise5. Ask them to practise a new dialogue using information in the timetable, but this time just referring to the key phrases to help them. Encourage them this time to improvise and try to speak in a natural way. They can swap roles and practise again.

Extra listening and speaking T91

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1 Project • A club poster Aim Make a poster about a club.

Warm-up Ask: What clubs are there at your school? What clubs are you in? Elicit answers from individual students. Ask: What new clubs would you like at your school? Elicit a few ideas and suggest some if students are struggling, e.g. dance, judo, yoga, gaming. Tell students they are going to make a poster for a club and it can be an existing club or a new one.

Exercise 1 Read through the kinds of information with the class and make sure they understand them all. Students read the poster and tick the information that is included. Check answers with the class. ANSWERS

d age of club members e cost f place g time

Exercise 2 Students read the poster again and answer the questions. Allow students time to compare their answers in pairs, then check answers with the class. ANSWERS

1 It’s for young people from ten to sixteen years old. 2 It’s on Tuesdays. 3 It’s from four to seven o’clock. 4 It’s at the youth centre on Bolton Road. 5 The instructor is Josh Jones 6 The cost is £25 a year.

Exercise 3 Read through the project checklist with the class and make sure they understand everything. Put students into groups to plan and make their posters. Monitor and help while they are working. Students can plan their posters on paper, then produce them on a computer. They can do this for homework if they don’t have access to computers in class. Encourage students to use a range of font sizes, colours and photos to make their poster look interesting. Alternatively, they can make their posters on paper. They can stick on photos or draw pictures of the activity.

Exercise 4 Allow students to walk around the classroom and look at all the posters. Discuss with the class which activities are popular, and which posters they like best and why. ANSWERS

Students’ own answers.

ANSWERS

Students’ own answers.

T92

Projects

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ANSWERS

1 false (Her grandmother is Turkish.) 2 true 3 true 4 false (He hasn’t got a wife.) 5 false (He’s got a guitar, but he isn’t very good.)

Exercise 4 Read through the project checklist with the class and make sure they understand everything. Students work individually to plan and make their posters. Monitor and help while they are working. Students can plan their posters on paper, then produce them on a computer. They can do this for homework if they don’t have access to computers in class. Encourage students to use a range of font sizes, colours and photos to make their poster look interesting. Alternatively, they can make their posters on paper and stick on photos of their family members. ANSWERS

Students’ own answers.

Exercise 5 Ask a confident student to hold up his/ her poster, so everyone can see it. Ask a question about the poster, e.g. Who is (Ana)? Encourage the student to answer and give more information about the person. Encourage other students to ask questions. Then put students into pairs to ask and answer questions about their posters. Ask some students to tell the class something new they learned about their partner’s family. ANSWERS

Students’ own answers.

2 Project • My family Aim Make a poster about your family.

old and Jack is four. Ask some students to tell the class something about their partner’sfamily. ANSWERS

Students’ own answers.

Warm-up

Exercise 2

Say the name of a person in your family and ask students to guess who the person is, e.g. Is he your brother? Is he your dad? Is he your uncle? Invite one or two students in turn to say the name of a member of their family and get the class to guess the relationship. Continue until you have revised all the family vocabulary. Point to the family tree and tell students they are going to make a poster about their family.

Focus on the family tree and ask students to find Emily. Students look at the family tree and complete the sentences. Check answers with the class.

Exercise 1 Read through the questions with the class and make sure they understand them all. Put students into pairs and ask them to ask and answer the questions. Encourage them to include as much information as they can in their answers, e.g. I’ve got two brothers, Tom and Jack. Tom is ten years

ANSWERS

1 Julie 2 Fiona 3 Dave 4 Fred and Peter 5 Toby

Exercise 3 Ask students to read the descriptions on the family tree. Read out the first sentence and ask: Is this true or false? (false, her grandmother is Turkish). Students read the descriptions again and decide if the sentences are true or false. Check answers with the class.

4201667 English Plus Starter TB SO.indb 93

Projects T93

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3 Project • My dream home Aim Make a poster about your dream home.

Warm-up With books closed, put students into pairs and give them two minutes to write as many words as they can to do with homes. You could elicit a few examples of rooms and furniture first, to give students ideas. Bring students’ ideas together on the board and make sure students understand all the words. See which pair wrote the most words.

Exercise 1 Read out the question and elicit answers from individual students. Ask more questions to encourage students to say more, e.g. How many bedrooms are there? Is there a balcony? Is there a garden? ANSWERS

Students’ own answers.

Exercise 2 Read out the question, then read out the example. Students read about the dream home and write which part of the home the things are in. Check answers with the class. ANSWERS

1 poster – bedroom 2 robot – kitchen 3 basketball court – garden 4 desk – bedroom 5 shower – bathroom 6 armchair – living room

Exercise 3 Read through the project checklist with the class and make sure they understand everything. Put students into groups to plan their dream home and make their posters. Encourage them to plan their poster first and decide who in the group will do each task, e.g. drawing pictures, finding photos, writing the texts or designing the poster. Monitor and help while they are working. Students can plan their posters on paper, then produce them on a computer. They can do this for homework if they don’t have access to computers in class. Encourage students to use a range of font sizes, colours and photos to make their poster look interesting. Alternatively, they can make their posters on paper. They can stick on photos or draw pictures of their dream home.

Exercise 4 Collect all the posters and pin them around the classroom. Allow students to walk around the classroom and look at all the posters. Discuss with the class which are their favourite rooms, which is their favourite dream house and why. ANSWERS

Students’ own answers.

ANSWERS

Students’ own answers.

T94

Projects

4201667 English Plus Starter TB SO.indb 94

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Exercise 4 Elicit an example of a difference and a similarity between Wakely School and the students’ own school. Students then work in pairs to read about Wakely School again and note down more similarities and differences. Discuss the answers with the class. ANSWERS

Students’ own answers.

Exercise 5 Read through the project checklist with the class and make sure they understand everything. Students can work individually or in pairs for this task. If they are working in pairs, encourage them to plan their web page first and decide who will do each task, e.g. finding photos, writing about the school, writing about sports, etc. Monitor and help while they are working. Students can plan their web pages on paper, then produce them on a computer. They can do this for homework if they don’t have access to computers in class. Encourage students to use a range of font sizes, colours and photos to make their web page look interesting. Alternatively, they can design their web pages on paper. They can stick on photos or draw pictures of their school, the facilities, sports, etc. ANSWERS

Students’ own answers.

Exercise 6

4 Project • My school Aim Design a web page for your school.

Warm-up Ask: Does your school have a website? If the answer is yes, ask: What information is there on the website? About the school? About teachers? About clubs? If the students’ school does not have a website, ask: Do you think a website for your school is a good idea? Why? Tell students they are going to design a web page for their school.

Exercise 1 Ask the question to the class and elicit theanswer. ANSWERS

Students’ own answers.

Exercise 2 Students match the words in the box with the photos. Check answers with the class and check that students understand all the words. Alternatively, do this activity with the class and use the photos to teach the meaning of the words.

ANSWERS

Students’ own answers.

ANSWERS

A sports field B library C computer room D gym

Exercise 3 Students read the website about the school and answer the questions. Check answers with the class. ANSWERS

1 It’s 400 years old. 2 There are (around) 800 students. 3 It’s got two large sports fields and a modern gym for PE.

4201667 English Plus Starter TB SO.indb 95

Ask individual students or pairs in turn to present their web page to the class. They can explain what each photo shows and say what information there is. Hold a class vote to decide on the best web page. With large classes, put students into groups to present their web pages to each other. Ask each group to choose two web pages to present to the class. When groups have presented their two web pages, the class can vote for the best.

Projects T95

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5 Project • A special days calendar Aim Make a special days calendar.

Warm-up Ask individual students: When is your birthday? Elicit answers and take the opportunity to revise the months. Ask: What’s your favourite month? Why? Elicit answers and try to elicit the idea of a special day, e.g. Christmas, Easter or Carnival.

Exercise 1 Ask the question to the class and elicit answers from individual students. If students are struggling for ideas, ask questions to prompt them, e.g. What happens on 31st December? Build up a list on the board of the special days in the students’ country. ANSWERS

Students’ own answers.

Exercise 2 Students read the Special days calendar and match the texts with the photos. Check answers with the class. ANSWERS

1 D 2 C 3 A 4 B

Exercise 3 Read through the project checklist with the class and make sure they understand everything. Students can work individually to make their calendar, or they can work in pairs or groups. Monitor and help while they are working. If they are working in pairs or groups, encourage them to plan their calendar first and decide who will do each task, e.g. finding photos, writing the texts or designing the calendars. Students can plan their calendars on paper, then produce them on a computer. They can do this for homework if they don’t have access to computers in class. Encourage students to use a range of font sizes, colours and photos to make their calendar look interesting and attractive. Alternatively, they can make their calendars on paper. They can stick on photos or draw pictures of the special days.

Exercise 4 Allow students to walk around the classroom and look at all the calendars. Discuss with the class which special days they like and hold a vote to find their favourite special day. ANSWERS

Students’ own answers.

ANSWERS

Students’ own answers.

T96

Projects

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sizes, colours and photos to make their poster look interesting and attractive. Alternatively, they can make their posters on paper. They can stick on photos or draw pictures of the different places andactivities. ANSWERS

Students’ own answers.

Exercise 4 Allow students to walk around the classroom and look at all the posters. Discuss with the class which ideas are the same on a lot of posters and have a class vote on their favourite five places. ANSWERS

Students’ own answers.

6 Project • A tourist information poster Aim Make a tourist information poster.

Warm-up Ask: Do a lot of tourists come to your town or city? If the answer is ‘yes’, ask: What places do they visit? Why? If the answer is ‘no’, ask: Where in your country do tourists go? What places do they visit? What activities do they do? Elicit answers from individual students.

Exercise 1 Read through the headings with the class and make sure they understand them all. Teach the meaning of ancient and resort if necessary. Students read the poster and match the headings with the texts. Check answers with the class. ANSWERS

a 4 b 1 c 2 d 5 e 3

Exercise 2 Students discuss in pairs which places are interesting and what similar places there are in their country. Discuss the answers with the class. ANSWERS

Students’ own answers.

Exercise 3 Read through the project checklist with the class and make sure they understand everything. Students can work individually to make their poster, or they can work in pairs or groups. Monitor and help while they are working. If they are working in pairs or groups, encourage them to plan their poster first and decide who will do each task, e.g. finding photos, writing about each place or designing the poster. Students can make their posters on paper, then produce them on a computer. They can do this for homework if they don’t have access to computers in class. Encourage students to use a range of font

4201667 English Plus Starter TB SO.indb 97

Projects T97

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1 Curriculum Extra • Physical education: Getting fit Aim Talk about PE.

Warm-up Ask: What’s your favourite sport? Elicit answers from individual students. Ask: Is there sport at your school? When is your PE class? Is it fun? Is it important to do PE at school? Why? Elicit answers from individual students. Students can give their reasons in their own language if necessary.

Exercise 1 Ask students to read the introduction to the website article (the part above the table). Elicit the meaning of compulsory. You could also explain average and recommended. Ask: How long is your PE class? ANSWER

If something is compulsory, everyone has to do it.

Exercise 2 Students match the photos with the words in the box. Check answers with the class and check that students understand all the words. Alternatively, with weaker classes, do this activity with the class and use the pictures to teach the meaning of the words. ANSWERS

A hockey B basketball C volleyball D swimming

Exercise 3 e2.38 Play the audio. Students read and listen tothe article and match the questions with the paragraphs. Check the answerswith the class. ANSWERS

A 3 B 1 C 4 D 2

Exercise 4 Read out the first sentence and ask: Is this true? Students look at the article again to check. Elicit the answer. Students then look at the article again to decide if the sentences are true or false and correct the false sentences. They could work in pairs for this. Check answers with the class, referring back to the article to explain eachanswer. ANSWERS

1 false (It is compulsory in Canada.) 2 true 3 true 4 false (There are swimming classes in some schools.) 5 true

Exercise 5 Point out the blue words in the article and explain that they are all adjectives.

T98

Curriculum extra

4201667 English Plus Starter TB SO.indb 98

Students read the article again and use their dictionaries to check the meaning of the words. They then decide which describe people and which describe sports. With weaker classes, students could work in pairs for this. Check answers with the class and check that students understand all the adjectives. ANSWERS

people: active, fit, healthy, energetic, positive sports: popular, favourite, compulsory

Exercise 6 USE IT! Allow students time to answer the questions individually, then put them into pairs to discuss them. Ask the questions again to the class and elicit some answers from individual students. Focus on the posts. Read out the first post, then give an example of a post you might write, e.g.: I’m from … . My favourite sport is football. It’s a popular sport and it’s fun. Students then write their own post for the website. Ask some students to read their posts to the class.

ANSWERS

Students’ own answers.

Optional activity: Writing Ask: What is the favourite sport in this class? Brainstorm the names of some popular sports and write them on the board. Ask about each sport: Is (football) your favourite sport? Get a show of hands for each sport and write the numbers on the board next to each sport. Put students into pairs and ask them to make a bar chart like the one in the article to show the most popular sport in the class. Ask some students to show their bar chart to the class and elicit some sentences, e.g. (Football) is the favourite sport. (Volleyball) isn’t popular. ANSWERS

Students’ own answers.

More practice

CLIL extension worksheet, Teacher’s Resource Disk

02/05/2017 10:08

ANSWERS

1 false (The pupil is black.) 2 false (The iris is colourful.) 3 true 4 false (They close.) 5 true 6 false (There are 150 eyelashes on each eyelid.)

Exercise 4 Check that students understand left and right. Read out the instructions and demonstrate the activity. Students then follow the instructions to find out if they are left-eyed or right-eyed. ANSWERS

Students’ own answers.

Exercise 5 USE IT! Read out the questions and make sure students understand everything. Put them into groups to ask and answer the questions. Ask students from each group to tell the class about the people in theirgroup. ANSWERS

Students’ own answers.

Optional activity: Speaking Ask the students to look again at the photos of the eyes. Write the words from exercise 1 and the blue words from the text on the board. Put students into pairs or small groups. Ask them to look at the photos and try to explain them using the words on the board. Ask pairs or groups in turn to tell the class about the eye. Other students can help them if necessary. See if, as a class, students can give all the information about the eyeaccurately. ANSWERS

Students’ own answers.

2 Curriculum Extra • Biology: The eye Aim Understand and talk about eyes.

Warm-up Point to a few parts of your body and ask: What’s this? Teach a few words for parts of the body, e.g. head, arm, leg, hand. Point to your eye and ask: What’s this? Teach the word eye. Tell students they are going to learn about the human eye now.

Exercise 1 Read through the words in the box and model the pronunciation. Then ask students to look at the photos. Explain that students have to match A–D in the photos with these words. Students read the information about the eye. Allow students time to compare their answers in pairs, then check answers with the class.

ANSWERS

1 pupil 2 eyelashes 3 iris 4 eyelid

Exercise 2 e2.39 Students read and listen to the text. Elicit or explain the meaning of the blue words. Students then read the sentences and complete them with the blue words from the text. They could work in pairs for this. Check answers with the class.

CLIL extension worksheet, Teacher’s Resource Disk Video, Classroom Presentation Tool

ANSWERS

1 different 2 colourful 3 dust, Blink 4 light

Exercise 3 Read through the sentences with the class and make sure students understand them. Students read the text again and decide if the sentences are true or false. Check answers with the class, referring back to the text to confirm and explain the answers. Ask students to correct the false sentences.

4201667 English Plus Starter TB SO.indb 99

More practice

Curriculum extra T99

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3 Curriculum Extra • Language and literature: The Bottle Imp Aim Read and understand an extract from a work of literature.

Warm-up With books closed, ask: What’s your favourite book? Why? Elicit answers from individual students and see which books are popular with the class. If students are struggling to answer, you could ask: What’s your favourite film? Why? Elicit a range ofanswers.

Background The short story The Bottle Imp was written in 1891 by the Scottish author Robert Louis Stevenson (1850–1894). In the story, Keawe, a poor man, buys a mysterious bottle that contains a magic imp. The imp can grant wishes, so Keawe wishes for money to build himself a big house. However, the bottle also carries a curse, and Keawe suffers many misfortunes before he is finally freed from the bottle and able to achieve happiness.

Exercise 1 Students use their dictionaries to check the meaning of the words, then add them to the table. Check answers with the class and check that students understand all the words. Alternatively, with weaker classes, you could teach the meaning of the words, then ask students to add them to the table. ANSWERS

1 front 2 windows 3 flowers 4 trees 5 architect 6 lawyer

Exercise 2 e2.40 Read out the title of the story and explain the meaning of bottle and imp (a small imaginary creature that looks like a tiny person). Read through the gapped sentences with the class and check that students understand rich. Play the audio. Students listen and read, then complete the sentences with the words in exercise 1. Check answers with the class. ANSWERS

1 lawyer 2 architect 3 windows 4 flowers / trees, trees / flowers 5 front

ANSWERS

1 2 3 4

No, Keawe has got the land for it. Yes, he is. It’s on a mountain. There are beautiful flowers and trees in the garden. The house also has big rooms, balconies and windows. 5 Yes, he is. It’s the house of his dreams.

Exercise 4 USE IT! Read out the examples, then allow students time to think about the house of their dreams. Students work in pairs to describe their house to their partner. Ask some students to describe their dream house to the class. ANSWERS

Students’ own answers.

Exercise 3

Curriculum extra

4201667 English Plus Starter TB SO.indb 100

Explain that the Scottish author Robert Louis Stevenson also wrote a famous book called Treasure Island. Write the following questions on the board: 1 Who is Jim Hawkins? 2 Who is Long John Silver? 3 What is the Hispaniola? For homework, ask students to do some research online to find the answers to the questions. Discuss the answers in the next lesson and ask: Do you think this is a good story? ANSWERS

1 a young boy who goes to sea as the cabin boy on Long John Silver’s ship 2 a pirate 3 the ship that they sail on

More practice

Students read the story again and answer the questions. They could work in pairs for this. Check answers with the class.

T100

Optional activity: Speaking

CLIL extension worksheet, Teacher’s Resource Disk

02/05/2017 10:08

choose the correct words to complete it. Play the audio for students to listen and check. Check answers with the class. ANSWERS

1 island 2 sea 3 east 4 west 5 desert 6 mountains 7 forests 8 lake 9 rivers

Exercise 4 Students read the questions and write answers about their country. With weaker classes, you could read out the questions and brainstorm answers as a class. Check answers with the class. ANSWERS

Students’ own answers.

Exercise 5 USE IT! Students write a description of the geographical features in their country. They could work in pairs for this. Monitor and help while they are working. Ask some students to read their descriptions to the class. You could bring students’ ideas together on the board into a longer, more complete description. ANSWERS

Students’ own answers.

Optional activity: Writing For homework, ask students to do some research online to find out about another country. Ask them to write some sentences about the geographical features of the country, but without giving the country’s name. In the next lesson, ask students in turn to read their sentences to the class. Other students can listen and guess the countries. ANSWERS

4 Curriculum Extra • Geography: Geographical features Aim Ask and answer questions about geographical features.

Warm-up Ask: Do you study geography at school? What do you learn about in geography classes? Elicit answers from individual students and elicit the idea of geographical features. Students can answer in their own language if necessary. Teach the phrase geographical features and tell students they are going to learn about some geographical features now.

Exercise 1 Point to the picture and teach the word compass. Students match the points on the compass with the words in the box.

They can use their dictionaries to help if necessary. Check answers with the class. ANSWERS

1 north-west 2 north-east 3 south-east 4 south-west

More practice

CLIL extension worksheet, Teacher’s Resource Disk Video, Classroom Presentation Tool

Exercise 2 Students use their dictionaries to check the meaning of the words and match them with the pictures. Check answers with the class and check that students understand the words. Alternatively, with weaker classes, do this activity with the class and use the pictures to teach the meaning of the words. Elicit examples of some of the features, by asking questions, e.g. What’s the name of a famous desert? What’s a big river in your country? ANSWERS

1 forest 2 mountains 3 river 4 desert 5 sea 6 island 7 lake

Exercise 3 e2.41 page 128 Point to the map and elicit that it shows Australia. Students read the text and

4201667 English Plus Starter TB SO.indb 101

Students’ own answers.

Curriculum extra T101

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5 Curriculum Extra • Music: Appreciating music Aim Describe and give your opinion of a piece of music.

Warm-up Ask: Who are your favourite bands and singers? Why do you like their music? Elicit answers from individual students and, as they answer, teach some expressions for describing music, e.g. It’s good for dancing. It’s fast / slow. He / She has a good voice.

Exercise 1 Focus on the pictures and teach the word instrument. Students use their dictionaries to check the meaning of the words and match them with the instruments. Check answers with the class. Alternatively, with weaker classes, you could do this activity with the class and use the pictures to teach the meaning of the instruments. Ask: Can you play any instruments? Which ones? Elicit a range of answers. ANSWERS

1 piano 2 electric guitar 3 saxophone 4 drums 5 violin 6 vocals 7 trumpet 8 synthesizer

Optional activity: Vocabulary To practise the vocabulary, mime playing one of the instruments and get students to guess what you are playing. Invite students in turn to play one of the instruments. Other students guess the instruments. Continue until all the instruments have been practised. You could repeat the game with books closed to help students learn the words.

Exercise 2 Read through the types of music with the class and make sure students understand them. Students work in pairs to decide which instruments you hear in the different kinds of music. Discuss the answers with the class and ask: What are your favourite instruments? Why? SUGGESTED ANSWERS

classical: trumpet, violin, drums, piano, vocals jazz: saxophone, piano, drums, trumpet pop: piano, electric guitar, drums, synthesizer, vocals traditional: violin, vocals

Exercise 3 e2.42

page 128

Play the audio, pausing after each piece of music for students to write their answers. Play the audio again for students to check and complete their answers. Discuss the answers with the class.

T102

Curriculum extra

4201667 English Plus Starter TB SO.indb 102

ANSWERS

A 1 classical 2 a large number 3 violins 4 slow B 1 jazz 2 a small group 3 trumpet and drums 4 fast C 1 traditional 2 a small group 3 violin and guitar 4 fast D 1 pop 2 five 3 vocals, (electric) guitar, piano, drums 4 slow

Exercise 4 e2.42 page 128 Read through the adjectives in the box and check students understand them. Point out the gaps in the descriptions for students to add the adjectives. Play the audio again. Students listen and choose the correct words to complete the descriptions, then choose an adjective to give their opinion of each piece of music. Check answers with the class and discuss which adjectives students chose and why. Ask: Which piece of music do you prefer? Why?

6 trumpet 7 fast 8 Students’ own answers 9 traditional 10 violins 11 fast 12 Students’ own answers 13 pop 14 drums 15 slow 16 Students’ own answers

Exercise 5 USE IT! Students choose a piece of music that they like. They answer the questions in exercise 3 and write a description of it giving their opinion. They can use the descriptions in exercise 4 as a model. Students could work in pairs for this. Ask students in turn to read their descriptions to the class. Ask other students: Do you like this piece of music? Why? / Why not? ANSWERS

Students’ own answers.

More practice

CLIL extension worksheet, Teacher’s Resource Disk

ANSWERS

02/05/2017 10:08

the totals, then draw a bar chart for the data. Check answers with the class and draw the bar chart on the board. ANSWERS

sunbathing = 8 hiking = 6 sightseeing = 7 reading = 3

Exercise 4 USE IT! Discuss with the class which survey they would rather do: favourite holidays or favourite holiday activities. Write the list of items for the survey on the board. Elicit the questions that students need to ask for the survey, e.g. Is your favourite holiday a seaside holiday? Is your favourite holiday activity swimming? Nominate one or two students to ask the questions and nominate one or two ‘counters’ to count the hands. Students ask the questions and their classmates put up their hands to indicate their favourites. Ask the counters to count the answers and write the numbers on the board. Students then work individually or in pairs to draw a bar chart for the data. Check the answers with the class by asking a student to draw the bar chart on the board. Ask: Are you surprised by the results of the survey? ANSWERS

Students’ own answers.

Optional activity: Writing

6 Curriculum Extra • Maths: Recording and presenting data Aim Record and present the results of a survey.

Warm-up Ask: What different places can you go to on holiday? Elicit some ideas, e.g. the seaside, the mountains, a city, an activity centre. Write these on the board. Ask: What do you think is the favourite kind of holiday in this class? Elicit a few ideas, then ask: How can we learn what the favourite kind of holiday is? Elicit the idea of doing a survey. Tell students they are going to do a class survey about holidays.

Exercise 1 Focus on the frequency table (A) for the favourite types of holiday and explain the meaning of touring. Students study the

frequency table and answer the questions. They could work in pairs for this. Check answers with the class. ANSWERS

1 seaside 2 city and touring 3 eight / 8 4 four / 4 5 thirty-two / 32

Exercise 2 Focus on the bar chart (B) and explain that it shows the results of the survey in exercise 1, but there are two mistakes. Students study the bar chart and find the two mistakes. Check answers with theclass.

ANSWERS

Students’ own answers.

More practice

CLIL extension worksheet, Teacher’s Resource Disk Video, Classroom Presentation Tool

ANSWERS

1 eight students like activity-centre holidays (not ten)  2 two students like city holidays (not five)

Exercise 3 Read out the task and explain the meaning of data. Focus on the frequency table for favourite holiday activities. Students study the table and complete

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Put students into groups of 6–8. In their groups, students do the survey that they didn’t do in exercise 4. They record the data and make a bar chart, then write some sentences to explain the results, e.g. In our group, a seaside holiday is the favourite holiday. Two people prefer activity holidays. Nobody likes touring holidays. Ask groups in turn to present their results to the class. As a class, discuss any differences between the differentgroups.

Curriculum extra T103

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1 Culture • Youth groups Aim Talk about youth groups and activities.

Warm-up Ask: What are your favourite activities after school? Elicit answers from individual students. Write the phrase youth group on the board and teach the meaning. Ask: Are there any youth groups in your town or city? Elicit answers from individual students.

Background The Woodcraft Folk is a youth group founded in the UK in 1925. Its aim was to encourage young people to take part in ‘active citizenship’, and improve their lives and the lives of others. The group has always emphasized the importance of being close to nature and spending time outdoors. The Scout Movement was founded in 1906 as a way to help young boys to develop physically and emotionally, become more independent and learn practical outdoor skills such as camping. There are now around 40 million scouts around the world and in many countries the movement is now also open to girls.

Exercise 1 Students work in pairs to look at the photos and guess the youth groups the people are in and the countries. Elicit some possible answers, but don’t confirm them. ANSWERS

Students’ own answers.

Exercise 2 e2.43 Play the audio. Students read and listen to the article, and check their answers to exercise 1. Check answers with the class and ask: Are these youth groups also in yourcountry?

Exercise 4 YOUR CULTURE

Lucy: Woodcraft Folk, the UK Dan: climbing group, Canada Cole: scouts, Australia

Read out the questions and elicit answers from individual students. Prompt them with the names of youth groups in their country if they are struggling for ideas.

Exercise 3 e2.43

Students’ own answers.

ANSWERS

Read through the questions with the class and make sure students understand them all. Play the audio. Students read and listen to the article again to answer the questions. Allow students time to compare their answers in pairs, then check answers with the class.

T104

ANSWERS

1 Thursday evening 2 camping 3 climbing, canoeing and walking 4 climbing 5 at the World Scout Jamboree in Sweden 6 a big meeting of scouts from different countries

Culture

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ANSWERS

Exercise 5 USE IT! Read through the chart with the class and make sure students understand everything. Read out the example questions. You could drill pronunciation of the questions if necessary. Put students into groups and ask them to take turns to ask the questions to one of the classmates in their group and complete part of thechart.

Ask one or two students from each group to tell the class about one of their classmates, e.g. Jan is in a sports club. Her favourite sports are basketball andswimming. ANSWERS

Students’ own answers.

Optional activity: Writing Ask students to write a short profile of themselves, like the ones in the text in exercise 3. Ask them to include their name and age, information about youth groups or clubs they are in, and their favourite sports, activities and interests. Put students into different groups to swap profiles and read about theirclassmates.

More practice

Video, Classroom Presentation Tool

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the text. Play the audio. Students read and listen to the text and match their homes with the words in exercise 1. Point out to students that they shouldn’t worry if they don’t understand everything in the text at this stage. Check answers with the class. ANSWERS

Helen – terraced house, Zanna – flat, Jim – semi-detached house

Optional activity: Vocabulary Ask students to read the text again and note down all the vocabulary to do with homes. Ask them to include rooms, parts of homes, things in homes and where homes are. Bring students ideas together on the board and try to include all the words listed in the answers below. Check that students understand all the words and explain the meaning of new words such as door, carpet, rug, suburbs, etc. POSSIBLE ANSWERS

door, garden, balcony, bedroom, window, carpet, rug, posters, photos, kitchen, dining room, living room, attic, bookcase, wardrobe, desk, garage, centre of the city, suburbs

Exercise 3 e2.44 Read through the sentences with the class and make sure students understand them all. Play the audio. Students read and listen again, then correct the sentences. Check answers with the class. ANSWERS

3 Culture • British homes Aim Talk about different types of home.

detached (not joined to any other houses). Traditionally, people in the UK have tried to buy their own home, but in recent years the price of housing has become unaffordable for a lot of people, so more people now live in rented accommodation.

Warm-up Ask: What’s your home like? Is it a house or a flat? Is it big or small? How many bedrooms are there? Elicit answers from individual students. Point to the pictures in exercise1 and ask: Which of these is like your home? Elicit answers from individual students.

Background In the past, most people in the UK lived in houses, but this is now changing and more people are living in flats. Alot of towns and cities have rows of terraced houses, many of which were built as homes for factory workers in the nineteenth century. More modern houses tend to be semi-detached (joined to only one other house) or

Exercise 1 Students use their dictionaries to check the meaning of the words and match them with the photos. Check answers with the class. Alternatively, you could do this activity with the class and use the photos to teach the meaning of the words. Ask: Which type of home do you prefer? Why? Elicit a range of answers. ANSWERS

1 semi-detached house 2 cottage 3 bungalow 4 terraced house 5 block of flats 6 detached house

Exercise 2 e2.44 Point to the pictures of Helen, Zanna and Jim, then point out the glossary below © Copyright Oxford University Press

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1 Helen’s bedroom is tiny. 2 In Britain, most houses have got two doors. 3 Zanna has got a blue carpet in her bedroom. 4 Zanna’s favourite room is the big room in the middle of her flat. 6 Jim’s house has got two gardens. 7 Jim’s room is in the attic.

Exercise 4 YOUR CULTURE Read out the questions and elicit answers from individual students. Alternatively, put students into pairs discuss the questions, then discuss them as a class.

Exercise 5 USE IT! Read out the task and explain compare if necessary. Elicit one or two examples of differences between the homes in the text and homes in the students’ own countries, e.g. Helen’s home is a terraced house, but there aren’t terraced houses in my country. Put students into groups and ask them to write four or five sentences about the differences. ANSWERS

Students’ own answers.

More practice

Video, Classroom Presentation Tool

Culture T105

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5 Culture • Unusual hobbies Aim Talk about hobbies.

Warm-up Ask: What do you do in your free time? Elicit answers from individual students then teach the word hobby. Explain that some people have unusual hobbies, such as collecting stamps. Ask: Do you know anyone with an unusual hobby? What is it? Elicit a range of answers.

Exercise 1 e2.45 Students read and listen to the website about unusual hobbies. They then match photos A–C with the hobbies. Point out the glossary at the bottom of the page and allow students time to read it. ANSWERS

1 B 2 C 3 A

Exercise 2 e2.45 Read out the first sentence and ask: Which hobby is it about? (juggling) Play the audio for students to read and listen again and decide which hobby the sentences are about. Check answers with the class. ANSWERS

1 J 2 C 3 O 4 J 5 O 6 C

Exercise 3 YOUR CULTURE Ask the questions to the class and elicit a range of answers from individual students. Prompt them with ideas about which hobbies are popular in their country ifnecessary. ANSWERS

Students’ own answers.

Exercise 4 USE IT! Read out the task and tell students they are going to do a survey about hobbies with their classmates. Read out the questions and make sure students understand everything, then put them into groups. Students discuss the questions in their groups and note down their answers. Ask groups in turn to tell the class what hobbies their group have and which unusual hobby is their favourite. ANSWERS

Students’ own answers.

Optional activity: Speaking For homework, ask students to find out about another unusual hobby. Suggest that they do a search for ‘unusual hobbies’ to find a list of unusual hobbies. They can then choose one to find more information about. Suggest that they could search for videos of the hobby as well as texts about it. In the next lesson, put students into small groups to tell their classmates about the hobby they found. Ask groups in turn to present their hobby to the class. Discuss as a class which hobby sounds like fun and why.

More practice

Video, Classroom Presentation Tool

T106

Culture

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ANSWERS

The robot’s got a camera. The robot’s got a head. The robot’s got a name. The robot’s got a speaker. The robot hasn’t got a telephone.

Exercise 5 Students read the description of a new robot, then complete the words in the song. Check answers with the class. ANSWERS

1 Ted 2 blue and grey 3 Ted 4 TV 5 telephone 6 telephone 7 TV 8 Ted 9 blue and grey

Exercise 6 USE IT! Put students into pairs to design a robot for their school. You could brainstorm some ideas as a class first and make notes on the board to help students. Students draw their robot and write a poem about it using the songs in exercises 2 and 5 as models. Ask pairs in turn to read their poem and show their picture to the class. Discuss which robots would be useful in theschool. ANSWERS

Students’ own answers.

2 Song • Fred the Robot Aim Understand a song about robots.

Warm-up Write the word robot on the board and elicit or teach the meaning. Ask: Where are there robots? Elicit a range of ideas, e.g. in factories or in the home. Tell students they are going to listen to a song about robots.

Exercise 1 Students use their dictionaries to check the meaning of the words and match them with the pictures. Check answers with the class. Alternatively, you could do this activity with the class and use the pictures to teach the meaning of thewords.

Exercise 2 e2.46 page 128 Play the audio. Students listen to and read the song, and choose the correct words to complete it. Check answers with the class and check that students understand everything in the song. ANSWERS

1 little 2 a camera 3 walks 4 The camera 5 little 

Exercise 3 e2.46 page 128 Read out the instructions and demonstrate how to click your fingers and clap your hands. Play the audio again. Students listen and perform the actions.

Exercise 4 Students read the song again and write sentences about what the robot has got and hasn’t got. Check answers with the class.

ANSWERS

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Song T107

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4 Song • Our week Aim Understand a song about free-time activities.

Warm-up Say: At the weekend, I go to a restaurant and I go to the park. Ask: What other fun places are there in your town or city? Elicit ideas from individual students. If necessary, students can answer in their own language and you can translate the words into English. Tell students they are going to listen to a song about places you go to and things you do in your free time.

1 ice rink 2 restaurant 3 shopping centre 4 sports centre 5 bowling alley 6 stadium

Exercise 2 e2.47 page 128 Point out the glossary at the bottom of the page and read through it to teach the meanings. Play the audio. Students listen to and read the song, and complete it with the correct words. Check answers with the class and check that students understand everything in the song. ANSWERS

1 school 2 are 3 see 4 go 5 watch 6 go 7 play

Exercise 3 e2.47 page 128 Read through the sentences with the class and make sure that students understand everything. Play the audio again. Students listen and decide if the sentences are true or false. With stronger classes, you could ask students to correct the false sentences. Check answers with the class. ANSWERS

1 false (He goes to school Monday to Friday.) 2 true 3 false (She plays football.) 4 false (She goes to the ice rink on Saturday.) 5 true

Exercise 5 USE IT! In pairs, students write some fun things to do at the weekend and plan two fun weekends. With weaker classes, you could brainstorm some ideas for fun things to do as a class, then students could work in pairs to plan their fun weekends. Ask pairs in turn to tell the class about their weekends. Discuss which weekends are the most fun. ANSWERS

Students’ own answers.

Exercise 4 Students read the text message and complete it with the correct words. Check answers with the class. ANSWERS

1 go 2 rule 3 are 4 meet 5 play 6 don’t

T108

Song

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ANSWERS

1 boots 2 a watch 3 No 4 earrings 5 Yes

Exercise 4 Students read the sentences and replace the blue words with words from the song. Check answers with the class. ANSWERS

1 watch 2 joy 3 fashion 4 twirl 5 passion

Exercise 5 USE IT! Put students into pairs and ask them to describe what their partner is wearing today. Encourage them to give as much information as they can, e.g. (Ana) is wearing old blue jeans and a red T-shirt. You could then ask some students to describe what one of their classmates is wearing, without saying their name. Other students listen and guess the person. As a class, students could discuss which of their classmates they think are ‘followers of fashion’ and why. ANSWERS

Students’ own answers.

6 Song • Followers of Fashion Aim Understand a song about fashion.

classes, you could do this activity with the class and use the pictures to teach the meaning of the words. ANSWERS

1 ring 2 belt 3 watch 4 earrings 5 boots

Warm-up

Exercise 2 e2.48 page 128

Ask: What clothes have you got on today? Elicit a few answers and teach vocabulary for clothes as necessary. As a class, brainstorm some more words for clothes and write them on the board. Students can suggest words in their own language if necessary, and you can translate them into English. Write the word fashion on the board and elicit or teach the meaning. Tell students they are going to listen to a song about fashion.

Point out the glossary at the bottom of the page and read through it to teach the meanings. Play the audio. Students listen to and read the song, and complete it with the correct words from exercise 1. Check answers with the class and check that students understand everything in the song. 1 boots 2 watch 3 belt 4 ring 5 earrings

Exercise 1

Exercise 3 e2.48 page 128

Students use their dictionaries to check the meaning of the words and match them with the pictures. Check answers with the class. Alternatively, with weaker

Play the audio. Students listen again and answer the questions. Check answers with the class.

ANSWERS

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Song T109

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Workbook answer key Starter unit Vocabulary page 4 1 1 Hello 2 How 3 thanks 4 good 5 Hi 6 Ana 7 friend 8 John 9 meet 2 1 2 3 4 5 6 7 8 9

Thank you. Excuse me. Please can you repeat that? What does this mean? You’re welcome. Can I go to the toilet? I don’t understand. Can you spell that? What’s this in English?

Vocabulary page 8 1 1 Brazil 2 Japan 3 Russia 4 the USA 5 Turkey 6 the UK 7 the Czech Republic 2 1 b 2 a 3 c 4 a 5 b 3 1 Russian 2 Australian 3 Brazilian 4 Argentinian 5 American 6 Czech 7 Japanese

3 1 Stand 2 book 3 Open 4 text 5 Write 6 repeat 7 Talk 4 1 Tuesday 2 Wednesday 3 Thursday 4 Friday 5 Saturday 6 Sunday 5 Down 2 April 4 May 5 January 6 October 7 November 8 February Across 3 September 5 July 9 August 10 March 11 December 6 A B C D E F G H I J K L M N O P Q R S T U V W X Y Z 7 1 August 2 December 3 February 4 January 5 July 6 June 7 March 8 May 9 November 10 October 11 September

Vocabulary page 6 1 1 pen 2 book 3 poster / pencil 4 desk 5 pencil case 6 ruler 7 notebook 8 chair 9 rubber 10 pencil/poster 11 bag 2 1 bag 2 book 3 pencil 4 rubber 5 ruler 3 1 brown 2 green 3 orange 4 black 5 white 6 pink 7 purple 4 1 English 2 poster 3 this 4 a 5 yes 6 later 7 Bye 5 Students’ own answers.

Language focus page 7 1 1 You 2 She 3 He 4 I 5 It 2 1 ’m 2 are 3 ’m 4 ’s 5 ’s 6 ’m 3 1 2 3 4 5 6 7 8 9 10 110

I’m fine. He’s in Class 3B. You’re Mike’s friend. It’s a computer. What’s this in English? She’s a student. I’m in this class. It’s eleven years old. She’s from London. He’s a new student.

Workbook answer key

4201667 English Plus Starter TB SO.indb 110

4 Possible answers: 1 You are my friend. 2 It is from the UK. 3 Mrs Jones is the teacher. 4 The bag is red and blue. 5 My friend is at school.

4 1 2 3 4 5 6 7 8

Keiko is from Japan. She’s Japanese. Camila is from Brazil. She’s Brazilian. Esra is from Turkey. She’s Turkish. Lukas is from the Czech Republic. He’s Czech. Irina is from Russia. She’s Russian. Juan is from Argentina. He’s Argentinian. Mike is from the USA. He’s American. Tim is from the UK. He’s British.

Language focus page 9 1 1 2 3 4 5 6 7 8

They are ten years old. He is from a big city. You are eleven years old. She is a teacher. He is a Russian boy. They are my friends. We are from London. Today is a nice day.

2 1 We 2 She 3 You 4 It 5 He 6 They 7 We 8 It 3 1 ’s 2 is 3 ’s 4 is 5 ’re 6 ’re 7 ’s 8 ’m 9 is 10 ’re 11 ’s 12 is 4 1 ’m [student’s name] 2 ’s 3 are 4 ’m [student’s age] 5 ’m 6 ’m, [student’s class] 7 are 8 ’m 9 ’s 10 Australia 11 ’m, [student’s home city] 12 ’s, [student’s home country]

Vocabulary page 10 1 1 c 2 g 3 b 4 i 5 f 6 h 7 d 8 e 9 a 2 Across 1 ten 3 four 5 two 8 thirteen 9 eleven 10 sixteen Down 2 eighteen 3 fourteen 4 seventeen 6 seven 7 five

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3 1 2 3 4 5 6 7 8

Vocabulary and listening page 14

24, twenty-four 35, thirty-five 42, forty-two 56, fifty-six 66, sixty-six 71, seventy-one 87, eighty-seven 93, ninety-three

1 CLUBS: art, chess, drama, music, science SPORTS: athletics, basketball, football, gymnastics, swimming 2 1 chess 2 basketball 3 science 4 drama 5 gymnastics 6 athletics 7 swimming 3 1 a 2 a

4 Possible answers: 1 I think Max is two years old. 2 I think Amy and Ally are eleven years old. 3 I think Dan is thirty-five years old. 4 I think Tina is eighteen years old. 5 I think Jim and Joe are fifty or sixty years old.

Language focus

page 11

1 1 ’s 2 are 3 are 4 are 5 ’s 6 ’s 7 are 8 ’s 2 1 2 3 4 5

There’s one bag. There are two boys. There are three teachers. There are ten pens. There’s one pencil case.

4 There are two chairs. There’s one / a pencil case. There’s one / a ruler. There’s one / a notebook. There are five pencils. There are three pens. There are three books.

Language focus page 15 1 1 ’m not 2 aren’t 3 is 4 isn’t 5 aren’t 2 1 2 3 4 5 6

Is Ana into basketball? Yes, she is. Are your friends actors? No, they aren’t. Is that phone expensive? Yes, it is. Are we in school now? Yes, we are. Is Marta a good singer? No, she isn’t. Is Tom into dance music? Yes, he is.

4 Suggested answers: 1 Where are you from? 2 How old are you? 3 What sports are you into? 4 Who’s / Who is your favourite singer? 5 What are your favourite colours? 6 Who’s / Who is your favourite actor?

Reading page 16 2 c

Unit 1 I’m into that!

3 1 six 2 seven 3 nine 4 two 4 1 false 2 false 3 true 4 false 5 true

Vocabulary page 12 1 1 bad 2 expensive 3 cheap 4 interesting 5 boring 6 difficult 7 easy 8 old 9 new an old car an expensive phone a difficult game a bad singer a boring book

5 1 The activity centre is in Scotland. 2 Harry is good at team sports. 3 Colorado is in the USA. 4, 5 Students’ own answers. 6 1 amazing 2 excellent 3 fun 4 cool

Writing page 17

3 Students’ own answers.

Language focus page 13 1 1 isn’t 2 are 3 aren’t 4 ’m not 5 is 6 aren’t 7 is 2 1 aren’t 2 ’s 3 ’m not 4 isn’t 5 isn’t 3 1 aren’t, ’re 2 aren’t 3 isn’t, ’s 4 ’m not, ’m 4 1 Its 2 Her 3 Their 4 Our 5 His 6 your 5 Suggested answers: 1 I’m not fifteen years old. 2 My friends aren’t from the UK. 3 Football is an exciting sport 4 English is an easy language. 5 My teacher isn’t from the USA. 6 Beyoncé is a good singer. 7 Matt Damon is from the USA.

5 Students’ own answers.

3 1 am 2 ’s / is 3 Are 4 am 5 are 6 are 7 ’m not 8 is 9 ’s / is

3 1 are 2 twenty-four 3 ’s 4 two 5 a 6 There

2 1 2 3 4 5

4 1 Geoff 2 twelve 3 7B 4 athletics 5 drama

1 1 2 3 4 5 6 7

My name is Rosa. I’m from Brazil. Is Beyoncé an American singer? The Italian club is on Tuesday. John is a Manchester United fan. My favourite city is Istanbul. I’m a big fan of chess and athletics.

2 My name is Michael and I’m from New Zealand. I’m interested in English music and my favourite band are Coldplay. I’m a basketball fan. My favourite player is Kevin Durant. I think he’s amazing. 3 1 Prague 2 dance 3 actor 4 drama, chess 5 basketball 4 Students’ own answers.

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Workbook answer key

111

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Progress review page 18 1 1 interesting 2 new 3 good 4 expensive 5 difficult 2 1 cool 2 fun 3 excellent 4 amazing 5 fantastic 3 1 2 3 4 5 6

I’m from the UK. He isn’t a film star. We’re excellent students. Those boys aren’t American. Anna is at school now. I’m not in the art club.

Vocabulary and listening page 22

4 1 football f 2 swimming 3 chess 4 basketball f 5 music f 6 art

1 1 young 2 old 3 friendly 4 sporty 5 short

5 1 Is, No, isn’t 2 Are, Yes, are 3 Is, Yes, is 4 Are, No, aren’t 5 Is, Yes, is 6 Are, No, aren’t 7 Is, No, isn’t 8 Is, No, isn’t

3 b

6 1 Who’s, she’s 2 What’s, it’s 3 Who’s, he’s 4 What’s, it’s 7 1 What’s 2 My 3 spell 4 it’s 5 are 6 I’m 7 is 8 It’s 8 1 c 2 b 3 d 4 c 5 b 6 d 7 b

Unit 2 Family and friends Vocabulary page 20 1 1 son 2 cousin 3 brother 4 uncle 5 daughter 6 grandma 7 aunt 8 sister 9 mum 10 grandad 2 grandparents, grandma 1 uncle, son 2 parents 3 grandad 4 sister 5 brother, wife 6 dad 3 1 grandma 2 grandad 3 nephew 4 parents 5 wife 6 niece 7 husband 8 cousins 4 1 2 3 4 5 6

Jack is Sally’s brother. Fred is Daisy’s son. Fred is Kim’s nephew. Paul is Daisy’s husband. Bill is Katy’s uncle. Katy is Daisy’s daughter.

2 1 fair 2 young 3 chatty 4 short 5 sporty 4 1 false 2 false 3 true 4 true 5 Students’ own answers.

Language focus page 23 1 1 d 2 f 3 c 4 a 5 e 6 b 2 1 Has, got, has 2 Have, got, haven’t 3 Has, got, has 4 Have, got, have 5 Have, got, have 6 Have, got, haven’t 3 1 2 3 4 5 6

Have you got a favourite colour? Has your best friend got dark hair? Have you got a new phone? have your parents got a computer? Have you got a lot of cousins? Has your classroom got a TV? Students’ own answers.

4 1 2 3 4 5 6

Has Daisy got two sisters? No, she hasn’t. Have Jim and Ben got three sisters? No, they haven’t. Has Daisy got three uncles? Yes, she has. Have the boys got four aunts? No, they haven’t. Have Jim and Ben got six cousins? Yes, they have. Has Daisy got nine cousins? No, she hasn’t.

Reading page 24 1 1 No, it isn’t. 2 Yes, she is. 2 1 Rob 2 tall 3 sixty-nine 4 swimming 5 dance

Language focus page 21

3 1 false 2 true 3 false 4 true 5 false

1 1 hasn’t got 2 ’ve got 3 haven’t got 4 has got 5 hasn’t got 6 ’ve got 7 haven’t got

4 1 No, he hasn’t. He’s got dark hair. 2 Mike is in the gymnastics team (at his school). 3 Sarah's grandma has got eight grandchildren. 4 Sarah's grandm a’s favourite music is dance music. 5, 6 Students’ own answers.

2 2 3 4 5 6 7

The boys have got a football. You have / You’ve got a bag. Emma has got a pencil case. We have / We’ve got a guitar. Lisa has got a book. I have / I’ve got a watch.

5 1 leader 2 performer 3 dancer 4 trainer 5 reporter

3 1 haven’t got 2 have got 3 haven’t got 4 ’s got 5 has got 4 1 2 3 4 5

112

5 Suggested answers: I’ve got a green bag. I haven’t got a fantastic phone. My friend has got a black watch. My friend hasn’t got a new guitar.  My parents have got an old computer. My parents haven’t got a big car. My teacher has got an interesting book. My teacher hasn’t got a white football.

The teacher’s bag is blue. Emma’s brother is fourteen. My mum’s cousin is American. Sam’s football is new. Jane’s aunt is in Paris.

Workbook answer key

4201667 English Plus Starter TB SO.indb 112

Writing page 25 1 1 2 3 4 5 6

I’m into football, basketball and swimming. Tom’s got a new computer. It’s fantastic. ’Have you got three cousins?’ ’No, I’ve got two.’ Amy’s family is English, French and Italian. ’Are you into rap music?’ ’I think it’s great.’ They’ve got long, dark hair.

2 Sally is my favourite cousin. She’s fifteen years old. She’s into sports, art and science. Her mum is my dad’s sister. Sally has got a brother. His name’s John and he’s fourteen. Have you got cousins? Who’s your favourite? © Copyright Oxford University Press

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3 1 films 2 British 3 short 4 friendly / nice 5 music 6 nice / friendly

4 1 Yes, she is. 2 No, it hasn’t. 3 Yes, she has. 4 She’s got an old mirror and a lot of art.

4 Students’ own answers.

5 Suggested answers: 1 My room has got a bedside table. 2 In my room, there’s a mirror. 3 My room hasn’t got a sofa. 4 In my room, there isn’t a shower, but there is a sink. 5 There aren’t any shelves, but there is a bookcase.

Progress review page 26 1 1 grandma 2 daughter 3 cousin 4 brother 5 parents, mother 6 uncle, wife 7 nephews 2 1 trainer 2 helper 3 performer 4 dancer 5 leader 6 reporter 3 1 has 2 ’ve got 3 haven’t 4 hasn’t, ’s 5 haven’t 6 has 4 1 P 2 A 3 P 4 A 5 B 6 A 7 P 5 1 2 3 4 5 6

Have you got a pencil? No, I haven’t. Has he got a computer? No, he hasn’t. Has she got a book? No, she hasn’t. Have I got a pen? Yes, I have. Have we got a small TV? No, we haven’t. Have they got a car? Yes, they have.

6 1 2 3 4

Has May got fair hair? No, she hasn’t. Have Jim and Pat got dark hair? No, they haven’t. Has May got long hair? Yes, she has. Have Jim and Pat got short hair? Yes, they have.

7 1 nice 2 girl 3 right 4 uncle 5 middle 6 sister 8 1 dark hair 2 likes 3 aren’t 4 loves 5 of 6 he’s

Unit 3 My home Vocabulary page 28 1 1 basem*nt 2 bathroom 3 garden 4 stairs 5 kitchen 6 dining room 7 balcony 2 1 balcony 2 living room 3 bedroom 4 kitchen 5 stairs

Language focus page 31 1 1 Are, are 2 is, isn’t 3 are, aren’t 4 Is, is 5 Are, aren’t 6 are, ’s / is 2 1 2 3 4 5 6 7 8

How many rooms are there in your home? How many bathrooms are there in your home? Are there any balconies in your home? Are there any rugs in your bedroom? Are there any shelves in your bedroom? How many books are there in your room? Is there a dining room in your home? Is there a table in your kitchen?

3 Suggested answers: Is there a bedside table? Yes, there is. Are there any curtains? Yes, there are. Is there a lamp? Yes, there is. Is there a mirror? No, there isn’t. Are there any rugs? No, there aren’t. Are there any shelves? Yes, there are. Is there a sink? No, there isn’t. Are there any windows? Yes, there are. 4 1 ’s / is, in 2 ’s / is, under 3 ’s / is, next to 4 ’s / is, in 5 aren’t, on

Reading page 32 1 a 1 b 2

3 1 hall 2 living room / kitchen 3 dining room 4 kitchen / living room 5 bedrooms 6 bathrooms 7 garden 8 balcony

2 1 six 2 (big) porch 3 (double-decker) bus 4 two 5 three

4 Students’ own answers.

1 1 some 2 any 3 a 4 some 5 aren’t 6 are 7 isn’t

4 1 The Boeing Home has got lots of small windows. 2 The price for one night in the Boeing Home is £250. 3 There is a garden and a bathroom next to the Betsy Blue Home. 4, 5 Students’ own answers.

2 1 ’s / is a 2 isn’t a 3 are some 4 aren’t any 5 are some 6 ’s / is a 7 ’s / is a 8 aren’t any

5 1 beautiful 2 modern 3 comfortable 4 tiny 5 bright 6 ideal

3 1 2 3 4 5 6 7

Writing page 33

Language focus page 29

There’s a small hall. There’s a bathroom. There’s a (small) kitchen. There isn’t a basem*nt. There aren’t any stairs. There aren’t any balconies. There are some bedrooms.

3 1 false 2 true 3 true 4 true 5 false

1 1 and 2 but 3 but 4 and 5 and 6 but 2 1 2 3 4 5 6

4 Students’ own answers.

Vocabulary and listening page 30 1 1 bed 2 shelf 3 lamp 4 wardrobe 5 mirror 6 shower 7 sink 8 bookcase 9 rug 10 sofa

Martin has got a desk and he’s got a bedside table. That house has got a garden, but it isn’t very big. I’m happy with my house and I like my bedroom. There aren’t any posters, but there are lots of photos. There are two bedrooms and there’s one bathroom. The flat isn’t new, but it’s bright and comfortable.

3 1 flat 2 small 3 bathroom 4 bed 5 shelves 6 desk 4 Students’ own answers.

2 1 mirror, wardrobe 2 lamp, bedside table 3 curtains, rug 4 bookcase, shelf 3 1 N 2 N 3 N 4 N 5 Y 6 Y 7 N 8 Y © Copyright Oxford University Press

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Progress review page 34 1 1 garden 2 bathroom 3 living room 4 garage 5 balcony 6 dining room 7 bedroom 2 1 tiny 2 mobile 3 beautiful 4 comfortable 5 modern 6 bright 7 ideal 3 1 b 2 c 3 b 4 c 5 a 6 c 4 1 false 2 true 3 true 4 false 5 true 6 true 5 1 Is there; Yes, there is. 2 Are there; No, there aren’t. / No. There are three bedrooms. 3 are there; There are five beds. 4 Is there; No, there isn’t. 5 are there; There are two bathrooms. 6 Is there; Yes, there is. 7 Are there any; Yes, there are. 8 are there; There aren’t any garages. / There isn’t a garage. 6 1 on 2 next to 3 in 4 under 7 1 b 2 c 3 d 4 a 5 c 6 b 8 1 big 2 ideal 3 and 4 on 5 with 6 but 7 a 8 any

Unit 4 At school 1 1 school 2 homework 3 break 4 classes 5 friends 6 up 7 TV 8 school 9 school 2 1 go to bed 2 have a break 3 do my homework 4 wake up 5 walk to school 6 watch TV 7 start classes / school Students’ own answers. 3 1 classes 2 break 3 finish 4 After 5 friends 6 homework 7 watch 8 bed 4 Students’ own answers.

Language focus page 37 1 1 live 2 lives 3 lives 4 lives 5 live 6 live 7 live 2 1 W e go to school on Mondays. / On Mondays, we go to school. 2 My brother enjoys computer games. 3 You have a break in the morning. / In the morning, you have a break. 4 Maths class starts at ten o’clock. / At ten o’clock, maths class starts. 5 Katy reads a lot of books. 6 My friends listen to pop music. 7 Kemal speaks English and Turkish. 8 I wake up before nine o’clock. 3 Add -s: chats, dances, learns, likes, walks, writes Add -es: does, finishes, watches -y -ies: copies, studies

114

Marie lives in Paris Jill and Ben like football. Tony studies Italian. Mrs Smith teaches science. Fred and Lily play basketball. Phil listens to music.

Workbook answer key

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Vocabulary and listening page 38 1 1 use 2 Raise 3 shout 4 eat 5 copy 6 Use 2 1 don’t forget 2 come to class 3 write new words 4 don’t eat 5 ask questions 6 don’t use 7 don’t copy 3 Joe has got six points on the questionnaire. He is happy, but he wants to get seven or eight points. 4 Sentences 1, 2, 5 and 6 are true for Joe. 5 Suggested answers: 1 I shout / don’t shout in class. 2 I raise / don’t raise my hand to speak. 3 I ask / don’t ask questions in class. 4 I do / don’t do my homework every day. 5 I come / don’t come to class on time. 6 I use a phone / don’t use a phone in class. 7 I copy / don’t copy my friends’ work.

Language focus page 39

Vocabulary page 36

4 1 2 3 4 5 6

5 Suggested answers: 1 I study science at school. 2 I live in Oxford. 3 My friends play football on Tuesdays. 4 My parents speak French. 5 My brother watches TV after school. 6 We like English.

1 1 uses 2 ask 3 don’t use 4 doesn’t use 5 don’t shout 2 1 2 3 4 5 6

They don’t study at breaks. She doesn’t copy during tests. They don’t eat in the classroom. He doesn’t play basketball after school. They don’t watch TV after dinner. She doesn’t go to bed at 11.00 p.m.

3 1 2 3 4 5 6 7

We don’t watch basketball matches. Emma doesn’t study Spanish. My first class doesn’t start at ten o’clock. I don’t go to school on Saturdays. Paul doesn’t chat with Amanda. You don’t shout in English class. Tina doesn’t watch TV after dinner.

4 1 2 3 4 5 6 7 8

Eva and Dana play football after school. I play / don’t play football after school. Ben likes science class. Eva and Dana don’t like science class. I like / don’t like science class. Ben doesn’t speak Czech. Evan and Dana speak Czech. I speak / don’t speak Czech.

Reading page 40 1 a 3 b 1 c 5 d 4 e 2 2 1 c 2 b 3 a 4 a 3 1 six 2 one 3 three 4 two 5 two 4 1 2 3 4

The river is next to Mosa’s village. Mosa’s school is on a boat on a river. The roads aren’t good, especially when it rains. There are thirty students on the boat.

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5 S chool is important for Mosa because she wants a good job. 6 Students’ own answers. 5 1 academy 2 lessons 3 gym 4 laboratory 5 subjects

Writing page 41 1 1 2 3 4 5

4 1 2 3 4 5 6

Lily usually does gymnastics. The boys often go cycling. You never play volleyball. My friends are always late. Katy usually practises the guitar. Tom sometimes goes shopping.

5 Students’ own answers.

I like those books because they’re interesting. Our school isn’t open because today’s a holiday. We like the new teacher because she’s very nice. He speaks French because his mum’s from Paris. They don’t go cycling because the roads are bad.

2 1 I like my classmates because they’re friendly. d 2 I wake up at 7.00 a.m. because I go to school at 8.00 a.m. e 3 Ana enjoys science lessons because they’re fun. a 4 Sam is a good student because he studies a lot. b 5 The students like Mr Ross because he’s a great teacher. c 3 1 big 2 500 3 swimming pool 4 gym 5 8.30 6 12.00 7 3.00 8 short 4 Students’ own answers.

Progress review page 42 1 1 wake 2 walk 3 start 4 have 5 finish 6 chat 7 do 8 watch 2 1 lessons 2 events 3 subjects 4 laboratory 5 academy 6 gym 3 1 speaks 2 read 3 watches 4 finishes 5 chats 6 go 4 1 P 2 J 3 P 4 P 5 J 6 J 5 1 don’t play 2 don’t study 3 don’t eat 4 doesn’t dance 5 don’t like 6 doesn’t write 7 don’t go 6 1 What’s 2 my 3 good 4 don’t 5 study 6 write 7 don’t 8 Let’s 7 1 b 2 c 3 a 4 d 5 b 6 c 7 a

Unit 5 Free time Vocabulary page 44 1 Down 1 shopping 2 music 3 volleyball 4 pictures Across 1 sport 5 photos 6 magazines 7 cycling 2 1 martial arts 2 swimming 3 computer games 4 volleyball 5 photos 3 1 take 2 do 3 read 4 draw 5 go 6 listen 7 play 8 go 4 Students’ own answers.

Vocabulary and listening page 46 1 1 climbing centre 2 museum 3 bookshop 4 café 5 skatepark 6 swimming pool 7 cinema 2 1 shopping centre 2 cinema 3 sports centre 4 museum 5 café 6 swimming pool 3 1 cinema 2 sports 4 1 a false (7.30 p.m.) b false (£12) 2 a false (big and new) b true 5 Students’ own answers.

Language focus page 47 1 1 Does 2 Do 3 Do 4 Does 5 Do 6 Do 7 Do 2 1 2 3 4 5 6 7

Yes, (s)he does. / No, (s)he doesn’t. Yes, we do. / No, we don’t. Yes, I do. / No, I don’t. Yes, (s)he does. / No, (s)he doesn’t. Yes, I do. / No, I don’t. Yes, they do. / No, they don’t. Yes, I do. / No, I don’t.

3 1 2 3 4 5

Does, live; No, she doesn’t. Does, do; Yes, she does. Do, use; Yes, they do. Do, play; No, they don’t. Does, like; Yes, he does.

4 1 2 3 4 5 6

What do, play When does, play Who does, go How often, go Which, prefer Why does, take

5 1 2 3 4 5

What do your friends do on Friday evenings? Where do your parents go on Saturdays? How often do you play computer games? Which sports do your friends enjoy? When do you do your homework? Students’ own answers.

Reading page 48 1 1 f 2 d 3 a 4 e 5 b Extra: c 2 1 8 2 twenty-five 3 (fitness) gym 4 sixteen 5 skatepark 3 1 Yes, it is. 2 Yes, there are. 3 Yes, there are. 4 No, it hasn’t. 5 Yes, there are.

Language focus page 45 1 1 like 2 likes 3 like 4 don’t 5 doesn’t 6 don’t 2 1 don’t draw, take 2 doesn’t go, does 3 chat, don’t use 4 speaks, doesn’t read 5 don’t walk, go 6 doesn’t watch, plays 3 1 always 2 often 3 sometimes 4 never

4 1 Manchester is near the town of Atherton. 2 There are two trainers in the gym. 3 The trainers help people to use the equipment correctly. 4, 5 Students’ own answers.

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5 1 creative 2 rehearse 3 studio 4 genius 5 instrument 6 record 7 style

Writing page 49 1 1 2 3 4 5

She’s also into art. They also like magazines. We listen to music, too. He also makes videos. It’s expensive, too.

2 1 2 3 4 5 6

g He plays computer games, too. g We also go to the skatepark. f g She is also very friendly. g She is into martial arts, too. f

4 1 2 3 4

Susan isn’t talking to me. She’s eating some food. Peter isn’t plaing the guitar. He’s singing karaoke. Ted isn’t doing his homework. He’s watching TV. Sam and Lily aren’t dancing. They’re playing a computer game.

5 Students’ own answers.

Vocabulary and listening page 54 1 1 dress 2 trousers 3 boots 4 T-shirt 5 shorts 6 sandals 7 jeans 8 jumper 9 trainers

3 1 Saturday 2 also 3 usually 4 sports centre 5 too 6 basketball 7 also 8 never 9 internet

2 1 jumper 2 trousers 3 sandals 4 shorts 5 hat 6 trainers 3 1 b 2 a

4 Students’ own answers.

4 1 a a dress b Friday 2 a trainers b blue

Progress review page 50

5 Possible answers: 1 I wear trousers, a shirt and a jumper. 2 I’m wearing shorts and a T-shirt. 3 I usually wear jeans at the weekend. 4 I usually wear shorts and sandals when I go to the beach. 5 I wear a jumper and boots on cold days.

1 1 play 2 martial arts 3 listen 4 swimming 5 draw 6 magazines 7 take 8 computer games 2 1 talented 2 record 3 rehearse 4 instrument 5 studio 6 creative 7 style 3 1 I sometimes go to the skatepark, too. 2 Harry is often late for class. 3 Ana usually plays volleyball after school. / After school, Ana usually plays volleyball. 4 They always do sport at the weekend. / At the weekend, they always do sport. 5 We are never in bed before 9.00 p.m. 6 That shop is usually open on Saturdays. / On Saturdays, that shop is usually open. 4 1 e 2 c 3 a 5 1 Do, watch 2 Does, play 3 Do, go 4 Where do 5 Which, do 6 What does 7 Why do 8 How often does 6 1 do 2 don’t 3 don’t we 4 go 5 busy 6 in 7 meet 8 you there 7 1 busy 2 hasn’t 3 bookshop 4 evening 5 cinema 6 visits 7 morning 8 does 9 too 10 also

Unit 6 On holiday 1 1 relax 2 pack 3 visit 4 dance 5 wear 6 camp 7 ride 8 celebrate 9 explore 10 stay 11 travel 2 1 relaxes 2 visits 3 ride 4 camps 5 wear 3 1 pack 2 Wear 3 buy 4 Travel / Explore / Stay 5 stay 6 Relax 4 Students’ own answers.

Language focus page 53 1 1 Take 2 Don’t play 3 Go 4 Don’t swim 5 Don’t stay 6 Wear 2 1 ’re celebrating 2 isn’t dancing 3 ’re staying 4 aren’t watching 5 ’m writing 6 ’s / is playing Workbook answer key

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Language focus page 55 1 1 Are, are 2 Is, isn’t 3 Are, aren’t 4 Is, is 5 Are, am 6 Is, isn’t 7 Are, ’m not 2 1 2 3 4 5

Is he swimming; Yes, he is. Are they riding; No, they aren’t. Is she relaxing; Yes, she is. Is he making; No, he isn’t. Are they having; Yes, they are.

3 1 Who is 2 Where are 3 Which, are 4 What is 5 Why isn’t 6 How, are 4 1 2 3 4 5

Where are you sitting now? What is your mum doing? What are you wearing today? Are you listening to music? Is your friend studying with you? Students’ own answers. 6 Are you and your friends relaxing? Students’ own answers.

Reading page 56

Vocabulary page 52

116

3 1 ’re / are walking 2 isn’t exploring 3 ’re riding 4 ’m not chatting 5 aren’t wearing 6 ’s / is swimming

1 Tuesday c Wednesday a Thursday b 2 1 east 2 summer 3 are 4 isn’t 5 interesting 3 1 true 2 true 3 false 4 false 4 Suggested answers: 1 Olivia is on holiday with her parents. 2 The town of Brancaster is in the east of England. 3 Olivia’s holiday is unusual because it’s a volunteering holiday. 4 Olivia / She usually works in the mornings. 5 Olivia / She has got some free time in the afternoons. 6, 7 Students’ own answers. 5 1 yummy 2 massive 3 awesome 4 perfect

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Writing page 57 1 1 2 3 4 5 6

This beach is very quiet today. The food isn’t very nice. Andrew is very good at volleyball. The cafés are really cheap. The weather is quite bad this week. Our Spanish friends are really funny.

2 1 2 3 4 5 6

This city is very exciting. I’m really happy here. The shops are quite expensive. We’re very interested in the museums. The people aren’t very friendly. It’s quite cold here at the moment.

7 1 Thursdays 2 four, five 3 three 4 Tuesdays, Thursdays 5 half past three,art room 6 Wednesdays, Fridays 8 Students’ own answers. Internet search Students’ own answers.

Starter unit – Unit 4 page 62 1 Students’ own answers. 2 Buckingham Palace / It’s the Queen’s home (in London). 3 1 tourists 2 doors 3 work 4 garden 5 summer

3 1 staying 2 quite 3 swimming 4 very 5 visit 6 tour 7 hope 4 Students’ own answers.

Progress review page 58 1 1 stay 2 ride 3 pack 4 dance 5 explore 6 camp 7 celebrate 8 travel 9 visit 2 1 yummy 2 perfect 3 massive 4 awesome 5 excited 3 1 ’s / is making 2 ’m / am not reading 3 ’re / are watching 4 isn’t / is not shopping 5 are riding 6 aren’t / are not celebrating 7 isn’t / is not swimming 8 ’s / is closing 4 1 c 2 d 3 b 5 1 2 3 4 5

Cumulative review Starter unit – Unit 2 page 60 1 hip hop club, computer club, drama club Students’ own answers. 2 Hip hop club and drama club have meetings on Wednesdays. The hip hop club is at three o’clock. The computer club is on Tuesdays and Thursdays. The computer club has got (six) new computers. The drama club is for actors and singers. The drama club has a show every year.

4 1 His / The classes are good because they are fun and they aren’t expensive. 2 Yes, it is. 3 The meetings / They are one and a half hours long. 4, 5 Students’ own answers. 6 1 true 2 true 3 false

6 1 550 2 museum 7 1 T he palace is next to the Sea of Marmara / in the old part of Istanbul. 2 About 3.5 million tourists visit the palace every year. 3 It’s got / The palace has got four main areas. 4 Yes, it has. 5 The bus goes back to the hotel at twelve o’clock. Internet search Old Royal Palace, Royal Summer Palace (Belvedere), Lobkowicz Palace, New Royal Palace

7 1 a 2 c 3 b 4 c 5 a 6 b 7 c 8 b 9 c

5 1 c 2 b 3 a

5 The tourists will have lunch at the hotel.

8 1 d 2 g 3 b 4 e 5 c 6 a 7 f

Is Dad sitting, isn’t Are you making, am Is Emma watching, is are you going are your friends doing

6 1 help 2 dress 3 window 4 red 5 you 6 change 7 Goodbye

3 1 2 3 4 5

4 1 There are 775 (seven hundred and seventy-five) rooms in the palace. 2 The palace has got 760 (seven hundred and sixty) windows. 3 The garden at Buckingham Palace is 160,000 m2 (one hundred and sixty thousand square metres). 4, 5 Students’ own answers.

Starter unit – Unit 6 page 64 1 Sandy lives in Washington D.C. Students’ own answers. 2 Ethan takes a selfie in front of the White House. 3 1 2 3 4 5

false (They start their day at the National Mall.) true true false (They haven’t got time for a tour (today).) true

4 1 2 3 4 5

He’s / He is from Edinburgh in Scotland, in the UK. Some people call it ‘The Pencil’ because of its shape. It’s where the President (of the USA) works. People eat Italian food at Tosca. Students’ own answers.

5 Ethan’s blog is about a tour of Edinburgh with his cousin Sandy. The photos are places to visit in Edinburgh. 6 Holyrood Palace – 2 Gallery of Modern Art – 3 Edinburgh Castle – 1 7 1 2 3 4 5

Sandy is staying for three days. Edinburgh Castle is on a tall rock. The Queen lives at Holyrood Palace. Holyrood Palace is about 400 years old. They decide to eat lunch at the museum café.

8 Students’ own answers.

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Internet search Anacostia Community Museum, Arthur M. Sackler Gallery, Arts and Industries Building, Cooper–Hewitt, National Design Museum, Freer Gallery of Art, Hirshhorn Museum and Sculpture Garden, National Air and Space Museum, National Museum of African American History and Culture, National Museum of African Art, National Museum of American History, National Museum of the American Indian, National Museum of Natural History, National Portrait Gallery, National Postal Museum, Renwick Gallery, Smithsonian American Art Museum, Smithsonian Institution Building, National Zoological Park

Language focus practice Starter unit page 67 1 1 is 2 are, ’m 3 ’m 4 is 5 ’re / are 6 is, ’s 2 1 She’s 2 It’s 3 We’re 4 He’s 5 They’re 6 You’re 3 1 2 3 4 5 6

Olga is from the Czech Republic. Petra and Ivan are Russian. You’re / you are in my class this year. Ben is my friend from Scotland. They’re / they are fourteen years old. We‘re / we are in the classroom.

5 1 There are 2 There’s a 3 There are 4 There’s a 5 There’s an 6 There are 7 There’s a There’s a big book. There are four American students. There’s a teacher in the classroom. There are two desks. There’s a pencil in my bag.

Unit 1 page 69 1 1 a 2 an 3 an 4 a 5 an 6 a 2 1 2 3 4 5 6 7 8

They aren’t teachers. They’re students. It isn’t at 8.00 a.m. It’s at 9.00 a.m. We aren’t at home. We’re in class. She isn’t in the chess club. She’s in the art club. They aren’t into science. They’re into music. You aren’t a bad student. You’re a good student. I’m not Emily. I’m Kate. It isn’t a boring city. It’s an interesting city.

3 1 her phone 2 our car 3 their football 4 his book 5 my watch 4 1 2 3 4 5 6

1 1 Sam’s 2 parents’ 3 Paul’s 4 books 5 parents’ 6 John’s 2 1 2 3 4 5

I’ve got an uncle from Scotland. Sally hasn’t got a football. They haven’t got two children. He’s got an expensive car. They’ve got a young teacher.

3 1 2 3 4 5 6 7 8

We’ve got a nice classroom. I haven’t got a red notebook. Have you got a red pen? They’ve got a big family. He hasn’t got a new phone. Has she got dark hair? You’ve got English class today. Have they got a cousin?

4 1 2 3 4 5 6

Has, got, has Have, got, haven’t Has, got, hasn’t Have, got, have Have, got, have Has, got, has

Unit 3 page 73

4 1 Luis and Marta are thirteen years old. They‘re from Mendoza, in Argentina. 2 Ana is ten years old. She’s from Boston, in the USA. 3 Yuki and Satoshi are twelve years old. They’re from Osaka, in Japan. 4 David is ten years old. He’s from Sydney in Australia.

6 1 2 3 4 5

Unit 2 page 71

Is today Saturday? No, it isn’t. Is Jeff sixteen years old? Yes, he is. Are you and Mark friends? Yes, we are. Are Ben and Tina British? No, they aren’t. Are you into pop music? Yes, I am. Is Fatima from Turkey? No, she isn’t.

1 1 any 2 any 3 some 4 some 5 any 6 some 2 1 2 3 4 5 6 7

There isn’t a TV in the living room. There are some chairs in the dining room. There aren’t any bedrooms in the basem*nt. There’s an old car in the garage. There are some students in the classroom. There isn’t a table on the balcony. There aren’t any pictures on the wall.

3 1 2 3 4 5 6 7

Is there a Are there any Is there a Is there an Are there any Is there a Is there a

4 1 Is there a sofa in your bedroom? Yes, there is. / No, there isn’t. 2 Are there any shelves on the walls? Yes, there are. / No, there aren’t. 3 How many wardrobes are there? There is one. / There are (two). / There aren’t any wardrobes. 4 Are there any curtains in the room? Yes, there are. / No, there aren’t. 5 Is there a mirror on the wall? Yes, there is. / No, there isn’t. 6 How many posters are there? There is one poster. / There are (two) posters. / There aren’t any posters. 7 Is there a bedside table next to the bed? Yes, there is./ No, there isn’t. 5 1 in 2 next to 3 on 4 under 5 next to 6 on

5 1 What 2 Who 3 How 4 Where 5 When Students’ own answers.

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Unit 4 page 75

Unit 6 page 79

1 1 finish 2 chats 3 watch 4 does 5 wake 6 goes 7 have

1 1 Don’t buy 2 Call 3 Close 4 Don’t play 5 Don’t write

2 1 2 3 4 5 6 7

are swimming are not / aren’t listening am / ’m watching is not / isn’t eating ’re using is doing ’m/ am not shopping

3 1 Mike doesn’t forget his homework. 2 Molly and Amy / Amy and Molly don’t raise their hands. 3 Ben doesn’t come late to class / to class late. 4 We don’t copy our friends’ work. 5 Jamie doesn’t eat food in the classroom.

3 1 2 3 4 5 6

Is your dad relaxing on the beach? Yes, he is. Are we walking to school now? No, we aren’t. Is Emma playing in the park? No, she isn’t. Are the boys buying souvenirs? Yes, they are. Are you taking my photo? No, I’m not. Is Ben dancing (the) salsa? Yes, he is.

4 1 2 3 4 5 6

4 1 2 3 4 5

What is Dan eating? What are we watching on TV? Where is Lily shopping? How are you feeling today? Where are they walking?

5 1 2 3 4 5 6 7

’m writing ’re sitting are reading is sleeping isn’t moving are you doing Is your cousin staying

studies reads teaches goes dances plays copies

I don’t go to school on Saturdays. Emma doesn’t write a blog. We don’t do gymnastics after school. You don’t watch TV before school. My brother doesn’t like pop music. The girls don’t want any pizza.

5 1 I don’t use my phone during lessons. I use my phone during breaks. 2 He doesn’t study French at school. He studies Italian at school. 3 You don’t eat lunch at home. You eat lunch at school. 4 We don’t watch TV in the morning. We watch TV in the evening. 5 She doesn’t love basketball. She loves football. 6 They don’t start classes at eight o’clock. They start classes at nine o’clock.

Unit 5 page 77 1 1 don’t 2 draws 3 go 4 doesn’t 5 listen 6 watches 7 don’t 2 1 2 3 4 5

You are usually at school on Mondays. Jack’s mother sometimes speaks French. We always listen to our teacher. Emma is never unfriendly to people. My friends and I often eat pizza.

3 1 Do, do 2 Does, doesn’t 3 Do, don’t 4 Do, do 5 Does, doesn’t 4 1 2 3 4

Do Tina and Jill do martial arts? No, they don’t. Does Dan listen to pop music? Yes, he does. Do Tina and Jill play volleyball? Yes, they do. Does Dan play volleyball? No, he doesn’t.

5 1 Where do 2 Who does 3 What does 4 Why do 5 How often do 6 Which, do

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Student’s Book audio scripts Starter unit

Page8

Vocabulary

Jn = Jen, Jf = Jeff, O = Omar, En = Eren, P = Paulo, La = Lina, Le = Lucie, A = Aiko, Ey = Emily

Page4

1 Jn Hey! I’m Jen. I’m from Canberra. It’s a city in Australia.

Exercise 5, e 1.04

Write sentences. Open your book. Listen and repeat. Stand up. Read the text. Talk with a partner. Sit down. Close your book. Page5

Exercise 7, e 1.05

1 Monday 2 Tuesday 3 Wednesday 4 Thursday 5 Friday 6 Saturday 7 Sunday Page5

Exercise 8, e 1.06

1 Wednesday 2 Monday 3 Friday 4 Tuesday 5 Sunday 6 Thursday 7 Saturday Page5

Exercise 9, e 1.07

January February March April May June July August September October November December Page6

Exercise 1, e 1.09

Page6

Exercise 3, e 1.09

R = Rosa, T = Tom, M = Mario R Hello, Tom. T Hi, Rosa. R This is my friend Mario. He’s from Italy. T Hi, Mario. How are you? M I’m fine, thanks. And you? T Good, thanks. R Oh! It’s time for class. T OK. See you later. R Bye! M Bye, Tom! 120

Audio scripts

4201667 English Plus Starter TB SO.indb 120

Exercise 1, e 1.13

2 Jf Hello! I’m Jeff. I’m from London. It’s the capital city of theUK. 3 O Hi! I’m Omar. I’m from Rabat. It’s a city in Morocco. 4 En Hi, I’m Eren. I’m from Ankara. It’s the capital city of Turkey. 5 P Hello! I’m Paulo. La And I’m Lina. P We’re from Brasília. It’s a city in Brazil. 6 Le Hello I’m Lucie and this is Pavel. We’re from Prague. It’s a city in the Czech Republic. 7 Aiko Hello. I’m Aiko and this is Haru. We’re from Tokyo. It’s a city in Japan. 8 Ey Hi, I’m Emily. I’m from Washington D.C. It’s a city in the USA. Page8

Exercise 3, e 1.14

Page8

Exercise 4, e 1.15

the USA American Argentina Argentinian Australia Australian Brazil Brazilian the UK British the Czech Republic Czech Japan Japanese Morocco Moroccan Russia Russian Turkey Turkish

I = Interviewer, Ma = Marco, Mí = Mía, S = Sally, Mi = Mikail, Y=Yasmin, J = Jack I Where are you from, Marco? Ma I’m from São Paulo. It’s a city in Brazil 1 I Are you and your family from Argentina, Mía? Mí Yes, we are. We’re from a town near Córdoba. 2 I Are you from the USA, Sally? S No, I’m not. I am. I’m from Sydney, in Australia. 3 I Where are you and your family from, Mikhail? Mi We’re from St Petersburg. It’s a city in Russia.

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4 I Are you from Morocco, Yasmin? Y Yes, I’m from Asilah. It’s a small Moroccan town. 5 I Where are you from in the USA, Jack? J I’m from San Diego. It’s in California. Page10

Exercise 2, e 1.18

Three and nine

a Five and eleven b Seven and twelve c Nine and eight

Page16

Exercise 1, e 1.26

Page16

Exercise 2, e 1.27

1 basketball 2 football 3 athletics 4 swimming 5 gymnastics 6 music 7 chess 8 science 9 drama 10 art

T1 = Teacher 1, G = Girl, T2 = Teacher 2, T3 = Teacher 3, B1=Boy 1, T4 = Teacher 4, B2 = Boy 2

d Four and fourteen

1 T1 Come on! Up, Up! That’s good.

e Two and thirteen

2 G Go, go! Now shoot! Yes!

f Eight and twelve Page10

Vocabulary and listening

3 T2 Oh, that’s a nice painting, Julia. Very good.

Exercise 6, e 1.21

4 T3 On your marks, get set … Go!

1 There are sixty seconds in a minute.

5 B1 OK. Your turn.

2 There are sixty minutes in an hour.

6 T4 OK, ready? One and two and …

3 There are twenty-four hours in a day.

7 B2 Here! Here! Kick it!

4 There are seven days in a week.

Page16

5 There are thirty-one days in January.

Exercise 4, e 1.28

There are twenty-three people in my classroom. There’s one teacher and twenty-two students. There are ten boys and twelve girls. My teacher is Mr Green. There are twenty-four desks and chairs in the classroom. There’s a poster on the wall.

G = Girl, D = Dan G OK. First question on the survey. What’s your name? D It’s Dan. Dan Walton. G OK. And how old are you? D I’m thirteen. G Are you in any clubs at school? D Yes. I’m in the science club. It’s fun! G Are you into sports? D Yes, I am. I’m into athletics and football. G Which is your favourite? D Probably football. G Who’s your favourite sportsperson? D Neymar! He’s a great football player. G OK, that’s all. Thanks Dan! D You’re welcome.

Unit 1

Language focus

Vocabulary

Page17

6 There are thirty days in June. 7 There are fifty-two weeks in a year.

Language focus Page11

Page12

1 2 3 4 5

Exercise 3, e 1.22

Exercise 3, e 1.24

cheap c expensive new d old boring e interesting good a bad difficult b easy

Exercise 3, e 1.29

A = Boy 1, B = Boy 2 A Is the music club boring? B No, it isn’t. 1 A Are you in a sports team? B Yes, I am.

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2 A Are John and Kelly into athletics? B No, they aren’t.

4 friendly / unfriendly

3 A Is the drama club fun? B Yes, it is. 4 A Is John in the chess club? B No, he isn’t. 5 A Are we at school now? B Yes, we are.

Speaking Page18

1 2 3 4 5 6

Exercise 5, e 1.32

My name’s Paul Johnson. That’s J-O-H-N-S-O-N. My name’s Mary Bennett. That’s B-E-N-N-E-T-T. My name’s Emily Mitchell. That’s M-I-T-C-H-E-L-L. My name’s Harry Phillips. That’s P-H-I-L-L-I-P-S. My name’s Jane Hughes. That’s H-U-G-H-E-S. My name’s Tom Wright. That’s W-R-I-G-H-T.

Review Page20

Exercise 7, e 1.33

K = Karen, B = Ben K Hi, I’m Karen. I’m twelve years old and I’m from Leeds in the UK. I’m interested in sport and my favourite game is basketball. It’s fantastic! My friends and I are in the drama club at school. It’s on Thursday at 4.00 p.m. and it’s fun. B My name’s Ben and I’m eleven years old. I like football and I’m an Arsenal fan. They’re a great team! Art is my favourite activity. It’s fun and very interesting. The club is on Wednesday at 5.00 p.m. It isn’t expensive and the teacher isgreat.

Unit 2 Vocabulary Page22

Exercise 1, e 1.34

Male brother, dad, grandad, son, uncle Female aunt, daughter, grandma, mum, sister Male or female cousin

Vocabulary and listening Page26

Exercise 1, e 1.38

chatty / quiet 1 fair / dark 2 young / old

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Exercise 4, e 1.39

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Exercise 5, e 1.39

I = Interviewer, A = Amy I So, Amy, tell us about your interview with the Beckhams. David Beckham is a famous football player, is that right? A Yes, that’s right. David and his wife Victoria are both veryfamous. I They’re famous, but are they friendly? A Oh, yes! They’re very friendly people, especially David. I And the Beckhams are from the UK, aren’t they? A That’s right. I Are they in the UK all the time? A No, they aren’t. They’ve got homes in different countries around the world. But at the moment their home is in London. It’s very big and very expensive! I Oh! Nice! And how many children have the Beckhams got? A They’ve got four children – three sons and one daughter. I Wow! That’s a lot. And what are the children’s names? A The first boy is Brooklyn. Then the second is Romeo and the third is Cruz. I Those are interesting names. And what’s the daughter’s name? A Her name is Harper. She’s the baby of the family. She’s got long, fair hair. I And have they got different personalities? A Yes, they have. Brooklyn is into photography and he’s got lots of photos on Instagram. I And his brother Romeo? A He’s into fashion and he’s also a model. I And Cruz? A He’s into music and he’s a good singer. I What about Harper? What are her interests? A She’s into music and she also likes dancing. I Are all four children sporty? A Oh, yes. They like basketball and they’re into swimming. And they’re all big fans of football, of course! I Oh, of course! And tell me more about Victoria. Has she got a new …

Review Page30

Exercise 6, e 1.41

J = Julie, E = Elena J What a nice photo! Is that you in the front, Elena? E Yes, I’m on the right. My sister Kate is in the middle. She’s got dark hair. She’s eleven, but she’s very tall. J Is your brother Tom in the photo? E Yes. He’s the short boy with fair hair. He’s very sporty. His favourite sport is football. J How many cousins have you got? E Only two. Sally and Peter. They’re twins. They’re here on the right. Sally is the girl with long, fair hair and Peter has got short, dark hair. J They look very different! E Yes, and their personalities are different, too. Sally’s friendly and chatty, but Peter’s very quiet.

3 tall / short

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Unit 3

D Here are two ideal rooms … ‘Cosy’ and ‘Fresh’. J Oh, the Fresh room is nice and modern. And it’s got a bathroom! D Yes! And it’s got a great bed, too. It’s very big! J The Cosy room is nice, too. There’s a rug and curtains … but it hasn’t got a big window. D No, it hasn’t … but it’s comfortable. Look! It’s got a sofa. J Oh, you’re right! D I’ve got an idea. Let’s design our ideal bedrooms! J OK. Have you got any paper? D Yes, I have. Just a minute …

Vocabulary Page32

Exercise 2, e 1.42

1 balcony 2 basem*nt 3 bedroom 4 bathroom 5 dining room 6 garage 7 porch 8 living room 9 kitchen 10 garden 11 stairs 12 hall Page32

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Exercise 3, e 1.43

B = Boy, G = Girl, W = Woman, M = Man B Oh, no. It’s time for school. 1 G Sam! Come here, boy … that’s good! 2 W Sally! Are you in your bedroom? … Where are you? 3 M OK. Shut the door! Let’s go! 4 [man in shower singing] Page33

P = Paul, H = Hannah P My home isn’t a house. It’s a small flat in the city. It’s got two bedrooms and one bathroom. We’ve got a kitchen, but it’s small. We haven’t got a dining room, but the living room has got a big balcony. H My family has got a house. It’s old, but it’s big. There are four bedrooms and two bathrooms. We’ve got a basem*nt, but we haven’t got a garage. My favourite place is the garden. It’s nice and quiet!

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Exercise 1, e 1.46

1 curtains 2 lamp 3 bedside table 4 rug 5 shelf 6 bookcase 7 sofa 8 sink 9 mirror 10 shower 11 bed 12 wardrobe Page36

Exercise 3, e 1.47

J = Jenna, D = Dan J Hi, Dan. What’s that? D It’s a website about ideal bedrooms. J Really? Let me see …

J = Jenna, D = Dan D Look, Jenna! This is my ideal bedroom design. J That’s cool, Dan! How many bookcases are there? D Three! I’m a big fan of books. J And there are some shelves on the wall, too. D Yes. They’re for photos and more books! J That’s good. But the bed is very small. D Yes, it is … but there’s a big sofa. J OK. Now look at my ideal bedroom. D Let me see. Why are there two beds? J There’s one for me, and one for my sister, Elisa. D OK. And are there two wardrobes, too? J No, there aren’t. There’s one wardrobe, but it’s very big! D What’s on the floor? A rug? J Yes. That’s a Turkish rug. It’s beautiful. D Wow! That’s a nice room!

Review

Exercise 4, e 1.44

Vocabulary and listening

Exercise 4, e 1.48

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Exercise 7, e 1.51

Susan My house is special because it’s a houseboat! It’s very small, but I love it. There’s a living room and a small kitchen. There’s also a tiny bathroom, but there isn’t a shower. There isn’t a bedroom on the boat, but there’s a small sofa in the living room. That’s my bed! There are lots of bookcases and shelves for my things. There isn’t a wardrobe, but that’s OK. I think my houseboat is fantastic! What about you?

Unit 4 Vocabulary Page43

Exercise 4, e 1.53

Page43

Exercise 5, e 1.53

I = Interviewer, T = Thomas, J = James, E = Emily 1 I Tell me about your school day, Thomas. J Well, I wake up at six thirty and I walk to school at seven thirty. I What time is your first class? J I start classes at eight in the morning every day and I finish at two in the afternoon. 2 I What days have you got school, James? T On Monday, Tuesday, Thursday, and Friday. I And not on Wednesday? Why is that? T We haven’t got any classes on Wednesday at my school. I That’s interesting. And have you got any classes at theweekend?

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T No, I haven’t. I study at the weekend, but I haven’t got anyclasses. 3 I What time is your last class at school, Emily? E I finish school at half past two every day. Then I go home. I And homework? Have you got homework every day? E Yes, I’ve got homework every day. I do my homework in the evening, after dinner. Then I watch TV.

S I don’t understand. He always does his homework and he always revises for tests. He likes language lessons. His results in German are very good, but he finds Spanish difficult. P I don’t think he writes the new vocabulary in his notebook. I always test the class on vocabulary on Monday and Jamie doesn’t know the new words. S Right. I’ll speak to him about it. Goodbye, Mrs Prosser. P Goodbye, Mr Smith.

Language focus

Unit 5

Page45

Vocabulary

Exercise 4, e 1.55

start starts 1 learn learns 2 go goes 3 copy copies 4 read reads 5 like likes 6 chat chats 7 dance dances 8 teach teaches

Exercise 4, e 1.58

Page46

Exercise 5, e 1.58

I = Interviewer, D = Diana, M = Mark 1 Diana I Are you a good student, Diana? D Well … I chat with friends in the morning … so I don’t come to class on time every day. I That’s not good. D But I’m a good student in class. I’m not noisy in class and I don’t shout. Oh! And when I see new words, I use a dictionary to check them. I Good! That helps you to learn. And you don’t copy during tests? D No, I don’t copy my friends’ work. I Well, that’s good. 2 Mark I Are you a good student, Mark? M Well, yes. I do my homework every day; I don’t forget it. And when I don’t understand, I ask questions. I Oh, that’s good. Are you noisy in class? M No, I’m not. I raise my hand to speak. And I don’t use my phone in class. My phone’s in my bag all the time. I That’s excellent.

Review Page50

Exercise 7, e 1.60

S = Mr Smith (father), P = Mrs Prosser (teacher) S Hello, Mrs Prosser. I’m Gregory Smith, Jamie’s father. P Oh, hello, Mr Smith. Please, sit down. I’m Jamie’s Spanish teacher. I’m pleased to meet you. S How is Jamie’s schoolwork? P Well, I’m not happy with Jamie’s work, Mr Smith. S Oh dear! P His test results aren’t good.

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Exercise 1, e 2.02

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Exercise 2, e 2.03

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Exercise 3, e 2.03

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

Vocabulary and listening Page46

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play the guitar go cycling do sport go shopping read magazines draw pictures listen to music play volleyball go swimming play computer games take photos do martial arts

I = Interviewer, M = Martin, E = Emma, O = Oliver, K = Katie 1 Martin I What are your favourite free-time activities, Martin? M Well, I watch TV and I also like football. And I go swimming at the weekend. I Are you in any teams at school? M Yes, I play volleyball in the school team. And I do other things, too. I’m in the science club and I help with the schoolnewspaper. I Wow! You’re busy! 2 Emma I What free-time activities are you into, Emma? E I do gymnastics after school. I’m also into computer games. They’re fun! I And do you listen to music in your free time? E No, I don’t. My mum and my brother listen to a lot of music, especially pop and dance music, but my dad and Ialways play computer games. I love FIFA and Rocket League. 3 Oliver I What’s your favourite free-time activity, Oliver? O Photography! I take lots of photos with my camera or my phone. But I also read a lot. I’ve got a book with me all thetime! I Do you like magazines, too? O Yes, I do. I’ve got lots of sports magazines at home. My favourite sport is basketball. I watch it on TV with my dad and my brother. 4 Katie I Are you into any sports, Katie? K Oh, yes. I’m very sporty! I love all sports, but football is my favourite. I play in the school team. I And what other sports do you do?

02/05/2017 10:08

K I go cycling with my friends at the weekend, and I also like martial arts. I have lessons after school.

Vocabulary and listening Page56

Exercise 1, e 2.05

A skatepark B climbing centre C sports centre D bookshop E swimming pool F cinema G café H museum I shopping centre Page56

Exercise 3, e 2.06

Page56

Exercise 4, e 2.06

Unit 6 Vocabulary

G = Guide, V = Visitor, B1 = Boy 1, B2 = Boy 2, A = Assistant, B3 = Boy 3 1 G All right everyone. In this first area, there are paintings by modern artists. V Excuse me. I want to take some photos of the paintings. Is that OK? G No, I’m sorry. But there’s a shop where you can buy photos of the paintings. V OK, thanks. 2 B1 B2 B1 B2 B1

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Exercise 1, e 2.10

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Exercise 5, e 2.11

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Exercise 6, e 2.11

1 Travel to Sweden and stay in the Ice Hotel in Jukkasjärvi. It’s really cool! Don’t miss it! 2 Visit Olympic National Park, in the USA. Camp in the forest with your family. 3 Relax on a nice, sunny beach in Melbourne, Australia. Don’t forget to pack some sun cream! 4 Explore the market in Fez, Morocco. Buy some souvenirs, but don’t spend all your money! 5 Celebrate Carnival in Rio de Janeiro, in Brazil. Dance the samba! It’s a traditional dance. 6 Ride a camel in the Sahara Desert. Don’t forget to wear your sunglasses and don’t fall off the camel!

J = Jack, H = Holly, A = Ahmed 1 Jack J Hi there! I’m from Melbourne, Australia. You can visit lots of beaches here. They’re very popular with tourists. In the city, you can also visit museums, parks, shopping centres, and other interesting places. And don’t miss Scienceworks. It’s my favourite museum because I love science.

You’re good, Sam. You’re fast! That’s because the water’s cold. Yes, you’re right. It is cold. Let’s get out and go for a coffee. OK. In five minutes. This is fun!

3 A Hello. Do you need any help today? B3 Yes, please. Have you got any books about the history offootball? A Oh, yes. They’re in the sports section, next to the magazines. B3 Great! And is there a café in the shop? A No, there isn’t. But there’s a café in this street. It’s next to the park. B3 Great! Thanks.

Review Page60

K Yes, I usually go on Sunday afternoons. I And what other types of art do you enjoy? K Photography. I take lots of photos every day, and I’m in a photography club. I How often does the club meet? K Once a week, on Wednesday afternoon.

Exercise 7, e 2.09

I = Interviewer, K = Kevin I So you’re into art, Kevin? K Yes, I am. I love art at school and I go to an art academy for lessons after school. I How often do you do lessons? K Two days a week, on Tuesdays and Fridays. On Tuesdays, we draw and on Fridays we paint. I What do you usually draw or paint? K People and animals. It’s not easy, but I like it. I And where do you usually practise? K Lots of places. I often draw people at school. Or sometimes I go to the museum. That’s good practice. I And do you often go to the museum?

2 Holly H Hello! I’m from Seattle in the USA. There’s a fantastic place to visit in my area. It’s Olympic National Park and it’s about 150 kilometres from my house. Lots of people go camping there. You can go cycling in the forest, too. Go in August when the weather is warm. It’s great! 3 Ahmed A Hi! My name’s Ahmed and I’m from Fez. Many visitors go to the medina. That’s the old part of Fez. I think it’s a beautiful place! In the medina, you can also visit the souk. It’s an old market with many small shops. It’s a good place to buy souvenirs.

Language focus Page65

Exercise 5, e 2.13

standing 1 dancing 2 sitting 3 exploring 4 trying 5 spending 6 chatting 7 cycling

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Vocabulary and listening

Review

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Page70

Exercise 1, e 2.14

1 shirt 2 trousers 3 boots 4 hat 5 dress 6 sandals 7 jumper 8 jeans 9 shoes 10 trainers 11 shorts 12 T-shirt Page66

Exercise 3, e 2.15

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Exercise 4, e 2.16

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Exercise 5, e 2.16

Packing tips Think when you’re packing! Are you getting ready for the holidays? Here are some helpful packing tips. Is your family planning a beach holiday? Remember to pack shorts and sandals for the beach. Don’t forget some sun cream and a hat to protect your head. Are you thinking about a camping trip? Pack some long trousers or jeans. Don’t wear nice shoes when you go walking in the forest. Take your boots! Are you planning a city holiday? Take some comfortable shoes for walking around. In the cool months, remember to pack a warm jumper for the evening.

1 T OK, everyone, please listen for a moment. This month we’re learning about Ancient Egypt, so on Friday we’ve got a class trip to the British Museum. Please bring some lunch with you. And please wear comfortable shoes on Friday. The museum is very big, so you need to wear comfortable shoes. 2 K Hey, Sally! … Yes, it’s me, Kathy. … I’m packing my bag. I’m so excited! Hey, are you taking your boots with you? … Well, I’m not. I’m only taking my sandals. … No way! I’m not packing any jeans or trousers. Shorts and dresses are fine. And I’m packing lots of T-shirts. 3 A Oh, look! We’ve got some new T-shirts in today. And the colours are nice, too! They’re perfect for summer. Let’s put them over there in the window, next to the dresses. Good morning! Can I help you?

Speaking Page68

1 2 3 4 5

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Exercise 4, e 2.19

eight pounds four ninety-nine fifteen seventy-five twenty-four fifty eleven pounds

Audio scripts

4201667 English Plus Starter TB SO.indb 126

S = Sam, K = Karen K Hello? S Hi. It’s Sam here. How are things? K Good. I’m on holiday in Italy with my parents. S Wow! Are you travelling around? K No, we aren’t. We’re staying in a small town near the sea. It’s near Venice. S That sounds great! What are you doing at the moment? K I’m having a cold drink on the beach. It’s very hot here. S Are you staying in a hotel? K No, the hotels are very expensive. We’re camping, but it’s great. It’s next to the sea and there’s a swimming pool. What about you? Are you having a good holiday? S Fantastic. I’m visiting Paris. K Who are you with? S My cousin André. He’s French and he lives in Paris. I’m staying with his family. K Are you practising your French? S No, André speaks English! K What are you doing at the moment? S We’re sitting on a boat on the River Seine. It’s a fantastic way to see the city. K That sounds great! Well, have a good time and text me later. S OK. Bye.

Extra listening and speaking 1 Page72

T = Teacher, K = Kathy, A = Assistant

Exercise 7, e 2.20

Exercise 2, e 2.21

1 A What’s the time? B It’s half past eight. 2 A What’s the time? B It’s ten to two. 3 A What’s the time? B It’s quarter past ten. 4 A What’s the time? B It’s eleven o’clock. 5 A What’s the time? B It’s quarter to one. 6 A What’s the time? B It’s twenty-five past three. Page72

Exercise 3, e 2.22

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Exercise 4, e 2.22

L = Lily, S = Steve L When’s the music club? S It’s on Tuesday. L What time is it on Tuesday? S At quarter past twelve. L That’s fantastic for me. Is your basketball practice on Friday? S No. It’s on Saturday at half past two. © Copyright Oxford University Press

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Extra listening and speaking 2

Extra listening and speaking 4

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Exercise 2, e 2.24

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Exercise 3, e 2.24

B1 = Boy 1, G1 = Girl 1, G2 = Girl 2, B2 = Boy 2, B3 = Boy 3, G3= Girl 3, G4 = Girl 4, B4 = Boy 4

A = Adult, Male teen x2, female teen and male teen, female teen x2 A That’s a nice photo. Who is it? Teen That’s my cousin, Jake. A What’s he into? Teen He’s into computers. He’s a shop assistant at the new computer shop in Green Street. 2 Teen A Who’s that? Teen B That’s my uncle Paul. He’s nice. Teen A What’s he into? Teen B He’s into music. He loves jazz music. Teen A What’s his job? Teen B He’s a music teacher at a school in London. His job is difficult, but it’s interesting and he loves it. 3 Teen A That’s a nice photo. Is that your aunt? Teen B No. That’s my big sister, Julia. She’s friendly. Teen A What’s she into? Teen B She’s sporty. She’s into all kinds of sport. She loves basketball. Teen A What’s her job? Teen B She’s a doctor. Her job is difficult, but it’s exciting and she loves it.

Extra listening and speaking 3 Page74

Exercise 2, e 2.26

1 The ruler is on his desk. 2 The calculator is in his bag. 3 The scissors are next to the computer. 4 The sticky tape is in the drawer. Page74

Exercise 3, e 2.27

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Exercise 4, e 2.27

Exercise 2, e 2.29

A B1 Miss Brown isn’t in room 19. Do you know where the maths class is? G1 Yes, there’s a message on the board. The maths class is in room 24 from today. B G2 Our PE class isn’t at eleven o’clock today. There’s a notice on the board. B2 Oh! When is it? G2 It’s at half past two this week. C B3 There’s a school trip to London. Are you interested? G3 Definitely! When is it? B3 It’s in June. You need to contact Mr Wood before 31st March. D G4 There’s a film on in the school hall on Friday. Are you coming? B4 I don’t know. What’s on? G4 It’s Fantastic Mr Fox with George Clooney. It’s a great film. Page75

Exercise 3, e 2.30

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Exercise 4, e 2.30

B = Beth, T = Tom B I’ve got the new timetable for our class. There are some changes on Monday and Thursday. We haven’t got maths on Monday morning now. T When is it? B It’s at two o’clock in the afternoon. T Where is the lesson? Is it in the same room? B No, it’s in a different room. Let me see. … Here we are. It’s in room 12 now. T Have we still got PE on Monday? B No. We’ve got geography. It’s at nine o’clock in room 36. PE is on Thursday afternoon now.

Extra listening and speaking 5

T = Tom, H = Helen, L = Lucy T Have you got a calculator, Helen? H No. Sorry, I haven’t. Try Lucy. I think she’s got one. T Hi, Lucy. Have you got a calculator? L Yes. T Can I borrow it, please? L Yes, go ahead. T Where is it? L It’s on my desk. T Thanks.

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Exercise 3, e 2.33

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Exercise 4, e 2.33

B1 = Boy 1, G1 = Girl 1, G2 = Girl 2, B2 = Boy 2 1 B1 G1 B1 G1

What date is the maths test? It’s on 26th June. Is that a Tuesday? No, it’s a Wednesday.

2 G2 B2 G2 B2

When is the football final? It’s on 17th March. What day is that? It’s a Saturday.

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Extra listening and speaking 6

Song 4

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Page94

Exercise 2, e 2.47

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Exercise 3, e 2.47

1 4.30 2 5.45 3 10.45 4 6.50 5 9.55 6 11.20

Exercise 2, e 2.35

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Exercise 3, e 2.36

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Exercise 4, e 2.36

Monday to Friday, it’s a rule, Monday to Friday, we go to school. But at the weekend, we are free. Meet me in town and you can see! Friday fun – I go to the bowling alley. Saturday fun – I go to the shopping centre. Sunday fun – I watch football In the best football stadium in the world! Monday to Friday, it’s a rule … Friday fun – I go to the restaurant. Saturday fun – I go to the ice rink. Sunday fun – I play football In the best sports centre in the world!

J = Julie, T = Ticket clerk J Can I have a ticket to Windsor, please? T Single or return? J Single. T That’s fifteen pounds. J Here you are. What time’s the next train? T At five forty-five. J And which platform is it, please? T Platform four. J Thanks.

Song 6

Curriculum extra 4 Page87

Exercise 3, e 2.41

Australia is a large island with sea all around it. The Pacific Ocean is to the east and the Indian Ocean is to the west. In the centre of the country there is a big desert. The mountains in the south-east are called the Eastern Highlands. There are forests in the north-east. There is a big lake in the south called Lake Eyre. There are two long rivers called the Murray and the Darling.

Curriculum extra 5 Page88

Exercise 3, e 2.42

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Exercise 3, e 2.42

A Excerpt from classical music

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Exercise 2, e 2.48

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Exercise 3, e 2.48

Out in the street, I’m watching them shop, With boots on their feet They just can’t stop. They’re doing it with passion They’re followers of fashion! He’s buying a watch Just look at that boy! He’s wearing a belt, And jumping with joy. He’s doing it with passion He’s a follower of fashion! She’s buying a ring Just look at that girl! She’s wearing earrings, And giving a twirl. She’s doing it with passion She’s a follower of fashion!

B Excerpt from jazz music C Excerpt from traditional Irish music D Excerpt from a pop song

Song 2 Page93

Exercise 2, e 2.46

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Exercise 3, e 2.46

I’ve got a little robot. The robot’s name is Fred. It’s got a speaker in its chest And a camera on its head. The robot walks around the house. The camera clicks all day. Put your ear next to the speaker You can hear Fred say, ‘I’ve got a little robot … ’ 128

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Workbook audio scripts Unit 1 Vocabulary and listening Page14

Exercise 3, e 02

Page14

Exercise 4, e 02

M = Mary G = Geoff M Hi. Can I ask you some questions for a class survey? G Yes, you can. M Good! First question. What’s your name? G It’s Geoff. That’s with a ‘G’. M Good. And how old are you? G I’m twelve years old. M What class are you in at school? G I’m in class 7B. M OK. Next question. Are you into any sports? G Yes, I am. I’m a big fan of basketball and I’m into athletics, too. M OK. And what about football? G No, I’m not into football. M Are you in any clubs after school? G Yes, I am. I’m in the drama club and the music club. M And what about art? Are you in the art club, too? G No, I’m not. Art is OK, but I’m not in the club. M Great! Thanks Geoff. G No problem!

Progress review Page18

W = Woman B = Brad W What are your favourite after school activities, Brad? B Well, I’m into sports, like football and basketball. W And swimming? B No, I’m not into that. W Are you in any clubs at school? B Yes, I’m in the music club. It’s fun! W What about the drama club? B No, that’s not very interesting for me.

Unit 2 Vocabulary and listening Exercise 3, e 04

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Exercise 4, e 04

Progress review Page26

Exercise 4, e 05

G = Girl S = Sam G How many sisters have you got, Sam? S I’ve got two. Their names are Paula and Ana. G Are they tall, like you? S Ana’s tall, but Paula isn’t. Paula’s short, like my mum. G Have they got dark hair? S Paula’s got dark hair, but Ana hasn’t. Her hair’s fair. G Are your sisters sporty? S Yes, they are. Paula’s keen on basketball and Ana’s a fan of football. G You’re a chatty person. Are your sisters chatty, too? S Well, Ana’s very chatty, but Paula’s quiet. She’s into books.

Unit 3 Vocabulary and listening

Exercise 4, e 03

Page22

G No, my brother’s hair is fair. W Are your parents chatty or quiet? G My mum’s chatty, but my dad’s quiet, and I’m like my dad. I’m not very chatty. W And are your parents sporty? G Yes, but they’re into different sports. My dad’s into football and my mum’s into swimming and cycling.

W = Woman G = George W Where are your parents from, George? G My dad’s from the UK and my mum’s from Australia. W How many brothers and sisters have you got? G I’ve got one brother, Tom. W You’re very tall, George. Are your parents tall, too? G No, they aren’t, but my brother’s very tall. W Have your parents got fair hair, like you? G Well, my dad’s got fair hair. But my mum’s hair is dark. W And your brother? Has he got dark hair, too?

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Exercise 3, e 06

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Exercise 4, e 06

S = Sue P = Peter S What’s that, Peter? P Oh, hi, Sue. It’s a website about ideal rooms. Look at this bedroom. It’s really cool. S Oh, that’s nice. But I’m happy with my bedroom now. It’s great! P Really? Have you got a big room? S No, it isn’t big, and my bed is small, too, but it’s comfortable. P Hmm. Has your bedroom got a bathroom with a shower and a sink? S Oh, no, it hasn’t. There’s only one bathroom in my house and it’s next to my parents’ bedroom. P OK … so what’s special about your bedroom? Has it got … a sofa? S No, but there’s a small desk and a big wardrobe – that’s really nice – and I’ve also got three bookcases. P Really? Why three? S For all my books! I’ve got a lot of books. P And what about the walls? Have you got any posters of singers or actors? S No, I haven’t, but I’ve got an old mirror and there’s also a lot of art on my walls. I’m in the art club at school. P Really! Are you into art? I am, too. It’s a really great subject, isn’t it?

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Progress review

Unit 5

Page34

Vocabulary and listening

Exercise 4, e 07

I think my bedroom is nice. My bed isn’t big, but it’s new and very comfortable. There isn’t a bookcase, but I’ve got some shelves and a big wardrobe for all my things. My room has got a big window, so it’s very bright during the day. There are some nice curtains, too. That’s good in the morning! What else? Oh, and there’s a big mirror in my room. It’s on the wall next to the door. The living room is nice, too. It’s next to my room. It’s got two sofas and a big TV. That’s perfect!

Unit 4 Vocabulary and listening Page38

Exercise 3, e 08

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Exercise 4, e 08

M = Molly J = Joe M What’s that, Joe? J Hi, Molly. It’s a questionnaire about school life. Good students and things they do … M Really? And what’s your score? Are you a good student? J Well, I’m not a great student, but I’m not bad! I got six points out of ten on the questionnaire. M That’s OK. And what are your good points? J Well, I don’t shout in the classroom and I raise my hand to speak. And I ask questions when I don’t understand. A lot of questions! That’s good. M What about homework and studying? J Well, I study and I revise for tests … but I forget my homework sometimes. And I don’t come to class on time every day. M Oh, that’s not great. But you’ve got more good points, right? J Yes, I don’t eat food or use my phone in the classroom. My teacher doesn’t like that! M OK. And what’s your sixth point? J Oh, I don’t look at other people’s work … I don’t copy, especially in tests. M Well, that’s good. And six points isn’t a bad score! J No, I think it’s good, but I want seven or eight points!

Progress review Page42

Exercise 4, e 09

My name’s Jack. My brother Peter and I are twins. We’re in the same class at school, but we’re very different. I come to class on time every day, but Peter chats with his friends and they always come late to class. In class, I’m very quiet. I don’t shout or make noise, and I always raise my hand to speak. Peter isn’t like that. He and his friends shout and they use their phones all the time – at breaks and in the classroom, too. After school, Peter watches a lot of TV and he forgets his homework all the time. I do my homework every day and I write new words in my notebook. But I don’t use a dictionary … I check new words on the internet!

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Exercise 3, e 10

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Exercise 4, e 10

B1 = Boy 1 G1 = Girl 1 S = Sales assistant G2 = Girl 2 B2=Boy 2 1 B1 Oh, what time is it? Are we late? G1 No. We’ve got 30 minutes. The film starts at eight o’clock. B1 That’s good. Oh look! It’s our turn. S Good evening. Which film, please? G1 Spider-Man. Two tickets, please. S OK. That’s twelve pounds. G1 Here you go. S Thank you … and have a good evening. G1 Thanks. B1 Here’s my six pounds. G1 Thanks. OK., let’s go! 2 G2 B2 G2 B2 G2 B2 G2 B2

Wow! This place is big. Yes, and it’s new. It’s two years old. Are there lots of places to exercise? Yes, and there’s a gym for basketball and volleyball. That’s good. Is there a café in here? Yes, there is. I always go there after I exercise. OK. And what do you want to do today? Hmm … how about we play …

Progress review Page50

Exercise 4, e 11

G1 = Girl 1 B = Boy G2= Girl 2 M = Mum W = Waiter G3 = Girl 3 G4 = Girl 4 1 G1 Look at that! It’s beautiful! B Is that a painting? G1 Yes, but it looks like a photo. B Wow. That artist is talented. G1 Yes, she is. I’m really into her work. 2 G2 This place is very nice. M I know! I often come here for lunch. G2 Is the food very good? M Yes, it is. And it isn’t expensive. W Hello! Are you ready to order? 3 G3 G4 G3 G4 G3 G4

Wow! There are lots of people in here. I know. It’s always busy on Saturdays. Let’s go into that sports shop over there. OK. And I want to go to the bookshop. No problem. And is there a cinema here? Yes, we can see a film later, after lunch.

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Unit 6

Cumulative review 1

Vocabulary and listening

Page61

Exercise 6, e 14

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Exercise 7, e 14

Page54

Exercise 3, e 12

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Exercise 4, e 12

G1 = Girl 1 E = Emily B = Boy J = Mr Jameson D = Daniel G2= Girl 2

M = Mum S = Sally B = Boy A = Sales assistant 1 M Is your bag ready for the weekend, Sally? S Yes, it is. All ready! M Really? And have you got a nice dress? S No, but I’ve got shorts and some jeans. M Oh, but you need a dress for the evening, too. S Oh. But my jeans are new. Are they OK for the evening? M I don’t think so, dear. We want to have a nice dinner with your aunt and uncle on Friday, so pack a dress, please. S OK. No problem. Oh, I’ve got my pink dress. M Oh, that’s perfect. And have you got your sandals, too? You always forget your sandals … 2 B Excuse me. Have you got these trainers in blue? A Let me see … No, I’m sorry. We’ve only got those in black. B Oh. Have you got any blue trainers? Blue’s my favourite colour. A Hmm … Oh, how about these ones here? They’re white, but they’ve got some blue, too. B Well, they’re OK. How much are they? A They’re … ninety-nine pounds. B Oh, no. That’s expensive! What about those trainers there, the blue and red ones? A Those are forty-five pounds, but we haven’t got many sizes now. What size do you wear? B Well, I usually wear a size 40, but sometimes I can wear …

Progress review Page58

Exercise 4, e 13

B = Boy G = Girl S = Sales assistant 1 B I’m at the beach today with friends. It’s sunny and hot, so I’m wearing shorts and a T-shirt. I’ve also got a jumper in my bag because it’s cool in the evening. 2 G It’s my grandad’s birthday today. We’re having a party in the garden. I’m wearing my favourite yellow dress. 3 S We’ve got lots of great clothes. There are shorts and T-shirts for the summer, and we’ve also got some nice jumpers. Are you looking for anything special? These dresses are nice. They’re £34.99.

1 E Hello? G1 Hi. Are you Emily? The guitar teacher? E Yes. Are you interested in lessons? G1 Yes, but what days are they? E The lessons are every day, from Monday to Friday. G1 Great! I’m free on Tuesdays and Thursdays. E Let me see … I’m free on Tuesdays from four to five o’clock. And on Thursdays from six to seven o’clock. G1 Mmmm. Tuesdays are better for me, I think. E OK. The classes are at my house on Jackson Street. G1 Oh, yes, that’s next to my school. And how much are the lessons, please? E They’re not expensive. The class is for one hour and it’s only … 2 B Excuse me. Mr Jameson? J Yes? Can I help you? B Yes, I’m interested in the basketball team. J Oh! Are you a fan of basketball? B Yes, and I’m a good player, too! J Well, that’s great. Our first practice is next Monday from three to four o’clock. B OK! And is practice every day? J No. Only on Monday, Tuesday and Thursday. B Great. I’ve got swimming on Wednesdays. J Excellent! See you next Monday, then. B OK, thanks! 3 G2 Excuse me. Are you Daniel Baker? D Yes, I am. Why? G2 I’m interested in the art club … D Oh, right! The art club. That’s great. G2 When are the meetings? D They’re at half past three, in the art room. G2 On what days? D Wednesdays and Fridays. Is that good for you? G2 Yes, great. And where is the club, please? D It’s in the art room. G2 Excellent. Time for class. Bye! D Bye.

Cumulative review 2 Page63

Exercise 6, e 15

Page63

Exercise 7, e 15

G = Guide T = Tourist G OK, everyone. Listen, please. Hello! Good morning, everyone! And welcome to the Topkapı Palace. My name is Fatma and I’m your tour guide today. Now, before the tour, I want to give you some information about this amazing old building. Topkapı Palace is a royal palace in the old part of Istanbul. It’s next to the Sea of Marmara and the palace has got fantastic views of the water. © Copyright Oxford University Press

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The palace is about 550 years old, but people don’t live here today. Now it’s a national museum, and it’s a very popular one, too. About three and a half million tourists visit Topkapı every year. The palace has four main areas, called courtyards. Around the courtyards there are many different rooms – bedrooms, dining rooms, kitchens, classrooms, libraries and many more. There are also lots of gardens with trees and flowers. They’re very beautiful. OK. Now, let’s start the tour. Please stay with the group at all times. The tour finishes at half past eleven and then we go back to the hotel for lunch. T When does the bus go back to the hotel? G At twelve o’clock, so please be on time, everyone! OK. Let’sgo!

Cumulative review 3 Page65

Exercise 6, e 16

Page65

Exercise 7, e 16

E = Ethan S = Sandy E Hi everyone and welcome to my audio blog! Today I’m taking my cousin Sandy for a tour of Edinburgh. S Hello there! E That’s Sandy. She’s from Washington DC, in the USA and she’s staying with us here in Edinburgh for three days. OK, it’s time to have breakfast! We’ve got lots of things to see today! E Hi again! We’re at our first stop of the day, Edinburgh Castle, in the old town. Lots of tourists come here – about one and half million people a year! The castle is on a big rock called Castle Rock – it’s about 120 metres high. S That’s so cool! E I know! OK, let’s go in! E Now we are at Holyrood Palace. The palace is at the bottom of the Royal Mile in Edinburgh – at the opposite end to Edinburgh Castle. It’s one of the Queen’s palaces. The Queen spends one week here at the beginning of the summer, but part of the palace is open to visitors. S It’s amazing! It’s about 400 years old! E Hi there! Now we’re at the Scottish National Gallery of Modern Art. It’s got two buildings and a collection of about 6,000 works of art, like paintings, drawings and photos. S I love it because I’m really into modern art. But right now I’m hungry! Let’s go to the museum café for lunch. E Good idea! Back soon!

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Teacher’s Resource Disk contents Introduction Test Bank

Diagnostic tests Unit tests End-of-term tests End-of-year tests Answer keys Audio scripts

Photocopiable worksheets Starter Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Answer keys

Teaching methodology resources

Teaching tips Introduction to CLIL How to teach mixed-ability classes How to make the most of reading texts How to get your students to talk How to use technology in the classroom How to use songs and music in the classroom How to use graded readers How to teach students with dyslexia How to teach students with special educational needs

Test audio track listings

Track 1.02 diagnostic test Track 1.03 unit 1 test Track 1.04 unit 2 test Track 1.05 unit 3 test Track 1.06 unit 4 test Track 1.07 unit 5 test Track 1.08 unit 6 test Track 1.09 end-of-term 1 test Track 1.10 end-of-term 2 test Track 1.11 end-of-year 1 test Track 1.12 end-of-year 2 test

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1 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2017

The moral rights of the author have been asserted First published in 2017 2021 2020 2019 2018 2017 10 9 8 7 6 5 4 3 2 1 No unauthorized photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work isbn: isbn: isbn: isbn: isbn:

978 0 19 420166 7 978 0 19 420237 4 978 0 19 420206 0 978 0 19 420216 9 978 0 19 420195 7

Teacher’s Book Teacher’s Pack Teacher’s Resource Disk Access Card Practice Kit

Printed in China This book is printed on paper from certified and well-managed sources acknowledgements Back cover photograph: Oxford University Press building/David Fisher Cover Images: Getty Images (boys playing on phones/Eternity in an Instant), (family on bicycles/Ariel Skelley) The publisher would like to thank the following for permission to reproduce photographs: 123RF pp.8(young girl/olegmit1), 8(UK flag/laurent davoust), 8(Morocco flag/laurent davoust), 8(Czech flag/Inna Jacquemin), 8(Turkey flag/laurent davoust), 8(Japan flag/laurent davoust), 8(Australia flag/metrs), 13(wristwatch/Bjoern Wylezich), 26(baby/Andrew Sirenko), 35(house design/bluelight), 35(house design/bluelight), 49(basketball game/Cathy Yeulet), 52(volleyball game/dotshock), 52(martial arts class/Vasilis Ververidis), 58(skateboard/nikkytok), 58(swimming goggles/Ganna Poltoratska), 60(fitness equipment/belchonock), 60(cappucinno/Tom Holt), 60(shopping centre/tykhyi), 68(backpack/pogonici), 68(baseball cap/ratmaner), 68(sunglasses/Khongkit Wiriyachan), 68(beach hat/nyvltart), 73(teacher/ Christopher Howey), 78(Burj Khalifa/manjik), 81(gymnasium/dotshock), 83(Stonehenge/bizoon), 83(Old Trafford/Pitchathorn Chitnelawong), 85(eyes/Taiga), 88(electric guitar/Грант Погосьян), 92(origami/Eiko Tsuchiya); Alamy Stock Photo pp.8(Moroccan boy/dbimages), 8(girl and boy/moodboard), 8(Iraqi boy/dbimages), 11(schoolboy/Juice Images), 13(mathematical addition/graja), 15(sports balls/D. Hurst), 16(chess game/ZUMA Press Inc), 16(gymnastics/redsnapper), 16(drama students/Ian Allenden), 22(teen girl/F1online digitale Bildagentur GmbH), 22(teen playing guitar/OJO Images Ltd), 23(young boy/Cultura Creative (RF)), 25(teen girl/H Lansdown), 27(sisters/Design Pics Inc), 27(husband and wife/ONOKY – Photononstop), 29(girl climbing/MITO images), 33(bicycles/Erika Nusser/Stockimo), 34(treehouse/Stefano Paterna), 62(ice hotel/Peter de Clercq), 62(campers/Danita Delimont), 63(carnival, Brazil/Westend61 GmbH), 63(camel safari/robertharding), 64(Heathrow airport/Pep Roig), 79(boy and dog/Zoonar GmbH), 81(computer room/ Gibson Blanc), 81(relay race/Photofusion Picture Library), 82(maypole dancing/ Robert Convery), 84(hockey class/redsnapper); Getty Images pp.7(Italian student/ Maica), 8(young friends/Flashpop), 8(schoolgirls/AID), 9(students/B2M Productions), 13(Leonardo DiCaprio/C Flanigan), 13(woman singing/Betsie Van der Meer), 14(red carpet arrivals/Samir Hussein), 14(Ariana Grande/NBC), 15(Bruno Mars/Kevin Mazur), 16(basketball match/Juice Images), 16(long jump class/Cultura RM Exclusive/Nancy Honey), 16(teens painting wall/Ariel Skelley), 16(science class/Hero Images), 17(school boys/Caiaimage/Sam Edwards), 17(Lionel Messi/Manuel Queimadelos Alonso), 19(Taylor Swift/Christopher Polk/TAS), 22(swimmer/Tomas Rodriguez), 23(young man/Westend61), 23(tennis player/4x6), 26(teen using phone/ WIN-Initiative/Neleman), 26(angry man/Riccardo Livorni/EyeEm), 26(Beckham and children/Matthew Ashton – AMA), 29(boys playing games/Tara Moore), 32(morning alarm/by Sigi Kolbe), 42(classroom/Compassionate Eye Foundation/Robert Daly/OJO Images), 42(boy watching television/Robert Daly), 42(boys hanging out/Hero Images), 42(boy sleeping/Tetra Images), 43(schoolgirls/Klaus Vedfelt), 43(classroom/ Nicholas Prior), 43(students leaving school/Christopher Furlong), 44(webcam conversation/Greg Wood), 44(science class/Echo), 50(band practice/Kevin Dodge), 57(family dinner/Tomas Rodriguez), 63(Melbourne beach/Kylie McLaughlin), 64(New York skyline/AGF), 73(salesman/IKMM Productions), 76(boy and girl/ Westend61), 82(Auld Lang Syne dance/Colin McPherson), 82(pancake toss/ Westend61), 90(climber/Ryan Creary), 90(scouts celebration/John van Hasselt – Corbis), 92(boy juggling apples/Fancy/Veer/Corbis); Hiroshi Tanigawa p.34(Riverside house); iStockphoto p.37(teen bedroom/KatarzynaBialasiewicz); Macy Miller p.34(Tiny House/www.minimotives.com); Oxford University Press pp.12(gymnast/ tankist276), 27(young boy/Radius Images), 39(young girl/Goodluz), 43(teen boy/ Mark Bassett), 43(teen boy/Mark Bassett), 43(teen girl/Moodboard), 43(teen doing homework/Tom Grill/Tetra Images), 52(girl shopping/AsiaPix), 54(grand piano/

Corbis), 58(fast food/Mindscape studio), 60(cinema ticket and popcorn/ Photographers Choice), 60(emperor sculptures/Stuart Cooke), 70(jumper/Chamille White), 70(jeans/Karkas), 70(red trousers/studio BM), 70(walking boots/Gareth Boden), 70(trainers/Yeko Photo Studio), 73(salesman/michaeljung), 73(waiter/ BananaStock), 73(doctor/Cultura), 73(teacher/Tyler Olson), 78(butterfly/Wave), 78(basketball/Ingram), 81(library books/Falconia), 88(grand piano/Corbis), 91(bungalow/Mark Richardson), 91(young girl/Rob Lewine); Oxford University Press DAM pp.8(American flag/Daboost), 8(Brazil flag/Daboost), 78(surfer at beach/Beth Swanson), 88(saxophone/Ocean), 88(drum kit/PhotoSpin, Inc), 88(violin/Ocean), 88(woman singing/BLOOMimage), 88(trumpet/lalito); Rex Shutterstock pp.14(Star Wars/Lucasfilm/Bad Robot/Walt Disney Studios), 14(football match/Matt West/BPI), 26(Beckham family/David Fisher), 45(Dajiu Lake, China/Xinhua News Agency), 54(boy performing/Richard Isaac), 54(synthesizer/Neil Godwin/Future Publishing), 63(Moroccan market/Douglas Pearson/robertharding), 75(Cork board/Shutterstock), 90(camping/Photofusion); Shutterstock pp.8(schoolboy/michaeljung), 8(girl with bicycle/Rus Limon), 8(Keira Knightley/Ovidiu Hrubaru), 12(wood boards/upixa), 12(electric guitar/Semisatch), 12(luxury car/Rus S), 13(old telephone/BrAt82), 13(teen reading/Catalin Petolea), 13(sleeping at cinema/Nestor Rizhniak), 15(London/GagliardiImages), 15(digital figure/Pabkov), 15(game controller/ Nantpipat Vutthisak), 16(football goal/SOMKKU), 16(school orchestra/SpeedKingz), 16(teen swimming/karelnoppe), 17(basketball/lassedesignen), 19(girl with basketball/SpeedKingz), 20(basketball icon/BestVector083), 20(gymnastics icon/ BestVector083), 20(music icon/Rashad Ashurov), 20(art icon/rehab-icons), 20(chemistry icon/Jo karen), 20(chess icon/Wiktoria Pawlak), 20(swimming icon/ BestVector083), 20(theatre icon/Vladvm), 20(running icon/VitaminCo), 21(dice vector/igorrita), 22(senior man/Monkey Business Images), 22(senior woman/racorn), 22(smiling man/Nadino), 22(woman in park/mimagephotography), 23(twin sisters/ holbox), 23(green leaves vector/Sarunyu_foto), 25(Kitten/Shutterstock/ absolutimages), 26(woman exercising/Syda Productions), 27(teen on phone/ Rohappy), 27(schoolgirl/VaLiza), 27(girl and dog/Svetography), 31(avatar vector/ Lano4ka), 32(vintage wallpaper/Dmitrieva Katerina), 32(rooftop patio/gvictoria), 32(basem*nt room/Artazum), 32(hygiene products/Laboko), 32(table setting/Africa Studio), 33(television and speakers/Tomislav Pinter), 33(house porch/Alaettin YILDIRIM), 33(opening fridge/BDKKEC072), 33(path in garden/Pheniti Prasomphethiran), 33(classic staircase/YaromirM), 33(front door post/Martin Kemp), 39(teen bedroom/Photographee.eu), 40(canal boats/1000 Words), 43(schoolgirls arrive at school/kryzhov), 43(child waking up/carballo), 44(football academy/ Dziurek), 52(boy with guitar/moreimages), 52(boy riding bike/oliveromg), 52(young football team/muzsy), 52(woman reading magazine/benjamas11), 52(boy drawing/ Jan H Andersen), 52(boy listening to music/VaLiza), 52(girls swimming/Dreams Come True), 52(boy playing games/Iryna Tiumentseva), 52(girl taking photo/sint), 52(digital clock/SFIO CRACHO), 54(electric guitar/Chromakey), 54(drum kit/PRILL), 55(boy on BMX/Tomasz Trojanowski), 58(shopping bags/Elnur), 58(popcorn and cola/M. Unal Ozmen), 58(dinosaur skeleton/Maria Arts), 60(swimming goggles/ YanLev), 60(girl climbing/Poprotskiy Alexey), 60(skateboarding/lzf), 64(bicycle in park/a454), 64(pancakes/MSPhotographic), 69(Prague/Luciano Mortula), 70(summer dress/iprachenko), 70(girls sandals/Fotyma), 70(girls shoes/Cesarz), 73(doctor/ wavebreakmedia), 73(nurse/michaeljung), 78(Turkish seller/Vladimir Zhoga), 78(market worker/Vladimir Zhoga), 79(woman gardening/Alena Brozova), 79(tandem cycling/thieury), 79(teen girl/sianc), 79(man playing guitar/ ProStockStudio), 81(football pitch/romakoma), 81(modern school/stocker1970), 81(students using tablets/DGLimages), 82(bonfire/LianeM), 83(Snowdon view/Gail Johnson), 83(paraglider launching/kay roxby), 83(Towan beach, Cornwall/Ian Woolco*ck), 84(basketball game/Monkey Business Images), 84(basketball player/ Monkey Business Images), 84(swimming lesson/Monkey Business Images), 91(semi detached houses/Ewelina Wachala), 91(thatched cottage/Raymond Llewellyn), 91(terraced houses/Jozef Sowa), 91(apartments/Volodymyr Kyrylyuk), 91(detached house/Ewelina Wachala), 91(boy using tablet/goodluz), 91(girl reading/Monkey Business Images), 92(examining coin/Triff); The Zoppé Family p.24(2015 Snowmass, CO), (2015 Redwood City, CA), (2009Giovanni (Julien) Veneto Zoppé with Papa, and Zio Jay) Illustrations by: Aaron Blecha pp.7, 27; Adrian Barclay pp.6, 21, 30, 37; Alida Massari p.86; Chuck Whelon/Beehive Illustration pp.28, 31, 35, 38, 40, 56, 67, 71; Dusan Pavlic/Beehive Illustration pp.4, 11, 46, 65, 94, 95; Gavin Reece pp.36, 85; Jane Smith pp.62, 87; Joanna Kerr p.74; Mark Draisey pp.47, 52–53, 66, 80; Mark Ruffle pp.9, 72, 75, 77; Paul Daviz p.93 Commissioned Photography by: Chris King pp.4, 6, 9, 18, 48, 58, 68 Video stills by: Oxford University Press/Oxford Digital Media pp.28, 38, 48, 58, 68 We are grateful to the authors and publishers for use of extracts from their titles and in particular for the following: p.86 Dominoes The Bottle Imp by Robert Louis Stevenson, retold by Rachel Bladon. This edition © Oxford University Press 2014. Reproduced by permission.

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References