Hie TB4

Ana María Barragán • Paola Danesi
Teacher’s Book
Contents
Hop into English – welcome to a fun ride! 2 Unit 2 32
Components overview 2 Integration 1 42
Pupil’s Book and Activity Book Unit 3 44
unit walkthrough 3 Unit 4 54
Teacher’s Book unit walkthrough 8 Integration 2 64
Planificación anual 9 Unit 5 66
Teaching notes: Unit 6 76
Hello! 16 Integration 3 86
Unit 1 22
Hop into English – welcome to a fun ride!
Hop into English is a six-level series for primary Teacher’s Resource Centre
level that accompanies pupils through the different
The Teacher’s Resource Centre contains the digital
stages of their learning process. The series grows
version of the Teacher’s Book and downloadable
together with children, both in its look and in the
audio files. It also offers extra resources such as
type of activities each level proposes.
the photocopiable activities suggested as extra
activities in the Teacher’s Book, worksheets, unit
tests, mid-course and end-of-course tests, cards
Components overview templates and other resources. From the home
page, both pupils and teachers can also access the
Pupil’s Book and Activity Book Build Your Own Story tool (an online tool that allows
The Pupil’s Book consists of: pupils to create their own comic strips with the
• a Hello! Unit, which revises language learnt in the characters of the series).
previous level and presents the main characters; To access the Teacher’s Resource Centre, go to
• six core units; www.macmillan.com.ar/hopintoenglish and register
• three ‘Integration’ sections (one every two units); using the free code on the inside front cover of the
Teacher’s Book.
• a ‘Read for fun’ section;
• a ‘Hop into Grammar Summary’ – a reference of all
the new language presented in each unit.
The Activity Book is integrated at the back of the
book and provides extra practice for each unit.
The book also includes a set of cut-outs to be used
in the pairwork activities proposed in Lesson 4 of
each unit.
Teacher’s Pack
The Teacher’s Pack consists of the Teacher’s Book
and the Audio CD with all key dialogues and stories
from the Pupil’s Book and Activity Book.
Digital Pupil’s Book

Both the Pupil’s Book and the Teacher’s Book
bring a free access code for the Digital Pupil’s
Book – an enriched pdf version with embedded
audio, animations of all the stories and cross-
references to the Activity Book. For information
on how to access and download the Digital Pupil’s
Book, visit digital.macmillan.com.ar.
2
Pupil’s Book and Activity Book unit walkthrough
Vocabulary is presented in Lessons 1 and 5 in different sections of the Teens Online

website (photo posts, games or international corner), through simple texts or audios that
contextualize the topic of the unit and also recycle structures already learnt.
The vocabulary presentation in Lesson 1 is followed by a game or pairwork

activity in which pupils start incorporating the new vocabulary.
The main language points of the unit are presented in Lessons 2 and 3 through
dialogues, short texts and interviews by the Teens Online team. These situations
provide context for the presentation of the language points, which are then
systematized in the ‘Hop into Grammar’ box. In it, pupils complete the grammar
tables using information from the texts and then do a drill-type activity.
Follow-up activities, including listening and speaking, reinforce the language

being taught and recycle already known language, when possible.
3
The ‘Let’s read!’ section provides varied
The second vocabulary text-types that integrate the language
presentation is usually done taught in the unit in a new context.
through texts that incorporate These texts also expand the vocabulary
the structures taught in of the unit and are followed by activities
the unit. that help pupils develop their reading
comprehension skills.
Each unit finishes in a project that consolidates the language pupils have
learnt. This project is divided into steps and provides enough guidance for
pupils to be able to work collaboratively, in pairs or groups, and come out
successfully with a product that shows how much they have learnt.
4
At the end of the book, the ‘Read for fun’ section contains one more text per unit to
add up variety of text-types and to foster the development of other skills:
• understanding skills: through different tools and activities that help pupils
comprehend what they read.
• thinking skills: through questions and activities that make pupils analyze and
express an opinion on what they read.
• social skills: through questions that make them think about their attitudes towards
certain issues, such as life in the past.
The ‘Read for fun’ are

available as eReaders at
digital.macmillan.com.ar.
• The ‘Integration’ sections consolidate in a new context

the language taught in the previous two units.
5
The Activity Book section provides further
practice of the language taught in the unit
through varied activity-types.
The ‘Let’s write!’ section provides pupils

with a model text that uses the language
in the unit, as well as with a guide for The ‘Let’s revise!’ section functions
them to write their own texts about a as a progress check and also
topic related to the unit. This section introduces pupils to the use of
also includes useful writing tips. self-assessment tools to evaluate
their own progress in each unit.
6
The ‘Hop into Grammar Summary’ at the end of the book is a reference of all
the new language presented in each unit and serves as a self-study tool for
pupils when revising for their tests.
7
Teacher’s Book unit walkthrough
Each lesson starts with a quick summary of the new language (vocabulary
and grammar), the functions and the values dealt with.
Each unit includes suggestions of extra photocopiable activities

at the Teacher’s Resource Centre and games to carry out Detailed notes about the
throughout the unit, as well as useful teaching tips to make activities in the Activity Book
the most of your lessons. are included where they are
considered most suited.
8
• La reflexión sobre algunas características de la
Planificación anual 1 oralidad como, por ejemplo, el uso de expresiones
convencionales para solicitar repetición, el uso
de expresiones propias de la oralidad como
NAP interjecciones, marcadores de inicio y cierre de
Cada una de las unidades que componen la siguiente intercambios, las diferencias de registro que
planificación anual de Lengua Extranjera Inglés, pueden aparecer en función de la relación que
para el tercer año del segundo ciclo de escolaridad existe entre los interlocutores, entre otras.
primaria en Argentina se caracteriza por abarcar y EN RELACIÓN CON LA LECTURA
reflotar cíclicamente los NAP –Núcleos de Aprendizaje
• La aproximación a la comprensión de que un texto
Prioritarios– previstos para el NIVEL I de las Lenguas
escrito puede abordarse aunque no se conozca el
Extranjeras en el DOCUMENTO del Consejo Federal
significado de todas las palabras que lo constituyen,
de Educación aprobado por RESOLUCIÓN CFE N°
y de que el sentido de un texto no depende
181/12. Dado que todas las unidades contribuyen a
exclusivamente de las palabras que lo conforman.
desarrollarlos, se transcriben éstos a continuación.
Cada unidad de esta planificación apunta a lo siguiente: • La lectura de consignas del contexto escolar.
• La formulación de anticipaciones e hipótesis en
EN RELACIÓN CON LA COMPRENSIÓN ORAL relación con el sentido del texto y el paratexto,
antes y durante el proceso de lectura, a partir de
• La aproximación a la comprensión de que un texto ilustraciones, títulos y otras pistas temáticas y
oral puede abordarse aunque no se conozca el lingüístico-discursivas.
significado de todas las palabras que lo constituyen, • La lectura global o focalizada de textos de géneros
y de que el sentido de un texto no depende variados, con diferentes propósitos comunicativos.
exclusivamente de las palabras que lo conforman.
• La comprensión y construcción de sentidos del
• La escucha de diferentes textos orales texto escrito apelando a diferentes estrategias.
provenientes de fuentes diversas (el/la docente, Esto supone:
otros hablantes de la lengua que se aprende, ❚❚ la identificación del género;
grabaciones, entre otras). Esto supone: ❚❚ la identificación, con la ayuda del/la
❚❚ la identificación de elementos relevantes de docente, del tipo de lectura requerida –
la situación comunicativa, los interlocutores global o focalizada– acorde con el propósito
y el tema abordado, es decir, de elementos comunicativo;
relacionados con el contexto de enunciación; ❚❚ el recurso a pistas que brindan los textos y su
❚❚ la adecuación del tipo de escucha –global o paratexto;
focalizada– con la ayuda del/la docente, al ❚❚ la confirmación o modificación de las
propósito comunicativo. anticipaciones e hipótesis formuladas.
• La formulación de anticipaciones e hipótesis • La lectura de textos breves narrativos,
sobre el sentido de los textos a partir de palabras descriptivos e instruccionales, relacionados con
o expresiones relacionadas con el tema, del situaciones de la vida cotidiana de los niños
tono de voz de quien habla, entre otras pistas y niñas y con áreas del currículum como, por
temáticas, lingüístico-discursivas y paraverbales. ejemplo, folletos, invitaciones, historietas, cartas,
• La comprensión y construcción del sentido del instructivos, listados.
texto oral apelando a diferentes estrategias. En • La frecuentación y exploración de variados
este ciclo, esto supone: materiales escritos en soporte físico o digital y en
❚❚ valerse de soportes visuales para contextualizar diferentes contextos de lectura.
la escucha;
❚❚ confirmar o modificar las anticipaciones e • La resolución de dificultades de comprensión
hipótesis formuladas; durante la lectura. Esto supone:
❚❚ retomar conocimientos previos; ❚❚ la consulta al/la docente y/o a pares;
❚❚ solicitar repetición o aclaración. ❚❚ el uso de textos de consulta como, por ejemplo,
un diccionario, en soporte físico o digital, una
• La escucha global o focalizada de descripciones enciclopedia ilustrada;
y narraciones breves (textos ficcionales y no ❚❚ la remisión a textos leídos anteriormente.
ficcionales como, por ejemplo, diálogos, cuentos,
canciones, relatos, poesías, entre otros). • El reconocimiento de la lectura como posibilidad
de apertura a otras realidades y de reflexión sobre
• La apreciación del ritmo y la musicalidad en los la propia, y como recurso para buscar información
textos trabajados. o realizar una tarea.
1 This plan presents several foci: you should feel free to use this plan as a springboard to make your own selection and develop your own yearly plan
according to the needs and demands in your context.
9
• El disfrute de la lectura en la lengua extranjera ❚❚ la escritura de versiones mejoradas sobre la
que se aprende, de las imágenes que pueda base de devoluciones del/la docente o de pares.
suscitar, de la apertura a mundos imaginarios. • El reconocimiento de la vinculación entre la
• El inicio en la reflexión sobre algunas características lectura y la escritura como modo de favorecer el
de los géneros discursivos abordados. proceso de aprender a escribir.
• La socialización de los textos escritos mediante
EN RELACIÓN CON LA PRODUCCIÓN ORAL diversos soportes y en diferentes espacios de la
• La participación asidua en situaciones propias del escuela.
contexto áulico (saludar, solicitar aclaraciones,
pedir, dar una opinión, manifestar estados de EN RELACIÓN CON LA REFLEXIÓN SOBRE LA
ánimo, entre otros). LENGUA QUE SE APRENDE
• La participación en intercambios orales breves, • La reflexión, con la ayuda del/la docente,
a partir de disparadores, para resolver una tarea sobre algunos aspectos fundamentales del
comunicativa como, por ejemplo, invitar a una funcionamiento de la lengua extranjera que se
persona a una celebración, a formar parte de aprende, por ejemplo:
un grupo de trabajo en el aula, a hablar sobre ❚❚ la entonación como portadora de sentidos;
actividades del tiempo libre, sobre reglas de ❚❚ la relación entre ortografía y pronunciación;
convivencia de la clase, entre otros. ❚❚ el uso de signos de puntuación en la lectura y
escritura de los textos trabajados;
• La producción asidua de relatos breves de
❚❚ el uso de conectores básicos en los diferentes
experiencias personales y de descripciones. Esto
textos trabajados.
supone:
❚❚ la contextualización de la producción oral; • El reconocimiento de algunas similitudes y
❚❚ la presencia de un marco que la oriente diferencias relevantes en relación con el español
(preguntas, una ficha, entre otros); como, por ejemplo, en lo alfabético, el orden
❚❚ la preparación de la producción oral. de palabras, el uso de tiempos verbales y su
morfología, el uso de pronombres, los cognados y
• La reproducción y producción de rimas, canciones,
falsos cognados (“falsos amigos”).
adivinanzas, trabalenguas, entre otros.
• La participación en dramatizaciones –que pueden EN RELACIÓN CON LA REFLEXIÓN INTERCULTURAL
incluir textos propios creados a partir de un • El reconocimiento de la diversidad lingüística en
modelo–, juegos y otras instancias lúdicas que su comunidad, en la región y en el país.
impliquen interacción oral.
• La consideración de la lengua oral y escrita
• El inicio en el uso de estrategias de consulta y de como espacio privilegiado para el aprendizaje
reparación como, por ejemplo, solicitar repetición, de saberes relacionados con otras áreas del
repetir lo dicho, preguntar sobre la pronunciación currículum y la ampliación del universo cultural.
de una palabra, entre otras.
• La percepción de particularidades culturales
a partir del encuentro con otra(s) cultura(s),
EN RELACIÓN CON LA ESCRITURA
observando sus manifestaciones en la vida
• La escritura gradual y progresiva de textos breves cotidiana: el tiempo libre y el entretenimiento, la
de géneros ya conocidos, en soporte físico o vestimenta, la música, entre otras.
digital (cartas breves, descripciones, invitaciones,
• La percepción de rasgos de la propia identidad
historietas, entre otros), a partir de un disparador
cultural a partir del estudio de la lengua
y con diferentes propósitos comunicativos. Esto
extranjera. Esto supone:
supone:
❚❚ la identificación, con ayuda del/la docente, de
❚❚ la frecuentación de ejemplos de textos que
convenciones sociales de la cultura propia;
puedan servir de modelo y el reconocimiento de
❚❚ la identificación de situaciones en que es
sus características principales;
posible observar diferencias entre la cultura
❚❚ la consideración del destinatario, el tema a
de la lengua extranjera y la propia como, por
abordar y el propósito con que se escribe, es
ejemplo, formas de tratamiento, marcas de
decir, de elementos relacionados con el contexto
cortesía, modos de expresar sugerencias y
de enunciación;
emociones, entre otros.
❚❚ la elaboración de un plan o esquema junto con
el/la docente cuando sea necesario; • El inicio en la identificación, en los materiales
❚❚ la relectura de cada borrador del texto con el/la trabajados y con la ayuda del/la docente, de
docente y la reformulación conjunta a partir de elementos socioculturales relevantes de la lengua
sus orientaciones sobre el uso apropiado de una que se aprende.
palabra o expresión, dudas ortográficas o de • La valoración de la práctica del diálogo como
puntuación, entre otras; camino de acercamiento entre culturas.
10
QUEHACERES
TIEMPO AREAS DE
UNIDAD PRÁCTICAS/USO DEL LENGUAJE EXPONENTES LINGÜÍSTICOS VARIEDAD TEXTUAL HABILIDADES SOCIALES
ESTIMADO EXPERIENCIA
Hello! Entre 8 y La vida cotidiana: Presentarse. Hi, Kate. Hi, everyone. IImágenes. Respetar las reglas del aula.
10 horas el entorno Saludar. You’ve got (a new bike). Escenas.
cátedra. personal y social. Intercambiar información Possessive adjectives: We’ve got a website. Its name is Diálogos. Respetar turnos.
personal. Teens Onlines. Our followers post their photos. Posteo de fotos.
Expresar posesión. It was a birthday present. Artículo. Participar en juegos de a pares.
Identificar procedencia. It is from Brazil.
Expresar alegría. I was in Paraguay on holiday. Respetar las reglas de juego.
Expresar hechos pasados. Her name is Ana.
Expresar habilidades. I’m happy to see you again. Solicitar la palabra levantando
Expresar rutinas. We’ve got about 900 followers. la mano.
Expresar verdades She can speak English, Spanish and Portuguese.
permanentes. Active teens are cleaning the area. Respetar las opiniones de los
Expresar acciones que They eat leaves. otros.
se están haciendo en el It is smaller than a cat.
momento. There aren’t any hotels in the town.
Expresar pertenencia. Números 100–900
Identificar cantidad.
Describir animales.
Describir lugares.
Interacción cotidiana en el
aula.
Proceder acorde a las
consignas.
1 Entre 10 y La vida cotidiana: IIdentificar tipos de películas Tipos de películas y programas de televisión: action films, Posteos de Hacer un uso responsable de la
On 12 horas nuestros y programas de televisión animated films, comedies, horror films, the news, science fotos. tecnología.
cátedra. programas que preferimos. fiction films, sports programmes, TV series Escenas.
screen de televisión Identificar frecuencia. Acciones relacionadas con la tecnología: chat with friends, Diálogos. Respetar turnos.
y películas Expresar rutina. follow YouTube channels, play online games, post photos, Entrevistas. Solicitar la palabra levantando
favoritos. Expresar preferencia. read eBooks, watch music videos Artículo. la mano.
Elaborar y llevar a cabo una tiny, give parties, capture, rescue, eliminate Historieta. Respetar reglas de juego.
encuesta. (Proyecto) Present simple – adverbios de frecuencia: forma afirmativa: I Reseñas de Participar en juegos de a pares.
always/usually/sometimes/never watch (the news) at night / películas
Interacción cotidiana en el in the afternoon/evening/morning / on (Saturday).; forma animadas. Respetar las opiniones de los
aula. interrogativa y respuestas cortas: Do you watch (TV) Resumen de otros.
Proceder acorde a las (at night)? Yes, I do. / No, I don’t. vocabulario y Colaborar en la realización de
consignas. I (sometimes) (read ebooks). gramática. los proyectos.
11
12
TIEMPO AREAS DE
2 Entre 10 y La vida cotidiana IIdentificar personalidades Profesiones: artist, doctor, inventor, musician, pilot, sailor / Posteo de fotos. Respetar y valorar el legado
Great 12 horas y el mundo que importantes en la historia chef, mechanic, nurse, painter, scientist Escenas. de las personalidades de la
cátedra. nos rodea: los universal. Verbos en el pasado: crossed, discovered, helped, invented, Juego tipo trivia. historia.
people personalidades de Identificar ocupaciones y liked, lived, loved, painted, played, travelled,worked Diálogos.
la historia. lugares de trabajo. Lugares de trabajo: garage, hospital, lab, restaurant, Artículos. Respetar turnos.
Identificar lugares de workshop Líneas de Solicitar la palabra levantando
nacimiento. Italy, Germany, Russia, Crimea, France, Turkey, train to be a…, tiempo. la mano.
Identificar acciones en el British government Biografías. Respetar reglas de juego.
pasado. Past simple – verbo ‘be’, verbos regulares (he/she): forma Resumen de
Expresar preferencias en el afirmativa: She was (a doctor). In (1890), he (worked on vocabulario y Participar en juegos de a pares.
pasado. a ship). When he was (75) years old, he (invented his first gramática.
Requerir información sobre machine).; forma negativa: She didn’t (travel around the Respetar las opiniones de los
acciones en el pasado. world).; forma interrogativa y respuestas cortas: Did he otros.
Expresar deseos. (invent the plane)? Yes, he did. / No, he didn’t. Colaborar en la realización de
Identificar información want to (repaso): I want to be (a mechanic). los proyectos.
pertinente para escribir un in + year
juego tipo trivia. (Proyecto)
aula.
consignas.
Integration 1: People and jobs (Unidades 1 y 2)

TIEMPO AREAS DE
3 Entre 10 y La vida cotidiana: Identificar las actividades Verbos en el pasado: buy / bought (clothes), eat / ate (pizza), Posteos de Ser buenos amigos y compartir
Friends 12 horas las amistades y favoritas de los fines de go / went (bowling, out with a friend, to a friend’s house / fotos. el tiempo libre juntos. Resolver
cátedra. las actividades del semana. the club / the shopping centre), have / had (a snack), play / Escenas. discusiones amigablemente.
tiempo libre. Identificar lugares played (games), see / saw (my friends), take / took (photos) / Diálogos. Ayudar a los amigos cuando lo
comunes a las actividades ate (my snacks), broke (my phone), posted (silly photos of Textos con necesitan.
mencionadas. me), wore (my clothes), wrote (in my notebook) consejos
Identificar rutinas y requerir time passed, the sun was setting, reached, bear, fight, kill, para resolver Respetar turnos.
información sobre ellas. dead meat problemas. Solicitar la palabra levantando
Requerir información acerca Past simple – verbos regulares e irregulares: forma Fábula. la mano.
de acciones en el pasado. afirmativa: I (went to the shopping centre).; forma negativa: Resumen de Respetar reglas de juego.
Identificar problemas en el I didn’t (have a snack).; forma interrogativa y respuestas vocabulario y
pasado. cortas: Did you (see your friends) last weekend? Yes, I did. / gramática. Participar en juegos de a pares.
Crear tarjetas de información No, I didn’t.
para un juego de a pares. Why did you argue? Respetar las opiniones de los
(Proyecto) Because she (ate my chocolate). otros.
Colaborar en la realización de
Interacción cotidiana en el los proyectos.
aula.
consignas.
4 Entre 10 y La vida cotidiana Identificar, describir Accidentes geográficos: canyon, desert, glacier, mountain, Posteos de Valorar el patrimonio de la
Wonders 12 horas y el mundo que y localizar diferentes river, waterfall fotos. humanidad.
cátedra. nos rodea: las maravillas del mundo. Adjetivos para describir lugares: cold, deep, dry, high, hot, Escenas.
of the maravillas del Identificar y describir long, wide / amazing, beautiful, incredible, interesting Diálogos. Respetar turnos.
world mundo antiguo diferentes accidentes Construcciones: airport, bridge, concert hall, skyscraper, Juegos tipo Solicitar la palabra levantando
y moderno; la geográficos. stadium, tunnel trivia. la mano.
naturaleza y las Requerir ayuda. climate, severe, sandstorms, saltwater, freshwater, nomads, Textos Respetar reglas de juego.
construcciones del Identificar las formas camels, humps, store fat, eyelashes, coral system/reefs, informativos.
hombre. superlativas de los adjetivos polyps, dive Artículos. Participar en juegos de a pares.
que describen accidentes Forma superlativa de los adjetivos cortos y largos: The (Nile) Resumen de
geográficos y lugares. is the (longest river) in the world. vocabulario y Respetar las opiniones de los
Identificar construcciones The (Tower Bridge) is the most (incredible) (construction) gramática. otros.
famosas en el mundo. in (the UK). Colaborar en la realización de
Recabar información para It’s (354) metres/kilometres long. los proyectos.
elaborar una ficha de datos. It’s (1350) metres high.
(Proyecto) It’s (120) years old.
aula.
consignas.
Integration 2: On holiday (Unidades 3 y 4)
13
14
TIEMPO AREAS DE
5 Entre 10 y La vida cotidiana y IIdentificar y describir Objetos y personas relacionadas con el espacio: astronaut, Posteos de Mostrar interés por rutinas
In space 12 horas el mundo que nos diferentes elementos en el galaxy, planet, rocket, space station, star, telescope fotos. distintas de las propias.
cátedra. rodea: la vida en espacio. Rutinas en el espacio: cook food, discover planets, do Escenas.
el espacio. Describir un telescopio experiments, drink coffee, eat fresh vegetables, play cards, Diálogos. Respetar turnos.
espacial. repair the space station, sleep in a bed, talk to their family, Entrevista. Solicitar la palabra levantando
Identificar existencia en el wash their hair, wear shoes Artículos. la mano.
espacio. Mercury, Venus, the Earth, Jupiter, Saturn, Uranus, Neptune, Resumen de Respetar reglas de juego.
Identificar y describir are made of…, oxygen, solid discs vocabulario y
cantidad. There’s/There are: forma afirmativa – a/an / some / a lot of: gramática. Participar en juegos de a pares.
Requerir información sobre There’s (a computer). There are some / a lot of (astronauts).;
existencia y cantidad. forma negativa – a/an, any: There isn’t (a telescope). There Respetar las opiniones de los
Describir la rutina en un aren’t any (bathrooms).; forma interrogativa y respuestas otros.
módulo espacial. cortas – a/an / any: Is there (a kitchen)? Yes, there is. / Colaborar en la realización de
Elaborar un informe de una No, there isn’t. Are there any (bedrooms)? Yes, there are. / los proyectos.
misión espacial imaginaria. No, there aren’t.; forma interrogativa con ‘How many’ y
(Proyecto) respuestas completas: How many bathrooms are there?
There are two.
Interacción cotidiana en el but
aula.
consignas.
TIEMPO AREAS DE
6 Entre 10 y La vida cotidiana: Identificar y describir Personajes y objetos de cuentos de fantasía: boy, dragon, Imágenes. Mostrar interés por la lectura
Tell me a 12 horas los relatos y diferentes personajes de fairy, genie, king, lamp, mermaid, monster, pirate, princess, Escenas. de cuentos y relatos.
cátedra. los cuentos de cuentos y relatos. sailor, sultan Diálogos.
story! fantasía. Identificar y contrastar Adjetivos para describir personas: bad, beautiful, big, brave, Posteos de Respetar las preferencias de
acciones en el presente y en dangerous, funny, good, handsome, little, magic, rich, young fotos. los otros.
el pasado. Adjetivos para describir sentimientos/estados de ánimo: Artículo.
Requerir información sobre angry, bored, excited, happy, tired, worried Cuento corto. Respetar turnos.
acciones en el presente y fortune, arrogant, kind, forever, crown, break the lock Resumen de Solicitar la palabra levantando
acciones en el pasado. Comparación de tiempos verbales – Present simple vs. Past vocabulario y la mano.
Describir sentimientos/ simple: I (sometimes) read (in the afternoon). She (never) gramática. Respetar reglas de juego.
estados de ánimo. reads (before bed). / He bought a book (last month).
Identificar y describir Do you usually read (classic tales)? Yes, I do. / No, I don’t. / Participar en juegos de a pares.
personajes míticos griegos. Did she read (last night)? Yes, she did. / No, she didn’t.
Crear una nueva versión Respetar las opiniones de los
She is (angry) because (she read a novel but she didn’t like it).
de un cuento o relato. otros.
(Proyecto) Colaborar en la realización de
Interacción cotidiana en el los proyectos.
aula.
consignas.
Integration 3: Story mix (Unidades 5 y 6)
15
and your life. Write words that are important to
you or that represent something in your life, eg:
Hello! 3, red, pizza, 2012, Lima. In groups, pupils have
to figure out what these words and numbers
represent in your life. Write on the board suitable
language for this task, eg: I think you like/have
got… Have you got…? I think… is your favourite
food. Do you…? Were you… in 2012? Possible
ideas: 3 maybe the number of classes you have
in the school. Lima maybe your favourite city or
the place you were at on your last holidays, etc.
tip A new year marks the beginning of a

new relationship, a new bond that needs to be
strong and genuine to ensure a positive learning
environment. The more solid your bond with
Lesson 1 your new group of pupils is, the more positive
the teaching/learning scenario becomes and this
Vocabulary: Revision of colours, objects,
positive learning scenario ignites enthusiasm and
clothes, countries and the weather
motivation to learn:
Grammar: Revision: present simple be, have got, • Devote the first lessons to give clear
present simple – affirmative and negative forms, information, set rules and organize your work.
past simple be Set classroom rules regarding noise, the use
Functions: Greeting and introducing oneself. of Spanish, eating, etc. The clearer the rules,
Correcting wrong information. the less time you will waste on these issues.
• Plan your lesson carefully. Have your plan
and materials ready but be flexible: when one
Lesson starters activity is not yielding the expected results,
• Stand at the classroom door and invite each pupil have a plan B.
to go into the classroom. Shake hands with each • Scan your pupils all the time. Be ‘close’
of them. Smile all the time. Once inside, greet the to them by reading the signals they send,
class and introduce yourself. Say, Hello, children! such as I am bored, I don’t understand,
My name is or I’m… I’m very happy to be your This is difficult, etc. Do something with this
teacher. It’s going to be a super year. Encourage information you collect.
pupils to introduce themselves. Then ask the class • Be positive and encouraging. Have positive
to say what they want to do in their English lesson slogans on the walls, explain their meaning
this year. Provide language for this task. Write on and read them aloud frequently: Never give
the board: This year I would like to… I want to… up. You can do it! / Try again! I am here to
• All about me! Give out copies of the activity in the help! / Awesome work!
‘Photocopiable activities’ section at the Teacher’s • Decorate the classroom. Have different areas
Resource Centre. Invite pupils to complete the on the walls:
sheet with information about themselves. Walk - ‘New language’: new expressions, classroom
around and provide help. You can also complete language, etc;
the sheet about yourself and share personal - ‘Recent news’: current affairs, interesting
information with them. Invite some of the pupils information, etc;
to read out the information they wrote. Put up the - ‘Weekly proverb’: a proverb or words of
‘All about me!’ sheets on display for future use. wisdom you can present the first day of the
• Guess about me! Pupils are usually curious week. You can talk about values or think
about their new teacher and want to know more about the message in a proverb, eg: A friend
about him/her. This task encourages them to ask in need is a friend indeed. One apple a day
you personal questions using the given words keeps the doctor away. Nothing is impossible.
in order to find a connection between the words
16
(Incorrect) The children are happy. (Correct) Encourage
1 02 pupils to correct the information that is wrong by
providing the correct information. To help them, you
• Ask pupils to open their books at page 2. Hold up can write negative words on the board, eg: isn’t, aren’t,
your book and point to the scene. To contextualize hasn’t got, wasn’t.
it ask, How many people can you see? How many
boys/girls are there? Where do you think they are?
How old do you think the children are? Who do you
3
think the man is? Can you read the names of the • Present the activity and read the example aloud.
children? • Do sentence 2 as a whole class and encourage
• Focus on the scene again and ask, Where are pupils to do sentence 3 by themselves. Remind
they? Do they look happy or unhappy? Ask the pupils to find an appropriate negative form from
class what they think they lesson is about. Pupils the ones written on the board.
give their predictions. • Pupils write the answers. They then work in pairs
• Play track 02 non-stop. Pupils check their and compare their work with another pair. Check
predictions. orally. If you wish, have them write the correct
version on the board for class correction.
• Play Kate and Phil’s part again. Ask the class to
mention the objects Kate and Phil talk about and Answers: 2 Phil hasn’t got an old cap. He has got a new cap.
what they say about these objects. Ask where they 3 Kate doesn’t walk to school every day. She rides her bike
were in their last holidays. Write these sentence to school. 4 Kate wasn’t on holiday in Mexico. She was in
beginnings on the board: Kate was in… Phil was Paraguay. 5 Ana doesn’t speak four languages. She speaks
three: Spanish, English and Portuguese. 6 Tim isn’t sad. He’s
in… Encourage pupils to read Kate and Phil’s lines.
happy. 7 It isn’t cold and cloudy. It’s sunny and hot. 8 The
• Follow the same steps with the dialogue between raccoon isn’t sleeping on the tree. It’s climbing the tree.
Clare and Ana. Then introduce the other two
characters: Tim and Mr Green. Lesson wrap-up
• Play the complete track again and invite pupils to • Collect all the ‘All about me’ sheets and read
repeat the lines. Encourage pupils to act out the some information from each aloud. Don’t tell
dialogue. whose sheet you are reading. Pupils have to
remember who wrote the information you are
Extra activity Who is it? Give pupils time to look reading and identify the writer.
at the scene on pages 2 and 3 again. Ask a pupil to
choose one of the characters, come to the front and Let’s have fun!
mime what he/she is doing. The rest of the class
That is correct/That is not correct: To give pupils
have to guess which character the pupil is miming.
extra practice on the negative forms, play the game
again but this time the sentences will be about
2 their new classroom. Prepare slips of paper with
sentences about the class – some sentences contain
• Read the rubric and the questions aloud. Focus on
wrong information and some sentences have correct
the Wh- words: ‘Who’, ‘When’, ‘Where’, ‘What’.
information, eg: The classroom is big and green.
• Do number 1 as a whole class. Give pupils time There are two windows. Our teacher’s name is
to write their answers. Pupils work in pairs. Then Susan. We have got a computer in the classroom.
check as a whole class. There is a big dog in the classroom every day.
Answers: 1 Kate has got a new bike. 2 Phil has got a new cap.
3 He was in Brazil in January. 4 Kate was in Paraguay. 5 Clare
has got a new friend. 6 Ana is from Spain. 7 Ana speaks English,
Spanish and Portuguese.
Extra activity Direct pupils’ attention to the scene

once more. Say things about it – some of the things
you say should be correct and some other things
should be wrong, eg: The children are at school.
17
Let’s have fun!
Memory game: Elicit the names of the characters
in the presentation of the Hello! unit. Write the
names on the board. Pupils work in groups and say
something they remember about each character.
Write some sentence beginnings on the board to help
them, eg: He/She has got… He/She was… He/She is
wearing… Set a time limit. Then show the picture of
one of the characters of say his/her name and all
the groups say what they remember about him/her.
Follow the same steps with the rest of the team.
1 03
• Have pupils open their books at page 4. Point to

the picture and ask, What can you see? Who are
the children in the picture? What do you think
Lesson 2 they are talking about?
• Play track 03. Pupils listen and check their
Vocabulary: followers, teens predictions. Explain the meaning of ‘followers’.
Grammar: Revision: present simple be, have got; Ask the class how many followers the team has
present simple; New: possessive adjectives: my, got (900). Ask, Is this number important? Why?
your, his, her, their, its, our • Play the track again. Pair up pupils and have
Functions: Talking about one’s feelings. Talking them practise reading Phil and Ana’s lines. Pay
about oneself. Talking about possession. special attention to the pronunciation of the
possessive adjective ‘our’.
Lesson starters • Play the track once more. Pupils choose one part
to act out.
• Greet the class. Have pupils make a desk card to
help you remember their names. Their cards have 2
to contain their names and something important
to them: their favourite colour, the sport they • Direct pupils’ attention to Activity 2. Read the
play, the title of a song they like, etc. Provide rubric together Then read and answer question 1
suitable language for them to generate correct as a whole class.
sentences, eg: My name is… My favourite colour • Give pupils time to think of suitable answers for
is… I like… and so on. Pupils read their names the other questions and write them down. Then
and tell the class what important element they check orally.
have added on their card.
Answers: 1 It’s the team’s website. 2 Phil, Tim, Clare, Kate
tip When pupils are presented through less and Mr Green are on the team. 3 Yes, it has. 4 They answer
questions, post their photos and play games.
structured tasks, ie: tasks that call for a more
open and freer answer, it is important to provide
them with suitable language to help them Extra activity Ask the class who they follow in
frame their ideas effectively. This is part of the social media networks. Write the name of celebrities
scaffolding we must include so that pupils feel and tell pupils to imagine how many followers each of
at ease and that they are up to the challenge. them have. Allow answers in L1. Invite pupils to check
the information for the following class. Remember to
• Introduce a daily routine, eg: pupils say which day check this information in your next lesson.
of the week it is or how they are feeling. For feelings
you can have a poster with several emojis. Pupils GRAMMAR Direct pupils’ attention to the
start the lesson by saying, Today I am (happy). sentences in the dialogue that contain a word in
pink. Ask them to read them aloud and to think
what these words express – qualities of objects,
18
time, possession, etc. Agree with the class that Lesson 3
the words in blue express possession. Then
ask the class to dictate the words to you and Vocabulary: numbers 1–999
write them on the board. Have them complete
Grammar: Revision: present simple be, have got;
the table with those words (I/my; You/your;
possessive adjectives
It/its; We/our; They/their). Check orally. Then
write some other statements with possessive Functions: Counting. Identifying numbers.
adjectives on the board for class discussion. Talking about possession.
Finally, ask pupils to complete the sentences.
Lesson starters
Answers: 1 His; 2 Her; 3 Its; 4 Their
• Introduce the symbols ‘plus’ (+) and ‘minus’ (-).
Then copy some mathematical operations on the
Let’s have fun! board. Pair up pupils and invite them to solve the
Bring a big box and ask pupils to close their eyes. operations. The first pair to solve all of them is the
Place inside different types of objects: books, winner. NB: Try to use numbers 1–99 in this activity.
jumpers, pencil cases, etc. Ask the class to open their • Use the Bingo grids in the ‘Photocopiable
eyes and to have a look at the objects in the box. activities’ section at the Teacher’s Resource
If they are able to identify one object, they pick it Centre. Ask pupils to identify the numbers they
and go up to the owner and say, This is his/her book/ can see. Then ask them to cross out 5 numbers.
pencil case etc. If it is correct, they keep the object. Prepare slips of paper with all the numbers on
If the guess is wrong, the addressed pupil answers, the girds and put them in a bag. Call pupils, one
This is not my book/pencil case. and the activity at a time, to draw out a slip. They read out the
continues until the class can identity the true owner. number – the pupils who have that number cross
it out in their grids. The first pupil to cross out all
Lesson wrap-up numbers calls out, Bingo! and is the winner.
• Where are you? Prepare pairs of cards with the

following words: red / Harry Potter / Messi / maths / 1 04
pizza / Coke etc. Give out the cards and have pupils • Have pupils open their books at page 5. Focus
walk around looking for their match. When the their attention on the highlighted website tab:
pairs are ready, they say, Pizza is our favourite food. ‘Games’. Then direct pupils’ attention to the
Harry Potter is our favourite book character. and so subtitle ‘Teens race scores’. Ask pupils what they
on. Allow all the pairs to generate their statements. think the lesson is about. Clarify the meaning of
‘race’ and ‘scores’.
• Play track 04 non-stop. Pupils follow in their
books. Explain how to make up three-digit
numbers. Write some other exponents on the
board for class discussion. Then ask pupils to
choose one number and to say it.
• Play the track again. Pupils read and repeat.
Extra activity Call out one of the numbers on the

website. Pupils listen and point to the number in their
books. Then use a ball. Toss it to a pupil and call out a
number. The pupil catches the ball and has to say the
number before and after plus the one you said, eg:
T: 334; P1: 333, 334, 335; T: 789; P2: 788, 789, 790.
2 05
• Ask pupils to identify the people in the pictures

and then read out the numbers they see.
19
• Explain the activity. Ask pupils to predict which Lesson 4
Clare’s score is. Pupils give their predictions.
• Play the beginning of track 05. Pupils check their Vocabulary: escape, koala, hope
predictions. Grammar: Revision: comparative form of
• Follow the same steps with two more scores. adjectives; present simple; There is/are…
Then play the track non-stop. Functions: Describing an animal. Talking about
• Pupils check with a partner. Then check orally. animals’ habits. Describing a tourist area.
d Audioscript/Answers
1 Clare has got six hundred and seventy-eight points. Lesson starter
2 Tim has got seven hundred and ninety-one points.
3 Kate has got five hundred and fifteen points. Let’s have fun!
4 Phil has got six hundred and twenty-nine points.
Prepare circles made of coloured paper – one colour
5 Ana has got three hundred and forty-five points.
for numbers 1–9, a different colour for numbers 10–90
3 (in tens) and another colour for numbers 100–900
(in hundreds). Once you have the numbers ready, go
• Explain the activity. Give pupils time to read both
to the yard and stick them on the floor in three parallel
columns. Then do the first match as a whole class.
lines (without following a logical order). Alternatively,
Have pupils match the rest of the sentences.
you can play the first round with the numbers in order
• Pupils work individually and then check with a and the second round with the numbers placed at
partner. Then check as a whole class. random. Divide the class into two teams. Prepare slips
of paper with different numbers and put them in a bag
Answers: 1 e; 2 f; 3 b; 4 a; 5 c; 6 d
(there must be 1-digit, 2-digit and 3-digit numbers).
A member of Team 1 draws out one number, eg: 74.
Lesson wrap-up
The objective is to stand in circles where the numbers
Let’s have fun! 70 and 4 are. Most probably, he/she can’t do it alone,
so he/she calls another member to make a human
Living numbers! Prepare slips of paper with a 3-digit chain. If two are not enough, he/she calls another
number each. Pupils work in trios; each pupil has to pupil until the human chain is able to reach numbers
represent his/her number with their bodies. The class 70 and 4. Follow the same steps with Team 2. Tell
has to guess which number the trio is showing. them that the numbers that have been used cannot be
Spinning wheels combo! Prepare three spinning used again. Use a chart to complete with the following
wheels: one with numbers 100–900, the second with details: the number on the slip each team draws out of
numbers 10–90 and the third with numbers 0–9. Call the bag and the number of pupils needed to reach all
a pupil to the front. He/She spins the three wheels the numbers to form it. The winner is the team with the
starting from wheel 1 to wheel 3 to form a number. lowest score in the column of pupils needed.
He/She writes the numbers on the board and reads
out the final result, eg: Wheel 1 stops on 300; wheel 2
tip Bingo and lottery are fun and effective
stops on 60; wheel 3 stops on 4 – result: 364. Repeat tasks to practise numbers. However, tasks
the same procedure several times. that imply using the body add an element of
physicality to learning the language. The more
physical the task, the more chances to anchor the
new language in pupils’ mental lexicons. All pupils
are different and have different learning styles.
When teaching a language to kids, it is important
to use different channels: visual, auditory,
kinaesthetic, etc. The more channels you use, the
more chances to cater for the different needs of
all learners. Kinaesthetic tasks are usually fun and
provide more memorable experiences.
20
• Once you have checked the answers, focus on
1 06 the second article. Read the title aloud.
• Direct pupils’ attention to the pictures and ask,
• Ask pupils to open their books at page 6 and
How would you describe Berry Lake Town? What
describe what they can see. Focus on the titles
can you see in the last picture? Invite pupils to
and the highlighted website tab. Ask, How many
imagine what problems Berry Lake Town may
koala bears can you see? Where are they? What
have. Allow L1 in their answers. Ask, What do you
do you think they children in green T-shirts are
think the children in the second picture are doing?
doing in the area?
• Focus on the first article. Use a KWL (What I Extra activity Write some statements about the
Know, What I Want to Know, What I Learnt) chart second passage on the board. If the statements
to activate pupils’ knowledge about the koala are true, pupils clap their hands. It they are false,
bear. In groups, pupils share what they know they remain silent, eg: The area is not prepared for
about this animal. Groups report back to the tourists. (clap) The lake is highly polluted. (silence)
class once they have completed the first column.
• Arouse curiosity and ask the class what extra 3
details they would like to know about the koala. • Read the sentences aloud. Clear up any words
Use their ideas and write headings: ‘food’, they do not understand.
‘habitat’, ‘description’ or ‘questions’: Where does
the koala live? What food does it eat? etc. (Use • Pair up pupils and have them choose the correct
this information for the second column.) You can option. While they are working, you may play track
ask the class to surf the Internet to get some 06 again as a backup. Then check as a whole class.
more information about the koala.
Answers: 1 busier; 2 summer; 3 isn’t; 4 tents; 5 hasn’t got;
• At the end of the lesson, they can complete the 6 dirtier; 7 light; 8 putting
chart with what they have learnt (in the third
column).
4
• Direct pupils’ attention to the title of the first
• Pair up pupils and invite them to play the
article. Ask them to show you the baby koala in
game. Pupil 1 thinks of three sentences that
the picture.
contain wrong information. Pupil 2 corrects the
• Write the following on the board: Whitton, grey, sentences. They then swap roles.
Australia, 20 hours a day, leaves, Karen Trent.
• Walk around and monitor. Provide help when
Pair up pupils and invite them to scan the text to
needed. Then encourage different pairs to come
find these words in the passage. When they find
to the front to play.
these words, they read and say how these words
are connected to the baby koala. (Whitton is the Extra activity Let’s talk about our city/school!
name of the baby koala. The koala is grey, brown Divide the class into groups of 4 and have them
and white. Koalas are from Australia. They sleep discuss the problems of rubbish in their city or
20 hours a day. They eat leaves. Karen Trent is a school. Provide the following information for them
zoo-keeper in Sunshine Zoo.) to use: Is it cleaner or dirtier now than some years
• Play track 06. Pupils follow in their books. Ask ago? Are there rubbish bins in the city/your school?
the class what Karen Trent wants to do. Do you use them? Do people use them? Then have
pupils prepare a sign to encourage people to use
2 rubbish bins. Provide useful vocabulary.
• Have pupils read the questions aloud. Then pair Lesson wrap-up
them up and have them answer the questions.
They check their work with another pair. Then • Exit ticket! Have pupils choose either the baby
check orally. koala or the Berry Lake Town passages and write
a sentence about it on a slip of paper. They have
Answers: 1 It’s a baby koala. 2 They are looking for Whitton. to give them to you as a passport to leave the
3 No, it wasn’t. It was very small. 4 It’s smaller than a cat. classroom.
5 They are from Australia. 6 Yes, they do. 7 They eat leaves.
8 She wants to climb a big eucalyptus tree (to look for Whitton).
21
U
NI
T explain that people have already voted for their
favourite films and TV programmes. Focus their
1 On screen attention on the different categories.
• Play track 07 once and invite pupils to write the
number of votes for each category. Stop after the
first one and show them that they have to write
number 25 for animated films. Then go on with
the rest of the track.
• Play the track again for pupils to check. Have
pupils share their answers with their partners.
After some minutes call some volunteers to read
the answers. Then check as a whole class.
P: Phil – C: Clare
What types of films or TV programmes do you like?
P: Let’s check our follower’s C: Sports programmes have
votes. What’s their got 55 votes.
favourite type of film? P: OK, that’s a big number
C: Let’s see… 25 people like too. And action films?
animated films. C: It has got 64 votes.
P: How many people like P: What about comedies and
science fiction films? TV series?
Lesson 1 C: Mmm… 40! Quite a lot. C: Let’s see… 20 people like
P: What about horror films? comedies and 46 like TV
Vocabulary: animated films, science fiction films, C: Let me check… 73 people series.
horror films, sports programmes, action films, voted for horror films. P: Does anybody like the
comedies, TV series, the news P: OK, great! How many news?
people like sports C: Yes, 18 people voted for
Functions: Talking about different types of films. programmes? the news.
Expressing preferences. P: Great. Thanks, Clare!
Lesson starter 2 08
• Play track 08 and ask pupils to repeat the
Let’s have fun! words. You may have choral repetition first
Write to the music! Divide the class into groups of 4. and then you may divide them into groups and
Give out each group slips of paper with words/phrases have a competition. Pay special attention to
from the previous unit. Play a song or some music; pronunciation at this stage.
pupils have the time it takes for the track to finish to
write one sentence with one of the words/phrases. 3
When the song/music has finished, they move on to • Pair up pupils. Ask them to choose one film or
the next word. Play another song/music track for pupils TV programme. In turns, one of them says the
to write another sentence. Keep going until groups name of the chosen film or TV programme and
have written three sentences. Ask representatives of the other pupil says the type of film. Then they
the different groups to read their sentences or write switch roles.
them on the board for class discussion.
• Provide an example first. Set a time limit. Then
choose some of the pairs to talk about their
1 07
favourite films or series.
• Have pupils open their books at page 8. Point to
the title of the unit and explain the meaning of Let’s have fun!
that expression. Class survey: Give out copies of the activity in the
• Elicit different types of films and TV programmes ‘Photocopiable activities’ section at the Teacher’s
pupils know and write them on the board. Resource Centre. Elicit the questions pupils need to
ask, eg: Do you like/watch action films? Explain that
• Point to the website with the photo posts and they should walk round the class, find a classmate
22
who answers affirmatively and write their names Lesson 2
in the table. They should try to find a different
classmate for each question. Play some background Vocabulary: Revision: animated films, science
music. Pupils can sit down once they have completed fiction films, horror films, sports programmes,
their tables or when the music stops. Choose several action films, comedies, TV series, the news;
pupils to read their findings. Once all the surveys New: a film trailer
have been checked, invite pupils to add up the
Grammar: frequency adverbs: always, usually,
affirmative answers and to show the final result, eg:
sometimes, never
Only four pupils voted for the news. Write the final
results on the board for class discussion. Functions: Talking about routines. Expressing
frequency.
tip It is very important to ensure that pupils
speak English during this activity, so the teacher Lesson starter
should move around monitoring and it should
be very clear for pupils that they should only Let’s have fun!
answer questions in English. Recapping shapes! Draw a square on the board
and ask pupils to say four types of films. Then draw
Lesson wrap-up
a triangle and ask pupils to say three types of TV
• Have pupils answer the question posed by the programmes. Finally, draw a circle and ask them to
girl next to the unit title and share their answers make a sentence about their favourite type of film
with the class. or TV programme.
Let’s have fun!

In a few words! Pair up pupils. Prepare cards with the
types of films and TV programmes (or use the cut-outs
at the back of the book). One member of the pair sticks
a card on his/her forehead (without looking at it). The
other member of the pair has to describe it without
using the film or TV programme type to enable his/her
partner to guess the word or phrase. Walk around and
monitor. Provide help when required.
• Exit ticket! Ask pupils to write a word or a phrase
that they have learnt on a piece of paper and give
it to you as a passport to leave the classroom. 1 AB, p62
Repeat this activity at the end of each lesson.
• Focus pupils’ attention on the crossword puzzle
in this activity.
• Pair up pupils. Have them look at the pictures
and write the names of the types of films.
call volunteers to read the answers.
Answers: 1 sports programmes; 2 horror films; 3 animated films;

4 action films; 5 comedies; 6 science fiction films; 7 TV series;
8 the news
1 09
• Have pupils open their books at page 9. Hold up

your book and point to the scene. To contextualize
it ask, Who can you see in the scene? (Tim and
Clare.) Where are they? (At the studio.) What is Tim
doing? What are they talking about?
23
• Play track 09 to check pupils’ predictions. Let’s have fun!
• Play the track again. Pupils listen and read. Do Freeze ball game: Have pupils stand in a circle. Place
not introduce the idea of frequency yet. Do it face down, in the middle of the circle, cards with types
accidentally if anyone asks about it. of films written on them. Pupils pass a soft ball. When
• Divide the class into two groups. One group is you say, Freeze!, the pupil with the ball has to pick up a
Tim and the other group is Clare. They listen and card from the pile and say, eg: I never watch the news.
repeat the dialogue. Provide an example first. Play several times.
• Pair up pupils. Invite them to act out the Lesson wrap-up

dialogue. Allow some minutes for rehearsal. After • Ask pupils to write in their folders four true
the allotted time, ask some pairs to dramatize sentences about themselves using the adverbs
the dialogue in front of the class. of frequency. Provide an example first. Set a time
limit. Then call volunteers to read the sentences
2 aloud. Have them write some of the sentences on
• Explain the activity. Have pupils read the dialogue the board for class discussion.
in Activity 1 again. Then they answer the questions.
Extra activity Give out copies of the activity in
• Pair up pupils and set a time limit. Then call the ‘Photocopiable activities’ section at the Teacher’s
volunteers to read the answers aloud. Check as Resource Centre. Pair up pupils and invite them to
a whole class. complete the sentences. Walk around and provide
help when needed. Once they have finished, invite
Answers: 1 Tim is watching a film trailer. 2 He likes horror films.
3 She is scared of monsters. 4 She likes animated films. them to write the sentences on the board. Have some
pupils read out the sentences.
GRAMMAR Take some examples from the Answers: 1 watch, programmes, in; 2 usually, morning; 3 like,
on; 4 horror, the; 5 never
dialogue in Activity 1. Say, Do you remember
what Clare and Tim say about the films they
watch? Write the following sentences on the
board: I always watch horror films at night.
I never watch horror films. I usually watch
animated films. First, ask about the use of
the present simple for routines. Ask pupils
to provide some examples using this tense.
Then highlight the frequency adverbs in each
statement. Explain that we use ‘always’, ‘never’,
‘usually’ to talk about the frequency with which
we do an activity. Draw pupils’ attention to
the ‘Look!’ box and make them aware of the
percentages. Then ask, Where are these adverbs
in the sentence, before or after the main verb?
Write some other examples on the board for
class discussion. Use only statements using
the first person singular, as in the table, as
this lesson focuses on this person only. Pair
up pupils and tell them to complete the table Lesson 3
(always, usually never). Allow them some time
and then check. After that, ask pupils to put Vocabulary: Revision of types of films and TV
the words in order. Set a time limit. Then call programmes
volunteers to write the sentences on the board.
Grammar: Revision: frequency adverbs, present
simple: I/you; Yes/No questions
Answers: 1 I sometimes watch comedies on Friday. 2 I never watch
the news in the morning. 3 I usually watch sports programmes at Functions: Talking and asking about routines.
the weekend. Expressing frequency.
24
Lesson starter complete the table (Do, do, don’t). Check that
they complete the table correctly. After that,
Let’s have fun! ask pupils to complete the questions and
How often do you...? Divide the class into groups answer them. Set a time limit. Choose some
of 3 or 4. Give out copies of the board game in the pupils to read their questions and answers.
‘Photocopiable activities’ section at the Teacher’s
Resource Centre, a dice and counters to each group. Answers: 1 Do you, No, I don’t. 2 Do you, Yes, I do. 3 Do you
Players place their counters on the ‘Start’ square watch, No, I don’t.
and take turns to roll the dice. When they land on a
square, they make true sentences with an adverb of
frequency. If the sentence is correct, they remain in
that square but if it’s incorrect, they go back to the
previous square. The first player to reach the ‘Finish’
square wins the game. Provide an example first.
Walk around and monitor.
2 AB, p62
tip This basic board game provides useful
• Pair up pupils. Explain that they have to look
language practice and it can also help pupils at the graph carefully and complete it with the
to work together as a team but the rules of the adverbs of frequency in the box.
game should be clear from the very beginning in
order to avoid conflict. • Provide an example first. Set a time limit. Then call
volunteers to write the questions on the board.
You may invite pupils to write complete sentences
1 10
using the information given, eg: Teens always
• Have pupils open their books at page 10. Hold up watch animated films.
Answers: always, usually, sometimes, never
it ask, Who can you see? (Kate and Mr Green.)
Where are they? (At school.) Kate is interviewing
Mr Green. What are they talking about?
• Play track 10 to check pupils’ predictions.
• Play the track again for pupils to listen and read.
Clarify meaning when necessary. You may ask
some leading questions to check comprehension.
3 AB, p63
2 • Tell pupils to put the words in order to form
• Pair up pupils and focus their attention on questions and then answer them following the
Activity 2. Explain the activity. Pupils have to information they have in the graph in Activity 2.
read the dialogue in Activity 1 again and decide
whether the statements are true or false.
invite some pupils to write the questions and
• Provide an example first. Set a time limit. Invite answers on the board for class discussion.
some pupils to provide their answers.
Answers: 2 Do teens watch animated films? Yes, they do. They
Answers: 1 T; 2 F; 3 F; 4 T always watch animated films. 3 Do teens watch horror films?
Yes, they do. They usually watch horror films. 4 Do teens watch
science fiction films? Yes, they do. They sometimes watch
GRAMMAR Write some of Kate’s questions science fiction films.
on the board. Read the questions aloud.
Ask, What is Kate doing when she asks these Lesson wrap-up
questions? Allow L1, if necessary (She is
asking about Mr Green’s routine.) Make them Let’s have fun!
notice how we form the question, Do you…? Miming game: Put some slips of paper with types
and the answers, Yes, I do./No, I don’t. Then of films and TV programmes in a jar/bag. Call one
ask them to look at the box in their books and volunteer to the front. He/She should pick one slip
25
of paper, read it aloud and mime the type of film/TV that Kate and Phil are talking about the types of
programme. The rest asks questions, eg: Do you watch films and TV programmes they watch.
horror films? The pupil at the front answers, Yes, I do./
• Tell pupils to listen to the conversation and
No, I don’t. and says how often. Play several times.
complete the table following the information in the
dialogue. Focus their attention on the examples.
• Play track 11 twice. Then pair up pupils to share
their answers. Then check as a whole class.
K: Kate – P: Phil
K: Phil, do you watch action K: Do you watch the news?
films? P: Yes, I do. I sometimes
P: Yes, I do. I always watch watch the news in the
action films on Friday. morning.
K: And do you watch horror K: Do you watch series?
films? P: Yes, I do. I always watch
P: Yes, I do. I sometimes series in the afternoon.
watch horror films at night. K: Do you watch comedies?
K: Do you watch sports P: Yes, I do. I usually watch
programmes? comedies in the evening.
P: Yes, I do. I usually watch K: OK, great. Thank you, Phil!
football matches on
Wednesday.
Lesson 4 2
• Pair up pupils. Invite them to look at the table in
Vocabulary: Revision of types of films and TV Activity 1 and ask their partner questions.
programmes
Grammar: Revision: frequency adverbs, present they switch roles. Walk around and monitor.
simple: I/you; Yes/No questions Provide help when needed. Then choose
Functions: Talking and asking about routines. volunteers to act out the exchange.
Expressing frequency.
tip When pupils are engaged in speaking
activities, it is important to provide frameworks
Lesson starter where they are motivated to speak and feel that
they say something. Provide useful language
Let’s have fun! especially for weak pupils who need this support.
Human Bingo: Divide the class into groups of 4. Give
out each pupil in the groups a card with a type of film
or TV programme on it. All the members of the group
3
are sitting. Prepare a bag with cards showing the same • Have pupils go to the cut-outs section at the
types of films/TV programmes. Call a volunteer to draw back of the book and cut out the cards. Before,
out a card. When he/she draws out a card, he/she you may ask them to paste the cut-out page on
reads the word aloud and all the pupils in the different poster board.
groups with the same word stand up. Follow the same • Have them choose two cards (an orange card and
procedure with the other cards. The first group to have a picture card) and form a sentence using the
all its members standing calls out, Bingo! They then information on them plus adverbs of frequency.
make sentences with those words saying how often Then they switch roles.
they watch that type of film/TV programme.
• Draw pupils’ attention to the example in the book.
Set a time limit. Walk around and monitor. Help as
1 11
necessary. Then call for volunteers to read their
• Have pupils open their books at page 11. Draw sentences. You may ask some pupils to write their
their attention to the scene in Activity 1. Explain sentences on the board for class discussion.
26
Let’s have fun! Lesson 5
Let’s play with cards! Put the cut-outs with the Vocabulary: chat with friends, follow YouTube
pictures in a bag and the phrases in another bag. channels, play online games, post photos, read
Divide the class into two teams. Have a pupil from ebooks, watch music videos
Team 1 take a card from each bag and ask him/her
Grammar: Revision: frequency adverbs, present
to describe the picture and say one of the words in
simple: I/you; Yes/No questions
the phrase. Invite a pupil from Team 2 to generate a
statement about both cards using also an adverb of Functions: Talking and asking about routines.
frequency. If the statement is correct, they score a Expressing frequency.
point. Play the game at a brisk pace to have fun.
Extra activity Pair up pupils. Give out copies of Lesson starter

the activity in the ‘Photocopiable activities’ section
at the Teacher’s Resource Centre. Tell pupils
Let’s have fun!
complete sentences using frequency words and Hangman: Think of frequency adverbs or types
types of films/TV programmes and then write the of films/TV programmes and write dashes on the
words in the crossword puzzle. Walk around and board to represent each of the letters that make up
monitor. The first pair to find them is the winner. the word or phrase you have chosen. Pupils guess
the letters. If they guess a letter in the word, write it
Answers: 1 usually; 2 Action films; 3 animated films; 4 TV series; over the dash, or dashes, that represent it. For each
5 never; 6 comedy; 7 horror films; 8 always; 9 sometimes; 10 the
wrong guess, draw one line of a simple picture of
news; 11 Science
a person hanging from the gallows. The pupil who
guesses the word or phrase correctly has to use it
Lesson wrap-up
in a sentence correctly to become the winner.
Let’s have fun!
Throw the ball and ask: Have pupils stand in a circle.
1 12
Throw a soft ball or a paper ball to one of them while • Have pupils open their books at page 12. Hold
you ask, Do you watch science fiction films? The pupil up your book and point to the pictures. Say that
who catches the ball answers, Yes, I do. or No, I don’t. those are photos posted by different children
and explains how often he/she does that action. Then showing what they do on the Internet.
he/she throws the ball to another pupil and asks • Draw pupils’ attention to the words in the box.
another question. Play several times.
• Pair up pupils. Have them listen and complete
the sentences with the words given. Play track 12
twice. Then check as a whole class.
Answers: 1 friends; 2 read; 3 photos; 4 videos; 5 play; 6 YouTube
2 13
• Tell pupils to listen and repeat the words in bold.

• Play track 13 and ask them to repeat. Have choral
repetition first and then you may divide them
into groups and hold a competition.
3
• Ask pupils to complete the table. They tick the
information about them.
• Tell pupils to write complete sentences with the
information from the table.
27
• Provide an example first. Set a time limit. Then Extra activity Ask pupils to write notes about
call volunteers to read their sentences aloud their free time activities in their folders. They should
while some others write their sentences on the take Clare’s notes as an example. Write some useful
board for class discussion. language on the board, if necessary. Set a time limit.
After the allotted time, pair up pupils. They exchange
Let’s have fun! their notes with their partners who will read them and
Mini-Bingo: Tell pupils to draw a three-square bingo correct them, if necessary. Check as a whole class.
grid in their folders. Have them choose three actions
they can do on the Internet and write them on their Lesson wrap-up
grids. Call out the words they have learnt in this
lesson. The first pupil who crosses out all the words
Let’s have fun!
and makes sentences with them is the winner. Create a frequency rap: Invite pupils to create a rap
in which everyone says their names and what they
always/usually/sometimes/never do on the Internet.
Demonstrate clapping and saying the chorus of the
rap in a very rhythmic way, eg: Everybody clap and
say the frequency rap! Give an example of a sentence
to introduce yourself and say the action, eg: My
name is Mary and I always chat with my friends. In
4 AB, p63 groups, pupils prepare different sentences for the
rap. Then do the rap with the whole class. Hold a rap
• Pair up pupils. Tell them to look at the pictures competition and have pupils vote for the best group.
and complete the phrases.
check as a whole class.
Answers: 1 watch; 2 post; 3 read; 4 chat; 5 play; 6 follow
5 AB, p63
• Ask pupils to focus their attention on Activity 5.
Ask, Who is the girl in the picture? (Clare).
• Pair up pupils. Explain the activity. They have
to look at the table and complete Clare’s notes
about her free time activities.
Lesson 6
• Draw pupils’ attention to the example.
Lesson starter
• Set a time limit. Then choose volunteers to read
the answers aloud. Let’s have fun!
• Invite some other pupils to write the sentences Films word scramble: Divide pupils into two groups.
on the board for class discussion. Call one volunteer from each group. Divide the board
into two parts and write two scrambled up words
Answers: I usually post photos in the morning. I never watch connected with films/TV programmes. Pupils put the
animated films. I usually read ebooks at night. I sometimes play
letters in order to discover the words. The first pupil
online games in the evening.
to do so scores a point for his/her group.
28
1 14
• Have pupils open their books at page 13. Focus

pupils’ attention on the highlighted website tab
and explain that this is the ‘Articles’ section.
• Explain the meaning of the title. Ask, What do
you think new screens mean? Why new habits?
What do you think the article is going to be
about? Divide the class into groups of 3 or 4 and
allow them to discuss the questions. Choose
representatives from the different groups to share
their conclusions. Allow L1 in their answers.
• Play track 14 twice. Pupils listen and read. Then
they check their predictions.
• Draw their attention to the pictures and ask them to
compare and contrast them. Ask, What differences
Let’s write! AB, p64
can you see? Clarify meaning if necessary. You may
ask leading questions to check comprehension. • Focus pupils’ attention on Activity 1. Pair them
up and ask them to read the paragraph about a
tip Use your pupils’ prior knowledge as much teenager who writes about TV and the cinema.
as possible. It is important to spend a few minutes If you wish, ask leading questions to check
talking about their knowledge or experience on understanding.
one topic as a way to introduce the subject. • Invite pairs to answer the questions in Activity 2
by underlining the answers in the text in Activity
2 1 in different colours. Provide an example first.
Then check as a whole class.
• Pair up pupils. Explain that they have to read the
texts again and decide whether the statements Answers: 1 animated films and horror films; 2 series, comedies and
are true or false. Then check as a whole class. action films; 3 on Saturday or Sunday; 4 in the living room or in the
kitchen; 5 in the afternoon or in the evening; 6 animated films
Answers: 1 F; 2 T; 3 T; 4 T
• Individually, pupils write a paragraph similar to
the one in Activity 1 and using the questions in
Extra activity Make your True/False sentences:
Activity 2 as a guide.
Divide the class into groups of 3 or 4. Tell them to
write three True/False statements about the article for • Provide an example first. Write a paragraph
the other groups to check. Representatives from the about you on the board as well as some useful
different groups read out their sentences in turn for language for pupils to use. Walk around and
the other groups to decide whether they are true or monitor. Provide help when necessary.
false. Groups score one point for each correct answer. • After some time, ask pupils to exchange
paragraphs with their partners. Explain they
3 should read the paragraph and check it.
• Divide the class into groups of 3 or 4. Tell them • Call volunteers to read their paragraphs aloud.
to discuss the question in the rubric. Write some If possible, correct the paragraphs in class.
useful language on the board, if necessary.
• Set a time limit. Walk around and monitor. Pupils Lesson wrap-up
then report their conclusions to the class.
Let’s have fun!
Guess the film or series: Prepare slips of paper with
the names of well-known films or TV series. Divide
the class into two groups. Call a volunteer from one
of the groups to the front. He/She picks a slip and
29
mimes the words of the title of the film or the series. • Draw pupils’ attention to the example in the
If his/her group guesses correctly, they score a point. book. Allow some time for the exchange. Walk
around monitoring and helping, if necessary.
Lesson wrap-up
Let’s have fun!

The human sentence: Prepare 27 cards big enough
for pupils to see from their desks. Divide the class
into two groups and give out cards to each group
so that they can make up two sentences. Once they
have prepared the sentences, pupils stand at the
front of the class holding the cards which make up
a grammatically correct sentence. Sentences to be
made up: I always watch TV in the evening. (7) I never
Project watch horror films. (5) I sometimes watch TV series in
the afternoon. (8) I usually watch TV in the kitchen. (7)
1
• Have pupils open their books at page 14.
Pair them up and focus their attention on the
‘Get ready!’ activity. Explain that they have
to look back at the unit and complete the
words connected with types of films and TV
programmes and Internet activities.
• Provide an example first. Then ask different pairs
to share their answers.
Let’s think!
Pair up pupils and ask them to think of two more items
for each category and write them in the corresponding
15 Read for fun Animated films we like!
box. Set a time limit. Have pupils share their answers.
Pre-reading activity
2 • Divide the class into groups of 4 or 5. Have them
• Focus pupils’ attention on Gary’s survey. Explain open their books at page 86 and focus on the
that they have to read the survey carefully paying pictures. Ask them to write two sentences about
attention to every single detail. Analyze it as a one of the pictures, describing the characters or
whole class. Clarify meaning when needed. saying something about the film they represent if
they have seen the film. Walk around and monitor.
3 Have some pupils read their sentences aloud.
• Draw pupils’ attention to the steps they have to While-reading activity
follow in order to create their own survey.
• Tell pupils that they are going to read some film
• Read the table together. Tell pupils that they can reviews. Explain that a film review is an article in
use Gary’s survey as an example. Provide one or a newspaper or magazine that gives an opinion
two examples first. Walk around and monitor. about a film. Ask them if they read film reviews
before watching a film.
4 • Tell pupils that the films chosen are animated
• Pair up pupils and ask them to exchange their films. Ask them to say whether they have seen
surveys with their partners. these films or not.
• Tell them to read their partners’ survey and • Pair up pupils. Play track 15. Ask them to listen and
answer the questions with true information read the texts, and say which film review they like
about them. Set a time limit. Then pupils tell the best. Clarify meaning if necessary. You may ask
their partners their answers. leading questions to check understanding.
30
Check your understanding stars, say why they like the film and write a short
summary of the story. Write some useful language
1 on the board and set a time limit. Then they can
• Ask the pairs to read the text again. Explain they read their reviews aloud. Hold a competition and
should read and complete the sentences with have pupils vote for the best review. You may give
‘Trolls’, ‘Gru’ or ‘Emojis’. Provide an example first. out coloured cardboard paper to each group for
them to design a poster of the film chosen.
• Set a time limit. Then check as a whole class.
Answers: 1 Trolls; 2 Emojis; 3 Gru; 4 Trolls; 5 Trolls; 6 Emojis;

7 Trolls; 8 Gru
Let’s have fun!

Make your own sentences: Have pupils work in
groups of 3 to write three more sentences to complete
with the names of the protagonists of the films. Set a
time limit. Then call volunteers to read their sentences
to the class for them to say the names.
2
• Pair up pupils. Invite them to read the text again
and correct the sentences in their folders. Draw
pupils’ attention to the example. Set a time limit.
Then call volunteers to read the answers while
other pupils write some of the answers on the
board for class discussion.
Let’s revise! AB, p65
Answers: 2 The Bergens are big and ugly. 3 Gru’s brother lives in
Freedonia. 4 Dru wants to be a villain. 5 Alex always uses emojis • Ask pupils to open their books at page 65 and
when he chats with friends. 6 Gene can change his expression. explain that the activities on this page will help
them revise what they have learnt in Unit 1. Have
Think about the reviews them do the activities individually and then check
as a class. Tell them they can refer to the ‘Hop into
1 Grammar Summary’ on page 98 to check any new
• Divide pupils in groups of 3. Focus their attention language from the unit they don’t remember.
on Activity 1. Tell them to discuss about the
Answers:
number of stars they will give to each film. Write 1 science fiction, animated, horror film
some useful language on the board, eg: I think we 2 I usually post photos. I sometimes play online games.
can colour... because this film is... I like/don’t like... I never read ebooks.
this film because... The characters in this film are… 3 Do, like, No, don’t, never, sometimes, comedies, animated,
in, do, usually
• Set a time limit. Then call one representative from
each group to share their answers with the class.
• Once you have finished checking, draw pupils’
• Ask pupils to write the sentences in their folders. attention to the top right corner of the page.
2 Explain what the hands represent:
• Divide pupils into groups of 3 or 4. Have them read This unit is super good. I am happy!
the different options and choose one message for
each film. Ask them to justify their choices. This unit is all right. I am OK.
one representative from each team will read their This unit is not good. I am not happy.
choices and will justify. • Have them circle the hand that shows their
3 progress in the unit. To help pupils decide, tell them
to go back to page 8 and leaf through the unit.
• Invite the groups to choose one animated film they
like and write a review. They can draw and colour
31
NI
T
1
U
2 Great people • Have pupils open their books at page 16. Read
the title aloud and ask them what they think the
unit is about. Ask pupils if they can identify the
people in the pictures. Read out the question
posed by the boy for pupils to give their answers.
Accept L1 in most of them.
• In pairs, pupils read the texts and match them with
the pictures. Clarify meaning when needed. Then
pairs share their ideas. Check as a whole class.
2 16
• Play track 16. Pupils follow in their books and

check their own answers.
Who is it?
1 Alexander Bell was an inventor. He lived in Scotland and
invented the telephone.
2 Wolfgang Mozart was a musician. He loved music and
played the piano when he was a child.
3 Elizabeth Blackwell was a doctor. She worked in a hospital
Lesson 1 and helped sick people.
4 Vincent Van Gogh was an artist. He liked art and painted
Vocabulary: inventor, musician, doctor, sailor, pilot beautiful pictures.
5 Christopher Columbus was a sailor. He travelled around
Functions: Talking about well-known people in
the world and discovered America.
the past. 6 Amelia Earhart was a pilot. She crossed the Atlantic Ocean
alone in a small plane.
Lesson starter Extra activity Do you know these people?
• Tell pupils they are going to play Good news/ Pair up pupils and give copies of the activity in the
Bad news. Ask, Have you got good news or bad ‘Photocopiable activities’ section at the Teacher’s
news? Brainstorm ideas for possible answers. Resource Centre. Ask, Do you know these people?
Help them frame sentences with the structures Check the names with the class or introduce them
they know, eg: Good news: Today is Friday. Today (you can have pupils look for information on the
is my birthday. I’ve got a new (bike). Bad news: Internet). Tell pupils they have to read descriptions
Today is Monday. I’ve got a maths test. of the people in the boxes and match them with the
names. Then they have to decide if the statements in
tip The good news/bad news slot is likely to the second activity are true or false. The pair with the
yield very good results as long as pupils receive greatest number of correct answers is the winner.
the necessary scaffolding to express their ideas.
Answers: 1 b; 2 f; 3; 4 e; 5 b; 6 c / 1 F; 2 F; 3 T; 4 F; 5 F; 6 T; 7 F; 8 F
Pupils are always eager to share their news, so
what they need is possible stretches of language
to use. You can prepare separate lists of sentences 3 17
they can use for good or bad news. Put these • Direct pupils’ attention to the pictures again.
lists up on display. In this way, pupils will never Call out the name and profession of some of
feel at a loss for words. Remember that repetition the people in the pictures. Pupils point to the
together with their desire to express their ideas is corresponding picture.
a successful mix. Eventually, pupils will become
• Play track 17. Stop after each word is mentioned.
more confident with the language and the more
Have pupils repeat the word. Pay special attention
confident they become, the more motivated to
to the pronunciation of the word ‘musician’.
speak and share their news with the class they will
be. This virtuous circle leads to higher self-esteem 4
and more meaningful learning. • Pair up pupils. Pupil 1 says a key word from the
box and pupil 2 says the job connected to the
32
word or phrase chosen. Have them look at the Lesson 1. Call three pupils to the front and tell them
example in the book. Walk around and monitor. one of the jobs. The three have to mime actions
Provide help when necessary. related to this profession/job. The rest of the class
Lesson wrap-up has to guess which profession/job they are miming.
• Wordsearch: Pair up pupils. Give out copies Ball game: Toss a ball to a pupil and say the
of the activity in the ‘Photocopiable activities’ name of one of the well-known people presented
section at the Teacher’s Resource Centre. Pupils in Lesson 1. The pupil catches the ball and gives
find and circle the words related to the lesson. information about this person’s job/profession, eg:
Check as a whole class. Then invite them to use T: Columbus; P1: He was a sailor. T: Vincent
some of the words discovered to complete the Van Gogh; P2: He was an artist.
sentences. Walk around and monitor.
Answers: Across: pictures, inventor, sailor, artist; Down:
1 18
musician, piano, plane, pilot, doctor • Have pupils open their books at page 17. Ask the
class to identify the people in the scene (Kate
• Exit ticket! Ask pupils to write a word or a phrase and Phil). Ask, What has Phil got in his hands?
that they have learnt on a piece of paper and give • Focus pupils’ attention to the word ‘quiz’ on the
it to you as a passport to leave the classroom. mobile phone. Ask the class to predict what type
Repeat this activity at the end of each lesson. of quiz Phil may be doing.
• Play track 18 non-stop. Pupils check their
predictions. Ask the class if the quiz is about
history or science (history).
• Play the track again. Ask the class who answers
the quiz. Also, ask them if Kate thinks the quiz is
difficult or easy (It’s easy.) Encourage the class to
repeat the line ‘That is easy!’
• Write some easy and difficult mathematical
operations on the board. Point to one and let
pupils choose between: ‘That’s easy!’ or ‘That’s
difficult!’ If you wish, ask some leading questions
to check comprehension.
2
• Play track 18 again. Pupils follow in their books.
• Individually, pupils say if the statements are True
or False. They check their answers with a partner.
Lesson 2 Then check orally.
Vocabulary: Revision: inventor, musician, doctor, Answers: 1 F; 2 F; 3 F; 4 T

sailor, pilot; New: liked, travelled, discovered,
crossed, loved, played, painted, lived, invented,
worked, helped GRAMMAR Draw pupils’ attention to the
Grammar: Revision: be – past simple; New: past words in purple. Ask them to dictate these
simple affirmative and negative forms: regular words to you. Write them on the board. By
verbs using questions, guide pupils to infer the rule of
the past simple affirmative form by themselves.
Functions: Talking about actions in the past. Ask, Can you see any common features? What
can you see about the ending? Do the actions
refer to the present or the past? At this stage,
Lesson starters
have pupils look at the ‘Look!’ box, which can
Let’s have fun! help them discover the rule. Invite pupils to
complete the purple table (sailed, liked). Read
Miming: Prepare slips with all the jobs seen in the verbs in the past and pupils repeat after
33
you. Go back to Lesson 1. Ask pupils to focus Lesson wrap-up
on the words in pink. Play track 19. Pupils
repeat the word. Draw their attention to the Let’s have fun!
pronunciation of ‘invented’ and ‘painted’. Find the verb family: Prepare slips of paper with
Compare with ‘sailed’ and ‘loved’. Redirect verbs in the past simple, affirmative and negative
pupils’ attention to the quiz in Activity 1. Focus forms. Put them up on the classroom walls. Pupils
their attention on the words in red now. Copy work in mini-groups. They move around the
them on the board. Ask pupils to infer the rule classroom and find the affirmative and negative
for the past simple negative form. Ask, What forms that match. Once they have matched them,
can you see about these sentences: are they encourage pupils to make sentences about people
affirmative or negative? What do you notice they know using the verbs.
about the verb combination: ‘didn’t’ + verb?
Have pupils complete the red table (didn’t live,
didn’t paint). Finally, ask pupils to complete the
sentences. Check as a whole class.
Answers: 1 didn’t discover, discovered; 2 didn’t travel, travelled
Lesson 3
Vocabulary: around the world, models, in the air
Grammar: past simple interrogative form: regular
verbs; short answers
1 AB, p66
Functions: Talking about and asking about actions
• Ask pupils to focus on the pictures and say in the past.
who they can identify. Then, individually, they
complete the sentences about these famous
people. They then check their work th a partner. Lesson starters
Then check orally.
Let’s have fun!
Answers: 1 worked, helped; 2 invented; 3 crossed; 4 travelled;
Write four verbs in the past simple on the board. Pair
5 played; 6 painted, loved / a doctor; b inventors; c sailor; d pilot;
e musician; f artist up pupils and invite them to provide three names,
three objects and places to be used to make up
sentences. If necessary, pupils can consult other
Extra activity Pair up pupils and give out copies groups or look up information on the Internet.
of the activity in the ‘Photocopiable activities’ section
at the Teacher’s Resource Centre. Explain that they • Pair up pupils and give out copies of the activity
have to match people and facts. Once the pairs have in the ‘Photocopiable activities’ section at the
finished, they check their answers with another pair. Teacher’s Resource Centre. Have pairs read
Then check orally. the words and phrases, and frame sentences
either in the affirmative or negative forms. Set a
Answers: 1 e; 2 f; 3 a; 4 c; 5 d; 6 g
time limit. The pair with the greatest number of
correct sentences is the winner.
34
Lesson wrap-up
1 20 • Make up and answer: Pair up pupils and give
out copies of the activity in the ‘Photocopiable
• Have pupils open their books at page 18. Hold
activities’ section at the Teacher’s Resource Centre.
up your book and point to the scene and the
Pupils make up questions with the words and
highlighted website tab ‘Interviews’.
phrases provided in the grid. Once the questions
To contextualize ask, Who can you see? (A boy
are ready, each pair asks and answers them. Walk
and a man.) Who are they? (Tim and grandpa.)
around and monitor. Provide help when needed.
Where are they? (At home.) What do you think
they are talking about?
• Play track 20 to check pupils’ predictions. Then
play the track again. Pupils follow in their books.
Ask the class what Tim’s grandpa was. Also, ask
them which famous people are mentioned and if
they know them.
• Play the track once more. Divide the class into
two groups. One group will be Tim and the other
group will be his grandfather. They listen and
repeat.
2
• Have pupils read the text and complete the gaps
individually. They then check their work with a
partner. Finally, check orally.
Answers: 1 pilot; 2 young; 3 countries; 4 plane; 5 12
Lesson 4
GRAMMAR Direct pupils’ attention to the
words in blue in the interview and copy them Vocabulary: Revision of professions and jobs,
on the board. Ask the class what similarities and regular verbs in the past simple
they find among them. Pupils complete the Grammar: past simple affirmative, negative and
blue table (did, travel, invent). Write some other interrogative forms: regular verbs
exponents on the board for class discussion.
Functions: Talking about people’s professions in
Now direct pupils’ attention to the answers in
the past.
orange in the interview and copy them on the
board. Ask pupils to compare them. Then have
them complete the orange table (did, didn’t). Lesson starter
Finally, have them complete the sentences and
answer them. • Pair up pupils and have them prepare slips of
paper with questions using the past simple form
Answers: 1 Did, invent, Yes, they did. 2 Did, travel, No, they didn’t. of regular verbs. Pairs swap the slips and then
answer them. Walk around and monitor.
tip At this age, when children are 10+, it is
advisable to raise awareness about language
rules and patterns and how language works.
Therefore, when pupils are exposed to a new
grammar pattern, it is important to provide them
with enough time and suitable guiding questions
so that they are able to discover by themselves 2 AB, p67
the new pattern and hypothesize about it.
• Direct pupils’ attention to the scrambled questions.
In pairs, ask pupils to the questions and then
answer them. Then check orally.
35
Answers: 1 Did Rivera paint murals? Yes, he did. 2 Did Favaloro Answers: 1 worked; 2 painted; 3 crossed; 4 lived; 5 travelled;
invent the aeroplane? No, he didn’t. 3 Did Lorenzini travel on a 6 discovered
plane? Yes, she did.
3
1 21
• Have pupils go to the cut-outs section at the
• Have pupils open their books at page 19. Ask back of the book and cut out the cards. Before,
them to say who the people in the pictures are: you may ask them to paste the cut-out page on
Phil’s grandparents and Clare’s grandparents. poster board.
• Ask pupils to read the four professions provided. • Ask them to read the names of the people under
Let them predict each grandparent’s profession. each picture. Elicit general information about
• Play track 21 non-stop. Pupils check their each person.
predictions. Then ask them, Who was an artist/ • Read the mini-dialogue on page 19 aloud. In
a musician/a sailor/a doctor? They provide answers pairs, pupils place the pictures on a desk. Pupil
and they are able to match pictures and professions. 1 picks up a mini-card and makes two sentences
d Audioscript
– an affirmative sentence and a negative one –
MG: Mr Green – P: Phil – C: Clare about one of the people in the pictures. Pupil
MG: Phil, tell us about your MG: Phil, tell us about your 2 says who the person is. Walk around and
grandfather. grandmother. monitor. Check pupils are using the verbs in the
P: He was a sailor. P: When she was young, she correct form.
MG: Did he travel to a lot of was a doctor.
different countries? MG: Did she work in a big Lesson wrap-up
P: Yes, he did. He travelled to hospital?
Australia, China, Portugal P: No, she didn’t. She • Divide the class into four groups. Pupils in each
and Mexico, but he didn’t worked in a very small group choose a well-known person and write
travel to the USA. hospital. two sentences, one affirmative and the other
MG: Clare, tell us about your MG: Clare, tell us about your negative. Then they read out the sentences and
grandmother. grandfather.
their partners have to discover who the person is.
C: She was a musician. C: He was an artist.
MG: Did she play the guitar? MG: Did he paint pictures of
C: No, she didn’t. She played people?
the piano. C: No, he didn’t. He painted
pictures of ships.
Answers: 1 a sailor, b; 2 a musician, b; 3 a doctor, a; 4 an artist, b
2
• In pairs, pupils ask each other questions about
the four grandparents. Remind them about the
question pattern. Write it on the board: Did
Phil’s/Clare’s grandfather/grandmother…? Walk
around and monitor. Check pupils are using L2.
Lesson 5
Vocabulary: painter, chef, nurse, scientist,
4 AB, p67 mechanic; garage, restaurant, workshop,
hospital, lab
• Pair up pupils. Explain they have to complete the
notes with the correct form of the verbs. Clarify Grammar: Revision: want to
meaning if necessary. Then check as a whole Functions: Expressing intentions for the future,
class and have pupils write the complete text in wish or desire.
their folders.
36
Lesson starter 3
Let’s have fun! • Draw pupils’ attention to the professions in the
first column. Then focus their attention on the
That is correct! That is wrong! Make two signs: one
places in the third column. Explain they have to
with a thumb up for correct statements and one with
match the profession with the corresponding
a thumb down for wrong statements. Stick them on
action (in the second column) and with the place
separate walls. Prepare some slips of paper with
where the action is performed.
correct and wrong sentences about famous people
(using the past simple) and put them all into a box. • Do number 1 together. Give pupils time to complete
Call a pupil to the front. He/She takes a slip from the the other sentences. Then have them check their
box, reads it aloud and the whole class moves to the work with a partner. Check as a whole class.
corresponding wall and says, That is correct! or That is Answers: 1 A painter makes paintings in a workshop. 2 A chef
wrong! Give pupils some blank slips of paper for them cooks food in a restaurant. 3 A mechanic repairs cars in a
to write their own statements to continue the game. garage. 4 A nurse helps sick people in a hospital. 5 A scientist
does experiments in a lab.
1 22
4
• Read both questions aloud. Give pupils time
your book and point to the different sections in
to choose their profession. Write, if necessary,
the Teens Online website. Read the subtitles and
sentence beginnings such as I want to be… I
ask pupils what they think the lesson is about.
want to work in…
• Focus on the title ‘This week’s top 5 jobs!’. Ask
• Give out A4 blank sheets of paper. Pupils write
the class to predict which jobs these could be.
both sentences and draw pictures to show their
• Ask pupils to look at the pictures and identify place of work. Have pupils share their work with
the professions they know. Then they match the the rest of the class.
speech bubbles with the corresponding picture.
• Play track 22. Pupils check their work. Then Lesson wrap-up
check as a whole class. • Pair up pupils. Give out copies of the activity
Answers: a 5; b 2; c 1; d 4; e 3 in the ‘Photocopiable activities’ section at the
Teacher’s Resource Centre. Pupils have to look
at the thought bubbles and complete the speech
2 23
bubbles. Walk around and monitor. Correct as a
• Play track 23. Stop and encourage pupils to whole class.
repeat the words in bold in the texts. Pay special Answers: 1 painter, workshop; 2 nurse, hospital; 3 chef, restaurant;
attention to the pronunciation of ‘scientist’. 4 scientist, lab
Let’s have fun!

Mime the professions: Play some background
music. Pupils move around. When the music stops,
they freeze and choose a profession to mime.
Call the name of a pupil and the class says which
profession he/she is miming.
tip Children learn more from doing than
from verbal instruction. Every time new words
are introduced it is a good idea to include
hands-on tasks in which pupils do things
rather than repeat the new words. Miming and
Total Physical Response tasks include action
and pupils anchor the new words through the
movement of their bodies.
37
Lesson 6 • Direct their attention to the pictures in the text
and ask them to describe what they see.
Vocabulary: alone, make drawings, moving Pre-reading task
water, moved, apprentice, statues, learned,
• Write the following statements on the board:
talented, helicopter, human body
Leonardo da Vinci was an artist. Leonardo da Vinci
Grammar: Revision: want to and past simple: was a musician. Leonardo da Vinci was an inventor.
regular verbs Leonardo da Vinci was a scientist. Tell the class that
Functions: Talking about past events. three of them are true about Leonardo da Vinci.
Scanning task
• Give pupils one number or one word to find
Lesson starters
these details in the text and say what they refer
Let’s have fun! to, eg: 1452 (the year when Leonardo was born),
Verrocchio (an artist; Leonardo was his apprentice).
New identity: Invite pupils to choose a famous
person in history. Pupils have to pretend he/she tip Predictions tasks are instrumental in
came back to life and talk about his/her past life, awakening interest in the text. They are hooks
eg: I was a painter. I was very good. I lived in Italy. that entice pupils into action mode and increase
I painted ‘The Mona Lisa’. The rest of the class has their connection to the topic. The following
to guess who he/she is. prediction tasks are easy to design and can be
New professions: Bring pictures of famous people used with a variety of texts: True or false tasks
and of different professions/jobs. Place the pictures (you give info about the topic and based on their
in two piles, one for famous people and the other for previous knowledge pupils decide if the info is
professions/jobs. Explain that pupils are going to be T or F. Then they can compare their answers with
some famous person and they are going to choose a the info in the text. Association tasks: you put
new profession for them. Have a pupil pick a picture together words and pictures about the topic and
from the famous people pile and introduce himself/ pupils have to say why and how they think these
herself, eg: Hello! I am Ricky Martin. The same pupil words and pictures are connected to the topic.
then picks a picture from the professions/jobs pile Then, after reading they check their predictions
and adds the second sentence, eg: Hello! I am Rocky with the true info in the text.
Martin. I want to be a scientist.
• Play track 24. Pupils listen and follow in their
books. Clarify meaning when needed. If you wish,
ask leading questions to check understanding.
Extra activity Write the following question words

on the board: Who…? Where…? When…? Was…?
What…? Did…? Pair up pupils and invite them to
3 AB, p67 generate questions about the text using the words
• Draw pupils’ attention to the pictures showing given. Walk around and monitor. Then invite pupils to
some of the characters and their wishes. write their questions on the board for class discussion.
• Complete sentence 1 as a whole class. Give
pupils time to complete the other sentences.
2
Then they check with a partner. Then check orally • Do number 1 as a whole class. Then pupils work
individually to correct the other statements. They
Answers: 1 scientist, lab; 2 nurse, hospital; 3 chef, restaurant
check their work with a partner. Then check as a
whole class.
1 24 Answers: 1 Leonardo da Vinci was an artist, a scientist and an
inventor. 2 He was born in Italy. 3 When he was a child, he lived
• Have pupils open their books at page 21. Elicit with his grandparents. 4 He walked in the forest with his uncle.
the highlighted tab in the Teens Online website. 5 When he was a teenager, he lived in Verrocchio’s workshop.
• Focus on the title of the article. Ask pupils to 6 He learned to make brushes, paintings, statues and many
predict what they are going to read about. other things. 7 Leonardo was more talented than Verrocchio.
8 Leonardo designed a bicycle.
38
Let’s have fun! • Explain that in this project the aim is to play trivia
games. Ask them to look for information about
Leonardo’s life: Pupils choose information from the Marie Curie on the Internet. Then have them read
text and mime a scene to the rest of the class. They can the sentences and circle the correct option.
work individually or in pairs. The class has to guess
what information their partners are miming. They can Answers: 1 scientist; 2 Poland; 3 France; 4 a lab; 5 experiments;
go back to the text to read the sentence aloud. 6 Paris to study; 7 X-ray machines
Lesson wrap-up • You can also tell pupils that Marie Curie was the
• Have pupils prepare frames about different first woman to win a Nobel Prize and the only
moments in Leonardo da Vinci’s life and write a woman to win a Nobel Prize twice.
caption about it. They present their work to the
Extra activity Write some words connected to
class. Alternatively, divide the class into groups. A
Marie Curie on the board eg: Poland, Paris, X-ray
group can work on his family life, another group can
machines, etc. In groups, pupils have to frame
prepare the frames about his paintings and another
sentences about her using the given words.
group can draw and write about his designs.
3
• Direct pupils’ attention to the yellow box with
names of well-known people. Read these names
aloud. Ask pupils if they know anything about
these people. Invite them to share the information
they know. Have pupils work in mini-groups.
Each group should choose one name and find
information about him/her.
• Focus their attention on step 2. Read out the list of
items they need to find out about the person they
have chosen. Explain than in ‘Other Information’
they need to find out what this person did.
Project
• Direct pupils’ attention to the table in step 3.
1 Have them notice that for each line they have to
• Have pupils open their books at page 22. Pair them offer two options, one with correct information
up and focus their attention on the ‘Get ready!’ and the other with incorrect information. In
activity. Draw their attention to the three groups: groups, pupils prepare their trivia card.
‘Jobs and professions’, ‘Work places’ and ‘Verbs’. • Direct their attention to step 4 and tell them they
• Start with ‘Jobs and professions’. Elicit possible have to make a card with the person’s name and
words for this category. Give pupils time to picture.
complete the words. Check the spelling by asking
them to write the words on the board. 4
• Continue with ‘Work places’. Follow the same steps • Have pupils exchange trivia cards and choose
as before. Then ask pupils to make sentences by one option in each case. They then check the
combining a job/profession and the corresponding information with the group that prepared the
work place, eg: A chef works in a restaurant. card. Have them look at the mini-exchange in the
• Tell pupils to provide the past simple form of the book. Walk around and monitor, providing help
verbs given. Have them read out the verbs, paying when needed.
special attention to ‘invented’, ‘worked’ and Extra activity The same and different: Ask pupils
‘painted’. Then ask pupils to make sentences using to choose two famous people and list what they had
the past of the verbs on the list about some of the in common and what was different between them,
well-known people introduced in the unit. eg: Marie Curie and Albert Einstein. The same: Marie
2 Curie and Albert Einstein were scientists. Marie Curie
• Focus on the picture of Marie Curie. Ask pupils if was the first woman to win a Nobel Prize (in 1903 and
the know who she was. 1911). Einstein got the Nobel Prize in 1921. Different:
Marie Curie was born in Poland. Einstein was born in
39
Germany. Marie Curie died when she was 67. Einstein meaning if required. Then they check predictions.
died when he was 76. If pupils find the task difficult, Ask them which was Bell’s big invention.
provide help and write some information on the • Direct pupils’ attention to the timeline presented
board for them to use. in Activity 2. Explain to pupils what a timeline is
about: it shows in a clearly visual way important
tip The 21st century model includes major
moments in somebody’s life.
changes to guarantee more effective teaching and,
• Ask pupils to read the years in the timeline. Then
as a direct result, more effective learning. New
ask them to complete the information for each year.
models call for more learner-centred lessons with
• Do number 1 and 2 together. Then pair up
a clear reduction of the expository lecture-style.
pupils and have them complete the rest of the
As to the type of language practice to use, tasks
landmarks. Then check as a whole class.
that boost the development of the critical thinking
skills should be essential ingredients in nowadays’ Answers: 1847: Scotland; 1859: machine; 1870–1874: Canada;
lessons. In this way, pupils practise the target 1875: lab, sounds; 1876: telephone
language and, at the same time, acquire other
skills and abilities necessary to face the challenges • Ask the class if they know who Thomas Edison
of today’s world and of a more demanding was. Pupils share their ideas. Then draw their
future. A simple task such as ‘The same and attention to Edison’s timeline in Activity 3. Ask
different’ serves both purposes: pupils practise pupils to read the years given. Then tell them to
the language and, in order to find similarities and scan the text and find his biggest achievement.
differences between two things/people/animals, Then invite pupils to frame sentences using the
they have to compare, contrast, discuss, evaluate, information in the timeline.
etc, which are all sub-categories under the • Pair up pupils. Tell them to write a text about
umbrella term of critical thinking skills. Edison’s life. Have them use the model in Activity 1.
Also, draw pupils’ attention to the ‘Writing tip’ box.
• Have pairs exchange their drafts and comment
on their peers’ work: they underline what they do
not understand; they check the verbs used, etc.
Then, they return the draft to the pair who wrote
it to check and rewrite the text, if necessary. Pairs
read their final version aloud.
Let’s write! AB, p68

• Direct pupils’ attention to the text in Activity 1.
Have them read out the name in the title and 25 Read for fun The lady with the lamp
look at the man’s picture. Ask pupils if they know
• Ask pupils what they think a biography is, what
who he was. If they have some information, have
information it includes, etc. Then invite them to
them share it with the class.
look at the title and the pictures. Ask, Picture 1:
• Write on the board the years that appear in the Who do you think the woman in the picture is?
text and ask pupils to order them chronologically. Picture 2: Where is she? Who do you think the
Ask pupils to predict why these years are other people are? Picture 3: Where is she? What
mentioned. Pupils give their ideas. has she got in her hand? Play track 25 to check
• Ask the class to read the text in silence. Clarify pupils’ predictions.
40
• Ask pupils to read the first three paragraphs and
focus on the following points: place of Florence’s
2
birth, school time, profession she liked and her • Tell the class that after the war Florence returned
parents’ opinion, where she studied to be a nurse. to England. In pairs, they have to write about
Have them share information about these points. Florence’s life there. Pupils can use verbs from
Lesson 1 or you can write options on the board.
• Invite pupils to read the next three paragraphs
Then each pair shares their work with the class.
and to focus on the following points: war against
Have pairs discuss the question the boy asks them.
Russia, soldiers in Turkey, her lamp.
• Ask pupils to share the information they get. Then
ask them to describe Florence’s personality. Write
options on the board, eg: lazy, hard-working, brave,
kind. Pupils choose suitable adjectives and give
details to support their choice. If you wish, ask
leading questions to check understanding.
Check your understanding
1
• Direct pupils’ attention to the list of events. Tell
them to order the events in Florence’s life.
• Do number 1 as a whole class. In pairs, pupils order
the rest of the events. Then each pair compares their
work with another pair. Check as a whole class.
Answers: 1 c; 2 a; 3 g; 4 f; 5 e; 6 d; 7 b; 8 h
NB: Number 1 should have been next to sentence c. This mistake
will be corrected the first time the Pupil’s Book is reprinted.
2 • Ask pupils to open their books at page 69 and
remind them that the activities on this page will
• Discuss the problems Florence Nightingale had
help them revise what they have learnt in Unit 2.
and the solutions she found. Some ideas: She
Have them do the activities individually and then
wanted to become a nurse. She went to Germany
check as a whole class. Tell them they can refer to
to study. The food in the hospital was not good.
the ‘Hop into Grammar Summary’ on page 98 to
There was a new chef. The food was good.
check any new language from the unit they don’t
Extra activity Who said what? Put up on the remember.
board slips of paper with sentences Florence herself Answers:
or people around her (parents, friends, other nurses, 1 1 didn’t paint; 2 didn’t sing; 3 invented; 4 worked;
soldiers) could have said, eg: I want to be a nurse. 5 discovered; 6 didn’t like; 7 loved
That is not a good job for a woman. Germany is a good 2 Did Steve Jobs paint pictures? No, he didn’t, Did he invent
place to study to be a nurse. The hospital is dirty. I am revolutionary computers? Yes, he did. Did he like
conventional rules? No, he didn’t.
sick and hungry. I can help. We can work hard to help
3 1 artist; 2 lived; 3 In; 4 eight; 5 painted; 6 worked;
the soldiers. Pair up pupils and have them decide on 7 invented; 8 art
who expressed those ideas. If you wish, have them
write some other exponents for other pairs to discuss. • Once you have finished checking, draw pupils’
attention to the top right corner of the page.
Think about the biography
Have them circle the hand corresponding to how
1 they feel about their progress in this unit. To help
pupils decide, tell them to go back to page 18
• Read out the question in Activity 1. In mini-groups,
and leaf through the unit.
pupils discuss and answer it. They also list points to
support their opinion and report back to the class.
41
‘doctor’, ‘usually’, ‘play the guitar’, ‘always’,
‘inventor’, etc. Encourage them to read the words
Integration 1 – People and jobs aloud. Then, in pairs, pupils make sentences with
these words.
Task
• Draw pupils’ attention to the words in the box.
Clear up doubts.
• Explain the activity. Have pupils complete the
texts individually. They then check their work
with a partner. Finally, check orally.
Answers: 1 scientist; 2 lab; 3 musician; 4 mechanic; 5 garage
Post-task
• Who is it? Write the following sentence
1 beginnings on the board: I like… I want to be…
Pre-task I want to work in a… Ask pupils to complete the
sentences on a card and to write their name on
Let’s have fun! it. Collect all the cards and put them in a bag.
Draw one out and read it aloud. Pupils listen
Profession and actions: Call three pupils to the front
and guess who has written that card. Then read
and whisper a profession to them. The three have to
out the name of the author aloud to confirm or
imagine and mime three different actions connected
contradict pupils’ guesses.
with that profession, eg: nurse. Pupil 1 may check the
patient’s temperature, Pupil 2 may give the patient a 3
shot; Pupil 3 may check the patient’s pulse. The pupils
who get the right answers are then invited to the front Pre-task
to do the same for another profession. • Brandy or Steve! Write ‘Brandy’ and ‘Steve’ on
Task the board. Prepare slips of paper with sentences
about them, eg: This person likes music. This
• Have pupils open their books at page 24. Direct person plays the drums. This person wants to be
their attention to the pictures. Ask pupils to a doctor. Pupils read the information on the slips
describe what they see: a girl called Brandy and decide whether to place the sentence under
doing an experiment and a boy called Steve ‘Brandy’ or ‘Steve’.
playing the drums. Ask them where they think
Task
they are performing those actions.
• Pair up pupils and invite them to complete the • Focus on the information about Steve. Ask pupils
speech bubbles. Then check orally. to read the text again and to report something
about him to the class.
Answers: Brandy: lab, experiment; Steve: music, playing
• Direct pupils’ attention to the scrambled up
sentences.
Post-task
• Explain the activity. Set a time limit. Then check
• Ask pupils to bring a photo of themselves orally.
doing something they like. They can also draw
Answers: 1 Steve always plays music in the afternoon. 2 He
themselves in a place they find important for
usually chats with friends in the evening. 3 He sometimes
their future. They write the corresponding watches music videos on his mobile phone.
caption for the drawing or picture, eg: Hi! My
name is… I want to be a… I want to work in a… Post-task
2 • In groups, pupils prepare one scrambled sentence
about Brandy. Groups exchange sentences and
Pre-task
generate a sentence prepared by another group.
• Dictate, read and use! Give pupils slips of paper. Have them write some of the sentences on the
Dictate some words seen in Units 1 and 2, eg: board for class discussion.
42
4 Task
Pre-task • Focus on Activity 5. Ask the class what they know

about Einstein.
Let’s have fun! • Explain that they have to complete the fact file
Table tennis question and answer session. Toss a with the verbs in the affirmative or negative
ball to a pupil and ask, Do you like music? Do you forms. Set a time limit. Then check orally.
like science? Do you like school? Pupils answer Answers: 1 didn’t like, liked; 2 didn’t work, worked; 3 didn’t
by saying, Yes, I do./No, I don’t. Swap roles and discover, discovered; 4 didn’t travel, travelled
encourage pupils to ask you questions starting with
Do you like…? Do you work…? Post-task
Task • Guess who! In mini-groups, pupils write a
few facts about one of the historic characters
• Focus on the dialogue between Brandy and
introduced in Unit 2. They read the facts aloud
Steve. Explain the activity and ask pupils to read
and then the rest of the class has to guess who
the dialogue in silence.
they are speaking about.
• Elicit the first question and check orally. Then give
pupils time to complete the dialogue individually.
6
• Have pupils check their work with a partner. Then Pre-task
check orally. • Go over the information seen in Unit 2 about
Answers: Do, play, No, don’t, Do, want, No, don’t, Do, like, Yes, do famous people by asking pupils questions, eg:
Did Steve Jobs invent Apple? Did Maradona
Post-task played in Italy? Did Mozart sing rock? Use a ball
to have an agile pace.
• Ask pupils to rehearse the dialogue between
Task
Brandy and Steve and to act it out. Invite some
pairs to act out the dialogue for their peers. • Focus on the dialogue about Einstein in this
point. Complete the first question as a whole
5 class. Then give pupils time to complete the
Pre-task other questions. Then check orally.
• Elicit the names of famous people who are not Answers: Did, live, No, didn’t, Did, like, Yes, did, Did, discover,
No, didn’t
alive today, eg: Cleopatra, Favaloro, San Martín,
etc. Write them on the board. Elicit possible verbs
Post-task
connected with these people’s achievements:
‘paint’, ‘sail’, ‘help’, ‘like’, ‘work’, ‘travel’, • Read the text below and have pupils complete
‘cross’, etc. Pupils work in groups and write two some sentences on the board, eg: 1 Alfredo’s
affirmative sentences and two negative sentences grandfather was... (born in England) 2 Thomas
about some of the people on the board using wasn’t a... (doctor) 3 He worked in... in a small
the given verbs. Invite some pupils to write their town. (a workshop). 4 He painted... (abstract
exponents on the board for class discussion. paintings). 5 His brother Henry was... (a pilot).
Check as a whole class.
Extra activity Correct the information: Write some
sentences on the board containing wrong information Script (to be read by the teacher)
about the people mentioned in the activity above, eg: Hi, there! My name is Alfredo. My grandfather, Thomas Long,
Cleopatra lived in Canada. San Martin crossed the was born in England. He was a really good person. He moved
Pacific Ocean. Favaloro worked in a garage. Pair up to Argentina in 1959. Was he a doctor? Of course not. He was
an artist. He worked in a workshop in a small town in the north
pupils and invite them to correct them.
of Buenos Aires for more than 25 years. He painted abstract
paintings. Everybody liked his paintings. I’ve got two at home.
I admire them every day. His brother Henry was not an artist.
He was pilot. He crossed the Andes alone in a small plane.
43
U
NI
T provide an example. Then go on with the rest of
the track.
3 Friends • Play the track again for them to check. Ask pupils
to share their answers with their partners. Then
check as a whole class.
What do you usually do at the weekend?
1 Boy 1: I go to the club and see my friends.
2 Boy 2: I go to a friend’s house and eat pizza.
3 Girl 1: I go bowling and take photos.
4 Girl 2: I go to the shopping centre and buy clothes.
5 Girl 3: I go out with a friend and have a snack.
6 Boy 3: I go to a friend’s house and play games.
2 27
• Play track 27 and ask pupils to repeat the words

in bold. You may have choral repetition first
and then you may divide them into groups and
have a competition. Pay special attention to
pronunciation.
Lesson 1
Vocabulary: go bowling, take photos, go out
with a friend, have a snack, go to the club, see
my friends, go to a friend’s house, eat pizza, go
to the shopping centre, buy clothes, play games
Functions: Talking about one’s weekend activities.
Lesson starter
Let’s have fun!
Unscramble the sentences: Divide the class into
groups. Prepare envelopes with three scrambled 1 AB, p70
sentences about Einstein in each of them, eg: didn’t / • Pair up pupils. Explain that they have to look
traditional / Einstein / like / school (Einstein didn’t like at the phrases and pictures, and complete
traditional school). Give an envelope to each group. them with the corresponding verbs. Provide an
Pupils have to unscramble the three sentences. The example first.
first group to finish calls out, Stop! Invite members of
• Set a time limit. After the allotted time, call
this group to go to the board and write the sentences.
volunteers to read the answers. Then pupils
If all the sentences are correct, they are the winners.
match the phrases with the pictures.
1 26 Answers: 1 play; 2 go, see; 3 go out, have; 4 take; 5 go to, eat;

6 go; 7 go to, buy / a 6; b 2; c 5; d 3; e 1; f 4; g 7
• Have pupils open their books at page 26. Draw
pupils’ attention to the tile of the unit. Elicit 3
different activities pupils do with their friends at
• Pair up pupils. In turns, one pupil chooses and
the weekends.
says a word or phrase from the box and the other
• Tell pupils to look at the photo posts. Ask them says the action. Then they switch roles. Repeat
questions about the photos, eg: What are the several times.
children in picture 1 doing? Why?
• Focus their attention on the example first. Walk
• Play track 26 once and have pupils number the around and monitor. Provide help if necessary.
pictures accordingly. Stop after the first one and
44
• Set a time limit. Then choose one or two pairs to Lesson 2
show the exchange.
• Direct pupils’ attention to the question posed by Vocabulary: bought, ate, went, had, played,
the girl next to the unit title. Have them answer saw, took
the question and then have some volunteers Grammar: past simple, irregular verbs – affirmative
share their answers. and negative forms
Extra activity Class survey: Give out copies of the Functions: Talking about past actions.
activity in the ‘Photocopiable activities’ section at the
Teacher’s Resource Centre. Elicit the questions pupils Lesson starter
need to ask, eg: Do you go bowling at the weekend?
Explain that they should walk round the class, ask • Pair up pupils. Give out copies of the activity
their friends and write their names in the table. They in the ‘Photocopiable activities’ section at the
should try to find a different friend for each question. Teacher’s Resource Centre. Explain that in the
Play some background music. Pupils can sit down wordsearch there are seven weekend activities
once they have completed their tables or when the hidden. Set a time limit. Check as a whole class.
music stops. You may divide pupils into groups of 4 Answers: Across: have a snack, go bowling, take photos, eat pizza;
to share their answers and be ready to share their Down: buy clothes, play games, see friends
conclusions with the rest of the class.
tip It is important to remember that if you 1 28
have a big class, you may ask pupils to mingle • Have pupils open their books at page 27.
in rows or in two halves rather than the whole Hold up your book and point to the scene. To
class in order to limit the amount of movement contextualize it, ask, Who are they? (Tim, Clare
and prevent over-excitement. and a girl/classmate.) What are they doing?
(Talking about their last weekend).
• Play track 28 once. Pupils listen and read the
Lesson wrap-up conversation to check their predictions. Clarify
meaning if necessary but do not present the
Let’s have fun! irregular verb forms at this stage.
Guessing game: Divide the class into groups and • Play the track again for pupils to read and repeat.
invite them to play a guessing game. Group A mimes
one of the actions learnt in the lesson and Group B 2
guesses what it is. They swap roles after each guess. • Pair up pupils. They read the conversation again
The group with the most correct guesses is the winner. and write true or false. Provide an example first.
• Set a time limit. Then choose some pupils to read
their answers.
Answers: 1 T; 2 F; 3 F; 4 T; 5 T; 6 T
Extra activity Dramatization: Pair up pupils. One

of them plays the role of Tim and the other the role of
Clare. They read and dramatize the dialogue. Set a time
limit. Then call for volunteers to act out the dialogue.
GRAMMAR Take some examples from

Activity 1. Write some exponents on the board,
eg: Last Saturday I went to the shopping centre
with Phil. We didn’t have a snack. We ate a
big burger and chips. Ask, What is Tim doing
when he says this? Is he talking about the past,
the present or the future? Elicit from them the
rules of how we form the past tense of irregular
45
verbs. Explain that we do not add ‘-ed’ to these sentences, while others write their exponents on
verbs to form the past. These verbs change the board for class discussion.
completely in the past – they are irregular Lesson wrap-up
verbs. Highlight form and meaning. Draw
pupils’ attention again to the use of ‘didn’t’ and
Let’s have fun!
the base form to generate negative sentences. Mini-Bingo: Tell pupils to draw a four-square Bingo
Read the ‘Look!’ box as a whole class. Then grid in their notebooks or folders. Ask them to
draw pupils’ attention to the box and ask them choose four irregular verbs in the past and write
to complete the tables (had, go, didn’t). Call them in their grids. Prepare slips of paper with the
volunteers to write the answers on the board. verbs in the past they have learnt and put them in a
After that pupils complete the sentences. bag. Call out the verbs. The first pupil who crosses
Check as a whole class. Draw pupils’ attention out all the four verbs and makes two sentences with
to the ‘Look!’ box again. Tell them that they are some of the verbs is the winner.
going to listen to the verbs and repeat them.
Write some other exponents on the board in
the affirmative and negative forms for class
discussion.
Answers: 1 went, didn’t go; 2 didn’t eat, ate; 3 bought, didn’t buy
Let’s have fun!

Memorygame: Write the past form of the irregular
verbs on the board: bought, went, had, ate, saw,
took. Ask pupils to read the sequence aloud. Then
erase one verb. They should repeat the whole
sequence even with the erased word. Repeat the
procedure until there is nothing on the board but
they say the complete sequence by heart.
Lesson 3
2 AB, p70
• Pair up pupils. Explain that they have to look at Vocabulary: Revision of irregular verb past simple
Activity 1 carefully and complete the paragraph forms
about Kate’s last weekend. Provide an example Grammar: past simple, irregular verbs –
first. interrogative form
• Set a time limit. Then call volunteers to write the
Functions: Asking about past actions.
sentences on the board. Check as a whole class.
Answers: Kate went to the club and saw her friends, she went
bowling and she took photos/had a snack. She didn’t play Lesson starter
games and she didn’t go to the shopping centre.
Let’s have fun!
The past tense slap: Divide pupils into groups of 4.
Have pupils stand up. Say a verb in the infinitive and
pupils slap their hands against their thighs if they
know the past tense of that verb. The first group to
3 AB, p70 slap their thighs has to say the past form of the verb
• Tell pupils they have to write three sentences and make a sentence using the verb in the past.
about their last weekend. Provide an example
first. You may write three sentences about your 1 30
last weekend on the board.
• Set a time limit. Then call volunteers to read their Hold up your book and point to the scene. To
46
contextualize it, ask, Who can you see? (Phil and Extra activity Class survey: Give out copies of the
Andy.) Tell them that Phil is interviewing Andy. activity in the ‘Photocopiable activities’ section at the
Ask, What do you think they are talking about? Teacher’s Resource Centre. Elicit the questions pupils
Accept different options. need to ask, eg: Did you see your friends last weekend?
• Play track 30 to check pupils’ predictions. Clarify Explain that they should walk round the class, ask their
meaning when necessary. friends and write their names in the table. Divide pupils
• Divide the class into two groups. One group will into groups of 4 to share their answers. They then
be Phil and the other group will be Andy. share their conclusions with the class.
• Play the track again. They listen and repeat the
dialogue.
Extra activity Pair up pupils. One of them will

play the role of Phil and the other one the role of
Andy. Pupils should read their part in a low voice,
look up at their partner and say the lines. Then 4 AB, p71
they can switch roles. • Invite pupils to put the words in order to form
questions and then answer them according to
Let’s have fun!
the information they have in Activity 1. Provide an
True or False? Prepare some statements about Phil example first. Set a time limit. Then call volunteers
and Andy’s conversation. Some of the statements are to write the questions and answers on the board.
true and others are not. Read the statements aloud.
Answers: 1 Did Clare have a snack at the park? Yes, she did. 2 Did
When you read a true statement, pupils clap their
Tim go to the club? No, he didn’t. 3 Did Phil go to the shopping
hands. If your statement is false, they stamp their feet. centre? No, he didn’t. NB: ‘at’ is missing in question 1. This mistake
Then choose a pupil to correct the false statement. will be corrected the first time the Pupil’s Book is reprinted.
2 Lesson wrap-up
• Pair up pupils and explain that they have to read
the dialogue in Activity 1 again and answer the
Let’s have fun!
questions. Provide an example first. Miming game: Put some slips of paper with actions
• Set a time limit. Then check as a whole class. in the past in a jar or bag. Call a pupil to pick one
slip, read it and mime the action. Tell the class
Answers: 1 Yes, he does. 2 No, he doesn’t. 3 No, he wasn’t.
they have to guess what he/she did last weekend
4 No, it wasn’t.
by asking, eg: Class: Did you go to the shopping
centre? The pupil who guesses correctly goes to the
GRAMMAR Take some examples from the front and mimes the next action. Play several times.
interview and write them on the board, eg: Did
you see your friends last weekend? Yes, I did.
Did they go to your house? No, they didn’t.
Ask, What is Phil doing when he asks these
questions? Is he asking about the present or
the past? Invite pupils to discover the rule on
how to form the questions in the past. Set a
time limit. Then ask some pupils to report their
conclusions. Draw pupils’ attention to the box
and ask them to complete the table (Did, go,
did, didn’t). Check as a whole class. After that
pupils complete and answer the questions.
Provide an example first. Set a time limit.
Then call volunteers to share their answers.
If necessary, write some other exponents on the
board for class discussion.
Answers: 1 Did, go; 2 Did, take; 3 Did, eat; Pupils’ own answers
47
Lesson 4 2
Vocabulary: Revision of irregular verb past • Pair up pupils. Explain they have to look at the
simple forms pictures in Activity 1 and complete the text in
Activity 2. Provide an example first.
Grammar: Revision: past simple, irregular verbs –
• Set a time limit. Then check as a whole class.
affirmative, negative and interrogative forms
Answers: 2 didn’t go; 3 didn’t go; 4 played; 5 didn’t eat; 6 had
Functions: Talking and asking about past actions.
Extra activity Tell pupils to write a similar

Lesson starter
paragraph about what they did last weekend in
Let’s have fun! their notebooks or folders as if they were writing
Past verb tennis: Pair up pupils. The pupil who is in their diary. Write some useful language on the
serving will say a verb in the infinitive and his/her board. Set a time limit. Then call volunteers to read
partner will give the corresponding past form as fast their paragraphs aloud.
as possible. If it is correct, he/she scores a point.
Then they switch roles. Repeat several times. 3
• Pair up pupils. Explain they have to look at
tip Remember to give clear instructions and
the pictures in Activity 1 and ask their partner
demonstrate how to play the game with the questions about Phil and what he did at the
whole class first. Once pupils have understood weekend. Focus pupils’ attention on the example.
the mechanics of the game well, they can play • Set a time limit. Then they switch roles. Choose
independently. volunteers to act out the exchange. Remind pupils
of the rising intonation to be used for questions.
1 31 4
• Have pupils open their books at page 29. Draw • Have pupils go to the cut-outs section at the
their attention to the pictures in Activity 1. back of the book and cut out the cards. Before,
Explain that Clare is interviewing Phil about what you may ask them to paste the cut-out page on
he did last weekend. poster board.
• Pupils listen to the conversation and write a • Pair up pupils. Explain they should choose six
tick or a cross next to the pictures following the cards and form a sentence or a question in the
information in the dialogue – they tick the things past. They get 3 points for each correct sentence
Phil did and cross the things Phil didn’t do. or question. Then they switch roles. Draw pupils’
• Play track 31 twice. Then pair up pupils to share attention to the example in the book.
their answers. Set a time limit. Then check as a • Set a time limit. Circulate providing help when
whole class. necessary. Then call for volunteers to read their
sentences or questions aloud.
Clare: Phil, did you see your friends at the weekend?
Lesson wrap-up
Phil: Yes, I did.
Clare: Did you go to the shopping centre? Let’s have fun!
Phil: No, we didn’t.
Clare: Did you go bowling? Throw the ball and ask: Have pupils stand in a
Phil: No, we didn’t. We played games at home. circle. Throw a soft ball to one of the pupils and ask,
Clare: Did you eat pizza? Did you see your friends last weekend? The pupil
Phil: No, we didn’t. We had a snack. who catches the ball answers, Yes, I did. or No, I
Clare: OK, thank you, Phil.
didn’t. Then he/she throws the ball to another pupil
and asks another question. Play several times.
Extra activity Play track 31 again. This time,
stop after each question was made and have
pupils repeat it. Pay special attention to the rising
intonation and to the pronunciation of the sound \d\
for the auxiliary form ‘did’.
48
the infinitive forms with the corresponding past
tense. Provide an example first.
• Set a time limit. Then call volunteers to write the
verbs on the board.
Answers: break – broke; eat – ate; write – wrote; wear – wore;
post – posted
Let’s have fun!

Matching pairs: Prepare cards with verbs in the
infinitive and in the past simple forms. Stick them face
down on the board. Divide the class into two groups.
Call one volunteer from Group A to turn over two cards
and decide if they correspond. If they are correct, they
score a point. If they do not correspond, the cards are
placed back on the board. Do the same with Group B.
Repeat until all the cards are discovered.
Lesson 5
3 33
Vocabulary: wrote, posted, ate, broke, wore • Tell pupils that they will listen to and repeat the
Grammar: Revision: past simple form, regular verbs in Activity 1.
and irregular verbs; New: Why? Because… • Play track 33 and ask pupils to repeat. You may
Functions: Talking and asking about past have choral repetition first and then you may
actions. Asking for and giving reasons. divide them into groups and have a competition.
Pay attention to pronunciation, especially to the
sound \w\ in initial position as in ‘wrote’.
Lesson starter
Let’s have fun! 4
Hangman: Think of a verb in the past and write • Explain to pupils that they have to look at
dashes on the board to represent each of its letters. Activity 1 carefully and be ready to ask and
Have pupils guess the letters. If they guess a letter answer questions about the teens that appear
in the word, write it over the dash, or dashes, that in the photo posts. Focus their attention on the
represent it. For each wrong guess, draw one line of example in the book. Write some useful language
a simple picture of a person hanging from a gallows. on the board if necessary.
The pupil who guesses the word correctly and uses • Set a time limit. Walk around and monitor. Be sure
it in a sentence is the winner. pupils are using L2. Then call volunteers to ask and
answer the questions in front of the class.
1 32

up your book and point to the pictures. To
contextualize, say that those are photos posted
by different teens showing different reasons
why they argued with their brothers, sisters or
friends. Explain the meaning of ‘argue’. 5 AB, p71
• Draw their attention to the verbs in the box. • Pair up pupils. Tell them to look at the
Explain that they will have to listen and complete dialogue and complete the sentences with the
the sentences with those verbs. corresponding verbs in the past.
• Pair up pupils. Play track 32 twice. • Provide an example first. Set a time limit. Then
Answers: 1 broke; 2 wore; 3 wrote; 4 ate; 5 posted check as a whole class.
2 Answers: argued, ate, wrote, wore, posted
• Pair up pupils. Explain that they have to match

49
Extra activity Dramatization: Pair up pupils. (5) _____ a silly photo of her on Instagram. She is
One of them will play the role of Tim and the other really angry.
one the role of Clare. Pupils should read their part Also write these verbs in a box: wear, write,
in a low voice, look up at their partner and say the argue (x2), post. Pair up pupils. Explain that they
lines. Then they can switch roles. have to complete the text about the problems
Clare had yesterday with the verbs from the box in
Extra activity Pair up pupils. Tell them to write the past simple form. Set a time limit. Check as a
a similar dialogue to the one in Activity 5 (page 71). whole class.
Set a time limit. Walk around and provide help. If Answers: 1 argued; 2 wore; 3 wrote; 4 argued; 5 posted
necessary, write some useful language on the board
as a reminder for pupils to generate a better dialogue.
Then choose some pairs to act out their dialogues.
Lesson wrap-up
Let’s have fun!

Create the ‘Last weekend’ rap: Explain to the pupils
that they are going to create a rap in which everyone
says their names and what they did last weekend.
6 AB, p71
Demonstrate clapping and saying the chorus of the • Divide pupils into groups of 3 or 4. Tell them to
rap in a very rhythmic way, eg: Everybody clap! Say look at the pictures and write about Phil’s last
the ‘Last weekend’ rap! Give an example of a sentence weekend. Provide an example first. Write some
to introduce yourself and say the action, eg: My name useful language on the board.
is Anne and I went out with friends last weekend. Ask • Set a time limit. Then call volunteers to read the
pupils to prepare a sentence for the rap. Set a time answers aloud or write one or two examples on
limit. Then do the rap with the whole class. the board.
Answers: and played games. He didn’t go to the shopping
centre and he didn’t go bowling. He ate pizza and took photos.
1 34
• Have pupils open their books at page 31. Explain

that this is the ‘International corner’ section
where teens from all over the world write about
any topic.
• Focus their attention on the title. Ask them if
they have ever had problems with their brothers,
sisters or friends and what they have done about
it. Ask them if they have talked to them.
• Tell them that they are going to listen and read
about the problems of Carol, Harry, Mandy and
Jeff, and the suggestions they get from the Teens
Online team to solve the problems.
Lesson 6
• Play track 34 twice. Ask pupils to listen and read,
Lesson starter paying special attention to the problems and
• Write the following paragraph on the board solutions suggested. Clarify meaning if necessary.
and have pupils copy it into their notebooks or You may also ask leading questions to check
folders: understanding.
Clare had a terrible day yesterday. She (1) _____ 2
with her sister because she (2) _____ her favourite • Pair up pupils. Explain that they have to read
T-shirt and she (3) _____ on her books. Then she again the posts in Activity 1 and match the
also (4) _____ with her best friend because she people to their problems.
50
• Set a time limit. Then check as a whole class. Set a time limit. Provide an example first. Then call
volunteers to read the answers aloud.
Answers: 1 Carol, Her sister wore her clothes. 2 Harry, His friend
wrote on his school bag. 3 Mandy, Her friend posted photos of Answers: 1 T; 2 F; 3 F; 4 F; 5 T; 6 T
her. 4 Jeff, His brother ate his snacks.
• As an optional activity, invite pairs to write

3 another statement about Paul’s weekend and
• Pair up pupils. Explain that they have to read the give it to another pair to check whether the new
posts in Activity 1 again, if necessary, and answer statement is true or false.
the questions. • Read the questions in Activity 3 aloud.
• Set a time limit. Ask pupils to share their Individually, pupils should answer the questions
answers. Then check as a whole class. about their weekend. Explain that they have
to put a tick or cross next to each question or
Answers: 1 No, she didn’t. 2 No, he doesn’t. 3 No, she didn’t.
just answer ‘Yes’ or ‘No’. Remind them that a
4 No, he doesn’t.
complete answer should be given for the ‘Why’
question if the previous answer is affirmative.
Let’s think! • Also, have them write sentences about some
Divide pupils into groups of 3 or 4. Tell them that other activities they did at the weekend. Provide
they should discuss whether they agree with the an example first. Set a time limit.
solutions provided for each problem or not. Write • Invite pupils to read their answers aloud. Then,
some useful language on the board for them to use in individually, pupils should write a paragraph
their conclusions and explain how to use the phrases similar to the one in Activity 1, using their
provided: I think/believe… This one is a good solution answers in Activities 3 and 4. Provide an example
because... In my opinion, Carol should talk with her first. You may write a paragraph about your last
sister. I agree with... I don’t agree with... Set a time Saturday on the board for pupils to see how to
limit. Walk around and monitor. Be sure pupils are go about it.
using L2. Then ask them to choose one representative • Write some useful language on the board and
for each group to be ready to say their conclusions. have pupils read the ‘Writing tip’ box.
• Set a time limit. Walk around and monitor,
providing help if needed. Then check as a whole
class or collect all the paragraphs and mark them
for next class.
tip Remember that it is very important to
give a model as well as an example before
pupils start writing their own productions. In
this way, they will feel more confident and will
know exactly what you expect from them.
Lesson wrap-up
• Copy the following on the board: Katie / angry.
Why? buy a new dress / sister wear it; have a new
bag / sister write on it; buy some snacks for school /
sister eat them; have a new smartphone / sister
use it. Then ask, Why was Katie angry with her
Let’s write! AB, p72 sister yesterday? Invite pupils to write complete
sentences providing the reasons why Katie was
• Focus pupils’ attention on Activity 1. Pair them
angry yesterday. Provide an example first, eg:
up and explain that they are going to read a
Yesterday Katie was angry because she bought a
paragraph about what Paul did last Saturday and
new dress and her sister wore it. Set a time limit.
Sunday. Clarify meaning if necessary.
Check as a whole class.
• Draw the pairs’ attention to Activity 2. Explain that
they should read about Paul again and decide
whether the statements provided are true or false.
51
• Read the steps as a whole class. Provide one
example first – create your own weekend card on
the board. Walk around and provide help. Set a
time limit.
4
• After the allotted time, pair up pupils. Explain
the task: they should ask questions to guess the
activities, the problem and the reason in their
partner’s card in turns. They should complete the
empty card with this information. The first one to
complete the card is the winner.
Project • Draw pupils’ attention to the example in the
• As a pre-project activity, invite pupils to play the book. Allow some time for the exchange. Move
past tense board game. Divide the class into around monitoring and helping, if necessary.
groups of 3 or 4. Give out copies of the activity After the allotted time, you may choose different
in the ‘Photocopiable activities’ section at the pairs to show what their partners did last
Teacher’s Resource Centre, a dice and counters weekend and their problems.
to each group. Players place their counters on
the ‘Start’ square. They take turns to roll the
dice. When they land on a square, they should
make a sentence with the verb in the past. If the
sentence is correct, they remain in that square
but if it’s incorrect, they have to go back to the
square they come from. The first player to reach
the ‘Finish’ square wins the game. Provide an
example first. Walk around and monitor.
1
• Have pupils open their books at page 32. Pair
them up and focus their attention on the ‘Get
35 Read for fun The bear and the two travellers
ready!’ activity. Explain they have to look back at
the unit and complete the words connected with • Tell pupils that they are going to read a fable.
weekend activities and problems. Provide an Explain that a fable is a short story about animals
example first. that teaches a moral lesson. Ask them if they
• Set a time limit. Then ask different pairs to share know any fable and if they like this kind of text.
their answers. • Have pupils open their books at page 90 and look
Let’s think! at the title and the pictures. Ask these questions:
Picture 1: What can you see? (Two boys.) Where
Pair up pupils and ask them to think of two more items are they? (In the forest.) What is the weather
for each category and write them in the corresponding like? (It’s sunny and hot.) What are they doing?
box. Set a time limit. Check as a whole class. (They’re walking.) What time of the day is it?
2 (Afternoon/Sunset.)
Picture 2: What time of the day is it now? (Night.)
• Focus pupils’ attention on Nathan’s weekend
What animal can you see? (A bear.) Where are the
card. Explain that they have to read Nathan’s card
boys? (One on a tree and the other one on the
carefully paying attention to every single detail.
ground.) What does the bear want to do? (To eat/
Analyze it as a whole class. Set a time limit.
attack the boy.) Is the boy on the tree helping his
3 friend? (No.)
• Draw pupils’ attention to the steps they have to Picture 3: What happens in this picture? (The boys
follow in order to create their own weekend card separate.) Is the boy at the front happy? (No.)
and a second card (which is a blank card) to be • Pair up pupils and ask them to listen and read
able to play. the text to check predictions.
52
• Play track 35. Clarify meaning if necessary. them on the board for pupils to use. You may
also write some useful language to help them
Check your understanding write the new ending. Set a time limit. Then call
volunteers to read their endings aloud.
1
tip Pupils need positive feedback. It is vital
• Pair up pupils. Ask them to read the text again
and have them answer the questions. Provide an to say ‘Good’ or ‘Great’, smile or clap your hands
example first. Set a time limit. After the allotted when they do something well. This helps them
time, call volunteers to provide the answers. develop their self-esteem and self-confidence.
Answers: 1 Because there were bears and it was dangerous,

and it was getting dark. 2 Because Tom said he could fight bears
and Bill didn’t want to argue with him. 3 Because the bear was
bigger and stronger than him. 4 Because it didn’t like dead meat.
5 Because Tom didn’t help him in the situation with the bear.
Extra activity Have pupils work in groups of

3 to write two more questions about the fable.
Set a time limit. Then call volunteers to read their
questions to the class for them to answer.
2
• Pair up pupils. Explain that they should read the
fable again if necessary and decide who said
what. They should write ‘T’ for Tom, ‘B’ for Bill
and ‘TB’ for the bear. Provide an example first.
Set a time limit. Then check as a whole class.
Answers: 1 B; 2 T; 3 T; 4 B; 5 TB; 6 B; 7 TB; 8 B
Think about the fable
• Ask pupils to open their books at page 73 and
1 remind them that the activities on this page will
• Pair up pupils. Draw their attention to Activity 1.
Have them read the possible morals of the fable
check as a whole class. Tell them they can refer
and have them choose one possibility. Set a time
to the ‘Hop into Grammar Summary’ on page 99
limit. Then call volunteers to read their answers
to check any new language from the unit they
and justify their choice. You may ask pupils
don’t remember.
whether they agree with the moral or not.
Answers:
Answer: c 1 1 went; 2 played; 3 had; 4 went; 5 didn’t buy; 6 ate; 7 didn’t
go; 8 watched
2 2 Did you go to the club on Saturday? Yes, I did. Did you see
your friends on Sunday? Yes, I did. Did you buy any clothes?
• Have pupils work individually and write, in their No, we didn’t.
folders, about a part of the fable that they liked 3 Last Saturday, Clare went to the shopping centre and
or a part that surprised them. You may also bought Phil a present. Then she went to Phil’s house and
include the question about the characters. played games. She posted Phil’s photos on the Teens Online
website. Last Sunday, she wrote on the Teens Online
• Provide an example first. Set a time limit. Then call website. Then she went out with Kate and had a snack.
volunteers to read their answers aloud while some
other pupils write their paragraphs on the board. • Once you have finished checking, draw pupils’
3 attention to the top right corner of the page.
• Pair up pupils. Invite them to write a new ending Have them circle the hand corresponding to how
for the fable using the beginning given in the they feel about their progress in this unit. To help
book. You may brainstorm ideas first and write pupils decide, tell them to go back to page 26
53
T
NI
tip The so-called ‘drama games’ are fun and
U
4 Wonders of the world engaging. They provide varied opportunities

to review and anchor language while having
fun, as they imply movement and lots of hands-
on tasks. By performing, pupils boost their
language skills and become more confident
about language use. This is a really useful tool
to be used in your classes whenever you can.
Follow the snake! Bring pictures of different

natural landscapes pupils already know. Write
the following on the board, as if it were a snake:
MLAKERMOUNTAINYSEAKBEACHZRIVER. Tell them
that all the words that refer to the places in the
pictures are inside the big snake displayed on the
board. Pair them up and have them discover the words
(lake, mountain, sea, beach, river). Check orally. Ask
pupils if there are examples of these geographical
features in their own country and if they know where
they are. Pupils share the information they have.
Lesson 1
Vocabulary: wide, hot, dry, long, deep, high, cold;
1 36
waterfall, glacier, mountain, canyon, desert, river • Have pupils open their books at page 34. Point to
the title of the unit. Ask pupils if the know what
Grammar: verb be present simple for identification
the word ‘wonders’ means. Clarify the concept.
and description
Ask pupils what they think the unit is about.
Functions: Identifying and describing natural • Focus on the Teens Online website. Read the
wonders. Reviewing weekend activities. subtitles and elicit what area is highlighted:
‘Games’. Ask pupils if they can identify the
places in the pictures.
Lesson starters
• Read the names of places aloud. Then read the
Let’s have fun! descriptive adjectives aloud. Clarify words that
may cause trouble, such as ‘deep’, ‘dry’, ‘high’, etc.
Photo comes alive: Pupils work in groups of 3 and
choose three activities they did over the weekend • Pair up pupils and have them examine the
and pose as if they were together in a photo of their pictures and read the names of the places. They
weekend. The class looks carefully at the group and match the pictures to the natural wonders. Each
tries to guess what they did. Then call out, Action! and pair shares their answers with another pair.
the three pupils bring the picture to life and perform • Play track 36 once or twice for pupils to check
the different activities they were showing in the initial their answers.
pose. Then call out, Freeze! and the three pupils freeze d Audioscript/Answers
again. The rest of the class has to guess what the Look at these natural wonders. What are they? Where are they?
pupils did. They can either use affirmative sentences 1 These are the Iguazu Falls in South America. They’re very
wide.
to state what the group did or they can ask questions
2 This is the Sahara Desert in Africa. It’s hot and dry.
when they want to find out or confirm what the group 3 This is the River Nile in Africa. It’s very long.
did over the weekend, eg: Did you have a snack with 4 This is the Grand Canyon in North America. It’s very deep.
your friends? Did you argue with your brother? You ate 5 This is Mount Everest in Asia. It’s very high.
pizza and played games. etc. 6 This is the Perito Moreno Glacier in South America. It’s very
cold.
• Go back to the question posed by the boy next to
the unit title and read it aloud. Pupils give their
answers. Ask them to justify their choice.
54
• Make a list of the top three natural wonders pupils interact in the same way. Walk around and
would like to visit. Ask them to bring photos of these monitor, providing help when needed.
for the next class and put them up on the walls.
Extra activity Bring a map of the world and hang
it on the wall or on the board, if possible. Place the
2 37
natural wonders listed on page 34 in the corresponding
• Play track 37 once. Have pupils follow in country/continent. Pupils work in pairs and choose
their books. Then play the track again. Pupils one of the wonders and present it to the class, eg: This
repeat the words in bold and point to the is the River Nile. It is very long. It is in Egypt, in Africa.
corresponding picture. Pay special attention to
the pronunciation of ‘high’. Lesson wrap-up
• As an extension to the activity, you may then say • Pair up pupils. Invite them to choose one of the
the number of the picture and pupils respond natural wonders presented in the lesson, draw it
with the corresponding adjective. A fast pace is and say what it is like.
important in this activity. • Pair up pupils and have them choose two of the
pictures on page 34. They have to provide a short
3 38
description of the places chosen and then say
• Direct pupils’ attention to the words in Activity 3. whether they like them or not. Have them justify
• Play track 38 once. Invite pupils to match the their ideas.
words with the pictures in Activity 1. Check orally.
Answers: b 6; c 5; d 4; e 2; f 3
• Play the track again for pupils to listen and repeat.

Pay special attention to the pronunciation of
‘glacier’, ‘mountain’ and ‘desert’. Have pupils
repeat in groups and then individually.
Extra activity Pair up pupils and give out copies of

the activity in the ‘Photocopiable activities’ section at
the Teacher’s Resource Centre. Invite pupils to find the
words related to natural wonders in the wordsearch.
Check as a whole class. Then have them read the
sentences provided. Explain that the words in bold
have been written down at random and they are not in
the right sentences. Again, in pairs, pupils place them
in the correct sentences. Check as a whole class.
Answers: Across: waterfalls, mountain, deep, desert; Down: Lesson 2

dry, cold, canyon, hot, wide, glacier, high, long, river 1 Canyon,
deep; 2 River, long; 3 Glacier; 4 waterfalls; 5 Desert, dry, hot / Vocabulary: wide, hot, dry, long, deep, high, cold;
1 mountain; 2 river; 3 waterfalls; 4 canyons; 5 glacier; 6 desert waterfall, glacier, mountain, canyon, desert, river
4 Grammar: superlative form of short adjectives

Functions: Identifying and describing natural
• Prepare cards with the adjectives used in Activity
wonders. Expressing the highest level of a quality.
1 to describe the natural wonders. Put them up
on the board and read them aloud. Pupils follow
and repeat. Lesson starter
• Prepare slips of the natural wonders listed in • Pair up pupils. Then write the beginnings of six
Activity 1. Have pupils match a natural wonder of the words introduced in Lesson 1 on the left
with one adjective that best describes it, eg: and write the endings on the right. Write more
deep, A canyon is usually deep. endings than needed, eg: beginnings: la / moun /
• Focus on the mini-dialogue in Activity 4. Read des / can / wi / hi; endings: tain / ert / gh / yon /
it aloud. Then pair up pupils and have them ke / de. Have pairs match both parts. Walk
around and provide help when needed.
55
Answers: lake, mountain, desert, canyon, wide, high • Play the track again. Pupils follow in their books.
Encourage silent reading and then pair reading.
Ask leading questions to check understanding.
• As an extension to the activity, write incomplete
sentences on the board for pupils to complete
with information from the dialogue, eg: I’ve got a
geography… You’re great…
2
• Play track 39 again. Pupils follow in their books.
Ask them which two natural wonders from
Lesson 1 are mentioned. Then check orally.
Answers: 1 Mount Everest; 2 the Sahara Desert
1 AB, p74
GRAMMAR Draw pupils’ attention to the
• Have pupils label the pictures using the words
tables to be completed. Pupils check the
beginnings and endings given. Then invite some
sentences in the dialogue and find the correct
pupils to write the answers on the board for class
word to complete each gap (-est, biggest).
discussion.
Ask pupils to dictate these sentences to you.
Answers: 1 canyon; 2 waterfall; 3 mountain; 4 glacier; 5 desert; Guide them with questions to help them raise
6 river awareness as to the formula being used. Ask,
What do these sentences have in common?
• If you wish, pair up pupils and invite them What do you notice in all the words used to
to choose two of the words and use them in describe the natural wonders? What are we
sentences of their own. Have them write some of doing when we say, ‘This is the biggest desert in
their exponents on the board for class discussion. the world’? The idea is to ask simple questions
to help pupils discover the rule and hypothesize
about it. Draw pupils’ attention to the ‘Look!’
box and help them discover the rule regarding
the spelling of the adjectives when you add
‘-est’. Write the following words on the board:
big – biggest / short – shortest / thin – thinnest /
2 AB, p74 dry – driest / easy – easiest. Help pupils discover
• Focus on the adjectives in the box in Activity 2. the rule by zooming in on the different endings.
Elicit from pupils which natural wonders these Share the rules with them: Rule 1: when the
adjectives describe. adjective ends in a consonant and it is preceded
by a vowel, we double the consonant and add
• Focus on the sentences. Have pupils complete
‘-est’. Rule 2: when the adjective ends in ‘y’,
the gaps with one of the adjectives in the box.
we change the ‘y’ to ‘i’ and add ‘-est’. Then
Then check orally.
write some other statements with adjectives in
Answers: 1 deep; 2 long; 3 high; 4 cold; 5 wide; 6 hot, dry the superlative degree on the board for class
discussion. Finally, ask pupils to work in pairs
and to complete the sentences. Check orally.
1 39
Answers: 1 the longest; 2 the biggest; 3 the deepest; 4 the driest
• Have pupils open their books at page 35. Ask
them to identify the people in the scene (Tim and
Phil). Also, ask what the two boys are doing and
what they can see on the table.
• Play track 39 non-stop. Pupils check their
predictions. Ask the class who has got a test
(Tim) and what type of test it is.
56
tip With some simple grammatical structures
such as comparatives and superlatives or
word order, it is advisable to avoid the teacher
lecture-style when explaining new rules. Instead,
guided discovery techniques will lead pupils into
their own discovery of the rule, which is more
meaningful and memorable. If you plan to guide
pupils to discover a grammar rule, it is important
to follow these clear steps: a) draw pupils’
attention to the language exponents in the text;
b) copy them on the board; c) zoom in on the
structure and highlight common features; d) raise
awareness as to the form being used and the
meaning attached to the form; e) guide them to
discover by using simple questions; f) ask pupils
to hypothesize and say what the rule is; g) give
more examples for pupils to try their hypothesis; Lesson 3
h) let them draw their final conclusions.
Vocabulary: wide, hot, dry, long, deep, high, cold;
waterfall, glacier, mountain, canyon, desert, river
Grammar: superlative form of long adjectives
Functions: Describing places. Expressing the
highest level of a quality.
Lesson starters
Let’s have fun!

3 AB, p75
My family: Write the following on the board: the tallest,
• Ask pupils to focus on the information about the youngest, the oldest, the funniest, the shortest.
each country. Ask them what natural wonder is Pair up pupils and have them use the adjectives above
presented for each country. Explain the activity to describe family members. Encourage them to share
and read aloud the example provided. the information with the class.
• Pair up pupils and have them compare the
Scavenger hunt ‘In my school’: Write the following
information for each country and make similar
on the board: the smallest room / the biggest room /
sentences about the other natural wonders. They
the tallest teacher / the youngest teacher. Divide the
then check their work with another pair. Check as
class into groups and have pupils go round the school
a whole class.
and check measures of classrooms and then talk to
Answers: 2 Aconcagua is the highest mountain in Argentina. teachers to get more information about them. Then
3 Colca is the deepest canyon in Peru. 4 The Vermilion Falls are the groups share their findings with the class.
the widest waterfalls in Canada.
Lesson wrap-up 1 40
• Write the following on the board: … is the tallest • Have pupils open their books at page 36. Ask
pupil in the class. … is the youngest pupil in the them which word in the title is highlighted
class. … is the oldest pupil in the class. … has got (Interviews). To contextualize the scene, ask,
the longest hair. … has got the biggest school Who can you see? (Clare and a man.) Who is the
bag. In groups, pupils complete the sentences man? (A photographer.) Where are they? (In a
and then share them with the other groups. Draw house/studio.) What can you see in the room?
final conclusions and put up a poster with the (Photos, cameras.) What do you think Clare has
information. got in her hands? What do you think they are
talking about?
57
• Play track 40 to check pupils’ predictions. Clarify Answers: 1 Shanghai is the most interesting city in China. 2 The
meaning if needed. Then ask the class what Victoria Falls are the most beautiful waterfalls in Africa. 3 Mount
Everest is the most incredible mountain in Asia.
countries and continents are mentioned.
• Play the track again. Pupils follow in their books. Let’s have fun!
In pairs, pupils read the dialogue. Ask the class
to remember one or two questions and their Ball game: Toss a ball to pupils and say, The most
answers from the text to act out in class. Pupils important person in the country. Each pupil catches
work in pairs. Give them enough rehearsal time. the ball and answers. Possible ideas: the most
Walk around and monitor their work. beautiful/incredible/exciting place in the city/country,
the most expensive city in the country.
• Play the track once more. Pupils act out the lines
they have chosen. Extra activity Dramatization: Have pupils
use the ideas from the ball game to prepare a
tip If you want pupils to act out a scene from conversation between a foreign reporter visiting
the book or to do some role play, it is essential your country and a local. Elicit questions the
you offer them enough rehearsal time to get ready reporter may ask, eg: Which is the most popular
for the task. In this rehearsal time, your role is place in your country? Which is the most expensive
to move around the class and spot those pupils place in your city? Which is the most beautiful
who find it difficult to say their lines. A good tip is holiday area in your country? Monitor pupils’ work.
to offer these pupils ‘background repetition’, eg: Then encourage pairs to act out their dialogues.
if they have to say, The Iguazu Falls are the most Lesson wrap-up
beautiful falls in the world, you start with the last
part ‘in the world’. You say it aloud and then • Ad competition: Divide the class into groups
pupils repeat after you. Then you add ‘the most and invite them to write an ad for a place in
beautiful falls’, and pupils repeat from there till their country. Provide an example first, eg:
the end of the sentence. Finally, you add the last Come to Chascomus. It is the most beautiful and
bit. This technique provides pupils with enough comfortable holiday area in our province. Have
repetition to help them mouth the line properly. the class vote for the best ad.
2
• Play track 40 again and invite pupils to read the
questions aloud. Pair up pupils and have them
write the answers.
Answers: 1 He is a photographer. 2 No, he doesn’t. 3 He visited
the Iguazu Falls and the Perito Moreno Glacier. 4 He wants to
visit cities in the United States.
GRAMMAR Direct pupils’ attention to the

phrases in blue in the text. Ask pupils to read
them aloud and say which places they describe.
Focus on the sentences in the table and have
pupils complete the gap. Elicit which two words
are needed to complete it (the most). Copy
one sentence on the board and guide pupils to
discover the rule when we use long adjectives. Lesson 4
Elicit what meaning is added to the sentence
when you say, …is the most beautiful place Vocabulary: Revision of descriptive adjectives
in… Write some other exponents with long
Grammar: Revision of the superlative form of
adjectives in the superlative form on the board
adjectives
for class discussion. Then do sentence 1 as a
whole class. Give pupils time to write sentences Functions: Talking about places in the United
number 2 and 3. Pupils check their sentences States. Asking and answering about places
with a partner. Then check as a whole class. using the superlative form of adjectives.
58
Lesson starter • Encourage pairs to come to the front to act out
their mini-exchanges.
• Divide the class into groups and give copies of the
activity in the ‘Photocopiable activities’ section • Ask pupils to read the information again and to
at the Teacher’s Resource Centre. They read the remember the names of the places. Bring a ball,
sentences and do the quiz. Allow them to surf the toss it to a pupil and say the name of a place. The
Internet (if available). Check as a whole class. pupil should say what he/she has learnt about
the place.
Answers: 1 c (Sultan Kösen, from Turkey); 2 a (in Nazare); 3 c
(a python); 4 a (the Vatican); 5 c (Amazon); 6 b (Jyoti Amge,
Lesson wrap-up
from India); 7 c (Angel Falls); 8 b (Xie Qiuping, from China) • A place I want to visit! Have pupils choose a
place they would like to visit from Lessons 1–4.
They say what they know about the place, eg:
1 41
I want to visit the Iguazu Falls. They are amazing.
• Have pupils open their books at page 37. Direct They are the widest waterfalls in South America.
their attention to the pictures and ask them to
describe what they see.
• Ask them to tell you which their favourite picture
is and justify their choice.
• Focus on the questions and explain the activity.
Do number 1 as a whole class. Then give pupils
time to complete the questions in pairs.
• Play track 41 to check if their choices were right.
Kate: Mr Green, what’s the deepest lake in the USA?
Mr Green: It’s Crater Lake.
Kate: What’s the biggest city in the USA?
Mr Green: New York.
Kate: What’s the most beautiful lake in the USA?
Mr Green: I think it’s Lake Tahoe! It’s very beautiful.
Kate: What’s the longest river in the USA?
Mr Green: The Mississippi.
Kate: What’s the most modern city in the USA?
Mr Green: Well, I think it’s Los Angeles.
Kate: Thank you, Mr Green. Lesson 5
• Play the track again. Pupils follow in their books. Vocabulary: stadium, tunnel, bridge, skyscraper,
Give them time to look at the pictures and the airport, concert hall
questions.
2 adjectives
• Pair up pupils and have them prepare similar
Functions: Identifying constructions in cities.
exchanges to the one presented in this activity.
Describing places, buildings and constructions.
Walk around and monitor. Then invite some pairs
to role play in front of the class.
Lesson starter
3
• Opposites: Prepare a set of cards with
• Have pupils go to the cut-outs section at the adjectives, eg: modern, tall, clean, beautiful, big,
back of the book and cut out the picture cards long, fast. Then prepare another set with their
and the cue cards. Before, you may ask them to opposites. Shuffle both sets and place the cards
paste the cut-out page on poster board. face down on your desk. Divide the class into two
• Pupil 1 picks up a blue card (cue card) and makes a groups and play the game. A member of a group
sentence with the words given, eg: It’s the longest comes up to the front and turns over two cards.
river in the world. Pupil 2 looks at the picture If the adjectives are opposite, the group chooses
cards, chooses the correct one and reads out the one and makes a sentence and scores three
name of the river. Then pupils swap places. points. If they are not opposite, the cards are put
face down again and the game continues.
59
Tunnel is the shortest tunnel under a river. (It’s
1 42 the longest tunnel under the sea.)

up your book and point to the different sections
in the Teens Online website. Read aloud the
highlighted tab: ‘Photo posts’.
• Read the question and ask pupils what they
think the lesson is about. Ask the class to predict
which these constructions could be.
• Ask pupils to look at the pictures and introduce
the new vocabulary.
• Play track 42 and have pupils number the places.
Then have them check with a partner.
• Play the track again and have them check orally.
Answers: 1 airport; 2 stadium; 3 bridge; 4 tunnel; 5 concert
hall; 6 skyscraper
2 43
Lesson 6
• Play track 43. Stop after each word and
encourage pupils to repeat them. Pay special Vocabulary: Revision of adjectives and
attention to the pronunciation of ‘stadium’, constructions; New: viaduct, floors, lift, per hour
‘skyscraper’ and ‘airport’.
• Do chorus repetition and then individual repetition. adjectives
3 Functions: Identifying and describing places.
• Focus on the sentences and questions given.
Clarify meaning if necessary.
Lesson starter
• Do number 1 as a whole class. Then give pupils
time to work individually. • Use the blue cards from the cut-outs section. Divide
the class into two groups. Each group shuffles the
• Pupils compare their work. Then check orally.
cards and places them face down. Then a pupil
Answers: 1 an airport; 2 a stadium; 3 a bridge; 4 a concert hall; from each group chooses a card and the group has
5 a tunnel; 6 a tower to make a sentence with the words on it and write it
on the board, eg: deep / ocean / world; The deepest
Extra activity In groups of 3 or 4, pupils draw ocean in the work is the Pacific Ocean. The winner
a new amazing place in the city, eg: a skyscraper is the group that finishes first and has the greatest
or tunnel. They also give it a name and then they number of correct statements.
present it to the rest of the class using sentences
with adjectives in the superlative form. Display their 1 44
drawings on the classroom walls for future use. • Have pupils open their books at page 39.
4 Focus on the Teens Online website. Elicit the
highlighted tab: ‘Articles’. Focus on the title of
• Pair up pupils, have them choose an amazing the article. Ask pupils to predict what they are
construction and justify their choice. If you wish, going to read about.
invite some of the pupils to write their choices on • Direct their attention to the pictures in the text.
the board for class discussion. Ask them to describe what they see.
Lesson wrap-up Pre reading tasks – skimming and scanning
• Correct me: Prepare a set of incorrect statements • Ask the class to find how many new places are
about the texts and pictures in Activity 1. Pair up presented. Draw their attention to the pictures
pupils and invite them to correct your statements and have them say what type of places these are.
every time you read one out, eg: The Channel
60
• Write the following numbers on the board: 227, Extra activity Invite pupils to compare two
2004, 128, 2010. Invite pupils to scan the text important bridges in the USA: the Golden Gate and
and find what these numbers represent. Brooklyn Bridge. Have them do some research to
find out the following information: where they are;
Answers: 227 – The structure of the Golden Gate Bridge is 227
when they opened; how long they are; how high
metres high. 2004 – The Millau Viaduct in France opened in
2004. 128 – The Shanghai Tower has got 128 floors. 2010 – Burf
they are; how many people cross the bridge daily.
Khalifa opened in 2010. Have them work in groups and present the results of
their research the next class.
tip Scanning and skimming are two techniques
Lesson wrap-up
used in reading, especially in fast reading. If you
ask pupils to examine the text in order to have a • Have pupils choose two amazing places
general idea, you are asking them to skim through mentioned in the unit and write sentences about
the text. The aim is to get general information them. They move around the class and try to find
about the topic. But when you ask about specific other classmates who have written about the
information that pupils need to find, you are same type of place, eg: another river or another
asking them to scan through the text. bridge. Pupils get into groups: the ‘river’ group,
• the ‘bridge’ group, etc. Each group collects all the
• Play track 44 non-stop. Have pupils follow in information they have and present it to the class.
their books. Encourage silent reading. Clarify
meaning if necessary.
• Ask different pupils to read out the part they feel
most confident with. Correct pronunciation as
well as intonation.
2
• Pair up pupils and invite them to read the texts
again and find the answer to the questions. Pairs
then swap their answers. Then check as a whole
class.
Answers: 1 In the United Arab Emirates. 2 In Dubai. 3 In France.
4 In the USA. 5 In China. 6 In Dubai.
Project
1
• Have pupils open their books at page 40. Divide
the class into groups. Draw their attention to
the three groups of vocabulary areas: ‘natural
4 AB, p75 wonders’, ‘amazing constructions’ and ‘adjectives’.
• Have pupils read and circle the correct word and • Have pupils complete the words in the three
complete the gaps. groups and share their work with another group.
• Ask pupils to scan the three sentences and say • Check on the board.
which places they are about. Do number 1 as a
Extra activity Ask the groups to make sentences
whole class. Then pupils complete the other two
using one word from the natural wonders list and one
sentences. Check as a whole class.
word from the adjectives list. Then invite them to use
Answers: 1 most famous, bridge; 2 most amazing, skyscrapers; the words from the amazing constructions list and
3 most modern, stadiums name some well-known buildings or constructions.
3 2
• Have pupils work in pairs. They read the information • Focus on Pam’s fact file. Draw pupils’ attention
about each place again and compare them. to the three main parts: ‘general information’,
‘natural wonders’ and ‘amazing constructions’.
• Pupils report their ideas to the class. You may
invite some pupils to write their conclusions on • Ask pupils which country Pam’s fact file is about.
the board for class discussion. Have them say what they know about China.
61
• Go over the natural wonders and amazing
constructions included in the fact file. Ask pupils
to describe the pictures included at the bottom
of the page. Ask leading questions if they find
the descriptions difficult.
3
• Read step 1 of the tips on how to make a fact file
and ask pupils to suggest different countries for
this project.
• Divide the class into groups. Pupils copy the
table to be completed with information about the
country chosen.
• Focus on the table. Elicit possible adjectives and
natural wonders for that category. Pupils do their
own research and look for information about
their country. Let’s write! AB, p76
• In step 3, pupils illustrate their project with
• Ask pupils to focus on the first line and say which
photos or drawings. Walk around and monitor,
country the text is about (the UK).
providing help when necessary.
• Direct their attention to the picture and the name
4 written on top of it. Ask pupils to skim through
• Have the groups present their posters and work the text and find what Ben Nevis stands for.
to the class. The rest can ask questions about • Ask pupils to skim through the text again and
the material presented following the model find further details connected to the following
exchange in the book. details: 354 km long (the River Severn); 120
• As an optional final task, bring a map of the world years old (Tower Bridge); 50 km long (Channel
and ask pupils to mark their places on the map. Tunnel). Clarify meaning if necessary.
Have the whole class vote for the most incredible • Have pupils read the text and complete the table
place in the country/world. with the information from it. Then check orally.
Answers: Europe, the River Severn, Mount Ben Nevis, Tower
Bridge, 120, the Channel Tunnel
• Ask pupils to focus on the column about Japan.

Have them scan through the information and
comment about the places mentioned there.
Then, in pairs or mini-groups, they write a text
5 AB, p75 about Japan using the text in Activity 1 as model.
• Pair up pupils and invite them to look at Tim’s Also, draw their attention to the ‘Writing tip’
notes. Explain that they have to complete the box. Walk around and monitor. Provide help when
notes using the adjectives in brackets in the necessary. Then have pupils read their texts aloud.
superlative form and then write about Peru.
• Set a time limit. Walk around and monitor
their work. Then ask some pairs to read their
paragraphs about Peru.
Answers: 1 the highest; 2 the most amazing; 3 the deepest;
4 the tallest; 5 the busiest / Huscaran is the highest mountain
in Peru. Manu National Park is the most amazing park. Colca
Canyon is the deepest and Gocta Falls are the tallest waterfalls
in Peru. The Pisac Market is the busiest market in Peru.
62
45 Read for fun Natural wonders of the world are natural wonders. There are lots of animals in the
reef but only camels and snakes in the desert.
• Have pupils open their books at page 92. Tell
them that they are going to read a magazine Let’s think!
article about natural wonders in the world.
• Read the question posed by the boy. Pupils say
Ask them to read the names of the two natural
which place they would like to visit and why.
wonders. Ask what they know about these two
Count the votes each place gets and write the
places. They describe the pictures.
result on the board for class discussion.
• Focus on the Sahara Desert. Copy these sentences
on the board, pair up pupils and have them decide 2
which option is correct: The Sahara Desert is in • In groups, pupils do more research about a
Africa / Asia. It is hot during the day / the day natural wonder in the world. They find the answer
and night. Temperatures can be / are never higher to the questions given and find pictures of the
than 50°C. There are many rivers / is only one place chosen. Then have groups present their
river in the desert. Pairs compare answers with work to the class. Praise their effort and the result.
another pair.
• Play track 45 (just the Sahara Desert part). Pupils
follow in their books and check their predictions.
Ask the class which animal is mentioned in the text
and what special features are included.
• Focus on the Great Barrier Reef. Have pupils read
the text. Ask, What animals are mentioned in the
text? What do you know about them? Is there any
similar place in your country? Would you like to
visit a place like this? Why? Why not?
• Play the second part of the track non-stop.

1
• Pair up pupils and invite them to read and
answer the questions about the Sahara Desert.
Answers: 1 It’s in Africa. 2 It’s hot during the day and cold during
the night. 3 Yes, the nomads do. 4 They’ve got camels. 5 Yes, there • Ask pupils to open their books at page 77 and
are. 6 Yes, but it rains very little. remind them that the activities on this page will help
them revise what they have learnt in Unit 4. Have
2 them do the activities individually and then check
• Have pupils solve the true and false statements as a whole class. Tell them they can refer to the ‘Hop
individually. Set a time limit. Then they share their into Grammar Summary’ on page 99 to check any
answers with a partner. Check as a whole class. new language from the unit they don’t remember.
Answers:
Answers: 1 F; 2 T; 3 F; 4 T; 5 F; 6 T
1 1 the busiest; 2 the most amazing; 3 the tallest; 4 the most
modern; 5 the most incredible
Think about the article 2 What is the most famous attraction? What is the most
1 modern bridge? What is the oldest castle?
3 1 longest; 2 long; 3 mountain; 4 high; 5 most; 6 famous
• In pairs, pupils discuss the information about
each place and decide what is new to them. Walk • Once you have finished checking, draw pupils’
around and monitor, providing help when needed. attention to the top right corner of the page.
Then each group reports back to the class. Have them circle the hand corresponding to how
they feel about their progress in this unit. To help
Extra activity Pupils say what the places in the pupils decide, tell them to go back to page 34
article have in common and what is different, eg: They and leaf through the unit.
63
he/she writes it on the board. Invite pupils to use
some of the verbs on the board to make sentences.
Integration 2 – On holiday
Task
• Draw pupils’ attention to the activity and explain
they have to use the verbs in the past simple
form to complete the email.
• Ask the class who sends the email and who
receives it. Clarify meaning if necessary.
• Individually, pupils complete the lines and share
their work with a partner. Then check orally.
Answers: 1 went; 2 saw; 3 didn’t take; 4 was; 5 played; 6 had;
7 ate, 8 wanted; 9 didn’t go; 10 went; 11 bought; 12 liked;
13 didn’t buy; 14 were; 15 argued; 16 took; 17 posted
1 • As an extension to the activity, ask leading

questions to check comprehension.
Pre-task
Extra activity Prepare copies with the following
• Bring pictures of the rainforest and pictures of a
scrambled up sentences: went / museum / morning /
big city. Ask pupils to describe them. Then write
in / we / to / a / the; played / I / hide-and-seek /
the following incomplete sentences on the board:
Joanna / with; trainers / small / me / for / were / the;
The city is usually noisy and… In the city, you can…
rained / afternoon / in / it / the. Pair up pupils and
You can see… You can move by… The rainforest
have them put the words in order so as to make up
is usually warm and… In the rainforest, you can…
grammatically correct sentences. Walk around and
You can see… You can move… In mini-groups,
monitor. Then invite pairs to write the sentences on
pupils do some brainstorming and complete the
the board for class discussion. Once the sentences
sentences about these two places. The groups
have been checked, have pupils make a question
share their ideas. Then check as a whole class.
using ‘Where’ and another questions using ‘What’,
Task the answers of which are some of the sentences on
• Direct pupils’ attention to the pictures. Ask them the board, eg: Where did you go in the afternoon?
to describe what they see: a boy called Felix in Have pupils write the questions on the board for
London and a girl called Vicky in Costa Rica. class discussion.
• Ask the class to say what Felix can do in London
Post-task
and what Vicky can do in Costa Rica. Accept any
possible answers connected to the pictures. • In pairs, pupils add two more lines to the email:
• You may ask questions about the pictures as an one line to describe another activity Felix did in
extension to the activity. London and another line to describe something
Felix did not do. Ask the pairs, What do you
Post-task
want to add? Where do you want to add more
• London or Costa Rica? Pair up pupils. Then ask information? Pairs rewrite the text and add their
them which of the two places mentioned they own sentences. Then have pairs read their own
would like to visit on their holidays. They have to text and the other groups decide which the
give two reasons to justify their choice. Write some added sentences are.
of the reasons on the board for class discussion.
3
2 Pre-task
Pre-task
• Bring pictures of well-known people. These
Let’s have fun! people must be from different fields: music,
science, acting, sports, etc. Show them all to the
Ball game: Bring a ball. Toss it to a pupil and say a class. Once they have all seen the pictures, put
verb in the infinitive, eg: go. The pupil catches the ball, them face down on your desk. Call a pupil to pick
repeats the verb and says its past form, went. Then up one picture (he/she should not show it to the
64
class). The class asks this pupil questions about Extra activity Prepare a set of statements based
this person’s weekend in order to guess who on the content of the activity. Read the statements
the famous person is. Of course, the answers aloud and have pupils say whether it was Felix or
about each person should be connected to their Vicky the one who said them, eg: T: I was in Costa
interests and fields. Brainstorm possible Yes/ Rica. Pupils: Vicky; T: I didn’t write a letter to my
No questions, eg: Did you do any sport last grandpa. Pupils: Felix; T: I didn’t see a lot of ugly
weekend? Did you sing last weekend? Did you go bats. Pupils: Vicky. and so on.
to the stadium as usual last weekend?
Task Post-task
• Direct pupils’ attention to the dialogue between • My last holidays! Individually, pupils write four
Felix and Vicky. Explain the activity. In pairs, sentences about their last holidays. They use the
pupils complete the questions suitably. sentences in Activity 4 as model. Have them use
the same pattern: first the negative form and then
• Remind them that Felix and Vicky are talking about
the affirmative. Collect the texts and read them
their holidays. Clarify meaning if necessary.
aloud without saying who has written them. The
• Let pairs compare their work with another pair. class has to guess whose text each one is.
Then check orally.
Answers: Did you go; Did you take; Did you see; Did you eat;
5
Did you buy Pre-task
• Which chair? Prepare slips of paper with sentences
Post-task
that include superlative forms, eg: Sue is the tallest
Let’s act! pupil in the class. Mary has got the longest hair.
History is the most interesting subject at school.
Part A – No sound, only movement: Pair up pupils Take two chairs: ‘chair 1’ – for the adjectives ending
and have them choose some part of the dialogue to in ‘-est’ and ‘chair 2’ – for the adjectives that need
be acted out silently, ie: only through mimicry. Set a ‘the most’. Pupils pick up one sentence, read it and
time limit. Then invite different pairs to act out their place it on the corresponding chair. You can also
chosen parts. The rest of the class has to guess ask pupils to write one extra sentence for each
what they are talking about. chair about the same topic or you can change the
Part B – Sound and movement: Pupils act out in topic for these additional sentences.
front of the class and say their lines. Task
• Ask pupils to say which two places they texts
4 are about (London and Costa Rica). Then ask the
Pre-task class to say something they know about these
• Spot the lie! Individually, pupils write two sentences two places.
about their last weekend or the day before the • Read out the beginning of the text about
lesson: one sentence is true (something he/she did) London and elicit the corresponding adjective to
and the other is not true (something he/she didn’t complete the lines.
do). Each pupil reads out his/her two sentences and • Give pupils time to complete the other lines.
the others have to try and spot the lie. • Follow the same steps with the text about Costa
Task Rica. Then check answers orally.
• Explain the activity and do number 1 as a whole Answers: 1 the biggest; 2 the most famous; 3 the busiest;
class. Set a time limit for pupils to complete the 4 the longest; 5 the highest; 6 the most popular; 7 the largest
other five sentences. Then check as a whole class.
Post-task
Answers: 1 did not go, went; 2 did not wear, wore; 3 didn’t write,
wrote; 4 wasn’t, was; 5 didn’t travel, travelled; 6 didn’t see, saw Guess the country/city! In mini-groups, pupils
choose a country or a city and find out some facts
about it. They prepare a fact file about this country
or city. Then they read the facts aloud and the rest
of the class has to guess which country or city it is.
65
NI
T
1 46
U
5 In space • Have pupils open their books at page 44. Hold up

your book and point to the title of the unit. Ask
them what they think the unit is going to be about.
• Pair up pupils. Tell them to look at the pictures
and match them with the definitions by writing
the number next to the picture. Clarify meaning
if necessary. You can even ask leading questions
on the pictures.
• Play track 46 twice. Pupils listen to the track and
check the number for the corresponding pictures.
Call volunteers to read the answers aloud.
d Audioscript
Girl: Luke, let’s play this Boy: A space station!
game on Teens Online! Girl: Yes, that’s right.
It’s about space. Boy It’s a big group of stars
Boy: OK, cool! and planets. Mmm.
Girl: It’s a large ball of hot gas Girl A galaxy?
in the sky. What is it? Boy Yes! Let’s check the
Boy: A star! following: This person
Girl: Yes, that’s correct. Now, travels and works in
Lesson 1 it’s got the shape of a space. It’s an astronaut.
tube. It can travel into Girl The last one: It’s got the
Vocabulary: astronaut, galaxy, star, telescope, space. Mmm… a rocket? shape of a tube. You
Boy: Yes! The next one is: It’s can see distant objects
rocket, planet, space station; hot gas, sky, shape,
a large round object. It through it.
tube, the Sun, distant moves around the Sun Boy A telescope!
Grammar: Revision: verb be for identification; or another star. Girl Yes! We got all the
Girl: That’s a planet. answers right!
can for possibility; present simple for general
Boy: Yes! Boy Super!
truths or routines Girl: It’s a lab in space.
Functions: Talking about the universe. People can live in it.
Answers: 1 a star; 2 a rocket; 3 a planet; 4 a space station;
Lesson starter 5 a galaxy; 6 an astronaut; 7 a telescope
Let’s have fun! Extra activity Prepare two sets of cards with the
following word halves on them: pla / net / spa / ce /
Wonders of the World Quiz: Divide the class into
sta / tion / tele/ scope / st / ar / gal / axy / astr/ onaut /
groups of 3 or 4. Give out copies of the activity in the
roc / ket, ie: 32 cards in all. Place them on the
‘Photocopiable activities’ section at the Teacher’s
walls all around the classroom. Pair up pupils and
Resource Centre to each group. Explain that they have
have them walk around to get cards and make up
to solve the quiz together. The first group to finish
words connected to space. The pair that makes the
calls out, Stop! Invite them to read the answers aloud.
greatest number of words is the winner.
If they are all correct, they are the winners.
Answers: 1 a; 2 c; 3 b; 4 c; 5 b; 6 a; 7 b; 8 c; 9 a; 10 b
2 47
• Play track 47 and ask pupils to repeat the words in

tip If pupils do not know some of the bold. You may have choral repetition first and then
divide them into groups and have a competition.
answers, they can look for the information on Pay special attention to the pronunciation of the
the Internet, using their computers (if available) clusters \sp\ and \st\ in initial position.
or any personal gadget they can have in the
classroom. Remember to keep groups small and
3
to walk around the class to monitor their work. • Pair up pupils. In turns, one pupil chooses any
of the telescope images (the round pictures)
provided and asks a question and the other says
66
the object he/she can see through that telescope. Lesson 2
Then they switch roles. Repeat several times.
• Focus their attention on the example. Set a time Vocabulary: Revision: astronaut, galaxy, planet,
limit. Then have some pairs act out the exchanges. rocket, space station, star, telescope; New: universe
Answers: 1 a star; 2 a galaxy; 3 planets; 4 a rocket; 5 a space Grammar: There is a… (+ singular noun) / There
station; 6 an astronaut are… (+ plural noun) – affirmative and negative
forms
Functions: Expressing existence or lack of
existence. Expressing quantity.
Lesson starter
Let’s have fun!

Taboo! Pair up pupils. Prepare cards with words
connected to space. A pupil gets a card and sticks it
on his/her forehead without reading it. The other pupil
has to describe it without using the word or phrase to
enable his/her partner to guess the word. Pupil 2 can
resort to mimicry to convey meaning. Give pupils a few
1 AB, p78 minutes to re-read Activity 1 in Lesson 1 so that they
• Pair up pupils and explain that they have to find can remember the words and their definitions before
and circle the words in the wordsearch, and then they start playing the game. Walk around and monitor,
write them under the correct pictures. Provide providing help when needed.
an example first. Set a time limit. Then call
volunteers to read the answers aloud.
Answers: Across: star; Down: space station, telescope,
astronaut, planet; Diagonally: rocket, galaxy /1 star; 2 galaxy;
3 space station; 4 planet; 5 astronaut; 6 rocket; 7 telescope 2 AB, p78
Lesson wrap-up • Pair up pupils. Explain that they have to look at
Activity 1 carefully and complete the paragraph
• Exit ticket! Ask pupils to write something they about space using the words in that activity.
have learnt in this lesson on a piece of paper and Clarify meaning if necessary.
give it to you as a passport to leave the classroom.
• Ask any of the pupils to provide an example first.
Repeat this activity at the end of each lesson.
Set a time limit. Then call volunteers to write the
words on the board.
Answers: 1 galaxy; 2 planets; 3 astronauts; 4 rocket; 5 space station
Extra activity Have pupils close their books. Write

two sentences from the paragraph in the previous
activity. Invite them to read both sentences several
times. Then start erasing words until each sentence
has just a few left on the board. Pupils have to read the
complete sentences, including the missing words. This
is a really good exercise to memorize new vocabulary
and sometimes to fix structures for further use.
1 48

it, ask, Who can you see in the scene? (Kate and
Clare.) Where are they? (At the Teens Online studio.)
What is Kate doing? What are they talking about?
67
• Play track 48 to check pupils’ predictions.
• Play the track again. Pupils listen and read. Then
divide the class into two groups. One group
will be Kate and the other group will be Clare. 3 AB, p78
They listen and repeat the dialogue. Ask leading
• Pair up pupils. Explain that they have to circle
questions to check understanding.
the correct option in each of the sentences given.
Extra activity Read out some true or false Provide an example first. Set a time limit. Then
statements based on the dialogue and on the scene, call volunteers to read the answers aloud.
eg: There are three telescopes in space. Kate’s hair
Answers: 1 There is, There are; 2 any, there is; 3 a lot of, there
is black. Kate and Claire are watching a film on TV. aren’t; 4 a, a
There isn’t a computer in the telescope, etc. Have
pupils clap their hands when the statements are Lesson wrap-up
true and stamp their feet when they are false. Invite
pupils to correct the false statements. • Give out copies of the activity in the ‘Photocopiable
activities’ section at the Teacher’s Resource Centre.
2 Pair up pupils and explain that they have to find
differences and similarities and write them in their
• Explain the activity. Have pupils read the dialogue
notebooks or folders. Write some useful language
in Activity 1 again. Then they have to complete the
on the board, eg: In Picture 1, there is/isn’t / there
sentences.
are/aren’t... but in Picture 2 there is/isn’t... / there
• Pair up pupils. Set a time limit. Then call volunteers are/aren’t... In both pictures, there is a/there are…
to read the answers aloud. You may have pupils Provide an example first. Set a time limit. Then call
write the sentences on the board for class volunteers to talk about what they have found.
discussion.
Answers: 1 telescope; 2 stars; 3 Scientists; 4 Earth
GRAMMAR Take some examples from the

dialogue. Say, Do you remember what Clare
and Kate say? Write the following sentences on
the board: There is a telescope in space. There
are stars and galaxies in the universe. There’s
a computer in the telescope. There aren’t any
scientists in it. Highlight ‘there is’ and ‘there
are’. Explain that we use ‘there is’ and ‘there are’
to express existence. Make them aware that we
use ‘there is’ when we talk about one person or
object and ‘there are’ when we talk about two or
more people or objects. Have pupils complete
the sentences in the tables (is, are; isn’t, aren’t).
Draw pupils’ attention to the ‘Look!’ box and
explain the meaning of ‘a lot of/lots of’ as Lesson 3
well as ‘some’ and ‘any’. Write some other
exponents on the board with the quantifiers for Vocabulary: Revision: astronaut, galaxy, planet,
class discussion. Allow pupils some time for rocket, space station, star, telescope; New:
reflection and then check. After that, ask them commander, packages, observe
to complete the sentences and circle the correct
Grammar: There is a… (+ singular noun) / There
article or quantifier. Set a time limit. Then call
are… (+ plural noun) – interrogative form; How
volunteers to write the sentences on the board.
many…?
Answers: 1 There is a; 2 There isn’t a; 3 There are a lot of; Functions: Expressing existence. Asking about
4 There aren’t any
existence. Asking about quantity.
68
Lesson starter 2
Let’s have fun! • Pair up pupils and explain the activity. They
have to read the dialogue in Activity 1 again and
At the Space Station: Divide pupils into groups of 3 or
tick what there is in the space station. Provide
4. Read out the following text at normal speed:
an example first. Set a time limit. Then choose
I lived in the International Space Station for ten
volunteers to provide the answers.
months. Life at the space station was not easy.
There are lots of cabins but there aren’t any Answers: . 2, 3, 5
bedrooms. There are two bathrooms. They are
small. At the moment, there are nine astronauts
from different countries. There are two robots, a lot GRAMMAR Take some examples from the
of computers and there is a big telescope. When interview and write them on the board, eg: Are
I was at the station, I worked with the telescope there any bedrooms in the space station? No,
every day. I want to go back. I liked the experience. there aren’t. Are there any bathrooms? Yes,
Pupils listen just to get the gist. Read the text out there are. How many bathrooms are there?
again. This time pupils write key vocabulary while There are two. Ask, What is Phil doing when he
you are reading. When you finish reading, they try asks these questions? Is he asking about the
to reconstruct the text in their groups. Provide an existence of these rooms? What is he asking
example first. Set a time limit. Then one representative when he uses ‘How many’? Explain that he is
from each group reads their version of the text aloud. asking about quantity. Tell them that they are
going to be ‘grammar detectives’ and they will
tip This is a mini-dictogloss task, ie: a sort try to discover the rule about how we form the
of classroom dictation activity where pupils are questions with ‘there is’ and ‘there are’. Set a
required to reconstruct a short text by listening time limit. Then ask some pupils to report their
and noting down key words, which are then conclusions. Draw pupils’ attention to the table
used as a base for reconstruction. This kind of and ask them to complete it (Is, Are, many;
task is very good to practise grammar structures is, isn’t, are, aren’t). Set a time limit. Then call
and vocabulary in general. volunteers to write the answers on the board.
After that, pupils complete and answer the
questions taking into account the information
1 49
in the dialogue. Provide an example first. Set
• Have pupils open their books at page 46. Hold up a time limit. Check as a whole class. You may
your book and point to the scene. To contextualize write some other questions on the board for
it, say that Phil is interviewing Susan, an astronaut. class discussion.
Ask, What do you think they are talking about? Answers: 1 Are there, Yes, there are. 2 Is there, Yes, there is.
Accept different options. 3 How, There are two. 4 Is there, No, there isn’t.
• Play track 49 non-stop to check pupils’ predictions.

• Divide the class into two groups. One group
will be Phil and the other group will be Susan.
Play the track again. They listen and repeat the
dialogue. Pay attention to the pronunciation as
well as the intonation of Yes/No questions.
• Pair up pupils. One of them will play the role of Phil 4 AB, p79
and the other one the role of Susan. Pupils should • Explain to pupils that they have to put the words
read their part in a low voice, look up at their in order to form questions and then answer them
partner and say the lines. Then they switch roles. according to the information they have in Activity
3. Provide an example first. Set a time limit.
Extra activity Prepare a set of false statements
Then call volunteers to write the questions and
about the scene, eg: There are two pictures on the
answers on the board.
wall. In the picture on the wall, we can see the Sun.
The astronaut is wearing a red dress. Phil is holding Answers: 1 How many astronauts are there on the mission? There
a microphone. Susan has got very long hair. Read are six. 2 Are there any bedrooms in the space station? No, there
aren’t. 3 Is there a telescope in the space station? No, there isn’t.
out the statements and have pupils correct them.
69
Lesson wrap-up monitoring and helping if necessary. Call volunteers to
show their drawings and check if they are the same.
Let’s have fun!
Ball game: Have pupils stand in a circle. You throw 1 50
a soft ball or a paper ball to one of the pupils while
• Have pupils open their books at page 47. Draw
you ask, eg: Are there astronauts in the space
their attention to the pictures in Activity 1. Tell
station? The pupil who catches the ball answers,
them that Kate is interviewing Mr Green about a
Yes, there are. or No, there aren’t. Then he/she
space station. Explain that they will listen to the
throws the ball to another pupil and asks another
conversation and have to write a tick or a cross
question. Play several times at a quick pace.
next to the pictures acording to the dialogue.
• Play track 50 twice. Clarify meaning if necessary.
Then pair up pupils to share their answers. Check
as a whole class.
K: Kate – MG: Mr Green
K: Mr Green, are there any MG: Yes, there are. There are
computers in the space three astronauts.
station? K: Is there a telescope?
MG: Yes, there are. MG: Yes, there is.
K: Are there any plants? K: Is there a lab?
MG: No, there aren’t. MG: No, there isn’t.
K: Are there any K: Are there any animals?
astronauts? MG: No, there aren’t.
K: Thank you, Mr Green.
Extra activity Play track 50 again and have pupils

repeat the questions first and then the answers. Pay
special attention to the intonation of Yes/No questions.
Then write some of the questions on the board, but
Lesson 4 incomplete. Invite pupils to complete them. Then play
the track again for them to check their work.
Vocabulary: Revision of vocabulary related to
the universe
2
• Ask pupils to focus their attention on Activity 2.
Grammar: Revision: There is a… (+ singular noun) /
Pair them up and explain the activity. They have
There are… (+ plural noun) – affirmative, negative
to look at the pictures in Activity 1 and complete
and interrogative forms; How many…?
the sentences with ‘a’, ‘some’ or ‘any’. Provide
Functions: Expressing existence. Asking about an example first. Set a time limit. Then choose
existence. Asking about quantity volunteers to read the sentences.
Answers: 1 some; 2 any; 3 some; 4 a; 5 a; 6 any
Lesson starter
3
Let’s have fun! • Pair up pupils and explain the activity. They have
My ideal space station: Tell pupils to draw their ideal to look at the pictures in Activity 1 again and ask
space station in their notebooks or folders taking into their partner questions about the space station.
account all the information they know about space • Focus pupils’ attention on the example. First,
stations. Once they have finished, pair up pupils. One practise the exchange with some pupils. Set a
pupil asks questions about the other pupil’s drawing time limit. Then they switch roles. Walk around
so that he/she can draw or rebuild his/her space and monitor. Then choose volunteers to act out
station. Then they switch roles. You may write some the exchange.
useful language on the board: Are there...? Yes, there
are./No, there aren’t. Is there...? Yes, there is./No, there
4
isn’t. How many... are there? There are... Walk around • Have pupils go to the cut-outs section at the
back of the book and cut out the word cards.
70
Before, you may ask them to paste the cut-out
page on poster board.
• Explain that they should choose six cards and
make up a sentence or a question about the
space station. They get 3 points for each correct
sentence or question. Then they switch roles.
Draw pupils’ attention to the example in the book.
• Set a time limit. During the activity circulate and
help as necessary. Then call volunteers to read
their sentences or questions while others write
their exponents on the board.
Lesson 5
Vocabulary: wash their hair, sleep in a bed, wear
shoes, repair the space station, do experiments,
discover planets, cook food, eat fresh vegetables,
6 AB, p79 drink coffee, play cards, talk to their family;
• Divide pupils into groups of 3 or 4. Tell them to spacewalks, communicate, meals, sunsets
look at Clare’s notes and write about her galaxy,
Grammar: Revision: present simple for routines
paying special attention to the ticks and crosses
on her notes. Provide an example first. Functions: Talking about routines in space.
• Set a time limit. Then call volunteers to read their
paragraphs. If you wish, ask some pupils to write Lesson starter
their paragraphs on the board for class discussion.
Let’s have fun!
Answers: there is one space station and there are three
astronauts on board. There aren’t any telescopes or stars. There Chain game: Ask pupils to stand in a circle. Explain
are ten planets. There aren’t any natural satellites but there are that you will begin a sentence and then each pupil will
two artificial satellites. repeat the word the person before said and add a new
one to the chain, eg: T: There; P1: There are; P2: There
Lesson wrap-up are seven; P3: There are seven astronauts and so on.
When the chain is complete, pupils start a new chain.
Let’s have fun! If the chain breaks, the game starts all over again.
Sentence/Question race: Divide the class into groups 1
of 4. Prepare 12 envelopes (numbered 1–12) with word
cards to form sentences or questions connected with • Have pupils open their books at page 48. Ask
the unit. Show them the envelopes and explain that them to focus their attention on Activity 1. Pair
one representative from each group has to go to your up pupils and explain the activity. They have to
desk and ask, Can I have number (8), please? Then tick off the activities they think astronauts do in
they should take the envelope to their groups, put the space. Provide an example first.
cards in order and write the sentence or question they • Set a time limit. After the allotted time, tell pupils
make on the board. The first group to have ordered the to scan the text on page 49 and check their
words in most envelopes correctly is the winner. answers. Clarify meaning if necessary. Then call
volunteers to read the correct answers.
Answers: Work: do experiments, repair the space station, clean
the space station, communicate with Earth, do spacewalks;
Daily routines: wash their hair, wear comfortable clothes;
Food: drink juice; Free time: play cards, watch films, do exercise,
watch sunsets, talk to their families
71
grid below). Divide pupils into two teams: X and O.
2 51 Ask a pupil from team X to come to the front, choose
a square and make a sentence, eg: I have a shower
• Invite pupils to listen and repeat the phrases in in the morning. If the sentence is correct, erase
bold in Activity 1. the phrase and write an X in the square. If not, the
• Play track 51 and ask pupils to repeat. You may phrase remains. Repeat with the other team. The
have choral repetition first and then you may first team to get three Xs or three Os in a row wins.
divide them into groups and have a competition.
Pay special attention to the pronunciation of the do
wash hair watch films
\sl\ and \sp\ clusters in initial position. experiments
repair a
Extra activity Have pupils focus their attention eat fruit talk to family
machine
on the pictures on the page. Ask leading questions
so that they can describe them in detail, especially sleep in a
play cards clean room
using the vocabulary taught, eg: Look at the woman sleeping bag
in the first picture. Is she playing cards? What do
Memotest: Pair up pupils and give out copies of the
you think she is doing? What is she wearing? etc.
word cards in the ‘Photocopiable activities’ section
3 at the Teacher’s Resource Centre. Tell them to cut
• Ask pupils to focus their attention on Activity 3. out the cards. In turns, pupils turn over two cards.
Explain that they have to look at the activities in If they form a phrase that collocates, the pupil keeps
Activity 1 and write about the activities they do or the pair and makes a sentence with the phrase.
don’t do and how frequently they do them. If they are not a match, he/she puts the cards face
down again and the game continues. The winner is
• Focus their attention on the examples in the book.
the pupil with the greatest number of cards.
Provide some more examples yourself. Also, write
some useful language on the board if necessary.
Set a time limit. Then check as a whole class. If
you wish, have some pupils write their exponents
on the board for class discussion.
5 AB, p79
• Pair up pupils. Tell them to look at the phrases
and complete them with the verbs in the box.
Provide an example first. Set a time limit. Then
call volunteers to read the answers.
Answers: 1 wash; 2 do; 3 sleep; 4 wear; 5 eat; 6 drink; 7 repair;
8 discover; 9 play; 10 talk
Let’s have fun!

Lesson 6
Miming game: Prepare slips of paper with the ten
phrases in the previous activity and put them in a
Vocabulary: Revision of vocabulary related to
bag. Divide pupils into two teams. Call a volunteer
the universe and routines in a space station;
from one team. Ask him/her to pick one slip, read
man-made, kilometres per hour, missions,
the phrase and mime it for his/her team to guess. If
gravity, zero gravity, float, keep his body in
they do so, they score a point. Repeat several times.
shape, oven, precooked, fridge, wet wipes,
Lesson wrap-up dry shampoo
Let’s have fun! Grammar: Present simple for routines
Tic-Tac-Toe: Draw a grid on the board and write Functions: Describing routines in space.
different phrases in each square (see suggested
72
Lesson starter they should discuss whether they would like to
• Give out copies of the activity in the ‘Photocopiable be astronauts or not. You may write some useful
activities’ section at the Teacher’s Resource Centre. language on the board, eg: I would like to be an...
Pair up pupils. Explain that they have to complete because... I wouldn’t like to be an... because...
the text about Alexandre with the words from the • Set a time limit. Then ask pupils to choose one
box. Then call volunteers to read their answers representative for each group to be ready to say
aloud. their conclusions. Accept any possible answers.
Answers: 1 space station; 2 does; 3 repairs; 4 does; 5 has;
6 cleans; 7 reads; 8 watches; 9 plays; 10 talks
Extra activity Prepare a set of statements about

Alexandre the astronaut. Some of them are true, some
others are false and some others are not mentioned
in the text, eg: Alexandre is 32 years old. (NM) He
sometimes does spacewalks. (T) Alexandre has a
shower once a week. (F) Draw three columns on
the board, one for the true statements, one for the
false ones and another for the ones which are not
mentioned. Divide the class into two groups. Read the
statements and pupils have to go to the board and
tick the corresponding column. The group with the
greatest number of correct answers is the winner.
1 52
• Have pupils open their books at page 49. Draw Let’s write! AB, p80
their attention to the highlighted tab: ‘Articles’. • Pair up pupils. Explain that they are going to
Explain that they are going to listen and read an read a paragraph about the planet Zen. Clarify
article about the International Space Station. meaning if necessary. You may ask leading
• Play track 52 twice. Pupils listen and read. Clarify questions to check understanding.
meaning if necessary. If you wish, ask leading • Pair up pupils. Draw their attention to Activity 2.
questions to check understanding. Explain that they may read the text again, if
2 necessary, and then they complete the first column
of the table with the information from the text. Set
• Pair up pupils. Explain that they have to read the a time limit. Provide an example first. Then call
article again and decide whether the sentences volunteers to read the answers aloud.
are true or false. Set a time limit. Then ask pupils
Answers: 1 red; 2 two; 3 Liz and Greg; 4 There are deserts and
to share their answers. Check as a whole class.
canyons. 5 There aren’t any big animals. 6 There’s a kitchen
Answers: 1 T; 2 F; 3 T; 4 F and there are two computers. 7 There isn’t a bedroom. 8 They
communicate with the control station on Earth every day.
3
• Pair up pupils and tell them they are going to
• Pair up pupils. Explain that they have to read
create their own planet. Tell them to think of a
the article again, if necessary, and answer the
name for the planet and to complete the table
questions. Then read the questions as a whole
with information about this imaginary planet.
class to check that everybody understands. Set a
time limit. Then ask pupils to share their answers. • Set a time limit. After the allotted time, tell pupils
to go to Activity 3. Explain that they have to write
Answers: 1 Because he floats. 2 Because the food in the packages a paragraph similar to the one in Activity 1 using
is precooked. 3 Because there isn’t a fridge. 4 Because there is information they have included in the column
very little water in space.
‘Planet’ in the table in Activity 2. Provide an
example first. You may write a paragraph about
Let’s think!
an imaginary planet on the board. Write some
• Divide pupils into groups of 3 or 4. Tell them that
73
useful language on the board and have them Provide an example first. Set a time limit. Then
read the ‘Writing tip’. ask some pairs to share their answers.
• Walk around and check what they are writing. 2
Spot mistakes and help pupils to correct them.
• Ask pupils to turn to the ‘Start!’ section. Focus their
Set a time limit. After the allotted time, call
attention on Jane’s report. Explain that they have
volunteers to read their paragraphs aloud.
to read it carefully. Analyze it as a whole class to
tip Remember you may put pupils’ productions clarify meaning if necessary. Set a time limit. You
may ask leading questions to check understanding.
on display so that they can share their work with
the rest of the school. Correct the paragraphs in 3
pencil and give pupils the possibility to edit the • Pair up pupils. Draw their attention to the steps
paragraphs before doing this. they have to follow to write their own report. Read
Jane’s column as a whole class. Explain that they
Lesson wrap-up will have to invent a galaxy, a name and a mission
for their space station and provide the information
• Choose 20 content words from Units 4 and 5
required for each item. Provide one example first.
and write them on the board. Divide the class
You may write your own column on the board.
into groups of 4 and invite them to write three
Set a time limit. Walk around and monitor pupils’
connected sentences using most of the words on
performance. Provide help when required.
the board. When they have finished, invite them
to write them on the board for class discussion. • Have pairs share their information with other pairs.
Then give out cardboard paper to each pair. Tell
pupils to write their report using the information
in the second column of the table using Jane’s
report as a model. They should include drawings or
photos if available. You may write your own report
on the board as a model too. Set a time limit.
4
• After the allotted time, call several pairs to the front
to share their reports on their fun space mission
with their classmates. Draw pupils’ attention to the
example in their books. Praise their work and hang
the posters on the walls for future use.
Project
• As a pre-project activity, play The space board
game. Divide the class into groups of 3 or 4. Give
out copies of the game in the ‘Photocopiable
activities’ section at the Teacher’s Resource Centre,
a dice and counters to each group. Players place
their counters on the ‘Start’ square. They take
turns to roll the dice. When they land on a square,
they should make a sentence or question with the
phrase on that square. If the sentence or question
is correct, they remain in that square but if it’s
incorrect, they have to go back to the previous
square. The first player to reach the ‘Finish’ square 53
wins the game. Provide an example first.
Read for fun Our solar system
1 • Have pupils open their books at page 94. Tell

them that they are going to read a scientific
• Have pupils open their books at page 50. Pair article. Explain that a scientific article is a piece
them up and focus their attention on the ‘Get of writing about or related to science that is
ready!’ activity. Explain they have to look back at usually published in a newspaper or magazine.
the unit and complete the words connected with
• Ask pupils to look at the title and the pictures.
the universe and routines on a space station.
74
Ask, Can you mention the planets in our solar • Have pupils answer the question posed by the
system? Where do we live? Is the Sun a planet? girl and say which the most beautiful planet is
• Pair up pupils and ask them to read and listen to in their opinion. Have them justify their choice.
the text to check predictions. Play track 53 non- Provide an example first. Set a time limit. Then
stop. Clarify meaning if it is necessary. call volunteers to read their answers.
2
• Pair up pupils. Tell them that they will have
1 to create a planet, give it a name and write a
description of it in their folders. Tell them that they
• Pair up pupils. Ask them to read the text again.
should also include a drawing of their planet.
Explain they have to answer the questions.
Provide an example first. Set a time limit. Then • Set a time limit. After the allotted time, call
call volunteers to provide the answers. volunteers to read the text about their planet and
show the picture to their classmates
Answers: 1 There are 8 planets. 2 No, they aren’t. 3 The Sun is
a star. 4 Because there is water and oxygen.
Extra activity Have pupils work in groups of 3

to write two more questions about the article.
Set a time limit. Then call volunteers to read their
questions to the class. Have volunteers from other
groups answer the questions.
2
• Pair up pupils. Ask them to read the text about
our solar system again, if necessary. Explain they
have to complete the table. Provide an example
first. Set a time limit. Then call volunteers to
provide the answers.
Answers: 1 Jupiter; 2 Mercury; 3 Venus; 4 Neptune; 5 Mercury;
6 Mercury, Venus, Earth, Mars; 7 Mars; 8 Jupiter; 9 Saturn;
10 Uranus
3 • Ask pupils to open their books at page 81 and
• Pair up pupils. Ask them to read the text about
Galileo Galilei again. Explain they have to complete
the table. Provide an example first. Set a time limit.
check as a whole class. Tell them they can refer
to the ‘Hop into Grammar Summary’ on page 99
Answers: 1 He was born in Italy. 2 He invented a new telescope. to check any new language from the unit they
3 He saw Jupiter and Saturn through his telescope. 4 Because don’t remember.
he proved that the planets go around the Sun.
Answers:
1 1 a lot of; 2 a lot of; 3 an; 4 any; 5 a / Picture a
Think about the article
2 Is there, Yes, there is. Are there, Yes, there are. Are there,
1 Yes, there are. How many
3 have, drink, do, do, watch, play
• Draw pupils’ attention to Activity 1. Tell them
to work individually. They should write four • Once you have finished checking, draw pupils’
surprising facts about the planets in our solar attention to the top right corner of the page.
system in their folders. Have them circle the hand corresponding to how
• Pair them up and invite them to share their they feel about their progress in this unit. To help
opinions with each other. If you wish, have some pupils decide, tell them to go back to page 34
of the pupils write their opinions on the board for and leaf through the unit.
class discussion.
75
U
NI
T classic tales and match them with the four titles
provided. Clarify meaning if necessary.
6 Tell me a story! • Play track 54 twice and pupils check their
answers. Then call volunteers to read the answers.
d Audioscript
Boy: Hey, Lucy. Do you want genie, a rich sultan and
to play this game on a magic lamp!
classic tales? Boy: You got it right! What
Girl: Sure! Let’s play. about Peter Pan? There’s
Boy: We have to find a little fairy, a bad pirate…
The Little Mermaid Girl: And a brave boy!
characters. Boy: Perfect! There’s one
Girl: OK. That’s easy! They more tale. The Princess
are a beautiful mermaid, and the Dragon.
a good king and… Girl: OK. Its characters are a
Boy: And a handsome sailor. big dragon, a dangerous
Correct! Now, which monster and a young
pictures are related to princess.
Aladdin? Boy: Excellent! All our
Girl: Let’s see… a funny answers are correct!
Answers: The Little Mermaid 1, 4, 11; Aladdin 2, 7, 9; Peter Pan
5, 8, 12; The Princess and the Dragon 3, 6, 10
Lesson 1 2 55
Vocabulary: boy, dragon, fairy, genie, king, lamp, • Invite pupils to listen and repeat the phrases in
mermaid, monster, pirate, princess, sailor, sultan; Activity 1.
bad, beautiful, big, brave, dangerous, funny, • Play track 55 and pupils repeat. You may have
good, handsome, little, magic, rich, young choral repetition first and then you may divide
them into groups and hold a competition. Pay
Grammar: Revision: There is a + singular noun
special attention to the pronunciation of some of
Functions: Expressing likes and dislikes. the words presented, eg: ‘fairy’ and ‘genie’.
Describing stories.
Extra activity Tell pupils that adjectives make
a sentence more interesting since they are used to
Lesson starter
give details. Write a simple sentence on the board,
Let’s have fun! eg: The boy has got a bicycle. Challenge pupils to add
Pick and say: Prepare slips of paper with words adjectives to the sentence, one at a time. As they do
connected with space and activities astronauts do. so, point out the correct order in which to place them.
Put the slips in a bag. Divide pupils into two teams. Suggested sentences: The monster scares the girl. The
Call one volunteer to the front. He/She picks one princess lives in a castle with her father, the king. The
slip of paper from the bag and reads the word. Then pirate wants to catch the boy. The boy finds the lamp.
he/she has to make a sentence, eg: There is one The fairy helps the princess.
telescope in the space station. If the sentence is 3
correct, the team scores a point. Repeat several times.
• Pair up pupils. In turns, one pupil chooses a pair
of characters or elements connected with a tale
1 54
and the other says the tale title. Then they switch
• Have pupils open their books at page 52. Hold roles. Repeat several times. Focus their attention
up your book and point to the title of the unit. on the example given. Walk around and monitor.
Ask what they think the unit is going to be about. Provide help if needed. Set a time limit. You may
• Brainstorm which books they like and write the choose one or two pairs to act out the exchange.
titles on the board. • Direct pupils’ attention to the question at the
• Pair up pupils. Tell them to look at the pictures top of the page, next to the unit title. Have some
of different characters and elements from volunteers share with the class which books or
stories they like.
76
Lesson 2
Vocabulary: Revision: boy, dragon, fairy, genie,
king, lamp, mermaid, monster, pirate, princess,
sailor, sultan; bad, beautiful, big, brave, dangerous,
funny, good, handsome, little, magic, rich, young;
bookworm
1 AB, p82 Grammar: present simple vs past simple –
affirmative form
• Focus pupils’ attention on Activity 1. Pair up
pupils. Explain that they have to circle the correct Functions: Expressing routines. Expressing
adjectives and complete the text with classic tale frequency. Talking about past activities.
characters. Provide an example first. Set a time
limit. Then call volunteers to read the answers.
Lesson starter
Answers: 1 beautiful; 2 sailor; 3 good; 4 genie; 5 magic; 6 sultan;
7 brave; 8 fairy; 9 pirate; 10 young; 11 dangerous; 12 dragon Let’s have fun!
Adjectives Bingo: Divide pupils into groups of 3 or 4.
Lesson wrap-up Give them a blank six-square Bingo grid. Pupils cut
Let’s have fun! pictures of people or objects out of the magazine they
brought, one for each blank on the Bingo grid, and
Hangman: Think of one adjective or word connected stick them. Explain they should use a variety of people
with classic tales and write dashes on the board to and objects. To play, call out different adjectives that
represent each of its letters. Pupils guess the letters. can describe people or objects. If a picture on their
If they guess a letter in the word, write it over the grids matches the description you give, they can mark
dash, or dashes, that represent it. For each wrong the square. The first group that has marked all the
guess, draw one line of a simple picture of a person squares calls out, Bingo! That group has to show their
hanging from the gallows. The pupil who guesses the grid and make sentences with their pictures.
word correctly and uses it in a sentence is the winner.
NB: Ask pupils to bring a magazine for next class. 1 56

it, ask, Who can you see in the picture? Where are
they? What are they talking about?
• Play track 56 to check pupils’ predictions. Then
play the track again. Pupils listen and read.
Clarify meaning when necessary.
• Divide the class into two groups. One group will
be Kate and the other group will be Phil. They
listen and repeat the dialogue.
2
• Explain o pupils that they have to read the dialogue
in Activity 1 again. Then they have to answer the
questions. Read the questions together to check
understanding. Then pair up pupils. Set a time
limit. Then call volunteers to read the answers.
Answers: 1 She reads books when she goes to bed. 2 She read
Sinbad, the sailor. 3 She bought it yesterday. 4 No, he didn’t.
Extra activity Divide the class into groups of 3

or 4. Tell them to write two more questions about
the dialogue so that the other groups answer them.
Set a time limit. Then representatives from the
77
different groups read their questions in turn for the
other groups to answer. Groups score one point for
each correct answer.

dialogue. Say, Do you remember what Phil and
Kate say? Write the following on the board:
Do you usually read books? Yes, I do. I always
read books when I go to bed. What did you
read last night? ‘Sinbad, the sailor’. I bought
it yesterday. Ask leading questions as to the
use of frequency adverbs and adverbs of time
referring to the past. Have pupils see that we
use ‘always’, ‘usually’, ‘sometimes’, ‘often’ or
‘never’ to express frequency when we talk about
routines, and that we use the time expressions
‘last night’, ‘yesterday’, ‘last week’, ‘some years
ago’ to talk about past actions. Draw pupils’ Lesson 3
attention to the box and tell them to complete
the tables (usually, sometimes, read, reads; Vocabulary: Revision: boy, dragon, fairy, genie,
yesterday, last night). Allow them some time king, lamp, mermaid, monster, pirate, princess,
and then check. Then ask pupils to complete sailor, sultan; bad, beautiful, big, brave, dangerous,
the sentences with the verbs in the correct form, funny, good, handsome, little, magic, rich, young
according to the time expressions. Set a time
Grammar: present simple vs past simple –
limit. Check as a whole class.
interrogative form
Answers: 1 listens, listens, went; 2 bought, reads
Functions: Asking about the present and the past.
Lesson starter
Let’s have fun!
The present and past board game: Give out copies
of the game in the ‘Photocopiable activities’ section
2 AB, p82 at the Teacher’s Resource Centre. Divide the class
into groups of 3 or 4. Give a dice and counters to
• Pair up pupils. Explain they have to complete the each group. Players place their counters on the ‘Start’
text about Mr Green with the time expressions square. They take turns to roll the dice. When they
from the box. Provide an example first and clarify land on a square, they make a sentence in the present
meaning, if necessary. Set a time limit. Then simple or in the past simple, according to the time
check as a whole class. expression on the square. If the sentence is correct,
Answers: 1 yesterday; 2 always; 3 usually; 4 Some years ago; 5 never they remain in that square but if it’s incorrect, they
have to go back to the previous square. The first player
Lesson wrap-up to reach the ‘Finish’ square wins the game.
Let’s have fun!

1 57
Throw the ball and say: Pupils stand in a circle. You
throw a soft ball or a paper ball to one of the pupils • Have pupils open their books at page 54.
while you say, eg: usually. The pupil who catches Hold up your book and point to the scene. To
the ball has to make a sentence using that adverb. contextualize it, say that Tim is interviewing
Then he/she throws the ball to another pupil and Lily, a girl who works at the school library. Ask,
says another adverb or a time expression. Provide What do you think they are talking about? Accept
an example first. Play several times. different options.
• Play track 57 to check pupils’ predictions. Clarify
meaning if necessary.
78
• Divide the class into two groups. One group will Lesson wrap-up
be Tim and the other group will be Lily. Play the
Let’s have fun!
track again. They listen and repeat the dialogue.
Pay special attention to the intonation of Yes/No Bottle game: Pupils stand in a circle. Spin an empty
questions. plastic bottle on the floor, in the middle of the circle.
2 When the bottle stops, the pupil who is facing the
top of the bottle asks a question of the pupil who
• Pair up pupils and explain the activity. They
have to read the dialogue in Activity 1 again and is just opposite him/her. This pupil answers the
decide whether the statements provided are question with information about him/her.
true or false. Provide an example first. Set a time
limit. Then check as a whole class.
Answers: 1 F; 2 F; 3 T; 4 F

interview and write them on the board, eg: Do
you read classic tales? No, I don’t. Now I always
read novels. I read a lot of classic tales when
I was a child. Did you read Arabian Nights? Yes,
I did. Did you read it? No, I didn’t but my sister
did. Does she usually read? Yes, she does. Invite
pupils to discover the rule about how we form
the questions to ask about the present and the
past. Set a time limit. Then ask some pupils to
report their conclusions. Draw pupils’ attention
to the box and ask them to complete the
tables (Do, Does, read, read; do, don’t, does,
doesn’t; Did; did, didn’t). Set a time limit. Check Lesson 4
as a whole class. Then pupils complete and
answer the questions taking into account the Vocabulary: Revision: boy, dragon, fairy, genie,
information in the dialogue. Provide an example king, lamp, mermaid, monster, pirate, princess,
first. Set a time limit. Check as a whole class. sailor, sultan; bad, beautiful, big, brave, dangerous,
If you wish, write some other exponents on the funny, good, handsome, little, magic, rich, young
board for class discussion. Grammar: Revisions: present simple vs past simple
Answers: 1 Does, Yes, she does. 2 Did, No, she didn’t. 3 Does, Functions: Talking and asking about the present
Yes, she does. and the past.
Lesson starter
Let’s have fun!
Sort them out! Write time expressions used for the
present and for the past at random on the board.
Draw two columns, one for the present and one for
3 AB, p82 the past. Divide pupils into groups of 3 or 4. Tell
• Explain to pupils that they have to put the words them to classify the expressions and write them
in order to form questions either in the present or below the corresponding heading. Set a time limit.
the past, and then answer them according to the Then call volunteers to write the answers on the
information in Activity 2. Provide an example first. board. Then each group chooses two expressions
Set a time limit. Then check as a whole class. and write sentences with them.
Answers: 1 Does Mr Green usually read fairy tales? No, he
doesn’t. 2 Did he buy a book about a rich sultan yesterday? Yes, 1 58
he did. 3 Did he read Arabian Nights last night? No, he didn’t.
Draw their attention to the scene in Activity 1.
79
Explain that Clare and Phil are talking about • Invite them put all the cards face down on their
their favourite stories/tales. Pupils listen to the desks. Pair up pupils. One pupil picks up one
conversation and complete the table using the card and makes a sentence in the present or the
information (time expression) in the dialogue. past, according to the time expressions provided.
• Look at the table as a whole class. Focus Then they switch roles.
pupils’ attention on the pictures and what they • Draw pupils’ attention to the example in the book.
represent. Explain the examples given. Set a time limit. During the activity, circulate and
• Play track 58 twice. Then pair up pupils to help as necessary. Then ask volunteers to say the
share their answers. Set a time limit. Then call sentences in front of the class.
volunteers to say their answers.
Lesson wrap-up
d Audioscript
Clare: I love literature. I usually read in the afternoon. Let’s have fun!
Yesterday, I read a book about a beautiful mermaid and
last week, I read a story about a genie. I never read fairy
Recapping shapes! Draw a square on the board and
tales. I don’t like them. But I like stories about sultans. ask pupils to say four characters or elements from
Last year, I read a fantastic story about a rich sultan. Ah! classic tales. Then draw a triangle and ask pupils
I sometimes read stories about monsters, but they aren’t to say three stories that they like. Finally, draw a
my favourites. circle and ask them to make a sentence about their
Phil: I like books but I never read stories about mermaids
favourite story/tale.
or fairies. I don’t like them. I usually read stories about
genies and sultans. I also like stories about monsters. Last
month, I read a story about a big monster. It was fantastic!
2
• Pair up pupils. Invite them to have to look at the
table in Activity 1 and complete the sentences in
Activity 2. Provide an example first. Set a time
limit. Then check as a whole class.
Answers: 1 read; 2 reads; 3 genie; 4 reads; genies
3
• Pair up pupils. Explain they have to look at the
table in Activity 1 again and try to remember all
the information in it. Then they should close their
books an in turns give prompts to their partners
so that they can make sentences.Focus pupils’
attention on the example. Set a time limit. Then
they switch roles. Lesson 5
• Walk around and monitor their work. Provide
help if necessary. Then invite some pairs to act Vocabulary: bored, excited, worried, happy,
out the exchange in front of the class. angry, tired
Grammar: Revision: Why? Because…
Extra activity Divide pupils in groups of 3 or 4.
Tell them they should talk about their favourite Functions: Describing feelings. Describing
stories. Write some useful language on the board, reading experiences.
eg: I usually read... because I like... I never read...
because ... Yesterday/Last week, I read... Walk around Lesson starter
and monitor. Provide help when needed. • Bring pictures of emojis connected to feelings,
4 eg: happy, sad, angry, tired, bored, excited,
scared. Put them up on display on the board.
• Have pupils go to the cut-outs section at the
Prepare slips of paper with the adjectives to
back of the book and cut out the cards. Before,
describe the feelings represented by the emojis.
you may ask them to paste the cut-out page on
Have pupils take one slip and find the emoji that
poster board.
corresponds to it.
80
• Use the book or magazines and divide the class • Walk around and monitor. Then invite some pairs
into groups. Give each group a list of feelings. They to act out the exchange for their partners.
browse through their books or the magazines and
try to find faces that show the feelings on the list.
The first group to find all the feelings is the winner.
Each group shows their findings to the class.
1 59

up your book and point to the different sections 4 AB, p83
on the Teens Online website. Read aloud the
• Direct pupils’ attention to feelings on the right.
section title ‘Photo posts’ and ask pupils what
Then read the first speech bubble speech on the
type of information you can find in this section.
left. Elicit which feeling from the column on the
• Focus on the title. Ask the class to predict which right can be used in this situation.
feelings may be expressed in relation to books.
• Give pupils time to complete the activity
• Ask pupils to look at the pictures and identify the individually. Then they compare their work with a
feelings. Also, ask them to predict which child partner. Check orally.
will appear first in the audio.
Answers: 1 c; 2 d; 3 a; 4 b
• Play track 59. Pupils follow in their books and
check their predictions for child 1. Give pupils
time to match the feelings with the texts. Then
3
check orally. • Read sentence 1 as a whole class and then focus
on the sentences given.
Answers: 1 c; 2 a; 3 b; 4 e; 5 f; 6 d
• Pair up pupils and have them complete the first
• Play the track again. Call out the names of the part where they describe the children’s feelings.
children for pupils to say how they are feeling • Check feelings first and then ask pupils to
and read the reason to account for it. complete the second part of the sentence. Do
number 1 as a whole class.
Extra activity Ask the class to say which stories
• Each pair compares their work with another pair.
are mentioned on the track (Aladdin, The Little
Then check orally.
Mermaid, Peter Pan and Arabian Nights). Ask them if
they have read these stories or seen the films. Make a Answers: 2 angry, the story is very bad; 3 happy, she liked The
list of those pupils who have read it and a list of pupils Little Mermaid; 4 excited, she can’t wait to read a new chapter
of Peter Pan; 5 worried, the protagonist is in trouble; 6 bored,
who have seen the films. Ask the class which story
the story is not interesting
they would like to read in class or to act out.
Let’s have fun! Let’s have fun!

Who am I? A pupil chooses one of the children in Find your pair: Make cards with ‘Why’ questions
Activity 1 and poses to show how the child feels. and make cards with suitable answers. Distribute
The rest of the class has to guess who the child is. the question cards and the response cards. Pupils
When the class give their guess, the pupil at the move around the class and have to find their match
front states why he/she is feeling like that, eg: (suitable response) for the ‘Why’ questions on their
P1 imitates how Martin feels. Class: We know you card, eg: P1: Why is Tom bored? P2: Because she is
are Martin. You are worried. P1: Yes, I am worried reading a good story. P1: Sorry it is not you! P1 walks
because I am reading ‘Aladdin’ and the protagonist away poses the question to another pupil, eg: P1:
is in trouble. Repeat with several pupils. Why is Tom bored? P3: Because his/her story is long
and bad. P1: That is a good answer. You are my pair.
2 NB: Tell pupils that there may be two similar
• Direct pupils’ attention to the mini-exchange. answers but some are about a boy and some others
Pair up pupils and read the dialogue aloud. Elicit are about a girl.
similar exchanges about other children, eg: Why
is Marie happy? Why is Tom angry?
81
Lesson wrap-up • Focus on the article title. Ask pupils to predict
what they are going to read about. Elicit
• Ask the class to imagine they are reading a new
what they understand by the phrase ‘strange
book. Give out A4 sheets of paper and pair them
creatures’. Also, elicit which country ‘Greek’ is
up. Pupils draw the cover of the book and they
related to.
give it a title. They draw a speech bubble and
write how they are feeling and state a reason. • Direct pupils’ attention to the pictures in the
Invite pupils to read their speech bubbles aloud, text. Read the creatures’ names and ask them to
eg: The title of our story is ‘A Crazy Pirate’. We are describe what they see.
excited because this pirate has many adventures • Ask the class if they have heard about these
on an island. We can’t wait to read more. Once creatures before. Write the creatures names on
the drawings and comments are ready, display the board: Pegasus, The Sphinx, Centaur.
them on the walls for future use. • Bring pictures of these creatures. Tell the class
that the text mentions two other creatures: The
Cyclopes and The Cerberus. Present these two
pictures. Ask pupils to predict whether these
creatures are good or bad. If they are bad, ask
the class to predict what they do to people.
Pupils discuss their answers in groups and share
their answers with the class.
• Play track 60. Stop after Pegasus. Let pupils
check their predictions. Follow the same steps
with the other creatures.
• Play the track again. Clarify meaning when
necessary. If you wish, ask leading questions to
check understanding.
Extra activity Give out copies of the activity

in the ‘Photocopiable activities’ section at the
Teacher’s Resource Centre. Pair up pupils and invite
them to look at the pictures on the page and write
Lesson 6 their names. Then they complete the sentences with
the names of the corresponding creatures. Check as
Vocabulary: Greek, created, gods, creatures, a whole class.
wings, protect, stand, let, guardian
Answers: 1 The Cyclopes; 2 Pegasus; 3 The Sphinx; 4 Centaurs;
Grammar: verb be for descriptions, present
5 The Cerberus / a The Cyclopes; b Pegasus; c Pegasus;
simple (historical present) d Centaurs; e The Cerberus; f The Sphinx; g Centaurs
Functions: Describing feelings. Describing
creatures. Telling historical facts. 2
• Have pupils work in groups. They read the text
Lesson starter and find the answer to the questions.
• Ask pupils to read the work they have done in the • Ask groups to check their work with another
‘Lesson wrap-up’ in Lesson 5. Each pupil reads his/ group. Check orally.
her work. Then collect all their work and pick up
one at random, read out the title of the story and Answers: 1 When the Cyclopes are hungry, they attack ships and
eat sailors. When they are angry, the Cyclopes can create terrible
show the cover of the book. In mini-groups pupils
storms. 2 Visitors to the city are worried because The Sphinx asks
try to remember whose work it is and they have to difficult questions and when people give the wrong answer, she
say how the reader is feeling about the book. eats them. 3 The Cerberus is a good guardian because it is strong
and does not let people pass. 4 Pupils are excited because Chiron
1 60 is the best teacher. 5 Pupils’ own answer
• Have pupils open their books at page 57. Focus

on the titles. Elicit different areas in the Teens
Online site. Elicit the highlighted tab: ‘Articles’.
82
Lesson wrap-up characters of the story they know, eg: Aladdin,
a princess, a lamp, a genie, etc.
Let’s have fun!
• Ask the class if the know this story has a happy
Frozen frames! In groups, pupils present a scene ending or a sad ending (happy ending: Aladdin
including one of the creatures mentioned in the text, marries the princess).
eg: The Cyclopes are angry and they create a terrible
• Give pupils time to read the story. Pupils
storm. You see people braving the bad weather
underline in red the parts that are the same in
walking in the city. Pupils show a frozen frame, ie:
the traditional story and in blue what is different
they pose showing one situation. When the class
from the original story. Then they discuss the
guesses who they are and what is happening, the
similarities and differences between the original
group springs into action.
story and Maggie’s story.
• Have them make a list with their conclusions,
eg: Similarities: Aladdin is a young boy. Aladdin
wants to marry the princess. Differences: The
genie doesn’t help Aladdin. The genie and
Aladdin travel together.
3
• Draw pupils’ attention to the table and focus
on Maggie’s part first. Read the different parts:
story, main character, description, etc. Explain
to pupils that they have to choose a story and
suggest different ideas for each part.
Project • This pre-activity done as a whole class is likely to
trigger new ideas in pupils.
1 • In pairs, pupils choose a well-known story and
• Have pupils open their books at page 58. Elicit think of a new version by changing some of the
from the class what characters usually appear in main parts. Have pairs write their new version
stories and tales, eg: a princess, a witch, a sailor, of the story. They use the table as a guide and
etc. They share their answers with the class. Maggie’s story as model. Monitor their work and
• Have pupils work in mini-groups to complete the provide help if necessary. Pupils read their rough
words that correspond to characters in stories. version. Discuss any weak points. Then pupils
Then check orally. edit and rewrite their story.
• Take one word, eg: ‘princess’ and ask the class 4
what adjectives they can use to describe a
• Have pairs read their stories to other pairs. They can
princess. Do the same with other words.
also add some pictures to illustrate the main events.
• Present the second part of the activity: pupils
have to complete the adjectives they can use to
describe characters in stories. Check orally.
Let’s have fun!

Telephone game: Pupils stand in a circle. Prepare
slips of paper with different lines that combine
the vocabulary recently learnt, eg: The princess is
beautiful. The monster is bad and dangerous. One
pupil reads the line and whispers it to another pupil,
who in turn whispers it to a third pupil until the
circle is complete. The last pupil in the circle says
the sentence aloud so that everyone can see if the
message is identical or different to the original one.
5 AB, p83
• Ask pupils to describe the picture in Activity 5
2 and to focus on the information in Tim’s table.
• Bring a picture of Aladdin. Ask the class what Draw their attention to the key time words.
83
• Elicit sentences about Tim’s reading habits in • Move around and monitor their work. Read the
the past and today. In pairs, pupils complete the questions aloud and encourage them to provide
activity. Then check orally. their answers about the story they have chosen.
Answers: mermaid. Today he is tired because the story was • Ask pupils to mention their favourite characters
very long! Last week, he read a book about a genie. He is happy from the story they have chosen.
because he liked it! Tim never reads fairy tales. He sometimes • Have pupils read the ‘Writing tip’ box. Encourage
reads stories about monsters.
them to write a paragraph similar to the one
presented in Activity 1. Walk around and provide
help. Then have pupils read their texts aloud.
61 Read for fun The locked doors

• Have pupils open their books at page 96. Tell
Let’s write! AB, p84 pupils that they are going to read a story called
‘The locked doors’. Bring two pictures: one of
• Ask pupils to focus on the pictures and ask what
an open door and another one of a door that is
the characters’ names are.
locked. Ask the class to say what the difference is.
• Elicit what type of boy Peter Pan is. Elicit what Then ask the class to describe the pictures they
other characters appear in the Peter Pan story. see in the story.
• Give pupils time to read the text. Ask the class • Tell pupils to read the first paragraph in silence
about the writer’s reading habits in the past and and to say what the relationship between
today. Clarify meaning if necessary. Hassan, Salem and Kasim is.
• Present the table in Activity 2 to the class. Draw • Play track 61, but only paragraph 1. Then ask,
their attention to the two columns on the right: What happened to Salem’s father? Where did
‘Jenny’ and ‘Me’. Salem go to live?
• Have pupils copy the table into their notebooks • Play the next three paragraphs. Ask, How did
or folders. Read out the first two questions and Kasim feel? Why? Which door could Salem not
encourage them to provide the answers. Then open? What happened when Kasim died?
they complete the first two boxes.
• Play paragraphs 4, 5 and 6 and ask, What
• Give pupils time to complete the rest of Jenny’s happened to Salem after opening the blue door?
parts. Then check answers orally. What did he/she find? What did the queen do?
Answers: Story: Peter Pan; Main character: Peter Pan; What Which room could he/she not open?
happens? Peter Pan and his/her family fly to Neverland and • Play paragraphs 7 and 8 and ask, Did he/she
they have exciting stories. Interesting characters: pirates,
open the purple door? Where did he/she appear?
mermaids, hungry crocodiles, Indians; Tinker Bell; Yes, I
listened to stories when I was a young girl. No, I don’t read a lot
What did he/she understand now?
of stories now. I sometimes read at the weekend. • Before moving on to the following activities, clarify
meaning if necessary. If you wish, ask some other
• Focus on the ‘Me’ column. Tell pupils they are leading questions to check understanding.
supposed to choose a story and answer the
same questions. Give them time to work alone.
84
1
• Read sentences aloud. Pair up pupils and explain
that they have to order the events following the
content of the story they have read. They check
their work with another pair. Then check orally.
Answers: 1 g; 2 f; 3 a; 4 h; 5 d; 6 e; 7 j; 8 i; 9 c; 10 b
Let’s have fun!

Frozen frames: In groups, pupils prepare a pose
showing one part of the story. The rest of the class
has to guess which part it is.
Think about the story
1 Let’s revise! AB, p85
• Focus on the ‘Why’ questions. Discuss them
orally. Accept any possible answer. • Ask pupils to open their books at page 85 and
2 help them revise what they have learnt in Unit 6.
• In pairs, pupils read the three options and choose Have them do the activities individually and then
the best message of the story. Have pairs compare check as a whole class. Tell them they can refer
their answers with other pairs. Then check orally. to the ‘Hop into Grammar Summary’ on page 100
3 to check any new language from the unit they
don’t remember.
• Ask the question posed by the boy. Brainstorm
other possibilities for a new ending. Answers:
1 1 read; 2 liked; 3 watched; 4 bought; 5 read; 6 rent;
• Focus on the sentences suggested in the activity. 7 don’t like
Write useful vocabulary and sentence beginnings 2 Did, read, No, says, read, Did, rent, No, bought, buys, Does,
on the board. Individually or in pairs, they think read, Yes, likes
of a different ending. Then encourage pupils to 3 1 worried; 2 bought; 3 angry; 4 always; 5 took; 6 takes;
read their endings aloud. Praise their work. 7 sometimes; 8 argued
NB: The numbering of the activity items will be corrected the
tip The term ‘scaffolding’, coined by Jerome first time the Pupil’s Book is reprinted.
Bruner, describes all the strategies teachers

• Once you have finished checking, draw pupils’
use and the guidance they offer in order to help
attention to the top right corner of the page.
pupils complete a specific activity. In the case of
Have them circle the hand corresponding to how
writing, scaffolding includes:
they feel about their progress in this unit. To help
• activating vocabulary pupils already know;
pupils decide, tell them to go back to page 52
• brainstorming;
• using graphic organizers and frameworks; and
• reading model answers, among others.
Extra activities
• In groups, pupils draw the key moments of the
story. Then they compare their work with other
groups to see if they have chosen the same
moments.
• In groups, pupils design a book cover for the story.
• In groups, pupils choose a scene from the story,
act it out and add sound effects to it.
85
2
Integration 3 – Story mix Pre-task
• Prepare envelopes with a scrambled sentence or
question. Divide the class into groups of 4. Give
out two envelopes to each group. Pupils have
to put the sentences or questions in order. Once
they have finished, they call out, Ready! and they
write the sentences or questions on the board for
class discussion. Include sentences or questions
with ‘there is’ and ‘there are’.
Task
• Focus pupils’ attention on Activity 2. Pair up
pupils. Explain that they have to complete the
texts about the books in Activity 1 by using the
affirmative, negative and interrogative form of
1 ‘there is’ or ‘there are’. Provide an example first.
Pre-task • Set a time limit. Then check as a whole class.
• Books and characters: Write the names of Answers: a there is, there isn’t, Is there, there is; b there is,
these books on the board: Harry Potter and the there are, there aren’t; c There is, there is, There are, Are there
Sorcerer’s Stone; The Chronicles of Narnia; Peter
Pan. Prepare slips of paper with the descriptions
of characters from those books, eg: a bad wizard, Extra activity Prepare statements with
a little fairy, a bad pirate, a brave boy, a bad information about the three stories and read them
queen, a good wizard, etc. Divide pupils into two out. Invite pupils to tell you which story you are
groups. A volunteer from each group picks a slip talking about, eg: T: There is a big and pirates.
and decides which book that character belongs P1: ‘Dangerous Seas’.
to. If the answer is correct, the team scores a
Post-task
point. Repeat several times.
• Create a story: Write the following story grid on
Task the board:
• Focus pupils’ attention on the activity. Ask some
questions about the pictures. a bad a good a beautiful
pirate king princess
• Pair up pupils. Tell them to look at the pictures
of the book covers and the titles in the box and a magic a dangerous a poor
decide which picture they will choose for the lamp monster boy
different titles.
a big a rich a brave
• Set a time limit. Then call volunteers to read the dragon sultan sailor
answers.
Divide the class into groups of 4. Explain to
Answers: 1 Dangerous Seas; 2 Mission 801; 3 The Last Battle
pupils that they have to invent a story outline
using the elements in the grid. They can choose
Post-task
words that go across the grid, down the grid or
• Interview your partner: Pair up pupils. Write the
diagonally. If a team can create a story while
following questions on the board: Do you like
keeping within the rules of the game, they score
reading? How often do you read? What’s your
a point and another team has then its turn. Have
favourite book? Tell pupils that they have to ask
pupils add some other element to their outline
those questions of their partners and take notes
that is not in the grid. The winner is the team
of their answers. Set a time limit. Then pairs
that can create a story outline with the most
form groups of 4 and they share their findings.
appealing new elements.
A representative from each group reports their
conclusions to the rest of the class. Have pupils
vote for the most popular book.
86
3 Post-task
• True or false? Divide pupils into two groups.
Pre-task Write a big ‘T’ for true and a big ‘F’ for false on
• Write some scrambled words on the board, eg: the board. Call one representative from each
auntasrot (astronaut). Divide the class into two group to the front. Explain that you will make
groups. Call representatives from the groups true or false statements about The Last Battle.
to come to the board and unscramble the You say the sentence, if they think it’s true they
words. You may use the words that will appear should touch the ‘T’ on the board and if they
in Activity 3, eg: ‘space station’, ‘telescope’, think it is false, they should touch the ‘F’ and
‘planets’, ‘experiments’, etc. Teams score a point correct it. The first one to do it correctly scores
for each correct word. a point for his/her team.
Task 5
• Pair up pupils. Explain that they have to
complete the text about Mission 801 with the Pre-task
verbs from the box in the present simple. Provide • Freeze ball game: Pupils stand in a circle.
an example first. Place cards with time expressions for present
• Set a time limit. Then call volunteers to read the and past time face down in the middle of the
answers aloud. circle. Pupils pass a soft ball around. When you
say, Freeze!, the pupil with the ball has to pick
Answers: doesn’t sleep, doesn’t eat, discovers, watches,
up a card from the pile and make a sentence or
listens, plays, does, communicates, breaks
a question using that time expression, eg: Do
you usually read at night? Provide an example
Post-task
first. Repeat several times.
• Divide pupils in groups of 4. Tell them that they
have to write in their notebooks or folders what Task
astronaut Tom Berk does when his computer breaks. • Pair up pupils. Explain that they have to complete
Set a time limit. Then call representatives from the the conversation between Zoe and her friend
different groups to read their stories to the class. Emily using the verbs in brackets. Provide an
example first.
4 • Set a time limit. Then call volunteers to read the
Pre-task answers.
• Focus pupils’ attention on the picture in Activity 4. Answers: Do, read, Yes, do, Did, read, Do, like, Do, want, Did,
Tell them that girl is Zoe. Say, Last year, she read buy, Do, take
the book ‘The Last Battle’. Look at her. Do you
think she liked it or not. Why/Why not? Post-task
Task • Dramatization: Pair up pupils. One of them plays
• Pair up pupils. Explain that they have to complete the role of Zoe and the other one the role of
the text about The Last Battle using the verbs Emily. They read and dramatize the dialogue.
in brackets in the present or past simple. Clarify Set a time limit. Walk around and monitor their
meaning if necessary. Provide an example first. work. Then call volunteers to act out the dialogue
• Set a time limit. Then check as a whole class. for the class.
Answers: 1 lives; 2 has got; 3 wants; 4 climbs; 5 goes; 6 is;

7 didn’t like; 8 listened; 9 liked
Extra activity Prepare cards with questions

about Zoe’s text. Place the cards face down on your
desk. Divide the class into two groups. Have pupils
from each group come, take a card and provide the
right answer, eg: Whose favourite story is ‘The Last
Battle’? What did the brave knight want to do? The
group with the greatest number of correct answers
is the winner.
87
Hop into English 4 – Audio CD
01 Title / Copyright line 33 Unit 3, page 30, Lesson 5, Activity 3

02 Hello!, page 2, Lesson 1, Activity 1 34 Unit 3, page 31, Lesson 6, Let’s read!
03 Hello!, page 4, Lesson 2, Activity 1 35 Unit 3, pages 90 and 91, Read for fun,
04 Hello!, page 5, Lesson 3, Activity 1 A fable
05 Hello!, page 5, Lesson 3, Activity 2 36 Unit 4, page 34, Lesson 1, Activity 1
06 Hello!, page 6, Lesson 4, Activity 1 37 Unit 4, page 34, Lesson 1, Activity 2
07 Unit 1, page 8, Lesson 1, Activity 1 38 Unit 4, page 34, Lesson 1, Activity 3
13 Unit 1, page 12, Lesson 5, Activity 2 44 Unit 4, page 39, Lesson 6, Let’s read!
14 Unit 1, page 13, Lesson 6, Let’s read! 45 Unit 4, pages 92 and 93, Read for fun,
15 Unit 1, pages 86 and 87, Read for fun, A magazine article
Film reviews 46 Unit 5, page 44, Lesson 1, Activity 1
19 Unit 2, page 17, Hop into Grammar 50 Unit 5, page 47, Lesson 4, Activity 1
21 Unit 2, page 19, Lesson 4, Activity 1 52 Unit 5, page 49, Lesson 6, Let’s read!
22 Unit 2, page 20, Lesson 5, Activity 1 53 Unit 5, pages 94 and 95, Read for fun,
23 Unit 2, page 20, Lesson 5, Activity 2 A scientific article
24 Unit 2, page 21, Lesson 6, Let’s read! 54 Unit 6, page 52, Lesson 1, Activity 1
25 Unit 2, pages 88 and 89, Read for fun, 55 Unit 6, page 52, Lesson 1, Activity 2
A biography 56 Unit 6, page 53, Lesson 2, Activity 1
29 Unit 3, page 27, Hop into Grammar 60 Unit 6, page 57, Lesson 6, Let’s read!
30 Unit 3, page 28, Lesson 3, Activity 1 61 Unit 6, pages 96 and 97, Read for fun,
31 Unit 3, page 29, Lesson 4, Activity 1 A story
32 Unit 3, page 30, Lesson 5, Activity 1

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Ana María Barragán • Paola Danesi

Digital Pupil’s Book

Vocabulary is presented in Lessons 1 and 5 in different sections of the Teens Online

The vocabulary presentation in Lesson 1 is followed by a game or pairwork

Follow-up activities, including listening and speaking, reinforce the language

The ‘Read for fun’ are

• The ‘Integration’ sections consolidate in a new context

The ‘Let’s write!’ section provides pupils

Each unit includes suggestions of extra photocopiable activities

Integration 1: People and jobs (Unidades 1 y 2)

Integration 2: On holiday (Unidades 3 y 4)

Integration 3: Story mix (Unidades 5 y 6)

tip A new year marks the beginning of a

Extra activity Direct pupils’ attention to the scene

• Have pupils open their books at page 4. Point to

• Where are you? Prepare pairs of cards with the

Extra activity Call out one of the numbers on the

• Ask pupils to identify the people in the pictures

Let’s have fun!

Answers: 1 sports programmes; 2 horror films; 3 animated films;

• Have pupils open their books at page 9. Hold up

• Pair up pupils. Invite them to act out the Lesson wrap-up

Extra activity Pair up pupils. Give out copies of Lesson starter

Answers: 1 friends; 2 read; 3 photos; 4 videos; 5 play; 6 YouTube

• Tell pupils to listen and repeat the words in bold.

Answers: 1 watch; 2 post; 3 read; 4 chat; 5 play; 6 follow

• Have pupils open their books at page 13. Focus

Let’s have fun!

Answers: 1 Trolls; 2 Emojis; 3 Gru; 4 Trolls; 5 Trolls; 6 Emojis;

Let’s have fun!

• Play track 16. Pupils follow in their books and

Vocabulary: Revision: inventor, musician, doctor, Answers: 1 F; 2 F; 3 F; 4 T

Answers: 1 didn’t discover, discovered; 2 didn’t travel, travelled

Let’s have fun!

Extra activity Write the following question words

Let’s write! AB, p68

Pre-task • Focus on Activity 5. Ask the class what they know

• Play track 27 and ask pupils to repeat the words

1 26 Answers: 1 play; 2 go, see; 3 go out, have; 4 take; 5 go to, eat;

Extra activity Dramatization: Pair up pupils. One

GRAMMAR Take some examples from

Let’s have fun!

Extra activity Pair up pupils. One of them will

Extra activity Tell pupils to write a similar

Let’s have fun!

• Have pupils open their books at page 30. Hold

2 Answers: argued, ate, wrote, wore, posted

• Pair up pupils. Explain that they have to match

Let’s have fun!

• Have pupils open their books at page 31. Explain

• As an optional activity, invite pairs to write

Answers: 1 Because there were bears and it was dangerous,

Extra activity Have pupils work in groups of

4 Wonders of the world engaging. They provide varied opportunities

Follow the snake! Bring pictures of different

• Play the track again for pupils to listen and repeat.

Extra activity Pair up pupils and give out copies of

Answers: Across: waterfalls, mountain, deep, desert; Down: Lesson 2

4 Grammar: superlative form of short adjectives

Let’s have fun!

GRAMMAR Direct pupils’ attention to the

• Have pupils open their books at page 38. Hold

• Ask pupils to focus on the column about Japan.