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B1
Teacher Guide
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Introduction -
Rationale Page
TEEN CHOICES
Episodes 1 & 2 Episodes 3 & 4 Episodes 5 & 6 Episodes 7 & 8
STORY
Hungry for Life Follow Out of Empty Space Limelight
SONG
Past Simple &
Present Simple & Present Perfect
A/an, the or zero article Present Perfect
Present Progressive Simple
Simple
The Future - going to &
Count, Non-count Nouns Time Expressions Past Perfect Simple
will/shall
GRAMMAR FOCUS
Past Simple & Past Present Perfect Past Perfect
Quantifiers
Progressive Progressive Progressive
The Third
The Order of Adjectives WH-questions Conditionals 0, 1, 2
Conditional
Review of Tenses Connectors Conditionals 1,2,3
Tag Questions
A consolidation unit
encouraging them to
review the units they
have done as a
recycling exercise.
Spelling Chart Spelling Chart
Spelling Chart 3.4/5.4 Spelling Chart 3.4/5.4
3.4/5.4 3.4/5.4
Dictionary Practice - Dictionary Practice - Dictionary Practice -
Dictionary Practice - IN
LOOK COME TAKE
Jokes Jokes Jokes Jokes
Scanning Scanning Scanning Scanning
E-pals E-pals E-pals E-pals
Someone or
Tell the Story Home My Dream Future …
Something Beautiful!
Beauty is only skin Home is where the The early brid catches
Caught red-handed
deep heart is the worm
Beauty is in the eye of the Wouldn't dream of
To tempt fate As free as a bird
beholder doing something
It’s a vicious circle Safety in numbers To hit a wall
Tackle an issue
BOOK 3 - Page BOOK 4 - Page
Teen Choices—Rationale
Introduction
Teen Choices is an exciting educational set which is interesting, great fun and will keep students
(and teachers!) engaged all the time.
The Teen Choices books cover the syllabus for the Common European Framework of Reference
for part of the B1 level vocabulary and grammar. The remaining B1 level vocabulary and
grammar is taught in Teen Express, which is designated as B1+ level.
Teen Choices has rich and natural vocabulary. We have topic-based Units with fascinating
Reading Comprehension texts, interesting Listening Comprehension recordings, beautiful songs,
and fun exercises, all in addition to the Teen Choices story itself! In line with our belief in the
mother-tongue method, we have added a variety of jokes, tongue twisters and idioms, which
are the essence of the English language. The songs, grammar, vocabulary, phonics and exercises
are all connected, which helps the students reinforce the language being taught throughout the
Unit.
The name ″Teen Choices″ is from the story that runs throughout this set. It is the story of how a
new student, Jessica, has discovered cyberbullying going on in her own school and … the prized
school trophy has been stolen. Can origami clues lead Jessica and her friends to the answers?
Will they discover more than they bargained for?
And, of course, our songs are a very special feature of this outstanding course that the teens
will learn with and remember as a positive part of their formative years.
Target Group
Can be taught as a first year course for B1 level students aged 12–16. Students who are
very behind in school may also be aged 17 or 18. To decide if this is the correct level of
English for students, you should use the Teen English Placement Test on the HDE
Teacher Portal.
Can be taught after Teen Talent.
1
Lessons and Sessions
Session: This is the time given for teaching a class. We recommend teaching Teen Choices in
two 90-minute sessions per week. These sessions are ideally held twice weekly. However, they
may be consecutive if this is absolutely necessary.
Lesson: A Lesson consists of five pages in the Workbook, created for teaching within a 90-
minute teaching session. The structure of these five pages is described in the following sections
of this Rationale. The Teen Choices course is composed of a total of 68 Lessons in the four
Workbooks plus four downloadable Assessment Lessons.
Each Lesson has been created to allow time for students to learn the material and also speak
and express themselves. Homework should be assigned from the material provided.
Students aged 15 and above should be able to learn each Lesson in one 90-minute session.
Students under the age of 15 may require up to two 90-minute sessions per Lesson. That means
you can teach at a slower, more leisurely pace.
If two 60-minute sessions per week are being taught, either consecutively or twice-weekly, one
Lesson can be taught over the two sessions with additional games to support the material.
There can be a short break between two consecutive sessions for 'tea and pee.’
To Recap:
A minimum of TWO sessions per week is essential. If necessary, these two sessions can
be one after the other. Ideally, the two sessions will be on separate days.
12–14 year olds: 60–90 minutes per session; ideally, 90 minutes. For this age, it is
recommended to spend two sessions on each Lesson and take two years to teach the
course (four books and Assessments).
15–18 year olds: 90 minutes per session. For this age, it is essential to spend one session
per Lesson and take one year (68 sessions plus Assessment sessions) to teach the course
(four books and Assessments). In countries teaching three times a week, two Lessons
can be stretched over the three sessions.
Your goal is to reach B2 level by the time the student is 18. You can do this with 15- and 16-
year-olds learning Teen Choices if the course is taught over one year. You can’t do this with 17-
to 18-year-olds, but you can still work through the course as efficiently and as quickly as
possible.
2
Course Materials
The following sets of materials are provided for students and teachers of Helen Doron Teen
English:
Student Set
4 Workbooks
1 Grammar Book
4 CDs
explanation for parents
carrying case
Teacher Set
student set
teacher CD: songs, Listening Comprehensions, phonics charts
downloadable games and grammar posters
Book Structure
Book 2:
Unit 3—Outer Space
Unit 4—Lights, Camera, Action!
Book 3:
Unit 5—Beauty
Unit 6—Hidden Meanings
Book 4:
Unit 7—Home
Unit 8—Dreams
3
Lesson Content
Each Unit consists of eight Lessons.
The Lessons can each be taught in a single session or in more than one session, depending on
the learning level of the class; see the above section, 'Lessons and Sessions'. Each Lesson
focuses on one of the pedagogic elements described in the next section of this guide, while
explanations and exercises for grammar and vocabulary are presented throughout the Lessons.
The elements are presented in the same order in each Unit:
Lesson 1—Speaking and Vocabulary
Lesson 2—Reading Comprehension
Lesson 3—Song Comprehension
Lesson 4—Reading: Chapter of Teen Choices story
Lesson 5—Song: Deeper analysis of Lesson 3 song
Lesson 6—Listening Comprehension
Lesson 7—Essay Writing
Lesson 8—Reading: Chapter of Teen Choices story
At the end of each Book (i.e. every two Units), there is a Review Lesson covering both Units.
There are also four downloadable Assessments which prepare the students for international
external tests. These Assessments should be used at the end of each book.
Pages
Each Lesson contains five pages. The first three pages are compulsory. The fifth page is optional
for students that finish faster, or this page can be used as a homework assignment. This is why
we use the following descriptions, with an identifying ‘do’ emblem printed on each page:
First Page Lessons 1.1–8.1 Must do!
Second Page Lessons 1.2–8.2 Must do!
Third Page Lessons 1.3–8.3 Must do!
Fourth Page Lessons 1.4–8.4. Should do!
Fifth Page Lessons 1.5–8.5 Can you do?
Exceptions to this layout are Lessons 3.4 and 5.4, as these deal with the important topics of
phonics, spelling and vocabulary. In 3.4 and 5.4, you must do the chart in class, playing the
recordings on your Teacher CD/audio track and having the students repeat each word with the
track. The rest of the page can be done in class or as homework. But it must be done.
4
Lesson Elements
Reading Comprehension
Lesson 2 of each Unit consists of at least one or two Reading Comprehension texts that have
been written:
to correspond to the Common European Framework of Reference at B1 level for both
vocabulary and grammar, in particular the grammar being taught in the specific Lesson.
to teach topics of authentic interest and topics deemed vital to the world’s balance and
future.
to involve the students in the lives of teens—like themselves—in different countries.
to be connected to the topic of the Unit and help the students write their essays in
Lesson 7.
Scanning
Scanning is a technique for passing exams, not for language learning; however, this technique is
very useful for students. It is often necessary to answer quickly and accurately because of time
limitations. This is where scanning comes in. The students can read a question, choose which
words will help them find the accurate answer, and look for those words in the passage. When
they find the words, they are well on their way to finding the answer. However, without
understanding grammatical nuances, they could still get it wrong!
Reading and understanding the text, on the other hand, is clearly preferable to 'scanning' from
the educational point of view. We want our students to understand the material and use it!
5
Therefore, in our sessions we read and understand the Reading Comprehension texts together
with the students.
Listening Comprehension
Lesson 6.1 always consists of a Listening Comprehension recording which is included on the
Teacher CD.
6
It is very important for students to be able to listen and fill in the answers or remember what
they have heard.
Listening Comprehension recordings are connected to the Unit topics and are often by
teenagers telling their own stories.
Essay Writing
We have introduced two different types of essay-writing activities: Mind-Mapping and Picture-
based sequential story writing.
Mind-Mapping
We have introduced the life-enriching technique of Mind-Mapping as taught by Tony Buzan.
This activity allows the students to arrange ideas and their connections pictorially, before they
begin to write. A Mind Map is a diagram used to visually outline information and is often
created around a single word or text placed in the centre with connected associated ideas. You
are providing your students with the life-long use of this organisational tool.
Sequencing
This technique is simply describing pictures in sequence. It is a traditional format often used in
exams.
General Elements
Although each Lesson is focused on a specific pedagogic element, some features are included in
every Lesson, regardless of topic.
Games
You must have at least one game per session. Most games you will need are on our Portal for
HDTE teachers, often labelled with the highlighted word ‘download’. They just need to be
downloaded in colour and laminated.
Please note that these downloadable games may be changed and updated from time to time.
Therefore, specific names of games are not mentioned in the Lesson plans.
PLAY GAMES! Play games in between the exercises. Some games can be played before students
write specific exercises in order to remind them of the material they have learnt. Other games
can be played after they have written the exercise in order to reinforce what they have learnt.
Games should involve moving around and, at the very least, getting the students up from their
seats and moving to the floor to play. Occasionally games can be played round the table, but
sitting on the floor is kinaesthetically important.
7
Phonics, Spelling and Vocabulary
In each Unit, Lessons 3.4 and 5.4 have phonics, spelling and vocabulary activities. There are
phonemic charts that compare vowel or consonant sounds according to Received Pronunciation
UK English. These charts are compulsory learning. They must be covered during one of the
sessions and cannot be left out. The vocabulary exercises can be given as homework if there
isn’t time for them in class.
The perception and ability to produce these sounds and differentiate between them is vital to
understanding and speaking English properly. Young children pick this up naturally. From the
age of 8, if the student hasn’t previously been widely exposed to English, the student will need
to make a conscious effort to learn these sounds. However, the more the students hear and
listen to the CDs/audio tracks at home, the easier and more instinctive this will become.
Some sounds must be compared, heard and practised often for students to perceive the
difference between them. All you have to do is to put on the Teacher CD selection in class and
let the students repeat the words. The phonemic symbols of the International Phonetic
Alphabet (IPA) are taught in schools in many countries. If this is the case in your country, the
students will be familiar with them. However, learning the phonemic symbols is optional. The
important thing is to understand and practise the differences in sounds.
Apart from repeating the sounds, there are other ways to learn the spelling and meanings. :
Spelling Games
There are various games for practising the spelling of words in the phonemic charts. Tell
students to practise spelling these words for the subsequent session, when a spelling game will
be played.
Fun Stuff
This is not compulsory. Indeed, the page is labelled 'Can you do?' It is for the students who
finish the previous pages faster than others. It can also be homework.
Fun Stuff:
is the last page of each Lesson.
is educational and challenging!
has lots of word play for advanced thinking in English!
is a vocabulary review of the specific Lesson or the previous Lessons.
Special Feature—E-pals
At the end of each Unit, in the centre of each book, we have a page with ‘E-pal’ topics that are
related to the Unit. Each student selects topics and writes to his or her Helen Doron Teen
English e-pal from a Learning Centre in another country. If you are an independent teacher, ask
your franchisee to connect you to Helen Doron Teen English teachers or learning centres in a
different country.
9
Brain Jog—Warm-up
At the beginning of every Lesson we start with a Brain Jog/Warm-up session. A Brain Jog is a
physical activity that connects the left and right brain and prepares our students for more
fruitful, effortless and long-lasting learning. Brain Jogs awaken both left and right hemispheres
of the brain, allowing learning with the entire brain.
It is important that Brain Jogs consist of a cross-over movement, e.g., touching your left knee
with your right hand and then touching your right knee with your left hand, all while practising
the vocabulary or grammar which is being taught.
You can use any of the various Brain Jogs from various teacher guides. Be aware of the fact that
some of the students may feel silly at first, but if you explain the benefits of Brain Jogs, they will
understand and comply. Also, be authoritative—pleasant, but firm!
Review Lessons
After the second Unit of each book, in the centre of the book, there is a Review Lesson. Each
Review Lesson consists of six pages and reviews the vocabulary and grammar taught
throughout the two Units of the specific book. The Review Lesson prepares the students for the
Assessment which will be the focus in the Lesson to follow. All four Assessments prepare the
students for an optional external exam at the end of the course.
Even though the Review Lesson is meant to prepare students for the Assessment, it still
contains the core elements which make our sessions fun and educational. You will still start
with a warm up/Brain Jog and play games. In principle, we don’t do pair work in Review
Lessons; however, if you feel it is helpful, you could allow this here and there.
Summary
This is a unique course with so much to offer! It is thought-provoking, educational and most
importantly—fun! Yes, fun means that the students learn better!
Each Teen Choices group will bring with it exciting new experiences!
10
Brain Jog: Ask the students what they
TEEN CHOICES like to eat. Write their answers on the
board. Students can contribute to the
Unit 1 Teacher’s brainstorm as many times as they like.
Now, start the Brain Jog. Touch your
Guide left shoulder with your right hand,
your right shoulder with your left hand
and then tap your knees twice.
Lesson Plans Once they have the rhythm, start the
chant:
I love to eat carrot salad. What do you
love to eat?
Lesson 1.1
I love to eat . What do you
love to eat?
Exercise 2:
About them!
Encourage them to discuss what they
like to eat, don’t like to eat, if they
prepare food, if they taste new foods,
etc.
Lesson 1.2 1.2 Answer Key
Go Grammar! Remind the students Exercise 1:
that we use an and a when talking a) a
about singular objects. Ask who b) an
remembers when we use a and when c) a
we use an.
d) a – an
e) an
Open the Grammar File to page 3 and f) an
share the reading within the group. g) a
h) a
Exercise 1: Have the students i) An
complete the exercise individually, j) an
and then share answers with the
group. Exercise 2:
Some examples of sentences are:
Exercise 2: The students should work 1. e.g. i – Avocado is a very healthy
in pairs to match the words with their fruit.
categories. When sharing answers, 2. h – Indigo is a colour of the
challenge them to see how many rainbow
other words they can think of in each 3. d – A daffodil is a yellow flower.
category. 4. c - Cucumber is a tasty vegetable.
5. e – A fork is a tool we use for
Now have them write sentences; they eating.
can still work in pairs if they wish. 6. b – Being a chef is a profession
that interests me.
Exercise 3: Sorting the adjectives and 7. a – Venus is a planet near the sun.
nouns into the table shouldn’t be too 8. g – Dinner is a meal eaten in the
difficult until they get to words like evening.
“honest”, “hour”, “European” and 9. f – Pizza is an Italian dish.
“university”. Encourage them to say
the words out loud so they hear the Exercise 3:
sounds – it’s about a consonant or
vowel sound, not the spelling. a an
cake honest
Have them work individually so that biscuit exciting
they each really have to think about it. tasty egg
fresh hour
Idiom of the Week: Ask a volunteer to university energetic
read the idiom. Can anyone guess uniform amazing
what it means? European appetizer
Now have a volunteer read out the menu oven
explanation, and yet another vegan apple
volunteer to read out the example. dessert attractive
Be lively, interested and interesting! Some words they may not know, and
that you should be ready to explain,
Correct homework: This should be are:
done as a group activity, each student documentary – editor – cheeky –
reading out what they have written. answer back – production – company
– nude – reduce – expose – to pay
Brain Jog: Draw a table on the board attention – satisfied – variety –
and label the columns ‘Positive Eating influence – quality – nutrition –
Habits’ and ‘Negative Eating Habits’. unemployed
Hold a brief brainstorming session
Have pictures or props ready to help
before starting the Brain Jog.
you explain some of them. Since
correct use of a dictionary is integral
Now, touch your right hand to your to development of skills for future
left elbow, then your left hand to your studies, you can also encourage the
right elbow, and then snap your students to look up new words.
fingers twice. Repeat until there is a
good rhythm going before you start Discussion: Having read the
the talking part of the Brain Jog. comprehension, and participated in
the brainstorm before the Brain Jog,
Now start the Brain Jog with an the students should have some good
example of your own. Each sentence material for this discussion.
should rhythmically take to rounds of
actions. Keep going until every student
has had a turn to say something.
2.1 Answer Key
Note: ‘To be into (something)’ means
to really like it.
‘To answer back’ means to be strongly
state your opinion, without worrying
about being criticised for it. It often
means to be cheeky with it.
For example:
a) There is a lot of fruit in the fridge.
b) My sister likes many fruits. Her
favourites are strawberries and
apples.
Exercise 2:
Lesson 2.2 a) To help British children get
thinner, Jamie began the fight to
Exercise 1: Once you feel that the reduce the amount of junk food in
students understand the text, check school lunches.
how much they remember with this b) At first, students weren’t satisfied
exercise. with Jamie Oliver’s healthy food.
Some brought in packed lunches
with high-fat foods, while others
If you like, you can turn it into a went out at lunch time to buy fast
running game in teams with food. In some cases, parents even
brought in takeaway for their
downloaded True and False signs, in
children.
which you read out the questions, and
c) The idea behind the show was to
the first student with the correct
strip food down to its bare
answer gets a point for their team. essentials – to prove that you
could make really tasty food
Exercise 2: For this exercise, the without fancy gadgets or dressing
students will need to practise scanning up ingredients.
the text to find the right answers. Help d) The series even affected the kind
them identify key words in the of food that is served in hospitals
question and then have them scan the and prisons.
text for those words in order to find e) Jamie has also written a number of
the answers. cookery books. Four or five million
people use his website each
After doing one or two questions month to get recipes and
identifying key words as a group, the information about nutrition. Jamie
is involved in ‘Fifteen’,-a
rest of the exercise should be
restaurant where unemployed
completed individually. young adults are the student
chefs, and several other television
series.
f) Jamie is also fighting for cookery
classes for students 4 to 14 years
2.2 Answer Key old to be taught in schools in
Britain.
g) Jamie believes that if kids knew
Exercise 1:
how to prepare healthy food they
a) T would be less likely to reach for
b) F the junk food.
c) T h) No he doesn’t. Jamie feels that his
d) T work is not done yet, and he has
e) T started many other projects to
f) F continue his work.
g) T i) Nutrition.
h) F
Lesson 2.3 2.3 Answer Key
Exercise 1: Remind the students about Exercise 1:
the grammar that was covered in last 1. b
week’s lesson regarding the use of a, 2. b
an and the. 3. a
4. b
Divide the students into two groups
and let them work on this exercise Exercise 2:
together. They should discuss which of a) a – an
the answers are correct. Can they b) The – the
justify their choices? If they cannot c) a – a or the
come to a consensus, they should (Please note that although the
open the Grammar File to page 3 and Reading Comprehension text
share their conclusions with the other starts with this sentence and it
group. is a there, to the students it is
now clear that we are talking
about one specific TV crew. So,
Game: See the Portal for a game both answers are correct.)
related to the grammar being covered d) a
in this lesson as well as the Reading e) the – a
Comprehension text. f) an – the
g) the
Exercise 2: Ask the students to h) an
attempt this exercise individually.
Answers should then all be shared
with the group. Make sure that all
students have a chance to answer at
least once.
Lesson 2.4 2.4 Answer Key
Exercise 1: We are asking the students Exercise 1:
to consider foods which are commonly a) X
eaten by teenagers. Which are healthy b)
and which are better avoided? Once c)
they have completed their own lists d)
they should discuss their responses e)
with the group. f)
g) X
Game: There is a fun game on this h) X
topic on the Portal! i)
j) X
Exercise 2: This exercise takes the k) X
students back to the Reading l)
Comprehension text in exercise 2.1. m) X
Can they match the titles without re-
reading the whole article? If they need
their memories refreshed, they should Exercise 2:
skim-read the passage. a) F
b) C
Joke: Ask for a volunteer to read out
c) E
the joke.
d) H
Do the students understand the play
on words? e) I
f) D
Note: The words ‘flies’ and ‘like’ are g) G
not the same parts of grammar. When h) B
we say ‘time flies like an arrow’, flies is i) A
a verb and the sentence really means
‘times goes by as quickly as an arrow. Exercise 3:
When we say ‘fruit flies like a banana’, Their own words, but here are some
the word flies is a part of a compound general descriptions:
noun ‘fruit flies’ which is a type of
insect. The second sentence therefore The first picture shows foods that can
means ‘the (insects) fruit flies enjoy be used to make a healthy, tasty meal.
bananas’. There is whole wheat bread, some
fresh, crunchy vegetables an apple
Exercise 3: Remind the students that and a glass of milk.
describing a picture does not mean The second picture is a much less
listing only the things they see, but healthy meal. There is a lot of junk
using adjectives as well. They can food; a greasy burger, fries and chips
even turn the exercise into a short which do not make a nutritious lunch.
story if they like. Give the students The cola, lollipop and doughnut are
some time to work on this full of sugar, which isn’t healthy.
independently.
Lesson 2.5 2.5 Answer Key
Exercises 1 and 2: The students that Exercise 1:
have finished all of the compulsory Jamie Oliver is a chef.
material will move on to the Fun Stuff A vegetarian does not eat meat.
page while they wait for the others to An example of a vegetable is a
finish. The students will enjoy cucumber.
challenging each other! Jamie Oliver thinks if kids could
prepare healthy food, they would not
However, if all of the students have eat junk food.
completed the compulsory pages, you A good way to start the day is by
can encourage them to do Fun Stuff at eating breakfast.
home and in the remaining time, you Eating fast food is harmful.
can play games or talk about what An example of a fruit is oranges.
they learnt in this lesson.
HEALTHY
Note:
coffee: Non-count
cup of coffee: Count
Exercise 3:
Lesson 4.1 E-pals: Ask your students if they wrote
to their e-pals, and if so, what they
PREPARATION:
wrote about. Hold a brief
1. Activity for Spelling Game
conversation.
download.
2. Teacher CD.
3. Highlighters. Spelling Game – Must Do! Play a
4. Pictures and props for encoding game using the spelling chart from
words. Lesson 3.4.
5. Dictionary.
6. Games. Ask the students if they reviewed the
spelling words at home. Regardless,
Did you all listen to your sound tracks they are about to be challenged with a
every day, twice a day, sometimes group game.
hearing in the background, sometimes
actively listening while following with Choose between a board game,
the book? Great. Now, how was your scrambled letter game and a ball
week? game.
Go around the class, each student Board game – Split the group into
saying what he or she did that week. pairs. Give each pair a board marker;
they should take turns writing the
Be lively, interested and interesting! words you read out. Award one point
for the first pair to finish, and a point
Correct homework: This should be for each pair who successfully spelled
done as a group activity, each student the word correctly.
reading out what they have written.
Scrambled letter game – Prepare two
Brain Jog: Ask the group “Do you sets of downloadable cards with the
know what ‘chat lingo’ is?” Ask them words spelled correctly, and one set
what they think about all the with the letters scrambled. The
abbreviations and slang that is used on students work in teams to find the
the Internet and in phone text correct word for the scrambled one
messages. you hold up.
Now touch your right elbow with your Ball game – This game makes the
left hand, then your left elbow with students practise listening to each
your right hand, and clap twice. Once other and working together to spell
the group has the rhythm, start the words. Each student says one letter
Brain Jog: and then throws the ball to another
student who says the next letter. If a
I use chat lingo because it saves time. mistake is made, start the word over
again.
I use/don’t use chat lingo because
_____.
Exercise 3:
1. school
2. laptop
3. paintings
4. sneak
5. know
6. wall
7. loudly
8. year
9. reminded
10. development
Exercise 4:
Their choice.
Try to encourage commonly used
words or phrases they can relate to,
such as TMH (too much homework),
EIG (English is great).
Lesson 5.1 Brain Jog: Start the lesson with a Brain
Jog. Stand up. Touch your right elbow
to your left knee, then your left elbow
to your right knee. Now clap twice.
PREPARATION:
1. Teacher CD. Once the rhythm is going, start the
2. Highlighters. Brain Jog:
3. Pictures and props for encoding
words. Endless food choice is positive because
4. Dictionary. I get to try different foods.
5. Games.
Endless food choice is negative
Did you all listen to your sound tracks because _________.
every day, twice a day, sometimes
hearing in the background, sometimes Keep the rhythm going while the
actively listening while following with students are thinking of their
the book? Great. Now, how was your contributions.
week?
Go around the circle until everyone
Go around the class, each student has had a turn. If a student has
saying what he or she did that week. something to add at the end, allow a
second turn.
Be lively, interested and interesting!
Exercise 2:
Their opinions.
a) The answer should discuss choices
and options; not settling for what
you know and what’s common,
but trying many different things.
b) This answer can discuss the
increasing technological
advancements and people being
able to connect within seconds
from anywhere in the world. It
should not be a literal meaning of
the world actually getting
‘smaller’!
c) It can be through television,
movies, stories, books, a foreign
friend, etc.
d) Do you keep up with the news
headlines? With current affairs?
With the Internet?
Lesson 5.3 5.3 Answer Key
Go Grammar! Open the Grammar File Exercise 1:
to page 5 with your students to a) much
refresh everyone’s memories about b) many
quantifiers and how they are used. c) a lot of
d) much
Exercise 1: Students should work e) many
individually, referring to the Grammar f) enough
File if necessary, to complete the g) much
exercise. h) a bit of
i) Every
Go around the group to check the
answers together, with each student Exercise 2:
having a chance to read out an About them!
answer.
Exercise 3:
Exercise 2: The best way to practise Their choice, but here are some
grammar is to let the students use it to examples:
talk about themselves. This will also
achieve the goal of helping to build a a) There is no coffee in the pot.
stronger group as they get to know b) There are plenty apples.
each other better. This exercise gives c) There are a few slices of bread.
them the perfect opportunity. Let d) There isn’t much salad
them think about their answers e) There aren’t many pastries.
themselves before sharing with the
group.
Exercise 4:
a) cap
b) fan
c) drank
d) rug
e) crash
f) tan
g) fun
h) cut
Lesson 5.5 5.5 Answer Key
Exercises 1, 2 and 3: The students that Exercise 1:
have finished all of the compulsory a) morning
material will move on to the Fun Stuff b) realise
page while they wait for the others to c) hungry
finish. The students will enjoy d) delicious
challenging each other! e) variety
f) cultures
However, if all of the students have g) creamy
completed the compulsory pages, you h) crunchy
can encourage them to do Fun Stuff at
home and in the remaining time, you Exercise 2:
can play games or talk about what zesty, crusty, creamy, crunchy, melts
they learnt in this lesson. in your mouth.
Exercise 3:
See the Portal for extra games. Secret Code: In a nutshell, this song is
about having goals and achieving
them.
tap your head twice. Once the rhythm
Lesson 6.1 is going, start by saying:
Brain Jog: Touch your left shoulder Scrambled letter game – Prepare two
with your right hand, your right sets of downloadable cards with the
shoulder with your left hand and then words spelled correctly, and one set
with the letters scrambled. The
students work in teams to find the Mum: Hmm … then you’d have to eat
correct word for the scrambled one some vegetables.
you hold up.
Olivia: I do eat vegetables!
Ball game – This game makes the
students practise listening to each Mum: But you’ll have to get a bigger
other and working together to spell variety of them – not just pickles and
words. Each student says one letter tomatoes. You really should eat more
and then throws the ball to another vegetables anyway.
student who says the next letter. If a
mistake is made, start the word over Olivia: OK, I can do that.
again.
Mum: You need many different kinds
Listening Comprehension: of foods: fruits, vegetables, starches
like bread and crackers, nuts, seeds
Exercises 1 and 2: Ask the students to and beans. Each one gives you
close their books while you hand out different vitamins.
paper to all of them so they can make
notes as they listen. Tell the students Olivia: Fruit sounds good. I could eat a
to write down key words and big juicy slice of watermelon right
whatever facts they find interesting or now!
important.
Mum: That would be a good start. But
After the first listening, have the there’s more. Meat also has a lot of
students open their books and protein. There are other sources of
complete Exercise 1. protein, like beans --
Olivia: I can’t, Mum. I keep thinking Mum: But remember, it’s not healthy
about the poor cow. Cows are so just to eat one kind of food. You can’t
cuuute! live on peanut butter sandwiches.
Mum: Well, it’s too late to save this Olivia: Don’t worry, I’ll eat something
cow. You might as well eat the meat. else.
Mum: Olivia, you can be a vegetarian Tongue Twister Challenge: Who can
if you want to. I have no problem with say it fastest 5-10 times? Ask them to
that. But you know, it is a lot of work practise it at home for next week.
for me and Dad to make a separate
meal for you. You’ll have to help.
Exercise 2:
a) F
b) T
c) F
d) F
e) T
f) T
g) F
h) T
Lesson 6.2 6.2 Answer Key
Exercise 1: The Listening Exercise 1:
Comprehension recording contains a a) tofu and whole wheat bread
fair amount of new vocabulary. This b) meat
exercise is an important opportunity c) calcium
to use it. Allow them to work in pairs. d) protein
e) variety
Exercise 2: Still working in pairs, the f) bread and crackers
students should think back to what g) fats
they heard in the recording, to answer h) tired
the questions. They should look over
the notes they made during the first Exercise 2:
listening to help them. Their choice but based on the text, for
example:
Now, share answers from the two
exercises. a) Olivia’s mum knows a lot about
vitamins and nutrients in food.
b) Olivia is willing to help with the
Game: See the Portal for a board shopping.
game reviewing the Listening c) Fruit, vegetables and beans.
Comprehension recording, grammar d) She has to help with shopping and
from the unit and general English with preparing meals. I do/don’t
knowledge from both Teen Talent and agree because it’s a lot of work/it’s
Teen Choices. a parent’s job to feed the child.
Exercise 2:
But remember, it’s not healthy to eat
just one kind of food.
Discussion: Carry on smoothly from
Lesson 7.1 Exercise 1. Ask the students the
discussion question. “Does what you
eat affect your mood or does your
PREPARATION: mood affect what you eat?”
1. Extra writing paper. I. e. does the quality and type of food
2. Games. influence moods? If you eat lots of
sweet things, do you get “hyper” and
then feel a lack of in the long-term? If
Did you all listen to your sound tracks you don’t drink enough water, do you
every day, twice a day, sometimes feel unhappy? The idea is to discuss
hearing in the background, sometimes the concept of ‘emotional eating’ and
actively listening while following with whether the students connect certain
the book? Great. Now, how was your foods to certain emotions. When do
week? they eat more, when they’re happy,
sad, angry? Do their emotions affect
Go around the class, each student their eating habits? How about stress
saying what he or she did that week. from school, e.g. during exams?
Be lively, interested and interesting! Exercise 2: For students who are new
to Helen Doron, this may be the first
Correct homework: This should be time using Mind Maps.
done as a group activity, each student
reading out what they have written. Ask for a volunteer to read the
content of the yellow box and for
Brain Jog: Touch your right hand to someone else to read the instructions
your left ear, and your left hand to below it. Give the students a few
your right ear, and then tap your minutes to look at the Mind Map. Ask
knees twice. Start the round with: who can think of things to add to it.
I love to eat when I’m happy. When do Joke: Ask for a different volunteer to
you like to eat? read the joke to the group. Do they
understand it?
I love to eat when I’m . When
do you like to eat? Note: You bite your food; computer
memory is measured in bytes.
Each student gets a turn to answer
and ask someone else. Exercise 3: Everybody loves soup!
What adjectives can your students
Exercise 1: Hold a brief discussion think of to describe it?
using the questions below to get the
discussion going, or to direct it: As students think of possible
Which foods on the list do the adjectives have them write them on
students like? the board. How long a list can they
What do they dislike? create?
Are there any foods on the list they Allow time for the students to copy
aren’t familiar with? the list into their books.
How do they feel about trying new
foods?
7.1 Answer Key
Exercise 3:
Adjectives describing soup: healthy,
warm, smelly, hot, cold, creamy,
chunky, delicious, burnt, appetizing,
pleasant, salty
Lesson 7.2
Exercise 1:
The discussions and exercises from 7.1
should have the students well
prepared to do their own Mind Maps.
If they need help getting started,
suggest some different
moods/feelings for them to start with.
For each of those moods, students
should list the types of foods they eat.
See the Portal for extra games. Some people eat to feed their feelings.
Exercise 2:
a) because
b) is
c) are
d) emotional
e) but
f) of
g) they
h) because
i) eating
j) eat
k) disturbance
l) not
m) when
n) hungry
o) emotional
p) people
TIP
Students may find it difficult to follow
and understand the reading as it is
read at normal speed. If this is the
case, after hearing the CD once with
them, read the passage round the
class. This means that each student
reads a few lines and you stop where
they don’t understand. This increases
comprehension greatly and allows
practise of reading skills.
Lesson 8.3 8.3 Answer Key
Exercise 1: Use the questions in the
workbook to guide the conversation. Exercise 1:
However, as long as they are more or Discuss: Here are some examples of
less on topic, let them speak freely possible answers:
about their opinions and experiences. a) Harmless, meaning it causes no
This is a sensitive topic, so tread pain – physical, mental or
lightly. emotional – to anyone. Are
practical jokes hurtful to
someone? Is the victim laughing
Game: After focusing on the text, along?
it is time to let the students get up, b) Personal answer that should be
run and have some fun. There is a respected by the entire group,
true/false relay race on the Portal. without any judgment.
c) Also personal but could open the
Exercise 2: The students should work discussion of how involved a
in pairs, discussing the order of events person can become; reasons for
in the story and scanning the story getting involved or not getting
again for key words in the exercise in involved.
order to order the events correctly.
Exercise 2:
Exercise 3: Encourage the students to a) 2
work quietly and individually for this b) 7
exercise. They should mark key words c) 8
in the questions and then scan the d) 1
text to find exact answers. e) 4
f) 6
g) 5
Game: Make sure that you have h) 3
hidden a healthy snack behind a
computer before starting this game,
which is on the Portal.
Exercise 3:
a) No. He (Simon) handed her a piece
of paper and wandered away,
passing a sheet to any other
classmate he passed in the school
cafeteria. (line 2)
b) No. “Stop handing out those
horrible surveys!” Jessica tried to
take it from Jared’s hand but
wasn’t fast enough. (line 38)
c) No. “Why so serious, Jess? It’s just
a funny survey,” Jared replied.
(line 26)
d) No. “I wish I was the genius behind
this idea. No, I had nothing to do
with it.” (line 44)
e) Yes. “I’m going to go talk to
Penelope and let her know we
don’t all think this is funny.” (line
62)
f) Note: In the next edition of Teen
Choices, this questions will be
changed to: Do Jessica and Jared
agree on a course of action?
No. Jared followed her again.
“You’re such a nice person, Jess.
Just leave it. Everyone will be
bored in a week and it’ll be
forgotten.” (line 64)
g) Yes. “I wish I was the genius
behind this idea. No, I had nothing
to do with it.” (line 44)
h) Yes. “I’m going to talk to Penelope.
You need only make a choice - to
come with me and get involved or
find some silly girl to dote over you
during lunch.” (line 66)
Lesson 8.4 8.4 Answer Key
Exercise 1: This exercise is a review of Exercise 1:
the quantifiers covered in this unit. Do a) Many
this exercise as a group activity with b) plenty of
each student in turn reading out and c) several (make sure they
completing the sentences as they go understand what ‘dishes’ means in
along. this context.)
d) too much
Exercise 2: Students can work e) lots of
individually or in pairs for this. It may f) much
help them if they can write the words g) enough (same meaning of ‘dish’ as
out on cards and shuffle them around in c)
to group them into the eight h) an / an
sentences. You should have spare i) so
paper to enable this if necessary. j) such an / an
k) too hot
They should then share their l) any
sentences with the group.
Exercise 2:
Their choice, but here are some ideas:
a) Sometimes it’s okay to eat a little
junk food
b) Children eat too much fast food.
c) I try to eat an apple a day.
d) There are such a lot of different
foods to try.
e) Many people do not have enough
variety in their diets.
f) My mother doesn’t drink any soft
drinks.
g) My father says it’s okay to eat
some chocolate every day.
h) There are several children at my
school who don’t eat their
vegetables.
Lesson 8.5
The students that have finished all of
the compulsory material will move on
to the Fun Stuff page while they wait
for the others to finish. The students
will enjoy discussing this page with
each other, their favourite fruits, and
whether they believe that this tells
something about their personality or
not.
Exercise 2:
About them!
Lesson 1.2 Game: See the Portal for a game
practising the uses of present simple
Exercise 1: Who remembers what the and present progressive.
difference is between present simple
and present progressive?
(Generalisations and routines versus
‘right now’.)
b) A: Where's Olivia?
B: She's at a fashion show.
A: What's she doing?
B: She's taking photos.
B Y
D S K A
E C Q G P T
Y L K Q Q N S W
B U B E E J Y I K K
R J S A L Z R O O P R P
A D A D U E V I S N E P X E
N W E S N L C Q T S O C E O W H
D A H E S E A T K L W E A L T H I N
S N N E N E R V R E S A H C R U P S D U
T D U R B L T H O C L O T H E S Y T F R
P V D P H J C N R T N O I H S A F A
J M A T E R I A L I S T I C Z
I B R K V C S T Y L E S W P
D O S O S V A W M G Z M
W I X P A E H C O Q
W B L M R B D R
S F G W O S
A K E E
B K
Joke: Ask for a volunteer to read out
Lesson 2.1 the joke to the group.
E-pals: Ask your students if they have Some words they may not know, and
written to their e-pals, and if so, what that you should be ready to explain,
they wrote about. Have they heard are:
back? strategy – attached – projected –
pavement – deals – cash – taxes –
Before Reading: Set a timer, for manhole – appeal – increasing –
example on your phone, or set a time traditional – billboards – common –
limit. Split the group into pairs and frequently – transit – encounter –
tell them that they need to think of promote
places where they see ads. Start the
timer and see what they can come up Have pictures or props ready to help
with. When the timer goes off, share you explain some of the key words.
some of the answers. Since correct use of a dictionary is
integral to development of skills for
future studies, you can also 2.2 Answer Key
encourage the students to look up
new words. Exercise 1:
a) Any of the following: on eggs/on
pizza boxes/in toilet stalls/on
2.1 Answer Key store floors.
b)
Before Reading: 1. Because nowadays there are more
Their own words, but here are some TV stations.
possibilities: 2. Because lots of people use the
a) in a newspaper internet rather than watch TV.
b) on TV c) A place where people have to be
c) at bus stops and can't get away quickly.
d) at the mall d) Any of the following are correct:
By receiving money for putting ads
Lesson 2.2 on fire trucks/manhole
covers/theatres/in parks/in
Exercise 1: The students should work schools/in museums
in pairs to answer these questions. e) digital screens
Encourage them to identify key f) Any of the following: Celebrities
words in the questions and then scan appear in public wearing a certain
the text to help find the answers. brand of clothing / Celebrities
casually mentioning a product /
Tongue Twister Challenge: Who can Product placement in films or TV
say last week’s tongue twister the shows
fastest with no mistakes? No reading! g) A character in a film or television
They have to try to say it by heart this programme just happens to drink
time. a particular brand of soda.
h)
1. from social media
2. from your surfing preferences
3. from innocent-looking quizzes or
polls they ask you to fill out
i) Any two: to offer discount
coupons/to send movie trailers/ to
give you other practical
information that’s relevant to the
product
Lesson 2.3 2.3 Answer Key
Go Grammar! Ask the students “Do Exercise 1:
you have plans for the weekend? e.g. will
What are they?” a) is going to
b) will continue
Give each student a chance to c) are going to
answer and then ask them which d) will
tenses they were using to answer e) will influence
your questions. f) is starting
g) are going to change
Now open the Grammar File to page h) are going
9 with the students to refresh i) will help
everyone’s memories about the
structure of the future tense. Exercise 2:
a) No, thank you. / No, it's ok.
Exercise 1: Challenge the students by b) Yes, they are.
having them answer the questions c) No, he won't.
verbally before having time to look d) Yes, please.
over the exercise. Each student in e) Yes, they will.
turn should read out a sentence, f) Yes, she is.
selecting the verb that completes the g) Yes, I am.
sentence as they go along.
Exercise 3:
Their choice, but here are some
Game: See the Portal for a game possibilities:
reviewing Lessons 1 and 2 of this a) They will buy new dresses for the
unit. dance.
b) We will not create a mess in the
Exercise 2: Ask the students to kitchen.
attempt this exercise individually. c) He is going to give his mum the
Answers should then be shared with message.
the group. d) She is going to interview her
favourite movie star.
Exercise 3: For this exercise, students e) You are going to show everyone
should work in pairs. Encourage them how good you are.
to be creative and entertaining. Give f) It will not happen again,
each student the chance to share at promised the naughty boy.
least one sentence with the group.
Some suggestions:
a) We are going to buy shoes.
b) She will not give her old
clothes away.
c) They will not create a website
for her.
Lesson 2.4 2.4 Answer Key
Exercise 1: Discuss with the group Exercise 1:
what the students can see in each These may differ slightly, but here
picture. Ask them what they would are some guidelines:
do if they were in the scenarios. After a) They are going to/will open a
a few ideas are shared, have the new shop.
students write sentences suited to b) The man will buy the watch.
the pictures. c) Shall I change the channel?
d) This lottery ticket is going to
Walk around to check the students’ win.
spelling and grammar – there is no e) They are going to participate
need to share all their answers as in/have a conference/meeting.
ideas were already shared, but if they
want to share their favourite answer Exercise 2: These may differ slightly,
with the group, then they should. but here are some possible answers.
a) I’m going to fill it up.
Exercise 2: For this exercise, have the b) *we're going to go on vacation.
students work in pairs. Encourage c) I’m going to go shopping.
them to be funny or original, but d) Shall I borrow a book for you?
remind them that the message still e) I’m going to go away
has to make sense and be logical.
* You may need to explain that in b),
Each pair should share 2 or 3 of their as means because.
answers with the group.
Lesson 2.5 2.5 Answer Key
Exercises 1 and 2: The students that Exercise 1:
have finished all of the compulsory
material will move on to the Fun a
Stuff page while they wait for the
others to finish. The students will ad
enjoy challenging each other!
and
However, if all of the students have
completed the compulsory pages, band
you can encourage them to do Fun
Stuff at home and in the remaining brand
time, you can play games or talk
about what they have learnt during
the lesson. Exercise 2:
targeted
projected
Game: See the Portal for a fun quizzes
game to play. recognise
interview
manhole
billboards
discount
interactive
strategy
traditional
useful
practical
encounter
Hidden message:
It's not your imagination – ads are
everywhere.
Song: Play the song for the students
Lesson 3.1 with their books closed. This will
really let you see who has been doing
their home listening. Let them focus
PREPARATION: on listening and on really getting the
1. Teacher CD. feeling of the music and lyrics.
2. Highlighters.
3. Pictures and props for encoding When the song ends, ask the
words. students what they think of it. Now
4. Dictionary. the students should open their
5. Activity for L3.3 download. books, take highlighters, and
6. Games. highlight the words they’d like to
know more about while they listen to
Standard greeting: a) about listening the song again.
to the sound tracks and b) about the
students’ week in general. Some words and expressions you
need to be prepared for are:
Be lively, interested and interesting! trends – swallow – status quo –
wallow – calm – fake – sorrow –
Check homework: Group activity. coming down the line – dictates –
hollow – max – disposables –
Brain Jog: Touch your left ear with crumbling
your right hand, then touch your
right ear with your left hand, and Have pictures or props ready to help
then tap your knees twice. Start the you explain some of the key words.
round by sharing your own thoughts Since correct use of a dictionary is
about shopping – be honest – if this integral to development of skills for
provokes a discussion afterwards, future studies, you can also
that’s fine! encourage the students to look up
new words.
Go around the group, giving each
student a chance to contribute at Take note of iLow – the students
least once: should be able to pick up that this is
not a real word, but rather playing off
“I like/dislike shopping because I the iPad/iPod/iPhone craze. Explain
spend too much money.” the difference between to move
(active) and be moved (passive).
“I like/dislike shopping because
_______.” Discussion: Use the three questions
to start with and guide a
Go around the group until everyone conversation. If, in the natural flow of
has had a turn. things, the discussion takes a
different direction, let this happen
within reason.
Understanding Vocabulary: With
people relying more and more on 3.1 Answer Key
tools like Google Translate™, it is
important that we equip our students Understanding Vocabulary:
with the skills required to use a a) swallow – cause food or drinks to
dictionary correctly, and to recognise go through the mouth and throat
when they are looking at a down to the stomach. It also
translation that is not quite right. commonly used as an analogy
when we accept something
Have each student start from a without thinking too much about
different point in the list so even if it.
everyone doesn’t get through all the b) pray – ask (G-d) for help
words, someone will be able to share c) status quo – the current situation
their answer for each word. d) fool – a silly person
e) wallow – roll about lazily or
After everyone translates at least five clumsily in, or as if in, water,
words, share answers with the group. snow, or mud.
f) borrow – take something from
Idiom of the Week: Ask for a someone with the promise of
volunteer to read the idiom, another returning it
volunteer to read the explanation, g) sorrow – sadness
and yet another to read the example. h) follow – to go along with or walk
Can any of the students think of behind
other examples of how to use the i) disposables – things that can be
idiom? thrown out, either because they
are for one-time usage or
because they simply aren’t
necessary.
j) cheap – not expensive, not having
a lot of monetary value
k) space – area
l) hollow – empty
Lesson 3.2 3.2 Answer Key
Exercise 1: Using new vocabulary in Exercise 1:
varied contexts helps the students e.g. move/be moved again
internalise the vocabulary and start a) own
to use it spontaneously. Ask them to b) money
work individually, carefully reading c) listen
the sentences and then scanning the d) stay calm
text of the song to find the relevant e) credit
words to fill the gaps. f) circus
g) markets
Each student should read out at least h) dictates
one sentence when sharing answers i) racing
with the group. j) crumbling down
Exercise 4:
1. better
2. borrow
3. wrong
4. fake
5. disposable
6. stand
7. down
8. high
Go Grammar! Open the Grammar Exercise 2: This is a very interesting
File to page 11 to refresh everyone’s and important exercise as the
memories about the structure and content of the past simple and past
use of the past simple and past progressive in the interrogative are
progressive. highlighted and dealt with in a
manner that the students will
Exercise 1: Have the students work remember.
individually to complete the exercise, Unscrambling sentences can be
paying careful attention to is the tricky, but it shouldn’t be too difficult
correct use of past simple and past if your students have read and heard
progressive. enough material. However, you
should have the downloaded words
Each student should then have the for anyone who wants to make cards
chance to read out at least one in order to shuffle around the words.
answer as the group checks their Have the students work in pairs so
answers together. they can check each other as they go
along. Answers should then be
shared with the group. A common
Game: See the Portal for a game mistake is simply leaving out the was,
reviewing the structure of sentences did or were after the question word!
in past progressive. Yes, the students can really learn the
interrogative forms through this
exercise!
e)
i. What were they doing when
everything went wrong? (It
means that they were doing
something – implying it is their
fault - when everything went
wrong.)
ii) What did they do when
everything went wrong? (It
means that something went
wrong and then they did
something.)
f) Why did Mimi and Ted race to the
shop yesterday?
Lesson 3.4 3.4 Answer Key
Exercise 1:
Spelling Game – Must Do! a) set, dad
Differentiating (speaking and b) sad, bad
hearing) between the phonics /e/ c) better, than
and /æ/. d) Ten
Put on the Teacher CD/audio track e) had
and have the group repeat each f) jam
sound and word after it is said on the g) pet
CD/audio track. Please note that both h) men’s
columns are read, then the words are i) batter, pan
read across the columns to better j) bags
compare the sounds.
Exercise 2:
Exercise 1: To challenge the students, a) bread
have them complete this exercise b) head
verbally without any preparation c) dead
time. They should enjoy the d) pen
challenge. Each student should get a e) end
chance to answer at least once. f) pan
g) set, sat, said, met, bet, had,
Exercise 2: Students should work in petted*
pairs, taking turns to ask each other *Note: pet is American verb for
the questions. 'stroke'. It is normally 'petted',
ban be 'pet' in V2 also.
Share answers with the class. h) cattle
i) ban
j) gem
Game: If you have time, play a k) bat
game with them.
TIP
Students may find it difficult to follow
and understand the reading as it is
read at normal speed. If this is the
case, after hearing the CD once with
them, read the passage round the
class. This means that each student
reads a few lines and you stop where
they don’t understand. This increases
comprehension greatly and allows
practise of reading skills.
Lesson 4.2
Discussion and Writing: These
questions are asking the students to
read between the lines and
empathise with the characters. The
students should work independently
to form their own thoughts and
opinions which they will then share
with the group.
Ideas:
a) Perhaps Jessica was glad Jared
hadn’t followed her because she
knew Penelope was defensive
and would have been
uncomfortable with another
student questioning her;
Penelope may have thought
students were ganging up on her.
b) Perhaps nobody ever tried to talk
to Penelope because it’s easier to
follow the majority than stand up
for someone. Perhaps nobody
wanted to become the centre of
attention or become involved.
Students might have thought
Penelope wasn’t really bothered,
or that the situation was funny.
c) Yes, because she had the book
about creating a website.
No, because she is clearly
horrified by the way the students
are treating Penelope.
When checking the students’
answers, pay close attention to
grammar and sentence structure.
However, it should be noted that
there are no absolute answers here.
Lesson 4.3 4.3 Answer Key
Go Grammar! Ask the students if Exercise 1:
they can think of any WH-question *These can be short answers and not
words. As they call them out, write full sentences.
them on the board. Now ask when a) She has long, curly, red hair and a
we use each of them. To fill in any round face. She also has green
remaining blanks, open the Grammar eyes and glasses.*
File to page 28 and read through it b) Secrethelper
with the group. c) The email was filled with facts and
figures about cyberbullying.
Exercise 1: The students should now d) It led her to the page about
work in pairs, identifying key words Penelope.
in the questions and scanning the e) Because she compared her to her
text for the words in order to answer grandmother.
the questions. Short answers are f) ‘The Complete Idiot’s Guide to
sufficient in this exercise. Creating a Web Page and Blog’, by
Paul McFedries.
Share the answers with the group. g) She stormed off.
Exercise 2: Each student should *Note: 'looks like' – you may need to
create their own questions about the explain & practise answer without
episode. When everyone has 'looks like' in the answer.
finished, have the students pair up Who do you look like? versus What
and ask each other their WH- do you look like?
questions. Switch pairs between
each question so that everyone gets Exercise 2:
to challenge each of their classmates, This is an open exercise that each
not just the friend they usually work student answers individually. Here
with. are some possible answers.
a) Who went to speak to Penelope?
b) What was Penelope reading?
c) Why was Penelope reading ‘The
Adventures of Sherlock Holmes’?
d) Where did Jessica sit?
e) Which character do you like best
so far?
f) How did Penelope leave the
table?
g) What do you think will happen
next?
Lesson 4.4 4.4 Answer Key
Exercise 1: This exercise covers the Exercise 1:
content of the last two episodes. a) B
b) B
The students can work alone or in c) C
pairs to carefully select the correct d) C
response in each conversation. This e) B
can be turned into a role play activity
by assigning each student a character
and switching them after three
questions to give others a chance to
participate.
n) newcomer
Lesson 4.5 o) online
p) prove
Exercises 1 and 2: The students that q) quickly
have finished all the compulsory r) raise
material will move on to the Fun s) secrethelper
Stuff page while they wait for the t) targeted
others to finish. The students will u) unbelievable
enjoy challenging each other! v) twelve
w) writer
Make sure they read the Tip! x) explanation
y) you
However, if all of the students have
completed the compulsory pages, Exercise 2:
you can encourage them to do Fun distinct
Stuff at home and in the remaining technologies
time, you can play games or talk site
about what they have learnt during social
the lesson. lunch
handing out
Please Note: In Exercise 1, for letter together
d), please ask the students to look for reasoning
a word that means ‘stand up for’, not grades
‘cover up’. The next edition of Teen stories
Choices will be amended with ‘stand step
up for’. peace
explained
defend
Game: See the Portal for extra
discovered
games. detective
engage
4.5 Answer Key enough
honest
threatened
Exercise 1:
a) astounding
b) bothered
c) compilation
d) defend
e) embarrassed
f) figures
g) generation
h) humiliated
i) interrupted
j) joined
k) knew
l) logical
m) material
Discussion and Writing: Use the
Lesson 5.1 questions on the page to start and
direct a discussion about topics
PREPARATION: mentioned in the song. This
1. Teacher CD. conversation, combined with the
2. Highlighters. phrases of regret that were marked,
3. Pictures and props for encoding prepares the students to answer the
words. questions in the writing activity.
4. Dictionary.
5. Games. The writing activity can be done in
pairs.
Standard greeting: a) about listening
to the sound tracks and b) about the Idiom of the Week: Ask for a
students’ week in general. volunteer to read the idiom, another
volunteer to read the explanation,
Be lively, interested and interesting! and yet another to read the example.
Can any of the students think of
Check homework: Group activity. other examples of how to use the
idiom?
Brain Jog: Stand up. Touch your left
knee with your right elbow, then
touch your right knee with your left 5.1 Answer Key
elbow, and then clap twice. Once the
rhythm is going, start the Brain Jog: Writing:
a)
“I shop because I enjoy it.” 1. I’m not moved by trends that
they swallow.
“I shop because _________.” 2. Can’t keep the status quo in
which so many fools choose to
Keep the rhythm going while the wallow.
students are thinking of their 3. Oh no, there’s nothing wrong,
contributions. these are good times, stay calm,
move on, and follow…
Go around the circle until everyone Note: This is cynicism.
has had a turn. If a student has b) Their personal opinions.
something to add at the end, they c) Their personal opinions.
are more than welcome to have Examples:
another turn. 1. Oh no, there’s nothing wrong,
these are good times, stay calm,
Song: Because this is the second time move on, and follow …
you are working on the song in class, 2. People stand in line for days,
there shouldn’t be words the racing for a phone, it’s an iLow.
students don’t understand. Give out 3. I’ll max my credit cards, to make
highlighters and ask the students to up for that space that stays
mark phrases that show Benaya’s hollow.
regret for things that happen in our 4. The circus lives in town! So let’s
world. Then put on the CD. go down and follow.
5. ... in my way, I follow.
c) He explains that he can't keep
Lesson 5.2 things the way they are now. In
other words, he wants to make a
Exercise 1: Divide the class into two change. Alternatively, it could
discussion groups for this exercise. mean that they themselves are
Looking beyond the literal meaning finding it hard to keep the status
may be difficult for some students, so quo, i.e. the current state of
working in a group allowing affairs, or what is acceptable as a
discussion will help them learn this standard of living or conduct.
skill. d) That we buy more things with
credit cards and loans, not with
Allow about 10 minutes for the small money we actually have. ‘More’
group discussions. After they have also shows us that we have so
had some time to consider the many things but we keep buying
questions and formulate answers, more.
bring the class back together for a full e) We think of purchasing today
class discussion even if they haven’t because we are offered credit, but
finished it all in the small groups. we don’t think that we need to
pay for it soon. This can be seen as
Exercise 2: Each student should write an analogy for life, too, as ‘pay for’
the names of three classmates in the has a double meaning.
table. They then need to speak to f) The reference here is the
each of the selected classmates, psychological need to shop to try
phrasing the column headings as to fill an internal emotional
questions in order to elicit emptiness and by using credit
information from their friends. cards until they are ‘maxed out’
(this means that they can't be
For example, “I shop a lot” becomes used anymore as the credit line
“Do you shop a lot?” has been reached).
g) There is lots of news but he can't
5.2 Answer Key listen to any more bad news, he's
had enough. He prefers to live in
Exercise 1: a vacuum, inner bliss.
Answers may vary in their wording or Alternatively, it means that
even concepts a little, but here are people prefer to ignore omens
some guidelines. and news of economic hardship
and just go on spending as if it
a) Trends that people absorb and isn’t happening.
accept do not excite him. h) With an economic crisis on the
b) Praying that the future will be way, the people just keep going
better than the way things are as if there is no financial problem.
now. i) While the stock markets crumble
and while the economy around
the world is worsening, we,
people of the world, are just
standing by watching and waiting
to buy more things.
Exercise 2: About them! 5.3 Answer Key
Lesson 5.3 Exercise 1:
a) dictate
Exercise 1: For this exercise ask the b) were buying/went
students to mark the time c) are choosing
expressions to help them decide d) sees
which tense to use when completing e) will pay
the sentences. f) will come (or) are going to come
g) stayed calm
Go around the group to check the h) are crumbling down
answers together, with each student i) pray
having a chance to read out at least j) was paying/stole
two answers. k) won't cut down
l) has /will borrow
Exercise 2: The students may have m) will go down
understood the new vocabulary in n) was maxing out/was working
the context of the song, but in order o) don't listen/choose
for the students to truly assimilate p) is standing/doesn't need
the new words into their own q) kept
functional vocabulary, they need to r) hit
use these words in different contexts.
Exercise 2:
When the students generate their Their choice.
own sentences, encourage them to Suggested sentences:
be creative and to think outside the 1) I choose my friends carefully.
constraints of the song. 2) After ending a relationship, you
should move on.
As the students share their answers, 3) I follow the news about my
see how many different ways they favourite actors.
have managed to use the same 4) I don't like to buy fake flowers.
words. 5) Disposables are cheap but they
create garbage.
E-pals: Remind your students that 6) I wonder what the world will be
they should write to their e-pals this like in 10 years.
week! Introduce this properly for any
new students in the group.
Lesson 5.4 5.4 Answer Key
Exercise 1:
Spelling Game – Must do! 1. crowd/counting
Differentiating (speaking and 2. is following
hearing) between the phonics /əʊ/ 3. clown
and /aʊ/. 4. allowed* / borrow
5. sorrow / hollow / wallow
Put on the Teacher CD/audio track 6. knows / hopes
and have the group repeat each 7. counting
sound and word after it is said on the 8. tow/town
CD/audio track. Please note that both 9. furrows/brows
columns are read, then the words are 10. announce/tomorrow
read across the columns to better
compare the sounds. * If students have not yet learned the
passive, you can help them here.
Exercise 1: Ask the students to work
individually to complete the Exercise 2:
sentences. 1. lower
2. trousers, bow
Each student should get the chance 3. boat, row
to share at least one answer. When 4. owl, sow
sharing answers, they should read 5. house
out full sentences, not just the
missing words.
Exercise 2:
These answers will vary according to
country, and may change over the
years as trends change.
Lesson 6.2 Answer Key 6.2
Go Grammar! Ask “You remember Exercise 1:
tag questions, don’t you?” However 1 Brand names a) 13 don’t
they answer, open the Grammar File are usually we?
to page 13 and read through it expensive,
together to ensure that the students 2 I’m going to b) 7/8 weren’t
all remember tag questions properly. go with you they?
to the
Exercise 1: Students should complete supermarket,
this exercise individually, making sure 3 Carry and Jan c) 6 will he?
that both the verb/modal and the are shopping
pronoun in the tag question match at the
the first half of the sentence. shopping
centre,
When sharing answers, the students 4 The clothing d) 10 doesn’t
should read out the full sentences, wasn’t made it?
not just the number/letter in Italy,
combination. This provides reading 5 Wendy can e) 7/8 weren’t
and speaking practice as well as extra buy whatever they?
chances to hear tag questions being she wants,
used, reinforcing the new material. 6 Steve won’t f) 11 isn’t
buy the cheap she?
Exercise 2: Working in pairs, the camera,
students should complete the 7 Mary and g) 1 aren’t
sentences with a tag question. Juan were they?
working hard
If they are having trouble, have them when we saw
mark the verb/modal as well as the them,
subject of the sentence. Remind 8 Recommenda h) 2 aren’t
them that the verb/modal has to be tions were I?
changed to the opposite, and the made,
subject changed to a pronoun. 9 Friends i) 4 was it?
shouldn’t
Where no verb appears, it is as judge each
though the verb to do has been used. other,
10 Their j) 12 didn’t
Now, share answers with the group. reputation they?
amazes many
Joke: Ask for a volunteer to read out people,
the joke. Can anyone see the humour 11 Christina is k) 14 isn’t it?
in it? Namely, that rather than eating lunch
helping the sales clerk solve the at the
problem, the boss tells the clerk to cafeteria,
change the subject by complimenting 12 They bought l) 3 aren’t
the customer.
the brand they?
name
batteries,
13 We have all m) 5 can’t
of the she?
ingredients,
14 Customer n) 9 should
support is they?
very
important,
Exercise 2:
a) shouldn't they?
b) aren't they?
c) doesn't she?
d) won't it?
e) can she?
f) didn't he?
g) did they?
h) is it?
Lesson 6.3
Exercise 1: Before looking at this
page, ask the students how many
uses they can think of for the word
‘credit’. Write any phrases they come
up with on the board. It’s okay if the
list is short; the point of this exercise
is to expand on the uses they are
already familiar with.
b)
1. People should buy less on credit
and only buy what they can pay
for in cash.
2. The bank extended credit to its
customers.
3. Youssef never takes credit for
things he doesn't do.
Lesson 6.4 6.4 Answer Key
Dictionary Practice – Credit Exercise 1:
Sophie
Exercise 1: Let’s see what the … the clothes really are high quality.
students remember from the I can get recommendations from my
listening exercise they heard earlier friends.
in the lesson. They can work in pairs I don’t have time to look through…
to complete this exercise. When I buy brand name clothes,
Alternatively, play this exercise as a With brand names, I know the
game and let the students complete product won’t break down…
this exercise for homework.
Nick
… sometimes they are the exact same
Game: See the Portal for a game product as the brand name!
to review this exercise. I usually buy store brands because…
Once I was cooking with my dad,
People used to think that store
brands …
So it’s not only that the off-brand
products …
So we bought the brand name that
time.
Jennifer
… but hers had a fancy label and cost
£10 more!
16 off-brand batteries for my MP3
player for £1!
I’ll have twice as many hours of
music!
My favourite clothes shop is a
discount store,
The off-brands cost a third as much …
Lesson 6.5 6.5 Answer Key
Exercises 1 and 2: The students that Exercise 1:
have finished all the compulsory I read somewhere that some of the
material will move on to the Fun big companies make store brands,
Stuff page while they wait for the too.
others to finish. The students will
enjoy challenging each other! Exercise 2:
PREPARATION:
1. Extra writing paper.
2. Games.
5. Their answers.
Lesson 7.2 7.2 Answer Key
Exercise 1: The discussions and Exercise 2:
exercises from 7.1 should have the It’s up to them – please send any
students well-prepared to do their interesting ones to the Helen Doron
own Mind Maps. If they need help English Teacher Forum. Thanks
getting started, here are some
guiding questions for them to think
about.
Hidden message:
Some advertisements are useful and
some are misleading.
students a few minutes to skim-read
Lesson 8.1 the text.
Now hold a short discussion on the
choice Penelope gave Jessica (to stay
away from her or to be reported to
PREPARATION:
the principal), and how they think
1. Teacher CD.
Jessica will react.
2. Highlighters.
3. Pictures and props for encoding
words. Teen Choices Episode 4:
4. Dictionary.
5. Games. Reading: Hand out markers and put
on the CD. Students should follow
along with the CD and mark words
Standard greeting: a) about listening that they do not know.
to the sound tracks and b) about the
students’ week in general. Words/phrases that you should be
prepared to explain include:
Be lively, interested and interesting! adjust – dimples – envy –
perspective – eventually –
Check homework: Group activity. fabrication – pack – excelled –
Give each student a chance to stand academically – encouraging –
in front of the class and present their excluding – heritage – apparent –
ideas from the homework exercises mysterious – mesmerised – tinged –
in Lesson 7.4. deterred
Have pictures or props ready to help
Brain Jog: Put your left hand on your you explain some of the key words.
right elbow, then put your right hand Since correct use of a dictionary is
on your left elbow, and then tap your integral to development of skills for
head twice. Once the group has the future studies, you can also
rhythm, start the Brain Jog: encourage the students to look up
“I think Penelope _____; I think new words.
Jessica ______. What do you think?”
Continue until everyone has had a TIP
chance to respond. Students may find it difficult to follow
and understand the reading as it is
E-pals: Ask your students if they have read at normal speed. If this is the
written to their e-pals, and if so, what case, after hearing the CD once with
they wrote about. Have they heard them, read the passage round the
back? class. This means that each student
reads a few lines and you stop where
Before Reading: If the students have they don’t understand. This increases
been doing their home listening, they comprehension greatly and allows
should remember quite well what practise of reading skills.
happened in the last episode. For
those who need a refresher, turn to
Lessons 4.1 and 4.2. Give the
Lesson 8.2
Discussion: By now, the students
should be involved enough with the
story to have opinions and ideas
about what is coming next. Use the
questions in the book to start and
guide a conversation about what
they think will happen next.
Present Progressive
Are you coming
I'm saying
Is doing
I’m coming
Are you agreeing
Are you all babbling
We’re missing one
Past Simple
began
came
met
noticed
giggled
grew
excelled/exclaimed/
explained/expressed
Note: Since the ‘ex-‘ verbs
have either 8 or 9 letters, the
underline in the book is solid,
(not one underline for each
letter of the answer).
Past Progressive
was busy applying
was not speaking
were checking
were following
Future
are you going to do
going to visit
will forget
will probably cause
will turn
won’t convince
Lesson 8.3 8.3 Answer Key
Exercise 1: Students can work in pairs Exercise 1:
to complete the sentences, Jessica was very upset because Penelope
summarising the sequence of events actually thought that she was the one
responsible for the horrible page.
in the episode. They then take turns
reading out one sentence at a time.
Natasha pointed out that the page only
The exact wording may differ, but the appeared after Jessica arrived from Canada.
content should be the same for each
answer. Nearly everyone had stopped speaking to
Penelope.
Tongue Twister Challenge: Who can
say the tongue twister the fastest Jared said, "Playing detective will probably
without a mistake? How about ten cause more trouble."
times in a row? They all received orgami animals.
Exercise 2:
Exercise 6:
1. milk
2. store
3. buy
4. mall
5. healthy
6. natural
7. try
8. animal
9. cholesterol
10. vitamins
11. minerals
12. chocolate
13. delicious
Review Lesson 1.4 1.4 Answer Key
Exercise 7: Hand out blank paper to Exercise 7:
the students so they can create Mind Their words.
Maps before starting the writing
exercise. Students should read the Exercise 8:
instructions and complete their Mind a) the / –
Map individually. If time remains b) a
after finishing, encourage students to c) – / the
share what they have written. In any d) an
case, you should check their e) a / –
grammar and spelling. f) an
g) a
Exercise 8: Again, as this is h) –
preparation for the Assessment, they
should read the instructions and
complete the exercise individually. If
time permits, they can share their
answers when everyone is finished.
5. Vegetables are important for a
Review Lesson 1.5 balanced diet because they are
full of nutrition and low in
Exercise 9: Unlike ‘normal’ lessons calories.
_.5, the Review Lesson 1.5 is 6. One benefit we receive from
compulsory. It is best done in class, whole grains is that they make us
but can be given as homework if feel full / they lower the risk of
there is really not enough time in developing many chronic
class. diseases.
7. Eggs, beans and nuts are
Hand out markers to each student. examples of foods that provide us
with protein.
Students should complete this 8. The final piece of advice that
reading exercise independently, Healthy Heather gave to
marking important information as Mackenzie was to exercise at
they go. least four times a week.
9.
Once they get to the questions, what
they have marked should help them
find the answers. If they are stuck,
remind them to identify key words brown rice
and then scan the text for more whole wheat bread
answers. broccoli whole wheat grains
cabbage quinoa
spinach
Answers should then be shared with
leafy green vegetables
the group. crunchy vegetables free-range eggs
nuts
beans
Game: If time remains, select
any game from the past two units
that the students particularly
enjoyed, and play it again.
PREPARATION:
Now the next teaching session is the
Assessment for Book 1 that you
download from the Portal.
Exercise 2:
Mars
arms
rams
Sarm
Lesson 2.1 Reading Comprehension: Make sure
that every student has a highlighter
for this activity.
“I would/wouldn’t go to (name of
planet/moon/star) because
______________. What about you?”
“I would/wouldn’t go to (name of
planet/moon/star) because
______________. What about you?”
Exercise 2:
Earth – galaxies – Jupiter – Mars –
Mercury – moon – Neptune – Saturn –
space – sun – universe – Uranus –
Venus
E-pals: Ask your students if they have
Lesson 4.1 written to their e-pals, and if so, what
they wrote about. Have they heard
PREPARATION: back?
1. Activity for Spelling Game
download.
2. Teacher CD. Spelling Game – Must Do! Play a
3. Highlighters. game using the spelling chart from
4. Pictures and props for encoding Lesson 3.4.
words.
Ask the students if they reviewed the
5. Dictionary.
spelling words at home. Regardless,
6. Extra writing paper.
they are about to be challenged with a
7. Games.
group game.
Standard greeting: a) about listening
to the sound tracks and b) about the Choose between a board game,
students’ week in general. scrambled letter game and a ball
game.
Be lively, interested and interesting!
Board game – Split the group into
Check homework: Group activity. pairs. Give each pair a board marker;
they should take turns writing the
Discussion: Do the students words you read out. Award one point
remember what happened at the end for the first pair to finish, and a point
of the last episode of Teen Choices? At for each pair who successfully spelled
the end of the last episode, Jessica the word correctly.
and her friends received origami
animals. When they unfolded the Scrambled letter game – Prepare two
animals they found words inside sets of downloadable cards with the
which seem to make a message; words spelled correctly, and one set
however, the message was not with the letters scrambled. The
complete. students work in teams to find the
correct word for the scrambled one
Use the 'Before Reading' questions you hold up.
here; do they remember which animal
each of them received? (Natasha – Ball game – This game makes the
peacock, Harry – lion, Jared – eagle, students practise listening to each
Jessica – owl) other and working together to spell
words. Each student says one letter
Brain Jog: Put your left hand on your and then throws the ball to another
right elbow, then put your right hand student who says the next letter. If a
on your left elbow, and then clap mistake is made, start the word over
twice. Repeat until there is a good again.
rhythm going before you start the
talking part of the Brain Jog:
TIP
Students may find it difficult to follow
and understand the reading as it is
read at normal speed. If this is the
case, after hearing the CD once with
them, read the passage round the
class. This means that each student
reads a few lines and you stop where
they don’t understand. This increases
comprehension greatly and allows
practise of reading skills.
Lesson 4.2 4.2 Answer Key
Discussion: By now the students Exercise 1:
should be involved enough in the story a) delete like replace with trust
to be able to consider possible b) delete teachers replace with
outcomes true to the nature of the friends
characters. Hold a brief discussion on c) delete oldest replace with newest
what they think Penelope should do, d) delete deleted replace with
and then what they think she will do. received
The two will not necessarily be the e) delete actors replace with movies
same. Ask the students to justify their f) delete thoughts replace with
answers. sentences
g) delete cool replace with cruel
Exercise 1: Ask students to work h) delete snake replace with swan
individually. Remind them to mark key
words in each sentence before Exercise 2:
scanning the text to find what needs a) assistance
correcting. b) entered
c) evidence
Give each student a chance to share at d) quiet
least one answer with the group. e) finish
f) leave
Exercise 2: Who remembers what a g) author
synonym is? Is it a word with the same h) final
meaning or the same sound? Or is it
an opposite? (Right! It’s a word with
the same meaning as the first word!)
Across
4. mentioned
6. months
9. bedroom
10. negative
12. newest
13. limit
14. Doyle
Discussion & Writing: Ask one student
Lesson 5.1 to volunteer to read out the discussion
and writing question. Let the students
use you and each other as sounding
PREPARATION: boards for their ideas.
1. Teacher CD.
2. Highlighters. Any opinion is to be praised. There
3. Pictures and props for encoding really is no right answer, and we want
words. to encourage our students to be
4. Dictionary. thinkers and to attempt every
5. Games. question they come across with a
good attitude.
Standard greeting: a) about listening
to the sound tracks and b) about the Now, give the students time to think
students’ week in general. about and write their thoughts in a
short paragraph about their feelings
Be lively, interested and interesting! regarding being called ‘a dot’. Each
student should then share their
Check homework: Group activity. opinion with the group.
Brain Jog: Stand up. Touch your left Idiom of the Week: Ask for a
knee with your right elbow, then volunteer to read the idiom, another
touch your right knee with your left volunteer to read the explanation, and
elbow, and then clap twice. Repeat yet another to read the example. Can
the rhythm until everyone is any of the students think of other
participating. Then start the Brain Jog: examples of how to use the idiom?
Exercise 2:
About them!
Lesson 5.3 5.3 Answer Key
Go Grammar! Open the Grammar File Exercise 1:
to page 17 to review the present 1. C
perfect tenses with the students. 2. A
3. A
Exercise 1: This page helps the 4. C
students put the present perfect 5. B
tenses into perspective by finding the
correctly rephrased sentence.
Exercise 3:
e
re
are
earn
learn
learnt
Lesson 6.1 Spelling Game – Must Do! Play a
game using the spelling chart from
PREPARATION: Lesson 5.4.
1. Activity for Spelling Game
download. Ask the students if they reviewed the
2. Teacher CD. spelling words at home. Regardless,
3. Highlighters. they are about to be challenged with a
4. Pictures and props for encoding group game.
words.
5. Dictionary. Choose between a board game,
6. Extra writing paper. scrambled letter game and a ball
7. Games. game.
Customer: Yes, please. I’d like some Customer: That’s still extremely
help booking a holiday. I’m looking for expensive! On the other hand, it
something really unique. A real would be a once-in-a-lifetime
adventure! experience. Tell me more. Can anyone
do this? I thought astronauts needed
Travel Agent: I could get you a beach special training.
vacation on a tiny tropical island.
Travel Agent: They do – it’s included in
Customer: But that’s not very unusual the package. There are three days of
– everyone goes on beach vacations. training. It’s not all work, though –
there’ll be parties, entertainment, and
Travel Agent: How about a safari in plenty of good food.
Africa?
Customer: What would the actual trip
Customer: No, no. I went on a safari be like?
last year.
Travel Agent: You would travel in a
Travel Agent: Let’s see … if you have a rocket ship attached to an airplane.
bit of extra money to spend, I could When the airplane reaches 50,000
arrange something very special – a trip feet, the rocket would be launched.
to outer space! The force of acceleration would push
you back into your seat, so you felt
Customer: To outer space? You must like you weighed a ton. And then the
be joking! sky would turn from blue to black. You
wouldn’t be able to hear the engine
Travel Agent: I’m completely serious. anymore, and you’d be in space.
The trips to space haven’t begun yet,
but there is a company we work with, Customer: And then you’d be
Cosmos Tours, that has already weightless, right?
booked 200 people!
Travel Agent: Exactly. You could
Customer: That’s amazing! But that unbuckle, move around the cabin, do
must be incredibly expensive. somersaults in the air, and get your
picture taken with the Earth in the
Travel Agent: It is, but the price has background.
come down quite a lot in recent years.
Until now, only a few people had the Customer: That’s incredible! How long
opportunity to travel to space as would this trip last?
tourists. They were all billionaires. The
tickets cost millions! But now, the Travel Agent: You’d be weightless for
price is much more attractive. about five minutes, and then a few
minutes later you’d return to Earth.
Exercise 2:
1. ask / out
2. passed out
3. eat out
4. tries / out
5. fall out
6. go out
7. pointed out
8. took / out
9. figure or work out
10. breaks out
11. found out
12. hang out
Lesson 6.5 6.5 Answer Key
Exercises 1 and 2: The students that Exercise 1:
have finished all of the compulsory travel
material will move on to the Fun Stuff adventure
page while they wait for the others to booking
finish. The students will enjoy opportunity
challenging each other! millions
extremely
However, if all of the students have sunsets
completed the compulsory pages, you force
can encourage them to do Fun Stuff at liquids
home and in the remaining time, you permitted
can play games or talk about what launched
they have learnt during the lesson. weightless
somersaults
luxuries
See the Portal for extra games.
Exercise 2:
sunrises
tourists
astronauts
entertainment
carefully
expensive
reheated
tickets
vacation
weighed
Hidden message:
I’d be risking my life – that’s not my
idea of a good time!
Lesson 7.1 Go Grammar! Tell the students that
when considering a sequence of
events, connectors become very
PREPARATION: important.
1. Extra writing paper.
2. Activity for L-7.1 download. Ask who can think of some
3. Activity for L-7.4 download. connectors. Add any that are
4. Games. mentioned to the list on the board.
Standard greeting: a) about listening
To make sure that everyone is on the
to the sound tracks and b) about the
same page and that you haven’t
students’ week in general.
missed any connectors; open the
Grammar File to pages 22–23 and read
Be lively, interested and interesting!
about them!
Check homework: Group activity.
Exercise 1: Download and prepare the
Brain Jog: Touch your left ear with sentences on cards to help the
your right hand, then touch your right students put them in sequence. Have
ear with your left hand, and then tap one set for each pair of students.
your knees twice. Repeat the rhythm
until everyone is participating. Then Once the sentences are in sequence,
start the Brain Jog: students should keep working in their
pairs to fill in the missing connectors.
“I learn English because ________.
Why do you?” Students should read out their
answers in order to create a story.
“I learn English because ________.
Why do you?” Exercise 2: In order to challenge the
students, this exercise should be
Each student gets a turn to answer completed verbally without any time
and ask someone else. to prepare first.
Discussion: Because this is the essay Each student in turn reads a sentence
lesson, we want the students to start using only the correct connector.
thinking about planning a piece of
writing. Idiom of the Week: Ask for a
volunteer to read the idiom, another
Use the discussion questions to guide volunteer to read the explanation, and
a conversation with the students. For yet another to read the example. Can
parts b) and c), write their responses any of the students think of other
on the board for the students to use examples of how to use the idiom?
as a reference when it comes time to
write.
7.1 Answer Key
2 Therefore/As a result, they
studied a lot about space.
5 In addition to the travel costs,
they would have to take a
training course which also cost
an arm and a leg.
3 Then, they went online to
read about travelling to space.
6 Despite/In spite of these
facts, they decided to work
hard and save their money
4 However, it was very
expensive and they didn’t
have enough money.
7 in order to be able to go one
day.
e.g. Hope and Steve have both
wanted to go to space since
1
they were young.
Exercise 1:
Hope and Steve have both wanted to
go to space since they were young.
Therefore/As a result, they studied a
lot about space. Then, they went
online to read about travelling to
space. However, it was very expensive
and they didn’t have enough money.
In addition to the travel costs, they
would have had to take a training
course which also cost a lot of money.
Despite/In spite of these facts, they
decided to work hard and save their
money in order to be able to go one
day.
Exercise 2:
a) such as
b) despite
c) In spite of the fact that
d) but
e) for example
f) As a result of
g) In addition to
h) First of all,/Then
Lesson 7.2
Exercise 1: The discussions and
exercises from 7.1 should have the
students well prepared for this
exercise.
See the Portal for extra games. The word that contains all nine
letters is: Astronomy
(Planet words:
moon – star – Mars – atom)
Exercise 2:
Fallen message:
Our teacher always tells us that ‘the
sky is the limit!’
Lesson 8.1 Teen Choices Episode 6:
Before Reading: Hand out markers
PREPARATION: and then play the CD. Students should
1. Teacher CD. follow along and mark words they
2. Highlighters. don't know.
3. Pictures and props for encoding
words. Words/phrases that you should be
4. Dictionary. prepared to explain include:
5. Games. sarcastically – vital – reluctantly –
convincing – disdain – stunned –
Standard greeting: a) about listening confront – pale – banishing
to the sound tracks and b) about the
students’ week in general. Have pictures or props ready to help
you explain some of the key words.
Be lively, interested and interesting! Since correct use of a dictionary is
Correct homework: Give each student integral to developing skills for future
a chance to stand in front of the class studies, you can also encourage the
and present their ideas from the students to look up new words.
homework exercises on page 7.4.
Brain Jog: Stand up and kick your right Some points to help you are:
foot up behind your back, touching it money
with your left hand. Now kick up your time
left foot and touch it with your right writers
hand, and then clap twice. Repeat the directors
rhythm until everyone is doing it. producers
Then start the Brain Jog: actors
Exercise 2:
Their choice, but here are some
possible answers:
a) Horror movies are frightening
because they are full of suspense.
b) The film was so boring that I fell
asleep at the end.
c) The documentary was filled with
interesting facts and information.
d) Annabel laughed a lot during the
comedy.
e) The actress* won an award for
her outstanding performance in
the film.
f) I watch my favourite television
programme because it is
interesting.
g) News programmes provide us
with important information.
h) Watching sports programmes
makes me want to exercise.
Exercise 2:
a) limelight
b) tool
c) easy
d) play
e) interesting
f) down
g) scary
Lesson 1.3 1.3 Answer Key
Go Grammar! By this stage, all the Exercise 1:
students should all be familiar with a) Simon went to the cinema a week
the past simple and the present ago.
perfect simple. Open the Grammar A week ago, Simon went to the
File to page 24 and review the cinema
grammar constructs with the group. b) Ethan has already auditioned for
many TV shows.
Exercise 1: Ask them to work c) Have Julia and Diego ever seen a
individually, carefully reading each horror film?
sentence and deciding which time d) Did you do something
expression suits the sentence and entertaining last Saturday?
where it best fits in the sentence. e) Selene and her friends haven't
been to a comedy show lately.
If the students are unsure, have them f) Leonie wrote the script for the
open the Grammar File to see which school play last year.
tense the sentence structure fits. Last year, Leonie wrote the script
for the school play.
Exercise 2: Students should work in g) Marie has written many drama
pairs for this exercise. If they are scripts since she started writing.
stuck, they should verbalise the Since she started writing, Marie
sentences so that they can hear if it has written many drama scripts.
sounds right. h) Olivia studied animation at
college many years ago.
Answers should be shared with the Many years ago, Olivia studied
class with each student taking a turn animation at college.
reading out an answer.
Exercise 2:
E-pals: Remind your students that a) has just parked
they should write to their e-pals this b) didn't arrive
week! c) have been
d) were
e) didn't make
f) haven't ever made
g) died
h) has hated
i) hated
j) failed / has recently succeeded
k) has received
l) received
Lesson 1.4 1.4 Answer Key
Exercise 1: This exercise is a review of Exercise 1:
the new material learnt in this lesson. 1. cinema
Students should work individually 2. horror
using their new vocabulary to 3. character
complete the passage. 4. home
5. sounds
When sharing answers, students 6. dark
should read out two sentences at a 7. actor
time. 8. fear
9. lost
Exercise 2: Looking just at the 10. important
pictures, what kinds of questions can 11. water
the students come up with? Hold a 12. a snack
group brainstorm on questions they 13. my phone
can ask about the pictures. 14. survival
15. walk
Now point out that there are answers 16. life
written in the exercise. The students
have to take this into account before Exercise 2:
deciding which question to write Suggested answers. Every student will
down. answer something different (unless
working in pairs!)
a) Has the film ended? / Did they
live happily ever after?
b) Did the actor win the prize?
c) Did they enjoy the comedy show?
d) Have they left the house yet? /
Have they left for the theatre
yet?
e) Did the horror film scare her?
f) Has the producer finished the film
yet?
g) Have they cancelled the
series/show?
h) Did they like the film? / Did they
think the film was frightening?
Lesson 1.5 1.5 Answer Key
Exercises 1 and 2: The students that Exercise 1:
have finished all of the compulsory The order may differ from student to
material will move on to the Fun Stuff student.
page while they wait for the others to action – adventure – animated –
finish. The students will enjoy character – comedy – director –
challenging each other! documentary – history – laugh –
romance – sports – suspense –
However, if all of the students have theatre – western
completed the compulsory pages, you
can encourage them to do Fun Stuff at
home and in the remaining time, you
can play games or talk about what
they have learnt during the lesson. Exercise 2:
Hidden message:
Wrongly written Westerns rarely raise
See the Portal for extra games.
respect.
Reading Comprehension: Make sure
Lesson 2.1 that every student has a highlighter
for this activity.
Exercise 2:
Secret phrase:
Charlie Chaplin is famous as the Little
Tramp.
Some words and expressions you
Lesson 3.1 need to be prepared for are:
state of mind – limelight – naturally –
curtain – audition – bathed in light
PREPARATION:
1. Teacher CD. Have pictures or props ready to help
2. Highlighters. you explain some of them. Since
3. Pictures and props for encoding correct use of a dictionary is integral
words. to developing skills for future studies,
4. Dictionary. you can also encourage the students
5. Extra writing paper. to look up new words.
6. Games.
Now ask a volunteer to read out the
Standard greeting: a) about listening
discussion questions. Let them all
to the sound tracks and b) about the
share what their dreams and
students’ week in general.
aspirations are.
Be lively, interested and interesting!
Idiom of the Week: Ask for a
volunteer to read the idiom, another
Check homework: Group activity.
volunteer to read the explanation,
Brain Jog: Touch your right hip with and yet another to read the example.
your left hand, then touch your left Can any of the students think of other
hip with your right hand, and then examples of how to use the idiom?
jump twice. Repeat the rhythm until
everyone is doing it. Then start the Exercise 1: These phrases have
Brain Jog: meanings beyond the literal word-by-
word translation. For native speakers,
“My biggest dream ________.” they are parts of language used so
frequently that we often forget that it
“My biggest dream ________.” may not sound logical to non-native
speakers.
Go around the group until each
student has had a turn to express Ask the students to work in pairs or
himself/herself. small groups to rephrase the phrases,
explaining in their own words what
Song and Discussion: Play the song the phrases mean. Some are easier
for the students, with their books than others!
closed. Let them focus on listening,
and really get the feeling of the music Answers should be shared with the
and lyrics. group.
Exercise 2:
Their words! Here are some
possibilities:
a) By 19:00 last night, I had
showered and got ready for bed
b) Before I went to school yesterday
morning, I had already* eaten my
breakfast
c) Until last month I had never**
heard of A Midsummer Night's
Dream.
d) After I had listened to Limelight
twice, I started singing along with
Ella.
e) By the time I had ***the time to
go to the cinema, they had
stopped showing the film I had
wanted to see.
TIP
Students may find it difficult to follow
and understand the reading as it is
read at normal speed. If this is the
case, after hearing the CD once with
them, read the passage round the
class. This means that each student
reads a few lines and you stop where
they don’t understand. This increases
comprehension greatly and allows
practise of reading skills.
Lesson 4.2 4.2 Answer Key
Exercise 1: Each student in turn reads Exercise 1:
out a sentence. The others who are a) trophy replaces melody
listening need to find the word that is b) open replaces broken
incorrect. They then need to find the c) Overall School replaces
correct word from the episode. Swimming Pool
d) key replaces bee
e) origami replaces broccoli
f) evidence replace patience
g) return replaces burn
h) Sherlock Holmes replaces Shining
Storms
Lesson 4.3 4.3 Answer Key
Exercise 1: Have the students Exercise 1:
complete this exercise on their own. a) going to a party/attending a party.
Remind them to pick out key words in b) he found it opened/it was open.
each example and to scan the text for c) they realised the trophy was
them to help find the answers. missing.
d) Jared is holding the trophy case
Give each student an opportunity to key/the school doors were opened
share at least one answer. with a key
e) received origami
Idiom of the Week: Ask for a messages/received Sherlock
volunteer to read the idiom, another Holmes quotes
volunteer to read the explanation, f) when the alarm was activated.
and yet another to read the example. g) to find the trophy/to find out who
Can any of the students think of other is behind the messages/to prove
examples of how to use the idiom? their innocence
h) takes the origami scorpion note
found in the trophy case
Game: It is a good idea to break
up the lesson at this stage with a Exercise 2:
game reviewing the episode, or a) please (adv/function word)
playing with words with double b) place (v)
meanings. c) place (n)
d) out (prep)
Exercise 2: Have students share the
e) out (adv)
reading of the ‘Did you know?’ Now
f) please (v)
they should complete the exercise
g) party (n)
independently, before sharing the
h) please (adv/ function word)
answers with the group.
Lesson 4.4 4.4 Answer Key
Go Grammar! This page must be Exercise 1:
done in class, despite it being a 2.4 Note: The verbs chosen by the
page. students are flexible. If they make
sense, they are OK.
Who can remember how to construct a) had been waiting
a sentence in the past perfect simple? b) had been standing
Good! Tell the students that we are c) had been trying
now going to learn how to use the d) had been reading
past perfect progressive. What do e) had been envisioning/imagining
they think the difference is going to
be? Open the Grammar File to page
28 and share the reading with the
group to introduce them to this new
construct.
Go around the circle until everyone Listening and Exercise 1: Give each
has had a turn to voice their opinion. student a blank piece of paper so that
they can write down major points as
Discussion: Go around the group to the listen to the exercise the first time
see who would like to be in a with their books closed.
performing arts school. What would
they study: drama, acting, singing, set They should attempt to answer the
designing? questions from the notes they have
made. Before the hearing it a second
E-pals: Ask your students if they have
time, they should read through the
written to their e-pals, and if so, what
exercise so that they know what to
they wrote about. Have they heard
listen for.
back?
Listening Comprehension keep up my marks. They like to see
that you’ve performed in a lot of
Taking the Stage
shows, so I’ve been auditioning for as
Gavin: My name’s Gavin. I’m 16 years many shows as I can. But I’m practical,
old and I attend a performing arts too. Before I got this idea about
high school. My school day is very performing arts into my head, I’d
long. Every day I wake up before 6am been planning to do maths in high
so that I can catch the train, then the school. My maths background has
bus. It takes an hour to get to school. really helped me with my courses on
In the morning, we have regular the business aspects of running a
subjects – maths, English, history and theatre. I have so many talented
so on. In the afternoon, there are classmates, and there aren’t that
three hours of dance and vocal many jobs out there. We won’t all be
training. I’m hoping to work in musical successful actors. I may have to find
theatre so that part is really important another way to keep my dream alive!
to me. Then after school, I’ve got a
few hours of rehearsal for a show I’m Emma: I’m Emma and I’m 17 years
going to be in this spring. There are 25 old. I’ve worked as an actor for the
hours of rehearsal per week! I don’t past three years and I feel very, very
get home until 8pm, and then I still lucky. I appear in a weekly television
need to do my homework and programme. It’s so much fun! Being
practise my lines for the show. I can on the set is like going to summer
forget about having a social life! If I camp. I spend 14 to 16 hours a day
didn’t love theatre so much, I could with the other cast members and we
never do this. But it’s totally worth it. know each other really well. Then we
Acting is my life. I’ve never worked so spend more time together on the
hard in my whole life, but this is what weekends. We’re like a family! When
I have to do in order to make it in the we aren’t filming, we listen to music,
entertainment business. play board games, and take walks
together. Of course, working that
Madison: My name’s Madison and I’m many hours a day, we don’t have a lot
15. I first decided that I wanted to go of time for schoolwork. I’m home-
to a high school for the performing schooled, and my mum is responsible
arts when I saw the movie Fame, for my education. I realise that there
which shows the lives of performing are probably some holes in my
arts students. I had only been in one education, but right now, all that
play and I hadn’t really thought of matters is that I’m succeeding in my
myself as an actor. But I saw the film career. I’m grateful to have had such
and said to myself, “I want to do an incredible opportunity. If I hadn’t
that!” I went home and told my found this job, I would have had a
parents that I wanted to apply to the much more ordinary life. Sometimes
performing arts high school. My when I’m out on the street, people
parents had expected that I’d go to come up to me and say things like, “I
the local public school, the one my love your show. Last night’s episode
brother and sister went to, but was amazing!” I’m not exactly
they’ve adjusted pretty well. Lately famous, but people do recognise me.
I’ve been thinking that I’d like to go to It’s a little weird. I still can’t believe
a performing arts programme for that anyone actually watches the
university also. The programmes are programme!
all very competitive, so I’ve got to
Idiom of the Week: Ask for a 6.1 Answer Key
volunteer to read the idiom, another
volunteer to read the explanation, Exercise 1:
and yet another to read the example. a) Madison
Can any of the students think of other b) Gavin
examples of how to use the idiom? c) Madison
d) Emma
e) Gavin
f) Madison
g) Gavin
h) Emma
i) Madison
j) Emma
k) Gavin
l) Madison
m) Emma
n) Gavin
Lesson 6.2 6.2 Answer Key
Exercise 1: In order to challenge the Exercise 1:
students, this exercise could be a) homework
completed verbally without any time b) actor
to prepare first. c) competitive
d) theatre
In turns, students read out a sentence e) career
using only the correct word. As they f) business
answer, the class can circle the g) entertainment
correct answer. h) ordinary
Exercise 2:
Game: See the Portal for game to The answers may differ slightly in the
review the content of the listening wording, but here are guidelines:
exercise. a) For a show he’s going to be in this
spring.
Exercise 2: Now working individually,
b) Her maths background has really
the students should answer the helped with her courses on the
questions from the listening exercise. business aspects of running a
After page 6.1 and the game, they theatre.
should remember, but if they are c) Because when they aren’t filming,
stuck, encourage them to look back they listen to music, play board
over the previous exercises as well as games, and take walks together.
any notes they made during their first
listening. Exercise 3:
a) three
Exercise 3: The students can work in b) social
pairs for this exercise to see how c) Fame
many sentences they can complete
d) train
from their memories. e) auditioning
f) summer camp
Go around the group sharing answers g) famous
and filling in any remaining gaps. If h) adjusted
there are still gaps, play the listening
again to help them find the last
remaining answers.
Lesson 6.3 6.3 Answer Key
Go Grammar! Open the Grammar File Exercise 1:
to page 29 and have the students 1. C
share the reading of the explanation 2. B
and examples of the third 3. A
conditional. 4. B
5. C
Exercise 1: Students should now
attempt the exercise. When sharing Exercise 2:
answers, ask them to justify a) had seen
themselves. How did they come to b) had acted/ had performed
the correct answer? c) had bought
d) hadn't memorised / hadn't
Exercise 2: For this exercise let the rehearsed / hadn’t remembered
students work in pairs. Vocalising the e) had studied
sentence with a partner may help f) hadn't loved
them find the correct verb and g) hadn't taken
complete the sentence appropriately. h) hadn't found / hadn’t got
Exercise 2:
Fallen message:
That movie was amazing. I gave it two
thumbs up.
More than one pair can share their
Lesson 7.1 answer for each question, as the
varying opinions should be
interesting. Allow a short discussion
PREPARATION: to follow each answer.
1. Extra writing paper.
2. Games. Exercise 2: Their essay is going to
follow on from the discussion and
Exercise 1. Here they need to identify
Standard greeting: a) about listening
the positive adjectives that may be
to the sound tracks and b) about the
useful in their mind map and essay.
students’ week in general.
Joke: Ask for a volunteer to read the
Check homework: Group activity. joke. Do they see the humour in it?
Brain Jog: Touch your left ear with The humour is that the teacher meant
your right hand, then touch your right ‘I’ the pronoun, but Mary used ‘I’ the
with your left hand, and then tap your letter. Since the teacher was not
knees twice. Repeat the rhythm until prepared to listen until the end of the
everyone is doing it. Then start the sentence, Mary ended up saying a
Brain Jog: sentence that doesn’t make sense.
Her initial attempt would have been
“The film industry can improve correct.
society.”
Exercise 2:
meet
team
mean
meal
mail
fail
film
Lesson 8.1 Teen Choices Episode 8:
Hidden message:
Jessica and her friends follow origami
clues.
Important Notes: This is a Review
Review Lesson Lesson. It is a preparation for the
Book 2 Assessment in the next lesson. This
eventually prepares the students for
an external exam to evaluate their
level of English. It is important that in
Review Lesson 2.1 this lesson:
The students do the exercise
This lesson reviews much of the alone – not in pairs.
grammar and subject matter of Book
2. The students understand the
importance of reading the
Standard greeting: a) about listening instructions thoroughly and
to the sound tracks and b) about the understanding them.
students’ week in general.
e.g. If you're not in the mood to watch a will you go with them?
4 a)
film,
1. If Jane were her friend, 7 b) it boils.
2. If he hadn't saved up his money, 6 c) she will lose everything.
3. If astrology was taught in school, he wouldn't have been able to buy the
2 d)
company.
4. If they decide to take a trip, 9 e) she should take classes.
5. If they had booked the trip earlier, people would know more about the
3 f)
universe.
6. Unless she stops day-dreaming, 8 g) they would fly to Mars.
7. If you heat water, e.g. h) don't go to the cinema.
8. If they were astronauts, they would have found a better hotel
5 i)
room.
9. If she wants to become an actress, 1 j) she would become an actress.
Topic 2:
A meteor shower is in the sky (lots
of falling stars) as the family sits
around a campfire watching.
A spaceship is hovering over the
campsite amidst the meteor
shower with its door open and an
alien stands at the entrance.
The alien is sitting with the family
around the campfire roasting
marshmallows together.
Review Lesson 2.6 2.6 Answer Key
Exercise 8: Unlike the last exercise in Exercise 8:
‘normal’ Lessons, the last lesson in board
this Review Lesson is compulsory. It is hot
best done in class, but can be given as wave
homework if there is really not holiday
enough time in class. clean
PREPARATION:
Now the next teaching session is the
Assessment for Book 2 that you
download from the Portal.
After each picture, allow time for the c It is beautiful because storms are
students to write down their natural and interesting to watch.
descriptions. Remind them that when OR
writing a list, the ‘and’ comes only It is ugly because it is dark and
between the last two things being cloudy.
mentioned. d It is beautiful because it is a social
gathering between people from a
mosque, a temple, a synagogue
and a church where everyone is
respected and friendly.
e It is ugly/beautiful because it is a
busy, noisy street.
Lesson 1.5 1.5 Answer Key
Exercises 1 and 2: The students that Exercise 1:
have finished all of the compulsory adorable
material will move on to the Fun ambitious
Stuff page while they wait for the classy
others to finish. The students will deceitful
enjoy challenging each other! dishonest
dull
However, if all of the students have fluffy
completed the compulsory pages, humorous
you can encourage them to do this at impatient
home and you can play games or talk inelegant
about what they learnt in this lesson masculine
in the remaining time. modest
naive
peaceful
See the Portal for extra games. selfish
sparkling
strange
stunning
ugly
unattractive
Exercise 2:
Lesson 2.1 E-pals: Ask your students if they have
written to their e-pals, and if so, what
they wrote about. Have they heard
PREPARATION: back?
1. Highlighters.
2. YouTube clip of Charlie Chaplin. Reading Comprehension: Make sure
3. Pictures and props for encoding that every student has a highlighter
words. for this activity.
4. Dictionary.
5. Extra writing paper. Each student should take a turn
6. Games. reading. Make sure that they read
slowly and clearly so that everyone
Standard greeting: a) about listening can follow them. As they read, all
to the sound tracks and b) about the students should mark words that are
students’ week in general. new for them.
Be lively, interested and interesting! Some words they may not know and
you should be ready to explain are:
Check homework: Group activity. lord – observing – admire – ought –
influence – pursue – portray –
Brain Jog: Ask the group whether or crueller – despair – repent –
not they think that beauty is the opium den – immoral
most important thing in the world?
Can they imagine living in a world Have pictures or props ready to help
where it was? you explain some of them. Since
correct use of a dictionary is integral
Sitting cross-legged, touch your left to development of skills for future
knee with your right hand, then studies, you can also encourage
touch your right knee with your left students to look up new words.
hand, and then clap twice. Repeat
the rhythm until everyone is doing it.
Then start the Brain Jog:
Suggestions:
a) … no one would care about being
kind/generous
b) … people would be obsessed with
their physical appearance
Exercise 2:
Game: Play a running game a) T
based on Exercise 2. b) T
c) F
d) F
e) T
f) F
g) T
h) T
i) F
j) F
k) T
Lesson 2.5 Exercise 2:
x t r e m e l y
11 1
u s d a s
p e r f e c t r
l o c e n t r a l
l v n
13
e e b c
1
14 15
r f r i g h t e n e d
1
s o a
l u
l t
o y
w
Song: Play the song for them, with
Lesson 3.1 their books closed. This will really let
you see who has been doing their
home listening. Let them focus on
PREPARATION: listening, and really get the feeling of
1. Teacher CD. the music and lyrics.
2. Highlighters.
3. Pictures and props for encoding When the song ends, ask them what
words. they think of it. Now they should
4. Dictionary. open their books and take
5. Extra writing paper. highlighters. Ask them to highlight
6. Games. the words they’d like to know more
about while they listen a second time
Standard greeting: a) about listening to the song.
to the sound tracks and b) about the
students’ week in general. Some words and expressions you
need to be prepared for are:
Be lively, interested and interesting! vicious – ripples – wise – vain – sane
– empathise – adjust – ache –
Check homework: Group activity. fantasize – thrive
Discussion: Use this discussion to get Have pictures or props ready to help
the students thinking a little about you explain some of them. Since
wants versus needs. When do they correct use of a dictionary is integral
buy new things? to development of skills for future
studies, you can also encourage
Some possible answers to help get students to look up new words.
the ball rolling:
a) When their friends do Understanding Vocabulary: This can
b) When there’s a sale be done as a group activity. Have
c) When they like it students take turns reading out the
d) When their old things need definitions. The group then races to
replacing find the vocabulary in the song.
Brain Jog: Touch your left ear with Idiom of the Week: Ask for a
your right hand, then touch your volunteer to read the idiom, another
right ear with your left hand, and volunteer to read the explanation,
then tap your knees twice. Repeat and yet another to read the example.
until everyone is doing it. Then start Can any of the students think of
the Brain Jog: other examples of how to use the
idiom?
“I buy new things _____.”
Exercise 2:
The sentences that are in the song
are:
a–c–d–f–g–i–l–m–o–p–q–
r–s–u–w–x–z
TIP
Students may find it difficult to follow
and understand the reading as it is
read at normal speed. If this is the
case, after hearing the CD once with
them, read the passage round the
class. This means that each student
reads a few lines and you stop where
they don’t understand. This increases
comprehension greatly and allows
practise of reading skills.
Lesson 4.2 4.2 Answer Key
Discussion: Thinking beyond what Discussion:
you have read in a story is what Their opinions, but here are some
makes reading so much fun! You get possible answers:
to feel involved in the story. It also a) Yes, because she’s the teacher.
helps the students’ creative process, She could get the parents
giving them skills necessary for involved. / She could have a
writing exercises. meeting and talk to the students
about how bad bullying is. / She
Hold a brief discussion about the could show her support and
episode with the class using the empathy towards Penelope. / No,
questions to guide you. she would make things worse for
Penelope.
Tongue Twister Challenge: Who can b) I think she meant that Harry loves
most successfully say last week’s Penelope. That’s why he was
tongue twister without looking at it? defending her and telling
everyone to stop bugging her.
When she says ‘love is blind’ it’s a
direct stab at Penelope, meaning
‘what could Harry possibly like
about her?’
Lesson 4.3 4.3 Answer Key
Exercise 1: Ask the students to take a Exercise 1:
highlighter in a colour different to the a) had researched and discovered
one they used before. They should that the character Dupin appears
now skim the episode marking what in three different books.
they feel are major events in the
b) were in the library searching for
storyline.
the Edgar Allan Poe book.
Once they have done that, they c) all three books.
should work in pairs to complete the d) suddenly appeared.
flowchart of events.
e) he had his first kiss in this library
Go Grammar! This week we are in the classics section
reviewing the grammar construct f) through the books, something
learnt in the previous lesson.
fell out of the book Jessica was
Ask the students if they can holding.
remember how to use modals in the g) picked it up and showed
perfect tense, and to give examples. everyone what it was – another
origami scorpion.
Regardless of the answers, open the h) needed to go back to where this
Grammar File to page 32 and review all began – their mailboxes at
what is written there.
home.
Exercise 2: To challenge the students, i) needed to get to the gym.
have them complete the exercise j) to confront the cyberbullying
verbally, reading the questions and with the entire class.
filling in the blanks as they go
without having time to attempt the Exercise 2:
exercise individually. Their personal opinions:
a) shouldn’t have
b) wouldn’t have / would have /
could have
c) would have / wouldn’t have
d) would have / wouldn’t have
e) could have / like – couldn’t have
/ don’t like
f) must have
Lesson 4.4 4.4 Answer Key
Exercise 1: This can be done as a Exercise 1:
group activity. Have students take a) whispered
turns reading out the definitions. The b) teased
group then races to find the c) honoured
vocabulary in the episode. d) sarcastically
e) accomplish
Remind the students that the words f) reluctantly
they are looking for need to have the g) announcement
same grammatical structure as their h) social science
definitions, i.e. if the definition is in i) interactions or relationships
the past tense, then they’re looking j) anonymously
for a verb in the past tense.
Exercise 2:
Tongue Twister Challenge: Which a) which
student can say the tongue twister b) where
the best? How about ten times in a c) when
row? Ask them to practise it at home d) whose
for the challenge next week. e) that
f) where
Go Grammar! Open the Grammar g) whose
File to pages 33–35 and share the h) who
reading of the definitions and i) who
examples between the students. j) that
k) where – that
As the students read out what is l) which
written, ask them to think of their m) who
own additional examples as well.
Brain Jog: Stand up. Touch your left Start the discussion by asking: “What
knee with your right elbow and then does it mean to be cool?” Now use
touch your right knee with your left the questions listed on the page to
elbow, and then clap twice. Repeat guide the rest of the discussion.
until everyone is doing it. Then start
the Brain Jog: Some possible points if you feel that
the conversation has come to a
“True beauty is _________.” standstill:
Being cool is important because
“True beauty is _________.” students want to be looked up to
by others.
Keep the rhythm going while the
Students are anchored enough in
students are thinking of their
themselves that being cool isn’t
contributions.
important to them.
Go around the circle until everyone
Idiom of the Week: Ask for a
has had a turn to contribute. If a
volunteer to read the idiom, another
student has something to add at the
volunteer to read the explanation,
end of it, they are more than
and yet another to read the example.
welcome to have another turn.
Can any of the students think of
other examples of how to use the
Song: Because this is the second time
idiom?
you are working on the song in class,
there shouldn’t be words they don’t
understand. Give out highlighters and
ask the students to mark words that
symbolise beauty for them. Then put
on the CD.
5.1 Answer Key
Discussion and Writing:
Possible answers:
1. Yes – to fill emptiness inside. /
because materialistic things can fill
a gap or make me feel better.
Suggestions:
a) who don’t like to do something
only because it’s popular.
b) which are endangered because
people don’t care.
c) where physical appearance and
beauty are considered
insignificant.
d) when you have to make difficult
decisions.
e) who’s been in my class since we
were six, is moving abroad.
Lesson 5.4 5.4 Answer Key
Exercise 1:
Spelling Game – Should Do! a) should
Differentiating (speaking and b) luck
hearing) between the phonics c) woof
/ʊ/and /ʌ/. d) sugar
Put on the Teacher CD/audio track e) woman
and have the group repeat each f) tuck
sound and word after it is said on the g) took
CD/audio track. Please note that both h) money
columns are read, then the words are i) putt
read across the columns to better j) bush
compare the sounds. k) buzz
l) stood
Exercises 1, 2 and 3: If there is time m) bull
in the lesson, let the students do the n) brook
exercises. If not, tell them that they o) done
should review the chart at home, so
that they will be prepared for the Exercise 2:
Spelling Game next week, and can a) hut / wood
help their team win. b) wolf
c) mother / cook
The games vary from relay races to d) Wool
board games. e) company / does / Monday
f) Look / book
Game: If you have time but feel that g) blood / shudder
the students need a break from h) cushion / full / stud
writing in their books, play a game i) wonder / would / flood
with them; when you finish playing,
point out that now it is easier for Exercise 3:
them to do this page at home and a) rook
this will help them to practise the b) wolf
spelling. c) hood
d) flood
e) put
f) foot
5.5 Answer Key
Lesson 5.5 Exercise 1:
a) butcher
Exercises 1, 2 and 3: The students b) balloon
that have finished all of the c) cruise
compulsory material will move on to d) doorway
the Fun Stuff page while they wait for e) cushion
the others to finish. The students will f) toothbrush
enjoy challenging each other! g) childhood
Exercise 3:
a) Everybody’s talking about
coolness,
b) I want it to be warm.
c) We make mistakes,
d) Some come out magical.
Final message:
It’s a vicious circle and it’s sucking
you in.
Go around the circle until everyone
Lesson 6.1 has had a turn to say something.
Brendon: Hello everyone, this is Elizabeth: Ah, yes. There’s quite a lot
Brendon Stokes and you’re listening of research showing that based on
to The Morning Show. Today we’ll be looks alone, we prefer partners who
talking about beauty. How important are more attractive. No big surprise
is physical beauty? What advantages there! But of course, our choice of a
does it bring, and are there any mate isn’t usually based only on
disadvantages? With us today is appearance. Also, the ability to
Elizabeth Clarendon, a psychologist maintain a loving relationship doesn’t
and author of the book Speaking of depend on one’s looks. .
Beauty. Elizabeth, welcome to the
show. Brendon: What are some of the other
advantages of beauty?
Elizabeth: Thank you, Brendon. It’s a
pleasure to be here. Elizabeth: Being beautiful brings a lot
of benefits at work. Attractive people
Brendon: Elizabeth, in your book, you have a better chance of being hired
describe the advantages and and get higher starting salaries. Later
disadvantages of being physically on, they have a better chance of
beautiful. I think listeners may be being offered a promotion. Not
surprised to hear that there is a surprisingly, attractive people have
downside to beauty. more self-confidence.
Brendon: So far, being beautiful
sounds pretty good! What’s the
downside?
Elizabeth: First of all, while we do Elizabeth: Most people struggle to be
have a bias toward beauty, it’s not as thinner and more beautiful. But since
strong as you might imagine. In most being more beautiful can even be a
professions, being smart is a better disadvantage, I advise people to stop
predictor of increased income than worrying about their appearance.
being attractive. Other personal Instead, they should focus on their
qualities like self-confidence can inner qualities. There’s no downside
make a person seem appealing, even to becoming a kinder, more
if he or she doesn’t meet society’s respectful, more helpful person. True
standard of physical attractiveness. beauty comes from within.
Exercise 2:
a) Many people don’t realise which
characteristics are important in a
friendship.
b) There are many times when I feel
too tired to get dressed up, so I
don’t.
c) Silvia, whose brother is Mathew,
is my best friend. √
d) The place where we’re going
tomorrow is very beautiful. √
e) Fatima, who is very beautiful, is
even nicer than I thought. √
f) Julia, whose job is selling makeup,
doesn’t wear a lot of makeup
herself. √
g) We shouldn’t buy beauty
products that are tested on
animals.
h) Milan is the city where Mitch and
Dana fell in love.
i) Sarah’s wardrobe, which is full of
beautiful clothes, is enormous! √
j) Mohamed has a clothes shop
where I like to shop.
Lessons 7.4
Exercise 1: In the style of teen
magazines, this page is a quiz to
allow the students to discover
something about themselves. Give
them time to answer the quiz
independently and then have them
count how many questions they
answered with a yes and how many
with a no.
Exercise 3:
a) happy – because it is the only
positive adjective; because it’s
the only adjective ending in –y.
b) wavy – because it is a style of hair
and the rest are hair colours.
c) slim – because they all mean big
body size except slim which
means pleasantly thin.
d) miserable – because it is the only
negative adjective and the rest
are all gentle.
e) bald – because the others are all
facial features.
Before Reading: If the students have
Lesson 8.1 been doing their home listening, they
should remember quite well what
happened in the last episode. For
PREPARATION: those who need a refresher, turn to
1. Teacher CD. pages 4.1 and 4.2. Give the students
2. Highlighters. a few minutes to skim read the text.
3. Pictures and props for encoding
words. Now hold a short discussion about
4. Dictionary. whether or not they think they
5. Activity for L-8.3 download. will/should make an origami animal
6. Extra writing paper. for Mrs Jenkins.
7. Games.
Brain Jog: Put your left hand on your Words/phrases that you should be
right elbow, then put your right hand prepared to explain include:
on your left elbow, and then tap your insistent – research – anonymous –
head twice. Repeat until there is a complaining – supposed – tough –
good rhythm going before you start drastically – underprivileged – opted
the talking part of the Brain Jog. – sequined – scowl
Exercise 2:
anonymous
suspicion
nickname
evidence
end
dinner
research
help
purple
Go around the group until everyone
TEEN CHOICES has had a chance to contribute.
Unit 6 Teacher’s Exercise 1: Read through the Key
Guide Words with the group.
Humour:
Was anyone successful in decoding
what was on page 2.1?
Lesson 2.4 2.4 Answer Key
Exercise 1: To challenge the students, Exercise 1:
have them complete the exercise 1. c (note: solutions to problems,
verbally, reading the questions and answers to questions)
filling in the blanks as they go along 2. a
without having time to attempt the 3. c
exercise individually. 4. b
5. b
Joke: Ask for two volunteers to read 6. b
the joke. Can the students find the 7. c
humour? 8. b
Repeat until everyone has had a turn. Idiom of the Week: Ask for a
volunteer to read the idiom, another
Some possible adjectives to help get volunteer to read the explanation,
the ball rolling: and yet another to read the example.
a) insightful Can any of the students think of
b) helpful other examples of how to use the
c) misleading idiom?
d) fake
e) accurate
f) a waste of time
Song: Play the song with the
students’ books closed. This will
really let you see who has been doing
their home listening. Let them focus
on listening and getting the feeling of
the music and lyrics.
3.1 Answer Key
Exercise 1:
a) wrong
b) follow
c) ancient
d) palm
e) wise
f) surgeon
g) South
h) Advice
Exercise 2:
a) book
b) belong
c) travelled
d) advice
e) person
f) write
g) lucky
h) psychology
Lesson 3.2 3.2 Answer Key
Exercise 1: Remind the students that Exercise 1:
they need to pay attention to their a) I
spelling, especially when dealing with b) where
homophones that can lead to some c) one
very funny mistakes. Give them time d) read
to attempt this exercise individually, e) to
really paying attention to the words. f) write
g) world
When the students read out their h) find
answers, ask them to spell the Exercise 2:
homophones they selected. Personal choice, but here are some
examples:
a) The teacher kept the children out
Game: See the Portal for a game
of harm’s way on the trip.
reviewing homophones.
b) Students who work hard will see
great results in the end.
Exercise 2: We want our students to
c) The fortune teller told me to
integrate phrases into their
expect good news in the near
vocabulary and knowledge of the
future.
English language. Have the students
d) My parents taught me from when
work in pairs to use these phrases to
I was very young to always do
write sentences.
what feels right.
e) The fortune teller told Dimitri
Share the sentences with the group,
good luck might come his way
allowing more than one pair to read
this year.
out their sentences for each phrase
f) Anthony Robbins is a famous
so that the group hears a variety of
psychology guru who has
uses.
changed many people’s lives.
Exercise 3: Ask for volunteers to read Exercise 3:
the quotes. What do the students Einstein: This quote states that
think is the deeper meaning of each nothing is in our own power or
of them? Do the quotes share the control. Everything is destined or
same point of view? How do they written.
relate to the song?
Shakespeare: Our destiny – the
power to change our destiny or life –
lies within our own hearts and not in
the stars.
Exercise 2:
a) were written / went
b) will be provided
c) has felt / started
d) have had / said
e) is learning / is being taken / was
taken / helped
f) has read / was reading /
happened / said
Lesson 3.4 3.4 Answer Key
Exercise 1:
Spelling Game – Should Do! a) method
Differentiating (speaking and b) breathe
hearing) between the phonics c) mother / father
/θ/and /ð/. d) brother
Put on the Teacher CD/audio track e) broth
and have the group repeat each f) pathetic
sound and word after it is said on the
CD/audio track. Please note that both Exercise 2:
columns are read, then the words are a) this
read across the columns to better b) that
compare the sounds. c) Thin/thick
d) them
Exercises 1, 2 and 3: If there is time e) neither/both
during the lesson, let the students do f) thistle
the exercises. If not, tell them that g) bathe/bath
they should review the chart at h) breath/breathe
home, so they will be prepared for
the Spelling Game next week, and Exercise 3:
can help their team win. a) mouth / teeth
b) think
The games vary from relay races to c) Earth
board games. d) within
e) bother
f) teethe
Game: If you have time left but g) mouthed
feel that the students need a break
from writing in their books, play a
game with them. When you finish
playing, point out that now it is easier
for them to do this page at home and
this will help them to practise the
spelling.
Lesson 3.5 3.5 Answer Key
Exercises 1, 2 and 3: The students Exercise 1:
that have finished all of the a) said
compulsory material will move on to b) wrong
the Fun Stuff page while they wait for c) code
the others to finish. The students will d) belong
enjoy challenging each other! e) cards
f) bad
However, if all of the students have g) head
completed the compulsory pages, h) next
you can encourage them to do Fun i) travelled
Stuff at home and in the remaining j) wise
time, you can play games or talk k) myself
about what they have learnt during l) Indian
the lesson. m) stars
n) surgeon
o) write
See the Portal for extra games. p) lucky
q) fears
r) always
s) advice
t) master
u) feels
Exercise 2:
C R O T O U R M
O Y G N P C R N
D K N E T A F T
E C O I H R L G
A U L C T D O M
P L E N M S W L
F T B A R B E E
B L P O W E R D
Exercise 3:
To list a few!
eel – eight – eighties – eights – either
– elite – feel – feels – feet – felt –
fertile – fig – fight – fighter – fighters
– fights – figs – file – files – filigree –
filth – filthier – filthiest – fir – firelight
– Firelights – fires – first – fisher –
fleet – fleets – flesh – fleshier – fliers
– flies – flightier – flightiest – flights –
flirtiest – freight – freights – frights –
gel – get – girlish – glitter – glitters –
greet – heels – heirs – hires – hitter –
if – is – it – itself – letter – lighters –
lightest – litter – refight – refile –
reliefs – relies – relight – relights –
relish – relist – retest – see – set –
settler – sheet – shelter – sleigh –
slight – slighter – sterile – teeth –
testifier – theft – thefts – theirs -
there’s – thief – thirst – thirties –
three – tiger – tight – tighter
Lesson 4.1 Spelling Game – Must Do! Play a
game using the spelling chart from
Lesson 3.4.
PREPARATION:
1. Activity for Spelling Game Ask the students if they reviewed the
download. spelling words at home. Regardless,
2. Teacher CD. they are about to be challenged with
3. Highlighters. a group game using the spelling chart
4. Pictures and props for encoding from Lesson 3.4.
words.
5. Dictionary. Choose between a board game,
6. Extra writing paper. scrambled letter game and a ball
7. Games. game.
Standard greeting: a) about listening Board game – Split the group into
to the sound tracks and b) about the pairs. Give each pair a board marker;
students’ week in general. they should take turns writing the
words you read out. Award one point
Be lively, interested and interesting! for the first pair to finish, and a point
for each pair who successfully spelled
Check homework: Group activity. the word correctly.
Brain Jog: Put your left hand on your Scrambled letter game – Prepare
right elbow, then put your right hand two sets of downloadable cards with
on your left elbow, and then clap the words spelled correctly, and one
twice. Repeat the rhythm until set with the letters scrambled. The
everyone is doing it. Then start the students work in teams to find the
Brain Jog: correct word for the scrambled one
you hold up.
“I like the colour orange because it
makes me happy. What about you?” Ball game – This game makes the
students practise listening to each
“I like the colour _____ because other and working together to spell
_____. What about you?” words. Each student says one letter
and then throws the ball to another
Go around until everyone has had a student who says the next letter. If a
turn to contribute. mistake is made, start the word over
again.
E-pals: Ask your students if they have
written to their e-pals, and if so, what Discussion Before Reading: If the
they wrote about. students have been doing their home
listening, this discussion to refresh
their memories shouldn’t be a
problem. If none of them remember
what happened during the last
episode, they should open to Lesson
8.1 of Unit 4 and skim-read the
episode.
Teen Choices Episode 11:
Before Reading: Hand out marker,
and put on the CD. Students should
follow with the CD and mark words
they don’t know.
TIP
Students may find it difficult to follow
and understand the reading as it is
read at normal speed. If this is the
case, after hearing the CD once with
them, read the passage round the
class. This means that each student
reads a few lines and you stop where
they don’t understand. This increases
comprehension greatly and allows
practise of reading skills.
Lesson 4.2 4.2 Answer Key
Discussion: Thinking beyond what Exercise 1:
you have read in a story is what 1. b)
makes reading so much fun! You 2. c)
become involved in the story. This 3. a)
helps the creative process, giving 4. b)
students necessary skills necessary 5. b)
for writing exercises.
Exercise 2:
Hold a brief discussion about the a) Yes, he does. “… talking about
episode with the class, using the Penelope because of that stupid
questions to guide you. web page is cruel and everyone
should all stop.” (Line 6)
Exercise 1: The students should work b) Yes, they do. “Well, you and
individually to answer these Jessica are on the same page,”
questions. If they can’t remember, Jared said. “She only wants to
remind them to identify key words help, too.” (Line 15)
and scan the text. c) No, he did not. “Not really, no,”
Harry replied. “When I got there
When sharing answers, the students she was shutting it and I really
should read full sentences, not just startled her.” (Line 41)
the answer options.
Exercise 2:
Lesson 5.1 Give each student two differently
coloured highlighters and ask them
PREPARATION: to mark words referring to fate in
1. Teacher CD. one colour, and those about choice in
2. Highlighters. the other colour.
3. Pictures and props for encoding
words.
4. Dictionary. Game: Review the song lyrics
5. Games. with the puzzle game.
Exercise 1: Now that the lyrics are
fresh in their mind, it is time for them
to relate to the song on a deeper,
Standard greeting: a) about listening more personal level. Each student
to the sound tracks and b) about the should answer these questions on
students’ week in general. their own, and then share with the
group.
Be lively, interested and interesting!
Exercise 2: The previous exercise was
Check homework: Group activity. a warm up for the class discussion we
now want to have. The questions are
Brain Jog: Stand up. Touch your left here to guide the conversation, but
knee with your right elbow, and then by no means should they limit the
touch your right knee with your left discussion. We want to encourage
elbow. Repeat until everyone is doing natural realistic discussions, not just
it. Then start the Brain Jog: fully structured pre-planned
discussions.
“Doing what feels right is ________.” Some added ideas for the discussion
are:
“Doing what feels right is ________.” a) It’s hard to do something no one
else feels is right, or what isn’t
Keep the rhythm going while the popular. To go against the
students are thinking of their current.
contributions. b) It’s not hard to do something that
feels right to me because it
Go around the circle until everyone means I will be happy; I’m doing
has had a turn to contribute. If a what I want.
student has something to add at the
end, let them have another turn. Idiom of the Week: Ask for a
volunteer to read the idiom, another
Some ideas to help you get started: volunteer to read the explanation,
a) easy and yet another to read the example.
b) hard Can any of the students think of
c) important other examples?
Exercise 2:
a) The consultant will give the team
advice at the conference next
week.
b) The fortune teller is giving Alec a
card reading now.
c) A numerologist followed a code
from an ancient book.
d) Was the rich surgeon scheduling
surgeries when the electricity
went out?
e) Did Indian pundits write the book
a long time ago?
f) Most people always welcome
good news.
g) The camper was looking at the
stars when it suddenly started to
rain.
h) Many people have travelled the
world.
i) The babysitter had punished all
three kids before their parents
got home.
j) A psychic told Jeffery to stay out
of harm’s way.
k) Different people always ask
psychics the same questions.
Lesson 5.4 5.4 Answer Key
Exercise 1:
Spelling Game – Should Do! a) wrong
Differentiating (speaking and b) rise
hearing) between the phonics /l/ c) raw
and /r/. d) right
e) rice
Put on the Teacher CD/audio track f) loyal
and have the group repeat each g) lies
sound and word after it is said on the h) River
CD/audio track. Please note that both i) rocket
columns are read, then the words are
read across the columns to better Exercise 2:
compare the sounds. a) road
b) lamp
Exercises 1, 2 and 3: If there is time c) red
during the lesson, let the students do d) rot
the exercises. If not, tell them that e) Lentil
they should review the chart at home f) lace
so they will be prepared for the g) read
Spelling Game next week, and can h) lock
help their team win.
Exercise 3:
The games vary from relay races to a) long
board games. b) late
c) royal
d) writer
Game: If you have time but feel e) liver
that the students need a break from f) lack
writing in their books, play a game g) light
with them. When you finish playing,
point out that now it is easier for
them to do the page at home.
Lesson 5.5 5.5 Answer Key
Exercises 1, 2 and 3: The students Exercise 1:
that have finished all of the a) south
compulsory material will move on to b) psychology
the Fun Stuff page while they wait for c) Indian
the others to finish. The students will d) followed
enjoy challenging each other! e) advice
f) surgeon
However, if all of the students have g) master
completed the compulsory pages, h) horoscope
you can encourage them to do Fun
Stuff at home and in the remaining Exercise 2:
time, you can play games or talk a) loyal
about what was learnt during the b) road
lesson. c) river
d) law
e) right
See the Portal for extra games. f) lice
g) lies
h) lace
i) race
j) load
k) rate
l) late
m) writer
n) rice
o) lentil
p) royal
q) locket
r) rental
s, t, u,) age – alien – align – an –
angel – anger – angle – are – ear –
earl – earn – earning – engrain – era
– gain – gear – girl – glare – glean –
grain – gran – grin – in – inn – inner
– lane – large – lean – leaning –
learn – liar – line – linear – linen –
nag – nail – nan – near – nearing –
nine – rag – rage – rail – rain – ran –
rang – range – real – regain – regal
– reign – ring …
v) learning
Exercise 3:
Secret code:
‘How can I find myself, when I live by
others’ advice?
Lesson 6.1 E-pals: Ask your students if they have
written to their e-pals, and if so, what
PREPARATION: they wrote about. Have they heard
1. Activity for Spelling Game back?
download.
2. Teacher CD.
3. Extra writing paper. Spelling Game – Must Do! Play a
4. Pictures and props for encoding game using the spelling chart from
words. Lesson 5.4.
5. Dictionary.
6. Games. Ask the students if they reviewed the
spelling words at home. Regardless,
Standard greeting: a) about listening they are about to be challenged with
to the sound tracks and b) about the a group game.
students’ week in general.
Choose between a board game,
Be lively, interested and interesting! scrambled letter game and a ball
game.
Check homework: Group activity.
Board game – Split the group into
Brain Jog: Touch your left ear with pairs. Give each pair a board marker;
your right hand, then touch your they should take turns writing the
right ear with your left hand, and words you read out. Award one point
then tap your head twice. Repeat the for the first pair to finish, and a point
rhythm until everyone is doing it. for each pair who successfully spelled
Then start the Brain Jog: the word correctly.
Exercise 2:
About them!
Exercise 2:
Lesson 7.2 #
a 2 To begin with, I should tell
Go Grammar! Write “but” and you that I usually don’t
“because” on the board. Say “These listen to fortune tellers.
are examples of connectors. Can the
b 6 Secondly, she said I would
students remember any other
receive some unexpected
connectors that they learnt in Unit
money.
3?”
c 11 Though I was very upset
Write any suggestions on the board. with my friends for not
inviting me to coffee with
Now go over pages 44–46 in the them, I didn’t make a big
Grammar File and have the students deal out of it.
share the reading to refresh their d 1 Hi, everyone. My name is
memories and expand on what they Pam and I want to tell you
have already learnt. what happened to me last
week.
Exercise 1: Students should complete
e 4 I didn’t want to go; even so,
this exercise individually. When they
I decided to give it a try last
share answers, ask them to read full
weekend.
sentences.
f 3 However, my best friend
Exercise 2: Prepare this has been trying to convince
downloadable exercise on cards to me to go with him for ages.
help the students to organise it. Let g 7 She added that even
the students work in pairs and turn though I had been working
the exercise into a race! hard, that was not where
the money would come
When the answers are shared, from.
students should read the answers as h 10 I found some money in a
a story. plastic bag on the train as
well as in my mailbox.
i 5 The fortune teller read my
cards and told me I was
7.2 Answer Key going to meet someone
Exercise 1: special.
1. a j 8 Thirdly, she told me not to
2. c argue with my friends, for it
3. b would end badly.
4. c k 12 Last but not least, I woke
5. a up.
6. b l 9 Notwithstanding my doubt,
7. a I met someone as I was
8. c walking home the next day.
9. a
10. a
Lesson 7.3 7.3 Answer Key
Exercise 1:
Game: Play a game to practise The story should essentially be about
the use of connectors. everyone passing the old woman in
the street, because she looks messy
Exercise 1: Hold a brief discussion and homeless, as she’s soaked. The
with the group about what they see teenager is the only one who stops
in each picture. and wants to give her his umbrella.
She doesn’t take it but makes him
Feel free to put key words and wait with her. Her limousine pulls up
connectors that students mention on and the boy realises the face on the
the board, to act as a word bank to billboard in the street is of the old
help assist in story writing. woman and she’s a humanitarian
who has just built a new youth
Invite the students to share their centre. She gives him a ride home
stories in front of the class when the out of the rain and they pass
exercise is finished. everyone else in the street. When he
arrives home, he’s happy and in his
E-pals: Remind your students that hand is an all-access entrance ticket
they should write to their e-pals this to the new youth centre. His good
week! deed was rewarded because he did it
without expecting rewards.
Lessons 7.4 7.4 Answer Key
Go Grammar! The students should
have the Grammar File open just in Exercise 1:
case the File needs to be consulted 1. C
for completing Exercise 1. 2. B
3. A
Exercise 1: Students should work in 4. B
pairs, very carefully reading the 5. A
sentences and selecting the correctly
rephrased sentences.
Exercise 2:
Game: Play a game reviewing a) The Leadership award was won
passive voice. by Penelope because of her
brilliant idea to help needy
Exercise 2: Students can complete children.
this exercise in pairs. When sharing b) A club has unintentionally been
answers, have them read out the created by them.
pairs of sentences. c) Did secrethelper create the page
about Penelope?
If student need help, they can review d) The headmaster monitors the
pages 41 and 42 of the Grammar File. school computers.
e) Pink lip gloss was being applied
by Natasha.
f) One mystery will be solved today
by them!
g) Jessica wasn’t trusted enough by
Penelope to be talked to by her.
h) Strangers don’t access class
information.
Lesson 8.4 8.4 Answer Key
Exercise 1: To challenge the students, Exercise 1:
have them do this exercise verbally a) to solve
without any time to prepare their b) to leave
answers first. c) including
d) looking
If there is a debate about an answer, e) to receive
students should consult the f) skipping
Grammar File. g) accusing
h) to help
Exercise 2: Students should complete i) to be
this independently. When sharing
answers, students should select the Exercise 2:
three sentences they think will most About them!
interest their friends. Make sure you correct the grammar
here.
Lesson 8.5 8.5 Answer Key
Exercises 1 and 2: The students that Exercise 2:
have finished all of the compulsory We could at least solve one mystery.
material will move on to the Fun
Stuff page while they wait for the
others to finish. The students will
enjoy this fun review of the material
covered during the lesson.
T U P E R S G O N A E L I F T
E S N Y T E N S T C S A A R E
D N I D E S U I N G O M N E D
T R C G E O J E H U I E L P Y
O E U O O R U X T L D S J R B
U N D J U L S G Y I B A R E M
M N E G F R O T D U B R A I N
N I D N T I A H A M U U Z W A
D A I N N Z F G C N T A D N K
D G T G I R R B E Y D K A Q C
J E T U E K Z N J F S T O C I
R L B U R V J Z O G O P S N Q
E L D A L E E M A M J U V U U
R W P U K Q O I Y Z T G M W C
E R U T R U N D C M I T O J C
Exercise 2:
a) grandmother
b) wallpaper
c) household
d) property
e) blanket
f) cousin
g) indoor
Reading Comprehension: Make sure
Lesson 2.1 that every student has a highlighter
for this activity.
Exercise 4:
Their own words.
Lesson 2.5 2.5 Answer Key
Exercises 1 and 2: The students that Exercise 1:
have finished all of the compulsory nomadic
material will move on to the Fun branches
Stuff page while they wait for the heated
others to finish. The students will traditional
enjoy challenging each other! builders
climate
However, if all of the students have enemies
completed the compulsory pages, dangerous
you can encourage them to do this at furniture
home and during the remaining time, weather
you can play games or talk about
what they have learnt in this lesson. Exercise 2:
Hidden message:
Climate is a big factor in determining
See the Portal for extra games. what kind of roof a home has.
When the song ends, ask the
Lesson 3.1 students what they think of it. Now
they should open their books and
take highlighters. Ask them to
PREPARATION: highlight the words they’d like to
1. Teacher CD. know more about while they listen a
2. Highlighters. second time to the song.
3. Pictures and props for encoding Some words and expressions you
words. need to be prepared for are:
4. Dictionary. hummingbird – wandering –
5. Extra writing paper. fluttering – thermal winds – neat –
6. Games. to hit a wall – melody – seek
Standard greeting: a) about listening Have pictures or props ready to help
to the sound tracks and b) about the you explain some of the key words.
students’ week in general. Since correct use of a dictionary is
integral to developing skills for future
Be lively, interested and interesting!
studies, you can also encourage the
Check homework: Group activity. students to look up new words.
Brain Jog: Stand up. Raise your right Understanding Vocabulary: Ask the
knee and touch it with your left students to complete this exercise
elbow, then raise your left knee and individually.
touch it with your right elbow, and
When sharing answers the students
then clap twice. Repeat the rhythm
should read out the whole sentences,
until everyone is doing it. Then start
not just the missing words.
the Brain Jog.
Idiom of the Week: Ask for a
“A place is home if _______.”
volunteer to read the idiom, another
“A place is home if _______.” volunteer to read the explanation,
and yet another to read the example.
Repeat until everyone has had a turn. Can any of the students think of
other examples of how to use the
Some possibilities to help get the ball idiom?
rolling:
it makes you happy
it’s where you love to be
3.1 Answer Key
it’s where you’re comfortable
it’s where you’re surrounded Exercise 1:
by people who care about you 1. c
2. a
Song: Play the song for the students, 3. b
with books closed. This will really let 4. c
you see who has been doing their 5. b
home listening. Let them focus on 6. a
listening and really getting the feeling 7. c
of the music and lyrics. 8. b
Lesson 3.2
Exercise 1: Students can work in pairs
to complete this exercise. Remind
them to pay close attention to the
sentence structures of the questions
and answers in order to find the right
matches.
Exercise 2: Exercise 3:
a) their Their choice, but here are some
b) fined suggestions:
c) new a) Ella writes very sweet lyrics.
d) sum b) I met some strange people at the
e) where beach.
f) healed c) Mum bought herself a colourful
g) right dress.
h) not d) Happiness is something we all
want.
Lesson 3.3 3.3 Answer Key
Go Grammar! Have the students Exercise 1:
open the Grammar File to page 50 a) swiftly
and share the reading about adverbs b) quietly
and their uses. c) freely
d) clearly
Exercise 1: Give the students time to
complete this exercise individually. e) bravely
Remind them to read carefully in f) easily
order to decide which adverb to use g) heavily
in each sentence. h) firmly
Exercise 3:
Their words, but here are some
suggestions:
a) Marianne didn’t study for the
exam and did poorly as a result.
b) Matya waited anxiously for her
mother’s plane to land.
c) After months of renovation, the
house was finally complete.
d) David felt terrible and couldn’t go
to work yesterday.
e) The swimming pool was too deep
for the children to swim in alone.
f) The meeting was long and tiring,
but in the end it was very
productive.
g) Everyone waited excitedly for the
birth of the new prince.
h) The entire family went on the
camping trip together.
Lesson 3.4 3.4 Answer Key
Exercise 1:
Spelling Game – Should Do! a) shoes
Read through the table with the b) foot
group, making sure the students can c) moon
differentiate (speaking and hearing) d) should
between the phonics /ʊ/ and /u:/. e) clues
f) wood
Exercise 1: To challenge the students, g) Put
have them complete the exercise h) choose
verbally, reading out the sentences
and selecting the relevant words as Exercise 2:
they go along without having time to a) hood
attempt the exercise individually. b) cooed
c) brute
Exercise 2: Working in pairs, the d) pool
students should take turns reading e) root
out the clues to their partner who f) pull
have to find the correct answers. g) took
h) book
Share answers with the group. i) full
j) soot
Exercise 3: Students should work
independently to try to use the pairs Exercise 3:
of spelling words in sentences. Their words, but here are some
possibilities:
Encourage the students to be a) I like to look at my reflection in a
creative or even humorous. Each spoon.
student should then share their two b) Casper took a snooze by the
favourite sentences with the group. brook.
c) We meditated this morning
because we knew it would put us
Game: If you have time and you in a great mood.
feel that the students need a break d) Once we shooed the birds away,
from writing in their books, play a we had a good picnic.
game with them. When you finish
playing, point out that now it is easier
for them to do the page at home, and
that it will help them to practise the
spelling.
Exercise 3:
a) mother
b) wife
c) sister
d) daughter
e) aunt
f) grandmother
g) granddaughter
Lesson 4.1 Spelling Game – Must Do! Ask
PREPARATION: the students if they reviewed the
1. Activity for Spelling Game spelling words at home. Regardless,
download. they are about to be challenged with
2. Teacher CD. a group game using the spelling chart
3. Highlighters. from Lesson 3.4.
4. Pictures and props for encoding
Choose between a board game,
words.
scrambled letter game and a ball
5. Dictionary.
game.
6. Extra writing paper.
7. Games. Board game – Split the group into
pairs. Give each pair a board marker;
Standard greeting: a) about listening they should take turns writing the
to the sound tracks and b) about the words you read out. Award one point
students’ week in general. for the first pair to finish, and a point
for each pair who successfully spelled
Check homework: Group activity.
the word correctly.
Be lively, interested and interesting! Scrambled letter game – Prepare
two sets of downloadable cards with
Brain Jog: Put your left hand on your
the words spelled correctly, and one
right elbow, then put your right hand
set with the letters scrambled. The
on your left elbow, and then clap
students work in teams to find the
twice. Repeat the rhythm until
correct word for the scrambled one
everyone is doing it. Then start the
you hold up.
Brain Jog:
Ball game – This game makes the
“It’s okay to miss school if ____.” students practise listening to each
other and working together to spell
“It’s okay to miss school if ____.” words. Each student says one letter
and then throws the ball to another
Go around until everyone has had a student who says the next letter. If a
turn. mistake is made, start the word over
again.
Some possibilities to help get the ball
rolling are: Discussion Before Reading: If the
you are sick students have been doing their home
if you have a family listening, this discussion to refresh
emergency their memories shouldn’t be a
if you have a doctor’s problem. If none of them remember
appointment what happened in the last episode,
they should open to Lesson 8.1 of
E-pals: Ask your students if they have Unit 6 and skim-read the episode.
written to their e-pals, and if so, what
they wrote about.
Teen Choices Episode 13:
Before Reading: Hand out markers
and put on the CD. Students should
follow along with the CD and mark
words that they do not know.
TIP
Students may find it difficult to follow
and understand the reading as it is
read at normal speed. If this is the
case, after hearing the CD once with
them, read the passage round the
class. This means that each student
reads a few lines and you stop where
they don’t understand. This increases
comprehension greatly and allows
practise of reading skills.
Lesson 4.2 4.2 Answer Key
Discussion: Thinking beyond what Exercise 1:
you have read in a story is what a) Students are entitled to their own
makes reading so much fun! You get opinions of ‘yes’ or ‘no’. The
to feel involved in the story. This also students may see the
helps the creative process, giving relationships growing and thus
students skills that are necessary for conclude ‘yes’, or they may sense
the writing exercises. the hesitancy from some
characters and say ‘no’.
Hold a brief discussion about the b) Personal opinion, but here are
episode with the class, using the some suggestions for discussion:
questions to guide you. Should you get involved in
something when you haven’t
Exercise 2: Students can work in been asked?
pairs, scanning the text for key words Should the students continue
to find the answers. but with assistance from a
parent or teacher?
Have the events prepared on cards so
that students can shuffle them to Exercise 2:
help find the order if they are having a) 5
trouble. b) 1
c) 3
d) 6
Game: Play a game reviewing e) 2
the Teen Choices episode. f) 4
g) 7
Lesson 4.3 4.3 Answer Key
Exercise 1a: Students should work Exercise 1
individually to find the meanings of a)
each of the flowers, and then share Jared’s begonia leaf – beware
them with the group. Jessica’s oleander – take caution
Natasha’s hyacinth – jealousy
Exercise 1b: Students can now work Harry’s carnation – you’ve
in pairs to discuss what they know disappointed me
about each of the characters in the Penelope’s orchid – beauty
story. Do the flowers apply to them?
b)
Each pair should feel free to share Yes, they do.
their answers with the group as there Jared is so aloof and sarcastic,
may be some differences in their that it suits him to be told to
opinions, but any points the students ‘beware’. It is as if to say, be
bring up should be validated. serious for once.
Jessica is the one most involved
Joke: Ask a student to read out the and chasing all the clues, as well
joke. Can the students find the as involving everyone. She should
humour? be careful.
Natasha is jealous of all the
Depending on the pronunciation, attention Penelope is getting and
‘tulips’ can sound like ‘two lips’. not being the centre of attention
herself.
Exercise 2: Ask the students to work Harry is an over-achiever who
on this exercise in pairs. everyone assumes is perfect.
Clearly, he is not.
When sharing answers, students
Penelope is beautiful in the eyes
should read out only the corrected
of the person leaving clues,
sentences.
regardless of all the bullying and
name-calling.
Exercise 2:
a) The students all received origami
planet clues.
The students all received origami
flower clues.
b) Jared’s clue leads him to his pet
goldfish’s bowl.
Jared’s clue leads him to his pet
dog’s house.
c) Both Penelope and Larissa
Knowing love reading
horoscopes.
Both Penelope and Larissa
Knowing love reading Sherlock
Holmes mysteries.
d) At Jared’s house they discover the
clues lead them back to the
library.
At Jared’s house they discover the
clues lead them back to the
school.
e) Mr Hughes wants to know if the
key is in one of the rooms.
Mr Hughes wants to know if the
trophy is in one of the rooms.
f) The one-word clues the students
found are all related to pizza.
The one-word clues the students
found are all related to ice cream.
g) The students need to decide
whether to keep exercising or
not.
The students need to decide
whether to keep searching for
answers or not.
h) The episode ends with the
students gathered in the
bookstore.
The episode ends with the
students gathered in the gym.
Lesson 4.4
Exercise 1: Have one student read
out the word bank.
Exercise 2:
a) sitting (line 4)
b) found (line 16)
c) question (line 33)
d) loved (line 25)
e) quickly (lines 12 and 41)
f) lost (line 42)
g) agreed (line 6)
h) bright (line 14)
Exercise 3:
If the students aren’t sure of what to
answer, here are some suggestions
to get the discussion going:
a) I was sick / there was a medical
emergency concerning me or my
family / I had an important
extracurricular activity (e.g. a
rehearsal for a play I’m in, a trip
with the school band, a game
with a sports team I play on).
b) not studying enough / cheating /
being absent.
c) studying very hard / working hard
/ asking for help when I needed
it.
d) in a play / at a fundraiser / on a
class project.
e) personal choice, but encourage
the students to give reasons: a
characteristic or trait, hobbies,
something the character did or
said
Lesson 4.5 Exercise 2:
Hidden sentence:
Exercises 1, 2 and 3: The students The irony of the situation was not
that have finished all of the lost on anyone.
compulsory material will move on to
the Fun Stuff page while they wait for Exercise 3:
the others to finish. The students will a) begonia
enjoy challenging each other! b) theatre
c) oleander
However, if all of the students have d) hyacinth
completed the compulsory pages, e) carnation
you can encourage them to do this at f) orchid
home and you can play games or talk g) biology
about what they learnt in this lesson h) sculpting
in the remaining time.
S E V E R D O Y S T H D I N G
H U A S I A L E L N E I X P L
A N N H A T E R U I O S N A T
T H C D E E A A S N D A J S U
X R J U A U N W H O H P E R T
O Z E P H E D E Y Y A P A E E
Y T U A E B E B A I M O L W K
S H S A X O R C N K P I O O A
C A R N A T I O N O S N U L H
S X O L X N G X G E S T S F S
X K H K T E W E U O M M Y C X
U R D H B I L L R B K E N T P
N O I T U A C B U N M N K T X
P G Q I T P E Y W Y B T O A P
C B D O S T M A F Z L V V B N
Hidden phrase:
Everything has an explanation at the
end.
Lesson 5.1 Song: Because this is the second time
you are working on the song in class,
PREPARATION: there shouldn’t be words the
1. Teacher CD. students don’t understand.
2. Highlighters.
3. Pictures and props for encoding Give the students highlighters and
words. ask them to mark words that make
4. Dictionary. them think of home (love, home,
5. Games. happiness, neat, sweet, not alone,
and anything else, as long as they can
Standard greeting: a) about listening justify their choices.)
to the sound tracks and b) about the
students’ week in general.
Game: Review the song lyrics
Check homework: Group activity. with a game.
Be lively, interested and interesting!
Exercise 1: Now that the lyrics are
fresh in the students’ minds, it is time
Brain Jog: Stand up. Touch your left
for them to relate to the song on a
knee with your right elbow and then
deeper, more personal level. Each
touch your right knee with your left
student should answer these
elbow, and then clap twice. Repeat
questions on their own, and then
until everyone is doing it. Then start
share with the group.
the Brain Jog:
Exercise 2:
a) weekend
b) household
c) daughter
d) blamed
e) grades
f) responsible
g) happier
h) heart
Lesson 6.2 6.2 Answer Key
Go Grammar! Have one student read Exercise 1:
the top half of page 51 of the a) didn’t have, kept
Grammar File and then share the b) had been feeling - had blamed
reading of the table on page 52 c) had - known
among the other students. d) had had to
e) wasn’t
Exercise 1: Ask students to work f) didn’t have - was - were living
individually on this exercise. They
may refer to the Grammar File if Exercise 2:
necessary to ensure that they use a) to stop being so hard on himself.
reported speech correctly. b) not to fight.
c) not to make noise.
When sharing answers, have the d) to fix the television.
students read the full sentences. The e) not to bother Penelope.
more often they use and hear the f) his girlfriend to buy him an
structure of reported speech, the expensive gift for his birthday the
quicker they will learn it. following month.
g) to improve his relationships with
Go Grammar! Now the students his neighbours.
should share the reading of the rest
of pages 51–54.
Exercise 3:
a) asking – in
b) broke into
c) bringing in
d) come in
e) colouring in
f) locked in
g) reining in
h) slept in
Lesson 6.5 6.5 Answer Key
Exercises 1 and 2: Students that have Exercise 1:
finished all of the compulsory a) household
material will move on to the Fun b) home
Stuff page while they wait for the c) couple
others to finish. The students will d) apartment
enjoy challenging each other! e) lawn
f) yard
However, if all of the students have g) father
completed the compulsory pages, h) mother
you can encourage them to do Fun i) ceiling
Stuff at home and in the remaining j) roof
time, you can play games or talk k) comfortable
about what they have learnt during l) neighbourhood
the lesson. m) culture
n) climate
o) tradition
See the Portal for extra games. p) indoor
q) protect
r) differences
s) builders
t) floors
u) design
v) melody
w) hummingbird
x) seek
y) flutter
z) sweet
Exercise 2:
a) A haunted house.
b) A flower
c) Wallpaper
d) A heater
e) The cellar
f) Rent
g) Divorce
h) Expensive
Have pictures or props ready to help
Lesson 7.1 you explain some of the key words.
Since correct use of a dictionary is
integral to developing skills for future
PREPARATION: studies, you can also encourage the
1. Activity for L-7.2 download. students to look up new words.
2. Extra writing paper.
3. Games. Turn this exercise into a group
activity. Download and place four
Standard greeting: a) about listening sheets of paper on the floor, each
to the sound tracks and b) about the labelled with a room in the house.
students’ week in general. Prepare the key words on cards.
Students should take turns taking
Check homework: Group activity. cards and placing them on the
relevant sheet of paper.
Be lively, interested and interesting!
Exercise 2: Have the students
Brain Jog: Standing up, kick your left complete this exercise
leg back to touch your right hand, independently. Sharing personal
then kick your right leg back to touch information serves to further the
your left hand, and then tap your friendships within the group.
knees twice. Repeat the rhythm until Students may discuss the last
everyone is doing it. Then start the question with a friend before
Brain Jog: formulating their answers.
“In my family, I’m the _________.” Each student should share the two or
three sentences they think will most
“In my family, I’m the _________.” interest the group. Try to make sure
that each room is covered at least
Continue until each student has had once.
a chance to answer.
Tongue Twister Challenge: Who can
Some possibilities to get the ball say last week’s tongue twister the
rolling are: fastest, without mistakes? How
the youngest about 10 times in a row?
the oldest
the helper
the artist
Exercise 3:
Personal answers, meant to
encourage dialogue amongst the
students, but in a Fun Stuff manner
as they work in pairs.
Brain Jog: Put your right hand on
Unit 8 Teacher’s your left elbow, then put your left
Guide hand on your right elbow, and then
hop twice. Repeat until there is a
good rhythm going before you start
the talking part of the Brain Jog:
Lesson Plans
“I like/don’t like to sleep because
_________.”
Ask about their sleep habits and what Explain to the class that some words
kind of things they dream about. This might belong to more than one
will get them warmed up for the category.
Brain Jog.
Game: Play a game reviewing
Check homework: Group activity.
the various tenses.
Exercise 2: Who can remember the
verb forms used in each tense?
Brainstorm together on the board.
Go around the group until everyone Have pictures or props ready to help
has had a turn. you explain some of the key words.
Since correct use of a dictionary is
Some ideas to help you get started: integral to developing skills for future
a) flying studies, you can also encourage the
b) finding something students to look up new words.
c) falling
d) running
e) swimming
f) being in danger
g) people I love
h) someone I’ve lost
Exercise 2:
Repeat until everyone has had a turn. Ask the students to work in pairs to
consider the different meanings of
Some possibilities to help get the ball
the words as they are used in the
rolling:
song.
a) food
b) their friends
Idiom of the Week: Ask for a
c) their owner
volunteer to read the idiom, another
d) their toys
volunteer to read the explanation,
e) places they like to go
and yet another to read the example.
Can any of the students think of
Song: Play the song for them, with
other examples of how to use the
their books closed. This will really let
idiom?
you see who has been doing their
home listening. Let them focus on
Can they apply it to their own
listening, and really get the feeling of
personalities and daily lives?
the music and lyrics.
3.1 Answer Key
Discussion questions:
a) Yes, I do. / No, I don’t.
/Sometimes. / Rarely. / Often.
b) Yes, I do. / No, I don’t.
/Sometimes. / Rarely. / Often.
c) Yes, I do. / No, I don’t.
/Sometimes. / Rarely. / Often.
Exercise 1:
Exercise 2:
a) he – he’s – shoe – shore – chores
b) cheap – heap – pea – pa – a
c) a – at – hat – chat – watch
d) sheaf – safe – sea – as – a
Lesson 4.1 Spelling Game – Must Do! Ask
the students if they reviewed the
PREPARATION: spelling words at home. Regardless,
1. Activity for Spelling Game they are about to be challenged with
download. a group game using the spelling chart
2. Teacher CD. from Lesson 3.4.
3. Extra writing paper.
4. Pictures and props for encoding Choose between a board game,
words. scrambled letter game and a ball
5. Dictionary. game.
6. Games.
Board game – Split the group into
Standard greeting: a) about listening pairs. Give each pair a board marker;
to the sound tracks and b) about the they should take turns writing the
students’ week in general. words you read out. Award one point
for the first pair to finish, and a point
Be lively, interested, and interesting! for each pair who successfully spelled
the word correctly.
Check homework: Group activity.
Scrambled letter game – Prepare
Brain Jog: Put your left hand on your two sets of downloadable cards with
right elbow, then put your right hand the words spelled correctly, and one
on your left elbow, and then clap set with the letters scrambled. The
twice. Repeat until there is a good students work in teams to find the
rhythm going before you start the correct word for the scrambled one
talking part of the Brain Jog. you hold up.
Exercise 2:
a) had thought
b) have discovered - has
disappointed
c) has been concealing
d) had imagined
Lesson 4.4 4.4 Answer Key
Exercise 1: Have one student read Exercise 1:
out the words in the small speech a) 3
bubbles. b) 9
c) 10
This exercise can be done as a group d) 4
exercise. As each definition is read e) 6
out, the students race to find the f) 5
correct word. Once they find the g) 7
word, they should write in the h) 2
number of the definition under the i) 1
word. j) 8
Exercise 2:
a) mystery
b) solved
c) social
d) friends
e) surprised
f) honest
g) errand
h) suffer
i) choice
Standard greeting: a) about listening Board game – Split the group into
to the sound tracks and b) about the pairs. Give each pair a board marker;
students’ week in general. they should take turns writing the
words you read out. Award one point
Be lively, interested, and interesting! for the first pair to finish, and a point
for each pair who successfully spelled
Check homework: Group activity. the word correctly.
Brain Jog: Sitting down, touch your Scrambled letter game – Prepare
left ear with your right hand, touch two sets of downloadable cards with
your right ear with your left hand and the words spelled correctly, and one
then tap your head twice. Repeat the set with the letters scrambled. The
rhythm until everyone is doing it. students work in teams to find the
Then start the Brain Jog: correct word for the scrambled one
you hold up.
“I think I get/don’t get enough sleep
because _______.” Ball game – This game makes the
students practise listening to each
“I think I get/don’t get enough sleep other and working together to spell
because _______.” words. Each student says one letter
and then throws the ball to another
Some possibilities to get the ball student who says the next letter. If a
rolling: mistake is made, start the word over
a) I go to sleep early every night. again.
b) I sleep a lot.
c) I am never tired. Exercise 1: Give each student a blank
d) I go to sleep late every night. piece of paper so that they can write
e) I am always tired down major points as the listen to
the exercise the first time with their
Go around the circle until everyone books closed.
has had a turn to say something.
They should attempt to answer the
E-pals: Ask your students if they have questions from the notes they have
written to their e-pals, and if so, what made.
they wrote about. Have they heard
back?
Make sure they read all of the Listening Comprehension
remaining questions before playing
the recording again. During the Getting a Good Night’s Sleep
second listening they should add to
what they wrote during the first Dan: I can’t believe it! I fell asleep in
listening anything that will help them English class today. Everyone teased
complete the exercises. me about it afterwards.
After the second listening, give them Lucy: They probably wanted to take a
time to finish answering all the nap too! It must have been a boring
questions, then share answers with class.
the group.
Dan: No, it was a great class! I’m just
Go Grammar! Say “You all remember so tired that I can barely keep my
tag questions, don’t you?” eyes open. I didn’t sleep very well
last night.
Now open the Grammar File to page Lucy: Did you stay up late?
13 to review the material with the
group. Dan: Not really, but I couldn’t fall
asleep. I kept worrying about all the
Exercise 2: The students can work in papers I have to write. Now I’m
pairs to complete the examples with exhausted. Maybe I’ll eat some
tag questions, and answer them chocolates after school – that usually
appropriately. helps me stay awake.
When sharing the answers, have one Lucy: You know, a few years ago I had
student from the pair read out the trouble sleeping myself, and I learned
full question and the other student some tips that helped me get over it.
answer it. Go between the pairs until
each example has been read out. Dan: Really? Like what?
Exercise 2:
a) were they – No, they weren't.
b) was it – No, it wasn't.
c) wasn't he – No, he wasn't.
d) do they – Yes, they do.
e) didn't she – No, she didn't.
f) has she – No, she hasn't.
g) doesn't it – Yes, it does.
h) should you – No, you shouldn't.
i) isn't it – Yes, it is.
j) doesn't it – Yes, it does.
k) didn’t she – Yes, she did.
l) won’t he – Yes, he will.
m) isn’t he – Yes, he is.
Lesson 6.2 6.2 Answer Key
Go Grammar! Open the Grammar Exercise 1:
File to pages 3–6. Give the students a) so tired that
time to review the uses of articles b) much
and quantifiers before starting to c) any
work on Exercise 1. d) some
e) such an important
Exercise 1: Ask students to work f) Not enough
individually on this exercise. They g) an - some - the
may refer to their Grammar File if h) many
necessary to ensure that they use the i) few
correct articles and quantifiers. j) a few
k) A lot of
When sharing answers, have them l) too
read the full sentences.
Exercise 2:
Exercise 2: Give the students time to About them, but here are some
describe their sleeping habits using suggestions:
the vocabulary in the list. a) Sleeping too much makes me
more tired!
Once they are all done, ask each b) I didn’t get enough sleep last
student to share the three sentences night.
which they think will most interest c) I got plenty of sleep during
their friends to know about them. summer vacation.
Exercise 2:
a) could have
b) must have
c) would not have
d) shouldn't have
e) wouldn't have / might not have
Lesson 7.2
Exercise 1: Students should complete
this exercise on their own. Tell the
students that they can use Exercise 2
from page 7.1 to help give them
some ideas.
Before reading:
a) Jessica
b) Harry Kumar, Jared Ashton,
and Natasha Tanaka.
c) The trophy for best overall
school.
d) Origami
e) Simon Durand
f) Penelope herself
Lesson 8.2
Discussion: Now that the story has
drawn to a close, what do the
students think of the characters and
the choices they made?
Exercise 1:
Their choices.
Possible answers:
a) … wonderful - she was very nice
to Penelope from the start
b) … intrigued
c) … materialistic / all she cares
about are her looks
d) … clever / she helped Penelope
e) … upset / I was disappointed by
his actions
f) … Simon had stolen the trophy
g) … Mrs Jenkins said she was
helping Penelope - good
h) … we found out that Mrs Jenkins
was ‘secrethelper’
i) … deserves a second chance
because she was also a victim
j) … keep - together - they can help
other teens that need their help
k) … only popular - he has a lot of
money and he’s cute
l) … the story ended without telling
us what’s going to happen next
m) … we found out about Simon.
Lesson 8.5 8.5 Answer Key
Exercises 1 and 2: The students that Exercise 1:
have finished all of the compulsory Possible answers:
material will move on to the Fun Across:
Stuff page while they wait for the 1. help – aid or assist
others to finish. The students will 4. explain – make clear or
enjoy this fun review of the material understandable
covered in the lesson. 5. secret – confidential, hidden
6. afraid – feeling fear or being
scared
Game: Play a Happy Families 7. yesterday – the day before today
game reviewing the material from 9. start – begin
this unit.
Down:
1. honest – truthful
2. majority – the larger number or
part, opposite of minority
3. mystery – something unexplained
or unknown
8. reveal – make known or display
Exercise 2:
a) deceive
b) choose
c) forgive
d) angry
e) responsible
f) opportunity
g) grateful
h) member
i) apologise
j) valuable
Teacher’s Guide
Review Lesson Important Note: This is a Review
Lesson. It is a preparation for the
Book 4 Assessment in the next lesson. This
eventually prepares the students for
an external exam to evaluate their
level of English. It is important that in
Review Lesson 4.1 this lesson:
The students do the exercise
alone – not in pairs.
The students understand the
PREPARATION: importance of reading the
1. Extra Writing paper. instructions thoroughly and
2. Highlighters understanding them.
3. Games.
This lesson reviews much of the Exercise 1: The students should take
grammar and subject matter of turns reading out the idioms. Can
Book 4. they remember what each of them
mean?
Standard greeting: a) about listening
to the sound tracks and b) about the Ask the students to work
students’ week in general. independently, to choose the
relevant idiom to complete each
Be lively, interested and interesting! sentence.
PREPARATION:
Now the next teaching session is the
Assessment for Book 4 that you
download from the Portal.