Вы находитесь на странице: 1из 106

H.Q.

Mitchell

ns
tio
grammar and vocabulary
ca
bli
Pu
MM
©

teacher’s book 4
H.Q. Mitchell

ns
tio
grammar and vocabulary
ca
bli
Pu
MM

4
©

teacher’s book
contents_intro.indd 1 10/15/2018 11:55:41 AM
Contents
Introduction to Smart 4 ............................................................................................................................................. 5

ns
1 Present Simple & prepositions of time ................................................................................................................ 6

2 Present Simple & adverbs of frequency ............................................................................................................. 8

tio
3 Present Progressive .................................................................................................................................................... 11

4 Present Simple vs Present Progressive ..............................................................................................................14

5 Possessive case – Possessive adjectives / pronouns .....................................................................................17

7
ca
Object Pronouns – verbs + -ing ......................................................................................................................... 20

Smart Time 1 ................................................................................................................................................................22


bli
8 Revision 1 ...................................................................................................................................................................... 24

9 Smart Skills 1 (Listening & Speaking) .................................................................................................................26


Pu

10 some / any – countable / uncountable nouns ................................................................................................29

11 Indefinite pronouns - some, any, no, every .....................................................................................................32

12 How much / many…? .............................................................................................................................................. 34


MM

13 a lot of – lots of – a few – a little ........................................................................................................................36

14 very + adjective / too + adjective ......................................................................................................................38

15 Ordinals ........................................................................................................................................................................40

16 Smart Time 2 .............................................................................................................................................................. 42


©

17 Revision 2 .....................................................................................................................................................................44

18 Smart Skills 2 (Reading & Writing) ..................................................................................................................... 46

19 Past Simple ‘be’ ......................................................................................................................................................... 50

20 Past Simple (affirmative) ........................................................................................................................................53

contents_intro.indd 2 4/17/2014 10:32:09 AM


21 Past Simple (negative, questions) ........................................................................................................................56

ns
22 Present Simple vs Past Simple ..............................................................................................................................59

23 Comparative form ......................................................................................................................................................62

tio
24 Superlative form ........................................................................................................................................................ 64

25 Smart Time 3 ................................................................................................................................................................66

26 Revision 3 ......................................................................................................................................................................68

27

28
ca
Smart Skills 3 (Reading & Writing) ......................................................................................................................70

must - mustn’t .............................................................................................................................................................74


bli
29 Future ‘be going to’ ................................................................................................................................................... 76

30 Future ‘will’ .................................................................................................................................................................... 78


Pu

31 should ............................................................................................................................................................................. 80

32 Question words ...........................................................................................................................................................82

33 Past Progressive ......................................................................................................................................................... 84


MM

34 Smart Time 4 ................................................................................................................................................................86

35 Revision 4 ......................................................................................................................................................................88

36 Smart Skills 4 (Listening & Speaking) ............................................................................................................... 90

Test 1 (lessons 1-9) ................................................................................................................................................... 94


©

Test 2 (lessons 10-18) ...............................................................................................................................................96

Test 3 (lessons 19-27) ...............................................................................................................................................98

Test 4 (lessons 28-36) ........................................................................................................................................... 100

Tests 1-4 Key ...............................................................................................................................................................102

contents_intro.indd 3 4/17/2014 10:32:09 AM


ns
tio
ca
bli
Pu
MM
©

contents_intro.indd 4 4/17/2014 10:32:09 AM


Introduction to Smart 4
How can we make our learners smarter, as far as a task-based activity. These tasks have a real-world
grammar is concerned? This is one of the questions we ‘rehearsal’ rationale and simultaneously, stimulate
confronted when making Smart - the series. What is the language acquisition. Ss are familiar with the input (from
most appropriate theory? How can we best approach the previous lessons), they have a goal and must follow
grammar at this young age? There are many theories and procedures to achieve it.
approaches, but one thing is certain: that all learners learn
Smart skills appears every 9 lessons. Here we focus on
in different ways. This is evident according to many recent

ns
the four basic skills (reading and writing / speaking and
studies which have been carried out. Having different
listening alternatively.) The style of the activities is based
learning styles then, it is all too clear that we should try
on the Cambridge Young Learners English Tests.
and incorporate more than one theory or approach. Thus,
(Smart 4 is equivalent to starters.)
in Smart we are eclectic with regards to the approaches

tio
we use. There are four tests in the Teacher’s Book which can be
photocopied.
That’s why Smart is more than just a grammar book.
It deals with traditional grammar in different ways. There is a variety of songs in the book, which Ss are sure
Consequently, there are a variety of activities which to enjoy but also learn through them.
include: drills, reading comprehension, personalisation, The CD, which is included, contains recordings of:

ca
listening, matching, multiple choice etc. However, we do • vocabulary
not ignore the language around grammar. Vocabulary, as • dialogues in the presentations
well as spelling, at the early stages of learning are indeed • the phonics
crucial stepping stones. • the songs
• the listening activities for Smart Skills
bli
Smart Time appears every 7 lessons and deals with
All recorded items are indicated by a CD symbol in the
spelling, phonics and writing techniques. The Spelling
Student’s Book.
Check revises the spelling of words. The phonics activity
focuses on the sounds of the letters. The songs which Let us not forget, that it has been proven that learners
follow, repeat the sounds in order to provide aural retain more of what they are taught when they are
Pu

reinforcement. actively involved in the learning process. Statistics suggest


Writing corner provides students with tips in order to that, if students learn passively, the information is easily
improve their writing skills. In addition, there are activities forgotten within a very short period of time. So, this
which help students practise the writing tips. easy - to - use Teacher’s Book includes many engaging
activities, designed not only to complement the activities
Revision appears every 8 lessons and is there to revise and in the book but also to promote active learning which can
MM

consolidate previously taught material. be enjoyable and fun for learners.


Note that the final activity in the revision is always

The symbols below, which are found in the Teacher’s book, represent the following:
©

aim of the warm up lesson plan discussion craft activities games optional writing
lesson activities activities

writing listen and say miming activities CD key to the notes


tips activity

contents_intro.indd 5 4/17/2014 10:32:10 AM


1 Present Simple

Lesson 1
1 What do you do on Saturday? Listen and read about Daniel. Then, match
the sentences with the photos. There are four extra photos.

On Saturday, I get up at 9:30 in the


morning a 3 . At 10:00 I go to a 2
1
karate class b . My sister does
3
her homework c
Language
. We have
lunch at 2:00 d . In the
4
Aim To talk about habitual actions. afternoon, I play football with my
To talk about permanent situations. friends e and my sister takes
our dog for a walk f . I go to
5
Structures Present Simple (affirmative)

ns
bed at 11:30 at night g .

Vocabulary get up, go to a karate class, cook, 6


wash, do my homework,
watch DVDs, have lunch, 7

tio
play football,
take the dog for a walk,
8
go to bed
9

10 11

Warm up ca
Grammar
Affirmative
*HP
:PVHP
)FHPFT
8FHP
:PVHP
5IFZHP
Use
8FVTFUIFPresent Simple
Present Simple

• GPSIBCJUTBOEBDUJPOTUIBUIBQQFOSFHVMBSMZ
FH,FMMZHPFTUPTDIPPMBUPDMPDL
Prepositions of time / Time expressions
on.POEBZ 5VFTEBZ FUD
in+BOVBSZ 'FCSVBSZ FUDXJOUFS TQSJOH FUD
inUIFNPSOJOH BGUFSOPPO FWFOJOH FUD
bli
4IFHPFT  FWFSZEBZ atUIFXFFLFOE FUDOJHIU
• Mime the action of getting up and say, I get up *UHPFT • GPSQFSNBOFOUTJUVBUJPOT everyEBZ.POEBZXFFLNPOUIZFBS FUD
FH.ZVODMFMJWFTJO*UBMZ
at 8 o’clock in the morning. Write the sentence
Remember!
on the board and ask Ss what it means. •7FSCTXIJDIFOEJO-s, -sh, -ch, -x, -o UBLF -es JOUIFUIJSEQFSTPOTJOHVMBS FH*XBTI)FXBTIes
• Repeat the same procedure with other verbs / •7FSCTXIJDIFOEJO-e UBLF-sFH*EBODF)FEBODes
•7FSCTXIJDIFOEJOBconsonant + -yDIBOHFUIF-y UP i BOEUBLF-esFH*nZ*Unies
phrases, e.g. play football, cook etc. •7FSCTXIJDIFOEJOBvowel + -yTJNQMZUBLF-sFH*QMBZ4IFQMBZs
Pu

• Ask Ss what tense is used in the examples and


2
elicit the answer; Present Simple.
• Ask Ss when they think we use the Present Section_1.indd 2-3

Simple (for habitual actions) and encourage


them to form their own sentences.
• Say the following sentences and write them on
the board, too: My brother lives in London. My
MM

father works in a bank.


• Ask Ss in which other case we use the Present Lesson Plan
Simple and elicit their answer; for permanent
situations. Ask for examples. Activity 1 (Track 2)
• Read the question in the rubric and elicit Ss’ answers.
• Ss read the text and match the sentences with the photos.
Point out that there are four extra photos.
• Get Ss to guess the meaning of the words / phrases they
©

don’t know.
b. 1 c. 5 d. 11 e. 2 f. 8 g. 10
Extra photos: 4, 6, 7, 9

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain the Present Simple to the Ss.
• Point out its use, the time expressions and the spelling rules.
• Provide Ss with more examples if necessary.

Section 1.indd 6 4/30/2014 1:00:35 PM


Lesson 1

2 Read and circle.


1 Fay get / gets up at half past seven in the morning.
2 I wash / washes my dog every month.
3 My sister and I have / has dinner at 8:00 in the evening.
4 George go / goes to a karate class on Mondays and Fridays.
5 The children swim / swims and eat / eats ice cream in the summer.

Optional
6 Sophie cook / cooks chicken with rice at the weekends.
7 Kelly and Tim wash / washes the car every Friday afternoon.
3 Read and complete. Use the Present Simple.

1 Jim (do) his homework in the afternoon. • Divide Ss into groups of four.
2 I (go) to bed at 10:30 at night. • Give each group a big piece of card.

ns
3 Helen (fly) her plane at the weekend.
• Tell Ss that they have to write sentences
4 My father (play) tennis on Fridays.
about what they do at the weekend and draw
5 I (take) my dog for a walk in the morning.
pictures, too. Point out that they have to write
6 We (visit) our cousins every week.
7 Jonathan (live) in Spain.
their name underneath their sentences.
• Ss can also bring magazines and cut out

tio
8 Matt and Bob (watch) TV every afternoon.
pictures that depict habitual actions they do at
4 Read and make sentences.
the weekend and stick them on the card.
1 Tim / play football / the afternoon • When all groups have finished, they take
Tim plays football in the afternoon. turns to present their project and read their
2 my mother / cook spaghetti / every Monday
sentences to the class.

ca
• Display Ss’ projects around the classroom.

3 I / go to bed / 10:00 / night


bli
4 Tom / work / at the hospital / the weekend

5 the children / watch DVDs / evening Extra


• Choose a S to come to the front of the class
Pu

5 What do you do at the weekend? Discuss with your partner.


3 and mime an action he / she does on Sunday.
21/11/2007 2:45:33 ìì
• The rest of the class has to guess the action
by saying, e.g. You play football on Sunday.
You take the dog for a walk on Sunday. etc.
Activity 2 • The S answers Yes. or No. accordingly.
• Ss read the sentences and circle the correct word. • The S who guesses correctly is the next one to
MM

1. gets 2. wash 3. have 4. goes 5. swim / eat mime an action.


6. cooks 7. wash
• Make sure all Ss have had a turn.
Activity 3
• Ss read the sentences and complete them, using the verbs in
brackets in the Present Simple.
1. does 2. go 3. flies 4. plays 5. take
6. visit 7. lives 8. watch
Activity 4
• Ss expand the notes into sentences, using the Present Simple, as
©

in the example.
2. My mother cooks spaghetti every Monday.
3. I go to bed at 10:00 at night.
4. Tom works at the hospital at the weekend.
5. The children watch DVDs in the evening.
Activity 5
• Divide Ss into pairs.
• Ss take turns to ask and answer what they do at the weekend.
• While Ss are doing this, go round the class and make sure Ss are
using the structures correctly.
• Choose a few Ss to report what their partner does at the
weekend to the class.
7

Section 1.indd 7 4/17/2014 10:44:42 AM


2 Present Simple & adverbs of frequency

Lesson 2 1 What do you usually do in the summer? Discuss, listen, read and match the
words / phrases with each picture. There are two extra words / phrases.

go camping sunbathe make sandcastles go fishing

collect seashells go canoeing swim

play beach volleyball dive go for a walk

Language Do you make


sandcastles in
Yes, I do.
the summer?
Aim To talk about habitual actions.

Structures Present Simple

ns
Adverbs of Frequency (always,
usually, often, sometimes, never)

Vocabulary go camping, collect seashells,


play beach volleyball, sunbathe,

tio
dive, go canoeing, make sandcastles,
go for a walk, go fishing

Warm up
• Draw five bars like the ones in the second
ca
Grammar

Full Forms
*EPOPUHP
Negative
Short Forms
*EPOUHP
Present Simple

Questions

%P*HP
Short Answers

:FT ZPVEP/P ZPVEPOU


bli
:PVEPOPUHP :PVEPOUHP %PZPVHP :FT *EP/P *EPOU
grammar box, on the board, and shade the )F4IF*UEPFTOPUHP )F4IF*UEPFTOUHP %PFTIFTIFJUHP :FT IFTIFJUEPFT/P IFTIFJUEPFTOU
8FEPOPUHP 8FEPOUHP %PXFHP :FT ZPVEP/P ZPVEPOU
corresponding part for each adverb of :PVEPOPUHP :PVEPOUHP %PZPVHP :FT XFEP/P XFEPOU
frequency. 5IFZEPOPUHP 5IFZEPOUHP %PUIFZHP :FT UIFZEP/P UIFZEPOU
Remember!
• Tell Ss that the shaded part in each bar •*OUIFRVFTUJPOBOEOFHBUJWFGPSNPGUIFUIJSEQFSTPOTJOHVMBS UIFNBJOWFSCdoes notUBLFBO-s -es -ies
indicates how often an activity takes place. FH%PFTTIFTXJNJOUIFTVNNFS  )FEPFTOUHPTIPQQJOHPO4BUVSEBZ
Pu

Explain each adverb and give Ss examples. 4


• Point out that we place adverbs of
frequency before the main verb, but after Section_1.indd 4-5

the verb ‘be’.


• Ask Ss to remind you how we form the
negative and questions in the Present
Lesson Plan
MM

Simple.
• Elicit the answer that we use the auxiliary
verb do / does and point out that in the third Activity 1 (Track 3)
person singular, the main verb does not take • Read the question in the rubric and elicit Ss’ answers.
an -s, -es, -ies. • Ss listen to the words / phrases and repeat them.
• Ss match the words / phrases with the corresponding
photos. Point out that there are two extra words / phrases.
• Get Ss to guess the meaning of the words / phrases they
don’t know.
©

The two extra words / phrases are: collect seashells, dive

• When Ss have finished, draw their attention to the example


and read it aloud.
• Divide Ss into pairs.
• Ss take turns to ask and answer questions, using the words
/ phrases in the activity, as in the example.

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain how the Negative, Questions and Short Answers
are formed in the Present Simple.

Section 1.indd 8 4/17/2014 10:44:44 AM


Lesson 2

2 Read and make questions. 3 Write the negative.

1 They go to the cinema on Sundays. 1 We sunbathe in the summer.


Do they go to the cinema on Sundays? We don’t sunbathe in the summer.

2 Tracy gets up at 9:00 in the morning. 2 I go canoeing in September.


Grammar Box
• Draw Ss’ attention to the Grammar Box and
3 Tom dives in the summer. 3 Lucy walks to school every morning.
. read it aloud.
• Elicit the use of adverbs of frequency from Ss.
4 Jim and Mary go camping in July. 4 John goes fishing at night. • Ask for examples.

ns
4 Read and complete. Use do / does / don’t / doesn’t.

1 you play beach volleyball in the summer? Yes, I .

tio
2 Fay make sandcastles on the beach? No, she .

3 they go camping every year? No, they .

They like camping. They stay at a hotel.

4 your cousin go for a walk every day? Yes, she . She loves it.

ca
5 the dog swim in the sea? No, it . It hates the water.

Grammar Adverbs of Frequency


bli
•Adverbs of FrequencyHJWFJOGPSNBUJPOBCPVUIPXPGUFOTPNFUIJOH
BMXBZT
 IBQQFOT8FVTFUIFNNBJOMZXJUIUIF1SFTFOU4JNQMF
VTVBMMZ
 FHHow oftenEPZPVHPPOIPMJEBZ *usuallyHPFWFSZTVNNFS
PGUFO
•5IFZVTVBMMZHPCFGPSFUIFNBJOWFSC CVUBGUFSUIFWFSCbe TPNFUJNFT
 FH)Foften goesmTIJOHJOUIFTVNNFS
OFWFS
  )FisalwaysBUIPNFPO4VOEBZT
Pu

21/11/2007 2:46:14 ìì
MM

Activity 2
• Ss read the sentences and write them in the question form.
2. Does Tracy get up at 9:00 in the morning?
3. Does Tom dive in the summer?
4. Do Jim and Mary go camping in July?

Activity 3
• Ss read the sentences and write them in the negative form.
©

2. I don’t go canoeing in September.


3. Lucy doesn’t walk to school every morning.
4. John doesn’t go fishing at night.

Activity 4
• Ss read and complete the questions and the answers.
1. Do, do 2. Does, doesn’t 3. Do, don’t, don’t
4. Does, does 5. Does, doesn’t

Section 1.indd 9 4/17/2014 10:44:45 AM


Lesson 2

Lesson 2 5 Look at the table below. Write sentences about what Jessie does in the summer.

sunbathe go fishing go camping collect play beach


seashells volleyball
always 

usually 
Activity 5 often 
• Ss look at the table and complete the 
sometimes
sentences using the corresponding adverb of
never 
frequency and the verb, as in the example.
2. often goes fishing 1 Jessie always sunbathes in the summer.
3. usually goes camping 2 Jessie in the summer.

ns
4. sometimes collects seashells 3 Jessie in the summer.
5. never plays beach volleyball 4 Jessie in the summer.

Activity 6 5 Jessie in the summer.

• Ss read the sentences and put the adverbs 6 Put the adverbs of frequency in the correct place. Draw arrows, as in the example.

tio
of frequency in the correct place by drawing
Paula (1) Tom, what do you do on Sunday? (usually)
arrows, as in the example.
2. Well, I never get up early on Sunday. Tom (2) Well, I get up early on Sunday. (never)

3. I usually get up at 11 o’clock. (3) I get up at 11 o’clock. (usually)


4. ...I’m always tired after the walk. Then, I take my two dogs for a walk. They’re happy
5. Then, we often go to my grandparents’ (4) but I’m tired after the walk. (always)

ca
house for lunch.
(5) Then, we go to my grandparents’ house for lunch. (often)
6. What does your grandmother usually make?
Paula (6) What does your grandmother make? (usually)
7. She sometimes makes a banana cake.
Tom Chicken and potatoes. (7) She makes a banana cake. (sometimes)
Activity 7 It’s my favourite!
• Ss read the questions and answer them about
bli
7 Answer about yourself.
themselves.
• Choose a few Ss to read the questions and 1 Do you always swim in the summer?
their answers to the class. 2 Do you often make sandcastles in the summer?
3 Does your best friend go canoeing in the summer?
Pu

4 Do your friends sometimes play beach volleyball in the summer?


6

Optional Section_1.indd 6-7

• Divide Ss into groups of four.


MM

• Draw a table on the board like the one below so that Ss can draw the same table for the group.
Alternatively, you could photocopy the table below - one copy for each group:

• Ss take turns to say how


always usually often sometimes never
often they do each of the
dive activities, e.g. I never dive in
the summer. I always swim in
go camping
the summer. etc.
sunbathe • Ss put a tick for each answer,
©

in the corresponding boxes of


go fishing the table.
go canoeing • When all groups have
finished, they take turns to
collect seashells say the results to the class,
make sandcastles e.g. Two Ss usually make
sandcastles in the summer.
swim Three Ss often collect
go for a walk seashells in the summer. etc.

10

Section 1.indd 10 4/17/2014 10:44:47 AM


3 Present Progressive

1
1 ook at the photos.
Listen and look
phrase.

drink
fly
photos What are they doing? Circle the correct verb /

2 work
travel
Lesson 3
buy presents study
draw a picture visit friends

Language
3 run 4 dance Aim To talk about actions happening now.
sing sleep
Structures Present Progressive
ride a bike climb a tree

ns
read a book clean their room Vocabulary buy presents, work, visit friends,
clean my room, travel,
2 Read, look at activity 1 and circle the correct answer.
draw a picture
Are they buying presents? Yes, they are. / No, they aren’t.

tio
Photo 1
Photo 2 Are they travelling? Yes, they are. / No, they aren’t.
Photo 3 Is he singing? Yes, he is. / No, he isn’t.
Photo 4 Are they cleaning their room? Yes, they are. / No, they aren’t.

Grammar
Affirmative
Present Progressive
Negative
Warm up

ca
Full Forms Short Forms Full Forms Short Forms
*BNFBUJOH *NFBUJOH *BNOPUFBUJOH *NOPUFBUJOH
• Pretend you are drawing a picture and say,
:PVBSFFBUJOH :PVSFFBUJOH :PVBSFOPUFBUJOH :PVBSFOUFBUJOH I’m drawing a picture now.
)F4IF*UJTFBUJOH )FT4IFT*UTFBUJOH )F4IF*UJTOPUFBUJOH )F4IF*UJTOUFBUJOH
8FBSFFBUJOH 8FSFFBUJOH 8FBSFOPUFBUJOH 8FBSFOUFBUJOH • Tell a S to pretend he / she is cleaning his /
:PVBSFFBUJOH :PVSFFBUJOH :PVBSFOPUFBUJOH :PVBSFOUFBUJOH her room and tell him / her, You’re
5IFZBSFFBUJOH 5IFZSFFBUJOH 5IFZBSFOPUFBUJOH 5IFZBSFOUFBUJOH
cleaning your room now.
bli
Questions Short Answers Time Expressions
"N*FBUJOH :FT ZPVBSF/P ZPVBSFOU OPX BUUIFNPNFOU • Repeat the same procedure with different
"SFZPVFBUJOH :FT *BN/P *NOPU verbs to revise all persons.
*TIFTIFJUFBUJOH :FT IFTIFJUJT/P IFTIFJUJTOU
"SFXFFBUJOH :FT ZPVBSF/P ZPVBSFOU • Encourage Ss to tell you how the Present
"SFZPVFBUJOH :FT XFBSF/P XFBSFOU
"SFUIFZFBUJOH :FT UIFZBSF/P UIFZBSFOU
Progressive is formed (verb ‘be’ + verb + -ing)
and when it is used (for actions happening
Pu

8FVTFUIFPresent ProgressiveGPSBDUJPOTUIBUBSFIBQQFOJOHOPX BUUIFNPNFOUPGTQFBLJOH

7
at the moment of speaking).
• Give examples of the question and negative
21/11/2007 2:47:21 ìì forms.
MM

Lesson Plan

Activity 1 (Track 4)
• Ss listen to the words / phrases and repeat them.
• Ss look at the photos, read the verbs / phrases and circle the correct one.
• Get Ss to guess the words / phrases they don’t know.
©

1. buy presents 2. travel 3. read a book 4. dance

Activity 2
• Ss read the questions, look at the corresponding photos and circle the correct answers.
1. Yes, they are. 2. Yes, they are. 3. No, he isn’t. 4. No, they aren’t.

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain the Present Progressive to Ss again.

11

Section 1.indd 11 4/17/2014 10:44:48 AM


Lesson 3

Lesson 3 t7FSCTUIBUFOEJO-e ESPQUIFeBOEUBLF-ing


FHEBODFEBODJOH
Spelling

t7FSCTXJUIPOFTZMMBCMFXIJDIFOEJOone vowel + one consonant EPVCMFUIFmOBMDPOTPOBOUCFGPSFUIF-ing


 FHSVOoSVOOJOH
t7FSCTXIJDIFOEJOone vowel + l EPVCMFUIF-lCFGPSFUIF-ing
 FHUSBWFMoUSBWFMMJOH

3 Look and complete. Use the Present Progressive.


Note
1 Sue . (buy / present)

• Point out the spelling rules and give Ss


more examples if necessary,
2 The children . (run)

ns
e.g. ride - riding, take - taking,
come - coming, swim - swimming,
make - making, stop - stopping,
3 Tom at the moment. (work)
cut - cutting etc.

tio
4 Jill . (dance)

5 The birds . (fly)

ca
4 Read and complete. Use the Present Progressive of the verbs in the box.

travel clean work sleep not clean study


Fay Are your parents at home, Bill?
Bill No, they aren’t. My father (1) at the hospital now.
He’s a doctor. My mother (2) to Italy at the moment.
bli
But my sister and my brother are at home.
Fay (3) your sister the
house?
Bill No. She (4) the house.
She (5) for a test.
Fay And what about your brother?
Pu

Bill He (6) . He always gets up late on Saturday.


8

Section_1.indd 8-9

Activity 3
MM

• Ss complete the sentences by writing the verb in brackets


in the Present Progressive.
1. is buying a present
2. are running
3. is working
4. is dancing
5. are flying

Activity 4
©

• Ss complete the sentences by using the correct verbs in the


box in the Present Progressive.
1. is working
2. is travelling
3. Is / cleaning
4. isn’t cleaning
5. is studying
6. is sleeping

12

Section 1.indd 12 4/17/2014 10:44:51 AM


Lesson 3

5 Look, read and write.

1 2

boy / drink / water girls / swim


Is the boy drinking water? Optional
No, he isn’t.
He’s eating pizza. • Choose four Ss to come to the board.
• Ask each S to mime an action.
• Make sure each S is miming a different

ns
3 4 action.
• Say a sentence about the action that one of
the four Ss is miming, e.g. He is climbing a
bird / eat girl / study tree.

tio
• The rest of the class has to say the name
of the S who is miming the corresponding
action.
• Repeat the same procedure with different
6 Play in pairs.
Ss.
• You can choose a different S each time to

ca
say a sentence about the action that one of
the four Ss is miming instead of yourself.
bli
Pu

e.g. She’s reading a book.


9

21/11/2007 2:47:49 ìì

Activity 5
MM

• Ss look at the pictures, read the prompts and write questions


and answers, as in the example.
2. Are the girls swimming? No, they aren’t. They’re running.
3. Is the bird eating? No, it isn’t. It’s flying.
4. Is the girl studying? No, she isn’t. She’s climbing a tree.

Activity 6
• Explain to Ss that they are going to play a game.
• Divide Ss into pairs.
©

• Ss take turns to throw their rubber (or some other small item)
onto the photos in the activity.
• Explain to Ss that they have to name the activity depicted
in the photo their rubber has landed on, using the Present
Progressive.
• For every correct sentence Ss get a point.
• The S with the most points wins.

13

Section 1.indd 13 4/17/2014 10:44:52 AM


4 Present Simple vs Present Progressive

Lesson 4
1 Listen and look. Then, circle the correct word / phrase.

1 meet friends 2 watch TV


wear vacuum

cut brush my teeth


take photos teach

Language 3 have a shower 4 make a cake


paint buy
Aim To talk about habitual actions and actions
happening now. go to the gym decorate

sell sleep

ns
Structures Present Simple - Present Progressive
2 Listen and match.

Vocabulary meet friends, take photos, cut, At the moment, he’s at the park.
He’s riding his bike.
Tom rides his exercise bike at home
teach, vacuum, have a shower, every day.
sell, buy, decorate

tio
ca
Warm up
• Ask Ss questions about their daily routine, Grammar Present Simple vs Present Progressive
e.g. Do you watch TV in the afternoon? Do 5IFPresent SimpleJTVTFE Time Expressions
FWFSZNPSOJOHEBZXFFLZFBSFUD
you brush your teeth in the morning etc? • GPSBDUJPOTXFEPevery dayPSBDUJPOTXIJDI
bli
BSFrepeatedSFHVMBSMZ PO.POEBZ5VFTEBZFUD
and elicit their answers. FH*CSVTINZUFFUIFWFSZOJHIU JOUIFNPSOJOHBGUFSOPPOFWFOJOH+BOVBSZ 'FCSVBSZ FUD
• GPSpermanentTJUVBUJPOT TVNNFS XJOUFSFUD
• Encourage Ss to remind you how the Present FH)FMJWFTJO"UIFOT BUUIFXFFLFOE FUD
BMXBZT OFWFS TPNFUJNFT PGUFO FUD
Simple is formed and when it is used. 5IFPresent ProgressiveJTVTFE Time Expressions
• Ask a few Ss to mime different actions and • GPSBDUJPOTUIBUBSFIBQQFOJOHnow BUUIFNPNFOU
PGTQFBLJOH
OPX BUUIFNPNFOU

ask the rest of the class, Is he / she sleeping / FH*NFBUJOHEJOOFSOPX


Pu

taking photos etc? and elicit their answers. 10


• Encourage Ss to remind you how the Present
Section_1.indd 10-11
Progressive is formed and when it is used.

Lesson Plan
MM

Activity 1 (Track 5)
• Ss listen to the words / phrases and repeat them.
• Ss look at the photos and circle the corresponding verb /
phrase.
• Mime the verbs / phrases that Ss don’t know and get them to
guess their meaning.
1. cut 2. teach 3. have a shower 4. decorate
©

Activity 2 (Track 6)
• Ss listen to the CD, follow in their books and match each
picture with the correct narration.
• Make sure Ss have matched them correctly.
• Ask Ss, What does Tom do every day at home? (He rides his
exercise bike.), Where is he at the moment? (At the park.),
What is he doing? (He’s riding his bike.)

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Ask Ss to provide their own examples using the two tenses.

14

Section 1.indd 14 4/17/2014 10:44:55 AM


Lesson 4

3 Choose a or b.
1 My mother the house now.
a paints b is painting
2 Jonathan a new CD every Saturday.
a buys b is buying
3 your room now?
a Are you decorating b Do you decorate
4 They their friends every weekend.
a aren’t meeting b don’t meet
5 Ben and Maria chocolates at the moment.
a aren’t selling b don’t sell

ns
4 Complete the sentences with the Present Simple or the Present Progressive.
Then, tick () what is happening now.

1 Stephen (go) to bed at 10 o’clock every night.

tio
Now it’s 10 o’clock but he (not sleep)
a because it’s his birthday today. b

2 Mark usually (go) to the gym on Fridays.


It’s Friday today and at the moment he
a b

ca
(watch) TV.

3 It’s Sunday and Jane (paint) a picture at


the moment. She usually (meet) her
a friends at the park on Sundays. b
bli
4 Beth (wear) jeans now, but she
often (not wear) jeans. She
(wear) skirts.
a b
Pu

11

27/11/2007 3:03:11 ìì
MM

Activity 3
• Ss read the sentences and complete them by choosing a or b.
• Point out to Ss that they have to pay attention to the time
expressions used in the sentences.
1. b 2. a 3. a 4. b 5. a

Activity 4
©

• Ss read the sentences in each case and complete them using


the Present Simple or the Present Progressive of the verbs in
brackets.
• Then, they have to look at the pictures and tick what is
happening now, according to the sentences.
1. goes to bed / isn’t sleeping - picture b
2. goes / is watching - picture b
3. is painting / meets - picture a
4. is wearing / doesn’t... wear / wears - picture a

15

Section 1.indd 15 4/17/2014 10:44:57 AM


Lesson 4

Lesson 4
5 Use the prompts to form sentences.

1 Kevin / teach / English / every day / ?

2 you / brush / teeth / now / ?

3 I / not go / to the gym / at the moment /.


Activity 5
• Ss read the prompts and form sentences. 4 Mary and Tom / not teach / at the weekends /.
• Point out that they have to use the Present
Simple or the Present Progressive. 6 What is the Bond family doing now? Place a tick () in the appropriate boxes.
• Tell Ss that they have to pay attention to the What does the Bond family usually do? Place a circle () in the appropriate boxes.
time expression in each case.

ns
1. Does Kevin teach English every day?
2. Are you brushing your teeth now?
3. I’m not going to the gym at the moment.
4. Mary and Tom don’t teach at the weekends.

tio
Activity 6
• Ss read the text, look at the picture and place
a tick () or a circle (o) in the appropriate This is the Bond family. They are usually not very busy on Saturday afternoon but today it’s Jim’s
boxes, according to what each member of the birthday. His mother, Anna, is making a cake a . She usually goes to the gym b . His
family is doing now and usually does. father, John, usually watches TV on Saturday afternoon c . He is vacuuming, now d .

ca
a.
a. b.o c.o d. e. f.o His sister, Mary, is decorating the house e . She usually meets her friends f .

7 Read and write.


Activity 7
• Ss read the questions and answer them. 1 What do you usually do at the weekends? Write 3 things.
• Choose a few Ss to read the questions and
their answers to the class.
bli
2 What are the people around you doing now? Write 3 things.
Pu

12

Section_1.indd 12-13
MM

Optional

• Divide Ss into pairs.


• Tell each pair to write as many correct sentences as they
can using the two tenses.
• Point out that they can use affirmative or negative
sentences and questions.
• Allow the pairs five minutes to write their sentences.
©

• When all pairs have finished, they take turns to read their
sentences to the class.
• For every correct sentence, the pair gets a point.
• The pair with the most points wins.

16

Section 1.indd 16 4/17/2014 10:44:59 AM


5 Possessive case - Possessive adjectives / pronouns

Lesson 5
1 Look
ook at the three rooms. Name all the items you see. Then, listen and
point to the items.

Language
Aim To talk about possessions.
2 Listen and read. Whose trainer has the dog got? Look at the rooms in activity 1.

Felix, bad boy!! Ooops!! Well, I think it’s Kelly’s. Structures Possessive case

ns
Whose trainer is that? it’s not mine! No, it’s not. Possessive adjectives
I’m wearing my trainers.
Possessive pronouns

Vocabulary clock, gloves, magazine, coat,


scarf, skateboard, jumper,

tio
trousers, clothes, trainers, CDs

Grammar 3 Look at activity 1. Who do the items belong to?


The boy, girl, children or parents?
Possessive Case

Warm up

ca
8FVTFUIF1PTTFTTJWF$BTF ’s 1 Whose jumper is this?
UPTIPXUIBUTPNFUIJOHCFMPOHTUPB
QFSTPOPSBOBOJNBM It’s the boy’s.
8FGPSNUIF1PTTFTTJWF$BTF
• CZBEEJOH’sUPTJOHVMBSOPVOT 2 Whose skateboard is this? • Point to a S’s book and ask, Whose book is
FH5IJTJTUIFHJSMTDBU
• CZBEEJOH’ UPSFHVMBSQMVSBMOPVOT
this? Then, say, It’s Tom’s book.
FH5IFCPZTIBUTBSFCMVF
3 Whose gloves are these?
• Write the question and the answer on the
• CZBEEJOH’sUPJSSFHVMBSQMVSBMOPVOT
board and ask Ss what they mean.
bli
FH5IPTFBSFUIFDIJMESFOTUPZT

Whose...? • Explain to Ss that we use Whose to ask who


• 8FVTFwhoseUPBTLXIPTPNFUIJOH 4 Whose magazines are these?
CFMPOHTUP
something belongs to. We use the
FH8IPTFCPPLJTUIJT
*UT1FOOZT CPPL

Possessive Case to show that something
5 Whose clothes are these? belongs to someone (people or animals).
• Give Ss more examples using the Possessive
Pu

13 Case (singular nouns, regular plural nouns


21/11/2007 2:48:54 ìì
and irregular plural nouns).
MM

Lesson Plan
Activity 1 (Track 7) Grammar Box
• Ss look carefully at the three rooms and name as • Draw Ss’ attention to the Grammar Box and read
many items as they can. Prompt Ss for names of it aloud.
items they have not mentioned. Write any • Provide Ss with more examples if necessary.
unknown vocabulary on the board.
• Ss listen to some of the items in each room, repeat Activity 3
©

the words and point to the corresponding items. • Ss read the questions, look at the pictures and the
three rooms (from activity 1) and write the
Activity 2 (Track 8) answers.
• Ask Ss to guess why the father is angry. (Because 2. It’s the boy’s.
the dog has taken someone’s trainer.) 3. They’re the girl’s.
• Ss listen, read the presentation, look at the three 4. They’re the children’s.
rooms (from activity 1) and try to find out whose 5. They’re the parents’.
trainer the dog has taken.
• Choose four Ss to read the presentation aloud.
The dog has taken dad’s trainer which is missing
from the last bedroom.

17

Section 1.indd 17 4/17/2014 10:45:01 AM


Lesson 5

Lesson 5
4 Grammar Possessive Adjectives
• 8FVTFPossessive AdjectivesUPTIPXXIP Read and complete with the correct
 TPNFUIJOHCFMPOHTUP possessive pronouns.
• Possessive Adjectives BMXBZTHPCFGPSFOPVOT
BOEEPOUUBLFBOBSUJDMF
FH4BNIBTHPUBDBSHisDBSJTSFE 1 This blue skirt isn’t yours! My skirt is blue.
4VCKFDU 1PTTFTTJWF 4VCKFDU 1PTTFTTJWF It’s .
1SPOPVOT "EKFDUJWFT 1SPOPVOT "EKFDUJWFT
* NZ XF PVS 2 May Which jumper is Peter’s?
ZPV ZPVS ZPV ZPVS
IF IJT UIFZ UIFJS Joe The red jumper is .
TIF IFS

Warm up JU JUT 3 May Which gloves are


Joe The red gloves are mine.
?

Read and complete with the correct


possessive adjectives.
• Point to your book and say, This is my book. 4 May Which skateboard is the children’s?
This book is mine. 1 This is Mary. favourite colour is Joe That one is over there.

ns
green.
• Write the sentences on the board and ask Ss 5 These aren’t Fay’s trousers. Those blue
2 Are those Pete’s gloves? No,
the meaning of the possessive adjective my trousers are .
gloves are bigger.
and the possessive pronoun mine.
3 We’ve got a pet dog. dog’s
• Repeat the same procedure to introduce the 6 Read and circle.
name is Lou Lou.
possessive adjectives and pronouns in all

tio
4 Judy and Tim have got a car. 1 Spiderman III is my / mine favourite film.
persons and write them on the board for Ss car is new.
to see. I love Toby Maguire.
5 That’s the dog’s house. Wow!
• Explain to Ss that we use possessive house is small! 2 Suzy and Mary have got new jumpers.
adjectives and pronouns to show who 6 Tom Mary is that skateboard? Their / Theirs jumpers are blue.
something belongs to. Possessive adjectives Mary No, it isn’t. skateboard is

ca
are always followed by a noun while yellow. 3 Jane likes reading magazines. These
possessive pronouns are never followed by a magazines are her / hers.
5 Grammar Possessive Pronouns
noun. • 8FVTFPossessive PronounsUPTIPXXIP 4 These boots aren’t your / yours.
• If you have time ask Ss to point to items that TPNFUIJOHCFMPOHTUP
• Possessive PronounsBSFOFWFSGPMMPXFECZB
belong to themselves and others and form OPVO XIJMFQPTTFTTJWFBEKFDUJWFTBSFBMXBZT
Your boots are bigger.
 GPMMPXFECZBOPVO
bli
sentences using the possessive adjectives  FH5IJTJTmyCPPL BUT 5IJTCPPLJTmine 5 They’ve got a blue clock and we’ve got
and pronouns. Possessive Adjective Possessive Pronoun
a red clock. Theirs is very small but
1PTTFTTJWF 1PTTFTTJWF 1PTTFTTJWF 1PTTFTTJWF
"EKFDUJWFT 1SPOPVOT "EKFDUJWFT 1SPOPVOT our / ours is very big.
NZ NJOF PVS PVST
ZPVS ZPVST ZPVS ZPVST
IJT IJT UIFJS UIFJST 6 Sue is a police officer. This is her / hers
IFS IFST
Pu

JUT  hat.


14

Section_1.indd 14-15

Activity 4
Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
MM

• Explain again the meaning of possessive adjectives and


how they are used to Ss.
• Ss read and complete the sentences with the
correct possessive adjectives.
1. Her 2. his 3. Our 4. Their 5. Its
6. your / My
Activity 5
Grammar Box
©

• Draw Ss’ attention to the Grammar Box and read it aloud.


• Explain again the meaning of the possessive pronouns and
how they are used to Ss.
• Ss read and complete the sentences with the correct
possessive pronouns.
1. mine 2. his 3. yours 4. theirs 5. hers
Activity 6
• Ss read the sentences and circle the possessive adjectives or
pronouns.
1. my 2. Their 3. hers 4. yours 5. ours
6. her

18

Section 1.indd 18 4/17/2014 10:45:02 AM


Lesson 5

7 Look and read about Jake and Tara. Then, complete the blanks using possessive
adjectives and pronouns.

This is (1) my friend, (5) friend Jake loves


Tara. (2) favourite playing video games. (6)
singer is Shakira. Tara and I have favourite one is Spiderman.
got two skateboards. The pink
skateboard is (3)
and the blue one is Optional
(4) . Pink is her
favourite
• Ss take turns, come to the front of the class
colour.
and present one of their items by saying,
e.g. This is my pen. Then, they place their

ns
item in a bag.
• When all Ss have presented their item,
choose a S and tell him / her to pick an item
from the bag. The S has to try and

tio
8 Choose a or b. remember whose item it is by saying,
It’s Kelly’s pen. It’s hers.
1 These are boots. 6 That is John’s kite.
a Mary’s b Marys’ kite is big.
• If the S guesses correctly, he / she gets a
a His b He’s
point.
2 The coats are blue
• Repeat the same procedure with all Ss and
and white. 7 My sister and I love as many times as you want.

ca
a womens’ b women’s cousins.
• If you have a large number of Ss, you can
3 My sisters have got a new car. a us b our
divide them into groups.
My car is yellow.
8 Is this jigsaw puzzle ?
a sister’s b sisters’
a your b yours
4 Tom and Suzy have got a very tall father.
9 We’ve got a cat.
bli
father is a basketball
name is Rocky.
player.
a Its b It’s
a Their b Theirs
5 Linda’s got a pink scarf. The red scarf isn’t 10 This clock isn’t .
. My clock is black and white.
a my b mine
Pu

a her b hers
15

17/12/2007 4:41:33 ìì
MM

Activity 7
• Ss read the texts and complete them with the possessive
adjectives or pronouns.
2. Her 3. hers 4. mine 5. My 6. His
©

Activity 8
• Ss complete the sentences by choosing a or b.
1. a 2. b 3. b 4. a 5. b 6. a 7. b
8. b 9. a 10. b

19

Section 1.indd 19 4/17/2014 10:45:03 AM


6 Object Pronouns - verbs + -ing

Lesson 6
1 Have you ever taken part 2 Read activity 1 and tick ()
in a survey? Discuss. the correct box.
Listen and read.

1 2

Language

Aim To introduce object pronouns.
To talk about what one likes / loves /
enjoys / hates.

ns
Woman Do you like going bowling?
Structures Object pronouns 3 4
Girl Oh, yes! I like it. I also enjoy
like / love / enjoy / hate + verb + -ing rollerblading.
W What do you love doing at the
Vocabulary go bowling, go rollerblading, weekends?

tio
take out the rubbish, G I love listening to my favourite CDs. I
do the washing-up listen to them all the time. I also love
taking our dog, Rex, for a walk. I usually
take him to the park. 5 6
W What chores do you hate doing?
G I hate taking out the rubbish and doing
the washing-up!

ca
3 Read activity 1 and write what the words in bold refer to.
1 it going bowling 2 them 3 him

Grammar Object Pronouns


Warm up • 8FVTFObject PronounsBTPCKFDUTPGWFSCT5IFZBMXBZTHPBGUFS
bli
4VCKFDU1SPOPVOT 0CKFDU1SPOPVOT
WFSCTPSQSFQPTJUJPOT
* NF • Object Pronouns SFQMBDFOPVOTJOPSEFSUPBWPJESFQFBUJOHUIFN
• Point to a girl / a boy / two Ss in your class ZPV
IF
ZPV
IJN
FH4BNJTDPPLJOHEJOOFS)FMQhimDVUUIFUPNBUPFT
8FSFQMBZJOHWPMMFZCBMM$PNFBOEQMBZXJUIus
and say, e.g. Look at Fay. Look at her. TIF IFS

^
JU JU like
Look at Tom. Look at him. Look at Paul and XF VT love
+ -ing FH*likeQMBZingCPBSEHBNFT
ZPV ZPV enjoy
Suzy. Look at them. UIFZ UIFN hate 4VFhatesDMFBOingIFSSPPN
Pu

• Write the sentences on the board and 16


underline the object pronouns.
• Get Ss to guess their meaning and explain Section_1.indd 16-17

that the object pronouns replace nouns in


order to avoid repeating them.
• Write the rest of the object pronouns on the Lesson Plan
board and explain their meaning.
MM

• Use facial expressions, mime the action


Activity 1 (Track 9)
of playing bowling and say, I like / enjoy
• Read the question in the rubric, explain what a survey is and
going bowling. Explain that ‘like’ and
discuss with the Ss.
‘enjoy’ have a similar meaning. Mime the • Ss listen, read the text and underline any unknown
action of listening to CDs and say, I love vocabulary. Help Ss to guess the meaning of unknown
listening to CDs. Then, mime the action of vocabulary by looking at the photos from activity 2.
doing the washing-up, use facial expressions
and say, I hate doing the washing-up. Activity 2
• Write the sentences on the board and get Ss
©

• Ss read the text from activity 1, look at the photos and tick the
to guess their meaning. correct boxes.
• Ask Ss what they notice about the • Point out that the unhappy face indicates what the girl hates
formation of verbs with (like, love, enjoy, doing, the happy face what she likes / enjoys doing and the
hate). one with the heart-shaped eyes what she loves doing.
• Elicit the answer that the verb that goes 2. the happy face should be ticked
after them, takes -ing. 3. the face with the heart-shaped eyes should be ticked
• Ask Ss to form sentences about themselves. 4. the face with the heart-shaped eyes should be ticked
5. the unhappy face should be ticked
6. the unhappy face should be ticked

Activity 3
• Explain to Ss there are three object pronouns in the dialogue

20

Section 1.indd 20 4/17/2014 10:45:06 AM


Lesson 6

4 Use object pronouns to replace the words in bold.


1 Ted Can I wear your hat? 4 Fay Do you like apples?
Sue No, you can’t wear . John No, I don’t like .

2 Our teacher, Mr Black, is talking. 5 My sister is very nice and


Listen to . I love .
Activity 6
3 You and Mary are my best friends. 6 Bob and I are in this photo. Can you • Ss expand the notes into questions and then,
ask and answer with their partner, as in the
I love . see ?
example.
2. Do you enjoy going rollerblading?
5 Follow the lines and complete the 6 Write questions. Then, ask and 3. Does your father like taking out the rubbish?

ns
sentences. answer with your partner. 4. Does your mother hate doing the
washing-up?
1 you / like / watch / DVDs?
5. Does your best friend love listening to CDs?
Do you like watching DVDs?
• Choose a few Ss to act out the dialogue in
Jane
love
2 you / enjoy / rollerbading? front of the class.

tio
3 your father / like / take out / rubbish?
like
Mary

4 your mother / hate / do / washing-up?

Optional
enjoy

ca
Alex
5 your best friend / love / listen / to / CDs?
hate

• Divide Ss into groups of four.


Sue & Jill Do you like • Ask each S to write four sentences about
watching DVDs? Yes, I do.
themselves, using love / like / enjoy and hate.
bli
1 Jane enjoys bowling. • Point out that one of these sentences should
be false.
2 Mary
• When all Ss in the group have finished, they
3 Alex take turns to read their sentences.
4 Sue and Jill
• The rest of the Ss in the group try to guess
Pu

which sentence is false.


17
• While Ss are doing this, go round the class
10/15/2018 12:57:26 PM
and make sure Ss are using the correct
structures.
MM

(the words in bold). Ss have to find the word they refer to and
write it, as in the example. Point out that they have to read
the previous sentences to find the word they have replaced.
2. CDs 3. dog / Rex

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Provide Ss with more examples if necessary.
©

Activity 4
• Ss read the sentences and replace the words in bold with the
corresponding object pronouns.
1. it 2. him 3. you 4. them 5. her 6. us

Activity 5
• Ss follow the lines and complete the sentences, as in the
example.
2. Mary loves taking her dog for a walk.
3. Alex hates taking out the rubbish.
4. Sue and Jill like going rollerblading.

21

Section 1.indd 21 10/15/2018 12:58:16 PM


7 Smart Time 1

Lesson 7 1 Read and complete.

1 ride
Spelling Check
Present Simple

he rides
Present Progressive

he’s riding
2 fly
3 dance
4 wash

Spelling Check 5 take


6 swim
7 travel
Aim To revise the spelling of words introduced 8 live
in the previous lessons.
PHONICS

ns
Activity 1 2 Listen and repeat.
4 Listen and circle the i / / sound.
• Ss read the phrases in the infinitive and then,
3 Listen, say and tick (() the correct Then, sing.
they write the Present Simple and the Present column.
Progressive of the verbs in the third person What do you do in the summer?

tio
    Well, I ride my bike and fly my kite,
singular, as in the example.
MJLF GJTI I climb a tree and dive in the sea,
2. he flies - he’s flying And I sing, sing, sing,
kite
3. he dances - he’s dancing And I sleep, sleep, sleep.
4. he washes - he’s washing visit What do you do in the summer?
5. he takes - he’s taking Well, I collect food and vacuum my room,
picture I like cooking some leaves and teaching my kids,
6. he swims - he’s swimming

ca
And I work, work, work,
7. he travels - he’s travelling ride
But I sing, sing, sing.
8. he lives - he’s living ice cream

sing

dive
bli
cinema

rubbish

climb
Pu

18

Section_1_b.indd 18-19

Phonics
MM

Aim To practise the pronunciation of the  // and // sound.


Activity 2 (Track 10)
• Write the letter ‘i’ on the board and say the sound // and // aloud.
• Explain to Ss that there are words in which the letter ‘i’ is pronounced // and
others in which it is pronounced //.
• Play the CD and get Ss to repeat the sounds a few times.
Activity 3 (Track 11)
• Play the CD and tell Ss to listen for the difference in pronunciation of the letter i
©

(// and //) between the two words.


• Pause the CD after Ss hear the two words and the sounds.
• Elicit the answer that like has an // sound, while fish has an // sound.
• Play the rest of the track and ask Ss to repeat each word and tick the sound they hear.
• If necessary, play the CD again.
//
/ kite, ride, ice cream, dive, climb
//
/ visit, picture, sing, cinema, rubbish
Activity 4 (Track 12)
• Play the song once and ask Ss to listen carefully.
• Ask Ss to circle the ‘i’ // sound in the words of the song.
• Check Ss’ answers.
I, ride, bike, kite, climb, dive, like
• Play the song again and encourage Ss to sing along.
22

Section 1.indd 22 4/17/2014 10:45:11 AM


Lesson 7

5 Read.

Writing Order

Optional
• In English, we always put the subject of a sentence before the verb.
subject + verb
I vacuum on Saturdays. Play Hangman!
Jill doesn’t work every day.
• A S thinks of a word and writes a dash on
6 Make sentences by putting the words in the correct order. the board for each letter in the word.
• The rest of the Ss take turns to guess the

ns
1 goes / to bed / John / at 11:30
letters. If a letter is correct, the S at the
2 in the summer / my friends / play volleyball board writes it on the correct dash or
3 is / she / buying a present / now
dashes. If a letter is not correct, the S draws
part of a person hanging from the gallows

tio
4 studying / the children / aren’t / at the moment and writes the letter on the board so that Ss
5 doesn’t like / my cat / swimming don’t repeat the same letter.
• The class wins if they find the words before
7 Read and complete the paragraph about what you do on Saturdays. Use the all the parts of the person are completed
Present Simple.
and he is hanged.

ca
My Saturday
In the morning, I
bli
In the afternoon, I

In the evening, I
Pu

19

21/11/2007 3:24:42 ìì

Writing Corner
MM

Aim To practise correct sentence structure in English.


Activity 5
• Draw Ss’ attention to the box, read it aloud and explain it
to Ss.
• Read the examples aloud and ask Ss to pay attention to
the subject and the verb.
• Write more sentences on the board and ask Ss to tell you
©

which word is the subject and which the verb.


Activity 6
• Ss write the words in the correct order to form sentences.
1. John goes to bed at 11:30.
2. My friends play volleyball in the summer.
3. She is buying a present now.
4. The children aren’t studying at the moment.
5. My cat doesn’t like swimming.
Activity 7
• Ss read and complete the sentences about what they do on
Saturdays.
• Make sure Ss have completed the sentences correctly.
• Choose a few Ss to read their sentences to the class.
23

Section 1.indd 23 4/17/2014 10:45:14 AM


8 Revision 1

Lesson 8 1 Match.

1 have my teeth 7 wear my friends


2 go a shower 8 vacuum clothes
3 buy the rubbish 9 go for to Italy
4 take out presents 10 make a walk
5 brush photos 11 meet my room
6 take bowling a cake
Aim
12 travel

2 Expand the notes into sentences. Add the adverbs in brackets.


To revise and consolidate structures and 1 Jim / go / to his karate class / on Saturday (always)
vocabulary introduced in the previous lessons. Jim always goes to his karate class on Saturday.
2 you / get up / at 7:30 / in the morning? (usually)

ns
3 my mother / cook / lunch / on Sunday (never)

4 Luke / play / football / in the afternoon (sometimes)

Activity 1
5 Jane / take / dog / for a walk / at night? (often)

tio
3 Look and complete. Use the Present Simple or the Present Progressive.
• Ss read and match the words to form correct
do / homework make sandcastles dive read magazines sunbathe
phrases. collect seashells wash / car do / washing-up
2. go bowling USUALLY NOW
3. buy presents

ca
4. take out the rubbish
5. brush my teeth
6. take photos
7. wear clothes
8. vacuum my room
bli
9. go for a walk On Sunday afternoon, Grandma Maggie usually (1) but now
10. make a cake she (2) . Mr Black usually (3) but
11. meet my friends now he (4) . The children (5) now
12. travel to Italy but they usually (6) . Mrs Black (7)
now but she usually (8) .
Pu

20

Section_1_b.indd 20-21

Activity 2
• Ask several Ss what they always / usually /
often / sometimes / never do at the weekend.
MM

• Ss expand the notes into sentences. They also


have to write the adverb of frequency in the
correct place in the sentence. Activity 3
2. Do you usually get up at 7:30 in the
morning? • Ss look at the pictures, read and complete the paragraph
3. My mother never cooks lunch on Sunday. with verbs / phrases in the Present Simple or in the Present
4. Luke sometimes plays football in the Progressive.
afternoon. 1. reads magazines
2. is collecting seashells
©

5. Does Jane often take the dog for a walk at


night? 3. washes the car
4. is diving
5. are making sandcastles
6. do their homework
7. is sunbathing
8. does the washing-up

24

Section 1.indd 24 4/17/2014 10:45:16 AM


Lesson 8

4 Look, complete and answer the questions.

Fay Boys Children Sue Paul

Activity 5
• Revise possessive adjectives / pronouns and
1 Whose coat is this ? It’s Sue’s .
object pronouns and their use.
• Ss read the sentences and circle the correct
2 clothes ? They’re the .
adjective or pronoun to complete them.

ns
3 magazines ? They’re .
1. b 2. a 3. b 4. a 5. b 6. b
4 gloves ? They’re . 7. b 8. a
5 skateboard ? It’s the .

5 Read and circle.

tio
1 Brian is talking. Listen to ! 5 Dave, where are gloves?
a his b him a me b my
2 We do homework together. 6 This dress is for you. It’s .
a our b us a your b yours
3 The blue bike is .
Task-based activity
7 I like your hat. Can I wear ?
a her b hers a its b it
4 Those shoes are beautiful. I like .
a them b theirs
8 This is our car. It’s .
Activity 6

ca
a ours b us
6 Task-based activity A
A. Work in groups of four. The captain of each group interviews each person and
• Divide Ss into groups of four.
places a tick () in the approriate box.
Do you like • Draw Ss’ attention to the table and read the
take out the go camping listen to CDs do the taking out
rubbish washing-up
buy presents
the rubbish? example given aloud.
bli
hate • Each group decides who their captain is going
I hate
like taking out to be and this person asks each S questions,
love the rubbish.
as in the example.
B. The captain counts the tick(s) from activity 6A and reports his/her findings. • The Ss and the captain tick the appropriate
Four students hate taking out the rubbish. box according to the answers.
Pu

21
B
21/11/2007 2:55:58 ìì • When all groups have finished, the captain
in each group, looks at his / her table, counts
the tick(s) and reports his / her findings,
e.g. Four students hate taking out the
rubbish. One student loves going camping.
MM

Two students like listening to CDs. etc.

Activity 4
• Point to items that belong to different Ss and ask, Whose...is
this / are these?
• Elicit the Ss’ answers.
• Ss complete the questions, look at the corresponding photos,
follow the lines and answer, as in the example.
©

2. Whose / are these, children’s


3. Whose / are these, Fay’s
4. Whose / are these, Paul’s
5. Whose / is this, boys’

25

Section 1.indd 25 4/17/2014 10:45:17 AM


9 Smart Skills 1 (Listening & Speaking)

Lesson 9 1 Listen and draw lines. There is one example.

Vicky

Jim
Aim
Jane
To revise and consolidate structures and
vocabulary introduced in the previous lessons.
Jack

ns
R Rubric Fch Female child
F Female adult Mch Male child
M Male adult
2 What does Mary do during the week? Listen and draw a line from the day to the
correct picture. There is one example.

tio
Activity 1
• Ss listen to the CD and draw lines according to the
child which is described in the picture.
• Play the CD twice.
• Make sure Ss have drawn the lines correctly.

ca
Jack: Boy with blue shorts
Jane: Girl with purple T-shirt
Monday Tuesday Wednesday Friday Saturday Sunday
Jim: Boy building sandcastle

Listening Transcript (Track 13)


bli
R Look at one. Look at the picture. Listen and look.
There is one example.
F Excuse me. Are you all friends?
Mch Yes, we are but one girl is my sister, Vicky.
F Is she playing volleyball?
Pu

Mch No, she isn’t. She’s collecting seashells. 22


F Oh, yeah I see her.
R Can you see the line? This is an example. Now Section_1_b.indd 22-23

you listen and draw lines.


1 Activity 2
F What’s that boy’s name? • Draw Ss’ attention to the pictures and explain that they have
MM

Mch Who? You mean the boy with the brown hair to match a day of the week with the picture that depicts the
and the green shorts? activity Mary does on that day.
F No, the boy with the brown hair and blue shorts. • Ss listen to the CD and draw lines.
Mch Oh! That’s Jack. He’s very good at fishing. • Play the CD twice.
2 • Make sure Ss have drawn the lines correctly.
F I’m looking for Jane. Who’s she? The girl with washing up - Wednesday
the orange T-shirt? rollerblading in park - Friday
Mch No. The one with the purple T-shirt. canoeing - Saturday
F Oh, yes. She’s got the ball. studying - Tuesday
©

Mch She’s a great volleyball player. Jane’s the best taking the dog for a walk - Sunday
player at school.
Listening Transcript (Track 14)
3
R Look at the pictures. What does Mary do during the week?
F What’s that boy with the blonde hair doing? Listen and look. There is one example.
Mch The boy climbing the rock? M Hello, Mary. What do you usually do during the week?
F No, the boy sitting on the sand. Fch Well, Monday is my worst day.
Mch Oh yes, that’s Jim. He’s building a sandcastle. M Why’s that?
F It looks fantastic! Fch Because I go to a karate class after school and I’m really tired
Mch Yes, it does. after that.
R Now listen to exercise one again. That is the end R Can you see the line from the word Monday? On Monday
of exercise 1. Sally’s got a karate class after school. Now you listen and
draw lines.

26

Section 1.indd 26 4/17/2014 10:45:22 AM


LessonA9
Lesson

3 Look
Listenand
andwrite
tick can
() or
thecan’t.
box. There is one example.
5
Example M Have you got a pet Mary?
What do Daisy’s parents do on her Fch Yes, I do. A dog.
birthday? M When do you take your dog for a walk?
A B  Fch Every Sunday. My dog Patsy and I go for a
1 What is Jane buying Daisy? walk near the shopping centre.
M Do your friends come too?
Fch No, they don’t.
A B R Now listen to exercise 2 again. That is the end
2 What is Jane doing this afternoon? of exercise 2.

ns
A B

3 What is Jane’s hobby?


Activity 3
• Draw Ss’ attention to the pictures, read the
A B questions and ask Ss what each picture depicts.

tio
4 What do Jane and her family do • Ss listen to the CD and tick the correct boxes to
at the beach? answer the questions.
• Play the CD twice.
A B
1. A 2. B 3. A 4. B
4 Listen, colour and write. There is one example.

ca
Listening Transcript (Track 15)
R Look at the pictures. Listen to the example.
What do Daisy’s parents do on her birthday?
Fch It’s Daisy’s birthday today.
M Really?
bli
Fch Yes and she has a big party every year. Her
parents cook lunch. It’s great.
M Do they make a cake, too?
Fch No, no, they buy the cake.
M That’s nice.
R Can you see the tick? Daisy’s parents cook
Pu

23 lunch on her birthday. Now listen and tick the


21/11/2007 2:57:03 ìì
box.
1 What is Jane buying Daisy?
M So, what present are you buying Daisy?
1
Fch Hmm, well, she likes books, CDs but I know
M Mary, do you help your mum with the house chores?
Fch Yes, I do. what to buy. A dress.
MM

M What kind of chores do you do? M A dress?


Fch Every Wednesday I do the washing-up ... My parents and Fch Yes, she loves clothes. This dress is beautiful!
brother do the washing-up on other days. 2 What is Jane doing in the afternoon?
M That’s very kind of you. M What do you do in the afternoons, Jane? Do
2 you watch TV?
M Do you see your friends during the week? Fch No, I don’t. I hate watching TV. I paint.
Fch Of course. I see my friends every Friday. M That’s very interesting, Jane.
M And what do you do? 3 What is Jane’s hobby?
Fch We go rollerblading in the park. M Are these your photos Jane?
©

3
Fch Yes, they are. I like taking photos.
M Which is your best day of the week?
Fch Hmmm... Let me see... I like Saturdays. M Is that your hobby?
M What do you do on Saturdays? Do you study? Fch No, no. My hobby is bowling. I love it!
Fch No, I don’t. My family and I go camping and my brother and I 4 What do Jane and her family do at the beach?
love canoeing in the river. M Do you go to the beach?
4 Fch Yes, of course. I go with my family.
M And what do you do on Tuesday, Mary? Do you go to the M And what do you do at the beach? Do you
shopping centre? sunbathe?
Fch No, I don’t. My friend Jane comes to my house and we study Fch No, we don’t. We make sandcastles. We make
together. the best sandcastles!
M Why do you study together? R Now, listen to exercise 3 again. That is the end
Fch Because we always have a test on Wednesdays and we study
of exercise 3.
together.
27

Section 1.indd 27 4/17/2014 10:45:25 AM


Lesson 9

Lesson 9
5 Look and say the differences.

Activity 4
• Draw Ss’ attention to the picture and ask them what they
see.
• Ss listen to the CD, colour and write the things that are
mentioned.
• Play the CD twice.
• Make sure Ss have coloured in the correct items with the
correct colours and have written the correct words in the 6 Look and say.

ns
correct places.
1. skateboard = red 2. word “coat” = next to man
3. house on boy’s jumper = green 4. gloves = purple 1
Listening Transcript (Track 16)
R Look at the picture. Listen to the example.

tio
F Can you see the woman?
Mch Yes. There are two women.
F That’s right. Can you see the woman taking the dog for
2
a walk?
Mch Yes.
F Look at her hair. Colour her hair black.

ca
Mch Black. OK.
R Can you see the woman with the black hair?
Now listen, colour and write. One 3
F Now, do you want to colour something?
Mch Yes, please. Can I colour the skateboard?
F OK. What colour?
bli
Mch Red. That’s my favourite colour.
F That’s a good colour for a skateboard.
R Two 4
F Now, would you like to write something for me?
Mch What? A word?
F Yes. Can you see the man?
Pu

Mch Yes. He’s wearing a coat. 24


F That’s right. Can you write the word COAT next to him?
Mch OK. I’m writing the word COAT now. Section_1_b.indd 24 21/11/2007 2:58:57 ìì

R Three
F Right. Can you see the boy’s jumper?
Mch Yes. There’s a house on his jumper. Back up questions
F That’s right. • Point to other differences the Ss don’t mention. Give half of a
MM

Mch Can I colour the house? suitable response, e.g. The boy is wearing a green hat but...

Activity 6
F Yes. Good idea!
Mch What colour?
F Green. • Draw Ss’ attention to the first set of pictures and say, Now look
R Four at these pictures. This one is different. The boy is doing the
F One last thing now... Can you see the gloves? washing-up. The boy is cooking. The boy is buying a present.
Mch Yes, a little girl is wearing gloves. What colour? This isn’t something you do at home. Now you tell me. Which
F You choose. one is different? (Why?)
Mch OK. I’m colouring them purple. • The Ss suggests a difference - it does not, of course, matter if
F Nice colour. OK. That’s all. The picture looks great now. their difference is not the most predictable one.
©

R Now listen to Exercise 4 again. That is the end of the Back up questions
listening exercises. • Set 1 (pointing to the boy doing the washing-up and the boy
cooking) Do you do these chores at home? And (pointing to the
Activity 5 boy buying a present) what about this?
• Draw Ss’ attention to the pictures and say, Look at • Set 2 Do you wear this? (pointing to the coat and then, the
these pictures. They look the same but some things scarf) And this? (pointing to the skateboard)
are different. The boy is fishing a fish in this picture, • Set 3 Where do you do these? (at the beach) And this? (at home)
but the boy is fishing a shoe in this picture. What • Set 4 Are these sports? (pointing to karate and football) And
other differences can you see? this? (pointing to the boy cooking)
• The Ss describe the three other differences: the boy is • Ask Ss personal questions, e.g. What chores do you do at
wearing a green hat / the boy is wearing a red hat, home? What clothes do you usually wear? What do you
the dog is walking / the dog is swimming, the girl is usually do in the summer? What sports do you play? and elicit
collecting seashells / the girl is making a sandcastle. their answers.

28

Section 1.indd 28 4/17/2014 10:45:27 AM


10 some/any & countable/uncountable nouns

Lesson 10
1 Read and listen to the dialogue. Then, tick () the correct basket.

Let’s take a bottle of water and a


carton of orange juice for our picnic.

Oh, don’t forget to take some tea.

What else?

Erm.. some fruit and some sandwiches. Language


Oh! We haven’t got
any salami for the sandwiches. Aim To talk about the quantity of things.
Don’t worry.
We’ve got some Structures some / any
sausages and
some cheese for
Vocabulary a cup / carton / packet / bottle /

ns
our sandwiches!
slice of, salt, pepper, salami,
cucumber, sausage, tea

tio
tea

Warm up
a b c • Write the heading countable nouns on the

ca
board and write a few examples underneath,
Grammar Countable - Uncountable nouns
e.g. an orange - some oranges, a sandwich
• CountableOPVOTIBWFTJOHVMBSBOEQMVSBMGPSNTBOE • UncountableOPVOTIBWFonlyHPUBTJOHVMBSGPSNBOE
DBOCFDPVOUFE UIFZDBOOPUCFDPVOUFE - some sandwiches etc.
• 8FDBOVTFa/anPSnumbersCFGPSFUIFN • 8FcannotVTFa/an PSnumbersCFGPSFUIFN
FHBUPNBUP UXFMWFUPNBUPFT FHNFBU NJML
• Write the heading uncountable nouns on the
Not
BCSFBE CSFBET board and remind Ss that there are some nouns
BXBUFS XBUFST
in English that are always in the singular. Write
bli
some - any
some of them underneath the heading,
8FVTFsome 8FVTFany
• XJUIQMVSBMDPVOUBCMFOPVOTBOEXJUIVODPVOUBCMF • XJUIQMVSBMDPVOUBCMFOPVOTBOEXJUIVODPVOUBCMF e.g. milk, water, sugar, coffee, bread, etc.
OPVOTFHTPNFTBVTBHFT TPNFTBMU OPVOTFHBOZDIFFTF BOZTBOEXJDIFT
• JOBGmSNBUJWFTFOUFODFTFH5IFSFBSFTPNFBQQMFT • JORVFTUJPOTFH*TUIFSFBOZKVJDFJOUIFCPUUMF • Write some examples on the board, e.g. There
POUIFUBCMF • JOOFHBUJWFTFOUFODFTFH5IFSFBSFOUBOZ
• JORVFTUJPOTXIFOXFPGGFSTPNFUIJOHQPMJUFMZ TBOEXJDIFTJOUIFCBTLFU
are some oranges in the fridge. There is some
FH8PVMEZPVMJLFTPNFXBUFS  water in the fridge.
Pu

25 • Point out to Ss that we use some only in


affirmative sentences and that in questions and
Section_2.indd 25 21/11/2007 3:46:18 ìì
negative sentences, we use any.
• Write some examples on the board, too.
• Explain to Ss that whereas we can’t count things
like coffee / bread, etc, we can, when using
MM

containers such as, a cup / carton / packet,


etc of...
• Give Ss some examples and get them to guess
the meaning of the words.

Lesson Plan
©

Activity 1 (Track 17)


• Ss read, listen to the dialogue and then, tick the correct basket.
• Before Ss start doing the activity, draw their attention to the baskets and get them to name the items in each one.
• Explain the new vocabulary to Ss.
b

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain the use of some / any and provide Ss with more examples if necessary.
• Encourage Ss to form correct sentences (affirmative, negative, questions) using some / any.

29

Section 2.indd 29 4/17/2014 10:47:10 AM


Lesson 10

Lesson 10 2 Which of the items are countable and which uncountable? Look and write.

countable uncountable
cucumbers

ns
3 Match the words.

1 a cup of 2 a carton of 3 a packet of 4 a bottle of 5 a slice of

tio
1kg

ca
sugar tea water bread milk

4 Choose a or b.

1 There are cucumbers 4 Is there salami on the


in the fridge. table?
bli
a any b some a an b any

2 There is milk in the 5 Would you like tea?


bottle. a an b some
a a b some
6 There is sandwich in
3 I haven’t got bread. my bag.
Pu

a some b any a a b some


26

Section_2.indd 26-27
MM

Activity 2
• Ss look at the photos and write the corresponding words
under the correct column.
countable tomatoes, sausages
uncountable tea, cheese, milk, salami, water

Activity 3
• Ss look at the photos and match the two halves of the
©

phrases.
2. milk 3. sugar 4. water 5. bread

Activity 4
• Ss read the sentences and complete them by choosing a or
b.
b
1. b 2. b 3. b 4. b 5. b 6. a

30

Section 2.indd 30 4/17/2014 10:47:12 AM


Lesson 10

5 Complete with a / an / some or any.

1 There are bottles of water on the table.


2 Is there tea in the cup?
3 I’ve got slice of bread and carton of milk.
4 My mother wants packet of sugar for the cake.
5 There aren’t grapes in the fridge.
6 Would you like orange juice? Optional
7 Are there cucumbers in the bag?
8 I’ve got orange and apple.
• Divide Ss into two teams.
• Draw pictures of items of food / drink
9 There is butter and milk in the fridge.
on different pieces of paper, e.g. two

ns
10 She’s got sandwich for lunch.
sandwiches, an orange, a bottle of water,
bread etc.
6 Look and write. • Stick them on the board and ask Ss from the
 water  milk
first team to look at them for 15 seconds.

tio
1 There are two bottles of water but there
Then, tell them to close their eyes.
isn’t any milk.
• Choose a S from the second team to come to
 tea  orange juice
the board and take one of the drawings.
2
• The Ss from the first team open their eyes and
try to remember which drawing is missing by
saying, There isn’t / aren’t / a / an / any...

ca
 banana  apple • For every correct answer, they get a point for
3 their team.
• Ss take turns.
• The team with the most points wins.
 sandwiches  potatoes • Alternatively, the Ss in each team look at the
bli
4 drawings for 15 seconds and then, you turn
them around and they have to remember
what each one is, by saying e.g. There is
 salt  pepper
some bread. There is an apple. There are two
5
bottles of water. etc.
Pu

• For every correct guess, they get a point for


27
their team.
21/11/2007 3:48:22 ìì
MM

Activity 5
• Ss read the sentences and complete them with a / an /
some or any.
1. some 2. any 3. a / a 4. a 5. any
6. some 7. any 8. an / an 9. some / some
10. a

Activity 6
©

• Ss look at the photos, read the two words and form a


sentence, as in the example.
2. There is a cup of tea but there isn’t any orange juice.
3. There is a banana but there isn’t an apple.
4. There are two sandwiches but there aren’t any
potatoes.
5. There is some salt but there isn’t any pepper.

31

Section 2.indd 31 4/17/2014 10:47:13 AM


11 Indefinite pronouns - some, any, no, every

Lesson 11
1 Read and listen. What do the words in bold mean? Write them next to the
correct phrase.

Is there anyone in the house? Yes, there is.


Everyone is sleeping inside the house.
No one is awake but...
someone is outside the house.

Language
Oh no! A thief!

one person (1)


Aim To introduce the compounds of some / any /
all the people (2)
no / every.
no people (3)
Structures Indefinite Pronouns with -one / -thing

ns
one person (4)
or more
Vocabulary Compounds of some / any / no /
every 2 Look and circle.

1 1 No one / Someone is in the garden. 5

tio
2 Is there everyone / anyone in the car?

3 Everyone / Someone is happy.

Warm up 4 Someone / Everyone is at school.

5 Is there anyone / everyone in the kitchen?


• Draw a house with a person in it and

ca
2 3
another one with no one in it. 4
• Point to the first house and say, Is there
anyone in the house? There’s someone in
the house. Then, point to the second house
and say, There’s no one in the house.
bli
• Write the question and the two sentences on
Grammar NO / EVERY
the board and get Ss to guess the meaning
No JTVTFEJOBGmSNBUJWFTFOUFODFT CVUJUIBTBOFHBUJWFNFBOJOH OPUBOZ

of the three indefinite pronouns. FH5IFSFTOPXBUFSJOUIFHMBTT5IFSFJTOUBOZXBUFSJOUIFHMBTT
• Draw a bag with a book in it and another Every JTVTFEXJUITJOHVMBSDPVOUBCMFOPVOT
FH&WFSZTUVEFOUIBTHPUBCBH
one with nothing in it.
Pu

• Point to the first bag and say, Is there 28

anything in the bag? There’s something in Section_2.indd 28-29

the bag. Then, point to the second bag and


say, There’s nothing in the bag.
• Write the question and the two sentences on
the board and get Ss to guess the meaning
Lesson Plan
MM

of the three indefinite pronouns.


• Ask all the Ss to pretend to be happy and
say, Everyone is happy. Write the sentence
on the board. Put all your things in you Activity 1 (Track 18)
bag and say, Everything is in the bag. Write • Ask Ss to look at the picture and describe what is happening.
the sentence on the board too and ask Ss Encourage the use of Indefinite Pronouns.
to guess the meaning of the two indefinite • Ss read the text, listen to the CD, look at the picture and
pronouns. write the words in bold next to the corresponding definitions.
1. someone
2. everyone
©

3. No one
4. anyone
Activity 2
• Ss read the sentences, look at the photos and circle the
correct indefinite pronoun to complete the sentences.
1. No one 2. anyone 3. Everyone 4. Someone
5. anyone

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain it to Ss.

32

Section 2.indd 32 4/17/2014 10:47:16 AM


Lesson 11

3 Read and complete the table.


Indefinite Pronouns with -one / -thing
• The compounds of some, any, no and every are used in the same way as some, any, no and every, but they are not
followed by a noun.
• The verb in the sentence is always in the third person singular.
• We use the compounds of no in affirmative sentences with a negative meaning.
• We use the compounds of any in questions and negative sentences.

Compounds of: SOME ANY NO EVERY


• Explain to Ss that SA has to choose a photo
People someone anyone no one everyone
without telling SB which one it is and describe
Things something
it to him / her using the correct indefinite
pronoun, as in the example, e.g. There’s
4 Look and write about the people in your class. Start with:
nothing / something in the bag. There’s no one
Someone is... Everyone is... Every student... / someone on the desk. There’s something /

ns
No one is... No student... nothing / someone / no one in the car.
• SB points to the correct picture and for every
5 Look at the pictures and complete.
correct guess, the S gets a point.
Is there (1) in the box? • Ss take turns.
Yes, there is. There’s (2) inside! • The S with the most points wins.

tio
Open it!
Oh no! (3) is on the floor.

Now there’s (4) in the box.

6 Play with your partner. Say and point.

Optional

ca • Play a guessing game.


• Divide Ss into 2 teams.
• Ask Ss different questions using the
bli
compounds of some, any, every and no,
e.g. Someone is chewing a gum. Who is it?
Ss look around the class and try to guess
who you are talking about.
• Team 1 and 2 take turns answering questions.
e.g. There’s something in the bag.
• Repeat the procedure with the rest of the
Pu

29
compounds until every Ss in each team has
11/8/2017 3:19:37 PM
had the chance to participate.
• Give a point to each team that answers
correctly. The team with the most points
wins.
Activity 3 Grammar Box
• Draw Ss’ attention to the table and encourage them to
MM

complete it.
anything, nothing, everything
Activity 4
• Ask Ss to write sentences about the people in the class using
indefinite pronouns, e.g. Everyone is in the class. No one is
eating. Someone is reading. etc.
• Help Ss if necessary.
• While Ss are doing the activity, go round the class and make
©

sure Ss are using the correct structures.


• Choose a few Ss to read their sentences to the class.
Activity 5
• Ss read the dialogue and complete it with the correct indefinite
pronoun.
1. anything 2. something 3. Everything
4. nothing
Activity 6
• Explain to Ss that they are going to play a game.
• Divide Ss into pairs.
• Draw Ss’ attention to the photos and read the example given
aloud.

33

Section 2.indd 33 11/8/2017 3:20:15 PM


12 How much / many...?

Lesson 12
1 Listen, read and do the quiz. Then, count your score and find out if you
are healthy!

Are you healthy?


Language 1 How many oranges
do you eat every day?
Aim To ask and answer questions about the a 0
quantity of things. b 1-3
c 4-6
Structures How much / many... do we need?

ns
2 How much milk do you
Vocabulary exercise, crepes, cereal, mushrooms, drink every day?
a I don’t drink milk.
peppers, glass, juice, bread, hour,
b 1-2 glasses
healthy
c 3-4 glasses

tio
3 How much water do
you drink every day?
a 1-3 glasses
b 4-6 glasses
c 7-9 glasses SCORE

ca
3
Warm up
1 a 1 b 2 c
3
4 How much do you 2 a 1 b 2 c
b 2 c 3
exercise every day? 3 a 1
2 c 3
4 a 1 b
• Choose a S and ask him / her, How many a 1 hour
books / pencils have you got? One, two b 2 hours
4 - 6 You are not healthy.
three, four? c 3 hours 7 - 9 You are healthy.
bli
10 - 12 You are very healthy!
• Elicit the S’s answer.
• Write the question on the board and get Ss
Grammar
to guess what it means. How much...? How many...?
• Ask different Ss questions using, 8FVTFHow much VODPVOUBCMFOPVOT 8FVTFHow many DPVOUBCMFOPVOT
FH)PXNVDIDIPDPMBUFEPZPVFBU FH)PXNBOZBQQMFTEPZPVFBU
How many...?
Pu

• Choose a S and ask him / her, How much 30

bread do you eat every day? One slice, two Section_2.indd 30-31

slices?
• Elicit the S’s answer.
• Write the question on the board and get Ss
to guess what it means.
Lesson Plan
MM

• Ask different Ss questions using,


How much...?
• Encourage Ss to tell you when we use How
many and when How much. Activity 1 (Track 19)
• Elicit the answer that we use How many • Draw Ss’ attention to the text and ask them what it is (a
with countable nouns and How much with quiz) and where it might be found (in a magazine).
uncountable nouns. • Explain the word healthy to Ss.
• Ss listen to the CD and follow the text in their books.
• Tell Ss to read each question and then, choose the answer
©

which best represents their habits. Encourage Ss to guess the


meaning of any unknown words they may have by looking
at the corresponding photos.
• Alternatively, Ss can do the quiz in pairs and take turns to
ask and answer the questions.
• Have Ss add up their scores.
• Ask Ss to read their scores.

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain the use of How much / many again to Ss.

34

Section 2.indd 34 4/17/2014 10:47:21 AM


Lesson 12

2 Which of the items are countable and which uncountable?


Write C for countable and U for uncountable.

2 3
1
crepes peppers
cereal

4 5 6
mushrooms juice bread Optional
3 Look, read and complete.
• Ask Ss to say a sentence about their eating
Jim I’m hungry. Let’s make some crepes.
habits before they leave, e.g. I eat two slices

ns
Mary OK! I’m hungry, too. of bread every day. I drink a glass of orange
Mary (1) How much milk do we need ? juice every morning. etc.
Jim One glass.
Jim (2) eggs ?
Mary Two eggs.

tio
Jim (3) flour ?
Mary One packet.
Mary (4) mushrooms ?
Jim Ten.
Jim (5) cheese ?

ca
Mary Four slices.
Mary (6) peppers ?
Jim Three.
Mary OK! Let’s start.
bli
4 Make your own quiz. Then, ask and answer the questions with your partner.

1 How many glasses


2
of water do you
drink every day?
3
4 Five glasses.
Pu

31

27/11/2007 3:06:35 ìì

Activity 2
• Ss look at the items of food / drink and write the letter C if
MM

they are countable and U if they are uncountable.


1. U 2. C 3. C 4. C 5. U 6. U

Activity 3
• Ss look, read and complete the dialogue using How much /
How many, do we need, as in the example.
2. How many / do we need
3. How much / do we need
4. How many / do we need
©

5. How much / do we need


6. How many / do we need

Activity 4
• Ss write four questions of their own using How much and How
many asking about one’s eating / drinking habits, as in the
example.
• While Ss are doing this, go round the class and make sure Ss
are using the correct structures.
• When all Ss have finished, divide them into pairs.
• Ss take turns to ask and answer the questions.
• Choose a few pairs to perform the dialogue in front of the class.

35

Section 2.indd 35 4/17/2014 10:47:23 AM


13 a lot of / lots of / a few / a little

Lesson 13 1 Look, listen and read the sentences. Then, match.

A
CITY

1 There is a lot of traffic.

Language 2 There is a little snow on the cars


and the bus.
Aim To introduce quantifiers.
3 There are lots of people.
Structures a lot of / lots of / a few / a little
TOWN

ns
B
Vocabulary city, town, traffic, shop, money 4 There are a few trees.

5 There are a few cars.

tio
6 There is a lot of snow.

Warm up Grammar
a lot of & lots of a few a little

ca
• Write the quantifiers (a lot of / lots of / a few / a 8FVTFa lot of BOElots ofXJUI 8FVTFa few XJUIQMVSBM 8FVTFa littleXJUIVODPVOUBCMF
QMVSBMDPVOUBCMFBOEVODPVOUBCMF DPVOUBCMFOPVOT OPVOT
little) on the board. OPVOTFH5IFTIPQIBTHPUBMPU FH5IFSFBSFBGFXDBST FH5IFSFJTBMJUUMFNJMLMFGU%SJOLJU
• Explain what they mean to Ss and write some PGMPUTPGCPPLT
a lot of lots of a few a littleBSFVTVBMMZVTFEJOBGmSNBUJWFTFOUFODFT
examples on the board.
• Point out that we use a lot of / lots of with 2 Complete with a little or a few.
bli
uncountable nouns and plural countable
nouns, e.g. I’ve got a lot of CDs. There’s a lot of 1 There is a little orange juice in the glass. You can drink it.
sugar in the cake. Tell Ss that a lot of and lots
of have the same meaning. When we speak, we
2 There are people in the cinema.
usually use lots of instead of a lot of.
• We use a little with uncountable nouns in
Pu

affirmative sentences (when there is a small but 32

adequate amount of something), e.g. There’s a


Section_2.indd 32-33
little milk in the bottle.
• Finally, we use a few with plural countable
nouns in affirmative sentences (when there is a
small but adequate number of something),
Lesson Plan
MM

e.g. There are a few books on my desk.


• Encourage Ss to form their own sentences using
the quantifiers. Activity 1 (Track 20)
• Draw Ss’ attention to the two pictures and ask them what
they see. Prompt Ss for unknown vocabulary.
• Draw their attention to the sentences and explain that they
have to match each one with the corresponding picture.
• Ss listen to the CD.
1. A 2. A 3. A 4. A 5. B 6. B
©

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain the quantifiers to Ss again and give more examples if
necessary.

Activity 2
• Ss look at the photos, read the sentences and complete them
with a little or a few.
• Tell Ss that they should check whether the noun is
countable or uncountable.
2. a few 3. a few 4. a little 5. a few 6. a little

36

Section 2.indd 36 4/17/2014 10:47:25 AM


Lesson 13

3 There are big book shops in the town.


You can buy books there.

4 There is money on the table. Take €10. Optional


• Divide Ss into groups of four.
5 There are houses with swimming
• Give each group a big piece of card.
pools in my street. • Tell each group to draw their ideal city /
town and colour it.

ns
• When all groups have finished, they take
6 Don’t worry. The film starts at 8:00. There is
turns to present their town / city by saying,
time left.
e.g. There is / are a lot of / lots of / a few /
a little...
• Ss can write a few sentences on the card,

tio
3 Circle the correct quantifiers. 4 Read and draw the city.
There are a few trees.
describing their city / town.
1 There are a lot of / lots of / a few /
There are a lot of shops. • Display Ss’ work on the walls in the
a little big shops in this town. There are a few cars. classroom.
2 I‘ve got a lot of / lots of / a little / There are a lot of people.
There is a little snow.
a few money, so I can buy this CD.

ca
There is no rubbish.
3 There are a lot of / lots of /

a few / a little apple trees in my garden.

4 There is a lot of / lots of / a little / a few


traffic here!
bli
5 I haven’t got a lot of / lots of / a few /
a little time.

6 There are a lot of / lots of / a little / a few


Pu

people in the park.


33

21/11/2007 3:52:51 ìì
MM

Activity 3
• Ss read the sentences and circle the correct quantifiers in
order to complete them.
• Point out that more than one quantifier is correct in each
case.
2. a lot of / lots of / a little 3. a lot of / lots of / a few
4. a lot of / lots of / a little 5. a lot of / lots of
©

6. a lot of / lots of / a few

Activity 4
• Ss read the prompts and draw the city.
• Go round the class and make sure Ss have drawn the city
correctly.

37

Section 2.indd 37 4/17/2014 10:47:27 AM


14 very + adjective / too + adjective

Lesson 14 1 cheap
1 Match the pictures and the opposites. Then, listen and check your answers.

difficult

2 easy small

Language
3 sweet expensive
Aim To describe how someone / something is / $ 0.99
tastes.
00
4 big young
$ 1.000.0
Structures very + adjective, too + adjective

ns
Vocabulary cheap - expensive, easy - difficult, 5 old bitter
sweet - bitter
Listen and read.

tio
2

Wow! That balloon Oh, no! That balloon


is very big. is too big for you.
Yes, it’s beautiful.

Warm up
• Write some sentences using very on the board,
e.g. John is a very good student. Helen’s house
ca Argh ! H
elp !! !
bli
is very big. My brother is very young. etc. Grammar
• Encourage Ss to guess the meaning of very Very Too
and explain to them that very is used before t*UJTVTFEUPBEEFNQIBTJT t*UNFBOTANPSFUIBOOFDFTTBSZ
t*UJTVTFECFGPSFBEKFDUJWFTBOEBEWFSCT *UIBTBOFHBUJWFNFBOJOH
adjectives and adverbs to add emphasis.  FH.FHJTBWFSZCFBVUJGVMHJSM
t*UJTVTFECFGPSFBEKFDUJWFTBOEBEWFSCT
• Write some sentences using too on the board,
Pu

 FH5IFUSBJOFSTBSFUPPFYQFOTJWF*DBOUCVZUIFN
e.g. This T-shirt is too small. Give me a bigger 34
T-shirt. The coffee is too hot. I can’t drink it.
• Encourage Ss to guess the meaning of too and Section_2.indd 34-35

explain that too is used before adjectives and


adverbs and it means more than necessary. It
has a negative meaning. Lesson Plan
MM

• Provide Ss with more examples if necessary.


Activity 1 (Track 21)
• Ss match each adjective with the correct photo and then with
its opposite, and the corresponding photo, as in the example.
• Encourage Ss to guess the meaning of the adjectives they
don’t know.
• Ss listen and check their answers.
2. easy - fourth photo - difficult - first photo
3. sweet - second photo - bitter - second photo
©

4. big - last photo - small - third photo


5. old - first photo - young - last photo

Activity 2 (Track 22)


• Draw Ss’ attention to the dialogue and discuss what is
happening.
• Elicit the difference in meaning between ‘very’ and ‘too’.
• Encourage a few Ss to act out the dialogue.

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Provide Ss with more examples or encourage them to form
their own.
38

Section 2.indd 38 4/17/2014 10:47:29 AM


Lesson 14

3 Complete with too or very.

1 These shoes are small for me. I need size 10.

2 That dress is beautiful. I love it!

3 My grandmother is old. I think she’s 100 years old.

4 I can’t do this exercise. It’s difficult for me.

5 Kate is my best friend. She’s a good student.


Optional
4 Read the sentences and tick () the correct picture. • Divide Ss into groups of four.
• Ask each group to write as many correct
1 This dress is too long.

ns
A B sentences as they can, using very and too,
I can’t wear it.
in five minutes.
• When time is up, groups take turns to read
their sentences.
2 This chocolate cake is very sweet.
A B • For every correct sentence, the groups get a

tio
It’s delicious!
point.
• The group with the most points, wins.

3 This maths test is too difficult.


A B
I can’t do it.

4 I’ve got €100. This wallet is very


expensive but I can buy it.
A B

ca
bli
5 This coffee is too bitter.
A B
I can’t drink it.

5 Use the adjectives in activity 1 and write sentences using too or very.
Pu

35

21/11/2007 3:53:43 ìì
MM

Activity 3
• Ss read and complete the sentences by writing the correct
word.
1. too 2. very 3. very 4. too 5. very

Activity 4
• Ss read the sentences and tick the correct picture.
1. B 2. A 3. B 4. A 5. B
©

Activity 5
• Encourage Ss to write their own sentences using ‘too’ and
‘very’, using the adjectives in activity 1.
• Choose Ss to read out their sentences to the class.

39

Section 2.indd 39 4/17/2014 10:47:30 AM


15 Ordinals

Lesson 15 1 Listen and read.


   



Newspaper


Language Berry Side
Aim To talk about the position / order of
something in a list of items.
To talk about dates.

ns
Structures Ordinals

Vocabulary Ordinals

tio
ners
Last year’s win

ar’s
Come to this ye

Athletics Drk ay!


1st (first) Terry Brown

Warm up 2nd (second) Mich


elle Kay

ca
rd (third ) Fa y Je nkins
3
Where? At Berry Side Pa th (fourt h) Ben Mc Ke
nzie
• Write the ordinals from 1st - 12th , 20th, 30th 4
When? At 9 o’clock Helen Do na von
5th (fif th)

13 January 2008
in numerical and written form, on the board. aig Bo nd
6th (sixth) Cr
• Explain to Ss that ordinal numbers show the
bli
position / order of something in a list of items Grammar
(e.g. the days of a month) while cardinal t8FVTFordinal numbers TU OE SE
UPTIPXUIFQPTJUJPOPSEFSPGTPNFUIJOHJOBMJTUPGJUFNT FHJOBSBDF
PS
XJUIEBUFT OE.BZ
Cardinal numbersPOMZTIPXBNPVOU   

numbers (1, 2, 3 etc) simply represent amount.
t"MMPSEJOBMOVNCFST FYDFQUGPSmSTU TFDPOE UIJSEBSFGPSNFEXJUIUIFFOEJOH-th/PUJDFUIFTQFMMJOHJOUIFGPMMPXJOH
• Write on the board, There are seven days in a mWFmGUI FJHIUFJHIUI OJOFOJOUI UXFMWFUXFMGUI UXFOUZUXFOUJFUI UIJSUZUIJSUJFUI
week. / July is the seventh month of the year. /05&8FXSJUF4FQUFNCFSPSUI4FQUFNCFS#65XFTBZUIFUXFOUZGPVSUIPG4FQUFNCFS
• Ask Ss what they notice about the formation
Pu

36
of ordinal numbers (they are formed with
the ending -th, except for first, second, third), Section_2.indd 36-37

elicit answers and point out the exceptions


and spelling irregularities (fifth, eighth, ninth,
twelfth, twentieth, thirtieth).
• Revise the days of the week and the months
Lesson Plan
MM

with the Ss.

Activity 1 (Track 23)


• Draw Ss’ attention to the text and ask them where they
would find a text like this (in a newspaper).
• Ask Ss for the date of the newspaper (12 January 2008)
and point out that we write 12 or 12th January but we
say the twelfth of January.
• Ss listen to the CD and follow in their books.
©

• Ask Ss what event the newspaper is advertising (Athletics


Day), where the event is taking place (at Berry Side park)
and when (on 13 January 2008, at 9 o’clock).
• Ask Ss who was first / second etc in the race last year and
elicit their answers.

Grammar Box
• Draw Ss’ attention to the Grammar Box and explain the
ordinal numbers to Ss again.

40

Section 2.indd 40 4/17/2014 10:47:33 AM


Lesson 15

2 Look and complete. Then, listen and check your answers.

January 1st 2 nd
second
3rd 4fourthth
5th 6sixthth 7th
seventh
8 th
eighth
9ninthth 10 th
tenth
11 th
eleventh
Activity 4
12th 13 th
thirteenth
14 th
fourteenth
15 th
fifteenth
16 th
sixteenth
17th
seventeenth
18th
eighteenth
• Draw Ss’ attention to the pages of the calendar
and explain that in each case they have to write
19 th
ninteenth
20 th
twentieth
21st
twenty-first
22nd 23rd
twenty-third
24th
twenty-fourth
25th
twenty-fifth
the month and circle the date.
• Then, divide Ss into pairs. Ss take turns to ask
26th
twenty-sixth
27th
twenty-seventh
28th
twenty-eighth
29th
twenty-ninth
30th 31 st
thirty-first
their partners about the dates.
• Choose a few Ss to say when their birthday or

ns
3 Look at the runners in activity 1 and say. Number 21 is first. their friend’s birthday is, etc.

4 Read, write the month and circle the dates. Then, say with your partner.
Today,s date It’s the fourth

tio
1st of October, today.

2nd 3rd 4th 5th 6th


When is your
7th 8th 9th 10th 11th birthday?
12th 13th 14th 15th 16th
17th 18th 19th 20th 21st
22nd 23rd 24th 25th 26th My birthday is... Optional

ca
27th 28th 29th 30th 31st
,
My birthday Friend s birthday
1st
1st 6th
• Divide Ss into two teams.
2nd 2nd 3rd 4th 5th
3rd 4th 5th 6th • Explain to Ss that you are going to ask them
8th 9th 10th 11
th
7th 8th
9th 10th 11th 7th
th 15th 16
th eight questions.
12th 13th 14th 15th 16 12th 13 th 14
• The S who knows the answer and raises his /
bli
th
21
17th 18th 19th 20
th st
17th 18th 19th 20th 21
st
25 26 th her hand first, answers.
22nd 23rd 24th
th
22nd 23rd 24th 25th 26
27th 28th 29th 30th 31
th
27th 28th 29 th 30 th 31st • If he / she answers correctly, he / she gets a
st
point for his / her team. If he / she answers
incorrectly, the other team has to answer.
• Explain the questions if Ss don’t understand
Pu

37
them.
21/11/2007 3:55:00 ìì
• The team with the most points, wins.
• You could add more questions if you like.

QUESTIONS
1. Which month has got twenty-eight days?
MM

Activity 2 (Track 24) 2. Which day is New Year’s Eve?


• Ss look at the page of the calendar and complete it by 3. In which season do schools start in Europe?
writing the missing ordinals. 4. What’s the date today?
• Tell Ss to pay attention to how the words are spelt. 5. Which four months have got thirty days?
• Ss listen and check their answers. 6. What’s the first day of spring?
first, third, fifth, twelfth, twenty-second, thirtieth 7. In which season do schools close in Europe?
8. Which is the first month of the year?
Activity 3
• Ss refer to activity 1, look at the runners and say ANSWERS
©

sentences, as in the example. 1. February


• Divide Ss into pairs and tell them to take turns and say 2. 31 December
the sentences. 3. In autumn
• Choose a few Ss to say the sentences to the class.
4. today’s date
Number 16 is second.
5. April, June, September, November
Number 9 is third.
6. 21 March
Number 8 is fourth.
Number 28 is fifth. 7. In summer
Number 3 is sixth. 8. January

41

Section 2.indd 41 4/17/2014 10:47:35 AM


16 Smart Time 2

Lesson 16 1
1 Look and complete. Write ee or ea.

ch p 4 sw
Spelling Check

t 7 cer l 10 ch se
€3

2 s shells 5 br d 8 cl n 11 w r

Spelling Check
3 coff 6 2+3= sy 9 t th 12 r d
Aim To revise the spelling of words introduced
in the previous lessons.
PHONICS

ns
2 Listen, and repeat.
Activity 1 4 Listen and circle the s // sounds red
• Ss look at the photos and complete the words and the // sounds blue. Then, sing.
3 Listen, say and match.
with the correct diphthong. Someone is at Pizza Palace.
1. ea 2. ea 3. ee 4. ee 5. ea 1 Oh, I can see! It’s my friend, Wallace.

tio
6 He’s eating pizza and drinking milkshake.
6. ea 7. ea 8. ea 9. ee 10. ee
shop sugar He’s also having some chocolate cake.
11. ea 12. ea
Someone is at Pizza Palace.
2 7 Oh, I can see! It’s my friend, Alice.
She’s eating pizza with salami and cheese,
salami mushroom
Sausages, mushrooms, tomatoes and peas.

ca
Oh, someone is coming! It’s my friend, Gene,
3
8 Bringing my pizza with chocolate ice cream!
school salt

4 9
bli
sandwich seashell

5 10

rubbish sausage
Pu

38

Section_2_b.indd 38-39

Phonics
MM

Aim To practise the pronunciation of the s // and // sounds.


Activity 2 (Track 25)
• Write the letter ‘s’ on the board and say the sounds // and // aloud.
• Explain to Ss that there are words in which the letter ‘s’ is pronounced // and others in which it is pronounced //.
• Play the CD and get Ss to repeat a few times.
Activity 3 (Track 26)
• Play the CD and tell Ss to listen for the pronunciation of the letter ‘s’ (// and //) in each word and match it with
the correct sound.
©

• Pause after each word and get Ss to repeat it and match it with the correct sound.
• If necessary, play the CD again.
/// 2, 3, 4, 8, 10
/// 1, 5, 6, 7, 9
Activity 4 (Track 27)
• Play the song once and ask Ss to listen carefully.
• Divide Ss into two groups.
• Draw Ss’ attention to the letters in bold in the words of the song.
• Ask group A to circle the // sounds in red and group B to circle the // sounds in blue.
• Check Ss’ answers.
/// someone, see, also, some, salami, sausage
/// milkshake, She’s, mushrooms
• Play the song again and encourage Ss to sing along.

42

Section 2.indd 42 4/17/2014 10:47:39 AM


Lesson 16

5 Read.

• We use a before singular countable nouns with a consonant sound.

Optional
e.g. a bag
• We use an before singular countable nouns with a vowel sound.
e.g. an umbrella but a university Play Hangman!
• We use the before singular or plural nouns to talk about something /
someone specific or unique.
• A S thinks of a word and writes a dash on
e.g. The oranges in the bag are big.
The sky is blue.
the board for each letter in the word.
• The rest of the Ss take turns to guess the

ns
letters. If a letter is correct, the S at the
6 Read and circle. board writes it on the correct dash or
1 Have you got a / an umbrella? It’s raining. dashes. If a letter is not correct, the S draws
2 Look at a / the moon! It’s red. part of a person hanging from the gallows

tio
3 The / A blue shirt is cheap. Buy it!
and writes the letter on the board so that Ss
don’t repeat the same letter.
4 Mary has got a / the new wallet. It’s blue.
• The class wins if they find the words before
5 That’s a / an old pizza restaurant. The / A new pizza restaurant is there! all the parts of the person are completed
and he is hanged.
7 Read and write a, an or the.

ca
This is Sue and that’s her house. Her

house is on (1) island. There is bedroom

(2) kitchen, (3)

living room, (4) bathroom, bedroom


bli
living
(5) big bedroom and room

(6) small bedroom. (7) kitchen is next to

the living room. (8) big bedroom is between bathroom


kitchen
(9) small bedroom and (10) bathroom.
Pu

39

21/11/2007 3:57:57 ìì

Writing Corner
MM

Aim To practise using definite / indefinite articles.

Activity 5
• Draw Ss’ attention to the box, read it aloud and explain it
to Ss.
• Read the examples aloud and provide Ss with more
examples if necessary.
©

Activity 6
• Ss read the sentences and circle the correct article.
1. an 2. the 3. The 4. a 5. an / The

Activity 7
• Ss read and complete the paragraph with the correct
article.
1. an 2. a 3. a 4. a 5. a 6. a 7. The
8. The 9. the 10. the

43

Section 2.indd 43 4/17/2014 10:47:42 AM


17 Revision 2

Lesson 17 1 a cup of
2 a carton of
1 Match.

bread
tea
2
1 cheap
2 easy
Match the opposites.

bitter
young
3 a packet of orange juice 3 sweet small
4 a bottle of sugar 4 big difficult
5 a slice of water 5 old expensive
Aim
To revise and consolidate structures and 3 Look at the photos and write sentences using some / any.
vocabulary introduced in the previous lessons.
1 There is some tea but there 3

ns
isn’t any sugar.

tea / sugar sausages / mushrooms

Activity 1 2 4

tio
• Ss read and match the parts to form correct
phrases.
1. tea salami / cheese cucumbers / potatoes

2. orange juice 4 Read and circle.


3. sugar

ca
1 likes our teacher. She’s very nice. 4 There’s on my bed. What is it?
4. water a Anyone b Everyone a something b anything
5. bread 2 There’s behind the door. I can see him. 5 Is home?
a anyone b someone a anyone b someone
3 I’m not going to the party. I’ve got 6 We never buy milk. in my family
to wear. likes it.
bli
a nothing b no one a Anyone b No one

Activity 2 5 Answer the questions.

1 What is the twelfth month of the year?

• Ss read and match the opposites. 2 What is the fifth day of the week?
Pu

1. expensive 3 When is your birthday?


2. difficult 40

3. bitter Section_2_b.indd 40-41

4. small
5. young

Activity 4
MM

• Revise the Indefinite pronouns.


Activity 3 • Say each one, write it on the board and encourage Ss to
form sentences.
• Ask Ss to form sentences using some / any and • Ss read the sentences in the activity and complete them by
items that there are / aren’t in the classroom, circling a or b.
e.g. There are some bags. There aren’t any 1. b 2. b 3. a 4. a 5. a 6. b
sofas. etc.
• Ss look at the photos and the prompts and
©

write sentences using some / any, as in the


example.
2. There is some salami but there isn’t any Activity 5
cheese.
3. There are some sausages but there aren’t • Ss read the questions and answer them.
any mushrooms. • Choose a few Ss to read the questions and the answers to
4. There are some cucumbers but there aren’t the class.
any potatoes. 1. December
2. Friday
3. open

44

Section 2.indd 44 4/17/2014 10:47:44 AM


Lesson 17

6 Complete with a few / a little / a lot of / lots of.


Joe Let’s make something to eat! I’m hungry.
Nancy Yeah, me too! Let’s see what we’ve got.
Well, there are (1) peppers and
(2) mushrooms.

Activity 7
Joe And there is (3) cheese, and
(4) salami. We can make a pizza.
Nancy Cool. Have we got anything to drink?
Joe Erm... there is (5) orange juice. • Ss read the bubbles, look at the pictures and
You can have it. I don’t like orange juice. complete with too or very.
Nancy There are (6) bottles of apple
1. very 2. very 3. too 4. too / very
juice, too. You can drink apple juice!

ns
Joe Great!
7 Complete with too or very.

1 This exercise is 3 I can’t wear these


difficult shoes. They’re
but I can do it. big.

tio
2 I can’t run 4 I’m not going
outside. It’s
fast.
cold. Task-based activity
8 Task-based activity
Activity 8
A. Work in groups of four. You are organising a party for twenty people. A

ca
Discuss what you need. Choose five of the items below.
• Divide Ss into groups of four.
• Read the rubric, draw Ss’ attention to the
photos and read the example given aloud.
• Ss discuss in their groups what they need for
INVITATIO
N
the party, as in the example, and write five
bli
items on a piece of paper.
• While Ss are doing this, go round the class
and make sure Ss are using the correct
e.g. We need apples. How many apples do we need? T
Twenty. structures.
B. Choose a captain and report your list to the class.
Pu

e.g. We need twenty apples.


41
B
• When all groups have finished, the captain in
21/11/2007 3:59:03 ìì each group, reports their list to the class, as
in the example.

Activity 6
MM

• Ask Ss to form sentences using the quantifiers a few / a little /


a lot of / lots of.
• Ss read the dialogue, look at the picture and complete it with
the correct quantifier.
1. a few
2. a lot of / lots of
3. a lot of / lots of
4. a little
©

5. a little
6. a few

45

Section 2.indd 45 4/17/2014 10:47:47 AM


118 Skills 2 (Reading & Writing)
Smart Time
Smart

Lesson 18 1 Look and read. Choose the correct words and write them on the lines.

Example
You drink from this. glass
1 This is usually
brown and sweet.
shop

Aim
lass
glass 2 They’re white and brown.
Sometimes they are on pizza.
To revise and consolidate structures and
cereal 3 You go there
vocabulary taught in the previous lessons.
and buy things.

ns
4 You need this
chocolate to buy things.
money
5 You usually eat it
with milk for breakfast.

tio
mushrooms

2 Look and read. Write yes or no.

Example

Activity 1 Two children are exercising. yes


1 The parents are eating

ca
• Draw Ss’ attention to the photos in the activity healthy food.
and go through them. 2 There are lots of sausages
• Ss read the definitions, look at the photos and on the table.
write the correct words on the lines, as in the
3 There is a lot of rubbish
example.
bli
in the kitchen.
1. chocolate
2. mushrooms 4 The boy with the red
3. shop clothes is eating salt.
4. money 5 There are three slices
5. cereal of bread on the table.
Pu

42

Section_2_b.indd 42-43
MM

Activity 2
• Ss read the sentences and look at the picture.
• If the sentence is correct, they write, yes and if it’s not, they
write, no.
1. no
2. yes
3. no
4. yes
©

5. no

46

Section 2.indd 46 4/17/2014 10:47:49 AM


A
Lesson 18

3 Read the text and choose the best answer.

ns
tio
Example 3 Vicky Do you like pepper in your
Vicky Hello Peter. What are you doing? sandwiches?

ca
Peter A You’re making a sandwich. Peter A No, I don’t.
B I’m making a sandwich. B No, he doesn’t.
C No, you don’t.
C I make a sandwich.
1 Vicky Do you want some help?
4 Peter Now, let’s make your
Peter A Yes, please.
sandwiches, Vicky.
B I want it.
bli
Vicky A Oh, no!
C I can help.
B There is some cheese.
2 Vicky How much salami do you want? C Thanks but I’m not hungry.
Peter A Three slices.
5 Peter I like making sandwiches. It’s easy.
B Three packets.
Vicky A Yes, please.
C Three cups.
B Yes, it is.
Pu

C Yes. Thank you.


43

21/11/2007 3:59:33 ìì
MM

Activity 3
• Draw Ss’ attention to the picture and ask them what they
think is happening. (Two children are in a kitchen and the
boy is making a sandwich.)
• Ss read the questions and circle the correct response to
complete the dialogue, as in the example.
1. A 2. A 3. A 4. C 5. B
©

• If you have time, you can divide Ss into pairs and get them to
act out the dialogue.

47

Section 2.indd 47 4/17/2014 10:47:51 AM


Lesson 18

Lesson 18 4 Read the story. Choose a word from the box. Write the correct word next to numbers
1-6. There is one example.

friends fishing tea fruit beach 250 + 122 ÷ 2 = difficult

Activity 4 My name is Jane. At the weekend, we usually go to the beach . We have a picnic
there. I always eat sandwiches. My mother has (1) and a cup of
• Ss read the story and complete it by writing the (2) to drink. My dad sometimes goes (3) . He loves eating fish.
correct words from the box, as in the example. I swim for almost an hour in the sea. It’s (4) but I like swimming. Sometimes,
• Once Ss have read the story, they tick the best my (5) come and we have great fun.
name for the story by ticking the box of the

ns
correct option. (6) Now choose the best name for the story. Tick () the box.
1. fruit a My friends 
2. tea b My weekend 
3. fishing c My favourite food 
4. difficult

tio
5 Look at the picture and read the story. Answer the questions. Do not write more than
5. friends three words.
6. b This is Anna and her family. Anna is
playing with her toys. Her sister, May,
is drawing a picture of her friend. Her

ca
friend’s name is Terry. Their mother
is sitting on the sofa. She’s reading a
magazine. Their father is in the kitchen.
He’s vacuuming.

Example What is Anna doing?


bli
playing with her toys

1 What is the name of May’s friend?

2 Where is Anna’s father?


Pu

3 Who is vacuuming?
44

Section_2_b.indd 44-45
MM

Activity 5
• Ss look at the picture, read the story and answer the
questions.
• Point out that they shouldn’t write more than three words in
each answer.
• If you have time, choose a few Ss to read the text.
1. Terry
©

2. in the kitchen
3. her father

48

Section 2.indd 48 4/17/2014 10:47:53 AM


Lesson 18

6 Read the text. Choose the right words and write them on the lines.

Example Everyone loves eating food!


Some people (1) out at fast food
restaurants (2) have food like hamburgers,
pizzas, sausages or chips. But doctors say we must eat
healthy food. There are healthy restaurants, too.
(3) restaurants have tasty food but

ns
(4) places are not cheap. (5)
expensive restaurants usually have very good food. A lot
of people cook (6) food at home. Where
do you eat?

tio
Example
No one Everyone Everything
1 eat eats eating
2 and or a
3 This That These

ca
4 some no every
5 A An The
6 our their your
bli
Pu

45

21/11/2007 4:00:18 ìì
MM

Activity 6
• Ss read the text and complete it by choosing the correct
option and writing it on the corresponding line, as in the
example.
• When Ss have finished the activity, you can choose a few Ss
to read the text.
1. eat
2. and
©

3. These
4. some
5. The
6. their

49

Section 2.indd 49 4/17/2014 10:47:55 AM


19 Past Simple ‘be’

Lesson 19
1 Listen and repeat. Look at the pictures and circle the three best adjectives
for each picture.

1 2
excited clean
thirsty dirty
clean heavy

Language
hungry big
hot pretty

Aim To talk about the recent past.


3 4
heavy pretty
Structures Past Simple of ‘be’. sleepy excited

ns
light wet
Vocabulary excited, clean, heavy, pretty, dirty, old ugly
sleepy, light, ugly, wet, dry, bored excited bored
ugly dry

tio
2 Look at activity 1 and say sentences using the Past Simple.
The tables were dirty
The man was thirsty
yesterday.
yesterday.

Warm up

ca
• Use body movements and facial expressions
Grammar Past Simple of the verb be
to introduce the new adjectives Affirmative Negative Questions Short Answers
(see vocabulary). 'VMMGPSNT 4IPSUGPSNT
• Write what day it is today, e.g. Monday and *XBT
:PVXFSF
*XBTOPU
:PVXFSFOPU
*XBTOU
:PVXFSFOU
8BT*
8FSFZPV
:FT ZPVXFSF/P ZPVXFSFOU
:FT *XBT/P *XBTOU
the day before, e.g. Sunday, on the board. )FXBT )FXBTOPU )FXBTOU 8BTIF :FT IFXBT/P IFXBTOU
bli
4IFXBT 4IFXBTOPU 4IFXBTOU 8BTTIF :FT TIFXBT/P TIFXBTOU
• Write the phrase dirty room under Sunday *UXBT *UXBTOPU *UXBTOU 8BTJU :FT JUXBT/P JUXBTOU
8FXFSF 8FXFSFOPU 8FXFSFOU 8FSFXF :FT ZPVXFSF/P ZPVXFSFOU
and clean room under Monday. Point to :PVXFSF :PVXFSFOPU :PVXFSFOU 8FSFZPV :FT XFXFSF/P XFXFSFOU
5IFZXFSF 5IFZXFSFOPU 5IFZXFSFOU 8FSFUIFZ :FT UIFZXFSF/P UIFZXFSFOU
Monday and say, My room is clean. Point
Time Expressions
to Sunday and say, My room was dirty ZFTUFSEBZ BNPOUIZFBSBHPFUD
yesterday. MBTUOJHIUXFFLNPOUIZFBS.POEBZFUD
Pu

• Explain the word yesterday or get Ss to 46


guess its meaning.
• Ask Ss for the meaning of was. Section_3.indd 46-47

• Introduce the verb in all persons and


encourage Ss to form their own sentences.

Lesson Plan
MM

Activity 1 (Track 28)


• Ss listen to the words and repeat them.
• Ss look at each picture, read the adjectives and circle three
that best describe each picture.
1. thirsty, hungry, hot 2. heavy, big, dirty
3. sleepy, light, ugly 4. pretty, excited, wet

Activity 2
©

• Draw Ss’ attention to the example and read it aloud.


• Divide Ss into pairs.
• Ss look at each photo from the previous activity and take
turns to say sentences, as in the example.
• While Ss are doing this, go round the class and make sure Ss
are using the correct structures.
• Choose a few Ss to say the sentences aloud.

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain to Ss that was / were is the Past Simple of ‘be’.

50

Section 3.indd 50 4/17/2014 10:53:22 AM


Lesson 19

3 Complete with was / wasn’t / were / weren’t.

1 Fay Where (1) were you yesterday?


Tom I (2) at home.
I (3) at the cinema.
We go to the cinema every Friday.
Fay (4) Jim and Andy with you?
Tom Jim (5) but Andy
(6) . Andy was at a
restaurant with his parents and his baby brother.
He (7) bored!

2 Mum (8) you at your brother’s

ns
new house last night?
Jim Yes, I (9) . John’s friends
(10) there, too.
Mum (11) his house clean?
Jim Yes, it (12) .

tio
Mum (13) the dogs hungry?
Jim No, they (14) .
Everything was fine. Don’t worry, Mum!

4 Put the words in the correct order to make sentences. Then, write the numbers 1-6 in
the pictures.
1 were / The / heavy / bags

ca
The bags were heavy.
2 clean / tables / The / weren’t

3 last night / sleepy / The / were / babies


bli
4 was / cat / Jill’s / ugly

5 wasn’t / yesterday / cold / Mary

6 hair / Sue’s / dry / wasn’t


Pu

47

21/11/2007 4:14:19 ìì
MM

Activity 3
• Ss read the dialogues and complete them with the correct
form of ‘be’.
2. wasn’t 3. was 4. Were 5. was
6. wasn’t 7. was 8. Were 9. was
10. were 11. Was 12. was 13. Were
14. weren’t

Activity 4
©

• Ss put the words in order to write correct sentences. Then,


they write the number of each sentence in the box of the
corresponding photo.
2. The tables weren’t clean.
3. The babies were sleepy last night.
4. Jill’s cat was ugly.
5. Mary wasn’t cold yesterday.
6. Sue’s hair wasn’t dry.

51

Section 3.indd 51 4/17/2014 10:53:24 AM


Lesson 19

5 Read, look and answer.

1 Was Fay’s T-shirt dry yesterday?


No, it wasn’t. It was wet.
Activity 5
• Ss read the questions, look at the photos and
2 John’s T-shirt clean yesterday?
answer them, as in the example.
2. Was / No, it wasn’t. It was dirty.
3. Were / No, they weren’t. They were excited.
4. Were / No, they weren’t. They were heavy.

ns
5. Were / No, they weren’t. They were thirsty. 3 Mary and Jim bored yesterday?

Activity 6
• Ss read the questions and answer them about
themselves.

tio
4 the books in the box light?
• Choose a few Ss to read the questions and
their answers to the class.

5 Don and Jill hungry yesterday?

ca
6 Answer about yourself.
bli
1 Was your room clean yesterday?
2 Were you sleepy at 10 o’clock last night?
3 Were you at the cinema last Friday?
4 Was your mother at home yesterday morning?
5 Was your father at work yesterday afternoon?
Pu

48

Section_3.indd 48-49
MM

Optional

• Divide Ss into pairs and tell each pair to write four


questions, using Was / Were, e.g. Were you bored
yesterday? Was your mother at the supermarket
yesterday morning? etc.
• When all Ss have finished, each pair finds another pair
©

and Ss take turns to ask and answer the questions they


have written. They also write down the other pair’s
answers.
• Help Ss if necessary.
• Pairs take turns to report the other pair’s answers to the
class, e.g. Helen was bored yesterday afternoon. Paul’s
mother wasn’t at the supermarket yesterday morning.
etc.

52

Section 3.indd 52 4/17/2014 10:53:28 AM


20 Past Simple (affirmative)

Lesson 20
1 Look and match. Then, listen and check your answers.

Language
go walk buy drink have eat
(a party) Aim To talk about actions in the past.

bought
Structures Past Simple of regular and irregular
walked had drank went ate

ns
(a party) verbs (affirmative)

Read, look at activity 1 above and complete with the verbs in the Past Simple.
Vocabulary go - went, walk - walked,
2
buy - bought, drink - drank,
have - had, eat - ate

tio
Dear diary,

Yesterday, my friend Tom and I (1)

to the shopping centre. We (2) around the Warm up

ca
• Write the following sentences on the board, I
shops. We (3) computer games.
walk to school every day. I walked to school
yesterday. I play computer games every
Later, we (4) hamburgers
Sunday. I played computer games last Sunday.
• Get Ss to say how the Past Simple of regular
bli
and (5) milkshakes.
verbs is formed. Elicit the answer that we add
-ed at the end of the verb. Point out that the
We (6) fun!
-ed ending is the same in all persons in the
affirmative.
3 Listen and check your answers for activity 2. • Write the following verbs on the board: watch,
Pu

49
work, listen, look, brush, wash, talk and ask Ss
to form sentences about what they and their
27/11/2007 3:09:02 ìì family members did yesterday.
• Explain to Ss that irregular verbs form the Past
Simple in a different way.
• Write some verbs on the board, e.g. eat, go,
drive, swim, run, have, etc and encourage Ss to
MM

tell you how the Past Simple of these verbs is


formed and write them on the board, too.

Lesson Plan
©

Activity 1 (Track 29) • Ss complete the page with the correct verbs in the
• Ss look at the photos, read the verbs / phrase and previous activity, in the Past Simple.
match each one with the corresponding verb /
phrase in the Past Simple.
• Ss listen and check their answers. Activity 3 (Track 30)
walk - walked, buy - bought, drink - drank, • Ss listen to the CD and check their answers.
have (a party) - had (a party), eat - ate 1. went 2. walked 3. bought 4. ate
5. drank 6. had
Activity 2
• Draw Ss’ attention to the diary page and discuss the
diary entry.

53

Section 3.indd 53 4/17/2014 10:53:30 AM


Lesson 20

Lesson 20
Grammar Past Simple of Regular / Irregular verbs
8FVTFUIFPast Simple • 8FGPSNUIF1BTU4JNQMFPGSFHVMBSWFSCTCZ
• GPSBDUJPOTUIBUUPPLQMBDFBUBEFmOJUFUJNFJOUIFQBTU BEEJOH-edUPUIFCBTFGPSNPGUIFNBJOWFSC
5IF1BTU4JNQMFGPSNJTUIFTBNFGPSBMM
FH-BTU.POEBZ*XFOUUPUIFDJOFNBXJUINZGSJFOET
QFSTPOTJOUIFTJOHVMBSBOEJOUIFQMVSBM
• GPSDPNQMFUFEBDUJPOTUIBUIBQQFOFEPOFBGUFSUIFPUIFSJOUIF FHQMBZ QMBZFE
QBTUFH*HPUVQBUPDMPDL IBECSFBLGBTUBOEXFOUUPTDIPPM • 7FSCTUIBUFOEJO -eUBLF -d
 FHEBODF EBODFE
Affirmative • 7FSCTUIBUFOEXJUIPOFWPXFM DPOTPOBOU 
Regular verbs Irregular verbs EPVCMFUIFmOBMDPOTPOBOU
 FHTUPQ TUPQQFE
*QMBZFE *BUF • 7FSCTUIBUFOEJODPOTPOBOU+y ESPQUIF-y
:PVQMBZFE :PVBUF BOEUBLF -iedFHTUVEZ TUVEJFE
)F4IF*UQMBZFE )F4IF*UBUF • &BDIJSSFHVMBSWFSCGPSNTUIFBGmSNBUJWFGPSN
8FQMBZFE 8FBUF PGUIF1BTU4JNQMFJOBEJGGFSFOUXBZ
FHTXJNTXBN NBLFNBEF ESJWFESPWF
:PVQMBZFE :PVBUF
5IFZQMBZFE 5IFZBUF

ns
4 Look at the photos. What did they do yesterday? Complete the blanks using the Past
Simple of the verbs in the box.

drink buy eat walk go have

1 Tony, John and Beth 4 Sheila to the park.

tio
at a restaurant.
2 Mary and Justin 5 They milkshakes.
to school. They usually take the bus.
3 Derek some CDs. 6 We a party.

1 ca 2
3
bli
4 5 6
Pu

50

Section_3.indd 50-51
MM

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain when we use the Past Simple to Ss and give more
examples if necessary.
• Read through the formation of verbs in the Past Simple.

Activity 4
• Ss look at the photos and complete the sentences using the
©

corresponding verbs in the box in the Past Simple.


1. ate 2. walked 3. bought 4. went
5. drank 6. had

54

Section 3.indd 54 4/17/2014 10:53:33 AM


Lesson 20

5 Read about what Claire did last Saturday. Complete with the Past Simple of the verbs
in brackets. Then, put the pictures in the correct order (1-6).

Optional
Play Bingo!
• Ask Ss to draw a 2x2 grid in their notebooks
and write four different verbs in the Past
Simple, in each box.

ns
bought walked
Last Saturday, my friends and I (1) (go) to the beach. First, we
(2) (swim). Then, Tina and I (3) (sunbathe). Brad drank had
and Derek (4) (make) sandcastles. Later, we were hungry so we
• When all Ss have finished, tell them that

tio
(5) (eat) some sandwiches. My dad came and (6)
you are going to say verbs in the infinitive,
(drive) us home at eight o’clock. We (7) (have) a lot of fun that day.
e.g. have, go, walk etc.
6 Match and write sentences. Then, say to your partner. • Ss that have written the Past Simple of the
verbs you say, cross them out.
• The S who crosses out all the verbs first
Last week Ted
shouts Bingo! and wins.

ca
Last month
Fay
Last night
Rex (the
On Monday dog)

Yesterday
bli
Bob and
Maria

e.g. Last week Rex ate a hot dog.

7 Look at the diary entry in activity 2 again and write your own diary entry about what you
Pu

did yesterday.
51

21/11/2007 4:15:36 ìì

Activity 5
• Ss complete the text by writing the verbs in brackets in the
MM

Past Simple.
• Then, they put the pictures in the correct order according to
the text.
1. went 2. swam 3. sunbathed 4. made 5. ate
6. drove 7. had
Order of pictures: 5,6,2,1,3,4
Activity 6
• Ss look at the photos, match the two columns and make
sentences, as in the example.
• Point out that there is no correct choice as far as the time
©

expressions are concerned.


• Divide Ss into pairs and get them to take turns and say the
sentences.
Suggested Key
Last month Bob and Maria walked to the park.
Last night Ted drank milk.
Yesterday Fay had a party.
Activity 7
• Ss refer to activity 2 and write their own diary entry about
what they did yesterday.
• Help Ss if necessary.
• Choose a few Ss to read their diary entry to the class.

55

Section 3.indd 55 4/17/2014 10:53:35 AM


21 Past Simple (negative - questions)

Lesson 21 1 see
1 Match the base form with the Past Simple of the verbs.
Then, listen and check.

went 7 sleep rode

2 visit met 8 live sent

3 go played 9 have slept

Language 4 meet visited 10 ride lived

5 play saw 11 write had

Aim To talk / ask and answer questions 6 do did 12 send wrote


about the past.
2 Listen to the story and read.
Structures Past Simple (negative - questions

ns
- short answers)

Vocabulary see - saw, visit - visited, go - went,


meet - met, play - played,

tio
do - did, sleep - slept, live - lived,
have - had, ride - rode,
write - wrote, send - sent

Yesterday, Sam and Marcy saw a UFO! They met and talked to Zap. Zap doesn’t live

ca
on Earth. Zap talked to Crock, the children’s pet crocodile. Then, they went to Sam and
Marcy’s house. They played games and had lots of fun. Later, Zap went home.

Warm up 3 Read the story in activity 2 and circle the correct verbs.

1 Sam and Marcy saw / didn’t see a UFO.


bli
• Say, I played basketball yesterday. and 2 Zap talked / didn’t talk to Crock.
write the sentence on the board. 3 Sam and Marcy went / didn’t go to Zap’s house.
• Ask a few Ss, Did you play basketball
4 The children and Zap played / didn’t play games.
yesterday? Elicit the answers, Yes, I did. /
5 The children and Zap had / didn’t have fun.
Pu

No, I didn’t. and write them on the board.


• Then, say, I didn’t watch a DVD yesterday. 52

and write the sentence on the board, too. Section_3.indd 52-53

• Explain the question and the negative form


of the Past Simple to Ss.
• Give Ss examples of irregular verbs, too, and
point out that in the question and negative
Lesson Plan
MM

form, the verb is used in its base form.


Activity 1 (Track 31)
• Ss match the verbs in their base form with their Past Simple.
• Explain any unknown vocabulary.
• Ss listen and check their answers.
1. see - saw 2. visit - visited 3. go - went
4. meet - met 5. play - played 6. do - did
7. sleep - slept 8. live - lived 9. have - had
10. ride - rode 11. write - wrote 12. send - sent
©

Activity 2 (Track 32)


• Draw Ss’ attention to the comic strip.
• Ss listen to the CD and follow the story in their books.
• Ask Ss, What did Sam and Mary see yesterday? (A UFO)
What pet have the children got? (A crocodile) Does Zap live
on Earth? (No, he doesn’t.) What did they do at Sam and
Marcy’s house? (They played games and had lots of fun).
• Choose a few Ss to read the text.

Activity 3
• Ss read the sentences and circle the correct words in order
to complete them.
• Ss refer to the previous activity.
2. talked 3. didn’t go 4. played 5. had

56

Section 3.indd 56 4/17/2014 10:53:37 AM


Lesson 21

Grammar Past Simple - Negative


Full Forms Short Forms

*EJEOPUQMBZFBU *EJEOUQMBZFBU
:PVEJEOPUQMBZFBU :PVEJEOUQMBZFBU
)F4IF*UEJEOPUQMBZFBU )F4IF*UEJEOUQMBZFBU
8FEJEOPUQMBZFBU 8FEJEOUQMBZFBU
:PVEJEOPUQMBZFBU :PVEJEOUQMBZFBU
5IFZEJEOPUQMBZFBU 5IFZEJEOUQMBZFBU

4 Look and circle the correct words. 1 2

1 Last year Samantha lived / didn‘t live in Australia.

2 On Tuesday my class visited / didn‘t visit the museum.

ns
3 4
3 Yesterday Tanya went to / didn’t go to bed late.

4 On Friday Lisa rode / didn‘t ride her bike to school. I’m tired!

tio
5 At the weekend Steve met / didn‘t meet 5 6

his friend Tom at the park.

6 Tara and I went / didn‘t go shopping last night.

5 Look and tick () what you didn’t do yesterday. Then, write sentences.

1 go to school

2 go to the cinema
5 see a UFO

6 do a test
ca
bli
3 meet a friend 7 have fun

4 send an e-mail 8 go to bed at 11:00


e.g. I didn’t go to school yesterday.
Pu

53

21/11/2007 4:16:06 ìì
MM

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain how the Past Simple - Negative - is formed
(regular / irregular verbs) to Ss again.

Activity 4
• Ss look at the pictures, read the sentences and circle the
affirmative or the negative form of the verb to complete them.
©

1. lived 2. visited 3. went to 4. didn’t ride


5. didn’t meet 6. went

Activity 5
• Ss read the phrases and tick the actions they did yesterday.
• Then, they write the corresponding sentences.
• Go round the class and make sure Ss have written correct
sentences.
• Choose a few Ss to read their sentences to the class.

57

Section 3.indd 57 4/17/2014 10:53:38 AM


Lesson 21

Lesson 21
Grammar Past Simple - Questions and Short Answers
Questions Short Answers
%JE*QMBZFBU :FT ZPVEJE /P ZPVEJEOU
%JEZPVQMBZFBU :FT *EJE /P *EJEOU
%JEIFTIFJUQMBZFBU :FT IFTIFJUEJE /P IFTIFJUEJEOU
%JEXFQMBZFBU :FT ZPVEJE /P ZPVEJEOU
%JEZPVQMBZFBU :FT XFEJE /P XFEJEOU
%JEUIFZQMBZFBU :FT UIFZEJE /P UIFZEJEOU

Grammar Box 6 Look and complete the questions. Then, write short answers.
• Draw Ss’ attention to the Grammar Box and
read it aloud. 1 Did I meet my friend 5 it go to the park
yesterday? yesterday?
• Explain how the questions and short answers No, you didn’t.
are formed to Ss again.

ns
6 we see a film
Activity 6 2 you eat a hamburger
yesterday?
yesterday?
• Ss look at the pictures, complete the questions
and answer them, as in the example.
2. Did / No, I didn’t. 3. Did / Yes, he did. 3 he have fun at the party 7 you go to the shopping
4. Did / Yes, she did. 5. Did / Yes, it did. centre yesterday?

tio
yesterday?
6. Did / No, you didn’t. 7. Did / No, we didn’t.
8. Did / Yes, they did.
4 she walk to school 8 they send an e-mail
Activity 7 yesterday? yesterday?
• Ss use the prompts to write questions in the
Past Simple, as in the example.

ca
7 Does your partner remember the story about Zap?
• Divide Ss into pairs. Write and then, take turns to ask each other the questions below. Points
• Ss take turns to ask their partner the questions
1 (Sam, Marcy / see / UFO) Did Sam and Marcy see a UFO?
they have written to check if he / she remembers
the story about Zap. 2 (Zap / talk / to Crock)
• When they have finished, they refer to the
bli
3 (Sam and Marcy / go / Zap’s house)
story and check their partner’s answers.
• For every correct answer, they get a point. 4 (they / watch TV)
• Then, they sum up the points and write their
partner’s total score. 5 (they / have fun)
1. Yes, they did. Total
2. Did Zap talk to Croc? Yes, he did.
Pu

54
3. Did Sam and Marcy go to Zap’s house?
No, they didn’t. Section_3.indd 54-55

4. Did they watch TV? No, they didn’t.


5. Did they have fun? Yes, they did.
MM

Optional
• Divide Ss into pairs.
• Ask each pair to write a few questions on a piece of
paper, using the Past Simple,
e.g. Did you watch TV yesterday?
©

Did you visit your friends yesterday?


Did you do your homework yesterday? etc.
• When all pairs have finished, they work with other pairs
and take turns to ask and answer the questions they
have written about what they did / didn’t do yesterday.
• While Ss are doing this, go round the class and make
sure Ss are using the correct structures.

58

Section 3.indd 58 4/17/2014 10:53:40 AM


22 Present Simple vs Past Simple

Lesson 22
1 Find the verbs in the past tense. Listen and check.

O S R A C C O O K E D A E R D
sleep R T R W A L H M N O E S H W H
draw
T T R A V E L L E D D B S A U
travel W T S B C G W M D O T A E L N cook
O S L H A G U A N B O U G H T
buy B
G
L
E
A
D
R
E
S
L
U S
S W D U K
M B C O A
T B
E
S
U
N D
E walk Language
use O P R D R E W E N S E A E R E hunt
D T A B C D A W A L K E D B A Aim To talk about habitual actions in the
present and in the past.
2 Read and complete with the verbs in the Past Simple from activity 1.

Structures Present Simple vs Past Simple

ns
Thousands of years ago,
People today: prehistoric people...
t usually sleep in hou
ses 1 in caves, Vocabulary sleep - slept, travel - travelled,
t often travel by car BUT buy - bought, use - used,
g 2 on cave walls,
t usually buy food draw - drew, cook - cooked,

tio
t sometimes use a coo
ker
3 for days,
walk - walked, hunt - hunted

4 for their food,

5 over a fire.

3 Listen and check your answers for activity 2.

Grammar
8FVTFUIFPresent Simple

FH*HPUPTDIPPMFWFSZNPSOJOH
• GPSQFSNBOFOUTJUVBUJPOT
FH.ZGBUIFSXPSLTBUUIFDJOFNB
Present Simple vs Past Simple

• GPSIBCJUTPSBDUJPOTUIBUIBQQFOSFHVMBSMZ
8FVTFUIFPast Simple

FH8FXFOUUPBOJTMBOEMBTUTVNNFS ca
• GPSBDUJPOTUIBUUPPLQMBDFBUBEFmOJUFUJNFJOUIFQBTU

• GPSIBCJUTPSBDUJPOTUIBUIBQQFOFESFHVMBSMZJOUIFQBTU
FH1SFIJTUPSJDQFPQMFMJWFEJODBWFT
Warm up
• Encourage different Ss to tell you things they
do every day, using the Present Simple.
bli
Time Expressions • Write some of these sentences on the board.
BMXBZT VTVBMMZ TPNFUJNFT FUD ZFTUFSEBZ • Encourage different Ss to tell you things they
FWFSZEBZXFFL FUD JO FUD
JOUIFNPSOJOHBGUFSOPPO FUD UXPIPVSTBHP UXPZFBSTBHP FUD did last summer on their holiday.
PO.POEBZT.POEBZNPSOJOH FUD MBTUOJHIUXFFL4VOEBZ.BZ FUD
BUUIFXFFLFOE FUD • Write some of these sentences on the board,
PODFUXJDFUISFFUJNFT FUDBXFFLEBZ FUD
too.
Pu

55

27/11/2007 3:09:43 ìì

Lesson Plan
MM

Activity 1 (Track 33)


• Ss find the past tense of the verbs given in the grid, horizontally and vertically.
• Ss listen to the verbs and check their answers.
• Make sure Ss have found and circled the past tense of the verbs.

Activity 2
• Ss read and complete the activity with verbs from activity 1 in the Simple Past.
©

• Explain the words that Ss don’t know.

Activity 3 (Track 34)


• Ss listen to the CD and check their answers.
1. slept 2. drew 3. walked / travelled 4. hunted 5. cooked

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Provide Ss with more examples of the two tenses if necessary.
• Encourage Ss to form their own sentences, using different time expressions.

59

Section 3.indd 59 4/17/2014 10:53:41 AM


Lesson 22

Lesson 22
4 Read and complete. Use the Present Simple or the Past Simple. Then, tick what the
people did yesterday or in the past.

1 Jenny usually (go) to bed


at 11 o’clock in the evening. Yesterday she

(not go) to bed at 11. She


(go) to bed at 10 because
she was tired. A B

ns
2 My mother always (cook)
dinner for us. Last night my father

(cook) dinner because it


was my mum’s birthday.
A B

tio
3 Yesterday John (take) the
bus to school. He sometimes

(walk) to school because

ca
it’s near his house.
A B

4 In the past, people (not buy)


bli
their food. They (hunt) for it.
Nowadays, people usually

(go) to the supermarket to get their food.


A B
Pu

56

Section_3.indd 56-57
MM

Activity 4
• Ss read the sentences and complete them with the Present
or the Past Simple of the verbs in brackets.
• Point out to Ss that they have to pay attention to the time
expressions used in each case.
• Then, they have to tick the photo that indicates what the
people did yesterday or in the past (yesterday, last night,
last year...).
1. goes, didn’t go, went / B
©

2. cooks, cooked / A
3. took, walks / A
4. didn’t buy, hunted, go / B

60

Section 3.indd 60 4/17/2014 10:53:43 AM


Lesson 22

5 Read and match the questions with the correct pictures and answers.

1 Did Peter draw a picture


on the wall? a Yes, she does.

2 Did Kate buy a new bike? b No, he didn’t.


Optional
3 Do people travel by
• Write different verbs in the present and past
horse nowadays? c Yes, she did.
on separate pieces of paper, as many as the

ns
number of Ss in the class.
• Fold them up, place them in a box and ask
4 Did Ian and Mike cook dinner
each S to pick one.
over the fire? d No, they didn’t.
• Divide Ss into two teams.
• Ss unfold their piece of paper, read the verb

tio
and write a sentence using the verb and a
5 Does Carla usually go to
time expressions, e.g. swim - I usually swim
bed early in the evening? e No, they don’t. every summer. walked - I walked to school
yesterday morning.
6 Choose a or b to complete the sentences. • Ss take turns to read their sentence aloud.
• For every correct sentence, Ss get a point for

ca
1 My grandfather rabbits when he was young.
a hunts b hunted their team.
2 Frank dinner last night. It was delicious!
• The team with the most points wins.
a cooks b cooked
• If you have time, repeat the procedure.

3 Jane to the park near her house every afternoon.


bli
a walks b walked

4 My brother a present for his friend Eddie yesterday morning.


a doesn’t buy b didn’t buy

5 TV every day?
Pu

a Do you watch b Did you watch


57

21/11/2007 4:17:00 ìì
MM

Activity 5
• Ss read the questions and match them with the corresponding
pictures and answers.
1. with third picture - b
2. with fifth picture - c
3. with second picture - e
4. with first picture - d
5. with fourth picture - a

Activity 6
©

• Ss read and complete the sentences by choosing the correct


word / phrase.
1. b 2. b 3. a 4. b 5. a

61

Section 3.indd 61 4/17/2014 10:53:44 AM


23 Comparative form

Lesson 23 1 Listen and read.

Look, Toto! I’m


stronger than you!
Yes, but I am more intelligent
and thinner than you, Jo Jo.

Language
Aim To compare two people, animals or things.
Grammar Comparative Form

Structures Comparative form of adjectives t8FVTFUIFComparative formUPDPNQBSFUXPQFPQMF BOJNBMTPSUIJOHT5IFBEKFDUJWFJOUIFDPNQBSBUJWFGPSNJT


VTVBMMZGPMMPXFECZUIFXPSEthanTNBMM TNBMMer .JDFBSFsmaller thanFMFQIBOUT

ns
Formation Spelling
Vocabulary intelligent, beautiful, expensive, t"MMPOFTZMMBCMFBEKFDUJWFTBOENPTUUXPTZMMBCMFBEKFDUJWFT t"EKFDUJWFTXIJDIFOEJO-eUBLF-rFHMBSHF MBSger
UBLF-erFHUBMM UBMMFS -JOEBJTtallerUIBO1FUF t0OFTZMMBCMFBEKFDUJWFTXIJDIFOEJOPOFWPXFM POF
comfortable, light, heavy, modern t8FGPSNUIFDPNQBSBUJWFPGBEKFDUJWFTXJUIUISFFPS  DPOTPOBOU EPVCMFUIFDPOTPOBOUBOEUBLF-er
NPSFTZMMBCMFTXJUImore + adjective  FHCJH CJHger
 FHFYQFOTJWF NPSFFYQFOTJWFBUT t"EKFDUJWFTFOEJOHJODPOTPOBOU y DIBOHFUIFyUPi
NPEFSO NPSFNPEFSO  BOEUBLF-er FHIBQQZ IBQQJer

tio
 5IFZFMMPXTIJSUJTmoreFYQFOTJWFUIBOUIFCMVFTIJSU
 5IFCMVFTIJSUJTmoreNPEFSOUIBOUIFZFMMPXTIJSU Positive Form Comparative Form

HPPE CFUUFS
4PNFBEKFDUJWFTBSFJSSFHVMBSBOEEPOUGPSNUIFDPNQBSBUJWF CBE XPSTF
GPSNJOUIFTBNFXBZUIBUSFHVMBSBEKFDUJWFTEP4PNFPG
UIFTFBEKFDUJWFTBSF GBS GBSUIFSGVSUIFS
NBOZNVDI NPSF

Warm up 2 Which category do these adjectives belong to? Write. Then, listen and check your answers.

ca
-er more
• Draw two people of different height on
the board. Write the names Paul and John 2500
pieces more difficult
difficult light
underneath. Point to the taller one and say,
e.g. Paul is taller than John. John is shorter beautiful cheap
than Paul.
bli
• Write the two sentences on the board and comfortable intelligent
encourage Ss to tell you how the comparative
heavy pretty
form of the adjective is formed (adjective + -er
+ than). modern expensive
• Draw two T-shirts on the board with price tags
Pu

indicating 10 and 50 euros respectively. 58


• Point to the 10 euro T-shirt and say, This T-shirt
is cheaper than the other T-shirt. Then, point to Section_3.indd 58-59

the 50 euro T-shirt and say, This T-shirt is more


expensive than the other T-shirt.
• Encourage Ss to tell you how adjectives with
Lesson Plan
MM

three or more syllables form the comparative


form (more + adjective + than).
• Provide Ss with more examples.
Activity 1 (Track 35)
• Ss listen to the CD and follow the dialogue in their books.
• Ask Ss to form sentences comparing the two monkeys,
e.g. Jo jo is taller / fatter / stronger than Toto.
Toto is shorter / thinner / more intelligent than Jo jo.
• Choose two Ss to read the dialogue aloud.
©

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Provide Ss with more examples if necessary.

Activity 2 (Track 36)


• Ss read the adjectives, look at the pictures and write the
comparative form under the correct category.
• Encourage Ss to guess the meaning of the adjectives they
don’t know by looking at the pictures.
• Ss listen and check their answers.
-er: lighter, cheaper, heavier, prettier
more: more difficult, more beautiful, more comfortable,
more intelligent, more modern, more expensive

62

Section 3.indd 62 4/17/2014 10:53:46 AM


Lesson 23

3 Look at the pictures and the prompts and make sentences using the comparative form.
1 2

crocodile / big / mouse winter / cold / summer


The crocodile is bigger than the mouse.

Optional
3 4

Bill Jim

Bill / fat / Jim pink hat / small / blue hat


• Divide Ss into two teams.
• Ask a S from the first team to stand up and

ns
4 Look and write. choose two things / people in the classroom,
e.g. a chair and a desk, a rubber and a
1 The car is more expensive than the bike. book, two bags, etc or two Ss. Then, he / she
(expensive)
chooses a S from the second team. This S has
to form a correct sentence comparing the

tio
2 two items, e.g. The book is more expensive
(modern)
than the rubber. / Suzy is taller than Fay.
etc.
3
(comfortable) • If the sentence is correct, the S gets a point
for his / her team.
• Then, a S from the second team stands up

ca
4
(intelligent) and follows the same procedure.
• The team with the most points wins.
5 Complete with the comparative form of the adjectives.

1 The chair is (light) than the sofa.


2 Elephants are (heavy) than horses.
bli
3 Helen’s dress is (expensive) than Jill’s dress.
4 Mike is (good) at football than Paul.
5 Maths is (difficult) than History.
6 It’s (hot) today than it was yesterday.
7 Monkeys are (intelligent) than chickens.
Pu

8 Kate is (bad) at swimming than Jane.


59

21/11/2007 4:17:36 ìì
MM

Activity 3
• Ss look at the pictures and write sentences using the prompts
given and the comparative form, as in the example.
2. (The) Winter is colder than (the) summer.
3. Bill is fatter than Jim.
4. The pink hat is smaller than the blue hat.

Activity 4
©

• Ss look at the photos and write sentences comparing the


two things / animals using the adjective in brackets, as in the
example.
2. The trainers are more modern than the shoes.
3. The sofa is more comfortable than the chair.
4. The dolphin is more intelligent than the fish.

Activity 5
• Ss read and complete the sentences with the comparative form
of the adjective in brackets.
1. lighter 2. heavier 3. more expensive 4. better
5. more difficult 6. hotter 7. more intelligent 8. worse

63

Section 3.indd 63 4/17/2014 10:53:47 AM


24 Superlative form

Lesson 24 1 Read the sentences, look at the photos and write 1-6 in the boxes.
Then, listen.

1 The hottest place in the 4 Antarctica is the coldest


world is el Azizia, in Libya. place in the world. The
The temperature is temperature in the winter is
sometimes 66 C. o
sometimes -90 oC.

Language 2 The longest pizza in the world 5 The largest hamburger in


was 20m long. A Chinese the world was 4 kilos.

Aim To compare one person, animal or thing chef made it in Shangai. 6 The animal with the longest
with others of the same kind. 3 The hummingbird is the life was a giant tortoise. It
smallest bird in the world. It’s lived for 177 years.

ns
Structures Superlative form of adjectives 6.2cm long and only 1.6g.

Vocabulary best, worst, farthest/furthest, 2 Read and match.

most modern, most comfortable, 1 Antarctica is the a 177 years.


most intelligent, most expensive, 2 The hummingbird is b 4 kilos.

tio
most beautiful, most difficult 3 El Azizia is the c 1,6 g.
4 One giant tortoise lived for d coldest place in the world.
5 The largest hamburger was e 20m long.
6 The longest pizza was f hottest place in the world.

Grammar Superlative Form


t8FVTFUIFSuperlative formUPDPNQBSFPOFQFSTPO BOJNBMPSUIJOHXJUIPUIFSTPGUIFTBNFLJOE5IFBSUJDMFthe
DPNFTCFGPSFBOBEKFDUJWFJOUIFTVQFSMBUJWFGPSN"EKFDUJWFTJOUIFTVQFSMBUJWFGPSNBSFVTVBMMZGPMMPXFECZUIF

ca
 QSFQPTJUJPOofPSin
 FH)FMFOJT theTIPSUestTUVEFOUinUIFDMBTTofBMM

Warm up Formation
t"MMPOFTZMMBCMFBEKFDUJWFTBOENPTUUXPTZMMBCMF
Spelling
t"EKFDUJWFTXIJDIFOEJO-eUBLF-st
BEKFDUJWFTUBLF-est  FHMBSHF MBSHFst
 FHUBMM UBMMFTU5FSSZJTthe tallestTUVEFOUJOUIFDMBTT t0OFTZMMBCMFBEKFDUJWFTXIJDIFOEJOPOFWPXFM POF
• Write the names of three animals on the board, t8FGPSNUIFTVQFSMBUJWFPGBEKFDUJWFTXJUIUISFFPS  DPOTPOBOU EPVCMFUIFDPOTPOBOUBOEUBLF-est
NPSFTZMMBCMFTXJUImost + adjective  FHCJH CJHgest
e.g. bird, monkey, elephant and ask Ss, Which
bli
 EJGmDVMUNPTUEJGmDVMU t"EKFDUJWFTFOEJOHJODPOTPOBOU y DIBOHFUIFyUPi
is the smallest animal of the three? Elicit FH5IJTJTUIFmostEJGmDVMUFYFSDJTFPGBMM  BOEUBLFest FHIBQQZ IBQQJest

the answer, The bird is the smallest animal. Positive Form Superlative Form
HPPE CFTU
Which is the biggest animal of the three? 4PNFBEKFDUJWFTBSFJSSFHVMBSBOEEPOUGPSNUIFJSTVQFSMBUJWF
CBE XPSTU
GPSNJOUIFTBNFXBZUIBUSFHVMBSBEKFDUJWFTEP4PNFPG
The elephant is the biggest animal. Which is UIFTFBEKFDUJWFTBSF GBS GBSUIFTUGVSUIFTU
NBOZNVDI NPTU
the most intelligent animal of the three? The
Pu

monkey is the most intelligent animal. 60


• Encourage Ss to tell you how the superlative
form of adjectives is formed.
Section_3.indd 60-61

• Write the names of three other animals / things


on the board and ask Ss to form sentences
comparing them.
Lesson Plan
MM

Activity 1 (Track 37)


• Ss read the texts and match them with the corresponding
photos.
• Go through the texts with the Ss and explain the words they
don’t know.
• Point out to Ss that these are true facts.
• Ss listen to the CD and follow in their books.
©

1. desert 2. pizza 3. the hummingbird 4. Antarctica


5. hamburger 6. tortoise

Activity 2
• Ss refer to the previous activity and match the two halves of
the sentences.
1. d 2. c 3. f 4. a 5. b 6. e

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain how the superlative form is formed again to Ss and
provide them with more examples if necessary.

64

Section 3.indd 64 4/17/2014 10:53:49 AM


Lesson 24

3 Look, read and complete.


Simon
13 years old
1 Jim is the (tall) of the three.
2 Paul is the (heavy) of the three.
Paul
11 years old 3 Simon is the (old) of the three.
4 Paul is the (short) of the three.
Jim
12 years old
5 Jim is the (happy) of the three.
Optional
6 Paul is the (young) of the three.

4 Look, read and write sentences. Use the Superlative Form.


• Divide Ss into small groups.
• Ask each group to choose three animals /

ns
things and write sentences comparing them.
• Allow Ss five minutes to write their sentences.
Mr Brown’ s house Mr Smith’ s house
(modern)
Mr Dale’ s house
(comfortable)
• When the time is up, groups take turns to read
their sentences to the class.
1 Mr Dale’s house is the most modern of 2
• For every correct sentence, Ss get a point for

tio
the three.
their group.
€5
0 • The group with the most points wins.
€ 10
(intelligent) € 20 (expensive)

3 4

5 Choose a or b.

1 Australia is
a farther
from France than Italy.
b the farthest
5 This is
a more difficult
exercise of all.
ca
b the most difficult
bli
2 Fay is girl in my class. 6 The TV is than the radio.
a more beautiful b the most beautiful a heavier b the heaviest
3 The tortoise is animal in the world. 7 Summer is than spring.
a slower b the slowest a hotter b the hottest
4 John is at swimming than George. 8 Tom is driver in his family.
Pu

a better b the best a worse b the worst


61

21/11/2007 4:18:20 ìì
MM

Activity 3
• Ss read the sentences and complete them using the
superlative form of the adjectives in brackets.
1. tallest 2. heaviest 3. oldest 4. shortest
5. happiest 6. youngest

Activity 4
©

• Ss look at the photos and write sentences using the


superlative form of the adjectives in brackets, comparing the
three items, as in the example.
2. The sofa is the most comfortable of the three.
3. The dolphin is the most intelligent of the three.
4. The dress is the most expensive of the three.

Activity 5
• Ss read the sentences and choose the correct word / phrase to
complete them.
1. a 2. b 3. b 4. a 5. b 6. a 7. a 8. b

65

Section 3.indd 65 4/17/2014 10:53:50 AM


25 Smart Time 3

Lesson 25 1 What’s the missing letter?


Spelling Check

1 li ht bou ht o u ly 1

2 wa k p ayed ived trave led 2

Spelling Check 3 he vy cle n h d e t 3

4 dra rite sa ent 4


Aim To revise the spelling of words introduced
in the previous lessons.
PHONICS

ns
2 Listen and repeat.
Activity 1
• Ss complete the missing letter in every four 4 Listen and circle the g // sounds red
3 Listen, say and tick the correct and the / / sounds blue. Then,
words and then, write it in the box. column. sing.
• Point out that the same letter is missing for

tio
    My grandma is so good but
the four words. She always eats a lot of food.
HP HJBOU
1. g 2. l 3. a 4. w She eats huge sausages and huge burgers,
green
Then, she goes to the gym and tries to get slim.
sausage
My grandma is so great but
giraffe Sometimes, she’s very strange.
She gives me toy giraffes and geography maps,

ca
big
She gives me computer games and giant green
girl trains.

gym

ugly
bli
geography

good

strange
Pu

62

Section_3_b.indd 62-63

Phonics
MM

Aim To practise the pronunciation of the g /g/ and // sounds.


Activity 2 (Track 38)
• Write the letter ‘g’ on the board and say the sounds /g/ and // aloud.
• Explain to Ss that there are words in which the letter ‘g’ is pronounced /g/ and others in which it is pronounced //.
• Play the CD and get Ss to repeat a few times.
Activity 3 (Track 39)
• Play the CD and tell Ss to listen for the difference in pronunciation of the letter ‘g’ (/g/ and //) between the two words.
• Pause the CD after Ss hear the two words and the sounds.
©

• Elicit the answer that go has a /g/ sound, while giant has a // sound.
• Play the rest of the track and ask Ss to repeat each word and tick the sound they hear.
• If necessary, play the CD again.
/g/ green, big, girl, ugly, good
/// sausage, giraffe, gym, geography, strange
Activity 4 (Track 40)
• Play the song once and ask Ss to listen carefully.
• Ask Ss to circle the ‘g’ /g/ sounds red and // sounds blue, from the words in the song.
• Check Ss’ answers.
/g/ grandma, good, burgers, goes, get, grandma, great, gives, geography, gives, games, green
/// huge, sausages, gym, strange, giraffes, geography, giant
• Play the song again and encourage Ss to sing along.
66

Section 3.indd 66 4/17/2014 10:53:54 AM


Lesson 25

5 Read.

We use adverbs of sequence (first, then, finally) when we want to write about

Optional
a series of things that happen in chronological order.

6 Read and put the story in order. Write (1-3). Play Hangman!
• A S thinks of a word and writes a dash on
the board for each letter in the word.
• The rest of the Ss take turns to guess the

ns
letters. If a letter is correct, the S at the
board writes it on the correct dash or
dashes. If a letter is not correct, the S draws
First, our friends came part of a person hanging from the gallows
Then, we opened

tio
Finally, we ate and and writes the letter on the board so that Ss
to our house.
danced. It was great. our presents.
don’t repeat the same letter.
7 Read and write the story. Use the Past Simple and adverbs of sequence. • The class wins if they find the words before
all the parts of the person are completed
and he is hanged.

ca
bli
friends and I / go to / we eat doughnuts / we swim in the
grandmother’s house walk in the forest lake / be great
Pu

63

21/11/2007 4:31:07 ìì

Writing Corner
MM

Aim To practise using adverbs of sequence.

Activity 5
• Draw Ss’ attention to the box, read it aloud and explain it
to Ss.
• Provide Ss with examples.
©

Activity 6
• Ss read the story and put it in the correct order.
3,1,2

Activity 7
• Ss use the prompts and expand them into sentences.
• Point out that they should use the Past Simple and adverbs
of sequence.
First, my friend and I went to my grandmother’s house.
Then, we ate doughnuts and walked in the forest.
Finally, we swam in the lake. It was great.

67

Section 3.indd 67 4/17/2014 10:53:57 AM


26 Revision 3

Lesson 26 1 Match the opposites.


1 hot old 7 good near
2 long ugly 8 dry cheap
3 small light 9 clean bad
4 beautiful large 10 excited dirty
5 heavy cold 11 far wet
6 modern short 12 expensive bored

Aim 2 Look at the pictures and the prompts and write sentences.

To revise and consolidate structures and


vocabulary introduced in the previous lessons.
fast / slow light / heavy

ns
1 plane / train 3 chair / table
The plane is faster than the train.
2 car / three 4 sofa / three
The car is the slowest of the three

è20 è10

tio
Activity 1
è80
expensive / cheap old / modern
• Ss read and match the opposites.
5 jacket / T-shirt 7 radio / record player
2. short
3. large 6 scarf / three 8 CD player / three

ca
4. ugly
5. light 3 Complete with was / wasn’t / were or weren’t.
6. old Suzy Where (1) you last Sunday?
7. bad Kevin I (2) at Din Don Circus. It (3) fantastic.
8. wet My two best friends (4) there, too. But my brother
bli
9. dirty (5) . He was at the cinema.
Suzy (6) there acrobats and clowns?
10. bored
Kevin Yes! They (7) very funny.
11. near Suzy (8) there any lions?
12. cheap Kevin No, there (9) , but there (10) tigers
and elephants.
Pu

Suzy Great! I want to go there, too!


64

Section_3_b.indd 64-65

Activity 2
MM

• Ss look at the photos and write sentences comparing the


items using the prompts given, as in the example.
• Point out that in the first sentence, they should use the
comparative form while in the second one, the superlative.
3. The chair is lighter than the table.
4. The sofa is the heaviest of the three.
5. The jacket is more expensive than the T-shirt.
6. The scarf is the cheapest of the three.
7. The radio is older than the record player.
©

8. The CD player is the most modern of the three.

Activity 3
• Ss read and complete the dialogue with was / wasn’t / were /
weren’t.
1. were 2. was 3. was 4. were 5. wasn’t
6. Were 7. were 8. Were 9. weren’t 10. were

68

Section 3.indd 68 4/17/2014 10:53:59 AM


Lesson 26

4 Complete the paragraph about Jim’s holiday. Use the Past Simple of the verbs in the box.

ride go meet cook drive swim be

Last Sunday my brother and I (1) went


to our grandparents’ farm. Our father
(2) us there in his new car.
Activity 5
In the morning, I (3) one of my
• Ss use the prompts and write questions and
grandfather’s horses. It (4)
answers, as in the example.
great! Grandmother (5) chicken
• Point out that they have to pay attention to
with potatoes for lunch. In the afternoon,
the time expressions in each case and use the

ns
we (6) our friends, and (7) in
Present Simple or the Past Simple.
their swimming pool.
2. What did Joanna do last Saturday? She
bought a present.
5 Write questions and answers. Use the Present Simple and the Past Simple. 3. What do they usually do on Sunday
afternoon? They send e-mails.

tio
1 What / Joanna / usually do / on Saturday? What does Joanna usually do on Saturday?
visit her friends She visits her friends.
4. What did they do yesterday afternoon?
2 What / Joanna / do / last Saturday? They had a party.
buy a present 5. What do you usually do in the summer?
3 What / they / usually do / on Sunday afternoon? I travel abroad.
send e-mails

ca
4 What / they / do / yesterday afternoon?
have a party
5 What / you / usually do / in the summer?
travel abroad

6 Task-based activity
Task-based activity
bli
A. Work in groups of four and write a funny story! Below is the beginning of the story.
In turn, choose a verb from the box and make a sentence to continue the story.
Use first, then, finally, too. Choose a person to write the story. Activity 6
go run drink sit see find have A
 swim drive sleep buy play • Divide Ss into groups of four.
• Read the rubric and explain it to Ss.
Pu

B. Choose a captain to read your story to the class.


65 • Read the sentence in the example, choose
another verb from the box and ask a S to
27/11/2007 3:11:31 ìì
make a sentence, e.g. First, they drove to a
big amusement park.
Activity 4 • Instruct each group to make a story using the
verbs in the box.
MM

• Ss read the paragraph and complete it using the correct verbs • Point out that they should also use the
in the box, in the Past Simple. adverbs given in the rubric.
2. drove • Encourage Ss to make their stories funny.
3. rode
4. was B
5. cooked • When all groups have finished, the captain in
6. met each group reads their story to the class.
7. swam
©

69

Section 3.indd 69 4/17/2014 10:54:01 AM


27 Smart Skills 3 (Reading & Writing)

Lesson 27 1 Look and read. Choose the correct word / phrase and write them on the
lines.
Example
cook You do this in a car,
sofa
bus train or plane. travel

1 This is very comfortable


and heavy.
Aim travel 2 You do this because you
want to eat.
To revise and consolidate structures and
salt
vocabulary taught in the previous lessons. 3 You drink it and it has no
colour.

ns
4 You do this because you
water are very tired.
go to bed
5 This is white. You put it
in food.

tio
Activity 1 2 Look and read. Write yes or no.

• Draw Ss’ attention to the pictures in the activity Example


and go through them. There are six children at

ca
• Ss read the definitions, look at the pictures and the party. no
write the correct words / phrase on the lines, as 1 One boy is hunting.
in the example.
2 The girl with the orange
1. sofa dress is eating and laughing.
2. cook
bli
3 There are two tables. One
3. water
is red and one is brown.
4. go to bed
5. salt 4 A big black dog is sleeping.

5 There is rubbish everywhere.


Pu

66

Section_3_b.indd 66-67

Activity 2
MM

• Ss read the sentences and look at the picture.


• If the sentence is correct, they write, yes and if it’s not, they
write, no.
1. no
2. yes
3. no
4. yes
©

5. yes

70

Section 3.indd 70 4/17/2014 10:54:02 AM


Lesson 27

3 Read the text and choose the best answer. Alex is talking to his friend Sue.

ns
tio
Example
Alex Hello, Sue. How are you? 3 Alex Did you go to bed after that?
Sue A I’m Jane’s cousin. Sue A Yes, please.
B OK, I think.

ca
B I’m fine, thanks.
C I’m going out now. C No, my cousin came to my
house.
1 Alex Why didn’t you come to the party
4 Alex Oh! Did you play computer
yesterday?
games?
Sue A Sorry, I was tired.
Sue A Yes, we did.
B I stayed at home.
bli
B Yes, we do.
C No, I didn’t.
C Yes, I do.

2 Alex What did you do at home? 5 Alex Does your cousin like parties?
Sue A I am doing my homework Sue A Yes, she likes it.
B I did my homework. B Yes, she does.
C I do my homework.
Pu

C Yes, she did.


67

27/11/2007 3:12:00 ìì

Activity 3
MM

• Draw Ss’ attention to the picture and ask them what they
think is happening. (Two children are talking on the phone.)
• Ss read the questions and circle the correct response to
complete the dialogue, as in the example.
1. A 2. B 3. C 4. A 5. B

• If you have time, you can divide Ss into pairs and get them to
©

act out the dialogue.

71

Section 3.indd 71 4/17/2014 10:54:03 AM


Lesson 27

Lesson 27 4 Read the story. Choose a word from the box. Write the correct word next to numbers
1-6. There is one example. There is one extra picture.

met friends travelled

Activity 4 alien ugly cinema

My name is Peter. I like watching films at the cinema . Yesterday, I saw a film about an
• Ss read the story and complete it by writing (1) . He was very (2) and everyone was scared of him. Later, he
the correct words from the box, as in the (3) a little boy. His name was Joe. Soon, Joe and the alien became
example. (4) . Together they (5) to other cities.
• Once Ss have read the story, they tick the best

ns
In the end the alien went home.
name for the story by ticking the box of the
(6) Now choose the best name for the story. Tick one box.
correct option.
The new toy 
1. alien
A film that Peter watched 
2. ugly Aliens in the city 

tio
3. met
4. friends 5 Look at the picture and read the story. Write some words to complete the sentences
about the story. You can use 1, 2 or 3 words.
5. travelled
6. b Last week, Sally got ready for
a school trip. She wore jeans

ca
and her most comfortable
shoes. She put her lunch and
a camera in her bag. She was
very excited.
bli
Example Sally went on a trip last week .
1 She wore her most comfortable .
2 She had and in her bag.
Pu

3 She wasn’t bored. She was .


68

Section_3_b.indd 68-69
MM

Activity 5
• Ss look at the picture, read the story and complete it.
• Point out that they shouldn’t write more than three words in
each sentence.
• If you have time, choose a few Ss to read the text.
1. shoes
2. her lunch / a camera
©

3. very excited

72

Section 3.indd 72 4/17/2014 10:54:06 AM


Lesson 27

6 Read the text. Choose the right words and write them on the lines.

Example Pets are very friendly. A lot of people have

got dogs and cats as pets because they are

(1) friendly and intelligent. There are

competitions for (2) most beautiful dog or cat.

ns
Some people have got dogs. Dogs (3) got very

good noses. They can smell a lot of things. Some others have got cats

in (4) homes. (5)

tio
pets are very expensive but it’s a good idea to take home an animal

from the street.

Example Every A lot of Much


1 very much too
2 a an the

ca
3 has have had
4 our your their
5 Someone Some No
bli
Pu

69

27/11/2007 3:12:22 ìì

Activity 6
MM

• Ss read the text and complete it by choosing the correct


option and writing it on the corresponding line, as in the
example.
• When Ss have finished the activity, you can choose a few Ss
to read the text.
1. very
2. the
©

3. have
4. their
5. Some

73

Section 3.indd 73 4/17/2014 10:54:08 AM


28 must - mustn’t

Lesson 28 1 Listen and read.

You mustn’t feed the animals...


and don’t go near the lion. You must listen to
the zookeeper.
Ahh!

Language
Aim To express obligation / prohibition.

Structures must / mustn’t

ns
Vocabulary feed, zookeeper, test, touch,
watersports, near, far Grammar The modal verb ‘must’
MustJTBNPEBMWFSC8FVTFmust
tJOUIFBGmSNBUJWFBOEJORVFTUJPOTUPFYQSFTTobligationJOUIFQSFTFOUBOEGVUVSF

tio
 :PVNVTUTUVEZUPQBTTZPVSUFTU
tJOUIFOFHBUJWF(mustn’t)UPFYQSFTTprohibition
 :PVNVTUOUDIFXHVNJODMBTT
Affirmative Negative Questions Short Answers
*NVTUHP *NVTUOUHP .VTU*HP :FT ZPVNVTU/P ZPVNVTUOU

Warm up :PVNVTUHP
)F4IF*UNVTUHP
8FNVTUHP
:PVNVTUOUHP
)F4IF*UNVTUOUHP
8FNVTUOUHP
.VTUZPVHP
.VTUIFTIFJUHP
.VTUXFHP
:FT *NVTU/P *NVTUOU
:FT IFTIFJUNVTU/P IFTIFJUNVTUOU
:FT ZPVNVTU/P ZPVNVTUOU
:PVNVTUHP :PVNVTUOUHP .VTUZPVHP :FT XFNVTU/P XFNVTUOU

ca
• Say the following sentences and write them 5IFZNVTUHP 5IFZNVTUOUHP .VTUUIFZHP :FT UIFZNVTU/P UIFZNVTUOU

on the board, too: I mustn’t write on my desk.


I must listen to my teacher. I mustn’t eat or 2 Read and complete with must or mustn’t.
drink. I mustn’t chew gum. 1 You drink lots of milk. It’s good for you.
• Ask Ss, Where am I? 2 Joanna go to the supermarket. She hasn’t got any food.
bli
• Encourage Ss to guess the place (in a
classroom). 3 You eat a lot of chocolate. It’s bad for your teeth.

• Say the following sentences and write them on 4 The children be quiet. Their father is sleeping.
the board, too: I must be quiet. I mustn’t eat or 5 The students write on the walls in the classroom.
drink. I mustn’t take pictures. I mustn’t touch
6 Listen to the zookeeper! You touch the lion. It’s dangerous.
Pu

the paintings.
• Ask Ss, Where am I? 70

• Encourage Ss to guess the place (in a museum) Section_4.indd 70-71

and tell you when we use must (to express


obligation) and when mustn’t (to express
prohibition).
MM

Lesson Plan

Activity 1 (Track 41)


• Ss listen to the CD and follow in their books.
• Ask Ss what the boy mustn’t do (he mustn’t feed the animals)
and what he must do (he must listen to the zookeeper).
• Explain the word near and the opposite, far.
©

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain the use of the verb must and encourage them to
form their own examples.

Activity 2
• Ss read and complete the sentences using must or mustn’t.
1. must 2. must 3. mustn’t
4. must 5. mustn’t 6. mustn’t

74

Section 4.indd 74 4/17/2014 10:56:28 AM


Lesson 28

3 Read and match.

1 You are in a desert. We go to a hospital.

2 Jane is at a museum. They go near people. Activity 5


3 Father is very sick.
must • Ss read the sentences and write about
study.
She themselves.
4 Tomorrow the students
have a test. I mustn’t drink water. • Go round the class and make sure Ss
5 You do watersports. have written correct sentences.
swim far from the beach.
He • Choose a few Ss to read their sentences
6 You and your friends
are swimming. I touch anything. to the class.

4 Look at the pictures and write sentences about what you must or mustn’t do on the beach.

ns
sunbathe all day swim after lunch do watersports near people
drink lots of water wear a hat swim far from the beach

tio
1 You mustn’t swim after lunch. 2 3

Optional

ca
• Divide Ss into two teams.
• One team thinks of a place and says,
4 5 6 e.g. We’re in a plane / hospital / museum /
classroom, etc.
5 Write about yourself.
• The other team says as many correct
bli
1 Two things you must do every day. sentences as they can, using must or mustn’t,
e.g. You must / mustn’t...
• For every correct sentence, the team gets a
2 Two things you mustn’t do at school / in class. point.
• Teams swap roles.
Pu

• The team with the most points wins.


71

27/11/2007 3:13:19 ìì

Activity 3
MM

• Ask Ss to read the sentences and get them to underline


unknown vocabulary. Then, explain.
• Ss read the situations and match them with the correct words
/ phrases in each column to form appropriate obligations /
prohibitions.
2. She mustn’t touch anything.
3. He must go to a hospital.
4. They must study.
5. I mustn’t go near people.
©

6. We mustn’t swim far from the beach.

Activity 4
• Ss look at the pictures and write sentences using must /
mustn’t and the phrases in the box.
2. You must wear a hat.
3. You must drink lots of water.
4. You mustn’t do watersports near people.
5. You mustn’t sunbathe all day.
6. You mustn’t swim far from the beach.

75

Section 4.indd 75 4/17/2014 10:56:30 AM


29 Future ‘going to’

Lesson 29 1
1 Look and match the pictures with the jobs. Write 1-8.
Then, listen and check your answers.

dentist
pilot
8

nurse
reporter

actor/actress 7
Language singer

2 football player
Aim To talk about future plans. mechanic
3 6
Structures Future ‘going to’ 4

ns
Vocabulary dentist, nurse, reporter, 5
actor / actress, football player,
2 Complete with jobs from activity 1. Then, listen and check.
mechanic, become
I’m going to become I’m going to become
I’m going to become
a successful

tio
a famous a famous

Warm up

ca
• Say the phrases, I’m going to fly to Italy
tomorrow. I’m going to go to the cinema next
Sunday. I’m going to watch TV this afternoon.
and write them on the board, too. Grammar Future ‘going to’
• Encourage Ss to guess the meaning of going to. Affirmative Negative Questions Short Answers
bli
• Choose a few Ss and ask them, Are you going *BNHPJOHUPnZ *NOPUHPJOHUPnZ "N*HPJOHUPnZ :FT ZPVBSF/P ZPVBSFOU
:PVBSFHPJOHUPnZ :PVBSFOUHPJOHUPnZ "SFZPVHPJOHUPnZ :FT *BN/P *NOPU
to visit your friends at the weekend? Are you )FJTHPJOHUPnZ )FJTOUHPJOHUPnZ *TIFHPJOHUPnZ :FT IFJT/P IFJTOU
going to study this afternoon? etc. 4IFJTHPJOHUPnZ 4IFJTOUHPJOHUPnZ *TTIFHPJOHUPnZ :FT TIFJT/P TIFJTOU
*UJTHPJOHUPnZ *UJTOUHPJOHUPnZ *TJUHPJOHUPnZ :FT JUJT/P JUJTOU
• Elicit answers from Ss and say, e.g. John is (not) 8FBSFHPJOHUPnZ 8FBSFOUHPJOHUPnZ "SFXFHPJOHUPnZ :FT ZPVBSF/P ZPVBSFOU
:PVBSFHPJOHUPnZ :PVBSFOUHPJOHUPnZ "SFZPVHPJOHUPnZ :FT XFBSF/P XFBSFOU
going to visit his friends at the weekend. Karl is 5IFZBSFHPJOHUPnZ 5IFZBSFOUHPJOHUPnZ "SFUIFZHPJOHUPnZ :FT UIFZBSF/P UIFZBSFOU
Pu

(not) going to study this afternoon. etc.


72
• Write some of these sentences on the board
and ask Ss what they notice about the Section_4.indd 72-73

formation of going to (verb ‘be’ + going to +


infinitive).
Lesson Plan
MM

Activity 1 (Track 42)


• Ss read the professions and match them with the
corresponding photos.
• Ss match the professions they know first and try to guess
the meaning of the rest.
• Ss listen and check their answers.
1. nurse 2. singer 3. mechanic 4. football player
5. dentist 6. reporter 7. actor / actress 8. pilot
©

Activity 2 (Track 43)


• Ask Ss to look at the pictures carefully and see if they recognise
the caricatures. (Angelina Jolie, Ronaldinho, Justin Timberlake
- here they are depicted as teenagers, thinking of what they
want to become when they grow up.) If not, ask them to guess
what they think the people are going to become when they
grow up.
• Initiate a discussion about these famous people.
• Ss complete the sentences by writing the correct profession.
• Ss listen to the CD to check their answers.
• Choose Ss to read the texts.
1. actress 2. singer 3. football player
• Discuss with Ss what they are going to become in the future.
76

Section 4.indd 76 4/17/2014 10:56:32 AM


Lesson 29

Time Expressions
UPNPSSPX UPOJHIU OFYUXFFLNPOUI.POEBZ4VOEBZ UIJTXFFLFOENPOUI JOBOIPVSZFBSTPPO
8FVTFUIFFuture going to
tGPSQMBOTBOEBDUJPOTUIBUXFJOUFOEUPEPJOUIFGVUVSFFH*NHPJOHUPXBUDIUIFmMNOFYUXFFL
tGPSQSFEJDUJPOTCBTFEPOFWJEFODFFH-PPLBUUIFDMPVET*UTHPJOHUPSBJOTPPO

3 Complete with the future going to of the verbs in brackets.

Chris What’s your family going to do this afternoon?


Julie My mother (1) (clean) the house.
Activity 5
My brothers, Peter and Tom, (2) (not play) computer games. • Ss look at the actions the photos illustrate
They (3) (watch) a film on TV. and write sentences about which of these
Chris (4) your father (help) your mother they are going to do at the weekend, as in
clean the house? the example.
Julie Yes, he is. • Go around the class and make sure Ss have

ns
Chris And what (5) you (do)? written correct sentences.
(6) you (visit) your friends? • Choose a few Ss to read their sentences to
Julie No. I (7) (not visit) my friends. the class.
I (8) (go) to the dentist. I’ve got terrible toothache.
1. I’m (not) going to go to the cinema at the
weekend.

tio
4 Put the words in order.

1 are / going to / watch / at the cinema / a film / tonight / We


2. I’m (not) going to have a party / go to a
party at the weekend.
2 a pilot / John / going to / isn’t / become
3. I’m (not) going to vacuum / clean my room
at the weekend.
3 next year / Are / going to / you / go / university / to / ? 4. I’m (not) going to go to the dentist at the
weekend.

ca
4 going to / Matt / take / the car / next month / is / to the mechanic 5. I’m (not) going to play computer games at
the weekend.
5 What are you going to do at the weekend? Look at the pictures below and write
sentences using the future going to.
bli
Optional
Pu

e.g. I’m (not) going to go to the cinema at the weekend.


73

• Write some phrases on the board, e.g. play


21/11/2007 4:34:35 ìì

computer games, clean my room, visit


my friends, go shopping, play football /
Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud. basketball / volleyball, etc.
MM

• Explain the use and the formation of going to and the time • Divide Ss into pairs and tell them to take turns
expressions used with it. and ask their partner which actions they are
• Provide Ss with more examples if necessary. going to do this Saturday, e.g. Are you going
to go shopping? etc.
Activity 3 • While Ss are doing this, go round the class
• Ss read and complete the sentences using going to and the and make sure Ss are using the correct
verbs in brackets.
1. is going to clean structures.
2. aren’t going to play • Choose a few Ss to report what their partner
3. are going to watch is / isn’t going to on Saturday, e.g. He / She is
©

4. Is / going to help going to play basketball. He / She isn’t going


5. are / going to do to go shopping. etc.
6. Are / going to visit
7. am not going to visit
8. am going to go

Activity 4
• Ss put the words in the correct order to form sentences
(affirmative, negative, questions).
1. We are going to watch a film at the cinema tonight.
2. John isn’t going to become a pilot.
3. Are you going to go to university next year?
4. Matt is going to take the car to the mechanic next month.

77

Section 4.indd 77 4/17/2014 10:56:34 AM


30 Future ‘will’

Lesson 30 1 Make up starsigns! Read and match. Then, listen and check your answers.

 :PVXJMMXJO
 :PVXJMMUSBWFM
children

married
 :PVXPOUHPUP
astronaut

Language  :PVXJMMCVZB
the lottery

Aim To express on the spot decisions, predictions,  :PVXJMMIBWFBO to Spain


offers, warnings, promises and requests.  :PVXPOUIBWF SPAIN
university

ns
Structures Future ‘will’  :PVXPOUHFU house
 :PVXJMMCFDPNFBO
Vocabulary win the lottery, have children, accident
get married, become an astronaut,
2 Listen and read.
go to university, have an accident

tio
Yes... yes I can see... I believe you will do your Sue! Give me back my
homework, you will watch a film and you will diary or I won’t speak
meet your friends tonight.
to you again.
Wow! Sue, you are
amazing! You are right! Ha ha ha...

Warm up
• Tell a S to knock on the door and then say,
ca
Grammar Future ‘will’
bli
I will open the door. and do the corresponding Affirmative Negative Questions Short Answers
*XJMMHP *XPOU XJMMOPU
HP 8JMM*HP :FT ZPVXJMM/P ZPVXPOU
action. :PVXJMMHP :PVXPOU XJMMOPU
HP 8JMMZPVHP :FT *XJMM/P *XPOU
)F4IF*UXJMMHP )F4IF*UXPOU XJMMOPU
HP 8JMMIFTIFJUHP :FT IFTIFJUXJMM/P IFTIFJUXPOU
• Write the sentence on the board and ask Ss to 8FXJMMHP 8FXPOU XJMMOPU
HP 8JMMXFHP :FT ZPVXJMM/P ZPVXPOU
:PVXJMMHP :PVXPOU XJMMOPU
HP 8JMMZPVHP :FT XFXJMM/P XFXPOU
guess the meaning of will. 5IFZXJMMHP 5IFZXPOU XJMMOPU
HP 8JMMUIFZHP :FT UIFZXJMM/P UIFZXPOU
• Explain the use of Future will (on the spot Time Expressions
decisions) and provide Ss with more examples.
Pu

UPNPSSPX UPOJHIU TPPO OFYUNPOUIZFBSXFFL.POEBZ FUD UIJTXFFLFOEXFFLNPOUI FUD JOBOIPVSZFBS FUD

• Repeat the same procedure for predictions: 74


I think, he will come to my party. offers: I’ll
help you with your homework. threats: I won’t
Section_4.indd 74-75

speak to you again. promises: I will never lie


to you. and requests: Will you carry this bag
for me? Lesson Plan
MM

Activity 1 (Track 44)


• Initiate a short discussion about starsigns.
• Ask Ss where this text comes from and what it’s about.
(Probably a magazine page and it’s about starsigns.)
• Ss read and match the two halves of the phrases and then,
match them with the corresponding photos.
• Discuss unknown vocabulary as Ss are doing the activity.
• Ss listen and check their answers.
1. the lottery 2. to Spain 3. university 4. house
©

5. accident 6. children 7. married 8. astronaut

Activity 2 (Track 45)


• Ss listen to the CD and follow the dialogue in their books.
• Ask Ss how Sue knows what the boy will do tomorrow (she
has the boy’s diary and has read it).
• Ask Ss, What will the boy do tonight? (He will do his
homework. He will watch a film. He will meet his friends.)
• Choose a few pairs to act out the dialogue to the class.

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain the use of Future ‘will’ and the Time Expressions.
• Provide Ss with more examples if necessary.
78

Section 4.indd 78 4/17/2014 10:56:36 AM


Lesson 30

8FVTFUIFFuture ‘will’GPS
tPOUIFTQPUEFDJTJPOTUIBUXFNBLFBUUIFNPNFOUPG tPGGFST FH*MMIFMQZPVXJUIUIFXBTIJOHVQ
TQFBLJOH FH*NIVOHSZ*XJMMDPPLTPNFUIJOH tXBSOJOHTBOEUISFBUTFH#FRVJFUPS*MMUFMMZPVSNVN
t QSFEJDUJPOT VTVBMMZXJUIUIFWFSCTUIJOLBOECFMJFWF tQSPNJTFT FH.VN*XPOUEPJUBHBJO *QSPNJTF
FH*UIJOLIFXPOUDPNFUPUIFDJOFNBUPOJHIU tSFRVFTUT FH8JMMZPVIFMQNFXJUINZIPNFXPSL

3 Complete with will or won’t and the verbs in the box.


make go have win travel have buy
1 I think Suzie will have a lot of children. She loves them!
2 Danny to university next year. He wants to study Maths. Optional
3 My mother a cake tonight. She hasn’t got any eggs and flour.
4 They believe that they the lottery and they a
• Ask each S to write a prediction about what a
new house in a few years.
5 We to Italy next month. We haven’t got any money.
classmate will do tomorrow using will / won’t

ns
6 Don’t drive so fast. You an accident.
on a piece of paper, e.g. You will meet your
friends tomorrow. You will win some money
4 Match.
tomorrow. You won’t play computer games
1 I love this dress. a you won’t go to the party. tomorrow. etc.
2 Be quiet. b Will you buy it for my birthday? • When all Ss have finished, ask them to fold

tio
3 I’m very tired. c You will wake Dad up. their pieces of paper and put them in a bag.
4 Do the washing-up or d Will you help me with the housework? • Hold the bag, go around the class and ask
each S to pick a piece of paper and read his /
5 I’m hungry. e I’ll get something to eat.
her prediction to the class.
5 How do you imagine your life in the future? What do you think will happen? • You can repeat the procedure if you have
Write sentences. time.

ca
1 I think I will / won’t become a doctor.
(become / doctor)

2
(get married)
bli
3
(buy / house)

4
(travel a lot)

5
Pu

(have pets)
75

27/11/2007 3:13:55 ìì
MM

Activity 3
• Ss read and complete the sentences, using will or won’t and
the verbs in the box.
2. will go 3. won’t make 4. will win / will buy
5. won’t travel 6. will have

Activity 4
• Ss read and match the sentences.
©

1. b 2. c 3. d 4. a 5. e

Activity 5
• Ss use the prompts and write sentences about themselves, as
in the example.
2. I think I will / won’t get married.
3. I think I will / won’t buy a house.
4. I think I will / won’t travel a lot.
5. I think I will / won’t have pets.

79

Section 4.indd 79 4/17/2014 10:56:38 AM


31 should

Lesson 31 1 What’s the matter with these people? Read, look at the photos and write
1-5 in the boxes.
I’m very tired.
I should... 1
I’ve got toothache.
I shouldn’t...
I’ve got a cold
I’ve got a terrible
headache.
and a bad cough. I should...
I shouldn’t...
I want to lose
weight.

Language I should...

Aim To ask for or give advice, express an opinion


or make a suggestion.

ns
Structures the verb ‘should’

Vocabulary What’s the matter?


toothache, headache, cough,
lose weight, take a rest, do aerobics,

tio
take a painkiller, sweets

1 take a rest 2 take a painkiller 3 do aerobics 4 eat sweets 5 drink cold

ca
Warm up Grammar should
drinks

Affirmative Negative Questions Short answers


• Explain the word ill to Ss and write on the *TIPVMEHP *TIPVMEOUHP 4IPVME*HP :FT ZPVTIPVME/P ZPVTIPVMEOU
board, I’m ill. What should I do? :PVTIPVMEHP :PVTIPVMEOUHP 4IPVMEZPVHP :FT *TIPVME/P *TIPVMEOU
)FTIPVMEHP )FTIPVMEOUHP 4IPVMEIFHP :FT IFTIPVME/P IFTIPVMEOU
• Say the following sentences and write them on
bli
4IFTIPVMEHP 4IFTIPVMEOUHP 4IPVMETIFHP :FT TIFTIPVME/P TIFTIPVMEOU
the board, too. *UTIPVMEHP *UTIPVMEOUHP 4IPVMEJUHP :FT JUTIPVME/P JUTIPVMEOU
8FTIPVMEHP 8FTIPVMEOUHP 4IPVMEXFHP :FT ZPVTIPVME/P ZPVTIPVMEOU
You should stay at home. :PVTIPVMEHP :PVTIPVMEOUHP 4IPVMEZPVHP :FT XFTIPVME/P XFTIPVMEOU
You should eat hot soup. 5IFZTIPVMEHP 5IFZTIPVMEOUHP 4IPVMEUIFZHP :FT UIFZTIPVME/P UIFZTIPVMEOU

You shouldn’t go out. 8FVTFshouldUPBTLGPSPSHJWFBEWJDF FYQSFTTBOPQJOJPOPSNBLFBTVHHFTUJPO


FHA*WFHPUUPPUIBDIF
• Encourage Ss to guess the meaning of should /  B:PVTIPVMEHPUPUIFEFOUJTU
Pu

shouldn’t and ask them for more sentences. 76

Section_4.indd 76-77

Lesson Plan
MM

Activity 1
• Use body movements and facial expressions to introduce the
words toothache, headache and cough to Ss.
• Explain to Ss that they have to read the bubbles and write the
number with the correct piece of advice in the box, as in the
example.
• Encourage Ss to guess unknown words.
©

3, 4, 5, 2

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain the use of should and provide them with more examples
if necessary.
• Point out that the verb should is followed by an infinitive without
to, is the same in all persons in the singular and plural and does
not form the question form and the negative with do.

80

Section 4.indd 80 4/17/2014 10:56:41 AM


Lesson 31

2 Read and complete with should or shouldn’t.

1 Tom has got a very bad cold. He 4 People smoke. It’s


e go to the doctor. bad for their health.

2 Fay is very tired. She 5 Paul and Tim drink


work every day. cold water. They’ve got a cough.

3 You eat a lot of fruit 6 I’ve got a headache. I


and vegetables. They’re good for you. go to bed early tonight. Optional
3 Read, look at the prompts and write sentences. Use should or shouldn’t.
Silly advice
1 Tom has got a bad cough. 3 Sue has got a test tomorrow. • Write various situations on different pieces

ns
eat / ice cream study / for the test of paper, e.g. I’ve got a headache. I’ve got
He shouldn’t eat ice cream. toothache. I’ve got a cold. I’ve got a cough.
have / soup go out / with friends I’m tired. etc.
He should have some soup. • Fold them and place them on your desk in a
2 I’ve got toothache. 4 The children are tired. pile.

tio
go / dentist play / computer games • Ask each S to write a piece of advice starting
with, You should... or You shouldn’t... on a
eat / sweets sleep more piece of paper.
• When all Ss have finished, collect their pieces
of paper, fold them and place them on your
desk in another pile.

ca
4 Choose one of the situations below and ask your partner for advice. Use
should / shouldn’t and the ideas given. • Divide Ss into two groups.
I want to lose weight. I’m very tired. I’ve got toothache. • Each S in the groups comes to your desk, picks
a piece of paper from each pile and reads the
situation and the advice aloud.
• If the advice is appropriate for the situation,
bli
they get a point for their group.
take a rest sleep more • The group with the most points wins.
A What’s the matter?
do aerobics eat more fruit and vegetables
B I’m very tired.
A You should sleep more. go to the dentist go out every day
eat sweets take a painkiller
Pu

77

21/11/2007 4:37:16 ìì

Activity 2
• Ss read and complete the sentences using should or shouldn’t.
MM

1. should 2. shouldn’t 3. should 4. shouldn’t


5. shouldn’t 6. should

Activity 3
• Ss read the situations and write appropriate sentences using
should or shouldn’t and the prompts given, as in the example.
2. You should go to the dentist. You shouldn’t eat sweets.
3. She should study for the test. She shouldn’t go out with her
friends.
©

4. They shouldn’t play computer games. They should sleep


more.

Activity 4
• Divide Ss into pairs.
• Read the situations, the prompts and the example aloud to Ss.
• Ss take turns, choose a situation and ask their partner for
advice. The other S should give advice using should / shouldn’t
and the appropriate prompts.
• While Ss are doing this, go round the class and make sure they
are using the correct structures.
• Choose a few pairs to act out the dialogue to the class.

81

Section 4.indd 81 4/17/2014 10:56:42 AM


32 Question words

Lesson 32 1 Look and write (a-g). Then, listen and check your answers. a
b
c
swimming pool
sports centre
cinema complex
d shopping centre
e Internet cafe’
f amusement park

Language
2
3 g theatre
1

Aim To revise question words.

Structures Question Words (Who, What, Where,

ns
6
Whose, Which, When, Why, How) 4
5
7

Talk about your free time. Then, do the quiz.


Vocabulary free time, surf the Net, spend, 2

Where do you like


swimming pool, sports centre,
cinema complex, shopping centre,

to spend your free time?

tio
Internet café, amusement park, theatre

1 What do you do in your free time?


s. 
a Surf the Net. / Play computer game
b Do sports. 
c Watch a film. 

ca
with?
2 Who do you spend your free time

Warm up a My famil y.
b My friends. 

c Nobody. 
• Ask Ss questions using question words, elicit 3 When do you go out?
their answers and encourage them to tell you a Every day. 
bli
in which case we use each one. b Only at the weekend.
• Point to different Ss and ask the rest of the c I don’t go out. 
and diamonds you’ve got.
class, Who is that? Count how many triangles, circles
your free time is.
See which the ideal place to spend
• Point to different items in the classroom and Mostly  : Home Mostly : Sports centre
ask, What’s this / that? Ask Ss, What are you Mostly : Cinema complex
Pu

doing? What’s your favourite colour / CD etc?


78
• Point to different items that belong to Ss and
ask, e.g. Whose bag / book / pencil is this? Section_4.indd 78-79

• Ask Ss about the position of things in the


classroom, e.g. Where is the book?
• Ask different Ss, When is your birthday? Why
are you happy? How do you get to school? Lesson Plan
MM

Activity 1 (Track 46)


• Get Ss to name as many places as possible and discuss what
people do there.
• Ss match the places with the corresponding photos.
• Ss listen and check their answers.
1. a 2. d 3. g 4. c 5. e 6. b 7. f
©

Activity 2
• Ask Ss to look at the text and say what it is (a quiz) and
where it might be found (in a magazine).
• Ask Ss if they like doing quizzes and, if so, about what.
• Draw Ss’ attention to the title of the quiz (Where do you like to
spend your free time?) and explain it to Ss. Discuss the question.
• Tell Ss to read each question and circle the shape that
corresponds to the answer which best represents their free
time activities.
• Encourage Ss to guess the meaning of any unknown words
they may have.
• Alternatively, Ss can do the quiz in pairs and take turns to
ask and answer the questions.

82

Section 4.indd 82 4/17/2014 10:56:45 AM


Lesson 32

Grammar Question words


8FVTFWhoGPSQFPQMF FH8IPJTUIBUCPZ
8FVTFWhatGPSUIJOHTPSBDUJPOT FH8IBUBSFZPVEPJOH
8FVTFWhoseGPSQPTTFTTJPOT FH8IPTFDBSJTUIJT
8FVTFWhichGPSBDIPJDF QFSTPOPSUIJOH
 FH8IJDIPGUIFCBHTJTZPVST
8FVTFWhenGPSUIFUJNFEBUFTEBZT FH8IFOJTZPVSCJSUIEBZ
8FVTFWhereGPSQMBDFT FH8IFSFJT%BE
8FVTFWhyGPSBSFBTPO FH8IZBSFZPVDSZJOH
8FVTFHowGPSUIFXBZTPNFUIJOHIBQQFOT FH)PXEPZPVHFUUPTDIPPM Activity 5
• Ss read the answers and write questions using
3 Match. the correct question word and the prompts in
1 Who is John? a By bus. brackets.
2 Where do you go at the weekend? b Books and magazines. 1. Why do you hate the sports centre?
3 How do you get to school? c He is my cousin. 2. What’s the time? / What time is it?
4 Why are you going to the sports centre? d Because I want to meet Ben.
3. When do the children go to the swimming

ns
5 When do you do your homework? e To the cinema complex.
6 What’s in the bag? f In the afternoons.
pool?
7 Which dress do you like? g The red dress. 4. Where’s the cinema complex?

4 Complete the questions. Use Who, What, Where, When, Whose, Which, How or Why.

tio
1 is the Internet cafe’ ? It’s in the shopping centre.
2 are you crying? Because I’m sad.
3 is Mr Roberts? My English teacher.

Optional
4 bag is yours? The blue bag is mine.
5 is that? It’s my new computer game.
6 is your birthday? It’s on 30 March.
7 do you go to the amusement park? By train.
• Divide Ss into pairs and tell them to prepare

ca
8 dress is this? It’s my mother’s.
a questionnaire, using question words, e.g.
5 Write questions for the answers below. Use when, why, what and where and the What’s your name? How do you get to
prompts in brackets. school? Where is your bed? When is your
1 ? (you / hate / the sports centre) birthday? etc.
Because I don’t like sports.
• When all pairs have finished, get two sets of
bli
2 ? (time)
pairs to work together. They take turns to ask
It’s half past six.
and answer the questions they have written.
3 ? (children / go / swimming pool)
On Saturdays.
• While Ss are doing this, go round the class and
4 ? (cinema complex)
make sure Ss are using the correct structures.
Pu

Next to the theatre.


79

21/11/2007 4:37:43 ìì
MM

• Ss count how many triangles, circles and diamonds they’ve


got and see which the ideal place to spend their free time is.
• Ask Ss if they agree or disagree with the results.

Grammar Box
• Draw Ss’ attention to the Grammar Box, read it aloud and
explain it to Ss.
• Provide Ss with more examples and encourage them to form
their own questions, using Question Words.
©

Activity 3
• Ss read and match the questions with the corresponding
answers.
1. c 2. e 3. a 4. d 5. f 6. b 7. g

Activity 4
• Ss read the questions and the answers and complete with the
correct question words.
1. Where 2. Why 3. Who 4. Which
5. What 6. When 7. How 8. Whose

83

Section 4.indd 83 4/17/2014 10:56:47 AM


33 Past Progressive

Lesson 33 1 make
1 Look, match and write (1-5). Then,
listen and check your answers.

a the washing-up

2 take b the windows

Language
3 do c the beds

4 clean d the lawn


Aim To talk about actions in the past.
5 mow e the dog for a walk
Structures Past Progressive

ns
2 Look and read. It’s Monday morning at the Jacksons’ house. Someone stole the
Vocabulary make the beds, mow the lawn, Jacksons’ jewellery last night. Who was it?
take the dog for a walk,
So, what were
do the washing-up, you doing yesterday
clean the windows evening? I was

tio
We were taking the
making dog for a walk.
a cake.

ca
Warm up I was mowing the lawn.
I was making the beds.

• Say a few sentences using the Past Progressive


and write them on the board, e.g. I was making Grammar Past Progressive
Affirmative Negative Questions Short answers
a cake yesterday afternoon. My mother was
bli
Full Forms Short Forms
watching TV at 10 o’clock last night. My sisters *XBTQMBZJOH *XBTOPUQMBZJOH *XBTOUQMBZJOH 8BT*QMBZJOH :FT ZPVXFSF/P ZPVXFSFOU
:PVXFSFQMBZJOH :PVXFSFOPUQMBZJOH :PVXFSFOUQMBZJOH 8FSFZPVQMBZJOH :FT *XBT/P *XBTOU
were listening to music yesterday morning. )FXBTQMBZJOH )FXBTOPUQMBZJOH )FXBTOUQMBZJOH 8BTIFQMBZJOH :FT IFXBT/P IFXBTOU
• Explain to Ss that the tense used is the Past 4IFXBTQMBZJOH
*UXBTQMBZJOH
4IFXBTOPUQMBZJOH
*UXBTOPUQMBZJOH
4IFXBTOUQMBZJOH
*UXBTOUQMBZJOH
8BTTIFQMBZJOH
8BTJUQMBZJOH
:FT TIFXBT/P TIFXBTOU
:FT JUXBT/P JUXBTOU
Progressive and encourage them to tell 8FXFSFQMBZJOH 8FXFSFOPUQMBZJOH 8FXFSFOUQMBZJOH 8FSFXFQMBZJOH :FT ZPVXFSF/P ZPVXFSFOU
:PVXFSFQMBZJOH :PVXFSFOPUQMBZJOH :PVXFSFOUQMBZJOH 8FSFZPVQMBZJOH :FT XFXFSF/P XFXFSFOU
you when it is used (for an action that was 5IFZXFSFQMBZJOH 5IFZXFSFOPUQMBZJOH 5IFZXFSFOUQMBZJOH 8FSFUIFZQMBZJOH :FT UIFZXFSF/P UIFZXFSFOU
Pu

happening at a specific point of time in the 80


past).
• Choose a few Ss and ask, Were you listening Section_4.indd 80-81

to music at 10 o’clock last night? Were you


reading a book at 9 o’clock last night? etc. and
elicit their answers.
Lesson Plan
MM

Activity 1 (Track 47)


• Ss read and match the two halves to form correct phrases.
Then, they match each one with the corresponding photo.
• Ss listen and check their answers.
1. c 2. e 3. a 4. b 5. d

Activity 2
©

• Draw Ss’ attention to the presentation, read the rubric and


explain it to Ss.
• Ask Ss what is happening in the picture (the inspector has come
to the house to find out who stole the jewellery. The suspects
are the gardener, the cook, the maid and the children).
• Ask Ss who they think did it. Tell Ss to look at the picture.
(The cook stole the jewellery because there are fingerprints
made from flour, on the safe. The footprints are a distractor.)

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Provide Ss with more examples if necessary and ask them
to form their own sentences.
84

Section 4.indd 84 4/17/2014 10:56:49 AM


Lesson 33

We use the Past Progressive: Time Expressions


• for an action that was happening at a specific point of time in the past. yesterday, last night / week / year / Monday...,
e.g. I was washing the car yesterday evening. two days / hours / years, etc. ago.
• to set the scene in a story.
e.g. It was raining and Alice was taking the dog for a walk.

3 Read, look and complete. Use the Past Progressive.

Yesterday evening... clean watch take do make

1 Andy the washing-up.


2 Mr and Mrs Green TV. Optional
3 Sue a salad.
4 The children the • Instruct Ss to write three sentences on a slip
windows.
of paper about what they and their family

ns
5 Jim the dog for
were doing at 9:00 last night.
a walk.
• Explain that one of the sentences should be
4 Write questions and answers. What were they doing yesterday at 9:00 in the morning? false.
1 Mary / eat breakfast 2 Jim / take / dog for a walk • Point out that they should use the Past
No  make / bed No  mow / lawn Progressive.

tio
Was Mary eating breakfast? • Have a few Ss read their sentences aloud.
No, she wasn’t.
The other Ss should try to guess which
She was making her bed.
sentence is false.
3 Jenny and Fay / vacuum 4 Suzy / ride / bike
No  do / washing-up No  clean / windows

5 Answer about yourself.


ca
bli
1 What were you doing at 6:00 yesterday afternoon?

2 What were you wearing yesterday?

3 Were you watching TV at 10:00 last night?


Pu

81

10/15/2018 1:31:30 PM
MM

Activity 3
• Ss read the sentences, look at the picture and complete them
with the correct verb in the Past Progressive.
1. was doing 2. were watching 3. was making
4. were cleaning 5. was taking

Activity 4
• Ss look at the photos and write questions and answers, using
the Past Progressive and the prompts given, as in the example.
©

2. Was Jim taking the dog for a walk? No, he wasn’t. He was
mowing the lawn.
3. Were Jenny and Fay vacuuming? No, they weren’t.
They were doing the washing-up.
4. Was Suzy riding her bike? No, she wasn’t.
She was cleaning the windows.

Activity 5
• Ss read the questions and answer them about themselves.
• Go round the class and make sure Ss have answered the
questions correctly.
• Choose a few Ss to read the questions and the answers aloud.

85

Section 4.indd 85 10/15/2018 1:32:55 PM


34 Smart Time 4

Lesson 34
Spelling Check
1 Look and complete. Use each set of letters once.

1 ee oo ea z keeper h dache f d

2 ch cc sh a ident tou do the wa ing-up

Spelling Check 3 ea ai aw mow the l n th tre take a p nkiller

Aim To revise the spelling of words introduced 4 tt rr ll win the lo ery play footba get ma ied
in the previous lessons.

ns
Activity 1
PHONICS
• Ss choose and complete the missing letters in
the words. 2 Listen, say and circle the silent consonants.
1. zzookeeper, headache, feed listen talk

tio
2. accident,
a touch, washing
m u s t n ’t climb
3. lawn, theatre, painkiller
4. lottery, football, married two walk

3 Listen and circle the silent consonants. Then, sing.

ca
OK, kids! Listen to my song!
My mum is an actress and she walks on a stage,
My dad is a teacher and he talks all day...
But
I’m going to be a mechanic,
And fix people’s cars or
I’m going to be an astronaut,
bli
And climb the stars or
I’m going to be a singer and
Sing my favourite song, no!
I’m going to be a lifeguard
And be at the beach all day long.
Pu

82

Section_4_b.indd 82-83

Phonics
MM

Aim To practise identifying silent consonants.


Activity 2
• Write a few words that contain silent consonants on the board and
ask Ss to read them aloud, e.g. talk, climb, etc.
• Ask Ss which consonants are not pronounced and explain that these
consonants are called silent consonants.
©

(Track 48)
• Play the CD and ask Ss to repeat each word and circle the silent
consonants.
• If necessary, play the CD again.
listen, mustn’t, two, talk, climb, walk
Activity 3 (Track 49)
• Play the song once and ask Ss to listen carefully.
• Ask Ss to circle the silent consonants in the words of the song.
• Check Ss’ answers.
Listen, walks, talks, climb

• Play the song again and encourage Ss to sing along.

86

Section 4.indd 86 4/17/2014 10:56:54 AM


Lesson 34

4 Read.

Adjectives tell us We use because to explain Activity 6


how people feel. why we feel the way we do.
• Read the example aloud and explain
e.g. e.g. I am angry because
I am angry!
my dog is eating my
to Ss that they have to write sentences
homework! about themselves and their friends, using
adjectives and because, as in the example,
e.g. I am...because... / Fay is...because... etc.

ns
• Go round the class and make sure Ss have
written correct sentences.
• Choose a few Ss to read their sentences to
the class.
5 Read and match.

tio
1 John is happy she slept a lot.

2 The children are excited he’s got a new pet.

3 She isn’t tired because they didn’t study for the test.

4 They are worried they’re at the zoo.


Optional
5 Mary is surprised

6 Write about you and your friends. Then, say. ca


there is a bird in her house.
Play Hangman!
• A S thinks of a word and writes a dash on
the board for each letter in the word.
bli
Jake is happy
• The rest of the Ss take turns to guess the
because he can do letters. If a letter is correct, the S at the
puzzles. board writes it on the correct dash or
dashes. If a letter is not correct, the S draws
part of a person hanging from the gallows
Pu

and writes the letter on the board so that Ss


83
don’t repeat the same letter.
4/12/2007 2:07:09 ìì • The class wins if they find the words before
all the parts of the person are completed
and he is hanged.
MM

Writing Corner

Aim To practise using adjectives and the conjuction because.


Activity 4
• Draw Ss’ attention to the box, read it aloud and explain it
to Ss.
• Read the examples aloud and provide Ss with more
examples.
©

Activity 5
• Ss match the two parts to form correct sentences.
• Do the first one with the Ss if they find difficulties.
1. John is happy because he’s got a new pet.
2. The children are excited because they’re at the zoo.
3. She isn’t tired because she slept a lot.
4. They are worried because they didn’t study for the test.
5. Mary is surprised because there is a bird in her house.

87

Section 4.indd 87 4/17/2014 10:56:57 AM


35 Revision 4

Lesson 35 1
2
3
1 Read the definitions and write the words.
a large park with a lot of things that you can ride and play a
a place where you can do sports s
a place with very little water, very few plants and lots of sand d
4 a place where sick people go h
5 the person who fixes people’s teeth d
6 the person who fixes cars m

Aim 7
8
the woman who performs on the stage, on TV or in films a
a place with lots of shops s
To revise and consolidate structures and 9 a place where you can surf the Internet and drink coffee I
10 the person who usually works in a hospital and takes care of sick people n
vocabulary introduced in the previous lessons.
2 Read and write a piece of advice for each one. Use should or shouldn’t.

ns
I want to lose weight. I’ve got a cold and a bad cough.

1 You . 2 You .

Activity 1

tio
I’ve got a toothache. I’ve got a headache.

• Ss read the definitions and write the 3 You . 4 You .


corresponding words on the dashes.
1. amusement park
3 Complete with must or mustn't. 4 Complete with the Question Words.
2. sports centre

ca
3. dessert 1 I must study history. 1 is the hospital? Next to the
4. hospital I have an exam tomorrow. school.
5. dentist 2 You eat lots of sweets.
2 is that woman? My aunt.
6. mechanic They're bad for your teeth. 3 are you happy? Because it’s
7. actress my birthday today.
3 You smoke in a hospital.
bli
8. shopping centre 4 coat is yours? The red coat.
9. Internet café 4 We go to the supermarket. 5 is that? My new mobile
10. nurse We haven’t got any food. phone.
5 I forget my mother’s birthday 6 do you go bowling? On
on Friday. Saturdays.
Pu

7 do you go to school? By bus.


84

Activity 2 Section_4_b.indd 84-85

• Ss read the situations and write a piece of


advice for each one using should / shouldn’t. Activity 3
MM

Suggested answers
1. You should do aerobics. / • Ss read the sentences and complete them with must or
You shouldn’t eat sweets. mustn’t.
2. You shouldn’t drink cold drinks. / 2. mustn’t 3. mustn’t 4. must 5. mustn’t
You should take a rest.
3. You should go to the dentist. /
You shouldn’t eat sweets.
4. You should take a painkiller. /
You shouldn’t listen to loud music.
Activity 4
©

• Revise the Question Words by asking Ss various questions


and elicit their answers.
• Ss read the questions and the answers and complete with
the correct Question Word.
1. Where 2. Who 3. Why 4. Which
5. What 6. When 7.How

88

Section 4.indd 88 4/17/2014 10:56:58 AM


Lesson 35

5 Read Jane's diary for next weekend. Then, 6 Look at the picture and complete
answer the questions, as in the example. with the Past Progressive of the
verbs in the box.
Saturday Sunday clean make not take read
11:00 meet Helen at not cook watch sleep not eat do
amusement park
2:30 cook lunch
2:00 do homework Jimmy John
Activity 6
9:00 visit my cousins 5:00 play computer Joe
games with Bill • Ss look at the picture and complete the
Gemma sentences using the correct verbs in the Past
1 Is she going to watch TV at 9:00 on Saturday? Mrs Smith
Mr Smith
Progressive.
No, she isn’t going to watch TV. Lucy
1. wasn’t taking / was cleaning
She’s going to visit her cousins. Maria

ns
2. were watching / was doing
2 What is she going to do at 11:00 on Sunday? 3. wasn’t eating / was sleeping
Yesterday afternoon... 4. weren’t cooking / were reading
1 John the dog for
5. was making
3 What is she going to do at 2:00 on Sunday? a walk, he the

tio
windows.
2 Lucy and Maria
TV and Gemma
4 Is she going to meet Helen at 2:30 on Saturday?
the washing-up.
3 Joe
He
a bone.
on the sofa.
Task-based activity
5 Is she going to play the guitar at 5:00 on Sunday?
Activity 7

ca
4 Mr and Mrs Smith
food. They
magazines. A
5 Jimmy the bed. • Divide Ss into groups of four.
7 Task-based activity • Read the rubric and the prompts and explain
A. Work in groups of four and make Fortune cookies! Each person must write a sentence the procedure to the Ss.
bli
using will and the prompts below. Then, wrap the piece of paper together with a
cookie in aluminium foil. Exchange your fortune cookies with another group.
B
win the lottery go to university
have children have an accident • When all groups have finished, Ss take turns
get married get sick
become a / an... be busy
to read their predictions.
Pu

B. Take turns to read out your predictions.


85

27/11/2007 3:16:43 ìì

Activity 5
MM

• Ss look at the diary and answer the questions.


2. She’s going to meet Helen at the amusement park.
3. She’s going to do her homework.
4. No, she isn’t. She’s going to cook lunch.
5. No, she isn’t. She’s going to play computer games with Bill.
©

89

Section 4.indd 89 4/17/2014 10:56:59 AM


36 Smart skills (Listening & Speaking)

Lesson 36 Pat
1

Lucy
Listen and draw lines. There is
one example.

Alex Tony May


2 Listen and write. There is one
example.

Example Where was Mike?

Aim sports centre

To revise and consolidate structures 1 How many sports can you


and vocabulary introduced in the do at the sports centre?
previous lessons.

R Rubric Fch Female child 2 Favourite activity / sport:


F Female adult Mch Male child

ns
M Male adult
3 Name of sports centre:

Activity 1
• Ss listen to the CD and draw lines according to 4 When?

tio
who each child is in the picture.
• Play the CD twice.
• Make sure Ss have drawn the lines correctly.
1. Tony: boy with headache
3 What is Lisa going to do next week? Listen and draw a line from the day to the correct
2. Pat: girl with painkillers picture. There is one example.
3. Alex: boy eating crisps

ca
4. Lucy: girl with drinks
Listening Transcript (Track 50)
R Look at exercise one. Look at the picture. Listen and
look. There is one example.
M Are you all friends?
bli
Monday Tuesday Wednesday Friday Saturday Sunday
Fch Yes, we are.
M Who’s your best friend? Is she the girl with the
purple skirt?
Fch No, no. My best friend is eating crisps. Her name is
May.
M Oh yes, I see her.
Pu

R Can you see the line? This is an example. Now you 86


listen and draw lines.
One Section_4_b.indd 86-87

M Who’s that boy over there?


Fch Who? The boy with the green shirt? Activity 2
M No. That boy over there with the blue jumper and
• Draw Ss’ attention to the questions and read them aloud.
jeans.
MM

Fch Oh I see! You mean Tony.


• Ss listen to the CD and answer the questions, as in the example.
M Is that his name? What’s the matter with him? • Play the CD twice.
Fch He’s got a headache. 1. four 2. swimming 3. Sports Star 4. Friday
M Oh, poor Tony.
R Two Listening Transcript (Track 51)
M What’s that girl doing over there? R Exercise two. Listen and look. There is one example.
Fch Who? The girl with the drinks? Fch What were you doing yesterday Mike? I phoned you but you
M No, I’m talking about the girl with the painkillers. weren’t home.
Fch Oh, that’s Pat. She’s giving Tony a painkiller for his Mch No, I wasn’t. I was at the sports centre.
©

headache. Fch Really? It sounds like fun.


M Alright.
Mch Yes, it was.
R Three
Fch Do you see my brother Alex?
R Can you see the answer? Now you listen and write.
M No, I don’t. Is he eating sweets? One
Fch No, he isn’t. Alex doesn’t like sweets. Mch There are lots of sports and fun activities you can do at the
M Is Alex eating crisps? sports centre.
Fch Yes, he is. He loves eating crisps. Fch Really? Like what?
R Four Mch Well, there is volleyball, swimming, basketball and karate.
M Who’s that girl that’s buying the drinks? Fch Wow! That’s three...no...four different sports and activities.
Fch Oh, that’s Lucy. She’s May’s sister. R Two
M Lucy’s got beautiful hair. Fch And Mike, what kind of things do you like doing at the
R Now listen to exercise one again. That is the end of sports centre? Playing basketball?
exercise one.
90

Section 4.indd 90 4/17/2014 10:57:03 AM


Lesson 36

4 Listen and tick () the box. There is one example.


Activity 3
• Draw Ss’ attention to the pictures and explain
Example that they have to match each day of the week
What was Tim doing with the picture that depicts the activity Lisa is
yesterday afternoon? going to do that day.
• Ss listen to the CD and draw lines.
A B C 
• Play the CD twice.
• Make sure Ss have drawn the lines correctly.
1 What is his brother 1. Tuesday - swimming pool
going to become? 2. Wednesday - mow the lawn
3. Friday - cinema complex
4. Saturday - zoo

ns
A B C
5. Sunday - cook

2 Why was his mother


Listening Transcript (Track 52)
R What is Lisa going to do next week? Listen
at home?
and draw a line from the day to the correct

tio
picture. There is one example.
A B C M Hello Lisa. Are you going to leave for your
holiday next week?
Fch Yes. I’m going to stay at my grandparents’
3 Where was his father
house with my sister, Jane, for a week.
working yesterday?
M And when are you going to leave?

ca
Fch Next Monday. We’re going to travel by
A B C plane.
M Oh, I see.
R Can you see the line from the word Monday?
4 How did they get there? On Monday Lisa is going to travel by plane.
Now, you listen and draw lines. One
bli
M What are you going to do on Tuesday?
A B C Fch My grandparents have got a swimming
pool so I’m going to spend all day there
sunbathing.
M Wow, a swimming pool, too! You’re going to
Pu

have great fun.


87
Fch Of course. I always have fun there.
17/12/2007 4:46:39 ìì
R Two
M Are you going to help your grandparents
Mch Well, I like basketball but my favourite is swimming in the pool. with the housework?
Fch Of course. On Wednesday Jane and I are
Fch Wow! Is there a pool there, too?
going to mow the lawn.
Mch Of course! It’s great!
MM

M Great.
R Three R Three
Fch You should tell me the name of the sports centre, so that M Have you got any friends there?
I can come, too. Fch Yes. Bill and Natalie. We’re going to meet
Mch Sure! Hmmm.... What’s the name again...it’s sports them on Friday at the cinema complex in
something... town.
Fch Sports world? M When? On Friday?
Mch No, that isn’t it. Hmmm... It’s Sports Star! Fch Yes. Friday afternoon.
Fch Sports Star! I’ll come with you. R Four
R Four M Are you going to get back on Saturday?
©

Fch No, on Saturday my grandparents, Jane and I


Fch Let’s go together tomorrow.
are going to visit the zoo.
Mch Where? To the Sports Centre? M Really?
Fch Yes. R Five
Mch I can’t go tomorrow. M What are you going to do on your last day?
Fch Why? Fch Our last day is Sunday. So, I’m going to help
Mch I have to go to the dentist tomorrow. my grandmother cook lunch and we’re going
Fch OK. Let’s go on Friday. to eat outside in the garden.
Mch Great! M You love cooking, right?
R Now listen to exercise two again. That is the end of Fch Yes. In fact, I want to become a chef.
exercise two. M Good for you.
R Now listen to exercise three again. That is the
end of exercise three.

91

Section 4.indd 91 4/17/2014 10:57:05 AM


Lesson 36

Lesson 36 5 Look and say the differences.

Activity 4
• Draw Ss’ attention to the pictures, read the questions 6 Circle the odd one out and say.
and ask Ss what each picture depicts.
• Ss listen to the CD and tick the correct boxes to answer
the questions. 1
• Play the CD twice.

ns
1. A 2. B 3. A 4. C

Listening Transcript (Track 53) 2


R Exercise four. Look at the pictures. Listen and look.
There is one example.

tio
F Tim, what were you doing at 6 o’clock yesterday
afternoon?
3
Mch Well, I usually go to the Sports Centre but yesterday
afternoon I was surfing the Net.
F Were you at an Internet cafe’?
Mch No. I was at home.

ca
R Can you see the tick? Tom was surfing the Net at 4
home.
Now listen and tick the box.
F Was your brother at home, too?
Smart 4 Grammar and Vocabulary
Mch Yes. He was studying for a test for university. You Student’s Book
H.Q. Mitchell
bli
know, he studies hard because he’s going to become a Published by: MM Publications
dentist. He’s going to fix people’s teeth.Two years ago, www.mmpi.net www.mmpi.co.uk
info@mmpi.net
he wanted to become a football player or a mechanic. Offices
Great Britain - Greece - Poland - France - Cyprus - U.S.A - Turkey
F What about your parents? Were they at work? Associated companies and representatives throughout the world.
Copyright © 2008 MM Publications
Mch My father was at work. But my mother was at home. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means,
F Why was your mother at home? electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the publishers.
Pu

Produced in the EU ISBN : 978-960-443-250-9


Mch Because she had an accident and broke her leg. She
88
was taking a rest.
F Where does your father work? Section_4_b.indd 88 27/11/2007 3:17:17 ìì

Mch Well, my father is a reporter, but yesterday afternoon


he was helping my uncle at his new restaurant. He Back up questions
was cooking. I went there with my friends yesterday • Point to other differences the Ss don’t mention. Give half of a
evening, to eat. suitable response, e.g. The boy is taking the dog for a walk but...
MM

F How did you get there, to the restaurant I mean.


Mch We wanted to take a taxi but it was too expensive.
My friends wanted to take the train. We went by
Activity 6
• Draw Ss’ attention to the first set of pictures and say, Now look at
bus because it’s close by. We had a wonderful time.
these pictures. This one is different. This is a cinema. This is a theatre.
Dad’s food was delicious!
This is an Internet cafe’. The boy is playing football. This isn’t a place.
R Now, listen to exercise four again. That is the end of
exercise 4. It’s a sport. Now you tell me. Which one is different? (Why?)
• The Ss suggest a difference - it does not, of course, matter if their
Activity 5 difference is not the most predictable one.
Back up questions
©

• Draw Ss’ attention to the pictures and say, Look at • Set 1 (pointing to the places) Are these places? And (pointing to the
these pictures. They look the same but some things are boy playing football) what about this?
different. The boy is taking the dog for a walk in this • Set 2 Are these chores you do at home? (pointing to the boys
picture, but the boy is mowing the lawn in this picture. cleaning, the boy doing the washing-up and the boy making the
What other differences can you see? bed) And this? (pointing to the boy with the toothache)
• The Ss describe the other four differences: the man is • Set 3 Are these jobs? (pointing to the mechanic, doctor and nurse)
mowing the lawn / the man is cleaning the windows, And this? (pointing to the shopping centre)
the woman is cleaning the windows / the woman • Set 4 Are these illnesses? (pointing to toothache, headache, cough)
is taking the dog for a walk, there is a blue bird on And this? (pointing to the boy mowing the lawn)
the tree / there is a blue kite in the tree, there is an • Ask Ss personal questions, e.g. What are you going to become?
amusement park near the house / there is a swimming What things must / mustn’t you do at home? What were you and your
pool near the house. family doing at 7 o’clock yesterday afternoon? and elicit their answers.

92

Section 4.indd 92 4/17/2014 10:57:07 AM


ns
tio
ca
bli
Pu

7 3:17:17 ìì
MM
©

Section 4.indd 93 4/17/2014 10:57:08 AM


(lessons 1-9)
1 Cross the odd one out and add one more.
1 Sunday summer Tuesday Saturday
2 jumper magazine coat trousers
3 teach English cook lunch vacuum my room clean the windows
4 sunbathe dive decorate collect seashells

ns
8
2 Read and complete the sentences with the Present Simple of the verbs in brackets.

1 Sally usually does (usually / do) her homework on Sunday.

tio
2 Jack and Pete (sometimes / make) sandcastles on the beach in
the summer.
3 Lizzie (often / have) lunch at half
past two?
4 Chad and Heather
afternoon.
5 Rick
ca (always / not clean) their rooms on Friday

(never / play) football with his friends at the weekend.


bli
6 Vivian and I (usually / take) the dog for a walk after school.
7 you and George (always / go) to
bed at ten o’clock in the evening?
Pu

8 Barbara (sometimes / work) as an English teacher at a


summer school. 7

3 Read the dialogue and complete with the Present Progressive of the verbs in the box.
MM

draw take do vacuum take eat

Kelly Hey Debbie what (1) are you


doing now?
Debbie Hi Kelly. I (2) a picture
for my cousin. It’s his birthday tomorrow.
©

Kelly Really? That’s great.


Debbie What’s that noise? Where are you?
Kelly I’m at home. I (3) my room.
Debbie Is your sister at home, too?
Kelly Not at the moment. She (4) out the rubbish.
Debbie Well my sister (5) photos of our dog, Ruby.
He (6) my brother’s old trainers!
Kelly Oh, no! 5
94

Test_1.indd 94 5/7/2014 2:28:08 PM


Test 1

4 Use the prompts to make questions. Then, look at the pictures and answer them. Use the
Present Simple or the Present Progressive.
1 Jim / do / washing-up / every morning / ?
Does Jim do the washing-up every morning?
No, he doesn’t. He takes out the rubbish.
2 Claire / have shower / at the moment / ?

ns
3 Paul / travel / to Paris / every winter / ?

tio
4 Donna and Mary / buy / present / now / ?

5 Choose a, b or c. ca 6
bli
1 Whose gloves are those? They’re the . 6 Replace the words in italics with
a children’s b children c childrens’ the correct object pronouns.
2 That yellow skateboard isn’t . 1 Paul Where do you usually meet
your friends Denise?
Pu

a my b I c mine
3 Sheila hasn’t got a red scarf. I think it’s that Denise I usually meet
over there. at the cinema.
2 Lisa Is that your car, Frank?
a girls b girl’s c girls’
Frank Yes, it is. I’m selling .
MM

4 Paula and Dave have got a new friend.


3 I can’t find my other trainer .
friend is good at bowling.
Can you help ?
a Theirs b They’re c Their
4 Sue Ivan is going fishing in this
5 Are you washing your car at the moment?
picture.
a parents b parent’s c parents’ Tom Oh, yeah I can see .
6 Bob Are these Hank’s trousers? 5 Vicky and I are going rollerblading.
©

Sue No, are black. Do you want to come with ?


a he’s b his c he 6 6 Luke Trisha is going canoeing.
Andy Are you going with ?
7 Complete the sentences below about yourself. 6
1 I love
2 I enjoy
3 I hate
4 I can’t stand 4
95

Test_1.indd 95 4/17/2014 11:01:08 AM


(lessons 10-18)
1 Look at the pictures and do the crossword.
6
6
1 2
1 5

3 5

ns
2
4
3
4

tio
2 Circle a, b or c. 6

1 There isn’t under the chair. 5 Would you like cereal for

ca
a something b nothing c anything breakfast?
2 is dancing. They are having a a any b no c some
great time. 6 student in my class has to do a
bli
a Everyone b Something c Anyone project on healthy food.
3 There is milk in the fridge. a Some b Every c Any
a every b any c some 7 There is I can do to help you. I’m
Pu

4 There isn’t in the classroom. sorry.


a no one b everyone c anyone a anything b everything c nothing
7
3 Look at the pictures and complete with a lot of / lots of, a few or a little.
MM

1 There is a lot of 4 The city has got


traffic in the city centre today. trees.
©

2 Debbie can’t go shopping 5 A lot of people live in cities.


today, she’s only got That’s why there’s
money. rubbish.

6 There are
3 There are
shops in the city centre.
people on the bus.
You can buy anything you
want. 5
96

Test_2.indd 96 4/30/2014 12:54:35 PM


Test 2

4 Look at the pictures and complete with too / very.

1 The maths test is difficult but I can do it.


2 This T-shirt is expensive. I can’t buy it.
3 This dress is long but I can wear it.
4 This chocolate is sweet. I can’t eat it.

ns
5 He’s young. He can’t speak. 5

5 Look at the picture of the race and complete the sentences with the correct ordinals.

tio
Mary Sasha Kelly Tracy Gina Alexia Trisha Nicky

ca
bli
1 Gina is in fourth place. 5 Sasha is in place.
Pu

2 Mary is in place. 6 Alexia is in place.


3 Nicky is in place. 7 Trisha is in place.
4 Kelly is in place. 8 Tracy is in place. 7

6 Complete the questions with How much / How many. Then, answer the questions about
MM

yourself.
1 How much do you exercise everyday?
One hour.
2 apples do you eat everyday?
©

3 glasses of milk do you drink everyday?

4 cereal do you eat for breakfast?

5 crepes can you eat?

6 money have you got?


10
97

Test_2.indd 97 4/17/2014 11:03:42 AM


(lessons 19-27)
1 Complete the sentences with the adjectives in the box.
dirty heavy bored pretty wet excited

1 Liam’s house was very after the party, so we helped him clean.
2 Luke was at the cinema last night. He didn’t like the film.
3 Donna’s clothes were after the rain. She didn’t have an umbrella

ns
with her.
4 Julia couldn’t carry the bags because they were too .
5 Kate was very when she was a baby. And now she’s a really

tio
beautiful woman.
6 The students were very when they visited the zoo.
6

ca
2 Read the dialogue and complete with was, wasn’t, were or weren’t.
Mum Dylan where (1) were you late last night?
Dylan I (2) at my friend Derek’s house.
bli
Mum (3) Andy there?
Dylan Yes, he (4) . Jesse and Tristan (5) there, too.
Mum What about Derek’s parents? (6) they at home?
Dylan No, they (7) . They (8) at the cinema.
Pu

Mum Did you have a good time?


Dylan Yes, we did. It (9) great.
8

3 Look at the photos and complete the sentences using the Past Simple of the verbs in
MM

the box.
buy meet go visit draw

1 Dennis drew a picture for his mother birthday.


©

2 Dana an expensive shirt for her friend Alex.

3 Trisha her friends at the shopping centre.


They shopping together.

4 Sally the National museum last Saturday.


4
98

Test_3.indd 98 4/30/2014 12:44:20 PM


Test 3

4 Look at the pictures and use the prompts to write the questions and short answers.

1 Emma / sleep / last / night


Did Emma sleep last night ? ?
No, she didn’t. .
2 Tom / drink / coffee for breakfast / yesterday
?

ns
.
Jill Tom
3 Bryan and Tracy / ride / their / bikes / at the park / last Sunday
?

tio
.
4 Steve / cook / dinner / last night
?

ca
.
5 James and Rob / walk / in / the park / yesterday afternoon
?
.
bli
8
5 Expand the notes into sentences. Use the Present Simple or the Past Simple.

1 Lee / usually / travel / to Italy / in the 3 Billy / send / e-mail / to Mike / last night / ?
Pu

summer /.
4 Luke / never / write / on his desk /
at school / .
2 Julie / not use / computer / yesterday / .
MM

4
6 Read the sentences and write the comparative or superlative form.

1 Whales are the (heavy) animals in the world.


2 Sofas are (comfortable) than chairs.
3 Monkeys are (intelligent) than birds.
©

4 Fay is the (good) student in our class.


5 This is the (expensive) dress in the shop.
6 Angie is (bad) at school than Tiffany.
7 I think that July is the (hot) month of the year. 7

7 Write three sentences about what you did last weekend.

1
2
3 3
99

Test_3.indd 99 4/30/2014 12:44:21 PM


(Lessons 28-36)
1 Read and write the words / phrases in the correct column.

sports centre, mow the lawn, headache, do the washing-up, toothache, theatre
zookeeper, cough, clean the windows, nurse, mechanic, cinema complex

chores places occupations illnesses


make the bed Internet café dentist cold

ns
tio
12

2 Look at the pictures and complete the sentences with must / mustn’t and the verbs in
the box. do feed make listen swim

2 John you
She must feed
ca her cat. It’s hungry.

now. It’s not good to swim after lunch.


bli
3 You your bed or you won’t go out to play.

4 you to loud music?


Pu

I’ve got a headache. 4


5 You watersports near people.
MM

3 Put the words in order to make sentences.

1 Paul / dentist / to / this afternoon / going to / the / is / go


Paul is going to go to the dentist this afternoon.
2 take / Claudia / to / car / tomorrow / is / mechanic / going to / her / the

3 become / David / players / Greg / Are / football / to / and / going to / ?


©

4 get / Rita / isn’t / next / married / going to / year

5 Jenny / have / an / going to / accident / is

6 Kate / next / going to / winter / Is / university / to / go / ?

7 go / Denise / going to / Italy / isn’t / next / year / to


6
100

Test_4.indd 100 4/30/2014 12:52:49 PM


Test 4

4 Read the sentences and complete with the correct verb in the Future Simple.

not win lose mow do feed take

1 I’m tired, I think I ‘ll take a rest.


2 The lawn is long. you it for me?
3 I believe I the lottery, I’m not very lucky.

ns
4 Dean eats a lot of food, I don’t think he weight.
5 I promise I the washing-up tomorrow. I’m tired today.
6 Don’t worry. I the baby. You can go to bed. 5

tio
5 What should they do? Look and write sentences. Use should / shouldn’t.

1 Tina wants to lose weight. eat / sweets


She shouldn’t eat sweets.
2 Brenda has got a toothache.

3 Tod has got a bad cough. ca


take / a painkiller

eat / ice cream


bli
4 Carmen has got a headache. listen / loud music
3

6 What were they doing yesterday at four o’clock? Look at the pictures and answer
Pu

the questions.
1 Were Lisa and Kristin cleaning the windows?
No, they weren’t.
They were doing the washing-up.
MM

2 Were Denise, Troy and Sherry watching a play at the theatre?

3 Was Ben swimming at the swimming pool?

4 Was Carol taking the dog for a walk?


©

7 Complete with the correct question words.

1 is the tallest in your family? My brother.


2 bag is this? It’s mine.
3 do you do in your free time? I play computer games.
4 do you usually go with your friends? We go to the theatre. 4
101

Test_4.indd 101 4/17/2014 11:04:35 AM


Key Tests 1-4
TEST 1 (Lessons 1-9) Key
Exercise 1 Exercise 3 Exercise 5 Exercise 7
1. summer / Monday, Wednesday, Thursday, Friday 2. am drawing 1. a Open sentences
2. magazine / gloves, scarf, dress, etc. 3. am vacuuming 2. c
3. teach English / do the washing-up, take out the rubbish 4. is taking 3. b
4. decorate / go fishing, swim, play beach volleyball, etc. 5. is taking 4. c
6. is eating 5. c
Exercise 2 6. b
2. sometimes make Exercise 4
3. Does / often have 2. Is Claire having a shower at the moment? Exercise 6
4. don’t always clean No, she isn’t. She’s taking photos. 1. them
5. never plays 3. Does Paul travel to Paris every winter? 2. it

ns
6. usually take No, he doesn’t. He travels to Italy. 3. me
7. Do / always go 4. Are Donna and Mary buying a present now? 4. him
8. sometimes works No, they aren’t. They’re going for a walk. 5. us
6. her

TEST 2 (Lessons 10-18) Key

tio
Exercise 1 Exercise 5
1. peppers Exercise 3 2. eighth
2. sausage 2. a little 3. first
3. mushroom 3. a few 4. sixth
4. tea 4. a few 5. seventh
5. bread 5. a lot of / lots of 6. third

ca
6. salami 6. a lot of / lots of 7. second
8. fifth
Exercise 2 Exercise 4
1. c 1. very Exercise 6
2. a 2. too 2. How many / open answer
3. c 3. very 3. How many / open answer
4. c 4. too 4. How much / open answer
5. c 5. too 5. How many / open answer
bli
6. b 6. How much / open answer
7. c

TEST 3 (Lessons 19-27) Key


Pu

Exercise 1 Exercise 3 Exercise 5


1. dirty 2. bought 1. Lee usually travels to Italy in the summer.
2. bored 3. met / went 2. Julie didn’t use the computer yesterday.
3. wet 4. visited 3. Did Billy send an e-mail to Mike last night?
4. heavy 4. Luke never writes on his desk at school.
5. pretty Exercise 4
6. excited 2. Did Tom drink coffee for breakfast yesterday? Exercise 6
Yes, he did. 1. heaviest
Exercise 2 3. Did Bryan and Tracy ride their bikes at the park last Sunday? 2. more comfortable
MM

2. was Yes, they did. 3. more intelligent


3. Was 4. Did Steve cook dinner last night? 4. best
4. was No, he didn’t. 5. most expensive
5. were 5. Did James and Rob walk in the park yesterday afternoon? 6. worse
6. Were Yes, they did. 7. hottest
7. weren’t
8. were Exercise 7
9. was Open sentences

TEST 4 (Lessons 28-36) Key


©

Exercise 1 Exercise 3 Exercise 5


chores 2. Claudia is going to take her car to the 2. She should take a painkiller.
mow the lawn, do the washing-up, mechanic tomorrow. 3. He shouldn’t eat ice cream.
clean the windows 3. Are David and Greg going to become 4. She shouldn’t listen to loud music.
places football players?
4. Rita isn’t going to get married next year. Exercise 6
sports centre, theatre, cinema complex 2. No, they weren’t. They were at the
5. Jenny is going to have an accident.
occupations 6. Is Kate going to go to university next winter? shopping centre.
zookeeper, nurse, mechanic 7. Denise isn’t going to go to Italy next year. 3. No, he wasn’t. He was playing computer
illnesses games.
headache, toothache, cough Exercise 4 4. No, she wasn’t. She was cleaning the
2. Will / mow windows.
Exercise 2 3. won’t win
2. mustn’t swim 4. ’ll lose Exercise 7
3. must make 5. ’ll do 1. Who
4. Must / listen 6. ’ll feed 2. Whose
5. mustn’t do 3. What
4. Where
102

keys_rights.indd 102 4/17/2014 10:59:02 AM


ns
tio
ca
bli
Pu
MM
©

keys_rights.indd 103 4/17/2014 10:59:02 AM


Smart 4 Grammar and Vocabulary
Teacher’s Book
H.Q. Mitchell

Published by: MM Publications


www.mmpublications.com
info@mmpublications.com

ns
Offices
UK China Cyprus Greece Korea Poland Turkey USA
Associated companies and representatives throughout the world.

tio
Copyright © 2008 MM Publications

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise,
without permission in writing from the publishers.

Produced in the EU
ca
bli
Pu
MM
©

ISBN: 978-960-443-251-6 C1810001015-15245

keys_rights.indd 104 10/15/2018 11:54:13 AM


4
teacher’s book
is a new Primary grammar and vocabulary
series of six books.

ns
Key Features:

tio
 Vocabulary practice
 Grammar boxes


ca
Colourful and amusing illustrations
Oral activities / songs
bli
 Revision units
 Spelling and writing techniques

Pu

Lively material for learning phonics


 Skills development and preparation for Cambridge
Young Learners English Tests
MM

Components:
 Student’s Book
©

 Interleaved Teacher’s Book


 Class CD

