




























































































Prepara tus exámenes y mejora tus resultados gracias a la gran cantidad de recursos disponibles en Docsity
Gana puntos ayudando a otros estudiantes o consíguelos activando un Plan Premium
Prepara tus exámenes
Prepara tus exámenes y mejora tus resultados gracias a la gran cantidad de recursos disponibles en Docsity
Prepara tus exámenes con los documentos que comparten otros estudiantes como tú en Docsity
Los mejores documentos en venta realizados por estudiantes que han terminado sus estudios
Estudia con lecciones y exámenes resueltos basados en los programas académicos de las mejores universidades
Responde a preguntas de exámenes reales y pon a prueba tu preparación
Consigue puntos base para descargar
Gana puntos ayudando a otros estudiantes o consíguelos activando un Plan Premium
Comunidad
Pide ayuda a la comunidad y resuelve tus dudas de estudio
Descubre las mejores universidades de tu país según los usuarios de Docsity
Ebooks gratuitos
Descarga nuestras guías gratuitas sobre técnicas de estudio, métodos para controlar la ansiedad y consejos para la tesis preparadas por los tutores de Docsity
Cómo poder entender la materia Inglés y comunicarte
Tipo: Esquemas y mapas conceptuales
1 / 100
Esta página no es visible en la vista previa
¡No te pierdas las partes importantes!
#SCOPE & SEQUENCE
L1 p.8^ Introducing oneself. Asking eachother’s names and age. Verbcontext.^ to be^ ( am, is, are ) used in The alphabet / Greetings /Numbers 1 to 31
L2 p.10^ Identifying classroom objects.Asking for permission.^ This, these noun / the ,+ noun (s)^ that, those^ /^ a (an)^ + Classroom objects /Classroom language
L1 p.12^ Asking for and giving personalinformation.^ What… ?; Where… from? Possessive adjectives: my, your^ /^ Countries and nationalities^ What’s your name? / How old areyou? / I’m 14 (years old).
L2 p.14^ Exchanging information aboutothers. Verb^ to be^ (aff) / Subject pronouns^ Famous people: I don’t know.^ I think he’s… Where… from? / How old…? Countries and nationalities^ /
L3 p.15^ Asking for and giving personalinformation. Prepositions:^ in^ + month;^ on^ + date^ Ordinal numbers / Dates /Months of the year^ How do you spell...? age and nationality^ / Full name,
L4 p.17^ Exchanging information aboutothers and about objects. Verbanswers)^ to be^ (neg, interrog & short Colours / Gadgets^ I don’t know. / I think it’s… / What’syour favourite…?
REVIEW LESSON Unit 1 WORKBOOK SECTION U2 #MY HEROES
L1 p.21^ Describing people’s appearanceand personality. Adjective (s) + noun^ Personality and physicaldescription Verbname and nationalities^ to be^ / Colours / Age, full
L2 p.23^ Talking about sportspeople, theirpersonality and physical appearance. Possessive adjectives^ Sports / Adjectives: brave; etc.^ strong, Verbappearance and personality)^ to be^ / Adjectives (physical
L3 p.25^ Talking about sportspeople anddescribing them.^ What does she look like? She’s tall andslim. / What’s she like? She’s a bit shy.^ Parts of the body and the face /Sports and sportspeople Verbphysical description^ to be^ / Personality and
L4 p.27^ Talking about people’s jobs andoccupations. Expressing opinion.^ What’s his job? He’s a (an) Adjective (s) + noun^ + job / Jobs and occupations /Adjectives: boring, great; etc. Possessive adjectives: (her) job? / He’s from…^ What’s your
REVIEW LESSON Unit 2 WORLD ISSUES 1 PROJECT 1 WORKBOOK SECTION U3 #INTERESTING WORLD
L1 p.31^ Talking about family members andrelatives. Expressing possession. Possessive forms: got (aff)^ ‘s^ and^ ‘^ /^ Have Family members^ Verb^ to be^ / Possessive adjectives
L2 p.33^ Describing people’s appearance.Describing family members.^ Have got answers) /^ (neg, interrog & short ‘s vs ‘s got^ Family: twins ; etc.^ adopted, biological, Adjective (s) + noun / Familymembers / Parts of the body
L3 p.35^ Describing a neighbourhood orarea in a town.^ There is a, some, any^ &^ there are^ /^ How many...?^ /^ Places in a town / Numbers30 to 100^ a / an beautiful, quiet^ + noun / Adjectives:; etc.
L4 p.37^ Talking about location of objectsand places in a town.^ Where is...? It’s...They’re... / Prepositions of place^ /^ Where are...? Everyday objects: bed, umbrella ; etc.^ desk,^ There is & there are a town^ / Places in
REVIEW LESSON Unit 3 WORKBOOK SECTION
U4 #SCHOOLING HERE, THERE, EVERYWHERE! L1 p.40^ Expressing likes and dislikes.Connecting ideas. Verbs:Conjunctions:^ like, love, hate and, but^ + noun (s) /^ School subjects / Miss, Ms^ Mr, Mrs,^ Sports /^ Have got^ / Verb^ to be
L2 p.42^ Talking about weekly schoolroutine. Object pronouns / Prepositions oftime: at, in, on^ Days of the week / Parts ofthe day / Meals / Intensifiers^ Have got noun (s) / School subjects^ /^ Like, love, hate^ +
L3 p.44^ Telling the time. Expressing desire.^ Prepositions of time: I want to… or I don’t want to…^ at, from… to…^ /^ Greetings / The time^ Parts of the day / favourite…?^ What’s your
L4 p.46^ Giving instructions. Makingrequests and asking for permission. Imperatives /permission)^ Can^ (requests &^ Sorry! / No problem! / That’sOK. / Don’t worry! / Please.^ Adjectives used to describe people /Prepositions of time & place
REVIEW LESSON Unit 4 WORLD ISSUES 2 PROJECT 2 WORKBOOK SECTION
L1 p.^
Talking about daily routine and activities.
Simple Present (aff) Activities and daily routine Preposition of time / Parts of the day / Meals
L2 p.^
Explaining the steps to use different apps. Talking about routine at a summer camp.
Sequence markers / Spelling rules for Simple Present 3rd^ person singular
Download, click on, tap, type, turn on ; etc.
Daily routine and activities / Simple Present (affirmative)
L3 p.^
Talking about other people’s routine. Saying how people go to different places.
Simple Present (interrog, neg & short answers)
How do you go to school? By bus, on foot; etc. / Cyber acronyms: CU, GR8 ; etc.
Daily routine and activities
L4 p.^
Asking and answering interview questions. Talking about other people’s routine.
Simple Present ( Yes & No questions; Wh- questions)
Wh- words: who, how; etc. / Why…? Because… / Climate, environment ; etc.
Imperatives / Daily routine and activities
REVIEW LESSON Unit 5 WORKBOOK SECTION U6 #OUR BEST FRIENDS
L1 p.^
Expressing frequency. Saying the years.
Frequency adverbs Animals / Personality adjectives: shy, angry; etc. / How often…?
Simple Present / Connectors
L2 p.^
Talking about what people and animals can or can’t do.
Can (ability & inability) / Connectors: and, but, or
Collocations: detect mines, find truffle, pick up dropped items ; etc. / Animals
Daily routine and activities / Connectors
L3 p.^
Discussing dogs as pets. Talking about whishes.
Would like or wouldn’t like to + verb; Short form of would : I’d like to…
Breed dogs vs adopted dogs / Muzzle, leash, bark, lick ; etc.
Can (ability) / Simple Present / Personality adjectives
L4 p.^
Talking about frequency and routines. Asking for and giving permission.
Frequency expressions / Can (permission)
Elephant sanctuary, natural reserve; etc. / Buy gifts, take photos ; etc.
Simple Present / Can (ability)
REVIEW LESSON Unit 6 WORLD ISSUES 3 PROJECT 3 WORKBOOK SECTION U7 #WHAT ARE WE WATCHING? L1 p.70^ Describing actions in progress ina reality show. Present Continuous (aff)^ Rooms in a house / Upstairsand downstairs / Action verbs Prepositions of place / there are^ There is^ &
L2 p.72^ Asking and answering aboutactions in progress in a cartoon. Present Continuous (neg, interrog &short answers) Furniture and householditems / Action verbs Family members / Prepositions ofplace
L3 p.74^ Discussing household choresand safety at home. Expressing obligation and prohibition.
Must or mustn’t (obligation & prohibition)
Household chores / Social media, safety, the news ; etc.
Simple Present / Present Continuous
L4 p.76^ Contrasting what one habituallydoes with what one is doing now. Simple Present vs PresentContinuous TV programmes^ Action verbs / Family members
REVIEW LESSON Unit 7 WORKBOOK SECTION
U8 #VIVID MEMORIES L1 p.80^ Telling stories about ourchildhood. Verbinterrog & short answers)^ to be^ (Simple Past) - (aff, neg, Personality adjectives /Physical description adjectives
Simple Present / Present Continuous
L2 p.^
Talking about the weather and the seasons.
What is (was) the weather like? / Past time expressions
Seasons / Clothes / Adjectives: sunny, rainy, cloudy ; etc.
Simple Present / Verb to be (Simple Past)
L3 p.84^ Talking about natural disasters.^ There was & there were interrog & short answers)^ (aff, neg, Natural disasters / Naturalelements Numbers / Dates / Countries /Simple Present
L4 p.86^ Talking about past experiencesand feelings. Asking interview questions.
Question words + was & were Adjectives used to describe experiences and express emotions
Verb to be (Simple Past) / Question words / There was & there were
REVIEW LESSON Unit 8 WORLD ISSUES 4 PROJECT 4 WORKBOOK SECTION
offers students the possibility to carry out a wide range of hands-on activities in which they will need to apply what they have learnt in each unit. Some of these activities can be done individually, others in pairs and some others in groups. The use of technology is optional and it is only suggested as an alternative way to do the Project Work activities.
The Workbook section appears at the end of the Student’s Book and consists of 32 pages (4 pages per unit). The Workbook provides a series of activities for students to do at home and help them practise and consolidate all the grammar structures and vocabulary learnt in each lesson of the Student’s Book.
Interactive Activities Interactive vocabulary and grammar e-practice exercises also offer students the opportunity to further revise key concepts learnt in the book. These can be found online.
The Teacher’s Book contains:
The Teacher’s Book is the gateway for a sound and thorough use of the Student’s Book. It provides some useful ideas and suggestions to give support to teachers in different areas. It contains detailed lesson-by-lesson planning notes, Audio Transcripts and Answer Key sections to the activities in the Student’s Book and Workbook. Special notes, extra activities and optional games can also be found on the Teacher’s Book pages. Some comments in the Teacher’s Book may sound obvious to some teachers while not detailed enough to others. Teachers will be able to adapt the lesson plans to suit their needs, depending on their own classroom situations.
Class Audio It includes the listening input required for class work. These have been carefully graded and
organised to suit the needs and interests of the teacher and the students and to provide aural input and native speaker pronunciation models. The Class Audio can be found online. Teacher’s Resource Material Teachers are provided with a wealth of extra resources in the Teacher’s Resource Material. It consists of exclusive worksheets in Word format for teachers to expand or adapt. These include tests, annual lesson planning and extra practice and they can be found online. Digital Book A digital version of the Student’s Book is also available for teacher’s use in the classroom.
Outstanding Features within the Lessons Sign Up to Grammar section This section brings the lesson’s target language into focus so that learners have a clear reference for study. The Sign Up to Grammar section is placed in a box on the top right-hand side of the second page of each double-spread lesson. The fixed position of the box is a user-friendly resource as it allows students to find the main language items in the lesson quickly and easily. Useful Tip boxes Some lessons have Useful Tip boxes that provide tips on a variety of topics; including grammar, vocabulary and language.
Reference to icons on the Student’s Book pages
Reading activities
Listening activities
Speaking activities
Writing activities
Social emotional activities
Interactive activities*
Workbook*
Project Work *
*These special icons show links to something that is not part of the page where the icons appear. Through these icons, students are usually asked to go to a different section in the book or go online.
#STRUCTURE OF THE UNITS
Attractive double-page spread opener to develop students’ visual literacy, engage them in discussions and activate their previous knowledge.
Each lesson presents and practises grammar and vocabulary with integrated skills.
The #Unit Goals section lists the objectives of the unit and provides a self-assessment opportunity to help develop students’ sense of progress and awareness of their learning process.
The #Pic of the Unit section establishes the central theme of the unit and promotes critical thinking, curiosity and interest in learning.
Social emotional activities help students reflect on their emotions and develop their critical thinking and social skills.
Clear grammar presentation in every lesson are followed by online Interactive Activities for reinforcement, extension and consolidation of the grammar and vocabulary topics studied.
#Useful Tip boxes offer extra information about grammar or vocabulary topics, pronunciation or spelling in relation to the lesson topic.
WELCOME UNIT -
#WARM WELCOME!
CONTENTS COMMUNICATIVE ANDLEARNING TASKS
LEXIS GRAMMAR PHONOLOGY
Greetings and introductions Asking each other's names and age.
The alphabet Greetings Numbers 1 to 31
Verb to be ( am, is, are ) used in context
Pronunciation of the letters of the alphabet and numbers 1 to 31
Classroom objects Classroom language
This, these, that, those a (an) + noun the + noun (s)
Pronunciation of demonstrative pronouns and classroom objects
Using classroom language. Asking for permission.
Extras: Suggested optional games and activities for consolidation.
Pages 4 & 5
Greet students and introduce yourself. Write the phrases on the board: Hello! / Good morning / afternoon! I’m… / My name’s… If there are new students, invite them to introduce themselves by using the phrases on the board and welcome them to the class. Then ask students to open their books to pages 4 and 5. Explain that the Welcome unit is shorter than the other units and they will become familiar with the activities and Useful Tip boxes as they work with the book. Explain that in this lesson they will practise greetings and introductions and will ask each other’s names and ages. Then direct students’ attention to the title of the unit and check understanding. You may provide example phrases to give a warm welcome: Welcome (back)!, I’m happy to see / have you here!, I’m happy / glad you’re here!, Nice to meet you! Invite the class to analyse the photos on both pages by asking: What do both photos show? (Students.) Encourage them to mention objects they can identify to support their answer and write the words on the board; for example: school, school bag, binder, notebook, smartphone; etc. Finally, have students reflect on how they welcome new people and make them feel comfortable. You may ask guiding questions: In what ways are students welcome in the photos?,
Can you think of other ways to welcome new people to your class / your neighbourhood / your team?, How do you meet people when you are new at a place? How do you feel? Write students' ideas and key words on the board and help them with vocabulary if necessary.
1 Now read the questions aloud and invite the class to analyse the photo in more detail and read the information to answer. Then ask more questions about the webpage to check understanding: What sections has the webpage got?, What’s the name of the school?, Are there any students from different countries in the school?, Can students create their own accounts?; etc. Check students understand the vocabulary and invite them to mention if their school has got a webpage. If so, ask them about the sections it has got and the type of information they can find. Invite them to add other sections they would like to have and give reasons for their ideas. If their school hasn’t got a website, ask the class if they would like to have one and why. Finally, have students mention if they would like to introduce themselves on the school webpage and how they would feel. Encourage them to support their answers.
Answer key: It's a school webpage. The people in the pictures are students. Students' own answers
2^2 Ask students to read the dialogue and circle the correct option. Then play the audio and have students check the correct options. You may double check answers by asking different students to read the dialogue aloud. You may also play the audio again, pausing after the correct options for students to repeat them.
Answer key: 1 What’s your name? 2 How do you spell it? 3 How old are you, Tomás? 4 Nice to meet you too. 5 How are you?
Tomás: Hi! I’m Tomás. What’s your name? Jeremy: Hi! I’m Jeremy. Tomás: What’s your surname, Jeremy? Jeremy: Graham. Tomás: How do you spell it? Jeremy: G-R-A-H-A-M Jeremy: How old are you, Tomás? Tomás: I’m 13. Mr Jones: Hello, Jeremy! I’m Andrew Jones, your new teacher. Jeremy: Nice to meet you, Mr Jones. Mr Jones: Nice to meet you too.
Bill: Hi, Tomás! How are you? Tomás: Fine, thank you. And how are you, Bill? Bill: Fine, thanks.
3 Make sure students understand that they have to answer these questions about themselves. Allow students some time to answer the questions. Check by asking different volunteers to read their answers aloud.
Answer key: Students’ own answers
4^3 Introduce the alphabet either by writing it on the board or using some flashcards that you can easily prepare yourself. You may also use
the alphabet printed in the Student's Book. Go through the pronunciation of the alphabet letters a couple of times. Play the audio and make some pauses for modelling and repetition.
Answer key: Students’ own answers
Speaker: The Alphabet A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z
GAME 1: Have students practise the alphabet by playing a spelling game with them. Start by dividing the class into two groups. Spell the name of a student and have the groups guess whose name you are spelling. The first group to guess the name correctly scores a point. GAME 2: Ask alternatively different students from the same two groups as in Game 1 to spell their surnames. If they spell them correctly, they score a point for their team. Keep a record of the scores on the board and then announce the winning group.
5 Now students take turns to spell the surnames given.
Answer key: Students’ own answers
6^4 Students listen and complete the missing numbers. You may write the answers on the board for students to self-correct. You may play the audio again, this time making pauses and asking students to repeat the numbers.
Answer key: three; seven; eight; twelve; thirteen; sixteen; seventeen; twenty-three; twenty-four; twenty-eight; twenty-nine
2 Ask students to look at the pictures and answer the questions. Have some volunteers read the answers aloud to check the activity.
Answer key: 1 clock; 2 It's a school bag. 3 erasers; 4 They're books.
3 Ask students to work in pairs. Encourage them to ask and answer questions about the school objects they can see in the classroom, using demonstrative pronouns. Circulate around the classroom monitoring students’ performance and offering help if needed.
Answer key: Students’ own answers
Direct students’ attention to the Useful Tip box and explain the use of definite and indefinite articles. A definite article ( the ) is used to refer to things or people when only one exists at any one time. For example: the classroom board , the president of the United States of America ; etc. An indefinite article ( a / an ) is used to refer to one thing or person when more than one of the same kind exist at any one time. For example: a student (in the class) , an eraser (at a stationer’s) ; etc.
4 Ask students to complete the dialogue with the correct article. Check the activity by asking some volunteers to read aloud their answers.
Answer key: 1 a; 2 the; 3 an; 4 the
5^6 Refer students to the pictures and explain that they represent expressions teachers and students often use during an English class. Make sure students understand what they mean. Read the sentences aloud and ask students to repeat after you. Then students listen to the audio and tick the classroom language that they hear.
Answer key: 1, 5, 6, 7, 8
Mr Jones: Well, people. Let’s get started! Open your books at page 3, please! Lyn: What page, Mr Jones? Mr Jones: Page 3, Lyn. Lyn: Thank you, Mr Jones. Mr Jones: Look at the picture and listen to the audio track. Tick your answers on the question paper and write your name before you hand in, please. Lyn: Can I have some water, please? I’m thirsty, Mr Jones. Mr Jones: Not now, Lyn. We’re in the middle of a listening activity. Tomás: May I go to the toilet, Mr Jones? Mr Jones: Not now, Tomás. Please, wait a minute! Thanks.
Tell students that may and can are sometimes used to ask for permission and that saying please and thank you / thanks is very important in order to be polite in English.
6^6 Students complete the dialogue using some expressions from activity 5. Then they listen to the audio again and check their answers.
Answer key: 2 listen to the audio track; 3 write your name; 4 Can I have some water, please; 5 May I go to the toilet
► Diagnostic Test
UNIT 1 - #GLOBAL RELATIONSHIPS
Opening Pages - Pages 8 & 9
Tell the class that these opening pages present each unit of the Student's Book. Read aloud the title and encourage students to mention synonyms for global: international, world, worldwide. Point at the flags and ask students whether they can identify them. Then refer students to the #Pic Of The Unit box and explain that the questions will help them analyse the image on the double-page spread and introduce them to the topic of the unit. Read aloud the questions and check understanding. Pair students up to discuss their ideas and then invite some volunteers to share their opinions with the class. Help with vocabulary if necessary and write key words on the board. Encourage students to mention
ways in which they can meet people from different parts of the world and think of positive aspects of interacting with them. You may ask guiding questions: Have you got friends from other countries?, If so, what do you like about them and their countries?, If not, would you like to meet people from other parts of the world? Why?, What can you learn from people who live in other countries?, Do you think they would be very different from you?, What do you think you would have in common? Finally, direct students' attention to the #Unit Goals box. Explain that they will learn about the objectives of the unit and read aloud the sentences to introduce the class to the contents. Remind students that they will use this box for self- evaluation at the end of the unit by ticking the boxes of the faces that best represent their performance.
CONTENTS COMMUNICATIVE ANDLEARNING TASKS
LEXIS GRAMMAR PHONOLOGY
Asking for and giving personal information. L
Countries and nationalities
What... ?, Where... from? Possessive adjectives: my, your
Pronunciation of different countries and nationalities Pronunciation of some wh- words
L
Famous person / people I think he is.... / I don’t know.
Verb to be (affirmative) Subject pronouns
Contracted forms of to be ( I’m, you’re, he’s; etc.)
Exchanging information about others.
L
Months of the year Ordinal numbers Dates
Prepositions: in + month, on + date
Pronunciation of @ ( at ) and_._ ( dot ) Pronunciation of the months of the year and some ordinal numbers
Asking and saying when someone’s birthday is. Asking for and giving personal information.
L
Colours Gadgets
Verb to be (interrogative, negative and short answers) Subject pronouns: it, they
Pronunciation of some colours and gadgets
Asking about favourite colours and gadgets. Asking what colour something is.
Extras: Suggested optional games and activities for consolidation.
on page 116. You may assign these exercises as homework.
Answer key: 1 1 Australian; 2 Brazil; 3 Canada, Canadian; 4 Spain, Spanish; 5 Italy, Italian; 6 Mexico, Mexican; 7 Uruguay, Uruguayan; 8 Great Britain, British 2 1 are you; 2 I'm from; 3 How old; 4 class are you in; 5 in class 3 1 name's; 2 I'm 12; 3 I'm from 4 1 What’s your name? 2 What’s your surname? 3 How old are you? 4 Where are you from?; Students’ own answers
Lesson 2 - Pages 12 & 13
1 Teach the words famous and people. As a warm-up activity, ask students to name three famous people and say where they are from.
Answer key: Students’ own answers
2 Refer students to the dialogue and ask them to read it and fill in the gaps using their own ideas. Have students check their answers in pairs but do not correct the activity yet.
Answer key: Students’ own answers
3^8 Now students listen to the audio and check their answers in activity 2.
Answer key: 2 American; 3 Argentina; 4 Where; 5 British
Dianna: Come here, Andy! Look at these photos of famous people on this webpage! Where are they from? Andy: Well… This is Johnny Depp , the actor in Charlie and the Chocolate Factory. He’s American. Dianna: And what about Paulo Londra? Andy: He’s from Argentina. Dianna: I see. And Dua Lipa? Where is she from? Andy: She’s British.
4 Refer students to the mobile phone image. Teach the words singer, actress, football player and tennis player. Ask students to read the sentences and match them to the correct pictures.
Answer key: (top) 3, 4; (bottom) 1, 2
5 Students think of a famous person and carry out two tasks. First, they complete the form with information about the famous person they have chosen, and then they write about them.
Answer key: Students’ own answers
6 Direct students' attention to the S ign Up to Grammar box and explain that, in English, we can use full verb forms ( I am, You are ; etc.) or short -or contracted- forms ( I'm, You're; etc.) depending on the situation (formal or informal). Then, ask students to complete the dialogue. Drill on the pronunciation of the contracted forms and invite some students to read the dialogue aloud to check the answers.
Answer key: 2 is; 3 ‘s; 4 ‘re; 5 am; 6 are; 7 ‘m
If you want, you can ask students to do the online Interactive Activities for further practice.
7 Students complete the sentences using he’s, she’s, it’s and they’re.
Answer key: 2 he’s; 3 They’re; 4 She’s; 5 It’s
8 Teach I think… and I don’t know. Refer students to the two pictures on the right and ask them who these people are (Katy Perry and Sebastian Yatra). Then ask students to answer the questions even if they don’t know or are not sure, encouraging the use of the taught phrases. Check answers by asking some volunteers to read theirs aloud.
Answer key: Students’ own answers
9^9 Now students listen to the audio and check their answers.
Answer key: 1 She’s American. 2 I think she’s 37 or 38. 3 He’s from Medellín, Colombia. 4 I don’t know. I think he’s 27 or 28 years old.
Daniel: Look at these pictures of famous people on this e-magazine, Pam! Pamela: Who are they? I think I know these people but I’m not sure. Daniel: This person is Katy Perry. She’s a famous American singer, a judge in American idol. Pamela: How old is she? Daniel: I think she’s 37 or 38 now. I’m not sure, Pam. Pamela: And is he Paulo Londra? Daniel: No, Pam. He’s Sebastián Yatra. He’s from Medellín, Colombia. He’s the famous singer and songwriter of Traicionera. Do you remember? Pamela: Yes, you’re right. Silly me! By the way, how old is he? Daniel: I don’t know. I think he’s 27 or 28 years old. Pamela: Yes, I think you’re right and he’s really cute!
10 Explain that each student is going to think of a famous person whose nationality and age they know. They may use the form they have completed in activity 5 as a source of information. Pair students up and have them ask and answer questions about the famous people they have chosen. Circulate around the classroom monitoring students’ performance and offering help if necessary.
Answer key: Students’ own answers
WB p. 117
Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on page 117. You may assign these exercises as homework.
Answer key: 1 2 Dan is from South Africa. He’s South African. 3 Marisa is from Brazil. She’s Brazilian. 4 Sue and Lou are from Great Britain. They’re British. 5 Tim and Sara are from the USA. They’re American. 2 2 She; 3 We; 4 She; 5 It; 6 you, I; 7 They; 8 He 3 1 m; 2 s; 3 is; 4 s; 5 s; 6 is; 7 s; 8 re; 9 are; 10 m 4 1 I’m; 2 8 years; 3 Springfield Elementary School; 4 from; 5 I’m
Lesson 3 - Pages 14 & 15
1 Focus students' attention on the photo and encourage them to make predictions about Mark. You may ask: How old do you think he is?, Where is he from?, What's his favourite sport?; etc. Students read Mark’s profile to fill in the gaps with the correct words and check their previous ideas. Invite different volunteers to read out their answers and write the words on the board to correct spelling.
Answer key: 1 am / ‘m; 2 my; 3 from; 4 are; 5 email; 6 number; 7 in; 8 is
Explain how to say an email address in English. Ask the question What’s your email address? and have some volunteers say their email addresses aloud. Draw students’ attention to the pronunciation of the words at and dot.
Have students exchange their email addresses in pairs or small groups.
2 Students do the matching activity. Ask some volunteers to read their answers aloud.
Answer key: (from top to bottom) 3, 4, 1, 2
3 Ask students to read the rubrics and elicit from them what they are supposed to do. Read the months in random order, exactly as they appear on the page and ask students to repeat them after you.
listening to the recording. Play the audio twice for students to complete the activity. Check answers by playing the recording again and pausing after each answer. You may ask some volunteers to write the answers on the board.
Answer key: 1 Peter; 2 14 years old; 3 Irish; 4 3rd / 3 May; 5 2B; 6 17; 7 D20; 8 p.oconnor@dublin.net; 9 hockey; 10 Bertini; 11 13 years old; 12 Italian; 13 17th / 17 October; 14 32; 15 37121; 16 5656-4444; 17 orange
Speaker: Teenager 1, Peter Hi! My name’s Peter O’Connor. I’m 14 years old. I’m from Ireland. My birthday is on the 3rd of May. I study at Green Valley International School and I am in class 2B. My home address is 17 Devon Road, Dublin. My postcode is D20. My phone number is 7454-7888. My email address is p.oconnor@dublin.net. My favourite sport is hockey. Speaker: Teenager 2, Paola Hi! My name’s Paola Bertini. I’m 13 years old. I’m from Italy. My birthday is on the 17th of October. I study at Green Valley International School and I am in class 1A. My home address is Via Veneto 32, Rome. My postcode is 37121. My phone number is 5656-
4444. My email address is paolab@italmail.com. My favourite colour is orange.
11 Ask students to write their profile on their notebooks. Then have them work in pairs to ask and answer questions about their profiles. Circulate around the classroom monitoring students’ performance and offering help if necessary.
Answer key: Students’ own answers
WB p. 118
Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on page 118. You may assign these exercises as homework.
Answer key: 1 (In any order) January; April; June; July; August; September; December
2 1 February; 2 March; 3 October; 4 November 3 Students’ own answers 4 1 on; 2 in; 3 from; 4 in 5 1 fifteenth; 2 twenty-first; 3 third; 4 tenth; 5 fourth 6 2 How old are you? 3 When is your birthday? 4 Where are you from? 5 What’s your favourite colour? 6 What’s your email address? 7 What’s your phone / telephone number? 7 1 It’s on 21st / 21 September. 2 It’s andyn@daynet.co. 3 He’s from the USA.
Lesson 4 - Pages 16 & 17
1 Read the questions aloud and check students understand the word techie. As students answer the questions, write the gadgets and countries they mention on the board. Help them with vocabulary if necessary.
Answer key: Students’ own answers
2 Focus students' attention on the flags and encourage them to identify the countries. Before students do the matching exercise, make sure you actually teach the colours. Ask students questions like What colour is the (desk)?, What colour is (Juan)’s pencil case?; etc. Then you may write the colours on the board as students do the exercise. Ask different students to go to the board and write the corresponding number with each colour. Check pronunciation by asking students to repeat each colour after you.
Answer key: (from top to bottom) 7, 5, 3, 6, 1, 4, 9, 2, 8
I spy... Explain to students that they will now practise the colours through a guessing game called I spy… First, model the activity with the whole class. Choose an object in the classroom that is visible to all students but do not mention what it is. Students should know the name of this object in English. Then say and write on the board the following sentence: I spy with my little eye something… (blue). Students who want to guess put up their hands and you invite them one by one to play the game. Encourage them to use the question: Is it a / an…? (write it on the board) as you say No, it isn’t. or Yes, it is. Finally, ask students to work in pairs and take turns to play this game in a similar way. Circulate around the classroom monitoring students’ oral work.
3 Draw students’ attention to the photos of the electronic items in this activity and encourage them to name the objects and write the words on the board. Work on the pronunciation of these items with the whole class. Then focus students' attention on the flags and encourage them to identify the countries. Finally, ask students to write the answers to the questions. Check orally with the class.
Answer key: 1 blue, is / ‘s from China / Chinese; 2 orange, are / ‘re American / from the USA; 3 It's red., It is / 's Japanese / from Japan. 4 They're black., They are / 're South African / from South Africa.
4 Have students write a description of their favourite electronic object.
Answer key: Students’ own answers
5^13 Play the audio for students to listen and circle the correct option.
Answer key: (from top to bottom) Ben; Tai; 16; Chinese; 1A; blue; smartphone phone; Emma; Stiller; 14; English; 1B; pink; wireless headphones
Speaker: Dialogue 1 Interviewer: What’s your name? Boy: My name’s Ben. Interviewer: What’s your surname? Boy: My surname’s Tai. Interviewer: Can you spell it, please? Boy: Yes. It’s T-A-I. Interviewer: How old are you? Boy: I’m sixteen. Interviewer: OK… Where are you from? Boy: I’m Chinese Interviewer: Are you in class 1A or 1B? Boy: I’m in class 1A. Interviewer: Thanks. What’s your favourite colour? Boy: It’s blue. Interviewer: And… the last question… what’s your favourite gadget? Boy: My smarthphone. Interviewer: Thank you for your time, Ben. Boy: You’re welcome. Speaker: Dialogue 2 Interviewer: What’s your name? Girl: My name’s Emma. Interviewer: What’s your surname? Girl: Stiller. Interviewer: Can you spell it, please? Girl: Yes. It’s S-T-I-L-L-E-R. Interviewer: How old are you? Girl: I’m fourteen. Interviewer: Where are you from? Girl: I’m English. Interviewer: Are you in class 1A or 1B? Girl: I’m in class 1B. Interviewer: Thanks. What’s your favourite colour? Girl: It’s pink. Interviewer: And...the last question… what’s your favourite gadget? Girl: My wireless headphones. Interviewer: Thank you, Emma. Girl: You’re welcome.
6 Students work in pairs. They interview their partner and fill in the forms. Walk around the classroom to monitor students’ work.