champions1 tb low res

CHAMPIONS
1

Teacher’s Book

3
2

Christina de la Mare
Sheila Dignen

© Copyright Oxford University Press

2


2nd edition

CHAMPIONS
1

Teacher’s Book

Christina de la Mare
Sheila Dignen

1
© Copyright Oxford University Press


© Copyright Oxford University Press

Introduction
Introducing Champions 2nd edition
Overview of components
Using the Student’s Book
Classroom management
Suggestions for further reading
Games to use in the classroom
Common European Framework of Reference
Student’s self-assessment checklist
Student’s progress record sheet
Class Audio CD track list
Student’s Book contents

4
4
5
8
8
9
10
11
12
13
14

Teaching notes
Welcome
Unit 1

Unit 2
Review A
Unit 3
Unit 4
Review B
Unit 5
Unit 6
Review C
Curriculum extra

16
22
29
36
38
45
52
54
61
68
70

Workbook answer key
Answers to Workbook exercises
Alphabetical word list
Portfolio pages

73
79
85

© Copyright Oxford University Press


Introducing Champions 2nd edition

Overview of components

Methodology

Student’s Book and Workbook

Champions 2nd edition is a four-level British English course
written specifically for secondary school students, with
particular emphasis on meaningful communication and
skills development.
These are the key features of Champions 2nd edition
methodology.
Hands-on language presentation Students immediately
interact with the dialogue or text that opens each unit,
checking their understanding of meaning and context, and
giving them the chance to try out new structures.
Guided discovery Students explore the meaning and
usage of new language before they move on to more formal
presentation and practice.
Communicative practice Dialogue work and
personalization are emphasized at each level, and pairwork
activities and games are included throughout.
Cultural awareness A focus on the UK and other Englishspeaking countries is placed within the context of the wider
world.

Skills development In every unit students apply and
extend what they have learnt, through targeted skills lessons
designed to build their competence in each individual skill.
Self-assessment Students regularly review and measure
their progress against the Common European Framework of
Reference.
Learning across the curriculum Inter-disciplinary reading
and project pages link the topics and language content of
the main units to other areas of the school curriculum.
Values The topics in Champions 2nd edition have been
carefully chosen to stimulate reflection on a broad range of
issues related to citizenship and the development of socially
responsible values. These are highlighted in the teaching
notes for each unit.

The Student’s Book contains:
• six teaching units
• a Welcome unit, reviewing key language from the
previous level. In the Starter level, the Welcome unit briefly
reviews basic language typically covered at primary level
• a vocabulary and grammar review after every two units,
including ‘can do’ statements correlated to the Common
European Framework of Reference to encourage regular
self-assessment
• a Culture club lesson in each Review unit, giving an insight
into life in the UK and other English-speaking countries
• three Curriculum extra reading and project lessons.
The Workbook contains:
• additional practice for each unit, covering grammar,
vocabulary, communication, reading, and writing

• detailed grammar notes included at the start of each
Workbook unit for ease of reference.

Flexibility
A comprehensive package of components gives the teacher
maximum support and flexibility. Whatever your teaching
style, Champions 2nd edition has everything you could
possibly need to match your students’ learning environment.
Combined Student’s Book and Workbook available as a
combined edition
Student’s Website with many hours of interactive material
for home practice, including Web quests
Flexible assessment options Printable, editable tests are
included on the Teacher’s Website, including a KET practice
test and a PET practice test. Further practice tests can be
purchased from oxfordenglishtesting.com
Printable worksheets 42 extra worksheets are included on
the Teacher’s Website, including new reading and writing
practice, pairwork activities and games, and review and
extension worksheets for extra grammar and vocabulary
practice

Student’s Website
The Student’s Website includes:
• interactive practice for each Vocabulary, Grammar and
Communication lesson from the Student’s Book
• Text builder activities
• automatic marking
• Web quest activities
• Champions 2nd edition e-cards and wallpapers.

Teacher’s Book
The Teacher’s Book contains:
• teaching notes and answer keys for all the Student’s Book
material
• ideas for warm-ups and extra activities
• suggestions for using authentic songs with specific topics
or areas of language
• background notes and cultural information on people and
topics mentioned in the Student’s Book
• audio scripts for all listening material
• answer keys for all the Workbook material.

Class Audio CDs
Each set of Class Audio CDs contains:
• all the listening material for the Student’s Book.

Teacher’s Website
The Teacher’s Website includes printable tests and worksheets:
• six unit tests and three review tests per level which are
editable and have A and B versions to help prevent cheating
• a KET practice test and a PET practice test
• 42 worksheets, including new reading and writing
practice

© Copyright Oxford University Press

4

Introduction

Language focus

Using the Student’s Book
Welcome unit
The Welcome unit offers six pages of vocabulary and
grammar practice, covering language students have seen
in the previous level. In the Starter level, students are given
a brief overview of basic language they may have seen at
primary level, before beginning the main syllabus in Unit 1.

Main units
Each main unit is divided as follows:
Presentation 2 pages
Vocabulary 1 page
Grammar 1 page
Communication 1 page
Grammar 1 page
Skills 2 pages

The exercises in the Language focus section familiarize
students with the language of the unit, without requiring
them to manipulate it. In Starter and Level 1, students focus
on the target language in relation to specific scenes and
sections of dialogue from the photostory; in Levels 2 and 3,
students find phrases and structures in the presentation text
and use them to complete sentences or captions about the
text.
Finally, Focus on you and Pairwork activities give students

the chance to try out the new language in a personalized
context, following carefully controlled models.

Vocabulary

Presentation
The presentation text on the left-hand page exposes
students to the theme, grammar, vocabulary, and functions
of the unit. The exercises on the right-hand page allow
students to interact with the dialogue in more detail,
encouraging them to explore, use, and personalize new
language before it is formally presented and practised on
the Vocabulary and Grammar pages.
In the Starter level and Level 1, the text is a dialogue
presented in a photostory format. The photostories reflect
the aspirations of the students, using familiar contexts to
motivate and engage them. Each unit focuses on a different
episode in the lives of the central characters.
In the Starter level, the story takes place in a performing
arts school and follows the fortunes of a new student, Holly.
Holly is happy to be at her new school and quickly makes
friends, but she also finds that she has a rival who wants to
prevent her from achieving her dreams. The story culminates
in the production of a school musical, where Holly finally
wins the lead role.
In Level 1, we follow the story of Sam. Sam loves basketball,
but he is having problems with poor marks in his other
school subjects. As he faces a moral dilemma, he is helped
by a friend to make the right choice, and in the end
everything works out for the best.

In Levels 2 and 3, the emphasis is on texts dealing with
individual topics of a more grown-up nature, in recognition
of the fact that students, along with their interests and tastes,
mature very quickly during the teenage years. A variety of
formats and genres is used, including dialogues, magazine
articles, and web pages.
Following on from the presentation text, students complete
a series of questions to check basic comprehension. The
Check it out! feature draws students’ attention to useful
colloquial expressions in the dialogue.

This page presents and practices a set of vocabulary
items associated with the unit topic and previewed in the
presentation lesson. Look! boxes contain useful tips and
draw attention to potential pitfalls, including spelling rules,
exceptions or irregular forms, collocations, and notes about
English usage.
Students once again have the opportunity for guided
speaking practice with a Pairwork activity at the end of the
lesson.
At the foot of the Vocabulary page students are directed
to the Student’s Website and the Workbook, where there is
further practice of the unit vocabulary.

Grammar
Underlying the methodology of Champions 2nd edition is the
conviction that students understand and remember rules
better if they work them out for themselves. As a result, a
guided discovery approach to teaching grammar is adopted
throughout the series.

Each unit has two Grammar lessons. A grammar chart
models the form of the key structures, using examples taken
from the presentation text that opens the unit. Having
already experimented with the new structures earlier in the
unit, students are then encouraged to reflect on correct
usage in more detail.
A cross-reference to Rules directs the students to a grammar
reference page in the corresponding Workbook unit, where
detailed explanations and examples are given.
The activities on the page provide thorough and detailed
practice of both form and usage, moving from carefully
controlled exercises to more demanding production.
Grammar pages have optional Finished? activities which are
designed as a fun way of providing extension work for fast
finishers.
Grammar pages also often feature a Game that encourages
personalized practice in a less formal context.
At the end of each Grammar page students are directed to
the Student’s Website and the Workbook, where there is
further practice.

© Copyright Oxford University Press

Introduction

5


Communication
One page in every unit focuses on everyday English.

Conversational language is presented in the form of a
dialogue which reviews the vocabulary and grammar from
the previous lessons. In a similar way to the Language
focus lesson on page 2 of the unit, Communication lessons
allow students to explore and use a new structure before
they move on to more formal practice on the subsequent
Grammar page.
The Learn it, use it! feature summarizes the target language
in the dialogue, while a Pronunciation activity draws
students’ attention to a specific sound or a relevant aspect
of intonation. The students then listen to this language in
different contexts before practising it themselves in the
Pairwork activity.
At the end of each Communication page students are
directed to the Student’s Website and the Workbook, where
there is further practice.

Skills
The last two pages of the unit contain targeted skills work
designed to equip students with the necessary strategies to
build confidence and competence in each individual skill.
Skills lessons also provide a way of consolidating and
recycling the language students have studied throughout
the unit, whilst exploring different aspects of the unit topic.
Reading texts deal with the main topic of the unit in
a factual way using real-life contexts. Comprehension
exercises typically start with a skimming or scanning activity,
followed by more detailed questions that gradually increase
in difficulty as the series progresses.
Listening activities extend the topic of the text. A variety

of activity formats is used to help students develop wellrounded listening comprehension skills.
The Speaking and Writing sections give students the
opportunity to respond to the unit topic with their own
ideas. To help students to organize their ideas, both sections
usually begin with a written preparation stage. The aim is
to strike a balance between giving clear, guided models on
the page on the one hand, and allowing students freedom
to express themselves and experiment with newly-acquired
vocabulary and structures on the other.

Review units
After every two main units there is a two-page Review unit
comprising:
Vocabulary and Grammar review and My Progress
1 page
Culture club reading 1 page
The first half of each Review unit covers the main vocabulary
and grammar points from the previous two units. The My
Progress chart is a self-assessment chart correlated to
the Common European Framework of Reference. It is very
motivating for students to reflect on their progress and this
type of activity is also very helpful in encouraging students
to take responsibility for their own learning.

Most teenagers are curious to know what life is like for their
peers in other parts of the world. Culture club reading
lessons give a factual account of different aspects of the
English-speaking world from a young person’s perspective.
The Focus on you section at the end of the lesson invites
a personal response from students in the form of a piece of

writing.

Curriculum extra
There are three cross-curricular reading and project lessons
in the Student’s Book, providing one page of material for
each block of two units. The Curriculum extra lessons link to
the themes of the corresponding Student’s Book units, as
well as to subjects that students typically study in their own
language, such as geography, science, music, literature, PE,
and history.
Each of the lessons concludes with a project that synthesizes
the language focus and the content of the cross-curricular
theme and gives students the opportunity to develop their
creativity. The projects can be done in class or assigned for
homework. Depending on time available and the needs of
the students, the projects can be done in groups, pairs, or
individually.

Workbook
The Workbook section contains six five-page units of extra
practice of the language and skills taught in the Student’s
Book. The Workbook exercises can be completed in class or
for homework.
The first page of each Workbook unit summarizes the
grammar structures introduced in the corresponding
Student’s Book unit with comprehensive charts and detailed
grammar notes.
The following two pages provide extra vocabulary and
grammar practice. The last two pages provide additional
practice to accompany the Student’s Book Communication

lesson, and further reading and writing practice.

Student’s Website
The Student’s Website includes interactive practice of the
Vocabulary, Grammar and Communication sections, a Text
builder activity, and a fun Web quest for each unit of the
Student’s Book.
For each Student’s Book unit there are eight Grammar
activities and two Vocabulary activities, and a
Communication exercise with audio. There is also a Text
builder activity for each unit of the Student’s Book which
requires students to fill in missing words from a reading
text to rebuild the text. These activities are automatically
marked. A guided Web quest for each Student’s Book unit
encourages students to search for information relating to
the topic of the Student’s Book on the Internet using their
English.
Champions 2nd edition e-cards allow students to create
and send cards to their friends with messages in English
and Champions 2nd edition wallpapers enable students to
personalize their electronic devices.

© Copyright Oxford University Press

6

Introduction


Teacher’s Book

The Teacher’s Book contains detailed lesson notes and
answers for all the Student’s Book and Workbook material.
Each Teacher’s Book unit starts with a summary of the areas
of grammar, vocabulary, communication, skills, and topical
themes covered in the Student’s Book unit. These themes
relate to values and responsible citizenship, such as:
• ethics and morals
• society, including the themes of respect, solidarity, and
justice
• multiculturalism, including anthropology, human rights,
cultural studies, sociology, and historical, geographical,
legal, and ethical perspectives
• the environment, including protecting the environment,
and natural cycles
• work and consumerism, including mass communication,
advertising, sales, workers’ rights, and consumer rights
• health.
The notes include a description of the aim of every exercise
in the Student’s Book, followed by detailed instructions and
answers.
There are also suggestions for Warm-up activities, and Extra
activities that can be used to extend the Student’s Book
content according to the needs and abilities of each class.
The Student’s Book is full of factual information and
references to the real world. The teaching notes provide
support for this by giving additional notes and cultural facts
in the Background notes.
Teenage students have an insatiable interest in music and
popular culture, and the use of songs to consolidate the
linguistic and topical content of the Student’s Book can be

an effective way of motivating students.
The teaching notes for each Review unit include suggestions
for suitable songs that can be exploited for this purpose.
The songs have been chosen because of their lexical,
grammatical, or thematic link to the corresponding units.
See page 8 for suggestions on how to exploit songs in class.

The review tests focus on vocabulary and grammar, and
reading, writing, and listening skills. Each test is scored out of
100 points.
Regular assessment makes it easier to monitor students’
progress. Teachers can keep a record of individual students’
progress using the evaluation chart on page 12.

Grammar and vocabulary
Grammar help and Vocabulary help worksheets for
each unit provide additional practice of the Student’s Book
material at a basic level, and are ideal for giving weaker
students more practice.
Grammar extension and Vocabulary extension
worksheets offer more challenging practice for the more
able students.

Reading and writing
There is one reading and writing worksheet per unit, helping
students to develop their skills and confidence in these
areas.

Pairwork
There is one pairwork worksheet per unit, giving

oral practice of the grammar and vocabulary of the
corresponding unit.

Puzzles and games
One page of puzzles is included for each unit, and two board
games for each level of the series. Although these resources
give practice of the main grammar and vocabulary of the
unit, the emphasis is on fun activities, such as crosswords,
wordsearches, and code breakers.

Practice test for Cambridge ESOL examinations
The Teacher’s Website includes a practice test for KET and a
practice test for PET.

Class Audio CD
The Class Audio CD is for classroom use. There is a track list
on page 13.

Extra resources
Alongside the Student’s Book and Workbook, there is a
large amount of extra resource material included on the
Teacher’s Website. The extra resources provide support
material for consolidation, extension, mixed ability classes,
and assessment. All resources are printable, and can also be
projected in class.

Tests
For each level of Champions 2nd edition, there are six unit
tests and three review tests. All tests have A and B versions
to help prevent cheating. The tests can be opened using

Microsoft® Word and edited before printing.
The unit tests include vocabulary and grammar questions,
dialogue work, and a writing task. Each test is scored out of
50 points.
© Copyright Oxford University Press

Introduction

7


• Correct the mistakes Include some incorrect words or

Classroom management
An English-speaking environment
• Use English for classroom instructions as often as you

•

can, and ask students to use English as well. For example:
Open your books at page 10. Let’s look at exercise 3. Raise your
hand. Work in pairs. Ask your partner, etc.
Students should be encouraged to use expressions such
as: How do you say … in English? How do you spell …? I don’t
understand. Please can you repeat that? Can you say that
more slowly, please? Can we listen to that again, please? Can
I go to the toilet?

•

•

•

Managing large classes
Large classes are easier to manage if you establish routines
such as:
• Write a plan of the day’s activities on the board.
• Make sure that everyone understands the task before they
start. Give clear examples and ask students to provide a
few as well.
• Set time limits for all activities and remind students of
time limits, for example: You have two minutes left.
• Walk around the class, monitoring while students work.
• Get to know your students’ personalities and learning
styles so that you can maximize their potential in class.
• Allow stronger students to help weaker students while
ensuring that there is always an atmosphere of mutual
respect and understanding.

Group and pairwork
The interaction from working in small groups or in pairs is
vital in a language classroom, and students quickly get used
to what to expect. Here are some tips for organizing group
work in large classes:
• Do not have more than five students per group.
• Set up group activities quickly by allocating students with
a letter (A, B, C, etc.). Students form groups with other
students who have the same letter.
• Demonstrate tasks with one pair or group at the front of

the class.
• Set a time limit and keep reminding students of it.

•

information in the lyrics. Ask students to identify where
the mistakes are and replace them with the correct words,
before they listen to the song to check their answers.
Choose the correct alternative At regular points in
the lyrics, students have to choose between two or
more alternative words or phrases to complete the lyrics
correctly. Students then listen and check.
Put the verses in the correct order This activity works
especially well with songs that tell a story. Students are
given the verses in the wrong order, and they have to
guess the correct order before listening to the song.
Match rhyming words Many songs are structured so
that alternating lines end with rhyming words, and this
provides an excellent opportunity to work on different
sounds. One useful activity is to give students the lyrics
with the lines of each verse jumbled. Students then
attempt to unjumble the lines, according to which lines
rhyme with each other, before listening to the song to
check their ideas. Another variation is for students to
choose between two alternatives to end each line. This
could mean choosing the word that provides the best
rhyme, for example, or the word that makes most sense in
the context.
Match words to definitions Songs often contain
informal expressions, idioms, and ‘untidy’ grammar. With

stronger groups it can be useful to have students try to
match difficult words and expressions to definitions or
explanations. Alternatively, where lyrics feature more
standard items of vocabulary, students could work
together in groups to find the words in a dictionary and
agree on a definition.

Feedback
It is important for students to have a sense of how they
have performed. Provide feedback while you are monitoring
activities. Alternatively, you can assess an exercise afterwards
with the whole class: students can put up their hands to
indicate how many answers they shared in pairs or groups,
how hard or easy the task was, etc.
Encourage students to behave well using a points system.
Award points to pairs or groups that do not make too much
noise. Deduct points from pairs or groups that are too noisy
or who are not speaking in English.

Songs
There are many ways in which songs can be exploited in
class, including the following suggestions:
• Gap-fill There are many variations of this type of activity,
in which students are given the lyrics with certain
key words deleted. To make it easier for students, the
missing words can be grouped together in a wordpool.
As students read the lyrics, they try to fill in the gaps,
then they listen and check. If you wish to make the
activity more challenging, you could add extra words to
the wordpool as distracters, or not provide the missing

words at all. It is important to choose the gapped words
carefully, however, both so that they are audible, and so
that students can guess from the context which word
makes most sense in each gap.

Suggestions for further reading
General reference
Oxford Essential Dictionary – New Edition
Practical English Usage – 3rd Edition by Michael Swan

Grammar
Oxford English Grammar Course (Basic to Intermediate)
by Michael Swan and Catherine Walter

Graded readers
The Oxford Bookworms Library (Elementary to Preintermediate) – non-fiction readers that are ideal for
extended reading, and graded non-fiction readers that are
ideal for cultural and cross-curricular studies.

© Copyright Oxford University Press

8

Introduction


Exam preparation
KET Practice Tests by Annette Capel and Sue Ireland

Ideas for supplementary activities and teacher

development

If students guess the word or phrase before the hangman
is drawn completely, they have won. If they do not, you are
the winner. This can be played on the board with the whole
class, in small groups, or in pairs.
The complete drawing should look like this.

Oxford Basics – a series of short, accessible books for teachers
who are looking for new creative ways of teaching with
limited resources.
Resource Books for Teachers – a popular series that gives
teachers practical advice and guidance, together with
resource ideas and materials for the classroom.

Games to use in the classroom
Kim’s Game
On a tray, place a selection of objects from a vocabulary set,
e.g. classroom objects or food. Alternatively, you can write
the names of the objects on the board and rub them off.
In groups, give students two minutes to memorize what is
on the tray or board.
Remove an object and ask students to write down the
missing object. Continue until the tray or board is empty.
Check the answers with the class. The group with all the
objects in the correct order is the winner.
Simon Says
Call out commands to the class. If your command
is preceded by ‘Simon says’, students must obey the
instruction. If it is not, they must ignore it. For example:

Simon says stand up. (students stand up) Sit down. (students
remain standing). Students who get it wrong are out of
the game. This activity is good primarily for practising
imperatives, but is also useful for practising vocabulary.
With a strong class, you could let a student call out the
commands.
Bingo
Tell each student to draw a grid of six squares and refer them
to the vocabulary page(s) you have just worked on. Give
them a few moments to memorize the words and pictures
in the vocabulary set.
Books closed, students then draw or write a vocabulary item
in each square. Call out vocabulary items from the set. If the
students have drawn pictures, call out the words in English.
If students have written the English words, you can call
them out in their L1. With a strong class you could read out
definitions and get students to work out the word.
When a student hears a word he or she has drawn or written,
they must cross it out. When all six vocabulary items are
crossed out, the student can call out Bingo. The first to call
out Bingo wins the game.
Hangman
Choose a word or phrase. Write a gap for each letter of the
word on the board. Separate words with a clear space or
slash, e.g. I lived in Paris. _ / _ _ _ _ _ / _ _ / _ _ _ _ _ .
Students guess which letters appear in the words. Each
student can call out just one letter. If the letter is contained
in the word, or phrase, write it in the appropriate place(s),
e.g. for the letter ‘i’: I / _ i _ _ _ / i _ / _ _ _ i _ .
If a student calls out a letter that isn’t in the word or phrase,

write it on the board and draw one line of the hangman.

20 Questions
This can be played on the board with the whole class, in small
groups, or in pairs. One student chooses a secret identity, e.g.
that of a celebrity. Other students must guess the identity
by asking a maximum of 20 questions. The student may only
answer with short Yes / No answers, e.g. Yes, I am. No, I don’t, etc.
The game can be used to practise questions and answers in a
variety of different tenses.
Chinese Whispers
This game is excellent for practising pronunciation. It can
be played as a whole class or in small groups of at least six.
Put students in a line or circle. Write a sentence on a piece
of paper and give it to the first student. They should read
it silently, but not show it to anyone else. The student then
whispers the sentence to the person on their left, and so
on. The game continues until the last student whispers the
sentence in the first student’s ear. The first student then tells
the whole group / class what he or she heard, and then
reads out the original sentence. Is it the same?

© Copyright Oxford University Press

Introduction

9


Common European Framework of

Reference (CEFR)
The Common European Framework of Reference (CEFR) was
designed to promote a consistent interpretation of foreignlanguage competence among the member states of the
European Union. Today, the use of the CEFR has expanded
beyond the boundaries of Europe, and it is used in other
regions of the world, including Latin America, Asia, and the
Middle East.
The CEFR defines linguistic competence in three levels: A, B,
and C. Each of these levels is split into two sub-levels:
A Basic User
A1
Breakthrough
A2
Waystage
B Independent User B1
Threshold
B2
Vantage
C Proficient User
C1
Effectiveness
C2
Mastery
The CEFR provides teachers with a structure for assessing
their students’ progress as well as monitoring specific
language objectives and achievements. Students respond to
the CEFR statements in the Reviews after Units 2, 4, and 6.
Champions 2nd edition aims to enable students to move
from no English or level A1 and into level B2 at the end of
the four years of the course.

Descriptions of the CEFR levels covered in
Champions 2nd edition
Basic User
A1 Can understand and use familiar everyday expressions
and very basic phrases aimed at the satisfaction and needs
of a concrete type. Can introduce him/herself and others
and can ask and answer questions about personal details
such as where he/she lives, people he/she knows, and things
he/she has. Can interact in a simple way provided the other
person talks slowly and clearly and is prepared to help.
A2 Can understand sentences and frequently used
expressions related to areas of most immediate relevance
(e.g. very basic personal and family information, shopping,
geography, employment). Can communicate in simple and
routine tasks requiring a simple and direct exchange of
information on familiar and routine matters. Can describe
in simple terms aspect of his/her background, immediate
environment, and matters in areas of immediate need.

Independent User

B2 Can understand the main ideas of complex text on both
concrete and abstract topics, including technical discussions
in his/her field of specialization. Can interact with a degree
of fluency and spontaneity that makes regular interaction
with native speakers quite possible without strain for either
party. Can produce clear, detailed text on a wide range of
subjects and explain a viewpoint on a topical issue giving
the advantages and disadvantages of various options.

Language Portfolio
The Language Portfolio has been developed in conjunction
with the CEFR. It is kept by the students and contains details
of their experiences of languages and language learning.
There are three elements to a Language Portfolio: a
Language Biography, which details the day-to-day
experience of the language; a Language Passport, which
summarizes the experiences; and a Dossier, which is
evidence of the experience.

Language Biography
This can consist of the following:
• a checklist for students to assess their language skills in
terms of ‘What I can do’
• tools to help students identify their learning style and
objectives
• a checklist of learning activities outside the classroom.
The My Progress checklists at the end of each review
section in the Student’s Book together with the Portfolio
photocopiable sheets on pages 85–87 in the Teacher’s Book
will help students to monitor these points. There is also a
photocopiable Student’s self-assessment checklist on page
11 in the Teacher’s Book which can be given to students to
complete at the end of each unit.

Language Passport
This can contain:
• a student’s overall evaluation of their language skills,
using descriptors from the CEFR (see Teacher’s Book

pages 85–87)
• a summary record of language learning, both inside and
out of school
• certificates.

Dossier
This can be a compilation of samples of the student’s work,
including tests, written work, projects, or other studentgenerated materials.

B1 Can understand the main points of clear standard input
on familiar matters regularly encountered in work, school,
leisure, etc. Can deal with most situations likely to arise whilst
travelling in an area where the language is spoken. Can
produce simple connected text on topics which are familiar
or of personal interest. Can describe experiences and events,
dreams, hopes and ambitions, and briefly give reasons and
explanations for opinions and plans.

© Copyright Oxford University Press

10

Introduction


Student’s self-assessment checklist
What I remember
Useful grammar:

Useful vocabulary:

Objectives
One thing I need to improve:

How can I improve this?

What did you do in English outside class?
Do homework
Learn new words
Revise before a test
Listen to music
Read something extra
Watch a TV programme, video, or DVD
Write an email or chat
Look at web pages
Speak to someone
Read a magazine

Other activities

© Copyright Oxford University Press

Photocopiable © Oxford University Press 2014

11


Student’s progress record sheet
Name
Class / Year

Class work: continuous assessment
Date

Test results
Grammar

Vocabulary

Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6

Comments
Units 1–2

Units 3–4

Units 5–6

12

Photocopiable © Oxford University Press 2014

© Copyright Oxford University Press

Skills

Class Audio CD track list
Contents
Track Contents
01

Title

Unit 1 I train every day
02
03
04
05
06
07
08

Page 10, Exercise 1
Page 11, Exercise 4
Page 12, Exercise 1
Page 12, Exercise 2
Page 14, Exercise 1
Page 14, Exercise 2
Page 17, Exercises 2 & 3

Unit 2 Where were you last night?
09
10
11

12
13
14
15
16
17

Page 18, Exercise 1
Page 19, Exercise 4
Page 20, Exercise 1
Page 20, Exercise 3
Page 22, Exercise 1
Page 22, Exercise 2
Page 22, Exercise 3
Page 23, Exercise 1
Page 25, Exercise 2

Unit 3 You failed another test!
18
19
20
21
22
23
24
25
26

Page 28, Exercise 1
Page 29, Exercise 4

Page 30, Exercise 1
Page 31, Exercise 3
Page 31, Exercise 4
Page 32, Exercise 1
Page 32, Exercise 2
Page 32, Exercise 3
Page 35, Exercise 2

Unit 4 What did you do last night?
27
28
29
30
31
32
33
34

Page 36, Exercise 1
Page 37, Exercise 4
Page 38, Exercise 2
Page 38, Exercise 3
Page 40, Exercise 1
Page 40, Exercise 2
Page 40, Exercise 3
Page 43, Exercise 3

Unit 5 You’re almost as clever as me!
35
36

37
38
39
40
41

Page 46, Exercise 1
Page 47, Exercise 4
Page 48, Exercise 2
Page 50, Exercise 1
Page 50, Exercise 2
Page 50, Exercise 3
Page 53, Exercise 3

Unit 6 The best day of my life!
42
43
44
45
46
47
48

Page 54, Exercise 1
Page 55, Exercise 4
Page 56, Exercise 1
Page 58, Exercise 1
Page 58, Exercise 2
Page 58, Exercise 3
Page 61, Exercise 3

© Copyright Oxford University Press

Introduction

13


Welcome

page 4

● Countries and nationalities

● Family

● be: present simple ● this, that, these, those

Unit

1
2

Vocabulary

Grammar

I train every day
page 10

Physical
descriptions

Present simple / Present continuous
Possessive pronouns
Whose …?
Adverbs of manner

Where were you last
night?
page 18

House and furniture

be: past simple (airmative and negative, interrogative and short
answers)
Past time expressions
Information questions with was / were
Prepositions of place
There was / There were

Review: page 26

3
4

Culture club: Diferent places, diferent homes page 27

You failed another
test!

page 28

Jobs

Past simple: regular verbs (airmative, spelling variations)
Pronunciation: regular verb endings with the sounds /d/, /t/, and /ıd/
Past simple: irregular verbs (airmative)

What did you do last
night?

Films

Past simple (negative, interrogative, and short answers)
Question words + past simple

page 36

Review: page 44

5
6

● have got ● Present simple

Culture club: Witches and wizards page 45

You’re almost as
clever as me!
page 46

Geography

Comparative adjectives (short, long, and irregular adjectives)
as … as

The best day of my
life!
page 54

Feelings and
emotions

Superlative adjectives (short, long, and irregular adjectives)
Comparative / Superlative
one / ones

Review: page 62

Workbook: pages 67–97

Culture club: Guinness World Records page 63

Irregular verbs: page 98

© Copyright Oxford University Press


● Daily routines and free-time activities ● Sports ● Clothes
● Imperatives

● Adverbs of frequency

● can (ability)

● Present continuous

Communication

Skills

Making requests
Pronunciation: Rising intonation in questions
and falling intonation in answers

Reading:
Listening:
Speaking:
Writing:

A magazine article about a basketball coach
A phone conversation about a summer camp
A conversation about a summer camp
A paragraph about what a partner is doing at a summer camp

Describing your bedroom
Pronunciation: /ð/

Reading:
Listening:

Speaking:
Writing:

A brochure about top places to visit in South America
A phone conversation about a holiday
Describing an old place
A description of an old place

Apologizing and making excuses
Pronunciation: /ɒ/ and /əʊ/

Reading:
Listening:
Speaking:
Writing:

A biography of Christopher Columbus
A biography of Henry VIII
A presentation of the life of William Shakespeare or Marie Curie
A description of the life of William Shakespeare or Marie Curie

Buying a cinema ticket
Pronunciation: /s/, /k/, and /tʃ/

Reading:
Listening:
Speaking:
Writing:

An interview about Logan Lerman

A conversation about a ilm
Discussing a ilm
A description of two ilms

Asking for tourist information
Pronunciation: /ə/

Reading:
Listening:
Speaking:
Writing:

A magazine article about our changing planet
A radio interview about a volcanic eruption
Talking about a frightening incident
The story of your frightening incident

Making a phone call
Pronunciation: /h/

Reading:
Listening:
Speaking:
Writing:

A message board about the ‘-est’ days of your life
A radio interview about a survey
Talking about your country
A report about your country

Curriculum extra: Music page 64

Curriculum extra: Geography page 65

Curriculum extra: History page 66

Word list: page 99

© Copyright Oxford University Press


Welcome
Family

Grammar
be: present simple
this, that, these, those
have got
Present simple
Imperatives
Adverbs of frequency
can (ability)
Present continuous

Aim
To review family vocabulary

Warm-up

• Ask students the names of one or two people in their

family, e.g. What’s your mum’s name? What’s your grandad’s
name?, etc.

Exercise 2

• Students look at Alicia’s family tree and complete the

Vocabulary

sentences.

Countries and nationalities
Family
Daily routines and free-time activities
Sports
Clothes

• Students can check answers in pairs.
• Check the answers with the class. You can draw Alicia’s
family tree on the board and ask volunteers to come out
and write the answers.
ANSWERS

1 father 2 cousin 3 sister 4 brother 5 aunt
6 uncle 7 grandma 8 grandparents 9 mother
10 parents

Vocabulary
Countriesandnationalities

Extra activity

page 4

• Students each draw a diagram of their family trees but

Aim

•

To review countries; nationalities

Warm-up

• Call out one or two countries from the box in exercise 1
and ask students to give you the nationality.

Exercise 1

•

don’t write the names of their relatives on it.
In pairs, students ask and answer questions about the
family trees to find out the names of their partners’
family members.
Monitor to make sure that students are using the family
names correctly, e.g. S1: What’s your sister’s name?
S2: Her name is Ana.

• Students match the countries with the flags. Then they

write the nationalities.

• Students can check answers in pairs.
• Check the answers with the class.
ANSWERS

1 the United Kingdom; British 2 Canada; Canadian
3 Japan; Japanese 4 the United States; American
5 Brazil; Brazilian

Extra activity

• Review other countries and nationalities with students.
•

Write the countries on the board and ask students to
come to the board to write the matching nationalities.
In groups, students write sentences about famous
people. They give their names and what they’re famous
for. Each group then reads its sentences to the class. The
rest of the class must say the country and nationality of
each person, e.g. S1: Cesc Fàbregas. He plays football. S2:
He’s Spanish. He’s from Spain. Make sure that students
say the country and nationality correctly.

© Copyright Oxford University Press

16

Dailyroutinesandfree-time
activities page 5

Clothesandprices

Aim

To review clothes vocabulary

Aim

To review daily routines; free-time activities

Warm-up

• Ask students to describe what you are wearing today.

Warm-up

• Ask students what time they get up in the morning and
what they have for breakfast.

Exercise 5

• Students look at the picture and complete the sentences

Exercise 3

with the correct clothes.

• Students complete the text individually or in pairs.
• Remind them to think about the correct verb form to use.
• Check the answers with the class.
ANSWERS

1 go swimming 2 play tennis 3 go home
4 do my homework 5 play basketball
6 go to bed

• They can compare answers in pairs.
• Check the answers with the class.
ANSWERS

1 top 2 skirt
7 trainers

3 shoes

4 cap

5 jumper

6 trousers

Exercise 6

• Individually, students write a sentence describing what
they are wearing.

Extra activity

• Play Hangman (see Teacher’s Book page 9) to review
daily routines and free-time activities.

ANSWERS

Students’ own answers.

Extra activity

Sports

• Describe a student in the class by the clothes they are

Aim
To review sports vocabulary

•

Warm-up

• Ask students Do you do any sports? If so, which ones? Write
any sports students do on the board.

•

Exercise 4

wearing. Ask students to guess who the student is.
The first student to guess correctly then has a turn to

describe another student.
Students continue the activity. In order to give as many
students a turn as possible, the class could be split into
two or three large groups.
Monitor and check that students are describing the
clothes correctly.

• Students look at the pictures and complete the crossword.
They then find the mystery sport.

• Remind them to refer to the sports on the board if
•
•

necessary.
Students can compare answers in pairs.
Check the answers with the class.

ANSWERS

1 karate 2 football 3 tennis 4 basketball
5 swimming 6 cycling
Mystery sport: athletics

Extra activity

• Write a list of anagrams of different sports on the board
for students to solve. You could put students into small
groups to solve the anagrams together. The first group
to solve them all is the winner.

© Copyright Oxford University Press

Welcome

17


Exercise 3

Grammar

• Students complete the sentences with the

be:presentsimple

demonstratives.

page 6

• They can compare answers in pairs.
• Check the answers with the class.

Aim

ANSWERS

To review be: present simple: all forms

1 This

2 That 3 Those

Warm-up

• If you have pictures from magazines of famous stars, put
them on the board or give them out to small groups. If
not, write the names of stars on the board. Students ask
and answer questions about the stars, e.g. S1: What’s his
name? S2: His name’s Johnny Depp.

Extra activity

• Tell students they’re going to practise the use of this,
that, these, and those.

• Pick up an object on your desk and ask a student what
•

Exercise 1

• Students read the factfile and complete the sentences.
Remind them to think about which form of be they need.

• Students can compare answers in pairs.
• Check the answers with the class.

•

ANSWERS

1 is

2 isn’t 3 are

4 isn’t

5 aren’t

6 are

•

Exercise 2

• Students write the questions with the prompts and then
•

answer the questions.
Monitor and check that students are using the correct
forms of be: present simple and review if necessary.

have got
Aim
To review have got: all forms

ANSWERS

1 What’s your name? 2 How old are you? 3 Are you
from Brazil? 4 Is your favourite subject music? 5 Who

are your friends? 6 Is Green Day your favourite band?
Students’ own answers.

Extra activity (for stronger students)

Warm-up

• Ask the class the following questions: Have you got a ruler?
•
•

• Students play 20 questions. Tell them you are a famous

•

it is. T: Juan, what’s this? SS: It’s a pencil.
The student then picks up an object or objects near
them or points to something further away and asks
another student a question, e.g. Isabel, what are these /
what’s that?
Students continue the activity in small groups so
that each student has the chance to ask and answer
a question.
Monitor and check that students are using
demonstratives correctly.

person and that they must ask you questions with be
in the present simple to guess your identity, e.g. Where
are you from? Are you a singer? Are you a man or a
woman?, etc.

Any student can ask you a question. The first student to
guess who you are can come to the front of the class
and answer questions about their mystery identity.

Have you got a rubber?, etc.
Elicit short answers (Yes, I have. No, I haven’t.).
Ask students to tell you what they’ve got in their bags or
pencil cases. (I’ve got a pen. I’ve got a notebook, etc.)

Exercise 4

• Check that students understand the use of the ticks
•
•
•

and crosses.
Individually, students write sentences with the
information. Encourage them to use short forms.
They can compare answers in pairs.
Check the answers with the class.

ANSWERS

this,that,these,those
To review demonstratives this, that, these, those

1 Selena’s got a sister but she hasn’t got a brother.
2 Martin and Sophie have got bikes but they haven’t
got skateboards.

3 Peter has got two dogs but he hasn’t got a cat.

Warm-up

Exercise 5

Aim

• Write this, that, these, and those on the board and review
•

their meanings.
Point to or hold up classroom objects and ask students to
say the correct demonstrative accordingly, e.g.
T: (touching a pen on your desk) SS: this.

• Individually, students complete the questions and
answers.

• They can compare answers in pairs.
• Check the answers with the class.
ANSWERS

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

© Copyright Oxford University Press

18

Welcome


Exercise 8

Extra activity

• Play Battleships. On the board draw the following table
and ask students to copy it into their notebooks. They
then mark four ticks anywhere in the table to show
what the people have got, but don’t show it to anyone.
cat

bike

skateboard

I

•
•
•

them using the information from the blog post from
exercise 7.
Elicit or remind students how to form Wh- questions with
the present simple if necessary.
Students can compare answers in pairs.
Check the answers with the class.

ANSWERS

Ben
Joe and Ella
Maria

• In pairs, students ask and answer questions to find out
where their partner has put ticks in the chart, e.g. S1:
Has Ben got a cat? S2: No, he hasn’t.

Presentsimple

• Students write questions about Mel and then answer

1 What does her mum teach?
She teaches geography.
2 What time does school start?
It starts at 8.45 a.m.
3 What does she do before dinner?
She watches TV and she does her homework.
4 What do Mel and her friends do after dinner?
They chat on the Internet.

Extra activity
page 7

• Individually, students write six questions to ask their

Aim
To review the present simple: all forms

•
•

Warm-up

• Ask students one or two questions, e.g. What time do you
get up? and elicit present simple answers.

•

partner about their daily routines and free-time
activities. Encourage students to write Wh- questions.
Students work in pairs.
Monitor and check that they are asking and answering
correctly.
Ask some students to feed back to the class about
their partner.

Exercise 6

• Students write questions and answers using the
•
•
•
•

information in the table.
Before they begin the exercise refer students to the
example to help them understand the activity.

Monitor and check that students are using the present
simple correctly and review if necessary.
Students can compare answers in pairs.
Check the answers with the class.

Imperatives
Aim
To review affirmative and negative imperative forms

Warm-up

• Call out one or two affirmative imperatives and ask
students to make them negative, e.g. T: Stand up! SS: Don’t
stand up!

ANSWERS

1 Do Tom and Sarah play the guitar?
No, they don’t.
2 Do Sarah and Leo have lunch at school?
Yes, they do.
3 Does Leo like PE?
Yes, he does.
4 Does Amy live in a house?
No, she doesn’t. She lives in a flat.

Exercise 9

• Students read and complete the school rules with the
•

•

ANSWERS

3 Don’t use 4 Stand up
7 Don’t leave

Exercise 7

• Students read the blog post and complete it with the
•
•

correct imperative forms.
They can compare answers in pairs.
Check the answers with the class.

correct present simple form of the verbs.
Monitor and check that they are using the correct forms
and make a note of any repeated errors to check at the
end of the lesson.
Check the answers with the class.

5 Don’t eat 6 Walk

Extra activity

• In pairs or individually, students write a list of school

•

rules, using both affirmative and negative imperatives.
If they go to clubs after school, they could write a list of
those rules instead.
Ask students to read their rules to the class.

ANSWERS

1 get up 2 have 3 teaches 4 starts 5 finishes
6 get 7 watch 8 do 9 gets 10 have 11 listen
12 chat 13 go 14 do you go 15 do you do

© Copyright Oxford University Press

Welcome

19


Adverbsoffrequency

can(ability)

page 8

Aim

Aim

To review adverbs of frequency

To review can (for ability): all forms

Warm-up

Warm-up

• Play Hangman or write gapped words on the board to

• Ask students one or two questions about what they can /

•

review the spelling of adverbs of frequency.
Ask students one or two questions about their daily
routines to elicit adverbs of frequency e.g. T: What do
you do after school? SS: I always watch TV / do my
homework., etc.

Exercise 1

• Students put the adverbs of frequency into the
•
•
•

correct order.
Encourage them to look at the symbols to help them.
Students can compare answers in pairs.
Check the answers with the class. You can copy the

diagram onto the board, and ask volunteers to come out
and write the answers on the board.

ANSWERS

1 often

2 usually 3 sometimes

4 rarely

Exercise 2

• Students rewrite the sentences with the adverb of
frequency in the correct place.

• Remind them to look back at exercise 1 if necessary.
• Students can compare answers in pairs.
• Check the answers with the class.

can’t do, e.g. T: Alex, can you play the guitar?
Alex: Yes, I can. / No, I can’t.

Exercise 3

• Students look at the pictures and write questions and
answers about what the people can / can’t do.

• Monitor and check that students are using can correctly,
•

and review as necessary.
Check the answers with the class.

ANSWERS

1 Can Grandad run? No, he can’t, but he can walk.
2 Can the children play football? Yes, they can, but they
can’t play basketball.
3 Can Alicia speak English? No, she can’t, but she can
speak Spanish.
4 Can Miguel ride a bike? Yes, he can, but he can’t ride a
horse.
5 Can your little brother read? No, he can’t, but he can
write.

Extra activity

• In pairs, students ask and answer questions with can
about some of the activities in exercise 3.

ANSWERS

1
2
3
4
5
6

Paula always has a shower before breakfast.
Our teacher is never late for class.
Ken usually gets up at 8 a.m.
They rarely go to bed before 10 p.m.
I often go cycling with my dad.
He’s usually happy.

Extra activity

• Students write jumbled up sentences each including an
•

adverb of frequency for their partners to reorder. Each
sentence should have five or more words.
Monitor and check that the sentences are correct.

© Copyright Oxford University Press

20

Welcome


Presentcontinuous

page 9

Extra activity

• On separate pieces of paper write the activities in the

Aim
To review all forms of the present continuous

Warm-up

• Ask one or two present continuous questions to elicit
affirmative and short answer forms from students, e.g.
T: What are you wearing today, João? SS: I’m wearing …

picture on page 9 and ask volunteers to mime them
in front of the class. The class must guess the activities
correctly. This could be made into a game if done in
two teams. Include other activities too if you feel the
students will be able to guess them.

Exercise 4

• Give students a few minutes to look at the picture and
decide what teenagers 1−5 are doing.

• Monitor for correct use of present continuous affirmative
•
•

and do a quick review if necessary.
Students can compare answers in pairs.
Check the answers with the class.

ANSWERS

2
3
4
5

’re chatting / talking
’re playing
’s listening
’s drinking

Exercise 5

• Students read the sentences and correct the mistakes
•
•

about teenagers 6–10. Remind them to look carefully at
the picture.
Students can compare answers in pairs.
Check the answers with the class.

ANSWERS

7
8
9
10

He isn’t sending a message. He’s playing the guitar.

They aren’t talking. They’re dancing.
She isn’t playing tennis. She’s reading.
He isn’t dancing. He’s riding a bike.

Exercise 6

• Students write questions about the picture and then
•
•

answer them.
They can compare answers in pairs.
Check the answers with the class.

ANSWERS

1 What’s the boy with the white T-shirt eating?
He’s eating an apple.
2 How many people are sitting down?
Four people are sitting down.
3 How many people are standing up?
Six people are standing up.
4 What is the girl reading?
She’s reading a magazine.

Exercise 7

• Students read and complete the dialogue with the correct
•
•

present continuous form of the verbs.
Students can compare answers in pairs.
Check the answers with the class.

ANSWERS

1 are you doing 2 ’m watching 3 ’re having
4 ’s trying 5 isn’t singing 6 ’s shouting
7 are they doing 8 ’re playing 9 ’s winning
10 ’m not watching
© Copyright Oxford University Press

Welcome

21


1

I train every day
• Go through the dialogue again as a class and the Check

Grammar

it out! box. Make sure that students understand any new
words or phrases.
Play the CD again. Students listen and repeat chorally,
then individually.

Present simple / Present continuous
Possessive pronouns
Whose …?
Adverbs of manner

•

Vocabulary

• Students read the dialogue again and choose the correct

Exercise 2 Comprehension

Physical descriptions

•
•

Communication
Making requests
Pronunciation: Rising intonation in questions and falling
intonation in answers

Skills
Reading: A magazine article about a basketball coach
Listening: A phone conversation about a summer camp
Speaking: A conversation about a summer camp
Writing: A paragraph about what a partner is doing at a
summer camp

words.
They can compare answers in pairs.
Check the answers with the class.

ANSWERS

Coach Carson is watching the match.
Tom’s team is winning.
Tom trains every day.
Tom’s mum phones after the match.

1
2
3
4

Extra activity

• In groups of four, students can act out the dialogue
from exercise 1.

Consolidation

• Remind students to copy any new words or phrases

Topics

into their vocabulary books.

Health and fitness

Summer camps

Language focus
Presentation

page 10

Aim
To practise the target language in a new context

Aim
To present the new language in a motivating context

Story
Kate is writing an article about the school basketball team
for the school magazine. She is interviewing Coach Carson
while the team is playing a game. The star player is Tom. Kate
tries to interview Tom after the game, but he is interrupted
by a phone call from his mum.

Warm-up

• Ask students to look at the photo. Ask Where are the

•

people in the photo? (In the school gym.) What are the
boys playing? (They’re playing basketball.) Who is the
man? (A teacher.) What is the girl doing? (She’s writing /
interviewing the teacher.)

Pre-teach article, magazine, and coach.

Exercise 1 Read and listen

$

02

• Read through the three names with the class.
• Play the CD. Students read and listen, and find the answer.
• Check the answer with the class.
ANSWER

c Tom
Transcript

Student’s Book page 10

Exercise 3 Dialogue focus

• Students read the dialogues and complete them with the
•
•

questions in the box.
Remind them to look back at the dialogue in exercise 1
if necessary.
Students can compare answers in pairs. Do not check the
answers at this point.

Exercise 4

Unit 1

$

03

• Play the CD. Students listen and check their answers to
•

exercise 3.
Students listen again and repeat chorally, then
individually.

ANSWERS / AUDIO CD TRACK 03

1
Kate Can I ask you some questions?
CC Yes, you can, but be quick! I’m watching the match.
Kate 1Who’s Tom?
CC He’s the boy with blond, wavy hair.
2
Kate 2How often do you train?
Tom I train every day. There’s a big match in December.
3
Kate 3Whose phone is ringing? Is it yours?
Tom Yes, it’s mine.

© Copyright Oxford University Press

22

page 11


$

Exercise 5 Focus on you

Exercise 2

• Students read the example dialogue and then write their

• Go through the Look! box with the class, drawing students’

•

own using the verbs and expressions in the box.
Remind them to look back at exercise 3 and do a review
of How often …? questions and answers if necessary.

attention to the order of adjectives in English.

• Point out that blonde is used to describe girls’ / women’s
•

ANSWERS

Students’ own answers.

•

Exercise 6 Pairwork

• In pairs, students practise their dialogues from exercise 5.
• Monitor and check that they are taking turns.
ANSWERS

•
•
•

Students’ own answers.

Extra activity

• Books closed. Students tell you what they know about
the characters in the photo story so far. Tom: the school
basketball team’s star player and in trouble with his mum.
Coach Carson: a PE teacher at the school. Kate: a pupil
at the school and a reporter for the school magazine.

05

hair, while blond describes boys’ / men’s hair.
Ask some students to describe their own hair using the
correct order of adjectives.
Students read and complete the description of the
famous people.

Monitor and check that they are using the correct
adjectives in the correct order. Make a note of any
repeated errors to check at the end of the lesson.
Students can compare answers in pairs.
Play the CD. Students listen and check their answers.

ANSWERS / AUDIO CD TRACK 05

1 Taylor Swift is tall and 1slim. She’s got 2long, blonde,
3wavy hair, and blue 4eyes.
2 Felipe Massa is quite 1short and 2slim. He’s got 3short,
straight, 4brown hair, and 5brown eyes.

Exercise 3 Pairwork

Vocabulary

• Ask two students to read the example dialogue aloud and
check that students understand the vocabulary.

page 12

• In pairs, students describe their favourite actor, singer,

Physical descriptions
Aim

•

To present and practise physical descriptions: beard, black,

blond(e), blue, brown, curly, eyes, freckles, glasses, hair, heavy,
long, moustache, red, short, shoulder-length, slim, spiky,
straight, tall, wavy

•

Warm-up

• Draw some simple illustrations on the board and elicit as
•

many vocabulary items for physical descriptions as you
can, e.g. tall, short, curly, straight, etc.
Alternatively, stronger students can describe other
students in the class using physical description adjectives
they know.

Exercise 1

$

write the correct letter below each person.

• Students can compare answers in pairs.
• Play the CD. Students listen and check.

• In pairs, students think of other famous people. They
take turns to describe them to their partner who
guesses who it is.
Alternatively, you can bring in photos of famous people

from magazines and give them out to pairs to describe
to a partner.

• As a whole class or in groups, ask individual students
to describe another person in the room without saying
their name. The class or group must guess who the
person is.

4 a

Student’s Book page 12

Background notes

• Taylor Swift is an American country-pop singer from

•

Extra activity 1

Extra activity 2

ANSWERS

3 b

ANSWERS

Students’ own answers.

•

04

• Students look at the pictures, read the descriptions, and

1 c 2 d
Transcript

or sports personality to their partner using the example
dialogue as a guide.
Monitor and check that students are taking turns to ask
and answer questions. Make sure they are using the
correct adjective order, and make a note of any repeated
errors to check at the end of the lesson.
Ask one or two pairs to tell the class about their favourite
actors, etc.

Wyomissing, Pennsylvania. She was born in 1989 and
has been described as one of pop’s finest songwriters.
Her album Fearless won a Grammy award for album of
the year in 2010 and her 2012 album, Red, sold over
one million copies in the first week.
Felipe Massa is a Brazilian Formula 1 driver. He was born
in 1981 in São Paulo. He has raced for Sauber, Ferrari,
and Williams. In 2009, he was seriously injured while
qualifying for the Hungarian Grand Prix, but made a full
recovery.

Consolidation

• Remind students to make a note of any new vocabulary
from the lesson and the information from the Look!
box. Encourage them to record the vocabulary in a way
that is useful for them, e.g. illustrations and translations,
mind maps.

Further practice
Website; Workbook page 69

© Copyright Oxford University Press

Unit 1

23


Grammar

• Remind them to look carefully at the time expressions

page 13

before they choose the words.

Present simple / Present continuous
Aim

• Students can compare answers in pairs.
• Check the answers with the class.

ANSWERS

To present and practise the Present simple / Present
continuous contrast

Warm-up

• Ask students what they do after school every day and
what they are doing now to elicit examples of both forms.

1 are you doing 2 ’m watching 3 always watch
4 ’m writing 5 usually play 6 ’s raining 7 ’s riding
8 always get

Extra activity 1

• If students need more help with exercise 3, tell them to
underline the time expressions in each item first.

Grammar box

• Go through the grammar box with the class. Students
choose the correct words in each rule.

Extra activity 2

• Call out a time expression from exercise 2 and ask
students to tell you which present form should be used
with it, e.g. T: once a week SS: present simple.

ANSWERS

habits
actions in progress now
Rules page 68
• Remind students of the forms for each tense.
• Review spelling rules for the present simple by writing the
base forms of verbs on the board for students to write the
third person singular, e.g. like, watch, study, go, have, etc.

Exercise 1

• Students read the sentences and underline the verbs.
•
•
•

They don’t circle the time expressions at this point.
Students can compare answers in pairs.
Check the answers with the class.
You can write the sentences on the board and ask
volunteers to come and underline the verbs on the board.

Exercise 4

• Students complete the sentences with the correct present
•
•
•

ANSWERS

1 1 go 2 aren’t studying 3 ’re playing
2 1 plays 2 isn’t working 3 ’s cooking
3 1 work 2 ’m not working 3 ’m visiting

Extra activity

• Students choose one of the texts in exercise 4 and

ANSWERS

write two more sentences (one present simple and one
present continuous) for each text. This can be done in
class or for homework.

1 read 2 isn’t listening 3 plays 4 Is … doing
5 Do … watch 6 doesn’t do

Extra activity

• Ask students to say if the verbs they underlined
•

in exercise 1 are in the present simple or present
continuous. This can be done as a whole class activity.
If you wrote the sentences on the board in exercise 1,
ask students to come out and write the verb tense on
the board.
2 PC

Exercise 5 Game!

• In pairs, Student A chooses a time expression from the

•

ANSWERS

1 PS

3 PS

4 PC 5 PS

6 PS

•
Exercise 2

• Students look at the sentences in exercise 1 again and
circle the time expressions.

box and Student B makes a sentence using the time
expression. Student A chooses four more time expressions
for Student B and gives marks out of five. The pair then
swap roles.
Remind them to think about the time expression they
choose and to use the present simple or continuous.
Monitor and check that students are using the time

expressions correctly and make a note of any repeated
errors to check at the end of the lesson.

ANSWERS

• Students can compare answers in pairs.
• Check the answers with the class.

Students’ own answers.

Finished?

ANSWERS

Present simple: 1 always 2 once a week 3 every day
4 very often
Present continuous: 5 at the moment 6 now

• Students write five more sentences using the time
•
•

Exercise 3

• Students read the sentences and choose the correct
words.

form of the verbs.
Encourage them to read each text through and to look at
the time expressions before they complete the sentences.

Students can compare answers in pairs.
Check the answers with the class.

expressions from exercise 5.
Students can swap sentences with a partner, who
corrects them.
Ask one or two pairs to read their sentences out to
the class.

ANSWERS

Students’ own answers.
© Copyright Oxford University Press

24

Unit 1