Sign up to english 1 gu+ a docente

Sign Up 1
to Eng

h
lis

Contents
Introduction

2

Starter unit - Welcoming new students

5

Unit 1 - People around the world

8

Unit 2 - What are your friends like?

16

Unit 3 - People and places

24

Unit 4 - Schools around the world

32

Unit 5 - A day in the life

40

Unit 6 - Animals are all around us

48

Unit 7 - We’re watching you

56

Unit 8 - Stories to tell

64

Tests 1 to 3

72

Tests - Answer key

81

Grammar reference - Answer key

83

Project work activities

84

Audio CD - Track list

87


Teacher’s Book

Introduction

Introduction
General Characteristics of the Series
Sign Up to English is a three-level series specially
designed for teenagers studying English as a foreign
language. The series provides real-life situations,
interesting topics and engaging activities in the Course
Book to foster the use of the target language in class
in meaningful contexts. The activities aim to provide
learners with opportunities to practise the language in a
consistent and productive way.

Personalisation is a strong feature in Sign Up to English.
Students are given various opportunities throughout the
units of the Course Book to relate what is being learned
in class to their own experience. Themes involving ethics,
environmental issues, health, cultural plurality, education,
work and citizenship permeate most of the activities and
are used in interesting reading texts, exciting projects

and thought-provoking discussions.
The technological element in the Course Book (through
the Project Work activities and interactive games on
the Student’s Interactive CD-ROM) responds to the
interests of teenagers and provides extra opportunities
for learners to use the language in real-life situations.

Components of Sign Up to English
For each level the series provides a Course Book (with a
built-in Workbook, a Grammar Reference section and a
Student’s Interactive CD-ROM) and a Teacher’s Book
(with an Audio CD). A stand-alone component is the
Teacher’s Resource CD-ROM which features photocopiable
activities for extension and consolidation, and extra
photocopiable tests.

Course Book
The Course Book contains:
• A Scope & Sequence section
• A Starter Unit
• 8 Units of four lessons each
• 8 Review sections (one per unit)
• 8 World Issues sections (one per unit)
• A Workbook section

2

• A Grammar Reference section
• A List of Irregular Verbs (for levels 2 and 3)
• A Student’s Interactive CD-ROM

The Scope & Sequence section consists of two pages with
detailed information on syllabus distribution, including
functions, grammar, lexis and recycling for every unit.
The Starter Unit is a two-lesson introductory unit with
varied activities that allow for the recycling or effective
teaching of the minimum language requirements needed
to start the course. For teachers, the Starter Unit is also
a useful tool for conducting an initial diagnosis of new
students’ background knowledge of English.
The following eight Units contain four lessons each,
and are followed by a Review lesson and a World Issues
section. Each lesson consists of a double-spread section;
consequently, each unit contains 12 pages (except
for the Starter Unit which has two double-spread
sections covering 4 pages). The lessons are themebased and contain a wide array of reading text types to
contextualise and present the target language. The four
macro skills (reading, listening, speaking and writing)
are well balanced and addressed in all the lessons of the
units.
The Review section appears after lesson 4 in all the
Units in the Course Book and it is a very useful tool for
students to revise the contents they have learned.
World Issues is a section that accompanies the Course
Book with exciting articles and activities spread over
16 colourful pages. There is a double-spread World
Issues section per unit. World Issues texts focus on the
development of reading skills and enhance students´
ability to express points of view and discuss topics of
interest. The World Issues section contains a link to a
Project Work activity every two units. (See Student’s

Interactive CD-ROM.)
The Workbook section appears at the end of the Course
Book and consists of 32 pages (4 pages per unit). The
Workbook provides a series of activities for practice and
consolidation of the structures and vocabulary learned in
each lesson of the Course Book and is meant to be done
by students at home.
The Grammar Reference is a user-friendly section with


Student’s Interactive CD-ROM

Each Course Book is accompanied by a Student’s
Interactive CD-ROM with two interactive games that can
be played at the students’ convenience. These games help
students
revise key vocabulary and core grammar points learnt in
the Course Book. In addition, the CD-ROM contains a key
feature of the Course Book: the Project Work activities
which function as input for the development of projects
where English can be used in real-life situations. They
involve gathering information on the Internet, analysing
and responding to it, and encouraging students to develop
their presentation skills. For both teachers and learners,
the Project Work activities are rich optional resources as
they provide engaging activities and opportunities for
collaborative learning. These activities are explained in this
Teacher’s Book on pages 84, 85 and 86.

Teacher’s Book

The Teacher’s Book contains:
• This Introduction
• Lesson-by-lesson exploitation of the Units
• Audio Scripts
• Answer Key to the Course Book and Workbook
• 3 photocopiable Tests with Answer Key
• An Audio CD
The Teacher’s Book is the gateway for a sound and
thorough use of the Course Book and the Student´s
Interactive CD-ROM. It provides a handful of ideas and
suggestions to give support to teachers in different areas.
It contains detailed lesson-by-lesson planning notes,

Three photocopiable tests are provided in this Teacher´s
Book to assess the main skills developed and language,
grammar and vocabulary items acquired throughout the
units. Test 1 covers Units 1 to 3, Test 2 covers Units 4 to 6
and Test 3 covers Units 7 and 8. In this way, students are
provided with one test per trimester.
The Answer Key to the photocopiable tests is at the back
of this Teacher’s Book.

Audio CD

The Teacher’s Book in the Sign Up to English series is
accompanied by an Audio CD. It includes the listening
input required for class work. A system of icons and track
numbers on the Student´s Book pages is used to link the
listening activities with the audio CD tracks.

Outstanding Features within the Lessons
Sign Up to Grammar box

This section brings the lesson’s target language into
focus so that learners have a clear reference for study.
The Sign Up to Grammar box is placed in a box on the
top right-hand side of the second page of each doublespread section. The fixed position of the box is a userfriendly resource as it allows students to find the main
language items in the lesson quickly and easily.

Useful Tip Boxes

Some lessons have Useful Tips boxes. These boxes provide
tips on a variety of topics; including grammar, spelling,
pronunciation and culture.

Reference to Icons on the Course Book pages
Speaking activity
Reading activity

3

Introduction

Audio Scripts and Answer Key sections to the activities
in the Course Book. Cultural notes, reference sections,
suggestions of interdisciplinary projects and extra
activities can also be found.
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 situation.

Teacher’s Book

grammar boxes and exercises for extra grammar practice.
Throughout the units of the Course Book, students
will find Sign Up to Grammar boxes that direct them to
the Grammar Reference section for further examples
and practice. The Grammar Reference also provides
opportunities for self-evaluation: for each Grammar
Reference topic, students may circle one out of three
emoticons (happy, neutral or sad faces) that appear next
to each grammar topic to show whether they understand
the topic very well, well or not very well.
This may help develop the students’ sense of progress
and awareness of their learning processes.
At the end of the Course Book, students will find a List
of Irregular Verbs (for levels 2 and 3).


Listening activity

Teacher’s Book

Introduction

Writing activity
GR

Grammar Reference*

WB

Workbook*

*These special icons show links to something that is not part of
the page where the icons appear. Through these icons, learners are
usually asked to go to another section in the book.

Annual Plan: Suggested Distribution into Three Terms

1st term
Starter Unit

CB pp. 4-7

Unit 1CB pp. 8-15
Review - Unit 1

CB pp. 16-17

World Issues 1

CB pp. 18-19

Unit 2CB pp. 20-27

Some Other Features of the Series
Project Work Activities

They are available to teachers and learners on the
Student’s Interactive CD-ROM that accompanies all the
levels of Sign Up to English. There are four Project Work
activities per book connected with Units 1 & 2; 3 & 4;
5 & 6 and 7 & 8. They can be found in the World Issues
sections.
These activities involve the use of the Internet to
collect information. They require the critical analysis
of this information and provide opportunities for the
development of presentation skills through exciting
and motivating projects. These projects are thoroughly
explained in the last pages of this Teacher’s Book.

Annual Plan

The chart on this page shows a suggested distribution
of all the contents in Sign Up to English 1 into three
terms. The items mentioned in this Annual Plan chart
refer to the Course Book (Units 1 to 8 and the Review
and World Issues sections); the Student’s Interactive
CD-ROM (Project Work activities 1 to 4) and this
Teacher’s Book (Tests 1 to 3 and the instructions for the
Project Work activities).

Review - Unit 2

CB pp. 28-29

World Issues 2 (Optional Project Work 1)

CB pp. 30-31

Unit 3CB pp. 32-39
Review - Unit 3

CB pp. 40-41

World Issues 3

CB pp. 42-43

Test 1TB pp. 72-74

2nd term
Unit 4CB pp. 44-51
Review - Unit 4

CB pp. 52-53

World Issues 4 (Optional Project Work 2)

CB pp. 54-55

Unit 5CB pp. 56-63
Review - Unit 5

CB pp. 64-65

World Issues 5

CB pp. 66-67

Unit 6CB pp. 68-75
Review - Unit 6 (Optional Project Work 3)

CB pp. 76-77

World Issues 6

CB pp. 78-79

Test 2TB pp. 75-77

3rd term
Unit 7CB pp. 80-87
Review - Unit 7

CB pp. 88-89

World Issues 7

CB pp. 90-91

Unit 8CB pp. 92-99
Review - Unit 8

CB pp. 100-101

World Issues 8 (Optional Project Work 4)

CB pp. 102-103

Test 3TB pp. 78-80

4


Starter unit - Welcoming new students

L1

COMMUNICATIVE AND LEARNING TASKS

LEXIS

GRAMMAR

PHONOLOGY

The alpabet
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

Pronunciation of
demonstrative
pronouns and
classroom objects
Extras: Suggested optional games and activities for consolidation.

L2

School and classroom
objects.

This / these; that / those
A / an + noun
The + noun (s)

Lesson 1 (CB p. 4)

1

Draw students’ attention to the picture. Ask them
if there is a notice board in their school. Read the three
texts pinned to the board. This anticipates one of the
topics students will learn in this lesson: greetings and
introductions.

2

Ask students to read the dialogues and circle the
correct option. Then play the audio CD and have students
check the correct options. You may double check answers

by asking different students to read the dialogues aloud.
You may also play the CD again, one question at a time,
and ask students to repeat after the CD.
2

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?

Audio script 2
Speaker: Dialogue 1
Tomás: Hi! I’m Tomás. What’s your name?
Jeremy: Hi! I’m Jeremy.
Speaker: Dialogue 2
Tomás: What’s your surname, Jeremy?
Jeremy: Graham.
Tomás: How do you spell it?
Jeremy: G-R-A-H-A-M

Lesson-by-lesson plans

CONTENTS

Greetings and introductions: Saying hello and
goodbye

Using classroom language. Asking for permission

Teacher’s Book

Starter
unit

Speaker: Dialogue 3
Jeremy: How old are you, Tomás?
Tomás: I’m 13.
Speaker: Dialogue 4
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.
Speaker: Dialogue 5
Bill: Hi, Tomás! How are you?
Tomás: Fine, thank you. And how are you, Bill?
Bill: Fine, thanks.

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 Course Book. Go through the pronunciation of the
alphabet letters a couple of times. Play the audio CD and
make some pauses for modelling and repetition.
3

Optional activities:

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

5


Teacher’s Book

Lesson-by-lesson plans

team. Keep a record of the scores on the board and then
announce the winning group.

Audio script 3
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

4 Now students take turns to spell the surnames given.
Answer key: Students’ own answers

Lesson 1 (CB p. 5)

5 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



6

Students listen and complete the missing numbers.
You may write the answers on the board for students to
self-correct. You may play the CD again, this time making
pauses and asking students to repeat after the CD.
4

Audio script 4
Speaker: zero / oh, one, two, three, four, five, six, seven, eight,
nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen,
seventeen, eighteen, nineteen, twenty, twenty-one, twenty-two,
twenty-three, twenty-four, twenty-five, twenty-six, twenty-seven,
twenty-eight, twenty-nine, thirty, thirty-one.

Answer key: three; seven; eight; twelve; thirteen;
sixteen; seventeen; twenty-three; twenty-four; twentyeight; twenty-nine

7

Refer students to the picture of Lyn and Wendy.
Explain that it is the first time these girls have met and
tell students that their conversation is not in the correct
order. Ask students to put the dialogue in order using
numbers. Play the audio CD and have students check
their answers.

6

5

Answer key: 1; 4; 11; 6; 3; 2; 7; 10; 9; 8; 5

Audio script 5
Lyn: Hello! I’m Lyn.
Wendy: Hi, Lyn! I’m Wendy. Wendy Williams.
Lyn: And I’m Lyn Fairhurst.
Wendy: How do you spell Fairhurst?
Lyn: F-A-I-R-H-U-R-S-T
Wendy: Thank you. And how old are you, Lyn?
Lyn: I’m 13. What about you?
Wendy: I’m 12. What class are you in?
Lyn: I’m in class 1 B.
Wendy: I’m in class 1 B too. That’s great! See you later, Lyn.
Lyn: See you!

8

The aim of this exercise is to have students
replace the information in the dialogue in activity 7
with true information about themselves. Ask students
to role play the dialogue in pairs using their personal
information. If your students are false beginners, you can
encourage them to add more questions. If your students
are true beginners and find this task very difficult,
you can ask them to write a similar dialogue in their

notebooks instead of role playing it.
Answer key: Students’ own answers

Useful Tip:

Vocabulary - Direct students’ attention to the Useful
Tip box. Explain to them that American and British
English are different varieties of the English language
and, therefore, there are some differences in grammar,
vocabulary, spelling and pronunciation. Explain that in
the UK (United Kingdom) people use the word surname
and in the USA (United States of America) people use the
word last name. Also you can ask students if they have
a middle name, and if so, ask them what their middle
names are.

9

Ask students to complete the text about
themselves.
Answer key: Students’ own answers


Answer key: 10. a clock; 4. a pencil; 9. a computer; 12. a
door; 7. a desk; 1. a whiteboard; 3. a notebook; 6. a pencil
case; 2. a book; 5. a pen; 8. an eraser; 11. a litter bin

Useful Tip:

Grammar - It is a good opportunity to teach

demonstrative pronouns. Point at the arrows in the box
and explain that short arrows indicate a short distance,
whereas long arrows show a long distance from the target
object. Explain that this and that are singular words and
these and those are plural words. This and these are used
to refer to objects that are near us and that and those
are used to refer to objects that are far from us. Explain
to students that the answer to What’s this / that? is It’s a /
an… , and the answer to What are these / those? is They’re…
GR1 Direct students’ attention to the Grammar Reference
section, where they will find further examples and practice.

2 Ask students to look at the pictures and answer the
questions.

Answer key: 1. pencil case; 2. It’s a chair; 3. erasers;
4.They’re clocks.

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.
Answer key: Students’ own answers

Lesson 2 (CB p. 7)
Useful Tip:

Grammar - Direct students’ attention to the Useful
Tip box and explain the use of definite and indefinite

articles.

Answer key: 1. a; 2. the; 3. an; 4.the.

5

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 CD and tick the classroom language that
they hear.
6

Answer key: 1; 2; 4; 5; 7; 8

Audio script 6
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: Read the text and listen to the CD.
Tomás: May I go to the toilet, Mr Jones?
Mr Jones: Not now, Tomás. Please, wait a minute! Thanks.
Lyn: Can I have some water, please? I’m thirsty, Mr Jones.
Mr Jones: All right, Lyn. But, please, close the door when you
come back.

Lyn: Thank you, Mr Jones.

Useful Tip:

Language - 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

Lesson-by-lesson plans

1

Refer students to the picture. Ask them to write the
number of the corresponding classroom objects next
to the words. Allow students some time to number the
objects. Check their answers by asking different students
in the class to read out their answers.

4 Ask students to complete the dialogue with a, an or the.

Teacher’s Book

Lesson 2 (CB p. 6)

Students complete the dialogue using some
expressions from activity 5. Then they listen to the audio

CD again and check their answers.
6

Answer key: 2. listen to the CD; 3. May I go to the toilet;
4. Can I have some water, please?; 5. please, close the door

7


Unit 1

Teacher’s Book

Lesson-by-lesson plans

Unit 1 - People around the world
COMMUNICATIVE AND LEARNING
TASKS

CONTENTS
LEXIS

GRAMMAR

PHONOLOGY

L1

Countries and nationalities

Question words: what,
where and how old
Preposition: from
Possessive adjectives: my
& your

Pronunciation of different
countries and nationalities.
Pronunciation of some whwords.

Asking for and giving personal
information.
Asking and saying where one is from.

L2

Countries and nationalities.
Famous person / people
I think he is.... / I don’t know.

Verb to be (affirmative)
Subject pronouns
Where ...from (revision)

Contracted forms of to be
(I’m, you’re, he’s,...)

Asking questions about some famous
people.

L3

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 and saying someone’s
email address and phone number.

L4

Colours
Gadgets

Verb to be (interrogative
and negative)
Short answers
Subject pronouns: it & they

Pronunciation of some
colours and gadgets.

Asking about favourite colours and
gadgets.
Asking what colour something is.

WI

Sports, countries, the
continents
and the Olympic Games

Recycling of some L1-L4
grammar topics and lexis.

Pronunciation of some
sports, countries and
nationalities.

Integrating acquired knowledge with a
real life issue: the Olympic Games.

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 8)

Audio script 7

1

Andy: Hello, I’m Andy from Argentina.
What’s your name?
Dianna: Hi! My name’s Dianna Blair.
Andy: Where are you from, Dianna?
Dianna: I’m from the USA.
Andy: How old are you?
Dianna: I’m 18 years old. And you, Andy?
Andy: I’m 17.
Dianna: What’s your full name, Andy?
Andy: Andrés López.
Dianna: I’m in class 1A. What class are you in?
Andy: I’m in class 1A too!
Dianna: Great! See you later, Andy!
Andy: See you, Dianna!

Set the context for the dialogue: two teenagers
who meet for the first time are talking. They may be at
school. Ask students to read the dialogue and tick the
right options.

2

Now students listen and check their answers
in activity 1. You may play the CD again and pause it at
every answer for students to repeat after the recording.
7

Answer key: What’s your name?; Where are you from,
Dianna?; How old are you?; I’m 17; What class are you in?

8


3 Ask students to complete Dianna’s and Andy’s profile.
You may check students’ answers in class by asking
students to read their answers aloud.

Answer key: Full name: Dianna Blair; Age: 18;
Country: the USA; Full name: Andrés Lopez; Age: 17;
Country: Argentina

Lesson 1 (CB p. 9)

4

Ask students to match the countries and nationalities
using numbers. You may ask students to do the matching
activity in pairs or small groups. Check answers and have
students repeat the words after you. Treat this exercise
as a teaching opportunity: do not expect students to
get the answers right. Help students notice the correct
pronunciation of the word country and the different
nationalities.
Answer key: 2. Brazilian; 3. Canadian; 4. Chinese; 5.
French; 6. German; 7. British; 8. Mexican; 9. Italian; 10.
Japanese; 11. South African; 12. American

5 Refer students to the Sign Up to Grammar box on

the top-right corner of the page. Explain that this box
summarises the main grammar topics taught in the
lesson and that it should be used as a reference for study.
Then ask students to complete the short dialogue using
my or your.
Answer key: 1. your; 2. My; 3. your; 4. My

6 Ask students to complete the speech bubbles. Point

at the flags and ask students whether they can identify
them. Offer some help if needed.
Answer key: 1. from Japan / Japanese; 2. from; 3. from
Australia / Australian; 4. Where; 5. Brazil; 6. from Cuba /
Cuban

7

Pair students up and have them adopt different
personalities in order to use different countries and
nationalities.
Answer key: Students’ own answers

WB p. 113 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities
on page 113. You may assign these exercises as
homework.
Answer key:
1. Brazilian; Venezuela; Germany; British; Spanish;
Taiwan; Chinese; English

2. 2. South Africa- South African; 3. CanadaCanadian; 4. Argentina-Argentinian; 5. Italy-Italian; 6.
Greece-Greek; 7. Mexico-Mexican
3. 1. to meet; 2. Nice to meet you; 3. are you from; 4.
I’m / I am from; 5. How old; 6. class are you in; 7. in class
4. 1. name´s; 2. I’m 12; 3. I’m from; 4. are you; 5. are
you from

Lesson 2 (CB p. 10)

1

Teach the words famous and people. As a warmup 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.
Answer key: Students’ own answers

3

8
Now students listen to the audio CD and check
their answers in activity 2.

Answer key: 2. American; 3. Puerto Rico; 4. Where; 5.
Italian

9

Lesson-by-lesson plans

Spelling - Draw students’ attention to the fact that,
in English, nationalities and countries are written with
capital letters.

Teacher’s Book

Useful Tip:


Teacher’s Book

Lesson-by-lesson plans

Audio script 8
Dianna: Come here, Andy! Look at these photos of famous people
in this magazine! Where are they from?
Andy: Well… This is Johnny Depp and he’s American.
Dianna: And what about Luis Miguel?
Andy: He’s from Puerto Rico.
Dianna: I see. And Carla Bruni? Where is she from?
Andy: She’s Italian.
Dianna: And what about Luis Miguel?
Andy: He’s from Puerto Rico.
Dianna: I see. And Carla Bruni? Where is she from?
Andy: She’s Italian.

4

Refer students to the pictures. 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: 1. Shakira; 2. Emma Watson; 3. Roger
Federer; 4. Gonzalo Higuain

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 him / her.
Answer key: Students’ own answers

Lesson 2 (CB p. 11)

6 Students look at the Sign Up to Grammar box and

complete the dialogue. Make sure students understand
that there are contracted forms they can use in
the affirmative form of the verb to be. Drill on the
pronunciation of these contracted forms.

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. 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

Now students listen to the CD and check their
answers.
9

Answer key: 1. She’s American. 2. I think she’s 37 or
38. 3. He’s from London, England. 4. I don´t know. I
think he’s 26 or 27 years old.

Audio script 9
Daniel: Look at these pictures of famous people in this magazine,
Pam!
Pamela: Who are they? I think I know these people but I’m not sure.
Daniel: T his person is Reese Witherspoon. She’s the famous
American actress in Legally Blonde.
Pamela: How old is she?
Daniel: I think she’s 37 or 38 now. I’m not sure, Pam.
Pamela: And is he Zac Effron?
Daniel: N
 o, Pam. He’s Robert Pattinson. He’s from London, England.
He’s the famous actor in Twilight. 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 26 or 27 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.

Answer key: 2. is; 3. ‘s; 4. ‘re; 5. am; 6. are ; 7. ‘m
Answer key: Students’ own answers

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

10

WB p. 114 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities
on CB page 114. You may assign these exercises as
homework.


1

Students read Mark’s profile and fill in the gaps

with the correct words.
Answer key: 1. am / ‘m; 2. my; 3. from; 4. are; 5. email;
6. number; 7. in; 8. is

Useful Tip:

Spelling- 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.

Optional activity:

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: 1. It’s in May. 2. I’m twelve. 3. It’s
4. It’s 7353-2101.

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.

4

Play the audio CD once for students to check
their answers. Then play the CD again and ask students
to listen and repeat. Draw students’ attention to the fact
10

Answer key: 1. January; 2. February; 3. March; 4. April;
5. May; 6. June; 7. July; 8. August; 9. September; 10.
October; 11. November; 12. December

Audio script 10
Speaker:
1 January
2 February
3 March
4 April
5 May
6 June
7 July
8 August
9 September
10 October
11 November
12 December

Lesson-by-lesson plans

Lesson 3 (CB p. 12)

that, in English, the months of the year are written with

capital letters.

Teacher’s Book

Answer key:
1. 2. Sue and Lou are from Britain. They’re British. 3.
Marisa is from Brazil. She’s Brazilian. 4. Dan is from the
USA. He’s American. 5. Stavros and Athena are from
Greece. They’re Greek.
2. 2. She; 3. We; 4. She; 5. It; 6. you / I; 7. They; 8. They
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 / My name is / My name’s; 2. 14 years; 3. Green
Valley International School; 4. from; 5. I am / I’m

Useful Tip:

Language- Explain the difference between cardinal
and ordinal numbers. Tell students that both cardinal
and ordinal numbers can be used to write dates. You
may write the two options on the board: 1st March – 1
March. It would be a good idea to make a list of cardinal
numbers on the board, by eliciting their corresponding
ordinal numbers from students, and writing them down
as students dictate them to you. You may ask some
volunteers to say their birth dates. Encourage students to
use the and of even if these words are not written. e.g It’s
(the) first (of) March.

5

Ask students to write the ordinal numbers that
correspond with the cardinal numbers given. Check
answers in class by writing them on the board.
Answer key: 2. 31st thirty-first; 3. 9th ninth; 4. 22nd
twenty-second; 5. 13th thirteenth; 6. 30th thirtieth

6

11 Students listen to the audio CD and circle
the numbers that they hear. Check answers in class by
writing them on the board.

11


Teacher’s Book

Lesson-by-lesson plans

Answer key: Number 1: 2nd; Number 2: 3rd; Number 3:
13; Number 4: 30th; Number 5: 5th; Number 6 : 9

Audio script 11
Speaker:
Number 1: 2nd
Number 2: 3rd
Number 3: 13
Number 4: 30th
Number 5: 5th

Number 6 : 9

7

Students work in pairs. They follow the example
given and ask and answer questions about their own
birthdays and their relatives’ .
Answer key: Students’ own answers

Lesson 3 (CB p. 13)

8

Explain this task by telling students that they
must choose between the two options in bold in each
sentence. Explain that the symbol Ø means adding
nothing to complete the sentence. Ask some volunteers
to read their answers aloud.
Answer key: 1. in; 2. Ø; 3. in; 4. in; 5. on

9 Explain that the words are not in the correct order

and teach the word unscramble. Students should write
the questions correctly. Then students go back to their
questions and give true answers about themselves. You
may check answers by asking some volunteers to write
the sentences on the board.
Answer key: 1. When is your birthday?; 2. What is your
phone number?; 3. What is your email address?; 4. How
old are you?

10

Students listen to two teenagers talking and
complete the forms. You may play the CD twice. Check
answers by playing the recording again, pausing after

12

12

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 Devon Road, Dublin; 7. D20; 8.
898878267; 9. ; 10. hockey;
11. Bertini; 12. 13 years old; 13. Italian; 14. 17th / 17
October; 15. 32; 16. 37121; 17. 5656-4444; 18. orange

Audio script 12
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 and my mobile phone number is 898878267.My email
address is 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 and my mobile phone number is 356 568 2265 .My
email address is My favourite colour is
orange.

11

Ask students to work in pairs and ask and
answer the questions in activity 9.
Answer key: Students’ own answers

12

Explain that students will write their own
profiles using Peter’s and Paola’s as models. Encourage
students to share their profiles with their classmates and
compare them.
Answer key: Students’ own answers

WB p. 115 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities
on CB page 115. You may assign these exercises as
homework.


board as students do the exercise. Ask different students
to go to the board and write the corresponding number
to each colour. Check pronunciation by asking students

to repeat each colour after you.

Lesson-by-lesson plans

Answer key:
1. (In any order) September; July; December; January;
August; June; April; May

Answer key: 1. pink; 2. yellow; 3. red; 4. green; 5.
purple; 6. orange; 7. grey; 8. white; 9. blue

3 Students look at the pictures and answer the
questions.

Lesson 4 (CB p. 14)

Teacher’s Book

2. Students’ own answers
3. 2. June (It’s on 20th June); 3. July (It’s on 9th July); 4.
December (It’s on 25th December)
4. 1. 15th fifteenth; 2. 31st thirty-first; 3. 3rd third; 4.
20th twentieth; 5. 4th fourth
5. 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?
6. 1 It’s on 21st / 21 September. 2. (It’s) andyn@daynet.
au. 3. (They’re)Fridays and Saturdays.

Answer key: 1. black, is / ‘s from China / Chinese; 2.
red, are / ‘re American / from the USA; 3. They are / ‘re
black. They are / ‘re Japanese / from Japan . 4. It is / ‘s
grey. It is / ‘s South African / from South Africa.

4

Have students write a description of their
favourite electronic object.
Answer key: Students’ own answers

5

Play the audio CD for students to listen and
circle the correct option.
13

Answer key: Ben; Tai; 16; Chinese; 1A; blue; mobile
phone; Emma; Stiller; 14; English; 1B; pink; MP5

1

This warm-up question introduces the picture in
activity two (we can see a girl in the anime style) and also
serves the purpose of discussing the meaning of anime and
manga and saying where they are from (Japan).
Answer key: The picture is an anime. It is from Japan.

Reference:

An anime is a cartoon, a style of animation, whereas a
manga is a comic or magazine. Both of them originated
in Japan and they often feature themes that are intended
for an adult audience. However, they are usually popular
among teenagers too.

2 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

Audio script 13
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.

13

Lesson-by-lesson plans
Teacher’s Book

Interviewer: And…the last question… what’s your favourite
gadget?
Boy: My mobile phone.
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 MP5.
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 class to
monitor students’ work.
Answer key: Students’ own answers

Lesson 4 (CB p. 15)

7 Students rewrite the sentences using subject

pronouns. In the Remember! section of the Sign Up to
Grammar box, students will find a brief explanation
about the use of it and they.
Answer key: 2. It is / It’s blue. 3. She is / She’s from Italy.
4. They are / They’re my friends. 5. He is / He’s an actor.

8 Draw students’ attention to the Sign Up to Grammar

box, where they will find the interrogative and negative

14

forms of the verb to be. Go over the charts with your
students and ask a few Yes / No questions so that they
can practise giving short answers. Lay emphasis on the
use of it (for an object or animal) and they (for more
than one object or person).
Direct your students’ attention to the Grammar

Reference section, where they will find further examples
and practice.
GR2

Answer key: 2. It isn’t white and blue. It’s white and
red. 3. They aren’t from Russia. They are from Japan.
4. He isn’t British. He’s American. 5. She isn’t a singer.
She’s an actress.

9 Students do the matching activity.
Answer key: 1. Yes, I am. 2. No, she isn’t. 3. No, they
aren’t. 4. Yes, it is.

10

Students work in pairs. Point at the example
and have students ask and answer questions about the
people and things in the pictures. Monitor students’
work.
Answer key: Students’ own answers

WB p. 116 Now that you have finished teaching this
lesson, it is advisable to turn to the workbook activities
on CB page 116. You may assign these exercises as
homework.
Answer key:
1. 2. grey; 3. orange; 4. green; 5. pink
2. 2. Grace; 3. your surname; 4. are you from; 5. Britain /
England; 6. old are you; 7. I’m 15 years; 8. is your birthday;
9. 9th April; 10. your email address; 11. your phone

number; 12. It’s; 13. your favourite sport; 14. are / ‘re
3. 2. he isn’t; 3. it is; 4. she is; 5. he isn’t; 6. (Students’ own
answer)
4. 2. Is Katy Perry British; 3. Is Aaron Carter American; 4. Is
the Brazilian flag bue, yellow and green; 5. Are Dennis and
Francis from the USA; 6. Are you a good student 7. Are
Adele and Michael Buble South American


Answer key
1 Students’ own answers
2 Students’ own answers
3 2. What’s / is your surname; 3. How old are you; 4.
Where are you from; 5. When’s / is your birthday; 6.
What’s / is your email address; 7. What’s / is your phone /
telephone number
4 1. is / ‘s; 2. 14 / fourteen; 3. from; 4. on; 5. address; 6.
Where; 7. When; 8. your
5 1. on; 2. in; 3. from; 4. in
6.1. grey; 2. light blue; 3. white; 4. purple; 5. mobile
phone; 6. pendrive ; 7. notebook; 8. iPod touch
8 Suggested Answers: 2. How do you spell it; 3. How
old are you; 4. Where are you from; 5. What’s your
favourite website; 6. What’s your favourite colour; 7.
When is your birthday; 8. What’s your email address
9 2. They´re from Japan. 3. She’s an American actress.
4. He’s a British actor. 5. It’s red.
10 2. sixteenth; 3. five; 4. fifth; 5. nine; 6. ninth; 7. one;
8. first; 9. two; 10. second
11 2. Yes, they are. 3. No, I’m not. 4. Yes, it is. 5. It’s on

9th July.

(CB p. 19)

3 Students match the Olympic and Paralympic games to
the pictures.

Answer key: (from left to right) 2; 3; 1; 4; 6; 5

4

Students work in pairs and complete the sentences
with a suitable word, as they play noughts and crosses
(Tic-Tac-Toe). To be able to place a nought (o) or a cross
(x) on the box they select, students must first fill in
the blank with the correct word (first orally and then
in written form). Walk around the class and monitor
student’s work.
Answer key: 1. badminton; 2. gold; 3. mascots; 4. the
USA, 5. Chinese; 6. table tennis; 7. archery; 8. Japanese;
9. Paralympic

World Issues 1 - WE ARE ALL IN
THIS WORLD TOGETHER
(CB p. 18)
World Issues is a section that focuses on the development
of reading skills and enhances students´ ability to
integrate acquired knowledge with a real life issue: in
this case, the Olympic Games.

1

Students read the text. Then they read the sentences
and write true (T) or false (F).
Answer key: 1. F, 2. T; 3. F; 4. T

2 Students look at the rings are write their colours.
15

Lesson-by-lesson plans

In the Review section, students will revise all the
structures and some key words learnt in lessons 1 to 4 in
this unit. It is advisable to turn to this section once you
have finished teaching lesson 4.

Answer key: 1. blue; 2. yellow; 3. black; 4. green; 5. red

Teacher’s Book

Review (CB pp. 16 and 17)


Unit 2

Teacher’s Book

Lesson-by-lesson plans

Unit 2 - What are your friends like?
COMMUNICATIVE AND LEARNING
TASKS

CONTENTS
LEXIS

GRAMMAR

PHONOLOGY

L1

Adjectives (physical
description and personality)

Verb to be (revision)

Pronunciation of some
adjectives used to describe
people.

Discussing different people’s physical
characteristics and personality.

L2

Adjectives (physical
description and personality)

Possessive adjectives: My,
your, his, her, its, our, your,
their

Pronunciation of possessive
adjectives.

Talking about some famous and
popular characters.

L3

Sports and sportspeople

What is (he) like? vs. What
does (he) look like?
Verb to be (revision)

Pronunciation of some
sports.

Describing some famous and
favourite characters.

L4

Opinion adjectives: boring,
great, etc.
Jobs

Indefinite articles: a, an

Pronunciation of some jobs.
Pronunciation of some
opinion adjectives.

Saying whether an adjective has
positive or negative connotations.
Agreeing and disagreeing.

WI

Adjectives
Words related to films:
fairytale, film, movie

Integrating acquired knowledge
with a real life issue: in this case,
expressing opinions on the concept
of beauty.

Recycling of some L1-L4
grammar topics and lexis.

Extras: Suggested optional games and activities for consolidation. Project Work 1.

Lesson 1 (CB p. 20)

1

Students discuss whether they have got many
good friends and say who these friends are.
Answer key: Students’ own answers

2

Teach the word e-pal. Ask students if they have
got any e-pals and, if so, which city they are from. Elicit
from students the kind of information a person writes
about in his / her first email to an e-pal. Ask students to
read the email and do the true (T) or false (F) activity.
Answer key: 1. F; 2. T; 3. T; 4. T; 5. T; 6. F; 7. T

16

Reference:

You may want to explain to students that the word e-pal
comes from the word penpal, a word originated at the times
when people used to exchange letters because we didn’t have
Internet or email. Another word for penpal is penfriend.

Extra activity:

You may exploit the email layout by asking students
to say what the words to, from and subject mean in
their own language. Point out that some English words
connected to technology are used in the students’
mother tongue too (e.g. mouse, email, monitor, etc.).

3

Refer students to the highlighted words in the email
in activity 2. Teach the word adjective and explain the
meaning of the highlighted adjectives giving examples using
famous people’s names (for example: Del Potro is tall. Messi
isn’t tall. etc.) Then ask students to complete the chart about


4

Students complete the chart with information about
themselves. Ask some volunteers to read their answers
aloud.
Answer key: Students’ own answers

EXTRA ACTIVITY:

As a follow-up, students may play Hangman (in pairs or
in groups) using the adjectives recently learnt.

Lesson 1 (CB p. 21)

Sam: Kate is my friend. She’s 13 years old. She’s American. She’s
medium-height. She has got red hair and blue eyes. Kate is shy
and responsible. She’s cool!
My friend Sophie is 14. She’s Irish. She’s tall and has got dark hair
and brown eyes. She’s dynamic, confident and good fun! Sophie is
my best friend.

7

Students fill in the gaps and circle the correct option
to describe their best friend.
Answer key: Students’ own answers

8

Students work in pairs. Student A describes
one of his / her classmates and student B guesses his /
her name. Encourage students to swap roles. Monitor
students’ work and offer help if necessary..
Answer key: Students’ own answers

5 This is a good opportunity to recycle the use of the

affirmative and negative forms of the verb to be. Ask
students to use the verb to be either in the affirmative
or negative form to write true sentences about Bob. You
may check answers by asking some volunteers to read
the paragraph aloud or by asking different students to
write their answers on the board.
Answer key: 2. is not / isn’t; 3. is not / isn’t; 4. is not /
isn’t; 5. is / ‘s; 6. are not / aren’t

6

Draw students’ attention to the Sign Up to
Grammar box. Teach the meaning of the adjectives that

appear in the box and explain that some of them are used
to talk about someone’s physical characteristics and others
to describe someone’s personality. Read the adjectives and
have students repeat these words after you.
Then play the audio CD once for students to complete
the chart. If necessary, play the recording again. You
may check students’ answers by asking some volunteers
to read their answers aloud.
14

Answer key: 1. 13 (years old); 2. American; 4. red;
5. blue; 6. shy; 7. responsible. 8. cool; 9. 14 (years
old); 11. tall; 12. dark; 13. brown; 14. dynamic; 15.
confident

Lesson-by-lesson plans

Answer key: 1. tall; 2. blonde; 3. brown; 4. intelligent;
5. dark; 6. green; 7. good fun

Audio script 14

Teacher’s Book

Bob and Juan. Check answers by asking different students to
read theirs aloud. Have students repeat the adjectives after
you to practise pronunciation.

9

Students write an email to an imaginary
e-pal, using the information they provided in activity 4.
Encourage students to use the email in activity 2 as a
model.
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 CB page 117. You may assign these exercises as
homework.
Answer key:
1 1. Sophie; 2. David; 3. Jessica; 3. Harry
2 Possible answers: Body type: short, slim; Hair: long,
blonde, fair, red; Eyes: green, blue
3 Students’ own answers
4 Students’ own answers

Lesson 2 (CB p. 22)

1

Ask students to name some of their favourite
superheroes or cartoon characters. You may turn

17


Lesson-by-lesson plans
Teacher’s Book

this activity into a game by asking some volunteers
to describe their favourite superheroes or cartoon
characters without saying who they are describing.
The rest of the class can guess and you can act as a
moderator.
Answer key: Students’ own answers

2

Point at the picture of the Fantastic Four and
ask students if they know the names of the characters.
If students already know the characters, the activity
will be quite easy for them, but if they don’t, they can
use the descriptions and the pictures to try to guess
their names.

Optional game:

Show different pairs of pictures with two famous
characters, e.g. Neo (The Matrix) and Superman, and play
a quick game with students organised in two groups.
Group A chooses one of the pictures (without saying
which one) and describes that character so that Group B
can guess which one it is. Groups swap roles.
Answer key: 1. The Thing; 2. The Human Torch;
3. Mister Fantastic; 4. The Invisible Girl

3 Students complete the descriptions of some other
famous characters using he, she, his or her. Check
students’ answers by asking some volunteers to read

theirs aloud.

Answer key: 1. Her; 2. She; 3. Her; 4. She; 5. She; 6.
His; 7. He; 8. he; 9. His; 10. his

Lesson 2 (CB p. 23)

4 Draw students’ attention to the Sign Up to

Grammar box. Teach possessive adjectives, read them
aloud and ask students to repeat them after you. You
may ask some volunteers to read the sentences in the
Sign Up to Grammar box. You may then tell students
that they are going to read what three teenagers think
about some of the X-Men characters. Ask students to
read the speech bubbles and fill in the gaps using I, he,
she, my, his or her.

18

Direct your students’ attention to the Grammar
Reference section, where they will find further
examples and practice.
GR3

5

15
Play the audio CD for students to listen and
check their answers.

Answer key: 1. My; 2. I; 3. she; 4. Her; 5. her; 6. My,
7. he; 8. His; 9. his; 10. I; 11; She; 12. She; 13. Her; 14. her

Audio script 15
Speaker: Speaker 1
Girl 1: My favourite X-Men character is Storm. I think she’s
beautiful. Her hair is white and her eyes are brown, and
sometimes only white.
Speaker: Speaker 2
Boy: M
 y favourite X-Men character is Wolverine. I think he’s
strong and brave. His hair is dark brown and his eyes are dark
brown too.
Speaker: Speaker 3
Girl 2: I think Phoenix is fantastic. She’s my favourite X-Men
character. She’s very strong. Her hair is red and her eyes
are light brown.

6 Students circle the correct option. Ask some
volunteers to read their answers aloud.

Answer key: 1. Our; 2. Their; 3. His; 4. Her

7

Tell students that they will write, in their
notebooks, a short paragraph about their favourite
cartoon character. Explain that they can use the models
in activity 4 if they need some help.

Answer key: Students’ own answers

Optional activity:

Ask students to leave blanks in their paragraphs, just
like the ones in activity 4, and swap paragraphs with a
partner. They should then try to complete the paragraph
they receive with the correct pronoun or possessive
adjective.


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 CB page 118. You may assign these exercises as
homework.
Answer key:
1 1. Her; 2. His; 3. His; 4. His; 5. She; 6. He
2 2. my; 3. Her; 4. His; 5. Their; 6. Our
3 1. His; 2. Her; 3. Their; 4. Our; 5. your, My; 6. Its
4 1. F; 2. F; 3. T; 4. T; 5. F; 6. T
5 Students’ own answers

Lesson 3 (CB p. 24)
BEFORE YOU START:

Before dealing with the Course Book activities, when the
books are still closed, write the names of famous athletes
on the board. Ask students what those people have in

common (they all do sports – they are all athletes). Teach
the word athlete.

1

Ask students to mention their favourite sports
and sportspeople. Encourage students to make complete
sentences (My favourite sport is… and my favourite
sportsperson is…). Explain that they can also use the
words sportsman or sportswoman, but that the word
sportsperson is used to refer to either a man or a woman.
Answer key: Students’ own answers

Useful Tip:

Language - Draw students’ attention to the Useful Tip box
and ask a volunteer to read the information it contains.
Explain that we use What does (he) look like? to ask about
a person’s physical description and What is (he) like? to
ask about someone’s personality. You may write on the
board some famous people’s names and then ask the

rest of the class to answer questions like What is he / she
like? and What does he / she look like? in order to check
understanding.

2

Refer students to the blog entry and ask them
to read it and answer the questions. Check students’

answers by asking some volunteers to read theirs aloud.
Answer key: 1. sport is women’s field hockey. 2. Her
favourite hockey player is Luciana Aymar. 3. She’s from
Rosario, Argentina. 4. She’s tall and slim. She’s got
brown eyes and her hair is long and dark.

3 Now students match the words to the pictures. Check
students’ answers by asking some volunteers to read
theirs aloud.

Answer key: (from left to right)10; 7; 5; 9; 4; 8; 3; 1; 2; 6

4

16
Students listen to the audio CD and circle the
correct option. You may encourage peer correction and
then you may play the recording again, making pauses
for students to check their answers.

Answer key: 1. surfing; 2. surfer; 3. football, football;
4. Brazil

Audio script 16
Danny: What’s your favourite sport, Peter?
Peter: I love surfing.
Danny: And who’s your favourite surfer?
Peter: Bruce Irons.
Danny: Where is he from?
Peter: He’s from Hanalei in Kauai. How about you?

Danny: M
 y favourite sport is football. And my favourite football
player is Cristiano Ronaldo.
Peter: Is he from Brazil?
Danny: No, he isn’t. He’s from Portugal.

Lesson 3 (CB p. 25)

5

Students complete the chart. They may consult
different reference materials like dictionaries or the
Internet, depending on the resources available in the class.

19

Lesson-by-lesson plans

Students play a guessing game in pairs. Student
A describes his / her favourite cartoon character and
Student B guesses it. Encourage students to swap roles.
Walk around the class and monitor students’ work.

Teacher’s Book

8


Teacher’s Book

Lesson-by-lesson plans

Answer key: football; swimmer; tennis; cyclist; surfer;
gymnast; skateboarding; rugbier; runner; diving; golf

6 Students fill in the gaps with the appropriate word(s)
to complete the sports quiz. Monitor students’ work as
you walk around the classroom.

Answer key: 2. Are; they are; 3. Is; No, he isn’t; 4. Are;
they aren’t; They’re; 5. Is; he isn’t; He’s; 6. Are; they are

7

Students create their own sports quiz by writing
five questions about some athletes and sportspeople
they know. Circulate around the class and help students
correct their questions before they actually use them to
ask their partners to answer them.
Answer key: Students’ own answers

8

Refer students to the Sign Up to Grammar box on the
top-right corner of the page. Explain that it is important
for them to handle some classroom language in order to
ask about the meaning of some words; say that they do
not understand or ask for repetition. If necessary, copy
the sentences on the board, read them and ask students
to repeat after you. Next, ask students to put the

dialogue in order, using numbers.
Answer key: 4; 1; 6; 2; 3; 5

Answer key:
1. cycling; skateboarding; swimming; Student’s own
answers
2 1. are; 2. am /’m; 3. Is / ‘s; 4. Is; 5. is not / isn’t; 6. is / ‘s ;
7. are / ‘re; 8. Are; 9. are not / aren’t; 10. are / ‘re; 11. is / ‘s;
12. Is; 13. is
3 1. email; 2. is; 3. Her; 4. fun; 5. swimmer; 6. skating;
7. slim; 8. hair; 9. browm; 10. you
4 2. cyclist; 3. skier; 4. footballer / football player; 5.
swimmer; 6. tennis player; 7. runners; 8. diver

Lesson 4 (CB p. 26)

1 Students look at the picture and circle the correct

option. Explain that when you are not sure about
something you can use the phrase I think…
Answer key: mechanic

2 Students fill in the gaps with the appropriate short
forms of the verb to be.

Answer key: 1. ‘s; 2. ‘m; 3. ‘m; 4. ‘re; 5. ‘re; 6. ‘s; 7. ‘s

3 Ask students to match the jobs and the pictures using
numbers. Read the words and ask students to repeat
them after you.

Answer key: (from left to right) 3; 5; 7; 4; 6; 2; 1

9

In pairs, students play a guessing game. Direct
students’ attention to the example given and encourage
them to use it as a model. You may encourage students
to play this game several times. They may even
try to guess any other celebrities’ names (not only
sportspeople).
Answer key: Students’ own answers

WB p. 119 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities
on CB page 119. You may assign these exercises as
homework.

20

4

Ask students to read the opinion adjectives on
the notepad sheet and help them to understand their
meaning. Then tell students that they should classify
these adjectives into positive or negative ones.
Answer key: Positive: awesome; beautiful; cute;
fantastic; gorgeous; great; intelligent; interesting; OK;
cool; Negative: horrible; difficult; stressful; ugly

5 Now students choose two adjectives from the box

in activity 4 to complete the short text about Ashton
Kutcher. Answers may vary. Ask some volunteers to read
their texts aloud.


Ashton Kutcher was born on 7 February 1978 in Cedars
Rapids, Iowa, USA. He was married to actress Demi Moore
for about 13 years. Kutcher is an actor and producer.
Adapted from: www.imdb.com/name/nm0005110/bio

Lesson 4 (CB p. 27)

6 Draw students’ attention to the Sign Up to Grammar

box on the top-right corner of the page. Discuss the use
of indefinite articles and take this opportunity to explain
that, in English, a word used to describe a job -in the
singular form- must be accompanied by an indefinite
article (He’s a teacher. He’s an architect. etc.) Then ask
students to complete the sentences with a, an or Ø.
Answer key: 1. an; 2. an; 3. a ; 4. Ø; 5. an; 6. Ø

7

Tell students that they will listen to three people
talking about their jobs. Play the audio CD. Students
listen and complete the chart. Play the audio CD again
and check answers by asking some volunteers to read

theirs aloud.
17

Answer key: 1. John: Germany; Vicky: Spain; 2. Lucy:
teacher; John: doctor; 3. Lucy: London; Vicky: Madrid;
4. John: stressful; Vicky: great

Audio script 17
Speaker: Speaker 1, Lucy
Lucy: I’m a teacher from England. I work in a school in London.
I think my job is interesting!
Speaker: Speaker 2, John
John: I am from Germany. I am a doctor and I work at the
Regional Hospital in Munich. I think my job is stressful.
Speaker: Speaker 3, Vicky
Vicky: I am from Spain. I am a gym trainer and I work at a gym in
Madrid. I think my job is great!

8

Ask students to work in pairs and use the cards
to interview their classmate. Draw students’ attention
to the example given and encourage them to use it as
a model. Also point at the four questions in the chart
in activity 7 and tell students that they are likely to use

Answer key: B: What’s your name? A: I’m Jerry Gate.
B: Where are you from? A: I’m French. B: What’s your
job? A: I’m an engineer. B: Where do you work? A: I
work in Paris. B: What’s your job like? A: It’s interesting.

A: What’s your name? B: I’m Cathy Shanks. A: Where are
you from? B: I’m Scottish. A: What’s your job? B: I’m a
nurse. A: Where do you work? B: I work in Edinburgh. A:
What’s your job like? B: It’s great.

9

Students choose one of the cards in activity 8
and write a short text.
Answer key: His name’s Jerry Gate. He’s French. He’s
an engineer and he works in Paris. He thinks his job is
interesting. / Her name is Cathy Shanks. She’s Scottish.
She’s a nurse and she works in Edinburgh. She thinks
her job is great.

10

Teach the phrases I agree and I don’t agree. Write
a sentence on the board using a name students are familiar
with, for example, I think Justin Bieber is cute. Ask different
students to say whether they agree with you or not.
Then have students work in pairs. Explain the task: one
student chooses some names of famous people from the
box and gives his / her opinion about them and the other
student says whether he / she agrees or not.
Answer key: Students’ own answers

WB p. 120 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities

on CB page 120. You may assign these exercises as
homework.

Answer key:
1 1. nurse; 2. architect; 3. receptionist; 4. mechanic
2 1. police; 2. dangerous / stressful; 3. dangerous /
stressful; 4. What; 5. a; 6. your; 7. interesting; 8. fun
3 Students’ own answers

21

Lesson-by-lesson plans

REFERENCE:

those questions in this interview. Walk around the class
as you monitor students’ work. Tell students that they
may change their first names in case they get a card with
personal information of the opposite sex (for example,
Sylvia Gate instead of Jerry Gate).

Teacher’s Book

Answer key: Students’ own answers


Lesson-by-lesson plans
Teacher’s Book

4 1. a; 2. a; 3. an; 4. an; 5. Ø; 6. Ø

5 Students’ own answers
6 Her name is Angela Noia. She’s 16. She’s Bulgarian.
She’s a photo model. She thinks her job is great.
7 1. ugly, 2. awesome; 3. great; 4. horrible; 5. cute; 6.
gorgeous; 7. fantastic; 8. boring

Review (CB pp. 28 and 29)
In the Review section, students will revise all the
structures and some key words learnt in lessons 1 to 4 in
this unit. It is advisable to turn to this section once you
have finished teaching lesson 4.
Answer key:
1 2. My; 3. My; 4. Their; 5. Her; 6. His; 7. Our; (names
from left to right) Sheila, Mike and Joanna.
2 2. No, he isn’t tall. He’s medium-height. 3. No, she
isn’t boring. She’s good fun. 4. No, they aren’t surfers.
They are gymnasts. 5. No, I’m not a teacher. I’m a
student.
3 1. blonde hair; 2. are blue; 3. and slim; 4. good fun!;
5. e-pals; 6. girl; 7. job
4 1. name; 2. Where; 3. like; 4. fair; 5. green; 6. and; 7.
is; 8. friendly; 9. friend
5 1. Ø ; 2. a; 3. Ø; 4. a; 5. a; 6. an; 7. a
6 1. Britain; 2. is; 3. He; 4. His, 5. are; 6. awesome
7 Students’ own answers
8 Students’ own answers

World Issues 2 - WHAT’S BEAUTY?
(CB p. 30)
World Issues is a section that focuses on the development

of reading skills and enhances students´ ability to
integrate acquired knowledge with a real life issue: in
this case, describing people and expressing opinions on
the concept of beauty.

1 Students match the pictures to the sentences.
Answer key: 1. Micaela is from Argentina. 2. Sheila is
from Canada. 3. Dave is from England; 4. Roger is from
Angola; 5. Ko is from Japan.

22

2 Students tick the words they associate beauty with.
Check students’ answers by asking some volunteers to
read theirs aloud.
Answer key: Students’ own answers

OPTIONAL ACTIVITY:

Explain the meaning of beauty and beautiful. It may be
useful to explain, at this point, that beauty is an abstract
noun and beautiful, an adjective. Therefore, you may
write two sentences on the board (Fiona has got inner
beauty and Shrek thinks Fiona is beautiful) to illustrate
meaning.

3 Students list some celebrities that they consider

beautiful. Write the celebrities’ names on the board as
students dictate to you the celebrities they have chosen.

Answer key: Students’ own answers

4

In pairs, students play a guessing game: Student
A describes a celebrity and student B guesses his /
her name. Walk around the classroom as you monitor
students’ work.
Answer key: Students’ own answers

5 Students match the words with their meanings. Check
students’ answers by asking some volunteers to read
theirs aloud.

Answer key: 1. a story like Cinderella; 2. a film; 3. (a
heart symbol); 4. when two people are friends

(CB p. 31)

6 Explain that a film review is a critical article or report
about a film, and that it may appear in a magazine,
on the Internet, etc. It includes a brief synopsis of the
film and the reviewer’s opinion about it. Students read
the film review and complete the chart using opinion
adjectives.


Answer key: Positive Adjectives: good fun; cute;
Negative Adjectives: ugly, weird, sarcastic

Lesson-by-lesson plans

7 Now students tick the words Shrek associates beauty

with. Students can obtain this information from the film
review in activity 6.
Answer key: (answers may vary) short; fat; green skin

8 Students read the sentences and write true (T) or false
(F). Check students’ answers by asking some volunteers
to read theirs aloud.

Teacher’s Book

Answer key: 1. F; 2. T; 3. T; 4. F; 5. F; 6. T

9 Students work in pairs. They discuss their opinion

about the different characters in Shrek. Encourage the
use of I agree… I don’t agree… I think… Walk around the
classroom as you monitor students’ work.
Answer key: Students’ own answers

Project Work 1 (Units 1 & 2): Our Celebrities
Poster - Students may now do the Project Work

activities for units 1 & 2 that are available on the
Student’s Interactive CD-ROM. These activities are
thoroughly explained on pages 84, 85 and 86 of this
Teacher’s Book.

23


Unit 3

Teacher’s Book

Lesson-by-lesson plans



Unit 3 - People and places
COMMUNICATIVE AND LEARNING
TASKS

CONTENTS
LEXIS

GRAMMAR

PHONOLOGY

Family members
divorced + from
married + to

Genitive case: ‘s or ‘
Have got (affirmative)

Pronunciation of some
words used to name family
members.

Talking about large and multiracial
families.

L2

Parts of the body

Have got (interrogative,
negative and short answers)
‘s = possessive form; ‘s = is;
‘s = has

Pronunciation of some
words used to name parts
of the body.

Describing people.

L3

Places in a town /
neighbourhood
How many?
Numbers 30-100

There is / there are

(affirmative, interrogative,
negative and short answers)
How many?
a, some, any

Pronunciation of some
places in a town /
neighbourhood.
Pronunciation of some
numbers.

Describing a neighbourhood or area in
a town.

L4

Prepositions of place: on,
behind, next to, between,
under, etc.
Everyday objects

There is / there are
(revision)

Pronunciation of some
everyday objects.

Saying where different things and
places in a town are located.

WI

Countries and nationalities
in the UK
Musical instruments

Recycling of some L1-L4
grammar topics and lexis.

L1

Integrating acquired knowledge with
a real life issue: in this case, talking
about favourite music bands and
music genres.

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 32)

1

Students discuss whether they have got any
brothers or sisters, or if they are only children. Teach the
word sibling and explain that it is a term used to refer
to a brother or a sister. Write a sentence on the board
to illustrate meaning: I have got three siblings, one sister
and two brothers.
Answer key: Students’ own answers

Teach or review the word adopt. Ask students if they
know any family like the one in the picture. Then ask
students what they know about the people in the
picture. Teach new vocabulary. Then ask students to
read the article and tick the correct answers. Check
answers by asking different students to read theirs
aloud.
Answer key: 1. married to; 2. daughter; 3. father; 4.
mother; 5. children

Reference:

2

Refer students to the picture of Brad Pitt
and Angelina Jolie with some of their children. Focus
their attention on the different types of families,
for example interracial, with adopted children, etc.

24

Angelina Jolie was born on 4 June 1975 in Los
Angeles, California, USA. She’s a very popular actress
who became famous after performing the role of
Lara Croft in the film Tomb Raider. Off-screen, she
has been involved in international charity projects,