English Factfile Teacher Book 6

r: - Alaviana Achim Ecaterina Comi,el Felicia Dinu .
1
Loretta Mastacan Ruxandra Popovici Elena Teodorescu I
Oxford University Press, Great Clarendon Str eet,
Oxford OX2 6DP, Unit ed Kingdom
Oxford University Press, Educational Centre SRL,
43 .Ior ga Str eet , Bucharest, Romani a
Oxford New York
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and associated companies in
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OXFORD and OXFORD ENGLISH
are tr ade marks of Oxford Univers ity Press
ISB 0193120399
Oxford Universi ty Pr ess 1997
o unauthorized photocopying
All rights r es erved. No part of this publication may
be reproduced, stor ed in a retrieval system. or
transrn. cted, in any form or by any means. electr onic,
mechanical, photocopying, recording or otherwise.
with out the pri or written permission of Oxfor d
Univers ity Pr ess.
Thi s book is sold subject to the condition that it shall
not, by way of trade or otherwise, be lent. resold, hired
out . or otherwise circulated with out the publish er's
prior consent in any form of binding or cover other
than that in which it is published and without a similar
condition including this condition being imposed on the
subse quent purchaser.
CO ' S ULTANTS
Sue Mohamed. Freelance teacher trainer and writer. UK
Rod Bolitho. .'ntemationai Education Centre, University
Coileq of St Mark and St John . Pbpnouth, UK
PROJECT CO-ORDI I ATORS
Ruxandra Popovici
Ecaterina Cumisel
Print ed in Romania
Contents
Introduction
Unit 1
Unit 2
Unit 3
Unit 4
Round Up 1
Unit 5
Unit 6
Unit 7
Round Up 2
Unit 8
Unit 9
Unit 10
Round p 3
Tests
Test 1 Units 1-4
Test 2 Units 5-7
Test 3 Units 8-10
Answer key
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63

- _.- -
'. .
~ I
a
1 (
IJ
Introduction
~ 8 I 01:><=1
0 ~ 8 1 0
o
oppor tunities for practi ce in speaking th e language.
In Romanian classrooms , pair work is generally
easy, since most stude nts have a deskmate they can
work with. Groups of four can be formed in at least
two ways:
a) wit h fixed desks :
b) with movabl e desks:
(once again. the
teacher can move
betuieen rows to
monitor the work
in groups)
We have tried to encourage learners to take more
responsibility for th eir own learning, notably
through Proj ect Work, whi ch is described in more
det ail below. Learners are also frequently
encouraged to ta lk about th emselves.
2. Enjoyment. We learn best when we enjoy what
we are doing. English Faetfi le has many exe rci ses
which emphasise the fun in learning.
3. Fluency as well as accuracy. In the past, we as
t eachers (anrl consequently our "'tdents , too)
tended to concentrate on how our learners speak
and wri te instead of fa .uslng on what they wish to
express. This is a result ,) f our preoccupation with
acc uracy, and our eagerness to correct mistakes .
Learner s need to experimentwith language when
trying to communicate , and this involves taking
ri sks. Applied linguists are agre ed these days that
errors are not only inevitabl e but are even a
desirable part of the learning process. This view
does not excuse errors (whi ch all teachers
recognise) , but it does serve as a reminder that we
should give credit for fluency. for successful
" communication, as well as for acc uracy.
(pairs of students turn
round to face those
behind them; the
teacher (f) can move
from group to group
in order to monitor)
What kind of methodology does
English Factfile imply?
The syllabus is topi c-based. Thi s decisi on was
ma de in recognition of the fact that learners are
more likely to be motivated by topi cs than by
structural or functi onal headings to units. However
this does not mean that structures. functions and
vocabulary are ignor ed . The topi c basi s is
underpinned by a syste matic. gr aded gr ammatical
syllabus, some of it recycling grammar t aught in
Grades 2-5, and some moving on to new areas.
Vocabulary is largely organised round the topi cs.
Importantly, the main focus of Engli sh Factfile is
on effective communication. which means that
gr eat att ention is paid to language in use, with an
emphasis on the four language skills of listeni ng,
speaking, r eading and writing, and on
communicative functions . We have also includ ed a
syste ma tic introdu ction to English word and
sentence stre ss. The interrelationship between the
different elements in th e syllabus is sbown in the
chart at th e beginning of th e Studen t' s Book.
Pathway to English is your English course for the
seconda ry level. It is in eight part s, for Grades 5-12
respec tively. This book at Grade 6 level is called
English Faetfile. It builds on th e foundati ons laid by
Gr ade 5 English classes and assumes th at students
entering Grade 6 will have completed a course like
English Agenda.
What are the organising principles of
English Factfile?
I oktng at the language primaril y as a means of
communication has consequences for the way we
teach it. In writing English Factfi.le, we were
aware, too, of the need t o take acco unt of wider
developments in tJ,c field of language teaching and
oducation ill gene ral. Here are the main principl es
we have tried to put into practice in this new
course:
1. Learner-centredness . The learner is at the
centre of all classroom processes. Without learners ,
ther e would be no teachers . Yet in so many
language class es, it is the teache r wh o dominat es
and get s more language practice. We have tri ed to
reflect learners ' interests as far as possibl e in our
choice of topi cs. We have tri ed (through pair-work
and group-work activiti es) to maximise
iii
1
7
13
17
23
24
30
35
40
41
47
53
58
59
60
61
62
63

Diaries
Lesson 1
Tapescrlpt
Liz Who won the first "adventure trail' ?
Steve Er .. . Janet. We had to crawl through ~ e tunne l
in five minutes and she did it in three.
Liz Janet? I didn't know she was so sporty and fit.
Steve It only happened because the boys were tir ert
And her e we are on a fishing trip on the lake.
Uz Did you real ly catch anything?
Steve No, actually, it was Janet again. I don't know
how. Beginne r' s luck. That's her with the first
fish she caught.
Liz This one looks nice.
Steve Oh, it's the ri ver crossing our campsite. And
there in thed"istance, c n ~ I t's five or six
of us just before the canoeing trip ,
Liz Ah! .. Was it difficult? Who won tha t one?
Possible onswer: I had an or dinary holiday.
but Mary had an exciti ng one because she
learnt how to ride horses and climbe d the
highest mountain peak in th e country.
2a) and b) Ask students to express the ir
pr efer ences and to give reasons.
Don't spend too long on this activity.
3 Play the t ape.
Ask students to list en to th e tap e to find
out the answer.
Liz These are great.
Steve What? Oh, the holiday snaps. We went to
Woodlands, in South Devon. It was really
something. Let me show you. That ,.. that's
the ... first ' adventure trail' . We all iouk funny,
don't we? They gave us those special glasses to
protect our eyes uud er the wat er, But we only
wore them for an hour or so, John and I followed
a rope through wat er, He got all wet and stayed
in bed with a cold for the rest of the day,
Liz Yes, he told me. He was very unh appy that he
couldn't go up the hill with you.
Steve But he was aUright for the run, the race the
following day and came second. Look at his face.
All smiles.
1
. . l ~
.][], UNIT
Ski lls cover ed: LISTENING
Speaking
Writing
Grammar: Simple past [re cyclingl
Question-tags (simple past)
Vocabulary:
active: r elaxing, boring, exciting, amusing,
interesting, ordinary, awful. etc.
passive: adventure trail, to follow, rope,
through, to crawl, tunnel
Possibl e answers: ni ce; terrible; fan tastic;
bad; special; strange; lovely, etc.
Title: Holiday snaps
Communicati ve aims: Describing pas t
activities
Giving pr eferences and r ea sons
Asking for information and confirmation
You may want to br ainstorm adj ectives
specific to: people (kind, helpful, etc.).
wea the r (wet , hot , cool, etc.), food
(tasty, etc. ).
1b) Ask stu dents t o describe aspects of th eir
holidays using some of th e v-ords they learnt
in 1a) . Take r esponses from 4 or 5 students.
lc) an d d) Ask students to write in the ir not ebooks
one or two sentences for each adj ective to
explain why th ey chose it.
Then , ask each student to exchange hislher
notebook with another student's to find out
ahout hislher partner's holiday.
Ask st udents to compare their holiday with
the.,: partner's and report to the class.
13) Ask students to r ead the words describing
holid ays . Quickly check their comprehension .
Make sure th ey und erstand th e meaning of
the word 'ordinary' .
Bra instor m other words from the same lexical
set.
Wr ite the words on the board. Students write
them in th eir noteb ooks .

....................
2 UN I T I
Liz I bet it was . And what's this ...
Answers: cycling; walking; swimming.
Steve Wasn't very difficult ... Er ... Susan, John's sister
came first. It was really good fun.
Communi cati ve aims: Expressing feelings
Describing past events
Giving reasons
Skills covered: READING
Speaking
Listening
Writing
Grammar: Simple past [recycling]
Vocabulary:
active: diary, mother, father, brother. sister.
grandmother, grandfather + other
famil y re lationships they know,
Thursday, Friday, Satur day, Sund ay,
Monday + other days of the week they
know
passive: fatigu e, exhausted, worn-out , bone
idle, appointment. sarcastic, sympathy,
to miss, to go/fall asleep
Pronunciation: Word-stress on family
vocabulary
TItle: Dear Diary
3a) Check if the students are familiar with the
different types of books mentioned in the
activity.
Ask students to read the two ext . acts silently.
Elicit the right answer and very briefly ask
for the reas ons the students had for matching
the extract to one particular type of book.
Answers: Extract 2 w ac; written on the day it
happened ('When I got up this morning .. .')
Extract 1 was written later (One morning I
realised ...']
3b) Ask students to read each text again looking
for any clues as to wheri the text was written
by its author.
Ask students to report their answers to the
clas s also mentioning very bri efly the clues
they found .
Answer: 1 e); 2 c)
Answer: c) a diary
2 You may want to start this activity by as king
students if they keep a diary.
Tell students to work in pairs.
Don't spend too long on thi s activi ty.
Take 2 or 3 responses from the class.
Lesson 2
1 Ask students to read the text silently and say
what kind of book the text refers to.
This activity is suitable for homework.
Ask students to use simpl e past to write
compl et e se ntences about their holiday.
6
Sb) Help students remember some of the rules
they know for the forming and intonation of
question tags and help them understand
simple past - question tags.
Tell students to work in pairs.
Ask students to refer to the Language Focus
box and use question tags to check their
notes with their partner's.
Make sure they form question tags correctly
and they use a falling intonation when asking
for confirmation,
Ask students to write their questions in their
notebooks,
Possible answers: followed a rope through
wat er; went up the hill; ran in the race;
crawled through a tunnel; went fishing ; went
canoeing.
Answer: Steve is showing Jane some holiday
photoslholiday snaps.
Sa) Ask students to look at the not es about
Steve's holiday.
Explain to them the differ ence between not es
and complete sentences.
Ask them to go on taking notes while listenin g
to the tape aga in.
Don't expect st udents to note down all Steve's
activities.
Ask 2 or 3 of them to re port to the class
briefly.
Answers: follow a rope through water; crawl
through a tunnel.
4b) Ask st udents to read the captions first.
Try to make students rememb er some of the
activities Steve mentions.
Ask students to write the answers in their
not ebooks.
4a) Ask students to look at the words expressing
activities ,
Make snre they understand the words.
Play the tape again.
Ask students to put down any words they
need for the task in their not ebooks.
4a) Before beginning the exercise, you could give
the students the following information.
BACKGROUND INFORMATION
Adrian Mole is the hero of a well-read series of
books. by the humorous British novelist Sue
Townsend (1946-).
The Secret Diary of Adrian Mole, aged 13%
(1982) wasthe first and most famous in the
series. It was followed by later sequels.
The extract in the book is taken from The Adrian
Mol e Diary 1986 (1985).
Ask stude nts to r ead the words in th e two
columns and to try to match the new words to
the ir explanations.
Elicit th e righ t answe rs.
You may want to as k the students for or give
them a sentence as a context for the new
words,
You could tell students that the word
' sympathy' is a 'false friend' for Romanians
an d is not used with the general mean ing of
' kindness' . Some students may know othe r
meanings of the word ' miss' (miss the poin t,
miss th e t arget, miss some body) and you
should acc ept and explain these if they ask.
Answers: 1 d); 2 e); 3 b); 4 I); 5 c);
6 a); 7 h); 8 g).

UN I T 1 3
5b) Play the tape again.
Ask students to repeat the words they hear.
Mak e sure they can distinguish the number of
sylla bles as well as the main st re ss in each
wor d.
To show th e number of syllables, count
the thumb and fingers on your left hand
with your right hand index finger. Beat the
stress so th at the main word stress
becomes obvious.
Ask them t o answe r the questions.
Answers: The words mother.father, brother ,
sister, daught er have 2 syllables. The first
syllable is th e str ongest.
The words: grandf ather, grandmother,
granddaughter have 3 syllabl es. Tbe first
syllable is the strongest.
5c) Befor e the activity, make sure the students
associat e the number of boxes in one column
with the number of syllables in one word and
th e bigger box with the stressed/stronges t
syllable.
Ask students to put the family words in the
right column ac cor ding to th e syllable
pattern.
Thi s activity is suitabl e for homework.
Ask students to fill in the blanks in order to
complete a few lines in a diary they might
keep.
Encourage them to be original and cr eative.
Ask students to say the members of the family
they live with.
Make sure they stress words cor rectly.
Depending on time this could be a pair-work
activity.
4b) Ask students to skim th e text and find the
answer.
Answer: Adrian's problem is that he is very
tir ed (worn-out)lhe feels like sleeping all th e
time.
40) Ask students to read the text again and scan
for the answers.
Work on dates is not the focus her e.
Answers:
1 Adr ian didn't write on Tuesday
(30th of September), Wednesday
(lst of October) and Thursday (2nd
of October) .
2 The people mentioned in the extract are;
Adrian's mother, his teacher of English
Ms Fossington Gore, Dr Gray and Adrian
himself.
sa) Play the tape.
Ask students to write the words they hear as
dictation, stopping th e tape aft er each word;
Tapescrlpt
mother. father, brother. sister, daughter. gr andfather.
gr andmother, granddaught er
5d)
6
Answers:
1st column:
D o
mother
D o
father
D o
brother
D o
sister
o 0
daughter
2nd column;
o 0 0
grandmother
o 0 0
grandfather
o 0 0
granddaughter

4 UN IT 1
Lesson 3
1
2
3
Titl e: This book belongs to . ..
Communicative ai ms : Asking and tal king
about past events
Contradicting
Expressi ng reas ons and results
Skills covered: WRITING
Spea king
Reading
Grammar: because for reason versus so for
result
Simple past - negative [recyclingl
Vocabulary: to spend time, to visit places, to
make friends, to enjoy doing something
Ask students to r ead the line from Adrian
Mole's diary.
Encourage them to ask as many questions as
they can think of in order to find out more in
relation to the idea expressed in the line.
Accept any reasonable idea.
Possible answers:
What time did you go to bed, Adri an?
\Vas it earlier or later than usual?
Why did you go to bed without eating your
usual biscui ts?
Which are your usual biscuits?
Explain to students that negative sentences
can be used for contradicting positive
statements and positive statements for
contradicting negative ones.
Ask st udents to complete the dialogue.
Possible answers:
She didn 't stay with her friend 's famil y.
She didn't visit interesting places.
She didn't spend most of her time with them.
She made a lot of new friends.
They didn't enjoy swimming most of all .
They didn 't go to see them three times.
Ask students to write the questions in their
notebooks.
Answers:
Was it your idea to go to the
seaside?/\Vhose idea was it to go there?
Why did you stay so long?
Where did you stay?/Who did you stay with ?
Did you visit interesting places?
Who did you spend most of your time with?
Did you make many new friends?
What did you enjoy doing most?
Did your parents come to visit often?
4
5
6
Make sure the students understand the idea
of 'result' and that of 'reason'.
You may start the activity by giving some
examples paraphrasing because with' .. . for
the reason that ...' and so with' ... and as a
result .. .'.
Ask students to associate each of the link
words with either 'result' or 'reason'.
Answers:
Because introduces reaso n.
So introduces result.
Ask students to look at the pictures.
Draw their attention to the f;lct that these are
grou ped two hy two.
Ask them to make sentences about each
picture in the group of two and express the
relationship between them, using either so or
because.
Answers:
- The museum was closed , so the childre n
went to the Zoo.
The children went to the Zoo because the
museum was closed.
- They called the doctor, because the child
was ill in bed.
The child was ill in bed, so they called the
doctor.
- The boy is buyinglbought a pr esent,
because it is/was his friend'slhis sister's
birthday.
It is/was the girl' s birthday, so the boy is
buyinglbought a pr esent for her.
- It is raining heavily, so they can' t go
outside/play outside.
They can' t play outside because it' s raining
heavily.
This is a four-step activity named process
writing.
Allow students 2 or 3 minutes to think about
a day in their holiday.
Tell them to refer back to activity Sa) in
Lesson 1 an d make some notes about that
day.
Possible answers:
- J ohn and I went fishing.
- his Uncle George and his cousin Bobby.
- liked: Uncle George's jokes, I caught the
first fish.
- didn 't catch any more fish for the rest of
the day, tr ainer s gOI wet.
- learned how to hold the fishin g rod, refused
to take fish home.
Explain to students that a paragraph is a not
very extended piece of connec ted wr iting.
that it contains complete sentences and link
wor ds.
Ask students to use their notes to write a
pa ragr aph.
Remind th em to use th e link words: so and
because.
Possible answer: That day John had an idea:
for him and me to go fishing on the river
one mile away from the village . I agreed.
and we started immediately because it was
already late. We arrived in half an hour and
to my surprise we found John's uncle and
his cousin on the hank. holding fishing rods.
Bobby was a bit sad because he had no fish
at the end of his line . Uncle George was very
cheerful, he asked me if! liked j okes. I said
yes, so, he started telling one joke after
another. I was almost in tears with laughter.
Suddenly, I felt my rod shaking, I pulled, and
the re was a fish, the first that day, so I was
extr emely happy. But after that. uncle
Geor ge, Bobby and even John started
catching one fish after another and I didn't.
Mytrainers got wet and I didn't like that at
all. John's uncle taught me how to hold and
move the fishing rod better and so I caught
another fish, a very small one. Bobby
offer ed to give me some fish to take back
home but I refused.
6<:) Tell st udents to change notebooks with their
partner.
Tell them to read their partner's paragraph
care fully.
Ask them to put questions related to the
paragraph in order to find out more det ail s.
Possible answers:
Does John live in that village?
Did he know that his uncle and his cousin
were already at the river?
Was it the first time you went fishing?
\Vby were your trainers wet ?
Why did you refuse the fish Bobby alTered?
6<1) This activity can be done in class or can be
for homewor k.
Ask students to insert the answe r s to the
questions they received. back in the
par agr aph in the appropriate place.
If there is time for the whol e activity to be
done in class, you can ask students to
-'....,..,., OQtebooks a{{ai tl atld give (!leir
'ised paragraph.
UX IT 1 5
Lesson 4
Title: Lucky colours
Language aims: To provide an opportunity
for the practice of the variety of
structure s. functions and vocabula ry
already acqui red by st udents at this
level.
Skills covered: Int egrated skills
Outcome: A page in a group factfile with
personal data and a game: A Paper
Oracle
Materials: cr ayons. scissors. cardboard.
cut-outs with the signs of the zodiac.
Begin the lesson by telling the students that
their project this year is call ed 'Your Factfile'
and like last year's one it is a group proj ect.
Ask th em to read th e explana tion about a
factfile and look at th e example in the book .
Also tell them that the whole not ebook they
are using for the proj ect can be call ed a
factfil e.
Make clear to the students that although a
factfile includes facts and real data. the
se cond activity on each page in their factfile
will r ely on th eir imagination.
1 Befor e the activity ask students to look at the
signs of the zodiac.
Quickly teach students the pronunciation of
each sign. They only need to remember how
to say their own sign.
Pisces / patsitz/. Aries /e'Jri:z/. Taurus /t::J:r'Js/,
Gemini /dgemmai/, Cancer Ik", ns:l(r l/ , Leo
ILi:oul, Virgo 1V3:gou/ , Libra /lirbra/, Scorpio
/sk.xpiou/, Sagittarius /se dguearias/, Capri corn
/ktepnkom/, Aquarius /akwearias/.
Organise students in proje ct groups.
Ask them to identify their sign by their
birthday.
Ask th em to start asking questi ons and giving
answers in order to fill in their gr oup factfile.
Stude nts work as a group taking it in tu rns to
ask another student th e questi ons and to
write all the answers as they listen.
They will need as many columns as the
number of members in their group.
2a) Ask st udents to follow the instructions in
order to make the coloured paper car ds.
They should decide upon fortune telling
statements in their groups.
Encourage tnem to use 'going to' rlnure in
their statements and to divide the work
between them.
One of the group members writes the fortune
t elling statements on the back of the car ds.
j
6 UNIT 1
Lesson 5
2b) Ask students in two different groups to get
together in order to play the game.
St udents from one group (A) tell the fortune
of students fr om the other group (B) using the
dialogue in the book as a possible model.
Then , they change rol es.
Tell students to include the per sonal dat a
factfiles and to stick the oracl e cards in their
group factfile. You may suggest to your
students that they attach an envelope to their
factfile in which they can keep the 'paper
oracle' car ds. This can be used anytime the
pr oduct of their project cannot be included as
such on a page in their factfile.
1*
Story: Charlie and tbe Chocolate Factory
Chapter 1: The Mystery of Mr Wonka's
Factory
Draw the students' attention to the
illustration.
Ask them to predict what the chapter is
about. .
Make sure the students realise that pictures
can help them understand some of the
unknown vocabulary, but otherwise they
should tr y and deduce the meaning of the
new words from context.
Refer them to the pre-set question to guide
their reading.
Encourage students to read this part of the
on-going story silently in class . If possibl e tr y
to create an atmosphere conducive to this
(e.g. soft ba ckground music) .
As they finish reading, put students together
to check their answer to the pre-set question
and to pr epare what they would like to
discuss with the other students. When the
class is ready, check the answer to the pr e-set
question and encourage discussion based on
their reactions to the content of the st ory.
2
It is not intended that students should analyse
the vocabulary or the grammar in
the text .
Possibl e answers:
More than two hundred new kinds of
chocolates and sweets were invented in Mr
Wonka's factory.
No ordinary people are working in his
factory.
Ask students to listen to the excer pt and read
it silently at the sa me time.
Play the tape.
If time allows you could use the text for
further practice in pronunciation. mainly
sounds . stress and intonation.
Select a part of the text that the students will
work on, after they stop listening.
For this chapter we suggest you should
choose the part beginning with: 'One evening
Charlie .. .' and ending with: ' ... to think about
it.'
Ask students to read it in pairs and decide
upon the right pronunciation of the words
and the intonation of the sentences.
Direct their attention towards the words that
are new to them or are difficult to pronounce .
For example, you could write on the board
the words: propri etor and fantasti c.
Ask: Which do you think is the correct
pronunciation oj the fir st word?
Which part oj the second word is stressed
(stronger)?
Which are the stressed (stronger) words in
the sentence/paragraph?
Take 2 or 3 answers round the class.
Play the selected part of the text again.
Ask students to check that they pronounced
the words correctly.
Ask 1 or 2 students to read the selected part
out loud.
"For Chapters 2 onwards. ask students to
summarise orally the story so far.

2
Once upon a time ...

Tapescrlpt
Lesson 1
1 There was once an old carpenter called Geppetto.
He made a puppet that looked just like a real boy.
'There, you are finished . How I wish you were a real
live boy!'
That night the Blue Fairy came into Geppetto's
workshop, wave d her magic wand over the puppet
and said:
'Wake up. little boy and live !
To you the gift of life I give.'
The next morning. the old carpenter found the little
boy running around. 'I'm dreaming! Youcan't be alive!
You're still made of wood!'
'But if I'm brave and good. I'll be a real live boy
some day: answer ed the boy and went out to school
followed by Jiminy Cricket.
(t i ng')
2 She came to the bed but seeing how strangely her
Grandmother looked she said to her:
'Grandma. what big arms you have!'
'All the better to hug you with, my dear.'
'Grandma, what big ears you have!'
'All the better to hear you with. my dear.'
'Grandma, what big eyes you have!'
'All the better to see you with, my dear.'
'Grandma. what big teeth you have! '
Tapescrlpt
Answers:
a) Merlin is a famous magician.
b) He wants to take us (back in time) to the
land of stories.
c) When he uses his magic wand we will
hear a sound/part of another st ory.
I am Merlin, the famous magician . I'd like to take you
back in time into the far away land of stories. Are you
ready to join me? I'll use my magic wand to take you
from one story to another. Any time you hear the sound of
my magic wand (tingl) you'll hear part of another story.
Let's begin! (ttngt)
3 Prepare the students for a second listening
task.
Play the next part of the tape (the one
relating three excerpts from three different
stories) .
If time is short, let students listen to only two
stories and change the instructions
accordingly.
Stop the tape and elicit the right answer from the
students.
TItle: Welcome to Story Land!
Communicative aims: Describing
appearance
Expressing likes and dislikes
Grammar: Simple present: to be and to have
[recycling]
Skills covered: LISTENING
Speaking
Writing
Vocabulary:
act ive: face. eyes. nose. ears + other parts
of tbe body they know; jacket, hat, pair
of boots + othe r clothes they know
passive: magic wand, dwarf, Puss in Boots.
Cinderella, Little Red Riding Hood,
Sleepi ng Beauty, Mer lin, ste pmot her,
hunter, Fai ry Godmother, Prince
Charming, marquis, miller, ogre ,
carpenter, whale
2 Ask students to read the three questions.
Prepare them for the listening exercise,
Play the first part of the tape:
la) This is a warm up activity, Don't spend too
long on it.
You may start with the books closed while
as king the students questions like: DoyOll like
reading books? What kind of books do yOll
prefer? Do yOll like reading stories? Can uou
name a story?
Accept any reasonable answer.
Ask students to open the books and to look at
the picture,
Tell them to read the titles of the books
Merlin has in his hand.
Help them with the pr onunciation and the
translation. if necessary: Puss in Boots =
Motanul tncaltat. Little Red Riding Hood = Scufita
rosie. Sleeping Beauty = Fiumoasa adormita.
Cinderella = Cenusareasa,
Ask tbem if they know these stories and if
they remember the cont ent.
lb) Ask different students to make up a sentence
referring to any of the mai n heroeslberoines
in any of these stories.
Guide them so that they discuss all six stories.
..._ ..... the re was a
with her cruel
stepsisters. They were
~ goodnes s and beauty. and made
and day.
. _an imi tation for a royal ball arrived from
.. palace. "ben the two sisters went out of the
bouse. the gi rl started to cry because she had no dress
to wear at the ball.
Suddenly, the Fairy Godmothe r appeared: 'Don't cry.
my child, you will go 10 the royal balL I'll give you
everything you need: a coach. a dress and a pair of
glass slippers . But don' t forge t: at midni ght you must
be hack home because at 12 o'cloc k exactly the spell
will break.'
t i n ~ 1
Ask the m the titl es for the three st ories they
have list en ed to.
Answers: Pinocchio; Little Red Riding Hood;
Cinderella.
4a) Fir st , as k students to re ad th e names of the
characters they see in this exercis e.
Help them with the pronunciation reminding
them th at the first syllabl e is st ress ed in
family vocabulary (see Unit 1. Lesson 2).
Next , we suggest you discuss the types of
char acters and then ask them to fill in the grid .
They should then understand the differen ce
between real (human and animal) characters
and imaginary ones better.
After eliciting two or three examples, let them
fill in th e grid.
Answers: (The students may be abl e to
mention more characters.
Example: The King in Cinderella, who is the
father of Prince Charming.)
4b) Ask student s to imagine th ey are one of th e
characte rs in these stories.
Let them work in pairs. While students A
describe the way they look, the way they are
dressed or their preferences for certain
activities or food/drinks, students B must try
to guess who their partners are.
Then they change parts.
Possible ans wers:
B I'm young, thin and pr etty. I'm dressed
like an ordinary person . I spent my
childhood in a for est. I love a handsome
man who visited me in the forest . At the
age of 17 I fen asleep in a castle.
A Sleeping Beauty.
A I'm little and thin. I'm wearing shorts, a
shirt and a small hat. I'm made of wood.
I have a long nose that becomes longer
when i lie.
B Pinocchio.
B I'm a small young girl and I always wear
a red hood on my head . I like visiting my
granny who is old and sick. I have to
cross the woods to reach her hous e and
take her some food.
A Little Red Riding Hood.
Title of th e story Human characters Animal characters Imaginary characters
Puss in Boots the mill er, the farmers; th e king, Puss, the cat, the
!!'.-e 0 gr.JL
the princess (his daughter), the lion. the mouse,
Marquis of Carab (the mill er's
son)
Pinocchi o Gepp etto (the old carpe nte r) t he fox and the cat. Jiminy Cricket , th e
t he donkeys . the Blue Fairy, Pinocchio
whal e
Cinderella Cinderella, the stepmothe r, th e the mice. the the fairy godmother
ugly sister s, Prin ce Charmi ng,
Little Red Little Red Riding lIood (the the -.If I
Riding Hood litt le girl) , the mother, the
I
~
gr andmother, th e hunter
I
Sleeping Beauty Sleeping Beauty (the princess). the three good fairies,
the king; the queen , Prince the witch
Charming
Snow White and the queen, the stepmother
., might
the witch
the Seven Dwarfs the king, the hunter. Prince
Charming, the dwarfs
- ~
)
A I'm tall, thin and pr etty. I've got blond
hair. But I' m not very nicely dressed. My
stepsisters are. They have nice dresses
but not me. I do a lot of work in the
bouse: I clean the floor, I dust the rooms,
I cook, I ba ke, I lay the table, I do
everything my ste pmother asks me to do.
B Cinde re lla.
B I have long dark hair, black eyes and
white skin. My lips are red like blood
and I'm young and very beautiful. My
stepmother hates me and that's why
I spe nd part of my life in a fores t living
with seven dwarfs.
A Snow White .
5 Ask students to work in pairs and give
reasons for the stori es they liked most or
least among those presented by Merlin.
Tell them to report their partner 's
likes/dislikes and reasons to the class .
6 This activity is suitable for homework. First,
draw students' attention to the way
traditional fairy stories begi n and end.
Lesson 2
Title: Aquari us - One Last Chance
Communicative aims: Narrating past
events
Expressing interrupted past act ions
Speaking
Writing
Grammar: Past continuous
Simple past versus past continuous
(interrupted past)
Vocabulary:
passive: to float , to shake, heart, fuel. Moon,
broken, hole, crew, to land
1 Let the students read the words in the box.
Help them with the tr anslation or ariditional
explanations. if necessary.
You may wan t to ask the students to use some
of the words in the box in sentences of their
own, to make sure they have under stood the
meaning of the words correctly.
Ask them to inser t the r ight won; :0 each
blank in the exe rcise.
Answers: a) fuel; b) lands; c) hole; d) float ed;
e) crew.
2

UNIT 2 9
This is a skimming exercise.
Ask students to go quickly through tbe text
and to say which is the best title for what
they have read.
Answer: b) Dange r in Space
You might like to give your students some
additional information about this real event.
The following information is for you, to
simplify and pass on, as you see fit. to
your students .
If Apollo 11 is remembered for its achievement
of landing the first man on the Moon (1969),
Apollo 13 is considered another mission that
left the world equallybreathless. Nine months
after Neil Armstrong and Buzz Aldrin's "giant
leap for mankind" (first step onthe lunar
surface), Apollo 13 was about to begin a life-
and-death struggle on its wayto the Moon. The
spacecraft was launched on the 11th of April ,
1970, at 13:13 Houston time. The crewwas
made up of James Lovell, Fred W. Halse, Jr and
John L. Swigert, Jr. But theywere obliged to
cancel the mission very soon because of an
oxygen tank explosion which destroyed the
electrical and life support system of their
spacecraft. The situation was critical, 320,000
kmfromEarth. The mission controller in
Houston made a desperate rescue plan: the
three-man Apollo crew had to shut down the
command module and take refuge in Aquarius,
the lunar module which was intended to landon
the Moonandwas designed to support only two
people for onlytwo days. Assumingall the risks
and responsibilities, commander Lovell
regretfully changed the trajectory of the space
shipexecuting a Uturnaround the Moon(at
only 59 miles away from it) and headed directly
back to Earth. Frost began to form on the inside
of the windows (the temperature fell to - 35
degrees Celsius), and morethan oncetheylost
radio contact. During this time, the entireworld
watched on the televisionthe efforts of the
NASAexperts andengineerswho struggled to
keepthe three astronauts awakeand alive. Due
to the navigating technology of the mission
control centre in Houston, Texas. where another
astronaut simulated everything on the Earth in
order to finda solution for the ones in space,
the crewmates in Aquarius returned to the initial
control module to prepare themselves for the
last part of their homeward journey: the removal
and cast-off of Aquarius andthe re-entry into
the Earth's atmosphere. Passing the last
obstacle which could havebeen deadlyif they
had made a mistake, because theymight have
burnt up at anyminute, the crewsplashed down
near Pago Pago, in the South Pacific Ocean on
April l ? and returned home safelyto a heroes'
welcome.
10 UNIT 2
Lesson 3
A What was Ted doing last night when the
lights went out?
B lie was feeding the dog.
A And what were Mr and Mrs Jones doing?
B They were having supper.
B What was your aunt doing last night when
the lights went out? .
A She was cooking.
B And what were Sally's friends doing?
A They were playing cards.
A What were your grandparents doing last
night when the lights went out ?
B They were watching TV.
A And what was Irene doing?
B She was doing the washing up .
B What was Tim's cousin doing last night
when the lights went out?
A He was cleaning the house.
B And what was your fath er doing?
A He was shaving.
Title: Riddles and Jokes
Communicative aims: Narrating
Asking and answering about past events
WRITING
Speaking
Grammar: Simple past versus past
continuous
Connectors :first. after that. next. finally
Vocabulary:
active: read. wat ch TV. have a bath. cook.
have dinner. play. wash the dishes. feed.
clean. shave
passive: astronaut, atmosphere. oxygen,
command module, to increase, flame.
parachute. to splash
Pronunciation:
Stress and rhythm in past continuous
se ntences
Answers:
2a) Ask students to read the next part of the
Apollo story.
1 Tell the students to read the example in the
book.
Ask a pair of students to read the example.
Ask them to work in pair s taking it in turns to
make up questions and answers for each
picture.
Ask somebody to read the example in the
book.
Then ask students to do the exercise the
same way.
This activity is suitable for homework but
it may start as an oral exe rcise in the
classroom.
Ask students to read the example in the book
and to keep on working in this way. They are
supposed to continue speaking about
themselves , their sisters, friends or
neighbours and to make up sentences
referring to what everybody was doing when
the different events took place.
You might like to ask them to give other
examples of unusual things and to work in
the same way.
Answer: a) the tr avelling b) the explosion
Answers:
a) The spaceship was shaking up and down
when the crew went int o the small
compartment.
b) Haise's heart was beating fast when he
called the command module.
c) They were trying to understand the
situation when one of them identified the
cause of the problem.
d) The ship was losing electric power when
Captain Lovell went to the window to see
what was wrong.
e) The fuel was disappearing into space
when the final radio instruction came
from Earth.
o They were talking about their terrible
situation when the temp erature dropped
to - 35 degrees C.
Ask st udents to read the explanation and the
example in the Language Focus box.
Ask questions to check students '
understanding.
Explain to the students that a past action in
progress (travelling) was int errupted by
another shorter one (the explosion).
This is a scanning exercise.
Tell the students to read the text again more
carefully.
Ask them to match the notes that are on the
left of the page to the information in the box
on the right.
Let the students read the sentence in the box
and answer the questions.
Answers: a) 2: b) 6: c) 5: d) 3; e) 7; 0 4
g) 1.
6
4
5
3
5 This is a hom ework activity.
Lesson 4
Ask students to read the titles of the books
and th e names of the authors.
Discuss th e nationality of the author s.
Let the m read the wor ds in the box on the
right and guess the nationality of each wri ter.
The n they complete a page in their factfile.
writing sentences about each book and the
nationalit y of its author.
Answers:
Robinson Crusoe is a book by Daniel Defoe.
He was an English writer.
The Adventures of Tom Sawyer is a book by
Mark 1\vain. He was an Ameri can writer.
Gavroche et Cosette is a book by Victor Hugo.
He was a French writer.
Wilhelm Tell is a book by Friedrich Schiller.
He was a German writer.
Cuore is a book by Edmondo de Amicis. He
was an Italian writer.
The Little Match Girl is a book by Hans
Christian Anders en. He was a Danish writer.
for the pr acti ce of the variety of
structures. functions and vocabulary
alre ady acquired by students at this
level.
Skills covered: Integrated skills
Outcome: A story book for youn ger childr en.
Materials: Sheets of paper. crayons . felt-tip
pens. scissors . rulers. rubbers. glue ,
car dboard for the front and back cover.
coloured pap er
TItle: Writing A Story
UN IT 2 11
end of the first clause and fall s at th e end of
the second clause .
Make sure the students do not stress the
auxiliary verb. The words in italics are
stre sse d.
Ask them to learn it by heart.

1
4 This translation exercise is suitable for
homework, but you can let th e students r ead
the joke in English with appropriate
intonation, for fun.
Next lesson, ask whether the person they told
the joke to in Romanian found it fuun y.
If you have time enough you can encourage
the m t o tell you some other jokes or ri ddles in
English in class, in preparation for exe rcise 5.
) This is a pronunciation exercise.
Play the tape and let the students listen to th e
whole riddle for th e first time.
After a first listening, play the t ape again and
stop it at the end of each line, so that th e
stu dents can r epeat it imit ating the rhythm
like thi s;
'As I was going t o St. l ues .-/
I met a man with seven wi ves.
etc.'
In past continuous interrupted sent ences
runes 1 & 2) intonation typi cally rises at the
2d) Ask students to read the completed
paragraph and to tell you if th e cr ew died in
th e end.
Answer : No.
You can ask the students to retell th e end of
the story. or to answer some questions. like:
What did they do to save their lives?
Where did the command module fall ?
What happened to the astronauts finally?
3.1) This can be a silent reading or you can ask
someone to read th e riddle aloud.
Give them time to think and multiply numbers
if they want to.
Then elicit the right answer from the
st udents.
Answers:
- first comes at th e beginning of th e
paragr aph;
- finally comes at the end;
- af ter that and next are in the middle
without any special order.
Answer: Only one was going = I! The others
we re coming from 51. Ives.
Possible answer: The cr ew will die.
Tell them to give th eir opinion of what might
happen to th e crew if something goes wrong.
Accept any reasonabl e answer.
Ans wers: first; after that/uext; next/after
that; finally.
2e) You can do thi s exercise in the classroom, but
this activity is also suitable for homework.
This can be either a speaking or a writing
activity.
Ask students to copy the text and to fill iu th e
gaps with th e suitable conne ct ors.
2b) Let the st udents r ead the questions and
answer them.

12 UNIT 2
2 Ask students to read silent ly all the
explanations in this exercise .
Divide the class int o pr oject groups.
Ask each group to choose a secretary to take
notes, wr ite down the ideas and pr oduce the
final version of the story.
Tell them to think for two or three minutes of
a story based on the four pictures in their
books.
One student starts the story. Then each
student in the group must say a sentence in
conne ction with the previous one and include
reference to the pictures in their books. The
last student in the group ends the story.
Encourage them to work in a team and
to make the story int er esting, clear and
attractive.
When the story is finished, ask them to make
a cardboar d cover for their story and draw
the main character of their story on the front
cover.
You might like to show the students a best-
seller or any other book with an attractively
illustrated front cover and a back cover with
an advert on it. as an example.
Ask them to find a title for their book, too.
Tell them to write it on the front cover.
Remind them to put their names on the cover,
too.
Ask them to write a few word s on the back
cover or to draw something exciting or
inter esting to advert ise the book.
Ask them to show their pr oduct to the others
and to read their stories in turn.
Lesson 5
Story: Charlie and the Chocolate Factory
Chapter 2: The Announcement
1 See notes for Unit 1, Lesson 5.
Answer: Grandpa Joe thinks Willy Wonka is
a magician because everyone will start
buying Wonka candy bars in the hope of
finding a Golden ticket.
2 For pronunciati on practice on thi s chapter we
suggest you should choose the part begi nning
with: 'YOli see, Charlie ...' and ending with:
, ... everybody f elt sorry for Mr Wanko.'
Answers: b) c) a)
Answer: Th/jmain stress is on the part of the
body, e.g. headache /hedelk/
Answers: a) 3: b) 1; c) 2; d) 4; e) 6; f) 5
headache, toothache, stomach-ache, earache, backache
3 Ask the students to work individually and
match each word to its definition. Check the
answers. Make sure that students have found
the right match.
4a) Ask the students to copy the questions and to
tick the right answers as they are listening to
the tape.
Tapescrlpt
We have a caller on line 4.
'Good morning. Dr Davis.'
'Hello, how can I help you?'
'I'm Margaret. I do a lot of running but get very sore feet.
What can I do about it?'
'How far do you run?'
2c) This activity is designed to generate practice
with questions and answers about health. It
can be done in pairs. They first need to look
at the sample dialogue in 2c. Choose a coupl e
of pairs to act out the dialogue in front of the
elass.
se, .... ..... ..... ..... .......... .........",,-
.... . - .
Clren ,)."\,u"l.uiu... \1l 'wn a v-ore "b.U,,", ""),\JT ':'"tall) arm i'C)l\
them to put the three pieces of advice in the
order the doctor gave them.
Answers: I b); 2 c); 3 c); 4 a)
/,I)O/'#/, '
'Where do you do your running?'
'Onthe roads, near the bouse. '
/ / ",
on . a"tT'lCe. rtrst you shouldrun
thhegrass jfyou can. It hurts your feet less . Secondly
you 5 ould only run 3 or 4 k . .
better and if th d' m a day until your feet feel
ey on t get better, stop running and go to
your doctor.'
'OK. Thanks very much.'
'Goodbye.'
Health
Tapescrlpt
UNIT
3
Pronunciation: word stress on compound
words (-ach e)
Vocabulary:
active: toothache, earache, backache,
stomach-ache, a headache, a pain in
the leg, a pain in the chest, a pain in
the shoulder, a sore throat
passive: diseas e, prescription, diet, to
keep fit
Communicative aims: Asking about health
Giving advi ce (l)
Speaking
Reading
Writing
Grammar: have got + illnesses
should (advice)
Title: What's the matter?
Ask the students to look at the pictures and
answer these questions : Where are the
people? Why are they there? The main point
of the activi ty is to ensure that students can
identify the places and the problems. It can
be done in pairs. Allow the students a coupl e
of minutes to ask and answer the questions.
Tell them to change rol es. Check the st udents'
answers f or eachp)cl lffe
I Play the tape. Students listen to the
pronunciation of key words describing the
pictures: 'headache', 'stomach-ache', etc.,
and say where the main stress is: on the part
of the body or on 'ache' .
Lesson 1
1
Answers:
He is at the hospital. He.DrokeDisleg:

keep fit. 11
He is at the dentist's. He had toothache.
This activ.ity is done in pairs so that everyone
can practIse at the same time. Ask the
st udents to speak to their partners.
Ans wers:
A What's the matter whh him?
'i!> ...'"'\l?o'-"'" s ..
..... 7 ... > ::iik

UNIT
3
Health
Tapescrlpt

Lesson 1
Answers: b ) c) a)
Answers: a) 3; b) 1; c) 2; d) 4; e) 6; f) 5
4b) Ask the students to list en for the three pieces
of advice wr itt en in their book. Encourage
them to think of what the doctor sa id and ask
them to put the three pieces of advice in the
order the doctor gave them.
3 Ask the st udents to work individually and
match eac h word to its definit ion. Check the
answers. Make sure that st udents have found
the right match.
Answers: I b); 2 c); 3 c); 4 a)
Tapescrlpt
4a) Ask the students to copy the questions and to
tick the r ight answers as they are list ening to
the tape.
headache, toothache, stomach-ache, earache. backache
We have a caller on line 4.
'Good morning, Dr Davis.'
'Hello, how can I help you?'
'I'm Margaret . I do a lot of running but get very sore feet.
What can I do about it?'
'How far do you run?'
'About 10 km a day.'
'Whe re do you do your running?'
'On the roads. near the house.'
'Mm... I have two pieces of advice. First you should run
on the grass if you can. It hurts your feet less. Secondly,
you should only run 3 or 4 km a day until your feet feel
better and if they don't get better, stop running and go to
your doctor.'
'OK. Thanks very much.'
'Goodbye.'
2c) This activity is designed to generate practice
with questions and answers about health. It
can be done in pairs. They first need t o look
at the sample dialogue in 2c. Choos e a couple
of pairs to act out the dialogue in front of the
clas s.
Answer: Th1jmain stress is on the part of the
body, e.g. headache /hedetk/
Play the tape. Students listen to the
pronunciation of key words descri bing the
pictur es: 'headache', 'stomach-ache', etc.,
and say where the main stress is: on the part
the body or on ' ache'.
Title: What's the matter?
Communicati ve aims: Asking abo ut bealth
Giving advice (1)
Speaking
Reading
Writing
Grammar: have got + illnesses
should (advice)
Pronunciation: word stress on compound
words (-ache)
Vocabulary:
active: toothache, earache, backache,
stomach-ache, a headache, a pain in
the leg, a pain in the chest, a pain in
the shoulder, a sore throat
passive: disease, prescription, diet, to
kee p fit
Answers:
A What's the matt er wit h him?
B He's got a headache!toothache!
stomach-ache!ear achelbackache
Answers:
He is at the hospi tal. He broke his leg.
She is at a health centre . She wants to
keep fit.
He is at the dentist's. li e had toothache.
2;a This activity is done in pairs so that everyone
can practise at the same time. Ask the
students to speak to their part ner s.
1 Ask the students to look at the pictur es and
answer these questions : M ere are the
people? Why are they there? The main point
of the activity is to ensure that students can
identify the places and the pr oblems. It can
be done in pairs. Allow the students a couple
of minutes to ask and answer the questions.
Tell them to cha nge roles. Check the st udents'
answers for each picture.
6a) Explain that ' had better' is used as well as
'should' to give advi ce. Choose a pair of
students to mod el th e dialogue. Ask the class.
in pairs. to make similar dialogues to practise
'should' and 'had better' .
6b) This activity is suitabl e for homework.
, .
14 UNIT 3
4c) Ask the students to read the Language Focus
box. Make sure they underst ood that should
is used to give advice. Ask them to wri te
sente nce s with ' should' or with 'shouldn't'
to express the doctor's advice.
Answers: You should run on the grass. You
shouldn't run on th e roads. You should run
only 3 or 4 km a day. You shouldn't run
mor e th an 3 or 4 km a day. You should stop
running and go to your doctor.You shouldn't
continue running. You should go to your
doctor.
5 Ask the students to work in pair s. Student I is
in t roubl e. Stu dent 2 gives a suitable piece of
advice. They then change roles . Students may
need an example:
SI ' I feel hot and I've got a headache' .
S2 'You should stay in bed' .
Possibl e answers:
a) S1 'I feel hot and I've got a headache' ;
S2 ' You should take an aspirin and stay
in bed .'
b) S2 'I've got a high temperature and a
sore throat. '
S1 ' You sho uld take your temperature
again soon . You should drink hot tea.'
c) S1 'I've got a pain in my chest.'
S2 ' You should see a doctor.'
d) S2 'I've got toothache.'
S1 'You should see a doctor.'
S1 ' You should go to the dentist .'
e) S1 ' I feel weak.'
S2 'You should eat more vegetables.'
t) S1 'I' ve got a broken leg.'
S2 ' You shouldn' t move . You should call
for help.'
6 Thi s activity is suitable for homework.
Ask one or two students to answer the first
questi ons to make sur e they have a good
start.
Answers: a) Yes, it is b) S tablet s c) 4 tablets.
Lesson 2
Title: A day's wait
Communicative aims: Giving advice (2)
Speaking
Writing
Grammar: had better (advice)
Vocabulary:
passive: forehead, fever
1
2
3
4
5
Ask the students to work in pairs. St udent A
had a ser ious cold and answers student B's
questions describing how he/she felt. Then
they change rol es.
Possible answers:
A How did you feel?
B I had a sore throat and a high temp erature.
A What did you do?
B I took paracet amol.
Ask the st udents to read silent ly th e
information on Britain in the box.
Ask them to say wh at is different in Romania
from Britain.
Answers: In Romania, people measure
temperature in Centigrade. They drive on
the right hand side of the road and measure
distance in kilometres.
Ask the students to r ead the first part of the
text silently and to find and copy three words
related to the boy's health.
Accept all reasonable answers.
Possible answers: headache; sick; fever
Encour age th e stude nts to pr edi ct. Ask them
to work in pairs to discuss the questions in
their book.
Answers:
a) The boy's temperature is one hundred and
two Fahrenheit;
b) Not really;
c) Of course not.
Ask the st udents to scan the second part of
th e text , check their pr edictions and find the
answers to 2 other questions.
Answers:
a) He confuses the Fahrenheit and Centigrade
temperatures.
b) i) 3TC. b) in 9SF.
Possible answers:
b) He'd better stay in bed/see a doctor. He'd
bett er not go out.
c) They'd beller take a bus/hurry up. They'd
better not wait any longer.
d) We'd better stay at home/see a doctor.
e) She'd bett er go to the dentist's. She'd
better not have ice-cream for dinner.
Lesson 3
Title: An appl e a day __ .
Communicative aims: Giving advice
Skills covered: SPEAKING
WRITING
Reading
Grammar: will (pr edi ction)
Vocabulary:
active: fruit, vegetables, meat, fish, milk
products. vitamins
passive: ability, skin , blood, bones , fats
2a)
2b)
3a)
UNIT 3 15
Ask the students to copy the grid at the /
bottom of this page, and complete eac h /
column with words representing food items in
the picture and add other suitable answer s.
/
Ask the students to work in pairs. Choose a
pair to model
Example: A What did yOll have f or breakfast
yesterday?
B Buttered toast and t ea.
Ask students to read the questi ons befor e
they read the text silently.
Ask a student to answer the first question.
Ask another student to answer the second
question and then somebody else the third
question. If students fail to give cor rect
answers, ask them to read the text again.
Answers:
a) (i) She has her first meal at home this
evening.
(ii) She has her second meal at an eating
contest.
b) Julie doesn't care about her health. She
eats too much.lShe has two deserts.
13) Students contribute answers. This activity is
meant to recycle food vocabulary and practise
'should/shouldn' t' .
Possible answers:
- If you want to be healthy you should eat a
lot of fruit and vegetables.
- You should drink milk every day.
lb) Ask the students to study the chart and
answer the questions. This activity is done
with the whole class .
3b) Ask the students to work in pairs. Encourage
them to make as many suppositions as
possible.
4 Ask the students to work in gr oups.
Ask them to choose what they are going to
write: either a menu for Julie to get thinner
or a menu for an ideal birthday party. Make
sure representatives of a couple of groups
read their writing task out at the end or
display them for others to read.
Answers:
I Vitamin B comes from brown bread, eggs
and meat.
2 Vitamin A is good for our skin . It also
helps us to see beller.
3 We get vitamin Cfrom lemons, grapefruit,
oranges. etc .
4 We need vitamin D for our bones .
5 We get vitamins A and D from fish.
5 If ther e is not enough time to do the pair
work activity in class this exercise could be
used as a writing activity suitable for
homework.
F.-\TS MILK PRODUCTS FRUIT VEGETABLES MEAT FISH
butt er milk lemons cabbage pork carp
oil yogurt oranges cucumbers chicken cod
margarine cheese grapefruit carrots beef trout
cream grapes peas
strawberries beans
green pepper

16 UNIT 3
Lesson 4
1a) Ask students to work in pairs and do the
questionnaire. Quickly check answe rs to see
how many students deserve congratulations ,
how many are OKand how many should start
doing something for their health.
Ask the students to copy the questi onnaire in
their notebooks.
For pronunciati on practice on this chapter we
suggest you should choose the part beginning
with : 'Look, Charlie .. .' an d ending with: ' ... to
tear off the wrapper slowly.'
Story: Char lie and the Chocolate Fact ory
Chapter 3: One Mor e Golden Ticket to Be
Found
See notes for Unit 1, Lesson 5.
Answer: The family gave Charli e a Wonka's
Delight as a present for his birthday.
Grandpa Joe gave Charlie his last ten-cent
piece to buy a Wonka candy bar.
2
2 Divide the class into project groups. Students
talk and decide upon the informati on they
will put on the poster. They should draw, stick
photos. and/or postcards.
For homework ask students to write a short
descripti on of their poster that they could
present to the class duri ng the next lesson.
Lesson 5
1b) Encourage the students to scan the
questionnaire to find three things which are
good for their healt h and three which are
bad. They write these in their factfile.
Ask a couple of st udents to re port the things
they chose to the class .
1
Answers :
You'd better not take part in eating contests.
You should start doing some exercise.
You should not eat too many sweets .
You'd better have just one thing for a meal
in the evening.
You should go on a diet.
TItle: A healthy mind in a healthy body
Language aims:
To pr ovide an opportunity for the
practice of the variety of structures,
functions and vocabulary already
acquired by students at thi s level.
Skills covered:
Int egr at ed skills
Outcome:
A post er to illustrate a healthy future for
people. A hrief presentation of the
drawings
Materials:
Photos, drawings, postcards
'J - , UNIT
4
The Green Planet

Lesson 1
TItle: Gal actic travellers
Communicative ai ms : Talking ahout the
present result of a past action
Ask them to read the text silently while
listening to the tape and find the answer to
the question. Play the tape,
Tapescrlpt
Capt. Bright What do you mean?
Capt. Bright What about its people?
Capt. Bright I see. They have serious ecologica l
problems. Are they oriented towards self-
destruction?
Capt. Bright We are approaching the Planet Earth. Mr
Data. give me some information about this
planet.
They are intelligent and creative, but not
very wise .
They don't seem to realise how lucky they
are to live on such a beautiful planet.
THE PEOPLE . ..
have polluted the air. sea and land
they have used most of the Earth's oil, gas
and coal
they have destroyed more than 500 kinds of
animals, birds and plants
they have made and used atomic bombs
PLANET EARTH:
- is one of the nine planets of this SOLAR
SYSTEM,
-nrotates around its axis in 23 hours.
56 minutes and 15 seconds.
- i t revolves around the Sun once a year (in
365 days),
Mr Data
Mr Data
Mr Data
The spaceship Harmony has entered our galaxy. the Milky
Way. Captain Bright and Mr Data, his robot, are galacti c
travellers . They have an important mission on Earth.
Reading
Speaking
Writing
Grammar: Present perfect simple (present
result)
Vocahulary:
active : Planet Earth, to pollut e, pollution,
ecological
passive: the Milky Way, galactic, to approach,
wise, coal, towards, self-destr uction, to
rotate, axis, to revolve, solar system,
galaxy, names of the planets
Pronunciation: Sentence stress in present
perfect sentences
You may want to start the lesson hy showing
a globe and conducting the short quiz on our
planet/solar system/galaxy in the students'
book.
Answers:
a) Because it has a lot of green
areas . a lot of trees . plants and flowers.
b) The Earth rotates around its axis.
c) The Ear th revolves around the Sun.
d) Mercury, Venus, Mars , Jupiter, Saturn,
Uranus, Neptune and Pluto.
e) They form our Solar System.
o The Milky Way.
1
As you ask the questions, elicit/explain and
write the following words on the hoard:
to rotate; axis; to revolve; solar system;
galaxy; the Milky Way.
Slat e the fact that our galaxy is very large,
;hat it contains a lot of other solar systems, a
of other planets.
- . the students' opinions ahout poss ihle life
other planets, about possibl e contacts
{ween Extraterrestrials and the people
ring on the Earth.
the m that they are going to read a
. _nee fiction story.
Mr Data All the information we have indicates a
future disast er.
Capt. Bright Let's contact some Very Important People
(V.LP.s) and make them understand the
tragedy of their situation . Who knows?
Maybe they will change things before it is
too late.
Answer:
They will contact some ver y important
peopl e and make them under st and that the
Earth is in danger of self-destruction.

18 UNI T 4
Tapescrlpt
People have polluted the sea .
Speaking
listening
Writing
Grammar: Present perfect simple +
already/ yet
Vocabulary:
passive: mayor, wildlife, extinct, climate, to
mix, about, mixture, acid, species,
gr eenho use, blanket, shuttle
Title: Pea ce and harmony in our galaxy
Communicative aims: Expressing
achievementllack of achievement
Tell students to work in pairs to express the
present result of a past action.
Encourage them to use the vocabulary items
specific to the topic of this uni t.
Answers:
a) People have cut down a lot of forests .
b) They have not (haven't) planted new
trees.
c) They have destroyed the rain forests .
d) They have killed a lot of elephants.
e) They have not (haven't) protected nature.
I) They have not (haven't) been wise.
1 This exercise aims at practising the use of
present perfect simple (present res ult of a
past actio n) withi n the framework of a
science fiction story. The same sequence of
Answers a) (l): b) (i)
After having done it orally in class, this
activity is also suitable for written homework.
Answer: polluted.
9
Lesson 2
7 Play the tape.
The students listen and repeat the sentence
and find out that stress falls on the main
verb, not on the auxiliary have, whi ch is
sometimes pronounced / hov/.
8 Allow the students time to read the Language
Focus box.
Ask students to apply the rule in the
Language Focus box to build sentences al -f).
Students scan the text again to find the
sentences that state what people have done
wrong to their planet.
Tell students to copy them into their
not ebooks in order to notice the new
structure.
Exercises 6 and 7 will draw their attention to
the meaning. pronunciation and form of the
present perfect simple.
The two concept questi ons in this exercise
and the visual support are meant to help the
students to form a new concept. to make
them aware of the meaning of a sentence
containing a verb in the present perfect
simple used to show the present result of a
past action.
You could use them like this.
Point to the first picture above and elicit
answers.
Ask: When did the accident happen? (In the
past.)
Point to the second picture above and elicit
answers.
Ask: Is the sea water clean after the
accident? (No, it isn't .)
Say: Of course not . There's a lot of oil in the
wat er. The poor bird is eery unhappy.
Ask: IVhat haoe peopl e done? (People have
polluted the sea.)
Emphasise: When did they do that? (In
the past. )
Can we see the result of their action now?
(Yes, we can.)
Ask them to read the dialogue between Capt.
Bright and Mr Data in pairs, giving as much
expression as possibl e.
Encourage them to act out the dial ogue in
front of the class.
The students read the questions and then
scan the text to extract the specific
information required by Questions ai-el.
Conduct feedback.
Possible answers:
a) They are coming to our planet because
they have an important mission on the
Earth.
b) In their opinion Earth people are
intelligent and creative, but not very wise.
c) T Yes, because the Ear th is a beautiful
planet and it offers excellent conditions
of life.
No, because: (i) the civilization of the
people living on the Earth is oriented
towards self-destruction: (ii) the Earth has
serious ecological problems.
6
5
4
3
Answer: The Mayor of Plymouth.
- ask students to open their books, look at the
pictures and read the sentences that
accompany them to check their guesses.
2a) The main purpose of this exercise is to
practise the use of the two forms have and
has of the auxiliary ver b have.
Ask students to work in pairs.
Tell them to make sent ences using the
ideas in column B to refer to the people in
column A.
Students may predict any reasonable
combinations.
Make sure they use has with 1 and 3 in
column A and have with 2 and 4 in column A.
And now the Devon news. Anoth er case of a missing
person has bee n reported in Plymouth, this morning.
Thi s time the missing person is Mr Wood. the Mayor of
Plymouth.
According to the statements of a police patr olman, two
ext raterrestrials took Mr Wood int o their shuttle arou nd
10 a. m. The Policeman says that while he was caUing the
police station he saw Mr Wood talking t o the
Extr at errestrials and he didn't seem to offer any
resistance to their operation.
Two t eenagers. who ran away and hid behi nd a tree.
confirm that the two Extraterrest rials didn 't use any force
against Mr Wood. On the contr ary they seemed to be very
peaceful and friendly.
The investigation continues.
Tapescript

UNIT 4 19
2b) Students listen to the tape, match the people
with the action they have done and check
their guesses.
Play the tape.
stateleaders
/
WHO
well-known writers
TV directors
famous singers
presi dents
newspaper
reporters
two pict ures depicting past action-present
result has been maintained as in the previo us
lesson, when this new tense was intr oduced
for the first time.
One way of conducting thi s activity is as
follows:
- remind the st ude nts that the Galacti c
Travellers have an important mission on
Earth, that they are going to contact some
VIPs.
- write the question: Who are the
Extraterres trials going to contact? on the
board.
- with their books shut, the students make
guesses. Ask them to give reasons for their
guesses.
- write some of their guesses on the board;
one way of collecting their guesses is in the
form of a word web .
Example:
Tea ch the word mayor and write it on the
board.
Write the first question above picture 2 on the
board: What has happened?
Emphasise the pr esent results as clues to
what has happened. Elicit a few past actions
that could have caused the pr esent result
seen in the picture. Accept any reasonable
answers.
Help the students to use the pr esent perfect
simple while making a few guesses about
what has happened.
Example: There are a lot of policemen in the
street. This means that somebody has called
them there or there has been an accident.
You may like to put possibl e ideas on the
board like this:
have kidnapped
3
4
Answers: 1 d); 2 b); 3 c): 4 a).
Students write four sentences to state what
has really happened as a check on accuracy
of meaning and form.
Answers:
1 The Galacti c Travellers have taken
Mr Wood into space.
2 The Policeman has called the police
station.
3 The two children have run away.
4 Mr Wood has talked to the
Extraterrestrials.
Encourage students to use their imagi nation
as well as information from the text.
These wor ds and phrases might help them if
you write them on the board.
"es talkedto _ _ WHAT -- has ca'led
have usedtheir guns
Capt. Bright MrWood
important mission don't trust you
warn and help you It's none of your business
too much violence, too many wars Leave us alone!
save from destruction We know what we're doing
Green Planet So what! Nobody cares!
not alone in the Universe It's too good to be true
avoid an atomic war Somebody cares for us
It's now or neverll t will be too lat e That's very thoughtful of you
a matter of life and death I'll see what the others say about it
The students read Mr Data's Planet Report to

find the answers to the two focus questions .
Answers, The ticks show things the people
have done .
Answers:
1 They've alr eady planted tr ees.
2 They haven't used natural energy yet.
3 They've alr eady saved as much water as
possible.
4 They haven't stopped smoking yet.
S They haven't stopped hunting animals yet.
6 They' ve alr eady thrown away less rubbish.
7 They've alr eady stopp ed cutting down trees.
Answers:
1 They're going to plant tr ees.
2 They're going to use natural energy.
3 They're going to save as much wat er as
possible.
4 They're going to stop smoking.
S They're going to stop hunting animals
6 They're going to try to throwaway less
rubbish.
7 They're going to stop cutting down trees.
Answer:
It's got a happy ending.
9 Draw the students' attention to the Language
Focus box and to the importance of correct
word order when using yet and already.
The students re port to the class what the
people have already done or haven't done yet.
This act ivity is suitable for homework.
8 Ask students to read the Work Agenda and
inter pret the ticks as things the people have
already done and the empty boxes as thin gs
people have not done yet.
10 Ask students to read the end of the story and
decide if it ha s a happy or sad ending.
aproximativ
plapumii
pe cole de disparitie
agri culturii
elect de sera
viinatoare
a pollia
poluare
monv. ratiune
vietuitoare in mediul lor -'
natural
Answers: Many animals, plants, birds and
fish may become extinct in the future for
three reasons: pollution , hunting an d not
enough space for them to live in.
Pollution destroys our lives through acid
rain and the greenhous e effect.
Answers:
about
blanket
extinct
farming
gr eenhouse effect
hunting
to pollute
pollution
reason
wildlife
Give the students instructions on how to use
the Glossary on page 97. It is a good way of
developing their dictionary skills. They are
encouraged to become more autonomous
learners by looking words up.
Tell students to work in pairs. They look at
the work agenda on the right and make
7 sentences to say how Mr Wood and the
people of his town are going to fight polluti on.
The use of the future of intention in this
exercise helps to develop the concept of the
pr esent perfect simpl e (used with
yet/already) which will be focused on in
Exercise 9.
7
5
6
20 UNIT 4
..esson 3
TItle: Save the dolphins
Communicati ve aims: Giving and accepting
warnings
Grammar: Positive and negative Imperatives
+/- always and never
WRITING
Reading
Speaking
Vocabulary:
ac tive: monkey, penguin, dolpbin, bear, lion
passive: ancient, scientists. brain.
to co-operate . in danger. threat.
to tbreaten, to drown, duty
Introduce the topic of the reading text by a
se ries of warm-up questions.
Ask students where the dolphins live, what
the y can do, if they are fish or mammals, etc.
use the picture, the information below and
the students' knowledge to make them build
up a description of the dolphin.
- Dolphins belong to the whale family.
- They can reach 2 metres in length.
- They are mammals. They havewarmblood.
They breathethrough their lungs, so fromtime
to time theyhaveto cometo the surface of the
water to take air. Their babies are bornunder
water and they are suckled bytheir mother.
- They are intelligent animals with a definite
personality, but who, at the same time, are
ready to co-operate, to learn fromothers.
Theycan be easilytrained and taught a lot of
tricks.
- They have their ownlanguage and theycan
transmit messages to other dolphins. American
scientists believethat dolphins can be taught
to understand and speakthe human language.
Ask students to read, then answer the focus
questions by reading the text about dolphins
in thei r book.
You could ask the stndents to write complete
sentences on the board.
.-\nswers:
- intelligent; playful; friendly/helpful
- The y are in danger because sea dolphins
may swim into fishing nets and drown.
River dolphins are threatened by pollution,
motor boat traffic and hunting.
3
4
5
6
7
UNIT 4 21
Draw the students' attention to the Language
Focus box and ask them to complete the
warnings about the dolphins. Accept any
reas onable answers .
Possible answers: Don't kill Yangtze dolphins,
because they are special.
Never pollute their water with rubbish.
Always protect them.
Students complete the warnings.
Answers:
Don't put your fingers through the bars.
Don't throw things in the water.
Don't come too near the fence.
Don't feed the bears.
Ask students what they think about:
(a) animals in captivity;
(b) animals which are free.
Students look at the pictures, re ad the words
in the box and say which of the two pictures
the words go with.
Answers: 1 zoo; cages; captive; to feed.
2 national park; natural home: natural
beauty; free; to hunt.
Ask students to read the verses.
Check their und erstanding of the text ;
explain/elicit the new words.
Draw their attention to the emotional
message of the text.
Ask students to find the main warning the
children give. If the childre n know the tune
for these words, they may like to finish by
singing the song.
N.B. The phrase worth to save is poetic
licence. In sta ndard gramma r, it would be
worth saving.
Answers:.If we don't stop polluting nature,
the world will die.

22 UNI T 4
Lesson 4 Lesson 5
Title: Animals in danger
for the pr actice of the variety of
structures, functions and vocabulary
already acquired by studeuts at this
level
Outcome: - a factfile on an animal in
danger of extinction
- a poem entitled 'The Earth Is Sad
Because ... '
Skill s covered: Iutegrated skills
Materials: Sheets of paper, pencils, crayons,
rubbers
1 Divide the clas s into project groups aud give
the necessary information about the purpos e
and outcome of the proj ect: to make a factfile
on animals in danger and write it in their
group factfile.
Students read the text and the model factfile.
They choose one of the rare animal s under
the threat of extinction and make a factfile
on it.
They include this in their group factfile.
2 Students write a poem entitled: 'The Earth Is
Sad Becaus e .. . .
Draw their attention to the first lesson, to
Mr Data's presentation of the Earth and its
people, for ideas.
Explain that the lines will not nece ssarily
r hyme.
Example: The Earth is sad because Man has
kill ed many of her children, many animals,
birds and plants.
The Earth is sad becaus e Man has pollut ed
the air. the sea and the land.
They write the best lines of the poem in their
group agenda and decorat e the page.
Possible answers:
The Earth Is Sad Because .. .
- Man has invent ed and used dangerous
weapons.
- Man has destroyed peace on Earth.
- people have disobeyed God's laws and the
ten commandments.
- peopl e have polluted themselves with
drugs, alcohol and cigarettes.
- people have wasted the Earth's natural
resources.
- people have created their own 'gods' :
money and power.
- people have made a bad decision: to serve
evil forces.
1
2
Story: Charli e and the Chocolat e Factory
Chapter 4: Miracles
See notes for Unit 1. Lesson 5.
Possibl e answers:
Charli e found the fifth golden ticket and only
one day before the visit.
Grandpa Joe jumped out of bed and danced
for the first time in twenty years.
For pronunciation practice on this chapter we
with : 'During the next weeks .. .' and ending
with: ' ... He deserves bett er than this.'
... .... ...................... ... .... ..... .... .... ..... .... ... .,
Round Ups
8 did not want
9 was writing
10 came
11 were talking
12 laughing
13 were decor ating
14 was eating
4 took
5 dropped
6 saw
7 was writing
You shouldn't/' d bett er not read late at night .
You shouldfd bett er go to bed ear lier than 12
o'clock.
You shouldfd better have breakfast . not j ust a
snack at school.
You shouldn'tzd better not play computer games
in the afternoon.
You shouldfd better do some sport.
You shouldn't be afraid of getting bad marks.
You'd better work harder.
You shouldn'tzd better not make your parents
unhappy.
2a) have already washed/was was hinglstarted/has
done
b) has happened/fell
3 1 have got
2 opened
3 saw
Yes, I am alive today thanks to
those wonderful creatures.
Writing
1a} reason: because res ult: so
1b)1 first 2 after that 3 next 4 fina lly
or 1 first 2 next 3 after tha t 4 finally
Reading
1 c); 2 a); 3 a); 4 c); 5 a)
Mr Jennings Yes, it came from a group of
dolphins who were playing ne ar by.
They swam round me in circl es and
frightened the shark away. Weak as
I was , I managed to swim to the
shore.
Reporter And help did come.
Answer" 1 b); 2 c); 3 b); 4 a)
Test 1 is on p. 60.
Voca bulary
1 a} medicine; b) symptoms; c) food; d) ecological
pro blems; e) fairy tales; f) animals; g} family
~ m m l i r
l 1!.f!!.sibl e answers:.-
I
l' 4/
All I know is that I asked God to
help me. Ther e was nothing else r
could do.
Jennings Of course, I was. I tried to get away
from it but I couldn't. It took a large
piece out of my surfboard. When it
bit me I knew it was going to kill
me. I was desperate.
Jennings It all happened so qui ckly that I
ca n't remember if I shouted for
help or only scr eamed.
r Jennings Yes, that's right.
r Jennings Well, it all ha ppened in Sydney.
Aust ralia. I was sur fing quite near
the beach when I saw a long Great
Whit e Shark swi mming towards
me. It was three metres long.
Reporter Were you terrified?
Report er Mr Jennings. I understand that you
are alive today thanks to a group of
dolphins who came to your help
one afternoon in February 1993. Is
that correct?
Report er Did you call for help?
Listening
Tapescrlpt
Report er Tell us something abo ut it . please.
How did it happen?
Answers:
main purpose of the Round up units is to
. e vocabulary and grammar of the preceding
IS , and to give extra practice in th e language
. This should help the m with the test to follow.
vever, the r ound up itself is likely to incl ude
e language than that which is finall y tested.
pending on the class you may pr efer to do some
these activities orally or to treat them all as
Ott en exercises. It's up to you.
exer cise types should be familiar to the
ents . If necessary remind them what to do and
me first example in each exercise as a class.
ound Up 1
- .. .. -
UNIT
Books and Libraries
You may ask the students to practise the
verbs lendlborrow in pairs substituting book
with pen/pencil/watch .... etc.
2a) Tell the students to work in pairs.
Ask th em to copy the questionnaire down .
Then t ell them to read the questionnaire
and complet e it for their partner by asking
them questions.
Draw students' attention to the fact that
question number 5 refers to opinions about
books and some reasons for reading.
2b) Tell students they are going to listen to a
reporter asking Kat e about books she likes
re ading.
Ask them to copy the number of each
question in their notebooks, first .
Students list en to th e tape and write down
Kate's answers to the appropriate numbers.
Play the tape.
Answers: a) library; bookshop; b) author;
c) title; cover; d) introduction; e) chapters;
f) table of content" g) illustration; h) back
cover; i) publishing house.
l b) Bring some books to the classroom and teach
the words:jront/back cover. title. author.
illustration, introduction, chapter, page, table
of contents. publishing house,
Students repeat the words for the parts of the
books after the teacher.
Then tell them to read the In Britain box and
find more infor mation on The Secret Diary of
Adrian Mole and other reading preferences of
English students.
le) Ask students to practise the words in context.
They r ead th e sentences and fill in th e blanks.
The activity is also suitable for homework.
Answers: 1 bookshop, shop-assistant,
customer, to buy.
2 library, libr arian, to lend. to borrow.
5

Title: The books around us
Communicative aims: Expressing likes and
di slikes about books.
Expressing opin ions about books.
Skill s covered: LISTENING
Speaking
Read ing
Wri ting
Vocabul ary:
ac t ive: library, bookshop, to borrow, to lend,
cover. title. author. illustr ation. chapter,
publi shing house, tabl e of contents,
introduction
passive: fiction. topic. to cheer somebody up
Lesson 1
la) This activity is mean t to famili arise the
students wit h the topic.
Give students time to do the matching activity
togeth er.
Then encourage discussion like this:
A What is there in picture I?
B A bookshop.
A Who is there in picture I ?
B A shop-assistant.
A What is he doing?
B He's selling a book.
A Who's buying the book?
8 The customer is. et c.
Do the same with picture 2.
Teach the words: borrow, lend. Take a book
from one of your students and ask: Can 1
borrow your book? Then answer: Yes. I'll/end
it to you but, give it back tomorrow.
Ask th e students to r epeat chorally and
individually, Point to the librarian in the
picture an d ask: Does the librarian sell
books? Elicit the answer: No, .he doesn 't.
He lends books. Point to th e boy in th e
picture an d ask: What does the boy do in the
library? Does he lend books? Then elicit the
answer: No, he doesn't. He borrows books.
Ask the students to r epeat. Then check th e
meaning: Does the boy buy books? No, he
doesn 't. He borrows books. Then ask: Can he
keep the book or does he have to give it back?
Elicit the answer: The boy "an keep it for two
weeks only.
Tapescript
............. ... '
UNIT 5 25 '
Lesson 2

Reporter Excuse me, can you answer a few questions?
Kate Yes. What about?
Report er Do you like books?
Kate Er ... books, well. I love books. I read all sorts
of books. llike reading romantic novels and
books about TV seri es. I read at weekends
when I want to relax. Books cheer me up.
Reporter Do you only read for pleasur e?
Kate No. not only. I study French and German at
school so, in the evening. I read books about
France and Germany.
Ans wers: 1 yes. 2 a; b. 3 a; b. 4 a; b: c. 5 a.
2c) Ask students to do the same as above.
Play the tape.
This time the students list en to the dialogue
between the reporter and Steve.
I ..
Titl e; The Library - A magi c place
Communicative aims: Asking for and
expressing opinions about books.
Talking about general experience
Speaking
Listenin g
Writing
Grammar: Present per fect simple (general
exper ience) + ever or never
Vocabulary;
acti ve: a manual, a novel. a ghost story. a
fairy tale. a travel book. a science- fiction
book, a dictionar y. an advent ure book.
fright enin g, depressing. well-written.
passive: marble. concrete , hurri can e
Pronunciati on: \Vord stress on types of books
Tapescript
Reporter (asks Steve) What books do you like?
Steve ' I like more exci ting books , scie nce fiction
stories or adventure stories. Rea ding takes me
to another world.
aeport er When do you read?
e Whenever possible. And. of course, in the
evenings when I stu dy.
rt er What books do you read when st udying?
Books about history and geography.
Answers: 1 yes; 2 c: d. 3 b. c. 4 a; b: c. 5 b.
This activity is suitable for homework but it
may start in the classroom.
The students write a short paragraph
(6 sentences) about their own reading
prefere nces giving reasons .
1a) This activity is meant to lead the st udents into
the subject of the lesson.
It is a teacher directed activity: teacher -+
students (T -+ S). Stud ent s answer the
questions.
Possible answers
a) Yes, I have/No, [ haven't.
b) I saw lots of books on the shelves, people
looking for books.
c) I borrowed books/talked to the
librarian/read some books.
1b) Bring into the classr oom differe nt kinds of
books and have students browse through
them for a little while.
Then ask them wha t they can find in eac h
type of book.
Tell them the words denoting kinds of books.
Then ask them to read the sentences that say
what you normally find in a book and match
them with the covers.
Answers: 1 b); 2 I); 3 d); 4 c); 5 e); 6 a);
7 h); 8 g).
1c) During this activity student s practise saying
types of books using the cor rect word stress.
Play the tape. Students repeat each wor d!
group of words.
Answers: a manual. a novel; a ghost story;
a fair y tal e; a travel book; a dicti onary;
a science-fiction book; an adventure book.
1d) Ask the students to copy the words denoting
types of books and to mark the main stress
usinr -s.
.
26 UNIT 5
Answers: a manual; a novel; a ghost story;
a fairy tale; a travel book
a dictionary; a sci ence-fiction book; an
adventure book.
2 This activity introduces the function of 'asking
for and expressing opinions about books' .
We suggest you do it in three stages.
First , demonstrate the activity acting out the
situation so that students see the need for this
particular language strategy.
Show them a well-known book and ask; What
do yoa think of this book?
Change your voice as if it were another
person and answer: I think it's interesting.
It's about ... In thi s way the need to ask for
and express an opinion is created. It also
pr epares the students for the dialogue.
Next, ask the question again to individual
students, working T ..... S round the class.
Tell the student s to look for answers in the
Language Focus box.
Example:
T What are you reading?
S1 'One Way TIcket'.
T What do yoa think of it?
S1 I like it. It's interesting.
T How do yoa like it, Sam?
S2 It's all right bat there are too many
frightening things.
T Do yoa like it, Pam?
S3 I don't know. It's well-written .. .. etc.
Finally, ask students to work in groups of
three in the form of a chain S1 S2 S3 .. .
practising the dialogu e in the book, changing
information as they wish.
3a) Ask students to read the poem and think of a
titl e. You may accept any title that fits.
Possible answers : 'Library'; 'A Magic Place ';
'A Magic World' ; 'A Wonderful World' ; 'The
World of Books'; ' Dreamland' .
3b) Students read the first verse again and find
words that describe the building mat erial.
Answers: a) stone; b) marble; c) concrete.
3c) Students read the second verse and find
words that refer to types of books .
Possible answers :
'you can ride a camel' -
an adventure book or a travel book;
ride a train' -
'visit Rome, Siam or Nome' - a travel book or
a history book;
'meet a king' - a fairy tale;
'learn to sing' .:manual;
'how to bake apie' - aookery book;
'see the moon' - a sci ence-fi ction or aE.--
book; ... , etc.
4a) Remind the students of the form of the
pr esent perfect learned in Unit 4.
You can do this by asking the students: What
experiences has the author had in the
library?
Elicit answers like these: She has met a
king./She has learned to sing./She has visited
space, etc. Then say: So she has had a lot of
experiences.
4b) Ask students to look at the Language Focus
box and find the way they can ask/answer
about their experiences up to now in life.
Then ask a student to read Liz's part in the
dial ogue and you give the poet's answers.
Work T ..... S to give 2-3 examples. Then let
students work in pairs to continue the
dialogue.
Finally, ask them to take turns to act out the
dialogue.
Draw their attention to the place of ever/ never
with present perfect when talking about our
general experience up to now in life.
Possible answers:
Liz Have you ever travelled to the Moon?
Poet No, I haven't.
Liz Have you ever been to sea?
Poet No, I haven't. I have never done that.
Liz Have you ever visited space?
Poet No, I haven't.
Sa) Students work in groups. They practise the
language pattern in mini-conversational
exchanges of the type:
Have you ever spoken to a famou s writer?
No, I haven 't. I've never spoken to a famous
writer.
Have you ever visited a famou s library?
Yes, I have. I've visited the British Library.
Have you ever written a poem?
No, I haven't. I've never written a poem.
Have you ever met an important person?
Yes, I have. I've met a well-known actor/singer.
Tell st udents that a secre tary in the group
must wri te the name of one person who has
done each thing or writ e the word 'no one'.
Then everybody copies the not es.
Sb) This activity is suitable for homework but it
may start in the classr oom.
Ask stud ents to use the not es to write 4- 5
sentences to report what they have found out
in their gr oups, to the class. Next class,
grou ps excha nge their reports. They may
begin their reports like this:
I hav e never met an important person but
Alice has met one.
Nobody has ever spoken to a f amous writer.
I have never wri tten a poem but Mary and
Tom have written several poems in
Romanian.
I have visited the British Library but Tom,
Alice and Alary have never visited a famous
library.
son 3
TItle: Bookworms
Communicati ve aims: Asking and answering
about general and specific past time
List ening
Speaking
Reading
Grammar : Present perfect simple vs simpl e
past
Vocabulary:
active: recycling vocabulary about books
from previous lessons
passive: bookworm. report . interested in,
look aft er
Start the lesson by expl aining its titl e.
how the students 1-2 pictures representing
people reading in a libr ary among piles of
books. Ask: What books do you thi nk they 've
"pod ? Are they going to read the other books.
'oo? Why do they read so many books?, et c.
Elicit answers to lead to the explanation of a
bookw orm' . i.e, a person who is f ond of
ding and spends a lot of time reading
ks.

UNIT 5 27
1 Ask students: What do people generally read?
Elicit from the students the answer:
They read books they are int erest ed in.
Refer to the first activity. Do the first
example: ' Brenda' s hobby is collecting
money .. . She is int er ested in the book
The Coin Atlas .. .'
They read the titles of the books and peopl e's
interests and match them to say whi ch book
eac h person should read.
Answers:
a) The CoinAtlas; b) Survival Guide to Pets;
c) Clothes and Costume ;
d) The Oxford Children's Book of Famous
People; e) Comput ers.
2a) This activity aims at pr actising pr esent
perfect for ge neral experience vers us simple
past . We suggest you do it in two stages.
Firs t tell the students to practise the model
dial ogue to get information about books
they've read. Students work in pairs.
Next , as k the students if they have read
certain books . Whenever the answe r is 'yes',
ask for details. Refer to the Language Focus
box and dr aw their atte ntion to the use of
pr esent perfect when they as k about general
experience and simple past when they as k for
specific time or details in the past. This is a
T -+ S activity.
Possible answers:
T Have you read Ghost Stories, S1?
Sl No, I haven't.
T Have you read ITeasure Island, S2?
S2 No, I haven't.
T Have you read The Secret Diary of
Adrian Mole, S3?
S3 Yes, I ha ve.
T Who wrot e it?
S3 Sue Townsend.
T When did you read it?
53 Last summer. ..., etc.
2b) The aim of this act ivity is to tr ai n students to
develop their not e-t aking skills.
Ask students to take the parts of the students
mentioned in the Notes box and answer about
the books they have/haven't read. Stop after
eliciting eac h piece of informati on and ask
the class what they will write down .
Lesson 4
3d) Stud ents ar e asked to think about and write
the ideas for the closing par agr ap h,
Draw the students' attention to the entries in
the model factfile. Whenever they wri te a
factfile on hooks they have to mention th e
titl e, the author, type of book, publishing
house, characte r(s), a short description of the
book, th eir opinion of the hook .
Have a class discussion about interests ,
reasons for reading and opinions on books.
Title: Books we enj oy
for the pr actice of the var iety of
already acquire d by students at thi s
level.
Skill s covered: Int egrated skills
Outcome: A fact file on books
A book r eport
Materials: Different books, paper, pens.
Possible answer: I think that those who read
lots of hooks are eager to know more things
about our world, They enjoy being with th eir
favourite char acters, j oining them going to
different places and experiencing different
things. Reading makes us cleverer and that's
why everyhody should try to desecve th e
name of 'bookworm'.
Answers: has never done; has read; started;
r ead; wrote; has already learned
As a homework activity the students write the
wh ole re port.
Dr aw their atte ntion to the layout of the
paragr aphs, pun ctuation and spelling.
1
3c) The exercise is meant to show the students
the necessity of getting the gramma r ri ght
along with the ideas they want to
communicate.
Ask studen ts to fill in the correct for m
(present perfect or simple past) of the ver bs
in the second paragraph,
Teacher Have you read a hook ahout pet s,
Chris*/Jane*ffom*?
Chris No, I haven 't.
Jane I haven't eithe r,
Tom Yes, I have. Students write:
Teacher What was its titl e?
Tom Keeping Pets. title: Keeping Pets
Teacher Who wrote it?
Tom Isam Alatee. author: [sam Alatee
Teacher When did you
read it?
Tom Last month. when: last month
Teacher Why did you
r ead it?
Tom I wanted to know why: wanted
how to look to know how to
after my rabbit. look after his rabbit
Ask st udents to work in groups of four,
Encourage them to continue discussing other
books they have r ead and t o make similar
notes.
Possible answer: A bookworm is a person
who is very fond of r eading, He looks like
me, like you, like all the other peopl e around
us , but he spends most of his spare time
reading books, Several of my fri ends are like
that '" ,
Possible answers: Steve thought of what to
write.
He wrote some questions .
He gathered information and wrote it down,
He made a plan,
3b) Ask th e students to dr aft th e intr odu ctory
paragr aph in Steve's report, guided by the
answers to his first three questions.
33) Thi s activity sets a writing task which results
in the first draft of a whole text as its
outcome.
It gives the students an insi ght into the
writing process .
Ask the st udents to read the 'Questions' and
'Note Cards' and then try to elicit from them
the fact that Steve thought about what he
wanted to say an d wrote the questi ons on a
card firs t; the n he gathe re d informati on from
books, from the Iihrarian, and from his
friends to answer the questions he had
wri tte n on th e 'Questions' car d; finall y he
made a plan,
28 UNIT 5
Lesson 5
2 For pronunciation practice on this chapter we
with: 'Mr Wonka was an extraordinary little
man ... . and ending with: .... Let's harry!'
2 Divide the class into pr oject grou ps .
First they read the book report in the form of
an interview in the book. Draw their attention
to the fact that the questions in the book
re port will follow the same order as the
entr ies in the model fact file on books.
Ask the students to write a book report in the
form of an interview.
Tell the students to choose the character they
liked best in a book they have read. Then
they have to ask 'him'l'her' questions about
the title of the book. its author. the type of
book it is. a short descripti on of the book. and
their opinion of the book.
It is hoped that the students will use the
present perfect simple and simple past
whenever this is appropriate.
1
UNIT 5 29
Chapter 5: The Chocolate Room
See not es for Unit 1. Lesson 5.
Answer: The chocolate room is very
important because it is the room where
chocolate. which is very important for lots
of the factory products, is made and mixed .
6. Customs and Traditions

Lesson 1
.. . . . . . . . . . . . . . .
Play the tape again. Ask students to list en and
repeat each date. Make sure they say /01in
the and /9/ in ninth, for instance, clearly.
Ask stude nts to look at the calendar. They
have to make a list of some of the dates we
celebrate in Romania and to wri te a sentence
or two about each one.
Get st udents int o pairs. They exchange their
list of dat es with their partner and compare
what they have written.
Ask some students to read out what they have
written about dates we celebrate in Romania
and to add anything else their partner has
thought of.
Possibl e answers:
New Year 's Eve - Peopl e have wonderful
parti es. They stay up until 12 o'clock to see
the New Year in.
March 1st - People give wome n lucky
cha rms to celebrate the coming of spring.
March 8th - Women's Day - People give
pr esents to the women in their family and to
friends.
Easte r Day - Peopl e go to church and eat
dyed eggs.
April 1st - April Fool's Day - People play
tr icks on eac h other.
December 25th - Christmas Day - People
get pr esents from their famil y and friends
and sing carols by the Chr istmas tree.
Answers: 9th October ; 31st December ;
22nd J une; September 3rd ;
February 14th; 30th Mar ch
Play the tape. Students listen to the sentences
and wr ite the dates they hear.
Students check the answers in their pairs.
2a)
Tapescript
2b)
a) My birthd ay is on the 9th of October.
b) People celebrate New Year's Eve on the 31st of
December.
c) John was born on the 22nd of June.
d) Her mother's bir thday is on September the 3rd .
e) Valentine' s Day is on February the 14th.
o I met her on the 30t h of Mar ch.
1d)
- . -
C, r-, UNIT
This is a warm-up activity. Don't spend too
long on it. Keep books closed.
Ask st udent s: What 's your faoourit e
celebration? Why ?
Accept any reasonable answer.
Ask st udents to open their books, look at the
calendar and read about the dates of some
British celebrations.
Help st udents infer the meaning of the
unknown words: make resolutions = take
decisions, fir eworks = small fl ying objects
that burn with coloured fl ames, light = to put
a match to something.
Ask students to find out which day children
dr ess up as witches and ghosts.
Answer: October 31stlHalloween
Remind stude nts of or dinal numbers
expressing dat es. You might do this by asking
them about their bir thdays.
Ask them to look at the Language Box and
say some dates.
Ask student s to read out the dates.
Ask students to write some dates on the
board.
Call their att ention to some spelling rul es if
necessary.
Get students int o pairs .
Skills cove red: LISTENING
Speaking
Reading
Wri ting
Gra mmar: Simple pr esent and simple past
[recycling]
Voca bulary:
ac tive: Dates [recycling], Ordinal numbers
[recycling]
passive: make resolutions , light, fireworks,
bole, lid, inside
Pronunciation: Sounds in dat es /01vs. /9/
Communicative aims: Talking about
celebrations
Title: Halloween
.
1c)
1b)
1a)
,
................. ' ..
UNIT 6 31
TItle: Halloween Party
Communication aims: Giving instructions
Making and accepting/refusing offers
Speaking
Writin g
Grammar: a little vs a few +
count able/uncount able nouns
Would you like? (offering) lre.iyclingl
Vocabulary:
active: Food and drink [recycling]
Verbs for cooking
passive: grasp, bowl , fill, onlookers, che er,
prize, be frightened
Possible answer:
Mike, Tony and Jane bought a pumpkin and
came to my house at 6.30. Mike took out the
inside of the pumpkin and cut holes to make
the eyes, a nose and a funny mouth. He put a
candle in the pumpkin and put the pumpkin
in the window. Then we began to get r eady
for Halloween. I dressed up as a witch. Mike
and Tony dressed up as ghosts and Jane put
on a black cat costume. She looked terrific.
We went out up and down the street,
knocked on the neighbours' doors and asked
for ' Trick or Tr eat'. Quite late at night we
went to St eve's party where we played games
and told ghost stories. It was gr eat.
Interviewer What tr eats do the children get? Sweets or
some thing like that'?
4 Ask students to complete Liz's diary page.
Thi s exercise is sui table for homework.
Lesson 2
Well, yes ... they all pai nt their faces so they
look horrible. And when it gets dark. they
dress up to look like witches, ghosts or
vampires. Then they go out up and down the
str eet saying, urn ... and they knock on the
door and when you open it . you see this littl e
cr owd of childr en all sta nding ther e and say
'Trick or Treat? Trick or Treat?' and that
means ' give us something or else we'll play a
tric k on you.'
Introduce the activity. Explain what 'trick or
tre at' means, i.e. children will playa trick on
you if you don't give them a small present:
sweets, apples , etc.
Tell the students to listen to th e tape and
answer the questions.
Write the questions on the board.
Play the tape. Students listen to the tape and
try to find the correct answers.
Help students work out the meaning of any
unknown word. This is passive vocabulary,
for recognition only.
Answers:
1 c); 2 g); 3 b); 4 d); 5 a); 6 e); 7 O.
The whole of our str eet celebrates an
Ameri can Halloween . \
ervlewer And how do they celebrate it?\
Ah, well ... you have to buy a pumpkin and
spend a long time cutting the lid it and
ta king out the inside. ')
And then you cut holes in the pumpkin and
mak e eyes . a nose and a funny mou'th,And
then you put a candle inside the
and put the lid on it and place the pumpkin in
the window. It's a ' Jack c'I antern'.
-.-script
_ ........ er It see ms that children have lots of fun at
Halloween.
3a) Introduce the situation: John is an English
fath er talking about Halloween in his famil y.
Ask students to look at the picture
John . .. urn, for the tre at the y have a sort of bag
repr ese nting Jack o'lantern and help them
with them and you ar e meant to put swee ts,
infer the meaning of hole, lid, inside.
apple s . .. or money in it for them so ... they-
Students to copy the grid from the board. /.
run around until very lat e sort of pr et ending
Ask students to listen to John expl aining how /'
to be ghosts and have parti es where-t hey play
his children make a Ja ck olantern. /
games or t ell ghost stories, that kind of thing.
Play the tape. /
Choose some students to complete the grid on
the board. Answers:
Students make the necessary corrections in a) Children faces; when it gets
the ir notebooks. __ - dal"k,they dr ess up to look like witches,
ghosts or vampires.
b) When they go out, they go up and down
the streets , they knock on doors and say
'Trick or Treat?' They run round very
late and have parties where they play
games and t ell ghost stories.
Tapescript
2 UN IT 6
1 This is a warm-up activity. Ask students to
look at the pictures on the page and answer
the question.
Students make the necessary corrections.
You might ask students to write th e rec ipe in
their notebooks.
Answers: water, sugar, butter
Answer:
Children are dressed up as witches, ghosts,
black cats and vampires.
Title: New Year's resolutions
Thi s is a warm-up activity. Don't spend too
much time on it.
Ask students the following question:
What do people usually say on Easter
New Year 's Day, Christmas Day, a t
Halloween in Britain and the Unit ed
States?
Elicit the correct answers.
unfinishe d actions
Making promises
Reading
Speaking
Grammar: Pr esent perfect simple + since/f or
WillJwon't (resolutions, promises)
Vocahulary:
active: Tiroe expressions lr ecyclingl
passive: habit. safe keeping
Explain to studen ts th e use of a littl e +
uncountable nouns and of a few + countable
nouns. Ask th em to r ead the Language Focus
'<I" ... ".. "',," \" Q. \\\\\0 ... Q. So", '"
th e recipe in Ex. 3c.
Check their answers.
Divide students into pairs. Explain the task.
Ask th em to look at the grid . Get one pai r to
act out the dialogue changing rol es .
All students act th e dialogue for each item in
th e gri d in pairs.
Tell the m to r everse roles.
You might encourage them to expand their
offers:
Example: Would you like afew peanuts?
Would you like a little lemonade?
Answers:
1 Oct ober 31st; 2 Halloween; 3 ghost;
4 frightened; 5 a little; 6 filled; 7 a few;
8 players; 9 take; 10 teeth; 11 good.
Answers:
1 e); 2 c); 3 a); 4 b); 5 d).
5 Ask students to fill in Jane's diary page with
th e wor ds in the box. This exercise is suitabl e
for homework.
Lesson 3
1
4
e) onlookers
o to cheer
g) to applaud
Answers:
a) apples, a bowl and some water.
b) Put a number of apples in a bowl filled
with wat er. The players put their hands
behind their backs. Each tries to gr asp an
apple and take it out of the water with
their teeth.
c) Apples or swe ets .
Answers:
a) a prize
b) to grasp
c) a bowl
d) to fill
Get students int o pairs. Ask th em to r ead
article 3 again and answer th e questions.
Students r ead th e text and in their pairs they
ask and answer the questions.
3a) Ask students to look at Liz's menu and read
what special food peopl e eat for Halloween .
Ask th em to say what people usually eat
for Halloween .
3b) Ask stude nts to r ead the scr ambled recipe for
toffee apples and say wh at the ingredi ent s for
toffee are.
2b) Ask students to r ead article 3 again and find
words for some of the given definitions.
Check their answers . Get them to r epeat and
write the new words in their notebooks.
2c)
Answers:
1 - Preparation for Halloween;
2 - Surprised by Ghosts;
3 - Party Games
3c) Ask stude nts t o copy th e grid. Draw the gri d
on the board.
Get students to look at th e pictures again and
number them in the correct order.
Ask one student t o read out th e rec ipe.
2a) Ask students t o read th e ar ticles silently and
match a headline to each article.
"\\.I;\\.\.1;\ \.1;\1;\\ li,,)\'\'t, li,,)\"\ \l.\"\ ... \"\li,,)'W\\.
words. This is passive vocabulary.
Check th eir answers.
I
,.
UNIT 6 33 I ,
Answers: Happy Easter!, Happy New Year!,
MerrylHappy Christmas!, Happy Halloween!
or Trick or Treat?
Answers: a) for ; b) since; c) since; d) for;
e) since; 0 since.
5 Ask students to read the story and fill in the
cor rect form of the verbs in br ackets .
Ask some students to read out the completed
sentences.
Check students under st anding by as king them
the following questions:
a) What is the problem?
b) What is the solution?
Answers: have known . have been. has lived.
have spent, have been, have studi ed, have
been , have been. ('ve instead of have is also
acceptable after a vowel sound).
Ask students to read the answers to the
interview and to put questions to complete
the interview.
Students give their answers. Other students
check their own answers.
You might like to ask one pair to read the
dialogue out.
Answers:
How long have you been in this class?
How long have you had this sweater ?
How long have you known your best friend?
7
Answers:
a) Alice and Kate have known each
other since they were born, they have
been close friends for a long time and
now Alice is moving to Manchester.
b) Alice will spend the New Year with Kate's
family.
6 Write on the board: I have lived in this town
since 1990. (You may give an example from
. your personal experience. )
Ask students: Now it's 1997 . How long have I
lived in this town? Write the question on the
board and underline How long in your
question.
Students give their answer s. Elicit I have
lived in this town for six years.
Tell students that How long is a questi on
which refers to a point of time or a period of
time.
Divide the class into pairs.
Ask students to take turns to use the ideas in
their book and ask questions with
How long ... Get them to write down their
partner's answers. Check their answers.
Possible answers:
I promise I'll get up earlier every morning.
I promise I'll tidy my room every day.
I promise I won't cheat in history tests.
I promise I won't be unkind to my sister.
Answer: since
2a) Explain the activity.
Introduce 'safe keeping' and 'habit ' =
something that you do regularly.
Explain the use of 'will' future when making
resolutions or promises.
Ask students to read about New Year's
Resoluti ons in The United Stat es and Britai n
and to use 'will'f won' !, future to make a list
of their own four resolutions for the future.
Give an example. (l promise ['[I take more
exercise Jl promi se I won't smoke.)
Students write their answers.
2b) Divide the clas s into pairs. Ask students to tell
their partner what they promise to do. Each
student reports his/her partner's resolutions
to tbe class.
3a) This exercise teaches present perfect simpl e +
since/for expres sing an unfinished action .
Write the following sentence on the board:
a) Peopl e have celebrat ed Halloween for
many years .
Ask students: Do people still celebrat e
Halloween?
Elicit the answer: Yes, they do.
\Vrite this sent ence on the board:
b) The Britisb people have celebrated Guy
Fawkes' Day since 1605.
Ask students: When did the British People
start celebrating Guy Fawkes ' Day?
Elicit the answer: in 1605.
Ask: Do they still celebrate it ?
Elicit the answer: Yes, they do.
Ask st udents to copy and complete the grid.
Draw the grid on the board.
Students give their answers. Ask some
students to complete the grid on the board.
Answers: 1 - True; 2 - False.
Ask students to read the Language Focus box
and then put either since or for with the given
expressions. Elicit the completed expressions .
Refer students to sentences a) and b) in
Exercise 3a) . Ask them which word refer s to
an exact point in time , for or since?
Lesson 4
Chapter 6: The Oompa-Loompas
For pronunciation practice on this chapter we
with: 'Suddenly there was a shriek ...' and
ending with: ' ... the most delicious
strawberry-fl avoured chocolate coated fudge.'
Answer:
The Oompa-Loompas came from an
unknown country with unknown beasts.
They look funny with th eir long hair and
small bodi es . They speak a strange language:
They like to eat cocoa beans. They like
dancing, music and laughing.
2
2a) Ask students to make two list s r eferring to
special days for everybody and spe cial days
for them. Use the examples in their book to
explain th e difference.
2b) Students us e the list of special days to make a
calendar in the form of a poster or calendar
you show them.
One project group might make one large
poster containing all the months of the year
and all the information. Each student in the
group is r esponsible for an activity:
- for writing the months of the year
- for putting the special days on the poster
- for writing sentences about the special days
Encourage students to use drawings, stickers,
and/or pictures to decorate their poster.
At th e end of the activity students stick their
calendar into their project book.
They may fold th eir post er and put it in an
enve lope attache d to the factfile.
Each gr oup coul d contribute pages for two or
three months only to one class calendar
whi ch could be hung on th e wall .
Lesson 5
Possible answer: People celebrate Guy
Fawkes' Night on the 5th of November.
Guy Fawkes was a conspirator against the
King. In 1605, he tried to put a bomb in the
Houses of Parliament. The King's men caught
and exe cuted him. Every November 5th,
people make bonfires in their gardens and
let off fireworks. Some children burn a ' guy'
on their bonfire. Nobody remembers th e
historical fact now. People just enjoy the
fireworks.
1
Outcome: A page in th e group factfile
containing a passage about Guy Fawkes'
Night and a cale ndar of special days .
Materials: Sheets of paper, cr ayons ,
stickers. glue. magazine pictures .
felt-tip pens, drawings
Possible answers:
a) I have studied for the test for two hours.
b) I haven't visit ed my grandma since May.
c) I have collecte d stamps for three years.
d) I haven't been to the cinema since Friday.
e) I haven't seen my best fri end for two
weeks .
Possible answers:
How long have you been neighbours?
Have you been to the same school?
Have you studi ed together?
Where is Alice going to live?
How do you feel about Alice moving to
another town?
Ask students to write true sentences about
themselves using the present perfect simple
+ since or for . This exercise is suitable for
homework.
Title: Our calendar of speci al days
for the practice of the variety of
structures, functions and vocabulary
already acquire d by st udents at this
level.
1a) Divide the class into project groups.
Students r ead and discuss th e information
about the origin of the word holiday.
Ask students: What do you think holy could
mean?
Encourage students to work out the meaning
of holy for themselves by connecting it to the
word reliqious in the text.
1b) Students read th e notes about Guy Fawkes'
Day. They discuss th em and th en they write
full sentences to make a passage about Guy
Fawkes ' Night using th e 'Holidays' box as a
model. Students may compl et e the given
information with knowledge acquired in their
History lessons.
Help and correct th eir work befor e sticking
their passag e into their gr oup factfile.
8
4 UNIT 6
Household Items

UNIT
7
I I
Lesson 1
Title: Useful things
elect rical items
Describing objects
Saying what things are for
Speaking
Readi ng
Writing
Grammar:/or + '-ing' form
Vocabulary:
active: camera, kettle, washing machine,
vacuum cleaner (hoover), freezer, video,
walkie-talkie, dishwasher, coffee
machine, iron, hair dryer, refrigerator
(fridge), walkman, cassette recorder,
round, square, rectangular
Pronunciatjon: Stress on compound words
la) This activity aims at familiar ising the students
with the vocabulary necessary to talk about
electrical items one can find in the house.
Help the students identify tbe things and say
them correctly.
This activity gives guided pr actice in using
the newly acquired vocabulary.
Tell students to work in groups and as k about
the importance of the thin gs in the picture.
You may also ask them to give reasons why
one thing is more important than another.
::..c) This is a repetition exercise which practises
the stress in compound words.
Answers:
o 0
washing machine; vacuum cleaner;
o 0 0
dish washer : coffee machine; video player;
o 0 0
cassette recorder; hair dryer; Walkman.
The stress is on the first part of the
compound word.
This activity aims at practising the function of
escribing objects.
Ask students to work in pairs.
Tell them to ask and answe r questions using
the vocabulary referring to the shape, size
and colour of the things in the picture in
order to guess t he objects .
Example: A What shape is it? B It's round.
A What size is it? BIt 's small.
A What colour is it? B It 's whit e.
A Ah, I see. It's a small, round, white kett le.
Here are possible items they can describe:
A It' s small, black, rectangular ...
B It's a camera,
A It' s lar ge, square , white .. .
B It' s a washing machine
A It's big, round, br own .. .
B It's a vacuum cleaner
A It's large, rectangular, white ...
B It's a freezer.
A It's quite big, rec tangular, black ...
B It's a video.
A It's small, rectangular, black .. .
B It's a walki e talkie
A It's lar ge, squ are, white .. .
B It's a dish washer, etc.
2a) This activity draws students ' attention to
the use of do + housework and make + food
and drink.
It also provides controlled practice in using
for + ' -ing' form when talking about purpose.
2b) This act ivity offers practice in saying what the
things are used for.
The students pr actise the pattern for + ' -lng'
form in mini-conversational exchanges.
2c) This is a listening exercis e.
The definiti ons the students are listenin g
to provi de good examples of how to descri be
things.
The students have to find the names of the
three objects.
Draw the st udents' attention to the fact that
these things are ' doers of the action' and they
end in '-er'.
Tapescrlpt
Kate Are you good at crossword puzzles?
Liz Well , sometimes .
Kate OK. What's this? It's a white thing for keeping
food fresh.
liz Gosh, I think I'mhopeless. I give up.
36 UN IT 7
Title: It's handy
Communicative aims : Explaining how
thin gs work
OtTeringlAcceptinglRefusing help
Skills covered: READI NG
Speaking
Listening
Writing
Grammar: Let me .. .. I'll .. .. Shall I .. . ? +
offers
Connectors [recycling]
Vocabulary:
active: button. plug in, unplug, turn
on/otT, pr ess . turn up/down . rewind/fast
forward
passive: socket. plug, headphones, cord/
cable. connect/disconnect, electricity
3c) As one student in eac h pair writes out the
definitions, the other student copies an empty
version of their crossword.
Ask a pair of students fr om Group A to
exchange empty crosswords and clues with a
pair of students from Group B.
3d) Student s work in their original pai rs and try
to do the other pair's crossword togeth er.
As a possible homework act ivity, ask students
to copy both completed crosswor ds and their
clues int o their notebooks.
Lesson 2
Answers: a) turn on/turn off, b) plug in;
c) unplug; d) turn up/turn down; e) rewind;
ofast forward; g) put in the cassette,
1b) During this activity the students work in
groups and negotiate ~ meanings of the
verbs.
Draw students ' attention to turn up/down.
Make a gesture of rotating the button
forwardlbackward to show the change in the
volume of the sound, i.e. louder/softer.
Accompany your gesture with the sound of
your voice.
1a) Help the students read the words correctly
and grasp their exact meaning by answering
the questions. You can demonstrate their
meanin g by mime/gestures.
Answers: a) socket: b) plug: c) on/otTbutton ...
for getting the TVstarted d) headphones:
e) play button for getting the tape started:
volume button for getting the sound
louder/softer: forward/rewind button .. . for
playing the tape forward or backward.
Answers: '-er' : video player; cassette
recorder; vacuum cleaner/hoover: hair dryer;
freezer; dish washer; '<or' : refrigerator.
The students may be encouraged to add other
examples, like: computer, calculator, cooker,
toaster , etc.
This is an information gap acti vity.
Divide the class into two large groups. (Half
of them is grou p A and half is group B.)
Each student only looks at hislher own
crossword.
Students in both groups work in pairs with
someone in their group to write the clues,
namely, the descriptions of the thin gs in their
crossword puzzle.
Possible answers:
Group A:
Across :
1 It's a small. round thing for boiling tea or
water in.
4 It's a small, rectangular, black thing for
taking photos.
Down:
2 It's a small round, whit e thing for serving
tea at table In,
3 It's a long, white or black thing for drying
your hair with.
Group B: (has the activity on page 112)
Across:
2 It's a small, recta ngular thing for talking
to somebody at a distance.
4 It' s a large, rectangular, whit e thing for
keeping food fresh and ver y cold in.
Down:
1 It's a large. square, white thing for cooking
meals on.
3 It's a small, rectangular, white or brown
thing for making toast with .
3b)
3a)
2d) Ask students to wor k in pairs and make a list
with other things in the picture that end
either in .-er' or in .-or .
Answers: freezer; vacuum cleaner;
dish washer.
Liz I have no idea.
Kate How about this one? It's a large, electrical
machine for cleaning carpets with.
Liz I'msorry. I can't guess that one either.
Kate All right. Try one more. It's a large, square
machine for doing the washing up.

'. I,
UN I T 7 37
2a) During thi s activity students read two sets of
instructions for general und erstanding.
The questi ons help them.
Answers:
a) 1 a washing machine; 2 a video player.
bj 1 for washing clothes; 2 for viewing a film
on a video cassette.
c) to get the electrical equipment to work/to
operate the washing machine and the
video player/to do the washing and to
watch a video cassette.
2b) Ask students to read and write actions
describing how things work by compl eting the
gaps in the exercise.
Answers: a) plug in; b) turn it on; c) turn it
off; d) turn it up.
3a) Ask students to read the dial ogue and the
Language Focus box to answer the questi ons .
This activity helps the students identify the
functions 'offering to help, and
' accepting/refusing' an offer.
Answers: a) Mike offers to help Grandpa
rewi nd tbe video tape/press Play button.
b) He says: Let me help you ... ; Shall I ... ?
c) When Grandpa accepts Mike's help, he
says: Thank you: When he refuses, he says :
No, it's all right. I can manage.
3b) This time students transfer the above
patterns into a dial ogue by filling in the gaps.
Briefly remind students of the use of
connectors.
For the words:first, next, after that, finally, see
Unit 2. Then is the same as next, aft er that.
Possible answers:
Steve Oh, this looks complicated!
Mike Don' t worry. I' ll show you how to make
it work.
Steve Just what I needed, thanks.
Mike First, make sure the batteries are in
their place at the back. Shall I check thi s for
you?
Steve No, thank you. I can manage.
Mike Then press the EJECTISTOP button and
place the cassette inside. Let me do that for
you.
Steve Thanks very much. Next I pr ess the
PlAY button, right?
Mike Let me see. Right. When you press the
PlAY button. the cassette will start playing .
Finally. you put your headphones on. If the
music is too loud. turn the volume button
down.
Steve Thank you.... Hey. it works!
4 This is a homework act ivity.
Ask students to write a note with some
instructions using connectors to explain how
the cassette recorder works. Tell them to end
the note wit h an offer to help their friend.
Lesson 3
TItle: It doesn't work
Communicative aims: Making a compl aint
Explaini ng how long an action has
been going on
Speaking
listening
Readin g
Grammar: Present perfect continuous +
since/for
Vocabulary:
active: it doesn't work, it's broken, it's
leaking; to be under guarantee, go wrong
passive: to have something repaired
1a) This activity aims at introducing vocabul ary
necessary when talking about fault y electr ical
and elec tronic machines . Make sure the
students und erstand the meaning of the new
words.
Answers: 1 c): 2 b); 3 a) : 4 e): 5 d).
1b) Draw students' atte ntion to the fact that when
buying such thin gs they are under guarantee,
i.e. the company which pr oduces them has
the obligation to repair them free of charge
within a certain time.
Answers:
a) The TV set and the washing machine
b) the calculator
2a) Ask students to listen to a complaint about
things that have been going wrong for some
time.
Play the tape.
The students have to answer the two
questions.
Tapescrlpt
Customer I'm afraid I've got a complaint to make about
my TVset.
Clerk I'm sorry to hear that. What's the matter with
it exactly?
Customer It's making a funny noise so I can't hear
anything. It means I'll miss my favourite TV
programme.
, ,

38 UN IT 7
Customer Thank you very much for your help.
Clerk How long has it been doing this?
Customer It's been making a strange buzzing sound for
two days now.
Customer Yes. it is. I bought it t hree weeks ago.
Clerk I'll take your name and address. and send an
engineer to see about it.
Lesson 4
1 Show students pictures of how differ ent
things looked when they first appeared.
Ask students to compare the model s today
with the old ones . Ask them about great men
who invented machin es.
Materials: pictures/drawings. crayons
Answer:
a) They've been turning the TV on and off all
evening.
b) They've been using their father 's camera
an d takin g lots of photos .
c) They' ve been playing Kate 's cassette
recor der really loudly.
d) They've been pulling the vacuum cleaner
up and down the sta irs.
e) They've been running backwards and
forwards to the fridge non-stop.
t) They've been making pancakes for the last
two hours.
Titl e: Your factfile
for the pr actice of the variety of
str uctures. functions and vocabulary
already acquired by students at this
. level.
Skills covered: Integr at ed skills
Outcome: A factfile of inventions
Answers: 1 c); 2 fl: 3 b); 4 e): 5 d); 6 a).
Encour age them to add some other ideas
connected with the pictures. (e.g. They' ve
been playing, They've been having good fun)
3c) This activity is suitab le for homework.
Tne students have to wr ite the whole lett er.
Draw thei r attention to its layout.
Tell them they can include informati on from
the pictures in Exercise 3b between sections
e) an d d) of the lett er. See page 39.
3b) This activity ai ms at practising present
per fect continuous.
Tell the students to work in the same groups.
This time the y look at the pictures and use
the prompts to make sentences which will be
included in the lett er.
First the students make the sente nces orally
and then they wri te them down .
3a) Ask the st udents to wor k in groups. They
have to read the scrambled parts of a letter
and put them in a logical order. Students copy
and complete the grid.
When did you buy it? Is it still under
guarantee?
2c) Make sure students understand they should
write one sentence only to summarise each
situation in their book. Complete the first
answer with them as an example and remind
them of the differ ence between since and j or .
(see Unit 6, Lesson 3)
Our intention at this level, is not to contrast
the two tenses : present perfect simple ('it has
made') - focusing on the idea of a completed
action - and present perfect con.lnuous ('it
has been making') - focusing on for how long
the action is being performed. This difference
will be highlight ed at a lat er stage of the
course.
An swers:
a) The dish washer has been leaking
since ea rly this morning/for several hours.
b) The engineer has been repairi ng the TV
set since 9:00/for an hour.
c) The boys have been waiting for their clock
to be repaired since 1L30/for half an hour.
d) The TV set has been flashing on and off
since ten minutes ago/for ten minutes.
e) The video has been recording the film
since 4:30/for half an hour.
2b) This activity aims at highlighting the use of
the pr esent perfect conti nuous which is to
express how long an action has been
going on.
Ask students to look at the Language Focus
box and answer the concept questi ons
r eferring to the use of pr esent perfect
continuous. Then refer them to the sentence
in the exer cise.
Answers:
a) The complaint is about a TVset which
makes a stra nge noise.
b) He'll miss his favourite TV pr ogr amme.
Answers:
a) The TV set started making the buzzing
sound two days ago.
b) Yes.
Clerk
23 Green Street
Hackne'l
london N 16 OKl
12th MalJ
Possible answer:
Exercise 3c
(Lesson 3)
Dear Pam,
Mum and Dad harle 90ne to the cinema so I'rledecided to
Write to 'Iou.
I'rle been 100kin9after Jo and Alan all erlenin9 now and
the'l are drirlin9 me mad! You'll nerler 9
uess
what thelJ'rle
been doin9.
ThelJ'rle been turnin9 the TVon and off all erlenin9. ThelJ'rle
been doin9 the same thin9 With the rlideo, too. ThelJ'rle
been usin9 Dad's camera and takin9 lots of photos. Dad
Will be rlerlJ an9rlJ To keep them bus'l I let them take mlJ
cassette recorder and listen to music ... and thelJ'fle been
piaIJ
in9
it realllJ 10udllJ. I malJ get short of hearin9 Soon.
Another idea - to do the rlacuum cleanin9! ThelJ'rle been
pullin9 the rlacUum cleaner up and down the stairs.
luckillJ, nothin9 has happened to it 'let ... And the'l think
the'l are 9
00d
at cookin9. So thelJ'rle been runnin9
backwards and forWards to the fridge non-stop. Poor
f
ridg
e!
No Wonder it's makin9 such a strange noise. Guess
What thelJ'rle been doin9 for the last tWo hours ... ThelJ'rle
been makin9 pancakes!
Oh no! There's a terrible noise comin9 from the kitchen. I
must 90. I haoe no idea what thelJ're doin9 now! I'll Write
again soon.
lOrle from,
Kate
'.
I , _
UNI T 7 39
I ,
Lesson 5
h I and th e Chocolate Fac tory Story: C ar i e
I' . 7 The Inventing Room e-. Chapter:
2
d the paragraphs for
Tell stude nts to r ea . A k them which two
general unde rst andmg. s.
h ing described.
inventions are ei d the texts ca refully for
Tell students to rea
det ails. th littl e things that
h to talk ahout e 1
inventors ideas for inventing
different machines. f these
h importance 0 Ask them ahout t el
machines in our their factflles,
Help the students 0 . k a model.
taking the one in their boo as
Divide the clas s into project to
Students are asked to thI.nk.
help th em with some activi ties,
it n a post er,
Tell th em to draw 1 0 to
' few senten ces Ask st ude nts to write a
describe their machmhe.. achins t o the class
thaw t eir m
Ask groups 0 s I ining how it works.
d few words exp at .
an sayar n ideas of savmg
You may want to men 10 idi g
f rgy avoi m traditional forms 0 ene .
pollution. et c.
1
2
. me to their machine. Ask students to give a na if
Displ ay th eir posters in th e n
ossible. They can lat er put the m m a
Phdt o th eir gr oup factfile, envelope attac e
, Unit 1 Lesson 5. See not es ror III ,
Answer: er' _ a sort of
The ' Ever lasting smaller once you
round sweet that gT _ a sweet that
ki . The ' Hair 0",
start sue mg. . I chewing-gum
h . t grow' a specia
helps air 0, I food flavours
meal that makes you taste rea
when you chew it.
.. ctice on this chapter we
For pronunciation prha the part beginning
h uld C oose (
suggest you s 0 er ' and ending
ith: 'He led the party ov .. . ..
with: ' ... roast beef and blueberry pte.
40
Round Ups
Tapescrlpt
First warm the teapot.
Then put one teabag per person into the teapot.
After that pour boiling water into the teapot .
Leave the pot of tea to stand for about five
minutes before serving it.
Next pour a little milk into each cup.
Pour the tea into the cups.
Finally add sugar. if necessary.
Listening
Language in use
a 4); b 5); c 1); d 6); e 2); f 3)
Answers:
1 e); 2 c); 3 0; 4 g); 5 a); 6 d); 7 b)
Test 2 is on p. 61.
Grammar
1 am writing
2 ordered
3 arrived
4 worked
5 has gone
6 have read
7 have always used
8 am returning
Vocabulary
1a) 1 illustration, publishing house,
introduction , glossary, chapters,
pages .
2 thrilling, att ractive, boring,
depressing, frightening.
3 travel book, ghost story, fairy tal e,
sci ence-fiction book
4 e.g. The Secret Diary ofAdrian Mole
aged 13 3/4 by Sue Townsend
5 The Adventures of Huckleberry Finn
by Mark Twain
1b) 1 a) 25th December
b) 31st December
c) 31st October
2 'Trick or treat'.
3 resolutions.
4 a candle in a pumpkin - a Jack
o'lantern.
Answers:
Reading
1 b); 2 c); 3 c); 4 b).
The main purpose of th e Round up units is to
revise vocabulary and grammar of th e preceding
units, and to give extra practice in the language
skills . This should help them with the test to follow.
However, the round up itself is likely to include
more language th an that which is finally test ed.
Depending on th e class you may prefer to do some
of th ese activities or ally or to treat th em all as
written exercises. It's up to you.
The exe rci se types should be famili ar to th e
students. If necessary r emind them what to do and
complete the first example in each exercise as a
class.
Round Up 2
. UNIT
'. " ,
8 ,,
Lesson 1
If you consider it us eful and time allows it,
you can have a short geography lesson
talking ahout the position of these countries
on different continents. their neighbours, th e
oceans tbat divide the contine nts, the smallest
continent (Australia), the biggest island
(Greenland), etc.
3a) Ask students to copy the grid and to complet e
only the second column.
They can find the information in the previous
exercise.
.
. ;.
1
2
Title: People in the world
Communicative aims: Describing countries
and their people
Asking for and giving personal
information
Grammar: Simple present [recycling]
Speaking
Writing
Vocabnlary:
active: Germany - German, France - French,
Holland - Dutch, Sweden - Swedish.
Denmark - Danish, Spain - Spanish,
Japan - Japanese, Portugal -
Portuguese, Romania - Romanian,
th e United States - American
Pronunciation: Shifting word stress on
country/ nationality words
This is a warm up exer cise. Don't spend too
long on it.
Ask students to talk in pairs ahout the
country they would like to visit and to give
r easons for their choice.
Ask one or two students to report their
partner's pr eference back to the class.
Ask students to re ad wh ere different peopl e
come from.
Tell them to make a similar sentence
r eferring to Romanians.
Answer: Romanian people come from
Romania.
Answer: French, Swedish. Spanish, Japanese.
Romanian, American.
3b) This activity is an opportunity to work on
word stress.
Stop the tape aft er each pair of words and
ask students to repeat the adjective.
Ask them to locate the main stress and
highlight the shifting of th e st ress from the
names of the country to the corresponding
adjective with some of the pairs.
Example: Ja'pan vs Japa'nese: 'Portugal vs
Por tu'guese
Tapescrlpt
Germany I' d3:m:mi:! German t'd;p:m;ml
France Ifro:nsl French / frentj/
Th e Netherlands 101 neoalandz/ Dut ch /dl\tJ/
Sweden I' swi:dnl Swedish j' switdrj/
Denmark j'denmo:k! Danish j' delmV
Spa in / spem/ - Spanish j'sprem!1
J ap an 'pen/ J ap anese ni:zJ
Portugal j' p:>:t!ugV Portuguese / p:>:t!o'gi:7/
Romania /rao :' menno/ Romanian / reo:' merman/
the United States /61jumamd sterts /American mertkon/
3c) Ask students to wri te a sentence in the third
column of their grid using the attiectives in
the sec ond one.
If the students run out of ideas, give th em
clues based on the answers below.
Country Adjective Sentence
Germany German The Mercedes is a famous German car.
France French The Eiffel Tower is a well-known French monument.
The Netherlands Dutch Black tulips ar e wond erful Dutch flowers.
Sweden Swedish Roxett e is a Swedish pop group.
Denmark Dani sh The Vikings wer e famous Danish people.
Spain Spanish Magellan started his voyage round the world from a Spanish port.
Japan J apanese Karate is a martial art.
Portugal Portuguese Lishon is a well-known Portuguese city.
Romani a Romanian Meat rolled in cahbage is typical Romanian food.
The United States Amer ican Abraham Lincoln was the sixt eenth American President.
Tapescript
4 2 UNIT 8
Ask students to copy the grid.
Then ask them to listen to the tape again and
to complete the grid.
Answers:
Country Characteristics of its food
Sweden simple, ordinary
Spain different (from English food);
a lot of fish, seafood, shellfish
France very well cooked, ver y nice.
delicious
Possible answer: He would like to visit the
United States of Ameri ca because he has
never been ther e and he would like to see a
place which seems so familiar because it is
on TV and on the news every day.
TapescrJpt
7 Ask st udents to listen to the tape and say
which other country Mr Rowbury would like
to visit.
Ask them to give his reasons.
Basically I like to travel and I like to visit other countries.
If I could choose. if I was free to choose another country
that I haven 't visited yet, I would probably like to ... to go
to the United States of Ameri ca. I' ve never been ther e
before. And I'd like very much to spend some time,
perhaps five. six, seven weeks there, one summer and to
see a place which seems so familiar because it' s on the
television and on the news every day.
6
Possible answers:
Tell the students to wor k in pair s and read
the dialogue hetween Kate and Mike.
Then ask them to take turns and make up
similar dialogues referring to the people in
the pictures.
Ask one or two pai rs to read their dialogue in
front of the class.
4
I've been to France a lot. I've worked in Fran ce and I
have a house there. It's a lovely country; much bigger
than England and so many things have impressed me.
Perhaps most of all, English people, and I include myself.
love French food: fish, meat and lovely vegetables very
well cooked. It's really very nice. Delicious!
Answer: Mr Clive Rowbury is talking about
foreign countries.
5 Ask students to listen to the tape and say if
the man on the tape is speaking ahout his
pets , his nei ghbours. foreign countr ies or TV
programmes.
Play the tape.
I'm lucky in that I' ve been able to tr avel quite a lot in my
life. I've visited several countr ies abroad. My wife is
Swedish, so I' ve been to Sweden severa l times. Sweden's
a very big country, especia lly compared to England. But
ther e aren't many people there . so there seems to be so
much space!
I' ve spent a lot of time in Spain as well. That's another
lovely count ry with its own special food and history.
Spanish food is very different from English food because
in Spain they ea t a lot of fish, seafood, shellfish.
Swedish food is quite simple and ordinary compared to,
well. Medit er ranean countries. But 1like Swedish cooking.
,
e l,-
UNI T 8 43
, ,
The United Kingdom was formed long ago. It
took centuries anda lot of struggle was
involved. In 1536 King Henry VIII united England
and Wales and in 1603, the King of Scotland
became Kingof Great Britain. The whole of
Ireland was united with GBbetween 1801 and
1922, when the Southern part of Ireland (the
Republic of Ireland. alsocalled 'Eire') gained its
independence. All the people in these countries
speak English even if there are differences in
education. religionand the legal system. And
some of them speaktheir own language as well.
But when theyspeak English, theyare easily
recognisable because of their own special
accents anddialects.
With its romantic anddramatic scenery in the
Lake District and its bare hillsand largegreen
moors in Dartmoor and Exmoor, wherewild
ponies live, England is the largest and most
populated of the three countries. Its capital ,
London. lies on the River Thames.
All three geographical areas in Scotland- the
Highlands, the Lowlands and the Islands - are
administered from Edinburgh which is the
capital. The Scottish ' r-s are very strong and
the language may sometimes seemdifficult to
understand even to the English.
In Wales, the highest number of inhabitants live
in the industrial areas in the South of the
country. One of the biggest modern towns in
this area is the capital: Cardiff.
You might like t o tell the students mor e facts
about each of the countries.
If time allows or you want to spend longer on
thi s topic, the followi ng information might
help you.
The aim of this exe rcise is to practise the two
ways of expressing nati onalities but also to
help students und erstand th at th ese
des criptions are stereotypes and not
necessarily true of all the people of one
nationality.
Answer: Northern Ir eland (The Irish);
Scotland (The Scots): Wales (The Welsh) ;
England (The English)
Answer: What one says can' t be true of
every body in eac h country.
2b) This is a good opportunity to discuss the four
countr ies which make up th e UK.
Ask students to study the map and then to
write eac h nationality in the appr opriate place.
This is a homework activity.
You can start discussing the activity in cl ass
with th e students.
Help them with information and/or
vocabulary, if necessary.
Title: Spotlight on the UK
This is a warm-up exercise.
Ask students to copy the activities onto a
sheet of paper (or do it yourself and hand
them out at the he ginni ng of the lesson).
They will ne ed to ask qu estions like : Have
you been ta a for eign country? or Have you
visited more than one museum?
Check they ask each question correctly.
Encourage them to move around and to find
out who has don e these activities.
Ask st udents to write the name of one child
wh o has done each of these activities.
As soon as they have one name, they change
the quest ion and as k another student.
They have to move around taking notes until
they manage to fill in for all the activities.
The next step of this exercise can be a
teacher - student or student - student activity.
The students can work wit h the teacher, in
pairs with their partners, or they can work in
gro ups of 4 to 6 and take turns in asking
questions.
For example: T (or S) Who has been to a
foreign country?
S Lucy has been to a foreiqn country.
T (or S) Who has visited more than one
museum?
S A/ark has visited more than one museum.
(He has visited three.)
It 's up to the teacher to choose the hest
method of sharing the information.
Ask students to read Liz's opinions and give
theirs. too.
They are supposed to r ead either: 'The
English always carry an umbrella .' Or
' English people always car ry an umbrella' .
Communicative aims: Describing peopl e
Descrihing places
Grammar: Simple present [r ecycling]
Writing
Speaking
Vocahulary:
active: English, Scottish, Welsh, Irish
passive: border, crowned, waterfall. peak,
floodlight, giant, county, abroad
2a )
Lesson 2
8
1
Answer: a) 4; b) 1; c) 3; d) 2.
44 UNIT 8
Communicative aims: Describing jobs
Title: Talking about people
Reading
Speaking
Grammar: Relative pronouns: who, which,
that.
activity in which 1/4 of the class read one text
only, They then sit in groups of 4 with one
student who has read text 1, one student who
has read text 2, one who has read text 3 and
one who has read text 4, and answer the
questions together telling one another about
the text they have read.
4c) Students do this exercise indi vidually.
Check their answe rs which will most prob ably
be short answers (see below),
This exercise is suitable for homework.
Lesson 3
Possible answers:
a) Caernarfon.
b) Rocky mountains, grassy hillsides,
waterfalls, lakes and Snowdon - the
highest peak in the area in Snowdonia.
c) A Scottish woollen skirt (the Scots' national
costume) which is worn by men.
d) Every August and September,
e) Six hundred.
o Because it is a famous lake wher e people
hope to see Nessi e, the Monster,
gl The giant fell in love with a lady giant who
lived on a Scottish island and he wanted to
bring her across to Ulster. That is why he
began building the causeway.
h) Five of thes e:
She reads state papers.
She signs documents.
She receives ambassadors and visitors.
She sees the Prime Minister.
She tours Britain,
She visits hospitals.
Vocabulary:
active: jobs: carpenter, astronaut, architect,
manager, dressmaker, greengrocer.
hairdresser, pharmacist, physicist,
producer, technician, detective.
headmaster, designer, musician,
inventor, reporter. mechanic
passive: fashion model, stunt man, tamer,
trapeze man, disc jockey (DJ)
Pronunciation:
Word stress on jobs
The Welsh speak English with a distinctive
'sing-song' intonation. The Welsh language is
different fromEnglish andthere are lots of
long wordsin it. It is said that they have the
longest word in the world. This is:
'Liantairpwllgwyngyilgogerychwyrndrobwllilantysili
ogogogocn' which means: 'St Mary's Church, in
a dell of white hazel trees, near the rapid
whirlpool, bythe red cave of the Church of St.
Tysilio'.
Northern Ireland(or 'Ulster') is made up of six
counties which remained united withthe rest of
Britain. The capital of this country is Belfast on
the Eastern coast.
Some special words of dialect addto the
difficul ty of the language spoken bythe Irish
peopl e. Irish Gaelic, which is of the same origin
as Scottish Gaelic and Welsh, is still spoken
nowadays. In fact, all three languages are
officiallyencouragedandtaught in schools.
Ask them to complete the chart in their books
according to the information in Exercise 2.
Answer: England has the most people
(46 million), while Northern Ireland has the
least (1.5 million).
Answer: England/London; Wales/Cardiff;
ScotlandlEdinburgh; Northern IrelandlBelfast.
Tell the students that each country has its
own flag.
Let them look at the flags and then focus
their attention on the size of each popul ation,
Ask students to tell you which country has the
most people and which has the least.
4a) This is a pre-reading task and a chance for
practice of basic dictionary skills.
Start this exer cise by asking students to look
up the words in the glossary at the back of
their textbooks.
Ask them to give translations for the words:
'abroad' - din strainiitate; 'county' - tinut,
' floodlight' - lumina refl ectoarelor; 'peak' -
udr]: 'border' - hotat; qranitii; 'crowned' -
incoronat ; 'giant' - uriar, 'waterfall' -
cascada.
Don't spend too long on this exercise as this is
passive vocabulary for recognition only,
4b) Ask students to skim through the texts and
match each of them with a topi c,
If your students find the reading difficult or if
the texts seem too long for the time available,
you can use a 'jigsaw reading' approach.
Thes e four texts seem ideal for such an
3
1 This is a warm-up activity that can be done

by qu esti on-answer practice between the
teacher and th e students. Don't spend too
long on it.
It is not int ended that the students should
give complete answers using the relative
pr onoun which will be dealt wit h lat er.
Ask a student t o name the people th at he
lives with .
Possible answers: my parents/my mum!
my dad/my baby brother/my sister, Mari a
................ ,'.
usn 8 4 5
Possibl e answers:
These are the photos whichlthat we took
last year/we admired most.
These are th e people who/that wrote me
lettersfvisited us last month.
These are th e cas tles whichlthat we admired
mosVwe saw in Ireland.
These are the r elatives who/that visited us
last monthlwrote me letters.
These are the places which/that we saw in
Ireland/we admired most .
4b) Ask students to read the words in list A and
to try to match th em to th e definiti ons given
in list B. according to th e example they have
in their books.
4a) Thi s is a word stress as well as a vocab ulary
exercise.
Ask st udents to look at the pictures on the
ri ght and on the left of the columns t o make
out the meaning of some of the words in the
columns .
Tell them that pharmacist is American
English (Am. E.) for chemi st in Britisb English
(Br. E).
You can even get the m to predi ct how to
pronoun ce a wor d (because of its column);
Play the tape.
Stude nts repeat the words they hear checking
their pr edictions at the same time .
2
3
Then ask another student to name th e people
who live next door to himlher.
Possible answers: neighbours/John and
Mary WrightlThe JonesesfThe Browns
Go on asking in the same way till the end of
the exe rcise.
At the end you could dr aw the students'
attention to th e fact that you used the
pr onouns who or that whe n you spoke about
peopl e.
Tell th e students to work in pairs asking
questions and giving answers in turn about
the things mentioned in th eir book.
Example: a) A present whi ch you would like
to recei ve.
Student A Which present would you like to
rl(gei ve?
Student B (I'd like to receive) a story-book/
a bike/a pair ofj eans
b) A film which you have seen.
Student B Whichfilm h v ~ o u seen?
Student A (I' ve seen) Robocopl Star Trek. etc.
At th e end of the exercise you might dr aw the
students' attention to the fact th at you used
the pronouns which or that wh en you spoke
about things.
As a conclusion to Exercise 1 and 2 you might
tell them that the pronoun that is the only
~
one whi ch can be used when speaking both
about people and objects .
Ask stude nts to study the Language Focus box
(reading it silently or r eading aloud).
If you think it appropriate you can tell your
students that in infr ':mal English we can
leave out which, that ai i IJJho ir. seme.rces
where th ey are used as objects .
Example: This is the tent (which) I bought last
summer.
Then as k them to make correct sentences
using words from the box in the exercise .
Tapescrlpt
o
carpenter
o
archit ect
o
dressmaker
o
hairdresser
o
physicist
o
as tronaut
o
manager
o
greengrocer
o
pharmacist
o
technician
o
headmaster
o
musician
o
reporter
o
producer
o
detective
o
designer
o
inventor
o
mechanic
46 UNIT 8

Lesson 5
Ask students to read the information about
th e different monuments. They write the
name of each place and one complete
sente nce with information in their factfil e,
Ask st udents to plan and make a timetable
for an 8-day trip. They write th e timetable for
each day, including the place they are going
to visit and th e time each visit will take .
They write a few wor ds about the peopl e th ey
will meet on their way and the languages
they will speak in each place.
They copy th e map of th e world in their book
and mark the route of their trip on it. Instruct
students to stick post cards, pictures or
drawings which illustrate the ro ute of their
trip in the group factfil e. The illustrati ons and
the map can go in the attached envelop e.
Outcome: A travel factfil e: a timet abl e
representing places and monuments to
be visited, the time of the action, peopl e
t o be met and languages to be spoken.
A map of the route.
Materials: Information about different
places (cities , towns , landscapes) in the
world, pictures/post cards for differ ent
monuments in the world, pictures
r epresenting differ ent peopl e, sheets of
paper, crayons, markers, rulers.
ca rdboard or a large sheet of paper,
scissors, glue.
An swer: The group stoppe d outside th e room
with Square Candies that Look Round and
outside the Nut Room.
to practise the variety of structures,
functions and vocabulary already
acquired by students at thi s
level.
St ory: Charlie and the Chocolat e Factory
Chapter 8: Mor e Amazing Inventions
Title: Around the world
suggest you choose the part beginning: 'They
stopped in fr ont of a glass door .. . ' and ending
with: ' ... shouted Mr and Mrs Salt angrily. '
2
Lesson 4
1 See not es for Unit 1, Lesson 5.
1
Mak e sure th e students understand the
meaning of the new words tfashion model ,
stunt man , tamer. etc.). You can do this by
referring them to the pictures and giving
examp les of the sorts of things they do.
Ask students to r ead about peop le who were
the first in the world to do cer ta in things and
then to give the ir opinion about these jobs.
This activity is suit able for homework but if
you want, you can start it in class in order to
make sure the students understand it
correctl y.
Point out that by usi ng who, which and that
to link words and ideas we can make our
writing more interesting.
Answers : Charles Frederick \Vorth was the
man who/that designed Mari e Worth's
dresses.
Mr Arnold flew a plan e in a film whi ch/that
was called 'The Military Air Scout' .
'Manchester Jack' toured England in a show
which/that made him famous all over th e
country.
The man who/that performed the first flying-
trapeze ac t was ca lled Jules Leotard.
The first man who/that drove a car in
Engl and was Edward Thompson.
Christophe r Stone presented r ecords
which/that he played on the BBC in London.
Answers:
A musician is someon e who works
with other musicians to make music.
A hairdresser is someone who cuts
people' s hair.
A physicist is someo ne who studies physics
and does research connected with physics.
An astronaut is someone who knows how to
fly a spaceship.
A designer is someone who designs things by
making dr awings ofthem.
An architect is someone who designs
buildings.
A fashion model is someone who shows off
th e lates t styles of clothes .
6
5

l ~ .
, ,
90 0 0 0 0 or:. o o ~ o o ~ ~ ~ ~ ~ ~ o o 0 0 0 0 0 0 0 0 0 0 0 0 0 0.000000 .
Tapescrlpt
Mr Morgan IImm ... communicat ion. Well, when we
communicate we send and get messages.
Johnny Dad, Miss King asked us to talk about
communication with our pa rents.
Copy the chart on the board.
Play th e tape.
Help students infer th e meaning of th e
unknown wor ds , if necess ary:
humans =human beings; post =put a lett er
in a post box or take it to the post office;
receive = get; be pleased = be happy;
restl ess = moving a lot, finding it difficult to
stay still.
Ask stude nts to list en to the tap e and fill in
th e chart.
Ask some students to come out and fill in the
chart on th e board.
The other students compa re their answers
and make the necessary corrections.
You mean, ... we post them? Johnny
Title: Talki ng and teleph onin g
Communicative aims: Guessing meaning
Expressing agree ment
Skill s covered: LISTENING
Speaking
Writing
Reading
Grammar: So am I1Neithe r am I
So have I1Neither have I
So can I1Neither can [
Vocabulary:
ac tive: Numbers [recycling]
Lett er s of the alphabet [recycling]
. communication, telephone, radio,
sate llite, newspaper, television,
computer, code
passive: gesture, humans, post , r eceive, be
pleased, restiess, plot
Pronunci ation: Sente nce stress: So/Neither
am I, etc.
Lesson 1
2 Introduce th e activity. Tell st udents they will
listen to a conversation about communication.
Ask studen ts to copy the chart into their
notebooks.
1 This is an activity to ar ouse the st udents'
int erest in the topic.
With books closed:
Int r oduce communication = ,getting and
tr ansmitti ng infor mation.- ----.
\Vrit e communication and its definiti on on
the board.
Ask students:
What things do people do or use to get and
transmit information?
Students give their answers .
Elicit: people talk, makuestures (body
language), lIst en tott;;;:adio, wat ch TV, write
~
letter s and post cards, etc. -
ASkstudents to open their books, look at the
pictures and match the gestures to their
meanings.
Make sure they pronounce the WI rd gest ure
cor rectly.
Answers: 1 c) . 2 a). 3 b)
Mr Morgan No, silly ... er. Yes. but not all the time . We
can write letters and postcards or leave
messages. Well, actually, people can
communicate in different ways. We make
sounds; we use our faces : we cry when we' re
sa d or laugh when we' re pleased; we also
use our hands to make gest ures and even
our body to send and receive messages.
Johnny Yes, I know what you mean. It's like Mar y
who screa ms when she sees a mcvse.
Mr Morgan Yes. That mea ns mice scare her .... And
above all, people can talk as we are talking
now.
Johnny Mum told me that dolphins make sounds
when there is danger.
Mr Morgan Yes. It' . tr ue and ... dogs anc cats can use
their ea rs and mouths, they run away or
attack when they are in danger;
I see. Can you see Ben? He's restless. I think
he wants to t<- I] us he's hungry.
48 UN IT 9

4b) Ask students to decode th e numbers in their
book to find th e things we use for
commun ication.
Check they understand wh at to do via the
example.
Ask stude nts to spell first th e words they find
out.
Ask some students to spell and then read out
the words they have found out.
Tapescrlpt
Possibl e answers:
- We read books t o find out ideas. to
understand other char acte rs and to get
information.
- We can talk dir ectly to someone else in a
different place by telephone.
- We can watch plays, films, conce rts and
news on the television.
- We can list en to music. news and interviews
on th e radio.
- 'Ve can store. process or transmit
information by computer.
- We r ead newspapers to find out about
news, advertisements and all kinds of
information.
- People use letters or symbols as codes to
tr ansmit secret messages.
Uz Neither have I. I've heard Eddy Murphy's great in
it .
things mentioned in exercise 4b) are used for
communication.
Chec k they under st and what to do via the
example.
Students give their ideas in their pairs.
Check their ideas .
Mike No. I haven't seen it .
liz Yes. How about going tomorrow?
Mike Er ... I'm afraid I can't go tomorrow. I'm very busy
with my school pr oject.
Liz Oh. I forgot. So am l. I've got to go to the denti st .
But what about Saturday morning?
Mike Saturday morning ... ? Ye ... Yes. I think so. That's
OK.
Mike So have l. And they say the plot' s very exciting.
Mike Hell o?
Uz Hello. Mike. This is Uz. Have you seen Beverl y Hills
Cop ill? It' s on at the Odeon.
5b) Ask students to copy th e sentences a-f in
their notebooks.
Help students infer th e meaning of the
unknown words. Thi s is passive vocabulary,
for r ecognition only e.g.: plot = the way in
. which a story develops.
Ask st udents to list en t o th e tape and write T
or F next to each letter.
Play th e tape.
Ask stu dents to correc t the false sentences.
Sa) This is a pre-list ening activity. Don't spend too
long on it . Accept any r easonable answer.
Divide the class into pairs.
Ask students to take it in turns to explain how
Answers: a) book. b) radio, c) telephone,
d) newspaper, e) television, 0 computer,
g) code .
Divide the class int o pairs.
Explai n the activity. Give a sente nce on a slip
of paper t o one stude nt in each pai r.
Examples: You are an exci ted spectat or
wat ching his t eam score a goal.
You are waiting for your fri end in a husy
station.
You are trying to unlock a door with a key in
the dark.
You are humping into a lamp post while
readi ng a magazine on the street and you 'see
stars' ,
You are slipping on a banana skin.
You are trying to get on a bicycl e for the first
time .
You are picking apples and falling off the
ladder.
You are knocking in a nail and hitting your
thumh.
You are drinking soapy water hy mist ake.
You are avoiding a buzzing bee.
The student reads the sentence and th en
uses sounds and sign language to make
his/her partner understand the sentence. The
latter r eports the sentence to the teacher as
soon as he/sh e gets the message. The t eacher
gives him/her a new sentence to mime to
his/her partner.
Ask stu dents to look at the code in thei r hook
and t o fmd th e code for each letter in the box.
Answers: A is 11; B is 12; C is 13; D is 14;
E is 21; F is 22; G is 23; H is 24; I is 31;
J is 32; K is 33; Lis 34; M is 41; N is 42;
ois 33; P is 44; Q is 51; R is 52; S is 53;
Tis 54; U is 61; V is 62 ; W is 63; X is 64;
Yis71;Zis72.
Answers: Humans can make sounds. can use
their faces , can make gestures , can talk.
Animals can use th eir ears and mouths. they
run away or att ack when they are in danger.
4c)
4a)
3
-til
UNIT 9 49 "
Mike I haven't see n it.
Mike So have I.
Communicative ai ms: Expressing agreement
Expressing preferen ces
Speaking
Writing
Grammar: I'd rath er and I'd prefer
So do l/Neither do I
Vocabulary:
active: news, weather forecast. pop music,
classical music, stories, int erviews. chat
shows. comedies, quizzes, sports
programmes
passive: advert. rubbish. telly addict. soap
opera
Title: TV and radio
Ask students to fill in the bubbles with the
right answer. Ask them to use So ... or
Neither ... to show that they agree with th eir
fri end.
Answers:
So am I. So was I.
Neither am I. Neither can I.
So have I. Neither have I.
7
Answers: 1 dl. 2 a). 3 b). 4 c),
Answers: a} 'What do you watch on TV?'
b) Jane. John and liz.
c) Sue and Tony.
Lesson 2
1c) Ask students to read the interview extracts
again and say what types of programme are
mentioned.
You might like to write the question on the
board and as k students to come out and write
their answers on the board after having read
the interview extracts .
1b) Ask students to re-read the interview
extr acts .
Students give their ans wers.
1a) Ask students to read tbe extr acts silently and
then match tbe words to their definiti ons.
Students read the int ervi ew extrac ts and do
the matching.
Ask some students to r ead out the words and
their definitions. Other students compare
their own answers and make the necessary
cor r ections.
Ask st udents to copy th e words and th eir
definitions in their notebooks.
B So aml.
B Neither can I.
Answers: a) Neither. b) So
A I'm feeling tire d.
liz Shall we meet outside the cinema at 97
Answers: have, have
liz Neithe r have I. I' ve heard Eddie Murphy's great
in it.
Mike Yes. All right. Bye. See you on Saturday morning.
Tapescript
Answers: a) T. b) F. c) F. d) T. e) T.
n F.
A I can 't swim.
6b) Divide the class into pairs. Students to take it
in turns to practise the dial ogues in the
Language Focus box. Make sure they stress
the right word in the sentences.
Answer: I is stressed.
A I' ve been to Ameri ca. B So have I.
Tapescript
Sd) Ask stude nts to look at the complet ed
sentences and an swer the questions in order
to get the concept of so/neither.
Elicit that neither shows agreement with a
negative stateme nt (hasn' t seen) and so shows
agreeme nt with a positive st atement (has
heard) .
6a) Ask students to look at the Language Focus
box. Elicit that B repeats the auxiliary verbs:
am. can, and have in 1\.s sentences.
Explain th e activity.
Play the tape.
Students listen to the dialogues and say
which word in B's sentences is stress ed: the
verb or l.
Sc) Ask students to copy the gapped sent ences in
their not ebooks. You might like to copy the
sentences on the board, too.
Explai n the activity.
Play the tape. Students listen to th e tape and
fill in the gaps.
Ask one student to r ead out the complet ed
sentences and complete the gapped sentences
on the board. Other students check their own
answers.
liz Yes. OK. Fine. Bye.

50 UNIT 9
Answers: cartoons. old films. comedy ser ies.
soap operas, pop shows, wildlife
programmes. adverts .
1d) Divide the class into pair s.
Ask students to take it in turns to interview
each other about their favourite TV
programmes.
The dialogue may have this patt ern :
A What do you watch on IV!
B [ like .. .
Encourage students to give reasons.
Ask a few students to re port their partner's
preferences to the class.
2a) Explain the act ivity.
Students read what Sue says in Ex. 1 again
and look at the Language Focus box.
Elicit that the two expressions are
interchangeabl e.
Highlight the use of to after r d pref er but not
after r d rather.
Students change Sue's iast sentence using r d
pref er to .. .
Answer: I'd prefer to read a good book.
2b) Ask students to answer the questi ons in their
book using: r d prefer to ... or J'd rath er ...
Students write the answers in their
notebooks.
Ask some students to read out their
answers. The other students check their
answers.
Answers: a) I'd pr efer to go for a swim.
b) I'd rather wait for a few minutes.
c) I'd prefer to go by car.
d) I'd rather eat later.
e) I'd rather think about it for a while.
3a) Ask students to copy the chart into their
notebooks.
Explain the activity.
Students read the questionnaire about radio
listening habi ts .
Help them with the words referring to radio
programmes, e.g.: chat show or talk show is
a radio or television show in which an
interviewer and his/her guests talk in a
fr iendly way about different topics.
Students complete the me column in their
notebooks.
3b) Divide the class into pairs.
Tell students to intervi ew and compl ete the
column for their partners in turn.
Ask a few students questions in the
questionn aire to check their answers about
their partner s, e.g. When does X list en to the
radi o? etc.
3c) Revise how to use So ... and Neither ... with
the auxiliary verbs can. have and be.
Say: I can speak English. Ask students to
agree with you: So can we. etc.
box.
Tell students to use do with other verbs than
can. have. and be.
Remind them to stress l and not the verb.
Ask three pairs to read out the examples in
the box.
Divide the class into pairs .
Ask students to look at the questionnaire and
check how many things are the same for both
of them.
Get one pair to read out the dialogue in the
example.
3d) Ask students to wr ite a repor t of the
similarities in the questionnaire.
This exe rcise is suitable for homework.
Lesson 3
Title: Post cards and lett er s
Communication aims: Describing weather,
food. places and people
Reading
Speaking
Gra mmar: Vb + 2 objects (give +/- to)
Vocabulary:
active: Adjectives describing weather. food.
places and people [recycling]
passive: bloody. looking forwa rd to + vb -ing
1a) With books closed:
Ask: What do you usually write about in
your postcards and lett ers when you are on
holiday ?
Elicit: weather. food. places and people. if
poss ible.
Ask students to open their books.
Get a student to read out the example in their
book.
Ask students to list the adjectives descr ibing
weathe r, food. places and people according to
the group they belong to. Tell students that
some words can go in more than one group.
Students write their answe rs in their
notebooks.
Ask some students to read out their lists. The
other st udents check their answer s.
Answers:
\Veather: fine, beautiful , lovely, wi ndy, nice.
horrible, awful, fantasti c.
Food: delicious, lovely, nice, horrible, awful,
fantastic .
Place: beautiful, interesting, fantastic,
exciting, awful, lovely, horrible, nice,
People: helpful, nice , friendly, beautiful,
lovely, int eresting, horrible.
1b) Ask students to look at the two post cards and
comment on them: wh ere th ey think they
come from, why, etc.
Ask students to re ad silently the scrambled
messages and find the correct message for
each of the two postcards choosing a
beginning, a middle and an end.
Help them with the unknown words:
the Bloody Tower = a place in the Tower of
London where a lot of people were killed;
to lookforward to = to anticipate something
yoa think yoa will enj oy.
This is passive vocabulary whi ch students
need to r ecogni se only.
Students unscramble the two messages.
Ask two students to r ead out the two
completed post cards.
Answers: 1 (Sherwood Camp) b). c).
f) 2 (Tower Bridge) a), d), e).
1c) Ask studen ts to imagine they are on holiday
and write a postcard to a friend or to their
parents. Ask th em to write about people,
food, places, weather and activities .
Draw the students' atte ntion to the possible
opening and closing formul as for post cards.
Tell th em that th e messages should be sho rt.
Ask some students to read out their
postcards.
2a) Writ e the following sentence on th e board:
Please give Steve my Walkman.
box and r ephrase the se ntence on th e board.
Ask one student to write it on the board.
Students copy both sente nces in the ir
notebooks.
Explain to the students that when both
objects are pronouns , it is more common to
put the direct object fir st : Give it to me.
However, in everyday English it is also
possibl e to put the indirect object first : Give
me it .
Answer: Please give my Walkman to Steve .
2b) Divide the class into pairs.
Expl ain th e activit y.
-'
I ,
UNI T 9 51
Ten stude nts to pret end to work on their
project and to ask for several things they
need from th eir part ner. You might like to tell
them: 'Your partner is sitting next to you but
he/ she isn' t really list ening. Look at the
pictures in yoar book and ask him/h er twice
to give yoa the thing yoa need. Change the
order of the objects when uou ask the second
time.'
Ask one pair to re ad out the model di alogue
in the book.
Students make dialogues for the other items
in the pictures.
Ask a few pairs to perform one or two
di alogues in front of th e class.
Answers:
A Can you give me that piece of paper/
felt-tip penlpicture/glue/ruler?
B Sorry?
A Can you give that piece of pap er/felt-tip
pen/picturezglue/ruler to me , please?
B Yes. here you are.
2c) Ask students t o rewrite th e sentences in th eir
book without ' to' .
Do the first one with them as an exampl e.
Students write the sentences.
Ask some stud ents t o read out th eir
sentences.
The other students check their own answers.
Answers:
a) She showed her parents the letter.
b) I gave Mrs Jones the message.
c) We sent him a birthday present.
d) Could you give liz this box, pleas e?
e) We gave the birds some bread.
f) Read me the letter.
3a) Ask stude nts to re ad the ma gazine adverts
and choose a penfriend.
3b) Ask students to read Christine's letter and
identify th e person she wrote to.
Students r ead the letter and give their
answer.
Answer: Jane Bacon.
You can ask students an extra question:
What does Christine write about in her letter
to her new penfriend?
Answers: Christine writes about her hobbies,
her studies and her family.
3c) Ask students to use th e layout in the textbook
and to write a letter to the penfriend they
have chose n from the magazine.

52 UNIT 9
Lesson 4
Title: Codes
for the practice of the vari ety of
already acquired by students at thi s
level.
Skills covered: Integrated skills
Outcome: Personal codes and messages .
A factfile on codes
Materials: A childre n' s encyclopaedia ,
drawings . stickers. glue. crayons.
felt-tip pens, a piece of cardboard,
sheets of paper. magazine pictures.
1 Ask students to read the paragraph. Check
their comprehension with questions like this:
What does this code consist of? How does it
work?
Iflhere is no encyclopaedic dict ionary
available help students find the information.
Before the lesso n you might suggest students
ask their parents about codes.
If all else fails, tell the m the answers yourself.
Ask students to complete the par agr aph, to
give it a title and st ick it into their factfil e.
Answers: Morse Code
It was invented by the American Samue l
F. B. Morse in 1837.
2a) Ask students to look at the message in code
and to decode it.
Students decode the message.
Chec k th eir answer.
Answer: Have fun
2b) Ask students to copy th e chart onto a piece of
card. They draw or stick magazine
illustrations or stickers representing things
which begin with one letter of th e alphabet
each to make a code for the group.
Ask students to stick the code in their group
factfile.
2c) Ask them to write down a message in their
group code for th e students in othe r groups.
Groups exchange mess ages and t ry to decode
them.
Finally, they sti ck th eir messages in their
group factfll e.
Lesson 5
Story: Charlie and the Chocolat e Factory
Chapter 9: Sent by Television
1 See not es for Unit 1, Lesson 5.
Answer:
The idea of a television chocolate first came
to Mr Wonka's mind when he saw an
ordinary televisi on working: a photograph
broken int o millions of pieces which are sent
through the air and put together again at the
other end.
suggest you sho uld choose the part beginning
with : 'fve never seen anything like it!' and
ending with : ' ... shouted Mike Teavee,
pressing the button .'

UNIT
.'
,
10 Cities of the World

Lesson 1
Answers:
Answers: A 2; B 1; C 6; D 5; E 3; F 4.
lb) They say/complete their gri d with the names
of the cities wher e pla ces 1--{) are .
Example:
T Which city is The Whit e House in?
S It' s in Washington D.C.
1a) Ask stude nts to match the pictures A-F to the
place names 1--{) .
They can write the results in a grid in their
notebooks, in class or at home. See example
below.
Conduct feedhack.
Example:
T What is picture A?
S It's the Whit e House.
The st udents r ead the des cri pti ons of the
places in Ex. 2 and mat ch them to the place
names 1-6, in Ex. 1a) . Chec k their answers
like this:
Example: T This is the place where the
pr esident of the USA lives and works. It is
pai nte d every year and has got a heautiful
lawn in front of it.
S It's the White House. Numher 2
Answers: 2 4 1 3 6 5
Picture Place name City
A The White House Washington D.C.
B Buckingham Palace London
C Empire State New York
Building
D The Golden Gate San Francisco
Bridge
E Oxford Univers ity Oxford
F Shakespeare's Stratford-upon-
Birthplace Avon
2
3 In pair s the students ask and answer
questions about the places in the pictures A-F.
They choose a city they would like to visit and
give the r eason(s) for their choice.
Example:
A Which of these cities would you like to
visit?
BOxford.
A Why?
B Because I'd like to see the colleges in
Oxfor d University.
4 Students look at the pictures re pre sent ing:
Sydney, Paris, Vienn a, Madrid, Rome and
Athens, and say wha t they think each city is
famous for.
They will be guided by the phrases above the
pictures.
Title: It's a small world
Communicati ve aims: Describing pla ces
Speaking
Reading
listening
Grammar: Prepositions + geographical
location
Vocabulary:
ac ti ve: points of the compass, nort h, south,
west. east.
passive: industrial. picturesque, seaside.
mountain, lawn, memorial hous e,
guard, college. observatory, suspension,
bridge, gate
Pronunciation: Word stres s (on words
describing pla ces)
Lesson 2
1 Ask students to read the texts and mak e not es
about the two cities by compl eting a tabl e.
Speaking
Listeni ng
Writing
Gra mmar: The definit e article + pla ces
Vocabulary:
active: univer sity, college , river, sea, ocean,
continent, industry
passive: mountain range, gallery, research
institute, to win a prize, cha pel,
gigantic, distri ct. fabu lous , r esort ,
mainline, highway
Possible ans wers : I live in Timisoara,
Timisoara is an important university tOWI1. It
is situated on the river Bega, in the west of
the country. It is famous for its old buildings,
beautiful cat hedr als and parks.
This is a homework activity.
Title: Cambridge and Los Angeles
Communicative aims: Describing places
Possible ans wers:
- an industri al city: Reila;
- a university town: Cluj;
- a seasi de resort: Mamaia,
- a tour ist city: Brasov:
- a picturesque village: Bogda:
- a mountain resort: Sinai a;
- an important town: Bucuresti,
Answer: Here is a scheme for a bett er
visualisation of the wor d stress:
D
- an industrial city
D
- a seaside resort
D
- a mountain r esort
D
- a university town
D
- a tourist city
D
- an important town in the west
D
- a picturesque village
7
6b) The students practise the words for differ ent
types of pla ces by giving Romanian places as
examples.
Sydney - unusual oper a house
Is.famous for its - pleasant beaches
Paris - interesting museums
is famous for its - exciting entertainment
Vienna - beautiful cathedr als
is famous for its - old buildings
Madrid - inte res ting museums
is famous for its - beautiful cathedrals
Rome - impressive monuments
is famous for its - typical food and drink
Athens - att ractive shops
is famous for its - old buildings
Answers:
Bucharest is in the south of Romania.
Timisoara is in the west of Romania.
~ i is in the north of Romania.
Sibiu is in the centre of Romani a.
Possible answers:
Ans wers:
Sydney is in the east of Australia.
Madrid is in the centre of Spain.
Paris is in the north of France.
Rome is in the centre of Italy.
Vienna is in the east of Austria .
Athens is in the south of Greece.
Tapescrlpt
5b) Students look at the map on page 74 and
state the locat ion of the cities in Ex. 4.
Sa) Students r ead the Language Focus box and
say where Bucharest, Timlsoara, Iasi and
Sibiu are in Roma nia.
- an industrial city - a seaside resort - a mountain resort
- a university town - a tou rist city - an important town in
the west - a picturesque village
6a) They copy the underlined words in their
notebooks and then list en to the ta pe in ord er
to mark the main word st ress.
Play the t ape .
54 UNIT!O

Answers:
................
UNIT 10 55
Name of the city Cambridge Los Angeles
Name of the country/state England The State of California in the USA
Locati on - in the east of England - on the west coast of the USA
- on the r iver Cam - in the south of Californi a
- on the Los Angeles river
- on the Pacific Ocean
Population - 95.400 -11 .676.000
Tourist att ractions - King's College Chapel - modern mountain resor ts
- Trinity College - Beverly Hills
- its 31 uni versity colleges - seaside resorts
2
3
Ask students to read the text about
Cambridge again and check if the words in
the box are pr eceded by the definit e ar ticle.
or not.
Answers, the east of England; the River Cam;
Cambridge; England
Ask students to read th e Language Focus box
(the definite articl e) and apply the
information contained in it to the text about
Disneyland which they complete with the
where necessary.
You may like to begin thi s orally in class and
ask students to work on it for homework.
Answers: 1 H ; 2 (-) ; 3 (-) ; 4 t-i 5 (-); 6 {-};
7 r-i. 8 H; 9 (the) ; 10 (the); 11 (the); 12 (-) ;
13 (the); 14 (the).
A
B
What's Sydney like?
Well. it's a modern city tha t has preserved its
natural beauty. Touri sts are attracted by its Zoo
and Koala Bea r Park. They are also deeply
impressed by its unusual Opera House, a modern
building. situate d on the water's edge.
Answer:
Name of the city Sydney
Location - on the shore of the
Tasmanian Sea
- in the east of Australia
Name of the
country/state Australia
Main attractions - unu sual Oper a House
- its Zoo
- Koal a Bear Park
4 While list ening to two peopl e talking about
Sydney th e students make notes under th e
given headings.
Tapescript
A Wher e do you come from?
B I come from Sydney, Australia.
A Sydney? Oh, yes, Australia's oldest and lar gest state
capital, one of the most beautiful ports in the
world .
B Have you ever been ther e?
A No, unfortunately, I've never been there . but I'd like
to go there one day. Where exactly is Sydney
situated?
B It' s in the east of Australia, on the shore of the
Tasmanian Sea.
A what 's its population?
8 It has a popul ation of over 3.000.000.
5 Stud ents work in pairs.
They as k and answer questions about Sydney
and a city they have chos en to talk about.
Encourage the m to t alk fluently and add
extra questions if they want to.
56 UN IT 10
Lesson 3
Title: A visit to London
Communicative aims: Expressing
possible/probabl e conditions
. Skills covered: LISTENING
Readi ng
I '. Speaking
Writing
I ~ Grammar: Conditionals (type I)
Vocabulary:
. passive: sight. bank, mini st er, tower,
conqueror, crown jewel. square, pigeon ,
whole, motion
Sa) Ask students t o r ead th e Information box and
predict what city th e song is about.
If possible, otTer some visual support to help
their understanding of the song.
They list en to get confirmation o their
expectations.
Tapescrlpt
If you're going to San Francisco. be sure to wear some
flowers in your hair.
If you're going to San Francisco, you're gonna meet
some gentle peopl e there.
For those who come to San Francisco. summer time
will be a love-In there.
Possible answers:
If I go to San Francisco,
- 1 I'll meet famous people.
- 2 I'll go to a love-in.
- 3 I'll wear flowers in my hair.
Sc) The third list ening is to extr act specific
information.
The students tick the three things the singer
can do in San Francisco.
Sd) Ask students to write three sentences
individually, compare with a partner.
Take answers round the class .
Answers:
3a; Ib: 7c; 4d; 6e; Sf; 8g; 2h
All across the nation. such a strange vibration. people
in motion.
If you are going to San Francisco, be sure to wear some
flowers in your hair.
Answers:
b) meet gentle people;
c) go to a love-in;
e) wear flowers in your hair.
In the streets of San Francisco. gentle people with
flowers in their hair.
Sb) Students listen to th e song again.
They copy th e grid in th eir notebooks, list en
to the song again and number the sentences
in the right or der.
There's a whole generation . with a new explanation,
people in motion there.
Answer: San Francisco.
If you come to San Francisco. summer time will be a
love-i n there.
Answers:
a) If you go to the Hous es of Parliament , you
will see Big Ben.
b) If you go to 10 Downing Street, you will
see the Prime Minister's house.
c) If you go to the Tower of London , you will
see th e White Tower.
d) If you go to Trafalgar Square, you will see
Nelson's Column and a lot of pige ons.
Tell students to look at the mod el sentence
and answer the concept questions 1-3.
Ask students to r ead the Language Focus box
and then to make sente nces about th e sights
of London, using th e first conditional.
Answers: 1 b); 2 b); 3 a) .
Answers:
1 The Houses of Parliament
2 Trafalgar Square
3 The Tower of London
4 The Prime Minister's home, at 10 Downing
Street
4
3
2
1 You might like to begin th e lesson by
displ aying some postcards re presenting sights
of London .
Ask students what they know about London.
In orde r to make th em aware of what they
know and what they do not know about
London, you can conduct a short quiz on
London:
1 Where is London situated?
2 Where does th e Queen live?
3 Where is Nelson's Column?
4 Can you name some of its hist ori cal sights?
Ask them if they would like to go there and
what th ey would like to see there.
Ask students to r ead th e text about London
and name the four si ghts in the pictur es.
I
UNIT to 5 7
6 The student, wr ite what they will do to please
their friends who are vi siting their city. This
activity is suitable for homework.
Possibl e answers:
1 If they want to go sightseeing, I'll take them
on a city tour by bus.
2 If they want to eat fish and chips , I'll take
them to a fish and chip shop/restaurant.
3 If they want to see a film, I'll take them to
the cinema.
4 If they want to see a play, I'll take them to
the theatre.
5 If they want to visit a mus eum, I'll take
them to the Natural History Museum.
6 If the y want to send some postcards home,
I'll take them to the Post Office.
Answers:
a) Castle, bank, town hall , park, theatre,
football stadium, cafe, libr ary, bookshop,
mus eum, police stati on, zoo.
b) The supermarket, the but cher 's, the
baker's. a restaurant, cafe.
c) In (Regent) Street, in the centre, in a
suburb, opposite the post office, a long
way from the centre, next to the park ,
in Trafalgar Square. a ten minute ride
by bus.
d) Big, old, famous, busy, crowd ed, dirty,
large. expensive, well-preserved.
e) Open on weekends from 9 a.m. to 5 p.m.,
closed on Sundays, open daily, closed at
lunch time, open 24 hours.
Lesson 4
Lesson 5
Chapter 10: Char lie's Chocolate Factory
2a) Divide the class into pr oject groups.
Tell students to talk about the design of an
ideal city.
Give the students a large sheet of paper and
encourage them to draw a map of the city
and mark its sights . faci lities. attractions and
green spaces on the map. The map may need
to be folded and put in the envelope attached
to the group factfile .
2b) Then the students think about their ideal city
and decide upon its name , location and what
it is famous for.
Ask st udents to write down the descr iption of
their ideal city.
1
Title: The city of my dr eams
for the pr actice of the var iety of
already acquired by students at thi s
level.
Outcome: - a factfile on vocabulary of
sights/places in a city
, - a map, design and description of an
ideal city
Materials: Postcards, paper, cardboard,
crayo ns
The students complete the lists a--e in their
factfil es with as many words and phrases as
they know.
1
Possible answers: Mr Wonka decided to give
Charli e his factory because only childre n will
listen and learn and because the boy was the
only well -behaved child on the tour.
suggest you should choose the part beginni ng
with: 'CRASH went the elevator .. .' and
ending with: ' ... Oh, YOlljllst wait and see!'

58
Round Ups

The ma in purpose of the Round up units is to
revise vocab ulary and gr ammar of th e preceding
units, and to give extra pr actice in the language
skills. This sho uld help th em with the test to follow.
However. the round up itself is likely to include
mor e language than that which is finally tested.
Dependi ng on the class you may pr efer to do some
of these activities orally or to tr eat them all as
wr itten exercises. It' s up to you.
The exercise types should be famili ar to the
stu dents. If necessary re mind them what to do and
complete the firs t example in each exercise as a
class.
Test 3 is on p. 62.
Round Up 3
1b) a) No, he hasn't. b) Two days . c) No,
he won't . d) The Empire State
Building. e) Time may he a pr oblem.
Vocabulary
1 a) W. Shakespeare was English. He
was born in England. He was a
famous writer/playwrightJ
dramatist.
b) Thomas Edison was Ameri can. He
was born in America. He was a
famous inventor.
c) G. Enes cu was Romanian. He was
born in Romani a. He was a famous
musician/composer.
d) Jules Vernes was Fr ench. lie was
born in France. He was a famous
writer.
Answers:
Listening
Tapescript
2 Geography: river, east. coast,
mountain, weather forecast
TV Programmes: interview, quiz,
weather for ecast , sport, the news,
chat show
Grammar
1 a) Neither have l. b) So am l. c) So
can l. d) So was l. e) Neith er can I
France Fr ench
Greece Greek
Ireland Irish
The USA
American
If an air balloon is filled with hot air
it will go up.
a) - 3; b) - 1; c) - 4; dl - 2
a) li e sent postcards to some of his
friends.
b) She explaine d her attitude to the
headmaster.
c) They have offered a job to the
young man.
d) The guide showed the visitors the
Crown Jewels.
Denmark Dani sh
Germany German
Holland Dutch
Portugal Portuguese
2
a) who/that; b) whi ch/that ;
c) whi ch/that; d) which/that
Reading
4
1
2
3
Daniel Mm. I'll do that. Tell me wher e to go in the
evening?
Mary You've only got two days , right? And you
have some work to do. don't you?
Daniel True. I'll sta rt ea rly tomorrow. What shoul d
I do first ?
Mary Sure.
Mary What ar e you gonna do whil e you' re in
New York?
Mary Go to the World Trade Cent er. That's the
highest building and the view is beautiful
at night .
Daniel Right! What else do you recommend?
Mary The Metropolitan Museum of Art. Ellis
Island . Depends on your time.
Daniel Yeah! I'll see what I can do. Thanks a lot.
Daniel Well. irs my first visit, you know. And I
don' t have much time .
Mary Start with the Empire State Building. The
view is beautiful in the morning when the
weat her is fine.
1a) 1; 2; 3.
Tests

"
English Factfile is focus ed on effective
communication, paying great attention to language
in use, with emphas is on the four language skills.
The tests will check communicative language skills
as well as the main structures. functions and
vocabulary includ ed in the lessons.
The three tests are written to be given after
Units 4, 7 and 10 respe ctively.
The tests fulfil four objectives:
1 They give the tea cher and the students
informati on concerning the students' progress.
2 They identify any areas of difficulty and
weakness which might need remedial work.
3 They give the teacher feedb ack on the
effectiveness of his/her teaching.
4 They give the students additional motivation to
study thoroughly.
Each test checks equally students' grammar,
vocabulary. listening comprehension, reading
comprehension and writing. As for the speaking
skill, it is advisable to assess this continuously or to
conduct the oral interactions over several ordinary
lessons, list ening to only a few pairs each time .
This will not disrupt the flow of the lesson and will
remove some of the nervousnes s that the students
might otherwise feel in a testing situation.
Each test is divided into the following sections:
Listening comprehension (20 marks)
Each list ening pa ssa ge is preceded by a task to be
compl et ed as the st udents listen.
The teachers should replay the tap e to allow
students to listen again.
Each test begins with the list ening comprehensfon
as students need to listen to the cassette as a class .
After the list ening activity, students can proceed
with the test at their own spee d.
Reading comprehension (20 marks)
This test includes passages of realistic examples of
communicative writing or speaking.
The skills tes ted include skimming and scanning.
Each reading passage has a task to guide the
students' reading.
When the reading passage has already been used
for testing grammar. care has been taken to ensure
that students can answer comprehension questions
regar dless of whether the gramma r task was
completed cor rectly.
Writing (20 marks)
This test includes examples of wr iting paragraphs
and letters. These exercises are by their natur e
more open- ended. Teachers should be guided by
the sugges tions for scoring on each Answer sheet.
Grammar (20 marks)
The main structures and functions preceding each
test are necessarily included in the skills section of
the test. However, in this part of the test, discrete
items of structures and functions are tested.
Vocabulary (20 marks)
Vocabulary items from the lessons preceding each
tes t are necessaril y included in the skills section of
the test. However, in this part of the test , students
are asked to identify and produce discr et e items of
vocabulary.
Each test is one page long. It can either be copied
onto the boar d by the teacher or photocopied and
ha nded to each child.
Each test is design ed to take about one hour. You
may prefer your students to do it uver two class es.
In thi s case we suggest you give the listenin g and
writing tasks on one day and the grammar, reading
and vocabulary tasks on another day.
Refer to the Answer sheets following the tests for
ideas on scoring.
Reading
1 Find examples of the following words in the
text and add three more to each group.
'animals (find 1 example: add 3 more)
'family members (find 4: add 3 mor e)
' housework (find 2 examples: add 3 mor e)
' food (find 1 example: add 3 mor e)
Vocabulary
her with the washing up. We (wash up)
when my sister (arrive) home.'
1 Read the text carefully and then an swer t he
following questions. Circle the cor rect
answer, a) or b).
1 The pr ogramme was on:
a) yesterday b) the day before yesterday.
2 The TV progr amme was about:
a) things that harm our world
b) things that make our world nicer.
3 It was a) possibl e b) impossibl e for Steve to
watch from beginning to end.
4 The people in the house:
a) wer e watching TV
b) were doing other things.
5 When his brother called him, Steve was:
a) eating dinner
b) watching animals on TV.
6 a) His brother
b) His sist er int errupted him first.
7 The presenter mainly talked about:
a) animals b) rubbi sh.
8 His mother asked him to:
a) was h the clothes b) wash the dishes.
9 Steve was hed up:
a) vvith his mother b) with his sister.

Think about a day ouVevening you've had
vvith your family.
Write a paragraph (about ten sentences) to
your friend to say what happened. Use these
words to link your ideas:
after that, next, finally, first, "0, because.
Units. 1-4
Medicine she has to take:
................ and antibiotics.
How many tablets?
................ a day.
For how long? .
Test 1
Liz has got :
1 a stomach-ache 0
2 a headache 0
3 a sore throat 0
4 an earache 0
5 a temperature 0
6 the flu 0
There was a very interesting programme on TV
last night. It was about enviro nmental problems on
our planet and its title was 'How Green Is Your
World?' Whenever the presenter said something
inter esti ng somebody else in the house .
(ask) Steve to do something. so he missed lots of
interesting information.
'They (talk) about pollution when my father
came in and stopped me listening . Later, someone
(feed) fish to the dolphins when my br other
(call) me into his room. The pr esenter
(explain) about vvildlife when my mother
(tell) me to take the rubbish out. When the
pr esenter (speak) about animals in danger
of extinction, my moth er (want) me to help
1 Listen to the conversation between Liz and
her doctor. TIck what symptoms Liz
complains of and then complete t he column
on t he right.
Grammar
1 Write two pieces of advice for each person
using: a) should/shouldn't : and h) had hetter.
1 I've got a headache.
2 I've got a pain in my shoulder.
3 I' ve got the flu.
4 I've got stomac h-ache.
5 I' ve got awful toothache .
2 Put the ver bs in hrackets in the Reading
text into the correct fonn 'Simpl e Past' or
' Past Continuous' and fill in th e hlanks in
the text .
Listening
60
............................................................. ,

Test 2 nits 5-7
61
Listening
1 Kate and Liz are making a pie. Listen and
choose the right answers: a) or b):
1 The girls are maki ng alan pie.
a) apple b) fruit
2 Liz Kate to wash the apples.
a) wants b) doesn't want
3 The flour is .
a) high up b) low down
4 They also need to make the pie.
a) milk and sugar b) only sugar
5 Kate eats the pie . . . . . . . .
a) with cream b) with out cream
2 Listen again and write what the girls said
a) when they olTered to help (3 sentences):
1 wash them (the apples)?
2 tak e it (the flour) down .
3 bring some butter,
b) when Liz asked Kate's opinion of the pie:
. .... . of our pie?
c) when Liz olTered Kate a piece of pie:
. . . . . . a little cr eam with it?
Grammar
1 Complete the gaps in the text with the
correct form of the verbs in brackets:
Present Perfect, or Simple Past.
Teacher What's the matt er. Mike?
Mike I t Ilose) my book.
Teacher When _.. you 2 Oose) it?
Mike Some time this morni ng. I had it when I came to
school this morning.
Teacher you 3 (have) it in the first lesson?
Mike Yes, I did.
Teacher How do you know?
Mike Jus ed it then to wri te a book report.
Teacher Does anyone else know you've lost your book?
Mike No. I 4 (telVnot) anyo ne else yet.
Teacher Why don't you as k the cJass now?
Mike Thank you you 5 (see) my book?
Kate What kind of book is it?
Mike It's an adventure book. It has got a blue cover
and a nice illustration on the front. I'm fond of it
because it's got a great story. I got it as a
birthday present in March so I only 6
(have) it for two mon ths.
Kate I think I 7 (see) it.
Teacher Where you 8 (see) it?
Kate I . _ 9 (see) Steve reading it during the ten
o'clock break.
Teacher you 10 Oook) in your bag. Mike?
Mike No, I know it isn' t the re.
Teacher Well . look now and make sure at once .
Mike Oh, it's here! Sorry!
Reading
1 Read the conversation ahove. Are these
sentences true (D or false (F)?
1 0 Mike can' t find his book.
2 0 He left his book on his desk at home.
3 0 Mike wrote a book report at school.
4 0 He has already as ked everyhody in the
class about his book.
5 0 It was an adventure hook.
6 0 Mike didn 't like it.
7 0 The book was a hirthday present.
8 0 Kate knows something about it.
9 0 She thinks Steve had it in the break.
100 The book is in Mike's bag.
Vocabulary
1 Find words in the Grammar text above for:
' parts of a book (find 1 example; add 3 mor e)
' kinds of books (find 1 example; add 3 more)
*adjectives expressing opinions about a book
(find 1 example; add 3 positive, 2 negati ve)
' months of the year (find 1; add 5 more).
Writing
Write a lett er to your friend in England to
answer the questions he asked you in his
letter. Tell him:
*where you live; "how long you have been
living there; 'what subj ects you study at
school; 'how long you have been studying
them; 'your favourit e hobby; 'how long you
have bePTl doing it.
, .
62
Test 3 Units 8-10
1
Grammar
Writing
Listening
1 List en a nd tick wbat is true about educati on
in th e Aus t ralian outback.
1 The outback is very small .
2 There's a large population in the outback.
3 The first Euro peans in Australi a didn't live
in the out back.
4 There are no schools in th e outback.
5 All Aust r alian children go to school in the
cities .
6 The childre n in the outback learn by
listening to a radio programme.
7 Childre n talk to their teachers by phone.
8 Teachers go to the children's homes to
check their homework.
9 There are books and tapes to go with
school radio and TV programmes .
Vocabulary
1 Write the name of the country or nationality.
Jap an - .. .; Spa in - . ..; - Fre nch;
. . - Chinese; Germany - ; Russi a - ;
. . - Itali an ; - Polish; Portugal - ;
Hungary - .
2 Write th e names of ten jobs.
Reading
1 Read th e text carefully. Fill each blank with
one of the words below. Use each word once.
a) smile; b) position; c) indi cat ed; d) speech;
e) gesture; 0 sounds ; g) colour; h) speak;
i) signalling; j) live
Animals must have some way of
communicating with one another. For human
beings th e most important means of
communication is 1. If necessary, a
person can communicate by 2.
Sometimes a 3 on a happy face can
tell a lot. In the same way, animals who
. .. .. 4 together have developed syst ems of
communication. Animals language makes
1
2
great use of touch and 5. Animals
need to communicate about essential things
in the ir lives. Some of th ese vital things are
the finding of food and 6 danger.
Whether th e animal is friendl y or not must
also be clearly 7. In their
communication the animals use a variety of
signals. Sometimes th ey change their
. . . . . . 8 for example from brown to gree n
and sometimes th ey change their 9
standing ready to attack. Usua lly, animals can
use signals to communicate only about things
happening here and now; they ca n't .
10 about things in the past or future.
Complete sentences usi ng so/neither + verb.
1 Babies cry when they are hungry.
... some animals.
2 Wolves don't change their colour.
.. . dogs.
3 Peopl e can sing.
... some birds.
4 When in danger, people cry for help .
. .. some animals.
5 A dog doesn 't communicate about things in
the past or future .
... a cat.
Put the words in order to make sentences.
1 book/the/Steve/t o/give.
2 sent/t hellett er/shelme .
3 tolsalt/pass/pleaseithelme.
4 see/ilflAvill/Mary/tell/her/l.
5 won't/snows/l/itJiti'go.
Writ e a sbort paragraph about the town or
village you know best (about 7 senteuces).
Locate the place. Mention the most
important attractions/the most interesting
people. Use ' who' , ' which' aud 'that' . twice
each, to link ideas in your sentences.

Answers - Test 1
(based on Units 1-4)
Listening (20 marks)
1 Listening comprehension (20 marks) requires
the stude nts to listen for specific information and
tran sfer it to the tahle. It tests vocahulary from
Unit 3 ' Health' .
Tapescript
Doctor Hello . .. What's wr ong? What's the matt er ?
llz Well, I'm feeling ill . I've got a ter ribl e headache.
Doctor Mmm ... Any temperature?
liz I think so. My ear really aches and I' ve got a bad
sore throat.
Doctor Let's have a look inside your ears first . .. Mmm
.. . This one is quit e red; Now, I'd like to have a
look at your throat .. . Open your mouth .. . Yes.
that looks a bit red , too. Well ... , I think you've
caught the flu .
Llz I see. Can't you give me any medi cine?
Doctor Not much. You should stay in bed for a coupl e of
days and ta ke paracetamol for the headache. But
I think you also have an ear infection and I'm
going to give you some antibiotics ... to help the
ea rac he. I'll give you a prescription.
Liz Right.
Doctor So ... take one of these pills four times a day.
Liz How many days do I have to take them?
Doctor Er. .. five days. That's four pills a day for five days.
Uz Thank you very much. Good bye.
Doctor ' Bye.
An swers:
correct ticks: 2 marks each: a headache; an
earache; a sore throat; a temperature; the flu.
correct blanks: 2 marks each: stomach-a che.
completed gaps; 2 marks each: paracetamol; four ;
5 days.
2 honus points to all students = 20 marks
Grammar (20 marks)
Tests students' ability to lise the function; 'giving
advice' (Unit 3) Students have to write sent ences
using 's hould'; ' had better'
t mark per correct sentence: :;:: 10 marks
You should st ay in hed (1 mark)
You'd hetter see a doctor (1 mark)
'You should to stay in hed. (0 marks)
Possibl e answers:
1 You should take an aspirin.
You'd hetter go to bed.
2 You'd hetter put on something warmer.
You shouldn't move your hand.
4
6 3
3 You'd better lie down.
You should take paracetamol.
4 You should go on a di et .
You'd better not eat any cakes for tea.
5 You shouldn't have a cold drink.
You'd better take some pills.
2 (10 marks) - Grammar production tests
students' ahility to use Simple Past and Past
Continuo us (interrupted past) - Unit 2 ' Once Upon
a Time'
t mark for each correct form;
omarks for an incorrect form.
Answers: as ked; were talking; was feeding; called;
wac; explaining; told; was spe aking; wanted; were
washing up ; arrived,
Reading (20 marks)
Reading comprehension. (20 marks)
The skills tested include skimming and scanning.
Students have to r ead a nd tick the correct answer.
Vocabul ary included is from Unit 4 'Gr een Plan et' .
2 marks per each correct answer e 18 marks +
2 bonli S = 20 marks
An swers: 1 a); 2 a); 3 b); 4 h); 5 h); 6 a);
7 a); 8 h); 9 a) .
Vocahulary (20 marks) - lexical sets
animals: dolphin (1 mark). They have to add 3
more examples , e.g. bear, tiger, lion (3 marks)
family members; find 4; mother, father, brother,
siste r (4 marks); add 3 more, e.g. uncle,
grandmothe r, cousin (3 marks)
houseuiork: find - take the ruhbish out, washing up
(2 marks); add 3 more, e.g. dusting the furniture,
washing , sweeping th e floor (3 marks)
food: find - fish (1 point) - add 3 more, e.g. soup,
chicken, hamhurgers (3 marks)
8 marks - the it ems found in the t ext
12 marks - the added items
20 marks in all
Writing (20 marks)
Possibl e answer:
Last night was very unlucky for my family. When
the lights went off I was playing games on the
computer in my room. Mother was getting dress ed
for the party and Father was having a shower. So,
Moth er and Father were late for the party and my
computer stopped working.
Score; 2 marks for each linking word correctly
used = 12 marks
4 marks for accuracy in spelling and punctuation
within a paragraph
4 marks for interesting ideas and vocabulary
64
Answers - Test 2
(based on Units 5-7)
Listening (20 marks)
1 listening comprehension: (10 marks) requires
the st ude nts to list en for specific information and
recognise it wh en choosing the right answer. It
t ests vocabulary from Unit 6: 'Customs and
Traditions'.
Each correct answer =2 marks
Answers : 1 a); 2 b): 3 a); 4 a) ; 5 a).
2 (10 marks) Thi s tests th e students' ability to
discriminate between the functions: offering to
help, otTering things and asking for opini ons .
They also have to use them. (Unit 6; 7)
Each correct answer = 2 marks.
Tapescrlpt
Kate Let's make a pie.
liz Yes, good idea! Look. there are a few apples in the
basket.
Kate Let me see . Er.. . I think there are enough. Shall I
wash them for you?
Liz No. thanks. I can manage.
Kate We need some flour. Where is it?
liz The flour is on the top shelf.
Kate Let me take it down. You can't reach it.
LIz Thanks very much. There's a little flour left. Is
there enough?
Kate Yes, we don't need very much flour.
Liz I'll bring you some butter.
Kate Just what I need. thanks. And milk. please.
We need some milk. What about sugar? How much
do we need?
liz Not much. just a little.
Kate wh at else do we need?
Liz Eggs.
Kate I think tl.e re are a few eggs in the fridge.
Liz Fine, bring them here! When the pie is ready they'll
really enjoy it.
Liz What do you think of our pie?
Kate Mmmm! It's delicious!
Liz Would you like a little cream with it?
Kate Yes. please ... Mmmm! ... very tasty
Liz Have another piece then.
Kate No. thank you.
Grammar (20 marks) - grammar production.
It tests students' ability to use Present Perfect and
Simple Past. Units 5, 6 and 7 (2 marks for each
correct form; 0 marks for an incorrect form)
Answers ; 1 have lost ; 2 did you lose? ; 3 did you
have?; 4 haven 't told ; 5 hav e you seen?; 6 have
only had; 7 have seen ; 8 did you se e? ; 9 saw; 10
hav e you looked?
Reading (20 marks) - r eading comprehension.
The sub skills test ed include skimming and
scanning.
Vocabulary included is from Unit 5 - 'Books and
Libr aries' . Students have to read and decide what
is true (T) and false (F) for each sentence.
Each correct answer =2 marks
Answers: 1 - T; 2 - F; 3 - T; 4 - F; 5 - T; 6 - F;
7 - T; 8 - T; 9 - T; 10 - T.
Vocabulary - lexical sets - 20 marks
St udents have to find words belonging to each
group in th e r eading text. The score is 4 marks;
one for each found word. These are underlined
below. Then they have to add 3 more examples for
the parts of th e book, 3 more for kinds of books
and 5 mor e for opini ons about books (3 positive; 2-
negative) 5 more for the mon ths of the year - 16
exa mples in all. The score is 16 marks, i.e. 1 mark
for each added example.
Answers:
'parts of the book: cover s or illustration, table of
contents; introduction; chapters .
'kinds of books: adventure book, story book ,
science-fiction book, a manual. etc.
ropinions about books: great! interesting: exciting:
attractive; boring; depressing.
' months of the year: March, January, February,
June, July, August, etc.
Writing (20 marks)
6 marks for layout (e.g. indenting paragraphs
including the correct opening and ending of the
letter)
6 marks for interesting ideas and vocabulary
r egarding:
- th e place where they live and how long
- the school subjects th ey study and for how long
- their favourit e hobby and for how long th ey've
been doing it.
2 marks for accuracy in spelling and punctuation
3 marks for accuracy of target structure e.g.
Present perfect continuous
3 marks for answering the set questions
Answers - Test 3
(based on Units S-10)
listening (20 marks)
1 Listening comprehension tests the students'
ahility to understand details in an extended piece
of information.
Tapescript
A large empty area in the cent re of Australia is called the
outback. Ther e are no towns in the outback and very few
people live the re . The Europ eans who arrived in Australia
more than 200 years ago decided to live near the coast.
But some people still live in the outback. The childre n in
the out back do not go to schools because there are no
schools. Some children go to schools in the cities but most
of them stay at home and learn with a radio programme
which is called ' School in the air' _Pupils talk to their
teachers by radio and they send their homework in by
post. They learn a lot listening to other programmes.
Each week there is at least one progr amme in whic h
Barry Lake. a famous teacher answers questions sent by
childre n and tee nagers from various par ts of Australia .
The programm e is called CANI HELP YOU? and it is
broadc ast on Wednesdays at 11.45. Pupil s can also buy
textbooks and audio casse ttes whi ch ar e published to
accompany radio or TV programmes.
Ans wers: (2 marks each)
3: 4: 6: 9 - are true
1: 2: 5: 7: 8 - are false
+ 2 honus points = 20 marks
Vocabulary
1 (10 marks) The students have to complete the
hlanks with either the name of the country or the
nationality, (1 mark f or each gap)
Ans wers: Japanese: Spa nish: Fran ce: China:
German: Russian: Italy: Poland: Portuguese:
Hungarian
2 (10 marks) The students have to write the names
of ten jobs (l mark for each joh written correctly)
Possible answers: teacher : doctor: dentist : nurse:
driver; engineer; shop ass istant; policeman;
fireman: pilot, etc,
1
65
Reading (20 marks)
Reading compre he nsion tests the students' ahility
to understand details in a written passage. -
Answers: (2 marks for each gap)
1 speech; 2 gest ure; 3 smile; 4 live: 5 sounds;
6 signalling; 7 indicated; 8 colour; 9 position;
10 speak
Grammar
1 (10 marks) It tests the students' abilit y to use 's o'
and ' neit her ' followed hy the correct auxiliary,
Answers: I So do: 2 Neither do: 3 So can: 4 So do:
5 Neither does
2 (10 marks) It tests the st udents' ability to use
correct word order.
Answers:
1 Give the book to Steve.
2 She sent the letter to me,
3 Please, pass the salt to me/Pass the salt to me,
please.
4 I will tell Mary if I see her/lf I see Mary, I will tell
her.
5 [ won't go if it snows/lf it snows, I won't go.
Writing (20 marks)
2 marks for the cor rect use of 'who', 'which' and
' that' : 4 marks for answering the questions;
4 marks for accuracy in spelling and punctuation.

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r: - Alaviana Achim Ecaterina Comi,el Felicia Dinu .

The students read Mr Data's Planet Report to

1 This is a warm-up activity that can be done

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