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NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

Virginia Evans – Jenny Dooley

Special Edition

Teacher’s Book

01 Spark gr6 VIET Ts Cont.qxp_01 Spark gr6 VIET Ts Cont 7/26/17 5:17 PM

Contents

2CONTENTS

Modules Grammar Vocabulary

Starterpp. 4-8

• a/an – the • The English alphabet• Numbers• School objects• Colours• Days of the week

Back to schoolpp. 9-20

• The verb “to be”• Subject/Object pronouns• Question words (who, what, where,how old)

• School subjects & classroom objects• Nationalities• Sports• Countries & capital cities

Cool stuff!pp. 21-32

• have got• Possessive adjectives• Plurals• This – These/That – Those• can (ability)

• Personal things• Appearance• Parts of the body• Abilities

Homes!pp. 33-44

• There is/There are• a/an – some – any• Prepositions of place• The imperative, Let’s

• Rooms, furniture & appliances• Ordinal numbers (1st-23rd)• Bugs

Familiespp. 45-56

• Possessive case (’s/s’)/whose• Present simple• Prepositions of time• like, love, hate + -ing form

• Family members• Character adjectives• Daily routines• Jobs

Great animals!pp. 57-68

• Adverbs of frequency• Prepositions of time• Comparative/Superlative adjectives• Adverbs of degree• Questions with how

• Animals• Parts of animals

Weather &clothespp. 69-80

• Present continuous• Present simple or Present continuous• Present continuous (future meaning)

• Seasons & months• The weather• Activities• Clothes

Foodpp. 81-92

• Countable/Uncountable nouns • a/an/some/any• (How) much/(How) many/a lot of/a few/a little

• be going to/will• must/mustn’t• can

• Food/Drinks• Meals• Containers & partitives

Masters of artpp. 93-110

• was/were• had• could/couldn’t• so/neither• Past simple (regular verbs)• there was/there were• Past simple (irregular verbs)

• Mythical creatures• Types of films• Adjectives describing films• Describing location• Musical instruments

1234

56

7

8Language Review (pp. LR1-LR8)Self-Check (pp. SC1-SC8)Asean Cultures (pp. AC1-AC20)

Word List (pp. WL1-WL11)Self-Check Key (p. SCK1)Student’s Book Audioscripts (pp. SBA1-SBA2)


3CONTENTS

Reading & Listening

Speaking &Functions Writing Across Cultures/

Curricular• Classroom language• Textbook language

• Asking about names• Asking about telephonenumbers & addresses

• Asking about age• Greetings

• Students around the world• Glasgow School of Sport• A school club card (note-taking)

• Asking for and givingpersonal information

• Greetings/introductions• Pronunciation: rhythm, \eI\, \œ\

• A short paragraphpresenting yourself

• A short text about your partner• An email to a pen-friend

• US Education System• Countries of the World(Geography)

• Amazing Iron Man• Extraordinary abilities• Abilities (matching)

• Describing appearance• Talking about possessions& abilities

• Buying things• Pronunciation: word stress,

\s\, \z\, \Iz\

• A short paragraph about acartoon character

• A description of yourpossessions

• An email about yourcollection

• Souvenirs around theWorld

• Same or different(Science)

• Unusual buildings• Are you home alone?• Melbourne Museum (gap fill)

• Describing rooms• Describing location• Talking about your room &your things

• Pronunciation: intonation inquestions, \T\, \D\

• A short description of yourideal bedroom

• Facts about insects• An email about your newhouse

• Landmarks• The London Eye (Art & Design)

• Family & friends• A professional look-alike• Jobs (matching)

• Describing character• Talking about daily routines• Asking about your family• Talking about people’s jobs• Telling the time• Making arrangements• Pronunciation: \s\, \z\, \Iz\

• A short paragraph aboutyour family

• A short text about yourtypical weekday

• An email about your family• A blog entry about yourfavourite singer

• Family celebrations• A family (Literature)

• Fantastic fish• Festive time• Fact files about the baldeagle and an animal festival(gap fill)

• Describing animals• Talking about habits• Expressing fear• Talking about pets• Pronunciation: \O…\, \a…\

• A fact file about an animal• A short text about ananimal festival

• An article describing yourpet

• National animals fromaround the world

• It’s a bird’s life(Science)

• In all weathers• VietnameseAo Dai Festivals

• A dialogue(comprehension)

• Making suggestions/responding (let’s/shall)

• Talking about activities &the weather

• Expressing likes/dislikes• Commenting on clothes• Buying clothes & accessories• Pronunciation: \IN\, stressedsyllables

• A paragraph about yourfavourite season

• Short descriptions ofpeople’s clothes/activities

• A paragraph about peoplewho wear a uniform

• A postcard to your pen-friend

• Uniforms across theworld

• The Four Seasons(Literature)

• Weird food• Robot kitchen• Blue Lagoon (gap fill)

• Ordering food/drinks• Talking about quantity• Talking about eating habits• Pronunciation: syllablestress & intonation, \g\, \dZ\

• A short paragraph aboutthe food/drink you like/don’t like

• An email about your eatinghabits

• An article describing acelebration

• Festive days• Germs (PSHE)

• Mythical creatures• The Legend of Saint Giong• Queen Elizabeth I (gap fill)• The lost island of Atlantis• People and the instrumentsthey play (matching)

• Agreeing/Disagreeing• Talking about the past• Reading years• Narrating past events• Pronunciation: weak forms(\w´z\, \w´r\), \t\, \d\, \Id\

• A short presentation ofmythical creatures

• A paragraph about QueenElizabeth I

• A diary entry• An email about an eventyou attended

• Famous people• Musical instruments(Music)

Evaluations (pp. E1-E9)Workbook Key (pp. WK1-WK11)Workbook Audioscripts (pp. WA1-WA2)

Workbook Grammar Bank Key (pp. WGBK1-WGBK2)Workbook Vocabulary Bank Key (pp. WVBK1-WVBK4)Class CDs Tracklist


Spark Special Edition Grade 6 is an English course designedexclusively for lower secondary school students studyingEnglish.

Spark Special Edition develops all four skills (listening, speaking,reading and writing) through a variety of communicativetasks, and systematically recycles key language items. Aboveall, it is designed to promote active (activating all newvocabulary and structures in meaningful, everyday situations),holistic (encouraging the creative collective use of students’brains as well as the linguistic analytical use of their brains)and humanistic (acquiring and practising language throughpleasant tasks and topics, paying attention to their needs,feelings and desires) ways of learning.

The course consists of: − The Student’s Book which contains: a starter unit as well

as eight modules and a Fun Time section at the end ofeach module and a Self-Check section at the end of thebook.

− The Workbook & Grammar Book which contains: aGrammar section with theory and exercises, a Vocabularysection with exercises to revise the vocabulary presentedin each module and a Skills section with tasks to practiseall four language skills.

Student’s BookThe Student’s Book is in full colour. Each module is based on asingle theme and the topics covered are of general interest. Allmodules follow the same basic structure (see Elements of aModule). Many tasks included in the Student’s Book are multi-sensory, enabling students to practise all four language skills asthey complete the task.

Workbook & Grammar BookThe Workbook & Grammar Book is in full colour. It containsunits corresponding to those in the Student’s Book as well asGrammar Bank and Vocabulary Bank sections. It can be usedeither in class or for homework upon completion of therelevant unit in the Student’s Book. It aims to consolidate thelanguage and grammar presented in the Student’s Bookthrough a variety of exercises, incorporating all four skills.Translation and dictation exercises are also included. Exercisesare labeled with asterisks to show level of difficulty – *easy**for stronger students.

Teacher’s BookThe Teacher’s Book is interleaved and contains detailedteacher’s notes, which provide: • the objectives of each module clearly and concisely • step-by-step lesson plans and suggestions on how to

present the material • extra activities for stronger & weaker classes • games • a full key to the exercises in the Student’s Book and

Workbook & Grammar Book • audioscripts of all listening material

Class Audio CDsThe Class Audio CDs contain all the recorded material whichaccompanies the course.

IWBThe IWB contains all the material in the Student’s Book,Teacher’s Book and Audio CDs and aims to facilitate lessons inthe classroom. It also contains grammar presentation of all thegrammar structures in the Student’s Book as well as videoextracts for Ss to further practise their English and expandtheir knowledge.

ieBookThe ieBook contains all the material in the Student’s Book andis the Ss’ interactive study partner.

Teacher’s Resource Pack & Tests CD-ROMThe Teacher’s Resource Pack & Tests CD-ROM containsexercises to consolidate what students have been taught ineach module, as well as games, pairwork activities, portfolioactivities, tests and a key to all exercises in word format, alongwith all recorded material and audioscripts that accompanythe tests.

Each module starts with a module presentation page tofamiliarise students with the language and patterns in themodule. The module presentation pages also whet students’appetites by familiarising them with some of the text types,pictures and activities found in the coming module.

Each module contains the sections described below.

VocabularyVocabulary is introduced in a functional and meaningfulcontext, and is practised through a variety of exercises such aspicture-word association and completing set phrases in orderto help students use everyday English correctly.

ReadingThroughout each module, there is a wide variety of readingtexts, such as: emails, text messages, letters, articles, poems,etc, which allow skills, such as reading for gist and reading forspecific information, to be systematically practised.

GrammarThe grammar items taught in each module are first presentedin context, then highlighted and clarified by means of clear,concise theory boxes. Specific exercises and activitiesmethodically reinforce students’ understanding and masteryof each item. The Workbook & Grammar Book contains adetailed explanation of each grammar point.

ListeningStudents develop their listening skills through a variety of taskswhich employ the vocabulary and grammar practised in themodule in realistic contexts. This reinforces students’understanding of the language taught in the module.

SpeakingControlled speaking activities have been carefully designed toallow students guided practice before leading them to lessstructured speaking activities.

Everyday EnglishFunctional dialogues set in everyday contexts familiarisestudents with natural language. The dialogues also presentuseful expressions so that students can practise everydayEnglish.

COURSE COMPONENTS

ELEMENTS OF A MODULE

iINTRODUCTION

Introduction

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PronunciationPronunciation activities help students to recognise the varioussounds of the English language, distinguish between themand reproduce them correctly.

Fun TimeThis section reviews the module in a fun way and includes aquiz that revises information presented in the module and actsas a sample for students to prepare a similar quiz of their own. Italso has a song that is connected to the themes of the modulesas well as a related task. Listening to lively, high quality songs isa humanistic activity which lowers the students’ affective filtersand allows them to absorb language more easily.In addition, there is a game in the format of a teamcompetition to consolidate learning of vocabulary andgrammar presented in the module. The game enablesstudents to use new language in an enjoyable way.

Study SkillsBrief tips, explanations and reminders, at various pointsthroughout each module, help students to develop strategieswhich improve holistic learning skills and enable students tobecome autonomous learners of the English language.

WritingStudents develop their writing skills through the use of all fourlanguage skills.Guided practice of the relevant vocabulary is given andconsolidated and followed by a model text which is thoroughlyanalysed. Plans are also provided to guide students.There are writing activities throughout the modules, based onrealistic types and styles of writing, such as letters, notes,postcards and emails.These progress from short sentences to paragraphs and finallyto full texts, allowing students to gradually build up theirwriting skills.

Across Cultures sectionIn these interesting and informative pages, students areprovided with cross-cultural information and read aboutaspects of various countries which are thematically linked tothe module. The section also contains related tasks andcreative projects, such as making a poster, which give studentsthe chance to process the information they have learnt andcompare it to the culture of their own country.

Across the Curriculum sectionThis section enables students to link the theme of the moduleto a subject on their school curriculum, thus helping them tocontextualise the language they have learnt by relating it totheir own personal frame of reference. These sections containlively and creative tasks which stimulate students and allowthem to consolidate the language they have learnt throughoutthe module.

Language ReviewThis section provides students with practice on vocabularypresented in each module.

Self-CheckThese sections appear at the end of the book, and reinforcestudents’ understanding of the topics, vocabulary andstructures that have been presented in each module. Ananswer key is provided for students to check their answers anda marking scheme allows students to evaluate their ownprogress and identify their strengths and weaknesses.

A − Presenting new vocabularyMuch of the new vocabulary in Spark Special Edition ispresented through pictures, and students are asked to matchthe pictures to listed words. Vocabulary is always presented incontext, and emphasis is placed on collocations and wordassociation, since memorising new words is easier when theyare presented in lexical sets.

Further techniques that you may use to introduce newvocabulary include: • Miming. Mime the word to be introduced. For instance,

to present sing, pretend you are singing and ask studentsto guess the meaning of the word.

• Synonyms, opposites, paraphrasing and giving definitions.Examples:

− Present store by giving a synonym: A store is a shop. − Present tall by giving its opposite: He isn’t short, he’s

tall. − Present weekend by paraphrasing it: I don’t work at

the weekend. I don’t work on Saturday and Sunday. − Present garage by giving a definition: A garage is a

place where we put our car, next to the house. • Context. Place vocabulary items in context with examples

which make understanding easier and more complete.For instance, introduce the words city and town byreferring to a city and a town in the students’ owncountry: Ho Chi Minh City is a city, but Sa Pa is a town.

• Visual prompts. Show photographs or drawings to makeunderstanding easier.

• Use of (bilingual/monolingual) dictionary. Encourage studentsto guess the meaning of a word, then use their dictionariesto check if their guess is correct.

• Sketching. Draw a simple sketch on the board to illustratethe word(s) to be explained. For instance:

tall

short

• Flashcards. Make flashcards out of magazine or newspaperpictures, photographs, ready drawings and any othervisual material which may serve as vocabulary teachingtools.

• Use of L1 (Vietnamese). In a monolingual class, vocabularycan be explained in the students’ mother tongue,although this method should be used only in moderation.Students also need to compare their mother tongue to theEnglish language to find similarities and/or differences.

The choice of technique depends on the type of word orexpression. For example, it may be easier to describe an actionverb through miming, and not through a synonym or definition.

B − Writing All writing tasks in Spark Special Edition have been carefullydesigned to guide students to produce a successful piece ofwriting.

SUGGESTED TEACHING TECHNIQUES

iiINTRODUCTION


• Always read the model text provided and deal in detailwith the vocabulary tasks. Students will then haveacquired the language necessary to cope with the finalwriting task.

• Make sure that students understand they are writing fora purpose. Go through the writing task in detail so thatstudents are fully aware of why they are writing and towhom they are writing.

• It would be advisable to complete the task orally in classbefore assigning it as written homework. Students willthen feel more confident about producing a completepiece of writing on their own.

C − Assigning homeworkIt is recommended that homework is regularly assigned androutinely checked according to the specific needs of the class.

When assigning writing tasks, prepare students as much aspossible in advance. This will help them avoid errors and getmaximum benefit from the task.

Commonly assigned homework tasks include: • Vocabulary. Students memorise the meaning of words

and phrases. • Spelling. Students learn the spelling of particular words

without memorising the text in which they appear. • Reading aloud. Assisted by the Student’s CD, students

practise at home in preparation for reading aloud in class. • Writing. After thorough preparation in class, students are

asked to produce a complete piece of writing.

D − Correcting students’ workAll learners make errors; they are part of the process oflearning. The way errors are dealt with depends on the activity. • Oral accuracy. In drill work correct students on the spot,

either by providing the correct answer and asking themto repeat it, or by indicating the error but allowingstudents to correct it. Alternatively, indicate the error andask other students to correct it.

• Oral fluency. In pairwork or free-speaking activities allowstudents to finish the task without interruption, but makea note of the errors made and correct them afterwards.

• Written work. Do not over-correct; focus on errors thatare directly related to the point of the exercise. Whengiving feedback you may write the most common errorson the board and help the class to correct them.

Remember that praising students and rewarding good work isof great importance. Post written work on a noticeboard inthe classroom or school, or give ‘reward’ stickers. Praise effortas well as success.

E − Class organisation • Open pairs. The class focuses its attention on two students

doing the assigned task together. Use this technique toprovide an example of how the task should be done.

• Closed pairs. Pairs of students work together on a task oractivity, while the teacher moves around the classroomoffering assistance and suggestions. Ensure the task isclearly understood before closed pairwork begins.

• Stages in pairwork: − Organise students into pairs − Set the task and time limit − Rehearse the task in open pairs − Ask students to do the task in closed pairs − Go around the class and help students − Pairs report back to the class

• Groupwork. Groups of three or more students worktogether on a task or activity. Class projects or role playare often most easily done in groups. Again, ensurestudents clearly understand the task in advance.

• Rolling questions. A student answers a question, thenproceeds to ask a question directed at the next student inturn. This continues around the class.

F − Using the Student’s Audio CDAll texts and dialogues are recorded on the Student’s CD.Students have the chance to listen to these recordings athome as many times as they want in order to improve theirpronunciation and intonation. The suggested stages of suchself-study are: • The student listens to the recording and follows the

lines in the text or dialogue. • The student listens to the recording with pauses after

each sentence or exchange. The student repeats asmany times as needed, trying to imitate the speaker’spronunciation and intonation.

• The student listens to the recording again, then readsaloud.

At the beginning of the course, students should be asked toobtain a suitable folder, or sectioned document wallet, whichthey will bring to each lesson and which will hold theirpersonal Language Portfolio.

This will be used to store not only the material cut out of theprinted supplement, My Language Portfolio, but also a widevariety of other documents and material.In practice, Language Portfolios may include projects or otherwritten work; memory sticks with work or drawingscompleted inside or outside the class; DVDs with the students’favourite story, filmed performances of songs, school plays,Evaluation Sheets and reports from teachers, various realia orpictures and so on. In short, it is a collection of what thelearners want to keep as evidence of what they are learningthrough the medium of the English language.

This Language Portfolio is the student’s property. It is a tool toaccompany the students’ language learning throughout thecourse and is suitable for documenting their learning bothinside and outside the classroom. The main emphasis is on theprocess of learning, so that while compiling their LanguagePortfolios, learners develop the skill of working independently.

The aim of the Language Portfolio is to develop the learners’autonomy. However, they should be guided at first on how toorganise their work, keep records, access their own information,etc. Learners are usually willing to experiment and try newthings, but at the same time, can be discouraged if they are notsure what is required of them. Once a routine has beenestablished and learners begin to develop their autonomy, theycan be given more responsibility and freedom. Learners will stillappreciate feedback and appraisal though, so it is importantthat their efforts are monitored and facilitated.

Experienced teachers will be aware that some of their studentslearn best by listening to new information, some prefer to readabout it, whereas other students need to do something withthe new information. There is no absolute ‘best’ method oflearning; these are all valid learning styles, as different people

STUDENT’S LANGUAGE PORTFOLIO

TYPES OF LEARNING STYLES

iiiINTRODUCTION


learn in different ways. Consequently, a coursebook shouldoffer a variety of exercises and material which stimulate alltypes of learning style in order to help the learners learnaccording to their personal learning styles.

• Visual Learners need to see the teacher’s body languageand facial expressions to fully understand the content ofthe lesson. They think in pictures and learn best fromvisual displays, including diagrams, illustrations,transparencies, videos, flashcards and handouts.

• Auditory Learners learn best through verbal explanations,discussions, talking things through and listening to whatothers have to say. Written information may have littlemeaning until it is heard. They often benefit fromreading a text aloud and using a CD player.

• Tactile/Kinaesthetic Learners learn best through a hands-on approach, actively exploring the physical worldaround them. They may find it hard to sit still for longperiods and may become distracted by their need foractivity and exploration. These learners expressthemselves through movement. They have a good senseof balance and hand-eye co-ordination. By interactingwith the space around them, they are able to rememberand process information. Involve them in role play,pairwork and other classroom activities.

Evaluation is an essential part in the learning process. It helpsthe learners recognise their progress in the target language,how much they have achieved and what areas need furtherpractice. The learners’ attitude towards their own learningexperience is positively influenced as they participate in thewhole process. Evaluation also allows teachers to reflect on thevalidity of their teaching practices and the types of materialbeing used.

The process is divided into three parts: Initial Evaluation at thebeginning of the course, Formative Evaluation, which is doneon a day-to-day basis, and Cumulative Evaluation, uponfinishing a module.

Initial EvaluationThis evaluation centres mainly on the students’ reports fromthe previous school year. The teacher can assess the students’level, work already covered, work which needs to be covered,strengths/weaknesses, etc.

Formative EvaluationAny exercise a student does can be used for this type ofevaluation. The results are then recorded on the student’sFormative Evaluation Chart.Make as many photocopies as you need and complete thecharts as indicated. Write the names of the activities you aregoing to evaluate (e.g. dialogues, songs, pairwork, etc) andwrite the marks obtained with the help of the following code,using colours if you wish. c (competence − green): the student has a full understanding

of the task and responds appropriately w (working on − yellow): the student has an understanding

of the task but the response is not fully accurate n (non-competence − red): the student does not understand

the task and is unable to respond appropriately

Cumulative EvaluationCumulative evaluation takes into account the work thestudents have done throughout the module as well as theirparticipation and attitude. The instruments of evaluation are:

• Student’s Self-Assessment Forms: After the students havecompleted the Self-Assessment Form section of eachmodule, they fill out the photocopiable Self-AssessmentForm, giving their subjective opinion of their ownperformance. This learning-to-learn technique enablesthe students to develop awareness of their progress. TheSelf-Assessment Forms should be kept in their LanguagePortfolio for future reference. The Self-Assessment Formsare printed at the back of the Teacher’s Book.

• Progress Report Cards: After students complete eachmodule and take the corresponding test, photocopy therespective Progress Report Card from the Teacher’s Bookand fill out a card for each student. The students shouldkeep these cards in their Language Portfolio for futurereference.

The following abbreviations are used in the Student’s Bookand Teacher’s Notes:

T teacher sb somebody S(s) student(s) sth somethingTeam AS1 Team A, Student 1 n nounTeam BS1 Team B, Student 1 v verbHW homework adj adjectiveL1 students’ native language adv adverbEx. exercise phr phrasep(p). page(s) phr v phrasal verbe.g. for examplei.e. that isetc et cetera

EVALUATIONS

ABBREVIATIONS

Note: Check these word sections can be treated as follows:Go through the list of words before Ss read the text andpresent the new words by giving examples,synonyms/opposites or miming their meaning.

Alternatively, go through the list of words after Ss haveread the text and ask Ss to explain the words using thecontext they appear in. Ss can give examples, mime/drawthe meaning or look up the meaning in their dictionaries.

Note: All tasks that ask Ss to:– write about their country, refer to Viet Nam.– say something in their language, refer to Vietnamese.

ivINTRODUCTION


Topic

In this module, Ss will explore the topic of school.

Module page 9

Lesson objectives: Overview of moduleVocabulary: School subjects (English, Geography, Music,History, Information & Communication Technology (ICT),Maths, Science, Art, Physical Education (PE), Design &Technology (D&T))

1a Reading & Vocabulary 10-11

Lesson objectives: To read about students around theworld, to learn nationalities, to give personal details, tolisten for specific information, to write a shortparagraph about yourselfVocabulary: Countries & Nationalities (the UK, the USA,Poland, Turkey, France, Russia, Italy, Portugal, Greece,Mexico, Viet Nam, Spain, Polish, British, American, Italian,Vietnamese, Turkish, Portuguese, French, Mexican, Greek,Russian, Spanish); Nouns (classmates, school trip, bestfriend, drawing, painting); Adjective (good at)

1b Grammar 12-13

Lesson objectives: To learn the verb ‘to be’, subject/object pronouns and question words, to talk aboutyourself, to write about yourselfVocabulary: Question words (who, what, where, howold, when)

1c Skills 14-15

Lesson objectives: To read and talk about a sportsschool, to read for specific information, to listen forspecific information, to ask for personal information, towrite a short text about your partnerVocabulary: Sports (athletics, gymnastics, hockey,badminton, basketball, football, swimming, tennis); Verbs(like, choose, win (competitions)); Adjectives (boring,good); Adverb (never); Determiner (many)

1d Everyday English 16

Lesson objectives: To practise greetings, introductionsand asking personal questions, to read for specificinformationVocabulary: Greetings & Introductions (How are you?I’m fine, thanks. This is Ben. Nice to meet you. Where areyou from? How about you? How old are you? What’s yourfavourite subject?)

1e Across Cultures 17

Lesson objectives: To read and talk about the USeducation system, to read for specific information, topronounce \eI\, \œ\Vocabulary: US education system (elementary school,junior high school, high school, college/university); Verbs(must, go, leave); Nouns (age, kindergarten, first grade);Adjective (same); Adverb (altogether); Phrase (all over)

1f Across the Curriculum: Geography 18

Lesson objectives: To learn countries and their capitalcitiesVocabulary: Countries (Canada, the USA, Mexico,Brazil, the UK, Portugal, Spain, Italy, France, Germany,Greece, Russia, Turkey, Egypt, India, Viet Nam, Japan,Australia); Capital cities (Ankara, Athens, Ha Noi, Berlin,Brasilia, Cairo, Canberra, Moscow, Lisbon, London,Madrid, Mexico City, New Delhi, Ottawa, Paris, Tokyo,Rome, Washington DC)

1g Writing 19

Lesson objectives: To read for specific information, tolearn about capital letters, to write an email to a pen-friendVocabulary: Nouns (student, singer); Adjectives(favourite, great); Adverb (soon)

Fun Time 1 20

Lesson objectives: To test/consolidate knowledgeattained throughout the module; to listen for specificinformation; to do a quiz, to write a quiz

Language Review 1 LR1

Self-Check 1 SC1

vMODULE PAGE

1 Back to school

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viMODULE PAGE

2Cool Stuff

Topic

In this module, Ss will explore the topic of personalbelongings.

Module page 21

Lesson objectives: Overview of moduleVocabulary: Personal things (sunglasses, skateboard,notebook, helmet, guitar, cap, gloves, digital camera,watch, comic book, video games, trainers, handbag,bicycle, scarf, basketball)


Lesson objectives: To read for specific information, tolearn about adjectives, to listen for specific information,to describe appearance, to write about your favouritecartoon characterVocabulary: Appearance (young, old, long, short, tall,short, big, small, thin, plump, fat); Verbs (fly, protect,watch); Phrasal Verb (find out); Nouns (engineer,business, secretary, metal suit, world, enemy); Adjectives(loyal, strong, brilliant)

2b Grammar 24-25

Lesson objectives: To learn the verb ‘have got’,possessive adjectives, plurals, this-these/that-those, towrite about things you have got, to pronounce \s\, \z\,\Iz\ (plurals)

2c Skills 26-27

Lesson objectives: To read and talk about abilities, toread and listen for gist, to read for detailed understandingand specific information, to learn the modal verb ‘can’, tolisten for specific information, to write about your abilitiesVocabulary: Abilities (ride a bike, drive a car, run fast,ski, play the guitar, dance, jump, fly a plane, dive, swim,balance on a ball, spin a ball, climb a mountain); Verbs(balance, spin); Nouns (legs, ability, world record,spoons, frame, medals); Adjective (amazing)


Lesson objectives: To learn the language of buyingthingsVocabulary: Souvenirs (T-shirt, sweatshirt, cap, mug,key chain, bag, pen, clock); Buying things (What can Ido for you? I want to buy a souvenir. How about this cap?How much is it? It’s $15.00. Here you are.)


Lesson objectives: To read and talk about souvenirsaround the world, to read for specific information, todraw a map of your country and the souvenirs you canbuyVocabulary: Nouns (stars, stripes, tower, set); Adjectives(popular, common, other); Adverb (inside)

2f Across the Curriculum: Science 30

Lesson objectives: To learn about people’s appearancesVocabulary: Nouns (genes, twins); Adjectives (wonderful,alike, identical); Adverb (however); Phrase (full of)

2g Writing 31

Lesson objectives: To read for specific information, tolearn about punctuation, to write an email about yourcollectionVocabulary: Nouns (hobby, football shirts, collection,team); Adjectives (mad about, proud of)

Fun Time 2 32

Lesson objectives: To test/consolidate knowledgeattained throughout the module; to read and listen forspecific information, to do a quiz, to write a quiz


Self-Check 2 SC2


viiMODULE PAGE

3 Homes!

Topic

In this module, Ss will explore the topic of houses.

Module page 33

Lesson objectives: Overview of moduleVocabulary: Rooms & furniture (bedroom, bathroom,living room, kitchen, hall, cupboards, cooker, wall,window, fireplace, floor, sofa, ceiling, pillows, bedside,cabinet, bed, mirror, toilet, washbasin, stairs, door)


Lesson objectives: To read for specific information, tolearn about furniture & appliances, to describe rooms,to write about your ideal bedroomVocabulary: Furniture & appliances (pillows, wardrobe,poster, desk, bookcase, bath, mirror, washbasin, fridge,cooker, sink, chair, table, painting, sofa, curtains,cushions, armchair, carpet, stairs); Nouns (building, fan,office, shape, violin, lift, floor, dream home, great view,metal, wood, summer, winter); Adjectives (unusual, cool,four-storey, warm, crazy); Adverbs (outside, inside)

3b Grammar 36-37

Lesson objectives: To learn there is/there are, a/an,some, any, prepositions of place, to describe location,to listen for specific information, to learn ordinalnumbers, to pronounce \T\, \D\Vocabulary: Ordinal numbers (first, second, third, ...,twenty-third)

3c Skills 38-39

Lesson objectives: To read and talk about householdbugs, to predict the content of a text, to read forspecific information, to listen for specific information,to learn the imperative, to write about insectsVocabulary: Insects (ant, flea, beetle, fly, scorpion,spider, moth, cockroach, bedbugs, woodworm beetle);Nouns (people, insects, creepy crawlies, smell, pieces,meals, hiding place, web, corner, castle); Adjectives(alone, small, empty, tidy); Pronoun (everything)


Lesson objectives: Talking about your room & yourthingsVocabulary: Is Jim here? Where’s that? Thanks. Your roomis great. Yes, it’s really big. Hey, whose is this guitar? You’revery lucky. You’ve got everything.


Lesson objectives: To read and talk about landmarksaround the world, to read for specific information, towrite a short paragraph about a landmark in yourcountryVocabulary: Nouns (metal, space); Adjectives (tall, huge,high)

3f Across the Curriculum: Art & Design 42

Lesson objectives: To learn about a structureVocabulary: Nouns (wheel, tourist attraction, top, city,steel, glass, capsule, bottom, castle, Queen); Adjective(huge); Adverb (away)

3g Writing 43

Lesson objectives: To predict the content of a text, toread for overall structure and content, to learn aboutparagraphs, to talk about your house/bedroom, towrite an informal email about your houseVocabulary: Verbs (come, visit); Nouns (garden, kennel,singers); Adjective (huge); Adverbs (downstairs, anytime)

Fun Time 3 44

Lesson objectives: To test/consolidate knowledge attainedthroughout the module; to complete a dialogue, to readfor specific information, to do a quiz, to write a quiz


Self-Check 3 SC3


viiiMODULE PAGE

4Families

Topic

In this module, Ss will explore the topic of family.

Module page 45

Lesson objectives: Overview of module, to learnpossessive (‘s/s’)/whoseVocabulary: The family (granddad, grandma, dad, mum,brother, sister, uncle, aunt, niece, nephew, son, daughter,father-in-law, mother-in-law, husband, wife, cousin)


Lesson objectives: To read for specific information, tolearn about family & friends, to learn characteradjectives, to listen for specific information, to describecharacter, to make your family treeVocabulary: Character adjectives (funny, quiet, strong,clever, polite, rude, weak, noisy, silly, serious); Verbs (wear,bark); Nouns (skins, machines, housework, stone, bowling,golf, billiards, vacuum cleaner, baseball, pet, drums, club);Adjectives (dark, noisy, funny, serious, angry, lazy, cute,clever, fair, quiet, silly, strong); Quantifier (a bit)

4b Grammar 48-49

Lesson objectives: To learn the present simple, to talkabout daily routines, to pronounce /s/, /z/, /iz/, to askabout family, to learn like/love/hate + ing form, towrite about a typical dayVocabulary: Daily routines (morning, afternoon, evening,have dinner, watch TV, have lunch, get up early, playcomputer games, have breakfast, go to bed, do homework,go to the gym, go to school, meet his friends)

4c Skills 50-51

Lesson objectives: To read and talk about jobs, topredict the content of a text, to read for specificinformation, to listen for specific information, to writean email about your familyVocabulary: Jobs (vet, hairdresser, footballer, photographer,mechanic, teacher, nurse, secretary, pilot); Verb (double for);Nouns (autograph, look-alike, commercials, success);Adjectives (professional, real, similar); Phrase (go places,make an appearance, after all); Adverb (wherever)


Lesson objectives: Telling the time; MakingarrangementsVocabulary: Are you free this afternoon? What time doesthe court open? Is 4:30 OK with you? Yes, that’s fine. Seeyou there! What’s the time, please? Have you got thetime, please? What time is it, please? It’s five o’clock. It’shalf past two. It’s ten past three. It’s twenty to ten; Thetime (o’clock, past, quarter past, half past, to, quarter to)


Lesson objectives: To read and talk about familycelebrations around the world, to read for specificinformation, to write about Father’s DayVocabulary: Verbs (get together, celebrate, show respect,draw, take place); Nouns (member, gift, twins, parade,activities); Phrase (Let’s take a look); Quantifier (lots of);

4f Across the Curriculum: Literature 54

Lesson objectives: To read a poem and learn aboutrhymeVocabulary: Verb (lives); Nouns (street, heart); Adjective(glad); Adverbs (far away, near, apart); Phrase (no onemore); Pronoun (everybody); Conjunction (whether)

4g Writing 55

Lesson objectives: To recognise a text type, to predictthe content of a text, to read for specific information,to learn about word order, to talk about your favouritesinger, to write a blog entry about your favourite singerVocabulary: Verbs (write, eat); Nouns (voice, dog, pet,meat, vegetables)

Fun Time 4 56

Lesson objectives: To test/consolidate knowledge attainedthroughout the module; to solve riddles, to do a quiz, towrite a quiz


Self-Check 4 SC4


ixMODULE PAGE

5 Great animals!

Topic

In this module, Ss will explore the topic of animals.

Module page 57

Lesson objectives: Overview of moduleVocabulary: Animals (cow, horse, sheep, fox, squirrel,duck, eagle, bear, chimpanzee, rabbits, elephant, chicken,hamster)


Lesson objectives: To read for specific information, tolearn parts of animals, to listen for specific information,to describe animals, to write a fact fileVocabulary: Parts of animals (mouth, eyes, fin, tail,scales, horns, ears, body, legs, fur, hooves, head, beak,feathers, claws, wings, tail, mouth, nose, ears, teeth, fur,neck); Verbs (hide, wear, cover); Nouns (spikes,stomach, beak, coral reefs, rocks, pyjamas, coat, spines);Adjectives (unique, poisonous, clumsy, colourful, long,small, sharp, big, thick, wide); Quantifier (millions);Phrase (home to)

5b Grammar 60-61

Lesson objectives: To learn adverbs of frequency, totalk about habits, to learn prepositions of time, to learncomparative and superlative adjectives, to learn adverbsof degree

5c Skills 62-63

Lesson objectives: To read and talk about festivals, topredict the content of a text, to read for specificinformation, to listen for specific information, to writea short text about a festival related to animalsVocabulary: Verbs (crown, respect, compete in, last,perform); Nouns (weekend, treasure hunt, parade,colourful floats, music band); Adjective (historic); Phrase(let off fireworks, don’t miss it, do tricks)


Lesson objectives: Expressing fear; to pronounce \O…\, \A…\Vocabulary: Would you like to see my new pet? What isit? Oh my goodness! What’s wrong? Don’t be silly, Wouldyou like to try?


Lesson objectives: To read and talk about nationalanimals from around the world, to read for specificinformation, to write about your national animalVocabulary: Verbs (hop, kick, dig); Nouns (forests,grasslands, plants, horns, mud, swamps); Adjectives(national, strong, hard, heavy, curved)

5f Across the Curriculum: Science 66

Lesson objectives: To learn about birds, to write a quizVocabulary: Birds (parrot, pelican, owl, bluebird,pigeon, hawk, swan); Verbs (come out, keep, spread);Nouns (world, top, insects, gardens, nuts, seeds); Phrase(under control); Prepositions (during, including)

5g Writing 67

Lesson objectives: To read for specific information, tolearn about adjectives, to talk about your pet, to writean article about your pet

Fun Time 5 68

Lesson objectives: To test/consolidate knowledge attainedthroughout the module; to complete a crossword puzzle,to do a quiz, to write a quiz


Self-Check 5 SC5


xMODULE PAGE

6Weather & Clothes

Topic

In this module, Ss will explore the topics of weatherconditions, clothes and accessories.

Module page 69

Lesson objectives: Overview of module, to talk aboutthe weather and the seasonsVocabulary: Seasons (winter, spring, summer, autumn);Months (January, February, March, April, May, June, July,August, September, October, November, December);Weather (raining, snowing, foggy, hot, cold, cloudy,sunny, warm, windy, freezing)


Lesson objectives: To read for specific information, tolearn about the weather, to learn seasonal activities, tomake suggestions, to talk about the weather, to writeabout your favourite season and seasonal activitiesVocabulary: Activities (skiing, computer games, camping,kitesurfing, bowling, windsurfing, exercises, swimming,basketball); Temperature (boiling hot, hot, warm, cool,chilly, cold, freezing cold, degrees, Celcius, Fahrenheit);Verbs (sunbathing, swimming, skiing); Phrasal verb (getback); Nouns (sandcastle, floating market); Adjective(freezing cold); Pronoun (others); Phrases (playing beachvolleyball, making a snowman)

6b Grammar 72-73

Lesson objectives: To learn the present continuous, tocompare the present simple and the presentcontinuous, to pronounce \IN\

6c Skills 74-75

Lesson objectives: To read and talk about clothes, toread for specific information, to express likes anddislikes, to listen for specific information, to describeyour family and friendsVocabulary: Clothes (a hat, a tunic, a belt, socks, a suit,a coat, a shirt, a tie, trainers, a jacket, a T-shirt, a dress,shorts, sandals, a top, a jumper, boots, jeans, gloves, askirt); Verbs (reach (down to), attract, order, honour,display, admire); Noun (exhibition); Adjectives (national,traditional); Phrases (take part in, cultural values) Likes/Dislikes (I love it, I like it, I don’t really like it, It’s great,It’s horrible, It’s OK, It’s fabulous)


Lesson objectives: Buying clothes and accessoriesVocabulary: So, what do you think? I think they’re great.Do you think so? They look really nice on you. Yes, but Iprefer them in black. Do you think they’re expensive?How much do they cost? OK, then. I’ll take them.


Lesson objectives: To read and talk about uniformsaround the world, to read for specific information, towrite about a person who wears a uniform in yourcountryVocabulary: Verbs (spot, protect, guard, float); Nouns(uniform, palace, gondola, canals, stripes, straw hat,ribbons, beret); Adjective (handsome); Phrase (comes tomind)

6f Across the Curriculum: Literature 78

Lesson objectives: To read a poem and learn aboutmoodVocabulary: Verbs (blowing, falling); Nouns (ground,pitter patter, insects, sky, snow, leaves, wind); Feelings(happy, sad, relaxed)

6g Writing 79

Lesson objectives: To read for specific information, tolearn about the language of postcard writing, to writea postcard to your pen-friend

Fun Time 6 80

Lesson objectives: To test/consolidate knowledgeattained throughout the module; to do a quiz, to writea quiz


Self-Check 6 SC6


xiMODULE PAGE

7 Food

Topic

In this module, Ss will explore the topic of food &drinks.

Module page 81

Lesson objectives: Overview of module, to learnabout countable/uncountable nounsVocabulary: Food (butter, grapes, garlic, chicken,yoghurt, cheese, oranges, apples, lamb, cabbage, beef,rice, lettuce, bread, corn, potatoes, carrots); Food groups(fruit, vegetables, grains, dairy products, meat)


Lesson objectives: To read for specific information, tolearn about food & meals, to learn containers &partitives, to learn a/an, some, any, to learn how toorder food, to write about your taste in foodVocabulary: Food (cereal, soup, sandwich, toast, milk,salad, pizza, pasta, cake, ice cream, crisps, biscuits);Meals (breakfast, lunch, dinner, dessert, snack);Containers & partitives (loaf, carton, slice, piece, bag,bar, bottle, glass, cup, bowl); Verbs (disgust, prepare,die, try); Nouns (delicacy, restaurants, chef, specialtraining, lettuce, pickle, brain, oil, salt, garlic); Adjectives(weird, expensive, highly poisonous, deep fried, crispy);Adverb (exactly); Phrase (go mad)

7b Grammar 84-85

Lesson objectives: To learn much/many, a lot of/a little/a few and some/any to talk about food, to talkabout quantity, to learn will and be going toVocabulary: Food (eggs, pears, cheese, bread, milk,biscuits, grapes, strawberries); Activities (go to thecinema, stay at home, cook for your family, visitgrandparents, make a cake, have lunch with friends)

7c Skills 86-87

Lesson objectives: To read and talk about a restaurant,to read for specific information, to answer a survey, tolisten for specific information, to write about your tastein food and your eating habitsVocabulary: Menu (starters, main courses, desserts,drinks); Verbs (sounds, arrive, bumping into); Nouns(commands, customers, batteries); Adjectives (science-fiction, basic); Phrase (takes your order)


Lesson objectives: Ordering food and drinksVocabulary: Can I help you? I’d like a cheeseburger.Large or small? Would you like anything to drink? That’s£4.20, please. Here you are.


Lesson objectives: To read and talk about specialdishes related to festivals around the world, to read forspecific information, to talk and write about a festival,to pronounce \g\, \dZ\Vocabulary: Verb (symbolise); Nouns (feast, patronsaint, stew, lamb, beef, pancakes, bonfire); Adjectives(religious, golden); Phrase (takes place)

7f Across the Curriculum: PSHE 90

Lesson objectives: To learn about germs; to learnmust/mustn’t (necessity & prohibition)Vocabulary: Verbs (fight, store); Nouns (germs, soap,surfaces, pots, pans, dishcloths, containers, cooked food,chopping board); Adjectives (dangerous, sick, simple)

7g Writing 91

Lesson objectives: To read for gist, to learn aboutjoining sentences, to talk about special celebrations, towrite an article describing a celebration Vocabulary: Verbs (decorate, go round, receive, celebrate,dance); Nouns (balloons, streamers, band, adult, cake,gifts, car, soft drinks); Adjective (generous)

Fun Time 7 92

Lesson objectives: To test/consolidate knowledgeattained throughout the module; to complete acrossword puzzle, to do a quiz, to write a quiz


Self-Check 7 SC7


xiiMODULE PAGE

8Masters of Art

Topic

In this module, Ss will explore the topics of mythicalcreatures, art, films and music.

Module page 93

Lesson objectives: Overview of moduleVocabulary: Mythical creatures (hippogriff, Cyclops,dragon, unicorn, phoenix); Parts of the body (thickmane, single eye, horn, long tail, sharp claws, beak, bigwings, sharp teeth, long feathers); Other nouns (horse,huge snake, giant, eagle)


Lesson objectives: To read for specific information, tolearn about types of films, to learn adjectives, toagree/disagree, to give a short presentation of mythicalcreaturesVocabulary: Types of films (action, animated cartoon,comedy, historical, horror, musical, adventure, romance,detective, western, science-fiction, fantasy); Adjectives(boring, interesting, sad, funny, frightening, exciting); Verbs(burst, heal, bite, breathe); Nouns (mythology, mythicalcreature, forest, tear, monster, volcano, medicine, ashes,wound, fire); Adjectives (weird, intelligent, poisonous)

8b Grammar 96-97

Lesson objectives: To learn was/were, had, could, totalk about the past, to talk about past abilities, topronounce strong and weak forms

8c Reading & Vocabulary 98-99

Lesson objectives: To read for specific information, tolisten for specific information, to revise prepositions ofplace, to describe locationVocabulary: Verbs (fight, defeat); Phrasal Verb (grow into);Nouns (hero, iron, sword, statue); Adjectives (ancient,immortal); Phrases (foreign invaders, join the army, ride ahorse, bamboo trees, in honour of, cultural traditions)

8d Grammar 100-101

Lesson objectives: To learn the past simple of regularverbs, to talk about past events, to write about whatyou did/didn’t do yesterday, to pronounce \t\, \d\, \Id\

8e Skills 102-103

Lesson objectives: To read for specific information, tonarrate past events, to write a diary entryVocabulary: Verbs (date back to, create, protect,dedicate, raise, rule, disappear, survive, sink, destroy);Nouns (philosopher, temple, sailor, trader, field, palace,fountain, earthquake, empire); Adjective (peaceful)

8f Grammar 104-105

Lesson objectives: To learn the past simple of irregularverbs, to talk about the past, to write a short emailabout what you did last weekend

8g Everyday English 106

Lesson objectives: Describing a past eventVocabulary: How are you today, Sam? Much better,thanks. I don’t believe it. It’s a pity you couldn’t make it.No, she wasn’t. She was ill. Matt’s costume wasfantastic. What was he?

8h Across Cultures 107

Lesson objectives: To read for gist, to write a shortarticle about a famous artist from your countryVocabulary: Nouns (adults, poetry, sculptor, poet);Adjectives (eager, skilful)

8i Across the Curriculum: Music 108

Lesson objectives: To learn about musical instruments,to read for specific information, to prepare apresentation on musicVocabulary: Musical instruments (piano, harp, drum,accordion, acoustic guitar, violin, cello, electric guitar,bass guitar, saxophone, synthesiser, harmonica, flute);Types of music (rock, jazz, classical, ethnic, folk, heavymetal, disco, pop)

8j Writing 109

Lesson objectives: To read for lexico-grammaticalstructure, to learn adjectives, to write an email about anevent you attendedVocabulary: Verb (perform); Nouns (the flu, band,entertainer, juggler, fire eater); Adjectives (excellent,perfect, awful, upset, fantastic, delicious, amazing,terrible, great, disappointing)

Fun Time 8 110

Lesson objectives: To test/consolidate knowledgeattained throughout the module; to listen for specificinformation, to do a quiz, to write a quiz


Self-Check 8 SC8


4(T)STARTER

Starter

1 To present and practise the alphabet

• Play the recording. • Ss listen and repeat the letters.

2 To learn the language of asking aboutnames and practise asking names

• Choose two Ss to read the example dialogue. • Allow Ss some time to complete the task with the

rest of the names in closed pairs. • Monitor the activity around the class. • Ask some pairs to act out their dialogues.

Answer Key

Lesson Objectives: To present and practise thealphabet; asking about names and age; numbers andcolours; to familiarise Ss with addresses andtelephone numbers, to practise greetings andintroduction; to learn when to use a/an/the;classroom and textbook language; to learn the daysof the weekVocabulary: Cardinal numbers (1-1,000), colours(blue, yellow, green, black, brown, pink, white,orange, red, grey, purple), classroom objects(notebook, book, eraser, pencil sharpener,schoolbag, atlas, pencil case, pencil, ruler)

Objectives

2 A: What’s your name? B: Nam. A: And your surname? B: Nguyen. A: How do you spell it? B: N-G-U-Y-E-N.

3 A: What’s your name? B: George. A: And your surname? B: Andlers. A: How do you spell it? B: A-N-D-L-E-R-S.

4 A: What’s your name? B: Antonio. A: And your surname? B: Marques. A: How do you spell it? B: M-A-R-Q-U-E-S.

5 A: What’s your name? B: Lillian. A: And your surname? B: Brown. A: How do you spell it? B: B-R-O-W-N.

6 A: What’s your name? B: Mario. A: And your surname? B: Rosseti. A: How do you spell

it? B: R-O-double S-E-T-I.

7 A: What’s your name? B: Ivan. A: And your surname? B: Petrou. A: How do you spell

it? B: P-E-T-R-O-U.

8 A: What’s your name? B: Rosa. A: And your surname? B: Estebar. A: How do you spell

it? B: E-S-T-E-B-A-R.

3 To present & practise numbers (1-20)

• Play the recording. Ss listen and repeat thenumbers.

• Ask Ss to count from 1-20. • Draw Ss’ attention to the picture and explain that

in many countries, the number of candles on abirthday cake shows how old a person is.

• Ask Ss to count the candles on the cake and sayhow old Sophie is.

Answer Key

Sophie is 12 years old.

04 Spark gr6 VIET Ts Starter.qxp_04 Spark gr6 VIET Ts Starter 7/26/17 5:21 PM Page 17

5(T)STARTER

Starter 7 To practise asking about age

• Choose two Ss to read the example aloud. • Allow Ss time to complete the task in closed pairs. • Ask some pairs to act out their exchanges.

Answer Key

A: What’s your name? B: My name’s Sam. A: How old are you? B: I’m fifteen years old.

A: What’s your name? B: My name’s Linh. A: How old are you? B: I’m fourteen years old.

A: What’s your name? B: My name’s Marco. A: How old are you? B: I’m twenty years old.

A: What’s your name? B: My name’s Ann. A: How old are you? B: I’m nineteen years old.

A: What’s your name? B: My name’s Bob. A: How old are you? B: I’m twenty-three years old.

4 To practise asking about addresses andtelephone numbers

• Choose two Ss to read through the exampledialogue.

• Allow Ss some time to complete the task with therest of the names in closed pairs.

• Monitor the activity around the class. • Ask some pairs to act out their dialogues.

Answer Key

2 A: What’s your address? B: 128 Truong Dinh Street. A: How do you spell it? B: T-R-U-O-N-G D-I-N-H. A: What’s your telephone number? B: It’s three – eight – double seven – four – three –

two – one.

3 A: What’s your address? B: 64 Memphis Street. A: How do you spell it? B: M-E-M-P-H-I-S. A: What’s your telephone number? B: It’s double two – nine – four – double three –

one – eight.

4 A: What’s your address? B: 97 Newton Street. A: How do you spell it? B: N-E-W-T-O-N. A: What’s your telephone number? B: It’s seven – two – three – nine – eight – six –

three – two.

5 A: What’s your address? B: 38 Melrose Street. A: How do you spell it? B: M-E-L-R-O-S-E. A: What’s your telephone number? B: It’s three – double seven – two – five – nine –

two – one.

5 To present numbers (21-1,000); topractise pronunciation

Play the recording. Ss listen and repeat the numbers.

6 To practise numbers

Ss count from 1 to 100 around the class in a chain,with a different S saying each number.


Starter

6(T)STARTER

8 To learn to use a/an/the; to learn thevocabulary for school objects

• Read out the grammar rules. • Ask Ss to give other examples of their own. • Read the school objects aloud and ask Ss to repeat

chorally or individually. • Allow some time for Ss to complete the exercise in

their notebooks. • Check Ss’ answers.

Answer Key

9 To practise a/an

• Choose two Ss to read out the example, then Sscomplete the task in closed pairs.

• Monitor the activity around the class and ask somepairs to act out their exchanges for the rest of theclass.

Answer Key

A: What’s this in English? B: It’s a notebook. A: What’s this in English? B: It’s an eraser. etc.

10 a) To present the colours

• Play the recording. • Ss repeat chorally or individually. • As an extension, point to different objects in

the class and elicit their colour. e.g. T: (points to a chair) What colour is the

chair? S1: Green.

b) To practise the colours

Read the example aloud and then elicit similarsentences for the rest of the school objects in Ex. 8from various Ss around the class.

Answer Key

This is a book. The book is red. This is an eraser. The eraser is pink. This is a pencil sharpener. The pencil sharpener is grey. This is a ruler. The ruler is brown. This is a pencil. The pencil is orange. This is a pencil case. The pencil case is green. This is an atlas. The atlas is blue. This is a schoolbag. The schoolbag is yellow.

a notebook a book an eraser a pencil sharpener a ruler

a pencil a schoolbag an atlas a pencil case

11 To present the days of the week

• Play the recording. • Ss repeat chorally or individually. • Ask Ss which days are the weekend.

Answer Key

Saturday and Sunday.


7(T)STARTER

Starter12 To learn and practise how to greet people

through role play

• Read the information box and then the greetings1-6 aloud.

• Ss repeat chorally or individually. • Explain each situation or time of day.

• Direct Ss’ attention to picture A and ask two Ss toread the dialogue aloud.

• Ask Ss to look at picture B and ask two different Ssto read the second dialogue aloud.

• Elicit the relationship between the speakers in eachdialogue. (They are friends.)

• Ask Ss to imagine they see a friend at the park. • In pairs, Ss act out their dialogues. To help Ss,

draw the following diagram on the board andelicit appropriate phrases Ss should use. Writethem on the board, too. Ss can copy the diagraminto their notebooks and use it as a reference whiledoing the task.

• Walk around and monitor the activity. • Invite some pairs to act out their dialogues in front

of the class.

On the board, write different times of the day andask Ss to tell you which greeting to use at thedifferent times.

T: At 10:30 am what do we say?S1: Good morning. T: At 4:00 pm what do we say?S2: Good afternoon. T: At 7:00 pm what do we say?S3: Good evening. T: When you go to bed what do you say?S4: Good night.

Alternative Activity for weaker students

Student A

Good morning B.(Greet B.)How are …?(Ask how he/she is.)Not bad. See you … .(Reply. Closingremarks.)

Student B

Hello A. (Greet A.) I’m fine, … And you?(Reply. Ask about A.)OK. Goodbye.(Closing remarks. Saygoodbye to A.)

Student A

Goodbye B.(Say goodbyeto B.)See you.(Closing remarks.)

Student B

Goodbye A.See you … .(Say goodbye to A.Closing remarks.)

Suggested Answer Key

A: Good morning, Vinh. B: Hello, Nam. A: How are you? B: I’m fine, thanks. And you? A: Not bad. See you later. B: OK! Goodbye.

A: Goodbye, Linh! B: Goodbye, Thu. See you later. A: See you!


8(T)STARTER

Starter13 To learn common phrases used in the

classroom; to consolidate through translation

• Draw Ss’ attention to the pictures 1-8. Explain thateach item is an instruction a teacher would say inthe classroom.

• Play the recording. Ss listen and repeat. • Ask Ss to give their L1 equivalents.

(Ss’ own answers)

14 To familiarise Ss with textbook language;to consolidate through translation

• Ask Ss to find the headings/logos in theircoursebooks.

• Elicit/Explain what each item means and thenelicit the L1 equivalents from various Ss aroundthe class.

Answer Key

In Pronunciation, we learn to say words correctly. In Listening, we listen to people speaking English. In ICT, we do projects using computers and the Internet.

(Information & Communication Technology) Check these words means we check if we know the

meanings of the key vocabulary items from a text, or elsewe look them up in the Word List or dictionary.

Pairwork means we work in pairs.

Groupwork means we will work in groups of

three.

In Speaking, we use the vocabulary/grammar taught inthe lesson to speak in English.

In Writing, we learn about different types of writing inthe English language.

In Study Skills, we learn a helpful tip which helps Ssbecome autonomous learners.

In Portfolio, we do tasks related to the theme of eachmodule to add to our portfolio of work.

Think! means we give our own opinion on a topic. In Reading, we practise reading skills in English. In Self-Check, we do revision exercises. Smile tells us a joke in English related to the theme. In Song, we listen to a song related to the theme of the

module. In Game, we do a fun activity in the classroom that

consolidates vocabulary and grammar presented in themodule.

In Vocabulary, we learn new words. In Check your progress, we assess how good we are at

the skills taught in the module. In Quiz, we check how much we remember from the

module.

In Project, we do tasks related to the theme of themodule.

In Workbook, we refer to the workbook to complete therelevant tasks.

In Language Review, we practise the vocabularypresented in the module.

ICT is an abbreviation for Information andCommunication Technology, which is a schoolsubject in primary and secondary education. Ss,through ICT, can use a computer to get informationwhen they need it. This means that instead ofspending time going to libraries, they can get theinformation they need much faster on theircomputers. The use of ICT can improve the qualityof education, expand Ss’ learning opportunities andmake information more accessible.

Background information


9(T)MODULE 1

▶▶ What’s in this module? Read the title of the module Back to school and ask Ss

to suggest what they think it means. Go through thetopic list and stimulate a discussion to prompt Ss’interest in the module.

Find the page numbers for

Vocabulary

1 To present school subjects

• Play the recording. Ss listen and repeat chorally orindividually.

• Elicit the L1 equivalents from various Ss.

(Ss’ own answers)

• Draw Ss’ attention to the pictures and ask variousSs to say which subject is shown in each picture.

Answer Key

pic. 1 – Science pic. 2 – ICT pic. 3 – Art pic. 4 – Maths pic. 5 – Geography

• Explain/Elicit the meaning of any unknownwords, then Ss find the page numbers for theitems listed.

• Ask questions to check Ss’ understanding.

Answer Key

sports (p. 14) What sports can you see? Can you play any of

these sports? Do you play any of these sports atyour school?

flags (p. 11) Which do you know? Which country is each flag

from? What colour is each flag? What is yournational flag like?

a world map (p. 18) What information does a world map show? What

are maps used for? Do you ever use a map?When? What for?

an email to a pen-friend (p. 19) What is an email? Have you got an email

address? What is a pen-friend? Have you got apen-friend? Do you write emails? Who to? Howoften?

2 To personalise the topic

• Read the sentence stems aloud and allow Ss timeto compete them, then ask some Ss to read theircompleted sentences aloud.


My favourite school subjects are Maths, Music and Art.I’m good at Maths. I’m not good at History.

Back to school

05 Spark gr6 VIET Ts Mod 1.qxp_Spark gr6 VIET Ts Mod 1 7/26/17 5:20 PM Page 26

10(T)MODULE 1

1 To read for gist

• Ask Ss to look at the pictures A-D and elicit whatidentifies the people/subjects in each picture. Ask:

– Which picture shows two students in schooluniform? (B)

– Which picture shows two teenage girls talking?(A).

– Which picture shows a student in his classroom?(D)

– Which picture shows a student in her ICT class?(C)

• Allow Ss time to read the texts 1-4 and elicit whichpicture matches which text.

• Refer Ss to their dictionaries to look up the wordsin the Check these words box. Alternatively, giveexamples and elicit/explain meaning of anyunknown words.

Answer Key

A 4 B 3 C 1 D 2

2 To listen and read for specific information

• Explain the task and go through the example. • Play the recording. Ss listen and follow the text in

their books. • Allow Ss two minutes to find who the personal

pronouns refer to. Check Ss’ answers.

Answer Key

1 London, England 4 subject 2 football 5 Madrid, Spain 3 school trip 6 drawing and painting

3 To consolidate comprehension of a text

• Allow Ss time to review the text and copy the tableinto their notebooks. Check Ss’ answers on theboard.

• Ask various Ss to use the table to make sentences,as in the example.

Answer Key

Name CountryFavouritesubjects

Favouritesport

Brenda England ICT and Music hockey

Miguel Mexico History football

May Japan Science badminton

Lyn Japan Maths basketball

Maria Spain History basketball

Nelly Spain Art gymnastics


Miguel’s from Mexico. His favourite subject is History. Hisfavourite sport is football.

May’s from Japan. Her favourite subject is Science. Herfavourite sport is badminton.

Lyn’s from Japan. Her favourite subject is Maths. Herfavourite sport is basketball.

Maria’s from Spain. Her favourite subject is History. Herfavourite sport is basketball.

Nelly’s from Spain. Her favourite subject is Art. Herfavourite sport is gymnastics.

• Play the video for the Ss and elicit their commentsat the end.

(Ss’ own answers)

1a


11(T)MODULE 1


7 a) To consolidate the vocabulary andgrammar of the unit

Demonstrate the task presenting yourself. (Hi! Myname’s Nguyen Thu and I’m 36 years old. I’m fromHo Chi Minh City, Viet Nam. I’m Vietnamese. Myfavourite subject is English and my favourite sport isbadminton.) Allow Ss some time to complete thetask. Check Ss’ answers.


Hi! My name’s Minh and I’m 12 years old. I’m fromHo Chi Minh City, Viet Nam. I’m Vietnamese. Myfavourite subject is Maths and my favourite sport is tabletennis.

b) To consolidate the vocabulary andgrammar of the unit

Ask Ss to use their completed sentences to presentthemselves to the rest of the class.

(Ss’ own answers)

A: Hello! What’s yourname?

B: Sergio. A: Where are you from? B: I’m from Portugal. A: You’re Portuguese,

then. B: Yes, I’m from Lisbon. A: How old are you? B: I’m 14.


B: Marika. A: Where are you from? B: I’m from Russia. A: You’re Russian, then. B: Yes, I’m from

Moscow. A: How old are you? B: I’m 13.


B: Quang.A: Where are you from?B: I’m from Viet Nam.A: You’re Vietnamese,

then.B: Yes, I’m from Ha Noi.A: How old are you?B: I’m 12.


B: Helen.A: Where are you from?B: I’m from the UK.A: You’re British, then.B: Yes, I’m from London.A: How old are you?B: I’m 15.

GameSs play in teams. A S from Team A says a country. A Sfrom Team B says the corresponding nationality. Swaproles and continue with the game. Each correct answergets a point. The team with the most points is thewinner.

Team AS1: Viet NamTeam BS1: VietnameseT: correct! Team B gets 1 point etc.

1a 4 To learn countries and nationalities and

consolidate through translation

• Ask Ss if they can identify any of the flags in thepictures and elicit which country they are from.

• Read the example aloud. Then read each countryaloud and elicit the corresponding nationality fromSs around the class.

Answer Key

the USA-American (red, white and blue, stripes and stars) Poland-Polish (half white, half red) Turkey-Turkish (white star and crescent on a solid red

background) France-French (blue, white and red vertical stripes) Russia-Russian (white, blue and red horizontal stripes) Italy-Italian (green, white and red vertical stripes) Portugal-Portuguese (green and red horizontal stripes

with detailed crest) Greece-Greek (blue and white stripes with a white cross

on a blue background) Mexico-Mexican (green, white and red vertical stripes

with crest on a white background) Viet Nam-Vietnamese (a red background with a big

yellow star in the centre) Spain-Spanish (red and yellow horizontal stripes with

crowned set of arms)

• Play the recording. Ss listen and check. • Elicit the L1 equivalents from Ss around the class.

(Ss’ own answers)

5 To listen for specific information

• Play the recording while Ss listen and fill in thegaps with the missing information. Check Ss’answers.

• Ask Ss to say the nationality of each of the peoplein the pictures.

Answer Key

1 12 3 18 5 Samantha 2 Giovanni 4 Italy 6 the UK

Juanita is Mexican. Giovanni is Italian. Samantha is British.

6 To ask for and give personal information

• Ask two Ss to read the example aloud. • Ss choose roles and complete the task in closed

pairs. • Ask some pairs to act out the dialogues for the

class.


12(T)MODULE 1

1 To present the verb ‘to be’ in theaffirmative and negative

• Ss close their books. Write on the board: I amNam. I’m Nam. Present the full and contractedforms of the present simple affirmative of the verb‘to be’.

• Point to a S. Say: You’re Vinh. Then write it on theboard.

• Point to a male S in the class and say: He’s Minh.Then write it on the board.

• Point to a female S in the class and say: She’s Linh.Then write it on the board. Continue with the rest.

• Then present the simple negative of the verb ‘tobe’. Say, then write on the board: I’m Vietnamese.I‘m not French. Underline the words I’m not. Elicithow the negative of the verb ‘to be’ is formed (byadding not after am, is, are). Do the same topresent all persons singular and plural in both fulland contracted forms.

• Ss open their books and read the box.

2 To practise the present simple affirmativeand negative of the verb ‘to be’

• Do the first item as an example, then Ss completethe task. Check Ss’ answers.

Answer Key

2 c 3 b 4 a 5 f 6 e

2 isn’t, ’s 4 isn’t, ‘s 6 ‘m not, ‘m 3 aren’t, ‘re 5 aren’t, ‘re

3 To practise the present simple affirmativeof the verb ‘to be’

• Allow Ss some time to make their sentences, thenask Ss around the class to say a sentence. Makesure all possibilities are given.


• Minh and Lan are friends. Minh and Lan are from Viet Nam. Minh and Lan are twins. Minh and Lan are from Ho Chi Minh City. Minh and Lan are 12 years old.

• We are friends. We are from Viet Nam. We are twins. We are from Ho Chi Minh City. We are 12 years old.

• Phong and I are friends. Phong and I are from Viet Nam. Phong and I are twins. Phong and I are from Ho Chi Minh City. Phong and I are 12 years old.

• Steve is 12 years old.

• Betty is 12 years old.

4 To present the present simpleinterrogative of the verb ‘to be’

• Ss close their books. Say, then write on the board:Am I a teacher? Underline Am I. Explain that weform the interrogative of the verb ‘to be’ byputting the verb ‘to be’ before the subjectpronoun.

• Answer the question on the board: Yes, I am.Explain that this is a positive short answer. Explainthat we form positive short answers with yes, theappropriate personal pronoun and the verb in theaffirmative.

• Write on the board: Am I a doctor? No, I’m not.Explain that we form a negative short answer withno, the appropriate personal pronoun and theverb in the negative.

• Ss open their books and read the box.

5 To practise the present simpleinterrogative of the verb ‘to be’ and short answers

In open pairs, Ss ask and answer using the promptsgiven.

Answer Key

2 Are, I’m not 4 Are, we aren’t 3 Is, she is 5 Is, he isn’t

6 To practise asking questions and givingshort answers

• Draw Ss’ attention to the photos and the namesand ages of the people in them.

• Ask two Ss to read the example. • In open pairs, Ss ask and answer using the prompts

given.

Answer Key

2 Is Mario from Italy? Yes, he is. 3 Are Thanh and Linh Vietnamese? Yes, they are. 4 Are Thanh and Linh 40 years old? No, they aren’t. 5 Is Molly 13 years old? Yes, she is. 6 Is Molly from Viet Nam? No, she isn’t.

1b


13(T)MODULE 1

b) To practise using question words

Ss do the task. Check Ss’ answers.

Answer Key

1 Who 3 How old 5 When 2 Where 4 What

10 To practise question words

Read the example. Allow time for Ss to write thequestions, then check Ss’ answers on the board.

Answer Key

2 How old are you? 3 Where are you from? 4 What’s your favourite subject? 5 Who’s Bob?

11 a) To practise speaking about yourself

• Ask Ss to look at the questions and ask a pair ofSs to read the example aloud.

• Ss ask and answer the questions in closed pairs.Monitor the activity around the class and then asksome pairs to ask and answer in front of the class.


A: What’s your name? B: My name’s Linh. A: How old are you? B: I’m 12 years old. A: What’s your favourite subject? B: Art. A: What’s your favourite sport? B: Badminton.

(Ss’ own answers)

b) To consolidate vocabulary andgrammar through translation

Elicit the L1 equivalents for the questions from Ssaround the class.

(Ss’ own answers)

12 To practise language and grammarpresented in the unit

• Explain the task. Allow some time for Ss to writetheir sentences.

• Alternatively, assign the task as HW.


My name’s Trang. Hoa is my friend. We are 13 years old.We are Vietnamese. My sister’s name is Thu. She is 11years old. There are four people in my family. My mother,my father, my sister and I. My mum is a nurse and mydad is a chef. They are great parents.

1b 7 a) To present subject/object pronouns

• Ss close their books. Present the subject pronouns. • Point to yourself and say: I, then write it on the

board. Point to a S and say: you, then write iton the board. Point to a male S and say: he.Then write it on the board. Explain that we usehe for a boy or a man. Continue for the rest ofthe subject pronouns.

• Present the object pronouns. Say, then writeon the board: I am a teacher. Look at me.Underline the words I and me. Explain that meis an object pronoun. Present the otherpronouns in the same way. e.g. Look at him.He’s a student. Look at her. She’s a student. Lookat it. It’s a desk. etc.

• Elicit the L1 equivalents for both the subjectpronouns and the object pronouns.

(Ss’ own answers)

b) To identify subject/object pronouns

• Ask Ss to go through the text and find all thesubject/object pronouns. Point out that subjectpronouns go before the verb, whereas objectpronouns go after the verb.

• Check Ss’ answers.

Answer Key

(Subject pronouns circled, Object pronouns underlined)

Hi! I ’m Jenny Davis. I ’m 14 years old. This is my sister,Laura. Look at her. She looks exactly like me. She ’s 14,too. We are twins. We are from London.

8 To practise using subject/object pronouns

• Read the example aloud. Allow Ss some time toreplace the words in bold.

• Check Ss’ answers. Ask Ss to identify the type ofpronoun.

Answer Key

2 them, They 3 they 4 We 5 him, He

9 a) To present question words throughtranslation

• Ss close their books. Write all the question wordson the board. Give an example for each questionword and explain when each word is used.

Who is that man? He’s Mr Tran. (people) What is it? It’s a pencil. (thing) Where are my keys? They’re here. (place) How old are you? I’m 12 years old. (age) When is your birthday? In January. (time) • Ss open their books and read the box. • Elicit the L1 equivalents for the highlighted

question words.

(Ss’ own answers)


14(T)MODULE 1

1 To present sports and consolidatethrough translation

• Play the recording. Ss repeat chorally or individually. • Elicit the L1 equivalents.

(Ss’ own answers)

2 To read and listen for gist

• Read the Study Skills box aloud, then ask Ss tolook at the title and the headings. Invite them tosay what they think the text is about.

• Play the recording. Ss listen, read and check theiranswers.

• Elicit/Explain meaning of unknown words in theCheck these words box.

Answer Key

The text is about the Glasgow School of Sport, and thestudents there.

3 To read for specific information

• Allow time for Ss to read the text again. • Read each question aloud and elicit the answer

from Ss around the class. Ask Ss to find the part inthe text that contains the answer.

Answer Key

1 It is in Scotland. 2 There are school subjects like Maths, English,

Science and Geography. 3 Students can do badminton, hockey, swimming,

athletics or gymnastics. 4 There are 1,100 students in the school. 5 The students win competitions for their school and

for Scotland.


(Ss’ own answers)

4 To consolidate information readin a text

• Ss do the task. • Allow Ss some time to go through the text again,

then close their books and tell the class.

GameChoose a leader. He/She mimes a sport. Ss, in teams,guess which sport it is. Each correct guess gets onepoint. The team with the most points is the winner.


The Glasgow School of Sport is Scotland’s first schoolfor sports. Every day the students do sports. There are1,100 students at the school.

1c


15(T)MODULE 1

1c 5 To personalise the topic

Ask Ss to answer the questions in writing. Ask some Ssto read their sentences to the class.


1 Yes, there are./No, there aren’t. 2 My favourite sport is badminton. 3 My favourite school subjects are Maths and

Geography.


• Read the Study Skills box aloud and explain thetask. Explain/Elicit the meaning of any unknownwords e.g. surname = family name

• Elicit what information is missing from each gap. • Play the recording. Ss listen and fill in the gaps

with the missing information. Check Ss’ answerson the board.

Answer Key

1 name – Brown 4 noun – Art 2 name – the UK 5 noun – swimming 3 number – 13

7 To practise asking for personalinformation

• Ss complete the task in closed pairs. Monitor theactivity around the class.

• Ss then swap roles so that each S asks and answersthe questions.

• Ask some pairs to ask and answer in front of theclass.


... Thu. I spell it T-H-U. My surname’s Nguyen. I’m from Ho Chi Minh City. I’m 12 years old. My favourite subject is Music. My favourite sport is table tennis.

8 To write a short text

• Allow Ss some time to write about their partnerusing his/her answers in Ex. 7. Ask some Ss to readtheir writing aloud in class.

• Alternatively, assign as HW.

Answer Key

Nguyen Thu is from Ho Chi Minh City. She is 12 yearsold. Her favourite subject is Music. Her favourite sport istable tennis.


16(T)MODULE 1

1 To present the language for greetingsand introductions & asking personal questions

• Play the recording with pauses for Ss to listen andrepeat.

• Ask Ss to give the L1 equivalents for the phrases.

(Ss’ own answers)


• Allow Ss time to read the dialogue. • Read the questions aloud one at a time and elicit

the answers from the class.

Answer Key

1 F 2 F 3 T 4 T 5 F 6 T

3 To identify greetings, introductions andpersonal questions

• Play the recording. Ss listen and follow thedialogue in their books.

• Read out the information on rhythm anddemonstrate with a line from the dialogue.

• Ss then act out the dialogue in groups of three.Pay attention to their rhythm.

4 To practise the situational languagetaught in this unit

• Explain the task. Ss work in closed groups of threeand act out their dialogues. To help Ss, draw thefollowing diagram on the board and elicitappropriate phrases Ss should use. Write them on theboard, too. Ss can copy the diagram into theirnotebooks and use it as a reference while doing thetask.

Student A

Good morning, B.(Greet B.)

I’m fine. … And you?(Reply. Ask about B.)This is ... He/She’s ...(Introduce C.)

Student B

Hello ... . How ... ?(Greet A. Ask howhe/she is.) Not bad.(Reply.)

• Monitor the activity around the class and then asksome Ss to act out their dialogues for the class.


A: Good morning, Minh! B: Hi, Phong. How are you? A: I’m fine, thanks. And you? B: Not bad. A: This is Thu. She’s new to our school. B: Hi, Thu! Nice to meet you. C: Nice to meet you, too. B: Where are you from, Thu? C: I’m from Ho Chi Minh City. I’m Vietnamese. How

about you? B: I’m from Ha Noi. How old are you? C: I’m twelve. And you? B: I’m thirteen. What’s your favourite subject? C: Maths. B: Mine, too.

Student B

Hi, ...! Nice to ...(Greet C.)Where... from?(Ask where C is from.)

I’m from... How old...?(Reply. Ask about C’s age.)I’m ... What’s ...?(Reply. Ask about C’s favourite subject.)

Student C

Nice to ..., too.(Greet B.)I’m from ... . And you?(Reply. Ask where B isfrom.)I’m ... . And you?(Reply. Ask about B’sage.)My favourite ... .(Reply.)

1d


17(T)MODULE 1

1e 1 To read and listen for specific

information

• Elicit guesses to the questions in the rubric. • Play the recording. Ss listen and follow the text in

their books. • Elicit answers to the questions in the rubric, then

explain the words in the Check these words box.

Answer Key

American children start school at the age of five. There are 13 grades altogether, including kindergarten.


• Allow Ss time to read the text again and answerthe questions.


Answer Key

1 five 2 six 3 middle school or junior high school 4 sixteen

3 To check comprehension of informationin a text; to read information in a table

• Explain the task. Read the example aloud and drawSs’ attention to the table at the left of the text andexplain that the information in the text has beencondensed here for ease of access.

• Ss complete the task in closed pairs, then check Ss’answers around the class.

Answer Key

Bob is in high school. Sally is in middle school/junior high school. Tony is in elementary school.

4 To present and practise \eI\, \œ\


• Elicit other words with the same sounds fromvarious Ss around the class.


\eI\: surname, education, states \œ\: athletics, basketball, at, Viet Nam

Note: Read the information in the note aloud anddraw Ss’ attention to the correct use of theprepositions in/at for schools/university.


18(T)MODULE 1

1 To present countries of the world


• Elicit the L1 equivalents. (Ss’ own answers)

2 To present capital cities

• Explain the task and read the example aloud. • Allow Ss some time to complete the task. • Play the recording. Ss listen and check their

answers.

Answer Key

Athens is the capital city of Greece. Ha Noi is the capital city of Viet Nam. Berlin is the capital city of Germany. Brasilia is the capital city of Brazil. Cairo is the capital city of Egypt. Canberra is the capital city of Australia. Moscow is the capital city of Russia. Lisbon is the capital city of Portugal. London is the capital city of the UK. Madrid is the capital city of Spain. Mexico City is the capital city of Mexico. New Delhi is the capital city of India. Ottawa is the capital city of Canada. Paris is the capital city of France. Tokyo is the capital city of Japan. Rome is the capital city of Italy. Washington DC is the capital city of the USA.

Ottawa 1Paris 9Tokyo 17Rome 8Washington DC 2

Moscow 12Lisbon 6London 5Madrid 7Mexico City 3New Delhi 15

Athens 11Ha Noi 16Berlin 10Brasilia 4Cairo 14Canberra 18

GameIn teams, Ss take turns saying the name of a country.Ss from the opposing team must name the capital.Each correct answer is worth one point. The first teamto reach ten is the winner.

Team A, S1: Viet NamTeam B, S1: Ha Noi, etc

1f 3 To collect information using the

Internet and give a presentation on ASEAN capitals

• Ask Ss to work in groups and look up informationon the Internet using the key phrase in the searchbar or in encyclopaedias/other reference books.

• Allow time for Ss to collect the information andprepare their presentations. Alternatively, assignthe task as HW.

• Ask various groups of Ss to present the ASEANcapital cities to the class.

(Ss’ own answers)

• Alternatively, Ss can prepare a quiz to test theirclassmates.

e.g. The capital city of Malaysia is ... . A Kuala Lumpur B Sabak

ICT


19(T)MODULE 1

4 To write an email to a pen-friend

• Explain what a pen-friend is (a friend you write toand receive letters/emails from, though you maynot meet in person).

• Tell Ss that they are going to use their answersfrom Ex. 3 to write a reply to the email that Petersent.

• Ask Ss to do the task in an email format with From:To: Subject: as in the text. As their address, theycan use: [email protected]

• Ss can complete the task in class, or you can assignit as HW.


Hi Peter, My name’s Trang Vinh and I’m from Viet Nam. I’m 12

years old and I’m a student at (name of school). My favourite school subjects are Maths and Science. My

favourite singer is (name of singer). He’s/She’s great!Please write back soon.

Vinh

Photocopy the following or write it on the board. AskSs to complete the missing words from the text.

From: Trang VinhTo: [email protected]: Hi!Hi Peter! My .............. is Trang Vinh. I’m 12 .............old and .............. a student at (name of school). Myfavourite .............. are History and Maths. Myfavourite singer is .............. . What .............. you?Please write back soon. Vinh

Alternative Activity for weaker students

1g 1 To recognise a text type and read for

specific information

• Draw Ss’ attention to the text. Explain what anemail is (electronic letter).

• Ask if Ss have a computer at home and whetherthey use the Internet.

• Explain what From (person who sends the email),To (person who is going to read the email and anemail address) and Subject (what the email will beabout) mean.

• Allow Ss time to read the email and complete thetable. Ask Ss to use their dictionaries to look up thewords in the Check these words box.

• Check Ss’ answers on the board.

Answer Key

It’s an email.

1 15 (years old) 3 English and Maths 2 Blackhill School 4 Avril Lavigne

2 To practise using capital letters

• Go through the Study Skills box showing Ss thevarious uses of capital letters in English anddrawing attention to any differences to Ss’ L1. Sscan give examples of their own.

• As an extension, ask Ss to find and underline all thecapital letters in the text.

• Allow Ss time to complete the task, then check Ss’answers.

Answer Key

1 This is Maria Jones. 2 Paolo is Italian. 3 Shakira is from Colombia. 4 My favourite day is Friday.

3 To practise answering personal questions

• Ask Ss to look at the text in Ex. 1 again to helpthem answer the questions.

• Ss ask and answer the questions. • Monitor the activity around the class. • Ask a pair of Ss to ask and answer in front of the

class.


1 My name’s Trang Vinh. 2 I am 12 years old. 3 (Ss’ own answers) 4 My favourite school subjects are Maths and Science. 5 (Ss’ own answers)


20(T)MODULE 1

1 To test vocabulary learnt in this module

• Explain the game and read aloud the items Ss haveto name.

• Set a 5-minute time limit and play the game as aclass either in teams or pairs.

• At the end of the time ask Ss to swap their paperswith another team/pair. Give one point for eachcorrect answer and find the winners. As anextension, ask some Ss to spell the words on theboard.


• Lucy, Sue, Lynn • Peter, Bob, Tony • Hi, Hello, Good morning • English, Maths, Art, History, ICT • The UK, Viet Nam, Spain, France, Russia • football, basketball, badminton, swimming, tennis • pencil, book, eraser, notebook, sharpener • London, Paris, Rome, Madrid, Tokyo

2 To test knowledge learnt in this module

• Explain the task. Allow Ss some time to read thequestions and fill in the gaps.

• Alternatively, you may allow Ss to review themodule and find the relevant information to filleach gap. Check Ss’ answers.

Answer Key

1 middle school/junior high 2 France 3 Egypt 4 white and red 5 sport 6 subject

3 To write a quiz

• Explain the task and allow Ss time to look throughModule 1 and think of quiz questions in pairs.

• Tell Ss they can use the quiz in Ex. 2 as a model.(e.g. The UK flag is red, white and …).

• Ss swap their quizzes with another pair, do it andthen report back to the class.


1 The UK flag is red, white and … (blue) 2 In English we say … to greet each other in the

morning. (Good morning) 3 There is a school of sport in ... (Glasgow) 4 In the USA, children go to elementary school from

age … (5-12)

4 Song To listen and read for specificinformation

• Explain the task and play the recording. • Ss listen and follow the song in their books. Ask Ss

to identify which items in the pictures arementioned (ruler, notebook, schoolbag) and alsoname seven school subjects (Geography, History,Science, Maths, Language, Art, Music). Check Ss’answers.

• Play the recording again for Ss to sing along.

Answer Key

ruler, notebook, schoolbag Geography, History, Science, Maths, Language, Art,

Music


(Ss’ own answers)

GamePlay in teams. Say a word from the module. Theother team writes the word on the board and spellsit. Each correct answer gets a point. The team withthe most points is the winner.

T: Say words related to school objectsTeam AS1: notebookTeam BS1: N-O-T-E-B-double O-K etc.

Ask Ss to spell each of the words in the pictures in Ex. 4.e.g. eraser E-R-A-S-E-R

Extra Activity

1


21(T)MODULE 2

▶▶ What’s in this module? Read the title of the module Cool stuff and ask Ss to

suggest what they think it means. Go through thetopic list and stimulate a discussion to prompt Ss’interest in the module.


Vocabulary

1 To present vocabulary for personal things

• Draw Ss’ attention to the pictures and play therecording. Ss listen and repeat chorally orindividually.


(Ss’ own answers)


Explain the task and play the recording. Ss listen andfill in what Peter has and hasn’t got. Check Ss’answers.

Answer Key

a scarf, a helmet – gloves, a basketball


Ask Ss to look at the pictures in Ex. 1 again andcomplete the sentences with what they have/haven’tgot. Ask some Ss to read their completed sentencesaloud.


I’ve got a watch. I haven’t got a guitar.

• Explain/Elicit the meaning of any unknownwords, then Ss find the page numbers for theitems listed.


Answer Key

cartoon characters (p. 23) Do you know these characters? Who is your

favourite cartoon character?

a film review (p. 22) What sort of films do you like? What do you know

about this film?

souvenirs (p. 28) Have you got any of these souvenirs? Which

countries are they from?

Cool stuff


22(T)MODULE 2

1 To predict the content of a text

• Direct Ss’ attention to the picture and ask if theyrecognise the man/character, then read the namesin the list aloud.

• Play the recording. Ss listen and follow the text intheir books. Elicit answers to the questions in therubric then elicit/explain the meaning of the wordsin the Check these words box.

Answer Key

The man in the picture is Iron Man/Tony Stark. Stark Industries is his father’s company. Pepper Potts is Tony Stark’s secretary. Iron Monger is Iron Man’s/Tony Stark’s enemy.




Answer Key

1 Tony is an engineer. 2 His job is at Stark Industries in the USA. 3 Pepper Potts is Tony’s loyal secretary. 4 Tony has got a special metal suit. 5 Iron Man can fly. 6 His enemy is Iron Monger.

3 To recall information from a text

• Allow Ss a minute to read the text, then close theirbooks and try and remember two things from thetext.

• Elicit a variety of answers from Ss around the class.


Iron Man can fly. His enemy is Iron Monger.


(Ss’ own answers)

4 To present adjectives related toappearance

• Draw Ss’ attention to the words and play therecording. Ss listen and repeat chorally orindividually.

• Elicit the L1 equivalents from various Ss mimingthe meaning of each word. Refer Ss to the WordList to find the meanings of the adjectives, ifnecessary.

(Ss’ own answers)

2a


23(T)MODULE 2

9 To write about your favouritecartoon character

• Explain the task and tell Ss to use the vocabularyfrom this unit and the verb have got.

• Allow time for Ss to complete the task in class orassign as HW.

• Remind Ss to decorate their writing with a picture.


GameAsk Ss to look at the Shrek III characters for twominutes. Ss close their books. In teams, Ss choose acharacter. Ss take turns describing the character. Ssfrom the opposing team must guess what character isbeing described. Each correct guess is worth one point.The team with the most points at the end of the gameis the winner.

Team A, S1: He is big.Team B, S1: Prince Charming.Team A, S1: No. etc

The characters are from the Shrek computer-animatedfilms. Shrek is a big ogre who lives alone in the woods.He meets and marries Princess Fiona. His best friend isDonkey. Princess Fiona doesn’t like Shrek at first, butlater she realises he’s very sweet and cares for her.Fiona turns into an ogre every night at sunset. Merlinis a magician who uses his magic to send Shrek backto Far Far Away.Rapunzel is the lady Prince Charming plans to make hisqueen once he claims the throne. Fiona’s parentswanted their daughter to get married to PrinceCharming.


ICT

Choose a S. Ask him/her to point to various parts ofthe body (the ones mentioned in Ex. 5). Ss, in twoteams say the English word that describes thespecific part of the body. Each correct answer getsone point. The team with the most points is thewinner.

Extra Activity

Fred Flintstone is from Bedrock.He is short and fat with blackhair and a big nose.

2a 5 To present vocabulary for the parts of the

body

• Draw Ss’ attention to the picture of Merlin and theindicated body parts. Play the recording. Ss listenand repeat chorally or individually.


(Ss’ own answers)

• As an extension Ss work in pairs. Point to variousparts of the body. Ss name it.

A: (points to his eye) B: eye (points to her mouth) A: mouth etc

6 Matching descriptions to characters

• Draw Ss’ attention to the cartoon characters andelicit short descriptions of each one to aidunderstanding of the task.

• Read the rubric and allow Ss time to complete thetask in pairs. Check Ss’ answers.

Answer Key

a Shrek c Rapunzel e Prince Charming b Princess Fiona d Merlin


(Ss’ own answers)


• Play the recording. Ss listen and identify whichcharacters John talks about.


Answer Key

Merlin and Princess Fiona

8 To practise describing appearance

• Ask various Ss around the class to choose one ofthe characters on this page from Shrek III anddescribe him/her.

• Point out that descriptions usually start withgeneral features (such as size, height or age) andthen move on to more specific details (such as hairand eye colour) after that.



Merlin is old and thin with short white hair and a longwhite beard.

Rapunzel is tall, thin and young with very long fair hair. Prince Charming is tall, thin and young with short fair

hair. Princess Fiona is short and plump with long red hair. Shrek is big and fat with green skin.


24(T)MODULE 2

1 To present the verb ‘have got’

• Ss close their books. Present the verb have got.Point to your eyes and say: I have got blue eyes.Then write it on the board.

• Repeat using the rest of the affirmative forms. • Drill Ss. Give prompts. Ss make sentences using

have/has got.

• Point to your nose and say: I have got a small nose.

I haven’t got a big nose. Write the negative form onthe board and underline haven’t got. Giveexamples in all forms.

• Point to a S and ask Has Vinh got small ears? (Yes,he has.) Ask: Has Vinh got big ears? (No, he hasn’t.)Write these on the board and underline has got(interrogative), Yes, he has. /No, he hasn’t.

• Explain that the last two sentences are shortanswers. Elicit from Ss how short answers areformed (Yes + personal pronoun/noun + have/has –No + personal/pronoun/noun + haven’t/hasn’t).

• Ss open their books and read the table.

2 To practise the verb ‘have got’

• Explain the task and point out that the picturesshow characters from Star Wars.

• Allow time for Ss to complete the task. Check Ss’answers.

Answer Key

1 haven’t got 3 has got, has got 2 hasn’t got, has got 4 has got, hasn’t got

T: Linh/long hairS1: Linh has got

long hair.

T: I/short hairS2: I have got short hair.

etc

Star Wars is a series of science-fiction films byGeorge Lucas. Originally, it was a trilogy (with thefirst film released in May 1977 by 20th Century Fox)and became very popular. 16 years later, GeorgeLucas made a new trilogy of films as a prequel, withthe final film released in 2005. The films are set in afictional galaxy. Luke Skywalker is a young Jedi whohelps defeat the Galactic Empire. Yoda is a very oldand wise Jedi master. Jar Jar Binks is a clumsyGungan who tries hard to prove his worth. PrincessLeia is the twin sister of Luke Skywalker, anddaughter of Darth Vader. Queen Amidala is a keypolitician in the Galactic Republic, and Luke andLeia’s mother.


2b 3 To practise ‘have got’ in the affirmative

and negative

• Explain the task. Ss make sentences. • Monitor the activity around the class and then ask

some Ss to share their sentences with the rest ofthe class.


Yoda has got a small body, and he has got a small nose.He hasn’t got small eyes.

Queen Amidala has got long hair, and she has got big eyes. Jar Jar Binks has got big eyes, and he has got full lips. Luke Skywalker has got big eyes, and he has got short

hair and thin lips. Princess Leia has got long hair and full lips.


Minh has got dark eyes. He has got short hair. He has got a small nose. He has got small ears. etc.

4 To practise the interrogative form of theverb ‘have got’

• Explain the task. Ss do the task. • Monitor the activity around the class, then ask

some Ss to ask and answer the questions aloud.

Answer Key

2 Has Phong got a skateboard? Yes, he has. 3 Has Trang got a cap? Yes, she has. 4 Have Trang & Phong got sunglasses? Yes, they have. 5 Have Trang & Phong got cars? No, they haven’t.

5 To practise the interrogative form of theverb ‘have got’ and short answers

• Explain the task and read out the example. • Ss do the task in closed pairs. Monitor the activity

around the class and then ask some pairs to reportback to the class on what their partner has/hasn’tgot.


A: Have you got a guitar? B: Yes, I have. A: Have you got a digital camera? B: No, I haven’t. etc.

Nam has got a guitar, a cap, gloves, sunglasses, abasketball, a watch and trainers. He hasn’t got a digitalcamera, a skateboard, a helmet or a bicycle.

In pairs, ask Ss to write 5 sentences about theirpartner using the adjectives in Ex. 3.

Extra Activity for weaker classes


25(T)MODULE 2

2bman – men (I), baby – babies, name – names, ball –balls, glass – glasses, foot – feet (I), child – children (I)

10 To present This – These / That – Those

• Ss close their books. Present this/these – that/those.Point to a book close to you and say: This is a book.Then write it on the board. Point to a book far awayfrom you and say: That is a book. Then write it onthe board. Present the plural forms the same way.

• Ask questions to check Ss’ understanding: What dowe use for things that are near to us? (this/these).What do we use for things that are far away from us?(that/those).

• As an extension, point to various things in theclassroom. Ss, in teams, make sentences usingthis/these – that/those. Each correct sentence gets1 point. The team with the most points wins.

Suggested Answer Key Tom: This is my digital camera. This is my cap. These are

my trainers. Jean: Those are my gloves. That is my scarf. That is my

handbag.

11 To practise This – These / That – Those

Work together with a S to demonstrate the example.Point to various objects around the class and elicit thecorresponding English word (e.g. window, desk,handbag, board, chair, door, map, pen, pencil, notebook,book etc). Ask several pairs of Ss to perform the task forthe class. Check Ss’ answers.

Suggested Answer Key A: (points to the desk near you) B: This is a desk. (points to the door which is far from you) A: That is a door.

12 To pronounce \s\, \z\, \Iz\ (plurals)

• Play the recording. Ss listen and tick the correctplural sounds.

• Play the recording again with pauses, for Ss tolisten and repeat chorally or individually.

Answer Key

13 To consolidate the grammar of the unit

• Allow Ss some time to complete the task and thenask various Ss to read out their sentences to therest of the class.

• Alternatively, assign the task as HW and Ss readtheir sentences aloud in the next lesson.

Suggested Answer Key I’ve got a guitar, a helmet and a bicycle. I haven’t got

sunglasses.

\s\ \z\ \Iz\ \s\ \z\ \Iz\books ✓ caps ✓

shoes ✓ glasses ✓

bikes ✓ watches ✓

6 To present possessive adjectives andconsolidate through translation

• Ss close their books. Point to yourself. Say: I am ateacher. Write it on the board and underline theword I. Hold up a pen. Say: This is my pen. Write iton the board and underline the word my. Explainthat my is a possessive adjective to show that youown the pen (i.e. a word which goes before a nounand shows possession).

• Point to a male S. Say: You are Quang. Write it onthe board and underline the word you. Point toQuang’s pencil. Say: This is your pencil. Write it onthe board and underline the word your. Present therest of the possessive adjectives in the same way.

• Drill Ss. Write this sentence on the board: This ismy pen. Point to various Ss. Ss replace the word mywith the appropriate possessive adjective.

• Ss open their books and read the table. Elicit the

L1 equivalents for the possessive adjectives inorder to check Ss’ understanding.

(Ss’ own answers)

7 To practise possessive adjectives/personalpronouns

• Explain the task. Allow Ss time to complete the task. • Check Ss’ answers. Ask Ss to identify which are

personal pronouns (PP) or possessive adjectives (PA).

Answer Key 1 She (PP), her (PA) 3 My (PA) 5 Our (PA) 2 He (PP) 4 They (PP) 6 Your (PA)

8 To present plurals

• Explain that when we talk about more than onething, we usually add -s to the noun. e.g. desk – desks

• Read the examples in the table aloud and focus Ss’attention on the different plural endings.

• Then, read the theory for irregular plurals aloud. • Ss close their books. Drill Ss. Read nouns in the

singular aloud. Ss say the relevant plural form.

• Ss open their books and say whether the rules are

similar in their L1.

9 To practise forming plurals

• Allow Ss some time to complete the task. • Check Ss’ answers on the board. Ask Ss which are

irregular plurals (I).

Answer Key scarf – scarves, day – days, cap – caps, boy – boys,

student – students, eye – eyes, school – schools, ear –ears, match – matches, knife – knives, fox – foxes,

T: (point to a male S)S1: This is his pen.

T: (point to a female S)S2: This is her pen. etc.

T: one boxS1: two boxes

T: one manS2: two men, etc


26(T)MODULE 2


• Draw Ss’ attention to the pictures and elicit ananswer to the question in the rubric. (e.g. They cando special things.)

• Play the recording. Ss listen and follow the text intheir books.

• Elicit/Explain the meanings of the words in theCheck these words box.

Answer Key

They can do very special things that most people can’tdo.

2 To read for detailed understanding(multiple matching)

• Allow Ss some time to read the texts again andcomplete the task.


Answer Key

1 A – Joe Allison 2 C – Michael Kettman 3 B – Usain Bolt


• Allow Ss some time to read the article again andcomplete the sentences.


Answer Key

1 abilities 2 world record, balance 3 spin 4 run 5 Olympic gold medals


(Ss’ own answers)


Allow Ss some time to prepare their answers. Invite Ssto present their opinion to the class.


I think Joe Allison is very special because he has got aworld record at the age of nine.

2c


27(T)MODULE 2

GameIn pairs, Ss choose an ability from Ex 6. In turns, Ssguess which ability is being mimed. If the S guesseswrongly, it is the other S’s turn to mime. Each correctguess is worth one point. The S with the most points atthe end of the game is the winner.

S1: (mimes riding a bike)S2: driving a carS1: No.S2: (mimes diving) etc

2c 5 To present the modal verb can when used

for ability

• Ss close their books. Jump up and down and say,then write on the board: I can jump. Underline theword can and explain that this word shows thatwe are able to do sth. Say, then write on theboard: I can’t fly. Underline the word can’t andexplain that this word shows that we are unable todo sth.

• Ss open their books and read the table. Point outthat can/can’t is the same in all persons.

6 To talk about abilities

• Draw Ss’ attention to the pictures. • Play the recording. Ss listen and repeat chorally or

individually. • Ask two Ss to read the example aloud, then Ss ask

and answer in pairs. • Ask some pairs to ask and answer in front of the

class.


A: Can you drive a car? B: No, I can’t. Can you jump? A: Yes, I can. Can you run fast? B: Yes, I can. Can you fly a plane? A: No, I can’t. Can you ski? B: No, I can’t. Can you dive? A: No, I can’t. Can you play the guitar? B: No, I can’t. Can you swim? A: Yes, I can. Can you climb a mountain? B: No, I can’t. Can you balance on a ball? A: No, I can’t. Can you spin a ball? B: Yes, I can.


• Explain the task. Play the recording. Ss listen andmatch.


Answer Key

1 d 2 a 3 b 4 g 5 e

8 To write about your abilities

Allow Ss some time to write their sentences. Then,allow time for Ss to walk around the class and ask eachother in turn what they can/can’t do to find someonewith the same abilities. Monitor the activity aroundthe class.


I can play basketball. I can dance and I can play the guitar. I can’t fly a plane.

I can’t drive a car.


28(T)MODULE 2

1 a) To present the situational language ofbuying things

• Play the recording with pauses. Ss listen andrepeat chorally or individually.

• Focus Ss’ attention on the stressed words/syllables. Check Ss’ pronunciation andintonation.

Answer Key

What can I do for you? I want to buy a souvenir. What about this cap? How much is it? It’s $15.00. Here you are.

b) To recognise situational language

• Read the rubric aloud and elicit who says what. • Play the recording. Ss listen and follow the

dialogue in their books and check.

Answer Key

Shop assistant: What can I do for you? What about thiscap? It’s $15.00.

Customer: I want to buy a souvenir. How much is it? Hereyou are.

2 a) To read for specific information

• Allow Ss some time to read the dialogue againand find the answer.


Answer Key

One cap

b) To practise reading skills

• In pairs, Ss read the dialogue aloud. • Walk around the class and monitor the activity

checking Ss’ intonation. • Choose some pairs to read the dialogue aloud

in front of the class.

3 To consolidate situational languagethrough translation

Elicit the L1 equivalents from various Ss around theclass.

(Ss’ own answers)

4 To learn synonymous phrases

Read out the phrases. Refer Ss back to the dialogueand elicit the synonymous ones from various Ssaround the class.

2dAnswer Key

1 How can I help you? – What can I do for you? 2 How much does it cost? – How much is it? 3 How about this cap? – What about this cap? 4 Of course. – Sure.

5 To act out a dialogue

• Explain the situation and ask Ss to look at thesouvenirs in the pictures.

• Divide the class into pairs and assign a differentsouvenir to each pair. In pairs, Ss act out theirdialogues.

• To help Ss, draw the following diagram on theboard:


Shop assistant: Good afternoon. What can I do for you? Lan: Good afternoon. I want to buy a souvenir. Shop assistant: What about this key chain? Lan: It’s very nice. How much is it? Shop assistant: It’s 150,000 VND. Lan: Can I have two, please? Shop assistant: Sure. That’s 300,000 VND. Lan: Here you are. Shop assistant: Here’s your change. Have a nice day.

Student B

Good … I want tobuy … (Greet. Say what youwant to buy.)That’s a good idea.How much …?(Agree and ask howmuch it is.)Can I have two …?(Ask to have two ofthese items.)Here …(Give the money.)

Student A

Good … What can I dofor you …?(Greet and offer help.)

How about …?(Suggest an item and show it to B.)

It’s … VND. (Reply.)

Sure. That’s … VND.(Show agreement. Sayhow much they cost.)


29(T)MODULE 2

2e 1 To listen and read for specific information

• Direct Ss’ attention to the pictures and read outthe countries in the list.

• Play the recording. Ss listen and follow the text intheir books and find out which souvenirs are fromwhich countries.

Answer Key

hat – Mexico toy dolls – Russia stuffed toy – Scotland mug – the USA key ring – the UK





Answer Key

1 You can see sombreros in Mexico. 2 Matryoshka dolls are a set of dolls one inside the

other. 3 Tartan cloth is popular in Scotland. 4 The US flag has got stars and stripes on it. 5 Big Ben is in London.


(Ss’ own answers)

3 To write sentences about the origin ofthings (i.e. nationality)

• Explain the task and read the example aloud. • Allow Ss time to complete the task, then check Ss’

answers.

Answer Key

The stuffed toy is from Scotland. It’s Scottish. The key ring is from the UK. It’s British. The mug is from the USA. It’s American. The toy dolls are from Russia. They’re Russian.

4 To make a presentation about souvenirsin your country

• Explain the task. Brainstorm with the class for ideasand write them on the board.

• Assign the task as HW. Tell Ss to use the short textsin Ex.1 as a model.

(Ss’ own answers)


30(T)MODULE 2

1 a) To introduce the topic

Draw Ss’ attention to the pictures and elicit anysimilarities/differences between the people inthem.


Jane has got a different hair colour from Kim and Lee. Pat has got the same eye colour as Kim. Nam and Phong are the same. They are twins. Lee has got the same hair colour as Kim. etc.

b) To personalise the topic

Read the questions in the rubric aloud and elicitanswers from various Ss around the class.

(Ss’ own answers)


• Play the recording. Ss listen and follow the text intheir books and mark the questions T, F or NM.

• Check Ss’ answers around the class.

Answer Key

1 NM 2 T 3 F 4 T

3 To do a survey and discuss the results

• Allow Ss some time to interview Ss in the class andcomplete the table.

• Ss, in pairs, then discuss the results and note anysimilarities and differences.

• Monitor the activity around the class and then asksome pairs to report their results and their findingsto the rest of the class.

(Ss’ own answers)

2f


31(T)MODULE 2


Hi! My name’s Thu. I’m ten years old and I’mVietnamese. I’ve got a great stamp collection! I’ve gottwo hundred stamps. They are from Viet Nam,Singapore, Thailand and Malaysia. I like stamps becausethey show interesting pictures.

I’m proud of my collection! It makes me happy. Whatabout you? What’s your favourite hobby?

Write back soon, Thu

Write the following on the board. Ss copy it into theirnotebooks and complete the sentences.

Hello! My name’s ... . I’m from ... . I’ve got a ... . I’mproud of ... .


2g 1 To read for specific information

• Explain the task. Allow Ss time to complete thetask.

• Play the recording. Ss listen and follow the text intheir books to check their answers.


Answer Key

1 shirts 3 teams 2 collection 4 proud


• Allow Ss time to read the text again and completethe sentences.


Answer Key

1 15 2 Spain 3 football shirts 4 David Beckham’s number 7 Manchester United shirt

3 To present and practise correctpunctuation

• Go through the Study Skills box and write theexamples on the board, underlining eachpunctuation point. Ask Ss to find examples in thetext in Ex. 1.

• Allow Ss some time to punctuate the sentences,then check Ss’ answers on the board.

Answer Key

1 Where is John from? 2 She’s Spanish. 3 He hasn’t got long hair. 4 He’s got a camera, a pen and a cap.

4 To write an email about your collection

• Explain the task. Make sure Ss understand thatthey can use the text in Ex.1 as a model.

• Draw Ss’ attention to the way the text ispunctuated, how similar ideas are connected (and)and how we express reason (because).

• Allow Ss time to complete the task, and then asksome Ss to read their piece of writing aloud to theclass. Alternatively, assign as HW and check in thenext lesson.


32(T)MODULE 2

1 To consolidate vocabulary from the module

• Explain the task and allow Ss 5 minutes to find thevocabulary items in teams or pairs.

• Give one point for each correct answer. The team/pair with the most points wins.

Answer Key 1 cap 4 trainers 7 video games 2 watch 5 handbag 3 sunglasses 6 comic book


• Explain the task. Allow Ss some time to read thequestions and think of the correct information toanswer the questions.

• Alternatively, you may allow Ss to review themodule and find the relevant information toanswer the questions. Check Ss’ answers.

Answer Key 1 A yellow star. 2 Tartan cloth is popular in Scotland. 3 Matryoshka dolls. 4 A sprinter/runner. 5 He can fly. 6 Iron Man’s enemy. 7 You can buy a sombrero in Mexico.

3 To write a quiz


• Tell Ss they can use the quiz in the previous task asa model. Offer an example. (e.g. What has TonyStark got? A special metal suit.)


Suggested Answer Key 1 Who is big and fat with green skin? (Shrek) 2 Where are Matryoshka dolls from? (Russia) 3 Where can you see Big Ben? (London) 4 What can a pilot do? (fly a plane) 5 How many spoons can Joe Allison balance on his face? (sixteen)

4 Song To predict content; to read andlisten for specific information

• Go through the list of phrases. Explain/Elicit theirmeaning. Elicit answers. Play the song. Ss listenand check. (Things one can do while on holiday.)

• Ss answer the questions.

Answer Key Countries: Italy, the UK, India, the USA, Mexico, Peru,

Australia, Russia Souvenirs: hats (sombreros) from Mexico and dolls from

India


(Ss’ own answers)

GameHangman

Ss play in teams using words from Module 2. Usewords from the modular page (p. 21), Ex. 6 p. 27 orsouvenirs on p. 28 (with stronger classes) in the S’sbook.Choose a word and draw as many blanks as neededrepresenting the letters of the word.The teams guess letters one at a time. If your chosenletter is in the word, then the leader of the otherteam fills it in. If it does not contain that letter, theleader adds a line to hang the man. If the gallows arecompleted and the man is hanged before the teamguesses the whole word, then they lose the game. Ifthey guess the word before then, they win a point.The team with the most points is the winner.

s _ _ _ _ _ _ _ _ _

2


33(T)MODULE 3

▶▶ What’s in this module? Read the title of the module Homes! and ask Ss to



Vocabulary

1 To present vocabulary for rooms


• Draw Ss’ attention to the pictures and elicit whichroom is which.

Answer Key

1 kitchen 4 bathroom 2 living room 5 hall 3 bedroom

2 To present/practise vocabulary related tofurniture

Play the next recording. Ss listen and repeat chorally orindividually. Elicit the L1 equivalents from various Ss.

(Ss’ own answers)

• Explain/Elicit the meaning of any unknownwords, and then Ss find the page numbers forthe items listed.


Answer Key

a building like a violin and a piano (p. 34) Where do you think this is? What type of building

do you think it is? Are there any such unusualbuildings in your country?

bugs (p. 38) What are bugs? Do you know any of the bugs in

the pictures?

landmarks (p. 41, 42) What is the most famous landmark in your

country? Can you think of any other famouslandmarks around the world?

To categorise vocabulary; toactivate and consolidate vocabulary

Explain the task and read out the headings, translatingthem if necessary. Read the example sentences aloudand then Ss work in closed pairs and write the wordsunder the headings and make sentences of their own.Ask various Ss around the class to read their sentencesaloud to check Ss’ answers.

Answer Key

rooms: bedroom, living room, hall, bathroom, kitchen furniture: bedside cabinet, bed, sofa other: cupboards, cooker, sink, toilet, washbasin,

mirror, ceiling, window, fireplace, wall, floor, door


There is a bed and a bedside cabinet in the bedroom. There is a fireplace in the living room. There is a sofa in the living room. There is a cooker in the kitchen. There is a mirror and a toilet in the bathroom.

Homes!

07 Spark gr6 VIET Ts Mod 3.qxp_07 Spark gr6 VIET Ss Mod 3 7/26/17 5:24 PM Page 74

34(T)MODULE 3


• Direct Ss’ attention to the pictures and elicit whatthey show. Ask Ss to say what they think thebuildings look like. Give prompts if necessary. Ask:Which building looks like: a football? a violin? apiano?




The first building looks like a football. The second building looks like a piano and a violin.




Answer Key

1 F 2 T 3 F 4 NM 5 T 6 NM

3 To check comprehension of a text

• Allow Ss time to go through the text. Ss close theirbooks and try to remember two things from eachtext and tell their partner.

• Ask some pairs to report back to the class. Ss opentheir books and check.


Jan Sonkie’s house is in Africa. It is in the shape of afootball. The office in Asia is in the shape of a piano anda violin.

4 To broaden the topic and personalise it

• Explain the task and read the prompts aloud.Brainstorm with Ss for interesting ideas.

• Allow Ss time to write their sentences, then askvarious Ss around the class to read their sentencesaloud.


My ideal house is in the shape of a basketball. It’s got bigrooms and a great view from its windows. There’s agarden outside the house. In the living room there’s afireplace.

3a


35(T)MODULE 3

8 To write about your idealbedroom

• Explain the task and allow Ss some time to drawtheir ideal bedroom and write about it. Ss thencompare with their partner and note thesimilarities and differences.

• Ask various pairs around the class to present theirideal bedroom to the class.

• Alternatively, assign the task as HW and check Ss’answers in the next lesson.


My ideal bedroom has got a big bed with lots of pillowsand a wardrobe. There’s a desk in my bedroom andposters on the wall. My bedroom is cool!

GameA. Play in teams. One team says a letter from the

English alphabet. The other team says a wordwhich starts with this letter and is related tohouses/rooms/furniture/appliances. If the teamcan’t think of a word within 5” they miss theirturn. Any correct answer gets 1 point. The teamwith the most points wins.

Team AS1: P Team BS1: pillow

Which room am I in?B. Play in pairs. Say a sentence about a room you

are in. Your partner says the name of the room.

A: There’s a wardrobe in it. B: bedroom

3a 5 To present vocabulary for furniture and

appliances

Draw Ss’ attention to the picture. Play the recording.Ss listen and repeat chorally or individually. Elicit theL1 equivalents.

(Ss’ own answers)

6 To categorise vocabulary

• Read the Study Skills box aloud to explain thefunction of the task.

• Write the headings on the board. Ss look at thepicture for a minute then close their books. Sscopy the headings into their notebooks and try tolist as many words as they can remember undereach heading. Ss in pairs check their answers andadd more words under each heading.


Answer Key

Bedroom: pillows, wardrobe, poster, desk, bookcase Living room: painting, carpet, armchair, curtains, sofa,

cushions Bathroom: mirror, bath, washbasin Kitchen: sink, cooker, fridge, chair, table


Bedroom: bed, bedside cabinet Living room: table, lamp Bathroom: toilet Kitchen: cupboards

7 To activate and consolidate vocabulary

• Explain the task and read the example aloud. • Ss work in pairs and talk about what there is in

each room. • Monitor the activity around the class and ask

various Ss to say what there is in each room.


A: What things are there in the bedroom? B: There’s a poster, a bed, pillows, a desk, a wardrobe

and a bookcase. A: What things are there in the bathroom? B: There’s a washbasin, a toilet, a bath and a mirror. A: What things are there in the living room? B: There is a painting, a sofa, an armchair, curtains,

cushions and a carpet. A: What things are there in the kitchen? B: There’s a cooker, a fridge, a sink, a table and a chair.


36(T)MODULE 3

1 To present there is/there are

• Explain that we use there is to talk about theexistence of sth in the singular and there are inthe plural.

• Read the examples in the table aloud and thenelicit the answers to complete the rules from Ssaround the class.

Answer Key

1 there is/there isn’t 3 Is there/Are there 2 there are/there aren’t

2 To practise there is/there are

• Explain the task and read the example aloud. • Ss complete the task. • Check Ss’ answers.

Answer Key

2 Are there, Yes, there are. 3 Are there, Yes, there are. 4 Is there, No, there isn’t. 5 Are there, No, there aren’t. 6 Are there, No, there aren’t.

3 To practise there is/there are throughpersonalisation

• Explain the task and allow Ss time to complete thesentences about their own bedrooms.



1 There is 5 There aren’t 2 There is 6 There is 3 There aren’t 7 There aren’t 4 There is 8 There are

4 To revise a/an and present some/any

• Read the first two example sentences aloud andelicit that we use a with singular items that beginwith a consonant sound and an with singularitems that begin with a vowel sound.

• Read the next example sentence aloud and explainthat we use some in affirmative sentences forplural items.

• Read the final two example sentences aloud andexplain that we use any in negative pluralsentences and interrogative plural sentences.

• Ask different Ss to read the examples aloud, thenelicit when each is used to complete the rules.

Answer Key

1 a/an/some 2 any 3 any

5 To practise using some and any

Allow Ss some time to complete the sentences, thencheck Ss’ answers.

Answer Key

1 any 3 any 5 some 2 any 4 some

3b


37(T)MODULE 3

9 To pronounce \T\, \D\

• Explain to Ss that th can be pronounced in twoways.

• Play the recording. Ss listen and repeat. • Draw Ss’ attention to the words ending in th and

inform them that whenever an ordinal numberends in th it always has a \T\ sound and that allpronouns that begin with th have a \D\ sound.

• Elicit other words with the same sounds from Ssaround the class.


\T\: thirsty, third, three \D\: they, them, these

10 To practise describing location

• Explain the task and read the example exchangealoud. Ss work in pairs and ask and answerquestions.

• Monitor the activity around the class and then asksome pairs to act out their exchanges.



• Explain the task. • Play the recording. Ss listen and note the mistakes. • Check Ss’ answers.

Answer Key

James says there are some books behind the bedsidecabinet. There aren’t any books behind the bedsidecabinet. There are some books in the bedside cabinet.

James says that there is a plant in front of the bed. Thereisn’t a plant in front of the bed. There’s a plant behindthe bed.

In pairs, Ss take turns spelling the ordinal numbers.One spells while the other checks.


A: Where is the lamp? B: On the bedside

cabinet.

A: Where is the vase? B: On the bedside

cabinet.

A: Where are the flowers? B: In the vase.

A: Where is the plant? B: Behind the bed.

A: Where are the slippers? B: Next to the bed.

A: Where is thewindow?

B: Next to the bed.

A: Where are thebooks?

B: In the bedsidecabinet.

A: Where is thebedside cabinet?

B: Between the bedand the chair.

6 To present prepositions of place

• Ss close their books. Present prepositions of placeusing your book. Put your book on the desk, thenask and answer: Where’s my book? It’s on the desk.Put your book in your bag, then ask and answer:Where’s my book? It’s in my bag. etc. Present therest of the prepositions of place in the same way.Then put your book in various places around theclassroom and ask Ss to tell you its location.

• Ss open their books. Refer Ss to the drawings andthe example and explain the task. Elicit answersfrom Ss around the class.

Answer Key

The ball is on the box. The ball is under the box. The ball is behind the box. The ball is next to the box. The ball is in front of the box. The ball is between the boxes.

7 To practise prepositions of place

Explain the task and allow Ss some time to completethe text. Check Ss’ answers by asking various Ss toread out the completed text.

Answer Key

1 between 3 in front of 5 behind 2 on 4 in 6 on

8 To present ordinal numbers and practisepronunciation and practise asking and answeringquestions using ordinal numbers

• Play the recording with pauses for Ss to listen andrepeat chorally or individually. Pay specialattention to Ss’ pronunciation and intonation andcorrect where necessary.

• Read the task aloud and draw Ss’ attention to theprompts, then read out the example.

• Ss complete the task in pairs. Monitor the activityaround the class and ask some Ss to ask andanswer in front of the class.

Answer Key

• A: Which floor are Jane and Steve on? B: They’re on the seventh floor. • A: Which floor are Sue and Helen on? B: They’re on the sixth floor. • A: Which floor is Gina on? B: She’s on the third floor. • A: Which floor are Jane and Paul on? B: They're on the first floor.

3b


38(T)MODULE 3

1 To present vocabulary for householdinsects

• Direct Ss’ attention to the pictures. • Play the recording with pauses for Ss to repeat

chorally or individually. • Elicit the L1 equivalents.

(Ss’ own answers)


• Ask Ss to read the title and the introduction andthen elicit the topic of the text.

• Play the recording and Ss listen and follow the textin their books.

• Ask Ss to use their dictionaries to look up themeanings of the words in the Check these wordsbox. Alternatively, give examples and elicit themeaning of any unknown words.

Answer Key

The text is about common household insects.

3c


39(T)MODULE 3

7 To find information about insectsand present it to the class

• Explain the task. Ask Ss how much they knowabout insects.

• Ask Ss to work in groups and look up informationon the Internet using the key word in the searchbar or in encyclopaedias / other reference books.

• Ask various groups of Ss to present their work tothe class.


Insects 1 Insects live everywhere, even in the Arctic and the

Antarctic. 2 The biggest insect in the world is the Actaeon Beetle. 3 The longest insect in the world is the Stick Insect. 4 The smallest insect in the world is a fly called

Hymenoptera. 5 A swarm of locusts can contain up to 28 billion locusts.

ICT

3c 3 To read for specific information



Answer Key

1 T 2 F 3 T 4 F 5 F 6 T


• Ss close their books and talk in pairs about whatthey learnt from the text that they didn’t knowbefore.

• Monitor the activity around the class and then asksome Ss to tell the rest of the class their answers.


There are bugs in every house. Cockroaches can hide behind the fridge. There can be bedbugs in the bed. You can find moths in the wardrobe. Bugs don’t like clean houses.


• Explain the task and ask Ss to read through thegapped text about the museum and think aboutwhat information may be missing. (e.g. 1 noun,2 noun, 3 number, 4 noun, 5 number, 6 number)

• Play the recording. Ss listen and fill the gaps. • Check S’ answers and read through the Did you

know? box.

Answer Key

1 Gardens 3 100 5 5 2 Bugs 4 spiders 6 6

6 a) To present the imperative

• Draw Ss’ attention to the table and elicit howthe imperative is formed (with the verb butwithout the subject. The negative imperative isformed with Do not/Don’t and the verb).

• Write the following on the board to explain theuse of the imperative.

– Be quiet! (order) – Fold the paper in half. (instruction) – Have a biscuit. (offer) – Call me later, please. (request)

b) To practise the imperative

• Explain the task. Ss complete it. • Check Ss’ answers on the board.

Answer Key

2 Plan 4 Don’t eat 3 Don’t take 5 Visit


40(T)MODULE 3

1 To identify the situation and speakers in adialogue

Ask Ss to read the first exchange and elicit answers tothe questions in the rubric.

Answer Key

Bill is at Jim’s house. Mrs Smith is Jim’s mum.

2 To identify the context of a dialogue andpractise pronunciation

• Explain the task. Ss read the sentences and saywhat they think the dialogue is about (talking aboutsomeone’s room and things).

• Ss read and check. • Play the recording with pauses for Ss to repeat the

sentences chorally or individually. Elicit the L1equivalents.

(Ss’ own answers)


Play the recording. Ss listen and follow the dialogue intheir books and mark the statements. Check Ss’answers.

Answer Key

1 F 2 F 3 T 4 T 5 F 6 T


Read the phrases aloud. Refer Ss back to the dialogueand elicit the synonymous ones from various Ss aroundthe class.

Answer Key

1 Is Jim here? 4 Yes, it’s really big. 2 Where’s that? 5 Fantastic. 3 Your room is great.


• Play the recording for Ex. 3 again. Divide the classinto groups of three and ask them to take roles andread the dialogue aloud.

• Monitor the activity around the class and ask somegroups to read the dialogue aloud in front of theclass.

6 To practise role-playing

• Explain the situation. • Remind Ss that they can use the dialogue in Ex. 3

as a model as well as any ideas of their own tocomplete the task. Encourage Ss to try and beoriginal and not just copy the dialogue.

• Ss complete the task in pairs. To help Ss, draw thefollowing diagram on the board and elicitappropriate phrases Ss should use. Write them onthe board. Ss can refer to the diagram while doingthe task.


• Monitor the activity around the class and then ask

pairs of Ss to act out their dialogues in front of theclass.


A: Wow! Your room is great! B: Thanks. It’s quite big. A: What’s this? B: That’s my DVD player and that’s my computer

over there. A: Fantastic. You’re very lucky. B: Yes, I am.

Student B

Thanks. It’s ...(Thank friend andmake a comment.)That’s my ... Andthat’s …(Respond and pointto sth else.)Yes, ...(Respond/Agree.)

Student A

Wow! Your room is great!(Make a comment aboutthe room.)What’s this?(Ask about sth.)

Fantastic. You’re verylucky ...(Respond and comment.)

3d


41(T)MODULE 3

Ask Ss to find pictures of various landmarks, stickthem on a piece of paper and label them. Ss displaytheir posters in the class.


3e 1 To stimulate interest in the topic and

listen and read for specific information

• Refer Ss to the pictures and ask Ss to tell you whatthey know about these landmarks. Elicit answersand ask Ss to tell you what information they wouldlike to know about them and write it on the board(e.g. Where are they located? What are they madeof? When were they built?)

• Play the recording. Ss listen and follow the texts intheir books and find the answers to theirquestions.

• Elicit/Explain the meaning of the words in theCheck these words box.

Suggested Questions

1 How old is the Eiffel Tower? (It is over 100 years old.) 2 How long is the Great Wall? (It is over 6,350 km

long.) 3 Where is Buckingham Palace? (It is in London,

England.)


• Ss read the questions and then read the text againand answer them.


Answer Key

1 The Eiffel Tower is over 100 years old. 2 It is 324 metres tall. 3 The Great Wall is over 6,350 km long. 4 No, you can’t see it from space. 5 Buckingham Palace is in London, England. 6 There are 775 rooms in Buckingham Palace.

3 To consolidate information from a text

This task may be completed with books closed oropen. Elicit sentences from various Ss around the class.


The Eiffel Tower is in Paris. The Great Wall is 2,000 years old. Buckingham Palace has got 775 rooms.

4 To write about a special building in yourcountry

• Explain the task and brainstorm with Ss aboutspecial landmarks in your country they may knowabout.

• Assign the task as HW and tell Ss to work in pairs andcollect information about a building/landmark usingthe Internet, encyclopaedias or other referencebooks and use it to write a short paragraph.

• Remind Ss to include the name, location andspecial features and ask Ss to stick a picture todecorate their piece of writing.

(Ss’ own answers)


42(T)MODULE 3


• Direct Ss’ attention to the picture and tell themthat this is the London Eye.

• Elicit the meaning of Art & Design (a school subjectthat covers all forms of art) and explain that somebuildings/structures can be considered a work ofart because of their unusual design.

• Explain the task and allow some time to readthrough the statements and decide which are trueand which are not.

• Play the recording. Ss listen and follow the text intheir books and check if they were correct.

Answer Key

Sentences 2 and 3 are true.

2 To check comprehension of a text byusing target vocabulary to expand the topic

• Explain the task and allow Ss time to read the textagain.


• Read the example aloud and then elicit sentencesfrom Ss around the class.


The London Eye is a popular tourist attraction. From the top you can see all of the city of London. It is a huge wheel. The London Eye is steel and glass. It has got 32 capsules. Each capsule has got big windows. It is 135 metres from top to bottom. You can also see Windsor Castle, one of the Queen‘s

homes from the top.


(Ss’ own answers)

3 To write a short text about astrange structure/building

• Explain the task and ask Ss to look up informationon the Internet using the key phrase in the searchbar or in encyclopaedias/other reference books.Remind them to answer the questions in the rubric.

• Ss work in groups and write a short text using theinformation they collected.

• Encourage Ss to stick a picture to illustrate theirpiece of writing. Ask some Ss to read their text tothe class.

ICT

3fSuggested Answer Key

The Swiss Re Tower is inLondon, England. It is anoffice building. It is made ofglass and steel. It is 180metres tall. It looks like a biggherkin and that is what thepeople of London call it.


43(T)MODULE 3


Dear Jane, Hi! How are you? Our house is big. There are seven

rooms. The kitchen, the dining room and the living roomare downstairs. The living room has got a fireplace. Nextto the fireplace is an armchair and there is a carpet onthe floor. Upstairs there are three bedrooms and abathroom.

My favourite room is my bedroom. My bedroom issmall. My bedroom walls are yellow. There is a bed, abookcase and a wardrobe. Next to the bed is a bedsidecabinet. There is a mirror on the wall. I like it.

What about you? What’s your house like? Write back soon. Linh

3g 1 To predict the content of a text

• Ask Ss to read the first sentence in each paragraphand elicit what they think the email is about.

• Allow Ss some time to read the whole email andcheck their answers.


Answer Key

The email is about Helen’s new house.

2 To understand the topic of eachparagraph in a text

• Read the Study Skills box aloud. • Allow Ss time to read the text again and elicit

which paragraphs match the topics in the rubric.

Answer Key

The first paragraph is a description of the house. The second paragraph is a description of Helen’s room.

3 To personalise the topic and talk aboutyour house

• In pairs Ss ask and answer the questions. • Ask various Ss to report back to the class on their

house to check Ss’ answers.


1 Seven. 2 Two floors. 3 Yellow. 4 There is a bed, a bookcase, a wardrobe, a bedside

cabinet and a mirror. 5 Yes, I like it very much.

4 To write an informal email about yourhouse

• Explain the task and tell Ss they can use theiranswers from Ex. 3 to help them.

• Ss complete the task in class or it may be assignedas HW. Point out that Ss can use prepositions ofplace to add to their description and make it moreinteresting. Also, encourage Ss to use adjectivessuch as big, small, etc.


44(T)MODULE 3

1 To recall vocabulary from the module

• Explain the task and allow Ss some time tocomplete it.




• Explain the task. Allow Ss some time to read thesentences and decide whether each one is true orfalse.

• Alternatively, you may allow Ss to review themodule and find the relevant information to helpthem. Check Ss’ answers.

Answer Key

1 F 3 T 5 F 7 T 2 F 4 F 6 F

3 To write a quiz


• Tell Ss they can use the quiz in the previous task asa model. Offer an example. e.g. The London Eye isin Windsor. (F)



1 The football house is in Malawi. T 2 Buckingham Palace is very small. F 3 Moths live in wardrobes. T 4 The Melbourne Museum is in Australia. T 5 You can see the Great Wall from space. F 6 The Eiffel Tower is over 100 years old. T

4 Song To read for coherence andcohesion; to understand the author’s purpose

• Explain the task and elicit the meanings of thewords in the list.

• Allow Ss some time to read through the song andfill in the missing words. Play the recording. Sslisten and check their answers.

Answer Key

1 buildings 3 sights 5 holiday 2 breath 4 places 6 rest


(Ss’ own answers)

wardrobecookerfridgevasetoilet

sinkpaintingstairsarmchairwashbasin

cushionbookcasedeskpillowmirror

lampcurtainsbathsofacarpet

5 To check comprehension/personalise the topic

Allow Ss some time to talk amongst themselves inpairs and think about the question. Ask various Ssaround the class to say why home is important to thesinger and then ask Ss to complete the sentence fromtheir own point of view.


• Home is important to the singer because it is alwayswaiting for you and it is where your heart is.

• I like my home because it is a place where I feel safeand loved.

3


45(T)MODULE 4

▶▶ What’s in this module? Read the title of the module Families and ask Ss to



Vocabulary

1 To present vocabulary for family members


• Elicit the L1 equivalents from Ss around the class.

(Ss’ own answers)

2 To practise vocabulary for family membersand present the possessive case (’s genitive)/whose

• Direct Ss’ attention to the family tree and explainthe task.

• Ss complete the task. Check Ss’ answers.

Answer Key

2 cousin, her cousin 3 son, their son 4 grandma, her grandma 5 aunt, her aunt 6 nephew, his nephew 7 mum, their mum 8 father-in-law, his father-in-law



Answer Key

a poem (p. 54) Do you like poems? What is the poem about?

a family tree (p. 45) What can we see in a family tree? How many

people are in your family? Have you got anybrothers and sisters?

a famous singer (p. 55) Who’s your favourite singer? What type of music

do you like? Are there many famous singers whocome from your country?

a person’s daily routine (p. 48) What is your daily routine? What do you do in

the morning? Is it the same every day?

• Ss close their books. To present the possessive case(’s genitive)/whose, start by pointing to a studentand saying: Who’s [Minh]? (He’s [Lan’s]brother/best friend, etc.) Write it on the board.Then point to a student’s book and say: Whosebook is this? (It’s [Linh’s].) Write it on the board.Indicate some desks in the classroom and say:(Whose desks are these? They are the student’sdesks.) Write it on the board. Say then write: Who’sthe children’s teacher? (I’m the children’s teacher.)

• Ss open their books. Ask them to read the theorybox and match the examples you have written onthe board with the examples in the theory. Elicitanswers round the class.

3 To practise the possessive case (’s genitive)/whose

• Ask two students to read out the exampleexchange about Sue’s family while the rest of theclass follow in their books. Ss then ask and answerin pairs about Sue’s family, using the pictures andvocabulary in Exs 1 and 2 to extend the activity.

• Monitor the activity around the class and help asnecessary.


A: Who’s John? B: He’s Sue’s brother. Whose dad is Sam? A: He’s Kate and Claire’s dad. Whose sister is Kate? B: She’s Claire’s sister. Who’s Mark? A: He’s Mary’s husband. Who’s Ann? B: She’s Steve’s wife. etc.

Families

08 Spark gr6 VIET Ts Mod 4.qxp_08 Spark gr6 VIET Ts Mod 4 7/26/17 5:22 PM Page 98

46(T)MODULE 4

1 a) To introduce the topic and predict thecontent of the text

• Direct Ss to the picture and elicit what theyknow about the Flintstones and ask them toanswer the question in the rubric.

• Play the recording. Ss listen and follow the textin their books and find out.


The Flintstone family is not an ordinary family. It is acartoon family from the Stone Age.

b) To read for specific information

• Draw Ss’ attention to the picture again andallow them time to read through the text anduse the descriptions in the text to identify thepeople in the picture.


Answer Key

Left to right – Pebbles, Wilma Flintstone, Fred Flintstone,Pearl Slaghoople, Barney Rubble, Bamm-Bamm, BettyRubble

‘The Flintstones’ was a long-running cartoon in theform of a sitcom produced by Hanna-Barbera in the1960s. It was very popular. Two live action featurefilms were made of the Flintstones in 1994 and 2000.They were very popular, too.




• Allow Ss time to read the text again if necessaryand answer the questions.


Answer Key

1 3 2 Bowling and golf 3 She is serious and modern. 4 Baseball 5 Pebbles’ 6 He can play the piano and the drums. 7 Betty Rubble 8 Barney and Betty Rubble’s son.


(Ss’ own answers)

4a

11 To prepare and present your family tree

• Explain the task and refer Ss back to the family treeon p. 45.

• Allow Ss time to make their family tree and thenchoose various Ss to present their family membersto the class.


Minh is my granddad. He’s 74 years old. He’s reallyfunny. He can make people laugh.

Thu is my grandma. She’s 70 years old. She’s friendly.She can cook really well.

From p. 47(T)

Nam is my dad. He’s 45 years old. He’s clever. He canplay golf really well.

Linh is my mum. She’s 42 years old. She is kind. She canplay the piano. etc.

Ss find pictures of their family members and presenttheir families to the class. e.g. This is my dad Nam.He’s a teacher. etc.



47(T)MODULE 4

7 To explain the position of adjectives insentences

Read the theory aloud and elicit other examples fromSs around the class. Then elicit examples from the texton p. 46.


– Fred Flintstone is tall – He is quiet and a bit silly– she is very modern – she is kind and calm, etc.

– she is very cute

8 To practise making sentences withadjectives

Explain the task and allow Ss time to complete it, thencheck Ss’ answers.

Answer Key

1 Jane is very funny. 2 He is a very quiet boy. 3 They are noisy. 4 Phong is a clever student. 5 Steve and Mary are very serious.


• Explain the task and play the recording. Ss listenand identify each of the people.

Answer Key

John is Peter’s dad. Laura is Peter’s sister. Mark is Peter’s brother.

• Play the recording again. Ss listen and thendescribe each person’s character.

Answer Key

John is very funny. Laura is very quiet. Mark is strong.

10 To describe your family members’characters

Explain the task. Ss work in pairs and complete thetask. Monitor the activity around the class and thenask some pairs to report back to the class.


A: Who’s Minh? B: He’s my dad. He’s very funny. A: Who’s Hoa? B: She’s my sister. She’s very quiet. A: Who’s Quang? B: He’s my brother. He’s very noisy. A: Who’s Mai? B: She’s my mum. She’s very polite.

11 See p. 46(T)

4a 3 To paraphrase a text

Explain the task and then ask various Ss to present theFlintstones and the Rubbles to the rest of the class.


Fred Flintstone is tall and dark. He is noisy and funny. Helikes eating, bowling and golf.

Wilma Flintstone is Fred’s wife. She has got red hair. Sheis serious. She likes housework.

Pearl Slaghoople is Wilma’s mother. She doesn’t like Fredat all.

Pebbles Flintstone is Fred and Wilma’s daughter. She hasgot red hair. She is cute and clever.

Barney Rubble is short with fair hair. He is quiet and silly.He can play the piano and the drums.

Betty Rubble is Barney’s wife. She is kind and calm andlikes to help people.

Bamm-Bamm is Barney and Betty’s son. He has got fairhair. He is very strong and he helps around the house.

4 To present character adjectives andopposites


• Read the Study Skills box aloud and explain whatan opposite is and give some examples (e.g. tall –short, black – white, big – small, etc).

• Allow Ss time to find the opposites and check withtheir partner, then check answers with the class.

Answer Key

funny ≠ serious quiet ≠ noisy strong ≠ weak clever ≠ silly polite ≠ rude

5 To practise character adjectives andopposites

• Explain the task and give Ss time to complete it. • Check Ss’ answers around the class.

Answer Key

1 quiet 3 ugly 5 weak 2 hardworking 4 clever 6 rude

6 To talk about family and friends usingcharacter adjectives and mime

• Explain the task and go through the example. • Ss work in pairs and complete the task. Monitor

the activity around the class and then choosevarious Ss to mime adjectives for the class.

(Ss’ own answers)


48(T)MODULE 4

1 To present the present simple affirmativeand understand its use for routines/habits,repeated actions and permanent states

• Ss close their books. Present the present simple.Say: I live in Ha Noi. Write it on the board. Underlinelive and explain that this verb is in the presentsimple.

Point to a S and say: You live in Ha Noi. Then writeit on the board. Underline live.

Point to a male S and say: He lives in Ha Noi. Then write it on the board. Underline lives. Explain

that the third person singular usually takes an -s.Present the other persons in the same way.

• Explain the spelling rules of the third personsingular by writing the verbs miss, finish, watch,mix, go, cry on the board. Stress the differencebetween the spelling of play and cry.

• Ss open their books. Read the table aloud. FocusSs’ attention on the uses of the tense (for repeatedactions, permanent states and habits).

2 To consolidate the spelling rules of thethird person singular in the present simple

• Explain the task and any unknown verbs.Alternatively, Ss can look up the verbs in the WordList or in their dictionaries.

• Allow Ss some time to complete the task and checkSs’ answers on the board.

Answer Key

2 he leaves 6 he works 3 he watches 7 he goes 4 he runs 8 he washes 5 he says

GamePlay a game to drill Ss. Say various verbs in the firstperson singular. Ss, in teams, say the third personsingular. Check spelling on the board. Each correctsentence gets 1 point. The team with the mostpoints is the winner.T: I brush.Team A S1: He brushes (B-R-U-S-H-E-S)T: I fixTeam B S1: He fixes (F-I-X-E-S) etc.

3 To practise using the present simple totalk about daily routines

• Explain the task. Draw Ss’ attention to the diagramand direct Ss to picture 1 and read the examplesentence aloud.

• Go through the phrases in the box or ask Ss to lookup the meanings of these phrases in the Word List,then tell Ss to make sentences for each of theactivities 2-11 in the diagram using these phrases.

Answer Key

2 Kevin has breakfast in the morning. 3 Kevin goes to school in the morning. 4 Kevin has lunch in the afternoon. 5 Kevin does his homework in the afternoon. 6 Kevin goes to the gym in the afternoon. 7 Kevin plays computer games in the afternoon. 8 Kevin meets his friends in the afternoon. 9 Kevin has dinner in the evening. 10 Kevin watches TV in the evening. 11 Kevin goes to bed in the evening.

4 To consolidate and personalise the use ofthe present simple

Ss work in pairs and tell each other their daily routines.Monitor the activity around the class and then asksome Ss to tell their daily routine to the class.


• I get up early in the morning. Then, I have breakfast.After that I go to school.

• In the afternoon I do my homework and play on mycomputer.

• In the evening I have dinner and then I watch a DVD.Then, I go to bed.

5 To pronounce \s\, \z\, \Iz\

• Explain the task and explain that -s (third personsingular verb ending) can be pronounced in threedifferent ways.

• Play the recording Ss listen and tick the correctbox. Check Ss’ answers.

• Play the recording again. Ss listen and repeateither chorally or individually.

Answer Key

\s\ \z\ \Iz\ \s\ \z\ \Iz\lives ✓ writes ✓

walks ✓ teaches ✓

goes ✓ relaxes ✓

4b


49(T)MODULE 4

10 a) To present like/love/hate + -ing form

• Explain the meanings of like/love/hate and elicitthe L1 equivalents for the sentences from Ssaround the class.

(Ss’ own answers)

• Explain that when we use these verbs thenouns that follow that refer to an action alwayshave an -ing ending. e.g. swimming, running,dancing etc.

• Explain the spelling rules. (Most forms are thebase form of the verb + -ing (play – playing).Verbs that end in a consonant + e drop the -eand add -ing (dance – dancing). Verbs endingin a vowel + consonant, double the consonantand add -ing (run – running).)

b) To practise like/love/hate + -ing

• Explain the task and read out the example. • Ss complete the task and then check Ss’

answers on the board.


2 getting up early 6 going to the gym 3 playing golf 7 playing computer games 4 doing housework 8 making dinner 5 playing baseball

11 To write a short text about a typical day

Explain the task. Ss write their daily routines and taketurns to read them to the rest of the class. After eachS has read theirs, ask the class if they have a similarone. Remind Ss to use the present simple affirmativeand the vocabulary presented in this unit.


... I have breakfast in the morning. Then I go to school.In the afternoon, I have lunch and then I do myhomework. I see my friends and play computer games inthe evening. Most of my classmates have got a similardaily routine.

Write on the board: In the morning I ... up at ... o’clockand ... my breakfast. At 7 o’clock I go to ... . In theafternoon, I ... my homework and ... on my computer.At 7 o’clock I ... my dinner and at 10 o’clock ... theevening I ... to bed.Ask Ss to complete the missing words.


4b 6 To present the present simple negative/

interrogative

• Ss close their books. Write on the board: I don’t likeMondays. She doesn’t like Mondays. Underline Idon’t in the first sentence and She doesn’t in thesecond sentence. Explain that we use I/you/we/theydo not/don’t and he/she/it does not/doesn’t to formthe negative of the present simple. Point out thatthe main verb is the same for all persons.

• Then write on the board: Do I like Mondays? No, Idon’t. Does she like Mondays? No, she doesn’t.Explain that we use Do I/you/we/they and Doeshe/she/it to form questions in the present simple.Focus Ss’ attention on the position of do/does(before the personal pronoun). We answer in theshort form with Yes/No, I/you/we/they/do/don’tand he/she/it does/doesn’t.

• Ask Ss questions to check their understanding.

• Ss open their books and read the table.

7 To practise using the present simple inthe negative

Allow Ss time to complete the sentences and check Ss’answers on the board.

Answer Key 1 doesn’t 3 don’t 5 don’t 2 doesn’t 4 doesn’t 6 doesn’t

8 To practise using the present simple inthe interrogative

Explain the task and allow Ss time to complete thesentences. Check Ss’ answers.

Answer Key 1 Do, do 3 Does, doesn’t 5 Does, doesn’t 2 Do, do 4 Do, don’t

9 To ask and answer about your familyusing the present simple interrogative

• Explain the task. Ask a pair of Ss to read theexample aloud.

• Ss do the task in pairs. Monitor the activity aroundthe class and then ask some pairs to act out theirexchanges in front of the class.

Suggested Answer Key 2 Do, Yes, I do. 5 Do, Yes, I do. 3 Does, Yes, he does. 6 Do, No, I don’t. 4 Do, No, I don’t. 7 Does, Yes, she does.

T: Do you like sport?S1: Yes, I do./

No, I don’t.T: Does your mum work?

S2: Yes, she does./No, she doesn’t.

T: Are we in class?S3: Yes, we are. etc.


50(T)MODULE 4

1 To introduce the topic

Direct Ss’ attention to the pictures and elicit answersto the questions in the rubric.


The pictures show David Beckham. He is a famousfootballer.


• Read the Study Skills box aloud and then ask Ss toread the title of the text and the first and lastsentence in each paragraph. Elicit what they thinkthe text is about.

• Play the recording. Ss listen and follow the text intheir books and check if their guesses were correct.

Answer Key

The text is about a man who looks like Beckham andwhose job is to double for David Beckham.



• Ask Ss to use their dictionaries to look up themeanings of the words in the Check these wordsbox.


Answer Key

1 T 3 T 5 T 7 NM 2 NM 4 F 6 NM 8 F


(Ss’ own answers)

David Beckham is one of the most famous Britishfootballers. He was born on 2nd May, 1975 inLeytonstone, East London. He attended BobbyCharlton’s football school in Manchester. From1992-2003 Beckham made 400 appearances forManchester United and scored 62 goals. He was amember of the England National team and playedover a hundred times for his country. His favouritenumber is 7.


4c


51(T)MODULE 4

7 To personalise the topic by asking aboutparents’ jobs

• Ss work in pairs and ask and answer, as in theexample.

• Ask various pairs to ask and answer in front of theclass.


A: What does your mum do? B: She’s a teacher. What does your dad do? A: He’s a vet.


• Explain the task. Ss listen and match the people tothe jobs.


Answer Key

1 B 2 G 3 C 4 F 5 E 6 A

9 To write an email about your family

Explain the task and allow Ss some time to completeit. Alternatively, assign as HW. Then ask some Ss toread their emails aloud to the class.


From: Hai To: Pete Subject: My family

Dear Pete, There are four members in my family. My dad’s very

clever. He’s 42 years old and he works as a teacher. Mymum is 40 years old and she’s very kind. My brotherNam is very noisy. He’s 4 years old. My sister Lan isserious. She’s 10 years old.

What about your family? Write back soon! Hai

GameWork in pairs. Mime a job. Your partner guesses whatthe job is.

A: (mimes typing on a keyboard & asks: what do I do?).B: You are a secretary. etc.

4c 4 To practise new vocabulary

Explain the task and give Ss time to complete it, thencheck Ss’ answers.

Answer Key

1 autograph 4 appearances 2 professional 5 similar 3 doubles

5 To act out an interview

• Explain the task and read the example aloud. • Ss work in pairs. Ask Ss to prepare their questions

based on the text in Ex. 2. Ss take roles and act outtheir interviews. Remind Ss to refer back to the textfor ideas.

• Monitor the activity around the class and then asksome pairs to act out their interviews in front ofthe class.


A: Who do you look like? B: I look like David Beckham. A: What do you do? B: I double for David on TV commercials and films. A: Do you sound like David Beckham? B: Yes, I do. A: Do you like your job? B: Yes, I do.

6 To present and practise vocabulary for jobs

• Play the recording. Ss listen and repeat chorally orindividually. Elicit the L1 equivalents.

(Ss’ own answers)

• Go through the phrases and explain/elicit themeaning of any unknown words. Alternatively, askSs to look up the meanings of any words they donot know in the Word List or in their dictionaries.

• Explain the task and read the example aloud. Ssthen make sentences using the phrases. Askvarious Ss around the class to say their sentencesaloud.

Answer Key

A vet looks after sick animals. A photographer takes photographs. A mechanic repairs cars. A pilot flies planes. A nurse looks after sick people. A footballer plays football. A secretary types letters. A teacher teaches children.


52(T)MODULE 4

1 To practise telling the time

• Read through the table eliciting/explaining anyunknown words.

• Choose two Ss to read the example aloud. Allow Sstime to do the task in closed pairs.

• Ask some pairs to act out their exchanges.


• A: What’s the time, please? B: It’s four o’clock. • A: Have you got the time, please? B: It’s ten to four. • A: What time is it, please? B: It’s twenty to three. • A: What’s the time please? B: It’s half past eight.

2 To identify the context of a dialogue

• Read the sentences aloud and elicit the L1equivalents.

(Ss’ own answers)

• Elicit what the dialogue is about (making plans toplay a sport).

• Play the recording. Ss listen and follow the text intheir books and find out.


• Allow Ss time to read the dialogue again andanswer the questions.


Answer Key

1 Helen wants to practise basketball. 2 From half past three to seven. 3 4:30

• Have Ss read out the dialogue in pairs.


Read the phrases aloud. Refer Ss back to the dialogueand elicit the synonymous ones from various Ssaround the class.

Answer Key

1 Yes, that’s fine. 3 What time does the court open? 2 I think so. 4 See you there!

GamePlay in teams. One S uses his/her arms to show thetime. The other team guesses the time. Each correctguess gets one point. The team with the most pointsis the winner.

4d 5 To practise role-playing and act out

a dialogue

• Explain the task. Ss work in pairs and choose oneof the situations. Remind Ss that they can use thedialogue in Ex. 2 as a model.



• Monitor the activity around the class and then ask

pairs of Ss to act out their dialogues in front of theclass.


Thu: Hi, Linh! Linh: Hi, Thu. Are you free this evening? Thu: I think so. Why? Linh: Do you want to go swimming with me? Thu: OK. What time does the pool open? Linh: At six o’clock. Thu: What time does it close? Linh: At nine o’clock. Thu: Is 6:30 OK with you? Linh: Yes, that’s fine. See you there.

Minh: Hi, Nam! Nam: Hi, Minh. Are you free on Saturday morning? Minh: I think so. Why? Nam: Do you want to go to the Computer Club with me? Minh: All right. What time does the computer room open? Nam: At half past eight. Minh: What time does it close? Nam: At twelve o’clock. Minh: Is 9:00 OK with you? Nam: Yes, that’s fine. See you there.

Student A

Hi! Are you free ...? (Greetfriend & ask about plans.)

Do you want to ...?(Suggest doing sth.)

At ... (Respond.)

At ... (Respond.)

Yes, ... See you ...(Agree & say goodbye.)

Student B

Hi. I think so. Why?(Greet & ask reason.)

Sure. What time ...?(Agree. Ask when itopens.)

What time ...?(Ask when it closes.)

Is ... OK ...?(Suggest a time.)


53(T)MODULE 4

4e 1 To predict the content of a text

• Choose various Ss to read the title and theheadings.

• Elicit Ss’ ideas as to what the text is about. • Play the recording. Ss listen and follow the text in

their books and check their guesses.

Answer Key

The text is about special days that celebrate familyrelationships.


• Allow Ss some time to read the text again andanswer the questions.



Answer Key

1 F 2 T 3 T 4 F


(Ss’ own answers)


Allow Ss some time to complete the sentences aboutthemselves then ask various Ss around the class toread their sentences aloud.


1 she’s very clever 3 he’s/she’s very funny 2 he’s very strong 4 they are nice

4 To write about Father’s Day celebrationsin your country

• Explain the task and allow Ss some time to writeabout Father’s Day in their country. Remind Ss touse the texts in Ex. 1 as a model.

• Alternatively, assign as HW. Ask various Ss to readtheir text aloud to the class.


I think we should celebrate Father’s Day in Viet Nambecause it’s important to show our love to our dads.There are many things we can do to celebrate this specialday. We can have a big party and invite friends andfamily. We can also make handmade gifts and cards.Most of all, everyone can give their father a relaxing daywithout any worries.


54(T)MODULE 4

1 a) To introduce the topic throughpictures

Direct Ss’ attention to the pictures and read theheadings aloud. Elaborate on each type of familyand ask various Ss to say what sort of family theirsis.

(Ss’ own answers)

b) To listen and read for specificinformation

• Play the recording. Ss listen and follow the textin their books and answer the question in therubric.



Answer Key

the speaker – nuclear family the girl next door to the speaker – single parent family the boy living up the street – extended family

2 To learn about rhyme

• Explain the task and test Ss’ understanding ofrhyme by saying a word e.g. day and asking Ss tosay a rhyming word e.g. say.

• Elicit the rhyming words in the second verse andan answer to the question in the rubric. Check Ss’answers.

Answer Key

dad – glad, door – more, street – Pete, too – you,day – away, apart – heart

The first verse hasn’t got any rhyming words.


Ask Ss to think of reasons their family is important tothem. Invite them to use vocabulary from the module.Ss read their sentences to the class.


Family is the people who live in your heart. ... we look after each other.

4f


55(T)MODULE 4

5 To write a blog entry describing yourfavourite singer

• Explain the task and remind Ss they can use theiranswers to Ex. 4 to help them and the text in Ex. 1as a model.

• Allow Ss time to complete the task and check Ss’answers by asking various Ss to read their blogentries aloud.

• Alternatively, assign as HW.

(Ss’ own answers)

Write the text in the Suggested Answer Key withgaps. Give a list of missing words and ask Ss tocomplete the text using it. Suggested list of words: voice, song, speak, sisters,listening (in jumbled order)


4g 1 To identify a text type

• Direct Ss’ attention to the text and elicit what typeof text Ss think it is.

• Play the recording. Ss listen and follow the text intheir books. Elicit what the text is about.

• Explain/Elicit the meaning of the words in theCheck these words box.

Answer Key

The text is a blog. It is about Jamie’s favourite singer, Leona Lewis.




Answer Key

1 She is from Britain. 2 She is a singer. 3 She’s got two brothers. 4 Yes, she can. 5 His name is Rome. 6 No, she doesn’t eat meat.

3 To understand subject/verb order

• Read the Study Skills box aloud and give furtherexamples if necessary.

• Explain the task and allow Ss time to complete it.Check Ss’ answers on the board.

Answer Key

1 Jenny is English. 2 She doesn’t like football. 3 Do they play the guitar? 4 He can’t play the piano. 5 Has he got a pet? 6 Are they Vietnamese? 7 He doesn’t like vegetables. 8 Her mum is a teacher.


• Ask Ss to look up information on the Internet orlook in encyclopaedias/other reference books.

• Allow time for Ss to collect information andprepare their presentations. Alternatively, assignthe task as HW.

• Ask Ss to present their work to the class.

(Ss’ own answers)

ICT


56(T)MODULE 4

1 To practise solving riddles




1 granddad 4 grandma 2 aunt 5 brother 3 cousin



• Alternatively, you may allow Ss to review themodule and find the relevant information toanswer the questions. Check Ss’ answers.

Answer Key

1 Wilma 2 Yes, he can. 3 grandma 4 looks after sick people 5 Someone who looks like a famous person and goes to

places where the stars they look alike can’t go. 6 flies planes 7 Dino, a dinosaur 8 It has two parents and children.

3 To write a quiz


• Tell Ss they can use the quiz in the previous task asa model. Offer an example (e.g. What is the wordfor your mother’s brother? (uncle).



1 Does Fred Flintstone like golf? (Yes, he does.) 2 What pet has Bamm-Bamm got? (A kangaroo.) 3 What is the opposite of quiet? (noisy) 4 What is David Beckham’s job? (He is a footballer.) 5 What is Andy Harmer’s job? (He is Beckham’s

look-alike.) 6 Who is Leona Lewis? (a British singer) 7 When is Father’s Day in Canada? (on the third

Sunday in June) 8 Where do people celebrate Twins Day? (in Ohio,

USA)

4 Song To listen and read for specificinformation

• Ask Ss to say as many phrases as possible related totheir daily routines. Play the song. Ss listen and saywhich ones are mentioned in the song.


(Ss’ own answers)


(Ss’ own answers)

GameSs think of a famous cartoon character, actor,footballer, etc, then they think of his/her dailyroutine. Ss mime the person’s daily routine activities.The class guesses what the person does in themorning/afternoon/evening.

S1: I’m ....................... . In the morning I ................(mimes wake up).

S2: wake upS1: at 7 o’clock and ................. (mimes go jogging).S2: go jogging, etc

4


57(T)MODULE 5

▶▶ What’s in this module? Read the title of the module Great animals! and ask Ss



Vocabulary

1 To present animals



(Ss’ own answers)

2 To categorise new vocabulary

• Explain the task and write the headings on theboard. Explain/Elicit the meaning of any unknownwords (e.g. farm – a place to raise animals to sell formeat, the wild – a place where animals are free).

• Go through the examples and then elicit whichanimals go under which headings. Check Ss’answers on the board.


domestic: sheep, cow, horse, duck, chicken wild: fox, squirrel, bear, eagle, chimpanzee, rabbit,

elephant, duck, horse pet: horse, rabbit, hamster



Answer Key

a quiz (p. 68) Do you like to do quizzes? Are you good at

quizzes?

a fact file about a bird (p. 59) Where can you see fact files? What do they tell

us?

a song (p. 68) What songs do you like? What songs do you

know about birds?

3 To recognise animal sounds

• Play the recording. Ss listen and identify whichanimals they hear.

Answer Key

cow, horse, duck, chicken, sheep, elephant

Great animals!


58(T)MODULE 5

1 To introduce the topic and stimulateinterest in the text

• Direct Ss’ attention to the pictures and ask if theyknow the names of these fish or anything aboutthese fish. Elicit a variety of questions about themand write three of them on the board, one for eachfish.

• Play the recording. Ss listen and follow the text intheir books and check if their questions wereanswered.


The fish in the pictures are strange. They are probablyexotic fish.

Can the puffer fish swim fast? No, it can’t. Where does the parrotfish live? The parrotfish lives near

coral reefs. Is the lionfish dangerous? Yes, the lionfish has got

poisonous spines.



• Elicit/Explain the meaning of the words in theCheck these words box and draw Ss’ attention tothe Amazing Fact box.


Answer Key

1 They are small and round with spikes. 2 They puff themselves up like a big balloon and

frighten other fish away. 3 It looks like a parrot’s beak. 4 They live near coral reefs. 5 They sleep under or between rocks. 6 They hunt at night. 7 It has got poisonous spines.


(Ss’ own answers)

3 To consolidate new vocabulary/information in a text

Explain the task and give Ss time to complete it. Thencheck Ss’ answers around the class.


1 home to 4 hide 2 spikes 5 spines 3 coral reefs

5a


59(T)MODULE 5


• Ask Ss to read through the fact file and think aboutwhat type of information is missing from each gap.

• Play the recording. Ss listen and fill the gaps.Check Ss’ answers.

Answer Key

1 black 4 wings 7 20-30 2 beak 5 65 3 (very) sharp 6 fish

8 To write a fact file

• Assign the task as HW and tell Ss they can findinformation on the Internet or in an encyclopaediaor use other reference books to help them writetheir fact files.

• Check Ss’ answers by asking various Ss to readtheir fact files out to the class.


Name: penguin Colour: black and white Has got: thick feathers, big body, wings, small head,

long beak It is 0.5 metres tall and weighs about 30 kilos. Eats: fish Lives for: about 20 years Penguins are black and white. They have got thick

feathers, a big body, wings, a small head and a longbeak. They are 0.5 metres tall and weigh about 30 kilos.They eat fish and they live about 20 years.

5a 4 To consolidate information in a text

• Allow Ss a minute to go through the texts. Ss closetheir books.

• Ss work in pairs and talk about the texts and saywhat they remember from each one.

• Ask various pairs to report back to the class.


Puffer fish are poisonous. They have got spikes. They areclumsy but clever.

The lionfish have got lots of spines. They live alone andhunt at night. They sometimes eat their own babies.

The parrotfish have got a lot of teeth. They live near coralreefs. They hide under rocks.

5 To present vocabulary for parts of animals

Play the recording. Ss listen and repeat chorally orindividually and then elicit the L1 equivalents.

(Ss’ own answers)

6 a) To use adjectives for description

• Explain the task. Explain/Elicit the meaning ofthe adjectives. Direct Ss to the Word List or theirdictionaries to look up any unknown words.

• Ss complete the descriptions. Check Ss’answers on the board.

Answer Key

Parrot 1 sharp beak 3 sharp claws 2 small body 4 long tail

Bear 1 wide mouth 3 small ears 5 thick fur 2 big nose 4 sharp teeth

Giraffe 1 long neck 3 small head 2 thin tail 4 long legs

b) To ask and answer about animals

• Explain the task and read the example aloud.Ss work in pairs and ask and answer questionsto guess the animals. Remind Ss to use theiranswers from Ex. 6a to help them.

• Monitor the activity around the class and thenask some pairs to ask and answer in front of theclass.


… thick fur? B: Yes, it has. A: Has it got a wide mouth? B: Yes, it has. A: Is it a bear? B: Yes, it is. etc


60(T)MODULE 5

1 To learn and understand the position ofadverbs of frequency in sentences

• Explain the task and ask various Ss to read thesentences aloud.

• Ask questions to elicit the information to completethe rule (e.g. Which word is the verb in the firstsentence? (are) Which is the adverb of frequency?(always) Where is the adverb of frequency in the firstsentence, before or after the verb? (after). Whichword is the verb in the second sentence? (eat) Whichis the adverb of frequency? (usually) Where is theadverb of frequency in the second sentence, before orafter the verb? (before). Continue with all thesentences.

• Ss complete the rule in pairs. Check Ss’ answers.

Answer Key

Adverbs of frequency usually go before the main verb butafter the verb ‘to be’.

• Elicit the L1 equivalents.

(Ss’ own answers)

2 To practise using adverbs of frequency

• Explain the task and allow Ss some time tocomplete the sentences about themselves.



1 I often walk to school. 2 My friend sometimes watches TV in the afternoon. 3 My parents never go to the cinema. 4 I usually meet my friends after school. 5 My mum always cooks dinner. 6 I often have a shower in the morning.

3 To talk about habits using adverbs offrequency

• Explain the task. Choose two Ss to read theexample aloud. Ss work in pairs and complete thetask.

• Monitor the activity around the class and then asksome pairs to ask and answer in front of the class.


A: How often do you go swimming? B: I usually go swimming on Saturdays. A: How often do you watch TV? B: I sometimes watch TV in the evening. A: How often do you play tennis? B: I never play tennis. A: How often do you tidy your room? B: I always tidy my room on Saturdays. A: How often do you go to the theatre? B: I never go to the theatre.

A: How often do you get up early? B: I often get up early. A: How often do you go to bed late? B: I sometimes go to bed late.


Allow Ss time to complete the sentences and elicitanswers from Ss around the class.


1 I usually get up at 7 in the morning. 2 I never walk to school. 3 I often watch TV in the evening. 4 I sometimes go to the cinema with my friends. 5 I never go jogging in the evening.


Allow Ss time to complete the sentences aboutthemselves and then check Ss’ answers.

(Ss’ own answers)

6 a) To present prepositions of time

• Go through the box and explain the use ofprepositions of time.

• Check Ss’ understanding by saying differenttimes and eliciting the correct prepositionsfrom Ss around the class.

b) To practise using prepositions of time

• Allow Ss some time to complete the sentences. • Check Ss’ answers. Ss justify their answers.

Answer Key

1 On 3 in 5 in 7 at 9 at 11 at 2 at 4 at 6 At 8 in 10 On 12 at

T: nightS1: at night

T: JulyS2: in July, etc.

5b


61(T)MODULE 5

Answer Key

1 faster 3 thinner 5 stronger 2 more 4 longer 6 more powerful

9 To practise superlative forms

• Explain the task and give Ss’ some time tocomplete it.



1 biggest 3 largest 5 most unusual 2 the heaviest 4 strongest 6 the most aggressive

10 To practise making comparisons

• Explain the task and read out the example. • Ss complete the task.

Answer Key

2 A: Cats are friendly. B: Yes, but dogs are friendlier than cats. A: Rabbits are the friendliest of all. 3 A: Foxes are dangerous. B: Yes, but bears are more dangerous than foxes. A: Pumas are the most dangerous of all. 4 A: Eagles are beautiful. B: Yes, but parrots are more beautiful than eagles. A: Flamingos are the most beautiful of all. 5 A: Dolphins are funny. B: Yes, but puffer fish are funnier than dolphins. A: Chimps are the funniest of all. 6 A: Lionfish are colourful. B: Yes, but parrot fish are more colourful than lionfish. A: Peacocks are the most colourful of all. 7 A: Rabbits are small. B: Yes, but squirrels are smaller than rabbits. A: Hamsters are the smallest of all.

11 To present adverbs of degree

• Go through the table and explain that we useadverbs of degree to give more information aboutthe extent or degree of a quality/feature that theperson/animal/object etc has. Read out the table.

• Explain the task and read out the examplesentence.

• Ss complete the task, using the key in the table. • Check Ss’ answers.

Answer Key

2 Rabbits have got quite small bodies. 3 Pigeons have not got very long tails./Pigeons’ tails

are not very long. 4 Goats have got very big horns. 5 Elephants have got extremely big ears.

12 See p. 62(T)

5b 7 To present comparatives & superlatives

• Ss close their books. Explain that we use thecomparative form to compare two people,things, places, etc. We usually use than withcomparative adjectives. Minh is taller than Quang.We use the superlative form to compare oneperson/thing, etc with the entire group. Phong isthe tallest boy in the class.

NOTE: We use (not) as + adjective + as to showthat two people/things etc are (not) similar. Thewhite bag is not as expensive as the brown one.

Form • With one-syllable and two-syllable adjectives, we

form the comparative by adding -er and thesuperlative by adding -est. big – bigger – the biggest

• With adjectives of more than two syllables, weform the comparative with more and thesuperlative with the most.

expensive – more expensive – the most expensive • With some two-syllables adjectives, such as clever,

narrow, gentle, friendly etc, we form thecomparative and superlative either with -er/-est orwith more/most. friendly – friendlier – the friendliestor friendly – more friendly – the most friendly

Spelling • With one-syllable adjectives ending in -e, we add

-r in the comparative and -st in the superlativeform. simple – simpler – the simplest

• With one-syllable adjectives ending in a vowel + aconsonant, we double the last consonant and add -er/-est. fat – fatter – the fattest

• With two-syllable adjectives ending in -ly or -y,we change the -y to i and add -er/-est.

happy – happier – the happiest Irregular forms Write the following on the board: • very + adjective/adverb It’s very dark in here. • much + comparative form of adjective/adverb This

dress is much more colourful than the other one. • (not) as + adjective/adverb + as He’s as quiet as a mouse. She isn’t as beautiful as her friend. • a bit + comparative form of adjective/adverb It’s a bit warmer today than yesterday. • Ss open their books. • Go through the table with Ss and elicit if there are

any similar structures in Ss’ L1 and then elicit theL1 equivalents for the examples from various Ssaround the class.

(Ss’ own answers)

8 To practise comparative forms




62(T)MODULE 5


• Direct Ss’ attention to the pictures and elicit whatanimals they show and what is happening.



The picture on the right shows a cat on a float in aparade.

The picture on the left shows an elephant in a paradewith a man on top. I think they must be festivals.



• Elicit/Explain the meaning of the words in the Checkthese words box and read the Famous quotationaloud.


Answer Key

1 Every three years. 2 They can hunt for treasure. 3 In the second weekend in May. 4 Surin in Thailand. 5 Thailand. 6 They compete in various races, perform, do tricks

and play football. 7 Two days.


(Ss’ own answers)

3 To present the festivals to the class

• Explain the task and write the headings on theboard.

• Allow Ss time to make their notes then choosevarious Ss to present the festivals to the rest of theclass.


Name: Cat Festival Place: Ypres, Belgium Date: the second weekend in May every three years Activities: treasure hunt for children, fireworks, parade

with colourful floats and music bands, people dance andwear cat costumes, crown a Cat Queen

The Cat Festival takes place in Ypres, Belgium during thesecond weekend in May every three years. There is atreasure hunt for children, fireworks, a parade withcolourful floats and music bands. People dance and wearcat costumes and they crown a Cat Queen.

Name: Elephant Festival Place: Surin, Thailand Date: third Saturday of November every year Activities: elephants compete in races and perform, they

do tricks and play football

The Elephant Festival takes place in Surin in Thailand onthe third Saturday of November every year. Elephantscompete in races, perform, do tricks and play football.

Belgium is a small country in Northwest Europe. Ithas borders with France, Luxembourg, Germany,Holland and the North Sea. Belgium has apopulation of about 11 million. The people speakFrench, German and Dutch. The capital is Brussels.Ypres is a city in the southeast of Belgium. About35,000 people live there. Many battles took placethere in WW1 but now it is called ‘the city of peace’.Thailand is in Southeast Asia. It has borders withLaos, Myanmar, Cambodia, Malaysia and theAndaman Sea. It has got a population of about 68million. The capital is Bangkok. Surin is a town in Surin province in Thailand. It isaround 431 km northeast of Bangkok. It has got apopulation of about 40,000.


5c

12 To practise making comparisons

• Explain the task and allow Ss some time tocomplete it writing comparative sentences.


From p. 61(T)


Bears are heavier than sheep and rabbits. Bears are stronger than sheep and rabbits. Bears are more dangerous than sheep and rabbits. Sheep are heavier than rabbits. Sheep are stronger than rabbits. Rabbits are faster than bears. Rabbits are thinner than bears and sheep. etc.


63(T)MODULE 5

• Encourage Ss to stick a picture to illustrate theirpiece of writing. Ask some Ss to read their text tothe class.

(Ss’ own answers)

5c 4 To consolidate information in a text

• Explain the task. Ss complete the task. • Check Ss’ answers.

Answer Key

1 c 2 e 3 a 4 d 5 b 6 f

5 To learn questions with how

• Explain that we use questions with how + adjectiveto ask about the quantity or degree of something.

• Read aloud the example questions and answersabout the tiger and then elicit the L1 equivalentsfor the examples from various Ss around the class.

• Give Ss some time to complete the questionsabout the iguana.


Answer Key

1 How much 4 How many 2 How many 5 How long 3 How fast

6 a) To listen for specific information

• Explain the task and ask Ss to copy the fact fileinto their notebooks.

• Play the recording. Ss listen and complete thefact file.

Answer Key

1 Fire Ant Festival. 2 Georgia 3 fourth weekend in March 4 drive-in cinema, fireworks, a 5 km run, a health fair,

an art show, a car show, a street dance

b) To write a short paragraph abouta festival

• Ask Ss to use the fact file and write a shortparagraph about the festival.

• Check Ss’ answer key asking various Ss to readtheir paragraphs aloud.


The Fire Ant Festival takes place in Ashburn, Georgia, onthe fourth weekend in March. There is a carnival, adrive- in cinema, fireworks, a 5 km run, a health fair, anart show, a car show and a street dance.

7 To write about a festival related toanimals

• Ask Ss to work in groups and look up informationon the Internet using the key phrase in the searchbar or in encyclopaedias/other reference books.

• Ss work in groups of three and write a short textusing the information they collected.

ICT


64(T)MODULE 5

1 To identify the context of a dialogue andpractise pronunciation

• Explain the task. Ss read the sentences and saywhat they think the dialogue is about (a strangepet sb has that frightens their friend).


• Ask various Ss to say the L1 equivalents for thephrases.


The dialogue is about Frank’s new pet spider.

(Ss’ own answers)


Allow Ss time to read the dialogue again and answerthe questions.

Answer Key

1 It’s a baby wolf spider. 2 Three months old. 3 He thinks it’s cute. 4 No, she doesn’t. She’s afraid of spiders./She thinks

it’s dangerous.


Read the phrases aloud. Refer Ss back to the dialogueand elicit the synonymous ones from various Ssaround the class.

Answer Key

1 Oh my goodness! 3 I’m afraid of spiders. 2 What’s wrong? 4 Would you like to try?


• Ask Ss to work in pairs and take roles to read thedialogue aloud.




as a model as well as any ideas of their own tocomplete the task.


• Monitor the activity around the class and then askpairs of Ss to act out their dialogues in front of theclass.


A: Would you like to see my pet? B: Sure. What is it? A: Here, look. It’s a cat. It’s two years old. B: Oh my goodness! Get it away from me! A: What’s wrong? B: I’m afraid of cats. A: Don’t be silly! B: Are you sure it’s safe? A: Of course. Would you like to hold it? B: Er… maybe another time. Bye.

6 To present and practise \O…\, \A…\


• Elicit other words with the same sounds fromvarious Ss around the class.


\O…\ boring, chore \A…\ park, arm

Student A

Would you like …(Ask friend if he/shewants to see pet.) Here … It’s …(Say name/age.)What’s wrong?(Ask what is wrong.)

Don’t be …(Respond.) Of course. Would you …?(Reassure friend.)

Student B

Sure. What …?(Agree. Ask what it is.)

Oh…! Get it away …(React with fear.)I’m afraid …(Explain why you areafraid.)Are you sure …?(Question the safety.)Er … maybe … Bye.(Make an excuse andleave.)

5d


65(T)MODULE 5


Kangaroos have got long ears, short arms and stronglegs. They can kick really hard. They live in grasslands.

Water buffaloes have got heavy bodies, small black eyesand very big curved horns. They live in rivers and swampsand they eat grass.

4 To write a short text about an animal

• Explain the task. • Refer Ss to the Internet, encyclopaedias or other

reference books to find information to answer thequestions and then Ss complete the task. Ask Ss topresent the animal to the class.

(Ss’ own answers)

5e 1 To introduce the topic

• Direct Ss’ attention to the animals in the picturesand the countries and elicit how they may berelated (the animals are the national animals of thecountries).

• Play the recording. Ss listen and follow the text intheir books and check.

Answer Key

I see a kangaroo and a water buffalo.



• Allow Ss some time to read the text again and dothe task. Check Ss’ answers and elicit correctionsfor the false statements.

Answer Key

1 F Kangaroos have got short arms. 2 T 3 F Kangaroos eat plants. 4 T 5 F They live in rivers and swamps.


Explain the task. Ss work in pairs and complete it.Monitor the activity around the class.

Answer Key

Australia is a large country in the southernhemisphere. It is surrounded by the Pacific, Indian andSouthern Oceans. The capital city is Canberra and ithas a population of about 22 million.


1 long ears 2 short arms 3 thick tails 4 strong legs 5 big feet 6 hop very fast 7 kick really hard 8 live in forests and

grasslands

9 eat plants 10 big heads 11 heavy bodies 12 small black eyes 13 very big curved horns 14 live in rivers and

swamps 15 eat grass


66(T)MODULE 5

1 To present new vocabulary and improvepronunciation skills

• Draw Ss’ attention to the pictures. • Play the recording. Ss listen and repeat, either

chorally or individually. • Explain/Elicit the meanings of forest, city, mountain,

coast and initiate a class discussion to match thebirds to the places they live.

Answer Key

In the forest: parrot, owl, bluebird In the city: pigeon In the mountains: hawk On the coast: pelican At a lake: swan

2 To recognise bird sounds and match themto birds

• Explain the task and play the recording. Ss listenand match the sounds to the birds.


Answer Key

1 pigeon 3 parrot 2 owl 4 hawk

Not heard: pelican, bluebird, swan

3 To listen and read for specific information

• Read the questions aloud one at a time and elicitanswers from the class.

• Play the recording. Ss listen and follow the text intheir books and check their answers.

Answer Key

1 Ten thousand. 2 They live in different places – in forests, at the top of

mountains, in gardens or near water. 3 Many eat insects, but some eat small animals, fish or

other birds or plants, fruit and nuts. 4 Birds keep insects under control and help plants by

spreading seeds around.

• Explain/Elicit the meaning of the words in theCheck these words box and then read the rhymealoud and elicit what Ss think it means.

4 To consolidate vocabulary

• Allow Ss two minutes to prepare their answers. • Monitor the activity and help Ss with vocabulary

and sentence structure. • Ask several Ss to tell the class their answers.


There are ten thousand types of birds in the world. Birdskeep insects under control. Some birds can’t fly.

5f 5 To prepare a short quiz about birds

• Ask Ss to look up information on the Internet usingthe key word in the search bar or in encyclopaediasand other reference books.

True False Write: 1 All birds can fly.

• Ask Ss to use this as an example in order to preparetheir quizzes. Assign the task as HW and check inthe next lesson.

Suggested Answer Key True False 1 Birds have got teeth. 2 Birds have got feathers on their legs. 3 Birds have cold blood. 4 Birds sleep in the winter. 5 Birds can see very well. 6 Owls and hawks help farmers because

they eat mice. 7 Most birds live in one place all their

lives. 8 Some birds go to warm places in the winter.

Key: 1 F 3 F 5 T 7 F 2 F 4 F 6 T 8 T

ICT

Photocopy the quiz in the Suggested Answer Key forEx. 5 and ask Ss to do it.



67(T)MODULE 5

5 To write an article about your pet

• Explain the task. Tell Ss they can use the article inEx. 2 as a model. Point out that in articles we uselots of adjectives to make our writing moreinteresting.

• Remind Ss to use their answers to Ex. 4 to helpthem write their article. Allow Ss some time towrite their articles or assign the task as HW.


I’ve got my own pet at home. He’s a cat and his name isLucky. Lucky is two years old.

He is really cute. He has got white fur, big black eyes anda long tail. He can run very fast and he eats cat food.

I love him a lot.

5g 1 To brainstorm for types of pets

Allow Ss one minute to write down as many pets asthey can think of and then compare with theirpartner. Write Ss’ answers on the board.


hamster, horse, snake, iguana, rabbit, parrot, mouse,etc.


• Read the first sentence of the text aloud and thenplay the recording for Ss to listen and follow thetext in their books.

• Allow Ss some time to answer the questions andthen check Ss’ answers.

Answer Key

1 Kheng is a crocodile. 2 It has got short legs, hard scales and very sharp

teeth. 3 No, it can’t. 4 Kheng eats a lot of meat. 5 Kheng sleeps beside Prayoon’s bed every night. 6 Because Kheng sleeps next to his bed every night.

3 To understand the word order ofadjectives

• Read the Study Skills box aloud and if necessarygive further examples (e.g. My dog is big. It has gotblack fur, etc.).

• Allow Ss time to complete the task and then checkSs’ answers around the class.

Answer Key

1 My rabbit is white. 2 Nam’s dog has got thick fur. 3 Grandma’s budgie is yellow. 4 My cat has got a long tail. 5 Your horse is beautiful.

4 To talk about your (imaginary) pet

Allow Ss two minutes to think of their own answers tothe questions and then ask various Ss to talk abouttheir pet. If there are Ss who don’t have a pet ask themto make one up.


1 It is a cat. 2 Its name is Lucky. 3 He is two years old. 4 He has got white fur, big black eyes and sharp claws. 5 He can run very fast. 6 He eats cat food. 7 He is really cute. 8 I love him a lot.


68(T)MODULE 5

1 To complete a crossword puzzle

• Explain the task and allow Ss some time tocomplete the crossword puzzle.

• Check Ss’ answers by asking several Ss to read theiranswers out.

Answer Key

2 To revise elements presented in thismodule

• Explain the task. Allow Ss some time to read thequestions and decide whether each statement istrue or false.

• Alternatively, you may allow Ss to review themodule and find the relevant information to markthe statements correctly. Check Ss’ answers.

Answer Key

1 T 4 T 7 F 2 F (Australia) 5 F (Small) 3 T 6 T

3 To practise vocabulary and grammartaught in this module


• Tell Ss they can use the quiz in the previous task as amodel. Offer an example (e.g. Penguins can swim. (T)).



1 Goats have got horns. (T) 2 Octopuses have got two hearts. (F) 3 Kangaroos live in Australia. (T) 4 Ypres is in France. (F) 5 The Elephant Festival takes place in Belgium. (F) 6 The Lionfish has got poisonous spines. (T)

4 Song To revise vocabulary and listenand read for specific information

• Ss do the task. Ask some Ss to read their lists aloud.Suggested List: tiger, hamster, elephant, bear,chicken, flamingo, rabbit, eagle, squirrel, cow, sheep,horse, parrot, etc.

Across 3 sheep 5 cow 7 squirrel 8 hamster10 eagle11 rabbit

Down 1 horse 2 chimpanzee 4 chicken 6 bear 9 elephant

• Play the song. Ss listen and follow the song in theirbooks and say which animals are mentioned.

• Elicit which animals are in the pictures. • Play the recording again for Ss to sing along.

Answer Key

tigers, chimpanzees, rhinos, giraffes, kangaroo, spider,koala

pictures from left to right: tiger, chimpanzee, panda, rhino,kangaroo, giraffe


(Ss’ own answers)

5


69(T)MODULE 6

▶▶ What’s in this module? Read the title of the module Weather & Clothes and ask

Ss to suggest what they think it means. Go throughthe topic list and stimulate a discussion to prompt Ss’interest in the module.


Vocabulary

1 To present the seasons and months


• Elicit the L1 equivalents from Ss around the classand then ask various Ss to say which month theirbirthday is in.

(Ss’ own answers)

2 To present types of weather

• Direct Ss’ attention to the drawings and then askSs to read the phrases 1-10. Ss do the task.

• Play the recording. Ss listen and check theiranswers.

Answer Key

1 c 3 i 5 a 7 d 9 b 2 f 4 h 6 g 8 e 10 j



Answer Key

a weather chart (p. 71) What is a weather chart? What does it show?

How do you find out about the weather?

postcards (p. 70) Why do people send postcards? Do you send

postcards when you are on holiday? Who do yousend them to? Do you buy postcards when youvisit a place?

a poem (p. 78) Do you like poems? Can you write poems? What

is your favourite poem? Do you learn aboutpoetry at school?

clothes (pp. 74-75) What clothes do you like to wear? What are your

favourite clothes? What clothes do you wear atschool?

3 To match seasons to weather

• Talk about the weather in your country with theclass by asking questions (e.g. What is the weatherlike outside? Is it usually like this in spring/summer,etc?) and then ask various Ss around the class tocomplete the sentences.

(Ss’ own answers)

4 To relate the topic to the real world

• Elicit today’s weather.


It’s warm and sunny today.

GameA. Say the name of a month. Ss, one after the other,

continue with the rest of the months.

T: DecemberS1: JanuaryS2: February etc.

B. Choose a leader. He/She mimes a weathercondition. Ss, in teams, guess what the weatheris like.

Leader: (mimes: freezing)Team AS1: It’s freezing. etc.

Weather & Clothes


70(T)MODULE 6

1 To introduce the topic and predict thecontent of the text

Draw Ss’ attention to the texts and ask three Ss to readthe first sentence in each one aloud. Elicit the text typeand then ask Ss to read the first sentence in each textand say where each person is.

Answer Key

They are postcards.

Leslie is in Australia, Emily is in Austria and Ned is inThailand.

2 To read for gist

• Ask Ss to skim through each text again and elicitwhich text matches which postcard and then askSs to say the sentence from each text which bestdescribes each picture.

Answer Key

1 B Angela and Ben are making a snowman. 2 C Cara and Brian are visiting the floating market. 3 A Laura and Kelly are windsurfing.

• Elicit what a floating market is.

Answer Key

A traditional way of selling and buying fruit, vegetables,etc. from small boats.

6a

Celsius is a scale used to measuretemperature. It is named after theSwedish astronomer Anders Celsius(1701–1744). The scale goes from0ºC (freezing point) to above 100ºC(boiling point).The German physicist Daniel GabrielFahrenheit (1686–1736) developedthe Fahrenheit temperature scale.This scale is used for non-scientificpurposes in the United States. Onthis scale, freezing point is 32ºF andboiling point is 212ºF.Athens is the capital of Greece. It isone of the world’s oldest cities. It hasa population of about 3.7 million. Itis named after the Greek goddessAthena and it is home to manyancient sites including the Acropolis.

London is the capital of England andthe United Kingdom. It has got apopulation of about 8 million. TheRiver Thames runs through it. It ishome to the Royal Family and manylandmarks including BuckinghamPalace and Big Ben.Dublin is the capital of Ireland. It hasgot a population of about 550,000. Itis next to the River Liffey. Somefamous writers come from Dublinincluding Oscar Wilde and BramStoker.Perth is a large city in WesternAustralia. It has a population of around2 million. It is next to the Swan Riverand it is known as the city of light.Paris is the capital city of France. It isa large city and has a population of

around 2.2 million. The River Seineruns through it and it is home tosome famous landmarks includingthe Eiffel Tower and the Arc deTriumph.Glasgow is the largest city inScotland. It has a population ofabout 615,000. It is on the RiverClyde and it is famous as a centre forshipbuilding and engineering.Vienna is the capital of Austria. It hasgot a population of around 1.7million. It is very close to the Alps andis a UNESCO World Heritage Site. Bangkok is the capital city ofThailand. It has got a population ofabout 9 million. It is a popular touristdestination.


From p. 71(T)


• Allow Ss some time to read the texts and answerthe questions.



Answer Key

1 Leslie is in Australia. 2 Kelly is windsurfing. 3 Leslie is sunbathing. 4 Emily is in Austria. 5 It’s snowing and it’s freezing cold. 6 It’s warm and sunny, but it’s often cloudy and rainy. 7 They are visiting the floating market. 8 Yes, he is.


(Ss’ own answers)

Austria is a country in Europe which borders withGermany, the Czech Republic, Slovakia, Hungary,Slovenia, Italy and Switzerland. The capital city isVienna. The population is about 8.7 million and thepeople speak German.



71(T)MODULE 6


7 To talk about the weather

• Draw Ss’ attention to the chart. Explain thesymbols and ask two Ss to read the exampleexchange aloud.

• Play the recording. Ss listen and complete themissing temperatures.

• Ask Ss to look up the various temperatures on thethermometer to see the weather conditions.Explain the example exchange. (e.g. 20º means it iswarm according to the thermometer and the symbolmeans it is sunny so we know it is warm and sunny inAthens.) Ss complete the task in open pairs.

Answer Key

Glasgow -5 Dublin 5 Vienna 15

Background information (see p. 70(T))

8 To write about your favourite season

Ask the questions one at a time. Choose various Ss toanswer them. Then allow Ss time to write theirparagraph. Ask various Ss around the class to presenttheir piece of writing to the class.


My favourite season is summer. The weather is hot andsunny. I usually go swimming in the sea or I go campingon the beach.

A: What’s the weatherlike in London today?

B: It’s chilly and windy. A: What’s the

temperature inLondon today?

B: It’s 10ºC./It’s 50ºF.It’s chilly.

A: What’s the weatherlike in Dublin today?

B: It’s cold and cloudy.A: What’s the

temperature inDublin today?

B: It’s 5ºC./It’s 41ºF.It’s cold, etc.

A: Let’s go camping. B: I’m sorry, I can’t.

A: Shall we playbasketball?

B: That’s a good idea.

A: Let’s go kitesurfing.B: Great!

A: Shall we gowindsurfing?

B: I’m afraid I can’t. etc.

6a 4 To take notes and use them to talk about

a topic

• Explain the task and go through the example. • Ss copy the table into their notebooks, read the

texts again and complete the table. • Choose various Ss to talk about each person using

their notes as in the example.



Leslie is in Australia. It’s hot and sunny. She’s sunbathingnow.

Emily is in Austria. It’s snowing and it’s freezing cold.She’s having a hot chocolate.

5 To learn the vocabulary for seasonalactivities

• Allow Ss some time to complete the task in closedpairs.

• Check Ss’ answers by asking various Ss to readtheir answers aloud.

• Elicit the L1 equivalents for the activities fromvarious Ss around the class.

• Ss then say how often they do these activities.

Answer Key

play computer games do exercises go camping go swimming go kitesurfing make a snowman go bowling play basketball go windsurfing


I sometimes go bowling in the winter. I usually goswimming in the summer. I never go camping in winter.

6 To make suggestions

• Explain the task and ask two pairs of Ss to read theexample exchanges in the box aloud.

• Explain the situation and then Ss ask and answer inclosed pairs.

• Monitor the activity around the class and then asksome pairs to act out their exchanges for the class.

Name Place Weather Activities

Leslie Australia hot/sunny sunbathe

Emily Austriasnowing/

freezing coldhave hotchocolate


72(T)MODULE 6

1 To present the present continuousaffirmative

• Ss close their books. Say: I am reading now. Writeit on the board. Underline I am reading. Explainthat this is the present continuous tense. Explainthat we use the verb to be and the main verb + -ing to form the affirmative. Explain that we usethis tense to talk about actions which arehappening now.

• Ss open their books. Ask Ss to read the table andsay how we form the present continuous.

• Draw Ss’ attention to the spelling rules and elicitfurther examples.

Answer Key

We form the present continuous with: subject pronoun/noun + am/is/are + main verb + -ing

2 To practise using the present continuous

• Explain the task and read the example aloud. • Allow Ss time to complete the task and then check

Ss’ answers. • Elicit which season the sentences best describe

(summer).

Answer Key

2 They’re sunbathing. 3 Quang is reading a book. 4 Claire’s taking photographs. 5 Mum’s eating an ice cream. 6 Mary and Phil are playing football. 7 Bill’s shopping for souvenirs. 8 I’m making a sandcastle.

3 To present the present continuousnegative

• Ss close their books. Say, then write on the board:I am not sleeping now. Explain that this is thenegative form of the present continuous. Giveexamples for all persons and explain that we formthe negative form of the present continuous withsubject pronoun/noun + am/is/are + not + mainverb + -ing.

• Ss open their books. Ask them to read the tableand then elicit the L1 equivalents for the examples.

(Ss’ own answers)

4 To practise the present continuousnegative and affirmative

• Explain the task and read the example aloud. • Ss complete the task. Check Ss’ answers around

the class.

6bAnswer Key

2 Bill isn’t eating. He’s sunbathing. 3 Mike and Sally aren’t sleeping. They’re swimming. 4 Mum isn’t watching TV. She’s making a cake. 5 Dad isn’t reading his newspaper. He’s cooking.

5 To practise the present continuousnegative and affirmative

• Explain the task and elicit answers from Ss aroundthe class.

Answer Key

2 isn’t running. She’s reading. 3 aren’t swimming. They’re making sandcastles. 4 isn’t reading a book. He’s sleeping. 5 aren’t making a sandcastle. They’re eating

sandwiches. 6 isn’t eating a sandwich. It’s running.

• As an extension ask Ss to describe the picture. (e.g.Jean is reading a book. The boys are makingsandcastles. Mary and Stella are eating. Jim issleeping. The dog is running. John is swimming.)

6 To pronounce \IN\

• Play the recording with pauses for Ss to listen andrepeat chorally or individually.

• Pay special attention to Ss’ pronunciation andintonation and correct as necessary.


73(T)MODULE 6

10 To compare the present simple and thepresent continuous

• Ss close their books. Write on the board: I watch TVin the evening. I am watching TV now. Elicit thetense of each sentence (watch: present simple, amwatching: present continuous) and which sentencedescribes a habit or routine (first) and which onedescribes an action happening now (second).

• Ss open their books. Ask them to read the theoryand give the L1 equivalents for the examplesentences.

(Ss’ own answers)

11 To practise the present simple and thepresent continuous

• Explain the task and allow Ss some time tocomplete the postcard.


Answer Key

1 are having 6 dance 11 is singing 2 celebrate 7 go 12 is playing 3 lasts 8 is raining 13 is 4 is 9 are sitting 5 wear 10 are waiting

12 To practise the present simple and thepresent continuous

Explain the task. Elicit activities people do in theevening (have dinner, watch TV, read a book, chat withfriends, listen to music, etc.). Allow Ss some time towrite their sentences. Ask various Ss around the classto share their answers with the rest of the class.


In the evening, my family and I have dinner together.After dinner, I usually chat with friends or play computergames. My father usually reads his newspaper and thenwatches TV. Mum takes the dog for a walk and thenreads her book.

Right now, I am having my English lesson. Mum and Dadare both working.

6b 7 To present the present continuous

interrogative

• Ss close their books. Say then write on the board:Am I sleeping now? Explain that this is theinterrogative form of the present continuous. TellSs that we answer in short form with Yes/No,I am/am not.

• Ss open their books. Go through the table with Ssand elicit how we form the present continuousinterrogative.

Answer Key

We form the interrogative form of the present continuouswith: Am/Is/Are + subject pronoun/noun + main verb + -ing.

8 To practise the present continuousinterrogative

• Draw Ss’ attention to the picture and read theexample sentence aloud.


Answer Key

2 Are Bill and Tom making a snowman? Yes, they are. 3 Is Mr Jones playing in the snow? No, he isn’t. 4 Is Mrs Jones talking to Bill? No, she isn’t. 5 Are Bill and Tom eating a sandwich? No, they aren’t. 6 Is Molly taking photographs? No, she isn’t. 7 Is Tim eating a sandwich? Yes, he is.

• As an extension, ask Ss to work in pairs and askYes/No questions based on the pictures. Ss can usethese verbs (dance, play, talk, watch, rain, etc.).

e.g. A: Is Jenny dancing? B: No, she isn’t. Are the boys playing

basketball? A: No, they aren’t, etc.

9 To practise asking and answeringquestions using the present continuous

• Explain the task and read the example aloud. • Ss complete the task. Check Ss’ answers.


2 Is your teacher talking right now? Yes, he/she is. 3 Are your parents working now? Yes, they are. 4 Are you having an English lesson now? Yes, I am./

Yes, we are. 5 Are your friends playing football now? No, they

aren’t. 6 Are you wearing shorts now? No, I’m not.


74(T)MODULE 6

1 To learn the vocabulary for clothes &accessories

• Play the recording. Ss listen and repeat eitherchorally or individually. Elicit the L1 equivalents.

• Ask Ss to write the headings in their notebooks andgroup the words under them. Check Ss’ answerson the board.

(Ss’ own answers)

Answer Key

Clothes: coat, suit, dress, jeans, top, socks, T-shirt, skirt,jumper, jacket, shorts, shirt

Shoes: sandals, boots, trainers Accessories: hat, gloves, belt, tie

2 To introduce the topic, predict the contentof the text and read for specific information

• Draw Ss’ attention to the pictures and elicit ananswer to the question in the rubric.


They are wearing ‘ao dai’ – Viet Nam's national dress. Iknow that there are Ao Dai Festivals in Ha Noi,Ho Chi Minh City and Hue in Viet Nam.


• Allow Ss some time to read the text again andanswer the questions. Check Ss’ answers.

Answer Key

1 ‘Ao Dai’ festivals take place in the Vietnamese citiesof Ha Noi, Ho Chi Minh City and Hue.

2 ‘Ao Dai’ festivals celebrate Vietnamese fashion andthe famous ‘ao dai’: Viet Nam’s national dress.

3 There are exhibitions, fashion shows and talks aboutthe ‘ao dai’. You can also order your own ‘ao dai’and take part in competitions to draw, paint ordesign an ‘ao dai’.

4 Because they honour the country’s cultural valuesand display the best of Vietnamese fashion. They arealso places for visitors to admire the beauty ofmodern and traditional Viet Nam.


Read the rubric aloud and allow Ss time to completethe task. Ask various Ss to read their answers aloud tothe class.


1 dresses 3 a top and shorts 2 a T-shirt and jeans

6c


75(T)MODULE 6


6c 4 To listen for specific information

• Explain the task. Play the recording. Ss listen andanswer the questions.


Answer Key

1 Anna needs a dress for a party. 2 Georgia. 3 (She buys) a top. 4 £10.

5 To learn how to express likes & dislikes

• Write the headings on the board and explain/elicitwhat they mean.

• Elicit which phrases go under which headings.

Answer Key

Positive: I love it. It’s great. It’s fabulous. Negative: I don’t really like it. It’s horrible. Neutral: I like it. It’s OK.

6 To practise making comments on clothes

• Set the scene. Tell Ss that they can find all theitems (clothes & accessories) presented at the topof pp. 74-75). Explain the situation and thespeaking task. Ask two Ss to act out the exampledialogue.

• Ss work in pairs and discuss as in the example. • Ask some pairs to discuss in front of the class.


A: Do you like these boots? B: I love them. Do you like this belt? A: I don’t really like it. B: What do you think of these trainers? A: I like them.

7 To check Ss’ comprehension of a text

Read the rubric aloud and elicit a variety of answersfrom Ss around the class.

(Ss’ own answers)

8 To write short descriptions

• Ask Ss to use family photos or pictures frommagazines to write a short description of eachfamily member’s/person’s clothes. Encourage theuse of adjectives to make their descriptions moreinteresting.

• Assign the task as HW. Remind Ss to answer all thequestions and ask Ss to present their work in class.Pin up the work on the classroom walls.

This is a picture of my grandfather. He is fishing. It issunny but not very warm. He is wearing his T-shirt, cap,jeans and a waistcoat.


76(T)MODULE 6

1 To present situational language for buyingclothes & accessories


• Ss complete the task. • Check Ss’ answers.

Answer Key

So, what do you think? I think they’re great. Do you think so? They look really nice on you. Yes, but I prefer them in black. Do you think they’re expensive? How much do they cost? OK, then. I’ll take them.

2 To understand the context/topic of asituational dialogue

• Explain the situation and elicit the topic ofconversation based on the phrases in Ex. 1.

• Play the recording. Ss listen and follow thedialogue in their books and check.

Answer Key

They are talking about choosing sunglasses for Beth.They are talking about which colour to choose and howmuch they cost.


• Allow Ss time to read the dialogue again andanswer the questions.


Answer Key

1 She is trying on sunglasses. 2 She wonders if they are expensive. 3 She prefers them in black. 4 They cost £70. 5 She decides to buy them.


• Elicit the L1 equivalents for the phrases in Ex. 1from various Ss around the class.

• Read the phrases 1-4 aloud. Refer Ss back to thedialogue and elicit the synonymous ones fromvarious Ss around the class.

Answer Key

1 So, what do you think? 2 Do you think they’re expensive? 3 How much do they cost? 4 That’s not too bad.

6d 5 To read out a dialogue to improve

pronunciation & intonation

• Play the recording for Ex. 2 again. Ask Ss to payattention to pronunciation and intonation. Ask Ssto work in pairs and take roles and read thedialogue aloud.




as a model as well as the phrases in Ex. 1 and anyideas of their own to complete the task.



A: So, what do you think? B: These trousers look really nice on you, Linh. A: Do you think so? B: Yes, I think they’re fabulous. Look in the mirror. A: Hmmm. They’re very nice. B: I like the blue ones, too. A: Yes, but I prefer them in brown. Do you think

they’re expensive? B: Why? How much do they cost? A: 1,260,000 VND. B: That’s not too bad. A: OK, then. I’ll take them.

Student A

So, what do …?(Ask opinion.)Do you think …?(Ask for clarification.)Hmm. They’re …(Express like/dislike.)I prefer … Do you think …?(Express preference & ask opinion about price.)They’re … VND.(Say price.)I’ll …(Decide what to buy.)

Student B

I think they …(Give opinion.)Yes, I think …(Express like/dislike.)I like …(Comment on other.)Why? How much …?(Ask price.)

That’s …(Give opinion onprice.)


77(T)MODULE 6

3 To generate vocabulary and expand thetopic

• Explain the task and brainstorm with the class forjobs in which people wear uniforms. Write eachjob on the board.

• In pairs, Ss talk about why people wear uniforms.Ask some pairs to report to the class.


... wear uniforms to show they work together or that theybelong to the same group. Some professionals haveuniforms so people can easily identify them when theyneed them, such as police officers, nurses and doctors.Others wear uniforms to protect them while on the job,such as firefighters and soldiers. Schoolchildrensometimes have uniforms so that they are all alike andshow that they go to the same school.

4 To write a short description ofa person in uniform

• Explain the task and divide the class into smallgroups. Elicit what person in each group will writeabout to avoid repetition.

• Assign the task as HW and remind Ss to answer thequestions in the rubric and to stick a picture.

• Check Ss’ answers by asking various groups topresent their work to the class.

(Ss’ own answers)

ICT

6e 1 a) To recognise clothing items

Draw Ss’ attention to the pictures. Elicit what eachperson is. Read the items aloud one at a time andelicit the answer in each case. Explain any unknownwords.

Answer Key

black trousers – both a shirt with blue and white stripes – the Gondolier a bright red jacket – the Queen’s Guard a black hat – the Queen’s Guard a straw hat with short red ribbons – the Gondolier

b) To read for gist

Play the recording. Ss listen and follow the text intheir books. Elicit an answer to the question in therubric.

Answer Key

The Queen’s Guards guard the Queen and the palace.Gondoliers steer the gondolas that float up and down thecanals of Venice.



• Elicit/Explain the meaning of the words in theCheck these words box and check Ss’ answers.

• Elicit descriptions of each person’s uniform fromaround the class.

Answer Key

1 They guard the Queen and the palace. 2 In London, standing outside Buckingham Palace. 3 They wear black trousers, a bright red jacket and a

tall black hat. 4 They steer the gondolas up and down the canals in

Venice. 5 They wear blue or black trousers, a shirt with blue

and white stripes and a straw hat with short redribbons.

6 In the winter they wear a jumper with blue and whitestripes and a dark blue beret.


The Queen’s Guards wear black trousers, a bright redjacket and a tall black hat.

The Gondoliers wear blue or black trousers, a shirt withblue and white stripes and a straw hat with short redribbons.


(Ss’ own answers)


78(T)MODULE 6

1 To relate a piece of music to a mood

• Explain the task and explain/elicit the meanings ofthe adjectives next to the faces.

• Play the recording. Ss listen and answer thequestions in the rubric.


It is winter. Children are making snowmen. There is snoweverywhere. It’s freezing cold. I feel happy.

2 a) To read for gist

Read the words aloud. Ask Ss to read through thepoem quickly and elicit what the poem is about.

Answer Key

The poem is about the four seasons and what happensduring each season.

b) To read for cohesion and coherenceand listen for clarification

• Explain the task and allow Ss some time to readthe poem carefully and choose the correctword to fill each gap.

• Play the recording for Ss to listen and checktheir answers.


Answer Key

1 sky 3 leaves 5 snow 2 insects 4 wind

3 To understand rhyme

• Explain the task. Write the words here and clear onthe board. Elicit that two words rhyme as somepart of them is pronounced the same way eventhough they are spelt differently and have acompletely different meaning.

• Point out that usually rhyming words are placed atthe end of a line in a poem.

• Allow some time for Ss to complete the task andthen check Ss’ answers.

Answer Key

here – clear, rain – again, comes – hum,around – ground, hooray – play

4 To consolidate Ss’ comprehension of apoem

Ss work in small groups and draw a picture. Askdifferent groups to present their picture to the class. Ssdescribe the activities shown in the picture (if any).

(Ss’ own answers)

6f 5 To expand the topic

Ask Ss to look on the Internet for English poems aboutthe weather or seasons and bring them to the class toread out.


Whether the weather be fine, Or whether the weather be not, Or whether the weather be cold, Or whether the weather be hot, We’ll weather the weather, Whatever the weather, Whether we like it or not! (Traditional)


79(T)MODULE 6

• Allow Ss some time to write their postcard usingthe plan provided. Alternatively, assign as HW andcheck Ss’ answers in the next lesson.


Dear Pete, Greetings from Ha Noi, Viet Nam. We’re staying at a

hotel near the city centre. We’re having a great timehere. The hotel’s very nice. The weather isn’t very nice.It’s cloudy and cold. I’m playing computer games rightnow and my brother is playing a board game with hisnew friend. Dad’s having a coffee at a café and Mum’sshopping for souvenirs at the moment. We’re all havinglots of fun. See you soon.

Nam

6g 1 To identify the author/recipient and

location of each in a postcard

• Direct Ss’ attention to the postcard and read thefirst sentence aloud.

• Elicit answers to the questions and then play therecording for Ss to check their answers.

Answer Key

1 Fred. 2 His auntie May and his uncle Joe. 3 Fred is in Capri, in Italy. His aunt and uncle are in

Brighton, England.


• Allow Ss some time to read the text and answerthe questions.


Answer Key

1 It’s warm and the sun is shining. 2 They are staying at a hotel near the sea. 3 His mum, dad, Alex and Connie. 4 He’s sunbathing with Alex and Fred. 5 She is shopping for souvenirs with Connie. 6 He’s having a fantastic time there.

3 To understand the writing style ofpostcards

• Go through the Study Skills box and ask Ss to lookat the postcard and find other examples.



Answer Key

1 We’re staying on the first floor. 2 We don’t like it here. 3 The weather’s lovely. 4 Mum’s swimming now. 5 Back in a week. 6 Miss you.

4 To write a postcard to a pen-friend

• Explain the task. Go through the plan to explainthe content of postcard.

• Ask different Ss to tell you where they went withtheir families for their last holiday, what theweather was like and what they did.

• Explain that they are going to write a postcard asif they are on holiday now and so they must usethe present continuous tense.

• Tell Ss to look at Fred’s postcard again and use itas a model for their postcard. Focus Ss’ attentionon the opening and closing remarks as well as thebeginning and ending.


80(T)MODULE 6

1 To present idiomatic expressions related toweather

• Explain the task and direct Ss’ attention to thepictures.

• Complete the task as a class giving clarification foreach expression.

Answer Key

1 C 2 B 3 A 4 D

1 at a loss 2 sick 3 angry 4 day dreaming

2 To revise vocabulary taught in this module


• Alternatively, you may allow Ss to review the moduleand find the relevant information to answer thequestions. Check Ss’ answers.

Answer Key

1 Four – winter, spring, summer and autumn. 2 January/February, March/April/May,

June/July/August, September/October/November/December

3 (Suggested Answer) It is very hot and humid. 4 They wear coats, boots and gloves. 5 It’s bright red. 6 In the winter. 7 No, it’s hot and sunny. 8 A jumper and a beret.

3 To practise vocabulary/grammar taughtin this module


• Tell Ss they can use the quiz in Ex. 3 as a model.Offer an example (e.g. What months are in spring?).



1 Name three sports you say with go. (kitesurfing,swimming, windsurfing)

2 Is July rainy in Thailand? (Yes, it is) 3 Where can people buy things from a floating market?

(In Thailand) 4 What is the weather like at -10oC? (freezing cold) 5 Where is Capri? (In Italy) 6 What colour is the gondoliers’ uniform? (blue or black

trousers, a shirt with blue and white stripes and astraw hat with short red ribbons)

4 Song To read for cohesion & coherence

• Go through the song and explain any unknownwords.

• Play the recording for Ss to check their answers. Ssthen label the pictures.


Answer Key

1 showers 3 bright 5 breeze 2 sky 4 ground 6 bare


(Ss’ own answers)

5 To check comprehension/personalise thetopic

• Elicit which season is presented in each picture. • Ss do the task. Check Ss’ answers.


A The pretty little flowers B When the leaves fall on the autumn ground C All the world is white D I love to see the sun shine in the summer sky

6


81(T)MODULE 1

▶▶ What’s in this module? Read the title of the module Food and ask Ss to



Vocabulary

1 To present/categorise food items


• Elicit the L1 equivalents from Ss around the classand then ask Ss to write the headings in theirnotebooks.

• Explain/Elicit the meanings of any unknownwords, then Ss write the words under the correctheadings. Ss check with their partner.

• To check Ss’ answers, write the headings on theboard and then ask various pairs to say whichwords go under which headings.

Answer Key

fruit: grapes, oranges, apples vegetables: cabbage, potatoes, carrots, lettuce, garlic grains: rice, corn, bread dairy products: butter, cheese, yoghurt meat: chicken, beef, lamb



Answer Key

an advert for a restaurant (p. 87) How often do you eat at restaurants? Have you got

a favourite restaurant? Do your parents often eatat restaurants?

strange food (p. 82) What strange food do you know? Are there any

strange dishes in your country? Do you like strangefood?

a menu (p. 88) Where can you see a menu like this? Is this the

same or different from a menu you can see in a fastfood restaurant in your country? Do you look at amenu before you order food?

2 To present countable/uncountable nouns

• Ss close their books. Write on the board: I’ve got anapple. Underline an apple. Elicit/Explain that nounslike apple can be counted so we call themcountable nouns (e.g. an apple, two apples, threeapples etc).

• Write on the board: I’ve got some bread. Underlinesome bread. Point out that we cannot use a/anbefore the word bread. Explain that nouns likebread cannot be counted so we call themuncountable nouns.

• Ss open their books. Read the theory box aloud. Ssthen write the headings into their notebooks andwrite the nouns under the correct headings. WriteSs’ answers on the board.

Answer Key

Countable: grapes, oranges, cabbage, lettuce, potatoes,apples, carrots

Uncountable: butter, garlic, chicken, yoghurt, cheese,lamb, beef, rice, bread, corn

Food


82(T)MODULE 1

1 To describe pictures and introduce thetopic

• Draw Ss’ attention to the pictures and ask variousSs what they can see (a fish dish, a sandwich,insects). Elicit/Explain what the pictures show andthen ask Ss to guess where people eat these.

• Play the recording. Ss listen and follow the text intheir books to find out.

Answer Key

A – puffer fish/fugu – Japan B – fried cow brain sandwich – Indiana, USA C – deep fried tarantulas/a-ping – Cambodia

2 a) To read for specific information




Answer Key

1 In Japan. 2 It is poisonous if you don’t prepare it the right way. 3 A special licence to cook fugu. 4 Lettuce, pickle and a slice of deep friend cow brain in

batter. 5 Fried tarantulas. 6 Fried chicken.

b) To consolidate information in a text

• Allow Ss some time to read through the textagain and then tell their partner what theyfound impressive.

• Ask various pairs to share their answers withthe class.


I was impressed that fugu, which can be highly poisonousif not prepared exactly the right way, was a great delicacyin expensive Japanese restaurants. I was also impressedthat some people in the USA eat a sandwich made fromlettuce, a pickle and a slice of deep-fried brain. Finally, Iwas impressed that people in Cambodia eat tarantulasdeep fried in oil with salt and garlic.


(Ss’ own answers)

Cambodia is a country in Southeast Asia. It bordersThailand, Laos, Viet Nam and the Gulf of Thailand. Itscapital is Phnom Penh. The country has a populationof about 16 million. The official language is Khmer.


7a


83(T)MODULE 1


A: What would you like to eat? B: I’d like a salad and some pasta, please. A: Anything to drink? B: Just a glass of water, please. A: Here you are.

7 To write about your taste in food


• To check Ss’ answers, ask various Ss around theclass to talk about their taste in food.


... pasta ... pizza ... fish ... tea ... coffee ... Ice cream

7a 3 To present vocabulary for dishes & meals

Explain the task and any unknown words in the rubricand read the example aloud. Then ask various Ssaround the class to make similar sentences.


I usually eat cereal for breakfast. I usually eat soup for lunch. I usually eat a sandwich for lunch. I usually eat toast for breakfast. I usually eat salad for lunch. I usually eat pizza for dinner. I usually eat pasta for dinner. I usually eat cake as a dessert. I usually eat ice cream as a dessert. I usually eat crisps as a snack. I usually eat biscuits as a snack.

4 To present vocabulary for containers &partitives

• Explain the task and any unknown words in therubric and then allow Ss some time to completethe task.


Answer Key

1 loaf 4 glass 7 piece 10 bar 2 bottle 5 bag 8 cup 3 carton 6 slice 9 bowl

5 To present a/an/some/any

• Read the theory aloud and explain/elicit the use ofa/an/some/any. Ask Ss to give you other examples.Point out the difference between using any inquestions and some for requests.

• Elicit the L1 equivalents for the examples.

(Ss’ own answers)

6 To practise ordering food

• Explain the task and ask two Ss to read theexample exchange aloud.

• Ss complete the task in pairs using the food/drinksin Exs 3 and 4.

• Monitor the activity around the class and thenchoose some pairs to act out their dialogues infront of the class.

GameSay the name of a partitive. Your partner adds thename of a food/drink that goes with it.

A: glassB: a glass of water etc.


84(T)MODULE 1

1 To present much/many/a lot of

• Read the examples aloud one at a time and elicitwhether the noun is countable or uncountable ineach case (e.g. milk – uncountable, apples –countable, etc.).

• Complete the rules on the board eliciting thecorrect word for each gap from the class.

Answer Key

1 We use how many with countable nouns. 2 We use how much with uncountable nouns. 3 We use a lot of with countable nouns. 4 We use a lot of with uncountable nouns.

• Drill Ss. Say names of food/drinks. Ss add howmuch/how many/a lot of.

Suggested Prompts: milk, lemons, sugar, apples,oranges, cheese, tomatoes, tea, etc.

• Elicit the L1 equivalents for the examples.

(Ss’ own answers)

2 To practise using how much/how many

• Explain the task and read the example aloud. • Ss complete the task. Check Ss’ answers.

Answer Key

2 How many, many 4 How many, many 3 How many, many 5 How much, much

3 To practise asking questions aboutquantity

• Explain the task and ask two Ss to read theexample aloud.

• Ss complete the task in pairs. Monitor the activityaround the class. Ask some pairs to report back tothe class.


A: How many pears are there? B: There aren’t many pears. (Just two) A: How much cheese is there? B: There isn’t much cheese. (Just a piece) A: How much bread is there? B: There isn’t much bread. (Just half a loaf) A: How much milk is there? B: There is a lot of milk. A: How many biscuits are there? B: There are a lot of biscuits. A: How many grapes are there? B: There are a lot of grapes. A: How many strawberries are there? B: There are a lot of strawberries.

T: milkS1: How much milk?T: carrots

S2: How many carrots?T: lemonsS3: A lot of lemons, etc.

4 To practise quantifiers

Explain the task. Allow Ss some time to complete itand then check Ss’ answers around the class.

Answer Key

1 some 4 A little 7 a few 2 some 5 any 8 many 3 any 6 any 9 some

5 To practise talking about quantity

• Explain the task and tell Ss they can use thedialogue in Ex. 8 as a model if they wish.

• Allow Ss some time to formulate their ideas anddiscuss their shopping list in pairs.

• Monitor the activity around the class and then asksome pairs to act out their discussion in front ofthe class.


A: Let’s make a list of what we need from thesupermarket.

B: OK. Have we got any apples? A: No, we haven’t. Let’s buy some. B: OK. Have we got any oranges? A: Yes, but not many. We can buy some. B: How about lemons? Have we got any lemons? A: Yes, we have a lot of lemons. B: OK. We don’t need to buy any then.

6 a) To practise using some/any withcountable/uncountable nouns

Allow Ss some time to complete the task and thencheck Ss’ answers around the class.

Answer Key

1 some 3 any 5 some 7 some 2 any 4 some 6 any 8 any

b) To consolidate Ss’ understanding ofsome

Allow Ss some time to complete the task and thencheck Ss’ answers around the class.

Answer Key

There is some milk, some cheese, some tea and someyoghurt.

7b


85(T)MODULE 1

4 Is Minh going to have a party on Friday? No, he isn’t. 5 Is Linh going to go shopping on Wednesday? No, she isn’t. 6 Are Vinh and Minh going to go shopping on Monday? No, they aren’t.

12 To practise be going to

• Explain the task, go through the prompts and readout the example.

• Ss complete the task in pairs. • Monitor the activity around the class and then ask

some pairs to ask and answer in front of the class.


A: Are you going to stay at home? B: Yes, I am./No, I’m not. A: Are you going to cook for your family? B: Yes, I am./No, I’m not. A: Are you going to visit your grandparents? B: Yes, I am./No, I’m not. A: Are you going to make a cake? B: Yes, I am./No, I’m not. A: Are you going to have lunch with your friends? B: Yes, I am./No, I’m not.

GameWeekend plansMime an activity. Your partner says what you aregoing to do.

A: (mime: play basketball)B: You’re going to play basketball. etc.

7b 7 To present will

• Ss’ books closed. Say then write on the board: I willhave lunch at 12.

• Explain that we form the future simple tense withwill (not) + bare infinitive. Explain that it is thesame in all persons and that the short forms arewill =’ll and will not = won’t.

• Explain that we use the future simple for futureactions and predictions about the future.

• Ss’ books open. Ss read the table.

8 To make true predictions about yourselfusing will/won’t



1 will/won’t 3 will/won’t 5 will/won’t 2 will/won’t 4 will/won’t

9 To present be going to

• Ss’ books closed. Say then write on the board I’mgoing to have fish for dinner. Underline I’m going tohave. Explain that we use be going to + verb to talkabout future plans and intentions.

• Elicit the negative and interrogative forms by sayingand writing on the board I’m not going to have beeffor dinner. Are you going to have beef for dinner?

• Ss open their books and read through the table.Elicit any similar structures in Ss’ L1.

(Ss’ own answers)

10 To practise be going to in the affirmative


Answer Key

1 ‘m going to 4 ‘s going to 7 ‘re goingto

2 ‘s going to 5 ‘re going to 3 ‘re going to 6 ‘s going to

11 To practise be going to in the interrogative

• Explain the task, draw Ss’ attention to the scheduleand read out the example.


Answer Key

2 Are Linh and Quang going to visit the museum onThursday?

Yes, they are. 3 Is Quang going to cook pasta on Tuesday? Yes, he is.


86(T)MODULE 1


• Direct Ss’ attention to the questions. • Elicit a variety of answers from various Ss and write

them on the board.


Yes, I like to eat out. I usually go to a fast food restaurantwith my friends. I like to eat pizza or burgers when I goout. I like to go to this place because the food is good andit’s not expensive.


• Draw Ss’ attention to the pictures and elicit whateach one shows. Ss answer the questions in therubric in pairs.

• Play the recording. Ss listen and follow the text intheir books and check their guesses.


The pictures show a robot that looks like a waiter and awoman sitting at a table. I think this restaurant is verymodern because some, if not all, of its staff are robots.





Answer Key

1 F 2 T 3 T 4 F

4 To design a menu

• Explain the task and read out the exampleexchanges. Brainstorm with the class for the bestdishes to have on the menu.

• Allow Ss some time to discuss their ideas and thenask various pairs to tell the rest of the class theirmenus.


– Microchips – NASA Nachos – Automatic Eggs – Electric Soup – Beef with Batteries etc

7c


87(T)MODULE 1


Dear Tony, I like a lot of different foods. I like chicken and potatoes.

To drink, I like milk and tea. When I’m hungry betweenmeals, I often eat crisps. I sometimes go to fast foodrestaurants with my friends. I usually order a burger andchips. I want to be healthier. I’m going to stop eating alot of desserts. What about you?

Quang

7c 5 a) To predict content

Ask Ss to look carefully at each gap and decidewhat type of information is missing (e.g. a name, anoun, a number, etc). Ss then compare answerswith their partner.

Answer Key

1 name of street 4 noun (room/menu) 2 noun (meal) 5 number (time) 3 noun (day)

b) To predict content

Explain the task. Draw Ss’ attention to the advertand elicit what it is about (a restaurant called TheBlue Lagoon).

c) To listen for specific information

Play the recording. Ss listen and fill the gaps.Check Ss’ answers.

Answer Key

1 Henry 3 Saturday 5 1 (o’ clock) 2 dinner 4 room

6 To complete a survey on your eating habits

• Explain the task and explain/elicit the meanings ofany unknown words in the table.

• Ask Ss to copy the table into their notebooks andthen complete it. Then allow Ss some time to walkaround the class and find another S with the sametastes/habits.

• Ask various Ss to present their eating habits to theclass.


I sometimes eat out. I eat homemade food every day. Isometimes eat junk food and drink fizzy drinks. I drinkwater every day. I sometimes order take-away. I nevereat seafood like lobster. I often eat fruit.

7 To write an email about your eating habits

• Explain the task and allow Ss some time to talkabout their eating habits by responding to thebullet points and using their answers to the surveyin Ex. 6 to help them.

• Allow Ss some time to complete the task in classand then ask various Ss to read their emails aloudto the rest of the class.


88(T)MODULE 1

1 To understand the context and situationof a dialogue

• Ask various Ss to read the sentences aloud andthen elicit the situation.

• Play the recording. Ss listen and follow thedialogue in their books and check.

Answer Key

The dialogue takes place at a fast food restaurant.


Allow Ss some time to read the dialogue again andanswer the questions in the rubric. Check Ss’ answers.

Answer Key

Angie orders a cheeseburger, chips and a cola. They cost£4.20.


• Read the phrases aloud and then refer Ss back tothe dialogue and elicit the synonymous ones fromvarious Ss around the class.

Answer Key

1 Can I help you? 2 I’d like a cheeseburger. 3 That’s £4.20. 4 Would you like anything to drink?

• Elicit the L1 equivalents for the phrases from variousSs around the class.

(Ss’ own answers)



as a model as well as the phrases in Ex. 1 and anyideas of their own to complete the task.


Student A

Hello. Can I … ?(Greet & ask to help.)Small or …?(Ask about portionsize?)Would you like …?(Ask if they want adrink?)That’s £…(Say cost.)

Student B

I’d like …, please.(Give order.)…, please.(Respond.)

Yes, a …., please.(Respond.)

Here …(Offer money.)


A: Hello. Can I help you? B: I’d like a chicken sandwich, please, and a Caesar

salad. A: Large or small? B: Small, please. A: Would you like anything to drink? B: A diet cola, please. A: That’s £4.70, please. B: Here you are.

7d


89(T)MODULE 1

3 To expand the topic and write a shortdescription of a celebration

• Explain the task and allow Ss some time tocomplete the task.

• Ask various Ss to present their text to the class.

(Ss’ own answers)

4 To pronounce \g\, \dZ\





\g\Ü girl, garden \dZ\Ü Germany, range

7e 1 To stimulate interest in the topic and

listen and read for specific information

• Refer Ss to the pictures and headings and ask Ss totell you what they know about these festivals. Elicitanswers and ask Ss to tell you what informationthey would like to know about them and writetheir questions on the board (e.g. What do theycelebrate? When do they take place?)

• Play the recording. Ss listen and follow the texts intheir books and find the answers to theirquestions.


When is St Patrick’s Day? On 17th March. When is the Maslenitsa Carnival? At the end of February. Where are these festivals celebrated? Ireland and Russia.


• Allow Ss some time to read the texts again andanswer the questions.



Answer Key

1 On 17th March. 2 A dish of lamb or beef and vegetables. 3 They wear shamrocks on their clothes. 4 At the end of February. 5 They eat blinis (pancakes).


(Ss’ own answers)

Ireland The Republic of Ireland is a small island country inthe British Isles. The capital city is Dublin. It has apopulation of about 5 million. Saint Patrick is the patron saint of Ireland. He wasborn in Scotland in 386 AD. Pirates kidnapped himwhen he was sixteen and took him to Ireland as aslave. He escaped and went to Europe and trained tobecome a priest. He died on 17th March 461 AD.Russia is a large country in northern Europe andAsia. About 142 million people live there. There aremany languages as well as many different types ofpeople in Russia. The capital city is Moscow.Moscow is in the northeast of Russia. It has apopulation of 12 million people. Famous landmarksare Red Square, the Kremlin and St Basil’s Cathedral.



90(T)MODULE 1

1 To introduce the topic and predict thecontent of a text

• Read the statements 1-4 aloud and ask Ss to decidewith their partner which ones they think are true/false.


Answer Key

1 T 2 T 3 T 4 F

2 To understand the use of must/mustn’t

• Read the Note box aloud and explain that must/mustn’t comes before the verb and is used toexpress necessity or prohibition.

• Read out the example and give Ss time to completethe task. Check Ss’ answers.

Answer Key

2 You must eat a lot of fruit and vegetables. 3 You mustn’t go swimming after a meal. 4 You must drink a lot of water in the summer. 5 You mustn’t put lots of salt in the soup. 6 You must cook food well.

3 To practise using must/mustn’t

• Explain the task and ask Ss to write the headingsinto their notebooks.

• Allow Ss time to read the text again and completethe task and check Ss’ answers around the class.


Answer Key

Do’s You must clean your hands with soap and water before

cooking. You must clean all kitchen surfaces. You must use clean pots, pans and dishcloths. You must keep fish, meat, cooked food and dairy

products in the fridge. You must store food in different containers in the fridge. You must always cook food well. You must re-heat food only once. You must keep raw meat away from cooked food.

Don’ts You mustn’t re-heat food more than once. You mustn’t leave food out of the fridge for more than

two hours. You mustn’t use the same knife to cut raw meat and

cooked food. You mustn’t cut raw meat and cooked food on the same

chopping board.

7f 4 To give a presentation on germs

• Ask Ss to look up information on the Internet usingthe key word in the search bar or in encyclopaedias/other reference books.

• Assign the task as HW and Ss make their presentationsin the next lesson.


There are four major types of germs: bacteria, viruses,fungi, and protozoa. They can make us sick.

Bacteria are one-cell creatures that can cause infections.Some infections bacteria cause include sore throats, earinfections, tooth decay and pneumonia. There are alsogood bacteria that live in our intestines and help us usethe nutrients in the food we eat. Scientists use somebacteria to make medicines.

When viruses get inside people's bodies, they can spreadand make people sick. Viruses cause chickenpox, measles,flu and many other diseases.

Fungi are plant-like organisms made of many cells. Theylove to live in damp, warm places. Most fungi are notdangerous but they can cause athlete's foot.

Protozoa are one-cell organisms that often spreaddiseases through water. Some protozoa cause intestinalinfections that lead to diarrhoea, nausea and stomachache.

Photocopy the Suggested Answer Key for Ex. 4. Ssread it, then ask their partners comprehensionquestions.

A: What are bacteria?B: They are one-cell creatures.


ICT


91(T)MODULE 1

7g 1 To predict the content of the text

Read aloud the words in the list and explain/elicit themeanings of any unknown words. Elicit Ss’ guesses asto what the text is about.


I think the text is about a special celebration.


• Allow Ss some time to read the text and answerthe question in the rubric.

• Direct Ss to the Word List to look up the meaningsof the words in the Check these words box.



They have a party at home with family and friends.

3 To learn how to join sentences

• Read the Study Skills box aloud and ask Ss to givefurther examples.

• Allow Ss some time to join the sentences and thencheck Ss’ answers around the class.

Answer Key

1 and 3 but 5 but 2 but 4 or 6 or

4 To personalise the topic and talk aboutbirthday celebrations

Ask various Ss around the class to answer the questions.

(Ss’ own answers)

5 To write an article describing a celebration

• Explain the task and either allow time in class orassign as HW.

• Remind Ss to use their answers to Ex. 4 and to givethe article a title.

(Ss’ own answers)


92(T)MODULE 1

1 To consolidate vocabulary

• Explain the task and allow Ss some time tocomplete the crossword puzzle.

• Check Ss’ answers by asking several Ss to read theiranswers aloud.

Answer Key

1 sugar 6 rice 2 pasta 7 cereal 3 banana 8 chips 4 bread 9 cheese 5 water 10 snack

Snack: sandwiches


• Explain the task. Allow Ss some time to read thestatements and decide whether each one is true orfalse.

• Alternatively, you may allow Ss to review themodule and find the relevant information to markthe statements correctly. Check Ss’ answers.

Answer Key

1 T 3 F 5 F 7 F 2 T 4 T 6 T

3 To revise vocabulary taught in the module


• Tell Ss they can use the quiz in the previous task asa model. Offer an example (e.g. Robot Kitchen is inNew York. (F).



1 People eat fried brain sandwiches in Cambodia. (F) 2 We need to keep fish in the fridge. (T) 3 Cooking doesn’t kill germs. (F) 4 Saint Patrick is from Russia. (F) 5 St Patrick’s Day is in May. (F)

4 Song To predict content

Explain the task. Ask Ss to look at the picture and readthe title for the song then the list of words and predictthe content. (The song is about family celebrations.)


(Ss’ own answers)

5 To check comprehension/personalise thetopic

Elicit an answer to the question, then Ss talk aboutthemselves.


The singer feels happy to spend time with family atfestive times.

I think it’s great to celebrate an event with my familymembers. It’s a good opportunity to spend time witheach other.

7


93(T)MODULE 1

▶▶ What’s in this module? Read the title of the module Masters of Art and ask Ss



Vocabulary

1 To present some mythical creatures

Draw Ss’ attention to the pictures and ask various Ssto read out the name of the creature each one shows.Play the recording. Ss listen and repeat chorally orindividually. Elicit the L1 equivalents from Ss aroundthe class.

(Ss’ own answers)

2 To present new vocabulary

Go through the features in the list and explain/elicitthe meanings of any unknown words. Play therecording Ss listen and repeat chorally or individuallyand point to each feature as it is mentioned.

3 To identify mythical creatures

Elicit which beasts look like the creatures in the list.


A unicorn looks like a horse. A dragon looks like a huge snake. A Cyclops looks like a giant. A phoenix looks like an eagle. A hippogriff looks like a horse and an eagle.



Answer Key

musical instruments (p. 108) Do you play a musical instrument? If so, which

one? If not, would you like to play one? Why (not)?

a joke (p. 101) Do you think this joke is funny? Why (not)? Do you

like to tell jokes? Who is your favourite comedian?

a Victorian kitchen (p. 97) How different is this kitchen to your kitchen? What

do you think it was like to cook in this kitchen?

an email (p. 109) How often do you send emails to your friends? Do

you like sending emails? Why (not)?

4 To describe mythical creatures Read out the example and ask various Ss around the

class to describe the beasts using the phrases givenearlier.


A phoenix looks like an eagle. It has got a long tail, sharpclaws, a beak, big wings and long feathers.

A hippogriff looks like a horse and an eagle. It has got athick mane, a long tail, sharp claws, a beak, big wingsand long feathers.

A Cyclops looks like a giant. It has got a single eye andsharp teeth.

A dragon looks like a huge snake. It has got a long tail,sharp claws, big wings and sharp teeth.

Masters of Art


94(T)MODULE 1

1 To introduce the topic

Direct Ss’ attention to the pictures and elicit answersto the questions in the rubric.

Answer Key

The Centaur is half human and half horse and it has gota human head.

The Centaur has got a human head. The Chimera has got three heads. The Phoenix has got a long tail and a sharp beak.


• Read the title aloud and allow Ss one minute toread the introduction to the text. Elicit answers/guesses to the questions in the rubric and thenplay the recording.

• Ss listen and follow the text in their books and findout the answers.


Harry Potter is a character in a series of books by J.K.Rowling. The mythical creatures in the pictures arerelated to Harry Potter because they are in the booksabout him.

J. K. Rowling was born Joanne Rowling on 31st July1965 in England. She is an author and the creator ofthe Harry Potter series of books about a boy wizard.The books are very popular and have also been madeinto films.


Ex. 7 A: Do you like animated cartoon films? B: Yes, I love them. A: So do I. They’re funny.

B: How about historical films? A: I don’t like them. B: Neither do I. They’re boring.

A: I don’t like detective films. B: Really? I do.

A: I like science-fiction films. B: Really? I don’t.

Ex. 8 A: ‘Cowboys’ was on TV last night. B: Really? What was it like? A: It was very interesting.

A: ‘Mickey Mouse’ was on TV last night. B: Really? What was it like? A: It was very funny.

A: ‘Detective Mallory’ was on TV last night. B: Really? What was it like? A: It was very interesting.

A: ‘Dracula’ was on TV last night. B: Really? What was it like? A: It was very frightening.

A: ‘Funny Faces’ was on TV last night. B: Really? What was it like? A: It was very funny.

A: ‘Space Station’ was on TV last night. B: Really? What was it like? A: It was very frightening.

A: ‘Love Story’ was on TV last night. B: Really? What was it like? A: It was very sad.

A: ‘The Explorers’ was on TV last night. B: Really? What was it like? A: It was very boring.

A: ‘Queen Victoria’ was on TV last night. B: Really? What was it like? A: It was very interesting.

A: ‘The Search’ was on TV last night. B: Really? What was it like? A: It was very exciting.

A: ‘Let’s Dance’ was on TV last night. B: Really? What was it like? A: It was very exciting.

Ex. 9The Minotaur was a creature that was half man and halfbull. It was from Crete. The king of Crete put it in alabyrinth under his palace. Theseus killed it.Cerberus was a dog with three heads. It was the guard ofthe gates to the underworld.Medusa was a female monster. She had snakes for hair andcould turn people to stone by looking at them. Perseuskilled her.

GameCharadesPrepare a set of cards with a name of a different film,song or TV programme on each one. Divide the classinto 2 teams. Give a student a card. The student mustact out (without speaking) the words on the card forthe rest of the class to guess. Each correct guess getsa point. Choose players from alternating teams. Theteam with the most points when all the cards havebeen used wins.

Suggested Answer Keys from p. 95(T)

8a


95(T)MODULE 1

6 To present types of films

• Go through the list of film types and explain/elicitthe meanings of any which are unknown.

• Ss complete the task. Check Ss’ answers. Point outthat some types of films do not need the word‘film’ after them (e.g. western, comedy, musical etc).

Answer Key 2 j 4 i 6 c 8 h 10 d 12 f 3 b 5 e 7 k 9 a/g 11 g/a ‘Cowboys’ is a western. ‘Mickey Mouse’ is an animated cartoon (film). ’Detective Mallory’ is a detective film. ‘Dracula’ is a horror film. ‘Funny Faces’ is a comedy. ‘Space Station’ is a science-fiction film. ‘Love Story’ is a romance. ‘The Explorers’ is an action/adventure film. ‘Queen Victoria’ is a historical film. ‘The Search’ is an action/adventure film. ‘Let’s Dance’ is a musical.

7 To practise agreeing/disagreeing aboutyour taste in films

• Explain the task and draw Ss’ attention to theexpressions in red in the example exchanges.

• Elicit/Explain that we can use So + auxiliary verb +personal pronoun/noun to agree with what aperson has said or Neither + auxiliary verb +personal pronoun/noun to agree with sth negativethat sb has said.

• Ss talk in pairs about their taste in films. • Monitor the activity around the class and then ask

some pairs to ask and answer in front of the class.

Suggested Answer Key (see p. 94(T))

8 To present adjectives and practise usingthem to describe films

• Explain the task and read out the example exchangewith a S.

• Ss then complete the task in pairs. Monitor theactivity around the class and then ask some pairsto ask and answer in front of the class.


9 To prepare a short presentation onmythical creatures

• Explain the task and ask Ss to use the Internetusing the key phrase in the search bar or inencyclopaedias/ other reference books.

• Assign the task as HW and check Ss’ answers in thenext lesson by asking various Ss to present theircreatures to the class.


ICT

8a 3 To read for specific information

• Allow Ss some time to read the text again andmark the sentences.

• Ask Ss to use their dictionaries to look up themeanings of the words in the Check these words box.

• Check Ss’ answers. As an extension ask Ss to correctthe false statements.

Answer Key


(Ss’ own answers)


Allow Ss some time to review the text and then askvarious Ss around the class to tell the class the differencesbetween the creatures in the Harry Potter books and thesame creatures in mythology.


The Centaurs in mythology were wild dangerous beasts.The Centaurs in the Harry Potter books were intelligent andcould see the future. Both types of Centaurs lived in theforest and both had one special centaur who was a teacher.

The Phoenix in mythology and the Phoenix in the ‘HarryPotter’ books were not different at all. They could bothheal with their tears and burst into flames and be bornagain from the ashes.

The Chimera in ancient Greek mythology and the Chimerain the ‘Harry Potter’ books were both dangerous.


• Allow Ss some time to write their sentences. Inclosed pairs, Ss then read their sentences to theirpartners who correct the mistakes.

• Monitor the activity around the class and then asksome pairs to report back to the class.


Centaurs were half human half bird. (half human halfhorse)

Centaurs lived by the sea. (in the mountains and forests) The Phoenix was a golden bird with a red tail. (red bird

with golden tail) The Phoenix was from Greece. (India and Egypt) The Chimera had three heads from three different animals:

a lion, a dog and a snake. (lion, goat, snake) It could breathe ice. (fire)

1 F (They had one head.)2 F (Only in the Harry

Potter books)3 T4 F (It was a beautiful

bird.)

5 T6 F (It had heads from

3 different animals.)7 T8 T


96(T)MODULE 1

1 To present the past simple of the verb tobe – was/were

Explain that was/were is the past simple form of theverb ‘to be’. Go through the table with Ss and readout all the persons. Ss fill the gaps and then elicitwhen we use was/were.

Answer Key

1 was 5 Were 2 were 6 wasn’t 3 weren’t 7 weren’t 4 Was 8 were

2 To practise the past simple of the verb tobe in the affirmative was/were

Ss fill in the correct word. Check Ss’ answers.

Answer Key

1 was 3 was 5 was 2 were 4 were

3 To practise the past simple of the verb tobe in the negative wasn’t/weren’t

• Explain the task and read out the example. • Ss complete the task. Check Ss’ answers.

Answer Key

2 They weren’t in Rome last month. 3 Mary wasn’t at the party. 4 I wasn’t at the gym yesterday. 5 You weren’t at Jane’s house.

4 To practise the past simple of the verb tobe in the interrogative with short answers

• Draw Ss’ attention to the timetable and then Sscomplete the task.

• Check Ss’ answers around the class by asking oneS to say a question and another to answer it.

Answer Key

2 Were, Yes, they were. 5 Were , Yes, they were. 3 Was, No, he wasn’t 6 Was, No, he wasn’t 4 Was, Yes, she was. 7 Were, Yes, they were.

5 To practise talking about the past

• Explain the task and read out the example exchangewith a S.

• Ss then work in pairs and ask and answer. Monitorthe activity around the class and then ask somepairs to ask and answer in front of the class.

8bSuggested Answer Key

A: Were you at the cinema last Monday? B: Yes, I was./No, I wasn’t. A: Were you at the gym last Saturday morning? B: Yes, I was./No, I wasn’t. A: Were you at the theatre two days ago? B: Yes, I was./No, I wasn’t. A: Were you at the zoo yesterday morning? B: Yes, I was./No, I wasn’t. A: Were you at the beach last Monday? B: Yes, I was./No, I wasn’t. A: Were you at the library last Saturday morning? B: Yes, I was./No, I wasn’t. A: Were you at home two days ago? B: Yes, I was./No, I wasn’t. A: Were you at school yesterday morning? B: Yes, I was./No, I wasn’t.

6 a) To pronounce strong and weak forms

• Read out the table and explain that strong andweak forms relate to when words are stressed/notstressed.

• Play the recording and elicit the strong/weakforms.

Answer Key

– John was at school yesterday (weak). – Was the film good? (strong) – The books were on the floor. (weak) – Were they at the gym? (strong)

b) To consolidate comprehension ofstrong/weak forms

Give Ss’ some time to find examples and check Ss’answers around the class.


Quang wasn’t at home last Saturday. (weak) Was Julie at the zoo last Monday? (strong) etc.


97(T)MODULE 1

10 To present the past simple form of themodal verb can – could

Ss read the table. Check Ss’ comprehension by askingvarious Ss to give example sentences of things theycould do when they were young (e.g. I could ride a bikewhen I was six.) and then expand on this to cover allforms (e.g. Could you ride a bike when you were five?No, I couldn’t. Could you ride a bike when you wereseven? Yes, I could. etc).

11 To practise could in the affirmative &negative forms

Ss complete the task. Check Ss’ answers.

Answer Key

1 couldn’t 3 could 5 could 2 couldn’t 4 couldn’t

12 To practise could in the interrogative formwith short answers

• Explain the task. Ss work in pairs and ask andanswer using the prompts and could in theinterrogative form with short answers.



A: Could you read at the age of seven? B: Yes, I could./No, I couldn’t.

A: Could you swim at the age of seven? B: Yes, I could./No, I couldn’t.

A: Could you ride a bicycle at the age of seven? B: Yes, I could./No, I couldn’t.

A: Could you draw at the age of seven? B: Yes, I could./No, I couldn’t.

A: Could you cook at the age of seven? B: Yes, I could./No, I couldn’t.

A: Could you play football at the age of seven? B: Yes, I could./No, I couldn’t.

A: Could you dive at the age of seven? B: Yes, I could./No, I couldn’t.

A: Could you dance at the age of seven? B: Yes, I could./No, I couldn’t.

13 To practise could further using personalexamples

• Explain the task and allow Ss some time to completethe sentences.

• Check Ss’ answers by asking various Ss around theclass to read out their completed sentences.


… a bike… a dog … ride a bike … speak French … mydoll’s house … cheese sandwiches …my bike and mydoll’s house

8b 7 To present the past simple form of have –

had

Go through the table and elicit how we form thenegative and interrogative of the verb ‘have’ in thepast simple.

Answer Key

We form the negative form of had with a personalpronoun + didn’t have which is the same in all persons.We form the interrogative form of had with did + apersonal pronoun + have which is the same in allpersons.

8 To practise the affirmative and negativeforms of had

• Explain the task and draw Ss’ attention to thepicture.


Answer Key

1 didn’t have 5 didn’t have 2 didn’t have 6 didn’t have 3 didn’t have 7 didn’t have 4 had 8 had

9 To practise the interrogative form of hadwith short answers

• Explain the task. Ss work in pairs and ask andanswer questions.



A: Did you have short hair at the age of five? B: Yes, I did./No, I didn’t.

A: Did you have a dog at the age of five? B: Yes, I did./No, I didn’t.

A: Did you have a guitar at the age of five? B: Yes, I did./No, I didn’t.

A: Did you have a DVD player at the age of five? B: Yes, I did./No, I didn’t.

A: Did you have a digital camera at the age of five? B: Yes, I did./No, I didn’t.

A: Did you have a computer at the age of five? B: Yes, I did./No, I didn’t.

A: Did you have a bike at the age of five? B: Yes, I did./No, I didn’t.

A: Did you have a skateboard at the age of five? B: Yes, I did./No, I didn’t.

A: Did you have your own room at the age of five? B: Yes, I did./No, I didn’t.

A: Did you have a mobile phone at the age of five? B: Yes, I did./No, I didn’t.


98(T)MODULE 1


• Direct Ss’ attention to the picture and ask if theyknow anything about this person. Elicit a variety ofquestions and write three of them on the board.

• Play the recording. Ss listen and follow the text intheir books and check if the questions wereanswered.

(Ss’ own answers)


• Allow Ss some time to read the texts and mark thesentences.



Answer Key

1 T 3 F 5 T 7 NM 2 NM 4 NM 6 T 8 F

3 To make verb/noun phrases andsummarise a text

Ss match the verbs to the nouns, then ask various Ssaround the class to give a summary of the text usingthe phrases.

Answer Key

1 e 3 d 5 f 7 h 2 c 4 g 6 a 8 b


Saint Giong is an ancient hero of Viet Nam. He was bornat a time when the country was in danger from foreigninvaders. When he was three years old, he grew into agiant and joined the army. He rode a huge iron horseand fought against the enemy with a long iron sword.When his sword broke, he used bamboo trees instead. Hedefeated the foreign invaders and flew to Heaven.

8c


99(T)MODULE 1

6 To write a short paragraph

Ss complete the paragraph. Check Ss’ answers.


... 1533 in Greenwich near London. … of England for 45years. … King Henry VIII and Anne Boleyn. … history andphilosophy. … 24th March 1603.

4 To practise reading years

• Read the Study Skills box aloud and write theexamples on the board, underlining the years. Saythe years aloud and direct Ss to repeat.

• Direct Ss’ attention to the pictures and ask variousSs around the class who the people are.

• Ask various Ss to read out the captions under thepictures.

• Choose a pair of Ss to read out the example. • Explain the task and allow Ss time to ask and

answer questions about the pictures. • Ask various pairs of Ss to report back to the class

about the people in the pictures.

Answer Key

2 A: Who was James Joyce? B: A famous Irish writer. A: When was he born? B: In 1882. A: When did he die? B: In 1941.

3 A: Who was Diego Velazquez? B: A famous Spanish painter. A: When was he born? B: In 1599. A: When did he die? B: In 1660.

4 A: Who was Giuseppe Verdi? B: A famous Italian composer. A: When was he born? B: In 1813. A: When did he die? B: In 1901.

5 A: Who was Agatha Christie? B: A famous British writer. A: When was she born? B: In 1890. A: When did she die? B: In 1976.

6 A: Who was William Shakespeare? B: A famous British playwright. A: When was he born? B: In 1564. A: When did he die? B: In 1616.


• Explain the task and play the recording. Ss listenand complete the fact file.


Answer Key

1 London 3 Henry 5 March 2 45 4 history

8c


100(T)MODULE 1

1 To present the past simple affirmative forregular verbs

• Ss close their books. Present the past simple. Say: Iworked hard yesterday. Write it on the board.Underline worked and explain that this verb is inthe past simple. Point to a S and say: You workedhard yesterday. Then write it on the board.Underline worked. Point to a male S and say: Heworked hard yesterday. Then write it on the board.Underline worked. Present the other persons in thesame way.

• Explain the spelling rules of the past simple forregular verbs by writing the verbs love, play, miss,travel and their past simple forms on the board(loved, played, missed, travelled). Ss open theirbooks. Read out the table.

Answer Key

-ed

2 To practise the past simple


• Check Ss’ answers by reading the text aloud andeliciting the missing verb forms from various Ssaround the class. Check correct spelling on theboard.

Answer Key

2 called 5 invaded 8 died 3 started 6 hated 9 buried 4 joined 7 liked

3 To present the past simple negative

• Ss close their books. Write on the board: I didn’twork yesterday. and She didn’t work yesterday.Underline I didn’t in the first sentence and Shedidn’t in the second sentence. Explain that we usedidn’t in all persons to form the negative of thepast simple. Point out that the main verb is alsothe same for all persons.

• Ss open their books. Read out the rule and elicitthe word to complete it.

Answer Key

didn’t

4 To practise the past simple negative

• Explain the task. Allow Ss some time to read thetext in Ex. 2 again and then read out the example.

• Ss complete the task. Ask various Ss to read out theanswers to the class.

8dAnswer Key

2 He didn’t live in Europe. He lived in Asia. 3 He didn’t start the British Empire. He started the

Mongol Empire. 4 He didn’t join only two tribes together. He joined

many tribes together. 5 He didn’t invade many parts of Australia. He invaded

many parts of Asia. 6 His men didn’t bury him in Italy. They buried him

somewhere in Mongolia.

5 To pronounce \t\, \d\, \Id\




• Refer Ss to the texts in Ex. 2 again and elicit thepast forms. Write them on the board and thenelicit how each verb ending is pronounced.

Answer Key


\t\ looked \d\ travelled \Id\ decided

Answer Key

\d\ lived, called, joined, died, buried\t\ liked\Id\ started, invaded, hated

\t\ \d\ \Id\ \t\ \d\ \Id\

watched ✓ played ✓

wanted ✓ stopped ✓

liked ✓ walked ✓


101(T)MODULE 1

6 To present the past simple interrogative

• Ss close their books. Write on the board: Did I playtennis yesterday? No, I didn’t and Did you playtennis yesterday? No, you didn’t. Explain that weuse Did I/you/he/she/it/we/they to form questionsin the past simple. Focus Ss’ attention on theposition of did (before the personal pronoun). Weanswer in the short form with Yes/No, I/you/he/she/it/we/they did/didn’t.

• Ask Ss questions to check their understanding.

T: Did you walk to school yesterday? S1: Yes, I did./No, I didn’t. T: Did your mum go to work yesterday? S2: Yes, she did./No she didn’t. etc

• Ss open their books. Read the table aloud and elicitthe missing words.

Answer Key

Did, didn’t, did, didn’t, didn’t, they, they

7 a) To practise using the past simpleaffirmative

Allow Ss some time to complete the task and thencheck Ss’ answers.

Answer Key

1 lived 4 stayed 7 enjoyed 2 travelled 5 explored 8 died 3 visited 6 returned

b) To practise using the past simpleinterrogative & short answers

• Explain the task and read out the example. • Ss do the task. Check Ss’ answers.

Answer Key

2 Did he travel to Asia with his mother and father? No,he didn’t. He travelled to Asia with his father and hisuncle.

3 Did they visit the court of Kublai Khan? Yes, they did. 4 Did they stay in Asia for 17 years? Yes, they did. 5 Did Marco Polo explore many places in Asia?

Yes, he did. 6 Did he return to Venice in 1295? Yes, he did. 7 Did people enjoy his stories? Yes, they did. 8 Did he die in 1326? No, he didn’t. He died in 1324.

8 To practise using the past simpleinterrogative to talk about the past

• Explain the task and read out the exampleexchange.

• Ss work in closed pairs and complete the task.Monitor the activity around the class and then asksome pairs to ask and answer in front of the class.


A: Did you watch TV yesterday afternoon? B: Yes, I did. A: Did you play computer games yesterday afternoon? B: Yes, I did. A: Did you study English yesterday afternoon? B: No, I didn’t. A: Did you meet your friends yesterday afternoon? B: Yes, I did. A: Did you cook dinner yesterday afternoon? B: No, I didn’t. A: Did you go to school yesterday afternoon? B: No, I didn’t.

9 To write about past events

Allow Ss some time to do the task and then ask themto check their answers with other Ss around the classto find someone who can match their sentences.


I studied English yesterday. I played computer games yesterday. I watched TV yesterday. I didn’t cook dinner yesterday. I didn’t listen to music yesterday. I didn’t go shopping yesterday.

8d


102(T)MODULE 1


• Elicit what Ss know about Atlantis. Read out thetitle and subheadings in the text as well as thewords in the list.

• Play the recording. Ss listen and follow the text intheir books to find out how the words are relatedto Atlantis.


I know there is a story about Atlantis being a lost island.No one knows for sure where it was or what happenedto it.

Plato – described Atlantis in ‘Timaeus’ Poseidon – A Greek god who created and protected

Atlantis the Mediterranean – possible location of Atlantis the Azores – Atlantis could be near here Sardinia – Atlantis could be near here Malta – Atlantis could be near here Santorini – Atlantis could be near here

8e

Plato was a philosopher from ancientGreece. He was born between 428and 427 BC and died between 348and 347. He lived in Athens and heopened a school for students to studyLaw, Maths and Science.Timaeus is the title of a famous workby Plato which is a philosophicaldialogue that talks about the natureof the world.Poseidon was the Greek god of thesea. He was the brother of Zeus andhe could make earthquakes and tidalwaves happen.The Azores is a group of islands inthe Atlantic Ocean near the coast ofPortugal. There are nine large islands

and eight smaller ones. The capital isPonta Delgada and it has apopulation of around 245,000.The Mediterranean Sea is a largesea north of Africa and south ofEurope. It connects to the AtlanticOcean through the Straits ofGibraltar.Sardinia is an island in theMediterranean Sea off the west coastof Italy. The capital city is Cagliari andit has a population of about 1.6million.Crete is the largest of the Greekislands and the most southerly. It wasthe centre of the Minoan civilisationwhich was the oldest Greek

civilisation dating back to 2600 BC.The capital city is Heraklion.Malta (or the Republic of Malta) is asmall group of islands that make upan independent European state. Thecapital city is Valletta. The peoplespeak Maltese and English and thepopulation is around 420,000.Santorini is a small group of volcanicislands in the Aegean Sea about 200km from the Greek mainland. It usedto be one island but it was broken upby a large volcanic eruption around1600 BC. The capital is Fira. Mostpeople refer to the largest island(Thira) as Santorini.


From p. 103(T)


103(T)MODULE 1

4 To give a summary of a text

• Explain the task and go through the verbs in therubric explaining any unknown ones.

• Allow Ss some time to read the text again and thenask various Ss to give their summary to the classusing as many of the verbs in the list as they can.


The people who lived there were rich sailors who sailedall around the world. There were also farmers there whoworked in the fields. They raised cows and sheep. Thekings who ruled Atlantis lived in beautiful palaces. Noone knows what happened but the island disappearedinto the ocean. Only a few people survived. Some peoplethink Santorini is Atlantis because an earthquakedestroyed it too.

5 To present/practise there was/there were

• Point out that there was/there were is the pastsimple of there is/there are and the same rulesapply.

• Elicit the L1 explanations for the examples in thenote and then ask various Ss to point out moreexamples in the text.


There was a gold statue of Poseidon in the temple. There were also lovely statues.

6 To check Ss’ comprehension of a text

Allow Ss five minutes to complete the task, then checkSs’ answers around the class.


The Greek god Poseidon created Atlantis. It was a rich place with palaces with gold and silver. The people who lived there were rich sailors and traders. There are many places it could be, such as Malta or

Santorini but no one knows.

7 To write a diary entry


• Ask various Ss around the class to read out theiranswers to the rest of the class. Elicit which Sshad similar answers.


Last Monday, I started my day early and looked after thecows and the sheep. The weather was good and so Iworked in the fields. Later that day I went into the cityand visited the temple of Poseidon. It was a good day.

(Ss’ own answers)

8e 2 To read for specific information

• Allow Ss some time to read the text and answerthe questions, then ask Ss to use their dictionariesto look up the meanings of the words in the Checkthese words box.


Answer Key

1 A Greek philosopher. 2 In 355 BC. 3 The Greek god of the sea. 4 It was amazing. In the centre there was a temple.

Inside the temple there was a gold statue ofPoseidon.

5 A gold statue of Poseidon driving six horses. 6 Most of them were sailors and traders. They sailed

around the world. Some were farmers. They workedin the fields and raised cows and sheep.

7 In beautiful palaces. 8 An earthquake caused it to sink into the ocean. 9 It could be near the Azores, or near Sardinia, Crete,

Malta or Santorini in the Mediterranean Sea. 10 An earthquake destroyed it at the same time Atlantis

sank.


(Ss’ own answers)

Background information (see p. 102(T))

3 To practise the past simple and revisequestion words

• Explain the task and ask two Ss to read theexample exchange aloud.

• Ss do the task in closed pairs, then ask some pairsto ask and answer in front of the class.


... A: He was from ancient Greece. What is Timaeus? B: A book by Plato. Where was Atlantis? A: In the Atlantic Ocean. Who created it? B: The Greek god of the sea, Poseidon. What was the

capital city like? A: It was amazing. It had a temple in the centre. Inside

the temple was a gold statue of Poseidon. What werethe people like?

B: They were rich. They were sailors, traders andfarmers. What did they raise?

A: Cows and sheep. Who ruled the island? B: The kings. What was in their palaces? A: Statues, paintings and fountains. How did the island

disappear? B: An earthquake destroyed it. Where could Atlantis be? A: Near the Azores or in the Mediterranean Sea. etc


104(T)MODULE 1

1 To present the past simple of irregularverbs

• Explain that irregular verbs don’t take -ed in thepast simple but they all change differently and Ssmust learn the forms. Refer Ss to the irregular verbslist at the back of their books and advise them tostudy it and learn the irregular forms.

• Read out the table.

2 To practise the past simple of irregularverbs

Allow Ss some time to complete the task. Check Ssanswers.

Answer Key

3 a) To practise the past simple andidentify irregular verbs

• Give Ss time to read the biography and fill inthe gaps.

• Check Ss’ answers and then elicit the irregularverbs.

Answer Key

b) To practise the past simpleinterrogative

• Explain the task and read out the example. • Ss complete the task, then check Ss’ answers.

Answer Key

2 How many fantasy languages did Tolkien create? He created 15 fantasy languages. 3 Which war did he fight in? He fought in World War I. 4 Who did he marry? He married Edith Bratt. 5 When did he marry Edith? He married Edith in 1916. 6 How many children did they have? They had four children. 7 When did Tolkien become a professor? He became a professor in 1925.

1 k 2 f 3 j

4 l 5 i 6 b

7 e 8 g 9 o

10 p11 d12 a

13 h14 n15 m

16 q17 c

1 was – irregular 2 went – irregular 3 created 4 fought – irregular 5 married 6 had – irregular

7 became – irregular 8 began – irregular 9 made – irregular10 wrote – irregular11 took – irregular12 died

8 What did he begin writing in 1936? He began writing ‘The Hobbit’ in 1936. 9 How long did it take him to write ‘The Lord of the

Rings’? It took him about ten years to write ‘The Lord of the

Rings’. 10 When did Tolkien die? He died on 2nd September, 1973.

8f


105(T)MODULE 1

8 To practise the past simple (regular +irregular verbs)

• Ss ask and answer in pairs, as in the example. • Monitor the activity around the class and then ask

some pairs to ask and answer in front of the rest ofthe class.


A: Did you eat fish? B: No, I didn’t. A: Did you study English? B: No, I didn’t. A: Did you go out? B: Yes, I did. A: Did you read a book? B: No, I didn’t. etc.

9 To write an email using the past simple

• Explain the task and either allow Ss time tocomplete it in class or assign as HW.

• Check Ss’ answers by asking various Ss to read outtheir emails.


Hi Sue! How are you? I went to the National Museum with my

parents last weekend. We spent the whole day there. In the morning, we

looked at some great pictures and statues. In theafternoon, we ate lunch at the museum restaurant. Ienjoyed it very much. It was fun!

Write back soon, Linh

GameAsk Ss to look at the Irregular Verbs section at the endof the book for two minutes. Ss close their books. Sayverbs in their base form. Ss, in teams, say the relevantpast simple form. Each correct answer gets 1 point.The team with the most points is the winner.

T: readTeam AS1: readT: spendTeam BS1: spent etc.

4 To practise the past simple of irregularverbs

Give Ss some time to fill in the gaps then check Ss’answers.

Answer Key

1 went 4 took 7 rode 10 Did you 2 built 5 ate 8 wore have 3 spent 6 saw 9 had

5 To consolidate information in a text andfurther practise the past simple of irregular verbs(negative & affirmative)

• Explain the task and read out the example. • Ss complete the task. Check Ss’ answers.

Answer Key

2 William the Conquerer didn’t build the castle in1066. He built it in 1068.

3 Amy and her family didn’t only spend the morningthere. They spent the whole day there.

4 They didn’t take a tour around the castle in theafternoon. They took a tour in the morning.

5 They didn’t eat their picnic inside the castle. They ateit in the gardens.

6 They didn’t see some children fighting a battle. Theysaw some actors fighting a battle.

6 To practise the past simple of irregularverbs (interrogative)

• Ss work in pairs and ask and answer, as in theexample.

• Monitor the activity around the class and then asksome pairs to share their answers with the class.

Answer Key

2 A: Did your dad read a book last week? B: Yes, he did./No, he didn’t. 3 A: Did you listen to music yesterday? B: Yes, I did./No, I didn’t. 4 A: Did you buy a DVD last month? B: Yes, I did./No, I didn’t. 5 A: Did your family visit a castle last year? B: Yes, they did./No, they didn’t.

7 To practise using time expressions withthe past simple

• Explain the task and read out the example. • Elicit a variety of personal sentences from Ss

around the class.


I watched TV last night. I ate fish last Sunday. I got up late yesterday morning. I visited a castle two years ago.

8f


106(T)MODULE 1

1 To practise pronunciation of situationallanguage

• Play the recording. Ss listen and repeat • Pay attention to Ss’ pronunciation and intonation

and correct as necessary.

2 To identify the context of a dialogue andpredict the content

• Elicit what Ss think the dialogue is about. • Ss listen and follow the text in their books and

check.

Answer Key

The dialogue is about a party.


• Allow Ss time to read the dialogue again andcomplete the task.


Answer Key

Bob had a nice time at Mark’s party at the weekend.

4 a) To learn synonymous phrases

Read out the phrases. Refer Ss back to the dialogueand elicit the synonymous ones from various Ssaround the class.

Answer Key

How are you feeling today? – How are you today? It was amazing. – It was great. I’m sorry you weren’t there. – It’s a pity you couldn’t

make it. Was it fun? – Did you have a nice time? You must be kidding. – I don’t believe it.

b) To consolidate situational languagethrough translation

Elicit the L1 equivalents for the sentences in Ex. 1from Ss around the class.

(Ss’ own answers)


• Play the recording again. Then ask Ss to work inpairs and take roles and read out the dialogue.

• Monitor the activity around the class and ask somepairs to read out the dialogue in front of the class.


• Explain the situation. Remind Ss that they can usesentences from Ex. 1 as well as the dialogue inEx. 2 to help them and any ideas of their own tocomplete the task.



A: How was your weekend? B: It was great. I was at the beach. It’s a pity you

couldn’t make it. A: I know. So, who else was there? B: Vinh, Nam and Minh, you know – some of my

friends. A: Did you have a nice time? B: Yes, we did. The weather was great.

Student A

How was ...?(Ask about weekend.)

I know. So,who else ...?(Agree & ask fordetails.)Did you have anice time?(Ask how it was.)

Student B

It was great. I ... .It’s a pity ... .(Say what you did& sympathise...., you know someof my friends.(Name people.)

Yes, we did. The ...was great ... .(Respond.)

8g


107(T)MODULE 1

8h 1 To introduce the topic

• Explain what the word ‘profession’ means (a type ofjob that needs a high level of training or education)and read out the examples. Then allow Ss sometimeto write down as many as they can think of.

• Ss check their list with their partner and then asksome Ss to read out their list to the class.


lawyer, doctor, photographer, actor, dancer, scientist,musician etc


• Direct Ss’ attention to the pictures and elicit what,if anything they know about the people in them.Read the questions in the rubric aloud and elicitguesses from Ss in answer to them.


Answer Key

C.S. Lewis was a writer from Northern Ireland. His mostfamous work is ‘The Chronicles of Narnia.’

Pablo Picasso was a painter from Spain. His most famouswork is a painting called ‘Guernica.’

3 To use specific vocabulary to write sentences

• Explain the task and elicit the meaning of anyunknown words in the list.

• Allow Ss time to write their sentences. • Check Ss’ answers around the class.


When C.S. Lewis was a child he was an eager reader. He had a great imagination and he was a skilful writer. C.S. Lewis is best known for his children’s books but he

also wrote poetry and science-fiction for adults.

Science-fiction and poetry

Pablo Picasso is the 20th century’s most famous painter. He is also famous as a sculptor and poet. ‘Guernica’ is his most well-known painting.


(Ss’ own answers)

4 To write a short article about anartist from your country

• Ask Ss to look up information on the Internet orlook in encyclopaedias/other reference books.

• Allow Ss time to collect the information andprepare their presentations. Alternatively, assignthe task as HW.


(Ss’ own answers)

ICT


108(T)MODULE 1

1 To introduce the topic and presentmusical instruments

• Draw Ss’ attention to the musical instruments inthe pictures.



(Ss’ own answers)

2 To present types of music

• Go through the names and types of music in thelists.

• Play the recording. Ss listen and match. • Check Ss’ answers.


A rock – electric guitar E folk – violin B jazz – saxophone F heavy metal – drums C classical – harp G disco – bass guitar D ethnic – accordion H pop – synthesiser


• Go through the instruments in the list A-H. • Play the recording. Ss listen and match the items. • Check Ss’ answers.

Answer Key

2 G 3 F 4 H 5 E 6 C

4 To prepare a presentation on yourfavourite type of music

• Explain the task and tell Ss to use the Internet orlook in encyclopaedias/other reference books.

• Allow time for Ss to collect the information andprepare their presentations. Alternatively, assignthe task as HW.


(Ss’ own answers)

8i


109(T)MODULE 1

8j 1 To read for lexico-grammatical structure

• Explain the task. Allow Ss time to fill in the gapswith the correct adjectives.


• Ss compare their answers with their partner, thencheck Ss’ answers around the class.

Answer Key

1 upset 3 fantastic 5 awful 2 perfect 4 excellent

2 To use descriptive language

• Read the Study Skills box aloud. • To consolidate Ss’ understanding, write the words

good, bad and nice on the board. Elicit variousadjectives from Ss around the class that mean thesame as these words and write them under eachone. Ss may copy the lists into their notebooks.

• Explain the task and explain/elicit the meanings ofany unknown adjectives in the list.



1 disappointing/terrible 2 great 3 delicious 4 amazing 5 terrible/disappointing

3 To talk about an event you attended

• Ss ask and answer the questions in pairs abouttheir events.

• Monitor the activity around the class and then asksome pairs to report back to the rest of the class onthe event their partner attended.


A: Where were you? B: I was at a concert. A: Who were you with? B: I was with my friends Clare and Sue. A: What was the weather like? B: It was perfect. A: Was there any food or music? B: Yes, the music was excellent and we had hot dogs.

They were delicious. A: Did you have a nice time? B: Yes, we had a great time.

4 To write an email about an event youattended

• Explain the task and allow Ss time to complete it inclass. Ask various Ss to read out their emails to theclass.

• Alternatively, assign as HW and check Ss answersin the next lesson.


Hi Bill, I hope you’re well. Guess where I was last weekend! I was

at a concert. I was with my friends Phong and Hai. The weather was perfect and there were many people

there. Everyone had a fantastic time. The music wasexcellent and we ate some delicious Bánh mi.

Anyway, we had a great time and it’s a pity you weren’tthere. Write to me and let me know how you are.

Yours, Vinh


110(T)MODULE 1

1 To learn to read backwards

Explain the task and elicit answers from Ss around theclass.

Answer Key

1 I was born in Florence, Italy. 2 ‘The Last Supper’ is one of my favourite paintings. 3 I was also a very talented musician. 4 I invented a lot of things, including a type of

helicopter! 5 I could paint with one hand and write with the

other!


• Explain the task. Allow Ss some time to read thequestions and mark the sentences as true or false.

• Alternatively, you may allow Ss to review themodule and find the relevant information tocomplete the statements correctly. Check Ss’answers.

Answer Key

1 T 3 F 5 F 7 T 2 T 4 F 6 F 8 F

3 To consolidate vocabulary learnt in themodule

• Explain the task and allow Ss time to look throughthe module and think of quiz questions in pairs.

• Tell Ss they can use the quiz in the previous task asa model. Offer an example (e.g. The Globe Theatreis next to the River Thames. (T)



1 The Phoenix had a golden tail. (T) 2 C.S. Lewis wrote ‘The Lord of the Rings’. (F) 3 Poseidon created Atlantis. (T) 4 There is a statue of Saint Giong at Soc Temple. (T) 5 Elizabeth I died in 1533. (F) 6 Pablo Picasso was a famous writer. (F) 7 The Phoenix came from India and Egypt. (T)

4 a) To listen for gist

• Play the recording. Ss listen and answer thequestion in the rubric.


Answer Key

According to the song someone can be a part of historyby being an artist, scientist, or an inventor and byfollowing your dream.

b) To listen for specific information

• Play the recording again. • Ss listen and fill in the gaps. • Check Ss’ answers.

Answer Key

1 changes 6 invent 2 come 7 grow 3 remember 8 take 4 fulfil 9 ignore 5 paint 10 find


(Ss’ own answers)

8


13 Spark gr6 VIET Ts LangRev.qxp_12 Spark gr6 VIET Ts LangRev 7/26/17 5:29 PM Page 230

Language Review 1

LR1

1 Write the correct nationality.

2 Write the correct school subjects.

3 Fill in the gaps with best, favourite,good, school (x2), interested.

1 English and Science are school subjects. 2 My favourite sport is football. 3 I’m good at Maths. 4 I’m interested in History. 5 Karen is my best friend. 6 We are on a school trip.

5 Circle the correct word.

1 The Glasgow School of Sport is Scotland’sone / first school for sports.

2 At a sport school, students play / do sportsevery day.

3 There are a lot of sports students can choose /do from.

4 It’s very difficult to win / play a tenniscompetition.

1 Spain Spanish 2 the USA American 3 Poland Polish 4 Greece Greek 5 Italy Italian

6 Russia Russian 7 Viet Nam Vietnamese 8 Turkey Turkish 9 Portugal Portuguese10 the UK British

1c

6 Match the words.

1e

1a

I’m good at 1) gymnastics and 2)

badminton. My friend is good at 3)

swimming, but he isn’t good at 4)

hockey. Jenny, my sister, is very good at

5) athletics and 6)

tennis but she isn’t good at 7)

basketball.

4 Label the pictures.

a school b high school c system d as e grade

education

elementary

first

junior

same5 d

4 b

3 e

2 a

1 c

EG O G R A P H YS C I E N C E

GL A

H I S T O R YM U S I C T

H

12

3

4

5

6


Language Review 2

LR2

2 Fill in the gaps with the words in the

list.

• engineer • secretary • fly • strong• protect • bad • enemy • watch

1 Match the words.

4 Match the words.

2c


list.

• tartan • stuffed • key • set • star• clock • teddy • popular

1 He’s got a tartan scarf. 2 This is a teddy bear. 3 The baby has got a stuffed toy. 4 This is a set of dolls from Russia. 5 A sombrero is a popular souvenir from Mexico. 6 Big Ben is a famous clock tower. 7 The flag of your country has a yellow star

in the centre. 8 This key ring has got a picture of the Eiffel

Tower.

2e

3 Match the opposites.2a

6 Write the correct souvenirs.

1

2

3

5

4

a book b games c camera d secretary e film f business g suit

digital comic video brilliant loyal father’s metal7 g

6 f5 d4 e3 b2 a1 c

1 He’s an engineer and she’s a

secretary.

2 Superman is very strong and

he can fly.

3 Iron Monger is Iron Man’s

enemy. They aren’t friends.

4 Watch Shrek III. It’s a great film.

5 Superman can protect

good people from bad people.

a tall b young c thin d short e small

fat

short

long

old

big5 e4 b

3 d

2 a1 c

a time b ability c record d fast e basketballs

world

at the same

special

spin

run5 d

4 e3 b

2 a1 c

STUFF

DTO

MU

T O Y D O L L S

K E Y R I N G

H A


Language Review 3

LR3

1 Complete the sentences with the

words in the list.

• storey • shape • dream • lift • view • warm • crazy

1 What is your dream home like? 2 They’ve got a two-storey house. 3 The view from the window is great. 4 His house is the shape of a basketball. 5 He’s crazy about football. He likes it a lot. 6 A lift can take you up to the fifth floor. 7 Our house is warm in the summer.

2 Choose the correct word.

1 A house is also house/home to insects. 2 There’s a spider in its web/phone. 3 These are his tidy/favourite jeans. 4 Cockroaches have their living/hiding

place behind the fridge. 5 He’s at home only/alone. 6 Keep your house clean and empty/tidy. 7 Ants and spiders are creepy crawlies/

bedbugs. 8 There’s a scorpion in the place/corner of

the room.


4 Replace the words in bold with their

opposites in the box.

• huge • famous • tall • long • the whole

1 He’s unknown. famous 2 You can see part of Paris from here. the whole 3 The river is very short. long 4 Their house is small. huge 5 Mark is quite short. tall

3a

3c5 Match the words.

3e

3f

Use the phrases in sentences of your

own. (Ss’ own answers)

a capsules b attraction c to bottom d wheel e away

tourist

bicycle

room-like

from top

miles5 e4 c3 a2 d

1 b

1

5 6

78

43

2

scorpionmoth bedbugs

beetleflea

antspider

cockroach


Language Review 4

LR4

3 Write the opposites.

4 Write the times.

1 funny ≠ serious 2 quiet ≠ noisy 3 strong ≠ weak

4 clever ≠ silly 5 polite ≠ rude

5 Fill in the gaps with the verbs in the

list.

• celebrate • write • get • show • take• draw • give • do

1 Families get together for the parade. 2 Let’s take a look in the shop. 3 The children show respect to their parents. 4 I usually write poems in birthday cards. 5 I draw pictures for my friends. 6 We celebrate Father’s Day in June. 7 They give gifts to their mother. 8 People do fun activities at the festival.

4e

4d

1 Match the words. Use five of the phrases

to complete the sentences below.

1 She cleans the house with a vacuum cleaner. 2 Jenny has got fair hair and blue eyes. 3 Jackie is my best friend. I like her a lot. 4 Scooby Doo is a popular cartoon character. 5 The Flintstones wear animal skins.

4a


list.

• doubles • time • success • get • looks• professional • appearances • similar

1 I want to get an autograph from myfavourite actor.

2 David Beckham is a professional footballplayer.

3 Jane looks like her mum. 4 I don’t have time to go to the party. I’m very

busy. 5 Andy Harmer often doubles for David

Beckham when David can’t be there. 6 He makes appearances in TV commercials

and films. 7 Wherever he goes he’s a success. 8 There’s a girl on the phone. Her voice is

similar to your friend’s.

4c

a the housework b angry with c skins d character e hair f friend g cleaner

cartoon animal do get vacuum fair best7 f

6 e5 g4 b3 a2 c1 d

1 five o’clock

7 ten o’clock

2 quarterpast six

3 quarterto seven

4 half pasttwelve

5 twentypast eight

6 twentyto seven

8 quarterpast two

9 quarterto four


Language Review 5

LR5

6 Circle the odd word out.

1 wings top beak feathers 2 nuts fruit seeds mountains 3 pelican hawk fish owl 4 forests plants grasslands mountains 5 cuckoo parrot insect swan

5f


1 Puffer fish are funny-looking but they arebeautiful / poisonous.

2 He always falls off his bike. He’s very clumsy /clever.

3 My pet mouse frightens / grows my mum. 4 Parrotfish live / hide from other fish at night. 5 Baby teeth grow / cover very fast. 6 Lions fill / hunt for food in groups.

5a

3 Fill in the gaps with treasure, colourful,crown, historic, music, do, let off, compete.

5c

5 Complete the sentences with the words

in the list.

• hop • round • curved • strong • sharp• national • kick • heavy • thick • thin

1 Kangaroos have got long thick tails. 2 They have also got strong legs to jump with. 3 Rabbits can hop very fast. 4 Horses can kick hard with their back legs. 5 The kangaroo is the national animal of

Australia. 6 Giraffes have got thin tails. 7 Elephants have got heavy bodies. 8 Puffer fish are quite small and round. 9 Water buffaloes have got curved horns.10 Bald eagles have got sharp claws.

5e

1 historic town 2 treasure hunt 3 let off fireworks 4 colourful floats

5 music bands 6 compete in races 7 do tricks 8 crown a queen

2 Label the parts of the body.


phrases in Ex. 3.

1 The historic town has got a castle. 2 The concert has got three famous music

bands. 3 Cyclists compete in races all over the world. 4 People let off fireworks to celebrate the

New Year. 5 Clowns can do tricks that everyone likes. 6 The children can find prizes in the treasure

hunt. 7 The parade has got colourful floats and

people dancing. 8 At the end of the festival, they crown a queen

and a king.1 horns

2 tail

1 beak 2 wings

4 claws

3 feathers

4 hooves

3 legs


Language Review 6

LR6

1 Fill in the gaps with sail, hot, have, make (x2),freezing, cloudy, floating.

3 Do the crossword.

6a

1 hot and sunny 2 make a sandcastle 3 sail a boat 4 make a snowman

5 freezing cold 6 have fun 7 cloudy and rainy 8 floating market

2 Fill in the gaps with the verbs in the list in the

correct form.

• honour • attract • take • wear • display • order

1 You can order your own ao dai. 2 The festival attracts people of all ages. 3 This event aims to honour the country’s culture. 4 Only people over 18 can take part in the competition. 5 Talented fashion designers display their work at the

show. 6 I always wear trainers to school.

6c

4 Circle the correct item.

Write a sentence with

the other word.

1 The Queen’s Guards wearuniforms / berets.

2 What comes / guards tomind when you think ofBuckingham Palace?

3 We can spot / belongpolicemen in their blueuniforms.

4 Don’t miss / see thegondoliers while in Venice.

5 Gondolas represent /protect Venice best.

6 The Foot Guards wearstriped / traditionaluniforms.

(Ss’ own answers)

6e

SK

S IO R

J A C K E TU KM SPE S B

TOP

R A I N E R SN LD T I E

G AL L

B O O T SVES

1

2

3

7

6

10

4

11

9

8

5


Language Review 7

LR7

1 Fill in the gaps with the words in the list.

• snack • die • fried • taste • believe• mad • disgust • prepare • crispy • try

1 He doesn’t like the taste of broccoli. 2 I can’t eat fried tarantulas. They disgust me. 3 The fish is poisonous so people can die

from eating it. 4 Believe it or not, I’m going out. 5 He goes mad for burgers. 6 French fries are deep fried potatoes. 7 He likes to eat a small snack between meals. 8 I cook potatoes until they go crispy. 9 Try one of those biscuits. They’re delicious.10 You need to prepare the meal in the right

way.

7a


words in the list.

• shows • understand • arrive • take• move • last • bump • work

1 A robot welcomes you when you arrive atthe restaurant.

2 The waitress shows you to your table. 3 Waiters take your order. 4 The robots understand basic commands. 5 They’ve got wheels to move around the

restaurant. 6 Try not to bump into tables or customers. 7 How long do these batteries last? 8 The waiters work long hours in the restaurant.

7c

7e

5 Match the words.

2 Match the phrases.


1 Germs can make / do us sick. 2 Clean / Clear your hands with soap and water. 3 Give me two dishcloths / dishclothes. 4 Don’t store / leave food out of the fridge

overnight. 5 Cut the vegetables on a chopping board /

container. 6 Milk and cheese are dairy products / pots.

7f

Use the phrases to complete the sentences.

1 St Patrick is the patron saint of Ireland. 2 There are several firework displays on New

Year’s Eve. 3 There are marching bands in the street parade. 4 We love live music. We often go to music

concerts. 5 Thanksgiving is a national feast day in the USA.

a

loafbottlecupbag

piecebar

of

breadtea

cakechocolate

sugarwater

3 Complete the crossword.

F U G URIRC S P SEDTSAOTARA S T A

ZZI

P

PNT E AULASIB C

1

6

AERECI

WDNA

S

HTIU S

2

3

4

7

8

9

10

5

a bands b displays c feast d concerts e saint

national

patron

marching

firework

music5 d

4 b

3 a2 e1 c


LR8

Language Review 8


8h

8i

1 w _ _ _ _ _ 2 p _ _ _ _ _ _

3 s _ _ _ _ _ _ _ 4 p _ _ _

1 Choose the correct item.

1 Centaurs were historic/mythical creatures. 2 Can you see/look the future? 3 The Phoenix can stay/save a person’s life. 4 The house breathed/burst into flames. 5 Phoenix tears can heal/bite wounds. 6 She was very sad. She had ashes/tears in

her eyes. 7 Dragons could breathe/live fire from their

mouths.

8a

2 Fill in the gaps with the verbs in the

list in the correct form.

• show • save • join • celebrate • fight• ride • defeat • grow

1 Saint Giong fought against the invaders. 2 You can join the army when you’re eighteen. 3 Saint Giong grew into a giant at the age of

three. 4 The statue showed a man fighting with a

sword. 5 The festival celebrated the hero’s life. 6 Saint Giong saved his country from the

enemy. 7 I could ride a horse when I was ten. 8 In the end, the army defeated the invaders.

8c

3 Choose the correct item.

1 Atlantis dates from/back to the 3rd century BC. 2 Who wrote about/from the famous creatures? 3 The temple was dedicated for/to Poseidon. 4 Men worked for/in the fields. 5 There was a statue of/at Poseidon in the temple. 6 It disappeared from/into the ocean. 7 The two earthquakes happened in/at the

same time. 8 The wall was covered from/in gold.

8e


1 2

4

3

r i t e ra i n t e r

c u l p t o ro e t

1

5

6

2

3

4

saxophone

accordion

harp

guitarviolin

cello


SCK1

Self-Check Key

Self-Check 1 1 1 French 3 Italian 5 Turkish 2 Vietnamese 4 Greek

2 1 gymnastics 3 athletics 5 hockey 2 badminton 4 swimming

3 1 Is, she is 3 Are, they are 5 Are, they are 2 Is, he isn’t 4 Are, they aren’t

4 1 He, him 3 Her, She 5 I, they 2 them, They 4 him, He

5 1 What 2 Who 3 How old 4 Where

6 1 a 2 a 3 b 4 a

Self-Check 2 1 1 basketball 5 watch 8 bicycle 2 handbag 6 scarf 9 cap 3 gloves 7 helmet 10 guitar 4 trainers

2 1 old 2 short 3 short 4 small 5 fat

3 1 hair, nose 2 short, plump 3 ears, eyes

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

5 1 That 3 This 5 your 7 We 2 These 4 Those 6 my 8 her

6 1 children 3 boxes 5 watches 7 ladies 2 men 4 leaves 6 boys 8 teeth

7 1 e 2 c 3 a 4 b 5 d

Self-Check 3 1 1 are 3 isn’t 5 are 7 aren’t 2 is 4 isn’t 6 are

2 1 sink 3 sofa 5 carpet 2 book 4 pillow

3 1 fourth 4 second 7 sixteenth 2 third 5 eleventh 8 twelfth 3 first 6 twentieth

4 1 in 3 on 5 behind 2 under 4 in front of 6 on

5 1 d 2 b 3 a 4 e 5 c

Self-Check 4 1 1 mum 3 granddad 5 brother 2 sister 4 grandma

2 1 noisy 3 cute 5 serious 2 clever 4 funny

3 1 mechanic 3 nurse 5 secretary 2 vet 4 pilot

4 1 Does she walk to school? Yes, she does. 2 Do they like tennis? Yes, they do. 3 Do they live in a flat? No, they don’t. 4 Does Ann eat meat? No, she doesn’t. 5 Does Bob play the guitar? Yes, he does.

5 1 gets 3 has 5 works 2 doesn’t watch 4 doesn’t go

6 1 c 2 e 3 d 4 b 5 a

Self-Check 5 1 1 eagle 3 sheep 5 parrot 2 elephant 4 chimpanzee

2 domestic: horse, duck wild: eagle, crocodile, squirrel, dolphin, tiger, koala pet: rabbit, hamster

3 1 claws 2 bear 3 fur 4 dog 5 fox

4 1 shorter 3 the fastest 5 heavier 2 the best 4 the most dangerous

5 1 at 2 at 3 in 4 at 5 on

6 1 Wolves usually live in forests. 2 Bears never live on a farm. 3 Crocodiles sometimes attack people. 4 Giraffes never eat meat.

7 1 What is it? 3 I’m terrified of snakes. 2 Oh no! 4 Get it away from me!

Self-Check 6 1 1 sunny 5 falling 9 falling 2 freezing 6 think 10 blowing 3 sailing 7 prefer 4 floating 8 fabulous

2 1 strange 3 shirts 5 hat 2 dress 4 December

3 1 don’t want, am doing 4 wears, is wearing 2 is playing, plays 5 play, are watching 3 is talking, speaks

4 1 is having, isn’t swimming 2 are you doing, am reading 3 aren’t watching, are doing 4 Is it raining, is snowing

5 1 It’s great. 3 How much are they? 2 It’s boiling hot. 4 Yes, but I prefer the one in blue.

Self-Check 7 1 1 c 2 a 3 b 4 e 5 d

2 Fruit: cherries, pineapples, oranges Drinks: milk, tea Other Food: eggs, cheese, meat, fish, rice

3 1 slice 2 book 3 tastes 4 generous

4 1 some 3 an 5 some 7 a 2 an 4 some 6 some 8 some

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

6 1 many, many 3 any, many 2 some, any 4 any, any

7 1 That would be nice. 4 Enjoy your meal. 2 Can I take your order? 5 Here you are. 3 How about pizza?

Self-Check 8 1 1 saxophone 5 bass guitar 8 accordion 2 synthesiser 6 drum 9 electric guitar 3 harmonica 7 piano 10 violin 4 flute

2 1 wings 4 beasts 7 wounds 10 horror 2 boring 5 destroyed 8 western 11 palace 3 ticket 6 fire 9 dates 12 survived

3 1 Were, was 3 Was, wasn’t 5 had, didn’t have 2 Were, weren’t 4 Was, was 6 could, couldn’t

4 1 watched 3 made 5 didn’t visit 2 didn’t plan 4 travelled 6 saw

5 1 c 2 d 3 a 4 e 5 b

18 Spark gr6 VIET Ts SelfCheck key.qxp_18 Spark gr6 VIET Ts SelfCheck key 7/26/17 5:36 PM Page 279

Student’s Book Audioscripts

SBA1

Module 1➢ Exercise 5 (p. 11)

1 Hola! My name is Juanita Vasquez. I’m twelve years old.I am from Mexico. I’m Mexican.

2 Ciao! My name is Giovanni Davielli and I’m 18 yearsold. I am from Italy. I’m Italian.

3 Hello! My name is Samantha Miller. I’m 16 years oldand I’m from the UK. I’m British.

➢ Exercise 6 (p. 15)

Bob: Hello. I am a new student. My name’s Bob. What’syour name? Susan: Hi Bob. My name’s Susan Brown. Bob: Oh, your surname is like the colour! Susan: Yes, B-R-O-W-N. Bob: OK. So, where are you from Susan? I’m from the USA.Susan: I’m from the UK.Bob: How old are you, Susan? Susan: I’m thirteen years old.Bob: I’m thirteen too. What’s your favourite subject?Susan: Art. What about you? Bob: Art, too. Painting is great. And what’s your favouritesport?Susan: My favourite sport’s swimming.Bob: Mine’s hockey. It’s just great. Come and see us one day.Susan: Sure.


Girl: Hi, Peter. You’ve got a beautiful scarf.Peter: Thank you, Mary. It’s new.Girl: Have you got gloves too?Peter: No, I haven’t got gloves today – my hands aren’t cold.Girl: Is that a basketball in your school bag? Peter: No. It’s a helmet.


Girl: John, who are your favourite Shrek characters?John: I forget his name. He’s old. He is small and thin, witha moustache and a long beard down to his knees! He doesmagic. Girl: OK. I know him. He’s very funny.John: And I like that woman ...Girl: The tall one?John: No, not that one. The short, plump one with long hair. Girl: Yes, she’s great.


Anna: Hi, John. Tell me about your classmates. Can Tonyplay basketball?John: No, he can’t. But Tony can dance very well. Anna: Who can run very fast?John: Sue can. She does athletics.Anna: What about Lyn? Can she ski? John: No, she can’t. Lyn likes music. She can play the guitar.Peter can ski. He likes snow.Anna: Can Mary play basketball?John: Yes, she can. She’s good at sports – but she can’t climb.


In this room the bed is between the bedside cabinet and thewindow. There are pillows on the bed and some booksbehind the bedside cabinet. There are slippers next to thebed and there is a plant in front of the bed. There are someflowers on the bedside cabinet and there is a lamp next tothe flowers.


Woman: Hello. This is Melbourne Museum in CarltonGardens. Can I help you?Man: Hello ... Yes, please. I want some information aboutyour new exhibition. Woman: OK. It’s called Bugs Alive. In our exhibition roomsyou can see over one hundred species of live insects. Man: Wow! Is there anything else?Woman: Yes – we have also got a great collection of spidersfrom all over the world.Man: Very interesting. What time does the museum open?Woman: We are open every day from 10 am to 5 pm.Man: How much are the tickets?Woman: Tickets cost six dollars for adults. Children are free. Man: Thank you very much for the information. Goodbye.Woman: Thank you for calling. Goodbye.


Girl: That’s a beautiful picture of your family, Peter. Is thisyour dad?Peter: Yes, that’s right. He’s very funny. He tells us jokesand we always laugh. Girl: What’s his name?Peter: John – and my mum is Becky. Girl: Is this her?Peter: Yes, that’s her. She’s very clever. She helps me withmy homework.Girl: And this girl? I see her in school. Is she your sister?Peter: Yes, that’s my sister Laura. She’s very quiet. She likesreading in her bedroom. She doesn’t like noisy music. Girl: And that’s your brother, right? He looks very tall. Peter: Yes, Mark is tall and strong. He plays football.


Girl: Bob, what does your dad do? Bob: Dad’s a mechanic. He repairs cars in a garage.Girl: And your mum? I remember she types letters in anoffice.Bob: No, she isn’t a secretary. Mum works in a school. Sheteaches History to young children.Girl: Is your brother Tony a doctor?Bob: He works in a hospital, but he isn’t a doctor. He’s anurse. He looks after sick people. Girl: I know your sister – she flies planes.Bob: No! Not my sister. My cousin Joan is a pilot. My sisterMary photographs famous people. Girl: She’s a photographer? That’s nice. And what’s yourcousin John’s job?

19 Spark gr6 VIET Ts Audios.qxp_19 Spark gr6 VIET Ts Audios 7/26/17 5:36 PM Page 280

Student’s Book Audioscripts

SBA2

Bob: John? Oh, he says he wants to be a footballer, butreally he looks after sick animals.


The bald eagle is a magnificent bird. It is dark brown orblack with a white head and tail. It has got big eyes, asharp small yellow beak and very sharp claws. Its wings canbe up to 2 metres wide. Bald eagles are very fast fliers andcan fly up to 65 km/h. They usually eat fish. They can livefor 20-30 years.

➢ Exercises 6a (p. 63)

Jane: Hi, Sam. I just read about the Fire Ant Festival and itsounds like lots of fun. It takes place on the 4th weekend ofMarch in Ashburn, Georgia. Do you want to go?Sam: I don’t really like ants, especially fire ants. They bite!Jane: Oh, don’t worry. There are no real ants at this festival,just people. But there are pilots who bomb fake ant hillswith plastic bags.Sam: So what else can we do there?Jane: There’s a carnival that begins on Wednesday. I’m takingmy little sister there on Thursday. Do you want to join us?Sam: No, I’m busy. But I’m free on Friday after work.What’s on after 7:00?Jane: There’s the drive-in-cinema at 8:00 and at 9:30 theylet off fireworks. How about that?Sam: Sounds good. What about Saturday?Jane: There’s the Fire Ant 5 km run early Saturday morning.We can pay to enter the run on Friday.Sam: Why Friday?Jane: Well, enter the day before the event and it’s $15.00.On the day of the run it’s $20.00. We save $5.00.Sam: OK. What do we do for the rest of the day?Jane: There’s the health fair, an art show and a car show allat the same time.Sam: The car show sounds good. You can go to the othertwo. OK?Jane: Sure. But come with me to the street dance onSaturday night, right?Sam: OK.


And now for a look at the weather for some cities aroundthe world. It’s a warm, sunny day today in Athens, with ahigh temperature of 20 degrees Celsius. A lovely dayindeed. It’s raining in Paris, though, and quite cold, with alow temperature of 5 degrees Celsius. As for London, it’squite windy and chilly, so dress warmly as the temperaturewon’t go higher than 10 degrees. For people in Glasgow,it’s a freezing cold, wintry day with plenty of snow comingdown and a low of minus 5 degrees Celsius. In Dublin, it’smostly cloudy and cold, with a temperature of 5 degreesCelsius. Vienna is enjoying a cool but cloudy day and atemperature of 15 degrees Celsius. It’s hot and sunny inPerth, with a temperature of 30 degrees Celsius. Finally, it’ssunny and boiling hot in Bangkok, with a high temperatureof 35 degrees Celsius. And now back to ...

➢ Exercise 4 (p. 75)Georgia: Do you like this top, Anna?Anna: It’s great, but I really need a dress for the party.Georgia: Look at this dress, Anna! It’s fabulous!Anna: It’s a pretty colour.Georgia: Why don’t you try it on?Anna: I’d rather not, It’s too expensive.Georgia: You are right. £100 for a dress is too much.Anna: Let’s go to another shop.Georgia: OK. Just wait for me to pay for the top and we’ll go.Anna: How much is it?Georgia: £10. It’s a bargain.

Module 7➢ Exercise 5c (p. 87)Would you like to try some of the best seafood? Then cometo the new restaurant, Blue Lagoon, at 54 Henry Street. Weserve lunch and dinner daily. We also offer live music everySaturday night, with some of the best new bands inEngland. If you have a birthday or anniversary, a partyroom is available where you can enjoy the special occasionwith friends and family. So come to Blue Lagoon for adining experience you’ll never forget! We’re open from 12 noon to 1 o’clock in the morning. Call 914 914 22 22to make a reservation.

Module 8➢ Exercise 5 (p. 99)Elizabeth I was born in 1533 in Greenwich near London.She was the queen of England for almost 45 years. Herfather was Henry VIII and her mother was Anne Boleyn.When she was a girl she studied history and philosophy.She was a great leader and managed to make England animportant and powerful country. The English people lovedher and called her ‘Good Queen Bess’. She died on 24thMarch in 1603 at the age of 69.

➢ Exercise 3 (p. 108)A: Hi Marianne. Where were you?B: I was listening to Maggie’s band play.A: Wow! Maggie has got a band?B: Yes. Some others from our class are in the band, too. It

was their first concert.A: Really? What kind of music do they play?B: Rock. Maggie plays the electric guitar. A: Cool! She’s lucky! What about the others?B: Well, there is Leslie ... she’s crazy about electronic

instruments so she plays the synthesiser.A: Does David play in the band too?B: Yes, at first he was the singer, but now he plays the

drums too.A: Wow, that’s difficult!B: Yes, but he’s a better drummer than Simon. Now Simon

plays the bass guitar. Of course, you know Laura canplay lots of instruments. She plays the violin in the band.

A: What about her friend, Ann? They’re always together. Isshe in the band too?

B: Yes, she is. She plays the flute.A: So, how was the concert?B: It was amazing!

19 Spark gr6 VIET Ts Audios.qxp_19 Spark gr6 VIET Ts Audios 7/26/17 5:36 PM Page 281

20 Spark gr6 VIET Ts Evaluation.qxp_20 Spark gr6 VIET Ts Evaluation 7/26/17 5:36 PM Page 282

© Express Publishing PHOTOCOPIABLE E1

Module: .............................................. Unit: ........................................... Course: ..................

Formative Evaluation Chart

Students’ names: Mark & Comments

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© Express Publishing PHOTOCOPIABLEE2

Cumulative EvaluationStudent’s Self-Assessment Forms

Student’s Self-Assessment Form Module 1

CODE

**** Excellent *** Very Good ** OK * Not Very Good

Go through Module 1 and find examples of the following. Use the code to evaluate yourself.

• talk about school subjects & classroom objects ..............................................................................................................................

• talk about countries & nationalities ..............................................................................................................................

• talk about sports ..............................................................................................................................

• introduce myself & give personal information ..............................................................................................................................

• talk about the education system in the US ..............................................................................................................................

• greet people ..............................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.

• write a short text to present myself ..............................................................................................................................

• write a short text about my partner ..............................................................................................................................

• write an email introducing myself to a pen-friend ..............................................................................................................................





• describe people’s appearance ..............................................................................................................................

• talk about possessions ..............................................................................................................................

• talk about abilities ........................................................................................................................ • talk about souvenirs around the world & in my country ........................................................................................................................ • buy things ........................................................................................................................


• write about my favourite cartoon character ..............................................................................................................................

• write a description of my possessions ..............................................................................................................................

• write a list of things I can/can’t do ........................................................................................................................ • write an email about my collection ........................................................................................................................



• talk about rooms, furniture & appliances ...............................................................................................................................

• talk about location of things in a bedroom ...............................................................................................................................

• talk about my room & my things ...............................................................................................................................


• write a description of my ideal bedroom ...............................................................................................................................

• write five facts about insects ...............................................................................................................................

• write a short text about a landmark in my country ...............................................................................................................................

• write an email about my house ...............................................................................................................................

CODE


CODE






• talk about my family members & friends ..............................................................................................................................

• talk about people’s characters ..............................................................................................................................

• talk about daily routines ........................................................................................................................ • make arrangements ........................................................................................................................


• a short paragraph about my family ..............................................................................................................................

• write a short text about my typical weekday ..............................................................................................................................

• write an email about my family ........................................................................................................................ • write a blog entry about my favourite singer ........................................................................................................................



• talk about animals & pets ..............................................................................................................................

• questions with how ..............................................................................................................................

• express fear ..............................................................................................................................

• describe animals ..............................................................................................................................


• write a fact file about an animal ..............................................................................................................................

• write a paragraph about an animal festival ..............................................................................................................................

• write a short text about my country’s national animal ..............................................................................................................................

• write an article about my pet ..............................................................................................................................

CODE


CODE






Go through Module 7 and find examples of the following. Use the code to evaluate yourself. • talk about food & drinks ............................................................................................................................... • talk about festivals ............................................................................................................................... • order food/drinks ...............................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself. • write about my favourite food ............................................................................................................................... • write an email about types of food I like/don’t like ............................................................................................................................... • write a short text about a special celebration in my country ............................................................................................................................... • write an article describing a celebration ...............................................................................................................................

Go through Module 6 and find examples of the following. Use the code to evaluate yourself. • talk about seasons/months ............................................................................................................................... • talk about the weather ............................................................................................................................... • talk about clothes/accessories ......................................................................................................................... • talk about holiday activities ......................................................................................................................... • make suggestions & respond to them ......................................................................................................................... • buy clothes .........................................................................................................................


• write about a short paragraph about my favourite season ............................................................................................................................... • write short descriptions of people’s clothes/activities ............................................................................................................................... • write a short paragraph about people in my country who wear a traditional uniform ......................................................................................................................... • write a postcard to a friend from a holiday resort .........................................................................................................................

CODE


CODE






• talk about films & music .............................................................................................................................. • talk about mythical creatures .............................................................................................................................. • talk about heroes from the past & lost civilisations ........................................................................................................................ • talk about the past ........................................................................................................................ • agree/disagree ........................................................................................................................


• write a short presentation on mythical creatures .............................................................................................................................. • write a paragraph about Elizabeth I .............................................................................................................................. • write a diary entry ........................................................................................................................ • write an email about what I did last weekend ........................................................................................................................ • write a short paragraph about a famous artist from my country ........................................................................................................................ • write an email about an event I attended ........................................................................................................................

CODE




Progress Report Cards

Progress Report Card

.............................................................. (name) can: Module 1

very well OK not very well

talk about school subjects & classroom objects

talk about countries & nationalities

talk about sports

introduce yourself & give personal information

talk about the education system in the US

greet people

write a short text to present yourself

write a short text about your partner

write an email introducing yourself to a pen-friend


.............................................................. (name) can: Module 2


describe people’s appearance

talk about possessions

talk about abilities

talk about souvenirs around the world & in your country

buy things

write about your favourite cartoon character

write a list of things you can/can’t do

write an email about your collection

write a description of your possessions


.............................................................. (name) can: Module 3


talk about rooms, furniture & appliances

talk about location of things in a bedroom

talk about your room & your things

write a description of your ideal bedroom

write five facts about insects

write a short text about a landmark in your country

write an email about your house




.............................................................. (name) can: Module 4


talk about your family members & friends

talk about people’s characters

talk about daily routines

make arrangements

write a short text about your typical weekday

write a profile of your favourite singer

write an email about your family

write a short text about your family


.............................................................. (name) can: Module 5


talk about animals & pets

ask & answer how questions

express fear

describe animals

write a fact file about an animal

write a paragraph about an animal festival

write a short text about your country’s national animal

write an article about your pet


.............................................................. (name) can: Module 6


talk about seasons/months

talk about the weather

talk about clothes/accessories

talk about holiday activities

make suggestions & respond to them

buy clothes

write a short paragraph about your favourite season

write short descriptions of people’s clothes/activities

write a postcard to a friend from a holiday resort

write a short paragraph about people in your countrywho wear a traditional uniform




.............................................................. (name) can: Module 7


talk about food & drinks

talk about festivals

order food/drinks

write about your favourite food

write an email about types of food you like/don’t like

write an article describing a celebration


.............................................................. (name) can: Module 8


talk about films & music

talk about mythical creatures

talk about heroes from the past & lost civilisations

talk about the past

agree/disagree

write a short presentation on mythical creatures

write a paragraph about Elizabeth I

write a diary entry

write an email about what you did last weekend

write a short paragraph about a famous artist fromyour country

write an email about an event you attended


WK1

Workbook Key

1a 1 2 Antonio Banderas is from Spain. He’s Spanish. 3 Gennaro Gattuso is from Italy. He’s Italian. 4 Johnny Depp is from the USA. He’s American. 5 Robinho is from Brazil. He’s Brazilian. 6 Anna Kournikova is from Russia. She’s Russian. 7 Thierry Henry is from France. He’s French. 8 Leona Lewis is from the UK. She’s British.

2 1 Spanish 7 Turkish 2 British 8 French 3 American 9 Vietnamese 4 Portuguese 10 Polish 5 Greek 11 Mexican 6 Russian 12 Italian

3 1 ICT 5 Science 2 Physical Education 6 Music 3 Geography 7 Maths 4 Art

4 a) 1 d 2 a 3 e 4 c 5 b 6 f

b) 1 favourite subject 2 best friend 3 good at drawing

5 (Suggested Answer Key) 1 Viet Nam 3 in animals 5 Maths 2 at sports 4 Vinh

1b 1 2 a 4 an 6 an 8 an 10 an 3 a 5 a 7 a 9 an

2 1 is/’s 4 am/’m 7 are 2 am/’m 5 are 8 are 3 am/’m 6 is 9 are/’re

3 (Suggested Answer Key) 1 Vietnamese 2 My friends aren’t from London. They’re from

Ho Chi Minh City. 3 Basketball isn’t a subject. It’s a sport. 4 My parents aren’t twenty. They’re forty. 5 I’m not six years old. I’m thirteen.

4 1 Are 2 No, I’m not. I’m thirteen. 3 Are 4 No, they’re not. They’re twelve. 5 Is 6 Yes, it is. 7 Are 8 Yes, I am. 9 Are 10 Yes, they are. 11 Is 12 No, he isn’t. He’s from Canada.

5 2 How old 4 What 6 When 3 Where 5 Who

6 2 it 4 it 6 he 8 she 10 they 3 they 5 she 7 they 9 it

7 1 He 3 They 5 It 7 They 9 It 2 him 4 her 6 They 8 I 10 She

8 1 A 4 B 7 A 10 C 2 C 5 B 8 B 11 A 3 A 6 B 9 A 12 B

9 (Suggested Answer Key) I’m not Spanish. I am Vietnamese. Drawing and painting are my favourite hobbies. My friend’s favourite subjects aren’t Maths and ICT. Football isn’t my favourite sport.

1c 1 1 football, basketball, badminton, hockey, athletics 2 Monday & Wednesday, Tuesday, Friday, Thursday 3 PE, Maths, English, Music

2 1 Mr Foulds is the Music teacher. 2 No, it isn’t. It is on Tuesday and Friday. 3 There are five. 4 The school trip is on Friday, 4th November. 5 The basketball club is 3:45-5:15.

3 1 T 2 F 3 T 4 F 5 F

4 1 A 2 A 3 C 4 C 5 C

5 1 football, basketball 2 badminton 3 tennis, swimming, gymnastics 4 hockey 5 (Suggested Answer Key) My favourite sport is

badminton.

6 9:00 Maths 1:00 Science 9:45 History 1:45 English 10:45 PE 2:50 Art 11:30 Geography

1d, e, f 1 Across Down 3 Tokyo 1 London 4 Paris 2 Ottawa 5 Canberra 6 Athens 10 Madrid 7 Berlin 11 Moscow 8 Rome 9 Lisbon

2 1 b 2 b 3 a 4 a 5 a 6 b

3 1 How are you? 4 How about you? 2 I’m fine, thanks. 5 How old are you? 3 Nice to meet you.

4 (Suggested Answer Key) Jenny: Good morning, Sue. How are you? Sue: Not bad. And you? Jenny: I’m fine, thanks. Sue: This is Peter. He’s new to the school.

21 Spark gr6 VIET Ts WB key_Audio.qxp_21 Spark gr6 VIET Ts WB key_Audio 7/26/17 5:38 PM Page 292

WK2

Workbook Key

Jenny: Nice to meet you. Where are you from? Peter: I’m from London. I’m British. Jenny: I’m from New York. How old are you? Peter: I’m thirteen. Jenny: Me too.

1g 1 1 C 2 A 3 B

Hi, Jessie, Manchester, England, Blackwood SecondarySchool, English, History, Maths, Art, Jerry, Canadian,Music, Geography

2 1 Jessie is fourteen. 2 Jessie is from Manchester, England. 3 The name of her school is Blackwood Secondary

School. 4 Her favourite school subjects are English and

History. 5 She isn’t good at Maths and Art. 6 Her best friend’s name is Jerry. 7 Jerry is from Canada. 8 His favourite school subjects are Music and

Geography

3 (Suggested Answer Key) Hi, my name’s Vinh and I’m twelve. I’m from Ha Noi,

Viet Nam and I’m a student at secondary school. I’min class 2A.

My favourite school subjects are Music and Art, butI’m not very good at History and Science.

My best friend is Nam. He is thirteen and he’sVietnamese. His favourite subjects are Maths andPhysical Education.

2a 1 1 skateboard 4 helmet 7 trainers 2 scarf 5 bicycle 8 gloves 3 watch 6 handbag

2 2 eye 6 nose 10 leg 3 face 7 hand 11 ankle 4 hair 8 arm 12 foot 5 mouth 9 knee

3 1 e 2 c 3 b 4 a 5 d

4 (Suggested Answer Key) 1 I’m tall and thin. 2 I’ve got short hair. 3 I’m not short. 4 I haven’t got a big nose. 5 My friends are young. 6 My friends aren’t old.

5 2 No, she isn’t. She’s thin. 3 No, they aren’t. They are short. 4 No, he isn’t. He’s plump. 5 No, they aren’t. They’re old. 6 No, it isn’t. It’s long.

6 1 beard, moustache 4 plump, hair 2 young, short 5 fat, nose, mouth 3 thin, long

7 1 engineer 3 favourite 2 plump 4 moustache

8 (Ss’ own answers)

2b 1 2 Tim and Marcus have got a basketball, a cap and

trainers. They haven’t got a guitar. 3 Quang has got a guitar, a basketball and trainers.

He hasn’t got a cap. 4 Jill and Samantha have got a guitar, a basketball

and a cap. They haven’t got trainers.

2 2 Has Yes, he/she has./No, he/she hasn’t. 3 Have Yes, they have./No, they haven’t. 4 Has Yes, she has./No, she hasn’t. 5 Has Yes, he/she has./No, he/she hasn’t. 6 Have Yes, I have./No, I haven’t.

3 2 my 4 his 6 our 8 her 3 his 5 their 7 your

4 1 can 3 can, can’t 5 can, can’t 2 can, can’t 4 can 6 can’t, can

5 2 That is, this is 4 This is, that is 3 These are, those are 5 Those are, these are

6 2 Those are buses. 6 These are men. 3 These are foxes. 7 These are toys. 4 Those are leaves. 8 These are mice. 5 Those are brushes.

7 1 B 3 C 5 C 7 A 9 C 11 C 2 A 4 B 6 B 8 A 10 B 12 C

8 (Suggested Answer Key) I’ve got a guitar, trainers, a cap, a cat and sunglasses. I

haven’t got a basketball, a car or a skateboard. My friend has got trainers, a cap, a cat and a

skateboard. He hasn’t got a guitar, a basketball, a caror sunglasses.

2c 1 1 F 2 NM 3 NM 4 T

2 1 It is from Australia. 4 No, it can’t. 2 It is brown. 5 It can run very fast. 3 Yes, it has. 6 It can run up to 50 km/h.

3 1 c 2 d 3 e 4 b 5 a

(Suggested Answer Key) I can ride a bike and spin a ball. I can’t drive a car,

balance on a ball or play the guitar.

4 England, Scotland, The USA (America), Mexico, Spain,Germany, Russia


WK3

Workbook Key

5 1 dance 3 spin 5 swim 7 play 2 run 4 ski 6 climb

6 1 C 2 B 3 A 4 B 5 C

2d, e, f 1 1 mug 3 T-shirt 5 teddy bear 2 key chain 4 sweatshirt 6 pen

2 1 collection 4 stars 7 identical 2 dolls 5 clock 8 alike 3 proud 6 popular

3 1 shop 3 teddy 5 run 2 tartan 4 souvenir 6 shopping

4 1 a 2 a 3 b 4 a 5 b

5 (Suggested Answer Key) Minh: How can I help you? Hai: I want to buy a souvenir. Minh: How about this mug? Hai: That’s a good idea. How much is it? Minh: It’s 140,000 VND. Hai: Can I have two, please? Minh: Sure. That’s 280,000 VND. Hai: Here you are.

2g 1 1 Ireland 2 A fantastic room, rollerblades and a collection of

souvenirs from different countries. 3 Her favourite things are her toy dolls from Russia.

2 1 How old is Amy? 2 Anna is twelve. 3 Are you British? 4 I’ve got a cap, a mug, a bag and a pen. 5 I’m Vietnamese. I’m not Portuguese. 6 Wow! It’s great.

3 (Suggested Answer Key) 1 I am twelve years old. 2 I am from Viet Nam. 3 I am tall and thin. I have got short black hair. 4 I collect stamps.

4 (Suggested Answer Key) From: Quang To: Nam Subject: My favourite things

Hi, my name’s Quang. I’m twelve years old and I’mfrom Viet Nam. I’m tall and thin with short black hair.

I’ve got a fantastic room! I really like my skateboardbecause I can skateboard very well. I’ve also got agreat collection of stamps from around the world.

What are your favourite things? Write back soon! Quang

3a

2 1 bookcase 4 sink 7 armchair 2 cupboard 5 painting 8 curtains 3 fridge 6 wardrobe 9 pillow

3 1 bathrooms 4 fireplaces 7 curtains 2 doors 5 paintings 8 carpet 3 windows 6 desk 9 ceiling

4 2 There isn’t a mirror. 8 There isn’t a bookcase. 3 There is a painting. 9 There are cushions. 4 There is a sofa. 10 There is a carpet. 5 There is an armchair. 11 There are cupboards. 6 There are stairs. 12 There aren’t any 7 There are curtains. pillows.

5 a) 1 b 2 e 3 d 4 a 5 c

b) 1 unusual building 3 next floor 2 dream home

6 (Suggested Answer Key) In my kitchen there is a table and two chairs. There is

a cooker and a fridge.

3b 1 1 There are 3 There is 5 There isn’t 2 There are 4 There are 6 There aren’t

2 1 Are there, there are 3 Is there, there isn’t 2 Is there, there isn’t 4 Are there, there aren’t

3 (Suggested Answer Key) 1 There is 4 There aren’t 7 There aren’t 2 There are 5 There is 8 There is 3 There is 6 There isn’t

4 1 behind 3 next to 5 between 2 on 4 under

5 (Suggested Answer Key) 2 No, there aren’t. There are magazines on the floor. 3 No, there isn’t. There is a chair in front of the desk. 4 No, there isn’t. There is a lamp next to the desk. 5 No, there isn’t. There is a wardrobe next to the

bed. 6 No, there aren’t. There are two balls next to the

bed./There are two balls between the bed and thewardrobe.

Rooms Furniture Appliances

bedroombathroomhallkitchendining room

lamptabledeskbedchairwardrobebedside cabinet

fridgecooker

6


WK4

Workbook Key

6 (Suggested Answer Key) There are shoes under my bed. There are books in the bookcase. There is a computer on my desk. There are posters on my wall.

7 1 any, any 2 a, some, an 3 any, some, a

8 2 don’t eat 4 Close 6 Don’t be 3 Don’t talk 5 Do

9 2 ninth 6 twentieth 10 seventeenth 3 third 7 twelfth 11 fourth 4 nineteenth 8 second 12 eighteenth 5 fifth 9 eleventh

10 1 A 3 C 5 B 7 A 9 A 11 C 2 B 4 A 6 C 8 B 10 B 12 C

3c 1 1 The house is in Pennsylvania. 2 It is in the shape of a shoe. 3 There are five floors. 4 It has got seven rooms. 5 Outside the house there is a garden. 6 The house is made of wood and metal. 7 No, it is not a home now. 8 Now, you can buy ice cream there.

2 1 wood and metal 4 bathrooms 2 Five 5 kitchen 3 bedrooms 6 gardens

3 1 A 2 B 3 B 4 A 5 B 6 A

4 1 four (large) 3 garden 5 Mr Brown 2 bathrooms 4 lots of trees

5 1 scorpion 3 spider 5 flea 2 cockroach 4 fly 6 bedbugs

6 1 hiding 2 creepy 3 alone 4 view 5 tidy

3d, e, f 1 1 wheel 3 landmark 5 attraction 2 view 4 bottom

2 1 b 2 a 3 b 4 b 5 a

3 1 Is Mark here? 3 Whose guitar is this? 2 Your room is great. 4 You’re very lucky.

4 (Suggested Answer Key) Hoa: Hello, Mrs Nguyen. Is Linh here? Mrs Nguyen: Yes, she’s in her room. Hoa: Thanks. ... Hi, Linh. Your room is great! Linh: Hi, Hoa. Yes, it’s really big. Hoa: You’ve got an MP3 player, a computer and a

DVD player. Whose skateboard is this? Linh: It’s my sister’s. Hoa: You’re very lucky. You’ve got everything in your

room.

5 window, desk, lamp, wardrobe, bookcase

3g 1 1 B 2 A 3 C

2 (Suggested Answer Key) 1 My dream house is in Ha Long Bay. 2 It has got three floors. 3 Outside there is a huge garden with flowers and

trees. 4 It has got a big kitchen, a library, five bedrooms

and three bathrooms. 5 My bedroom is white and dark green. 6 In my bedroom, I have got lots of books, a

computer and a huge bed. 7 I like my home because it has a great view of the

nature on the other islands and the caves.

3 (Suggested Answer Key) My dream home is on one of the islands in Ha Long

Bay. It has got three floors and outside there is a hugegarden with flowers and trees. Inside, it has got a bigkitchen, a library, five bedrooms and three bathrooms.My room is cool! Everything is white and dark green.

I’ve got lots of books, a computer and a huge bed. I like my dream home because it has a great view of

the nature on the other islands and the caves. It’sfantastic.

4a 1 1 grandfather 4 cousin 7 grandmother 2 wife 5 aunt 8 dad 3 brother 6 uncle

2 2 aunt 7 grandma 12 mother-in-law 3 mum 8 uncle 13 father-in-law 4 brother 9 aunt 14 wife 5 cousin 10 niece 15 husband 6 dad 11 son

3 1 mum 3 cousin 5 aunt 2 daughter 4 sister 6 grandma

4 a) 1 family 5 grandma 9 daughter 2 mum 6 brother 10 cousin 3 dad 7 aunt 4 granddad 8 husband

b) 1 niece 4 wife 2 father-in-law 5 uncle 3 mother-in-law 6 nephew

5 1 B 3 C 5 C 7 C 9 A 2 A 4 B 6 A 8 B 10 B

6 (Suggested Answer Key) My best friend is great. Her name is Linh and she is

clever and funny. Sometimes she is noisy but usuallyshe is a quiet person. We do everything together.

4b 1 -s: likes, plays, gives, uses, works, visits, walks, gets,

says, talks -es: watches, does, teaches, washes, kisses -ies: carries, studies, tries


WK5

Workbook Key

2 2 starts 7 continues 12 plays 3 catch 8 goes 13 like 4 takes 9 has 14 goes 5 start 10 does 6 has 11 watches

3 1 have 5 goes 9 watch 2 meets 6 play 10 gets 3 goes 7 has 4 do 8 has

4 (Suggested Answer Key) 2 goes 4 don’t start 6 play 3 cooks 5 don’t catch 7 have

5 (Suggested Answer Key) 2 Do your friends play football? No, they don’t. 3 Do your parents get up early in the morning?

Yes, they do. 4 Do you watch TV in the evenings? Yes, I do. 5 Does your friend speak French? No, she doesn’t. 6 Does your dad play a musical instrument?

Yes, he does.

6 (Suggested Answer Key) 2 What do you do on Saturdays? I meet my friends on Saturdays. 3 What do you have for dinner on Sundays? I usually have chicken and vegetables for dinner

on Sundays. 4 How often do you see your friends? I see my friends twice a week.

7 2 girls’ 3 Ann’s 4 boys’ 5 Sue’s

8 2 Whose 4 Whose 6 Who’s 3 Who’s 5 Whose

9 (Suggested Answer Key) I love writing emails to my friends. I don’t like drinking coffee. I love speaking English. My mum loves reading magazines. My best friend doesn’t like eating chocolate. My cousin hates going to the cinema. My dad loves going to bed late.

10 1 A 3 C 5 A 7 A 9 B 11 C 2 A 4 B 6 C 8 A 10 C 12 C

11 (Suggested Answer Key) I have my breakfast at 6:00. I have a shower at 6:15. I go to school at 6:50. I have lunch at 12:30. I finish lessons at 3:00.

4c 1 1 7 3 school 5 home 7 11:30 2 a walk 4 3:30 6 9:30

2 1 In her free time, Jenny finds homes for animals. 2 No, she doesn’t. She gets up at seven o’clock.

3 Jenny goes to the animal shelter at about 3:30every Monday, Wednesday and Friday.

4 At the animal shelter, Jenny speaks to families andchooses animals for them. She also cleans cages,walks the dogs and looks after the sick animals.

5 Jenny goes home at about 7 o’clock. 6 After dinner, Jenny does her homework. 7 No, she doesn’t. She goes to bed at about 11:30. 8 In the morning she usually feels really tired.

3 1 T 2 F 3 T 4 F 5 T

4 1 G 2 A 3 E 4 C 5 H

5 Across Down 2 teacher 1 hairdresser 5 photographer 3 footballer 6 mechanic 4 pilot 7 nurse 8 secretary 9 vet

6 Morning – have breakfast, play piano, go to dance class Afternoon – take the dog for a walk, go to the gym,

have lunch Evening – meet friends, go to cinema

4d, e, f 1 2 It’s twenty past eight. 6 It’s (a) quarter past six. 3 It’s ten past nine. 7 It’s ten to seven. 4 It’s (a) quarter to eight. 8 It’s half past eleven. 5 It’s three o’clock. 9 It’s twenty to two.

2 a) 1 e 2 a 3 c 4 b 5 d

b) (Suggested Answer Key) 1 On special days, we usually visit my

grandparents. 2 It is important to show respect to your teacher. 3 I love to give cards and gifts to my friends. 4 Family members are as important as friends. 5 I live next door to my best friend.

3 1 Are you free tonight? 2 What time does the film start? 3 What time does it finish? 4 Let’s meet outside the cinema at 5:30.

4 (Suggested Answer Key) Thu: Hi Linh. Linh: Hi Thu. Are you free tonight? Thu: Yes I am. Linh: Do you want to go to the swimming pool? Thu: What time does it open? Linh: At 5:00. Thu: What time does it close? Linh: At 9:00. Thu: Let’s meet outside the swimming pool at 6:00. Linh: That’s OK with me. Thu: OK! See you there.

4g 1 A 2 B 3 C 1


WK6

Workbook Key

2 1 I go to bed late. 2 Does he live in London? 3 My parents don’t speak English. 4 Have you got any brothers or sisters? 5 James doesn’t like getting up early.

3 (Suggested Answer Key) Day: Saturday Morning 11:00 – have a big breakfast 12:00 – watch cartoons

Afternoon 12:30 – have lunch 1:00 – go to cinema 3:00 – play video games

Evening 5:00 – eat dinner 5:30 – watch DVDs 9:30 – talk on phone 11:00 – go to bed

4 (Suggested Answer Key) A day in the life of Hai On Saturdays, I get up at 10:00. I have a big breakfast

at 11:00, then I watch cartoons at 12:00. At 12:30, I have lunch. After lunch, I go to the cinema. In the afternoon, I play video games. I have dinner at

7:00. After dinner, I watch DVDs and talk on the phone.

I go to bed at 11:00. Saturdays are fun.

5a 1 a) 1 duck 5 bear 9 squirrel 2 chicken 6 sheep 10 eagle 3 horse 7 chimpanzee 4 elephant 8 hamster

b) Domestic animals: chicken, duck, horse, sheep,hamster

Wild animals: duck, elephant, bear, chimpanzee,squirrel, eagle

2 1 fur 3 fin 5 tail 7 feathers 2 hooves 4 scales 6 beak

3 1 big nose 3 thin coat 5 long legs 2 short tail 4 long feathers

4 1 big, thick 3 sharp 5 thin 2 long 4 short 6 small

5 1 spikes 4 sharp 7 horns 2 growing 5 fins 8 feeds 3 come out 6 hunt

6 a) 1 swim 4 take 7 sharp 9 live 2 coral 5 thick 8 bald 10 look 3 long 6 wide

b) (Suggested Answer Key) 1 The bald eagle is the national bird of the US. 2 When I get older I want to live alone in my own

flat. 3 A grizzly bear has got very thick fur.

7 2 Wrong! A canary hasn’t got long wings. It’s gotshort wings.

3 Wrong! A canary hasn’t got hooves. It’s got claws. 4 Wrong! A canary hasn’t got fur. It’s got feathers. 5 Wrong! A canary hasn’t got a huge head. It’s got a

small head. 6 Wrong! A canary hasn’t got a long neck. It’s got a

short neck.

8 (Suggested Answer Key) A giraffe has got a long neck and tail. It’s got long legs

too. It has got a small head with quite big ears. It hasgot hooves.

5b 1 1 Stella always plays the piano in the afternoon. 2 Ben sometimes meets his friends after school. 3 We never exercise after lunch. 4 Paula and Rachel are often late for work. 5 Simon usually goes jogging in the evening.

2 (Suggested Answer Key) 1 never 3 usually 5 often 2 always 4 sometimes 6 sometimes

3 1 in 2 on 3 at 4 at 5 in 6 on

4 at: the weekend, 4 o’clock, 7 pm, midnight, noon on: 4th January, Friday, Sunday in: 2009, the morning, the spring, the afternoon,

the evening, September

5 1 friendlier/more friendly 5 the fastest 2 the most intelligent 6 bigger 3 longer 7 the best 4 the most colourful 8 heavier

6 2 Cats have got longer tails than hamsters. Giraffeshave got the longest tails of all.

3 Pigeons have got smaller bodies than eagles.Canaries have got the smallest bodies of all.

4 Giraffes have got longer necks than horses.Giraffes have got the longest necks of all.

5 Dogs have got more legs than chickens. Spidershave got the most legs of all.

7 Lions are taller than squirrels, but giraffes are thetallest. Lions are heavier than squirrels, but giraffes arethe heaviest. Giraffes are faster than squirrels, but lionsare the fastest. Giraffes are slower than lions, butsquirrels are the slowest.

8 1 Dogs are very friendly. 2 Hamsters are extremely small. 3 Rabbits have got quite long ears. 4 Crocodiles have got extremely sharp teeth. 5 Owls have got quite big eyes. 6 Mice are not very powerful animals.

9 1 C 3 B 5 C 7 A 9 B 11 C 2 B 4 A 6 C 8 C 10 B 12 C


WK7

Workbook Key

10 (Suggested Answer Key) ... taller than me but she is shorter than my dad. I am

shorter than my brother, but I am younger than him.My hair is longer than my cousin’s hair. My cousin isolder than me. I have got bigger feet than my mum.

5c 1 1 T 2 T 3 F 4 NM 5 F

2 1 This badger is from America. 2 Badgers are grey with white stripes on their heads. 3 No, they live in burrows under the ground. 4 No, they live with their families. 5 Badgers weigh about 10 kg. 6 No, they come out at night to hunt for food. 7 Badgers eat insects and plants. 8 Badgers live for up to 14 years.

3 1 C 2 C 3 A 4 A 5 A 6 B

4 1 famous 4 compete 7 bands 2 colourful 5 lasts 8 do 3 let off 6 hunt

5 1 How many brothers have you got? 2 How tall are llamas? 3 How much do camels weigh? 4 How fast do tigers run? 5 How often do you eat hamburgers?

6 2 How fast can this camel run? 3 How tall is this camel? 4 How much does this camel weigh? 5 How long can this camel live for?

7 Name: jaguar Where from: forests of Central and South America Has got: large body, strong legs, thick fur with yellow

and black spots Length: about 1.7m Weight: 60-100 kgs Can: climb trees and swim (very well) Lives: 12 to 15 years

5d, e, f 1 (Suggested Answer Key) Domestic: horse, cow, cat, goat, dog, hamster Wild: eagle, bear, panda, rabbit, swan, kangaroo,

dolphin, giraffe, parrot, elephant, squirrel, duck

2 1 hawk 3 owl 5 bluebird 2 swan 4 pelican 6 snake

3 a) 1 b 2 a 3 d 4 c 5 f 6 e

b) 1 keep, under control 3 live in the wild 2 live on farms 4 national animal

4 1 a 2 a 3 b 4 a 5 b

5 (Suggested Answer Key) A: Would you like to see my new pet? B: Sure. What is it? A: It’s a dog. B: Oh my goodness! A: What’s wrong? B: I’m afraid of dogs. A: Don’t be silly. B: Are you sure it’s safe? A: Of course.

5g 1 white fur, big legs, a short neck and very sharp claws Weighs: up to 600 kg What it can do: swim and hunt very well Eats: other animals like seals and whales Other facts: It sleeps a lot in winter. Polar bears are

powerful and beautiful.

2 1 Crocodiles have got sharp teeth. 2 Bears are dangerous. 3 Your dog is very friendly. 4 Hoa’s cat has got white paws.

3 (Suggested Answer Key) Name of animal: the elephant Lives: in the mountain forests of Viet Nam What it looks like: big, with a long nose called a

trunk, wide legs, big ears and grey skin Weighs: up to 5,000 kg What it can do: use the trunk to pick things up, smell

water from kilometres away and make sounds Eats: plants – up to around 150 kg of plants every day Other facts: They travel in groups.

4 (Suggested Answer Key) My favourite animal is the elephant. This animal lives

in and around the mountain forests of Viet Nam. It’sgot a trunk for a nose, wide legs, big ears and greyskin. It weighs up to 5,000 kg and it can use its trunkto pick things up, smell water from far away and makesounds. It eats plants; in fact up to around 150 kgevery day. It lives in different places and walks aroundin groups. I like this animal because it is beautiful andthere is no other animal like it.

6a 1 February, March, May, July, August, October,

December

(Suggested Answer Key) September

2 1 raining/rainy 5 cloudy 9 freezing 2 snowing 6 warm 10 hot 3 foggy 7 sunny 4 cold 8 windy

3 1 boiling hot 4 snowing 7 warm 2 raining 5 sunny 3 foggy 6 chilly

4 1 d 2 c 3 b 4 a


WK8

Workbook Key

5 2 cold 3 freezing 4 spring 5 warm

6 1 sunny 3 raining 5 snowing 2 cloudy 4 windy 6 foggy

7 1 go 2 have 3 play 4 make

8 2 hot 4 waterskiing 6 kitesurfing 3 swimming 5 windsurfing 7 camping

9 1 sandcastle 3 snowmen 5 sail 2 sunbathing 4 floating


6b 1 + -ing: playing, listening, walking, talking, eating -/e + -ing: writing, making, having, creating, taking double consonant + -ing: cutting, running,

shopping, swimming, sitting

2 2 Tom isn’t watching TV. He’s talking on the phone. 3 Jane isn’t driving a car. She’s working on the

computer. 4 Joe isn’t sending an email. He’s reading a book. 5 Mary isn’t eating a sandwich. She’s riding her

scooter.

3 1 She isn’t making dinner. 2 Is your mother shopping now? 3 The boys are going camping this weekend. 4 James is wearing a suit and tie. 5 Is Peter making a sandcastle? 6 You aren’t doing your homework.

4 2 Are Sally and Ann going to the cinema on Friday? Yes, they are. 3 Is she having a ballet lesson on Tuesday? Yes, she is. 4 Is she having lunch with her aunt on Thursday? No, she isn’t. 5 Are Sally and her mum going shopping on Monday? Yes, they are.

5 1 wears 6 is studying 2 are watching 7 visits 3 have 8 Is she talking 4 doesn’t sleep 9 don’t work 5 Are they sunbathing 10 play

6 1 snows 6 makes 2 is shining 7 has 3 is 8 is swimming 4 wear 9 making 5 are wearing

7 1 B 3 A 5 A 7 C 9 C 11 B 2 C 4 B 6 C 8 B 10 A 12 B

8 (Suggested Answer Key) I’m not sleeping now. I’m writing sentences. My

friends aren’t playing. They are reading and writing.My friend, Hai, is ill today. He is at home sitting infront of the TV watching cartoons.

6c 1 It is an email.

2 1 great 3 before 5 Every 7 funny 2 garden 4 in 6 and

3 1 Anne is in Colorado. 2 It’s warm and sunny. 3 Her brothers, Doug and Clint, are with her. 4 Every morning, Anne goes swimming before

breakfast. 5 Today, her aunt is taking her and her brothers to

a festival. 6 The theme of this year’s festival is pirates. 7 Anne’s brothers are wearing their pirate costumes. 8 Anne has got her camera with her.

4 2 C 3 A 4 C 5 C 6 B

5 clothes: 1 jumper 2 jacket 3 shorts 4 dress 5 suit6 shirt 7 skirt 8 socks

shoes: 9 sandals 10 boots 11 trainers accessories: 12 belt 13 gloves 14 hat 15 cap 16 tie

6 1 Spain 4 hotel 7 museums 2 Madrid 5 river 8 buildings 3 hot and sunny 6 city

6d, e, f 1 1 trainers 4 sandals 7 boots 2 jacket 5 gloves 8 tie 3 jumper 6 belt 9 socks

2 a) (Suggested Answer Key) 2 Jane is wearing a coat, a top, a skirt and a pair

of boots. 3 Anne is wearing a dress, a hat, a pair of

sunglasses and a pair of sandals. 4 Todd is wearing a suit, a shirt, a tie and a pair

of shoes. 5 William is wearing a jumper, a pair of jeans and

a pair of socks.

b) (Suggested Answer Key) I’m wearing a skirt, a top, a belt and a pair of boots.

3 1 attracts 4 turn 7 spot 2 comes 5 wins 8 clear 3 falling 6 wear, uniform

4 1 Do you think so? 2 It’s nice, but I prefer it in blue. 3 How much does it cost? 4 That’s not too bad.

5 (Suggested Answer Key) Thu: That skirt looks really nice on you. Lan: Do you think so? Thu: Yes. Look in the mirror. Lan: It’s nice, but I prefer it in pink. Do you think it’s

expensive? Thu: Why? How much does it cost? Lan: It’s £30. Thu: That’s not too bad. Lan: OK, then. I’ll take it.


WK9

Workbook Key

6g 1 A 3 B 4 C 1 D 2

2 (Suggested Answer Key) 2 See you next week. 4 Miss you lots. 3 That’s all for now. 5 I don’t wake up late.

3 (Suggested Answer Key) 1 I’m in Ha Noi. 2 I’m with my parents and my sisters, Linh and Thu. 3 The weather is warm and sunny. 4 Every morning, we go to the flower market. Then,

we walk around the city. 5 In the evenings, we sit and have coffee. 6 Right now, I’m writing postcards to everyone back

home.

4 (Suggested Answer Key) Date: 15th July Dear Quang, How are you? I’m having a great time here in Ha Noi

with my parents and my sisters, Linh and Thu. Theweather is warm and sunny. There’s so much to dohere. Every morning, we go to the flower market.Then, we walk around the city. In the evenings, we sitand have coffee. Right now, I’m writing postcards toeveryone back home. Well, that’s all for now. See youin a week.

Your friend, Vinh

7a 1 1 sandwich 5 water 9 soup 2 lettuce 6 biscuit 10 pizza 3 cheese 7 chips 11 pasta 4 tomato 8 fizzy drinks

2 Vegetables: cabbage, carrots, corn, broccoli, lettuce Fruit: bananas, cherries, oranges, pears Dairy products: yoghurt, milk, butter, cheese Meat: chicken, lamb, beef

3 1 cheese 5 cabbage 9 tea 2 lamb 6 salad 10 coffee 3 rice 7 butter 4 orange juice 8 grains

4 1 lettuce 6 garlic 11 chicken 2 beef/meat 7 grapes 12 crisps 3 yoghurt 8 corn 13 pasta 4 butter 9 lamb 5 cabbage 10 cereal

5 1 box 4 cup 7 loaf 2 bottle 5 bowl 8 carton 3 glass 6 slice

6 1 tastes 3 mad 5 delicious 2 highly, way 4 crispy 6 licence

7 (Suggested Answer Key) For lunch, I usually have a sandwich or soup. After, I

have some fruit. I usually have a glass of milk or water.

7b 1 1 some (U) 4 some (U) 7 an (C) 2 some (C) 5 a (C) 8 a (C) 3 an (C) 6 some (C)

2 1 yoghurt 4 meat 7 oil 2 beef 5 corn 3 pasta 6 rice

3 1 any 4 an 7 a little 2 a lot of 5 many 3 some 6 any

4 1 a lot of 4 much 7 many 2 How many 5 a few 3 How much 6 How many

5 2 She isn’t going to make a cake. 3 She is going to do the shopping. 4 She isn’t going to buy a new dress.

6 2 Are you going to eat 5 Will Sally make 3 won’t order 6 will buy 4 is going to rain 7 is going to have

7 (Suggested Answer Key) 1 This summer I’m going to go to Ha Long Bay. 2 This summer I’m not going to get sunburnt. 3 This summer I’m going to visit my grandmother. 4 This summer I’m not going to play many

computer games.

8 1 mustn’t 3 mustn’t 5 mustn’t 2 must 4 must

9 1 B 3 A 5 A 7 C 9 C 11 B 2 C 4 C 6 B 8 A 10 A 12 A

10 (Suggested Answer Key) 1 I mustn’t make noise during lessons. 2 I must pay attention during lessons. 3 I mustn’t leave the room without asking during

lessons. 4 I must be quiet during lessons.

7c 1 1 T 3 T 5 F 7 T 2 F 4 T 6 F

2 When: every October, before Halloween Where: in different cities in the USA Food: pumpkin rolls, pumpkin ice-cream, pumpkin

pie Activities: build tall towers with pumpkins, light the

candles inside the pumpkins, live music, stalls withfood and games, pumpkin pie-eating competition,fireworks, dancing

3 1 food 3 order 5 serves 2 eat 4 watches 6 bathroom

4 1 Green 3 1.10 5 lunch 2 3 4 fantastic


WK10

Workbook Key

5 1 homemade 4 bump 7 course 2 show 5 long 8 dessert 3 take 6 customers

6 1 Starters – soup, salad 2 Main courses – chicken pie, pizza, roast lamb,

spaghetti 3 Desserts – ice cream, apple pie 4 Drinks – coke, tea, coffee, water

7d, e, f 1 1 dairy 5 surfaces 8 mineral 2 fizzy 6 habits 9 portion 3 raw 7 chopping board 10 canteen 4 dessert

2 a) 1 c 3 a 5 g 7 b 2 e 4 f 6 d

b) 1 junk food 5 eat out 2 clean all kitchen surfaces 6 drink fizzy drinks 3 celebrate their birthday 7 order takeaway 4 grow fast

3 1 a 2 b 3 a 4 b

4 (Suggested Answer Key) A: Can I help you? B: I’d like a tuna sandwich, please. A: Would you like anything to drink? B: A mineral water, please. A: Large or small? B: Large, please. A: That’s £3.30, please. B: Here you are.

7g 1 (Suggested Answer Key) A introduction-thanks for last email, reason for

writing B about breakfast in England C about lunch in England D about dinner in England E closing-request to write back

2 1 or 2 but 3 and 4 or 5 but

3 (Suggested Answer Key)


8a 1 1 dragon 3 hippogriff 5 phoenix 2 cyclops 4 unicorn

MONSTERS

2 a) 1 c 2 a 3 d 4 b 5 e

b) 1 mythical creatures 4 burst into flames 2 wild beasts 5 breathe fire 3 sharp claws

3 1 TEAR 4 FEATHERS 7 CLAWS 2 HEADS 5 HORN 8 TAIL 3 EYE 6 SNAKE 9 MANE

4 1 animated cartoon 4 historical 2 action 5 adventure 3 comedy 6 musical

5 2 It’s a historical film. 7 It’s a romance. 3 It’s a fantasy film. 8 It’s an action film. 4 It’s a musical. 9 It’s a comedy. 5 It’s a western. 10 It’s an animated 6 It’s a science-fiction film. cartoon.

6 (Suggested Answer Key) 1 comedies and action 3 historical, amazing 2 horror, too scary

7 1 e 2 d 3 b 4 a 5 c

8 1 funny 3 exciting 5 interesting 2 boring 4 frightening 6 sad

9 1 frightening 3 funny 5 boring 2 sad 4 interesting 6 exciting

8b 1 1 was 4 Was, wasn’t, was 2 Were, were 5 Were, were 3 Were, weren’t, were

2 1 b 2 e 3 d 4 c 5 a

3 2 The Phoenix was from India. 3 A Centaur wasn’t a friendly beast. 4 The Chimera wasn’t a bird. 5 Centaurs weren’t from Egypt.

4 1 There was 3 There were 5 There was 2 There were 4 There was

5 2 Was there, Yes, there was. 3 Were there, No, there weren’t. There were three

flags. 4 Were there, No, there weren’t. There was one

fountain. 5 Were there, Yes, there were. There were two

horses.

6 1 didn’t have 3 had 5 had 2 didn’t have 4 had 6 didn’t have

England My country

Breakfast: 7-9 am toast, cereal,orange juice, tea orcoffee

(Ss’ ownanswers)

Lunch: 12-1:30 pmsandwich, crisps,fruit

(Ss’ ownanswers)

Dinner: 6-8 pm meat,potatoes, carrots,peas, pasta, curries

(Ss’ ownanswers)


WK11

Workbook Key

7 1 had 4 had 7 didn’t have 2 had 5 had 3 didn’t have 6 had

8 (Suggested Answer Key) 1 No, I didn’t. 3 No, I didn’t. 2 Yes, I did. 4 No, I didn’t.

9 1 The Phoenix had a long tail. 2 The Chimera didn’t have two heads. 3 Did the Chimera have a lion’s head? 4 The unicorn had a horn.

10 2 Quang could read, but he couldn’t sing. 3 Suzanne could ride a bicycle, but she couldn’t

skateboard. 4 Karl could draw, but he couldn’t cook.

11 (Suggested Answer Key) 1 No, I couldn’t. 3 No, I couldn’t. 2 Yes, I could.

8c 1 1 F 3 T 5 F 7 T 2 F 4 F 6 NM 8 NM

2 2 two thousand (and) twelve 3 nineteen sixty-four 4 seventeen thirty-two 5 nineteen ninety-one 6 thirteen twenty-eight 7 two thousand (and) one 8 twelve forty-seven

3 1 fight 3 brave 5 stone 2 ride 4 small 6 tell

8d 1 /t/: stopped, faced, walked, dropped, watched /d/: tidied, destroyed, sailed, enjoyed, travelled,

played, carried, listened, replied, tried, lived /id/: arrested, decided, waited, visited, wanted

2 1 decided 5 started 9 performed 2 visited 6 travelled 10 died 3 entered 7 wasn’t 4 worked 8 lived

3 2 Lucy didn’t arrive home at 6:00. She arrived at8:00.

3 We didn’t visit an old castle last weekend. Wevisited an old theatre.

4 Sam and Amy didn’t visit Paris last year. Theyvisited Lisbon.

5 Chi didn’t watch a good film yesterday. He read agood book.

4 2 Did they drink cola? No, they didn’t. 3 Did they eat popcorn? No, they didn’t. 4 Did the film finish at 10 pm? Yes, it did.

5 (Suggested Answer Key) 2 I sailed to an island last year. 3 I carried my mum’s shopping yesterday. 4 I visited a museum at the weekend. 5 I travelled abroad two years ago. 6 I watched a film on TV last night.

8e 1 1 protected 5 travelled 2 ruled 6 raised 3 destroyed, sank 7 disappeared 4 survived 8 dedicated

2 1 theatre 4 exciting 7 sad 2 parents 5 actors 3 play 6 interesting

3 1 B 2 B 3 C 4 C 5 B

8f 1 1 had 4 drank 7 did 10 spent 2 came 5 took 8 went 11 bought 3 wore 6 wrote 9 ate 12 sang

2 2 Lan saw an action film. 3 Lan didn’t read a good book. 4 Lan didn’t eat pizza. 5 Lan went shopping with her mother. 6 Lan bought a pair of jeans.

3 1 Did you see, went, was, wasn’t, didn’t like 2 did you get, gave 3 spent, did you do, took, swam, had 4 Did you know, knew, created

4 1 A 2 B 3 A 4 C 5 A 6 C

8g, h, i 1 1 synthesiser 3 violin 5 accordion 2 harp 4 drum 6 cello

2 1 poet 3 artist 5 sculptor 2 writer 4 painter

3 1 a 2 b 3 b 4 a 5 a

4 (Suggested Answer Key) 1 Fine, thanks. 4 No, I couldn’t. 2 Yes, fantastic! 5 No, I didn’t. 3 I went to visit my uncle.

8j 1 A 2 B 3 C 1

2 Underline first two sentences in paragraph B. (Well, I really recommend this film! It’s a very funny

film for the whole family and I loved it!)

3 1 amazing 3 boring 5 funny 2 likeable 4 sad



WA1

Module 1➢ Exercise 4 (p. 9)1 What has Sam got? Sam: Look at this new schoolbag. It’s really nice. Lisa: Wow! Is it yours? Sam: No, it’s my brother’s. But the thing inside is mine. Lisa: What is it? A sharpener? Sam: Not that, silly. It’s this red notebook.

2 What is Norm’s favourite sport? Ann: Norm, what sport do you like best? Norm: Well, I like tennis, but I really love basketball. Ann: Really, my favourite sport is badminton.

3 What is Jason’s favourite school subject? Lee: What lesson do you have next, Jason? Geography? Jason: No, I have Music next. It’s my favourite subject. Lee: I like every subject … except Science.

4 How old is Daniel? Pat: Is Daniel 13 years old? Ruth: No. His sister is 12 and he is two years older than she is.

5 Where’s Emma from? Susan: Hi. My name is Susan. Emma: Hello Susan, my name is Emma. Are you British? Susan: Yes, I am, but I live in Greece now. Where are you

from? Emma: Well, I come from France, but I live in the UK now.

➢ Exercise 6 – Dictation (p. 9)A: Hi, John! What’s your new school like?B: It’s great! I like it.A: What’s your favourite subject?B: Maths.A: What lessons are on Mondays?B: At nine it’s Maths and then it’s History. Then, after the

morning break it’s PE and then Geography. After lunch, it’sScience and then English and the last lesson of the day is Art.

A: Do you like Mondays?B: Yes, I do.

Module 2➢ Exercise 4 – Dictation (p. 16)A: You’ve got a lot of souvenirs, haven’t you, Jane?B: Yes, they are from all over the world.A: Tell me about them.B: OK. Well, I’ve got a key ring from London, England and a

mug from Scotland. I’ve got a stuffed toy from America anda sombrero hat from Mexico. I’ve also got a T-shirt fromSpain and a cap from Germany.

A: What is your favourite souvenir?B: It’s my dolls from Russia.A: You’re lucky to have such a collection.B: I know. I’m very proud of my collection.

➢ Exercise 6 (p. 17)1 Where is Maria? Man: I’ve got a postcard from Maria. She’s having a great

time on holiday. Woman: Is she in Spain like last year? Man: No. She’s in France and next year she wants to go to

Viet Nam. Woman: Wow!

2 How much does the stuffed toy cost? Man: I want to get a souvenir for Laura. Woman: That’s a good idea. This T-shirt is nice, but it’s €15. Man: I can’t spend that much. I only have €10. Woman: Well these stuffed toys are only €5 each. You can

get her two! Man: That’s a great idea. Thanks.

3 What is Ann’s collection? Man: Why do you have all these bags? Do you collect them? Woman: No, I’m cleaning out my closet. I have a lot of dolls

and bags I need to throw out. Man: You also have tons of mugs! Are you throwing these

out as well? Woman: No, I collect those.

4 What has Tony got? Woman: Hi Tony, have you got a cap with you? Tony: No, sorry. Why do you want a cap? Woman: The sun is very bright and I can’t read my comic

book. I can’t see the words. Tony: Here, you can use my sunglasses, I don’t need them

now.

5 How old is Helen? Man: What are you doing for your thirteenth birthday? Helen: I’m having a party. I’ve invited 30 friends. Do you

want to come? Man: Sure, I’d love to! What time is the party? Helen: 3 o’clock.


House for Sale!This lovely house is now for sale. It has got four large bedroomsand two modern bathrooms. It has also got a large living roomand a kitchen. Outside, there is a big garden and lots of trees.Please contact Mr Brown on 202 463 789 for more information.

➢ Exercise 5 – Dictation (p. 26)A: What’s your bedroom like?B: It’s quite big. A: Describe it to me.B: OK. Well, my bed is next to the window and my desk is

behind the door. My chair is in front of my desk and there isa lamp on the desk. My wardrobe is opposite the door andmy bookcase is next to the wardrobe. I love my room!

Module 4➢ Exercise 4 (p. 33)Debbie: Hi, Sally! Do you want to come to the gym with me?Sally: Hello, Debbie! No, thanks. I don’t like the gym very much.Debbie: Really? I love it! What do you like doing?Sally: Well, every afternoon Henry and I go jogging together.It’s our favourite form of exercise. Sometimes Georgia comeswith us, but what she really likes is to take her dog for a walk.Debbie: I see. Those are also good ways to exercise. My brother,William, never exercises. All he does in the afternoons is surf theNet. I tell him to get away from his computer and read a book,or even play the piano, but he never does!Sally: Doesn’t he get tired? It’s like Lucy. The only thing sheloves doing is painting. She doesn’t even come to the cinemawith us when we ask her!Debbie: I know! But her paintings are beautiful, aren’t they?

➢ Exercise 6 – Dictation (p. 33)A: Are you busy on Saturdays?B: Yes, I am.A: What do you do?B: Well, in the morning, I have breakfast and play the piano for

an hour and then I go to dance class.A: What do you do in the afternoon?B: In the afternoon, I take the dog for a walk, go to the gym

and have lunch with my family.A: That’s nice. What do you do in the evening?B: I meet my friends and go to the cinema.

Workbook Audioscripts


WA2

Module 5➢ Exercise 3 (p. 41)Lizzie: I’m so happy, Paul! I have a new pet hamster!Paul: Really? How exciting! What’s the name of your new pethamster?Lizzie: Paul!Paul: What do you mean ‘Paul’?Lizzie: I am only joking. His name is Biscuit.Paul: How cool! My cat’s name is Socks and my dog’s is Bruno.Lizzie: A cat and a dog in the same house? Do they often fight?Paul: No, not at all! In fact, they love each other. Bruno is agreyhound and greyhounds love cats.Lizzie: How interesting! Well, my dog Rex doesn’t like Biscuit. Paul: How do you know?Lizzie: Whenever he sees him, he starts barking and then thehamster starts crying.Paul: That’s because he doesn’t know him.Lizzie: I guess so. They just need time to get to know each other.

➢ Exercise 7 – Dictation (p. 41)The jaguar is from the forests of Central and South America. It isa big cat and it has got a large body, strong legs and thick furwith yellow and black spots. It is about 1.7 metres long andweighs between 60 and 100 kilos. It can climb trees and swimvery well. It usually lives for 12 to 15 years.

Module 6➢ Exercise 4 (p. 49)Woman: Hello, Reston Transport Museum. How can I help you?Ben: Morning. I’d like some information about the museum,please. Can you tell me the opening times?Woman: The museum is open Mondays to Saturdays from 8:00in the morning to 8:00 in the evening.Ben: How much is the entrance fee?Woman: It’s £5 for adults. There are special prices for universitystudents – £3 and the elderly – £2. Children up to the age of 16don’t have to pay, but they must be with an adult.Ben: What kind of exhibits do you have in the museum? I’mcrazy about planes.Woman: We have lots of photographs and posters of transportthrough the ages. There are also some cars, buses and bicycles.We don’t have room for real planes and trains, but we do havesome models on display.Ben: Oh, really? Can I buy some model planes? I always like tobuy something when I go to museums.Woman: Well, our gift shop is very popular with visitors, but itonly has books of photographs, DVDs and some posters of thehistory of transport. Ben: Where exactly is the museum?Woman: It’s easy to find. It’s on Station Road. You know WaltonStreet? Turn right at the end and we’re next to GreaveBookshop at number twelve.Ben: I’m new to the area. Can I get a bus to the museum?Woman: There is a bus stop right outside the museum andthere are buses every half-hour from 8 in the morning to 6 atnight. At the weekend, there is only one bus every hour. Go tothe bus station and take the number 4 bus.Ben: Thanks. That’s very helpful.

➢ Exercise 6 – Dictation (p. 49)Hi Kim!Greetings from Spain! Madrid is wonderful. I am having a greattime. The weather is hot and sunny. The hotel is next to theriver and there is a fantastic view of the city from my room.There are a lot of museums and beautiful buildings to see.See you soon,John

Module 7➢ Exercise 4 (p. 57)My favourite fast food restaurant is Paul’s Fast Food Express. Ioften go there with my friends. It is at 13 Green Street not farfrom my school. I always order a club sandwich. It only costs £3.I sometimes have a Pepsi as well. It is not expensive. It costs£1.10. My friend, Simon, usually has a large cheeseburger. Thecheeseburgers there are fantastic. Paul’s Fast Food Express is agreat place. It’s open every day, but only for lunch.

➢ Exercise 6 – Dictation (p. 57)A: This is a nice restaurant.B: Yes, it is. What shall we have to eat?A: Let’s look at the menu.B: OK. Well, there’s soup or salad to start with.A: Yes. Soup for me, I think.B: Me too. What about the main course?A: Well, there’s chicken pie, pizza, roast lamb or spaghetti.B: I want pizza.A: So do I. And for dessert? Ice cream or apple pie?B: Ice cream.A: Me too, and I want Coke to drink.B: I don’t want Coke, or tea, or coffee.A: Just water for you, then?B: Yes.

Module 8➢ Exercise 2 – Dictation (p. 66)Hi Danny!How are you? I went to the theatre last weekend with myparents. I saw a great play called Macbeth. It’s by WilliamShakespeare and it’s very exciting. The actors were fantastic!The plot is very interesting but the ending is sad. What did youdo last weekend?Write soon,Lucy

➢ Exercise 3 (p. 66)Susan: Hi, Henry! Were you at the cinema on Monday?Henry: Hi, Susan! No, I had a test on Tuesday so I studied onMonday. I was at the cinema on Saturday.Susan: Oh! Did you see that new horror film?Henry: No, I don’t like horror films. The new comedy with JimCarrey was sold out so I saw the action film with JasonStatham.Susan: Was is exciting?Henry: No, it wasn’t. But it wasn’t boring either. The maincharacter was very interesting.Susan: Really!Henry: Oh! Robert Down was there with Suzie’s cousin.Susan: Do you mean the famous actor?Henry: No. He’s Jane’s brother.Susan: Oh, yes! I remember now. He’s the one that plays theelectric guitar in your brother’s band.Henry: No, my brother plays the electric guitar. He plays thesynthesiser and John plays the drums.Susan: Oh, yes. You’re right.

Workbook Audioscripts


WGBK1

Workbook Grammar Bank Key

Grammar Bank 1 1 2 a 3 a 4 an 5 an 6 a

2 2 am 4 isn’t 6 aren’t 3 Is 5 are 7 are

3 2 A: Are they B: Yes, they are. 3 A: Is it a B: No, it isn’t. It’s an apple. 4 A: Is she a B: No, she isn’t. She’s a pupil. 5 A: Are they B: No, they aren’t. They’re books.

4 2 You 3 He 4 She, her 5 They

5 2 A: How old B: She’s 3 A: Where is B: She’s from Viet Nam. 4 A: What is her favourite B: It’s blue.

Grammar Bank 2 1 2 Have you got a key ring? 3 Crocodiles have not got fur. 4 She has got small ears. 5 Have they got sunglasses?

2 1 hasn’t 2 Have 3 has 4 haven’t

3 2 That’s my brother. His name is Quang. 3 That’s my mother. Her name is Hoa. 4 That’s my teacher. Her name is Miss Tran. 5 They’re my sisters. Their names are Mai and Thi. 6 They’re my grandparents. Their names are Minh

and Thu.

4 2 tomatoes 5 brushes 8 teeth 3 boxes 6 children 9 knives 4 babies 7 toys 10 mice

5 2 This is 3 Those are 4 That is

6 1 Those 3 These 5 These 2 This 4 Those

7 2 Can Ben fly a plane? No, he can’t. 3 Can your mother ride a bike? Yes, she can. 4 Can you run fast? No, I can’t.

Grammar Bank 3 1 2 A: Are there B: Yes, there are. 3 A: Is there B: Yes, there is. 4 A: Are there B: No, there aren’t. 5 A: Is there B: No, there isn’t.

2 2 There is a bed in my bedroom. 3 Is there a pencil on the desk? 4 Are there any chairs in the kitchen?

3 2 an 4 an 6 a 8 a 3 any 5 some 7 any

4 2 on 4 in front of 6 behind 3 between 5 next to 7 under

5 2 Let’s clean the kitchen. 3 Don’t eat in class. 4 Brush your teeth. 5 Please don’t talk./Don’t talk, please. 6 Don’t speak with your mouth full.

Grammar Bank 4 1 1 watches 3 cries 5 brushes 2 misses 4 goes 6 plays

2 2 washes 5 have 8 cycle 3 works 6 takes 4 study 7 go

3 2 doesn’t 5 don’t 8 don’t 3 don’t 6 don’t 4 doesn’t 7 don’t

4 2 Does, No, he doesn’t./Yes, he does. 3 Do, Yes, I do./No, I don’t. 4 Do, No, they don’t./Yes, they do. 5 Does, Yes, she does./No, she doesn’t.

5 2 C 3 B 4 A 5 C

6 2 I don’t like getting up early. 3 My friends and I love going shopping together. 4 My brother hates tidying his room.

Grammar Bank 5 1 2 Tigers usually hunt at night. 3 They sometimes order takeaway food. 4 Lisa often takes the train to work. 5 Ben always waters the plants in the morning.

2 1 on 3 on 5 in 7 at 2 at 4 in 6 at

3 1 faster 3 longer 5 thinner 2 noisier 4 more colourful

4 1 the shortest 4 the funniest 2 the most beautiful 5 the longest 3 the oldest

5 1 Eagles have got very sharp beaks. 2 Swans have got quite long necks. 3 Crocodiles are extremely dangerous. 4 A polar bear’s ears are not very big.


WGBK2

Workbook Grammar Bank Key

6 1 How tall is a llama? d 2 How long do they live for? c 3 How fast do they run? b 4 How much do they weigh? e 5 How much do they eat? a

Grammar Bank 6 1 1 is making 3 are drinking 2 are eating 4 is doing

2 2 Is Bill sleeping? Yes, he is. 3 Are Jim and John playing football?

No, they aren’t. They’re swimming. 4 Is Grandma eating cake? Yes, she is. 5 Is Granddad drinking water?

No, he isn’t. He’s drinking orange juice. 6 Are Peter and Ann swimming?

No, they aren’t. They’re playing football.

3 2 They are visiting their cousins. 3 They are having a party. 4 They aren’t going fishing. 5 They are going swimming in the lake.

4 1 is raining 4 Is Betty taking 2 wear 5 likes, is cooking 3 goes 6 isn’t riding

5 1 are you doing, am making 2 take, walk 3 Is she having, is sleeping 4 skateboards, is playing

Grammar Bank 7 (p. 83) 1 Countable: an apple, a jar, an egg, a tomato, an

orange Uncountable: some bread, some tea, some rice,

some pasta, some cereal, some butter

2 1 some 4 a little 7 many 2 a few 5 an 8 a 3 a 6 a 9 much

3 1 How much rice is there in the packet? 2 How many apples are there in the fridge? 3 How much butter is there in the cake?

4 1 A 4 C 7 B 10 B 13 B 2 B 5 B 8 B 11 C 14 A 3 C 6 A 9 A 12 A 15 C

Grammar Bank 7 (p. 85) 1 1 is going to clean 2 Is Sue going to cook 3 are not going to play 4 is not going to walk 5 Are we going to meet

2 1 He is going to score a basket. 2 She is going to go surfing. 3 He is going to fall down. 4 She is going to make a salad. 5 He is going to make a pizza. 6 She is going to blow out the candles.

3 (Suggested Answer Key) 1 will 3 won’t 5 will 2 won’t 4 will

4 1 will turn off 4 ’s going to crash 2 ’m going to buy 5 ‘m going to make 3 won’t be 6 will make

5 1 must 3 mustn’t 5 mustn’t 2 must 4 must

6 1 must 3 must 5 mustn’t 2 mustn’t 4 must

Grammar Bank 8 1 1 Were 4 There was, wasn’t 2 Was 5 was, was 3 weren’t 6 Were, there weren’t

2 1 Samantha couldn’t mow the lawn when she wasten.

2 Samantha couldn’t play the trumpet when shewas ten.

3 Samantha could ride a horse when she was ten.

3 1 started 4 lived 2 married 5 didn’t watch, listened 3 didn’t paint, painted

4 2 Did Sam and Julie cook dinner last night? No, they didn’t. They ordered a takeaway. 3 Did you and Dinh watch a horror film at the

cinema? No, we didn’t. We watched a comedy. 4 Did Sally visit her aunt on Saturday? No, she didn’t. She visited her grandparents.

5 1 came 5 wrote 9 took 2 went 6 wore 10 read 3 saw 7 bought 4 did 8 had

6 1 went, bought 4 did 2 didn’t have, had 5 saw 3 wore


WVBK1

Vocabulary Bank 1Countries and nationalities

1 1 USA 5 Spain 9 Russia 2 Mexico 6 Italy 10 Viet Nam 3 UK 7 Greece 4 France 8 Turkey

2 1 i 3 a 5 c 7 d 9 b 2 g 4 h 6 j 8 e 10 f

3 (Suggested Answer) 1 My favourite country is Viet Nam.

School subjects

2 Across Down 1 ENGLISH 2 HISTORY 3 ICT 4 SCIENCE 5 ART 6 MATHS 7 GEOGRAPHY 8 PE 9 MUSIC

3 (Suggested Answers) 1 My favourite subject is Art. 2 I have English lessons five hours a week. 3 My friend’s favourite subject is Science. 4 There are fifteen classrooms in my school.

Sports 1 1 hockey 4 swimming 7 badminton 2 tennis 5 gymnastics 8 basketball 3 football 6 athletics

2 2 Paul’s favourite sport is athletics. 3 Chi’s favourite sport is swimming. 4 Mark’s favourite sport is basketball. 5 Clare’s favourite sport is hockey. 6 Jack’s favourite sport is tennis.

3 (Suggested Answers) 1 My favourite sport is football. 2 My favourite sportsperson is Le Cong Vinh.

Vocabulary Bank 2Parts of the body

1 1 hair 5 lips 9 moustache 13 hand 2 head 6 beard 10 leg 14 ankle 3 eye 7 mouth 11 knee 15 foot 4 nose 8 ear 12 arm

2 Across Down 1 ARM 2 MOUTH 5 FOOT 3 MOUSTACHE 6 HAIR 4 EAR 7 LIPS 8 BEARD 9 HEAD 10 KNEE

3 1 leg 2 arm 3 knee 4 hand 5 arm

4 (Suggested Answers) 1 No, I haven’t. 3 No, he hasn’t. 2 My hair is black. 4 Yes, she has.

Possessions/Belongings 1 1 digital camera 7 sunglasses 13 cap 2 helmet 8 guitar 14 video game 3 basketball 9 gloves 15 scarf 4 handbag 10 bicycle 16 skateboard 5 notebook 11 watch 6 trainers 12 comic book

2 1 b, helmet 3 a, guitar 5 c, watch 2 d, trainers 4 e, digital camera

3 (Suggested Answers) 2 Ben has got a comic book, a basketball and a

skateboard. 3 Julie and Vicky have got a guitar, a digital camera

and a video game.

Free-time Activities

1 1 play 5 dive 9 spin 13 dance 2 climb 6 run 10 swim 3 drive 7 fly 11 jump 4 ride 8 balance 12 ski

2 2 can ride a bicycle. 5 can dive in the sea. 3 can ski down the slope. 6 can jump over the 4 can spin a ball. hurdle.

3 (Suggested Answers) 1 No, I can’t. 3 No, I can’t. 5 No, I can’t. 2 Yes, I can. 4 Yes, I can. 6 No, I can’t.

Vocabulary Bank 3Rooms – Furniture – Appliances

1 1 ceiling 10 door 19 cushion 2 wall 11 mirror 20 stairs 3 wardrobe 12 bath 21 carpet 4 bookcase 13 washbasin 22 armchair 5 poster 14 toilet 23 chair 6 pillows 15 fridge 24 table 7 bed 16 painting 25 cooker 8 bedside cabinet 17 curtains 26 cupboards 9 desk 18 sofa 27 sink

4 1

2

Greek

Italian

3

4

Russian

French

1 A GeographyB MusicC Physical Education (PE)D ArtE Design & Technology (D&T)

F English G MathsH ScienceI ICTJ History

Workbook Vocabulary Bank Key


WVBK2

3 2 T 4 F 6 F 8 T 3 F 5 F 7 F

4 2 bedroom 5 living room 8 vase 3 bathroom 6 wardrobe 9 washbasin 4 fridge 7 carpet 10 bed

5 2 washbasin 5 fridge 8 cupboard 3 ceiling 6 pillows 9 wall 4 armchair 7 mirror 10 cooker

6 2 cooker, The other two are in a bedroom. 3 wardrobe, The other two are in a living room. 4 sofa, The other two are rooms in a house. 5 bath, The other two are pieces of furniture./The

other two are in the bedroom. 6 bedside cabinet, The other two are in the kitchen.

7 2 Twenty-second 6 20th 10 9th

3 4th 7 first 11 sixth 4 10th 8 sixteenth 12 8th

5 eleventh 9 13th

8 (Suggested Answers) 1 I have got a big house. 2 There are seven rooms in my house. 3 My favourite room is my bedroom. 4 There is a bed, a wardrobe, a bookcase, a desk

and a chair.

Vocabulary Bank 4Family members

1 1 granddad 3 mum 5 aunt 7 brother 2 grandma 4 dad 6 uncle 8 cousin

2 2 niece 7 cousin 12 wife 3 father-in-law 8 son 13 sister 4 sister 9 daughter 14 son 5 nephew 10 wife 15 grandma 6 mother-in-law 11 dad

4 (Suggested Answers) 1 Yes, I have. 2 There are four members in my family.

Daily routines 1 2 Mike has breakfast in the morning. 3 Mike goes to school in the morning. 4 Mike has lunch in the afternoon. 5 Mike does his homework in the afternoon. 6 Mike goes to the gym in the afternoon. 7 Mike plays computer games in the afternoon. 8 Mike meets his friends in the afternoon. 9 Mike has dinner in the evening. 10 Mike watches TV in the evening. 11 Mike goes to bed in the evening.

2 1 gets up 6 plays computer games 2 has breakfast 7 cooks dinner 3 walks to school 8 watches TV 4 has lunch 9 goes to bed 5 does her homework

3 (Suggested Answers) 1 I get up at 7 o’clock (in the morning) on weekdays. 2 I have breakfast at 7:30 am.

Personality adjectives 1 1 quiet 4 funny 7 serious 10 polite 2 silly 5 rude 8 weak 3 clever 6 strong 9 noisy

2 1 c 2 d 3 e 4 b 5 a

3 1 quiet 2 clever 3 strong

4 1 funny 3 polite 5 clever 2 noisy 4 serious

5 (Suggested Answer) 1 I am clever, funny and polite.

Jobs 1 1 photographer 5 nurse 9 pilot 2 footballer 6 mechanic 10 doctor 3 vet 7 teacher 11 singer 4 secretary 8 hairdresser 12 scientist

2 1 g 3 j 5 b 7 d 9 f 2 i 4 c 6 e 8 a 10 h

3 2 teacher 4 secretary 6 mechanic 3 hairdresser 5 footballer

bedroom living room bathroom kitchenbedwardrobebookcasedeskpillows

cushionssofacurtainsarmchaircarpet

bathwashbasintoiletdoormirror

sinkfridgetablecookercupboards

3 MAN / BOY WOMAN / GIRL

brotherhusbandnephewsongranddaduncledadfather-in-lawcousin

sisterwifeniecedaughtergrandmaauntmummother-in-lawcousin

3

Namcousin

Lancousin

Haicousin

Thugrandma

Minhgranddad

Linhaunt

Dinhuncle

Vinhbrother

Maimum

Quangdad

Lanme

2



WVBK3

4 (Suggested Answers) 1 He’s a doctor. 2 When I grow up I want to be a footballer. 3 My best friend wants to be a pilot. 4 I don’t want to be a hairdresser or a secretary. 5 I want to be a mechanic or a nurse.

Vocabulary Bank 5Animals – Pets

1 1 chicken 6 hamster 11 squirrel 2 bear 7 elephant 12 duck 3 cow 8 chimpanzee 13 sheep 4 rabbit 9 fox 5 eagle 10 horse

sheep D cow D rabbit D/W/P squirrel W eagle W elephant W horse D hamster P chimpanzee W fox W duck D/W bear W chicken D

2 bull 1 horns 3 body 5 hooves 2 ears 4 fur 6 legs

trout 1 eyes 3 scales 5 mouth 2 tail 4 fin

parrot 1 beak 3 wings 5 feathers 2 head 4 claws

3 1 F 2 T 3 F 4 F 5 T 6 F

4 1 d 2 c 3 e 4 a 5 b

5 1 big fins 3 big horns 5 big eyes 2 big hooves 4 short legs 6 big wings

6 1 The Blue Peacock is from India and Sri Lanka. 2 It is blue. 3 No, it hasn’t. It’s got a long neck. 4 Yes, it has. 5 No, it can’t. 6 Yes, it can.

7 (Suggested Answers) 1 No, I haven’t. 2 My favourite animal is the rabbit. 3 It is white with soft fur. It’s got long ears and a

short tail. It can run fast.

Vocabulary Bank 6Seasons – Months

1 1 December 4 June 7 November 2 February 5 August 3 April 6 September

2 1 Summer 2 Winter 3 Spring 4 Autumn

3 1 September 4 January 7 summer 2 March 5 spring 8 May 3 autumn 6 June 9 winter


Weather 1 1 d 3 i 5 a 7 c 9 b 2 f 4 h 6 g 8 e 10 j

2 1 snowing 5 raining 9 cloudy 2 cold 6 sunny 10 warm 3 hot 7 windy 4 foggy 8 freezing


Activities

1 1 go 3 go 5 go 7 do 9 play 2 play 4 go 6 make 8 go 10 go

2 1 D 3 C 5 A 7 D 2 C 4 D 6 A 8 B

3 (Suggested Answers) 1 My favourite activity is swimming. 2 I don’t like playing computer games. 3 My best friend likes playing football. 4 We play basketball at school.

Clothes

1 b) 2 gloves 9 sandals 16 trousers 3 coat 10 socks 17 shorts 4 suit 11 T-shirt 18 shirt 5 dress 12 skirt 19 tie 6 jeans 13 jumper 20 trainers 7 top 14 jacket 8 belt 15 boots

2 2 tie 3 shorts 4 jacket 5 jeans 6 tie

3 Jane is wearing a purple coat, a pink top, a greyskirt and black boots.

4 (Suggested Answers) 1 I’m wearing a black jumper, jeans and trainers. 2 I usually wear a T-shirt and jeans at school. 3 I never wear a tie at school. 4 Yes, I do. 5 I usually wear a shirt and jeans at parties. 6 I usually wear a jacket, a jumper and jeans when I

go out with my friends. 7 I usually wear a T-shirt and shorts in the summer.

c) Clothes Shoes Accessories

coatsuitdressjeanstopsocksT-shirtskirtjumperjackettrousersshortsshirt

sandalsbootstrainers

hatglovesbelttie



WVBK4

Vocabulary Bank 7Food – Drink

2 Across Down 3 GRAPES 1 YOGHURT 4 LETTUCE 2 CHEESE 6 GARLIC 5 EGGS 7 RICE

3 1 salt 3 butter 5 oil 7 corn 2 sugar 4 yoghurt 6 salad 8 milk

Containers – Partitives

1 1 loaf 4 piece 7 bowl 10 packet 2 glass 5 cup 8 slice 3 bottle 6 bag 9 carton

2 1 bowl 3 bag 5 bottle 2 piece 4 packet 6 glass

Tick the pictures that show: a bag of flour, a packetof butter and a bowl of sugar.

To make a cake you need flour, sugar and butter.

3 1 carton 4 bottle 7 loaf 10 packet 2 cup 5 bag 8 piece 3 glass 6 bowl 9 slice

4 (Suggested Answers) 1 I have a glass of milk, a slice of bread and a piece

of cheese for breakfast. 2 My favourite vegetable is lettuce. 3 Yes, I like it with fruit. 4 My favourite fruit is strawberries.

Vocabulary Bank 8Mythical creatures & body parts

1 Hippogriff Unicorn Dragon 1 feathers 1 horn 1 wings 2 claws 2 mane 2 teeth

Cyclops Phoenix 1 eye 1 beak 2 tail

2 Eagle Goat 1 wing 3 beak 1 horns 4 hooves 2 feathers 4 claw 2 body 5 legs 3 fur

Fish Lion 1 tail 4 fin 1 ear 3 mane 2 eye 5 mouth 2 head 4 teeth 3 scales

Types of films 1 1 comedy 7 historical 2 animated cartoon 8 western 3 detective 9 fantasy 4 horror 10 adventure 5 romance 11 action 6 musical 12 science fiction

2 1 science-fiction 5 historical 2 western 6 horror 3 adventure 7 romance 4 animated cartoon 3 1 comedies 4 musicals 2 detective 5 action 3 science-fiction 6 fantasy


Adjectives describing films 1 1 frightening 3 boring 5 exciting 2 sad 4 funny 6 interesting

2 1 funny 3 interesting 5 exciting 2 frightening 4 boring 6 sad

3 2 d 3 e 4 a 5 b


Musical instruments 1 1 electric guitar 6 flute 11 saxophone 2 cello 7 synthesiser 12 violin 3 acoustic guitar 8 bass guitar 13 drum 4 piano 9 harmonica 5 harp 10 accordion

3 (Suggested Answers) 1 My favourite musical instrument is the piano. 2 Yes, I do. I play the piano. 3 I listen to pop and rock music.

1 FRUIT VEGETABLES OTHER 1 oranges 2 grapes 3 apples 4 lemons 5 pear 6 bananas

7 lettuce 8 cabbage 9 carrots10 potatoes11 garlic

12 corn13 rice14 sugar15 salt

DAIRY PRODUCTS MEAT16 milk 18 butter17 yoghurt 19 cheese

20 beef21 chicken22 lamb

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1 Credits

2 Starter Module Ex. 1 p. 4

3 Ex. 3 p. 4

4 Ex. 5 p. 5

5 Ex. 10a p. 6

6 Ex. 11 p. 6

7 Ex. 13 p. 8

8 Module 1 Ex. 1 p. 9

9 Ex. 2 p. 10

10 Ex. 4 p. 11

11 Ex. 5 p. 11

12 Ex. 1 p. 14

13 Ex. 2 p. 14

14 Ex. 6 p. 15

15 Ex. 1 p. 16

16 Ex. 3 p. 16

17 Ex. 1 p. 17

18 Ex. 4 p. 17

19 Ex. 1 p. 18

20 Ex. 2 p. 18

21 Ex. 4 p. 20

22 Module 2 Ex. 1 p. 21

23 Ex. 2 p. 21

24 Ex. 1 p. 22

25 Ex. 4 p. 22

26 Ex. 5 p. 23

27 Ex. 7 p. 23

28 Ex. 12 p. 25

29 Ex. 1 p. 26

30 Ex. 6 p. 27

31 Ex. 7 p. 27

32 Ex. 1a p. 28

33 Ex. 1b p. 28

34 Ex. 1 p. 29

35 Ex. 2 p. 30

36 Ex. 1 p. 31

37 Ex. 4 p. 32

38 Module 3 Ex. 1 p. 33

39 Ex. 2 p. 33

40 Ex. 1 p. 34

41 Ex. 5 p. 35

42 Ex. 8 p. 37

43 Ex. 9 p. 37

44 Ex. 11 p. 37

45 Ex. 1 p. 38

46 Ex. 2 p. 38

47 Ex. 5 p. 39

48 Ex. 2 p. 40

49 Ex. 3 p. 40

50 Ex. 1 p. 41

51 Ex. 1 p. 42

52 Ex. 4 p. 44

53 Module 4 Ex. 1 p. 45

54 Ex. 1a p. 46

55 Ex. 4 p. 47

56 Ex. 9 p. 47

57 Ex. 5 p. 48

58 Ex. 2 p. 50

59 Ex. 6 p. 51

60 Ex. 8 p. 51

61 Ex. 2 p. 52

62 Ex. 1 p. 53

63 Ex. 1b p. 54

6 4 Ex. 1 p. 55

65 Ex. 4 p. 56


2 Ex. 3 p. 57

3 Ex. 1 p. 58

4 Ex. 5 p. 59

5 Ex. 7 p. 59

6 Ex. 1 p. 62

7 Ex. 6a p. 63

8 Exs 1&4 p. 64

9 Ex. 6 p. 64

10 Ex. 1 p. 65

11 Ex. 1 p. 66

12 Ex. 2 p. 66

13 Ex. 3 p. 66

14 Ex. 2 p. 67

15 Ex. 4 p. 68

16 Module 6 Ex. 1 p. 69

17 Ex. 2 p. 69

18 Ex. 2 p. 70

19 Ex. 7 p. 71

20 Ex. 6 p. 72

21 Ex. 1 p. 74

22 Ex. 2 p. 74

23 Ex. 4 p. 75

24 Ex. 1 p. 76

25 Exs 2&5 p. 76

26 Ex. 1b p. 77

27 Ex. 1 p. 78

28 Ex. 2b p. 78

29 Ex. 1 p. 79

30 Ex. 4 p. 80


2 Ex. 1 p. 82

3 Ex. 2 p. 86

4 Ex. 5c p. 87

5 Ex. 1 p. 88

6 Ex. 1 p. 89

7 Ex. 4 p. 89

8 Ex. 1 p. 90

9 Ex. 4 p. 92

10 Module 8 Ex. 1 p. 93

11 Ex. 2 p. 93

12 Ex. 2 p. 94

13 Ex. 6a p. 96

14 Ex. 1 p. 98

15 Ex. 5 p. 99

16 Ex. 5 p. 100

17 Ex. 1 p. 102

18 Ex. 1 p. 106

19 Exs 2&5 p. 106

20 Ex. 2 p. 107

21 Ex. 1 p. 108

22 Ex. 2 p. 108

23 Ex. 3 p. 108

24 Exs 4a&4b p. 110

ASEAN CULTURES

1 Text p. AC1

2 Text p. AC2

3 Text p. AC3

4 Text p. AC4

5 Text p. AC5

6 Text p. AC6

7 Text p. AC7

8 Text p. AC8

9 Text p. AC9

10 Text p. AC10

11 Text p. AC11

12 Text p. AC12

13 Text p. AC13

14 Text p. AC14

15 Text p. AC15

16 Text p. AC16

17 Text p. AC17

18 Text p. AC18

19 Text p. AC19

20 Text p. AC20

Workbook

21 Credits Module 1 Ex. 4 p. 9

22 Ex. 6 p. 9

23 Module 2 Ex. 4 p. 16

24 Ex. 6 p. 17

25 Module 3 Ex. 4 p. 25

26 Ex. 5 p. 26

27 Module 4 Ex. 4 p. 33

28 Ex. 6 p. 33

29 Module 5 Ex. 3 p. 41

30 Ex. 7 p. 41

31 Module 6 Ex. 4 p. 49

32 Ex. 6 p. 49

33 Module 7 Ex. 4 p. 57

34 Ex. 6 p. 57

35 Module 8 Ex. 2 p. 66

36 Ex. 3 p. 66

CD 1

CD 2

CD 4

CD 3

Class CDs Tracklist

22 Spark gr6 VIET Ts credits.qxp_22 Spark gr6 VIET Ts credits 7/26/17 5:38 PM Page 311

23 Spark gr6 VIET Ts Respons.qxp_23 Spark gr6 VIET Ts Respons 7/26/17 5:45 PM Page 312

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