Champions Level 1 Tb 2nd Ed

2Christina de la Mare Sheila Dignen

Teachers Book

Give your students the winning formula!

3www.oup.com/elt

Champions 2nd edition has a new look and updated content to keep your students motivated. A flexible new package ensures you have all the materials you need.

Students Book and Workbook UPDATED An emphasis on meaningful communication and skills development

will give your students confidence in real life situations. New reading topics and culture sections will help your students learn

about other cultures as well as their own. New cross-curricular reading and project lessons link English to other

school subjects.

Now comes with a reader, to add variety to your classes and to enable your students to develop their reading and language skills.

Students Website NEW Interactive practice in Vocabulary, Grammar and Communication Automatic marking Web quest activities

Go to www.oup.com/elt/champions

For the student

Teachers Book UPDATED Now available online

Online Teachers Resources NEW Over 40 printable worksheets Now with Reading and Writing practice Editable course tests with A&B versions Printable practice test for KET and PET

Go to www.oup.com/elt/teacher/champions

For the teacher

CHAMPIONS

Audio CDs UPDATED

DVD UPDATED Updated material Authentic interviews with

British teenagers Worksheets

Teachers B

ookde la M

are D

ignenLevel 1

2CHAMPIONS

Teachers Book

CHAMPIONS1

1

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Copyright Oxford University Press

1Christina de la Mare Sheila Dignen

2nd edition

ChampionsTeachers Book1

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IntroductionIntroducing Champions 2nd edition 4Overview of components 4Using the Students Book 5Classroom management 8Suggestions for further reading 8Games to use in the classroom 9Common European Framework of Reference 10Students self-assessment checklist 11Students progress record sheet 12Class Audio CD track list 13Students Book contents 14

Teaching notesWelcome 16Unit 1 22Unit 2 29Review A 36Unit 3 38Unit 4 45Review B 52Unit 5 54Unit 6 61Review C 68Curriculum extra 70

Workbook answer keyAnswers to Workbook exercises 73Alphabetical word list 79Portfolio pages 85

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4 Introduction

Introducing Champions 2nd edition

MethodologyChampions 2nd edition is a four-level British English course written specifically for secondary school students, with particular emphasis on meaningful communication and skills development.These are the key features of Champions 2nd edition methodology.Hands-on language presentation Students immediately interact with the dialogue or text that opens each unit, checking their understanding of meaning and context, and giving them the chance to try out new structures.Guided discovery Students explore the meaning and usage of new language before they move on to more formal presentation and practice.Communicative practice Dialogue work and personalization are emphasized at each level, and pairwork activities and games are included throughout.Cultural awareness A focus on the UK and other English-speaking countries is placed within the context of the wider world.Skills development In every unit students apply and extend what they have learnt, through targeted skills lessons designed to build their competence in each individual skill.Self-assessment Students regularly review and measure their progress against the Common European Framework of Reference.Learning across the curriculum Inter-disciplinary reading and project pages link the topics and language content of the main units to other areas of the school curriculum.Values The topics in Champions 2nd edition have been carefully chosen to stimulate reflection on a broad range of issues related to citizenship and the development of socially responsible values. These are highlighted in the teaching notes for each unit.

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

Overview of components

Students Book and WorkbookThe Students Book contains: six teaching units a Welcome unit, reviewing key language from the

previous level. In the Starter level, the Welcome unit briefly reviews basic language typically covered at primary level

a vocabulary and grammar review after every two units, including can do statements correlated to the Common European Framework of Reference to encourage regular self-assessment

a Culture club lesson in each Review unit, giving an insight into life in the UK and other English-speaking countries

three Curriculum extra reading and project lessons.The Workbook contains: additional practice for each unit, covering grammar,

vocabulary, communication, reading, and writing detailed grammar notes included at the start of each

Workbook unit for ease of reference.

Students WebsiteThe Students Website includes: interactive practice for each Vocabulary, Grammar and

Communication lesson from the Students Book Text builder activities automatic marking Web quest activities Champions 2nd edition e-cards and wallpapers.

Teachers BookThe Teachers Book contains: teaching notes and answer keys for all the Students Book

material ideas for warm-ups and extra activities suggestions for using authentic songs with specific topics

or areas of language background notes and cultural information on people and

topics mentioned in the Students Book audio scripts for all listening material answer keys for all the Workbook material.

Class Audio CDsEach set of Class Audio CDs contains: all the listening material for the Students Book.

Teachers WebsiteThe Teachers Website includes printable tests and worksheets: six unit tests and three review tests per level which are

editable and have A and B versions to help prevent cheating a KET practice test and a PET practice test 42 worksheets, including new reading and writing

practice

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Introduction 5

Using the Students Book

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

Main unitsEach main unit is divided as follows:Presentation 2 pagesVocabulary 1 pageGrammar 1 pageCommunication 1 pageGrammar 1 pageSkills 2 pages

PresentationThe presentation text on the left-hand page exposes students to the theme, grammar, vocabulary, and functions of the unit. The exercises on the right-hand page allow students to interact with the dialogue in more detail, encouraging them to explore, use, and personalize new language before it is formally presented and practised on the Vocabulary and Grammar pages.In the Starter level and Level 1, the text is a dialogue presented in a photostory format. The photostories reflect the aspirations of the students, using familiar contexts to motivate and engage them. Each unit focuses on a different episode in the lives of the central characters.In the Starter level, the story takes place in a performing arts school and follows the fortunes of a new student, Holly. Holly is happy to be at her new school and quickly makes friends, but she also finds that she has a rival who wants to prevent her from achieving her dreams. The story culminates in the production of a school musical, where Holly finally wins the lead role.In Level 1, we follow the story of Sam. Sam loves basketball, but he is having problems with poor marks in his other school subjects. As he faces a moral dilemma, he is helped by a friend to make the right choice, and in the end everything works out for the best.In Levels 2 and 3, the emphasis is on texts dealing with individual topics of a more grown-up nature, in recognition of the fact that students, along with their interests and tastes, mature very quickly during the teenage years. A variety of formats and genres is used, including dialogues, magazine articles, and web pages.Following on from the presentation text, students complete a series of questions to check basic comprehension. The Check it out! feature draws students attention to useful colloquial expressions in the dialogue.

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

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

GrammarUnderlying the methodology of Champions 2nd edition is the conviction that students understand and remember rules better if they work them out for themselves. As a result, a guided discovery approach to teaching grammar is adopted throughout the series.Each unit has two Grammar lessons. A grammar chart models the form of the key structures, using examples taken from the presentation text that opens the unit. Having already experimented with the new structures earlier in the unit, students are then encouraged to reflect on correct usage in more detail.A cross-reference to Rules directs the students to a grammar reference page in the corresponding Workbook unit, where detailed explanations and examples are given.The activities on the page provide thorough and detailed practice of both form and usage, moving from carefully controlled exercises to more demanding production.Grammar pages have optional Finished? activities which are designed as a fun way of providing extension work for fast finishers.Grammar pages also often feature a Game that encourages personalized practice in a less formal context.At the end of each Grammar page students are directed to the Students Website and the Workbook, where there is further practice.

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6 Introduction

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

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

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

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

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

SkillsThe last two pages of the unit contain targeted skills work designed to equip students with the necessary strategies to build confidence and competence in each individual skill.Skills lessons also provide a way of consolidating and recycling the language students have studied throughout the unit, whilst exploring different aspects of the unit topic.Reading texts deal with the main topic of the unit in a factual way using real-life contexts. Comprehension exercises typically start with a skimming or scanning activity, followed by more detailed questions that gradually increase in difficulty as the series progresses. Listening activities extend the topic of the text. A variety of activity formats is used to help students develop well-rounded listening comprehension skills.The Speaking and Writing sections give students the opportunity to respond to the unit topic with their own ideas. To help students to organize their ideas, both sections usually begin with a written preparation stage. The aim is to strike a balance between giving clear, guided models on the page on the one hand, and allowing students freedom to express themselves and experiment with newly-acquired vocabulary and structures on the other.

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

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Introduction 7

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

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

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

PairworkThere is one pairwork worksheet per unit, giving oral practice of the grammar and vocabulary of the corresponding unit.

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

Practice test for Cambridge ESOL examinationsThe Teachers Website includes a practice test for KET and a practice test for PET.

Teachers BookThe Teachers Book contains detailed lesson notes and answers for all the Students Book and Workbook material. Each Teachers Book unit starts with a summary of the areas of grammar, vocabulary, communication, skills, and topical themes covered in the Students Book unit. These themes relate to values and responsible citizenship, such as: ethics and morals society, including the themes of respect, solidarity, and

justice multiculturalism, including anthropology, human rights,

cultural studies, sociology, and historical, geographical, legal, and ethical perspectives

the environment, including protecting the environment, and natural cycles

work and consumerism, including mass communication, advertising, sales, workers rights, and consumer rights

health.The notes include a description of the aim of every exercise in the Students Book, followed by detailed instructions and answers.There are also suggestions for Warm-up activities, and Extra activities that can be used to extend the Students Book content according to the needs and abilities of each class.The Students Book is full of factual information and references to the real world. The teaching notes provide support for this by giving additional notes and cultural facts in the Background notes. Teenage students have an insatiable interest in music and popular culture, and the use of songs to consolidate the linguistic and topical content of the Students Book can be an effective way of motivating students.The teaching notes for each Review unit include suggestions for suitable songs that can be exploited for this purpose. The songs have been chosen because of their lexical, grammatical, or thematic link to the corresponding units.See page 8 for suggestions on how to exploit songs in class.

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

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

TestsFor each level of Champions 2nd edition, there are six unit tests and three review tests. All tests have A and B versions to help prevent cheating. The tests can be opened using Microsoft Word and edited before printing. The unit tests include vocabulary and grammar questions, dialogue work, and a writing task. Each test is scored out of 50 points.

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8 Introduction

Correct the mistakes Include some incorrect words or information in the lyrics. Ask students to identify where the mistakes are and replace them with the correct words, before they listen to the song to check their answers.

Choose the correct alternative At regular points in the lyrics, students have to choose between two or more alternative words or phrases to complete the lyrics correctly. Students then listen and check.

Put the verses in the correct order This activity works especially well with songs that tell a story. Students are given the verses in the wrong order, and they have to guess the correct order before listening to the song.

Match rhyming words Many songs are structured so that alternating lines end with rhyming words, and this provides an excellent opportunity to work on different sounds. One useful activity is to give students the lyrics with the lines of each verse jumbled. Students then attempt to unjumble the lines, according to which lines rhyme with each other, before listening to the song to check their ideas. Another variation is for students to choose between two alternatives to end each line. This could mean choosing the word that provides the best rhyme, for example, or the word that makes most sense in the context.

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

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

Suggestions for further reading

General referenceOxford Essential Dictionary New EditionPractical English Usage 3rd Edition by Michael Swan

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

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

Classroom management

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

can, and ask students to use English as well. For example: Open your books at page 10. Lets look at exercise 3. Raise your hand. Work in pairs. Ask your partner, etc.

Students should be encouraged to use expressions such as: How do you say in English? How do you spell ? I dont understand. Please can you repeat that? Can you say that more slowly, please? Can we listen to that again, please? Can I go to the toilet?

Managing large classesLarge classes are easier to manage if you establish routines such as: Write a plan of the days activities on the board. Make sure that everyone understands the task before they

start. Give clear examples and ask students to provide a few as well.

Set time limits for all activities and remind students of time limits, for example: You have two minutes left.

Walk around the class, monitoring while students work. Get to know your students personalities and learning

styles so that you can maximize their potential in class. Allow stronger students to help weaker students while

ensuring that there is always an atmosphere of mutual respect and understanding.

Group and pairworkThe interaction from working in small groups or in pairs is vital in a language classroom, and students quickly get used to what to expect. Here are some tips for organizing group work in large classes: Do not have more than five students per group. Set up group activities quickly by allocating students with

a letter (A, B, C, etc.). Students form groups with other students who have the same letter.

Demonstrate tasks with one pair or group at the front of the class.

Set a time limit and keep reminding students of it.

SongsThere are many ways in which songs can be exploited in class, including the following suggestions: Gap-fill There are many variations of this type of activity,

in which students are given the lyrics with certain key words deleted. To make it easier for students, the missing words can be grouped together in a wordpool. As students read the lyrics, they try to fill in the gaps, then they listen and check. If you wish to make the activity more challenging, you could add extra words to the wordpool as distracters, or not provide the missing words at all. It is important to choose the gapped words carefully, however, both so that they are audible, and so that students can guess from the context which word makes most sense in each gap.

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Introduction 9

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

Exam preparationKET Practice Tests by Annette Capel and Sue Ireland

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

Games to use in the classroomKims GameOn a tray, place a selection of objects from a vocabulary set, e.g. classroom objects or food. Alternatively, you can write the names of the objects on the board and rub them off.In groups, give students two minutes to memorize what is on the tray or board.Remove an object and ask students to write down the missing object. Continue until the tray or board is empty.Check the answers with the class. The group with all the objects in the correct order is the winner.Simon SaysCall out commands to the class. If your command is preceded by Simon says, students must obey the instruction. If it is not, they must ignore it. For example: Simon says stand up. (students stand up) Sit down. (students remain standing). Students who get it wrong are out of the game. This activity is good primarily for practising imperatives, but is also useful for practising vocabulary. With a strong class, you could let a student call out the commands.BingoTell each student to draw a grid of six squares and refer them to the vocabulary page(s) you have just worked on. Give them a few moments to memorize the words and pictures in the vocabulary set.Books closed, students then draw or write a vocabulary item in each square. Call out vocabulary items from the set. If the students have drawn pictures, call out the words in English. If students have written the English words, you can call them out in their L1. With a strong class you could read out definitions and get students to work out the word.When a student hears a word he or she has drawn or written, they must cross it out. When all six vocabulary items are crossed out, the student can call out Bingo. The first to call out Bingo wins the game.HangmanChoose a word or phrase. Write a gap for each letter of the word on the board. Separate words with a clear space or slash, e.g. I lived in Paris. _ / _ _ _ _ _ / _ _ / _ _ _ _ _ .Students guess which letters appear in the words. Each student can call out just one letter. If the letter is contained in the word, or phrase, write it in the appropriate place(s), e.g. for the letter i: I / _ i _ _ _ / i _ / _ _ _ i _ .If a student calls out a letter that isnt in the word or phrase, write it on the board and draw one line of the hangman.

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

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10 Introduction

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

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

Language BiographyThis can consist of the following: a checklist for students to assess their language skills in

terms of What I can do tools to help students identify their learning style and

objectives a checklist of learning activities outside the classroom.The My Progress checklists at the end of each review section in the Students Book together with the Portfolio photocopiable sheets on pages 8587 in the Teachers Book will help students to monitor these points. There is also a photocopiable Students self-assessment checklist on page 11 in the Teachers Book which can be given to students to complete at the end of each unit.

Language PassportThis can contain: a students overall evaluation of their language skills,

using descriptors from the CEFR (see Teachers Book pages 8587)

a summary record of language learning, both inside and out of school

certificates.

DossierThis can be a compilation of samples of the students work, including tests, written work, projects, or other student-generated materials.

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

Descriptions of the CEFR levels covered in Champions 2nd edition

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

Independent UserB1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions, and briefly give reasons and explanations for opinions and plans.

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11

Students self-assessment checklistWhat I rememberUseful grammar:

Useful vocabulary:

ObjectivesOne thing I need to improve:

How can I improve this?

What did you do in English outside class? Do homework

Learn new words

Revise before a test

Listen to music

Read something extra

Watch a TV programme, video, or DVD

Write an email or chat

Look at web pages

Speak to someone

Read a magazine

Other activities

Photocopiable Oxford University Press 2014

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12

Students progress record sheet

Name

Class / Year

Class work: continuous assessment Test results

Date Grammar Vocabulary Skills

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Comments

Units 12

Units 34

Units 56

Photocopiable Oxford University Press 2014

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Introduction 13

Unit 4 What did you do last night?27 Page 36, Exercise 128 Page 37, Exercise 429 Page 38, Exercise 230 Page 38, Exercise 331 Page 40, Exercise 132 Page 40, Exercise 233 Page 40, Exercise 334 Page 43, Exercise 3

Unit 5 Youre almost as clever as me!35 Page 46, Exercise 136 Page 47, Exercise 437 Page 48, Exercise 238 Page 50, Exercise 139 Page 50, Exercise 240 Page 50, Exercise 341 Page 53, Exercise 3

Unit 6 The best day of my life!42 Page 54, Exercise 143 Page 55, Exercise 444 Page 56, Exercise 145 Page 58, Exercise 146 Page 58, Exercise 247 Page 58, Exercise 348 Page 61, Exercise 3

Class Audio CD track list

Contents

Track Contents01 Title

Unit 1 I train every day02 Page 10, Exercise 103 Page 11, Exercise 404 Page 12, Exercise 105 Page 12, Exercise 206 Page 14, Exercise 107 Page 14, Exercise 208 Page 17, Exercises 2 & 3

Unit 2 Where were you last night?09 Page 18, Exercise 110 Page 19, Exercise 411 Page 20, Exercise 112 Page 20, Exercise 313 Page 22, Exercise 114 Page 22, Exercise 215 Page 22, Exercise 316 Page 23, Exercise 117 Page 25, Exercise 2

Unit 3 You failed another test!18 Page 28, Exercise 119 Page 29, Exercise 420 Page 30, Exercise 121 Page 31, Exercise 322 Page 31, Exercise 423 Page 32, Exercise 124 Page 32, Exercise 225 Page 32, Exercise 326 Page 35, Exercise 2

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Unit Vocabulary Grammar Communication Skills

I train every day page 10

Physical descriptions

Present simple / Present continuousPossessive pronounsWhose ?Adverbs of manner

Making requestsPronunciation: Rising intonation in questions

and falling intonation in answers

Reading: A magazine article about a basketball coachListening: A phone conversation about a summer campSpeaking: A conversation about a summer campWriting: A paragraph about what a partner is doing at a summer camp

Where were you last night? page 18

House and furniture be: past simple (affirmative and negative, interrogative and short answers)

Past time expressionsInformation questions with was / werePrepositions of placeThere was / There were

Describing your bedroomPronunciation: //

Reading: A brochure about top places to visit in South AmericaListening: A phone conversation about a holidaySpeaking: Describing an old place Writing: A description of an old place

Review: page 26 Culture club: Different places, different homes page 27 Curriculum extra: Music page 64

You failed another test! page 28

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

Apologizing and making excusesPronunciation: // and //

Reading: A biography of Christopher ColumbusListening: A biography of Henry VIIISpeaking: A presentation of the life of William Shakespeare or MarieCurie Writing: A description of the life of William Shakespeare or MarieCurie

What did you do last night?

page 36

Films Past simple (negative, interrogative, and shortanswers)Question words + past simple

Buying a cinema ticketPronunciation: /s/, /k/, and /t/

Reading: An interview about Logan LermanListening: A conversation about a filmSpeaking: Discussing a filmWriting: A description of two films

Review: page 44 Culture club: Witches and wizards page 45 Curriculum extra: Geography page 65

Youre almost as clever as me! page 46

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

Asking for tourist informationPronunciation: //

Reading: A magazine article about our changing planetListening: A radio interview about a volcanic eruptionSpeaking: Talking about a frightening incidentWriting: The story of your frightening incident

The best day of my life!page 54

Feelings and emotions

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

Making a phone callPronunciation: /h/

Reading: A message board about the -est days of your life Listening: A radio interview about a surveySpeaking: Talking about your countryWriting: A report about your country

Review: page 62 Culture club: Guinness World Records page 63 Curriculum extra: History page 66

1

2

3

4

5

6

page 4 Countries and nationalities Family Daily routines and free-time activities Sports Clothes

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

Welcome

Workbook: pages 67 97 Irregular verbs: page 98 Word list: page 99

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Unit Vocabulary Grammar Communication Skills

I train every day page 10


Present simple / Present continuousPossessive pronounsWhose ?Adverbs of manner

Making requestsPronunciation: Rising intonation in questions

and falling intonation in answers

Reading: A magazine article about a basketball coachListening: A phone conversation about a summer campSpeaking: A conversation about a summer campWriting: A paragraph about what a partner is doing at a summer camp

Where were you last night? page 18

House and furniture be: past simple (affirmative and negative, interrogative and short answers)

Past time expressionsInformation questions with was / werePrepositions of placeThere was / There were

Describing your bedroomPronunciation: //

Reading: A brochure about top places to visit in South AmericaListening: A phone conversation about a holidaySpeaking: Describing an old place Writing: A description of an old place

Review: page 26 Culture club: Different places, different homes page 27 Curriculum extra: Music page 64

You failed another test! page 28

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

Apologizing and making excusesPronunciation: // and //

Reading: A biography of Christopher ColumbusListening: A biography of Henry VIIISpeaking: A presentation of the life of William Shakespeare or MarieCurie Writing: A description of the life of William Shakespeare or MarieCurie

What did you do last night?

page 36

Films Past simple (negative, interrogative, and shortanswers)Question words + past simple

Buying a cinema ticketPronunciation: /s/, /k/, and /t/

Reading: An interview about Logan LermanListening: A conversation about a filmSpeaking: Discussing a filmWriting: A description of two films

Review: page 44 Culture club: Witches and wizards page 45 Curriculum extra: Geography page 65

Youre almost as clever as me! page 46

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

Asking for tourist informationPronunciation: //

Reading: A magazine article about our changing planetListening: A radio interview about a volcanic eruptionSpeaking: Talking about a frightening incidentWriting: The story of your frightening incident

The best day of my life!page 54

Feelings and emotions

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

Making a phone callPronunciation: /h/

Reading: A message board about the -est days of your life Listening: A radio interview about a surveySpeaking: Talking about your countryWriting: A report about your country

Review: page 62 Culture club: Guinness World Records page 63 Curriculum extra: History page 66

page 4 Countries and nationalities Family Daily routines and free-time activities Sports Clothes

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

Workbook: pages 67 97 Irregular verbs: page 98 Word list: page 99

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Welcome

16

Family

AimTo review family vocabulary

Warm-up Ask students the names of one or two people in their

family, e.g. Whats your mums name? Whats your grandads name?, etc.

Exercise 2 Students look at Alicias family tree and complete the

sentences. Students can check answers in pairs. Check the answers with the class. You can draw Alicias

family tree on the board and ask volunteers to come out and write the answers.

ANSWERS1 father 2 cousin 3 sister 4 brother 5 aunt 6 uncle 7 grandma 8 grandparents 9 mother 10 parents

Extra activity Students each draw a diagram of their family trees but

dont write the names of their relatives on it. In pairs, students ask and answer questions about the

family trees to find out the names of their partners family members.

Monitor to make sure that students are using the family names correctly, e.g. S1: Whats your sisters name? S2: Her name is Ana.

Grammarbe: present simplethis, that, these, thosehave gotPresent simpleImperativesAdverbs of frequencycan (ability)Present continuous

VocabularyCountries and nationalitiesFamilyDaily routines and free-time activitiesSportsClothes

Vocabulary

Countriesandnationalities page 4

AimTo review countries; nationalities

Warm-up Call out one or two countries from the box in exercise 1

and ask students to give you the nationality.

Exercise 1 Students match the countries with the flags. Then they

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

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

Extra activity Review other countries and nationalities with students.

Write the countries on the board and ask students to come to the board to write the matching nationalities.

In groups, students write sentences about famous people. They give their names and what theyre famous for. Each group then reads its sentences to the class. The rest of the class must say the country and nationality of each person, e.g. S1: Cesc Fbregas. He plays football. S2: Hes Spanish. Hes from Spain. Make sure that students say the country and nationality correctly.

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Clothesandprices

AimTo review clothes vocabulary

Warm-up Ask students to describe what you are wearing today.

Exercise 5 Students look at the picture and complete the sentences

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

1 top 2 skirt 3 shoes 4 cap 5 jumper 6 trousers 7 trainers

Exercise 6 Individually, students write a sentence describing what

they are wearing.

ANSWERSStudents own answers.

Extra activity Describe a student in the class by the clothes they are

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

Students continue the activity. In order to give as many students a turn as possible, the class could be split into two or three large groups.

Monitor and check that students are describing the clothes correctly.

Welcome 17

Dailyroutinesandfree-timeactivities page 5

AimTo review daily routines; free-time activities

Warm-up Ask students what time they get up in the morning and

what they have for breakfast.

Exercise 3 Students complete the text individually or in pairs. Remind them to think about the correct verb form to use. Check the answers with the class.ANSWERS

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

Extra activity Play Hangman (see Teachers Book page 9) to review

daily routines and free-time activities.

Sports

AimTo review sports vocabulary

Warm-up Ask students Do you do any sports? If so, which ones? Write

any sports students do on the board.

Exercise 4 Students look at the pictures and complete the crossword.

They then find the mystery sport. Remind them to refer to the sports on the board if

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

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

Extra activity Write a list of anagrams of different sports on the board

for students to solve. You could put students into small groups to solve the anagrams together. The first group to solve them all is the winner.

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18 Welcome

Exercise 3 Students complete the sentences with the

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

1 This 2 That 3 Those

Extra activity Tell students theyre going to practise the use of this,

that, these, and those. Pick up an object on your desk and ask a student what

it is. T: Juan, whats this? SS: Its a pencil. The student then picks up an object or objects near

them or points to something further away and asks another student a question, e.g. Isabel, what are these / whats that?

Students continue the activity in small groups so that each student has the chance to ask and answer a question.

Monitor and check that students are using demonstratives correctly.

have got

AimTo review have got: all forms

Warm-up Ask the class the following questions: Have you got a ruler?

Have you got a rubber?, etc. Elicit short answers (Yes, I have. No, I havent.). Ask students to tell you what theyve got in their bags or

pencil cases. (Ive got a pen. Ive got a notebook, etc.)

Exercise 4 Check that students understand the use of the ticks

and crosses. Individually, students write sentences with the

information. Encourage them to use short forms. They can compare answers in pairs. Check the answers with the class.ANSWERS

1 Selenas got a sister but she hasnt got a brother.2 Martin and Sophie have got bikes but they havent

got skateboards.3 Peter has got two dogs but he hasnt got a cat.

Exercise 5 Individually, students complete the questions and

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

1 Have; havent 2 Has; has 3 Have; have 4 Has; hasnt 5 Have; havent

Grammar

be:presentsimple page 6

AimTo review be: present simple: all forms

Warm-up If you have pictures from magazines of famous stars, put

them on the board or give them out to small groups. If not, write the names of stars on the board. Students ask and answer questions about the stars, e.g. S1: Whats his name? S2: His names Johnny Depp.

Exercise 1 Students read the factfile and complete the sentences.

Remind them to think about which form of be they need. Students can compare answers in pairs. Check the answers with the class.ANSWERS

1 is 2 isnt 3 are 4 isnt 5 arent 6 are

Exercise 2 Students write the questions with the prompts and then

answer the questions. Monitor and check that students are using the correct

forms of be: present simple and review if necessary.

ANSWERS1 Whats your name? 2 How old are you? 3 Are you from Brazil? 4 Is your favourite subject music? 5 Who are your friends? 6 Is Green Day your favourite band?Students own answers.

Extra activity (for stronger students) Students play 20 questions. Tell them you are a famous

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

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

this,that,these,those

AimTo review demonstratives this, that, these, those

Warm-up Write this, that, these, and those on the board and review

their meanings. Point to or hold up classroom objects and ask students to

say the correct demonstrative accordingly, e.g. T: (touching a pen on your desk) SS: this.

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Welcome 19

Exercise 8 Students write questions about Mel and then answer

them using the information from the blog post from exercise 7.

Elicit or remind students how to form Wh- questions with the present simple if necessary.

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

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

Extra activity Individually, students write six questions to ask their

partner about their daily routines and free-time activities. Encourage students to write Wh- questions.

Students work in pairs. Monitor and check that they are asking and answering

correctly. Ask some students to feed back to the class about

their partner.

Imperatives

AimTo review affirmative and negative imperative forms

Warm-up Call out one or two affirmative imperatives and ask

students to make them negative, e.g. T: Stand up! SS: Dont stand up!

Exercise 9 Students read and complete the school rules with the

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

3 Dont use 4 Stand up 5 Dont eat 6 Walk 7 Dont leave

Extra activity In pairs or individually, students write a list of school

rules, using both affirmative and negative imperatives. If they go to clubs after school, they could write a list of those rules instead.

Ask students to read their rules to the class.

Extra activity Play Battleships. On the board draw the following table

and ask students to copy it into their notebooks. They then mark four ticks anywhere in the table to show what the people have got, but dont show it to anyone.

cat bike skateboard

I

Ben

Joe and Ella

Maria

In pairs, students ask and answer questions to find out where their partner has put ticks in the chart, e.g. S1: Has Ben got a cat? S2: No, he hasnt.

Presentsimple page 7

AimTo review the present simple: all forms

Warm-up Ask students one or two questions, e.g. What time do you

get up? and elicit present simple answers.

Exercise 6 Students write questions and answers using the

information in the table. Before they begin the exercise refer students to the

example to help them understand the activity. Monitor and check that students are using the present

simple correctly and review if necessary. Students can compare answers in pairs. Check the answers with the class.ANSWERS

1 Do Tom and Sarah play the guitar? No, they dont.2 Do Sarah and Leo have lunch at school? Yes, they do.3 Does Leo like PE? Yes, he does.4 Does Amy live in a house? No, she doesnt. She lives in a flat.

Exercise 7 Students read the blog post and complete it with the

correct present simple form of the verbs. Monitor and check that they are using the correct forms

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

Check the answers with the class.ANSWERS

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

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20 Welcome

can(ability)

AimTo review can (for ability): all forms

Warm-up Ask students one or two questions about what they can /

cant do, e.g. T: Alex, can you play the guitar? Alex: Yes, I can. / No, I cant.

Exercise 3 Students look at the pictures and write questions and

answers about what the people can / cant do. Monitor and check that students are using can correctly,

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

1 Can Grandad run? No, he cant, but he can walk.2 Can the children play football? Yes, they can, but they

cant play basketball.3 Can Alicia speak English? No, she cant, but she can

speak Spanish.4 Can Miguel ride a bike? Yes, he can, but he cant ride a

horse.5 Can your little brother read? No, he cant, but he can

write.

Extra activity In pairs, students ask and answer questions with can

about some of the activities in exercise 3.

Adverbsoffrequency page 8

AimTo review adverbs of frequency

Warm-up Play Hangman or write gapped words on the board to

review the spelling of adverbs of frequency. Ask students one or two questions about their daily

routines to elicit adverbs of frequency e.g. T: What do you do after school? SS: I always watch TV / do my homework., etc.

Exercise 1 Students put the adverbs of frequency into the

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

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

ANSWERS1 often 2 usually 3 sometimes 4 rarely

Exercise 2 Students rewrite the sentences with the adverb of

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

1 Paula always has a shower before breakfast.2 Our teacher is never late for class.3 Ken usually gets up at 8 a.m.4 They rarely go to bed before 10 p.m.5 I often go cycling with my dad.6 Hes usually happy.

Extra activity Students write jumbled up sentences each including an

adverb of frequency for their partners to reorder. Each sentence should have five or more words.

Monitor and check that the sentences are correct.

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Welcome 21

Extra activity On separate pieces of paper write the activities in the

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

Presentcontinuous page 9

AimTo review all forms of the present continuous

Warm-up Ask one or two present continuous questions to elicit

affirmative and short answer forms from students, e.g. T: What are you wearing today, Joo? SS: Im wearing

Exercise 4 Give students a few minutes to look at the picture and

decide what teenagers 15 are doing. Monitor for correct use of present continuous affirmative

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

2 re chatting / talking3 re playing4 s listening5 s drinking

Exercise 5 Students read the sentences and correct the mistakes

about teenagers 610. Remind them to look carefully at the picture.


7 He isnt sending a message. Hes playing the guitar.8 They arent talking. Theyre dancing.9 She isnt playing tennis. Shes reading.

10 He isnt dancing. Hes riding a bike.

Exercise 6 Students write questions about the picture and then

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

1 Whats the boy with the white T-shirt eating? Hes eating an apple.2 How many people are sitting down? Four people are sitting down.3 How many people are standing up? Six people are standing up.4 What is the girl reading? Shes reading a magazine.

Exercise 7 Students read and complete the dialogue with the correct

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

1 are you doing 2 m watching 3 re having 4 s trying 5 isnt singing 6 s shouting 7 are they doing 8 re playing 9 s winning 10 m not watching

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22 Unit 1

I train every day1GrammarPresent simple / Present continuousPossessive pronounsWhose ?Adverbs of manner

VocabularyPhysical descriptions

CommunicationMaking requestsPronunciation: Rising intonation in questions and falling intonation in answers

SkillsReading: A magazine article about a basketball coachListening: A phone conversation about a summer campSpeaking: A conversation about a summer campWriting: A paragraph about what a partner is doing at a summer camp

TopicsHealth and fitnessSummer camps

Presentation page 10

AimTo present the new language in a motivating context

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

Warm-up Ask students to look at the photo. Ask Where are the

people in the photo? (In the school gym.) What are the boys playing? (Theyre playing basketball.) Who is the man? (A teacher.) What is the girl doing? (Shes writing / interviewing the teacher.)

Pre-teach article, magazine, and coach.

Exercise 1 Read and listen $ 02 Read through the three names with the class. Play the CD. Students read and listen, and find the answer. Check the answer with the class.ANSWER

c TomTranscript Students Book page 10

Go through the dialogue again as a class and the Check it out! box. Make sure that students understand any new words or phrases.

Play the CD again. Students listen and repeat chorally, then individually.

Exercise 2 Comprehension Students read the dialogue again and choose the correct

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

1 Coach Carson is watching the match.2 Toms team is winning.3 Tom trains every day.4 Toms mum phones after the match.

Extra activity In groups of four, students can act out the dialogue

from exercise 1.

Consolidation Remind students to copy any new words or phrases

into their vocabulary books.

Language focus page 11

AimTo practise the target language in a new context

Exercise 3 Dialogue focus Students read the dialogues and complete them with the

questions in the box. Remind them to look back at the dialogue in exercise 1

if necessary. Students can compare answers in pairs. Do not check the

answers at this point.

Exercise 4 $ 03 Play the CD. Students listen and check their answers to

exercise 3. Students listen again and repeat chorally, then

individually.

ANSWERS / AUDIO CD TRACK 031Kate Can I ask you some questions?CC Yes, you can, but be quick! Im watching the match.Kate 1Whos Tom?CC Hes the boy with blond, wavy hair.2Kate 2How often do you train?Tom I train every day. Theres a big match in December.3Kate 3Whose phone is ringing? Is it yours?Tom Yes, its mine.

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Unit 1 23

Exercise 5 Focus on you Students read the example dialogue and then write their

own using the verbs and expressions in the box. Remind them to look back at exercise 3 and do a review

of How often ? questions and answers if necessary.


Exercise 6 Pairwork In pairs, students practise their dialogues from exercise 5. Monitor and check that they are taking turns.ANSWERS

Students own answers.

Extra activity Books closed. Students tell you what they know about

the characters in the photo story so far. Tom: the school basketball teams star player and in trouble with his mum. Coach Carson: a PE teacher at the school. Kate: a pupil at the school and a reporter for the school magazine.

Vocabulary page 12


AimTo present and practise physical descriptions: beard, black, blond(e), blue, brown, curly, eyes, freckles, glasses, hair, heavy, long, moustache, red, short, shoulder-length, slim, spiky, straight, tall, wavy

Warm-up Draw some simple illustrations on the board and elicit as

many vocabulary items for physical descriptions as you can, e.g. tall, short, curly, straight, etc.

Alternatively, stronger students can describe other students in the class using physical description adjectives they know.

Exercise 1 $ 04 Students look at the pictures, read the descriptions, and

write the correct letter below each person. Students can compare answers in pairs. Play the CD. Students listen and check.ANSWERS

1 c 2 d 3 b 4 aTranscript Students Book page 12

Background notes Taylor Swift is an American country-pop singer from

Wyomissing, Pennsylvania. She was born in 1989 and has been described as one of pops finest songwriters. Her album Fearless won a Grammy award for album of the year in 2010 and her 2012 album, Red, sold over one million copies in the first week.

Felipe Massa is a Brazilian Formula 1 driver. He was born in 1981 in So Paulo. He has raced for Sauber, Ferrari, and Williams. In 2009, he was seriously injured while qualifying for the Hungarian Grand Prix, but made a full recovery.

Exercise 2 $ 05 Go through the Look! box with the class, drawing students

attention to the order of adjectives in English. Point out that blonde is used to describe girls / womens

hair, while blond describes boys / mens hair. Ask some students to describe their own hair using the

correct order of adjectives. Students read and complete the description of the

famous people. Monitor and check that they are using the correct

adjectives in the correct order. Make a note of any repeated errors to check at the end of the lesson.

Students can compare answers in pairs. Play the CD. Students listen and check their answers.ANSWERS / AUDIO CD TRACK 05

1 Taylor Swift is tall and 1slim. Shes got 2long, blonde, 3wavy hair, and blue 4eyes.

2 Felipe Massa is quite 1short and 2slim. Hes got 3short, straight, 4brown hair, and 5brown eyes.

Exercise 3 Pairwork Ask two students to read the example dialogue aloud and

check that students understand the vocabulary. In pairs, students describe their favourite actor, singer,

or sports personality to their partner using the example dialogue as a guide.

Monitor and check that students are taking turns to ask and answer questions. Make sure they are using the correct adjective order, and make a note of any repeated errors to check at the end of the lesson.

Ask one or two pairs to tell the class about their favourite actors, etc.


Extra activity 1 In pairs, students think of other famous people. They

take turns to describe them to their partner who guesses who it is.

Alternatively, you can bring in photos of famous people from magazines and give them out to pairs to describe to a partner.

Extra activity 2 As a whole class or in groups, ask individual students

to describe another person in the room without saying their name. The class or group must guess who the person is.

Consolidation Remind students to make a note of any new vocabulary

from the lesson and the information from the Look! box. Encourage them to record the vocabulary in a way that is useful for them, e.g. illustrations and translations, mind maps.

Further practiceWebsite; Workbook page 69

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24 Unit 1

Remind them to look carefully at the time expressions before they choose the words.


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

Extra activity 1 If students need more help with exercise 3, tell them to

underline the time expressions in each item first.

Extra activity 2 Call out a time expression from exercise 2 and ask

students to tell you which present form should be used with it, e.g. T: once a week SS: present simple.

Exercise 4 Students complete the sentences with the correct present

form of the verbs. Encourage them to read each text through and to look at

the time expressions before they complete the sentences. Students can compare answers in pairs. Check the answers with the class.ANSWERS

1 1 go 2 arent studying 3 re playing2 1 plays 2 isnt working 3 s cooking3 1 work 2 m not working 3 m visiting

Extra activity Students choose one of the texts in exercise 4 and

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

Exercise 5 Game! In pairs, Student A chooses a time expression from the

box and Student B makes a sentence using the time expression. Student A chooses four more time expressions for Student B and gives marks out of five. The pair then swap roles.

Remind them to think about the time expression they choose and to use the present simple or continuous.

Monitor and check that students are using the time expressions correctly and make a note of any repeated errors to check at the end of the lesson.


Finished? Students write five more sentences using the time

expressions from exercise 5. Students can swap sentences with a partner, who

corrects them. Ask one or two pairs to read their sentences out to

the class.


Grammar page 13

Present simple / Present continuous

AimTo present and practise the Present simple / Present continuous contrast

Warm-up Ask students what they do after school every day and

what they are doing now to elicit examples of both forms.

Grammar box Go through the grammar box with the class. Students

choose the correct words in each rule.

ANSWERShabitsactions in progress nowRules page 68 Remind students of the forms for each tense. Review spelling rules for the present simple by writing the

base forms of verbs on the board for students to write the third person singular, e.g. like, watch, study, go, have, etc.

Exercise 1 Students read the sentences and underline the verbs.

They dont circle the time expressions at this point. Students can compare answers in pairs. Check the answers with the class. You can write the sentences on the board and ask

volunteers to come and underline the verbs on the board.

ANSWERS1 read 2 isnt listening 3 plays 4 Is doing 5 Do watch 6 doesnt do

Extra activity Ask students to say if the verbs they underlined

in exercise 1 are in the present simple or present continuous. This can be done as a whole class activity.

If you wrote the sentences on the board in exercise 1, ask students to come out and write the verb tense on the board.

ANSWERS1 PS 2 PC 3 PS 4 PC 5 PS 6 PS

Exercise 2 Students look at the sentences in exercise 1 again and

circle the time expressions. Students can compare answers in pairs. Check the answers with the class.ANSWERS

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

Exercise 3 Students read the sentences and choose the correct

words.

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Unit 1 25

Transcript Students Book page 14

Extra activity If students need extra practise, read the sentences

from the box starting at the end for students to repeat chorally then individually, e.g. please?, window, please?, the window, please?, open the window, please?, I open the window, please?, Can I open the window, please?

Exercise 3 Pairwork In pairs, students make requests with the questions in the

box. Their partner accepts or rejects the requests. Monitor and check that students are asking and

answering correctly. Make a note of any repeated errors to check at the end of the lesson.


Extra activity Ask pairs of students to act out their dialogues from

exercise 3 in front of the class.

Consolidation Encourage students to make a note of the new

language from this lesson in their vocabulary books. Remind them to write translations or examples of their own if it will help them to remember the new language more easily.


Consolidation Encourage students to make a note of the rules and

the time expressions, and to write examples of each present form in their grammar books in a way that will help them remember the form and rules easily.

Further practiceWebsite; Workbook pages 6970

Communication page 14

Making requests

AimTo present and practise the language for making requests

Warm-up Ask a student if you can use their pen using the request

they will learn in this lesson, e.g. T: Carlos, can I use your pen, please? and elicit one of the answers if possible, e.g. Carlos: Yes, OK.

Exercise 1 $ 06 Give students a few minutes to look at the pictures and to

read through the dialogues. Play the CD. Students listen and match the dialogues with

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

1 c 2 a 3 bTranscript Students Book page 14 Play the CD again. Students listen again and repeat

chorally, then individually.

Learn it, use it! Go through the Learn it, use it! box with the class, making

sure that students are aware of the appropriate questions and answers for making requests.

Ask students to look at the dialogues again and find examples of the questions and answers.

In pairs, students can practise making requests using the questions in the box.

Encourage stronger students to change the objects in the box and to use their own ideas.

Extra activity Books closed. Give students two minutes to write down

as many questions and answers from the Learn it, use it! box as they can remember.

The student with the most correct expressions wins.

Exercise 2 Pronunciation $ 07 Students read through the sentences. Play the CD. Students listen and repeat chorally, then

individually. Monitor and check that students are using correct

intonation. If necessary, indicate with your hands when the intonation rises in the questions and falls in the reply.

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26 Unit 1

Write a few Whose questions on the board without the verb be and ask students to complete them, making sure that some require the singular and others the plural form of the verb. Point out that Whose is used for both singular and plural nouns.

Write whose and whos on the board and elicit their difference: whose is used to ask questions about possession while whos is used to ask questions about identity.

Point out that both words are pronounced the same way: /hu:z/.

Rules page 68

Exercise 3 Students circle the correct words in the sentences. They can compare answers in pairs. Check the answers with the class.ANSWERS

1 Whos 2 Whos 3 Whose 4 Whos 5 Whose

Adverbs of manner

AimTo present and practise adverbs of manner

Warm-up On the board write two incomplete sentences, Sue is

. Sue is playing . In brackets write happy and happily. Ask the students to complete the sentences with the correct words.

Grammar box Go through the grammar box with the class. Explain that

most adverbs are made with an adjective + ly, but point out the irregular adverbs. Tell students to memorize them.

Rules page 68

Exercise 4 Students complete the sentences with the correct adverb. Remind students to form the adverbs using the adjectives

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

1 slowly 2 beautifully 3 badly 4 fast 5 well

Exercise 5 Game! Using the example as a guide, ask students questions to

find out who owns what in the classroom. Students then take turns to ask and answer the questions. This can be done as a whole class activity or in groups.

Consolidation Remind students to make a note of the grammar rules

and the examples from the lesson in their grammar books. Remind them to record the grammar in a way that will help them to remember it, e.g. with examples of their own


Grammar page 15

AimTo present and practise possessive pronouns and Whose ?

Warm-up Hold up one of your belongings and say: Its my mobile

phone. Its mine. Hold up one or two students belongings and ask Whose is this (pencil)? Elicit an answer. Write the question on the board and elicit its meaning, as well as some more possessive pronouns. Write them on the board.

Possessive pronouns

Grammar box Go through the grammar box with the class. Draw students attention to the difference between

possessive adjectives and possessive pronouns, and give one or two examples to elicit some of the rules, e.g. This is her pen. Its hers. Explain that possessive adjectives always precede the noun, but possessive pronouns stand alone.

Explain that possessive pronouns using peoples names are formed by adding s, e.g. Pablos.

Ask students to look back at the dialogue on page 10 and find the two examples of possessive pronouns.

Rules page 68

Exercise 1 Students choose the correct words. They can look back at

the grammar box and rules. Students can compare answers in pairs. Check the answers with the class.ANSWERS

1 mine 2 their 3 hers 4 yours 5 ours 6 your

Exercise 2 Students complete the sentences with the correct

possessive pronouns. Remind them to look back at the grammar box and the rules if necessary.


1 his 2 ours 3 Mine 4 Theirs 5 yours 6 Ours

Extra activity Call out sentences to the class with possessive

adjectives. Students make matching sentences with possessive pronouns, e.g. T: Its his pen. SS: Its his.

Whose ?

Grammar box Go through the grammar box with the class. Elicit the

meanings of the questions and answers. Explain we use whose to ask questions about possession. Look at the construction of the questions:

Whose + noun + verb be + subject pronoun / demonstrative

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Unit 1 27

Elicit their answers and write them on the board.

Exercise 2 $ 08 Give students time to read the answer choices before

they listen. Play the CD. Students listen and choose the correct

answers. Remind them that they do not need to understand every

word, but they should focus on the key information in the answer choices.

Check the answers with the class.ANSWERS / AUDIO CD TRACK 08

1 b 2 b 3 a 4 aDavid Hello.Greg Hi David. Its Greg here. How are you?David Oh, hi Greg! Im fine thanks.Greg Hey! Where are you?David Im in Rochester. Its near London. Im staying at a

summer camp here.Greg Really? What type of 1camp is it?David Its for performing arts. You know, drama, music, and

dance.Greg Wow! Whats 2it like?David Its fantastic! Im really enjoying it.Greg What 3are you doing at the camp?David Im doing a drama course.Greg Do you 4do the course all day?David No, we dont. We always practise in the mornings, but

we do different activities in the afternoons and evenings.Greg What other 5activities are there?David Oh, lots of things. We usually do sport in the afternoon.

You can play football and tennis, or go swimming. I usually play football. Then, in the evenings we watch films or have a disco. Its really good!

Greg 6Whats your favourite activity?David Oh, the drama course, definitely. Oh, Greg! Its dinner

time. Thanks for calling.Greg No problem. Bye for now.David Bye!

Extra activity 1 Return to the students predictions about the dialogue

on the board and tick the correct guesses.

Extra activity 2 In pairs, students discuss what they think of the camp. Ask some pairs to feed back to the class.

Exercise 3 $ 08 Students read the questions. Play the CD again. Students listen and complete the

questions. Check the answers with the class.ANSWERS

See exercise 2 transcript above.

Skills pages 1617

Reading

AimTo read and understand a magazine article about a basketball star

Background note Texas is a state in the south of the US, bordering

Mexico. The state capital is Austin and the largest city is Houston.

Warm-up Ask students to look at the photos and ask What is the

sport in the photos? (Basketball) What does the man look like? (Hes very tall.)

Ask students to look at the title and ask What is the man doing? (Hes teaching / coaching children.)

Ask students to read the text quickly and to find the name of the basketball team Manu plays for (The San Antonio Spurs).

Exercise 1 Students read the text and correct the mistakes in

the sentences. Remind students that they do not need to understand

every word. They should use the context to help them guess meaning where possible. If it helps, they can focus on the sentences in the exercise first and then look for the relevant information in the text.

Check the answers with the class.ANSWERS

1 He plays for a professional American basketball team.2 During the basketball season, he trains every day.3 This week hes coaching children on a summer camp.4 Some of the children at the camp can play basketball.5 The name of Claytons team is the Court Sharks.

Extra activity Give students a few minutes to read the text again and

memorize as much as they can. Books closed. Ask students some more comprehension

questions, e.g. How tall is Manu? (1.98 m) Where does he usually play basketball? (Texas), etc.

Listening

AimTo listen to a phone conversation between two friends

Background notes Rochester is a historical town in south-east England.

Its population is 27,000. It is famous for its castle and cathedral.

Warm-up Ask students What kind of activities do you think you might

hear David and his friend talk about?

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28 Unit 1

Writing

AimTo write a paragraph about what your partner is doing at a summer camp

Warm-up Ask students for a show of hands on who chose to attend

the theatre camp and who chose the sports camp.

Exercise 5 Students use the notes they made in exercise 4 to

complete the paragraph about their partner. Students can compare paragraphs in pairs. Ask one or two pairs to read out their completed

paragraphs.


Extra activity 1 Students choose one of the camps in exercise 4 that

they would like to attend. They make notes using the information to write a

postcard from the camp to a friend. Students can write a first draft in their notebooks. Students swap drafts with a partner, who corrects

any mistakes. If you have blank postcards, give them out to students

for them to write their final versions or they can write them for homework in their notebooks.

Extra activity 2 You can display the final version of students postcards

around the class.

Further practiceWorkbook page 72

Speaking

AimTo have a phone conversation with a friend about a summer camp

Background notes Cheltenham is a town in Gloucestershire, England.

In the 18th and 19th centuries it became popular as a health resort for wealthy tourists after a spring containing medicinal waters was found there. It is now popular for shopping, horse racing, and its beautiful regency architecture, dating from the early 19th century.

Stratford-upon-Avon is a town in Warwickshire, England. Dating back to the 12th century, it is now most famous as the birthplace of the English playwright, William Shakespeare. Many visitors come to see the house where he was born as well as the Royal Shakespeare Theatre, home of the Royal Shakespeare Company.

Oxford is a city in Oxfordshire, England. It is most famous for its university, which dates back to the 11th century and is the oldest university in the English-speaking world. Many visitors come to Oxford to see its beautiful architecture.

The poet and playwright William Shakespeare (15641616) is considered the greatest writer in the English language. In his lifetime he wrote approximately 38 plays including Romeo and Juliet, Hamlet, and Macbeth, as well as many poems. He is also responsible for introducing many new words into the English language.

Warm-up Ask students Have you ever been to a camp? If so, did you

enjoy it? What did you do? If not, can you imagine a summer camp? Would you go to a sports camp or a theatre camp?

Exercise 4 Pairwork In pairs, students read the information in the adverts for

the summer camps. Students have the conversations. Remind them to look

back at the questions in exercise 3 if necessary. If students need more help before they start their

conversations, encourage them to make notes using the questions in exercise 3 and the information in the adverts.

Monitor and help as necessary, making sure that students are asking and answering correctly, using the present simple and present continuous, and that they are taking turns.

Tell students to make notes of their partners answers as they will need this information in exercise 5.

Make a note of any repeated errors to check at the end of the lesson.

Ask one or two pairs to act out their conversations in front of the class.


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29

Where were you last night?2

29

Grammarbe: past simple (affirmative and negative, interrogative and short answers)Past time expressionsInformation questions with was / werePrepositions of placeThere was / There were

VocabularyHouse and furniture

CommunicationDescribing your bedroomPronunciation: //

SkillsReading: A brochure about top places to visit in South AmericaListening: A phone conversation about a holidaySpeaking: Describing an old placeWr

Documents

Champions Level 1 Tb 2nd Ed