TC TG

Teen Choices
B1
Teacher Guide
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means, electronic or mechanical, including photocopying, recording or by an information
storage and retrieval system, without permission in writing from Helen Doron.
Mind Map® and Mind Maps® are registered trademarks of the Buzan Organisation Limited
1990, www.thinkbuzan.com.
Every effort has been made to trace the copyright holders and we apologise in advance for any
unintentional omissions.
We would be pleased to insert the appropriate acknowledgement in any subsequent edition of

this publication.
ISBN / PN
©Helen Doron, 2014
www. helendoron.com
Introduction -
Rationale Page
UNIT 1- Page UNIT 2 - Page UNIT 3 - Page UNIT 4 - Page
Shopping, Shopping, Lights, Camera,

TOPIC Food Outer Space
Shopping! Action!
Spelling Chart Spelling Chart

Spelling Chart 3.4/5.4 Spelling Chart 3.4/5.4
3.4/5.4 3.4/5.4
VOCABULARY AND
Dictionary Practice - Dictionary Practice - Dictionary Practice -
SUBJECT MATTER Dictionary Practice - GO
CREDIT Out THUMBS
Jokes Jokes Jokes Jokes
Scanning Scanning Scanning Scanning
E-pals E-pals E-pals E-pals
READING Jamie Oliver-The Naked

Ads are Everywhere Life on Other Planets Charlie Chaplin
COMPREHENSION Chef
TEEN CHOICES
Episodes 1 & 2 Episodes 3 & 4 Episodes 5 & 6 Episodes 7 & 8
STORY
Hungry for Life Follow Out of Empty Space Limelight
SONG
Past Simple &
Present Simple & Present Perfect
A/an, the or zero article Present Perfect
Present Progressive Simple
Simple
The Future - going to &
Count, Non-count Nouns Time Expressions Past Perfect Simple
will/shall
GRAMMAR FOCUS
Past Simple & Past Present Perfect Past Perfect
Quantifiers
Progressive Progressive Progressive
The Third
The Order of Adjectives WH-questions Conditionals 0, 1, 2
Conditional
Review of Tenses Connectors Conditionals 1,2,3
Tag Questions
Film for Improving

Healthy Eating Create your own Brand! At the Planetarium
ESSAY Life
Brand Names or Off- A Trip That's Out of

LISTENING Food for Life Taking the Stage
Brands? This World!
COMPREHENSION
Get the show on the
A piece of cake Follow the crowd Go out on a limb
road
As cool as a cucumber Race against time Walking on air Keep a straight face
IDIOM
Give something two
In a nutshell I don't buy it The sky is the limit
thumbs up
REVIEW LESSON BOOK 1 - Page BOOK 2 - Page

UNIT 5 - Page UNIT 6 - Page UNIT 7 - Page UNIT 8 - Page
Beauty Hidden Meanings Home Dreams
A consolidation unit
encouraging them to
review the units they
have done as a
recycling exercise.
Spelling Chart Spelling Chart
Spelling Chart 3.4/5.4 Spelling Chart 3.4/5.4
3.4/5.4 3.4/5.4
Dictionary Practice - Dictionary Practice - Dictionary Practice -
Dictionary Practice - IN
LOOK COME TAKE
Jokes Jokes Jokes Jokes
Scanning Scanning Scanning Scanning
E-pals E-pals E-pals E-pals
The Picture of Dorian Meaning in Different Homes with

Dream On
Gray Numbers Different Needs
Episodes 9 & 10 Episodes 11 & 12 Episodes 13 & 14 Episodes 15 & 16
Ripples It Feels Right Home Raila's Dream
Modals & Semi-modals Passive Adjectives Imperatives

Review of all the
Modals in the Perfect Comparatives &
Gerunds & Infinitives Grammar in Units 1-7
Tense Superlatives
in Teen Choices
Relative Clauses Connectors Adverbs
Adjectives ending in -
Whose/Who's/Who has
ing & -ed
Reported Speech -
Statements
Reported Speech -
Commands & Requests
Reported Speech -
Questions
Someone or
Tell the Story Home My Dream Future …
Something Beautiful!
Does Physical Beauty Decorating with Getting a Good Night's

Home Sweet Home
Matter? Feng Shui Sleep
Beauty is only skin Home is where the The early brid catches
Caught red-handed
deep heart is the worm
Beauty is in the eye of the Wouldn't dream of
To tempt fate As free as a bird
beholder doing something
It’s a vicious circle Safety in numbers To hit a wall
Tackle an issue
BOOK 3 - Page BOOK 4 - Page
Teen Choices—Rationale
Introduction
Teen Choices is an exciting educational set which is interesting, great fun and will keep students
(and teachers!) engaged all the time.
The Teen Choices books cover the syllabus for the Common European Framework of Reference
for part of the B1 level vocabulary and grammar. The remaining B1 level vocabulary and
grammar is taught in Teen Express, which is designated as B1+ level.
Teen Choices has rich and natural vocabulary. We have topic-based Units with fascinating
Reading Comprehension texts, interesting Listening Comprehension recordings, beautiful songs,
and fun exercises, all in addition to the Teen Choices story itself! In line with our belief in the
mother-tongue method, we have added a variety of jokes, tongue twisters and idioms, which
are the essence of the English language. The songs, grammar, vocabulary, phonics and exercises
are all connected, which helps the students reinforce the language being taught throughout the
Unit.
The name ″Teen Choices″ is from the story that runs throughout this set. It is the story of how a
new student, Jessica, has discovered cyberbullying going on in her own school and … the prized
school trophy has been stolen. Can origami clues lead Jessica and her friends to the answers?
Will they discover more than they bargained for?
And, of course, our songs are a very special feature of this outstanding course that the teens
will learn with and remember as a positive part of their formative years.
Target Group
 Can be taught as a first year course for B1 level students aged 12–16. Students who are
very behind in school may also be aged 17 or 18. To decide if this is the correct level of
English for students, you should use the Teen English Placement Test on the HDE
Teacher Portal.
 Can be taught after Teen Talent.
1
Lessons and Sessions
Session: This is the time given for teaching a class. We recommend teaching Teen Choices in
two 90-minute sessions per week. These sessions are ideally held twice weekly. However, they
may be consecutive if this is absolutely necessary.
Lesson: A Lesson consists of five pages in the Workbook, created for teaching within a 90-
minute teaching session. The structure of these five pages is described in the following sections
of this Rationale. The Teen Choices course is composed of a total of 68 Lessons in the four
Workbooks plus four downloadable Assessment Lessons.
Each Lesson has been created to allow time for students to learn the material and also speak
and express themselves. Homework should be assigned from the material provided.
Students aged 15 and above should be able to learn each Lesson in one 90-minute session.
Students under the age of 15 may require up to two 90-minute sessions per Lesson. That means
you can teach at a slower, more leisurely pace.
If two 60-minute sessions per week are being taught, either consecutively or twice-weekly, one
Lesson can be taught over the two sessions with additional games to support the material.
There can be a short break between two consecutive sessions for 'tea and pee.’
To Recap:
 A minimum of TWO sessions per week is essential. If necessary, these two sessions can
be one after the other. Ideally, the two sessions will be on separate days.
 12–14 year olds: 60–90 minutes per session; ideally, 90 minutes. For this age, it is
recommended to spend two sessions on each Lesson and take two years to teach the
course (four books and Assessments).
 15–18 year olds: 90 minutes per session. For this age, it is essential to spend one session
per Lesson and take one year (68 sessions plus Assessment sessions) to teach the course
(four books and Assessments). In countries teaching three times a week, two Lessons
can be stretched over the three sessions.
Your goal is to reach B2 level by the time the student is 18. You can do this with 15- and 16-
year-olds learning Teen Choices if the course is taught over one year. You can’t do this with 17-
to 18-year-olds, but you can still work through the course as efficiently and as quickly as
possible.
2
Course Materials
The following sets of materials are provided for students and teachers of Helen Doron Teen
English:
Student Set
 4 Workbooks
 1 Grammar Book
 4 CDs
 explanation for parents
 carrying case
Teacher Set
 student set
 teacher CD: songs, Listening Comprehensions, phonics charts
 downloadable games and grammar posters
Book Structure
Workbooks and Units

There are four workbooks, each divided into two Units. The themes of the Units are as follows:
Book 1:
 Unit 1—Food
 Unit 2—Shopping, Shopping, Shopping!
Book 2:
 Unit 3—Outer Space
 Unit 4—Lights, Camera, Action!
Book 3:
 Unit 5—Beauty
 Unit 6—Hidden Meanings
Book 4:
 Unit 7—Home
 Unit 8—Dreams
3
Lesson Content
Each Unit consists of eight Lessons.
The Lessons can each be taught in a single session or in more than one session, depending on
the learning level of the class; see the above section, 'Lessons and Sessions'. Each Lesson
focuses on one of the pedagogic elements described in the next section of this guide, while
explanations and exercises for grammar and vocabulary are presented throughout the Lessons.
The elements are presented in the same order in each Unit:
 Lesson 1—Speaking and Vocabulary
 Lesson 2—Reading Comprehension
 Lesson 3—Song Comprehension
 Lesson 4—Reading: Chapter of Teen Choices story
 Lesson 5—Song: Deeper analysis of Lesson 3 song
 Lesson 6—Listening Comprehension
 Lesson 7—Essay Writing
 Lesson 8—Reading: Chapter of Teen Choices story
At the end of each Book (i.e. every two Units), there is a Review Lesson covering both Units.
There are also four downloadable Assessments which prepare the students for international
external tests. These Assessments should be used at the end of each book.
Pages
Each Lesson contains five pages. The first three pages are compulsory. The fifth page is optional
for students that finish faster, or this page can be used as a homework assignment. This is why
we use the following descriptions, with an identifying ‘do’ emblem printed on each page:
 First Page Lessons 1.1–8.1 Must do!
 Second Page Lessons 1.2–8.2 Must do!
 Third Page Lessons 1.3–8.3 Must do!
 Fourth Page Lessons 1.4–8.4. Should do!
 Fifth Page Lessons 1.5–8.5 Can you do?
Exceptions to this layout are Lessons 3.4 and 5.4, as these deal with the important topics of
phonics, spelling and vocabulary. In 3.4 and 5.4, you must do the chart in class, playing the
recordings on your Teacher CD/audio track and having the students repeat each word with the
track. The rest of the page can be done in class or as homework. But it must be done.
4
Lesson Elements
Vocabulary and Grammar

Teen Choices covers part of the grammar and vocabulary for the Common European
Framework of Reference for the B1 level. The rest of the B1 grammar and vocabulary will be
taught in Teen Express—our B1+ Level.
We have many different approaches to grammar, so each student can find the approach best
suited to him or her. In addition, multiple approaches allow students to absorb the same
information in different ways and therefore better integrate what they are learning. We believe
in peripheral learning; therefore, grammar is taught naturally, as well as formally, and by using
the vocabulary emphasised in each Unit. We play a variety of games which reinforce grammar
and allow the students to use it.
Book 5, the Grammar File, provides thorough explanations and grammar charts. This book is
not only a teaching tool, but a very useful reference, as well.
Reading Comprehension
Lesson 2 of each Unit consists of at least one or two Reading Comprehension texts that have
been written:
 to correspond to the Common European Framework of Reference at B1 level for both
vocabulary and grammar, in particular the grammar being taught in the specific Lesson.
 to teach topics of authentic interest and topics deemed vital to the world’s balance and
future.
 to involve the students in the lives of teens—like themselves—in different countries.
 to be connected to the topic of the Unit and help the students write their essays in
Lesson 7.
Reading Comprehension Techniques
Scanning
Scanning is a technique for passing exams, not for language learning; however, this technique is
very useful for students. It is often necessary to answer quickly and accurately because of time
limitations. This is where scanning comes in. The students can read a question, choose which
words will help them find the accurate answer, and look for those words in the passage. When
they find the words, they are well on their way to finding the answer. However, without
understanding grammatical nuances, they could still get it wrong!
Reading for Full Comprehension
Reading and understanding the text, on the other hand, is clearly preferable to 'scanning' from
the educational point of view. We want our students to understand the material and use it!
5
Therefore, in our sessions we read and understand the Reading Comprehension texts together
with the students.
Songs and their Analysis

All the songs are originals which have been written, composed and sung by Ella or Benaya
Doron especially for Teen Choices. The lyrics are educational, poetic and connected to the topic
of the specific Unit. The music is ‘in tune’ with teenagers and what they listen to in their daily
lives. The songs contain important life lessons and we always have discussions and exercises
analysing them. Once you start listening to the songs, you won't be able to stop!
Lessons 3.1 and 5.1 of each Unit have the same song, as there is one song per Unit. In Lesson
3.1, we learn the vocabulary and surface meaning of the poem/song lyrics. In Lesson 5.1, we dig
deeper into literary analysis and poetic devices (allegory, metaphor, similes, etc.). The Lesson
Plans guide you through this so you can convey correct knowledge to the students while having
the freedom to expand on the ideas and explore the poetic content of the songs together with
your students.
When teaching Lessons 3.1, ask the students if they have listened to their tracks at home, and
remind them of the importance of this. Before teaching the song’s vocabulary, play the song
once and let the students listen and absorb the music. After they have heard the song once,
give them highlighters and ask them to highlight the new and unfamiliar vocabulary. Teach the
vocabulary using flashcards, props, movements or facial expressions. Use synonyms they know,
e.g. pleased = happy. Ask them to answer each other but encourage them to do so without
translating.
After they have understood a word, they may want to write down the meaning in their mother
tongue. Students can also use a dictionary if necessary. Using a dictionary is a necessary skill
that also needs to be learnt and practised as it helps in exams and life in general. However, as
mobile phones must be switched off during classes, online dictionaries will probably not be
available during the session.
Finally, listen to the song again and encourage the students to sing along. The students may be
too self-conscious to dance, but you can suggest that they stand up and move around a bit
while singing.
The Teen Choices Story

Every unit consists of two episodes of this story that the students hear on their CDs/audio
tracks and then read in class. Each episode is preceded and followed by discussion questions
which ensure that all of the students understand all details of the story and are able to discuss
each other's opinions.
Listening Comprehension
Lesson 6.1 always consists of a Listening Comprehension recording which is included on the
Teacher CD.
6
It is very important for students to be able to listen and fill in the answers or remember what
they have heard.
Listening Comprehension recordings are connected to the Unit topics and are often by
teenagers telling their own stories.
Essay Writing
We have introduced two different types of essay-writing activities: Mind-Mapping and Picture-
based sequential story writing.
Mind-Mapping
We have introduced the life-enriching technique of Mind-Mapping as taught by Tony Buzan.
This activity allows the students to arrange ideas and their connections pictorially, before they
begin to write. A Mind Map is a diagram used to visually outline information and is often
created around a single word or text placed in the centre with connected associated ideas. You
are providing your students with the life-long use of this organisational tool.
Sequencing
This technique is simply describing pictures in sequence. It is a traditional format often used in
exams.
General Elements
Although each Lesson is focused on a specific pedagogic element, some features are included in
every Lesson, regardless of topic.
Games
You must have at least one game per session. Most games you will need are on our Portal for
HDTE teachers, often labelled with the highlighted word ‘download’. They just need to be
downloaded in colour and laminated.
Please note that these downloadable games may be changed and updated from time to time.
Therefore, specific names of games are not mentioned in the Lesson plans.
PLAY GAMES! Play games in between the exercises. Some games can be played before students
write specific exercises in order to remind them of the material they have learnt. Other games
can be played after they have written the exercise in order to reinforce what they have learnt.
Games should involve moving around and, at the very least, getting the students up from their
seats and moving to the floor to play. Occasionally games can be played round the table, but
sitting on the floor is kinaesthetically important.
7
Phonics, Spelling and Vocabulary
In each Unit, Lessons 3.4 and 5.4 have phonics, spelling and vocabulary activities. There are
phonemic charts that compare vowel or consonant sounds according to Received Pronunciation
UK English. These charts are compulsory learning. They must be covered during one of the
sessions and cannot be left out. The vocabulary exercises can be given as homework if there
isn’t time for them in class.
The perception and ability to produce these sounds and differentiate between them is vital to
understanding and speaking English properly. Young children pick this up naturally. From the
age of 8, if the student hasn’t previously been widely exposed to English, the student will need
to make a conscious effort to learn these sounds. However, the more the students hear and
listen to the CDs/audio tracks at home, the easier and more instinctive this will become.
Some sounds must be compared, heard and practised often for students to perceive the
difference between them. All you have to do is to put on the Teacher CD selection in class and
let the students repeat the words. The phonemic symbols of the International Phonetic
Alphabet (IPA) are taught in schools in many countries. If this is the case in your country, the
students will be familiar with them. However, learning the phonemic symbols is optional. The
important thing is to understand and practise the differences in sounds.
Apart from repeating the sounds, there are other ways to learn the spelling and meanings. :
Spelling Games
There are various games for practising the spelling of words in the phonemic charts. Tell
students to practise spelling these words for the subsequent session, when a spelling game will
be played.
Fun Stuff
This is not compulsory. Indeed, the page is labelled 'Can you do?' It is for the students who
finish the previous pages faster than others. It can also be homework.
Fun Stuff:
 is the last page of each Lesson.
 is educational and challenging!
 has lots of word play for advanced thinking in English!
 is a vocabulary review of the specific Lesson or the previous Lessons.
Idioms and Quotes

Idioms give further depth to the students’ knowledge of English language and culture.
 Most idioms are from the songs.
 All idioms are connected to the Unit Topic.
8
 Idioms are an important part of language.
 The vocabulary is put into context and used throughout the Unit.
Quotes by famous people are also very much a part of the language and the culture.
Jokes and Tongue Twisters

No one understands a language and culture until they can laugh in it, so we have two or three
jokes and tongue twisters in each Unit.
There are tongue twisters to say in each session and to practise at home to demonstrate
improvement, fluency and language skill at the next session. Although the Lesson plans display
the tongue twisters in each session, you may need to remember to carry tongue twister
practice to the next session if you are teaching two sessions one after the other.
Jokes may need to be explained. Don’t worry! You have the explanations in your Lesson plans!
Special Feature—E-pals
At the end of each Unit, in the centre of each book, we have a page with ‘E-pal’ topics that are
related to the Unit. Each student selects topics and writes to his or her Helen Doron Teen
English e-pal from a Learning Centre in another country. If you are an independent teacher, ask
your franchisee to connect you to Helen Doron Teen English teachers or learning centres in a
different country.
9
Brain Jog—Warm-up
At the beginning of every Lesson we start with a Brain Jog/Warm-up session. A Brain Jog is a
physical activity that connects the left and right brain and prepares our students for more
fruitful, effortless and long-lasting learning. Brain Jogs awaken both left and right hemispheres
of the brain, allowing learning with the entire brain.
It is important that Brain Jogs consist of a cross-over movement, e.g., touching your left knee
with your right hand and then touching your right knee with your left hand, all while practising
the vocabulary or grammar which is being taught.
You can use any of the various Brain Jogs from various teacher guides. Be aware of the fact that
some of the students may feel silly at first, but if you explain the benefits of Brain Jogs, they will
understand and comply. Also, be authoritative—pleasant, but firm!
Review Lessons
After the second Unit of each book, in the centre of the book, there is a Review Lesson. Each
Review Lesson consists of six pages and reviews the vocabulary and grammar taught
throughout the two Units of the specific book. The Review Lesson prepares the students for the
Assessment which will be the focus in the Lesson to follow. All four Assessments prepare the
students for an optional external exam at the end of the course.
Even though the Review Lesson is meant to prepare students for the Assessment, it still
contains the core elements which make our sessions fun and educational. You will still start
with a warm up/Brain Jog and play games. In principle, we don’t do pair work in Review
Lessons; however, if you feel it is helpful, you could allow this here and there.
Summary
This is a unique course with so much to offer! It is thought-provoking, educational and most
importantly—fun! Yes, fun means that the students learn better!
Each Teen Choices group will bring with it exciting new experiences!
Have a great year!
10
Brain Jog: Ask the students what they
TEEN CHOICES like to eat. Write their answers on the
board. Students can contribute to the
Unit 1 Teacher’s brainstorm as many times as they like.
Now, start the Brain Jog. Touch your
Guide left shoulder with your right hand,
your right shoulder with your left hand
and then tap your knees twice.
Lesson Plans Once they have the rhythm, start the
chant:
I love to eat carrot salad. What do you
love to eat?
Lesson 1.1
I love to eat . What do you
love to eat?
PREPARATION: Continue until everyone has shared

1. Pictures and props for encoding their favourite food.
words. Ask the group what they noticed
2. Dictionary. about the food choices. You are
3. Games. aiming to prompt a brief discussion on
healthy food choices.
Exercise 1: Read through the Key

Introduce yourself and talk about Words with the group.
what you are going to be doing this
year. Have pictures or props ready to help
Show the books to the students and you explain some of them. Since
explain the layout of each book. correct use of a dictionary is integral
Explain that there are songs, to development of skills for future
grammar exercises, fun pages, studies, you can also encourage the
reading and Listening Comprehension students to look up new words.
recordings as well as a very special
story running through all the units. Let the students work in pairs to
Explain about the daily listening to complete the exercise using the Key
the audio tracks and which parts to Words. Have them read out answers
listen to each week. in turn to check their answers.
Exercise 2: Each student should now

take time to write four sentences
using the Key Words to describe
themselves and their eating habits.
What they have written should then
be shared with the class, both as a
speaking exercise, and as a way to get
to know each other better.
Feel free to share your own sentences
first if the ice needs breaking.
1.1 Answer Key
Exercise 1:
a) breakfast
b) vegetables / foods / fish
c) harmful
d) natural
e) vegetarian / vegan
f) chef
g) fast food
h) baking
Exercise 2:
About them!
Encourage them to discuss what they
like to eat, don’t like to eat, if they
prepare food, if they taste new foods,
etc.
Lesson 1.2 1.2 Answer Key
Go Grammar! Remind the students Exercise 1:
that we use an and a when talking a) a
about singular objects. Ask who b) an
remembers when we use a and when c) a
we use an.
d) a – an
e) an
Open the Grammar File to page 3 and f) an
share the reading within the group. g) a
h) a
Exercise 1: Have the students i) An
complete the exercise individually, j) an
and then share answers with the
group. Exercise 2:
Some examples of sentences are:
Exercise 2: The students should work 1. e.g. i – Avocado is a very healthy
in pairs to match the words with their fruit.
categories. When sharing answers, 2. h – Indigo is a colour of the
challenge them to see how many rainbow
other words they can think of in each 3. d – A daffodil is a yellow flower.
category. 4. c - Cucumber is a tasty vegetable.
5. e – A fork is a tool we use for
Now have them write sentences; they eating.
can still work in pairs if they wish. 6. b – Being a chef is a profession
that interests me.
Exercise 3: Sorting the adjectives and 7. a – Venus is a planet near the sun.
nouns into the table shouldn’t be too 8. g – Dinner is a meal eaten in the
difficult until they get to words like evening.
“honest”, “hour”, “European” and 9. f – Pizza is an Italian dish.
“university”. Encourage them to say
the words out loud so they hear the Exercise 3:
sounds – it’s about a consonant or
vowel sound, not the spelling. a an
cake honest
Have them work individually so that biscuit exciting
they each really have to think about it. tasty egg
fresh hour
Idiom of the Week: Ask a volunteer to university energetic
read the idiom. Can anyone guess uniform amazing
what it means? European appetizer
Now have a volunteer read out the menu oven
explanation, and yet another vegan apple
volunteer to read out the example. dessert attractive
Can they think of any other examples?

E-Pals: Teen Choices offers its
Lesson 1.3 students the opportunity to write to
and/or email other HD students in
Go Grammar! Continue reading on other countries around the world.
page 3 of the Grammar File to cover Students can learn about each other,
the information on the use of the as share their experiences and become
an article, and you also teach the zero friends! Direct them to Page 43 for a
article. list of questions they can ask their e-
pals.
Exercise 1: Now the students need to
consider the use of the as an article.
Of course there is also the possibility
of them having to leave the blanks 1.3 Answer Key
blank if the zero article is required.
Give them time to work in pairs and Exercise 1:
see how they do. a) the
b) ------
Go around the group taking turns c) the
reading out answers. d) the
e) ------
f) ------ / the
Game: Now is a good time to g) the
reinforce what the students are h) the
working, on by playing a game. i) ------ / the
j) the
Exercise 2: Having dealt with the use k) ------
of articles in pairs and then in a game,
it is time to have the students attempt Exercise 2:
this on their own. a) an
b) a
Joke: Have a student volunteer read c) –
the joke. d) a
The joke refers to the idiom on the e) the
previous page: f) an
The student ate his homework g) –
because the teacher said it was ‘a h) – / the
piece of cake’. The teacher meant it
was very easy, but the student
thought it literally meant a slice of
cake!
Exercise 1: Ask your students some Exercise 1: About them!
leading questions to start a discussion, Here are some questions for the
such as: students to think about while writing:
a) What messages do the media send
us about food? a) Do you eat a lot of greens?
b) Do the parents set rules about b) How about fruits and vegetables?
what the students can/can’t eat? c) Do you think being a vegetarian is
c) Is there anything they would like healthier than eating meat?
to change about the way they eat? d) How often do you eat out?
e) How often do you eat junk food?
Now ask them to sit down and write a
few sentences about the way they eat, Exercise 2:
their preferences and decisions. a) the cake
Sharing this information about b) the burger
themselves will help to make the c) water
group more cohesive, allowing them d) an egg
to work and learn together more e) onions
effectively. f) Bananas
g) juice
Exercise 2: The students can complete h) bread
this exercise in pairs or individually,
depending on the group and what you Exercise 3:
consider suitable for them. There is no one correct answer for
these, but here are some possibilities.
Exercise 3: There are many words in
the English language where the a) Stephanie ate eight chocolate-
spelling and context become covered strawberries.
important because the words sound b) The well-bred gentleman ate the
the same. Can the students think of bread. (Please note that you will
any of these words? probably need to teach breed –
Incidentally, can you pare a pair of bred.)
pears literally means ‘Can you trim c) Sophie thought the bean had been
two pears?’ under the table.
d) Meat-eaters meet to learn
The students should now complete vegetarian cooking.
the exercise by themselves. Challenge
them to see who can come up with
the funniest sentences.
Exercise 2:
Lesson 1.5 Secret Message: Learning to eat
healthily is a piece of cake.
Exercises 1, 2 and 3: The students that
have finished all of the compulsory Exercise 3: There is no one correct
material will move on to the Fun Stuff answers for these, but here are some
page while they wait for the others to possibilities.
finish. The students will enjoy
challenging each other! a) My mother has a wonderful recipe
for apple pie. It’s our favourite
However, if all of the students have dessert.
completed the compulsory pages, you b) I prefer to drink juice with my
can encourage them to do Fun Stuff at meals rather than soda drinks.
home and in the remaining time, you c) Our school cafeteria has a healthy
can play games or talk about what menu.
they learnt in this lesson. d) The famous chef prepared some
appetizing vegetarian dishes for
See the Portal for extra games. the party.
e) I like to have a salad made from
green vegetables before dinner
every night.
1.5 Answer Key
Exercise 1:
Lesson 2.1 A negative eating habit is shopping
when you’re hungry.
PREPARATION: A positive/negative eating habit is

1. Pictures and props for encoding ______.
words.
2. Dictionary. E-pals: Ask your students if they wrote
3. Activity for L-2.2 download. to their e-pals, and if so, what they
4. Highlighters. wrote about. Hold a brief
5. Games. conversation.
Reading Comprehension: Make sure

Did you all listen to your sound tracks that every student has a highlighter
every day, twice a day, sometimes for this activity.
hearing in the background, sometimes
actively listening while following with Each student should take a turn
the book? Great. Now, how was your reading. Make sure that they read
week? slowly and clearly so that everyone
can follow them. As they read, all
Go around the class, each student students should mark words that are
saying what he or she did that week. new to them.
Be lively, interested and interesting! Some words they may not know, and
that you should be ready to explain,
Correct homework: This should be are:
done as a group activity, each student documentary – editor – cheeky –
reading out what they have written. answer back – production – company
– nude – reduce – expose – to pay
Brain Jog: Draw a table on the board attention – satisfied – variety –
and label the columns ‘Positive Eating influence – quality – nutrition –
Habits’ and ‘Negative Eating Habits’. unemployed
Hold a brief brainstorming session
Have pictures or props ready to help
before starting the Brain Jog.
you explain some of them. Since
correct use of a dictionary is integral
Now, touch your right hand to your to development of skills for future
left elbow, then your left hand to your studies, you can also encourage the
right elbow, and then snap your students to look up new words.
fingers twice. Repeat until there is a
good rhythm going before you start Discussion: Having read the
the talking part of the Brain Jog. comprehension, and participated in
the brainstorm before the Brain Jog,
Now start the Brain Jog with an the students should have some good
example of your own. Each sentence material for this discussion.
should rhythmically take to rounds of
actions. Keep going until every student
has had a turn to say something.
2.1 Answer Key
Note: ‘To be into (something)’ means
to really like it.
‘To answer back’ means to be strongly
state your opinion, without worrying
about being criticised for it. It often
means to be cheeky with it.
Additional Note: In the Reading

Comprehension Jamie Oliver – The
Naked Chef, we have used both 'fruit'
and 'fruits'. Note that ‘fruit’ is the
collective noun, and ‘fruits’ means
different types of fruits.
For example:
a) There is a lot of fruit in the fridge.
b) My sister likes many fruits. Her
favourites are strawberries and
apples.
Exercise 2:
Lesson 2.2 a) To help British children get
thinner, Jamie began the fight to
Exercise 1: Once you feel that the reduce the amount of junk food in
students understand the text, check school lunches.
how much they remember with this b) At first, students weren’t satisfied
exercise. with Jamie Oliver’s healthy food.
Some brought in packed lunches
with high-fat foods, while others
If you like, you can turn it into a went out at lunch time to buy fast
running game in teams with food. In some cases, parents even
brought in takeaway for their
downloaded True and False signs, in
children.
which you read out the questions, and
c) The idea behind the show was to
the first student with the correct
strip food down to its bare
answer gets a point for their team. essentials – to prove that you
could make really tasty food
Exercise 2: For this exercise, the without fancy gadgets or dressing
students will need to practise scanning up ingredients.
the text to find the right answers. Help d) The series even affected the kind
them identify key words in the of food that is served in hospitals
question and then have them scan the and prisons.
text for those words in order to find e) Jamie has also written a number of
the answers. cookery books. Four or five million
people use his website each
After doing one or two questions month to get recipes and
identifying key words as a group, the information about nutrition. Jamie
is involved in ‘Fifteen’,-a
rest of the exercise should be
restaurant where unemployed
completed individually. young adults are the student
chefs, and several other television
series.
f) Jamie is also fighting for cookery
classes for students 4 to 14 years
2.2 Answer Key old to be taught in schools in
Britain.
g) Jamie believes that if kids knew
Exercise 1:
how to prepare healthy food they
a) T would be less likely to reach for
b) F the junk food.
c) T h) No he doesn’t. Jamie feels that his
d) T work is not done yet, and he has
e) T started many other projects to
f) F continue his work.
g) T i) Nutrition.
h) F
Exercise 1: Remind the students about Exercise 1:
the grammar that was covered in last 1. b
week’s lesson regarding the use of a, 2. b
an and the. 3. a
4. b
Divide the students into two groups
and let them work on this exercise Exercise 2:
together. They should discuss which of a) a – an
the answers are correct. Can they b) The – the
justify their choices? If they cannot c) a – a or the
come to a consensus, they should (Please note that although the
open the Grammar File to page 3 and Reading Comprehension text
share their conclusions with the other starts with this sentence and it
group. is a there, to the students it is
now clear that we are talking
about one specific TV crew. So,
Game: See the Portal for a game both answers are correct.)
related to the grammar being covered d) a
in this lesson as well as the Reading e) the – a
Comprehension text. f) an – the
g) the
Exercise 2: Ask the students to h) an
attempt this exercise individually.
Answers should then all be shared
with the group. Make sure that all
students have a chance to answer at
least once.
Exercise 1: We are asking the students Exercise 1:
to consider foods which are commonly a) X
eaten by teenagers. Which are healthy b) 
and which are better avoided? Once c) 
they have completed their own lists d) 
they should discuss their responses e) 
with the group. f) 
g) X
Game: There is a fun game on this h) X
topic on the Portal! i) 
j) X
Exercise 2: This exercise takes the k) X
students back to the Reading l) 
Comprehension text in exercise 2.1. m) X
Can they match the titles without re-
reading the whole article? If they need
their memories refreshed, they should Exercise 2:
skim-read the passage. a) F
b) C
Joke: Ask for a volunteer to read out
c) E
the joke.
d) H
Do the students understand the play
on words? e) I
f) D
Note: The words ‘flies’ and ‘like’ are g) G
not the same parts of grammar. When h) B
we say ‘time flies like an arrow’, flies is i) A
a verb and the sentence really means
‘times goes by as quickly as an arrow. Exercise 3:
When we say ‘fruit flies like a banana’, Their own words, but here are some
the word flies is a part of a compound general descriptions:
noun ‘fruit flies’ which is a type of
insect. The second sentence therefore The first picture shows foods that can
means ‘the (insects) fruit flies enjoy be used to make a healthy, tasty meal.
bananas’. There is whole wheat bread, some
fresh, crunchy vegetables an apple
Exercise 3: Remind the students that and a glass of milk.
describing a picture does not mean The second picture is a much less
listing only the things they see, but healthy meal. There is a lot of junk
using adjectives as well. They can food; a greasy burger, fries and chips
even turn the exercise into a short which do not make a nutritious lunch.
story if they like. Give the students The cola, lollipop and doughnut are
some time to work on this full of sugar, which isn’t healthy.
independently.
Exercises 1 and 2: The students that Exercise 1:
have finished all of the compulsory Jamie Oliver is a chef.
material will move on to the Fun Stuff A vegetarian does not eat meat.
page while they wait for the others to An example of a vegetable is a
finish. The students will enjoy cucumber.
challenging each other! Jamie Oliver thinks if kids could
prepare healthy food, they would not
However, if all of the students have eat junk food.
completed the compulsory pages, you A good way to start the day is by
can encourage them to do Fun Stuff at eating breakfast.
home and in the remaining time, you Eating fast food is harmful.
can play games or talk about what An example of a fruit is oranges.
they learnt in this lesson.
HEALTHY
Game: See the Portal for a fun Exercise 2:

game to play. At least 62 words:
alone – came – can – chase – chases –
choose – chose – close – come –
comes – core – cream – dam – dice –
dine – done – doom – door – dream –
ear – earn – earns – ears – ham – has –
hear – hole – home – hose – ice – jam
– lame – lice – loan – loose – lose –
main – man – mice – mole – more –
name – near – nine – none – nor –
nose – one – race – rain – ram – ran –
rice – role – same – scan – score –
scores – scream – sir – sole – some
Song and Discussion: Play the song for
Lesson 3.1 the students with their books closed.
This will really let you see who has
PREPARATION: been doing their home listening. Let
1. Teacher CD. them focus on listening and really
2. Highlighters. getting the feeling of the music and
3. Pictures and props for encoding lyrics.
words.
4. Dictionary. When the recording ends, ask them
5. Games. what they think of the song. Now the
students should open their books,
Did you all listen to your sound tracks take highlighters and highlight the
every day, twice a day, sometimes words they’d like to know more about
hearing in the background, sometimes while they to the song again.
actively listening while following with
the book? Great. Now, how was your In this lesson, we have focused on the
week? literal meaning of the song in the
discussion questions. However, it is
Go around the class, each student important that you answer all of the
saying what he or she did that week. students’ questions regarding the
song. If they have picked up on the
Be lively, interested and interesting! metaphorical meaning and message,
and there is something they want to
Correct homework: This should be discuss, let them. Do not tell them
done as a group activity, each student that you will discuss it in Lesson 5.
reading out what they have written. However, as the teacher you can guide
them using the discussion question.
Brain Jog: Ask the students when they
last tried a new food. What was it? Some words and expressions you need
How was it? Why did they try it? Feel to be prepared for are:
free to share a story try to make it hungry for life – baked beans – stir –
positive, maybe something you were multi-coloured – figure out – zesty –
hesitant to try but ended up liking. discovered – variety – cultures –
styles – crusty – creamy – crunchy –
Now … touch your right hand to your melt
left ear and your left hand to your
right ear, and then tap your knees Have pictures or props ready to help
twice. you explain some of them. Since
Go around the group, giving each to development of skills for future
student a chance to contribute at least studies, you can also encourage the
once: students to look up new words.
I like trying new food.
I (like/don’t like) trying new food.

Exercise 1: Each student should 3.1 Answer Key
answer the questions on their own,
and then share the answers with the Exercise 1: About them!
group, helping them to further get to
know each other. Exercise 2: There is no one correct
answer for these, but here are some
possibilities.
Game: There is a game to review
the new foods mentioned in the song a) Zesty: coriander/rocket in a salad,
on the Portal. You can play it now or at ginger in an apple juice, lime juice
the end of the lesson. in fruit salad
b) Crusty: quiche crust, butter
Exercise 2: The students should biscuits
discuss the new adjectives in relation c) Creamy: smooth guacamole,
to foods that they know and enjoy. lemon pie custard, tomato soup or
This exercise should be done in pairs any other soup that is smooth for
and then shared with everyone. that matter!
d) Crunchy: apple, lettuce in a
Idiom of the Week: Ask for a sandwich, salad, any vegetable
volunteer to read the idiom, another that you chew that makes a
volunteer to read the explanation, and crunching sound
yet another to read the example. Can e) Melts in your mouth: thin
any of the students think of other chocolate, Malteasers®, meringue,
examples? whipped cream
Exercise 2:
Lesson 3.2 e.g. 1 ‘pizzas’ is a count noun used in
the plural to mean the different kinds
Exercise 1: Now it is time for the of pizza they serve are delicious.
students to take the new vocabulary e.g. 2 NC
from the song and use it in a different a) NC
context, helping internalise any new b) C
words and phrases.
c) C
Working individually, the students d) NC
need to read the sentences carefully e) NC
and fill in the blanks using words in the f) C
song. g) C
h) NC
Go Grammar! The concept of count i) C – talking about a specific pizza
and non-count nouns should not be a
j) NC
new one for the students. However,
for a quick refresher, they should open k) C – because this actually means a
the Grammar File to pages 4 and 5. cup of coffee, but is commonly
used this way.
Before looking at the Grammar File, l) C
can any students try to explain the m) NC
difference?
n) C
o) C
Exercise 2: Remind the students to
read the questions carefully before p) NC
deciding which of the sentences use a q) NC
count noun, and which use a non- r) NC
count noun.
Note: pizza, chocolate, fruit, breakfast,
lunch, dinner are both count and non-
3.2 Answer Key count nouns. In general, they are used
as non-count nouns. When they are
used as count nouns they mean 'kinds
Exercise 1:
of ______'.
a) figure out
It is incorrect to say: ‘Pizzas are very
b) stir/mix
tasty.’ Instead you should say: ‘Pizza is
c) types
very tasty.’
d) delicious
e) realise
f) keep up
g) try
h) most
Exercise 1: Students should take turns Exercise 1:
reading out the clues to the class. Who a) cereal
can think of the answer first? b) a kitchen
c) soup
Exercise 2: The students can work in d) a fridge
pairs or individually for this exercise e) sugar
matching foods to the country/region f) a pumpkin
where they were first made and g) a salad
eaten. h) a cinnamon bun
Exercise 3: For this exercise, split the Exercise 2:

class into two groups. Encourage them 4. France
to debate whether the nouns are 5. Italy
count nouns or non-count nouns as it 2. China
is not always clear. 8. Belgium
7. Mexico
E-pals: Remind your students that 1. Japan (e.g.)
they should write to their e-pals this 3. England
week! Introduce this properly for any 6. Middle East
new students in the group.
Game: There is a game on the

Portal covering the material of
Exercise 3.
Exercise 3:
Vegetables Fruit Dairy and Meat

Count Non-count Count Non-count Count Non-count
potato lettuce cherry cheese
carrot cabbage strawberry butter
salads parsley plum yogurt
pumpkin celery grape meat
radish salad pineapple cream
coconut beef
apricot
Grains and Baked Goods Condiments Drinks

Count Non-count Count Non-count Count Non-count
cracker pita bread ketchup water
biscuit cereal mayonnaise coffee
cinnamon rice mustard soda drink
buns bread soy sauce milk
pie toast chili sauce juice
jam tea
salt soup
sugar
Note:
 coffee: Non-count
 cup of coffee: Count
 chicken (dead animal): Non-count
 chicken (alive) ≠ food, so it is not

on the list.
Exercise 1:
Spelling Game – Should Do! Read a) peach
through the table with the group, b) bin
making sure they can differentiate c) chips / beans
(speaking and hearing) between the d) wheat
phonics /i:/ and /I/. e) beat
f) eat
Exercises 1, 2 and 3: If there is time
during the lesson, let the students do Exercise 2:
the exercises. If not, tell them that a) seek
they should review the chart and do b) sheep
the exercises at home, so that they c) will
will be prepared for the spelling game d) feel
next week and can help their team e) ship
win. f) lip
g) pitch
The games range from relay races to h) bit
board games. i) sick
j) fill
Game: If time remains but you Exercise 3:

feel that the students need a break Their own words! Here are some
from writing in their books, play a examples:
game. When you finish playing, point
out that the game will help them to do a) I seek the sheep on the ship who
this page at home. was feeling sick.
b) Let’s fill the pool as I feel like
taking a dip in a nice, deep pool.
c) It ate the chip.
d) I put the beans in the bin and ate a
peach instead.
e) The heat wave hit the town.
f) The wheel will deflate under this
weight.
Exercises 1, 2 and 3: The students that Exercise 1:
have finished all of the compulsory a) First – morning
material will move on to the Fun Stuff b) breath – realise
page while they wait for the others to c) types – which
finish. The students will enjoy d) try – life
challenging each other! e) orange juice – beans
f) Freshly – most
However, if all of the students have g) sweet – cinnamon
completed the compulsory pages, you h) multi – some
can encourage them to do Fun Stuff at i) Shake – mix
home and in the remaining time, you j) figure out
can play games or talk about what k) way
they learnt in this lesson.
Exercise 2:
e.g. different
Game: See the Portal for a fun a) see
game to play. b) cook
c) help
d) healthy
e) breakfast
f) lately
g) try
h) delicious
Exercise 3:
Lesson 4.1 E-pals: Ask your students if they wrote
to their e-pals, and if so, what they
PREPARATION:
wrote about. Hold a brief
1. Activity for Spelling Game
conversation.
download.
2. Teacher CD.
3. Highlighters. Spelling Game – Must Do! Play a
4. Pictures and props for encoding game using the spelling chart from
words. Lesson 3.4.
5. Dictionary.
6. Games. Ask the students if they reviewed the
spelling words at home. Regardless,
Did you all listen to your sound tracks they are about to be challenged with a
every day, twice a day, sometimes group game.
actively listening while following with Choose between a board game,
the book? Great. Now, how was your scrambled letter game and a ball
week? game.
Go around the class, each student Board game – Split the group into
saying what he or she did that week. pairs. Give each pair a board marker;
they should take turns writing the
Be lively, interested and interesting! words you read out. Award one point
for the first pair to finish, and a point
Correct homework: This should be for each pair who successfully spelled
done as a group activity, each student the word correctly.
reading out what they have written.
Scrambled letter game – Prepare two
Brain Jog: Ask the group “Do you sets of downloadable cards with the
know what ‘chat lingo’ is?” Ask them words spelled correctly, and one set
what they think about all the with the letters scrambled. The
abbreviations and slang that is used on students work in teams to find the
the Internet and in phone text correct word for the scrambled one
messages. you hold up.
Now touch your right elbow with your Ball game – This game makes the
left hand, then your left elbow with students practise listening to each
your right hand, and clap twice. Once other and working together to spell
the group has the rhythm, start the words. Each student says one letter
Brain Jog: and then throws the ball to another
student who says the next letter. If a
I use chat lingo because it saves time. mistake is made, start the word over
again.
I use/don’t use chat lingo because
_____.
Go around the circle until everyone

has had a turn.
Teen Choices Episode 1: Words that you should be prepared to
explain include:
intend – transformed – depicting –
The reading comprehension texts are porcelain – sneak up – scold –
significantly longer than they were in apparently – efficient – community
Teen Talent. The students are older centre – intrude – urgent –
and hopefully better equipped to deal appropriate – instantly – chatting
with this, especially who have already versus chattering – exhaled –
taken classes with Helen Doron. resemble – conversation –
unintentional
Start with the Before Reading
discussion questions. Have pictures or props ready to help
Note: Keep in mind that most students correct use of a dictionary is integral
probably have more than one device to development of skills for future
with Internet access, but try to get studies, you can also encourage the
them to think of possible pitfalls. students to look up new words.
Reading: Hand out markers and play

the CD. Students should follow with TIP
the CD and mark words that they do Students may find it difficult to follow
not know. and understand the reading as it is
Note: This episode includes a lot of read at normal speed. If this is the
Internet slang in the form of case, after hearing the CD once with
abbreviations. Abbreviations of this them, read the passage round the
form are also called initialisms, as class. This means that each student
they use the first initial of each word reads a few lines and you stop where
of the sentence. When an initialism they don’t understand. This increases
can be pronounced as a word, it can comprehension greatly and allows
be called an acronym. practise of reading skills.
For example, TTYL is an initialism but
not an acronym. LOL, on the other
hand, is both.
Discuss: Use the discussion questions After Reading:
to help get the discussion started, or a) Jessica is from Canada. She is in
even to redirect the discussion if you London on an exchange
feel the need, but mostly let the programme and is staying with her
students have a free discussion about grandparents.
what happened during the episode. b) The beeping sound it was making.
c) The message on Jessica’s screen
Once the four discussion questions concerns Mrs Knowing. She thinks
have been covered, direct the it is code. Mr Knowing is sure that
students’ attention to the questions they can trust Jessica.
requiring written answers. d) Jessica is at school.
e) About them.
They should work on the written f) Their choice.
questions individually; skim-reading
the text to refresh their memories
where necessary.
Share answers with the group, giving

each student a chance to express their
opinion on the last two questions.
Note: In Greek, homo means same,
Lesson 4.4 and phone means sound. Because the
nature of homophones is that they
Exercise 1: This exercise covers sound the same, students should spell
content of the episode as well as use the words they selected when the
of some of the vocabulary. The answers are checked.
students can work alone or in pairs.
Share the answers with the group,

giving each student a chance to
answer. 4.4 Answer Key
Exercise 1:
Game: The students have been 1. bedroom – e
sitting and concentrating for a while. 2. alarm clock – g
It’s time for some fun. Look on the 3. Van Gogh – b
Portal to find a game suited to the 4. mug – f
reading and to Exercise 2. 5. granddaughter – d
6. efficient – h
Exercise 2: After playing the game 7. transformed – a
decoding Internet slang, it’s time for 8. trust – c
the students to match the slang with
definitions. Exercise 2:
a) BFN (bye for now)
Considering the average teenager’s b) ASAP (as soon as possible)
Internet usage, this may actually be c) Chatting
easier for them than it is for you! d) F2F (face to face)
e) AFK (away from keyboard)
Joke: Ask for a volunteer to read the f) RUOK (are you okay)
joke to the class. Do they understand g) Code
the point? h) Message
To help you explain: While only the Exercise 3:

letter t is written, the joke means both a) their
the letter and the noun. The word b) due
teapot starts with ‘t’, ends with ‘t’, c) hear
and is actually filled with tea. d) dear
e) write
Exercise 3: The students were f) wear
introduced to homophones in g) witch
Lesson 1. Ask the students who h) be
remembers what homophones are.
Can they give any examples?
Students should complete this

exercise independently before sharing
answers.
Exercises 1, 2, 3 and 4: The students Exercise 1:
that have finished all of the a) trust
compulsory material will move on to b) clock
the Fun Stuff page while they wait for c) serious
the others to finish. The students will d) intruding
enjoy challenging each other! e) sneak up
However, if all of the students have Exercise 2:

completed the compulsory pages, you need
can encourage them to do Fun Stuff at deer
home and in the remaining time, you read
can play games or talk about what near
they learnt in this lesson. neat
heat
team
Game: See the Portal for a fun meet
game to play. seem
sees
seas
ears
eats
tear
take
cake
Exercise 3:
1. school
2. laptop
3. paintings
4. sneak
5. know
6. wall
7. loudly
8. year
9. reminded
10. development
Exercise 4:
Their choice.
Try to encourage commonly used
words or phrases they can relate to,
such as TMH (too much homework),
EIG (English is great).
Lesson 5.1 Brain Jog: Start the lesson with a Brain
Jog. Stand up. Touch your right elbow
to your left knee, then your left elbow
to your right knee. Now clap twice.
PREPARATION:
1. Teacher CD. Once the rhythm is going, start the
2. Highlighters. Brain Jog:
3. Pictures and props for encoding
words. Endless food choice is positive because
4. Dictionary. I get to try different foods.
5. Games.
Endless food choice is negative
Did you all listen to your sound tracks because _________.
every day, twice a day, sometimes
hearing in the background, sometimes Keep the rhythm going while the
actively listening while following with students are thinking of their
the book? Great. Now, how was your contributions.
week?
Go around the class, each student has had a turn. If a student has
saying what he or she did that week. something to add at the end, allow a
second turn.
Be lively, interested and interesting!
Correct homework: This should be

done as a group activity, each student
reading out what they have written.
Discussion: What do the students

think of having an endless choice of
food? How does this affect our
choices?
We mean to encourage them to
discuss whether the endless amount
of food choices available has led to
positive or negative eating habits.
1) Are you eating better?

2) Are you eating more ready
processed foods?
3) Are you preparing your own food
or eating out, on the go?
4) Do you take for granted the
resources of the planet because
you always find so many choices?
Song: Because this is the second time
you are working on the song in class,
there shouldn’t be words the students
don’t understand. Give out
highlighters and ask the students to
mark the positive words or ideas in
the song as they listen. Then play the
CD.
Discussion and Writing: In Lesson 3,

we dealt with the literal meaning of
the song. Now it is time to look
deeper, or to ‘read between the lines’.
When you get to the last question,

have a student read the definition of
metaphor out loud. If the students still
aren’t sure what a metaphor is, give
them more examples. If you add your
own examples, make sure that they
are indeed metaphors and not similes,
that is, do not use the words ‘as’ or
‘like’.
Examples:
It’s raining cats and dogs.
He’s a couch potato.
She has a heart of stone.
5.1 Answer Key
Discussion and Writing: These are to
be the students’ own answers, but
here are some tips to help you explain
to the students what the students
should be writing about:
a) Keeping up – staying current with

trends, clothes, music, styles (hair,
shoes, etc.)
b) Reaching the top – surpassing all
others, succeeding, achieving or
attaining a goal.
c) What do you desire? What do you
want most right now in your life…
material things, such as clothing,
gadgets, money, etc., or health,
happiness, and success in your
grades? Do you want to be free to
be yourself or to conform to the
majority?
d) If they don’t get there by
themselves, point out that to be
hungry for something does not
always mean literally for food, but
in a wider sense to be eager for
something they want to get or
achieve.
e) Shake it, stir it, cut it, mix it, fix it!
It’s fun! – Imagine a blender filled
with ingredients of old and new
experiences. Try different things,
explore, experience, do what
doesn’t come naturally, what isn’t
common to you, try something
new, be adventurous.
Lesson 5.2 Game: After all that heavy
thinking, let’s take it down a notch
Song Analysis: Having introduced the with a game. See the Portal for a cloze
students to metaphors and asking game for the song.
them to consider one from the song, it
is time to extend this concept. Exercise 3: The students should work
in pairs to match the
Ask a student to read the definition of words/expressions with their
allegory. Can anyone explain how this meanings.
relates to the song?
Check the answers by having the
Exercise 1: Divide the class into two students read out word-meaning pairs
discussion groups for this exercise. one at a time.
Looking beyond the literal meaning
may be difficult for some students, so
working in a group allowing discussion
will help them learn the skill of looking
beyond the literal.
After the students have had some

time to consider the questions and
formulate answers, bring the class
back together for a full class
discussion. Encourage them to
individualise answers and make them
relevant to their own lives, dreams
and aspirations.
The beauty of songs and poetry is that

when we look at them as allegories,
we can all relate, even if what we see
as the hidden meaning is different
from what others see.
Exercise 2: These questions are more

personal than those in Exercise 1, and
as such, the students should do this
one individually and then share
answers with the group.
If students have different ideas about

any of the questions, encourage them
to debate their answers.
e) Encourage an answer based on
5.2 Answer Key what motivates them, what they
are doing to achieve what they
Exercise 1: want – are they studying more, are
a) Taking advantage of all the they saving up for something
opportunities, chances, and specific, do they have an after-
experiences. Wanting to explore, school job, etc.?
whether in the emotional or
physical sense, everything out Exercise 3:
there in the world. By listing all the 6 – Before anything else
flavours and cultures, Ella is saying 2 – Live to the fullest and want to
these are all things she wants to achieve
try and live. She isn’t referring to 8 – To understand and comprehend
actual food, but the different 3 – To maintain a certain level
things life has to offer. 4 – Finally understand the meaning
b) This has nothing at all to do with 7 – Many different choices
food but is an allegory for life 1 – A specific method or way
itself, that there is so much going 5 – Succeeding and getting very far
on in the world, so many
experiences to be had. That life is
full of opportunities and
something for everyone.
c) Ella is talking about how she needs
to try new experiences. She needs
to discover the world and all it has
to offer, and try everything she
wants.
Exercise 2:
Their opinions.
a) The answer should discuss choices
and options; not settling for what
you know and what’s common,
but trying many different things.
b) This answer can discuss the
increasing technological
advancements and people being
able to connect within seconds
from anywhere in the world. It
should not be a literal meaning of
the world actually getting
‘smaller’!
c) It can be through television,
movies, stories, books, a foreign
friend, etc.
d) Do you keep up with the news
headlines? With current affairs?
With the Internet?
Go Grammar! Open the Grammar File Exercise 1:
to page 5 with your students to a) much
refresh everyone’s memories about b) many
quantifiers and how they are used. c) a lot of
d) much
Exercise 1: Students should work e) many
individually, referring to the Grammar f) enough
File if necessary, to complete the g) much
exercise. h) a bit of
i) Every
Go around the group to check the
answers together, with each student Exercise 2:
having a chance to read out an About them!
answer.
Exercise 3:
Exercise 2: The best way to practise Their choice, but here are some
grammar is to let the students use it to examples:
talk about themselves. This will also
achieve the goal of helping to build a a) There is no coffee in the pot.
stronger group as they get to know b) There are plenty apples.
each other better. This exercise gives c) There are a few slices of bread.
them the perfect opportunity. Let d) There isn’t much salad
them think about their answers e) There aren’t many pastries.
themselves before sharing with the
group.
Exercise 3: This exercise should be

done in pairs. Have the students
describe the picture using the
quantifiers. Remind them to use
connectors such as also, and
prepositions of placement to create a
coherent description, not a list of
unconnected sentences.
E-pals: Remind your students that

they should write to their e-pals this
week! Introduce this properly for any
Exercise 1:
Spelling Game – Should Do! Read a) curry
through the table with the group, b) much
making sure they can differentiate c) bun
(speaking and hearing) between the d) mad
phonics /æ/ and /ʌ/. e) crush
f) cup
Exercises 1, 2, 3 and 4: If there is time g) drank
remaining, let the students do the h) damp
exercises. If not, tell them that they
should review the chart and do the Exercise 2:
exercises at home, so that they will be a) curry
prepared for the spelling game next b) match
week, and can help their team win. c) swum
d) dump
The games range from relay races to e) hut
board games. f) sack
g) ton
h) suck
Game: If time remains but you
feel that the students need a break Exercise 3:
from writing in their books, play a a) rag (instead of radish)
game. When you finish playing, point b) hat (instead of honey)
out that the game will help them to do c) mud (instead of meal)
this page at home. d) swam (instead of ran)
e) ban (instead of broccoli)
f) carry (instead of cabbage)
Exercise 4:
a) cap
b) fan
c) drank
d) rug
e) crash
f) tan
g) fun
h) cut
have finished all of the compulsory a) morning
material will move on to the Fun Stuff b) realise
page while they wait for the others to c) hungry
finish. The students will enjoy d) delicious
challenging each other! e) variety
f) cultures
However, if all of the students have g) creamy
completed the compulsory pages, you h) crunchy
can encourage them to do Fun Stuff at
home and in the remaining time, you Exercise 2:
can play games or talk about what zesty, crusty, creamy, crunchy, melts
they learnt in this lesson. in your mouth.
Exercise 3:
See the Portal for extra games. Secret Code: In a nutshell, this song is
about having goals and achieving
them.
tap your head twice. Once the rhythm
Lesson 6.1 is going, start by saying:
PREPARATION: I think about where my food comes

1. Activity for Spelling Game from. Do you?
download.
2. Teacher CD. I don’t think about where my food
3. Highlighters. comes from. Do you?
words. Go around the circle until everyone
5. Dictionary. has had a turn to say something.
6. Games.
Follow the Brain Jog with a discussion
Did you all listen to your sound tracks on the topic and why is it important
every day, twice a day, sometimes (or not) to consider where our food
hearing in the background, sometimes comes from.
actively listening while following with
the book? Great. Now, how was your E-pals: Ask your students if they wrote
week? to their e-pals, and if so, what they
wrote about. Hold a brief
Go around the class, each student conversation.
saying what he or she did that week.
Be lively, interested and interesting! Spelling Game – Must Do! Play a

game using the spelling chart from
Correct homework: This should be Lesson 5.4.
reading out what they have written. Ask the students if they reviewed the
Discussion: Hold this discussion before they are about to be challenged with a
doing the brain jog. If you are not so group game.
informed on this topic, you may want
to read up about it a little in advance. Choose between a board game,
Do you think about where your food scrambled letter game and a ball
comes from? Does your fruit come game.
from your region or country? Is it
organic or covered in pesticides? Board game – Split the group into
Where do your vegetables come pairs. Give each pair a board marker;
from? What does drinking milk or they should take turns writing the
eating cheese mean – are you aware words you read out. Award one point
of what happens to the calves and the for the first pair to finish, and a point
cows? Should you know? for each pair who successfully spelled
the word correctly.
Brain Jog: Touch your left shoulder Scrambled letter game – Prepare two
with your right hand, your right sets of downloadable cards with the
shoulder with your left hand and then words spelled correctly, and one set
with the letters scrambled. The
students work in teams to find the Mum: Hmm … then you’d have to eat
correct word for the scrambled one some vegetables.
you hold up.
Olivia: I do eat vegetables!
Ball game – This game makes the
students practise listening to each Mum: But you’ll have to get a bigger
other and working together to spell variety of them – not just pickles and
words. Each student says one letter tomatoes. You really should eat more
and then throws the ball to another vegetables anyway.
mistake is made, start the word over Olivia: OK, I can do that.
again.
Mum: You need many different kinds
Listening Comprehension: of foods: fruits, vegetables, starches
like bread and crackers, nuts, seeds
Exercises 1 and 2: Ask the students to and beans. Each one gives you
close their books while you hand out different vitamins.
paper to all of them so they can make
notes as they listen. Tell the students Olivia: Fruit sounds good. I could eat a
to write down key words and big juicy slice of watermelon right
whatever facts they find interesting or now!
important.
Mum: That would be a good start. But
After the first listening, have the there’s more. Meat also has a lot of
students open their books and protein. There are other sources of
complete Exercise 1. protein, like beans --
Before the listening a second time, the Olivia: Yuck!

students should read through the true
and false statements so they know Mum: -- cheese, bread, cereals, and
what to listen for. nuts.
 Listening Comprehension Olivia: Does a peanut butter sandwich

count?
Food for Thought
Mum: Sure.
Mum: Olivia, aren’t you going to eat
your meat? The food’s getting cold. Olivia: I think I could handle this.
Olivia: I can’t, Mum. I keep thinking Mum: But remember, it’s not healthy
about the poor cow. Cows are so just to eat one kind of food. You can’t
cuuute! live on peanut butter sandwiches.
Mum: Well, it’s too late to save this Olivia: Don’t worry, I’ll eat something
cow. You might as well eat the meat. else.
Olivia: I just can’t. I’m going to become

a vegetarian.
Mum: And it’s very important for you Mum: It could happen. But you have
to get enough calcium, because your to eat lots of salads and avoid eating
bones are still growing. fats like butter and cream if you want
to lose weight.
Olivia: OK, but what has calcium in it?
Olivia: Talking about food is making
Mum: Lots of things -- tofu, for me hungry. I’m not going to eat any of
example, and whole wheat bread and this meat, though. Is there anything
orange juice. You also have to eat else to eat?
foods that are high in iron. If you’re
not getting enough iron, you’ll feel Mum: Let me look in the freezer. I
tired. Iron is very important for girls think we have a package of tofu
your age. You can get iron from foods burgers.
like broccoli, raisins, and spinach.
Olivia: That sounds great!
Olivia: Wow, it’s so complicated.
Mum: You know, even if you eat meat,
you still need a variety of foods to get
all the nutrients you need.
Did You Know: Students should share
Olivia: Well in that case, I might as the reading of the fact file. What do
well stop eating meat! Mum, I’m really they already know? What is new
serious about this. It’s cruel to kill information for them? How do they
animals! No one asked the cow if it think this information will change the
wanted to be someone’s dinner. way they think about food?
Mum: Olivia, you can be a vegetarian Tongue Twister Challenge: Who can
if you want to. I have no problem with say it fastest 5-10 times? Ask them to
that. But you know, it is a lot of work practise it at home for next week.
for me and Dad to make a separate
meal for you. You’ll have to help.
Olivia: What do you want me to do?
Mum: You can go shopping for

groceries with us. Then you’ll choose
the healthy foods that you like. You
can also help cook.
Olivia: That sounds like fun.
Mum: It does sound like fun. I’ll enjoy

teaching you.
Olivia: Maybe I’ll even get thinner on a

vegetarian diet. That would be
amazing!
6.1 Answer Key
Exercise 1:
a) Olivia
b) Olivia
c) Mum
d) Mum
e) Olivia
f) Mum
g) Olivia
h) Mum
Exercise 2:
a) F
b) T
c) F
d) F
e) T
f) T
g) F
h) T
Exercise 1: The Listening Exercise 1:
Comprehension recording contains a a) tofu and whole wheat bread
fair amount of new vocabulary. This b) meat
exercise is an important opportunity c) calcium
to use it. Allow them to work in pairs. d) protein
e) variety
Exercise 2: Still working in pairs, the f) bread and crackers
students should think back to what g) fats
they heard in the recording, to answer h) tired
the questions. They should look over
the notes they made during the first Exercise 2:
listening to help them. Their choice but based on the text, for
example:
Now, share answers from the two
exercises. a) Olivia’s mum knows a lot about
vitamins and nutrients in food.
b) Olivia is willing to help with the
Game: See the Portal for a board shopping.
game reviewing the Listening c) Fruit, vegetables and beans.
Comprehension recording, grammar d) She has to help with shopping and
from the unit and general English with preparing meals. I do/don’t
knowledge from both Teen Talent and agree because it’s a lot of work/it’s
Teen Choices. a parent’s job to feed the child.
Exercise 3: After a break in the form of Exercise 3:

a game, it’s time to see what they still a) meat
remember from what they heard. b) protein
c) beans or cheese or nuts or breads
Have the students complete this or cereals
independently and then share their d) starches
answers with the group. e) bones
f) calcium
g) complicated
h) thinner
Lesson 6.3 e.g. too
a) enough
Go Grammar! We touched on b) so many
quantifiers in last week’s lesson. Can c) such a lot of
the students remember which ones d) such an
were covered? e) too
f) so juicy that
Open the Grammar File to page 5 to g) well enough
review the quantifiers from last week, h) too much
and see those being added this week. i) so awfully
j) too slowly for
Exercise 1: Do this exercise as a group
activity with each student in turn Exercise 2:
reading out and completing the The students may answer any way
sentence as they go along. This will they feel appropriate, but some
challenge them, but will be a good possible answers are:
exercise for them. a) We don't have enough peanut
butter to make sandwiches for
Exercise 2: Writing and use of correct everyone.
syntax is often difficult for students of b) In my opinion, you can never eat
a second language. too much* salad.
c) There are so many vitamins in
Ask the students to work in pairs to that drink.
use the vocabulary and quantifiers to d) They serve such a lot of food at
build sentences. Encourage creativity. that hotel.
More than one pair of students can e) They serve such delicious food
share their sentences for each that their restaurant is always full.
example. f) They have too many cereals at the
breakfast buffet; I can't decide
which to eat.
g) Broccoli is so healthy!
h) Many people don’t eat enough
6.3 Answer Key fruit.
i) They bought so many groceries
that they had to invite all the
Exercise 1: neighbours for dinner.
Note: Some decisions as to whether j) My coffee was too hot to drink.
answers are correct or not will be k) The apples were so ripe that I
made on grammatical grounds alone, used them to make an apple pie.
while others will have both options
possible grammatically. The decision Note: In the singular, ‘salad’ is a
must be made according to the non-count noun.
meaning, i.e. the students need to
really understand the sentences.
Dictionary Practice – Go Exercise 1:
Exercise 1: Using a dictionary is a skill a)
go – to move to or from something
that needs to be taught and practised.
go after – to try and attain something
Here the students need to find the go ahead – to proceed without delay
meanings of different uses of the verb go back – to return
‘to go’ and then use them go out – the act of going somewhere
appropriately. go out with – to move with someone
or to exit
Divide the list among the group and go over – to review
have each student look up a few go without – to be denied something
phrases and then share with their go along – to agree or concur; to join
friends. someone in travels
go away – to leave
For the second part of the exercise the
go by – to pass
students should work individually,
go through – to experience, in at one
putting their new vocabulary to use.
side and out another
go into – to enter; to delve
Once everyone has finished, check
their answers as a group. b)
1. go
Exercise 2: The students should all be 2. go by
familiar with the verb ‘to have’ with 3. goes out
regards to possession. However, other 4. went after
uses may be new to them. 5. go over / through
6. go without
Ask for a volunteer to read out the 7. goes out with
information in the white box. The 8. go away
students should then work in pairs to 9. go back
fill in the blanks in the sentences using 10. go ahead
the words in the (in the yellow box). 11. goes into
12. go through / over
Exercise 2:
Game: There is a game on the
a) dessert
Portal for practising the different uses
of to have interactively. b) dinner
c) party
d) try
e) good time / fun
f) breakfast
g) break
h) look
i) meeting / lunch
j) talk
k) tea
have finished all of the compulsory a) steak – because apple and orange
material will move on to the Fun Stuff are both fruits, steak is not
page while they wait for the others to b) butter – because it is a source of
finish. The students will enjoy fat, bread and crackers are
challenging each other! starches
c) watermelon – because it is a fruit,
However, if all of the students have cheese and nuts are sources of
completed the compulsory pages, you protein
can encourage them to do Fun Stuff at d) fish – because tofu and whole
home and in the remaining time, you wheat bread are sources of
can play games or talk about what calcium
they learnt in this lesson. e) chips – because broccoli and
spinach are both sources of iron;
chips are a fast food
Game: See the Portal for a fun f) kind – because cruel and mean are
game to play. both the opposite of kind
g) play – because help and assist
both mean to give a hand, play
does not
h) paint – because calcium and iron
are nutrients found in food/drink
Exercise 2:
But remember, it’s not healthy to eat
just one kind of food.
Discussion: Carry on smoothly from
Lesson 7.1 Exercise 1. Ask the students the
discussion question. “Does what you
eat affect your mood or does your
PREPARATION: mood affect what you eat?”
1. Extra writing paper. I. e. does the quality and type of food
2. Games. influence moods? If you eat lots of
sweet things, do you get “hyper” and
then feel a lack of in the long-term? If
Did you all listen to your sound tracks you don’t drink enough water, do you
every day, twice a day, sometimes feel unhappy? The idea is to discuss
hearing in the background, sometimes the concept of ‘emotional eating’ and
actively listening while following with whether the students connect certain
the book? Great. Now, how was your foods to certain emotions. When do
week? they eat more, when they’re happy,
sad, angry? Do their emotions affect
Go around the class, each student their eating habits? How about stress
saying what he or she did that week. from school, e.g. during exams?
Be lively, interested and interesting! Exercise 2: For students who are new
to Helen Doron, this may be the first
Correct homework: This should be time using Mind Maps.
reading out what they have written. Ask for a volunteer to read the
content of the yellow box and for
Brain Jog: Touch your right hand to someone else to read the instructions
your left ear, and your left hand to below it. Give the students a few
your right ear, and then tap your minutes to look at the Mind Map. Ask
knees twice. Start the round with: who can think of things to add to it.
I love to eat when I’m happy. When do Joke: Ask for a different volunteer to
you like to eat? read the joke to the group. Do they
understand it?
I love to eat when I’m . When
do you like to eat? Note: You bite your food; computer
memory is measured in bytes.
Each student gets a turn to answer
and ask someone else. Exercise 3: Everybody loves soup!
What adjectives can your students
Exercise 1: Hold a brief discussion think of to describe it?
using the questions below to get the
discussion going, or to direct it: As students think of possible
Which foods on the list do the adjectives have them write them on
students like? the board. How long a list can they
What do they dislike? create?
Are there any foods on the list they Allow time for the students to copy
aren’t familiar with? the list into their books.
How do they feel about trying new
foods?
7.1 Answer Key
Exercise 3:
Adjectives describing soup: healthy,
warm, smelly, hot, cold, creamy,
chunky, delicious, burnt, appetizing,
pleasant, salty
Lesson 7.2
Exercise 1:
The discussions and exercises from 7.1
should have the students well
prepared to do their own Mind Maps.
If they need help getting started,
suggest some different
moods/feelings for them to start with.
For each of those moods, students
should list the types of foods they eat.
Exercise 2: Remind the students that

in order to write an essay instead of a
simple list using a Mind Map, it’s
necessary to add adjectives and
connectors.
Tongue Twister Challenge: Who can

say last week’s tongue twister the
fastest? No reading! It has to be from
memory.
Go Grammar! Ask the students to Exercise 1: About them!
open the Grammar File to page 8 and
review the order of adjectives when Exercise 2:
using multiple adjectives to describe a) expensive, wild, white, European
one noun. b) exciting, big, colourful, Italian
c) firm, little, cold, orange, Chinese
Exercise 1: The students should work d) fresh, hot, red, green and yellow
individually on this exercise answering (The colours can be in any order.)
according to what is true for them, but e) sweet, strawberry, Canadian
keeping it grammatically correct. f) Fresh, organic, green
g) spicy, crunchy, orange, Mexican
Once they are finished, students h) zesty, creamy, green, Greek
should swap books with a friend and
using the chart in the Grammar File,
check that they have completed the
exercise correctly. This will give them
additional time and practise in order
to learn the material while getting to
know their classmates a little better.
Exercise 2: Split the class into two

groups for this exercise. Ask them to
attempt it without using the Grammar
File. If the group cannot agree on the
order of the adjectives, they should
have a discussion, justifying their
opinions and then referring to the
Grammar File if there is still difficulty.
Share the answers with the whole
group when the exercise is finished.

Lessons 7.4 7.4 Answer Key
Exercise 1:
Game: There is a game on the A piece of As cool as a In a
Portal which will get your students up cake cucumber nutshell
and moving. It covers the material of b a c
Exercise 1 on this page. e d f
h i g
Exercise 1: If you have plenty of time,
the students can complete this in Exercise 2:
class. If not, set it as homework. The a) broccoli
game should have refreshed their b) farming
memories, making this a very simple c) milk
exercise. d) oven
e) unhealthy
Exercise 2: Do this exercise as a group f) important
activity with each student in turn g) hungry
reading out and completing the h) Bread
sentences as they go along. This will
challenge them, but will be a good Exercise 3:
exercise for them. 1. “I didn’t order this!” – A waiter has
brought the wrong dish.
Exercise 3: Have the students work in 2. “I need to drink water!” –
pairs to match the phrases with the Someone has eaten something
situations in which they may be used. spicy.
3. “That was the absolute best meal
When sharing answers with the group, I’ve ever had.” – Someone is
ask the students to think of other pleased with what they’ve eaten.
phrases that they can use in similar 4. “I don’t understand how you can
situations. eat that.” – A vegetarian is
speaking to someone eating meat.
5. “I feel as if I have been energised
all day.” – Someone had a good
breakfast in the morning.
6. “Hot chocolate cake with ice
cream.” – Someone is choosing a
dessert.
7. “Oh no! It’s completely ruined.” –
The main course has been cooked
too long.
8. “I make it with lettuce, tomatoes,
and onions.” – Someone is
explaining how to make a salad.
Exercises 1 and 2: The students that Exercise1:
have finished all of the compulsory B T P S N O M K E P P S
material will move on to the Fun Stuff I U E U O O E P E L E S
page while they wait for the others to S N E E M T M P A I T E
finish. The students will enjoy C O T O T P P L R F E I
challenging each other! U C E L D E K R A T H R
I O E E R I E I R S F R
However, if all of the students have T C E E L B I N N G O E
completed the compulsory pages, you S L X W W K F U S S N H
can encourage them to do Fun Stuff at S E T A L O C O H C I C
home and in the remaining time, you U W R W M L Y O X C O W
can play games or talk about what Q T O A T M E A L I N Y
they learnt in this lesson. S B Y G G I N I K P A N
See the Portal for extra games. Some people eat to feed their feelings.
Exercise 2:
a) because
b) is
c) are
d) emotional
e) but
f) of
g) they
h) because
i) eating
j) eat
k) disturbance
l) not
m) when
n) hungry
o) emotional
p) people
Sentence: Emotional eating is when

people eat not because they are
hungry, but because of emotional
disturbance.
Lesson 8.1
Now touch your right elbow with your
left hand, then your left elbow with
PREPARATION:
your right hand, and clap twice. Once
1. Teacher CD.
the group has the rhythm, start the
Brain Jog:
words.
3. Dictionary. Bullying is bad because it lowers self-
4. Highlighters. esteem (or another reason of your own
5. Activity for L-8.5 download. choosing).
6. Games.
Bullying is bad because _______.
Did you all listen to your sound tracks Continue until everyone has had a
every day, twice a day, sometimes chance to respond.
actively listening while following with E-pals: Ask your students if they wrote
the book? Great. Now, how was your to their e-pals, and if so, what they
week? wrote about. Hold a brief
conversation.
Go around the class, each student
saying what he or she did that week. Before Reading: We are now going to
broaden the definition of bullying to
Be lively, interested and interesting! include cyberbullying. Students, who
didn’t share stories before, may now
Correct homework: This should be decide they want to.
reading out what they have written. This is a very sensitive subject, so
don’t push, but anyone who wants to
Brain Jog: Cyberbullying is when share should be listened to
someone is bothered, threatened, respectfully by you and the group.
humiliated, embarrassed, or targeted
in any other way through information Note that this is a delicate point as
and communication technologies – students may have been the victim of
such as mobile phone text messages, bullying. Bullying is of various degrees
emails, Internet chat rooms, instant – it could also be physical abuse.
messages, and social networking sites. Should anything sensitive come up,
you may feel the need to discuss it
Ask the group “Do you know what with the Learning Centre owner.
bullying is?” Have they had any
personal experiences with it?
Teen Choices Episode 2:
Reading: Hand out markers and play

the CD. Students should follow along
with the CD and mark words they
don’t know.
Words/phrases that you should be

prepared to explain include:
check this out – wander – tough –
vote – nickname – puke – express –
suggestion – create – insult – cast –
accent – gravitate – survey – tease –
towering – nonsense – to dote over

to development of skills for future
studies, you can also encourage the
students to look up new words.
TIP
Students may find it difficult to follow
and understand the reading as it is
read at normal speed. If this is the
case, after hearing the CD once with
them, read the passage round the
class. This means that each student
reads a few lines and you stop where
they don’t understand. This increases
comprehension greatly and allows
practise of reading skills.
Exercise 1: Use the questions in the
workbook to guide the conversation. Exercise 1:
However, as long as they are more or Discuss: Here are some examples of
less on topic, let them speak freely possible answers:
about their opinions and experiences. a) Harmless, meaning it causes no
This is a sensitive topic, so tread pain – physical, mental or
lightly. emotional – to anyone. Are
practical jokes hurtful to
someone? Is the victim laughing
Game: After focusing on the text, along?
it is time to let the students get up, b) Personal answer that should be
run and have some fun. There is a respected by the entire group,
true/false relay race on the Portal. without any judgment.
c) Also personal but could open the
Exercise 2: The students should work discussion of how involved a
in pairs, discussing the order of events person can become; reasons for
in the story and scanning the story getting involved or not getting
again for key words in the exercise in involved.
order to order the events correctly.
Exercise 2:
Exercise 3: Encourage the students to a) 2
work quietly and individually for this b) 7
exercise. They should mark key words c) 8
in the questions and then scan the d) 1
text to find exact answers. e) 4
f) 6
g) 5
Game: Make sure that you have h) 3
hidden a healthy snack behind a
computer before starting this game,
which is on the Portal.
Exercise 3:
a) No. He (Simon) handed her a piece
of paper and wandered away,
passing a sheet to any other
classmate he passed in the school
cafeteria. (line 2)
b) No. “Stop handing out those
horrible surveys!” Jessica tried to
take it from Jared’s hand but
wasn’t fast enough. (line 38)
c) No. “Why so serious, Jess? It’s just
a funny survey,” Jared replied.
(line 26)
d) No. “I wish I was the genius behind
this idea. No, I had nothing to do
with it.” (line 44)
e) Yes. “I’m going to go talk to
Penelope and let her know we
don’t all think this is funny.” (line
62)
f) Note: In the next edition of Teen
Choices, this questions will be
changed to: Do Jessica and Jared
agree on a course of action?
No. Jared followed her again.
“You’re such a nice person, Jess.
Just leave it. Everyone will be
bored in a week and it’ll be
forgotten.” (line 64)
g) Yes. “I wish I was the genius
behind this idea. No, I had nothing
to do with it.” (line 44)
h) Yes. “I’m going to talk to Penelope.
You need only make a choice - to
come with me and get involved or
find some silly girl to dote over you
during lunch.” (line 66)
Exercise 1: This exercise is a review of Exercise 1:
the quantifiers covered in this unit. Do a) Many
this exercise as a group activity with b) plenty of
each student in turn reading out and c) several (make sure they
completing the sentences as they go understand what ‘dishes’ means in
along. this context.)
d) too much
Exercise 2: Students can work e) lots of
individually or in pairs for this. It may f) much
help them if they can write the words g) enough (same meaning of ‘dish’ as
out on cards and shuffle them around in c)
to group them into the eight h) an / an
sentences. You should have spare i) so
paper to enable this if necessary. j) such an / an
k) too hot
They should then share their l) any
sentences with the group.
Exercise 2:
Their choice, but here are some ideas:
a) Sometimes it’s okay to eat a little
junk food
b) Children eat too much fast food.
c) I try to eat an apple a day.
d) There are such a lot of different
foods to try.
e) Many people do not have enough
variety in their diets.
f) My mother doesn’t drink any soft
drinks.
g) My father says it’s okay to eat
some chocolate every day.
h) There are several children at my
school who don’t eat their
vegetables.
Lesson 8.5
The students that have finished all of
the compulsory material will move on
to the Fun Stuff page while they wait
for the others to finish. The students
will enjoy discussing this page with
each other, their favourite fruits, and
whether they believe that this tells
something about their personality or
not.
As a group activity, you can stick the

downloaded pictures of the five fruits
on the board. Now ask each student to
write down three words they would
use to describe themselves, and then
stick that piece of paper next to their
favourite fruit. Do the words they
have used match any in the
descriptions on the page? Are there
any contradictions?
Some options are: When there is a
Unit 2 Teacher’s sale, when I need something, when I
Guide want something.
Discussion: Use the discussion

questions to get a conversation
Lesson Plans going. Here are some follow-up
questions in case the students don’t
really have much to say:
a) Why do you go shopping so
Lesson 1.1 often/infrequently?
b) What do you like to go shopping
for?
PREPARATION: Exercise 1: Read through the Key

1. Pictures and props for encoding Words with the group.
words.
2. Dictionary. Have pictures or props ready to help
3. Games. you explain some of them. Since
Standard greeting: a) about listening studies, you can also encourage the
to the sound tracks and b) about the students to look up new words.
students’ week in general.
Let the students work in pairs to
Be lively, interested and interesting! complete the exercise using the Key
Words. They should try to create
Check homework: Group activity. their own definitions; not use a
dictionary.
Brain Jog: Start the lesson with a
Brain Jog. Touch your left shoulder Have them read out answers in turn
with your right hand, then touch your to compare answers.
right shoulder with your left hand,
and then tap your knees twice. Exercise 2: When making choices,
Repeat until everyone is doing it. which factors do the students take
Then start the Brain Jog: into account? Read through the list
together.
“I shop when there is a huge sale.
When do you shop?”
“I shop when _______. When do you

shop?”
Go around the group until everyone

has had a chance.
1.1 Answer Key
Exercise 1:
a) to go and buy things
b) what something is worth
c) things people own
d) current fashion or business styles
e) something that has no value
f) income from a business activity or
an offering of merchandise at a
discounted price
g) places material things over people
and spirituality
h) abundance (a lot of something)
i) an amount of money that is given
to someone at regular times
and/or for a specific purpose
Exercise 2:
About them!
Lesson 1.2 Game: See the Portal for a game
practising the uses of present simple
Exercise 1: Who remembers what the and present progressive.
difference is between present simple
and present progressive?
(Generalisations and routines versus
‘right now’.)
Brainstorm on the board: split the

board into two, one side for each
tense. What time expressions are
used? What suffixes do we add to
the verbs?
Open the Grammar File and read

through the tables. Ask the students
to complete Exercise 1 on their own,
without looking at the Grammar File.
Share the answers with the group.
Exercise 2: Give the students time to

answer the questions about
themselves.
Share answers with the group by

having students take turns asking
another student (of their choice) the
questions and then listening to the
answers.
Exercise 3: Ask the students to

complete this exercise in pairs,
paying careful attention to the
correct use of the present
progressive/present simple tenses.
Share the answers with the group.

say the tongue twister fastest
without mistakes? Ask them to
practise it for a tongue twister
challenge next week.
Exercise 3:
1.2 Answer Key a) needs
b) are selling
Exercise 1: c) buys
a) sells d) advertise
b) is giving e) spends
c) make f) is spending
d) is working
e) buys
f) is going
g) is getting
Exercise 2: About them – suggested

answers:
a) Yes, I do. / No, I don't.
b) Yes, it does. / No, it doesn't.
c) Yes, we do. / No, we don't.
d) Yes, they do. / No, they don't.
e) Yes, I am. / No, I'm not.
f) Yes, it is. / No, it isn't.
Note: ‘Shopping’ is a gerund. ‘Is’
is being used as the main verb in
the present simple.
g) Yes, she/he does. / No, she/he
doesn't.
More questions: What are your plans
for this week?
Note: This is the future use of the
present progressive that is being
taught in Lesson 2 of this unit. You do
not need to explain this here, unless
a student asks.
h) Yes, I am. / No, I'm not.
i) Yes, she/he is. / No, she/he isn't.
j) Yes, we are. / No, we're not. / No,
we aren't.
k) Yes, she is. / No, she isn't.
l) Yes, they are. / No, they aren't. /
No, they're not.
m) Yes, I am. / No, I'm not.
(Another possible answer for the
questions h)–m) ‘I don't know.’)
Exercise 1:
Exercise 1: This exercise should be 1. is
completed individually. Point out to 2. has/owns
the students that the first paragraph 3. sells
does not relate to the table, and they 4. is
need to find the relevant verbs on 5. loves/enjoys
their own. For the second paragraph 6. has
they have the table to refer to with 7. treats
regards to what happens on each 8. runs
day. 9. makes
10. buys
Answers should be shared with the 11. designs
group, giving each student a chance 12. sew*
to read a sentence in turn. Note: In the next edition of Teen
Choices, the box under Friday
Exercise 2: Students should work in will be changed to ‘watch the
pairs for this exercise. For the first seamstresses sew the clothes’.
picture, one should take the role of A (‘Sew’, which means to make
and the other the role of B, and with a needle and thread, is a
together they can create the homophone with ‘so’.)
conversation. For each picture they 13. watches
should switch the roles of A and B, so 14. helps
each student has a chance to Note: In the next edition of Teen
generate both questions and Choices, the box under Saturday
answers. will be changed to ‘help the
customers at the shop’.
Allow each pair to share their 15. rests
answers for one of the pictures.
Exercise 2:
E-pals: Remind your students that a) A: Where are Elsa and Abigail?
they should write to their e-pals. B: They're at/in the office.
A: What are they doing?
B: They're creating an
advertisement.
b) A: Where's Olivia?
B: She's at a fashion show.
A: What's she doing?
B: She's taking photos.
c) A: Where are Aada and Matias?

B: They're at the department store.
A: What are they doing?
B: They're selling electronics.
Exercise 1: To challenge the students, Exercise 1:
have them do this exercise verbally Note: Make sure the students use
without any time to prepare their the present progressive.
answers first. The answers for what is not being
offered can differ.
In this exercise, ‘offering’ and ‘selling’
can be used interchangeably, as is a) This advertisement is offering fast
demonstrated by the use of ‘offering’ flights to and from the UK.
in the instructions and ‘selling’ in the It is not selling planes.
example. b) This advertisement is selling
watches that are the latest
Have one student read out each ad, trends.
another say what the ad is It is not selling rings.
offering/selling, and a third say what c) This advertisement is offering
it isn’t offering/selling. hair and make-up styles.
It is not selling shoes.
If there is time, the students can d) This advertisement is selling
write answers. If not, now that the diamond rings.
exercise has been discussed, It is not selling cars.
completing it for homework should e) This advertisement is offering a
be quite easy for them! sale on their cakes.
It isn't offering beauty tips.
f) This advertisement is selling the
best electronics.
It isn't selling jewellery.
Exercise 2:
Lesson 1.5 When something exciting tell
happens you ____ your
Exercises 1 and 2: The students that friends!
have finished all of the compulsory You buy things; sell
material will move on to the Fun shopkeepers ____ things.
Stuff page while they wait for the A ____ means it is being sale
others to finish. The students will sold for less than its original
enjoy challenging each other! price.
You ride a bike, drive a car sail
However, if all of the students have and ____ a boat.
completed the compulsory pages, You should make a ____ list
you can encourage them to do Fun before going shopping, so
Stuff at home and in the remaining you only buy what you
time, you can play games or talk need.
about what they have learnt during If you can’t find something, lost
the lesson. it is ____.
These trousers ____ £12. cost
See the Portal for extra games.
1.5 Answer Key

Exercise 1:
B Y
D S K A
E C Q G P T
Y L K Q Q N S W
B U B E E J Y I K K
R J S A L Z R O O P R P
A D A D U E V I S N E P X E
N W E S N L C Q T S O C E O W H
D A H E S E A T K L W E A L T H I N
S N N E N E R V R E S A H C R U P S D U
T D U R B L T H O C L O T H E S Y T F R
P V D P H J C N R T N O I H S A F A
J M A T E R I A L I S T I C Z
I B R K V C S T Y L E S W P
D O S O S V A W M G Z M
W I X P A E H C O Q
W B L M R B D R
S F G W O S
A K E E
B K
Lesson 2.1 the joke to the group.
The humour here lies within the fact

PREPARATION: that many brand names are also the
1. Teacher CD. names of fruits. Can the students
2. Highlighters. think of any other brand names
3. Pictures and props for encoding (misleading or not)?
words.
4. Dictionary. If they groan, teach them what a
5. Games. 'lame joke' means.
lame = weak, painful
Standard greeting: a) about listening so lame joke = a very bad joke
to the sound tracks and b) about the
students’ week in general. Reading Comprehension: Make sure
that every student has a highlighter
Be lively, interested and interesting! for this activity.
Check homework: Group activity. Each student should take a turn

reading. Make sure that they read
Brain Jog: Sitting cross-legged, touch slowly and clearly so that everyone
your left knee with your right hand, can follow them. As they read, all
then touch your right knee with your students should mark words that are
left hand, and then clap twice. new to them.
Repeat the rhythm until everyone is
doing it. Then start the Brain Jog: Please note the pronunciation of the
“My favourite ad is _________. What following:
is your favourite ad?”  advert
 advertise
“My favourite ad is _________. What  advertising
is your favourite ad?”  But … advertisement.
Go around the group until everyone The word stress is on the syllable
has had a turn. above that is bold and underlined.
E-pals: Ask your students if they have Some words they may not know, and
written to their e-pals, and if so, what that you should be ready to explain,
they wrote about. Have they heard are:
back? strategy – attached – projected –
pavement – deals – cash – taxes –
Before Reading: Set a timer, for manhole – appeal – increasing –
example on your phone, or set a time traditional – billboards – common –
limit. Split the group into pairs and frequently – transit – encounter –
tell them that they need to think of promote
places where they see ads. Start the
timer and see what they can come up Have pictures or props ready to help
with. When the timer goes off, share you explain some of the key words.
some of the answers. Since correct use of a dictionary is
integral to development of skills for
future studies, you can also 2.2 Answer Key
encourage the students to look up
new words. Exercise 1:
a) Any of the following: on eggs/on
pizza boxes/in toilet stalls/on
2.1 Answer Key store floors.
b)
Before Reading: 1. Because nowadays there are more
Their own words, but here are some TV stations.
possibilities: 2. Because lots of people use the
a) in a newspaper internet rather than watch TV.
b) on TV c) A place where people have to be
c) at bus stops and can't get away quickly.
d) at the mall d) Any of the following are correct:
By receiving money for putting ads
Lesson 2.2 on fire trucks/manhole
covers/theatres/in parks/in
Exercise 1: The students should work schools/in museums
in pairs to answer these questions. e) digital screens
Encourage them to identify key f) Any of the following: Celebrities
words in the questions and then scan appear in public wearing a certain
the text to help find the answers. brand of clothing / Celebrities
casually mentioning a product /
Tongue Twister Challenge: Who can Product placement in films or TV
say last week’s tongue twister the shows
fastest with no mistakes? No reading! g) A character in a film or television
They have to try to say it by heart this programme just happens to drink
time. a particular brand of soda.
h)
1. from social media
2. from your surfing preferences
3. from innocent-looking quizzes or
polls they ask you to fill out
i) Any two: to offer discount
coupons/to send movie trailers/ to
give you other practical
information that’s relevant to the
product
Go Grammar! Ask the students “Do Exercise 1:
you have plans for the weekend? e.g. will
What are they?” a) is going to
b) will continue
Give each student a chance to c) are going to
answer and then ask them which d) will
tenses they were using to answer e) will influence
your questions. f) is starting
g) are going to change
Now open the Grammar File to page h) are going
9 with the students to refresh i) will help
everyone’s memories about the
structure of the future tense. Exercise 2:
a) No, thank you. / No, it's ok.
Exercise 1: Challenge the students by b) Yes, they are.
having them answer the questions c) No, he won't.
verbally before having time to look d) Yes, please.
over the exercise. Each student in e) Yes, they will.
turn should read out a sentence, f) Yes, she is.
selecting the verb that completes the g) Yes, I am.
sentence as they go along.
Exercise 3:
Their choice, but here are some
Game: See the Portal for a game possibilities:
reviewing Lessons 1 and 2 of this a) They will buy new dresses for the
unit. dance.
b) We will not create a mess in the
Exercise 2: Ask the students to kitchen.
attempt this exercise individually. c) He is going to give his mum the
Answers should then be shared with message.
the group. d) She is going to interview her
favourite movie star.
Exercise 3: For this exercise, students e) You are going to show everyone
should work in pairs. Encourage them how good you are.
to be creative and entertaining. Give f) It will not happen again,
each student the chance to share at promised the naughty boy.
least one sentence with the group.
Some suggestions:
a) We are going to buy shoes.
b) She will not give her old
clothes away.
c) They will not create a website
for her.
Exercise 1: Discuss with the group Exercise 1:
what the students can see in each These may differ slightly, but here
picture. Ask them what they would are some guidelines:
do if they were in the scenarios. After a) They are going to/will open a
a few ideas are shared, have the new shop.
students write sentences suited to b) The man will buy the watch.
the pictures. c) Shall I change the channel?
d) This lottery ticket is going to
Walk around to check the students’ win.
spelling and grammar – there is no e) They are going to participate
need to share all their answers as in/have a conference/meeting.
ideas were already shared, but if they
want to share their favourite answer Exercise 2: These may differ slightly,
with the group, then they should. but here are some possible answers.
a) I’m going to fill it up.
Exercise 2: For this exercise, have the b) *we're going to go on vacation.
students work in pairs. Encourage c) I’m going to go shopping.
them to be funny or original, but d) Shall I borrow a book for you?
remind them that the message still e) I’m going to go away
has to make sense and be logical.
* You may need to explain that in b),
Each pair should share 2 or 3 of their as means because.
have finished all of the compulsory
material will move on to the Fun a
Stuff page while they wait for the
others to finish. The students will ad
enjoy challenging each other!
and
However, if all of the students have
completed the compulsory pages, band
you can encourage them to do Fun
Stuff at home and in the remaining brand
time, you can play games or talk
about what they have learnt during
the lesson. Exercise 2:
targeted
projected
Game: See the Portal for a fun quizzes
game to play. recognise
interview
manhole
billboards
discount
interactive
strategy
traditional
useful
practical
encounter
Hidden message:
It's not your imagination – ads are
everywhere.
Song: Play the song for the students
Lesson 3.1 with their books closed. This will
really let you see who has been doing
their home listening. Let them focus
PREPARATION: on listening and on really getting the
1. Teacher CD. feeling of the music and lyrics.
2. Highlighters.
3. Pictures and props for encoding When the song ends, ask the
words. students what they think of it. Now
4. Dictionary. the students should open their
5. Activity for L3.3 download. books, take highlighters, and
6. Games. highlight the words they’d like to
know more about while they listen to
Standard greeting: a) about listening the song again.
students’ week in general. Some words and expressions you
need to be prepared for are:
Be lively, interested and interesting! trends – swallow – status quo –
wallow – calm – fake – sorrow –
Check homework: Group activity. coming down the line – dictates –
hollow – max – disposables –
Brain Jog: Touch your left ear with crumbling
your right hand, then touch your
right ear with your left hand, and Have pictures or props ready to help
then tap your knees twice. Start the you explain some of the key words.
round by sharing your own thoughts Since correct use of a dictionary is
about shopping – be honest – if this integral to development of skills for
provokes a discussion afterwards, future studies, you can also
that’s fine! encourage the students to look up
new words.
Go around the group, giving each
student a chance to contribute at Take note of iLow – the students
least once: should be able to pick up that this is
not a real word, but rather playing off
“I like/dislike shopping because I the iPad/iPod/iPhone craze. Explain
spend too much money.” the difference between to move
(active) and be moved (passive).
“I like/dislike shopping because
_______.” Discussion: Use the three questions
to start with and guide a
Go around the group until everyone conversation. If, in the natural flow of
has had a turn. things, the discussion takes a
different direction, let this happen
within reason.
Understanding Vocabulary: With
people relying more and more on 3.1 Answer Key
tools like Google Translate™, it is
important that we equip our students Understanding Vocabulary:
with the skills required to use a a) swallow – cause food or drinks to
dictionary correctly, and to recognise go through the mouth and throat
when they are looking at a down to the stomach. It also
translation that is not quite right. commonly used as an analogy
when we accept something
Have each student start from a without thinking too much about
different point in the list so even if it.
everyone doesn’t get through all the b) pray – ask (G-d) for help
words, someone will be able to share c) status quo – the current situation
their answer for each word. d) fool – a silly person
e) wallow – roll about lazily or
After everyone translates at least five clumsily in, or as if in, water,
words, share answers with the group. snow, or mud.
f) borrow – take something from
Idiom of the Week: Ask for a someone with the promise of
volunteer to read the idiom, another returning it
volunteer to read the explanation, g) sorrow – sadness
and yet another to read the example. h) follow – to go along with or walk
Can any of the students think of behind
other examples of how to use the i) disposables – things that can be
idiom? thrown out, either because they
are for one-time usage or
because they simply aren’t
necessary.
j) cheap – not expensive, not having
a lot of monetary value
k) space – area
l) hollow – empty
Exercise 1: Using new vocabulary in Exercise 1:
varied contexts helps the students e.g. move/be moved again
internalise the vocabulary and start a) own
to use it spontaneously. Ask them to b) money
work individually, carefully reading c) listen
the sentences and then scanning the d) stay calm
text of the song to find the relevant e) credit
words to fill the gaps. f) circus
g) markets
Each student should read out at least h) dictates
one sentence when sharing answers i) racing
with the group. j) crumbling down
Exercise 2: Explain to the students Exercise 2:

that rhymes, synonyms and 1. keep/cheap
antonyms are tools used by writers 2. money
to emphasise their writing and to 3. calm
create pictures with words. By asking 4. buy
students to consider these constructs 5. pay
of language we are preparing them 6. max
to analyse texts and to become 7. fake/make
better writers. 8. you
Let the students work in pairs to Exercise 3:

complete the three parts of this 1. fools
exercise before sharing their answers 2. move on
with the group. 3. cheap
4. make up for
5. hollow
6. dictates
7. follow
8. yesterday
Exercise 4:
1. better
2. borrow
3. wrong
4. fake
5. disposable
6. stand
7. down
8. high
Go Grammar! Open the Grammar Exercise 2: This is a very interesting
File to page 11 to refresh everyone’s and important exercise as the
memories about the structure and content of the past simple and past
use of the past simple and past progressive in the interrogative are
progressive. highlighted and dealt with in a
manner that the students will
Exercise 1: Have the students work remember.
individually to complete the exercise, Unscrambling sentences can be
paying careful attention to is the tricky, but it shouldn’t be too difficult
correct use of past simple and past if your students have read and heard
progressive. enough material. However, you
should have the downloaded words
Each student should then have the for anyone who wants to make cards
chance to read out at least one in order to shuffle around the words.
answer as the group checks their Have the students work in pairs so
answers together. they can check each other as they go
along. Answers should then be
shared with the group. A common
Game: See the Portal for a game mistake is simply leaving out the was,
reviewing the structure of sentences did or were after the question word!
in past progressive. Yes, the students can really learn the
interrogative forms through this
exercise!

Exercise 2:
3.3 Answer Key a) Where was Erik having a good
time when his ex-girlfriend
Exercise 1: showed up?
a) was reading/saw b) How did Maricel go down to the
b) stole beach every day last summer?
c) noticed/was walking c) When did Andrea borrow your
d) were living/decided jacket?
e) chose/bought d)
f) followed i) Who was cutting down the tree
g) placed / was when you arrived? (It means
Note: ‘be’ is a verb in the past that someone was cutting down
simple and ‘confusing’ is an a tree and then you arrived.)
adjective. ii) Who cut down the tree when
h) wasn't writing / fell / was reading. you arrived? (It means that you
i) needed / went arrived and then someone cut
down the tree.)
e)
i. What were they doing when
everything went wrong? (It
means that they were doing
something – implying it is their
fault - when everything went
wrong.)
ii) What did they do when
everything went wrong? (It
means that something went
wrong and then they did
something.)
f) Why did Mimi and Ted race to the
shop yesterday?
Exercise 1:
Spelling Game – Must Do! a) set, dad
Differentiating (speaking and b) sad, bad
hearing) between the phonics /e/ c) better, than
and /æ/. d) Ten
Put on the Teacher CD/audio track e) had
and have the group repeat each f) jam
sound and word after it is said on the g) pet
CD/audio track. Please note that both h) men’s
columns are read, then the words are i) batter, pan
read across the columns to better j) bags
compare the sounds.
Exercise 2:
Exercise 1: To challenge the students, a) bread
have them complete this exercise b) head
verbally without any preparation c) dead
time. They should enjoy the d) pen
challenge. Each student should get a e) end
chance to answer at least once. f) pan
g) set, sat, said, met, bet, had,
Exercise 2: Students should work in petted*
pairs, taking turns to ask each other *Note: pet is American verb for
the questions. 'stroke'. It is normally 'petted',
ban be 'pet' in V2 also.
Share answers with the class. h) cattle
i) ban
j) gem
Game: If you have time, play a k) bat
game with them.
Remind your students that they

should review the chart at home, so
that they will be prepared for the
Spelling Game next week and can
help their team win.
The games range from relay races to

board games.
Exercise 2:
Lesson 3.5
Exercises 1 and 2: The students that
material will move on to the Fun WE HAV E M ORE T AN WE NEE D,
H
others to finish. The students will BUT WE BU Y M ORE WI TH MON E
Y
enjoy challenging each other! WE BOR ROW .

completed the compulsory pages,
Stuff at home and in the remaining
the lesson.
Game: See the Portal for extra

games.
3.5 Answer Key

Exercise 1:
Lesson 4.1 E-pals: Ask your students if they have
written to their e-pals, and if so, what
PREPARATION: they wrote about.
download. Joke: Ask for a volunteer to read the
2. Teacher CD. joke. Do the students see the humour
3. Highlighters. in the joke? The thief is spending less
4. Pictures and props for encoding than Anne. She/her father will
words. actually save money!
5. Dictionary.
6. Extra writing paper.
7. Games. Spelling Game – Must Do! Play a
Standard greeting: a) about listening game using the spelling chart from
Lesson 3.4.
Ask the students if they reviewed the
Be lively, interested and interesting! spelling words at home. Regardless,
they are about to be challenged with
Check homework: Group activity.
a group game.
Brain Jog: Do the students remember
what happened at the end of the last Choose between a board game,
episode of Teen Choices? At the end scrambled letter game and a ball
of the last episode, Jessica was game.
heading off to find Penelope, and
Jared had a choice to make. Board game – Split the group into
pairs. Give each pair a board marker;
Use the ‘Before Reading’ questions to they should take turns writing the
start the discussion: What was words you read out. Award one point
Jared’s choice? (Either to go with her for the first pair to finish, and a point
to speak to Penelope and get for each pair who successfully spelled
involved or to find some silly girl to the word correctly.
dote over him during lunch.)
Scrambled letter game – Prepare
Now start the Brain Jog in which the
two sets of downloadable cards with
second question will be answered.
the words spelled correctly, and one
Put your left hand on your right set with the letters scrambled. The
elbow, then put your right hand on students work in teams to find the
your left elbow, and then clap twice. correct word for the scrambled one
Repeat until there is a good rhythm you hold up.
going before you start the talking
part of the Brain Jog: Ball game – This game makes the
students practise listening to each
“I think Jared will help the group. other and working together to spell
What do you think?” words. Each student says one letter
and then throws the ball to another
“I think Jared ________. What do you student who says the next letter. If a
think?”
mistake is made, start the word over
again.
Before Reading: Hand out markers

and put on the CD. Students should
follow along with the CD and mark
words that they do not know.
Words that you should be prepared

to explain include:
to mind – barely – audible – raise –
distinct – cascade – frame – defend –
several – engage – humiliated –
adventures – furrowed – logical –
annoyance – generation –
compilation – undeterred –
astounding – disguise – suspicions

you explain some of the Key Words.
Since correct use of a dictionary is
integral to development of skills for
future studies, you can also
new words.
TIP
Lesson 4.2
Discussion and Writing: These
questions are asking the students to
read between the lines and
empathise with the characters. The
students should work independently
to form their own thoughts and
opinions which they will then share
with the group.
Ideas:
a) Perhaps Jessica was glad Jared
hadn’t followed her because she
knew Penelope was defensive
and would have been
uncomfortable with another
student questioning her;
Penelope may have thought
students were ganging up on her.
b) Perhaps nobody ever tried to talk
to Penelope because it’s easier to
follow the majority than stand up
for someone. Perhaps nobody
wanted to become the centre of
attention or become involved.
Students might have thought
Penelope wasn’t really bothered,
or that the situation was funny.
c) Yes, because she had the book
about creating a website.
No, because she is clearly
horrified by the way the students
are treating Penelope.
When checking the students’
answers, pay close attention to
grammar and sentence structure.
However, it should be noted that
there are no absolute answers here.
Go Grammar! Ask the students if Exercise 1:
they can think of any WH-question *These can be short answers and not
words. As they call them out, write full sentences.
them on the board. Now ask when a) She has long, curly, red hair and a
we use each of them. To fill in any round face. She also has green
remaining blanks, open the Grammar eyes and glasses.*
File to page 28 and read through it b) Secrethelper
with the group. c) The email was filled with facts and
figures about cyberbullying.
Exercise 1: The students should now d) It led her to the page about
work in pairs, identifying key words Penelope.
in the questions and scanning the e) Because she compared her to her
text for the words in order to answer grandmother.
the questions. Short answers are f) ‘The Complete Idiot’s Guide to
sufficient in this exercise. Creating a Web Page and Blog’, by
Paul McFedries.
Share the answers with the group. g) She stormed off.
Exercise 2: Each student should *Note: 'looks like' – you may need to
create their own questions about the explain & practise answer without
episode. When everyone has 'looks like' in the answer.
finished, have the students pair up Who do you look like? versus What
and ask each other their WH- do you look like?
questions. Switch pairs between
each question so that everyone gets Exercise 2:
to challenge each of their classmates, This is an open exercise that each
not just the friend they usually work student answers individually. Here
with. are some possible answers.
a) Who went to speak to Penelope?
b) What was Penelope reading?
c) Why was Penelope reading ‘The
Adventures of Sherlock Holmes’?
d) Where did Jessica sit?
e) Which character do you like best
so far?
f) How did Penelope leave the
table?
g) What do you think will happen
next?
Exercise 1: This exercise covers the Exercise 1:
content of the last two episodes. a) B
b) B
The students can work alone or in c) C
pairs to carefully select the correct d) C
response in each conversation. This e) B
can be turned into a role play activity
by assigning each student a character
and switching them after three
questions to give others a chance to
participate.
n) newcomer
Lesson 4.5 o) online
p) prove
Exercises 1 and 2: The students that q) quickly
have finished all the compulsory r) raise
material will move on to the Fun s) secrethelper
Stuff page while they wait for the t) targeted
others to finish. The students will u) unbelievable
enjoy challenging each other! v) twelve
w) writer
Make sure they read the Tip! x) explanation
y) you
completed the compulsory pages, Exercise 2:
you can encourage them to do Fun distinct
Stuff at home and in the remaining technologies
time, you can play games or talk site
about what they have learnt during social
the lesson. lunch
handing out
Please Note: In Exercise 1, for letter together
d), please ask the students to look for reasoning
a word that means ‘stand up for’, not grades
‘cover up’. The next edition of Teen stories
Choices will be amended with ‘stand step
up for’. peace
explained
defend
discovered
games. detective
engage
4.5 Answer Key enough
honest
threatened
Exercise 1:
a) astounding
b) bothered
c) compilation
d) defend
e) embarrassed
f) figures
g) generation
h) humiliated
i) interrupted
j) joined
k) knew
l) logical
m) material
Discussion and Writing: Use the
Lesson 5.1 questions on the page to start and
direct a discussion about topics
PREPARATION: mentioned in the song. This
1. Teacher CD. conversation, combined with the
2. Highlighters. phrases of regret that were marked,
3. Pictures and props for encoding prepares the students to answer the
words. questions in the writing activity.
4. Dictionary.
5. Games. The writing activity can be done in
pairs.
Standard greeting: a) about listening
to the sound tracks and b) about the Idiom of the Week: Ask for a
students’ week in general. volunteer to read the idiom, another
volunteer to read the explanation,
Be lively, interested and interesting! and yet another to read the example.
Can any of the students think of
Check homework: Group activity. other examples of how to use the
idiom?
Brain Jog: Stand up. Touch your left
knee with your right elbow, then
touch your right knee with your left 5.1 Answer Key
elbow, and then clap twice. Once the
rhythm is going, start the Brain Jog: Writing:
a)
“I shop because I enjoy it.” 1. I’m not moved by trends that
they swallow.
“I shop because _________.” 2. Can’t keep the status quo in
which so many fools choose to
Keep the rhythm going while the wallow.
students are thinking of their 3. Oh no, there’s nothing wrong,
contributions. these are good times, stay calm,
move on, and follow…
Go around the circle until everyone Note: This is cynicism.
has had a turn. If a student has b) Their personal opinions.
something to add at the end, they c) Their personal opinions.
are more than welcome to have Examples:
another turn. 1. Oh no, there’s nothing wrong,
these are good times, stay calm,
Song: Because this is the second time move on, and follow …
you are working on the song in class, 2. People stand in line for days,
there shouldn’t be words the racing for a phone, it’s an iLow.
students don’t understand. Give out 3. I’ll max my credit cards, to make
highlighters and ask the students to up for that space that stays
mark phrases that show Benaya’s hollow.
regret for things that happen in our 4. The circus lives in town! So let’s
world. Then put on the CD. go down and follow.
5. ... in my way, I follow.
c) He explains that he can't keep
Lesson 5.2 things the way they are now. In
other words, he wants to make a
Exercise 1: Divide the class into two change. Alternatively, it could
discussion groups for this exercise. mean that they themselves are
Looking beyond the literal meaning finding it hard to keep the status
may be difficult for some students, so quo, i.e. the current state of
working in a group allowing affairs, or what is acceptable as a
discussion will help them learn this standard of living or conduct.
skill. d) That we buy more things with
credit cards and loans, not with
Allow about 10 minutes for the small money we actually have. ‘More’
group discussions. After they have also shows us that we have so
had some time to consider the many things but we keep buying
questions and formulate answers, more.
bring the class back together for a full e) We think of purchasing today
class discussion even if they haven’t because we are offered credit, but
finished it all in the small groups. we don’t think that we need to
pay for it soon. This can be seen as
Exercise 2: Each student should write an analogy for life, too, as ‘pay for’
the names of three classmates in the has a double meaning.
table. They then need to speak to f) The reference here is the
each of the selected classmates, psychological need to shop to try
phrasing the column headings as to fill an internal emotional
questions in order to elicit emptiness and by using credit
information from their friends. cards until they are ‘maxed out’
(this means that they can't be
For example, “I shop a lot” becomes used anymore as the credit line
“Do you shop a lot?” has been reached).
g) There is lots of news but he can't
5.2 Answer Key listen to any more bad news, he's
had enough. He prefers to live in
Exercise 1: a vacuum, inner bliss.
Answers may vary in their wording or Alternatively, it means that
even concepts a little, but here are people prefer to ignore omens
some guidelines. and news of economic hardship
and just go on spending as if it
a) Trends that people absorb and isn’t happening.
accept do not excite him. h) With an economic crisis on the
b) Praying that the future will be way, the people just keep going
better than the way things are as if there is no financial problem.
now. i) While the stock markets crumble
and while the economy around
the world is worsening, we,
people of the world, are just
standing by watching and waiting
to buy more things.
Exercise 2: About them! 5.3 Answer Key
Lesson 5.3 Exercise 1:
a) dictate
Exercise 1: For this exercise ask the b) were buying/went
students to mark the time c) are choosing
expressions to help them decide d) sees
which tense to use when completing e) will pay
the sentences. f) will come (or) are going to come
g) stayed calm
Go around the group to check the h) are crumbling down
answers together, with each student i) pray
having a chance to read out at least j) was paying/stole
two answers. k) won't cut down
l) has /will borrow
Exercise 2: The students may have m) will go down
understood the new vocabulary in n) was maxing out/was working
the context of the song, but in order o) don't listen/choose
for the students to truly assimilate p) is standing/doesn't need
the new words into their own q) kept
functional vocabulary, they need to r) hit
use these words in different contexts.
Exercise 2:
When the students generate their Their choice.
own sentences, encourage them to Suggested sentences:
be creative and to think outside the 1) I choose my friends carefully.
constraints of the song. 2) After ending a relationship, you
should move on.
As the students share their answers, 3) I follow the news about my
see how many different ways they favourite actors.
have managed to use the same 4) I don't like to buy fake flowers.
words. 5) Disposables are cheap but they
create garbage.
E-pals: Remind your students that 6) I wonder what the world will be
they should write to their e-pals this like in 10 years.
Exercise 1:
Spelling Game – Must do! 1. crowd/counting
Differentiating (speaking and 2. is following
hearing) between the phonics /əʊ/ 3. clown
and /aʊ/. 4. allowed* / borrow
5. sorrow / hollow / wallow
Put on the Teacher CD/audio track 6. knows / hopes
and have the group repeat each 7. counting
sound and word after it is said on the 8. tow/town
CD/audio track. Please note that both 9. furrows/brows
columns are read, then the words are 10. announce/tomorrow
read across the columns to better
compare the sounds. * If students have not yet learned the
passive, you can help them here.
Exercise 1: Ask the students to work
individually to complete the Exercise 2:
sentences. 1. lower
2. trousers, bow
Each student should get the chance 3. boat, row
to share at least one answer. When 4. owl, sow
sharing answers, they should read 5. house
out full sentences, not just the
missing words.
Exercise 2: This can be completed as

a group activity. Students take turns
reading out the questions while the
rest of the students race to find the
answers.
Game: If you have time, play a

game with the students.
Remind your students that they

should review the chart at home so
they will be prepared for the Spelling
Game next week, and can help their
team win.
Exercise 2:
Lesson 5.5
have finished all the compulsory o
material will move on to the Fun
others to finish. The students will to

tow
you can encourage them to do Fun town
the lesson.

games.
5.5 Answer Key

Exercise 1:
1) green
2) sorrow
3) disposables
4) cheap
5) tomorrow
6) stand
7) racing
8) credit
9) hollow
10) wrong
11) dictates
12) coming
13) listen
14) yesterday
15) follow
16) waters
17) markets
18) line
19) circus
20) down
Lesson 6.1 Spelling Game – Must Do! Play a
PREPARATION: Lesson 5.4.
1. Activity for Spelling Game Ask the students if they reviewed the
download. spelling words at home. Regardless,
2. Teacher CD. they are about to be challenged with
3. Highlighters. a group game.
4. Pictures and props for encoding Choose between a board game,
words. scrambled letter game and a ball
5. Dictionary. game.
7. Games. Board game – Split the group into
pairs. Give each pair a board marker,
Standard greeting: a) about listening words you read out. Award one point
to the sound tracks, and b) about the for the first pair to finish, and a point
students’ week in general. for each pair who successfully spelled
the word correctly.
Check homework: Group activity. two sets of downloadable cards with
Brain Jog: Touch your left hip with set with the letters scrambled. The
your right hand, then touch your students work in teams to find the
right hip with your left hand, and correct word for the scrambled one
then tap your head twice. Once the you hold up.
rhythm is going, start the Brain Jog:
“Brand names are necessary.” students practise listening to each
other and working together to spell
“Brand names are ________.” words. Each student says one letter
Go around the circle until everyone and then throws the ball to another
has had a turn to say something. student who says the next letter. If a
Follow the Brain Jog with a discussion again.
about the topic. Do the students buy
brand name merchandise? Why or Listening Comprehension:
why not? You can also discuss Exercise 1: Ask the students to close
whether brand names are more their books while you hand out paper
important to them when buying everyone so students can make some
clothes or electronics, sunglasses or notes as they listen. Tell them to
shoes, etc. write down key words and whatever
E-pals: Ask your students if they have facts they find interesting or
written to their e-pals, and if so, what important. After the first listening,
they wrote about. Have they heard have them open their books and
back? attempt Exercise 1.
 Listening Comprehension £10 more! It’s true that off-brand
products might not last as long,
Brand Names or Off-Brands? but the price difference can be so
a) My name is Sophie and I’m 16 much that it doesn’t even matter!
years old. I always buy brand Last week I bought 16 off-brand
name products because I know batteries for my MP3 player for
they’ll be good. When I buy brand £1! I also saw a package of 8
name clothes, I know they’ll look brand name batteries for £4. The
great on me and last a long time. off-brand batteries may last half
Besides, I don’t have time to look as long, but I still came out way
through a lot of junk at a discount ahead. I’ll have twice as many
store to find one nice piece of hours of music! I go shopping for
clothing. And I can’t judge groceries with my mum and we
whether the clothes really are buy off-brands there too. The off-
high quality. If I get brand name brands cost a third as much or
clothes, then I know for sure. even half as much. It’s so much
Brand names aren’t just cheaper because we aren’t
important when buying clothes -- paying for advertising.
I get brand name electronics also. c) My name is Nick and I’m 15 years
I like to buy brand names because old. I don’t have a rule about
I can get recommendations from
buying brand names or off-
my friends about what to buy –
brands. At the supermarket, I
like when one of my friends
usually buy store brands because
bought an amazing camera and I
they’re so much cheaper. I read
wanted the exact same one.
somewhere that some of the big
When I bought it, I knew what I
companies make store brands,
was getting. With brand names, I
too. So it’s not only that the off-
know the product won’t break
brand products are just as good –
down quickly, and in any case,
sometimes they are the exact
the warranty is usually longer
same product as the brand name!
than with off-brands. Customer
Most people I know buy store
support is better too – companies
brands at least some of the time.
have their reputations to keep
People used to think that store
up! brands weren’t as good, but now
b) My name is Jennifer and I’m 14 that idea is changing. Sometimes,
years old. I never buy brand though, it’s really worth it to buy
names when I go shopping. Off- brand names. Once I was cooking
brands can be just as good and with my dad, and he wanted to
they’re much cheaper. My get a particular sauce to go with a
favourite clothes shop is a meat dish we were making. We
discount store, and I always find a read the label on the sauce
lot of bargains there. Once I bottle, but it didn’t say what the
found a dress that looked just like most important ingredients were
a dress that my best friend had – it just said “spices” or
bought somewhere else – but “flavourings”. So we bought the
hers had a fancy label and cost brand name that time.
Before the hearing it a second time,
they should read through the
remaining statements so that they
know what to listen for.
Exercise 2: Divide the class into two

groups to brainstorm brand names
together. All the topics are relevant
to a teen's life, but some will be more
familiar to girls, and others, to boys.
Therefore, if possible, have a mix of
boys and girls in each group.
Bring the group back together to

compare which brand names they
thought of as we'll as their reasons
for why each is famous.
6.1 Answer Key
Exercise 1:
Who said it? Sophie Jennifer Nick
I’m 14 years old. 
I never buy name brands when I go shopping. 
I always buy brand name products because I know they’ll be 
good.
I don’t have a rule about buying name brands or off brands. 
Brand names aren’t just important when buying clothes - I get 
brand name electronics also.
My favourite clothes shop is a discount store, and I always find 
a lot of bargains there.
I go shopping for groceries with my mum and we buy off 
brands there too.
I know they’ll look great on me and last a long time. 
Most people I know buy store brands at least some of the 
time.
It’s so much cheaper because we aren’t paying for advertising. 
It’s true that off brand products might not last as long. 
We read the label on the sauce bottle, but it didn’t say what 
the most important ingredients were – it just said “spices” or
“flavourings”.
Customer support is better too – companies have their 
reputations to keep up!
Exercise 2:
These answers will vary according to
country, and may change over the
years as trends change.
Lesson 6.2 Answer Key 6.2
Go Grammar! Ask “You remember Exercise 1:
tag questions, don’t you?” However 1 Brand names a) 13 don’t
they answer, open the Grammar File are usually we?
to page 13 and read through it expensive,
together to ensure that the students 2 I’m going to b) 7/8 weren’t
all remember tag questions properly. go with you they?
to the
Exercise 1: Students should complete supermarket,
this exercise individually, making sure 3 Carry and Jan c) 6 will he?
that both the verb/modal and the are shopping
pronoun in the tag question match at the
the first half of the sentence. shopping
centre,
When sharing answers, the students 4 The clothing d) 10 doesn’t
should read out the full sentences, wasn’t made it?
not just the number/letter in Italy,
combination. This provides reading 5 Wendy can e) 7/8 weren’t
and speaking practice as well as extra buy whatever they?
chances to hear tag questions being she wants,
used, reinforcing the new material. 6 Steve won’t f) 11 isn’t
buy the cheap she?
Exercise 2: Working in pairs, the camera,
students should complete the 7 Mary and g) 1 aren’t
sentences with a tag question. Juan were they?
working hard
If they are having trouble, have them when we saw
mark the verb/modal as well as the them,
subject of the sentence. Remind 8 Recommenda h) 2 aren’t
them that the verb/modal has to be tions were I?
changed to the opposite, and the made,
subject changed to a pronoun. 9 Friends i) 4 was it?
shouldn’t
Where no verb appears, it is as judge each
though the verb to do has been used. other,
10 Their j) 12 didn’t
Now, share answers with the group. reputation they?
amazes many
Joke: Ask for a volunteer to read out people,
the joke. Can anyone see the humour 11 Christina is k) 14 isn’t it?
in it? Namely, that rather than eating lunch
helping the sales clerk solve the at the
problem, the boss tells the clerk to cafeteria,
change the subject by complimenting 12 They bought l) 3 aren’t
the customer.
the brand they?
name
batteries,
13 We have all m) 5 can’t
of the she?
ingredients,
14 Customer n) 9 should
support is they?
very
important,
Exercise 2:
a) shouldn't they?
b) aren't they?
c) doesn't she?
d) won't it?
e) can she?
f) didn't he?
g) did they?
h) is it?
Lesson 6.3
Exercise 1: Before looking at this
page, ask the students how many
uses they can think of for the word
‘credit’. Write any phrases they come
up with on the board. It’s okay if the
list is short; the point of this exercise
is to expand on the uses they are
already familiar with.
Give each student a different starting

point on the list, and have them use
the dictionary to find the meanings.
Remind them of the importance of
considering options and of choosing
the correct definition for each use of
the word.
In part two, the students can work in

pairs to create sentences using some
of the new phrases, further
internalising the phrases. Each
student should share at least one
sentence with the group.
Exercise 2: Have the students switch

partners and then complete this
exercise in their new pairs. They are
still using the new phrases learned in
exercise one, but now they have to
pay attention to the verbs to suit the
sentences they are completing.
4. That store lets you pay using
6.3 Answer Key cash or credit.
5. When you do something right,
Dictionary Practice: Credit: you should take credit for it.
Exercise 1: 6. The teacher didn't give credit to
a) her best student.
 credit someone/something with –
commendation or honour given
for some action/quality Exercise 2:
 credit to – to record the sum of a) take credit for
money owed b) gives credit to
 buy something on credit – to buy c) give credit to
something with delayed payment d) buy on credit
 buy on credit – the practice of e) cash or credit
permitting a buyer to receive f) reflects credit on
goods or services before payment g) do/credit
 cash or credit – pay with money, h) bought/on credit
or a with a card that delays i) credited/with
payment
 take credit for something – to
accept a commendation or
honour for some action/quality
 give credit to
someone/something – attribute
to/link to
 do someone credit – to be a
source of honour or distinction
for someone.
 extend credit to
someone/something – to make a
sum of money available to
someone above what they have
in their (bank) account
 reflect credit on
someone/something – to share
your commendation with
someone else
b)
1. People should buy less on credit
and only buy what they can pay
for in cash.
2. The bank extended credit to its
customers.
3. Youssef never takes credit for
things he doesn't do.
Dictionary Practice – Credit Exercise 1:
Sophie
Exercise 1: Let’s see what the … the clothes really are high quality.
students remember from the I can get recommendations from my
listening exercise they heard earlier friends.
in the lesson. They can work in pairs I don’t have time to look through…
to complete this exercise. When I buy brand name clothes,
Alternatively, play this exercise as a With brand names, I know the
game and let the students complete product won’t break down…
this exercise for homework.
Nick
… sometimes they are the exact same
Game: See the Portal for a game product as the brand name!
to review this exercise. I usually buy store brands because…
Once I was cooking with my dad,
People used to think that store
brands …
So it’s not only that the off-brand
products …
So we bought the brand name that
time.
Jennifer
… but hers had a fancy label and cost
£10 more!
16 off-brand batteries for my MP3
player for £1!
I’ll have twice as many hours of
music!
My favourite clothes shop is a
discount store,
The off-brands cost a third as much …
have finished all the compulsory I read somewhere that some of the
material will move on to the Fun big companies make store brands,
Stuff page while they wait for the too.
others to finish. The students will
enjoy challenging each other! Exercise 2:
However, if all of the students have P W H E T C B H E R B R A N F

completed the compulsory pages, A D D R N O S A A M E S O R L
you can encourage them to do Fun R I I E O M C F R F B R A G A
Stuff at home and in the remaining T N F P C P I S N G D S N Q V
about what they have learnt during I G F U A A N A P U A I A W O
the lesson. C R E T M N O U L I S I O I R
U E R A E I R C T I C R N Y I
Game: See the Portal for a fun
L D E T R E T E T I T E S S N
game to play. A I N I A S C R M H O S S T G
R E C O M M E N D A T I O N S
I N E N M V L W A R R A N T Y
P T O S D R E B R A N D T A N
T S Y A T E K R A M R E P U S
G R O C E R I E S L E B A L U
I M P O R T A N T P U Z Z M U
The sentence is:

Whether brand names or off-brands,
quality is most important!
Lesson 7.1
PREPARATION:
2. Games.

Brain Jog: Hold a brief discussion

with the group about branding. What
is it? How is it used? How do the
students respond to certain brands?
To enhance the discussion, bring
materials and printouts representing
well-known brands.
Touch your left ear with your right

hand, then touch your right ear with
your left hand, and then tap your
knees twice. Start the round with:
“I think branding is useful/harmful

because _______. What about you?”

and to ask someone else.
Exercise 1: Split the group into pairs

so that they can discuss the
questions on this page and really take
time to think about the HD branding
which they are so familiar with but
have probably never really thought
about.
Move between the two groups,

listening to their ideas. After about
10 minutes, bring the group back
together to share ideas.
7.1 Answer Key
Exercise 1:
1. There is ‘Helen Doron’ in blue
but the word ‘English’ isn’t
blue. There is a little boy
walking (whose name is
Kevin).
2. The word teen is added in

red.
3. Quality
The best
An international company
4.
Useful to the company Helpful to the customers

For uniformity. It tells us that this means quality.
Easy advertisement Easy to find
Recognition Lots of recommendations
5. Their answers.
Exercise 1: The discussions and Exercise 2:
exercises from 7.1 should have the It’s up to them – please send any
students well-prepared to do their interesting ones to the Helen Doron
own Mind Maps. If they need help English Teacher Forum. Thanks 
getting started, here are some
guiding questions for them to think
about.
What parts of the HD experience do

they see as important to put across in
an advertisement? How would they
do it? Where would they place the
ad? Who are they targeting?

to use a Mind Map for writing an
essay or review and not just a list of
words. They need to add in
adjectives and connectors.
Exercise 1: In this exercise we are Exercise 1:
combining a review of the vocabulary Please note that the B1 vocabulary
of advertising and tag questions, list has both organized and
both of which the students should be organised. We are focusing here on
familiar and fairly comfortable with organised as it is the more common
by now. Have the students complete UK spelling.
the exercise individually.
Exercise 2:
When sharing answers, ask the e.g. a
students to read out the full 1. a
sentences, and not just the number- 2. a
letter combination. As the students 3. b
hear and say the sentences, they 4. a
have more chances to become more 5. b
confident with the use of tag
6. c
questions.
7. a
Exercise 2: Still with a focus on
advertising, it is time to review the
tenses.
To challenge the students, have them

complete the exercise verbally,
reading the questions and filling in
the blanks as they go along, without
having time to attempt the exercise
individually.

1 Advertisements are becoming more and more misleading, 6 a) didn’t
they?
2 Believing everything the ads tell you is silly, 7 b) doesn’t it?
3 The design of the company’s logo wasn’t clever, 2 c) isn’t it?
4 The damage the ad caused can’t be undone, 8 d) weren’t
they?
5 They should qualify for the competition, 9 e) do they?
6 They made their advertisement into a little booklet, 1 f) aren’t
they?
7 Their success depends on their advertising campaign, 10 g) aren’t I?
8 Meetings were held to discuss the new branding strategy, 3 h) was it?
9 In their ad, they don’t demonstrate how to use their 5 i) shouldn’t
product, they?
10 I’m very organised, 4 j) can it?
Lessons 7.4
Idiom of the Week: Ask for a
volunteer to read the idiom, another
and yet another to read the example.
other examples of how to use the
idiom?
Exercises 1 and 2: It is time for the

students to tap into their creativity,
creating and advertising their own
hypothetical product. Discuss this
briefly with the group and then set
the exercises as homework, to give
the students time to think and really
put some effort into the exercise.
Tell the students that next week’s

lesson will start with each of them
presenting their ideas.
Exercise 1: The students that have Exercise 1:
finished all the compulsory material advertisements
will move on to the Fun Stuff page misleading
while they wait for the others to caused
finish. Since 7.4 is a homework damage
assignment, they should all have design
plenty time to enjoy this page. The believing
students will enjoy challenging each meetings
other! campaign
disappointed
Fun Stuff can also be done at home developed
and in the remaining time, you can profits
play games or talk about what has trust
been learnt during the lesson. managed
repaired
destroying
Game: See the Portal for extra advice
games. experiment
achievements
companies
increase
Hidden message:
Some advertisements are useful and
some are misleading.
students a few minutes to skim-read
Lesson 8.1 the text.
Now hold a short discussion on the
choice Penelope gave Jessica (to stay
away from her or to be reported to
PREPARATION:
the principal), and how they think
1. Teacher CD.
Jessica will react.
2. Highlighters.
words. Teen Choices Episode 4:
4. Dictionary.
5. Games. Reading: Hand out markers and put
on the CD. Students should follow
along with the CD and mark words
Standard greeting: a) about listening that they do not know.
students’ week in general. Words/phrases that you should be
Be lively, interested and interesting! adjust – dimples – envy –
perspective – eventually –
Check homework: Group activity. fabrication – pack – excelled –
Give each student a chance to stand academically – encouraging –
in front of the class and present their excluding – heritage – apparent –
ideas from the homework exercises mysterious – mesmerised – tinged –
in Lesson 7.4. deterred
Brain Jog: Put your left hand on your you explain some of the key words.
right elbow, then put your right hand Since correct use of a dictionary is
on your left elbow, and then tap your integral to development of skills for
head twice. Once the group has the future studies, you can also
rhythm, start the Brain Jog: encourage the students to look up
“I think Penelope _____; I think new words.
Jessica ______. What do you think?”
Continue until everyone has had a TIP
chance to respond. Students may find it difficult to follow
E-pals: Ask your students if they have read at normal speed. If this is the
written to their e-pals, and if so, what case, after hearing the CD once with
they wrote about. Have they heard them, read the passage round the
back? class. This means that each student
Before Reading: If the students have they don’t understand. This increases
been doing their home listening, they comprehension greatly and allows
should remember quite well what practise of reading skills.
happened in the last episode. For
those who need a refresher, turn to
Lessons 4.1 and 4.2. Give the
Lesson 8.2
Discussion: By now, the students
should be involved enough with the
story to have opinions and ideas
about what is coming next. Use the
questions in the book to start and
guide a conversation about what
they think will happen next.
After Reading: Students should take

a different coloured highlighter and
skim-read the text looking for verbs
in the present tenses and then fill in
the relevant parts of the table.
Changing colours again, they should

now look for verbs in the past tense,
and then in the future tense.
Once they have had time to find as

many words as they can, share
8.2 Answer Key

Exercise 1:
Present Simple
are
find
need
think
want
know
like
Present Progressive
Are you coming
I'm saying
Is doing
I’m coming
Are you agreeing
Are you all babbling
We’re missing one
Past Simple
began
came
met
noticed
giggled
grew
excelled/exclaimed/
explained/expressed
Note: Since the ‘ex-‘ verbs
have either 8 or 9 letters, the
underline in the book is solid,
(not one underline for each
letter of the answer).
Past Progressive
was busy applying
was not speaking
were checking
were following
Future
are you going to do
going to visit
will forget
will probably cause
will turn
won’t convince
Exercise 1: Students can work in pairs Exercise 1:
to complete the sentences, Jessica was very upset because Penelope
summarising the sequence of events actually thought that she was the one
responsible for the horrible page.
in the episode. They then take turns
reading out one sentence at a time.
Natasha pointed out that the page only
The exact wording may differ, but the appeared after Jessica arrived from Canada.
content should be the same for each
answer. Nearly everyone had stopped speaking to
Penelope.
say the tongue twister the fastest Jared said, "Playing detective will probably
without a mistake? How about ten cause more trouble."
times in a row? They all received orgami animals.
Exercise 2: When reading as well as Everyone expressed the same problem.

when writing stories, adjectives are After moving the sheets around a few times,
key. They build characters and story the three looked at one another.
lines, giving the reader a feeling of
being involved. Ask the students to The message made sense.
consider the characters of Teen But there was a missing piece.
Choices and list as many adjectives
They need the last orgami piece.
as they can for each of them.
Exercise 2:
Give the students a few minutes to Natasha cropped, brown hair, dark
work on their own, and then turn the Tanaka brown eyes, beautiful,
popular
exercise into a brainstorming session
involving the entire class in order to Harry leader, popular, rich, very
share ideas. Kumar smart, athletic, black hair,
green eyed, handsome
Jessica nice, brunette,

Knowing determined, smart,
confident, independent,
curious
Simon blonde, very tall,
Durand insecure, pleaser,
follower
Penelope clever, quiet, confident,
Smythe- secretive, redhead,
Wilde green-eyed, round-faced
Jared dark brown hair, brown

Ashton eyed, tuff, rich, well-
dressed, good looking,
sarcastic, not a follower
Lesson 8.4
Fun with Expressions: In order for
our students to use English like native
speakers, they need to be familiar
with colloquialisms, idioms and
expressions that have a meanings
other than the literal.
The students can work individually to

match the expressions with the
relevant pictures, and then discuss
possible meanings with a friend.
When the students are finished,

share ideas with the group. Do all the
students agree about the meanings?
Can they justify their opinions?
8.4 Answer Key

Fun with Expressions:
The expression The It actually means that …

picture
e.g. He’s the pack leader. c People follow him and do what
he does.
1 Stay out of it! f Don't get involved.
2 Forget about it! i Don't talk or think about it again.
3 I bet they're g I'm guessing and would be
invitations. willing to bet it.
4 Count me in! b Include me!
5 The air was filled ... a There was a feeling among the
people.
6 Have the heart … d Don’t have the heart = don’t
have the strength or ability to do
something that will hurt
someone else.
7 It doesn’t make sense! e It isn't clear.
8 Let it go h Drop the topic, leave it alone.
Across
Lesson 8.5 2. peacock
4. eagle
Exercise 1: The students that have 6. fancy
finished all of the compulsory 9. perspective
material will move on to the Fun 11. determined
Stuff page while they wait for the 15. encouraging
others to finish. The students will 16. expressed
enjoy this fun review of the material 17. gold
covered in the lesson. 18. owl
19. richest
However, if all of the students have Down
completed the compulsory pages, 1. detective
you can encourage them to do Fun 3. expensive
Stuff at home and in the remaining 5. mesmerised
time, you can play games or talk 6. fabrication
about what they have learnt during 7. mysterious
the lesson. 8. fashioned
10. academically
12. popular
Game: See the Portal for a fun
13. following
game to play. 14. mailbox
8.5 Answer Key

Important Notes: This is a Review
Review Lesson Lesson. It is a preparation for the
Book 1 Assessment in the next lesson. This
eventually prepares the students for
an external exam to evaluate their
level of English. It is important that in
Review Lesson 1.1 this lesson:
 The students do the exercise
alone – not in pairs.
PREPARATION:  The students understand the

1. Extra Writing paper. importance of reading the
2. Games. instructions thoroughly and
understanding them.
This lesson reviews much of the

grammar and subject matter of Exercise 1:
Book 1. Again, as this is preparation for the
Assessment, they should read the
Standard greeting: a) about listening instructions carefully and write
to the sound tracks and b) about the accordingly. Don’t jump to explain
students’ week in general. what is written. Let the students read
it for themselves and wait until they
Be lively, interested and interesting! are finished before starting to make
corrections.
Exercise 2:
Brain Jog: Briefly discuss what they This exercise reviews tag questions.
have enjoyed most about Book 1. Ask the students to work individually,
Then … Touch your left elbow with matching the two halves of each
your right hand, then touch your statement.
right elbow with your left hand, and
then snap your fingers twice. Repeat When sharing answers, students
the rhythm until everyone is doing it. should read out whole sentences, not
Then start the Brain Jog: just the number and letter
combinations. The more times they
“The food I most often shop for is use and hear the structures, the
________.” better.
“The food I most often shop for is

________.”
Start with your own example and try

to keep it healthy. Repeat until
everyone has contributed.
1.1 Answer Key
Exercise 1:
1. b
2. b
3. a
4. c
5. a
6. a
7. b
8. b
9. c
10. b
Exercise 2:
e.g. Nelly ate sushi yesterday, 3 a) do they?

1. Kaitlyn has many friends, 4 b) aren’t they?
2. Anthony was shopping when 6 c) are you?
he met Eva,
3. No one knows how many 1 d) doesn’t she?
people are coming,
4. Andrea and Cooper are 5 e) won’t we?
cooking dinner tonight,
5. We will have time to go 7 f) aren’t they?
shopping,
6. You’re not a chef, e.g. g) didn’t she?
7. Someone is making salad, 2 h) wasn’t he?
Review Lesson 1.2 1.2 Answer Key
Exercise 3: The Students need to use Exercise 3:
their skills in matching the 1. Fashion is Fun!
advertisement to the corresponding 2. George’s Gym
number. These should be done alone 3. Yard sale!
in order to prepare for the 4. 001-234-CHEF
Assessment next week. 5. Catering for All!
6. Fresh + Organic = Us
Exercise 4: This time, the students 7. The Give Away shop
need to write the correct word after
reading the definition. They need to Exercise 4:
do this exercise individually. Once a) shopping
they have finished, you can go over b) vegetarian
the answers with the group together. c) expensive
d) dessert
e) sale
f) kitchen
Exercise 5: Reading Exercise 5:
In this exercise, each student should a) The Something for Everyone Food
read the passage quietly to himself Court
and answer the questions. They b) The Something for Everyone Mall
shouldn’t consult each other. This is c) Chinese / Middle Eastern / Italian
preparation for the Assessment next / Vegetarian / Mexican / Ice
week! Once everyone has finished, Cream / Endless hot and cold
you can over the answers and beverages / Natural fruit juice
vocabulary with the group together. counter
d) Free drink of your choice from
Exercise 6: Ask the students to the natural fruit juice counter
complete this exercise individually. e) Mayor Bob Bopton
Answers should then all be shared f) Saturday, July 21
with the group. Make sure that all g) 9am to 9pm
students have a chance to answer at h) Anyone who likes to shop and eat
least once. when they are done; anyone
waiting for someone else to finish
shopping, or everyone.
Exercise 6:
1. milk
2. store
3. buy
4. mall
5. healthy
6. natural
7. try
8. animal
9. cholesterol
10. vitamins
11. minerals
12. chocolate
13. delicious
Exercise 7: Hand out blank paper to Exercise 7:
the students so they can create Mind Their words.
Maps before starting the writing
exercise. Students should read the Exercise 8:
instructions and complete their Mind a) the / –
Map individually. If time remains b) a
after finishing, encourage students to c) – / the
share what they have written. In any d) an
case, you should check their e) a / –
grammar and spelling. f) an
g) a
Exercise 8: Again, as this is h) –
preparation for the Assessment, they
should read the instructions and
complete the exercise individually. If
time permits, they can share their
answers when everyone is finished.
5. Vegetables are important for a
Review Lesson 1.5 balanced diet because they are
full of nutrition and low in
Exercise 9: Unlike ‘normal’ lessons calories.
_.5, the Review Lesson 1.5 is 6. One benefit we receive from
compulsory. It is best done in class, whole grains is that they make us
but can be given as homework if feel full / they lower the risk of
there is really not enough time in developing many chronic
class. diseases.
7. Eggs, beans and nuts are
Hand out markers to each student. examples of foods that provide us
with protein.
Students should complete this 8. The final piece of advice that
reading exercise independently, Healthy Heather gave to
marking important information as Mackenzie was to exercise at
they go. least four times a week.
9.
Once they get to the questions, what
they have marked should help them
find the answers. If they are stuck,
remind them to identify key words brown rice
and then scan the text for more whole wheat bread
answers. broccoli whole wheat grains
cabbage quinoa
spinach
Answers should then be shared with
leafy green vegetables
the group. crunchy vegetables free-range eggs
nuts
beans
Game: If time remains, select
any game from the past two units
that the students particularly
enjoyed, and play it again.
1.5 Answer Key

Exercise 9:
1. Mackenzie heard about and
contacted Healthy Heather
through her website.
2. Breakfast is the most important
meal of the day.
3. You should eat dinner at least five
hours before going to sleep.
4. Broccoli, cabbage and spinach are
examples of leafy greens and
crunchy vegetables.
Exercises 10, 11 and 12: The students Exercise 10:
that have finished all of the food court, outdoor, doctor, court,
compulsory material will move on to odour, outdo, coot, cord, cure, curt,
the Fun Stuff page while they wait for door, food, foot, fort, roof, root, tour,
the others to finish. The students will turf, coo, cot, cut, dot, duo, for, fur,
enjoy challenging each other! our, out, rot, too.

completed the compulsory pages, The secret message is:
you can encourage them to do Fun Trinity and Madelyn don’t care about
Stuff at home and in the remaining brand names; they prefer to buy
time, you can play games or talk affordable clothes at good prices.
about what was learnt during the
lesson. Exercise 12:
In no particular order:
buy + sell
cheap + expensive
cold + hot
empty + full
follow + lead
genuine + fake
give + take
healthy + harmful
morning + night
rich + poor
sweet + bitter
tasty + tasteless
valuable + worthless
vegetarian + meat eater
PREPARATION:
Now the next teaching session is the
Assessment for Book 1 that you
download from the Portal.
Remember to write each student’s

score into Infoman when you finish
marking them.
And have a few games ready to play

at the end of the Assessment
according to how you organise your
time.
TEEN CHOICES When reading the clues in the book,
Unit 3 Teacher’s encourage the students to highlight
key words which will help them
Guide identify the planets.
If they are still having trouble, help

Lesson Plans them answer first a) then f), then h),
then e).
Brain Jog: Put your right hand on your

Lesson 1.1 left elbow, then put your left hand on
your right elbow, and then tap your
knees twice. Repeat until there is a
PREPARATION: good rhythm going before you start
1. Photo for L-1.1 download. the talking part of the Brain Jog:
words. “Mars is known as the Red Planet.”
3. Dictionary.
4. Games. “(Name of planet) is ______.”

Standard greeting: a) about listening has had a chance.
students’ week in general. Having discussed the planets and
having completed the first exercise,
Be lively, interested and interesting! they should understand what to do
from your example.
If you (or they) are stuck, some
Have the large, labelled, options are: Mercury is hot. Earth is
downloadable picture of the solar where we live. Saturn is very big.
system with you in order to facilitate a
discussion. 1.1 Answer Key
Discussion: Do the students know Exercise 1:
anything about our solar system? Our a) Mercury
planet? Other planets? b) Neptune
c) Mars
Exercise 1: Working as a group, have
d) Venus
students take turns reading out the
e) Jupiter
clues and matching them to the
f) Earth
planets in the picture. It may be
g) Uranus
helpful to have the answers prepared
h) Saturn
on cards that can be placed on the
large picture that is used for the
discussion. Students can shuffle cards
until they are certain that they are
correct.
Exercise 1: We are introducing the Exercise 1:
students to more vocabulary about a) telescope
outer space. Read through the b) aurora borealis
vocabulary in the yellow box together. c) astronaut
Are any of these words familiar to d) gas giants
them? Be prepared with pictures and e) Milky Way
information to help explain the new f) orbit
vocabulary. g) light years
h) spaceships
Each student should now complete i) comet
the exercise individually. Then each
student should have a turn reading Exercise 2:
out an answer and sharing it with the a) astronomy
group. b) galaxy
c) meteor
Tongue Twister Challenge: Who can d) constellation
say the tongue twister fastest without e) universe
mistakes? Ask them to practise it for a f) astrology
tongue twister challenge next week.
Exercise 2: This exercise can be done

as a group activity. Ask a student to
read out the list of words. Another
student should then read out the
example.
Students should then take turns

reading out one definition at a time,
allowing any of their classmates to try
and figure out which word matches
the definition.
Game: Play a game to review the

new vocabulary learnt.
Go Grammar! Review, or if your Exercise 1:
students are new to Helen Doron, a) have existed
teach the grammar structure and use b) has not gone
of the present perfect simple. Turn to c) have had
page 14 of the Grammar File to help d) has lasted
you. e) have not flown
f) have sent
Exercise 1: Using the Grammar File to g) have written
help them, the students should work h) has studied
individually or in pairs to complete the i) have wanted
sentences carefully putting the verbs j) has ever landed
in the correct form. Remind them to k) has not bought
also pay attention to the correct use
of have and has. Exercise 2:
a) Have scientists always known
Exercise 2: Students should work in about the dwarf planets? No, they
pairs for this exercise. If they are haven’t.
stuck, they should verbalise the b) Have astronomers landed on
question, asking it to their partner so Mars? No, they haven’t.
that they can hear if it sounds right. c) Has a meteor ever hit Earth? Yes,
They also need to pay attention to the it has.
form of the possible answers in order d) Has Venus ever stopped rotating?
to ask the relevant question. No, it hasn’t.
In order to answer the questions they

have created, they need to look back
at the new vocabulary and rely on
common sense.
Once they are done, each pair should

share one of their question/answer
pairs with the group.

the new material learnt in this lesson. Their words.
Some suggestions are:
Students should work individually and a) The Northern lights are considered
use their new vocabulary and by many to be beautiful because
knowledge to describe and label these they are so colourful.
pictures. Remind them to pay b) It is easy to remember many of the
attention to sentence structure and constellation names.
spelling. c) When we look to the sky we see
the beautiful shiny Milky Way.
When sharing answers, have at least d) A lot of people think there is no
two students read out what they have gravity on the moon, but this isn’t
written for each picture, allowing true.
everyone to hear a variety of ways to e) The sun is not only hot, but also
describe the same thing. huge.
f) Compared to many other planets,
Exercise 2: Give the students a couple Earth appears very colourful when
of minutes to answer these yes/no seen from outer space
questions about themselves. The
answers should be in short answer Exercise 2:
format (see below), i.e. not just yes or About them! The answers are always
no. When sharing their answers with either Yes, I have. or No, I haven’t.
the group, they should also share Here are some questions to encourage
some details. the students to speak:
a) Encourage the students to talk
For example: about when, where, who they
 Have you ever seen a falling star? were with? Were they watching
Yes, I have. for it (meteor shower) or was it by
 If they are not forthcoming with chance?
more details, ask where?, when?, b) Why? Why not? Do you think it
who were they with?, how did it would be exciting? Should people
make them feel?, etc. leave the planets and the moon
unchartered?
c) Distinguish between astrology and
astronomy. What is interesting
about astronomy? Is it important
to our existence to have this
knowledge?
d) If yes, which one? When? Where?
If not, would you like to?
have finished all of the compulsory astronomy
material will move on to the Fun Stuff constellation
page while they wait for the others to Earth
finish. The students will enjoy galaxy
challenging each other! Jupiter
Mars
However, if all of the students have Mercury
completed the compulsory pages, you moon
can encourage them to do Fun Stuff at Neptune
home and in the remaining time, you Saturn
can play games or talk about what stars
they have learnt during the lesson. sun
universe
Uranus
Venus
Exercise 2:
Mars
arms
rams
Sarm
Lesson 2.1 Reading Comprehension: Make sure
that every student has a highlighter
for this activity.
PREPARATION: Each student should take a turn

1. Highlighters. reading. Make sure that they read
2. Pictures and props for slowly and clearly so that everyone
encoding words. can follow them. As they read, all
3. Dictionary. students should mark words that are
4. Games. new for them.
Some words they may not know and

Standard greeting: a) about listening you should be ready to explain are:
to the sound tracks and b) about the possibility – intrigued – inspired –
students’ week in general. Galileo – curiosity – mission –
microbes – harsh conditions –
Be lively, interested and interesting! methane – attitude

Discussion: Ask the group what they you explain some of the key words.
can remember from last lesson about Since correct use of a dictionary is
the planets. Show them the large integral to developing skills for future
picture again to prompt some studies, you can also encourage the
memories. Would they ever want to students to look up new words.
visit any of these places?
Brain Jog: Sitting cross-legged, touch

your left knee with your right hand,
then touch your right knee with your
left hand, and then clap twice. Repeat
the rhythm until everyone is
participating. Then start the Brain Jog:
“I would/wouldn’t go to (name of
planet/moon/star) because
______________. What about you?”
“I would/wouldn’t go to (name of
planet/moon/star) because
______________. What about you?”

has had a turn.
E-pals: Ask your students if they have

they wrote about. Have they heard
back?
Exercise 1: Ask the students who can Exercise 1:
remember what an antonym is. Is it a a) ancient
word that has the same meaning or an b) empty
opposite meaning? The students c) liquid
should then work in pairs to find the d) harsh
antonyms of these words in the text. e) deep
f) difficult
Point out that the letters in brackets g) possibly
are giving the students clues about h) logical
where to look. They should then scan i) distant (far also acceptable)*
the relevant paragraph for the answer. *Note: so far = until now
There should be no need to re-read j) close
the whole paragraph. k) land
Joke: Ask for a volunteer to read the Exercise 2:

joke. Do they see the humour in it? Note: Things may have changed since
Give me a ring means ‘call me’; this passage was written. However,
however, it’s funny here because the students need to answer
Saturn has rings of ice that orbit it. according to the text, not according to
recent knowledge.
Exercise 2: For the first question ask a) F – It was the ancient Greeks who
the group to identify the key words first … (Line 2)
(Greeks, planets, recently) that they b) F – ... and saw that they were in
will be scanning the text for, and fact quite similar to where we live.
answer the questions as a group. (Line 5)
c) F – ... with the mission of looking
Now ask the students to continue the
for signs of life. (This shows us that
exercise by individually identifying key
life hasn’t been found yet.) (Line 8)
words and scanning the text to find
d) T – … there is a spacecraft on Mars
the answers and justifications.
called Curiosity, looking for signs
of life. (Line 8)
e) T – … that very special forms of life
can exist here on Earth in
extremely harsh conditions. (Line
14)
f) T – ... but other animals can,
especially microbes. (Lines 18–19)
g) T – ... we can even find special
worms that live in frozen methane
without oxygen or liquid water.
(Line 24)
h) T – Titan is the largest of Saturn's
moons. (Lines 27–28)
i) F – Most life forms use the sun as
their basic form of energy. (Line
34)
j) F – Even if ... (This shows us that it
isn't possible.) (Line 38 )
k) T – ... we have to discover a lot
more about life on earth. (Line 42)
Exercise 1: Review the use of the Exercise 1:
present perfect simple with the 1. have wondered
students. Ask them to work in pairs to 2. have landed
complete this exercise. If they need 3. have written
help, encourage them to open the 4. have taken
Grammar File to page 15 to refresh 5. have conducted
their memories before helping them 6. has sent
yourself. Independence in learning is 7. has received
the goal! 8. has provided
9. has told
10. have set
Game: Play a game reviewing the
11. have found
use of present perfect simple.
12. have discovered
13. haven’t considered
Exercise 2: How many time
14. haven’t thought
expressions can the students think of?
Hold a group brainstorm, writing their Exercise 2:
answers on the board. Even if it is an a) already/just
expression that won’t be useful in this b) lately
exercise, write it on the board and c) yet
congratulate the students on the d) never
impressive word bank they have e) yet
created. f) already
g) always, since
Ask the students to attempt this
h) for
exercise individually. Answers should
i) ever
then be shared with the group, with
j) since
each student being given a chance to
read out at least one answer.
Exercise 1: Ask for a volunteer to read Exercise 1:
the instructions. a) Why has the art teacher bought
Let the students work in pairs to form carbon paper?
the questions and answers. Remind  Because he wants to use it in
them to pay careful attention to the the lesson.
tense used in the answer. Once they b) Where have the students gone for
are finished, answers should be their class trip?
shared, with one student reading the  They have gone to the
question and another responding with planetarium to learn more
the answer. about the solar system.
c) How long has their friendship
lasted?
 It has lasted for many years
because they are / have been
very honest with each other.
d) Why have scientists sent Curiosity
to Mars?
 Because they hope to find life
forms there.
e) Why have scientists begun to
change their attitudes to what is
possible?
 Because worms can live in
frozen methane here on earth.
f) What has NASA recently done in
its search for more answers about
Mars?
 It has sent a number of
missions to Mars.
have finished all of the compulsory a) carbon
material will move on to the Fun Stuff b) ship
page while they wait for the others to c) star
finish. The students will enjoy d) space/green
challenging each other! e) system

completed the compulsory pages, you a) life
can encourage them to do Fun Stuff at b) live
home and in the remaining time, you c) love
can play games or talk about what d) move
they have learnt during the lesson. e) more
f) sore
g) sure
Exercise 3:
Hidden message:
A planet must also have the right
environmental conditions for life.
When the song ends, ask them what
Lesson 3.1 they think of it. Now they should open
their books and take highlighters. Ask
them to highlight the words they’d like
PREPARATION: to know more about while they listen
1. Teacher CD. a second time to the song.
2. Highlighters.
3. Pictures and props for encoding Some words and expressions you need
words. to be prepared for:
4. Dictionary. pace – galaxy – diverse – spiral limb –
5. Games. metal – barely – relocate – frozen –
atmosphere – harbour – dwarves –
Kuiper’s ice – spread – parasite
to the sound tracks and b) about the Have pictures or props ready to help
students’ week in general. you explain some of the key words.
Be lively, interested and interesting! Since correct use of a dictionary is
integral to developing skills for future
Check homework: Group activity. studies, you can also encourage the
Brain Jog: Stand up. Raise your right
knee and tap it with your left hand, Understanding the Vocabulary:
then raise your left knee and tap it Students should take turns reading
with your right hand, and then clap out the definitions listed. After
twice. Repeat the rhythm until reading/listening, all students should
everyone is participating. Then start race to find the relevant word by
the Brain Jog: scanning the lyrics.
“I believe/don’t believe in aliens Idiom of the Week: Ask for a

because ______. Do you?” volunteer to read the idiom, another
volunteer to read the explanation, and
“I believe/don’t believe in aliens yet another to read the example. Can
because ______. Do you?” any of the students think of other
examples of how to use the idiom?
Whatever the response and reasoning
of each individual, it should be
accepted by the group. No one should 3.1 Answer Key
be made to feel silly for their ideas
and beliefs. If you feel this needs a Exercise 1:
brief discussion after the Brain Jog, go a) harbour
for it! b) parasite
c) pace
Song: Play the song for them, with d) relocate
their books closed. This will really let e) atmosphere
you see who has been doing their f) spiral limb
home listening. Let them focus on g) barely
listening, and really get the feeling of h) spreads
the music and lyrics. i) metal
j) dwarves
k) diverse
l) frozen
m) Kuiper belt
Exercise 1:
Game: Look on the Portal for a a) right – and like us there are many
game to help the students review more
material and information related to b) right – in the future we will
the song while practising sentence relocate to space
structure. The game will help prepare c) wrong – there is barely any water
them for the exercises on the there
upcoming page. d) wrong – Saturn’s moons might
harbour life
Exercise 1: See if the students can e) right – we’re a dot in the universe
complete the right/wrong part of this f) wrong – as cold as Kuiper’s ice
exercise without looking back at the g) right – I’d think we’re planet
song and then share the answers with parasites and run far from this
the group. place
h) wrong – Mars has frozen water
If there is any disagreement, ask them caps
to justify the answers. If they can’t
find the words on their own, have Exercise 2:
them scan the song to find a a) Mercury, Venus, Earth, Mars,
justification and see who is correct. Jupiter, Saturn, Uranus, Neptune
b) He means that there are other
If they have all agreed, they still need
similar galaxies. The Milky Way is
to find the justification in the text.
not unique.
Who can find it first?
c) Because there’s no atmosphere/no
gravity/no water.
Exercise 2: This exercise asks the
d) Venus is not a cold planet, “Venus
students to extract information from
is too hot”, line 9.
the song – some of it literal, some
e) They are mostly made of gas and
requiring deeper thinking. Working in
are known as the gas giants.
pairs, they need to answer the
f) Mercury has no atmosphere.
questions.
g) Their opinion.
Once they are done, each in turn
reads out an answer, sharing it with
the group. If more than one student
wants to share their opinions on any
one of the questions, let them.
Hint: To help them memorise the

order of the planets, write the
following mnemonic on the board. My
Very Excited Mother Just Shouted
Unexpected News. Do they agree that
it is easier to remember the sentence
rather than the list of planets? Now
show them how the first letter of each
word becomes the first letter of each
planet. All they have to remember
now is which 'M' is Mercury and which
'M' is Mars.
Go Grammar! We are now moving on Exercise 1:
to the present perfect progressive. a) The pilot has been flying all night.
Ask for a student to remind everyone b) Fanny has been visiting her
how we tell between simple and grandmother regularly since she
progressive in the present tense: was a little girl.
(-ing, that’s right!) We will have the c) Scientists have been studying the
same clue in the present perfect Solar System for centuries.
progressive! d) The local animal shelter has been
keeping animals safe since 1978.
Open the Grammar File to page 16. Go e) NASA has been exploring space
around the group sharing the reading since 1958.
of the explanation and examples.
To get the students warmed up and

used to using this tense, ask them
some questions. They should answer
in full sentences. Using the present
perfect progressive should come fairly
naturally in this situation.
e.g.
How long have you been learning
English?
How long have you been living in
______?
What have you been learning in
History this year?
Since what age have you been playing
football?
What has your mother been doing all
day?
Have you been listening to your
English CD every day this week?
Have you been visiting your
grandparents regularly?
How often have you been visiting your
grandparents?
Exercise 1: Students should work side-

by-side with a partner, each writing
their own sentence and then checking
another student's sentence. When
sharing answers, more than one
student may share if they have written
something different and want
feedback on it.

week
Exercise 1:
Spelling Game – Should Do! a) met, Sid
Differentiating (speaking and hearing) b) mint
between the phonics /e/ and /ɪ/. c) knit
Put on the Teacher CD/audio track and d) Ben
have the group repeat each sound and e) red
word after it is said on the CD/audio f) cheque
track. Please note that both columns g) did
are read, then the words are read h) spell
across the columns to better compare i) hid
the sounds. j) Bless
k) led
Exercises 1 and 2: If there is time in l) ten
the lesson, let the students do the m) meant, said
exercises. If not, tell them that they n) bell
that they will be prepared for the Exercise 2:
Spelling Game next week, and can a) mess
help their team win. b) wet
c) sit
The games vary from relay races to d) left
board games. e) thin
f) dead
Game: If you have time but feel g) then
that the students need a break from h) said
writing in their books, play a game i) bill
with them. When you finish playing, j) pick
point out that now it is easier for them
to do this page at home and it will
help them to practise the spelling.
have finished all of the compulsory 1. empty
material will move on to the Fun Stuff 2. universe
page while they wait for the others to 3. galaxies
finish. The students will enjoy 4. diverse
challenging each other! 5. In
6. Milky
However, if all of the students have 7. limb
completed the compulsory pages, you 8. today
can encourage them to do Fun Stuff at 9. dot
home and in the remaining time, you 10. many
can play games or talk about what 11. just
they have learnt during the lesson. 12. more
13. atmosphere
14. water
See the Portal for extra games. 15. Earth
16. relocate
17. flew
18. frozen
19. harbour
20. dwarves
21. empty
22. spreads
23. billion
24. diverse
25. visiting
26. parasites
Exercise 2:
Earth – galaxies – Jupiter – Mars –
Mercury – moon – Neptune – Saturn –
space – sun – universe – Uranus –
Venus
Lesson 4.1 written to their e-pals, and if so, what
PREPARATION: back?
download.
2. Teacher CD. Spelling Game – Must Do! Play a
3. Highlighters. game using the spelling chart from
4. Pictures and props for encoding Lesson 3.4.
words.
5. Dictionary.
they are about to be challenged with a
7. Games.
group game.
to the sound tracks and b) about the Choose between a board game,
students’ week in general. scrambled letter game and a ball
game.
Board game – Split the group into
Check homework: Group activity. pairs. Give each pair a board marker;
Discussion: Do the students words you read out. Award one point
remember what happened at the end for the first pair to finish, and a point
of the last episode of Teen Choices? At for each pair who successfully spelled
the end of the last episode, Jessica the word correctly.
and her friends received origami
animals. When they unfolded the Scrambled letter game – Prepare two
animals they found words inside sets of downloadable cards with the
which seem to make a message; words spelled correctly, and one set
however, the message was not with the letters scrambled. The
complete. students work in teams to find the
correct word for the scrambled one
Use the 'Before Reading' questions you hold up.
here; do they remember which animal
each of them received? (Natasha – Ball game – This game makes the
peacock, Harry – lion, Jared – eagle, students practise listening to each
Jessica – owl) other and working together to spell
words. Each student says one letter
Brain Jog: Put your left hand on your and then throws the ball to another
right elbow, then put your right hand student who says the next letter. If a
on your left elbow, and then clap mistake is made, start the word over
twice. Repeat until there is a good again.
rhythm going before you start the
talking part of the Brain Jog:
“(Name) received an origami ______.”
“(Name) received an origami ______.”

Before Reading: Hand out markers,
follow with the CD and mark words
that they do not know.
Words that you should be prepared to

explain include:
amazed – mentioned – barely –
assistance – peeked – accuse –
evidence – purposes – demanded –
rescue – fascinating – convince –
concern – gathered

you explain some of the key words.
TIP
Discussion: By now the students Exercise 1:
should be involved enough in the story a) delete like replace with trust
to be able to consider possible b) delete teachers replace with
outcomes true to the nature of the friends
characters. Hold a brief discussion on c) delete oldest replace with newest
what they think Penelope should do, d) delete deleted replace with
and then what they think she will do. received
The two will not necessarily be the e) delete actors replace with movies
same. Ask the students to justify their f) delete thoughts replace with
answers. sentences
g) delete cool replace with cruel
Exercise 1: Ask students to work h) delete snake replace with swan
individually. Remind them to mark key
words in each sentence before Exercise 2:
scanning the text to find what needs a) assistance
correcting. b) entered
c) evidence
Give each student a chance to share at d) quiet
least one answer with the group. e) finish
f) leave
Exercise 2: Who remembers what a g) author
synonym is? Is it a word with the same h) final
meaning or the same sound? Or is it
an opposite? (Right! It’s a word with
the same meaning as the first word!)
Students can work in pairs to identify

the synonyms from the text, and then
share what they found with the group.

the joke. Do they understand the
humour? Can anyone explain why it is
funny?
This joke plays on the double meaning

of the word 'degrees': The first is an
award earned after university study,
and the second is referring to
temperature.
Exercise 1: Ask for a volunteer to read Exercise 1:
out the word list. Now challenge the a) learn
students by having them complete the b) demanded
sentences as they take turns reading c) origami
them out without having time to work d) mystery
on it first. e) negative
f) amazement
g) unfair
Game: It is a good idea to break
h) barely
up the lesson at this stage with a game
reviewing the episode. Exercise 2:
a) Jessica
Exercise 2: Have the students
b) Penelope’s mother
complete this individually without
c) Jared
looking back at the text. When sharing d) Harry
answers, if there are any e) Natasha
disagreements, they should scan the f) Penelope
text to find out who remembered the g) Jessica
story better. h) Penelope
Exercise 3: After several exercises and
Exercise 3:
a game about the episode, this
a) 2
exercise shouldn't pose too much of a
b) 1
challenge. Let the students work in
c) 3
pairs to answer the questions.
d) 2
When sharing answers with the group e) 3
ask each pair to explain the logic
behind the conclusion they reached.
How did they come to the correct
answer?
Exercise 1: The students should Exercise 1:
continue working in pairs to fill in the Some of the answers below have a
blanks in the conversation. certain degree of flexibility.
a) ... have you been living?
To make sharing the answers more b) ... you been living
interesting, ask for two volunteers to c) ... I haven’t
stand up and role-play using the d) ... have you been doing in
exercise as a script. If there are more Cambridge?
than two volunteers, switch them in e) ... have you been studying?
the middle of the exercise. f) Have you been enjoying yourself?
g) … have you been enjoying yourself
so much?
h) ... have been learning so many
new and interesting things.
i) ... you been planning ...
j) Have you been working or
studying?
k) … have been relaxing (and
enjoying my life).
l) ... have you just been relaxing?
have finished all of the compulsory a) trust
material will move on to the Fun Stuff b) entire
page while they wait for the others to c) else
finish. The students will enjoy d) stories
challenging each other! e) styles
f) logical
Make sure they read the tip! g) thought
h) going
However, if all of the students have i) skills
completed the compulsory pages, you j) remember
can play games or talk about what Down
they have learnt during the lesson. 1. funny
2. ridiculous
3. swan
4. mysteries
5. reasons
7. choice
8. peeked
11. animal
Across
4. mentioned
6. months
9. bedroom
10. negative
12. newest
13. limit
14. Doyle
Discussion & Writing: Ask one student
Lesson 5.1 to volunteer to read out the discussion
and writing question. Let the students
use you and each other as sounding
PREPARATION: boards for their ideas.
1. Teacher CD.
2. Highlighters. Any opinion is to be praised. There
3. Pictures and props for encoding really is no right answer, and we want
words. to encourage our students to be
4. Dictionary. thinkers and to attempt every
5. Games. question they come across with a
good attitude.
to the sound tracks and b) about the Now, give the students time to think
students’ week in general. about and write their thoughts in a
short paragraph about their feelings
Be lively, interested and interesting! regarding being called ‘a dot’. Each
student should then share their
Check homework: Group activity. opinion with the group.
Brain Jog: Stand up. Touch your left Idiom of the Week: Ask for a
knee with your right elbow, then volunteer to read the idiom, another
touch your right knee with your left volunteer to read the explanation, and
elbow, and then clap twice. Repeat yet another to read the example. Can
the rhythm until everyone is any of the students think of other
participating. Then start the Brain Jog: examples of how to use the idiom?
“I think the unknown universe is/isn’t

scary because _______.” 5.1 Answer Key
“I think the unknown universe is/isn’t Writing:
scary because _______.” Their words!
Keep the rhythm going while the

students are thinking of their
contributions.

has had a turn. If a student has
something to add at the end of the
Brain Jog, they are more than
welcome to have another turn.

there shouldn’t be words they don’t
understand. Give out markers and ask
the students to mark the words
relating to the size of Earth and
everything around us as they listen to
the song.
Exercise 1:
Game: There is a board game on Personal opinions, but here are some
the Portal for this lesson. Play the examples:
board game reviewing content and a) Is it cared for, abused, neglected,
vocabulary as well as asking them to taken for granted, full of endless
think deeper, reading between the wonders, etc.
lines of the song. b) They use the resources of the
earth with no regard for the planet
Exercise 1: We are asking the students or destroying those same
to use their imaginations while resources. / No, people are just
considering serious issues regarding living off the earth the way they
the way we treat Earth, as well as were meant to.
questions of extra-terrestrial life … c) Personal – no judgments.
differing opinions and beliefs could d) Personal – no judgments.
make this rather interesting. e) Earth will no longer be inhabitable
because of all the pollution and
Have the students work in pairs to destruction, as well as using up all
answer the questions before sharing its natural resources.
their answers with the group. f) This is a personal feeling, but
generally we are hoping they pick
up on the sarcasm in the lyrics.
Exercise 2:
About them!
to page 17 to review the present 1. C
perfect tenses with the students. 2. A
3. A
Exercise 1: This page helps the 4. C
students put the present perfect 5. B
tenses into perspective by finding the
correctly rephrased sentence.
Have the students work on their own,

reading carefully to select the
correctly rephrased sentence.
When sharing answers, they should

also justify their choices.

week!
Exercise 1:
Spelling Game – Should Do! a) hurt
Differentiating (speaking and hearing) b) work
between the phonics /ɒ/ and /ɜ:/. c) chirp
Put on the Teacher CD/audio track and d) squatted, squirted
have the group repeat each sound and e) dirt
word after it is said on the CD/audio f) dots
track. Please note that both columns
are read, then the words are read Exercise 2:
across the columns to better compare a) wok
the sounds. b) learn, earn
c) perk, work, lurk
Exercises 1, 2 and 3: If there is time in d) flop
the lesson, let the students do the e) bird
exercises. If not, tell them that they f) spot, cot, dot, shot, what
should review the chart at home, so g) bond
that they will be prepared for the h) pocket
Spelling Game next week, and can i) term
help their team win. j) birch
k) flirt, squirt, shirt, dirt, curt
The games vary from relay races to l) botch
board games.
Exercise 3:
Game: If you have time but feel a) jockey, jerk
that the students need a break from b) spot, shirt
writing in their books, play a game c) Tom, term, botched, learnt, work
with them. When you finish playing, d) lurk, lock
point out that now it is easier for them e) squirting
to do this page at home and it will f) birch, burnt
help them to practise the spelling. g) hot
h) chopping
i) shot
j) What, word, heard
k) Long, on, pocket
l) flirt
have finished all of the compulsory The real words are not crossed out.
material will move on to the Fun Stuff what spert shirt squat churp word jurk
page while they wait for the others to burnt chup heard flirt hurd jockey
finish. The students will enjoy learn spurt birtch long flop bernt flurt
challenging each other! chop dirt birch squert earn jukey bird
pucket pocket bond pirk perk botch
However, if all of the students have curt lerk lurk term turm jerk spirt spot
completed the compulsory pages, you work caut chirp squirt lurn
can play games or talk about what a) meals
they have learnt during the lesson. b) metal
c) teams
d) stare
e) scare
f) space
g) place
Exercise 3:
e
re
are
earn
learn
learnt
PREPARATION: Lesson 5.4.
download. Ask the students if they reviewed the
2. Teacher CD. spelling words at home. Regardless,
3. Highlighters. they are about to be challenged with a
4. Pictures and props for encoding group game.
words.
5. Dictionary. Choose between a board game,
6. Extra writing paper. scrambled letter game and a ball
7. Games. game.

Standard greeting: a) about listening pairs. Give each pair a board marker;
to the sound tracks and b) about the they should take turns writing the
students’ week in general. words you read out. Award one point
Be lively, interested and interesting! for each pair who successfully spelled
the word correctly.
Brain Jog: Touch your left hip with
sets of downloadable cards with the
your right hand, then touch your right
words spelled correctly, and one set
hip with your left hand, and then tap
your head twice. Repeat the rhythm
students work in teams to find the
until everyone is participating. Then
start the Brain Jog:
you hold up.
“I would/wouldn’t pay a lot of money
to go to the moon. What about you?”
“I would/wouldn’t pay a lot of money other and working together to spell
to go to the moon. What about you?” words. Each student says one letter
Go around the circle until everyone student who says the next letter. If a
has had a turn to voice their opinion. mistake is made, start the word over
again.
Hold a brief discussion with the group;
Listening and Exercise 1: Ask the
what do they consider reasonable
uses for large amounts of money? students to close their books while
they hear the listening exercise for the
first time.
Before listening a second time, they
should read through the exercise so
back?
they know what to listen for.
 Listening Comprehension Customer: And just what is this
bargain price?
A Trip That’s Out of this World
Travel Agent: Only £125,000. I realise
Travel Agent: Wyndham Travel that not everyone can afford it, but it
Agency. May I help you? is within the reach of a select few.
Customer: Yes, please. I’d like some Customer: That’s still extremely
help booking a holiday. I’m looking for expensive! On the other hand, it
something really unique. A real would be a once-in-a-lifetime
adventure! experience. Tell me more. Can anyone
do this? I thought astronauts needed
Travel Agent: I could get you a beach special training.
vacation on a tiny tropical island.
Travel Agent: They do – it’s included in
Customer: But that’s not very unusual the package. There are three days of
– everyone goes on beach vacations. training. It’s not all work, though –
there’ll be parties, entertainment, and
Travel Agent: How about a safari in plenty of good food.
Africa?
Customer: What would the actual trip
Customer: No, no. I went on a safari be like?
last year.
Travel Agent: You would travel in a
Travel Agent: Let’s see … if you have a rocket ship attached to an airplane.
bit of extra money to spend, I could When the airplane reaches 50,000
arrange something very special – a trip feet, the rocket would be launched.
to outer space! The force of acceleration would push
you back into your seat, so you felt
Customer: To outer space? You must like you weighed a ton. And then the
be joking! sky would turn from blue to black. You
wouldn’t be able to hear the engine
Travel Agent: I’m completely serious. anymore, and you’d be in space.
The trips to space haven’t begun yet,
but there is a company we work with, Customer: And then you’d be
Cosmos Tours, that has already weightless, right?
booked 200 people!
Travel Agent: Exactly. You could
Customer: That’s amazing! But that unbuckle, move around the cabin, do
must be incredibly expensive. somersaults in the air, and get your
picture taken with the Earth in the
Travel Agent: It is, but the price has background.
come down quite a lot in recent years.
Until now, only a few people had the Customer: That’s incredible! How long
opportunity to travel to space as would this trip last?
tourists. They were all billionaires. The
tickets cost millions! But now, the Travel Agent: You’d be weightless for
price is much more attractive. about five minutes, and then a few
minutes later you’d return to Earth.
Customer: All that money for just five

minutes?
Travel Agent: If you’d like to stay in
space longer, that may be possible in 6.1 Answer Key
the future. Another company is
working on a space hotel that will Exercise 1:
orbit the Earth. It would cost £500,000 a) holiday, adventure
for a five-day stay. b) money, outer
c) completely, started, company
Customer: Now that’s really out of my d) expensive, come, opportunity,
budget. But it’s interesting, though. I millions
suppose you wouldn’t have a lot of e) extremely, experience, astronauts,
luxuries up there. training, entertainment
f) actual, travel, force, weighed
Travel Agent: No, it’s not possible to g) view, You’d, sunsets, experience,
provide that. The food would be shorter, space, risking
prepared on Earth and reheated in a
microwave oven. Iced tea and fruit Exercise 2:
juices would be the only liquids About them!
permitted. You’d have to take a
shower very carefully to keep the
water bubbles from going all over the
cabin.
Customer: On the other hand, the

view would be amazing.
Travel Agent: Yes. You’d see 16

sunrises and 16 sunsets every day. The
hotel would orbit the Earth every 90
minutes.
Customer: That would be quite an

experience.
Travel Agent: For now you just have

the opportunity to go on the shorter
trip. Can I take your deposit?
Customer: No, I don’t think I’ll be

going to space any time soon. I’d be
risking my life – that’s not my idea of a
good time!
h) went / would weigh - Note: Here
Lesson 6.2 we use the second conditional
because it is hypothetical. Although
Go Grammar! Open the Grammar File it could be confused with a fact, it is
to pages 18–21 of the Grammar File unlikely to happen and therefore
and have the students take turns we use the second, not the zero,
reading out the definitions and conditional.
examples of conditionals. i) lands / is
j) don’t like / ask
Exercise 1: The students should work k) ate / drank / would feel Note: Start
in pairs to complete the exercise. They by showing the students how to
should then share their answers with read the last sentence which also
the group. allows them to know which
conditional to use. Because the last
Game: A game to review the use sentence shows this is hypothetical,
the answer is in the second
of conditionals will help the students
conditional. (If the additional
become more comfortable with the
sentence was: But he neglected his
material and properly internalise it.
health ..., in the past, the answer
Exercise 2: Now working individually, would be in the third conditional.
the students should complete the l) is / shouldn’t or mustn’t unbuckle
sentences and share their ideas and
Exercise 2: About them!
plans with the group.
Possible answers:
a) When I have a bit of extra money, I
Each student should share two or
will buy more shoes. – First
three sentences. As they read their
conditional
answers, their peers should decide
b) If I were that customer, I wouldn’t
which conditional they have used. If
go to outer space. – Second
they need to, they can refer to the
conditional
Grammar File.
c) If I had £125,000, I would buy a car.
– Second conditional
Answer Key 6.2 d) If there were a hotel on the moon, I
would probably stay there for two
Exercise 1: months. – Second conditional
a) is / occurs e) If I go on a safari in Africa, I will see
b) Take /don’t feel many wild animals. – First
c) rises / sets conditional
d) would buy / were
e) were / could afford Ask the students why they think there
f) is / happens - Note: As there is no were no zero conditionals in this
indicator for past tense, the exercise. the answer is that it is
sentence is a fact and therefore we because it is ‘about them’; there are
should use the zero conditional. no facts.
Teach this as a rule to the students.
g) gives / will or could go / stay
Exercise 1: Working in pairs, the Exercise 1: Answers will vary.
student should match the pictures, a) 3 – If you have iced tea, we will
and then use the conditionals to write have two please.
sentences describing them. b) 6 – When it is hot and sunny,
people go to the beach
They should try to do this exercise c) 4 – If a rocket ship accelerates, the
without the Grammar File, but the file astronauts get pushed back into
is there if they want to check their seats
themselves. d) 2 – If I live in outer space, I will
have an incredible life.
Answers may differ slightly even while e) 1 – If Victor kept joking around, his
using the same grammatical friends would leave.
construction. Allow more than one f) 5 – If Victor becomes sad, he will
pair of students to give the answer so understand the reason.
we can hear a variety of answers.
Dictionary Practice – Out Exercise 1:
 ask someone out – to invite
Exercise 1: Using a dictionary is an someone to dinner or coffee or the
important skill for our students to cinema
develop. Split the list between the  break out – to begin something
students and have them each look up suddenly; to erupt with something
their phrasal verbs in the dictionary. suddenly, like a rash
 to cut (something) out – cut a
Share answers, while giving other shape with scissors
students enough time to write in the  eat out – to eat at a restaurant or
definitions they did not find. a café, not at home
 fall out – to not be in good
Exercise 2: relationship with someone
Now the students have the chance to because of a fight or
use the phrasal verbs they defined in disagreement/to drop from
Exercise 1. Have the students work somewhere (fall out of bed)
individually, assimilating these  figure out – to understand/work
phrases into their functional out the meaning of something
vocabulary.  find something out – to detect the
truth about something
 go out – to go outside/to go to a
social event
 hang out – to spend time with
friends
 pass out – to faint/lose
consciousness
 point out something/someone – to
show or indicate
 take something/someone out – to
take something out of the house,
like garbage / to take someone out
on a date
 try something out – to experiment
with something
Exercise 2:
1. ask / out
2. passed out
3. eat out
4. tries / out
5. fall out
6. go out
7. pointed out
8. took / out
9. figure or work out
10. breaks out
11. found out
12. hang out
have finished all of the compulsory travel
material will move on to the Fun Stuff adventure
page while they wait for the others to booking
finish. The students will enjoy opportunity
challenging each other! millions
extremely
However, if all of the students have sunsets
completed the compulsory pages, you force
can encourage them to do Fun Stuff at liquids
home and in the remaining time, you permitted
can play games or talk about what launched
they have learnt during the lesson. weightless
somersaults
luxuries
Exercise 2:
sunrises
tourists
astronauts
entertainment
carefully
expensive
reheated
tickets
vacation
weighed
Hidden message:
I’d be risking my life – that’s not my
idea of a good time!
Lesson 7.1 Go Grammar! Tell the students that
when considering a sequence of
events, connectors become very
PREPARATION: important.
2. Activity for L-7.1 download. Ask who can think of some
3. Activity for L-7.4 download. connectors. Add any that are
4. Games. mentioned to the list on the board.
To make sure that everyone is on the
same page and that you haven’t
missed any connectors; open the
Grammar File to pages 22–23 and read
about them!
Exercise 1: Download and prepare the
Brain Jog: Touch your left ear with sentences on cards to help the
your right hand, then touch your right students put them in sequence. Have
ear with your left hand, and then tap one set for each pair of students.
your knees twice. Repeat the rhythm
until everyone is participating. Then Once the sentences are in sequence,
start the Brain Jog: students should keep working in their
pairs to fill in the missing connectors.
“I learn English because ________.
Why do you?” Students should read out their
answers in order to create a story.
“I learn English because ________.
Why do you?” Exercise 2: In order to challenge the
students, this exercise should be
Each student gets a turn to answer completed verbally without any time
and ask someone else. to prepare first.
Discussion: Because this is the essay Each student in turn reads a sentence
lesson, we want the students to start using only the correct connector.
thinking about planning a piece of
writing. Idiom of the Week: Ask for a
Use the discussion questions to guide volunteer to read the explanation, and
a conversation with the students. For yet another to read the example. Can
parts b) and c), write their responses any of the students think of other
on the board for the students to use examples of how to use the idiom?
as a reference when it comes time to
write.
7.1 Answer Key
2 Therefore/As a result, they
studied a lot about space.
5 In addition to the travel costs,
they would have to take a
training course which also cost
an arm and a leg.
3 Then, they went online to
read about travelling to space.
6 Despite/In spite of these
facts, they decided to work
hard and save their money
4 However, it was very
expensive and they didn’t
have enough money.
7 in order to be able to go one
day.
e.g. Hope and Steve have both
wanted to go to space since
1
they were young.
Exercise 1:
Hope and Steve have both wanted to
go to space since they were young.
Therefore/As a result, they studied a
lot about space. Then, they went
online to read about travelling to
space. However, it was very expensive
and they didn’t have enough money.
In addition to the travel costs, they
would have had to take a training
course which also cost a lot of money.
Despite/In spite of these facts, they
decided to work hard and save their
money in order to be able to go one
day.
Exercise 2:
a) such as
b) despite
c) In spite of the fact that
d) but
e) for example
f) As a result of
g) In addition to
h) First of all,/Then
Lesson 7.2
Exercise 1: The discussions and
exercises from 7.1 should have the
students well prepared for this
exercise.
Let them put the pictures in the logical

order, and then discuss as a group
whether they agree on the order or
not. Now it is time to write!
They have the list of words on the

board from the previous discussions to
help them write their stories –
encourage them to pay attention to
their use of connectors.
4. Then, they went home by bus and
7.2 Answer Key couldn’t stop talking about what
they had learnt.
Exercise 1:
Their words!
This is the order of events. The below
are just suggestions: they are
expected to write more and in their
own words. Encourage them to use
connectors where possible.
1. First, the class went on a class trip

to the planetarium. It was early in 5. At school, the teacher gave them
the morning. assignments to make science
projects for the science fair.
2. Second, they learnt about the 6. In conclusion, the students went to

planets; names, and other the science fair with science
interesting details projects resembling what they had
learnt at the planetarium.
3. They sat in the planetarium hall

and watched a film about the solar
system: stars, planets,
constellations ...
Lesson 7.3
Go Grammar! We have already read
pages 22–23 of the Grammar File in
this lesson, but have the students
open it to help them with Exercise 1.
Exercise 1: In this exercise we are

combining a review of the vocabulary
from the unit with the connectors
covered in this lesson; the exercise
should be completed individually.
When sharing answers, ask them to

read out the full sentences, not just
missing words. This gives everyone
more chances to get more confident in
the use of the vocabulary as they hear
and say words more often.
Game: At this point in the lesson,

it is a good idea to break for a game.
Go Grammar! Now turn to pages 18–

21 of the Grammar File and have the
students refresh their memories with
regards to conditionals. Share the
reading between the members of the
group.
Exercise 2: Have the students work in

pairs to review conditional and result
clauses.
When sharing the answers, have them

the letter number combination. The
more practice the students get with
sentence structure and grammatical
constructs the better.

week!
Exercise 2:
7.3 Answer Key
1. If the
Exercise 1: students they’ll be
a) For example a) 3/5
went to the very happy.
b) because of / due to / as a result of planetarium,
c) In spite of / Despite more
d) whereas 2. If the
people
e) Although / In spite of the fact that students b) 6
could study
f) In addition to were older,
it.
g) However 3. If the
h) In addition / Furthermore the
teacher
i) because of / due to / as a result of students
takes the
j) in order to will learn
students to c) 4
k) but and have
the
l) as a result / therefore fun at the
planetarium
m) Apart from / In addition to same time.
again,
n) such as / for example 4. If the everyone
o) because / seeing that planetarium d) 8 will be
is exciting, upset.
5. If the
will the
students win
e) 7/3 students
the science
want to go?
fair,
they would
6. If learn so
1
astronomy f) many
e.g.
was easy, interesting
facts.
7. If there is
another trip it would
g) 9
to the close.
planetarium,
8. If the
they will
planetarium h) 5
celebrate.
closes,
they could
go to the
9. If no one
planetarium
visited the i) 2
whenever
planetarium,
they
wanted.
Exercise 1:
Exercise 1: This downloadable activity a) Sagittarius
can be turned into a puzzle to be done b) Scorpio
on the floor as a group activity. c) Libra
d) Virgo
Ask the students which zodiac sign e) Leo
they are. Do they believe in astrology? f) Cancer
What do they know about their star g) Gemini
sign? h) Taurus
i) Aries
They could do homework in j) Pisces
researching their own star sign and k) Aquarius
bringing but what they find to next l) Capricorn
week’s lesson.
have finished all of the compulsory ant – ants – any – arm – arms – army –
material will move on to the Fun Stuff art – artsy – man – manors – many –
page while they wait for the others to mast – mat – may – moan – moat –
finish. The students will enjoy mom – moon – morn – motor – nasty
challenging each other! – nor – norm – nosy – not – oar – oars
– oat – oats – onto – ram – ran – rat –
However, if all of the students have rats – ray – roam – roast – Romans –
completed the compulsory pages, you room – rooms – root – roots – sat –
can encourage them to do Fun Stuff at say – smart – smarty – snort – snot –
home and in the remaining time, you soar – son – soon – sort – soy – soya –
can play games or talk about what stay – storm – stormy – story – stray –
they have learnt during the lesson. tan – tar – ton – tons – too – torn – toy
– toys – tram – tray – try – yam – yarn
See the Portal for extra games. The word that contains all nine
letters is: Astronomy
(Planet words:
moon – star – Mars – atom)
Exercise 2:
Fallen message:
Our teacher always tells us that ‘the
sky is the limit!’
Lesson 8.1 Teen Choices Episode 6:
PREPARATION: and then play the CD. Students should
1. Teacher CD. follow along and mark words they
2. Highlighters. don't know.
words. Words/phrases that you should be
4. Dictionary. prepared to explain include:
5. Games. sarcastically – vital – reluctantly –
convincing – disdain – stunned –
Standard greeting: a) about listening confront – pale – banishing
students’ week in general. Have pictures or props ready to help
Correct homework: Give each student integral to developing skills for future
a chance to stand in front of the class studies, you can also encourage the
and present their ideas from the students to look up new words.
homework exercises on page 7.4.
Brain Jog: If the students have been TIP

doing their home listening, they Students may find it difficult to follow
should remember quite well what and understand the reading as it is
happened in the last episode. For read at normal speed. If this is the
those who need a refresher, turn to case, after hearing the CD once with
pages 4.1 and 4.2. Give the students a them, read the passage round the
few minutes to skim-read the text. class. This means that each student
Ask what they think will happen with they don’t understand. This increases
the origami animals. comprehension greatly and allows
Touch your right ear with your left
hand, then touch your left ear with
your right hand, and then tap your
head twice. Repeat the rhythm until
everyone is participating. Then start
the Brain Jog:
“I think they’ll find ______. What

about you?”
“I think they’ll find ______. What

about you?”
Continue until everyone has had a

chance to respond.

written to their e-pals and if so, what
back?
After Reading: Have each student Exercise 1:
work individually to answer the a) There is no wrong answer. Some
questions before sharing their suggestions: It All Comes Together
opinions with the group. / Message from Animals / Animal
Message / Teamwork / Joining
Joke: Ask for a volunteer to read the Forces / Something to Prove
joke. Do they see the humour in it? b) She is curious; she wants to know
what is going on; she realises she
A saucer is the name for a small plate, has the end of the message; she
and in space, everything is in flight … likes mysteries; she wants to know
so, flying saucers! (Flying saucers of why she was involved with this.
course being another term used for c) That the five of them have been
alien space craft.) brought together and that they are
going to school at 9pm.
d) To confront the entire class
because she wants to show her
support for Penelope, therefore
showing that Penelope is not alone
and that they are standing up
against cyberbullying.
Exercise 1: Students can work in pairs Exercise 1:
to sequence the events of the story. If a) 6. The students are instructed to
they aren’t sure and need a refresher, meet at the school at 9pm.
they should skim (not re-read) the b) 3. Harry discovers the origami
episode. swan on Penelope’s bed.
c) 9. Penelope suggests they first
When sharing answers, it is also a deal with the school meeting and
good time for the students to practise then the cyberbullying.
using their connectors. d) 5. Penelope decides to share her
swan with them.
Exercise 2: Turn this exercise into a e) 1. (e.g.) Jessica, Harry, Jared, and
race. As you read out each word, the Natasha visit Penelope at home.
students race to scan the episode to f) 8. Jessica tells Penelope she wants
find the opposite. to confront the entire class about
the cyberbullying.
Exercise 3: Students are very good at g) 4. Harry tells Penelope about the
answering questions, but generating origami animals they have all
them is often somewhat more received.
difficult. h) 7. Jessica explains she has been
researching cyberbullying.
Let them work on this exercise as i) 2. Jessica defends herself against
individuals. The phrasing may be Penelope’s accusations.
slightly different from student to Exercise 2:
student, so when sharing answers, a) carefully
more than one student can share what b) entrance
they have written. c) coming
d) nothing
Exercise 4: This exercise focuses on e) hot
some of the new words and phrases f) last
used in the episode. Students need to g) agree
use them in their own sentences h) lost
showing that they have a good grasp
on the material. Exercise 3:
a) Where were the students
They can work individually or in pairs instructed to meet?
before sharing two sentences each b) Where will Jessica tell her
with the group. grandparents she will be?
c) Why does Penelope say she
suspects Jessica?
d) Why does Penelope become
frightened?
e) What is Harry sorry about?
Exercise 4:
Their words, but here are some
possible answers:
a) It is important to get in front of
the competition.
b) The students reached out to
Penelope because they wanted to
help her.
c) Sometimes we see strange things
in the sky we can’t explain.
d) Everyone is frightened of
something.
e) The students would be sneaking
around at night to find some
answers.
f) Everyone deserves a chance to
defend themselves against
accusations.
g) Who is in charge of the search?
h) They knew they wouldn’t be
allowed in anymore.
Exercise 1: Let the students work in Exercise 1:
pairs for this activity. When 1. Have you learnt a
sharing answers, one student lot of facts about a) 3 It has sent it to Mars.
should ask another student the the solar system?
question, and the other student 2. Have scientists
should respond with the relevant been studying our Yes, I have. I’ve seen the big
answer. Rotate the asking and b) 5
Solar System for dipper and the little dipper.
answering among your students. many years?
3. Where has NASA In order to learn more
Exercise 2: This exercise requires c) 6
sent Curiosity? about what is out there.
the students to recall facts and 4. What has
information covered in the unit. No, I haven’t. I haven’t ever
Curiosity been d) 8
Some questions are practising the wanted to go.
looking for?
grammar learned, while others 5. Have you ever
will require the students to look I’ve learnt that they
seen a e) 7
back at previous lessons to find measure distance, not time.
constellation?
the answers. Most of the 6. Why have
information is in Lesson 1, so scientists been Yes, we have. Some of them
direct them there if they seem f) 1
studying our Solar are very interesting.
stuck. System?
7. What have you
The exercise should be It has been searching for
learnt about light g) 4
completed individually and microbes or any life forms.
years?
answers shared with the group.
8. Have you ever Yes, they have. They have
For questions that aren’t factual,
dreamt of flying to h) 2 been learning new things all
allow more than one student to
outer space? the time.
share their answer.
Exercise 2:
Possible answers:
a) ..., Uranus and Neptune are larger
planets.
b) ... being difficult / challenging
c) ... I learnt a lot about the Solar
System and it was fun.
d) ... difficult ... all the facts and
figures.
e) ... I might go.
f) ... this unit had a lot of new
material.
g) ... aliens landed on earth ...
h) ... heat metal / plastic ...
i) ... Kuiper’s belt is a ring further
than Neptune that contains icy
objects.
j) ... there being no sign of life …
k) ... learn more.
l) ... is very hot ... is very cold.
Lesson 8.5 Answer Key 8.5
Exercise 1: The students that have Exercise 1:
finished all of the compulsory material swan
will move on to the Fun Stuff page origami
while they wait for the others to animals
finish. The students will enjoy this fun convincing
review of the material covered in the nervously
lesson. sneaking
responsible
However, if all of the students have acronyms
completed the compulsory pages, you spine
can encourage them to do Fun Stuff at pale
home and in the remaining time, you throat
can play games or talk about what choice
they have learnt during the lesson. spell
misunderstanding
doubt
Exercise 1: Have the students read
Unit 4 Teacher’s through the Key Words, each reading
Guide a few of them out loud. Are there any
they don’t know?
Note: ‘Film’ is usually used in British
Lesson Plans English. However, the American term
Lesson 1.1 ‘movie’ is also used today in Britain.
you explain some of the Key Words.
PREPARATION: Since correct use of a dictionary is
1. Activity for L-1.2 download. integral to developing skills for future
2. Hat or bag for L-1.2 download. studies, you can also encourage the
3. Pictures and props for encoding students to look up new words.
words.
4. Dictionary. Students should work on their own to
5. Games. match the questions and answers.
When sharing the answers with the
Standard greeting: a) about listening group, the students should read out
to the sound tracks and b) about the the question and answer, not just the
students’ week in general. numbers.
Be lively, interested and interesting! questions on the page to guide the
students in a brief conversation about
Check homework: Group activity. what goes in to making a movie.
Brain Jog: Stand up and kick your right Some points to help you are:
foot up behind your back, touching it  money
with your left hand. Now kick up your  time
left foot and touch it with your right  writers
hand, and then clap twice. Repeat the  directors
rhythm until everyone is doing it.  producers
Then start the Brain Jog:  actors
“I would/wouldn’t like to be famous Do they ever think of being involved

because .” in making a movie?
Exercise 2: Let the students work in

“I would/wouldn’t like to be famous
pairs to complete the sentences. They
because .”
are working in pairs to use each other
as sounding boards; they DO NOT
need to write down the same
has had a turn.
answers.
Tongue Twister Challenge: Who can Allow more than one student to share
say the tongue twister the fastest their answer for each sentence;
without mistakes? Ask them to however, if you let everyone share
practise it for a tongue twister everything it will take too long, so
challenge next week. limit it!
1.1 Answer Key
Exercise 1:
7, 2, 5, 1, 4, 3, 9, 6, 8
Exercise 2:
possible answers:
a) Horror movies are frightening
because they are full of suspense.
b) The film was so boring that I fell
asleep at the end.
c) The documentary was filled with
interesting facts and information.
d) Annabel laughed a lot during the
comedy.
e) The actress* won an award for
her outstanding performance in
the film.
f) I watch my favourite television
programme because it is
interesting.
g) News programmes provide us
with important information.
h) Watching sports programmes
makes me want to exercise.
* Note: Under many circumstances

today, actor is used for both male and
female actors. However, actress is a
term still used commonly.
Exercise 1:
Exercise 1: Prepare the downloaded Type of film Associated words
words in the word bank on small cruel, escape,
pieces of paper and put them into a action fight, exciting,
hat or bag. Students take turns pulling adventure
out a word, and then telling the group funny, cute,
which genre of film it belongs to and romantic
laugh, cry, love
why. escape, helpful,
boring, exciting,
Other students should feel free to documentary history, weather,
suggest other genres as well. facts, fashion,
adventure
Repeat until all the words have been animated, funny,
pulled out. cartoon cute, laugh,
children
Exercise 2: To challenge the students, cruel, escape,
have them complete the exercise as horror fight, monsters,
they read out the sentences without ghost
any preparation time. Go around the animated, funny,
group giving each student a chance to comedy
laugh
contribute.
fight, helpful,
sports exciting, football,
tennis
Exercise 2:
a) limelight
b) tool
c) easy
d) play
e) interesting
f) down
g) scary
Go Grammar! By this stage, all the Exercise 1:
students should all be familiar with a) Simon went to the cinema a week
the past simple and the present ago.
perfect simple. Open the Grammar A week ago, Simon went to the
File to page 24 and review the cinema
grammar constructs with the group. b) Ethan has already auditioned for
many TV shows.
Exercise 1: Ask them to work c) Have Julia and Diego ever seen a
individually, carefully reading each horror film?
sentence and deciding which time d) Did you do something
expression suits the sentence and entertaining last Saturday?
where it best fits in the sentence. e) Selene and her friends haven't
been to a comedy show lately.
If the students are unsure, have them f) Leonie wrote the script for the
open the Grammar File to see which school play last year.
tense the sentence structure fits. Last year, Leonie wrote the script
for the school play.
Exercise 2: Students should work in g) Marie has written many drama
pairs for this exercise. If they are scripts since she started writing.
stuck, they should verbalise the Since she started writing, Marie
sentences so that they can hear if it has written many drama scripts.
sounds right. h) Olivia studied animation at
college many years ago.
Answers should be shared with the Many years ago, Olivia studied
class with each student taking a turn animation at college.
reading out an answer.
Exercise 2:
E-pals: Remind your students that a) has just parked
they should write to their e-pals this b) didn't arrive
week! c) have been
d) were
e) didn't make
f) haven't ever made
g) died
h) has hated
i) hated
j) failed / has recently succeeded
k) has received
l) received
the new material learnt in this lesson. 1. cinema
Students should work individually 2. horror
using their new vocabulary to 3. character
complete the passage. 4. home
5. sounds
When sharing answers, students 6. dark
should read out two sentences at a 7. actor
time. 8. fear
9. lost
Exercise 2: Looking just at the 10. important
pictures, what kinds of questions can 11. water
the students come up with? Hold a 12. a snack
group brainstorm on questions they 13. my phone
can ask about the pictures. 14. survival
15. walk
Now point out that there are answers 16. life
written in the exercise. The students
have to take this into account before Exercise 2:
deciding which question to write Suggested answers. Every student will
down. answer something different (unless
working in pairs!)
a) Has the film ended? / Did they
live happily ever after?
b) Did the actor win the prize?
c) Did they enjoy the comedy show?
d) Have they left the house yet? /
Have they left for the theatre
yet?
e) Did the horror film scare her?
f) Has the producer finished the film
yet?
g) Have they cancelled the
series/show?
h) Did they like the film? / Did they
think the film was frightening?
have finished all of the compulsory The order may differ from student to
material will move on to the Fun Stuff student.
page while they wait for the others to action – adventure – animated –
finish. The students will enjoy character – comedy – director –
challenging each other! documentary – history – laugh –
romance – sports – suspense –
However, if all of the students have theatre – western
completed the compulsory pages, you
home and in the remaining time, you
can play games or talk about what
they have learnt during the lesson. Exercise 2:
Hidden message:
Wrongly written Westerns rarely raise
respect.
Lesson 2.1 that every student has a highlighter
for this activity.

2. YouTube clip of Charlie Chaplin. slowly and clearly so that everyone
3. Pictures and props for encoding can follow them. As they read, all
words. students should mark words that are
4. Dictionary. new for them.
6. Games. Some words they may not know and
you should be ready to explain are:
glamorous – abandoned – mentally
ill – orphanage – comedians –
producer – talent – vagabond –
moustache – cane – rigid –
perfectionist – founded – absent –
injustices – criticise – U.S. Attorney
General – infuriated – knighted –
circumstances
Discussion: Prepare a photo and a
short YouTube clip of Charlie Chaplin
to show the students.
to developing skills for future studies,
Use the discussion question to direct
you can also encourage the students
a conversation with the students. Be
to look up new words.
prepared with information to give
them as they themselves may not
Saying: Ask a student to read the
know too much or even anything
Charlie Chaplin quote. What do they
about him.
think he is trying to tell us? Is there a
Brain Jog: Put your right hand on your life lesson here?
left elbow, then put your left hand on
your right elbow, and then snap your
Game: See how much they
fingers twice. Repeat until there is a
remember of what they just read by
good rhythm going before you start
playing a T/F running game. You can
the talking part of the Brain Jog:
find a prepared game on the Portal.
“Charlie Chaplin is ________.”
“Charlie Chaplin is ________.”
Each sentence should rhythmically

take to rounds of actions. Keep going
until every student has had a turn to
say something.
Exercise 1: Have blank paper ready to Exercise 1:
help the students with this exercise. It 7, 1, 8, 4, 9, 2, 6, 3, 5
may help them to write out key words
or events on small pieces of paper, Exercise 2:
allowing them to shuffle the order as The answers may differ, but
they scan the text for the key words encourage them not to copy directly
they selected. Once they feel from the text.
confident that they have the order a) No. He grew up in an orphanage.
right they can write in the b) When he was five years old. He
numbers 1-9. finished his mother’s
performance.
c) When he was a teenager. He
Game: See the Portal for a went to tour with comedians.
timeline game. d) His character – Little Tramp.
e) He still wanted to create movies.
Exercise 2: These comprehension He had an artistic drive.
questions ask the students to f) He made 35 movies in one year,
rephrase their answers, not copy he was earning $670,000 per year
directly from the text. They can work by age 26, he had 8 children.
in pairs. (Other options are acceptable
too.)
Answers should be shared with the g) When the U.S. Attorney General
group. Did different students phrase said he had to prove that he had
the same idea in different ways? “moral worth”.
h) The role of The Little Tramp.
say last week’s tongue twister from
memory with no mistakes?
to page 24 and divide the reading a) Liam didn't have a glamorous life
among the students. when he was young.
b) Mia felt nervous performing on
We are focusing on the use of the stage.
present perfect simple. This requires c) Julia didn’t receive recognition for
the use of verbs in the form of V3. her writing when she was younger.
d) She has already seen that film.
Review this form by writing some e) Liam has become famous. He has
verbs on the board and asking the everything he wants now.
students if they can change them to f) Mia felt confident performing on
the V3 form. stage because she had recently
taken a preparation course.
Exercise 1: Have the students work in g) Julia has written many plays and
pairs to form the sentences. The has received recognition for her
pictures on the left are in the past work.
simple while those on the right
combine the two tenses.
Encourage the students to complete

the sentences for each pair of pictures
rather than working down the
columns. When paired, forming the
second sentence becomes easier.
Share answers with the group.

have them take turns reading out the a) produced
sentences. The whole group then b) The Little Tramp
races to find the missing word in the c) hungry – beaten
episode. d) eight
e) 1977
Exercise 2: This exercise should be f) hat – cane
completed individually. Practising the g) false
grammar constructs in the form of a h) Switzerland
dialogue will help them use it more
naturally. Exercise 2:
1. did you go
Important: The same verb must be 2. went
used in both question and answer. 3. did you see
4. saw
Share the answers by having students 5. Did you enjoy
take on the roles of Fred and Sandra. 6. did
7. Have you ever been
8. have
9. have been
10. was
11. Have you ever seen
12. haven't
13. have always wanted
14. didn’t had
15. was
material will move on to the Fun Stuff
page while they wait for the others to
challenging each other!

they have learnt during the lesson.
Exercise 2:
Secret phrase:
Charlie Chaplin is famous as the Little
Tramp.
Some words and expressions you
Lesson 3.1 need to be prepared for are:
state of mind – limelight – naturally –
curtain – audition – bathed in light
PREPARATION:
1. Teacher CD. Have pictures or props ready to help
2. Highlighters. you explain some of them. Since
3. Pictures and props for encoding correct use of a dictionary is integral
words. to developing skills for future studies,
4. Dictionary. you can also encourage the students
5. Extra writing paper. to look up new words.
6. Games.
Now ask a volunteer to read out the
discussion questions. Let them all
share what their dreams and
aspirations are.
Brain Jog: Touch your right hip with and yet another to read the example.
your left hand, then touch your left Can any of the students think of other
hip with your right hand, and then examples of how to use the idiom?
jump twice. Repeat the rhythm until
everyone is doing it. Then start the Exercise 1: These phrases have
Brain Jog: meanings beyond the literal word-by-
word translation. For native speakers,
“My biggest dream ________.” they are parts of language used so
frequently that we often forget that it
“My biggest dream ________.” may not sound logical to non-native
speakers.
Go around the group until each
student has had a turn to express Ask the students to work in pairs or
himself/herself. small groups to rephrase the phrases,
explaining in their own words what
Song and Discussion: Play the song the phrases mean. Some are easier
for the students, with their books than others!
closed. Let them focus on listening,
and really get the feeling of the music Answers should be shared with the
and lyrics. group.
When the song ends, ask them what

Game: Play a game from the
they think of it. Now they should open
Portal to review new vocabulary and
their books and take highlighters. Ask
phrases learnt in the song.
them to highlight the words they’d
like to know more about while they
listen a second time to the song.
3.1 Answer Key
Exercise 1:
Answers may differ, but here are
some guidelines:
a) To have a talent for/ One’s life goal
b) Since the very beginning.
c) It was easy because of a talent
d) To manage or survive.
e) To not give up.
f) To receive a lot of attention.
g) People want to be famous,
recognised for their ability.
h) Truly.
i) Mood or outlook, the way we see
the world.
different contexts allows the students a) stage
to internalise the vocabulary and start b) reading
to use it independently. c) shine
d) knew
Ask the students to carefully read the e) uni/school
sentences and then complete those f) working hard
using words from the song. Answers g) Hollywood
should then be shared with each h) travel
student in turn reading out a
sentence. Exercise 2:
a) easy
Exercise 2: Ask who remembers what b) light, bright, white, limelight
synonyms are. (Two words with the c) knew
same meaning.) How about d) Romeo and Juliet, A Midsummer
antonyms? (Opposites.) Night’s Dream
Homophones? (Two words with e) heart
different meanings that sound the f) bright, white, high, easy, false
same. In Greek, homo = same, phone g) saw, was, see, reading, learning,
= sound.) made up, rise, knew, travel, take
time, working, getting by, kept on,
Students in turn should read out the got, telling, come, do
clues, and then race to see who can h) movies, stage, limelight, school,
find the answer first in the lyrics. class, acting, city, lights, mind,
curtain, school, uni, audition, star,
Exercise 3: Explain that phrasal verbs Hollywood
are verbs made up of two words, with
a meaning different from that of the Exercise 3:
individual words. Ask a student to Their words. You can check their
read the instructions with the answers with pages 57 – 65 of the
examples in it, and then see how Grammar Files.
many more they can think of
individually.
As they read out their answers, write

them on the board. How many
different ones did they find as a
group? Can they think of anymore?
Game: There is a cloze game for

this song. Review the song while
having some fun.
Exercise 3: Have the students work
Lesson 3.3 individually to complete the
sentences and then share the answers
Go Grammar! We are now moving on with the group.
to the past perfect simple. Open the
Grammar File to page 25. Go around E-pals: Remind your students that
the group sharing the reading of the they should write to their e-pals this
explanation and examples on pages week!
25–27.
Can they see the similarity with the

present perfect simple? Point out
that it has a similar structure, but
have and has become had.
Exercise 1: This exercise asks the

students to look carefully at the
sentence and to understand which
event happened first. Analysing the
sentences will prepare them to create
their own.
Have the students work individually

on this and then share their answers
saying things like “first Tom left, then
we arrived”.
Game: This would be a good time

to put in a game to review the new
grammar being covered during this
lesson.
Exercise 2: Let the students work in

pairs to complete the sentences. They
are working in pairs to use each other
as sounding boards; they DO NOT
need to write down the same
answers.
Remind them that past perfect simple

is written as had + V3.
Allow more than one student to share

their answer for each sentence;
however, if you let everyone share
everything it will take too long, so
limit it!
Exercise 3:
3.3 Answer Key a) had spent / auditioned
b) arrived / had already started
Exercise 1: c) got / hadn't gone to sleep
a) 1 – had searched, 2 – made up d) had finished / went
b) 1 – had filled up, 2 – rose e) stepped / had done
c) 1 – had auditioned, 2 – got f) Had Abigail already performed /
d) 1 – called, 2 - shocked arrived
e) 1 – had worked, 2 – started g) left / had ended.
f) 1 – had memorised, 2 – didn't
audition
g) 1 – congratulated, 2 – went
h) 1 – had travelled, 2 – decided
i) 1 – had been, 2 – was
j) 1 – had prepared, 2 – felt
Exercise 2:
Their words! Here are some
possibilities:
a) By 19:00 last night, I had
showered and got ready for bed
b) Before I went to school yesterday
morning, I had already* eaten my
breakfast
c) Until last month I had never**
heard of A Midsummer Night's
Dream.
d) After I had listened to Limelight
twice, I started singing along with
Ella.
e) By the time I had ***the time to
go to the cinema, they had
stopped showing the film I had
wanted to see.
*Encourage the students to use

already.
** Encourage the use of never,
always etc. i.e. Group A time
expressions.
*** The first had is the past simple of
have, not part of the past perfect
simple.
Exercise 1:
Spelling Game – Should Do! a) whale
Differentiating (speaking and hearing) b) white
between the phonics /eɪ/and /aɪ/. c) time
Put on the Teacher CD/audio track d) die
and have the group repeat each e) rise
sound and word after it is said on the f) late
CD/audio track. Please note that both g) why
columns are read, then the words are h) pay
read across the columns to better
compare the sounds. Exercise 2:
Possible answers:
Exercise 1: To challenge the children, a) Noah came all this way to buy lime
have them complete this exercise juice for the salad he was
verbally without any time to prepare preparing.
beforehand. Focus on their b) I hate being below average height.
pronunciation! c) The pie was so delicious I was
happy to pay so much for it.
Exercise 2: Ask the students to work d) The chocolate cake was decorated
in pairs to create sentences using the with bright pink icing.
vocabulary. Encourage them to be e) The play was difficult, so Florence
creative and even funny. decided to bathe while practicing
her lines.
Two pairs of students should share f) There was a high bundle of hay in
their sentence for each example. the middle of the road.
Compliment them on their creativity, g) The sleigh had some slight
or even award points if you feel like a damage after the snow ride down
competition. the hill.

game with them. When you finish
playing, point out that now it is easier
for them to do this page at home and
it will help them to practise the
spelling.
Remind the students that they should

review the chart at home, so that they
will be prepared for the Spelling Game
next week, and can help their team
win.
The games vary from relay races to

board games.
Exercise 2:
Lesson 3.5
a
at
material will move on to the Fun Stuff art
page while they wait for the others to
tear
challenging each other! heart
However, if all of the students have threat
3.5 Answer Key

Exercise 1:
Lesson 3.4.
PREPARATION:
3. Highlighters. a group game.
words. Choose between a board game,
5. Dictionary. scrambled letter game and a ball
6. Extra writing paper. game.
7. Games.
words you read out. Award one point
for each pair who successfully spelled
the word correctly.
sets of downloadable cards with the
Brain Jog: Put your left hand on your
right elbow, then put your right hand
on your left elbow, and then clap
twice. Repeat until there is a good
rhythm going before you start the
you hold up.
talking part of the Brain Jog:
“I think mysteries are _______.”
“I think mysteries are _______.”
Discussion: We want our students to
share experiences to practise their
spoken English as well as building
again. Try to get through at least 10
group dynamics by getting to know
words before moving on with the
each other better. Use the discussion
lesson.
question to get the conversation
going, encourage other students to
ask follow up questions such as
where, when, what was the prize,
who with etc.

they wrote about.
Words that you should be prepared to

explain include:
envisioned – confusion – poked –
fools – switch – trophy – case –
supposed – located – instantly –
tempered glass – solid oak – maple –
lacquer – precisely – stern voice –
jolt – astonished – interjected –
attempted – triggered –
exasperation – theorise – bias

TIP
Exercise 1: Each student in turn reads Exercise 1:
out a sentence. The others who are a) trophy replaces melody
listening need to find the word that is b) open replaces broken
incorrect. They then need to find the c) Overall School replaces
correct word from the episode. Swimming Pool
d) key replaces bee
e) origami replaces broccoli
f) evidence replace patience
g) return replaces burn
h) Sherlock Holmes replaces Shining
Storms
Exercise 1: Have the students Exercise 1:
complete this exercise on their own. a) going to a party/attending a party.
Remind them to pick out key words in b) he found it opened/it was open.
each example and to scan the text for c) they realised the trophy was
them to help find the answers. missing.
d) Jared is holding the trophy case
Give each student an opportunity to key/the school doors were opened
share at least one answer. with a key
e) received origami
Idiom of the Week: Ask for a messages/received Sherlock
volunteer to read the idiom, another Holmes quotes
volunteer to read the explanation, f) when the alarm was activated.
and yet another to read the example. g) to find the trophy/to find out who
Can any of the students think of other is behind the messages/to prove
examples of how to use the idiom? their innocence
h) takes the origami scorpion note
found in the trophy case
Game: It is a good idea to break
up the lesson at this stage with a Exercise 2:
game reviewing the episode, or a) please (adv/function word)
playing with words with double b) place (v)
meanings. c) place (n)
d) out (prep)
Exercise 2: Have students share the
e) out (adv)
reading of the ‘Did you know?’ Now
f) please (v)
they should complete the exercise
g) party (n)
independently, before sharing the
h) please (adv/ function word)
Go Grammar! This page must be Exercise 1:
done in class, despite it being a 2.4 Note: The verbs chosen by the
page. students are flexible. If they make
sense, they are OK.
Who can remember how to construct a) had been waiting
a sentence in the past perfect simple? b) had been standing
Good! Tell the students that we are c) had been trying
now going to learn how to use the d) had been reading
past perfect progressive. What do e) had been envisioning/imagining
they think the difference is going to
be? Open the Grammar File to page
28 and share the reading with the
group to introduce them to this new
construct.
Exercise 1: Students should work in

pairs choosing relevant verbs to
complete the sentences. If they feel
they need it, they can open the
Grammar File to check that they are
using the tense correctly.

the group.
Note: The longest words are listed first, in
Exercises 1 and 2: The students that bold.
have finished all of the compulsory a) judge / budge / jug / dub / he / bug
material will move on to the Fun Stuff b) school / woo / loo
page while they wait for the others to c) gathering / her / tag / ring
finish. The students will enjoy d) located / date / get
challenging each other! e) furious / fur / rink / in / our
f) regret / let / ale / are / vale
4.5 Answer Key

Exercise 1:
Secret Message:
Keep a straight face.
Exercise 1:
PREPARATION: Answers may vary, but here are some
1. Teacher CD. guidelines.
2. Highlighters. a) It refers to the fact that the movies
3. Pictures and props for encoding have greatly influenced the way we
words. see the world.
4. Dictionary. b) Their opinion. Could they have
5. Games. thought that justice always
triumphs?
c) Their opinion. Could they have
Standard greeting: a) about listening believed that there is always a
to the sound tracks and b) about the happy ending? Could they have
students’ week in general. believed that all girls have to have
amazing figures and all guys need
Be lively, interested and interesting! to be sweet, kind and rich?
d) People are born with talents, but
Check homework: Group activity. with enough work they can do
anything they choose. There
Brain Jog: Touch your left shoulder
is/isn’t a predestined path for
with your right hand, then touch your
people.
e) It can mean that it is physically far
then touch your left knee with your
away. It also means that there is a
right hand, and then touch your right
lot of work to be done along the
knee with your left hand. Repeat the
long path to success.
rhythm until everyone is doing it.
f) It means that even though people
Then start the Brain Jog:
may doubt you, you have to hold
true to your belief in yourself and
“To be successful you must
your abilities. It can also mean to
(be creative).”
truly believe in something.
“To be successful you must
.”
Discussion: The discussion should

follow fairly naturally from the Brain
Jog; we are taking it from success in
general to the more specific success in
the film industry. Use the question on
the page to direct the conversation.

think through these questions on their
own before coming together for a
group discussion on the issues being
dealt with in the song.
Exercise 1: Challenge the students to Exercise 1:
see how much they remember of the a) Idea
song by answering this exercise b) Limelight
without looking back at the lyrics. If c) City
there are disagreements when d) Stand
sharing answers, they should scan the e) Star
text to find the correct answer. f) Cue
g) Travel
Exercise 2: Students should work in h) Performing
pairs to answer these questions,
thinking about the literal meaning of Exercise 2:
the text but also what can be read a) It means that it’s her time to take
into it and what lessons and messages action. She has received her signal
the song holds for us. to go and move forward.
b) It also means to be in a place of
Share answers with the group. Several public attention.
of the questions could and should c) This will change according to
initiate a discussion. Allow the countries, and with time.
students to voice their opinions and d) Their opinion – feel free to share
debate issues. If you don’t have much yours too.
time, then try keep the discussions e) Their opinion.
short. People are so tuned in to the
movies, that educational messages
Joke: Ask for a student to read out the regarding the environment, health,
joke. Why is it funny? economics and interpersonal
relationships could be dealt with
It is a generation difference. The better to really achieve something.
assumption of the son-in-law was that f) Their opinion. Can be taken from
the man wanted to read the the list of things discussed in e).
newspaper. He forgot about the other
uses – such as swatting flies.
Game: There is a board game to

play reviewing the song and issues
covered in it.
Go Grammar! Ask who remembers Exercise 1:
the difference between and uses of The answers are flexible as long as the
the past perfect simple and the past right tense is used.
perfect progressive. Open the Here are some possibilities:
Grammar File to pages 25-28 to 1. The baby had thrown his food at
refresh everyone’s memories. his brother.
2. The sister had changed her
Exercises 1 and 2: This page will allow clothes a dozen times.
the students to get the difference 3. The grandfather had fallen asleep
between past perfect simple and past waiting for everyone.
perfect progressive clear in their 4. The dog had peed on the
minds. doormat.
5. A brother had eaten a jar of
Describing the pictures in their own cookies.
words, while sticking to the  The parrot had taken one of the
grammatical constructs will help them tickets for the concert.
put what they have learned into  The grandma had chased the
perspective. parrot.
Students should work on their own, Exercise 2:

and then share the favourite two The answers are flexible as long as the
sentences from each exercise with the right tense is used.
group. Here are some possibilities:
1. A woman had been putting on
E-pals: Remind your students that her make up.
they should write to their e-pals this 2. The children had been throwing
week! popcorn.
3. The clerk had been sleeping.
4. Some girls had been talking.
5. A couple had been drinking tea.
 Commercials had been playing.
 The grandma had been knitting.
 A boy had been reading.
Lesson 5.4 The games vary from relay races to
board games.
Spelling Game – Should Do!
Differentiating (speaking and hearing)
between the phonics /ɑ:/ and /ɒ/. 5.4 Answer Key
Put on the Teacher CD/audio track
and have the group repeat each Exercise 1:
sound and word after it is said on the a) shark
CD/audio track. Please note that both b) What
columns are read, then the words are c) mark
read across the columns to better d) dark
compare the sounds. e) part
f) mock
Exercise 1: In order to challenge the g) dark
students, this exercise should be h) bark
completed verbally without any time
to prepare first. Exercise 2:
a) horse
In turns, students read out a sentence b) a bird
using only the correct word. c) fish
d) cake
Exercise 2: Students should work e) question
individually to match the two words. f) surprise
g) bed
h) key
answer in full sentences such as: “A
i) the law
lark is a bird”.
Exercise 3: Working in pairs, the Exercise 3:

students should create sentences with Their words, but here are some
the pairs of vocabulary words. Each possibilities:
pair should then share their two a. The new cutlery shop had many
answers with the group. sharp knives.
b. I need to lock my lark in its cage
when my cat is inside the house.
Game: If you have time, play a c. Heidi could not fit the cot into the
game with them; when you finish cart.
playing, point out that now it is easier d. When the weather is hot, there
for them to do this page at home and are fewer instances of heart
it will help them to practise the attacks.
spelling. e. The champion is the person who
Tell your students that they should throws the dart into the dot.
review the chart at home, so that they
will be prepared for the Spelling Game
next week, and can help their team
win.
have finished all of the compulsory movies, shine, bright, bathed,
material will move on to the Fun Stuff Limelight, star, Hollywood, stage,
page while they wait for the others to audition, acting, false, naturally
challenging each other! Exercise 2:
heart, travel, lights, sharp, part, town,
However, if all of the students have names, surprise

Lesson 6.1 Spelling Game – Must Do!
PREPARATION: spelling words at home. Regardless,
1. Activity for Spelling Game they are about to be challenged with
download. a group game using the spelling chart
2. Teacher CD. from Lesson 5.4.
3. Highlighters.
to the sound tracks and b) about the for the first pair to finish, and a point
the word correctly.
Check homework: Group activity. sets of downloadable cards with the
Brain Jog: Hold a brief discussion with with the letters scrambled. The
the group, what do they consider students work in teams to find the
important in a school? correct word for the scrambled one
Then … Touch your left shoulder with you hold up.
your right hand, then touch your right
shoulder with your left hand, and Ball game – This game makes the
then tap your head twice. Repeat the students practise listening to each
rhythm until everyone is doing it. other and working together to spell
Then start the Brain Jog: words. Each student says one letter
“My ideal school has _____.” student who says the next letter. If a
“My ideal school has _____.” again.
Go around the circle until everyone Listening and Exercise 1: Give each
has had a turn to voice their opinion. student a blank piece of paper so that
they can write down major points as
Discussion: Go around the group to the listen to the exercise the first time
see who would like to be in a with their books closed.
performing arts school. What would
they study: drama, acting, singing, set They should attempt to answer the
designing? questions from the notes they have
made. Before the hearing it a second
time, they should read through the
exercise so that they know what to
listen for.
back?
 Listening Comprehension keep up my marks. They like to see
that you’ve performed in a lot of
Taking the Stage
shows, so I’ve been auditioning for as
Gavin: My name’s Gavin. I’m 16 years many shows as I can. But I’m practical,
old and I attend a performing arts too. Before I got this idea about
high school. My school day is very performing arts into my head, I’d
long. Every day I wake up before 6am been planning to do maths in high
so that I can catch the train, then the school. My maths background has
bus. It takes an hour to get to school. really helped me with my courses on
In the morning, we have regular the business aspects of running a
subjects – maths, English, history and theatre. I have so many talented
so on. In the afternoon, there are classmates, and there aren’t that
three hours of dance and vocal many jobs out there. We won’t all be
training. I’m hoping to work in musical successful actors. I may have to find
theatre so that part is really important another way to keep my dream alive!
to me. Then after school, I’ve got a
few hours of rehearsal for a show I’m Emma: I’m Emma and I’m 17 years
going to be in this spring. There are 25 old. I’ve worked as an actor for the
hours of rehearsal per week! I don’t past three years and I feel very, very
get home until 8pm, and then I still lucky. I appear in a weekly television
need to do my homework and programme. It’s so much fun! Being
practise my lines for the show. I can on the set is like going to summer
forget about having a social life! If I camp. I spend 14 to 16 hours a day
didn’t love theatre so much, I could with the other cast members and we
never do this. But it’s totally worth it. know each other really well. Then we
Acting is my life. I’ve never worked so spend more time together on the
hard in my whole life, but this is what weekends. We’re like a family! When
I have to do in order to make it in the we aren’t filming, we listen to music,
entertainment business. play board games, and take walks
together. Of course, working that
Madison: My name’s Madison and I’m many hours a day, we don’t have a lot
15. I first decided that I wanted to go of time for schoolwork. I’m home-
to a high school for the performing schooled, and my mum is responsible
arts when I saw the movie Fame, for my education. I realise that there
which shows the lives of performing are probably some holes in my
arts students. I had only been in one education, but right now, all that
play and I hadn’t really thought of matters is that I’m succeeding in my
myself as an actor. But I saw the film career. I’m grateful to have had such
and said to myself, “I want to do an incredible opportunity. If I hadn’t
that!” I went home and told my found this job, I would have had a
parents that I wanted to apply to the much more ordinary life. Sometimes
performing arts high school. My when I’m out on the street, people
parents had expected that I’d go to come up to me and say things like, “I
the local public school, the one my love your show. Last night’s episode
brother and sister went to, but was amazing!” I’m not exactly
they’ve adjusted pretty well. Lately famous, but people do recognise me.
I’ve been thinking that I’d like to go to It’s a little weird. I still can’t believe
a performing arts programme for that anyone actually watches the
university also. The programmes are programme!
all very competitive, so I’ve got to
Idiom of the Week: Ask for a 6.1 Answer Key
volunteer to read the explanation, Exercise 1:
and yet another to read the example. a) Madison
Can any of the students think of other b) Gavin
examples of how to use the idiom? c) Madison
d) Emma
e) Gavin
f) Madison
g) Gavin
h) Emma
i) Madison
j) Emma
k) Gavin
l) Madison
m) Emma
n) Gavin
Exercise 1: In order to challenge the Exercise 1:
students, this exercise could be a) homework
completed verbally without any time b) actor
to prepare first. c) competitive
d) theatre
In turns, students read out a sentence e) career
using only the correct word. As they f) business
answer, the class can circle the g) entertainment
correct answer. h) ordinary
Exercise 2:
Game: See the Portal for game to The answers may differ slightly in the
review the content of the listening wording, but here are guidelines:
exercise. a) For a show he’s going to be in this
spring.
Exercise 2: Now working individually,
b) Her maths background has really
the students should answer the helped with her courses on the
questions from the listening exercise. business aspects of running a
After page 6.1 and the game, they theatre.
should remember, but if they are c) Because when they aren’t filming,
stuck, encourage them to look back they listen to music, play board
over the previous exercises as well as games, and take walks together.
any notes they made during their first
listening. Exercise 3:
a) three
Exercise 3: The students can work in b) social
pairs for this exercise to see how c) Fame
many sentences they can complete
d) train
from their memories. e) auditioning
f) summer camp
Go around the group sharing answers g) famous
and filling in any remaining gaps. If h) adjusted
there are still gaps, play the listening
again to help them find the last
remaining answers.
to page 29 and have the students 1. C
share the reading of the explanation 2. B
and examples of the third 3. A
conditional. 4. B
5. C
Exercise 1: Students should now
attempt the exercise. When sharing Exercise 2:
answers, ask them to justify a) had seen
themselves. How did they come to b) had acted/ had performed
the correct answer? c) had bought
d) hadn't memorised / hadn't
Exercise 2: For this exercise let the rehearsed / hadn’t remembered
students work in pairs. Vocalising the e) had studied
sentence with a partner may help f) hadn't loved
them find the correct verb and g) hadn't taken
complete the sentence appropriately. h) hadn't found / hadn’t got
Each student should read out one of

the sentences for the group.
 To stick out like a sore thumb: to
Lesson 6.4 not fit in, or to be very obvious
 To thumb one’s nose (at): to
Dictionary Practice – Thumb
dismiss someone or something as
worthless.
Exercise 1: a) Using a dictionary is an
 To thumb through (something): to
important skill for our students to
look through a book, magazine, or
develop. Split the list between the
newspaper, without reading it
students and have them each look up
carefully.
their verbs in the dictionary.
 To give two thumbs down: a sign of
disapproval or dislike, negative.
Share answers, while giving other
 To give two thumbs up: a sign of
students enough time to write in the
approval, positive.
definitions they did not find.
 To twiddle one’s thumbs: to have
b) Now the students have the chance nothing useful to do while one is
to use the phrases they defined in waiting for something to happen.
part a). Have the students work
b)
individually, assimilating these
a) two thumbs up
phrases into their functional
b) under someone’s thumb
vocabulary.
c) rule of thumb
Exercise 3: To help your students with d) to thumb one’s nose
this exercise, you can have the if e) stuck out like a sore thumb
clauses on cards of one colour and f) twiddle one’s thumbs
the result clauses on cards of another g) two thumbs down
colour. Let the students work h) all thumbs
together to sort out the pairs before i) (to) thumb through
returning to their books to do the
exercise.
6.4 Answer Key

Exercise 1:
a) Phrase Meanings:
 To be all thumbs: very awkward
and clumsy, especially with one's
hands.
 To be under someone’s
thumb: under someone's control
and management.
 To have a green thumb: to have
the ability to grow plants well.
 The rule of thumb is: a means of
estimation based on practical
experience rather than scientific
means.
Exercise 2:
If Clause Result Clause

e.g. If they had rented a bigger hall for the concert, b 1 her dreams wouldn't have come true.
a) If Iris hadn't been so nervous, c 2 he would have changed schools.
b) If Emma hadn't worked so hard, h 3 it would have cost everyone a lot of money.
c) If Gavin hadn't wanted such a busy schedule, g 4 they would have participated in the conversation.
d) If the singer had sung for another hour, e.g. 5 they could have sold more tickets.
e) If they had invested more money on the film, f 6 he never would have got the part.
f) If Stephan hadn't auditioned, 7 the audience would have been applauded him even
d
more!
g) If Christa and Gary had seen the play, a 8 she probably would have got the part.
h) If the concert hadn't been a success, e 9 it would have succeeded more.
have finished all of the compulsory Exercise 1:
material will move on to the Fun Stuff Spiral words:
page while they wait for the others to 1. performing
finish. The students will enjoy 2. school
challenging each other! 3. homework
4. entertainment
However, if all of the students have 5. business
completed the compulsory pages, you 6. theatre
can encourage them to do Fun Stuff at 7. career
home and in the remaining time, you 8. famous
can play games or talk about what 9. ordinary
they have learnt during the lesson. 10. cast
11. rehearsal
12. limelight
See the Portal for extra games. 13. dream
14. star
15. shine
16. bright
17. movies
18. films
19. false
20. play
Note: Any words within words (e.g.

career has in it car and care) can’t be
used.
Exercise 2:
Fallen message:
That movie was amazing. I gave it two
thumbs up.
More than one pair can share their
Lesson 7.1 answer for each question, as the
varying opinions should be
interesting. Allow a short discussion
PREPARATION: to follow each answer.
2. Games. Exercise 2: Their essay is going to
follow on from the discussion and
Exercise 1. Here they need to identify
the positive adjectives that may be
useful in their mind map and essay.
Joke: Ask for a volunteer to read the
Check homework: Group activity. joke. Do they see the humour in it?
Brain Jog: Touch your left ear with The humour is that the teacher meant
your right hand, then touch your right ‘I’ the pronoun, but Mary used ‘I’ the
with your left hand, and then tap your letter. Since the teacher was not
knees twice. Repeat the rhythm until prepared to listen until the end of the
everyone is doing it. Then start the sentence, Mary ended up saying a
Brain Jog: sentence that doesn’t make sense.
Her initial attempt would have been
“The film industry can improve correct.
society.”
“The film industry can give a false

impression of society.”

and ask someone else.
In case you are stuck, some possible

words to fill in the blanks are: help,
improve, mislead, inform, change.

question to guide a conversation with
the students. Some follow-up
questions to use are:
a) Why do you think that?
b) What kind of role?
c) How can they do this?
Exercise 1: Tell the students that we

are asking them to think critically
about their lives and what goes on
around them. Have them work in
pairs to answer the questions.
7.1 Answer Key Exercise 2:
Order is not important.
Exercise 1: a) amazing
Their opinions. b) excellent
Here are some guiding questions to c) fantastic
help them out should they need it: d) incredible
a) Does it promote inequality? Does it e) smart
encourage prejudices? Does it f) great
present people with the g) super
‘Hollywood’ world and no reality?
Are men more likely to get the
leading roles? Are women cast
stereotypically? Do job
opportunities in the film industry
decrease for women as they get
older?
b) Does it tackle social issues? Does it
present realistic views on current
issues? Is it fair in showing all
different sides/possibilities? Does it
bring issues important to your
society to the attention of people?
e.g. Pay It Forward, The Bucket List,
Bend it Like Beckham, Mr
Magorium’s Wonder Emporium.
c) Negative: Not dealing with current
issues, everything presented as a
fairy tale ‘happily-ever-after’
scenario, promotes gender
inequality, only reflects the
majority.
Positive: Through documentaries it
deals with current issues,
encourages equality, brings
awareness to important issues,
isn’t ‘perfect’ for ‘perfect’ people.
d) More: Realistic portrayals of men
and women, of the family, of
current issues, strong women,
strong men (not physical!)
Less: Weak women, tough-guy
men, violence, prejudice,
sexualizing of women.
Lesson 7.2
Exercise 1: The discussions and
exercises from 7.1 should have the
students well-prepared for this
exercise.
Give the students time to create their

Mind Maps and write their essays.
Encourage the students to share what
they have written with the group.
Those who do not want to read theirs
out loud should hand it to you to be
checked and praised. 
Exercise 1:
Game: At this point in the lesson, 1- e
it is a good idea to break for a game. 2- g
3- h
Go Grammar! Open the Grammar File 4- c
to pages 18-21 and 29 to review the 5- b
different conditionals and their uses. 6- d
7- f
Exercise 1: In this exercise, we are 8- a
combining a review of the vocabulary
from the unit with conditionals, and
should be completed individually.
When sharing answers, ask them to

the number/letter combinations. This
gives everyone more chances to get
more confident in the use of the
vocabulary and grammar as they hear
and say it more often.

week!
Exercise 1: This exercise can easily be Exercise 1:
turned into a game reviewing the Get the Keep a Give
idioms taught in the unit. show on straight something
the road. face. two thumbs
Let the students work in pairs up.
deciding which idiom is relevant in b a c
each of the situations. They should f d e
share answers by reading out the full i g h
sentences.
Exercise 2: Working in pairs, the

students need to decide whether or Exercise 2:
not the sentences are correct, and a If the film is good, lots of people
correct those that need it. When will gone go to see it. W 1
deciding on which conditional it is, b If the writer wrote better scripts,
allow them to use the Grammar File he would have more work. R 2
(pages 18–21 and 29) to help them. c If there are a lot of people at the
party, can we leave early? R 1
d If the hostess had been more
welcoming, people would have
had a better time. R 3
e If the event hall was cleaner,
more people would rented rent
it. W 2
f If no one buys tickets soon, the
party will have been be cancelled.
W1
g If Jerry hadn’t already seen the
film, he would have gone with his
friends. W 3
h If Tim were a better comedian, he
will would become famous. W 2
have finished all of the compulsory cup – cop – cue – pod – rod – doc –
material will move on to the Fun Stuff ups – pro – use – sue – due – duo –
page while they wait for the others to sec – doe – ore – cups – cops – cod –
finish. The students will enjoy cord – cure – pure – drop – pour –
challenging each other! sour – soup – sped – core – sore –
rope – rude – sued – used – user –
However, if all of the students have euro – rode – rose – dose – ours –
completed the compulsory pages, you rods – pure – crops – proud – prude –
can encourage them to do Fun Stuff at codes – cords – curse – cruse – décor
home and in the remaining time, you – drops – purse – pours – super –
can play games or talk about what ropes – score – order – poured –
they have learnt during the lesson. cursor – course – record – source –
produce – procure – sourced – scored
– records – producer – produces
The word with all nine letters is:
producers
Exercise 2:
meet
team
mean
meal
mail
fail
film
PREPARATION: Before Reading: Hand out markers,

1. Teacher CD. and put on the CD. Students should
2. Highlighters. follow with the CD and mark words
3. Pictures and props for encoding that they do not know.
words.
4. Dictionary.
5. Activity for L-8.3 download.
expression – glorious – signature –
denim – concerned – encrypted –
7. Games.
panicked – concluded – soap opera –
resolve – amongst – considered –
Standard greeting: a) about listening pondered – discovery
right elbow, then put your right hand TIP
on your left elbow, and then stamp Students may find it difficult to follow
your feet (left, right). Repeat until and understand the reading as it is
there is a good rhythm going before read at normal speed. If this is the
you start the talking part of the Brain case, after hearing the CD once with
Jog: them, read the passage round the
“I share personal information about reads a few lines and you stop where
myself with ________.” they don’t understand. This increases
“I share personal information about
myself with________.”

chance to respond.
Discussion: How private are your

students? Do they realise that
sometimes it is better to limit how
much they share?
Discussion: Use the questions to Exercise 1:
guide a conversation about what the a) 3
students have just read. With b) and b) 6
c), they may have a lot to share. Try to c) 5
keep them on track, and don’t let it d) 1
get out of hand, but at the same time, e) 4
allow them to express themselves – f) 2
there is no better time for them to
practise their English. Exercise 2:
a) glad
Exercise 1: Students should attempt b) waited
this exercise on their own, without c) wrong
looking back at the text. d) intrude
e) hurry
There are clues in the structure of the f) resolve
sentences. However, if they are stuck,
they should scan the text for key
words.
Exercise 2: In order to challenge the

students, this exercise should be
completed verbally without any time
to prepare first.
In turns, students read out a sentence

using only the correct word.
Game: A game reviewing the

episode can be played at this point.
Exercise 1:
Exercise 1: Have the students a) She is thinking about the events of
complete this exercise on their own. the previous night. Who stole the
Remind them to pick out key words in trophy? Why and who would
each question and to scan the text for make it look like they had stolen
them to help find the answers. it? The latest origami clue.
Share the answers with the group. Pay b) *Her grandmother hadn't waited
attention to sentence structure. The up for her the night before, she
students are free to reword their isn't dressed in her usual bright
answers or copy directly from the colours, her grandmother is very
text. quiet, and she keeps sighing.
c) When all of this happened, i.e.
Exercise 2: Ask “Who remembers wanting to know what time of the
what an antonym is?” That’s right! day it was.
An opposite! d) 'Secrethelper' was contacting
Turn this exercise into a race. As you Jessica while she was in school,
read out each word, the students race and from the same page the
to scan the episode to find the bullying was coming from. The
opposite. bully and 'secrethelper' could be
the same person
Exercise 3: To make this a little more
difficult, put the downloadable word *Note: This is simply a guess at this
bank onto small cards, and into a point, and whether the students
hat/bag. Students pick out four guessed correctly should be checked
words, and mark them on their word in the next episode.
bank for use in the exercise and then
put the cards back in. Shake the bag Note: lead is in the past tense, so is
before the next student picks their pronounced /led/.
words.
Exercise 2:
Each student should share their two a) day
favourite sentences to share with the b) give
group. c) sad
d) right
Tongue Twister Challenge: Who can e) close
say the tongue twister the fastest f) behind
without mistakes? Ask them to g) loud
practise it for a tongue twister h) last
challenge next week.
Exercise 3: Their words.
Exercise 1: This is a review of a lot of Exercise 1:
grammar! Ask the students to work 1. b
on their own, and to take time to read 2. c
carefully. If there is not enough time 3. b
to complete it (don’t rush them) they 4. a
should do it for homework. 5. c
6. a
7. c
8. b
9. a
10. c
have finished all of the compulsory Fallen message:
material will move on to the Fun Stuff Telepathic telecasters tell terribly
page while they wait for the others to tiresome tales.
finish. The students will enjoy this fun
review of the material covered in the Exercise 2:
lesson. trust
intrude
However, if all of the students have helper
completed the compulsory pages, you secret
can encourage them to do Fun Stuff at trophy
home and in the remaining time, you theft
can play games or talk about what school
they have learnt during the lesson. clue
interrupted
discovery
wrong
intruding
Hidden message:
Jessica and her friends follow origami
clues.
Review Lesson Lesson. It is a preparation for the
This lesson reviews much of the alone – not in pairs.
grammar and subject matter of Book
2.  The students understand the
importance of reading the
Standard greeting: a) about listening instructions thoroughly and
to the sound tracks and b) about the understanding them.
Be lively, interested and interesting! Exercise 1: Again, as this is

preparation for the Assessment, the
Check homework: Group activity. students should read the instructions
carefully and write accordingly. Don’t
Brain Jog: Put your right hand on your jump to explain what is written. Let
left elbow, then put your left hand on the students read for themselves and
your right elbow, and then snap your wait until they are finished before
fingers twice. Repeat until everyone is starting to make corrections.
doing it. Then start the Brain Jog.
Ask the students to work
“Movies about outer space independently, picking out key words
are________.” and paying close attention to tenses
in order to choose the best rephrasing
“Movies about outer space of each sentence.
are________.”
When sharing answers, the students
Some possible endings for this should be able to justify their choices.
sentence are:
 scary 2.1 Answer Key
 funny
 bizarre
Exercise 1:
 realistic
1. c
 imaginative 2. b
3. a
4. c
5. c
6. a
7. b
f) The actors had been working very
Review Lesson 2.2 hard before they finally decided to
take a break.
g) Andrea has been acting since she
Exercise 2: Ask the students to work was a little girl.
individually to unscramble the h) Nicolai has been in the limelight
sentences. The verbs will have to be for as long as he can remember.
used in appropriate tenses. i) Luckily, they had arrived at the
camping site before the lunar
Encourage the students to verbalise eclipse started.
the sentences under their breath. j) Sue and Tom have been visiting
Hearing the sentence out loud will the planetarium regularly ever
help them choose the correct tense. since they were young.
Each student should have the chance

to share at least one answer with the
group.
Exercise 3: This exercise reviews if

clauses and result clauses. Ask the
students to work individually,
matching the two halves of each
statement.
When sharing answers, students

should read out whole sentences, not
just the number and letter
combinations. The more times they
use and hear the structures, the
better.
2.2 Answer Key

Exercise 2:
a) Astrology has amazed people for
many years.
b) They had not learnt astronomy
until they took a summer course
last year.
c) Sandy had studied/been studying
literature for 2 years before she
realised she wanted to be a writer.
d) Frank has been interviewing
actors for the lead role all
morning.
e) Jennifer and Greg have been in
love since the day they met.
Exercise 3:
e.g. If you're not in the mood to watch a will you go with them?
4 a)
film,
1. If Jane were her friend, 7 b) it boils.
2. If he hadn't saved up his money, 6 c) she will lose everything.
3. If astrology was taught in school, he wouldn't have been able to buy the
2 d)
company.
4. If they decide to take a trip, 9 e) she should take classes.
5. If they had booked the trip earlier, people would know more about the
3 f)
universe.
6. Unless she stops day-dreaming, 8 g) they would fly to Mars.
7. If you heat water, e.g. h) don't go to the cinema.
8. If they were astronauts, they would have found a better hotel
5 i)
room.
9. If she wants to become an actress, 1 j) she would become an actress.

Exercise 4: In this exercise, the Exercise 4:
students should read the passage a) Wrong
quietly to themselves and answer the b) Right
questions. They shouldn’t consult c) Doesn’t Say
each other. This is preparation for the d) Right
Assessment next week! Once e) Wrong
everyone has finished, you can over f) Wrong
the answers and vocabulary with the g) Wrong
group together. h) Doesn’t Say
i) Wrong
j) Right
Exercise 5: Each student should Exercise 5:
individually attempt to unscramble  The Jacksons have been growing
the sentences. plants since they were young.
 Jess and her friends had been
Did all the students end up with the running before drinking their
same answer? morning coffee.
Exercise 6: Allow time for the Exercise 6:

students to complete the sentences 1. c
individually. 2. a
3. c
When sharing answers, have the 4. b
students read out the complete 5. a
sentences, not just the multiple 6. b
choice answers.
Exercise 7: Ask the students to Exercise 7:
complete this exercise individually. Their words, but here are descriptions
Answers should then all be shared of the pictures for you:
with the group. Make sure that all
students have a chance to answer at Topic 1:
least once.  Liam and Melanie are entering the
cinema or waiting in line to
purchase tickets and we see the
Game: If you have time, select movie title over the door: “Attack
any game from the past two units that of the Angry Aliens!”
the students particularly enjoyed, and  On the movie screen is a scary
play it again. looking alien and Melanie is
watching with great interest and
eating popcorn, not scared at all.
Liam is returning to his seat
carrying two drinks and trying to
cover his eyes because he’s
scared.
 Melanie reacts with shock
(unhappily) as Liam spills the
drinks all over her as he’s
returning to his seat because he’s
trying to not look at the screen or
because he’s been startled (he
jumps).
Topic 2:
 A meteor shower is in the sky (lots
of falling stars) as the family sits
around a campfire watching.
 A spaceship is hovering over the
campsite amidst the meteor
shower with its door open and an
alien stands at the entrance.
 The alien is sitting with the family
around the campfire roasting
marshmallows together.
Exercise 8: Unlike the last exercise in Exercise 8:
‘normal’ Lessons, the last lesson in board
this Review Lesson is compulsory. It is hot
best done in class, but can be given as wave
homework if there is really not holiday
enough time in class. clean
Game: If time remains, select any

game from the past two units that the
students particularly enjoyed, and
play it again.
PREPARATION:

marking them.
Have a few games ready to play at the

end of the Assessment according to
how you organise your time.
TEEN CHOICES question to get a conversation going.
Unit 5 Teacher’s Here are some additional questions
to help get the students to speak:
Guide a) Is beauty a physical attribute or
characteristic?
b) Is beauty something from within?
Lesson Plans Is beauty really an individual
opinion?
c) Do people have to agree on
beauty?
Lesson 1.1 d) Is cosmetic enhancement, of any
kind, ‘beauty’ or ‘fake’ (e.g.
makeup / surgery / dyeing hair)?
PREPARATION:
1. Pictures and props for encoding Now ask them why they chose the
words. people they mentioned in the Brain
2. Dictionary. Jog.
3. Games.
Outer Beauty/Appearance:
Words with the group.
Be lively, interested and interesting! correct use of a dictionary is integral
to their development of skills for
Check homework: Group activity. future studies, you can also
encourage students to look up new
Brain Jog: Touch your left knee with words.
your right hand, then touch your
right knee with your left hand, and Let the students work in pairs to
then clap twice. Repeat the rhythm complete the exercise using the Key
until everyone is doing it. Then start Words. They should use as many
the Brain Jog: adjectives as they can for each.
“The most beautiful person in the

world is __ ___.”
“The most beautiful person in the

world is __ ___.”

has had a chance.
Note: This exercise is about their
personal opinions. This has been 1.1 Answer Key
done intentionally because a topic
like beauty is very sensitive and we Exercise 1:
don’t want to shape their opinions; Their opinions; nearly every word in
we want them to discover how they the list can be used in sentences a)-l).
feel.
We will be teaching them about

external and inner beauty
throughout this unit, but we should
first allow them to express
themselves and feel confident.
Remind them, to use commas in the

list, and the word ‘and’ only between
the last two adjectives. They can also
use colours.
Have them read out answers in turn

to share opinions.

idiom?
Inner Beauty/Personality: Exercise 1:
Exercise 1: Read through the Key Their opinions.
Words with the group. Nearly every word in the list can be
used in sentences a)-k).
you explain some of them. Since Exercise 2:
correct use of a dictionary is integral Their opinions.
to development of skills for future Suggestions:
studies, you can also encourage
students to look up new words. beautiful ugly dangerous funny comfortable
eyes words jealousy babies a sweatshirt
Let the students work in pairs to painting temper animal clown armchair
complete the exercise using the Key sky truth road joke silence
dress scar sport picture seat
Words. They should use as many
adjectives as they can for each.
As in Lesson 1.1, we are asking for

the students’ personal opinions.
Remind them, to use commas in the

list, and the word ‘and’ only between
the last two adjectives.
Have them read out answers in turn

to share opinions.
Exercise 2: Each student should work

on their own to think of as many
nouns as possible that fit with the
adjectives listed in the table.
Game: Now is a good time to

break the lesson a little with a game
reviewing the vocabulary.
Go Grammar! Open the Grammar Exercise 1:
File with the students to page 30 and a) Can / Could
have them read through the b) must / should – can / may
definitions and uses of modals. The c) Should / Shouldn't – mustn’t /
reading should be done out loud shouldn’t
giving the students more d) could – should / must
opportunities to hear and internalise e) might / could / should
the grammar constructs being learnt. f) must / should – can
g) might / should
Exercise 1: This exercise should be h) should – must – shouldn’t – can’t
completed individually. If needed, – may not
they can refer to the Grammar File i) could – can’t
for help. j) May
Answers should be shared with the Exercise 2:

group giving each student a chance These are open to personal
to read at least one sentence in turn. interpretation, but here are some
possible answers:
Exercise 2: Students should work in a) may / should
pairs for this exercise. Using modals b) should / must
in the context of beauty could and c) mustn’t
should provoke some conversations. d) might / must / can / shouldn’t –
should / must
When sharing answers, pairs who e) shouldn’t / should / mustn’t
have different answers to the one
being shared should contribute their Exercise 3:
answer as well with each pair Their words.
justifying their choice. Suggestions:
a) The fact that the supermodel was
so rude is proof that beauty is
Game: Play a game reviewing only skin deep.
the use of modals. b) The workshop on positive self-
image aimed to show that beauty
Exercise 3: Having already discussed is only skin deep.
the idiom as a group on page 1.1 and
having tried to think of different
examples, this exercise shouldn’t be
too difficult for the students.
They should all share their answers

with the group.

week!
have them do this exercise verbally Their words, but here are some
without any time to prepare their descriptions to go by:
answers first. Ask one student to a It is beautiful. It shows a clean,
read out the example, and then natural environment with flowers
move on to the exercise. and a rainbow.
b It is ugly because the bedroom is
The group should decide together very messy. It does not look tidy
whether the scene is beautiful or and comfortable.
ugly. Each student should then have OR
a turn to justify this in their own way. It’s beautiful as it feels homely.
After each picture, allow time for the c It is beautiful because storms are
students to write down their natural and interesting to watch.
descriptions. Remind them that when OR
writing a list, the ‘and’ comes only It is ugly because it is dark and
between the last two things being cloudy.
mentioned. d It is beautiful because it is a social
gathering between people from a
mosque, a temple, a synagogue
and a church where everyone is
respected and friendly.
e It is ugly/beautiful because it is a
busy, noisy street.
have finished all of the compulsory adorable
material will move on to the Fun ambitious
Stuff page while they wait for the classy
others to finish. The students will deceitful
enjoy challenging each other! dishonest
dull
However, if all of the students have fluffy
completed the compulsory pages, humorous
you can encourage them to do this at impatient
home and you can play games or talk inelegant
about what they learnt in this lesson masculine
in the remaining time. modest
naive
peaceful
See the Portal for extra games. selfish
sparkling
strange
stunning
ugly
unattractive
Exercise 2:
PREPARATION: back?
1. Highlighters.
2. YouTube clip of Charlie Chaplin. Reading Comprehension: Make sure
3. Pictures and props for encoding that every student has a highlighter
words. for this activity.
4. Dictionary.
5. Extra writing paper. Each student should take a turn
6. Games. reading. Make sure that they read
slowly and clearly so that everyone
Standard greeting: a) about listening can follow them. As they read, all
to the sound tracks and b) about the students should mark words that are
students’ week in general. new for them.
Be lively, interested and interesting! Some words they may not know and
you should be ready to explain are:
Check homework: Group activity. lord – observing – admire – ought –
influence – pursue – portray –
Brain Jog: Ask the group whether or crueller – despair – repent –
not they think that beauty is the opium den – immoral
most important thing in the world?
Can they imagine living in a world Have pictures or props ready to help
where it was? you explain some of them. Since
Sitting cross-legged, touch your left to development of skills for future
knee with your right hand, then studies, you can also encourage
touch your right knee with your left students to look up new words.
hand, and then clap twice. Repeat
the rhythm until everyone is doing it.
“If beauty mattered above all else,

people might be cruel to each other.”
“If beauty mattered above all else,

_________.”
Suggestions:
a) … no one would care about being
kind/generous
b) … people would be obsessed with
their physical appearance

has had a turn.
Exercise 1: The students should work Exercise 1:
in pairs to answer these questions. a) How would we behave if we
Encourage them to identify key thought outer beauty was the
words in the questions and then scan most important thing in the
the text to help them find the world?
answers. b) The artist Basil Hallward.
c) Because his good looks won’t
last forever.
d) When he realises that his beauty
may someday fade.
e) He wishes that the painting will
grow old while his own face
remains youthful.
f) b
g) Because she realises that the
love she portrays on the stage is
false and hollow.
h) By discovering that the face in
the painting looks crueller when
he comes home.
i) F – Dorian commits sinful and
pleasurable acts ... / forgiveness
for his sins.
j) Because the painting has been
growing old instead of him.
k) Because he started a new
relationship out of vanity and
curiosity, not because he was
truly in love.
l) Possible answer:
We shouldn’t care about our
looks to the point that we stop
behaving like humans who care
about other humans. Character
and behaviour are more
important than physical
appearance.
Now they should attempt this
Lesson 2.3 exercise individually with regards to
the way models live. Answers should
Go Grammar! Ask the students; “Can then be shared with the group.
you remember any modals? Please
give me some examples of their use.”
Game: At this point a game
Now open the Grammar File to page reviewing modals and semi-modals
31 with them to refresh everyone’s may be a good idea.
memories on modals and to
introduce semi-modals.
2.3 Answer Key
Exercise 1: Challenge the students by
having them answer the questions Exercise 1:
verbally before having time to look a) was able
over the exercise. Each student in b) needs / has
turn should read out a sentence c) should / ought to / need to –
selecting the modal/semi modal that shouldn’t / mustn’t
completes the sentence as they go. d) Could – couldn’t
e) can / could – can’t
They may consult the Grammar File if f) couldn’t / wasn’t able to
they need to. Other students may g) didn’t need – could or: had –
also offer alternative answers. couldn’t
h) shouldn’t / mustn’t
Joke: Ask for two volunteers to read i) had to / needed to
out the joke, one as the teacher, the
other as Henry. Exercise 2:
Can they find the humour? The suggested answers:
teacher is trying to tell Henry that he a) You can’t eat chocolate!
isn’t clean, but Henry is actually even b) You must exercise every day!
less clean than the teacher even c) You ought to eat lots of
thought. The eggs have been on his vegetables!
face for 2 days, not just since d) If you stay thin, you will be able
breakfast. to wear anything you want.
e) You mustn’t gain weight!
Exercise 2: Point out the difference f) If you eat fried food, you will
between ‘a modal’ and a ‘model’ i.e. have to exercise more!
the modal is a grammatical part of g) You should drink a lot of water
English sentences; a model is a man and go to bed early!
or woman who model clothes. h) If you eat healthily, you won’t
need to diet!
Ask the students which models they i) If you are able to be disciplined,
are familiar with. What do these you will get more work!
people look like? How do the
students think they live their lives?
Exercise 1: Discuss with the group Exercise 1:
what they can see in each picture. These may differ slightly, but here
Which part of the story is illustrated? are some guidelines:
a) Dorian Gray is looking at the
Having found the place in the text portrait of himself which was
suited to the pictures, the students painted by Basil Hallward. Dorian
need to rephrase and describe the is still a handsome young man
pictures in their own words. but the man in the picture is ugly
and scary. Dorian knows that the
Two or three students can share their picture reflects all of his horrible
descriptions for each picture, deeds.
demonstrating how there is more b) The servants have entered the
than one way to talk about the same room from which they heard a
picture. loud scream. They see the
picture of Dorian with a perfect
Exercise 2: This exercise can easily be and youthful face, and a horrible,
turned into a running game to get ugly old man lying dead on the
your students up and moving. floor.
Exercise 2:
Game: Play a running game a) T
based on Exercise 2. b) T
c) F
d) F
e) T
f) F
g) T
h) T
i) F
j) F
k) T

others to finish. The students will a
am
completed the compulsory pages, ram
Stuff at home and in the remaining mare
about what they have learnt during cream
the lesson.
scream
2.5 Answer Key

Exercise 1:
1
1
g
2 3
r p s
1
a l c
4 5
e b d e s t r o y
6
r e f u s e s a e
7
c a s a
a p u m
8 9
1
c d p p r
r I 10e 1
x t r e m e l y
11 1
u s d a s
p e r f e c t r
l o c e n t r a l
l v n
13
e e b c
1
14 15
r f r i g h t e n e d
1
s o a
l u
l t
o y
w
Song: Play the song for them, with
Lesson 3.1 their books closed. This will really let
you see who has been doing their
home listening. Let them focus on
PREPARATION: listening, and really get the feeling of
1. Teacher CD. the music and lyrics.
2. Highlighters.
3. Pictures and props for encoding When the song ends, ask them what
words. they think of it. Now they should
4. Dictionary. open their books and take
5. Extra writing paper. highlighters. Ask them to highlight
6. Games. the words they’d like to know more
about while they listen a second time
Standard greeting: a) about listening to the song.
students’ week in general. Some words and expressions you
need to be prepared for are:
Be lively, interested and interesting! vicious – ripples – wise – vain – sane
– empathise – adjust – ache –
Check homework: Group activity. fantasize – thrive
Discussion: Use this discussion to get Have pictures or props ready to help
the students thinking a little about you explain some of them. Since
wants versus needs. When do they correct use of a dictionary is integral
buy new things? to development of skills for future
Some possible answers to help get students to look up new words.
the ball rolling:
a) When their friends do Understanding Vocabulary: This can
b) When there’s a sale be done as a group activity. Have
c) When they like it students take turns reading out the
d) When their old things need definitions. The group then races to
replacing find the vocabulary in the song.
Brain Jog: Touch your left ear with Idiom of the Week: Ask for a
your right hand, then touch your volunteer to read the idiom, another
right ear with your left hand, and volunteer to read the explanation,
then tap your knees twice. Repeat and yet another to read the example.
until everyone is doing it. Then start Can any of the students think of
the Brain Jog: other examples of how to use the
idiom?
“I buy new things _____.”
“I buy new things _____.”
Repeat until everyone has had a turn.

3.1 Answer Key
Understanding Vocabulary:
a) vicious (cruel)
b) adjust
c) ripples
d) pond
e) vain
f) empathise
g) foolish
h) magical
i) faith
j) ache
k) dive
l) fantasize
Exercise 1: The song has many Exercise 1:
phrases with meanings that will be a) to continue or persist in doing
missed if our students are directly something
translating word-for-word. We want b) glancing in different directions as
students to use English like native if in search of something
speakers do, so they really need to c) feel that you can do whatever
take time to think about the phrases, you want
not just the individual words, which d) attract or lure you into a trap
are used. e) receive something and hand it
off to someone else
Have the students work in pairs to try f) queue or wait your turn
and explain the phrases in the song. g) let me have it so I can deal with
Allow debates while answers are it
shared, as long as everyone arrives at h) to keep going until you’ve
the correct answer at the end. succeeded

varied contexts helps the students a) high
internalise the vocabulary and start b) constantly
to use it spontaneously. Ask them to c) spirit
work individually, carefully reading d) mind
the sentences and then scanning the e) mistakes
text of the song to find the relevant f) wings
words to fill the gaps. g) new
h) vain
Each student should read out at least i) storm
one sentence when sharing answers
with the group. Exercise 3:
a) pretty
Exercise 3: Who remembers what an b) easy
antonym is? An opposite, wonderful! c) wise
d) sane
Note: Antonyms (opposites) need to e) inside
be the same part of speech, i.e. an f) rise
adjective must have another g) break
adjective as its antonym. This means h) true
that ugly and beauty are not i) thrive
antonyms, but ugly and beautiful j) hard
are!
Ask the students to complete this

exercise individually before sharing
File to page 32 and share the reading 1. a
of the modals in the perfect tense, 2. c
their uses and the examples between 3. b
the students. 4. b
5. a
Exercise 1: Give the students time to 6. c
complete this exercise individually. 7. a
Remind them to read carefully to be 8. c
sure to choose the correct modal for 9. b
the situation. 10. a
11. c
When sharing answers, have 12. b
students read full sentences, not just
the letters representing the answers.
Game: A game reinforcing the

grammar learnt is a good idea.

week!
Exercise 1:
Spelling Game – Should Do! a) blade
Differentiating (speaking and b) pond
hearing) between the phonics c) buy – pie
/p/and /b/. d) pack
e) bathrobe
Put on the Teacher CD/audio track f) beaks – peaks
and have the group repeat each g) Paul – ball
sound and word after it is said on the h) pair – bears – pair – pears
CD/audio track. Please note that both i) blouse
columns are read, then the words are j) nap
read across the columns to better k) park
compare the sounds. l) best – bad
m) played – bass
Exercises 1 and 2: If there is time in n) pet – big
the lesson, let the students do the o) pin – bin
exercises. If not, tell them that they p) bark – bats
that they will be prepared for the Exercise 2
Spelling Game next week, and can a) ploughs
help their team win. b) banned
c) pill / back
The games vary from relay races to d) bond
board games. e) lab
f) bit / Bill
g) peep / beep
Game: If you have time but feel
h) bowl
that the students need a break from
writing in their books, play a game
with them. When you finish playing,
point out that now it is easier for
them to do this page at home and it
will help them to practise the
spelling.

say the tongue twister the fastest
without a mistake? How about ten
times in a row?
Ask the students to practise at home

for next week’s challenge.
have finished all of the compulsory butterfly
material will move on to the Fun sucking
Stuff page while they wait for the constantly
others to finish. The students will foolish
enjoy challenging each other! pretty
vicious
However, if all of the students have ripples
completed the compulsory pages, fantasize
you can encourage them to do Fun decide
Stuff at home and in the remaining empathise
time, you can play games or talk magical
about what they have learnt during wings
the lesson. mistakes
The hidden message is:

See the Portal for extra games. Everybody’s talking about coolness,
I want it to be warm.
Exercise 2:
The sentences that are in the song
are:
a–c–d–f–g–i–l–m–o–p–q–
r–s–u–w–x–z
The sentences that are not in the

song are:
b–e–h–j–k–n–t–v–y
Lesson 4.1 Spelling Game – Must Do!
download. a group game using the chart from
2. Teacher CD. Lesson 3.4.
3. Highlighters.
Standard greeting: a) about listening they should take turns writing the
to the sound tracks and b) about the words you read out. Award one point
students’ week in general. for the first pair to finish, and a point
Be lively, interested and interesting! the word correctly.
Check homework: Group activity. Scrambled letter game – Prepare

Brain Jog: Put your left hand on your the words spelled correctly, and one
right elbow, then put your right hand set with the letters scrambled. The
on your left elbow, and then clap students work in teams to find the
twice. Repeat until there is a good correct word for the scrambled one
rhythm going before you start the you hold up.
talking part of the Brain Jog.
“I never give up _____.” students practise listening to each
“I never give up _____.” words. Each student says one letter
Suggestions: student who says the next letter. If a
a) … on a friend mistake is made, start the word over
b) … when I want something again.
c) … until I succeed
Discussion Before Reading: If the
Go around until everyone has had a students have been doing their home
turn to contribute. listening, this discussion to refresh
their memories shouldn’t be a
E-pals: Ask your students if they have problem. If none of them remember
written to their e-pals, and if so, what what happened in the last episode,
they wrote about. Have they heard they should open their books to
back? Lesson 8.1 of Unit 4 and skim-read
the episode.
When you get to the third question,
keep in mind that some of the 4.1 Answer Key
students may have experienced
bullying first-hand and you should Discussion Before Reading:
tread lightly. The issue of telling Suggestions for the discussion:
adults about bullying is an important a) Return the trophy.
one, and you really should emphasise b) It is important to involve an adult
the importance of seeking help and in bullying but they also need to
telling a responsible adult: parent, respect Penelope’s wishes to not
teacher, counsellor, etc. involve anyone.
c) There are no right or wrong
answers from the students
although we know that an adult
should always be involved in
Before Reading: Hand out markers bullying. Therefore take the
and put on the CD. Students should opportunity to simply suggest
follow with the CD and mark words that idea.

to explain include:
involve – researched – teased –
honoured – flipped – fascinated –
exclaimed – sarcastically –
accomplish – reluctantly – gathered
– undivided – interaction – finalise –
distractions – bugging – apparently
– anonymously

TIP
Discussion: Thinking beyond what Discussion:
you have read in a story is what Their opinions, but here are some
makes reading so much fun! You get possible answers:
to feel involved in the story. It also a) Yes, because she’s the teacher.
helps the students’ creative process, She could get the parents
giving them skills necessary for involved. / She could have a
writing exercises. meeting and talk to the students
about how bad bullying is. / She
Hold a brief discussion about the could show her support and
episode with the class using the empathy towards Penelope. / No,
questions to guide you. she would make things worse for
Penelope.
Tongue Twister Challenge: Who can b) I think she meant that Harry loves
most successfully say last week’s Penelope. That’s why he was
tongue twister without looking at it? defending her and telling
everyone to stop bugging her.
When she says ‘love is blind’ it’s a
direct stab at Penelope, meaning
‘what could Harry possibly like
about her?’
Exercise 1: Ask the students to take a Exercise 1:
highlighter in a colour different to the a) had researched and discovered
one they used before. They should that the character Dupin appears
now skim the episode marking what in three different books.
they feel are major events in the
b) were in the library searching for
storyline.
the Edgar Allan Poe book.
Once they have done that, they c) all three books.
should work in pairs to complete the d) suddenly appeared.
flowchart of events.
e) he had his first kiss in this library
Go Grammar! This week we are in the classics section
reviewing the grammar construct f) through the books, something
learnt in the previous lesson.
fell out of the book Jessica was
Ask the students if they can holding.
remember how to use modals in the g) picked it up and showed
perfect tense, and to give examples. everyone what it was – another
origami scorpion.
Regardless of the answers, open the h) needed to go back to where this
Grammar File to page 32 and review all began – their mailboxes at
what is written there.
home.
Exercise 2: To challenge the students, i) needed to get to the gym.
have them complete the exercise j) to confront the cyberbullying
verbally, reading the questions and with the entire class.
filling in the blanks as they go
without having time to attempt the Exercise 2:
exercise individually. Their personal opinions:
a) shouldn’t have
b) wouldn’t have / would have /
could have
c) would have / wouldn’t have
d) would have / wouldn’t have
e) could have / like – couldn’t have
/ don’t like
f) must have
Exercise 1: This can be done as a Exercise 1:
group activity. Have students take a) whispered
turns reading out the definitions. The b) teased
group then races to find the c) honoured
vocabulary in the episode. d) sarcastically
e) accomplish
Remind the students that the words f) reluctantly
they are looking for need to have the g) announcement
same grammatical structure as their h) social science
definitions, i.e. if the definition is in i) interactions or relationships
the past tense, then they’re looking j) anonymously
for a verb in the past tense.
Exercise 2:
Tongue Twister Challenge: Which a) which
student can say the tongue twister b) where
the best? How about ten times in a c) when
row? Ask them to practise it at home d) whose
for the challenge next week. e) that
f) where
Go Grammar! Open the Grammar g) whose
File to pages 33–35 and share the h) who
reading of the definitions and i) who
examples between the students. j) that
k) where – that
As the students read out what is l) which
written, ask them to think of their m) who
own additional examples as well.
Exercise 2: To challenge the students,

have them complete the exercise
verbally, reading out the sentences
and selecting the correct relative
pronoun as they go with no
preparation time beforehand.
have finished all of the compulsory a) scorpion
material will move on to the Fun b) clue
Stuff page while they wait for the c) trophy
others to finish. The students will d) gym / school gym
enjoy challenging each other! e) attention
f) surroundings
However, if all of the students have g) guidelines
completed the compulsory pages, h) opportunity
you can encourage them to do Fun i) mystery
time, you can play games or talk Exercise 2:
about what they have learnt during The fallen message is:
the lesson. In solving a problem of this sort, the
grand thing is to be able to reason
backward.
Lesson 5.1 Discussion and Writing: These
questions ask the students to think
PREPARATION: about the song in relation to their
1. Teacher CD. own lives, so they should be
2. Highlighters. answered individually.
words. More than one student should share
4. Dictionary. each answer as answers are likely to
5. Games. be quite different. Sharing world
views and opinions will help the
group to become better friends and
Standard greeting: a) about listening be more aware of the people around
to the sound tracks and b) about the them.
Discussion: Following from the
Be lively, interested and interesting! questions in the previous exercise,
we want the students to consider
Check homework: Group activity. what ‘cool’ really means to them.
Brain Jog: Stand up. Touch your left Start the discussion by asking: “What
knee with your right elbow and then does it mean to be cool?” Now use
touch your right knee with your left the questions listed on the page to
elbow, and then clap twice. Repeat guide the rest of the discussion.
until everyone is doing it. Then start
the Brain Jog: Some possible points if you feel that
the conversation has come to a
“True beauty is _________.” standstill:
 Being cool is important because
“True beauty is _________.” students want to be looked up to
by others.
Keep the rhythm going while the
 Students are anchored enough in
themselves that being cool isn’t
contributions.
important to them.
has had a turn to contribute. If a
student has something to add at the
end of it, they are more than
welcome to have another turn.
idiom?
understand. Give out highlighters and
ask the students to mark words that
symbolise beauty for them. Then put
on the CD.
5.1 Answer Key
Discussion and Writing:
Possible answers:
1. Yes – to fill emptiness inside. /
because materialistic things can fill
a gap or make me feel better.
No – I am happy without needing

retail therapy!
2. Yes – because I feel more
accepted / because I want to fit in
socially and be desirable No – I
don’t feel that’s important. /
Because they feel more important
and influential.
3. Not really – because things that
are easy are sometimes not
worthwhile. / Yes, easy is good!
But that doesn’t mean something
easy can’t help me grow inside.
4. Yes, I think they do. For example,
if I fight with someone in my
family, I sometimes start fighting
with others as well. / No, specific
things in life don’t affect anything
else.
Exercise 1: Divide the class into two Exercise 1:
discussion groups for this exercise, a) In nature, in people, in myself, in
each group should brainstorm some nature, in animals, in kindness, in
answers to each of the questions, to physical attributes, etc.
then present to the class. Do both b) Anger, pollution, rudeness,
groups agree? cruelty, etc. Please note that
some students will most
Exercise 2: Having applied the song definitely answer with physical
to their own personal lives, it is time attributes (acne, scars, and
to look at the song as a message that obesity). We are not here to
Ella is sending. Let the students work judge their answers, only to guide
in pairs to read beyond the words them, albeit subliminally, away
and between the lines to answer the from these ideas. This could bring
questions. up the idea of ‘beauty is only skin
deep’ once more.
When sharing answers, more than c) Is it the majority? Is it someone
one pair may want to share each who is successful, regardless of
answer as they may have slightly what they are doing? Is it
differing opinions. someone who conforms? Is it
someone who tries new things?
d) People are wise from life’s
experiences as well as education;
from interactions, from keeping
up with the news, from building
their own success out of nothing.
e) People who endanger their lives,
people who don’t conform,
people who are silly.
Exercise 2: time getting dressed to wear
Their opinions, but here are some ‘perfect’ clothes, or they are too
basic ideas: proud of their own abilities. They
a) This sentence follows ‘ripples in a may also have little regard for
pond’ and is related to it. Ella is in anyone else, living in their own
essence encouraging everyone to world oblivious to the needs and
join the ‘ripple effect’ – detailed in struggles of others. This could be
the refrain. I make a ‘ripple’, a seen as an ‘ugly’ characteristic.
change, and then you make a d) It could mean that we are
‘ripple’, and we pass it on and so influenced into defining beauty
forth. Someone else might pass it and when something doesn’t
on means that hopefully someone meet that standard we can be
else will be encouraged to follow cruel. This may be in others or in
the lead of causing these ripples, ourselves. Being ‘sane’ means
these changes, to what defines being rational, being able to make
beauty. decisions based on good
b) Butterflies are light and free. judgement and soundness of
Butterfly wings symbolise many mind. Therefore anyone who
things: doesn’t conform in behaviour or
1. The struggle and change the thinking can perceived as insane,
butterfly goes through in order to or ‘crazy’, e.g. how ‘crazy’ were
be able to fly, to reach its ‘beauty’. Galileo, Van Gogh, and Newton?
The beauty is the actual journey. In other words, does the so-called
2. The journey to becoming a norm – the majority – decide what
butterfly and the journey it sanity is? This could also refer to
continues to take now in its new the insanity of doing anything in
form, much like our journey of life order to conform. Consider this
and the changes we go through. quote by George Carlin: “Those
3. The wings are fragile, delicate and who dance are considered insane
beautiful. Yet despite this delicacy, by those who cannot hear the
the wings can cause ripples. This music.” Different examples are:
means even one individual can 1. If we’re not as thin as models, we
cause the ripple effect Ella is start hating ourselves.
singing about – ‘pass on the ripple’ 2. If someone looks different, we
is an encouragement telling become cruel and bully them or
everyone they can make a change. make fun of them.
4. Even though the butterfly was 3. If we have a ‘bad hair day’, we
strong enough to tear through the may cancel plans and not leave
chrysalis, it is still fragile. the house. This is cruel both to
Therefore we should consider that ourselves and the people we had
even the strongest, prettiest and plans with.
most popular might also be soft 4. Tesla, the electrical engineer and
on the inside. physicist, was considered a ‘mad
c) When people are vain, they think scientist’ because of what people
too much of themselves. This considered to be unconventional
means they either enjoy spending ideas or inventions. He is now
their time looking at themselves in thought of to be one of the
the mirror, or they spend a long greatest scientists of all time.
5. People who choose not to give
conventional medicine to their f) Yes, because these are feelings
children. that make me feel alive and show
6. Someone wearing a colour not that I am learning through
considered ‘in style’, styling their experience, even if this experience
hair according to their own mood is hard. External beauty is nice but
and the accepted style, etc. I would rather keep things true,
e) We should empathise with, i.e. fresh and real. You don’t have to
feel for and understand, people put make-up on and get dressed
different from us, and sometimes up to be beautiful.
less fortunate than we are, and OR
not only think of ourselves. Some Not entirely. I think being
examples are: beautiful is important because it
1. Someone may have been makes you feel beautiful. I don’t
born with a genetic illness want to ache and break. Life
making them look different. doesn’t have to be hard in order
2. Someone may have been to be appreciated.
born with a physical or mental g) Her idea of ‘keeping it true’. A
impairment. world free from materialistic
3. Someone might have an beauty. / Living without being
illness or take pills for medical cruel towards others that don’t fit
reasons which make them the current accepted norms of
gain weight and, therefore, thinking, behaviour or external
have become obese. beauty. / Life where everyone
4. Someone might have skin gives more importance to inner
allergies or their hair might be beauty.
falling out due to illnesses or h) Let’s think of the mistakes we
depression. make as learning processes, and
5. Someone may have a have faith in ourselves. Let the
different racial background idea of keeping it true thrive –
and have different values to referring to being honest with
us. yourself, not conforming, being
6. Someone may be having a accepting, having empathy, and
tough time at home. not doing something you don’t
By adjusting our understanding want to do in order to fit in with
and thinking, we can appreciate the ‘norm’. Let true inner beauty
and enjoy any creature on Earth, thrive.
even if we were once repelled. We
can start to feel for any creature
and see that it has inner and outer
beauty.
Go Grammar! Hold a group Exercise 1:
brainstorm on what they remember
about relative clauses from last Sentence D ND
week’s lesson. Then open the a) That’s the library where I like 
Grammar File to pages 33-35 to to go and read.
make sure that you haven’t missed b) Kim, whose younger sister I 
any. go to school with, is very
pretty.
c) The man, who is standing in 
Game: A game reviewing the line, is our head teacher.
relative clauses would be good at d) Some things which/that we 
this point. get easily, we lose easily as
well.
Exercise 1: Students should work in e) In spring time, when the 
pairs to complete the sentences. weather starts to get warm,
When deciding whether they are we like to take walks by the
defining or non-defining relative pond.
clauses they can consult the f) Jennifer is the girl who/that 
Grammar File. sings in our school choir.
g) There are many people whose 
Exercise 2: Each student should take inner beauty isn’t given a
time to complete these sentences in chance to shine.
a way that they think will interest 
h) In Costa Rica, where I grew
their friends to hear.
up, there are many beautiful
butterflies.
Each student should share their two
i) Spending time with your 
favourite sentences with the group.
family, which I think is
If not all sentences have been read
magical, is the best way to
out, then go around to make sure
spend your free time.
that they have at least used the
j) Carl, who is full of vanity, is 
correct relative pronoun.
constantly looking around for
something new to buy.
Tongue Twister Challenge: Time to
k) The storm which/that 
see who was practising at home!
happened last night was very
Who can get their tongue around
vicious.
last week’s tongue twister from
l) My favourite month is July 
Lesson 4.4 without reading it?
when we can spend all of our
time at the beach.
week!
Exercise 2:
About them!
a) who ...
b) which ...
c) where ...
d) when ...
e) who’s ...
Suggestions:
a) who don’t like to do something
only because it’s popular.
b) which are endangered because
people don’t care.
c) where physical appearance and
beauty are considered
insignificant.
d) when you have to make difficult
decisions.
e) who’s been in my class since we
were six, is moving abroad.
Exercise 1:
Spelling Game – Should Do! a) should
Differentiating (speaking and b) luck
hearing) between the phonics c) woof
/ʊ/and /ʌ/. d) sugar
Put on the Teacher CD/audio track e) woman
and have the group repeat each f) tuck
sound and word after it is said on the g) took
CD/audio track. Please note that both h) money
columns are read, then the words are i) putt
read across the columns to better j) bush
compare the sounds. k) buzz
l) stood
Exercises 1, 2 and 3: If there is time m) bull
in the lesson, let the students do the n) brook
exercises. If not, tell them that they o) done
that they will be prepared for the Exercise 2:
Spelling Game next week, and can a) hut / wood
help their team win. b) wolf
c) mother / cook
The games vary from relay races to d) Wool
board games. e) company / does / Monday
f) Look / book
Game: If you have time but feel that g) blood / shudder
the students need a break from h) cushion / full / stud
writing in their books, play a game i) wonder / would / flood
with them; when you finish playing,
point out that now it is easier for Exercise 3:
them to do this page at home and a) rook
this will help them to practise the b) wolf
spelling. c) hood
d) flood
e) put
f) foot
5.5 Answer Key
a) butcher
Exercises 1, 2 and 3: The students b) balloon
that have finished all of the c) cruise
compulsory material will move on to d) doorway
the Fun Stuff page while they wait for e) cushion
the others to finish. The students will f) toothbrush
enjoy challenging each other! g) childhood

completed the compulsory pages, a) break
you can encourage them to do Fun b) buy
Stuff at home and in the remaining c) vain
time, you can play games or talk d) see
about what they have learnt during e) your
the lesson. f) to
g) pond
h) be
See the Portal for extra games. i) so
j) new
k) high
l) for
m) who’s
n) through
o) some
Exercise 3:
a) Everybody’s talking about
coolness,
b) I want it to be warm.
c) We make mistakes,
d) Some come out magical.
Final message:
It’s a vicious circle and it’s sucking
you in.
Lesson 6.1 has had a turn to say something.
PREPARATION: Follow the Brain Jog with a discussion

1. Activity for Spelling Game on the topic. Are physically beautiful
download. people happier?
3. Hat or bag for L-6.2. E-pals: Ask your students if they have
4. Teacher CD. written to their e-pals, and if so, what
5. Extra writing paper. they wrote about. Have they heard
6. Pictures and props for encoding back?
words.
7. Dictionary.
8. Games. Spelling Game – Must Do! Play a
Standard greeting: a) about listening Lesson 5.4.
Be lively, interested and interesting! they are about to be challenged with
a group game.
Check homework: Group activity. Choose between a board game,
scrambled letter game and a ball
Discussion: Suggestions:
game.
No, they are normal people like
everyone else. How you look doesn’t Board game – Split the group into
determine how happy you are. There pairs. Give each pair a board marker;
are plenty of ‘beautiful’ people who they should take turns writing the
are unhappy. words you read out. Award one point
Yes, people treat them well; they for the first pair to finish, and a point
don’t have to worry about making for each pair who successfully spelled
themselves pretty or hiding the word correctly.
blemishes, etc.
Brain Jog: Touch your left hip with two sets of downloadable cards with
your right hand, then touch your the words spelled correctly, and one
right hip with your left hand, and set with the letters scrambled. The
then tap your head twice. Repeat the students work in teams to find the
rhythm until everyone is doing it. correct word for the scrambled one
Then start the Brain Jog: you hold up.
“I think external (physical) beauty is Ball game – This game makes the
_______.” students practise listening to each
“I think external (physical) beauty is
_______.”
Suggestions: student who says the next letter. If a
a) significant mistake is made, start the word over
b) insignificant again.
c) important
Exercise 1: Ask the students to read Elizabeth: It seems like being
the sentences and try to guess which beautiful could only be a good thing,
answers are correct before they but in fact, there are problems
listen to the text. unique to beautiful people. First,
though, I’d like to talk about the
Keep count on the board according advantages of being beautiful, since
to what they guess, i.e. question 1) they’re more apparent. The first is
A=5 students, B=0, C=3, D=1 ... that we assume that beautiful people
have all sorts of other good qualities.
They will be much more motivated to In laboratory tests, physically
listen to the text afterwards to check attractive people are rated as
who was right. The answers here funnier, more exciting, more
seem to be predictable so the activity intelligent, more interesting, and
could boost their self-esteem. more independent.
Brendon: Hmm, if beautiful people

 Listening Comprehension make a better first impression, do
they have an easier time finding
Does Physical Beauty Matter? romantic partners?
Brendon: Hello everyone, this is Elizabeth: Ah, yes. There’s quite a lot
Brendon Stokes and you’re listening of research showing that based on
to The Morning Show. Today we’ll be looks alone, we prefer partners who
talking about beauty. How important are more attractive. No big surprise
is physical beauty? What advantages there! But of course, our choice of a
does it bring, and are there any mate isn’t usually based only on
disadvantages? With us today is appearance. Also, the ability to
Elizabeth Clarendon, a psychologist maintain a loving relationship doesn’t
and author of the book Speaking of depend on one’s looks. .
Beauty. Elizabeth, welcome to the
show. Brendon: What are some of the other
advantages of beauty?
Elizabeth: Thank you, Brendon. It’s a
pleasure to be here. Elizabeth: Being beautiful brings a lot
of benefits at work. Attractive people
Brendon: Elizabeth, in your book, you have a better chance of being hired
describe the advantages and and get higher starting salaries. Later
disadvantages of being physically on, they have a better chance of
beautiful. I think listeners may be being offered a promotion. Not
surprised to hear that there is a surprisingly, attractive people have
downside to beauty. more self-confidence.
Brendon: So far, being beautiful
sounds pretty good! What’s the
downside?
Elizabeth: First of all, while we do Elizabeth: Most people struggle to be
have a bias toward beauty, it’s not as thinner and more beautiful. But since
strong as you might imagine. In most being more beautiful can even be a
professions, being smart is a better disadvantage, I advise people to stop
predictor of increased income than worrying about their appearance.
being attractive. Other personal Instead, they should focus on their
qualities like self-confidence can inner qualities. There’s no downside
make a person seem appealing, even to becoming a kinder, more
if he or she doesn’t meet society’s respectful, more helpful person. True
standard of physical attractiveness. beauty comes from within.
Brendon: Well, that’s good news! Brendon: And that’s a message we

can all relate to. I’m afraid we’re out
Elizabeth: While beauty may help in a of time. Thank you, Elizabeth, for
job search, it can do damage as well. sharing your work with us today.
An employer may feel jealous of a Listeners, tune in tomorrow for
highly attractive person, particularly another edition of The Morning
when the employer and the job Show!
seeker are the same sex. Beauty can
also get in the way when a woman is
seeking a job usually held by men. A Tongue Twister Challenge: Who can
beautiful woman will have more say this the most clearly? Can they
difficulty getting a job as a physics say it faster? How about 10 times in a
professor, for example. Interestingly, row?
beautiful men don’t have this
problem. When a beautiful man
applies for a job as a nurse, for
example, his looks are not an issue.
6.1 Answer Key
Brendon: Hmm, that’s interesting! Exercise 1:
Any other disadvantages to physical 1. a
beauty? 2. d
3. b
Elizabeth: When beautiful people 4. c
succeed, they are seen as succeeding 5. b
because of luck, not talent. After all, 6. d
being beautiful is a matter of luck. 7. a
8. c
Brendon: After finding both positive 9. b
and negative sides to beauty, what 10. c
conclusion did you come to? 11. b
12. d
Now, the person with the letter a
Lesson 6.2 directs the first question to the
student whose name they drew and
so on until all questions have been
Exercise 1: Having heard the listening asked and answered. Students who
exercise once, students should wish to add to any given answer are
attempt to answer these True/False free to do so.
questions. If they are unsure about
any of them, they should carefully Allow time for them to write down
read the sentence to be ready for a the answers given between each of
second listening. the questions.
Now play the recording again.
Share the answers with the group. If

there are any disagreements, refer to 6.2 Answer Key
the text of the listening
comprehension text in your Exercise 1:
Teacher’s Guide. a) T
b) F
Exercise 2: Turn this exercise into an c) T
interactive activity for the whole d) T
group to do together. Place the e) F
names of the students in one bag and f) T
the downloadable letters A-H in g) F
another. h) T
i) F
Each student draws a name from the j) T
bag. If they get their own they should k) T
put it back and draw again. Next, l) F
students draw letters. (If there are m) F
less than eight students, some will n) T
get more than one letter).
Exercise 2:
Their words.
This is an interview and it is based on
all the information which began from
the start of Lesson 1. Students will
answer differently, but encourage
them to base their answers on facts
and information from the unit.
Go Grammar! Brainstorm the Exercise 1:
relative pronouns with the students a) Sally, who has a lot of self-
and write them on the board. Tell the confidence, is a business woman.
students that this week we will use / Sally, who is a business woman,
relative pronouns to combine two has a lot of self-confidence.
sentences into one. b) I saw a film yesterday which/that
had a surprisingly beautiful
Open to pages 34–35 of the ending.
Grammar File and share the reading c) Tammy read a book whose
to show them how this is done. author is my neighbour.
d) We visited the laboratory where
Exercise 1: When doing this exercise, they did the experiment.
prompt the students to identify the e) Amy and Laura, whose
noun common to the two sentences relationship is very strong, have
helping them to decide which been friends for many years.
relative pronoun is relevant. f) Zoe, who is very unique, will
definitely succeed in life.
The students can work in pairs to g) My favourite season is autumn
complete the exercise before sharing when the leaves fall from the
their answers with the group. trees.
h) This is where Rick and Chris
complete this exercise bought some lovely clothes.
independently. Remind them to i) I am thinking about the message
identify the common noun to help that/which Jason sent to me
select the correct answer. yesterday.
j) I know the nurse who/that got a
When sharing answers, ask the promotion with more benefits.
students to read full sentences, not k) This is the university where the
just the letter representing the professor works.
answer. The more they use and hear
the grammatical constructs, the Exercise 2:
better they will internalise them. 1. a
2. b
3. b
4. b
 look around – to search for in the
Lesson 6.4 surrounding area
 look at – to glance or stare at
Dictionary Practice – Look something
 look + adjective = appears to be  look for – to search for
 look around – to search for in the  look after someone/something –
surrounding area to take care of
Exercise 1: Using a dictionary is an  look through – to search through
important skill for our students to (something like a closet or a pile
develop. Split the list between the of papers)
students and have them each look up  look up something – to find (in a
their phrasal verbs in the dictionary. dictionary or files)
 look back on something – to
Share answers, while giving other remember an event
students enough time to write in the
definitions they did not find. Exercise 2:
a) look for – He is looking for his
Exercise 2: Now the students have glasses.
the chance to use the phrases they b) look out – Look out! There’s a
defined in Exercise 1. Have the hole in the pavement.
students work individually, c) look after – He is looking
assimilating these phrases into their after/looks after his dog, cat and
functional vocabulary. fish.
d) look like – The girl looks like her
6.4 Answer Key mother.
e) look + adjective – The cake looks
good/tasty/delicious
Exercise 1:
f) look + adjective – She looks
 look like someone – to have
beautiful but she also looks sad.
similar appearance
/ look at – They are looking at
 look out for someone/something
the painting.
– to be careful of or watch out
g) look forward to – She is looking
for
forward to her wedding.
 look forward to something – to
h) look through – She's been
think of a future event with
looking through her clothes and
pleasure or eagerly
giving some of them to the
 look into something – to charity.
investigate i) look up – She is looking up the
 look over something – to word ‘extraordinary’.
examine or inspect j) look down on – Natasha looks
 look up to someone – to admire down on Penelope.
or idealise k) look + adjective – That looks
 look down on someone – to dangerous. / He looks scared. /
scorn/disrespect/show contempt That looks scary!
 look + adjective = appears to be, l) look up to – He looks up to his
e.g. The cake looks tasty. / She father.
looks beautiful. / He looks sad

the lesson.

Exercise 1:
Lesson 7.1 Some suggestions are:
 because of first impressions
 because of the media and its
PREPARATION:
attention to it
 because of the obsession with
celebrities
3. Games.
 because people want to
succeed and they think being
Standard greeting: a) about listening beautiful will help them do so
to the sound tracks and b) about the  because of peer pressure
students’ week in general.  because of unrealistic
portrayals of ‘beauty’ in the
Be lively, interested and interesting! media
Check homework: Group activity. Exercise 1: Read through the Key

Brain Jog: Touch your left ear with
your right hand, then touch your Have pictures or props ready to help
right ear with your left hand, and you explain some of them. Since
then tap your knees twice. Repeat correct use of a dictionary is integral
the rhythm until everyone is doing it. to development of skills for future
Then start the Brain Jog: studies, you can also encourage
“In today’s world, beauty is ____.”
Let the students work in pairs to
“In today’s world, beauty is ____.” complete the exercise using the Key
Words, and any other adjectives they
Some possible responses to get the can think of.
ball rolling:
 external Set a timer for five minutes and see
 internal which pair can list the most
 overrated adjectives for each of the nouns.
 important
Exercise 2: Ask the students to match
 intelligence
the phrases with the illustrations. Do
 kindness
they know what the phrases actually
 important
mean?
 too important
 not important
 a problem Game: To help the students
internalise these phrases, a game
Continue until each student has had should be played.
a chance to answer.
Discussion: Why do the students

think that outer beauty is considered
to be so important?
PHYSICAL anxious – excited –
7.1 Answer Key STATES AND enthusiastic –
EMOTIONS nervous –
Exercise 1: frustrated –
HAIR blonde – brunette – worried – bored –
black – grey/gray – shy – confused –
red – ginger – white disappointed –
– fair – long – short miserable –
– shoulder length – exhausted –
straight – curly – annoyed – quiet –
wavy – dyed – fine – calm – charming
shiny – fringe – bald
COMPLEXION light – dark – fair –

rosy – tanned – pale
Exercise 2:
BUILD tall – short – a) warm-hearted
average – fat – b) overemotional
heavy – thin – slim – c) quick-witted
thick – petite – large d) straightforward
– small – muscular – e) overcritical
voluptuous – f) broad-minded
chubby – curvy g) big-headed
h) cold-hearted
EYES brown-eyed / blue- i) narrow-minded
eyed / hazel eyes /
green-eyed / wide-
eyed
NATIONALITIES Korean – Nigerian -

American – Indian –
German – Polish –
Italian – Israeli
FACIAL dimples – freckles –
FEATURES beard – moustache
– sideburns –
beauty marks
PHYSICAL pierced – tattooed –
FEATURES scarred – feminine –
masculine –
physically
challenged – smart
– vision-impaired –
hearing-impaired –
pregnant – slick –
tough
Exercise 1: The discussions and Exercise 2:
exercises from 7.1 should have the It’s up to them!
students well prepared to do their
own Mind Maps. If they need help
getting started, here are some
guiding questions for them to think
about.
Who or what do they want to

describe? What makes them/it
beautiful?

to make a Mind Map for an
essay/review and not just make a list,
they need to add in adjectives and
connectors. In addition, rather than
using a noun as the subject all the
way through the essay, they should
use appropriate relative pronouns.
Lesson 7.3 Game: Give your students a
break with a game reviewing the
Go Grammar! Write “who’s”, “who’s grammar covered in Exercise 1.
got” and “whose” on the board. Ask
if the students know the difference Quotation: Ask one student to read
between them and how they are the quotation, and another to read
used. the explanation. Does the group
agree with this? Why or why not?
Regardless of their answers, open the
Grammar File to page 35 and share Go Grammar! This week is a review
the reading of the table with the of previously covered material. The
students. Grammar File is to be used as an aide
for Exercise 2 if the students need it.
Exercise 1: Place downloadable cards
with “who’s”, “who’s got” and Exercise 2:
“whose” in the middle of the table. Students should work in pairs to
complete this exercise, identifying
To challenge the students, have them relative pronouns and any relative
complete the exercise verbally, clauses that can be left out.
the blanks as they go without having If they are unsure, they should
time to attempt the exercise consult the Grammar File.
individually.
As they complete each sentence they they should write to their e-pals this
should also hold up the relevant card, week!
mostly to help differentiate between
“who’s” and “whose”.
7.3 Answer Key
Exercise 1:
1. c
2. b
3. a
4. a
5. b
6. c
7. c
8. b
9. a
10. c
Exercise 2:
a) Many people don’t realise which
characteristics are important in a
friendship.
b) There are many times when I feel
too tired to get dressed up, so I
don’t.
c) Silvia, whose brother is Mathew,
is my best friend. √
d) The place where we’re going
tomorrow is very beautiful. √
e) Fatima, who is very beautiful, is
even nicer than I thought. √
f) Julia, whose job is selling makeup,
doesn’t wear a lot of makeup
herself. √
g) We shouldn’t buy beauty
products that are tested on
animals.
h) Milan is the city where Mitch and
Dana fell in love.
i) Sarah’s wardrobe, which is full of
beautiful clothes, is enormous! √
j) Mohamed has a clothes shop
where I like to shop.
Lessons 7.4
Exercise 1: In the style of teen
magazines, this page is a quiz to
allow the students to discover
something about themselves. Give
them time to answer the quiz
independently and then have them
count how many questions they
answered with a yes and how many
with a no.
Turn to page 42 to have them read

what it says about them.
have finished all of the compulsory Nine letter word: beautiful
material will move on to the Fun fable – fault – built – flute – table –
Stuff page while they wait for the filet – blue – fuel – able – bail – flea –
leaf – fail – tube – flat – belt – file –
life – felt – left – lift – bate – beat –
However, if all of the students have fate – bite – lute – tale – tail – elf –
completed the compulsory pages, bat – tab – fat – bet – bit – fit – lit –
you can encourage them to do Fun ate – eat – tea – tie = 40
about what they have learnt during a) -eyed
the lesson. b) -minded
c) -impaired
d) challenged
e) -hearted
f) skin / complexion
g) build
h) look
Exercise 3:
a) happy – because it is the only
positive adjective; because it’s
the only adjective ending in –y.
b) wavy – because it is a style of hair
and the rest are hair colours.
c) slim – because they all mean big
body size except slim which
means pleasantly thin.
d) miserable – because it is the only
negative adjective and the rest
are all gentle.
e) bald – because the others are all
facial features.
Before Reading: If the students have
Lesson 8.1 been doing their home listening, they
should remember quite well what
happened in the last episode. For
PREPARATION: those who need a refresher, turn to
1. Teacher CD. pages 4.1 and 4.2. Give the students
2. Highlighters. a few minutes to skim read the text.
words. Now hold a short discussion about
4. Dictionary. whether or not they think they
5. Activity for L-8.3 download. will/should make an origami animal
6. Extra writing paper. for Mrs Jenkins.
7. Games.
Standard greeting: a) about listening Teen Choices Episode 10:

students’ week in general. Before Reading: Hand out markers,
Be lively, interested and interesting! follow with the CD and mark words
Brain Jog: Put your left hand on your Words/phrases that you should be
right elbow, then put your right hand prepared to explain include:
on your left elbow, and then tap your insistent – research – anonymous –
head twice. Repeat until there is a complaining – supposed – tough –
good rhythm going before you start drastically – underprivileged – opted
the talking part of the Brain Jog. – sequined – scowl
“Help from others is _____.” Have pictures or props ready to help

“Help from others is _____.” correct use of a dictionary is integral
Some possible responses: studies, you can also encourage
a) hard to accept students to look up new words.
b) always welcome
c) not always welcome TIP
d) nice to receive Students may find it difficult to follow
Continue until everyone has had a read at normal speed. If this is the
chance to respond. case, after hearing the CD once with
E-pals: Ask your students if they have class. This means that each student
written to their e-pals, and if so, what reads a few lines and you stop where
they wrote about. Have they heard they don’t understand. This increases
back? comprehension greatly and allows
Joke: Ask for two volunteers to read
Lesson 8.2 out the joke.
Can they find the humour? The
Discussion: It’s time to see how well second girl is telling the first that no,
the students know the characters, she’s not vain, but she’s not beautiful
and how well they can empathise either.
with them. Hold a brief discussion
using the questions to see what the
students think will happen next. 8.2 Answer Key
Suggestions:
a) Maybe she doesn’t want the After Reading:
problem to get bigger, she a) F
doesn’t want to be labelled as a b) T
‘snitch’ by the other students, she c) T
hopes the problem will go away d) F
on its own. Someone may have e) F
figured out that Penelope and f) F
Mrs Jenkins are involved in g) T
everything. Accept all guesses as h) T
possibilities. i) T
b) Natasha is jealous/envious of all
the attention Penelope receives,
especially from Jessica (who is
supposed to be her new friend)
and Harry (who is the most
popular boy in school.
c) Yes, she will confront Harry
because his ultimate aim is to
solve the mystery.
After Reading: Encourage the

students to try this exercise without
looking back at the text. If they are
unsure of an answer, they should
mark key words in the statement
before scanning the text to find
them.
Game: You can turn the after-

reading exercise into a game. Feel
free to add more statements to make
the game longer.
9 Another clue is found in the
Lesson 8.3 library. The students also go to
the gym to meet with the class,
where Jessica plans to confront
Game: Prepare the events in the
everyone about the
table on downloadable cards for the
cyberbullying. However, Mrs
students to be able to sequence
Jenkins takes over the meeting in
them.
the gym.
5 Following Jessica’s lead, the
Pairs of students should race to find
students go to Penelope’s home
the correct order. If they need to,
to tell her they want to help.
they can consult their books. Once
They discover she has also
they are all done, take turns reading
received an origami animal.
out the events in order providing a
8 At breakfast at home with her
review of the story so far.
grandparents, Jessica is told her
grandmother was in her room
Exercise 1: Having completed this as
and that ‘secrethelper’ was
a game, numbers can be written in
trying to contact her.
quickly. Alternatively, set the exercise
2 A survey is passed around to the
for homework.
classmates by Simon
encouraging them to choose a
nickname for Penelope.
8.3 Answer Key 10 Jessica discusses her suspicions –
that Harry is behind the
cyberbullying – with Jared. The
students discover they have all
Exercise 1: found origami flower clues each.
6 The students share their own
clues with Penelope and she
agrees to share her clue. The
4 Penelope refuses Jessica’s help. final clue instructs them to meet
Jessica, Natasha, Jared, and at the school.
Harry discover they have each 3 Jessica tells Penelope she’s sorry
received a message written on about the survey and
an origami animal. However, it cyberbullying and in turn,
seems to be missing the ending. Penelope accuses her of being
7 The students sneak into the responsible for it.
school at night and are
discovered by the headmaster
Mr Hughes. Also discovered is
the theft of a prized school
trophy. Another clue is also
found.
e.g. Mrs Knowing has discovered
1 interesting information on her
granddaughter’s computer and
isn’t sure what she should do.
have them do this exercise verbally 1. b
without any time to prepare their 2. d
answers first. 3. c
4. a
If there is a debate about an answer, 5. a
students should consult the 6. b
Grammar File. 7. d
8. c
9. b
10. c
11. b
12. d
13. a or d
enjoy this fun review of the material
covered in the lesson.

the lesson.
Exercise 2:
anonymous
suspicion
nickname
evidence
end
dinner
research
help
purple
TEEN CHOICES has had a chance to contribute.
Unit 6 Teacher’s Exercise 1: Read through the Key
Guide Words with the group.

you explain some Key Words. Since
Lesson Plans correct use of a dictionary is integral
Lesson 1.1 studies, you can also encourage the
PREPARATION: The students should work in pairs to

1. Activity for L-1.1 download. match the vocabulary with their
2. Pictures and props for encoding meanings.
words.
3. Dictionary. Exercise 2: Using new vocabulary in
4. Games. different contexts allows the
students to assimilate the new words
Standard greeting: a) about listening into their own functional
to the sound tracks and b) about the vocabularies.
Students should work individually to
Be lively, interested and interesting! complete these sentences.
Check homework: Group activity. Exercise 3: Students should discuss

these three questions in pairs or
Discussion: Ask if anyone knows the trios. Move among the small groups
meaning behind their name. Why did to hear what students have to say.
their parents choose that name? We want them to bond over their
opinions while practising their
Download and prepare a list of the English.
meanings of the students’ (and your)
names ready so that if they don’t See the answer key for some leading
know, they can learn. questions you can use.
Brain Jog: Touch your left shoulder

and then jump twice. Repeat the
“My name means _______.”
“My name means _______.”

Exercise 2:
1.1 Answer Key a) change
Exercise 1: b) horoscopes
Word / Meaning c) conscious (you could accept
Expression lucky too)
1. numerology 5 Uncertain, d) lucky
doubtful, could e) discovered (note that this is in
have more than the simple past!)
one interpretation.
f) symbol or logo (both are correct)
g) destiny
2. gut feeling 8 A person’s fate or
destiny; a lot of
h) logo
money; good luck.
Exercise 3:
3. explanation 2 An instinct or a) Encourage them to discuss why
intuition that you they read horoscopes – for fun, I
(physically) feel take it seriously, it helps me
within. make decisions, curiosity, etc. If
4. identity 9 To interpret from they don’t read horoscopes,
one language to have them explain why not, e.g.
another; a it’s silly, it doesn’t make sense
personal version me, it conflicts with my religion,
or understanding
etc.
of a song, dance,
b) Discuss whether dreams are just
piece of music, or
role. dreams and mean nothing, or
whether they are filled with
messages that we should pay
5. ambiguous 7 Something that attention to. Are they our
affects a person, subconscious mind telling us
thing, or event. something and we should listen
by interpreting them, or are they
6. subconscious 1 The study of meaningless.
numbers and their c) Can it affect our daily lives? Does
effect on people’s it control our thought processes?
personality. Can it help us get what we want?
Can it make it impossible to get
7. influence 4 The distinct
what we want? e.g. flowers,
personality of an
company logos, horoscopes,
individual.
8. fortune 6 The part of the
numbers, colours, names.
mind which a
person is not fully
aware of but
which influences
one’s actions and
feelings.
9. Interpretation 3 A statement that

makes something
clear.
Go Grammar! Share the reading of Exercise 1:
pages 36–40 of the Grammar File A P
with the students. e.g.1 Dreams have been 
thought to tell us a lot
Can students come up with any about our lives.
sentences of their own using a tense e.g.2 Andrew has had a dream 
in the passive voice? to be a doctor since he
was young.
Exercise 1: Let the students work in a) Our characteristics affect 
pairs to complete the exercise using what others think about
the Grammar File if they need help. us.
b) People’s opinion on us is 
When sharing answers, students affected by our
should read out full sentences and characteristics.
then state whether they are active or c) The company was being 
passive. represented by Suzie
d) Suzie was representing 
Exercise 2: Still working in pairs, we that company.
want the students to deconstruct the e) They‘re identifying their 
sentences to hopefully achieve a personalities with
better understanding of how to numerology.
independently use the passive voice. f) Their personalities are 
being identified through
Idiom of the Week: Ask for a numerology.
volunteer to read the idiom, another g) Frank’s horoscope was 
volunteer to read the explanation, read to his by her friend.
and yet another to read the example. h) Frank’s friend read him his 
Can any of the students think of horoscope.
other examples of how to use the 
i) My parents have had an
idiom? influence on my beliefs all
my life.
Game: Now is a good time to j) The influence that the ad 
break the lesson a little with a game has had on people is very
reviewing the first parts of the big.
grammar being taught this lesson.
k) Olivia’s success will 
change her life.
l) That symbol has always 
been a symbol of peace.
m) Dinner had been had by 

everyone that arrived on
time.
Exercise 2:
e.g. Clara is not bothered by the is – an auxiliary verb

rain, in fact she loves it. bothered – past
participle verb
e.g. Clara was tired last night. was – past simple verb
tired - adjective
a) Aubrey has been very lucky has – present perfect
lately. auxiliary verb
been – past participle
verb
b) Many things have been have – present perfect
interpreted about her from auxiliary verb
her behaviour. been – a helping verb
in the V3 form of be for
the passive
c) Noah has exciting news to has – present simple
tell us. verb
exciting – adjective
d) There are many different are – present simple
interpretations of the verb
incident. interpretations - noun
e) The idea was so ambiguous was – past simple
it was interpreted in many passive auxiliary verb
different ways. interpreted – V3 form
for the game
File with the students to page 36 and a) was influenced
have them read through the uses of b) are known
the passive voice. The reading should c) had been taken
be done out loud so the students d) has been given
have many opportunities to hear and e) was being painted
internalise the grammar constructs f) has been explored
being learnt. g) is written
h) will be changed
Exercise 1: This exercise should be i) were discovered
completed individually. If needed, j) was left
students can refer to the Grammar
File for help. Exercise 2:
a) will be eaten
Answers should be shared with the b) are being sold
group giving each student a chance c) has been designed (we could also
to read at least one sentence in turn. accept was designed as there is
no time expression)
Exercise 2: Students should work in d) had been misunderstood / was
pairs for this exercise, using verbs in watched
the passive voice to complete the e) are thought (note that this is a
sentences. general truth)
f) are not influenced / were not
E-pals: Remind your students that influenced
they should write to their e-pals. g) Has / been associated
h) Will / be taught
i) were / planted
j) were being taken
k) Had / been given
Have a student read out the Exercise 1:
information at the top of the page. Animals
Can they think of any potential Sloth, rhinoceros, badger, alligator
hidden meanings behind any of the
things mentioned? Colours
Purple, grey, turquoise, magenta
Exercise 1: Students should work on
their own to sort the vocabulary into Flowers
the categories. Blossom, carnation, marigold,
chrysanthemum
Exercises 2, 3 and 4: Ask who
remembers what an antonym is. Exercise 2:
How about a synonym? A a) noise
homophone? b) hello
c) old age
To challenge the students, have them d) divided
complete the exercise verbally,
reading out sentences and selecting Exercise 3:
the relevant words as they go along, a) joy
without having time to attempt the b) start
exercise individually. c) power
d) difference
Quotation: Have a student read out
the quotation. What do they think it Exercise 4:
means? a) sea
b) eight
c) bee
d) their
e) grown
f) threw
have finished all of the compulsory 1. numerology
material will move on to the Fun 2. lucky
Stuff page while they wait for the 3. personality
others to finish. The students will 4. colours
enjoy challenging each other! 5. flower
6. ambiguous
However, if all of the students have 7. magenta
completed the compulsory pages, 8. marigold
you can encourage them to do this at 9. sloth
home and in the remaining time, you 10. carnation

Exercise 2:
for this activity.
Each student should take a turn
PREPARATION: reading. Make sure that they read
1. Highlighters. slowly and clearly so that everyone
2. YouTube clip of Charlie Chaplin. can follow them. As they read, all
3. Pictures and props for encoding students should mark words that are
words. new to them.
4. Dictionary.
5. Extra writing paper. Some words the students may not
6. Games know, and that you should be ready
to explain, are:
Standard greeting: a) about listening career – soul-searching – originator
to the sound tracks and b) about the – reveal – aspect – motivation – gifts
students’ week in general. – limitations – rewarding –
determines – perceive – traits –
Be lively, interested and interesting! unique – diplomat – anxious –
compassionate – motivate –
Check homework: Group activity. stimulation – assume – critical –
ambitious – reserved
Brain Jog: Sitting cross-legged, touch
your left knee with your right hand, Have pictures or props ready to help
then touch your right knee with your you explain some key words. Since
left hand, and then clap twice. correct use of a dictionary is integral
Repeat the rhythm until everyone is to development of skills for future
doing it. Then start the Brain Jog: studies, you can also encourage the
“My name affects my ________.”
Discussion: Give the students a few
“My name affects my ________.” minutes to hold brief discussions in
pairs and answer the questions.
Some nouns that might belong with
this Brain Jog are: Move among the pairs listening in a
 health little, and prompt conversations if
 relationships required.
 luck
 self-esteem
 confidence

has had a turn.

back?
a) Agree – for small non-serious
decisions (what to wear, where to
go) or for important decisions
(choosing an occupation,
choosing where to live).
Disagree – I might be interested
but only for leisure, not to be
taken seriously, I make my own
decisions based on me.
b) Agree or Disagree – my
personality, my hobbies, my likes
and dislikes, my relationships.
c) Agree – I’m in control, I have free
will, I make my own choices,
numerology and horoscopes are
the same – just for leisure.
Disagree – my number says a lot
about me and it tells me my
destiny, it provides me with
advice, guidelines, explanations.
Exercise 1: The students should Exercise 1:
complete this exercise a) Personality c information
independently, paying attention to tests and soul- about an
sentence structure to help them searching aspect of
match the sentence beginnings and your
endings. character.
b) Nine numbers e who you are
To check themselves, they should at birth.
scan the text for key words. When c) A numerology f is known as
sharing answers with the group, they chart reveals the Life Path
should read full sentences. number.
d) Numerologists a answer
Exercise 2: Students should take say their work questions
turns reading out sentences. Can is rewarding about your
anyone pick the word that is personality.
incorrect? Do they remember what e) A Life Path b are used in
the correct word is? Scan the text to number creating a
find the correct answers. represents numerology
chart.
f) The basic h has a Life
Game: Play a game about the
number in Path number
reading comprehension text.
numerology of 8.
g) A person with d because
Discussion: In what ways do our
a Life Path 1 is they are
names affect our lives?
helping
people.
a) Do the students think that the
h) An ambitious i reveal your
meanings of their names have
person who motivation
impacted their lives?
likes to lead in life.
b) How about what it sounds like?
i) The numbers g an
c) Any nicknames?
added independent
d) Are you the person you are
together can and strong
because of your name?
leader.
e) Does it affect how people treat
you? What people expect of you?
f) What nickname you are given?
g) If a student has a
traditional/ancestral name versus
a modern name, has it affected
his/her life?
Exercise 2:
a) Twelve numbers are used in
creating a numerology chart.
Nine
b) Numerology can help people
make declarations. decisions
c) Pythagoras was born about 2590
months ago. years
d) The numbers in numerology are
multiplied together. added
e) The basic number in numerology
is the Laughter Path. Life
f) Number 4 Life Path represents
someone who is royal. loyal
g) Money and shoes are important
to a person with a number 8 Life
Path. status
h) The title of the reading
comprehension text is
Understanding in Numbers.
Meaning
Go Grammar! Ask the students what Exercise 1:
they remember about passive verbs a) are you meant
that were covered in last week’s b) was created
lesson. c) is thought
d) are used
Review the material on pages the e) are added
Grammar File 36–40 with the group. f) were born
g) are bored
Exercise 1: Ask the students to use a h) are (sometimes) thought of
different coloured highlighter and i) are known
scan the text again marking verbs in
the passive form. Exercise 2:
Be open to other answers as long as
Set a timer for 2 minutes and see they are in the passive voice and
who can find the most passive verbs make sense.
in that time. a) are seen
b) are rewarded / are taught
c) is believed / will be carried
Game: Play a game reviewing d) was given
passive voices. e) is / assumed
f) are helped
Exercise 2: Students can work in pairs g) is valued
for this exercise. When sharing h) is composed
answers, each pair will share more i) are being planned, built and fixed
than one sentence. Any pair with a
different answer may offer their
alternate answer.
Humour:
Was anyone successful in decoding
what was on page 2.1?
have them complete the exercise 1. c (note: solutions to problems,
verbally, reading the questions and answers to questions)
filling in the blanks as they go along 2. a
without having time to attempt the 3. c
exercise individually. 4. b
5. b
Joke: Ask for two volunteers to read 6. b
the joke. Can the students find the 7. c
humour? 8. b
To spread is to apply a coat of a Exercise 2:

material on a surface as in ‘to spread a) like
butter on bread’. To spread also b) was never taught
means to disperse information, as in c) is represented
‘the rumour spread quickly d) has existed
throughout the school’. e) have been advised
f) was doing / rang
Exercise 2: Students should work in g) will – be attended / is
pairs completing the sentences. The h) am getting
tenses are in brackets to help them,
and if they need further help
deciding on the active or passive
voices they should consult the
Grammar File. However, if they
verbalise the sentence to one
another, usage of the correct form
should be fairly natural.
have finished all of the compulsory Life Path 1 – Martin Luther King, Jr.
material will move on to the Fun Life Path 2 – Madonna
Stuff page while they wait for the Life Path 3 – Alfred Hitchcock
others to finish. The students will Life Path 4 – Bill Gates
enjoy challenging each other! Life Path 5 – Vincent Van Gogh
Life Path 6 – Albert Einstein
However, if all of the students have Life Path 7 – Queen Elizabeth
completed the compulsory pages, Life Path 8 – Pablo Picasso
you can encourage them to do Fun Life Path 9 – Gandhi
lesson.
See the Portal for extra games. Exercise 2:

The basic number in numerology is
the Life Path number.
When the song ends, what the
Lesson 3.1 students think of the song. Now the
students should open their books,
take highlighters and highlight the
PREPARATION: words they’d like to know more
1. Teacher CD. about while they listen again.
2. Highlighters. Some words and expressions you
3. Pictures and props for encoding need to be prepared for are:
words. harm – code – ancient – palm –
4. Dictionary. numerologist – advice – pundits –
5. Extra writing paper. gurus
6. Games.
you explain some key words. Since
Standard greeting: a) about listening correct use of a dictionary is integral
to the sound tracks and b) about the to development of skills for their
students’ week in general. future studies, you can also
Be lively, interested and interesting! new words.
Check homework: Group activity. Understanding Vocabulary: This can

be done as a group activity. Have
Brain Jog: Raise your right knee and students take turns reading out the
touch it with your left elbow, then definitions. The group then races to
touch your left knee with your right find the relevant word.
elbow, and then clap twice. Repeat
the rhythm until everyone is doing it. Exercise 2: Students should work
Then start the Brain Jog. individually, using the new
vocabulary in different contexts.
“I think horoscopes are _______.”
“I think horoscopes are _______.” the group.
Repeat until everyone has had a turn. Idiom of the Week: Ask for a
Some possible adjectives to help get volunteer to read the explanation,
the ball rolling: and yet another to read the example.
a) insightful Can any of the students think of
b) helpful other examples of how to use the
c) misleading idiom?
d) fake
e) accurate
f) a waste of time
Song: Play the song with the
students’ books closed. This will
really let you see who has been doing
their home listening. Let them focus
on listening and getting the feeling of
the music and lyrics.
3.1 Answer Key
Exercise 1:
a) wrong
b) follow
c) ancient
d) palm
e) wise
f) surgeon
g) South
h) Advice
Exercise 2:
a) book
b) belong
c) travelled
d) advice
e) person
f) write
g) lucky
h) psychology
Exercise 1: Remind the students that Exercise 1:
they need to pay attention to their a) I
spelling, especially when dealing with b) where
homophones that can lead to some c) one
very funny mistakes. Give them time d) read
to attempt this exercise individually, e) to
really paying attention to the words. f) write
g) world
When the students read out their h) find
answers, ask them to spell the Exercise 2:
homophones they selected. Personal choice, but here are some
examples:
a) The teacher kept the children out
Game: See the Portal for a game
of harm’s way on the trip.
reviewing homophones.
b) Students who work hard will see
great results in the end.
Exercise 2: We want our students to
c) The fortune teller told me to
integrate phrases into their
expect good news in the near
vocabulary and knowledge of the
future.
English language. Have the students
d) My parents taught me from when
work in pairs to use these phrases to
I was very young to always do
write sentences.
what feels right.
e) The fortune teller told Dimitri
Share the sentences with the group,
good luck might come his way
allowing more than one pair to read
this year.
out their sentences for each phrase
f) Anthony Robbins is a famous
so that the group hears a variety of
psychology guru who has
uses.
changed many people’s lives.
Exercise 3: Ask for volunteers to read Exercise 3:
the quotes. What do the students Einstein: This quote states that
think is the deeper meaning of each nothing is in our own power or
of them? Do the quotes share the control. Everything is destined or
same point of view? How do they written.
relate to the song?
Shakespeare: Our destiny – the
power to change our destiny or life –
lies within our own hearts and not in
the stars.
The quotes are opposite opinions on

destiny or our fortune. In the song It
Feels Right, Benaya also discovers
that only when he stopped listening
to gurus and fortune tellers and
made his own decisions and choices
did he feel right.
Go Grammar! Briefly review the Exercise 1:
structures of the various tenses in a) Aaliyah will make plans for her
the passive voice on pages 36–40 of trip south next year. – future
the Grammar File. simple active
b) Grayson’s palm was accidently
Exercise 1: Give the students time to burnt by the hot coffee last
complete this exercise individually. night. – past simple passive
Remind them to read carefully and c) Riley often worries too much
consult their Grammar File when about the future. – present
deciding which words reveal the simple active
tense and the voice. d) Gail had been introduced to Jeff
several years before they got
married. – past perfect simple
Game: It is a good idea to play a passive
game reinforcing the grammar learnt. e) Brianna and Jayden were
planning their wedding while
Exercise 2: To challenge the students, everything else was going wrong.
have them complete the exercise – past progressive active
verbally, reading the questions and f) Have you ever been to a fortune
filling in the blanks as they go along teller? – present perfect simple
without having time to attempt the active
exercise individually. g) Maps of the stars have been
looked at by old Indian pundits
If the student who is reading is for centuries. – present perfect
unsure, one of their friends can try to simple passive
answer. By this stage we want the h) Laughter is thought of as the best
students to try to complete exercises medicine. – present simple
without overly relying on the passive – FACT/GENERAL TRUTH
Grammar File. i) More songs will be written by
Benaya in the future. – future
E-pals: Remind your students that simple passive
they should write to their e-pals this j) Thailand is being visited by many
week! people at this precise moment. –
present progressive passive
Exercise 2:
a) were written / went
b) will be provided
c) has felt / started
d) have had / said
e) is learning / is being taken / was
taken / helped
f) has read / was reading /
happened / said
Exercise 1:
Spelling Game – Should Do! a) method
Differentiating (speaking and b) breathe
hearing) between the phonics c) mother / father
/θ/and /ð/. d) brother
Put on the Teacher CD/audio track e) broth
and have the group repeat each f) pathetic
sound and word after it is said on the
CD/audio track. Please note that both Exercise 2:
columns are read, then the words are a) this
read across the columns to better b) that
compare the sounds. c) Thin/thick
d) them
Exercises 1, 2 and 3: If there is time e) neither/both
during the lesson, let the students do f) thistle
the exercises. If not, tell them that g) bathe/bath
they should review the chart at h) breath/breathe
home, so they will be prepared for
the Spelling Game next week, and Exercise 3:
can help their team win. a) mouth / teeth
b) think
The games vary from relay races to c) Earth
board games. d) within
e) bother
f) teethe
Game: If you have time left but g) mouthed
feel that the students need a break
from writing in their books, play a
for them to do this page at home and
this will help them to practise the
spelling.
that have finished all of the a) said
compulsory material will move on to b) wrong
the Fun Stuff page while they wait for c) code
the others to finish. The students will d) belong
enjoy challenging each other! e) cards
f) bad
However, if all of the students have g) head
completed the compulsory pages, h) next
you can encourage them to do Fun i) travelled
Stuff at home and in the remaining j) wise
time, you can play games or talk k) myself
about what they have learnt during l) Indian
the lesson. m) stars
n) surgeon
o) write
See the Portal for extra games. p) lucky
q) fears
r) always
s) advice
t) master
u) feels
Exercise 2:
C R O T O U R M
O Y G N P C R N
D K N E T A F T
E C O I H R L G
A U L C T D O M
P L E N M S W L
F T B A R B E E
B L P O W E R D
Exercise 3:
To list a few!
eel – eight – eighties – eights – either
– elite – feel – feels – feet – felt –
fertile – fig – fight – fighter – fighters
– fights – figs – file – files – filigree –
filth – filthier – filthiest – fir – firelight
– Firelights – fires – first – fisher –
fleet – fleets – flesh – fleshier – fliers
– flies – flightier – flightiest – flights –
flirtiest – freight – freights – frights –
gel – get – girlish – glitter – glitters –
greet – heels – heirs – hires – hitter –
if – is – it – itself – letter – lighters –
lightest – litter – refight – refile –
reliefs – relies – relight – relights –
relish – relist – retest – see – set –
settler – sheet – shelter – sleigh –
slight – slighter – sterile – teeth –
testifier – theft – thefts – theirs -
there’s – thief – thirst – thirties –
three – tiger – tight – tighter
Lesson 3.4.
PREPARATION:
3. Highlighters. a group game using the spelling chart
4. Pictures and props for encoding from Lesson 3.4.
words.
5. Dictionary. Choose between a board game,
6. Extra writing paper. scrambled letter game and a ball
7. Games. game.
Standard greeting: a) about listening Board game – Split the group into
to the sound tracks and b) about the pairs. Give each pair a board marker;
students’ week in general. they should take turns writing the
Be lively, interested and interesting! for the first pair to finish, and a point
Check homework: Group activity. the word correctly.
Brain Jog: Put your left hand on your Scrambled letter game – Prepare
right elbow, then put your right hand two sets of downloadable cards with
on your left elbow, and then clap the words spelled correctly, and one
twice. Repeat the rhythm until set with the letters scrambled. The
everyone is doing it. Then start the students work in teams to find the
Brain Jog: correct word for the scrambled one
you hold up.
“I like the colour orange because it
makes me happy. What about you?” Ball game – This game makes the
“I like the colour _____ because other and working together to spell
_____. What about you?” words. Each student says one letter
Go around until everyone has had a student who says the next letter. If a
turn to contribute. mistake is made, start the word over
again.
written to their e-pals, and if so, what Discussion Before Reading: If the
they wrote about. students have been doing their home
listening, this discussion to refresh
their memories shouldn’t be a
problem. If none of them remember
what happened during the last
episode, they should open to Lesson
8.1 of Unit 4 and skim-read the
episode.
Before Reading: Hand out marker,
they don’t know.

to explain include:
frustration – automatically –
fumed – suspect – impatiently –
startled – coincidence – persisted

you explain some Key Words. Since
TIP
Discussion: Thinking beyond what Exercise 1:
you have read in a story is what 1. b)
makes reading so much fun! You 2. c)
become involved in the story. This 3. a)
helps the creative process, giving 4. b)
students necessary skills necessary 5. b)
for writing exercises.
Exercise 2:
Hold a brief discussion about the a) Yes, he does. “… talking about
episode with the class, using the Penelope because of that stupid
questions to guide you. web page is cruel and everyone
should all stop.” (Line 6)
Exercise 1: The students should work b) Yes, they do. “Well, you and
individually to answer these Jessica are on the same page,”
questions. If they can’t remember, Jared said. “She only wants to
remind them to identify key words help, too.” (Line 15)
and scan the text. c) No, he did not. “Not really, no,”
Harry replied. “When I got there
When sharing answers, the students she was shutting it and I really
should read full sentences, not just startled her.” (Line 41)
the answer options.
Exercise 2: Students can work in

pairs, scanning the text for key words
to find the answers.
Did every pair find the same

answers? If not, more than one pair
can share each answer.
Game: Play a game reviewing

the Teen Choices episode.
Exercise 1: Students should work in Exercise 1:
pairs to find the mistakes in the a) “She wants to help Penelope, knot
sentences. gossip about her.”
“She wants to help Penelope, not
When sharing answers, they should gossip about her.” – Jared
spell the replacement word for the b) “You’re the won who’s been
first four exercises. Do they know acting strange.”
why you asked them to do this? “You’re the one who’s been
That’s right! The words are acting strange.’ – Jessica
homophones! c) “I didn’t no what to do except try
and expose whoever is
Go Grammar! Open the Grammar responsible.”
File to pages 41-42 and share the “I didn’t know what to do except
reading between the students. try and expose whoever is
responsible.” – Harry
Emphasise the change in the order of d) “Why does my being new hear
the elements of the sentence 1-2-3 automatically make me a
to 3-2-1. suspect?”
“Why does my being new here
Exercise 2: Ask the students to work automatically make me a
individually on this exercise. suspect?” – Jessica
e) “I don’t think it’s Jessica because
When sharing answers they should she doesn’t have enough
read out the pairs of sentences. knowledge about all of us to
push it off.”
“I don’t think it’s Jessica because
Game: At this point, it is a good she doesn’t have enough
idea to play a game reviewing knowledge about all of us to pull
changing between active voice and it off.” – Harry
passive voice. f) “You started me because you
suddenly appeared out of
Tongue Twister Challenge: Which nowhere!”
student can say the tongue twister “You startled me because you
the best? How about ten times in a suddenly appeared out of
row? Ask them to practise at home nowhere!” – Natasha
for the challenge next week. g) “Everyone please stop! Start
accusing each other.”
“Everyone please stop! Stop
accusing each other.” – Penelope
h) “You didn’t eat because you
were sitting with someone you
think is absolute?”
“You didn’t eat because you
were sitting with someone you
think is cute?” – Jared
Exercise 2:
a weren’t reached
b are not being taught
c is not being taught
d has been seen
e have been seen
f was being exposed
g were being exposed
h will be questioned
i aren’t trusted
j isn’t trusted
k wasn’t startled
l weren’t startled
m were taught
l) Harry has been liked by most of
Lesson 4.4 the girls in the class since the
start of the year.
Exercise 1: For this exercise, students
should work in pairs, looking at pages m) Was Natasha startled by Harry
41 and 42 in the Grammar File. when he suddenly appeared out
of nowhere?
Remind the students to identify the n) Is Jessica being accused by
elements of the sentence so that Penelope and Harry?
they can place them in order o) Are they being told the truth? /
appropriately. They also need to find
Is the truth being told to them?
the verb and change it into its
passive form. p) They will be told the same thing
by Simon. / The same thing will
Give each student a chance to read be told to them by Simon.
out at least one pair of sentences. q) The cyberbullying issue was
discussed by the students many
4.4 Answer Key times before they went to the
teacher.
Exercise 1:
a) A lot of those stupid surveys
have been passed out by Simon.
b) Jessica isn’t being accused of the
cyberbullying by Harry.
c) Lunch wasn’t eaten by Natasha
and that’s why she was hungry.
d) Penelope was glanced at by
Harry.
e) Awards are always competed for
by Penelope and Harry.
f) The trophy will be found by
Jessica and her friends.
g) Natasha was being teased for
liking the new teacher’s
assistant, Todd.
h) Harry was interrupted by Jessica
because she needed to talk to
him.
i) Will the cyberbullying mystery be
solved?
j) Has the person responsible for
the cyberbullying been exposed?
k) The grass wasn’t being sat on by
Jessica and Natasha.
material will move on to the Fun e.g. mall
Stuff page while they wait for the a) mail
others to finish. The students will b) nail
enjoy challenging each other! c) pail
d) sail
However, if all of the students have e) sale
completed the compulsory pages, f) male
you can encourage them to do Fun g) pale
Stuff at home and in the remaining h) pole
time, you can play games or talk i) hole
lesson.
Exercise 2:
Lesson 5.1 Give each student two differently
coloured highlighters and ask them
PREPARATION: to mark words referring to fate in
1. Teacher CD. one colour, and those about choice in
2. Highlighters. the other colour.
words.
4. Dictionary. Game: Review the song lyrics
5. Games. with the puzzle game.
Exercise 1: Now that the lyrics are
fresh in their mind, it is time for them
to relate to the song on a deeper,
Standard greeting: a) about listening more personal level. Each student
to the sound tracks and b) about the should answer these questions on
students’ week in general. their own, and then share with the
group.
Exercise 2: The previous exercise was
Check homework: Group activity. a warm up for the class discussion we
now want to have. The questions are
Brain Jog: Stand up. Touch your left here to guide the conversation, but
knee with your right elbow, and then by no means should they limit the
touch your right knee with your left discussion. We want to encourage
elbow. Repeat until everyone is doing natural realistic discussions, not just
it. Then start the Brain Jog: fully structured pre-planned
discussions.
“Doing what feels right is ________.” Some added ideas for the discussion
are:
“Doing what feels right is ________.” a) It’s hard to do something no one
else feels is right, or what isn’t
Keep the rhythm going while the popular. To go against the
students are thinking of their current.
contributions. b) It’s not hard to do something that
feels right to me because it
Go around the circle until everyone means I will be happy; I’m doing
has had a turn to contribute. If a what I want.
student has something to add at the
end, let them have another turn. Idiom of the Week: Ask for a
Some ideas to help you get started: volunteer to read the explanation,
a) easy and yet another to read the example.
b) hard Can any of the students think of
c) important other examples?

understand.
Exercise 2:
5.1 Answer Key a) There is a tone of frustration and a
slight tone of sarcasm.
Exercise 1: b) Lines 10 and 11: How can I be
a) How can I be myself when I’m myself, when I live by others’
doing what others tell me to do advice?
or feel? I’m not being myself Line 6: ‘three kids aren’t so bad’
when I’m doing what others c) Benaya discovers that choosing
want me to do. according to his own will feel
b) - Line 2: whatever I did just went right.
wrong (nothing went right even d) Students’ opinions. Some
though he followed the advice suggestions: fortune tellers don’t
- Line 6: well I guess that 3 kids know anything/do know
aren’t so bad (it doesn’t sound like everything; people
he’s got a choice) shouldn’t/should live their lives
- Lines 11–12: How can I be according to what they say, etc.
myself, when I lie by others’ e) Students’ opinions. Some
advice? suggestions: Only WE are
- Line 16: and really I shouldn’t responsible because only we know
write songs (but that’s exactly ourselves deep down; or, we
what he loves to do) should ask for advice from others
- Line 21: I know I can be a master who might know better, when we
of my fate need it.
- Line 23: Now that I can feel I go
by my own will (it feels right)
c) I decide where my life is going, I
am responsible for everything that
happens to me, not horoscopes or
card readings. It means I choose
the path to take.
Exercise 1: Ask for a volunteer to Exercise 1:
read the box at the top of the page. Word / Meaning
Now, let the students work in pairs to Expression
find the two possible definitions for 1. Face 2 A printed or
each word. written literary
work.
When sharing answers, the students 5 A cylinder-like,
should read the word and the two usually metal,
definitions, not just the list of container.
numbers. Ask students to try and use 2. Book e.g. The front of a
the word in two sentences, one with 1 person’s head.
each of the meanings listed in the 4 The opposite of
table. left is ….
3. Star 5 To have physical
or mental ability
Game: There is a game on the to do
Portal covering the material from something.
Exercise 1. 3 A celestial body
in the sky visible
Exercise 2: Ask for a student to read at night from
out the definition of irony. Earth.
4. Right e.g. To confront or
Discuss the first picture with the 1 be brought face
group, to help them find the irony in
to face with.
it and get the ball rolling. For the rest
2 To reserve or
of the pictures, the students should
arrange for in
work in pairs to find the irony and
advance (e.g.
write a short sentence explaining it.
lodgings).
5. Can 3 A famous
More than one student may want to
performer or
share their answer if it differs slightly
athlete
from the others.
successful in
their field.
4 Something
which is correct
or a truth.
Exercise 2:
Irony (Important: Irony and Sarcasm
are completely different!)
a) The walk to help stop obesity
and therefore encourage being
healthy is sponsored by
doughnuts and soda drinks
rather than
fruit/vegetables/water/natural
juice! (Tell the students to look
up who were the main sponsors
of the London 2012 Olympics!)
b) If it is a psychic fair, why couldn’t
they foresee the reasons for the
delays? Literally speaking, a
‘psychic’ fair shouldn’t be
cancelled due to unforeseeable
circumstances!
c) A shop that fixes absolutely
everything according to their
name, yet their own doorbell
doesn’t work.
d) Telling someone to ‘get a brain’
when the sign holder is unable to
spell moron (instead wrote
‘moran’) means they are the
ones who need a brain.
e) Why would you take a lift to the
second floor in order to reach a
health and fitness club?
Shouldn’t you walk up stairs?
f) If there is no connection in the
first place, you certainly cannot
contact them for help through
their website!
Tongue Twister Challenge: Time to
Lesson 5.3 see who was practising at home!
Who can get their tongues around
Go Grammar! Last week, the focus last week’s tongue twister from
was on changing sentences from the Lesson 4.3 without reading?
active to the passive. What do the
students remember about how to E-pals: Remind your students that
change sentences? they should write to their e-pals this
week!
Write the sentence “The fortune
teller read the cards.” on the board,
have the students identify the
elements and then change the
sentence to the passive.
Can they apply the same method to

change the passive to the active?
Write “The dog was walked by Jim.”

on the board and ask the students
how they would approach writing
this as an active sentence.
Now have a review using pages 41

and 42 of the Grammar File.

pairs to complete the sentences. If
needed, they can consult the
Grammar File.

read out the pair of sentences.

active and passive tenses would be
good at this point.
Exercise 2: Ask the students to

attempt this individually. They should
try without the Grammar File, while
feeling free to open them if required.

should read pairs of sentences.
5.3 Answer Key
Exercise 1:
a make good choices
b Were / following
c Is / following
d are reading a book
e didn’t fear
f haven’t made the choice
g will print
h haven’t found
i had heard
Exercise 2:
a) The consultant will give the team
advice at the conference next
week.
b) The fortune teller is giving Alec a
card reading now.
c) A numerologist followed a code
from an ancient book.
d) Was the rich surgeon scheduling
surgeries when the electricity
went out?
e) Did Indian pundits write the book
a long time ago?
f) Most people always welcome
good news.
g) The camper was looking at the
stars when it suddenly started to
rain.
h) Many people have travelled the
world.
i) The babysitter had punished all
three kids before their parents
got home.
j) A psychic told Jeffery to stay out
of harm’s way.
k) Different people always ask
psychics the same questions.
Exercise 1:
Spelling Game – Should Do! a) wrong
Differentiating (speaking and b) rise
hearing) between the phonics /l/ c) raw
and /r/. d) right
e) rice
Put on the Teacher CD/audio track f) loyal
and have the group repeat each g) lies
sound and word after it is said on the h) River
CD/audio track. Please note that both i) rocket
columns are read, then the words are
read across the columns to better Exercise 2:
compare the sounds. a) road
b) lamp
Exercises 1, 2 and 3: If there is time c) red
during the lesson, let the students do d) rot
the exercises. If not, tell them that e) Lentil
they should review the chart at home f) lace
so they will be prepared for the g) read
Spelling Game next week, and can h) lock
help their team win.
Exercise 3:
The games vary from relay races to a) long
board games. b) late
c) royal
d) writer
Game: If you have time but feel e) liver
that the students need a break from f) lack
writing in their books, play a game g) light
with them. When you finish playing,
them to do the page at home.
that have finished all of the a) south
compulsory material will move on to b) psychology
the Fun Stuff page while they wait for c) Indian
the others to finish. The students will d) followed
enjoy challenging each other! e) advice
f) surgeon
However, if all of the students have g) master
completed the compulsory pages, h) horoscope
Stuff at home and in the remaining Exercise 2:
time, you can play games or talk a) loyal
about what was learnt during the b) road
lesson. c) river
d) law
e) right
See the Portal for extra games. f) lice
g) lies
h) lace
i) race
j) load
k) rate
l) late
m) writer
n) rice
o) lentil
p) royal
q) locket
r) rental
s, t, u,) age – alien – align – an –
angel – anger – angle – are – ear –
earl – earn – earning – engrain – era
– gain – gear – girl – glare – glean –
grain – gran – grin – in – inn – inner
– lane – large – lean – leaning –
learn – liar – line – linear – linen –
nag – nail – nan – near – nearing –
nine – rag – rage – rail – rain – ran –
rang – range – real – regain – regal
– reign – ring …
v) learning
Exercise 3:
Secret code:
‘How can I find myself, when I live by
others’ advice?
PREPARATION: they wrote about. Have they heard
1. Activity for Spelling Game back?
download.
2. Teacher CD.
3. Extra writing paper. Spelling Game – Must Do! Play a
4. Pictures and props for encoding game using the spelling chart from
words. Lesson 5.4.
5. Dictionary.
6. Games. Ask the students if they reviewed the
Standard greeting: a) about listening they are about to be challenged with
to the sound tracks and b) about the a group game.
Choose between a board game,
Be lively, interested and interesting! scrambled letter game and a ball
game.
Brain Jog: Touch your left ear with pairs. Give each pair a board marker;
your right hand, then touch your they should take turns writing the
right ear with your left hand, and words you read out. Award one point
then tap your head twice. Repeat the for the first pair to finish, and a point
rhythm until everyone is doing it. for each pair who successfully spelled
Then start the Brain Jog: the word correctly.
“A home should be decorated ___.” Scrambled letter game – Prepare

“A home should be decorated ___.” the words spelled correctly, and one
set with the letters scrambled. The
Some possibilities to get the ball students work in teams to find the
rolling: correct word for the scrambled one
a) comfortably you hold up.
b) like a museum
c) expensively Ball game – This game makes the
d) cheaply students practise listening to each
e) beautifully other and working together to spell
Go around the circle until everyone and then throws the ball to another
has had a turn to say something. student who says the next letter. If a
Discussion: Hold a brief discussion again.
with the class about who is
responsible for decorating their
homes. How about their rooms? Are
there any changes they would like to
make?
Exercise 1: Give each student a blank  Listening Comprehension
piece of paper so that they can write
down major points as they listen to Decorating with Feng Shui
the exercise the first time with their
books closed. a) My name is Sanjay and I have an
unusual job. I help people rearrange
Students should attempt to answer their homes in order to bring health
the questions with help from the and good fortune. Now, you may be
notes they have made. wondering how I could possibly do
Exercises 2 and 3: The students that! Well, I’m an expert in Feng Shui,
should also attempt these exercises an ancient art that was developed in
before listening to the recording a China over 3,000 years ago. Feng Shui
second time. is based on the idea that the land is
alive and filled with “chi”, or energy.
Make sure the students read all of The energies must be properly
Exercises 1, 2 and 3 before playing balanced in order to bring good
the recording again. During the fortune. In my work, I use two main
second listening, they should add tools to create an energy map of a
notes that will help them complete home: the compass, which contains a
the exercises. magnetic needle, and the Ba-Gua,
which is a sort of grid. These tools
After the second listening, give the help determine which areas of the
students time to finish answering all home are connected to specific areas
the questions. Then share answers of the person’s life. With the
with the group. information I get from the energy
map, I help the person work with the
five Feng Shui elements: water,
Game: Play a game reviewing wood, fire, earth, and metal. If one of
vocabulary and content of the the elements is weak in part of the
listening exercises. house, I advise the person to change
how the house is arranged. For
instance, if the water element is
weak, I recommend putting an
aquarium or mirror in the room.
Metal furniture is also helpful, since
metal strengthens the water
element. It’s important to think
about colours too, since each colour
expresses one of the elements.
Here’s an example: Red expresses
the fire element, and it symbolises
passion and high energy. In addition
to balancing the energies, I also make
sure that changes in the home décor
are pleasing to the eye. I’ve been
working in this field for five years and
I’m convinced that Feng Shui works.
I’ve seen a lot of positive changes in
people’s lives!
b) My name is Emily and I just made
a huge mistake: I asked my friend
Christine to help me redecorate my
room. I decided that I was ready for a
change, and Christine has a great
sense of design, so I thought she’d be
able to help. Let me tell you, asking
for her advice was a bad move! It
turns out that Christine has been
learning about Feng Shui. So the first
thing she told me was that I needed
to get more organised and clean out
my closet! My parents have told me
to do that a million times, and they
don’t know anything about Feng
Shui! Christine said that extra
belongings disrupt the energies. She
also told me that I had to take all the
plants out of my room because they
harm the air quality near my bed.
Now excuse me, but I thought plants
brought more oxygen into a room.
And that wasn’t all. Christine
suggested moving the bed away from
the wall so that I can get into it from
either side, and getting two bedside
tables so that the bed will be
balanced. But that means the bed
will practically be in the middle of the
room! Have you heard anything so
ridiculous in your whole life? Besides,
buying an extra bedside table is not
in my budget. One more thing: I was
thinking of putting rainbow-coloured
wallpaper on one wall of my room,
and I showed the sample to Christine.
She agreed with me that the colours
looked amazing, but then she said
that calm colours, like beige and
brown, are the best for a bedroom
because they help you sleep. Bo –
ring! After all that, it didn’t help that
Christine had such good design
sense. I think I have learned my
lesson – I’m going to make my own
decisions from now on!
Exercise 2:
6.1 Answer Key Statement True False
e.g. Emily asked her 
Exercise 1: friend Christine to
Statement Sanjay Emily redecorate her room.
e.g. I have an  a) Feng Shui is an 
unusual job. ancient art that was
a) She told me I  developed in Chile
needed to get more over 3,000 years ago.
organised. b) Christine said that 
b) I help people  extra belongings
rearrange their disrupt the energies.
houses in order to c) A compass and a 
ring health and sort of grid, called the
good fortune. Ba-Gua, are tools in
c) I’m an expert in  creating an energy
Feng Shui. map.
d) I have to take all  d) Getting two 
the plants out of my bedside tables will
room because they make the bed
harm the air quality unbalanced.
near my bed. e) There are five Feng 
e) If one of the  Shui elements.
elements is weak in f) Beige and brown 
part of the house, I are the best colours
advise the person to for a bedroom.
change how the g) In Feng Shui each 
house is arranged. colour expresses one
f) I was thinking of  of the planets.
putting rainbow- h) Sanjay is convinced 
coloured wallpaper Feng Shui doesn’t
on one wall of my work.
room.
g) I’m going to make  Exercise 3:
my own decisions a) alive
from now on! b) style
h) I’ve been working  c) good fortune
in this field for five d) bed – wall
years and I’m e) budget
convinced that Feng f) aquarium – mirror
Shui works.
Go Grammar! Ask if any of the Exercise 1:
students can give an example of a a) Feng Shui has been used by the
sentence which has an active verb in Chinese ...
it. Can anyone turn it into the passive b) Furniture was being moved by
form? Write the examples on the Gianna and Cameron when the
board as visual prompts. table broke.
c) The Browns are planning the
Let the students give a few examples budget for redecorating the
and then review the material on children’s room.
pages 41 and 42 of the Grammar File. d) A designer doesn’t arrange our
house. We do it ourselves.
Exercise 1: To challenge the students, e) Feng Shui was developed by the
have them do this exercise verbally Chinese over 3000 years ago.
without time to prepare the answers f) Neaeh recommended the
first. They should read out the first amazing idea.
sentence, marking the elements of g) Good fortune is brought by
the sentence to help them change properly balanced energies.
the sentence from active to passive h) The map on how to get to our
or the other way around. house wasn’t followed by Maya.
i) Tomorrow, everyone will make
Allow time for the students to write the decision on how to change
the answers after each answer is the decor.
given. j) *Are your belongings given away
by you when you don’t want
them anymore? / Are your
belongings given away by you
when they aren’t wanted
anymore?
k) My little sister usually makes
ridiculous suggestions.
l) Will Owen’s advice be followed
by Logan?
m) The right living environment isn’t
being created by Zachary.
n) Has Allison made many mistakes
in designing her house?
o) Was the room’s decor disrupting
the flow of energies?
p) Sanjay didn’t use a magnetic
plate to create an energy map
until recently.
Note: Both verbs can be changed but
if the students only do the first, that
is acceptable as well. However, do
not accept the second verb alone, as
the sentence would be weak.
File to page 43 and share the reading a) painting
of the new information. b) cleaning out
c) moving
Exercise 1: Students should complete d) to connect
this individually. Encourage them to e) working
‘hear’ the sentences in their heads to f) designing
check if the sentences sound right to g) to agree
them. h) buying
i) getting
When sharing answers, have the j) to pay attention
students read full sentences and not k) changing
just the selected word. l) to be
m) strengthening
n) to change
Game: Play a game to reinforce o) trying
the use of gerunds and infinitives.
Exercise 2:
Exercise 2: Have the students Their choice, however, the sentences
complete this exercise must continue with:
independently. Sharing personal a) a gerund
information serves to further the b) an infinitive
friendships within the group. c) a gerund
d) a gerund
Each student should share the two e) an infinitive
sentences they think will most f) a gerund
interest the group. g) an infinitive
h) an infinitive
i) a gerund

a) eating chocolate
b) to eat chocolate
c) not eating chocolate
d) eating chocolate
e) to eat chocolate when we meet
f) eating chocolate
g) to eat chocolate 5 times a day
h) eat chocolate every day
i) eating chocolate 
 come round (2) – to change one’s
Lesson 6.4 opinion or position, e.g. It took
some convincing, but I knew my
Dictionary Practice - Come parents would come round.
 come back – to return, e.g. I
Exercise 1a: Using a dictionary is an thought I had forgotten how to
important skill for our students to ride a bicycle but Charlie said it
develop. Split the list between the would all come back to me.
students and have them each look up  come between – to cause conflict,
the verbal phrases in the dictionary. e.g. The difference in their
opinions about global warming
Share answers while giving students doesn’t come between Sara and
enough time to write definitions they Noga, who have been friends since
didn’t find. childhood.
 come by (1) – to gain possession
Exercise 1b: Now the students have of; to acquire, e.g. Good friends
the chance to use the phrases they are hard to come by.
defined in Exercise 1. Have the  come by (2) – to visit, e.g. I asked
students work individually, my parents to come by for dinner.
assimilating these phrases into their
 come up – to be mentioned, e.g.
functional vocabulary.
Miranda hoped the topic of her
grades would not come up.
 come on – to hurry up or move
pairs for this exercise. They should
quickly; often an imperative, e.g.
read the sentences very carefully
Come on! We’re going to be late
before deciding whether their
to the football game.
meanings are the same or different.
 come through – to do what is
required or anticipate, e.g. I asked
for their help and they said they
would come through.
6.4 Answer Key
Exercise 1b:
Exercise 1a: a) came up
 come across – find unexpectedly, b) came round
e.g. While cleaning the attic, I c) came along
might come across things I once d) came through
lost. e) coming between
 come along – to go with someone f) Come on
g) come back
who takes the lead; progress, e.g.
h) come by
Jessica was going to see Penelope
and asked Jared to come along.
Exercise 2:
 come round (1) – to recover or
a) different
revive, e.g. Ted fainted, but
b) different
friends helped him come round
c) different
after an hour.
d) same
e) same
f) same
have finished all of the compulsory I’M GOING TO MAKE MY OWN
material will move on to the Fun DECISIONS FROM NOW ON!

about what was learnt during the Hidden message:
lesson. Feng Shui is based on the idea that
the land is alive and filled with chi, or
energy.
Lesson 7.1 Words with the group.

PREPARATION: you explain some Key Words. Since
1. Activity for L-7.2 download. correct use of a dictionary is integral
2. Extra writing paper. to development of skills for future
3. Games. studies, you can also encourage the
do this exercise verbally without any
time to prepare their answers first.
Each student should have the chance
to complete at least one sentence.
Exercise 2:
Have the students complete this
Brain Jog: Standing up, kick your left
exercise independently. Sharing
leg back to touch your right hand,
personal information serves to
then kick your right leg back to touch
further the friendships within the
your left hand, and then tap your
group. They may discuss the last
knees twice. Repeat the rhythm until
question with a friend before
everyone is doing it. Then start the
formulating their own answers.
Brain Jog:
Each student should share the two
“In my life I have control _______.”
sentences they think will most
interest the group.
“In my life I have control _______.”
Continue until each student has had

a chance to answer.
Discussion: Ask for a volunteer to

read the quote. What do the
students think this means?
Further questions if you’d like the

discussion to go a little longer:
 What kind of decisions do you
make for yourselves?
 What kind of decisions would you
like to be more of involved in?
7.1 Answer Key
Exercise 1:
Some people believe there are no 1.
accidents/experiences in life. They
believe that everything that happens
to us is a part of our 2.
freedom/destiny, and although we
have the 3. freedom/cause to make
4. imagination/choices, they don’t 5.
cause/belief any significant changes.
I personally don’t 6. belief/believe
any of that. I think our personal 7.
interests/cause and 8.
experiences/coincidence shape our
lives. 9. Hardships/Future and 10.
imagination/environment are two
factors which affect my 11.
accidents/future. Taking 12.
chances/coincidence and having my
own set of 13. causes/beliefs is what
will bring me happiness!
Exercise 2:
About them!
Exercise 2:
Lesson 7.2 #
a 2 To begin with, I should tell
Go Grammar! Write “but” and you that I usually don’t
“because” on the board. Say “These listen to fortune tellers.
are examples of connectors. Can the
b 6 Secondly, she said I would
students remember any other
receive some unexpected
connectors that they learnt in Unit
money.
3?”
c 11 Though I was very upset
Write any suggestions on the board. with my friends for not
inviting me to coffee with
Now go over pages 44–46 in the them, I didn’t make a big
Grammar File and have the students deal out of it.
share the reading to refresh their d 1 Hi, everyone. My name is
memories and expand on what they Pam and I want to tell you
have already learnt. what happened to me last
week.
Exercise 1: Students should complete
e 4 I didn’t want to go; even so,
this exercise individually. When they
I decided to give it a try last
share answers, ask them to read full
weekend.
sentences.
f 3 However, my best friend
Exercise 2: Prepare this has been trying to convince
downloadable exercise on cards to me to go with him for ages.
help the students to organise it. Let g 7 She added that even
the students work in pairs and turn though I had been working
the exercise into a race! hard, that was not where
the money would come
When the answers are shared, from.
students should read the answers as h 10 I found some money in a
a story. plastic bag on the train as
well as in my mailbox.
i 5 The fortune teller read my
cards and told me I was
7.2 Answer Key going to meet someone
Exercise 1: special.
1. a j 8 Thirdly, she told me not to
2. c argue with my friends, for it
3. b would end badly.
4. c k 12 Last but not least, I woke
5. a up.
6. b l 9 Notwithstanding my doubt,
7. a I met someone as I was
8. c walking home the next day.
9. a
10. a
Exercise 1:
Game: Play a game to practise The story should essentially be about
the use of connectors. everyone passing the old woman in
the street, because she looks messy
Exercise 1: Hold a brief discussion and homeless, as she’s soaked. The
with the group about what they see teenager is the only one who stops
in each picture. and wants to give her his umbrella.
She doesn’t take it but makes him
Feel free to put key words and wait with her. Her limousine pulls up
connectors that students mention on and the boy realises the face on the
the board, to act as a word bank to billboard in the street is of the old
help assist in story writing. woman and she’s a humanitarian
who has just built a new youth
Invite the students to share their centre. She gives him a ride home
stories in front of the class when the out of the rain and they pass
exercise is finished. everyone else in the street. When he
arrives home, he’s happy and in his
E-pals: Remind your students that hand is an all-access entrance ticket
they should write to their e-pals this to the new youth centre. His good
week! deed was rewarded because he did it
without expecting rewards.
Go Grammar! The students should
have the Grammar File open just in Exercise 1:
case the File needs to be consulted 1. C
for completing Exercise 1. 2. B
3. A
Exercise 1: Students should work in 4. B
pairs, very carefully reading the 5. A
sentences and selecting the correctly
rephrased sentences.

should read the pair of sentences,
not just the letter representing the
correct answer. Hearing the answers
will help reinforce the use of
connectors.
have finished all of the compulsory a) belief
material will move on to the Fun b) Feng Shui
Stuff page while they wait for the c) advise
others to finish. The students will d) writer
enjoy challenging each other! e) numerologist
f) wrong
However, if all of the students have g) elements
completed the compulsory pages, h) palm
you can encourage them to do Fun i) freedom
Stuff at home and in the remaining j) Sanjay
time, you can play games or talk k) future
about what was learnt during the Word: environment
lesson.
Exercise 2:
a) else
See the Portal for extra games. b) story
c) writing
d) of
e) life
f) pen
g) anyone
h) the
i) when
j) hold
k) let
l) the
m) don’t
n) your
When writing the story of your life,

don’t let anyone else hold the pen.
Before Reading: Hold a brief
Lesson 8.1 discussion about judging people,
using the questions to guide the
conversation.
PREPARATION:
1. Teacher CD. The students should use examples
2. Highlighters. from the story to support their
3. Pictures and props for encoding answers.
words.
4. Dictionary. Feel free to review the idiom “To
5. Extra writing paper. judge a book by its cover”.
6. Games.

students’ week in general. Before Reading: Hand out markers
Be lively, interested and interesting! follow along and mark words they
don’t know.
Brain Jog: Put your left hand on your prepared to explain include:
right elbow, then put your right hand suspended – defended – sarcastically
on your left elbow, and then tap your – torment – unintentionally –
head twice. Repeat the rhythm until acronyms – exclusive – monitored –
everyone is doing it. Then start the regretted – proposed – recent
Brain Jog:
“I judge people _____.” you explain some key words. Since
“I judge people _____.” to development of skills for future
Some possible responses: students to look up new words.
 by their looks
 by their behaviour
TIP
 favourably
chance to respond.
back?
Discussion: We want our students to After Reading:
relate to the story and its characters a) Harry
as well as to relate the story to their b) Penelope
own lives. c) Jared
d) Natasha
Use the discussion questions to guide e) Jessica
a conversation among the students.
If they go a little off topic, don’t let
this get too out of hand.
After Reading: Encourage the

students to try this exercise without
looking back at the text. If they are
unsure of an answer, they should
mark key words in the statement
before scanning the text to find it.
Game: You can turn the after-

reading exercise into a game. Feel
free to add more statements to make
the game longer.

idiom?
read out the word bank. a) please
b) keep
To challenge the students, have them c) pick
do this exercise verbally without any d) thought
time to prepare their answers first. e) get
f) word
Each student should have the chance g) tired
to complete at least one sentence. h) pink
Exercise 2:
Game: Play a game reviewing a) The Leadership award was won
passive voice. by Penelope because of her
brilliant idea to help needy
Exercise 2: Students can complete children.
this exercise in pairs. When sharing b) A club has unintentionally been
answers, have them read out the created by them.
pairs of sentences. c) Did secrethelper create the page
about Penelope?
If student need help, they can review d) The headmaster monitors the
pages 41 and 42 of the Grammar File. school computers.
e) Pink lip gloss was being applied
by Natasha.
f) One mystery will be solved today
by them!
g) Jessica wasn’t trusted enough by
Penelope to be talked to by her.
h) Strangers don’t access class
information.
have them do this exercise verbally a) to solve
without any time to prepare their b) to leave
answers first. c) including
d) looking
If there is a debate about an answer, e) to receive
students should consult the f) skipping
Grammar File. g) accusing
h) to help
Exercise 2: Students should complete i) to be
this independently. When sharing
answers, students should select the Exercise 2:
three sentences they think will most About them!
interest their friends. Make sure you correct the grammar
here.
have finished all of the compulsory We could at least solve one mystery.
enjoy this fun review of the material
covered during the lesson.

lesson.

Review Lesson
Book 3
Review Lesson 3.1 Lesson. It is a preparation for the
Assessment in the next lesson. This
This lesson reviews much of the eventually prepares the students for
grammar and subject matter of Book an external exam to evaluate their
3. level of English. It is important that in
this lesson:
Standard greeting: a) about listening  The students do the exercise
to the sound tracks and b) about the alone – not in pairs.
 The students understand the
Be lively, interested and interesting! importance of reading the
instructions thoroughly and
Check homework: Group activity. understanding them.
Brain Jog: Briefly discuss what they

have enjoyed most about Book 3. Exercise 1: The students need to
Then … Touch your left ear with your work independently and choose the
right hand, then touch your right ear relevant answer to each question.
with your left hand, and then jump
twice. Repeat until everyone is doing
it. Then start the Brain Jog.
“Sometimes beauty is hidden 3.1 Answer Key

______.”
Exercise 1:
“Sometimes beauty is hidden 1. A
______.” 2. C
3. B
Some possible endings for this
sentence are: 4. A
 deep inside 5. C
 by a bad attitude 6. A
 right under our noses 7. B
Exercise 2a:
1. e.g. was first used
Game: Before starting this page, 2. was made
play a game reviewing the use of
3. was directed
active and passive tenses.
4. means
Exercise 2a: Ask the students to work 5. pass
individually to complete the 6. might pass
sentences. Each verb will have to be 7. act
used in an appropriate tense. 8. will / pass
9. can / act
Encourage the students to verbalise
10. might have been
the sentences under their breath.
Hearing the sentence out loud will 11. have / ever stood
help them choose the correct tense. 12. was being bullied
13. could have stuck up
Students should take turns reading 14. would have been
out the answers. 15. are
16. are considered
Exercise 2b: Ask the students to work
in pairs to come up with some ideas 17. liked
of their own. 18. is given
19. has just made
How many unique ideas can they 20. can / pay
come up with? 21. was trying
22. was walking
23. stopped
24. helped
25. was greatly appreciated
26. are now raising
27. are needed
28. have already raised
29. has been helping
30. enjoys / is enjoying
31. asked
32. will be rewarded / are rewarded
Exercise 2b:
ideas:
1. I can help my elderly neighbour
by taking out the garbage.
2. I can stand up on the bus and
give my seat to older passengers.
3. I can help Mum put away the
groceries.
Exercise 3: Students should work Exercise 3:
individually to complete these Possible answers:
sentences to be true for them. 1. my little brother / spend more
time with him
Answers should then be shared with 2. helping my elderly neighbour /
the group.
volunteer at the senior citizens’
Exercise 4: Students should read the home in our town
sentences carefully. Don’t jump to 3. a wonderful idea / you help
explain what is written. Let the people and then they help other
students read it for themselves and people
wait until they are finished before 4. reading Pay It Forward / will do
starting to make corrections. more to help others
5. want to help other people /
Share answers with the group,
reading out only the passive should find the time
sentences. If there are
disagreements, look at the active Exercise 4:
sentence again as a group to figure 1. is begun / has been served / has
out which answer is correct. been seated
2. should always be tasted / are
added
3. are applied / is tasted / will be
insulted
4. had been served / is considered
5. was – licked / was chewed / being
– told / are seen
6. is being eaten / are – poured /
was drunk
7. won’t be invited
Exercise 5: In this exercise, the Exercise 5:
students should read the passage 1. right
quietly to themselves and answer the 2. wrong
questions. They shouldn’t consult 3. right
each other. This is preparation for 4. doesn’t say
the Assessment next week! 5. right
6. doesn’t say
Answers should then be shared with 7. wrong
the group. 8. wrong
9. right
10. doesn’t say
independently to select the word 1. a
closest in meaning to the personality 2. c
traits mentioned in the text. 3. b
4. d
This will help them to assimilate the 5. a
vocabulary into their own functional
vocabularies. Exercise 7:
Points to encourage the students to
Share the answers with the group. deal with:
 What is inner beauty?
Exercise 7: Give each student a blank  Is it kindness, being gentle, being
piece of paper so that they can generous, etc.?
create a Mind Map to organise their  Also, how can we see inner
thoughts before writing the letter. beauty? (actions, words)
Students should read the instructions
and complete their Mind Maps
individually.
Remind the students of correct

letter-writing format (Date, Dear,
From).
Each student should be encouraged

to share what they have written with
the class. Any especially good letters
should be sent to the Teen Forum or
Helen Doron Radio.
Game: If you have time, select

any game from the past two units
that the students particularly
enjoyed, and play it again.
C)
Review Lesson 3.6 1. flower
2. flour
Exercise 8: Unlike the exercises at the 3. shower
ends of ‘normal’ lessons, the Fun 4. sour
Stuff in the Review lesson is
compulsory. It is best done in class,
but can be given as homework if Exercise 10:
there is not enough time in class. a) mind
b) mine
c) mean
d) team
3.6 Answer Key e) seat
f) star
Exercise 8:
T U P E R S G O N A E L I F T
E S N Y T E N S T C S A A R E
D N I D E S U I N G O M N E D
T R C G E O J E H U I E L P Y
O E U O O R U X T L D S J R B
U N D J U L S G Y I B A R E M
M N E G F R O T D U B R A I N
N I D N T I A H A M U U Z W A
D A I N N Z F G C N T A D N K
D G T G I R R B E Y D K A Q C
J E T U E K Z N J F S T O C I
R L B U R V J Z O G O P S N Q
E L D A L E E M A M J U V U U
R W P U K Q O I Y Z T G M W C
E R U T R U N D C M I T O J C
Personality tests are designed to help

PREPARATION:
you.
Exercise 9:
A)
1. test
2. best
3. west
marking them.
4. nest
Have a few games ready to play at
B)
the end of the Assessment according
1. kind
to how you organise your time.
2. find
3. behind
4. blind
b) A home is – where the heart is,
Unit 7 Teacher’s where you gather, where you feel
Guide safe, where you feel loved and
accepted, where you are
comfortable.
Lesson Plans Brain Jog: Touch your left shoulder

and then jump twice. Repeat the
Lesson 1.1 rhythm until everyone is doing it.
PREPARATION: “I love my home because _______.”

2. Pictures and props for encoding “I love my home because _______.”
words.
3. Dictionary. The ideas can range between
4. Games. physical aspects and more
sentimental aspects. Some ideas are:
Standard greeting: a) about listening a) I’ve been living in it my whole life.
to the sound tracks and b) about the b) It represents happy memories.
students’ week in general. c) It’s close to my school / shopping
centre / friend’s house.
Be lively, interested and interesting! d) It’s very big / spacious.
e) It’s where I can be with my entire
Check homework: Group activity. family.
f) It’s brown / cosy / old / new.
Discussion: Do the students think
there is a difference between a Go around the group until everyone
house and a home? has had a chance to contribute.
Some points that will hopefully come

up, or could be brought up by you
are:
 a building versus a feeling
 people
 possessions
Some students may not realise the

differences between the
connotations behind each of these
words. Some possible answers are:
a) A house is – a structure, a
building, a place of dwelling,
shelter.
Exercise 1: Read through the Key 1.1 Answer Key
Exercise 1:
Have pictures or props ready to help a) land
you explain some of the key words. b) carpet
Since correct use of a dictionary is c) wedding
integral to developing skills for future d) shower
studies, you can also encourage the e) neighbourhood
students to look up new words. f) couple
g) wallpaper
Using new vocabulary in various h) closet
contexts allows the students to
assimilate the new words into their Exercise 2:
own functional vocabularies. Their choice, but here are some
examples:
Students should work in pairs to a) Natasha had to pay rent to the
complete these sentences. When owner of her apartment every
sharing answers, make sure to read month.
out the full sentences! b) It’s my dream to design my own
home in the future.
Exercise 2: The students should work c) Cecile parked her car in the
in pairs to create sentences from the driveway and made her way
pairs of Key Words. Encourage them inside.
to be creative. d) The front doorway led directly
into the main hall of the house.
Two pairs should share their answers e) The ball rolled off the roof and
for each of the examples. fell into the front lawn.
f) It is a tradition in our household
Idiom of the Week: Ask for a to have a large family dinner
volunteer to read the idiom, another every night.
idiom?
Exercise 1:
Exercise 1: This can be done as a 1. a heater
group activity. Have students take 2. wardrobe
turns reading out the definitions. The 3. cellar
group then races to choose the 4. entering
relevant word. 5. ceiling
6. traditions
Go Grammar! Share the reading of 7. bathe
pages 47–49 in the Grammar File 8. indoors
among the students. At this stage,
read pages 47 and 48 only. Exercise 2:
a) lovely
Exercise 2: The students should work b) big / expensive
individually to identify the adjectives c) orange / new
in the sentences. d) colourful (can also accept
‘children’s’)
When sharing answers, write the e) broken / cold
adjectives on the board to be used f) small
later as practice in using g) safe / peaceful
comparatives and superlatives. h) warm / two
Game: Now is a good time to Exercise 3:

break the lesson a little with a game. a) N
Exercise 3 can be downloaded and
b) A
turned into a ‘pockets’ game, getting
c) N
the students moving, and thinking d) A*
faster, as this is a race. More e) A
examples can be added to make the f) N
game longer. g) A
h) A
Exercise 3: Having completed this in i) A
a game format, set the exercise for j) N
homework. k) N
l) N
m) N
n) N
*Note: This is not contrary. It is

contrary. This describes someone
who wants the opposite of what is
acceptable and who is difficult, like a
very young child.
Exercise 1: Give the students a Exercise 1:
Adjective Comparative Superlative
couple of minutes to look at the
tables on page 49 of the Grammar a fast faster fastest
File. b thin thinner thinnest
c healthy healthier healthiest
Now, ask the students to close the d good better best
Grammar File and complete the e easy easier easiest
tables in this exercise independently. f deep deeper deepest
g pleasant more most
When sharing answers, ask the pleasant pleasant
students to also think of a sentence h few fewer fewest
using either the comparative or i long longer longest
superlative. j wide wider widest
k clever cleverer cleverest
Exercise 2: The students should work
l fat fatter fattest
in pairs for this exercise, using
comparatives and superlatives to m fine finer finest
complete the sentences. n quiet quieter quietest
o far further furthest
far farther farthest
Game: Give each pair a piece of p thick thicker thickest
blank paper. q enjoyable more most
enjoyable enjoyable
Set a timer for three minutes and r heavy heavier heaviest
challenge the students to create as
many sentences as possible using
comparatives and superlatives of the
adjectives from Lesson 1.2 that are
listed on the board.
Encourage the students to be

creative. Award points for each
grammatically correct sentence.
Bonus points for humour can also be
awarded. The pair with the most
points wins.

they should write to their e-pals.
Exercise 2:
a) The dining room is the cleanest
room in the house.
b) The kitchen ceiling is the lowest
ceiling in the house.
c) The children’s bedroom is more
colourful than the parent’s
bedroom.
d) The lounge is the messiest room
in the house.
e) The upstairs bathroom is bigger
than the downstairs bathroom.
f) The dresser in Hope’s bedroom is
smaller than the dresser in her
mum’s bedroom.
g) The study is the prettiest room in
the house.
Exercise 1: Ask a student to Exercise 1:
volunteer to read out the vocabulary a) grandfather
list. Are there any new words? b) grandson / granddaughter
c) uncles (note the added ‘s’)
Who do the students live with? d) father
e) cousin
To challenge the students, have them f) grandmother
complete the exercise verbally, g) daughter (or daughter-in-law*)
reading out the sentence and *If she married the
selecting the relevant words as they grandmother’s son, then she is
go along, without having time to not the grandmother’s daughter;
attempt the exercise individually. she is her daughter-in-law.
h) son (or son-in-law*)
Exercise 2: The students should work *If he married the grandmother’s
in pairs. They should alternate daughter, then he is not the
reading out the sentences to their grandmother’s son; he is her son-
partners. Can the partners spot the in-law.
mistakes? i) parents
j) aunt
Share answers with the group. k) daughters
l) niece / nephew
Saying: Have a student read out the m) wives
quotation. Do the students agree
with the sentiment?
Exercise 3: The students should take

some time to answer these questions
in class, and share information about
themselves and their homes with the
group.
As homework, encourage the

students to ask their parents for
information to help answer any
questions that they can’t answer
themselves.
Exercise 2: Exercise 3:
a) Taylor parked her jar in the About them!
driveway. Here are some tips:
Taylor parked her car in the a) Is it a room where you can have
driveway. privacy (your bedroom) or a room
b) During the winter, we keep our where the family gathers (dining
bikes in the bookseller. room, kitchen)? Encourage them
During the winter, we keep to describe the room and the
our bikes in the cellar. reasons for their choice: is it
c) Joyce kept the extra linen in the quiet, is it nicely decorated, does
mall closet. it have a computer, etc.
Joyce kept the extra linen in b) This will vary for each country, or
the hall closet. even each region within a
d) Nancy turned on the eater country, but encourage a
because it was very cold. discussion about origins of
Nancy turned on the heater traditions: are they passed down
because it was very cold. through generations or modified
e) Mr and Mrs Lee planted by each new generation?
magnolias in their card. c) Students can answer if they know
Mr and Mrs Lee planted any information. Some students
magnolias in their yard. may not know the structural
f) Some people like to take a tower history of the houses.
in the morning. d) List each family member living in
Some people like to take a the household.
shower in the morning.
g) The line of our house is
interesting and non-traditional.
The design of our house is
interesting and non-
traditional.
h) Beth and Ben wanted to start
their carriage in a new home.
Beth and Ben wanted to start
their marriage in a new
home.
material will move on to the Fun Across:
Stuff page while they wait for the 2. roof
others to finish. The students will 4. wedding
enjoy challenging each other! 6. blanket
7. tradition
However, if all of the students have 12. cousin
you can encourage them to do Fun Down:
Stuff at home and in the remaining 1. property
time, you can play games or talk 3. parents
about what they have learnt during 5. grandmother
the lesson. 8. aunt
9. indoors
10. uncle
See the Portal for extra games. 11. bathe
Exercise 2:
a) grandmother
b) wallpaper
c) household
d) property
e) blanket
f) cousin
g) indoor
for this activity.

2. YouTube clip of Charlie Chaplin. slowly and clearly so that everyone
3. Pictures and props for encoding can follow them. As they read, all
words. students should mark words that are
4. Dictionary. new to them.
6. Games Some words the students may not
know, and you should be ready to
Standard greeting: a) about listening explain, are:
to the sound tracks and b) about the designed – withstand – traditional –
students’ week in general. feature – breeze – tile – frame –
flooding – stilts – tropical zone –
Be lively, interested and interesting! influence – nomadic – herdsmen –
flock – grazing – bent – perch –
Check homework: Group activity. priorities – considerations

Brain Jog: Sitting cross-legged, touch you explain some of the key words.
your left knee with your right hand, Since correct use of a dictionary is
then touch your right knee with your integral to development of skills for
left hand, and then clap twice. future studies, you can also
Repeat the rhythm until everyone is encourage the students to look up
doing it. Then start the Brain Jog: new words.
“We need homes for ________.” Discussion: The discussion question

is actually a chant, cheerleader-style.
“We need homes for ________.” Practise saying it all together before
the discussion.
has had a turn. Use the question on the page to help
start a conversation with the group.
Some ideas to help you get started: Here are some further questions to
a) safety help direct the discussion:
b) shelter a) Is it true that being at home is
c) family better than being out?
d) privacy b) Is it because you are with family
e) security or because you have your own
space?
E-pals: Ask your students if they have c) Isn’t it better to be out with other
written to their e-pals, and if so, what people, new experiences, etc.?
they wrote about. Have they heard d) Is home really the place you
back? always end up going back to?
Exercise 1: The students can work Exercise 1:
independently or in pairs to complete a) F
this exercise. If they are unsure, b) T
remind them to identify key words c) T
and then scan the text to find the d) F
relevant sentences. e) T
f) F
Share answers with the group. g) T
h) T
Exercise 2: The students should work
individually to answer these Exercise 2:
questions. If they can’t remember, a) In colder countries like Germany
remind them to identify key words and Finland, roofs are slanted so
and scan the text. the rain and snow will flow off
easily. Roofs in these northern
Each student should share at least countries are also stronger to
one answer with the group. withstand the weight of the
snow.
b) Yurts are moveable structures
Game: Play a game about the used by herdsmen as they drive
reading comprehension text. One their flock to areas with better
possibility is a true/false game based grazing. They are made of bent
on Exercise 1. wood and covered with fabric
and sheep’s wool to protect
against the weather. The parts
can be carried on camels and put
together in two hours.
c) From their perch among the
branches, the people of
Mindanao were able to see
enemies from far away and look
out for animals and poisonous
snakes. The air was cooler and
drier up high.
d) Yes, tree houses still exist in
Mindanao, though many have
become tourist sites.
e) Asian home buyers often won’t
buy a home that has a stairway
leading to the front door.
f) According to their tradition of
Feng Shui, a stairway leading to
the front door would allow the
luck to run right out of the
house.
g) In order to attract the largest
number of potential customers,
home builders try to keep in
mind as many of these
considerations as possible.
h) Personal choice. Some
suggestions: To Each his Own
Home / A Home for Everyone /
Why We Build Houses / Climate
and House Building / Cultural
House Design
Go Grammar! Ask the students what Exercise 1:
they remember about comparatives a) stronger than
and superlatives that were covered b) the highest
during last week’s lesson. c) thicker than
d) higher than
Review the material on pages 47–49 e) the hottest
of the Grammar File with the group. f) the best
Exercise 1: The students should work Student’s choice; possible

individually to practise the use of answers:
comparatives and superlatives. g) The houses in Germany are nicer
than the houses in Hollywood.
When sharing answers, students h) I don’t like brightly coloured
should read out the full sentences, houses because I like to be the
not just the comparative or brightest thing in the house.
superlative. The more they use and
hear the structures, the better they Exercise 2:
will internalise the grammatical There can be many correct answers.
constructs. Some possible answers are:
a) The African house is the simplest
of the three.
Game: Play a game reviewing b) The African house is built higher
the use of comparatives and than the Mexican house.
superlatives. c) The roof of a Finnish house is
more slanted than the roof of the
Exercise 2: Hold a group brainstorm Mexican house.
to suggest nouns and adjectives that d) The Mexican house has bigger
students may be able to use to write windows than the African house.
about the three houses. e) The Mexican house has the
highest ceilings of the three
The students should make notes of houses.
the vocabulary mentioned in the f) The Finnish house is warmer in
space under the pictures. winter than the African house.
Now ask the students to work

individually to write the sentences.
The students should then take time
Lesson 2.4 to write a description of their dream
home. Once they are finished,
Exercise 1: Ask for a volunteer to everyone should be encouraged to
read through the list of titles. Explain read out their answers. Any
that each title matches a paragraph interesting answers should be sent to
of the reading comprehension text the HD Teacher Forum.
from Lesson 2.1.
Now that they know what they are

2.4 Answer Key
looking for, have each student take a Exercise 1:
different coloured marker than the a) Paragraph 5; starts ‘The activities
one they used before and skim- read that take place in a home …’
the text, marking key sentences. This b) Paragraph 7; starts ‘For the
will help them match the titles to the people of Mindanao …’
paragraphs. c) Paragraph 2; starts ‘Climate is a
big factor …’
Share answers with the group. d) Paragraph 6; starts ‘The nomadic
peoples …’
Exercise 2: Have a student read e) Paragraph 4; starts ‘In an area
through the word bank. Explain any where flooding is common…’
words that they don’t know. f) Paragraph 8; starts ‘Times have
changed …’
To challenge the students, have them g) Paragraph 3; starts ‘The style of
complete the exercise verbally, the rest of the home …’
the blanks as they go along without Exercise 2:
having time to attempt the exercise a) branches
individually. b) dangerous
c) mosquitoes
Exercise 3: Complete this exercise as d) enemies
a group activity. Each student takes a e) climate
turn to read out a definition while f) request
the others in the class race to find g) heated
the relevant word from the text. h) protect
Tongue Twister: Which student can Exercise 3:

say the tongue twister the best? How a) breeze
about ten times in a row? Ask them b) differences
to practise it at home for the c) stormy
challenge next week. d) protect
e) common
Exercise 4: Give each student a blank f) temperature
piece of paper to create a mini Mind g) priorities
Map before starting this exercise. h) meals
Exercise 4:
Their own words.
have finished all of the compulsory nomadic
material will move on to the Fun branches
Stuff page while they wait for the heated
others to finish. The students will traditional
enjoy challenging each other! builders
climate
However, if all of the students have enemies
completed the compulsory pages, dangerous
you can encourage them to do this at furniture
home and during the remaining time, weather
you can play games or talk about
what they have learnt in this lesson. Exercise 2:
Hidden message:
Climate is a big factor in determining
See the Portal for extra games. what kind of roof a home has.
When the song ends, ask the
Lesson 3.1 students what they think of it. Now
they should open their books and
take highlighters. Ask them to
PREPARATION: highlight the words they’d like to
1. Teacher CD. know more about while they listen a
2. Highlighters. second time to the song.
3. Pictures and props for encoding Some words and expressions you
words. need to be prepared for are:
4. Dictionary. hummingbird – wandering –
5. Extra writing paper. fluttering – thermal winds – neat –
6. Games. to hit a wall – melody – seek
Standard greeting: a) about listening Have pictures or props ready to help
to the sound tracks and b) about the you explain some of the key words.
students’ week in general. Since correct use of a dictionary is
Check homework: Group activity. students to look up new words.
Brain Jog: Stand up. Raise your right Understanding Vocabulary: Ask the
knee and touch it with your left students to complete this exercise
elbow, then raise your left knee and individually.
touch it with your right elbow, and
When sharing answers the students
then clap twice. Repeat the rhythm
should read out the whole sentences,
not just the missing words.
the Brain Jog.
“A place is home if _______.”
“A place is home if _______.” volunteer to read the explanation,
Repeat until everyone has had a turn. Can any of the students think of
Some possibilities to help get the ball idiom?
rolling:
 it makes you happy
 it’s where you love to be
3.1 Answer Key
 it’s where you’re comfortable
 it’s where you’re surrounded Exercise 1:
by people who care about you 1. c
2. a
Song: Play the song for the students, 3. b
with books closed. This will really let 4. c
you see who has been doing their 5. b
home listening. Let them focus on 6. a
listening and really getting the feeling 7. c
of the music and lyrics. 8. b
Lesson 3.2
Exercise 1: Students can work in pairs
to complete this exercise. Remind
them to pay close attention to the
sentence structures of the questions
and answers in order to find the right
matches.
When the students read the answers,

ask them to read the complete
question/answer pairs.

WH-questions.

they need to pay attention to their
spelling, especially when dealing with
homophones, as some very funny
mistakes can be made. Give them
time to attempt this exercise
individually and really pay attention
to the words.
Ask the students to read full

sentences when sharing answers and
to spell the homophones they
selected to complete the sentences.

fastest without mistakes? How about
10 times in a row?
Exercise 3: Students should work

independently to try and use the
pairs of spelling words in sentences.
Encourage the students to be

creative or even humorous. Each
student should then share their two
3.2 Answer Key
Exercise 1:
Exercise 2: Exercise 3:
a) their Their choice, but here are some
b) fined suggestions:
c) new a) Ella writes very sweet lyrics.
d) sum b) I met some strange people at the
e) where beach.
f) healed c) Mum bought herself a colourful
g) right dress.
h) not d) Happiness is something we all
want.
Go Grammar! Have the students Exercise 1:
open the Grammar File to page 50 a) swiftly
and share the reading about adverbs b) quietly
and their uses. c) freely
d) clearly
complete this exercise individually. e) bravely
Remind them to read carefully in f) easily
order to decide which adverb to use g) heavily
in each sentence. h) firmly

should read out full sentences, not
just the missing words.
Game: It’s a good idea to play a

game reinforcing the grammar that
was learnt.

pairs to complete the chart
converting adjectives to adverbs and
vice versa. If they are unsure of the
spelling, they should refer to the
Grammar File.

should comment if there is any
special spelling to be noted.
Exercise 3: Students should now

work individually to practise using
the adverbs. Encourage them to be
creative!
Each student should share their two


week!
Exercise 2:
Exercise 3:
suggestions:
a) Marianne didn’t study for the
exam and did poorly as a result.
b) Matya waited anxiously for her
mother’s plane to land.
c) After months of renovation, the
house was finally complete.
d) David felt terrible and couldn’t go
to work yesterday.
e) The swimming pool was too deep
for the children to swim in alone.
f) The meeting was long and tiring,
but in the end it was very
productive.
g) Everyone waited excitedly for the
birth of the new prince.
h) The entire family went on the
camping trip together.
Exercise 1:
Spelling Game – Should Do! a) shoes
Read through the table with the b) foot
group, making sure the students can c) moon
differentiate (speaking and hearing) d) should
between the phonics /ʊ/ and /u:/. e) clues
f) wood
Exercise 1: To challenge the students, g) Put
have them complete the exercise h) choose
and selecting the relevant words as Exercise 2:
they go along without having time to a) hood
attempt the exercise individually. b) cooed
c) brute
Exercise 2: Working in pairs, the d) pool
students should take turns reading e) root
out the clues to their partner who f) pull
have to find the correct answers. g) took
h) book
Share answers with the group. i) full
j) soot
independently to try to use the pairs Exercise 3:
of spelling words in sentences. Their words, but here are some
possibilities:
Encourage the students to be a) I like to look at my reflection in a
creative or even humorous. Each spoon.
student should then share their two b) Casper took a snooze by the
favourite sentences with the group. brook.
c) We meditated this morning
because we knew it would put us
Game: If you have time and you in a great mood.
feel that the students need a break d) Once we shooed the birds away,
from writing in their books, play a we had a good picnic.
for them to do the page at home, and
that it will help them to practise the
spelling.
Tell the students that they should

review the chart at home, so that
they will be prepared for the spelling
game next week, and can help their
team win.
that have finished all of the  household
compulsory material will move on to  grandmother
the Fun Stuff page while they wait for  property
the others to finish. The students will  lawn
enjoy challenging each other!  cellar
 grandson
However, if all of the students have  parents
completed the compulsory pages,  strange
you can encourage them to do Fun  fluttering
 happiness
The sentence is:
the lesson.
Much like a little hummingbird I still
seek myself in this world.
Exercise 2:
Some words are:
bid – biding –big – bin – bird – brim –
brimming – bun – burn – dig – dim –
dimming – drug – drum – drumming
– dug – dumb – during – grid – grim –
grin – gum – gun – hid – hiding – him
– hiring – hug – hum – humming –
hung – in – miming – mind – mud –
mug – mum – numb – rid – riding –
rig – rim – rind – ring – rip – rub – rug
– ruin – run – rung
Exercise 3:
a) mother
b) wife
c) sister
d) daughter
e) aunt
f) grandmother
g) granddaughter
Lesson 4.1 Spelling Game – Must Do! Ask
PREPARATION: the students if they reviewed the
1. Activity for Spelling Game spelling words at home. Regardless,
download. they are about to be challenged with
2. Teacher CD. a group game using the spelling chart
3. Highlighters. from Lesson 3.4.
Choose between a board game,
words.
scrambled letter game and a ball
5. Dictionary.
game.
Standard greeting: a) about listening they should take turns writing the
to the sound tracks and b) about the words you read out. Award one point
students’ week in general. for the first pair to finish, and a point
the word correctly.
Be lively, interested and interesting! Scrambled letter game – Prepare
right elbow, then put your right hand
set with the letters scrambled. The
on your left elbow, and then clap
twice. Repeat the rhythm until
you hold up.
Brain Jog:
“It’s okay to miss school if ____.” students practise listening to each
“It’s okay to miss school if ____.” words. Each student says one letter
Go around until everyone has had a student who says the next letter. If a
turn. mistake is made, start the word over
again.
Some possibilities to help get the ball
rolling are: Discussion Before Reading: If the
 you are sick students have been doing their home
 if you have a family listening, this discussion to refresh
emergency their memories shouldn’t be a
 if you have a doctor’s problem. If none of them remember
appointment what happened in the last episode,
they should open to Lesson 8.1 of
E-pals: Ask your students if they have Unit 6 and skim-read the episode.
they wrote about.
follow along with the CD and mark
words that they do not know.

to explain include:
giggled – opposed – allegedly –
embarrassment – bright – represent
– suspend – achieving – permit –
indefinitely

TIP
Discussion: Thinking beyond what Exercise 1:
you have read in a story is what a) Students are entitled to their own
makes reading so much fun! You get opinions of ‘yes’ or ‘no’. The
to feel involved in the story. This also students may see the
helps the creative process, giving relationships growing and thus
students skills that are necessary for conclude ‘yes’, or they may sense
the writing exercises. the hesitancy from some
characters and say ‘no’.
Hold a brief discussion about the b) Personal opinion, but here are
episode with the class, using the some suggestions for discussion:
questions to guide you.  Should you get involved in
something when you haven’t
Exercise 2: Students can work in been asked?
pairs, scanning the text for key words  Should the students continue
to find the answers. but with assistance from a
parent or teacher?
Have the events prepared on cards so
that students can shuffle them to Exercise 2:
help find the order if they are having a) 5
trouble. b) 1
c) 3
d) 6
Game: Play a game reviewing e) 2
the Teen Choices episode. f) 4
g) 7
Exercise 1a: Students should work Exercise 1
individually to find the meanings of a)
each of the flowers, and then share  Jared’s begonia leaf – beware
them with the group.  Jessica’s oleander – take caution
 Natasha’s hyacinth – jealousy
Exercise 1b: Students can now work  Harry’s carnation – you’ve
in pairs to discuss what they know disappointed me
about each of the characters in the  Penelope’s orchid – beauty
story. Do the flowers apply to them?
b)
Each pair should feel free to share Yes, they do.
their answers with the group as there  Jared is so aloof and sarcastic,
may be some differences in their that it suits him to be told to
opinions, but any points the students ‘beware’. It is as if to say, be
bring up should be validated. serious for once.
 Jessica is the one most involved
Joke: Ask a student to read out the and chasing all the clues, as well
joke. Can the students find the as involving everyone. She should
humour? be careful.
 Natasha is jealous of all the
Depending on the pronunciation, attention Penelope is getting and
‘tulips’ can sound like ‘two lips’. not being the centre of attention
herself.
Exercise 2: Ask the students to work  Harry is an over-achiever who
on this exercise in pairs. everyone assumes is perfect.
Clearly, he is not.
 Penelope is beautiful in the eyes
should read out only the corrected
of the person leaving clues,
sentences.
regardless of all the bullying and
name-calling.
Exercise 2:
a) The students all received origami
planet clues.
The students all received origami
flower clues.
b) Jared’s clue leads him to his pet
goldfish’s bowl.
Jared’s clue leads him to his pet
dog’s house.
c) Both Penelope and Larissa
Knowing love reading
horoscopes.
Both Penelope and Larissa
Knowing love reading Sherlock
Holmes mysteries.
d) At Jared’s house they discover the
clues lead them back to the
library.
At Jared’s house they discover the
clues lead them back to the
school.
e) Mr Hughes wants to know if the
key is in one of the rooms.
Mr Hughes wants to know if the
trophy is in one of the rooms.
f) The one-word clues the students
found are all related to pizza.
The one-word clues the students
found are all related to ice cream.
g) The students need to decide
whether to keep exercising or
not.
The students need to decide
whether to keep searching for
answers or not.
h) The episode ends with the
students gathered in the
bookstore.
The episode ends with the
students gathered in the gym.
Lesson 4.4
Exercise 1: Have one student read
out the word bank.

do this exercise verbally without time
to prepare the answers first.
Allow time for the students to write

the answers after each answer is
given.
Exercise 2: This exercise can be done

as a group exercise. As each word is
read out, the students race to skim-
read the text to find the antonym.

complete this exercise on their own,
or assign it as homework if you are
out of time.
Each student should share three or

four sentences that they think will
most interest their friends to know.
f) personal choice, but encourage
4.4 Answer Key the students to give reasons:
we’re similar, he’s funny, she’s
Exercise 1: kind, etc.
a) guessed g) personal choice, but encourage
b) indefinitely the students to give reasons: a
c) favourite negative trait or characteristic
d) obvious h) The possibilities are endless, but
e) explained some ideas are: someone who is
f) allegedly trustworthy, honest, kind, funny,
g) hunting has similar likes or hobbies.
h) embarrassed
Exercise 2:
a) sitting (line 4)
b) found (line 16)
c) question (line 33)
d) loved (line 25)
e) quickly (lines 12 and 41)
f) lost (line 42)
g) agreed (line 6)
h) bright (line 14)
Exercise 3:
If the students aren’t sure of what to
answer, here are some suggestions
to get the discussion going:
a) I was sick / there was a medical
emergency concerning me or my
family / I had an important
extracurricular activity (e.g. a
rehearsal for a play I’m in, a trip
with the school band, a game
with a sports team I play on).
b) not studying enough / cheating /
being absent.
c) studying very hard / working hard
/ asking for help when I needed
it.
d) in a play / at a fundraiser / on a
class project.
e) personal choice, but encourage
the students to give reasons: a
characteristic or trait, hobbies,
something the character did or
said
Hidden sentence:
Exercises 1, 2 and 3: The students The irony of the situation was not
that have finished all of the lost on anyone.
compulsory material will move on to
the Fun Stuff page while they wait for Exercise 3:
the others to finish. The students will a) begonia
enjoy challenging each other! b) theatre
c) oleander
However, if all of the students have d) hyacinth
completed the compulsory pages, e) carnation
you can encourage them to do this at f) orchid
home and you can play games or talk g) biology
about what they learnt in this lesson h) sculpting
in the remaining time.
4.5 Answer Key

Exercise 1:
S E V E R D O Y S T H D I N G
H U A S I A L E L N E I X P L
A N N H A T E R U I O S N A T
T H C D E E A A S N D A J S U
X R J U A U N W H O H P E R T
O Z E P H E D E Y Y A P A E E
Y T U A E B E B A I M O L W K
S H S A X O R C N K P I O O A
C A R N A T I O N O S N U L H
S X O L X N G X G E S T S F S
X K H K T E W E U O M M Y C X
U R D H B I L L R B K E N T P
N O I T U A C B U N M N K T X
P G Q I T P E Y W Y B T O A P
C B D O S T M A F Z L V V B N
Hidden phrase:
Everything has an explanation at the
end.
Lesson 5.1 Song: Because this is the second time
PREPARATION: there shouldn’t be words the
1. Teacher CD. students don’t understand.
2. Highlighters.
3. Pictures and props for encoding Give the students highlighters and
words. ask them to mark words that make
4. Dictionary. them think of home (love, home,
5. Games. happiness, neat, sweet, not alone,
and anything else, as long as they can
Standard greeting: a) about listening justify their choices.)
Game: Review the song lyrics
Check homework: Group activity. with a game.
Exercise 1: Now that the lyrics are
fresh in the students’ minds, it is time
Brain Jog: Stand up. Touch your left
for them to relate to the song on a
knee with your right elbow and then
deeper, more personal level. Each
touch your right knee with your left
student should answer these
elbow, and then clap twice. Repeat
questions on their own, and then
share with the group.
the Brain Jog:
“My home needs to be ________.” Discussion: The topic of this

discussion follows on from the
“My home needs to be ________.” previous exercise. Use the question
on the page to get the discussion
Keep the rhythm going while the started.
contributions. The song talks about how it is okay to
venture out look for your true self,
Go around the circle until everyone your true passion, or your true
has had a turn to contribute. If a desires. There will of course be
student has something to add at the obstacles in your way, but that
end of it, they are more than doesn’t mean you should give up or
welcome to have another turn. become worried over it. Despite the
obstacles, you can achieve your
Some ideas to help you get started goals. The home she is singing about
are: is not only a physical house to live,
f) happy but a place to belong where you can
g) comfortable be yourself and find happiness. This
h) quiet is emphasised by the line if you spot
i) clean some happiness that’s where I’ll be.
j) filled with love
k) filled with laughter
l) welcoming to everyone in my life
volunteer to read the idiom, another 5.1 Answer Key
and yet another to read the example. Exercise 1:
Can any of the students think of a) She still isn’t sure of who she is,
other examples? what she wants to do, where she
belongs. Rather than conforming,
she is seeking herself – looking for
her own identity.
b) You need to explain the meanings

of ‘figurative’ and ‘literal’.
‘Literal’ means that this is exactly
what she does – hurts herself
running into / flying into walls.
Ouch! And she is then stuck and
can’t go in that direction any
more. ‘Figurative’ means she
does this on a psychological level,
i.e., there is an annoying or
painful barrier that prevents her
from continuing in that direction.
So, the meaning is figurative; to

encounter obstacles and not be
able to make further progress.
‘Hit a wall’ is a metaphor that is
also an idiom.
c) I make my own stamp or mark in

the world that is unique to me;
therefore it can’t be ‘wrong’.
When the choices I make are
mine and they bring me
happiness, they can’t be wrong
even if they conflict with others.
d) This is a personal answer, but try

to sway the students towards
understanding that just
wandering means searching,
seeking, or trying to discover on
their own. This is the most
important part of finding yourself
and your happiness.
Lesson 5.2
Exercise 1: Ask for a volunteer to
read the box at the top of the page.
Now, let the students work in pairs to
find and analyse the simile in the
song.

should feel free to share their
opinions if they disagree with the
answer that another student has
already shared.
Exercise 2: Have a student read the

word bank.

to prepare the answers first.

given.
Exercise 2:
5.2 Answer Key a) cheaper
b) pregnant
a) Exercise 1: “Much like a little c) narrow
hummingbird ... ” d) vacant
b) Because through the e) bright
hummingbird, Ella can express f) ideal
her need to ‘fly’, to search for her g) huge
happiness as far as she can, to be h) haunted
free to explore and ‘flutter’ from
one place, or experience, to
another.
c) It’s a metaphor as it doesn’t
contain the words ‘like’ or ‘as’.
d) Ella is now comparing herself to
the type of bird that soars using
the heat of wind vectors. These
are often migrating birds.
Note: There are two ways that birds
can stay in the air: soaring and
flapping. So birds are either ‘soarers’
or ‘flappers’. Hummingbirds are
actually flappers! They flap their
wings 70 times a second! Vultures
are soarers and can stay in the air for
an hour without flapping – simply
floating in thermal wind vectors.
e) Ella can be seen as saying that

she is looking for her own
independent voice: both her
singing voice and who she is in
this world. She wants to be
independent and stand on her
own feet. She wants to do this
according to an inner feeling of
what is right for her. And yet, all
this is within the framework of
yearning for her home and her
soul’s home.
f) Suggestions: Do you know where
you want to go? What you want
to do? Do you enjoy trying new
and different things?
Files to page 50 and share the Their personal choice, but some
reading between a couple of different things that they may talk
students. about:
 My home is very relaxing.
Brainstorm some other adjectives
 My parents are very inspiring.
ending with –ed and –ing and write
 I am satisfied with my school
them on the board. Can the students
grades.
think of any sentences to go with the
 School is challenging.
words they brainstormed?
 My friends and I have a
Exercise 1: Students should take fascinating time together.
turns sharing information about their  I feel encouraged by my teacher.
families using the adjectives in the
table. Exercise 2:
A clue: Wherever the subject is
inanimate, the ending is always –ing.
a) exhausted
adjectives would be good at this
b) worrying - worried
point.
c) irritated
Exercise 2: Ask the students to d) mystifying
attempt this individually. e) touching - touched
f) flattered
When sharing answers, students g) overwhelming
should read the whole sentences, not h) thrilling
just the words they chose.
Exercise 3:
Exercise 3: Have one student read
a) astonishing
the reminder. Do students know
b) frightened
what this means? If not, review; if a
c) relaxed
word ends in ‘y’, drop the ‘y’; if a
d) excited
word ends in CVC, double the last
e) convincing
letter.
f) amazing
Students can complete the exercise g) gratifying
in pairs. h) moved
i) horrifying - horrified
When sharing with the group, have
the students read out the full
sentences and then spell the missing
adjectives.

week!
Exercise 1:
Spelling Game – Should Do! a) annoy
Read through the table with the b) soy
group, making sure the students can c) rile
differentiate (speaking and hearing) d) toy
between the phonics /ɔɪ/ and /aɪ/. e) voice
f) buy
Exercise 1: To challenge the students, g) foil
have them complete the exercise h) joy
and selecting the relevant words as
Exercise 2:
they go along without having time to a) file
attempt the exercise individually. b) oil
Exercise 2: Students should work c) jive
individually to find the correct d) coin
spelling of each of the words in the e) dry
exercise. f) join
When sharing answers, the students g) fry
should both say and spell the h) isle
corrected word. i) lawyer
j) rile
Exercise 3: Working in pairs, the
students should take turns reading Exercise 3:
out the clues to their partners who a) destroy
then need to find the answers. b) royal
c) employ
Share answers with the group. d) cry
e) heist
Game: If you have time but feel f) voyage
that the students need a break from g) sky
writing in their books, play a game h) liar
with them; when you finish playing,
them to do this page at home and it
will help them to practise the
spelling.
Tell the students that they should

review the chart at home so that
game next week and can help their
team win.
The games range from relay races to

board games.
Lesson 5.5 21. Tomorrow
22. write
Exercises 1, 2 and 3: The students 23. melody’s
that have finished all of the 24. strange
compulsory material will move on to 25. stand
the Fun Stuff page while they wait for 26. winds
the others to finish. The students will 27. flying
enjoy challenging each other! 28. alone
29. little
However, if all of the students have 30. world
about what they have learnt during a
the lesson.
an
pan
plan
5.5 Answer Key plane
planet
Exercise 1:
1. hummingbird planets
2. myself
3. lost
4. wandering
5. Fluttering
6. love
7. something Exercise 3:
8. home a) hummingbird – a bird not a
9. wind flower
10. see b) lawn –not a musical term
11. happiness c) sun – not a family member
12. That’s d) wings – not a place to live
13. rise e) ceiling – structural part of a
14. thermal house
15. In f) dream – not a way a bird moves
16. wings g) yard – not a family member
17. towards h) Spain – country, nothing to do
18. everything with weather
19. neat
20. wall
the students if they reviewed the
3. Highlighters.
6. Extra writing paper. Board game – Split the group into
7. Games. pairs. Give each pair a board marker;
to the sound tracks and b) about the for the first pair to finish, and a point
the word correctly.
Be lively, interested and interesting! two sets of downloadable cards with
Brain Jog: Touch your left ear with set with the letters scrambled. The
your right hand, then touch your students work in teams to find the
right ear with your left hand, and correct word for the scrambled one
then tap your head twice. Repeat the you hold up.
Then start the Brain Jog: Ball game – This game makes the
“I feel at home .” other and working together to spell
“I feel at home .” and then throws the ball to another
Some possibilities to get the ball mistake is made, start the word over
rolling are: again.
 with people I care about
 where I’m happy Exercise 1: Give each student a blank
 wherever I can be myself piece of paper so that they can write
down major points as the listen to
Go around the circle until everyone the exercise the first time with their
has had a turn to say something. books closed. The students should
attempt to answer the questions
E-pals: Ask your students if they have from the notes they have made.
they wrote about. Have they heard Exercises 2 and 3: The students
back? should also attempt these exercises
before hearing the recording a
second time.
Make sure the students read all of move to a small apartment in a
exercises 1, 2 and 3 before playing neighbourhood that was much
the recording again. During the less nice. Then about a year ago,
second listening, the students should three years after the divorce, my
add notes to what they wrote during mum got remarried to this guy
the first listening, to help them called Phil, and we moved into his
complete the exercise. place. You would have thought
that this was a big improvement
After the second listening, give the in our lives, because his house is
students time to finish answering all huge! There’s an enormous yard
the questions and then share with a pool and a game room in
answers with the group. the basement. I also got lots of
expensive new toys because Phil
earns a good income and has
Game: Play a game reviewing plenty of money. Now I have my
vocabulary and content of the own television in my bedroom, a
listening exercises. fancy camera, and a smartphone
that I take to school. I think that
Tongue Twister: Which student can Mum and Phil were feeling
say the tongue twister the best? How awfully guilty because it was
about ten times in a row? Ask them obvious they wanted to spend a
to practise at home for the challenge lot of time together and not with
next week. me – that’s probably why they
gave me so many nice presents.
 Listening Comprehension Phil is not my favourite person.
He’s kind of unfriendly and seems
Home Sweet Home uncomfortable talking to me.
Maybe it’s because he doesn’t
a) My name’s Kevin and I’m 14. have any kids of his own. So
When my parents separated and anyhow, Phil’s villa doesn’t feel
my dad moved out, my mum like home to me. It’s just a place
couldn’t afford to stay in the where we are living, and I don’t
house where I grew up. I really have much of a choice about it.
felt sentimental about that
house. I have a lot of happy b) I’m only at my dad’s apartment
memories of it. I remember all every other weekend. My dad’s
the places where I used to play place is tiny, and I don’t have my
hide-and-go-seek as a kid. In my own room there – I sleep on a
bedroom, the closet door had pull-out sofa, and I keep my
markings on it where my mum clothes in one drawer of a
used to measure my height each dresser. But it’s funny – at my
year. I liked the neighbourhood, dad’s place, I feel more like part
too. I used to ride bicycles with of the household. My dad is
some kids down the street, and remarried too. His wife,
we all knew each other since Charlotte, is pretty OK. She has a
before we could remember. Well, daughter, Megan, who’s just one
no more. My mum and I had to year younger than I am. That’s
cool – I never had a sister before. Exercise 3:
She’s fun to be with, even though a) There are three happy memories
we fight sometimes. Megan really that he mentions. Accept any two:
helped me out the first year that I 1. All the places where he used to
met her, after my dad started play hide and go seek.
dating Charlotte. I was feeling so 2. In his bedroom, the closet door
down because I blamed myself had markings on it where his mum
for my parents’ divorce. I was used to measure his height each
getting low marks in all my year.
classes and my teachers 3. He used to ride bicycles with
wondered what was wrong. After some kids down the street and
talking to Megan a lot, I realised they all knew each other since
that my parents were responsible they were very young.
for the divorce, not me. Megan b) His own television in his bedroom,
told me not to be so hard on a fancy camera, a smartphone.
myself. She and I got really close, c) He sleeps on a pull-out sofa and
and that’s part of the reason that keeps his clothes in one drawer of a
I’m so much happier at my dad’s dresser.
place than at my mum’s. It really d) Any of the following: He is close to
feels like home to me. How does Megan, feels like he has a sister,
that old saying go? “Home is Megan helped him understand the
where the heart is.” divorce wasn’t his fault; he is very
close with Megan; his dad’s wife
Charlotte is pretty OK.
6.1 Answer Key e) Their own ideas; however, some
ideas are:
Exercise 1:  Divorce Changes Everything /
a) True Money Can’t Buy Happiness /
b) False Moving Around / Phil Changed It
c) True All
d) False  A Surprise Sister / True Home /
e) True Unexpected Happiness / What
f) True Makes a Home
g) False
h) True
Exercise 2:
a) weekend
b) household
c) daughter
d) blamed
e) grades
f) responsible
g) happier
h) heart
Go Grammar! Have one student read Exercise 1:
the top half of page 51 of the a) didn’t have, kept
Grammar File and then share the b) had been feeling - had blamed
reading of the table on page 52 c) had - known
among the other students. d) had had to
e) wasn’t
Exercise 1: Ask students to work f) didn’t have - was - were living
individually on this exercise. They
may refer to the Grammar File if Exercise 2:
necessary to ensure that they use a) to stop being so hard on himself.
reported speech correctly. b) not to fight.
c) not to make noise.
When sharing answers, have the d) to fix the television.
students read the full sentences. The e) not to bother Penelope.
more often they use and hear the f) his girlfriend to buy him an
structure of reported speech, the expensive gift for his birthday the
quicker they will learn it. following month.
g) to improve his relationships with
Go Grammar! Now the students his neighbours.
should share the reading of the rest
of pages 51–54.
Exercise 2: For this exercise, let the

students work in pairs. If need be,
may refer to the Grammar File.

need to share only the reported
speech. There is no need to read out
the pair.
Game: Play a game practising

the transition between direct and
reported speech.
Go Grammar! Let the students open Exercise 1:
the Grammar File to page 51 and use a) 7
pages 51–54 for reference if they b) 1
need this. c) 6
d) 8
Exercise 1: The students should e) 2
complete this in pairs. Encourage f) 3
them to read the sentences out loud g) 4
to help make sure that they have
understood them properly.
When sharing answers, have the

students read out the pairs of
questions.
Dictionary Practice: In Exercise 1:
 ask in – to invite someone to
Exercise 1: Using a dictionary is an come in
important skill for our students to  colour in – to fill with colour
develop. Split the list between the  blend in – to match or look like
students and have them each look up the surroundings
the verbal phrases in the dictionary.  lock in – to lock the door so
someone/something can’t leave
Share answers, while giving other  break in – to enter a building
students enough time to write the with force
definitions they did not find.  rein in – to exercise control and
stop or slow something down
Exercise 2: Now the students have  bring in – to earn money
the chance to use the phrases they  sleep in – to sleep late, past
defined in Exercise 1. Have the one’s usual waking hour
students work individually,  come in – to arrive or enter
assimilating these phrases into their
 fill in – insert
functional vocabulary.
Exercise 2:
a) come in
pairs for this exercise. They should
b) blended in
read the sentences very carefully
c) sleep in
before deciding which phrase to use.
d) rein in
e) break in
f) lock (my dog) in
g) colour it in
h) bring in
Exercise 3:
a) asking – in
b) broke into
c) bringing in
d) come in
e) colouring in
f) locked in
g) reining in
h) slept in
Exercises 1 and 2: Students that have Exercise 1:
finished all of the compulsory a) household
material will move on to the Fun b) home
Stuff page while they wait for the c) couple
others to finish. The students will d) apartment
enjoy challenging each other! e) lawn
f) yard
However, if all of the students have g) father
completed the compulsory pages, h) mother
you can encourage them to do Fun i) ceiling
Stuff at home and in the remaining j) roof
time, you can play games or talk k) comfortable
about what they have learnt during l) neighbourhood
the lesson. m) culture
n) climate
o) tradition
See the Portal for extra games. p) indoor
q) protect
r) differences
s) builders
t) floors
u) design
v) melody
w) hummingbird
x) seek
y) flutter
z) sweet
Exercise 2:
a) A haunted house.
b) A flower
c) Wallpaper
d) A heater
e) The cellar
f) Rent
g) Divorce
h) Expensive
Lesson 7.1 you explain some of the key words.
PREPARATION: studies, you can also encourage the
1. Activity for L-7.2 download. students to look up new words.
3. Games. Turn this exercise into a group
activity. Download and place four
Standard greeting: a) about listening sheets of paper on the floor, each
to the sound tracks and b) about the labelled with a room in the house.
students’ week in general. Prepare the key words on cards.
Students should take turns taking
Check homework: Group activity. cards and placing them on the
relevant sheet of paper.
Brain Jog: Standing up, kick your left complete this exercise
leg back to touch your right hand, independently. Sharing personal
then kick your right leg back to touch information serves to further the
your left hand, and then tap your friendships within the group.
knees twice. Repeat the rhythm until Students may discuss the last
everyone is doing it. Then start the question with a friend before
Brain Jog: formulating their answers.
“In my family, I’m the _________.” Each student should share the two or
three sentences they think will most
“In my family, I’m the _________.” interest the group. Try to make sure
that each room is covered at least
Continue until each student has had once.
a chance to answer.
Some possibilities to get the ball say last week’s tongue twister the
rolling are: fastest, without mistakes? How
 the youngest about 10 times in a row?
 the oldest
 the helper
 the artist

7.1 Answer Key Exercise 2:
About them!
Exercise 1: This exercise is in preparation for the
Please note that it is acceptable to Mind Map. Encourage the students
place the lamp, table, bookcase, and to talk about the emotional,
mirror in more than one room. traditional or personal uses of each
room in their own homes.
a) Where do they receive guests?
Where do they play games?
b) Where does the family gather?
c) Where do they listen to music?
d) Where do they sit with friends?
All of this should be encouraged for

the Mind Map.
Lesson 7.2
this exercise on their own. Tell the
students that they can use Exercise 2
from page 7.1 to help give them
some ideas.

turning a Mind Map into an essay
requires the use of connectors and
adjectives, not just making a list.
The students should all be

encouraged to share what they have
written with the group. Feel free to
share good essays on the Teen
Forum.
Exercise 1:
Game: Play a game to practise a) Tim told Jill not to be late for
the use of reported speech. dinner that night.
b) Destiny enquires how much that
Go Grammar! Let the students open house costs.
the Grammar File to page 51 and use c) Daniel said (that) he had been
pages 51–54 for reference if they looking for a comfortable sofa for
need to do this. ages.
d) Levi says to Eddy (that) he can
Exercise 1: Have the students work in help him move into his new
pairs to convert the sentences from house the following week if he
direct speech to reported speech. wants.
e) Maria said that they had left the
When sharing answers, the students party late the previous night and
should read out the pair of that was why she was so tired.
sentences. f) Charles told Justin that his sister
had lived in the same house for
Exercise 2: Ask the students to work five years.
individually. They should read the g) Max says that Tom was buying a
sentences carefully before putting a bed when he decided to buy a
single word in each space. chest of drawers as well.
h) Luis said that he might buy a new
When sharing answers, the students coffee table for his flat.
should read out the full sentences,
not just the missing words. Did all Exercise 2:
students fill in the spaces the same a) were
way? b) if / whether
c) will / should / could - fireplace
E-pals: Remind your students that d) wonders / asks / enquires ...
they should write to their e-pals this (reporting verbs in the present
week! tense)
e) is - dishwasher / cupboard
f) am - looks
g) had - been
h) if - had
Go Grammar! Let the students open Exercise 1:
the Grammar File to page 51 and use 1. b
pages 51–54 for reference if they 2. a
need to do this while completing the 3. a
exercise. 4. b
5. a
Exercise 1: Students should work in 6. a
pairs, very carefully reading the 7. b
sentences and selecting correct the 8. b
reported speech rephrasing of each
sentence.

should read the full sentence, not
just the letter. Hearing them out loud
will help reinforce the use of
reported speech.
that have finished all of the The cryptogram:
compulsory material will move on to In my house there is a living room
the Fun Stuff page while they wait for with an armchair and a bedroom
the others to finish. The students will with a wardrobe.
Exercise 2:
However, if all of the students have a) bathroom
completed the compulsory pages, b) soap
you can encourage them to do Fun c) pillow
Stuff at home and in the remaining d) armchair
time, you can play games or talk e) living room
about what they have learnt during f) cabinet
the lesson. g) utensils
h) dishwasher
i) kitchen
See the Portal for extra games. j) fireplace
Exercise 3: Have the students close Exercise 3:

their books. Read out the riddles and a) a chick
see who can solve them! b) the sun
c) a door
d) a living room
e) a towel
PREPARATION: Before Reading: Hand out markers

1. Teacher CD. and put on the CD. Students should
2. Highlighters. follow along with the CD and mark
3. Pictures and props for encoding words that they do not know.
words.
4. Dictionary. Words/phrases that you should be
5. Extra writing paper. prepared to explain include:
6. Games. bleachers – noticed – reconsider –
interaction – companionship –
advancements – counter – drawn –
Standard greeting: a) about listening generous – devotion – passion
right elbow, then put your right hand TIP
on your left elbow, and then tap your Students may find it difficult to follow
head twice. Repeat the rhythm until and understand the reading as it is
everyone is doing it. Then start the read at normal speed. If this is the
Brain Jog: case, after hearing the CD once with
“Something I like to eat in a class. This means that each student
restaurant is .” reads a few lines and you stop where
“Something I like to eat in a comprehension greatly and allows
restaurant is .” practise of reading skills.

chance to respond.

back?
Discussion: We want our students to Discussion:
relate to the story and its characters a) Simon hasn’t been truthful with
as well as relating the story to their Mr Adams because he’s given
own lives. him the impression that he’s
very close with Harry and the
Use the discussion questions to guide rest, when in reality he’s not. He
a conversation amongst the students. let him think they were good
If they go a little off topic, that’s fine, friends and he would be inviting
but don’t let the discussion get too them to his mum’s wedding.
out of hand. b) Taking into account his lies to Mr
Adams and the evidence of
Exercise 1: Encourage the students to origami, we can conclude he is
try this exercise without looking back the one behind all the clues left
at the text. If they are unsure of any for the students.
answers, they should mark key words Exercise 1:
in the questions before scanning the a) ice cream parlour.
text to find them in order to find the b) Penelope - reading a book.
answers. c) Students must choose one of the
following and explain their
answer:
i. Jessica: Vincent Van Gogh and his
Teen Choices episode.
life because he suffered a great
deal and didn't fit in well with
society.
ii. Jared: Why we make friends and
why people need companionship;
could we survive without friends?
iii. Natasha: TV commercials and
self-image; too much attention
given to the so-called 'perfect'
people.
iv. Harry: Communication in the
family in the technological age.
d) His son owns the ice-cream
parlour and he helps (out since
he's retiring).
e) Mr Adams' son and Simon's
mother are to be married. He is a
sort of step-grandfather to him.
This could be an opportunity to
explain the classic nuclear family
and the new family structure,
involving step-fathers, step-
mothers, step-siblings, and so on.
read out the word bank. a) peculiar
b) suffered
Complete this exercise as a group c) companionship
activity. Each student takes a turn to d) obvious
read out a definition while the other e) confusing
students in the class race to find the f) interesting
relevant words from the text. g) noticed
The students should then use the Exercise 2:

vocabulary to complete the a) is having a nap
sentences, putting the vocabulary b) didn't have a good flight
into perspective. c) have a chat
d) was having a dream
Exercise 2: Students should complete e) is having a bath
this exercise individually. When f) had a fight
sharing answers, have the students g) was having a shower
read out the full sentences. h) will have a day off /has a day off
i) have a word with
j) has a walk
uses of to have is a good way to Exercise 3:
break the lesson. Their words, but here are some
possible answers:
a) It was very peculiar to find the
trophy behind Mr Adams.
b) The wedding was lovely.
c) - I find maths too confusing and I
can’t do it!
- Stephanie was very confused by
the maths homework question.
d) - Gustav’s car was shinier after he
washed it.
- Gustav’s car wasn’t the shiniest
car in the lot.
e) Most people don’t take too
kindly to criticism.
g) Jessica explained that she was
Lesson 8.4 writing about the artist Vincent
Van Gogh and his life.
Exercise 1: Students should complete h) Harry says that he is researching
this exercise in pairs. If there is a how communication within the
debate about an answer, students family has changed because of
should consult the Grammar File. technological advancements.
Answers should then be shared with i) Natasha answers that her paper
the group. is about ‘TV commercials and
self-image,’ because she really
Exercise 2: Students should complete thinks people pay too much
this independently. When sharing attention to the so-called perfect
answers, students should select the people they see in commercials.
three sentences that they think will
most interest their friends. Exercise 2:
a) Their answers, but here are some
Students may have opposing suggestions: Natasha thought she
opinions, and any discussions or was prettier than Penelope.
debates that ensue are to be b) Jessica was both kind and sweet,
encouraged but kept short. very much like her grandmother.
c) Harry is very smart and he thinks
8.4 Answer Key Natasha can be a bit mean.
d) Simon was sad to be excluded
from the group, but Jared was
Exercise 1: always happy.
a) Jessica asked Penelope if she e) Mrs Jenkins seems very nice, but
suspected anyone else of the Mr Hughes seems mean.
bullying or if anyone had sent her f) Natasha is rude but Penelope is
notes or anything. sweet.
b) Jessica asked Natasha if she had
seen anyone else around.
c) Penelope whispered that she had
been sitting in the top bleacher
because it was quiet there.
d) Jared agreed that Mrs Jenkins
might be able to help them figure
this out.
e) Natasha pointed out that they
had been so busy trying to solve
the mystery of the bully, they
hadn't worked at all on their
papers for Mrs Jenkins.
f) Jared asked Jessica what she had
chosen to do her assignment
about.
that have finished all of the a) no more stars
compulsory material will move on to b) detect thieves
the Fun Stuff page while they wait for c) the classroom
the others to finish. The students will d) a grim era
enjoy this fun review of the material e) o dear! Guns!
covered in the lesson. f) expand lie
g) fact bloomer
However, if all of the students have h) sane boy
completed the compulsory pages, i) warm voice
Stuff at home and in the remaining Exercise 2:
time, you can play games or talk a) almost exactly
about what they have learnt during b) small crowd
the lesson. c) bad luck
d) alone together
e) same difference
Game: Play a Happy Families f) diet chocolate cake
game, reviewing the material from g) sad smile
this unit, and check the Portal for h) clearly misunderstood
extra games. i) terribly pleased
Exercise 3:
Personal answers, meant to
encourage dialogue amongst the
students, but in a Fun Stuff manner
as they work in pairs.
Brain Jog: Put your right hand on
Unit 8 Teacher’s your left elbow, then put your left
Guide hand on your right elbow, and then
hop twice. Repeat until there is a
good rhythm going before you start
the talking part of the Brain Jog:
Lesson Plans
“I like/don’t like to sleep because
_________.”
Unit 4 Teacher’s “I like/don’t like to sleep because

_________.”
Guide
Some ideas are:
Lesson Plans a) it is relaxing
b) I have nightmares
Lesson 1.1 c) my bed is so comfortable

PREPARATION: has had a chance to contribute.
2. Pictures and props for encoding Exercise 1: Read through the Key
words. Words with the group.
3. Dictionary.
4. Games. Have pictures or props ready to help
Standard greeting: a) about listening Since correct use of a dictionary is
to the sound tracks and b) about the integral to developing skills for future
students’ week in general. studies, you can also encourage the
Be lively, interested, and interesting!
Turn this exercise into a group
Introduce the unit to your students activity. Download and place four
telling them that we will be talking sheets of paper on the floor, each
about dreams, giving them plenty of labelled with one of the categories in
opportunity to write and talk about the table. Prepare the key words on
themselves while reviewing all of the cards. Students should take turns
grammar that they learnt with you taking cards and placing them on the
during the year. relevant sheet of paper.
Ask about their sleep habits and what Explain to the class that some words
kind of things they dream about. This might belong to more than one
will get them warmed up for the category.
Brain Jog.
the various tenses.
Exercise 2: Who can remember the
verb forms used in each tense?
Brainstorm together on the board.
Remind the students that + means

positive and – means negative.
You can also use some non-personal

examples from your life. (See the
Answer Key for some possible
examples.)
 past simple = subject + V2...

 past progressive = subject +
was/were + not + verbing ...
 past perfect progressive =
subject + had + not + been +
verbing ...
 present perfect simple = subject
+ have/has + V3 ...
 present progressive = subject +
am/is/are + verbing ...
 present simple = subject +
verb(s/es) ...
 present perfect progressive =
subject + have/has + not + been +
verbing ...
 future simple = subject + will +
V1 …
 past perfect simple = subject +
had + V3 ...
You can also brainstorm some time
expressions with the group.
The students should work in pairs to

create sentences in each of the
tenses. Encourage them to be
creative. Two pairs should share their
answer for each of the examples.
Tongue Twister Challenge: Which

student can say the tongue twister
the best? How about ten times in a
row? Ask them to practise it at home
for the challenge next week.
1.1 Answer Key
Exercise 1:
Adjectives Nouns Verbs Adverbs
tired dream dream happily
sleepy sleep sleep lazily
lazy bed rest quietly
ill nap lie down easily
asleep rest imagine calmly
exhausted couch close (-z- peacefully
close (-s- pillow sound; quickly
sound; blanket shut) slowly
nearby) bedroom lie down
ill nightmare imagine
lazy sofa go to sleep
subconscious mattress pass out
bored beach fall asleep
rested subconscious
beach chair
hammock
daydream
beach chair
hammock
Exercise 2: Their words, but here are

some possibilities that you can share
if they are having trouble getting
started:
a) My niece and nephew took a nap

because they were sleepy.
b) I wasn’t daydreaming during class
yesterday.
c) My mom hadn’t been looking for
a bed to buy, when we decided to
buy her one.
d) My brother has been behaving
lazily ever since he graduated.
e) Everyone is happily doing this
exercise.
f) I easily fall asleep in a hammock.
g) We haven’t been sleeping for the
past 2 hours.
h) I will buy myself a new mattress
when I need one.
i) My niece had gone to the
bedroom just to lie down, but she
fell asleep.
Go Grammar! Having brainstormed Exercise 1:
about the various tenses on the a) Usually she goes to the
previous page, the students should supermarket but today she is
have this fresh in their minds. feeding the baby.
b) Ed usually works in the morning
Regardless, open the Grammar File to but today he is in bed because
page 7 and have the students review he has a cold.
page 7 and half of page 8 on their c) Steve usually wakes up early but
own. Now share the reading of the today he is sleeping in.
table comparing present simple and d) e.g. Usually I am still asleep at
present progressive tenses. 9am but today I am making
breakfast.
Exercise 1: Ask the students what e) She sometimes takes a nap after
they see in the picture. Have two the kids go to school but today
volunteers read out the examples. she is watching TV.
What is happening in this exercise? f) They sometimes clean the house
but today they are having coffee.
If they can’t figure it out, explain that g) Usually she makes the bed in the
Jeff and Jenny are discussing what all morning but today she is getting
their neighbours are doing. dressed.
h) They usually walk the dog but
Students should work individually to today they are napping instead.
form sentences using the present
simple and present progressive
tenses.
As a hint, ask them to identify the

time expressions in the exercise and
connect them to the relevant tenses.
Go Grammar! Having brainstormed Exercise 1:
about the various tenses on the The sentences should be
previous page, the students should grammatically correct; however, they
have this fresh in their minds. may vary a little. Make sure the
templates of past progressive and
Regardless, open the Grammar File to past simple are used.
page 11 and share the reading. Here are some possible answers:
a) The man was napping in a
Exercise 1: Students can work in pairs hammock when it started to rain
to describe Chris’ dreams using the b) The pillow was talking to the
vocabulary surrounding them and a
blanket when the man walked into
combination of the past progressive
and past simple tenses. the room.
c) Two monkeys were jumping on
To help them, have them identify the bed when one fell off.
which event interrupted the on-going d) Some mice were playing in the
activity in each dream scene. front yard when the rats arrived.
e) Some fish were swimming in the
bath tub when the crab walked in.
they should write to their e-pals.
f) A horse was getting out of bed
when the bird scared him.
g) The mattress was running out of
the house when it saw the snake.
h) The snake was lazily going up the
stairs when the mattress ran past
File to pages 47–50 and share the 1.
reading among the group. a) slow – slowly
b) slower – more slowly than
c) the slowest – the most slowly
the use of adjectives and adverbs. 2.
a) easy – easily
Exercise 1: Having reviewed the use b) easier than – more easily than
of adjectives and adverbs, in the c) the easiest – the most easily
game, ask who can give some
examples of how we use adjectives
and adverbs to talk about two or
more things and their differences.
Students should work in pairs for this

exercise. Once they are done,
answers should be shared with the
group.
have finished all of the compulsory a) night-night
material will move on to the Fun b) goodnight
Stuff page while they wait for the c) sleep tight
others to finish. The students will d) sweet dreams
Exercise 2:
However, if all of the students have a) bedroom
completed the compulsory pages, b) dream
you can encourage them to do Fun c) sleepy
Stuff at home and in the remaining d) alarm
the lesson.

Lesson 2.1 Joke: Ask for a volunteer to read out
the joke. Can they see the humour in
PREPARATION: it?
2. Highlighters. A proper nightmare is supposed to
3. Pictures and props for encoding frighten the dreamer. When it does
words. not, it has ‘failed’ and is therefore
4. Dictionary. considered the ‘worst’ not from the
5. Extra writing paper. aspect of being the scariest, but by
6. Games. not being scary at all.
Standard greeting: a) about listening Reading Comprehension: Make sure

to the sound tracks and b) about the that every student has a highlighter
students’ week in general. for this activity.
Be lively, interested, and interesting! Each student should take a turn

reading. Make sure that they read
Check homework: Group activity. slowly and clearly so that everyone
can follow them. As they read, all
Brain Jog: Sitting cross-legged, touch students should mark words that are
your left knee with your right hand, new for them.
then touch your right knee with your
left hand, and then clap twice. Some words they may not know, and
Repeat the rhythm until everyone is you should be ready to explain, are:
doing it. Then start the Brain Jog: unique – universal – anxieties –
situation – handle – insecure –
“I sometimes dream about ______.” overwhelmed – aspect – exposed –
vulnerable – accomplish –
“I sometimes dream about ______.” interpreting – discouraged
Go around the group until everyone Have pictures or props ready to help
has had a turn. you explain some of the key words.
Some ideas to help you get started: integral to developing skills for future
a) flying studies, you can also encourage the
b) finding something students to look up new words.
c) falling
d) running
e) swimming
f) being in danger
g) people I love
h) someone I’ve lost

back?
Discussion: Use the questions about
dreams on the page to help start a
conversation with the group.
Here are some further questions to

help direct the discussion:
a) Do they warn you about things?

Do they tell you what makes you
happy? Do they tell you who you
like?
b) Have you ever dreamt about the
same thing over and over again?
Have you ever dreamt that
(someone was chasing you / you
won some money … more than
one night in a row?
c) Have you ever dreamt of animals
/ death / money / being chased?
9. threatened
Lesson 2.2 10. dangerous
11. important
Exercise 1: Students can work
independently or in pairs to complete 12. specific
this exercise. They should scan the 13. unique
text looking for adjectives. 14. weird
15. exciting
Share answers with the group
before starting the word
search. The word search
should be left to be done if a
student finishes another
exercise before their
classmates.
Exercise 2: The students

should work individually to
use the adjectives in
sentences.
Before sharing their answers,

each student should score
their sentences for number of
adjectives used, and share
their scores with the group.
Who did the best? Exercise 2: Their personal choices,
but here are some possibilities:
Each student should then share their a) The story I am reading is exciting,
two favourite sentences with the funny and weird but I feel
group. frustrated by it as well.
b) The quiet, young, shy girl that
lives in the big, orange house is in
Game: Play a game about the my class.
reading comprehension text. c) My mother is proud of me.
d) When I don’t do difficult
2.2 Answer Key homework, I feel embarrassed,
ashamed, frustrated and
insecure.
Exercise 1: e) Sleep walking can be dangerous.
1. vulnerable f) My friend feels vulnerable,
2. embarrassed overwhelmed and exposed when
3. proud she gave her important speech in
4. insecure front of the school.
5. exposed g) Animals feel threatened by
people.
6. overwhelmed
h) My friend’s style is unique, weird
7. difficult and exciting all in one.
8. frustrated
Lesson 2.3
Go Grammar! Ask the students what
they remember about conditionals.
Regardless of their answers, open the

Grammar File to pages 18–21 and 29
and review the material with the
group.

individually to practise the use of
conditionals.

not just the conditionals. The more
they use and hear the structures, the
better they will internalise the
grammatical constructs.

the use of conditionals.
Exercise 2: Download and prepare

the if clauses on red cards, and the
result clauses on blue cards, to turn
this exercise into an interactive
activity helping the students to find
the answers.
Hand out the red cards, and stick the

blue ones up on the walls around the
classroom. Students take turns
reading out their red card, and then
all of them race to find the relevant
blue card.
Whoever finds it should then read

out the full sentence. Allow everyone
to then write the answer in their
workbook.

fastest, without mistakes? How
about 10 times in a row?
2.3 Answer Key
Exercise 1:
a) must consider
b) dreams
c) could / would analyse
d) will / could/might continue
e) were
f) shows
g) might be
h) means
Exercise 2:
If Clause Result Clause

e.g. Unless Pam understands what is 8 1 it could mean they missed a big opportunity.
threatening her in real life,
a If Sara hadn’t gone to get her dream 6 2 it has a special importance and is worth
analysed, examining.
3 they might dream about flying.
b If someone dreamt about being late for an 1
important event, 4 you may dream about a bicycle race, in which
case the dream has no particular meaning.
c If someone has a new way of looking at a 3
difficult situation, 5 don’t get out of bed immediately.
d If Ned hadn’t made a choice, 9 6 she wouldn’t have realised it was time to cut
e Most dream researchers agree that if a 2 back on her responsibilities.
dream recurs, 7 he would have remembered more details.
f If you want to remember your dreams, 5
8 she may keep having the dream of being
g If Sam had shared his dream with a friend, 7 chased.
9 he wouldn’t have stopped having the dream of
h If you ride your bike around your 4 being in a dangerous situation and not being
neighbourhood, able to move.
Exercise 1: Students should work in Exercise 1:
pairs to match the pictures and write The numbers have to be in this order.
the sentences. However, different answers can be
acceptable so long as the grammar is
Remind them to refer to their correct.
Grammar Files on pages 18-21 and 29 a) 5. – Third conditional:
to ensure that they get the correct If he hadn’t stayed up all night
structure for each of the on the phone, he wouldn’t
conditionals. have been so tired at school.
b) 3. – First conditional
Share answers with the group. If you are tired, you should go
to sleep. / If you’re tired, go
to sleep.
c) 1. – Second conditional
If you had kept a notebook
and pen by your bed, you
could have written / drawn
your dream when you woke
up.
d) 6. – First conditional
If you dream you are in a
dangerous situation but can’t
yell for help or move, you
may be having trouble making
an important decision.
e) 4. – Zero conditional
If someone is a heavy sleeper,
they don’t wake up from
noise.
f) 1. – Third conditional
If she hadn’t been
daydreaming, she wouldn’t
have missed the bus.
have finished all of the compulsory The secret code is:
material will move on to the Fun Dreams are a window into common
Stuff page while they wait for the anxieties, fears, and desires.
enjoy challenging each other! Exercise 2:
adore – ads – age – aged – ago – and
However, if all of the students have – anger(s) – are – argue(s) – argued –
completed the compulsory pages, around – dangers – dare – dean(s) –
you can encourage them to do Fun dear – dear – does – dog – dog(s) –
Stuff at home and in the remaining done – dose – drag – dragon(s) –
time, you can play games or talk drug(s) – due – dug – dune – duo –
about what they have learnt during ear(s) – earn(s) – ego – end(s) – era(s)
the lesson. – euro – garden – gear(s) – gerund(s)
– god – goes – gone – grade(s) –
grand – groan – ground(s) – guard(s)
See the Portal for extra games. – gun – gun(s) – nag – near – nerd(s)
– nod – nor – nose – nude – nudge –
nurse – oar(s) – one(s) – orange –
oranges – organ(s) – our(s) – rag(s) –
rage – rage(s) – rang – range –
ranged – read(s) – reason – red –
redo – road(s) – rod(s) – rode – rose
– round – rude – rug(s) – run – rung –
sad – sane – sang – sea – sear – send
– snare – snared – snore – snored –
snug – soar – soda – son – song sore
– sound – sounder – sour – sue –
sugar – sun – sundae – sung – sure –
surgeon – under – undergo – undo –
unread – urge(s) – urged – usage –
use – used – user
Lesson 3.1 When the song ends, ask them what
they think of it. Now they should
open their books and take
PREPARATION: highlighters. Ask them to highlight
1. Teacher CD. the words they’d like to know more
2. Highlighters. about while they listen a second time
3. Pictures and props for encoding to the song.
words.
4. Dictionary. Some words and expressions you
5. Extra writing paper. need to be prepared for are:
6. Games. broke through – rays – gently –
horizon – REM – settles – deal –
Standard greeting: a) about listening mammals
Be lively, interested, and interesting! Since correct use of a dictionary is
Brain Jog: Standing up, raise your
right knee and touch it with your left Discussion: Use the questions to
elbow, then raise your left knee and guide a short discussion with your
touch it with your left elbow, and students about their dreams.
then clap twice. Repeat the rhythm
until everyone is doing it. Then start Exercise 1: Many words in the song
the Brain Jog. have dual meanings. Our students
are most probably familiar with the
“I think animals dream about _____.” literal meaning but not the changed
meaning when paired with another
“I think animals dream about _____.” word.
Repeat until everyone has had a turn. Ask the students to work in pairs to
consider the different meanings of
Some possibilities to help get the ball
the words as they are used in the
rolling:
song.
a) food
b) their friends
c) their owner
d) their toys
e) places they like to go
Song: Play the song for them, with
their books closed. This will really let
idiom?
you see who has been doing their
home listening. Let them focus on
Can they apply it to their own
listening, and really get the feeling of
personalities and daily lives?
the music and lyrics.
3.1 Answer Key
Discussion questions:
a) Yes, I do. / No, I don’t.
/Sometimes. / Rarely. / Often.
b) Yes, I do. / No, I don’t.
c) Yes, I do. / No, I don’t.
Exercise 1:
Note: It can be explained to the

students that the word have has
many meanings; there are two
examples in this exercise. Have can
also mean undergo, as in have an
operation.
a) Here, broke means came or
arrived or began.
b) Here, having means eating or
consuming.
c) Here, kiss describes how the sun
appears to be touching the
horizon. It’s a metaphor.
d) Here, deal means handle or
cope with.
e) Here, have means experience.
Exercise 2:
Lesson 3.2 a) curtains
b) biscuits
Exercise 1: Who remembers what c) shining
synonyms are? Great! Two words d) drove
with the same meaning! e) REM
f) mammals
This can be completed as a group g) subconscious
exercise. Students take turns reading h) excitement
out words from the exercise (not i) sleep
necessarily in order) and their friends
need to race to find the synonym Exercise 3:
used in the song.
Questions Answers
a) At what time c) She is sitting in the
the new vocabulary from the song. of the day does front next to Benaya.
the song begin?
Exercise 2: Have one student read b) What is Raila f) To be able to deal with
out the word bank. having at the all of their inner
start of the song? thoughts.
c) Where is Raila i) His shoes are in shreds
to prepare the answers first. as they drive off? by Raila’s bed.
d) What woke h) No, she’s his dog.
Allow time for the students to write Raila as she lay in
the answers after each answer is her bed?
given. e) What happens e.g. In the early morning
when REM sleep a) hours.
Exercise 3: Students can work in pairs
to match the questions and answers settles in?
about the song. f) Why does g) They all brought gifts.
Benaya think
When sharing answers, have student
mammals dream?
A ask the question to be answered by
student B. Student B then asks a g) What did d) Rays of light.
question of student C and so on. everyone bring to
the birthday
party?
3.2 Answer Key h) Is Raila e) We start dreaming the
Exercise 1:
a) woke Benaya’s type of dream that we
b) meet relative? can recall.
c) remember i) What does b) Some biscuits and tea.
d) right Benaya discover
e) lightly in the morning?
f) centre
g) mad
h) thinking
File to pages 55–56 and have the a) succeeded in / dreamt - away
students share the reading about b) turn up
phrasal verbs, prepositional verbs c) come from / think about / related
and their uses. to
d) believes in / passed out
Key Words: Read through the Key e) dreamt - up / go out / dream on
Words with the group, be ready to f) kept – from
explain them with examples if need g) stay up / lay down / wake up /
be. slept in / lay – off
h) turn – on / search for / sleep over
Exercise 1: Give the students time to / heard of
complete this exercise individually.
Remind them to read carefully in Exercise 2:
order to decide which verb to use in Personal answers.
each sentence. Some ideas could be:
a) I often think back on when I was
When sharing answers, the students younger and had fewer
should read out full sentences, not responsibilities.
just the missing words. b) My mother has a big influence on
the choices I make.
c) My friends and I like to talk about
Game: A game reinforcing the fashion.
grammar learnt is a good idea. d) I sometimes dream about
travelling the world.
Exercise 2: Students should work e) Music helps me calm down.
individually to write about f) I wish for world peace.
themselves. After almost a full year g) I sometimes worry about my
of learning together, they should feel grades.
fairly comfortable sharing with the h) I hope that one day I will have an
group. opportunity to help the less
fortunate.
Once they are done, each student i) I rarely agree with my siblings.
can share two or three things about
themselves that they think will most
interest their classmates.

week!
Exercise 1:
Spelling Game – Should Do! a) chin - shin
Differentiating (speaking and b) cherry - sherry
hearing) between the phonics /ʃ/and c) shore - chore
/tʃ/. d) Sheer - cheer
e) sheaf - chief
Put on the Teacher CD/audio track f) Shatter - chatter
and have the group repeat each g) Which - wish
sound and word after it is said on the h) choose - shoes
CD/audio track. Please note that both i) Crush - crutch
columns are read, then the words are j) Cheap - sheep
read across the columns to better k) Chi - she
compare the sounds. l) She’s - cheese
Exercise 1: Have the students Exercise 2:
complete this individually, to practise a) to chop
the new vocabulary. b) washing
When sharing the answers, make c) shipping
sure they pronounce the phonics d) cheating
properly. e) to chew
f) to cheer
Go Grammar! Open the Grammar g) shopping
File with the group to page 43 and h) chipping
review the use of gerunds and i) to catch
infinitives.
Exercise 2: To challenge the students,

have them do this exercise verbally
without time to prepare the answers
first.

given.

game with the group reviewing the
grammar and vocabulary covered on
the page.
Remind them that they should
review the chart at home, so that
game next week, and can help their
team win.
The games vary from relay races to
board games.
have finished all of the compulsory 1. broke
material will move on to the Fun 2. bed
Stuff page while they wait for the 3. remember
others to finish. The students will 4. sweet
enjoy challenging each other! 5. biscuits
6. drove
However, if all of the students have 7. front
completed the compulsory pages, 8. sun
you can encourage them to do Fun 9. shine
Stuff at home and in the remaining 10. remember
time, you can play games or talk 11. mountain
about what they have learnt during 12. spring
the lesson. 13. horizon
14. dogs
15. settles
See the Portal for extra games. 16. mammals
17. deal
18. within
19. Rays
20. lay
21. quite
22. dream
23. gifts
24. excitement
25. wrapping
Exercise 2:
a) he – he’s – shoe – shore – chores
b) cheap – heap – pea – pa – a
c) a – at – hat – chat – watch
d) sheaf – safe – sea – as – a
the students if they reviewed the
6. Games.
Standard greeting: a) about listening pairs. Give each pair a board marker;
to the sound tracks and b) about the they should take turns writing the
students’ week in general. words you read out. Award one point
Be lively, interested, and interesting! for each pair who successfully spelled
the word correctly.
Brain Jog: Put your left hand on your two sets of downloadable cards with
right elbow, then put your right hand the words spelled correctly, and one
on your left elbow, and then clap set with the letters scrambled. The
twice. Repeat until there is a good students work in teams to find the
rhythm going before you start the correct word for the scrambled one
talking part of the Brain Jog. you hold up.
“I think Simon is _________.” Ball game – This game makes the

“I think Simon is _________.” other and working together to spell
Go around until everyone has had a words. Each student says one letter
turn to contribute. and then throws the ball to another
Some possibilities to help get the ball mistake is made, start the word over
rolling: again.
a) bad
b) mean E-pals: Ask your students if they have
c) unfair written to their e-pals, and if so, what
d) a liar they wrote about.
e) sad
f) justified Tongue Twister Challenge: Which
student can say the tongue twister
the fastest? How about ten times in a
row? Ask them to practise it at home
for the challenge next week.
Discussion Before Reading: If the
students have been doing their home TIP
listening, this discussion to refresh Students may find it difficult to follow
their memories shouldn’t be a and understand the reading as it is
problem. If none of them remember read at normal speed. If this is the
what happened in the last episode, case, after hearing the CD once with
they should open to Lesson 8.1 of them, read the passage round the
Unit 7 and skim read the episode. class. This means that each student
Obviously, these are their opinions, they don’t understand. This increases
but here are some possible answers: comprehension greatly and allows
a) That Simon sent all of the practise of reading skills.
origami clues and that he is
‘secrethelper’.
b) Regarding the discovery: I don’t
think so. / Probably not. They
may however be happy to finally
solve the mystery.
c) I hope that they are mistaken
and Simon has a clear
explanation. / I hope that they
tell Simon that they are
disappointed in him and never
speak to him again.


to explain include:
deserve – errand boy – dismiss –
disbelief – isolated

Exercise 1: Thinking beyond what you Exercise 1:
have read in a story is what makes Possible answers:
reading so much fun! You get to feel a) That Simon sent the origami
involved in the story. It also helps the clues (because he seemed so shy
students’ creative process, giving / he was such a follower). / That
them skills necessary for writing Penelope was the one who
exercises. created the web-page (she was
so genuine and seemed to be
Have the students work individually hurt by it).
to answer the questions before b) Simon, because he was sick and
holding a brief discussion with the tired of how he was being
group. treated. / Penelope, because it
started as a class project and she
Exercise 2: Who remembers what didn’t expect her classmates’
synonyms are? Great! Two words reactions.
with the same meaning! c) I think they will be
understanding and forgive her. /
This can be completed as a group I think they will be very upset
exercise. Students take turns reading with her and never speak to her
out words from the exercise (not again. / I would not trust
necessarily in order) and their friends Penelope anymore. / I would
need to race to find the synonym think it was a clever experiment.
used in the episode.
Exercise 2:
a) surprised
Game: Play a game reviewing b) a reason
the Teen Choices episode. c) ignored
d) specifically
e) insulted
f) isolated
g) to suffer
h) choice
File to pages 14–15 and 25–28 to a) YES. He didn’t seem surprised …
review the present and past perfect b) Simon had used Mr Adams’ key
tenses sharing the reading between to get into the school and he had
the students. taken the trophy.
c) Simon had been feeling like Mr
Adams because both are always
Game: Play a game to review the in the background.
present and past perfect tenses. d) She has been hiding the fact that
she was behind the cyberbullying.
Exercise 1: Remind the students that e) Penelope had created the page
the grammar construct used in the about herself in order to research
question should match the grammar what would happen within a class
they use in the answer. of close friends if a page suddenly
appeared about one of the
Have the students work individually students.
to find the answers in the text. f) Harry had been made angry by
the fact that the students had
Share the answers with the group. been trying to find out who was
responsible for the page, but
Exercise 2: Ask the students to work Penelope had been responsible
in pairs on this exercise. the entire time.
g) Jared had been quiet before he
When sharing answers they should finally spoke.
read out the full sentences, not only h) ... hadn’t even given
the missing verbs. cyberbullying a thought.
i) Penelope was surprised by the
fact that people she had known
all her life would turn against her.
Exercise 2:
a) had thought
b) have discovered - has
disappointed
c) has been concealing
d) had imagined
Exercise 1: Have one student read Exercise 1:
out the words in the small speech a) 3
bubbles. b) 9
c) 10
This exercise can be done as a group d) 4
exercise. As each definition is read e) 6
out, the students race to find the f) 5
correct word. Once they find the g) 7
word, they should write in the h) 2
number of the definition under the i) 1
word. j) 8
Once the exercise is finished, check

that the letter-number combinations
are correct.
have finished all of the compulsory Across
material will move on to the Fun 3. Penelope
Stuff page while they wait for the 6. Natasha
others to finish. The students will 10. Harry
Down
However, if all of the students have 1. ice cream
completed the compulsory pages, 2. Jessica
you can encourage them to do Fun 4. origami
Stuff at home and in the remaining 5. Simon
time, you can play games or talk 7. trophy
about what they have learnt during 8. solved
the lesson. 9. Jared
Exercise 2:
a) mystery
b) solved
c) social
d) friends
e) surprised
f) honest
g) errand
h) suffer
i) choice
Hidden question is:

Who is Penelope’s secret helper?
Answer: Mrs Jenkins
Lesson 5.1 Exercise 1: Now that the lyrics are
fresh in their mind, it is time for them
PREPARATION: to relate to the song on a deeper,
1. Teacher CD. more personal level. Each student
2. Highlighters. should answer these questions on
3. Activity for L5.3 download. their own, and then share with the
4. Pictures and props for encoding group.
words.
5. Dictionary. Ask the students to complete this
6. Games. exercise individually, contemplating
the mood and tone of the song. Does
Standard greeting: a) about listening everyone agree?
students’ week in general. Idiom of the Week: Ask for a
Be lively, interested, and interesting! volunteer to read the explanation,
Check homework: Group activity. Can any of the students think of
Brain Jog: Standing up, touch your idiom?
left knee with your right elbow and
then touch your right knee with your Get them to write down two extra
left elbow. Repeat until everyone is examples.
doing it. Then start the Brain Jog:
“The animal I see most in my dreams

is ________.”
5.1 Answer Key
“The animal I see most in my dreams
is ________.” Exercise 1:
a) 2. loving and peaceful?
Go around the circle until everyone b) 3. My sweet Raila.
has had a turn. c) 3. New shoes she can eat!
Song: Seeing as how this is the Idiom:

second time you are working on the Their words, but here are some
song in class, there shouldn’t be possibilities:
words they don’t understand.  I wouldn’t dream of
shoplifting. It’s wrong!
Give each student a highlighter and  I wouldn’t dream of going
ask them to mark words that show bungee jumping. It’s scary!
that Benaya loves Raila (sweet, she’s
in the centre, cute – anything else as
long as they can justify their choice).
Game: Review the song lyrics

with a game.
Lesson 5.2
Exercise 1: Break the group into small
discussion groups of 3–4 students so
that they can discuss each of the
quotes and what they might mean.
After about 10 minutes, bring the

group back together to share ideas.
Exercise 2: The students can work in

pairs to complete this exercise. Their
answers will differ, so when sharing
answers, have two pairs share each
answer.
If anyone else has something to add

after two pairs have answered each
question, they are more than
welcome to contribute.
Exercise 3: This exercise can be

turned into a fun activity for the
group. Create downloaded signs with
the three moods, and cards with all
of the other words on them for the
students to sort according to mood.
It can be done as a competition

between pairs or groups, or simply as
a group activity.
Exercise 2: Suggested answers:
5.2 Answer Key a) It can help to better
understand what we are
Exercise 1: Possible answers: reading; understand the
a) For a dream to be great (refers vocabulary; learn to draw
to a goal or aspiration, not a conclusions and connections
dream during sleep) someone between specific words. It may
has to dream it, think of it, and even change the literal
bring it to life. Without the meaning of the words to mean
dreamer, there would be no something very different.
dream. This quote encourages b) Most of the sentences can be
people to dream and aspire and used as examples.
hope. c) Ideally, the answer here should
b) If you have the courage and be ‘yes’. When we read or hear
perseverance to follow a dream, something sweet and happy, it
you really can make it a reality. If often brings a good feeling
you are persistent in your inside us of similar emotions.
pursuit, you can achieve it.
c) Today we look back at yesterday Exercise 3:
as a memory, something that has a) angry
already happened. Tomorrow is b) happy
created from our dreams today. c) sad
d) If you don’t dream, how can
these dreams come true? This
encourages people to dream, i.e.
have plans and set them in
motion. You need to dream first
and foremost and then set about
making your dreams a reality.
You need imagination and
foresight to create a good reality
tomorrow.
e) Dreams give us hope, something
to look forward to, a relief from
reality on a bad day, show us
possibilities, allow us and
humanity to progress, etc.
File to pages 36–42 to review the a) REM dreams are characterised by
passive voice with the group. bizarre plots and lots of
imagination.
b) On joining the European Union, a
Game: A game reviewing the campaign to get rid of its world
passive and active voices would be famous siestas was launched by
good at this point. Spain.
c) Some people, who had only
Exercise 1: Students should work watched black and white TV as
individually to convert these children, reported that dreams
sentences between the active and had been had mostly in black and
passive voices. white.
d) Dreams can only be dreamt about
When sharing answers, ask students faces which have already been
to read out the pairs of sentences. seen.
e) While adults are sleeping, dreams
E-pals: Remind your students that are being had on and off for an
hour and a half to three hours.
week!
f) In 1964, 17-year-old Randy
Gardner set the world record for
not sleeping when he was awake
for 264 hours and 12 minutes.
g) While we are sleeping, our brains
are sorting and processing
information on what was going
on during the day.
h) Sleeping at night will be made
much more difficult by sleeping
during the day.
i) TV, computer games and
exercising might disturb sleep if
these are too close to bedtime.
j) Some students were playing an
audio track of the exam material
while they were sleeping and the
material was remembered better.
k) Scientists don't yet understand
the reason we need sleep.
Exercise 1:
Spelling Game – Should Do! a) share
Differentiating (speaking and b) chair
hearing) between the phonics c) Deer / Bear
/ɪə/and /eə/. d) cheering
Put on the Teacher CD/audio track e) heir
and have the group repeat each f) bears
sound and word after it is said on the g) We’re
CD/audio track. Please note that both h) Rare
columns are read, then the words are
read across the columns to better Exercise 2:
compare the sounds. a) Claire
b) a pair
Exercise 1: To help assimilate the Note: make sure that ‘a’ is used.
vocabulary into their own functional c) fear
lexis, have the students work d) rear
individually to complete the e) where
sentences. f) tear
g) steer
When sharing answers, the students h) beer
not just the missing words. Exercise 3:
a) clear
Exercise 2: Complete this exercise as b) mare
a group activity. Each student takes a c) wear
turn to read out a definition while d) dared
the rest of the class race to find the e) appeared
relevant word from the list. f) pears
g) spear
Exercise 3: To challenge the students, h) bare
have them do this exercise verbally
without time to prepare the answers
first.
Allow time for the students to mark

the correct answer as they are read
out. Make sure that the students are
pronouncing the words clearly.

game with the group; when you
finish playing, remind them to
practise the spelling at home to help
prepare for a game next week.
have finished all of the compulsory How I wish I could know what you’re
material will move on to the Fun thinking.

the lesson.

Exercise 2:
Hidden message:
All us mammals dream, to deal with
the thoughts, to deal with the
thoughts deep within.
Lesson 6.1
Spelling Game – Must Do! Ask
PREPARATION: the students if they reviewed the
1. Activity for Spelling Game spelling words at home. Regardless,
download. they are about to be challenged with
2. Teacher CD. a group game using the spelling chart
3. Extra writing paper. from Lesson 5.4.
words. Choose between a board game,
5. Dictionary. scrambled letter game and a ball
6. Games. game.
Standard greeting: a) about listening Board game – Split the group into
to the sound tracks and b) about the pairs. Give each pair a board marker;
students’ week in general. they should take turns writing the
Be lively, interested, and interesting! for the first pair to finish, and a point
Check homework: Group activity. the word correctly.
Brain Jog: Sitting down, touch your Scrambled letter game – Prepare
left ear with your right hand, touch two sets of downloadable cards with
your right ear with your left hand and the words spelled correctly, and one
then tap your head twice. Repeat the set with the letters scrambled. The
rhythm until everyone is doing it. students work in teams to find the
Then start the Brain Jog: correct word for the scrambled one
you hold up.
“I think I get/don’t get enough sleep
because _______.” Ball game – This game makes the
“I think I get/don’t get enough sleep other and working together to spell
because _______.” words. Each student says one letter
Some possibilities to get the ball student who says the next letter. If a
rolling: mistake is made, start the word over
a) I go to sleep early every night. again.
b) I sleep a lot.
c) I am never tired. Exercise 1: Give each student a blank
d) I go to sleep late every night. piece of paper so that they can write
e) I am always tired down major points as the listen to
the exercise the first time with their
Go around the circle until everyone books closed.
has had a turn to say something.
They should attempt to answer the
E-pals: Ask your students if they have questions from the notes they have
written to their e-pals, and if so, what made.
back?
Make sure they read all of the  Listening Comprehension
remaining questions before playing
the recording again. During the Getting a Good Night’s Sleep
second listening they should add to
what they wrote during the first Dan: I can’t believe it! I fell asleep in
listening anything that will help them English class today. Everyone teased
complete the exercises. me about it afterwards.
After the second listening, give them Lucy: They probably wanted to take a
time to finish answering all the nap too! It must have been a boring
questions, then share answers with class.
the group.
Dan: No, it was a great class! I’m just
Go Grammar! Say “You all remember so tired that I can barely keep my
tag questions, don’t you?” eyes open. I didn’t sleep very well
last night.
Now open the Grammar File to page Lucy: Did you stay up late?
13 to review the material with the
group. Dan: Not really, but I couldn’t fall
asleep. I kept worrying about all the
Exercise 2: The students can work in papers I have to write. Now I’m
pairs to complete the examples with exhausted. Maybe I’ll eat some
tag questions, and answer them chocolates after school – that usually
appropriately. helps me stay awake.
When sharing the answers, have one Lucy: You know, a few years ago I had
student from the pair read out the trouble sleeping myself, and I learned
full question and the other student some tips that helped me get over it.
answer it. Go between the pairs until
each example has been read out. Dan: Really? Like what?
Lucy: Well, for example, when you

Game: Play a game reviewing can’t fall asleep because you’re
tag questions. worrying about things you have to
do, you’re supposed to write a to-do
Tongue Twister: Which student can list. It helps to set your mind at ease.
say the tongue twister the best? How
about ten times in a row? Ask them Dan: Does it work?
to practise it at home for the
challenge next week. Lucy: It worked for me! Also, you
shouldn’t eat foods with caffeine and
sugar in order to stay awake,
especially after lunch time. That just
makes it harder for you to fall asleep
at night.
Dan: I don’t know how I’d survive tea. That’s supposed to make you
without caffeine! What about if you sleepy.
wake up in the middle of night –
what are you supposed to do then? Dan: My problem is that I don’t even
Sometimes I lie awake in bed for a want to go to bed before around
couple of hours, looking at the clock. midnight.
I can see the minutes ticking by but I
can’t get back to sleep. Lucy: I was like that too. My mum
told me that most teenagers prefer a
Lucy: I had the same problem, and late bedtime – it has something to do
there’s an easy answer – hide the hormones. If only school started at
clock! Of course, you’ve got to set noon – then we’d be all set!
the alarm first so you get up on time.
And if you’re not sleeping, don’t just Dan: If I really could fall asleep at
lie there in bed. Get up and read for a midnight, I think that would be OK. I
little while – but don’t read in bed! get up at 7:00 – that’s seven whole
The idea is to train yourself that the hours.
bed is for sleeping, not for any other
activity. Lucy: Seven hours isn’t bad, but they
recommend that you get at least
Dan: I wish I could watch TV – that’s eight or even nine. I used to get by
really relaxing. I always fall asleep on seven hours, but I feel a lot
while I’m watching TV. But that healthier now that I sleep more.
would wake everyone up. Maybe I’ll
just check my email on my cell phone Dan: Hmm … maybe I’ll try to go to
– that doesn’t make too much noise. bed earlier. Oh no – here comes my
English teacher. I’m really nervous. I
Lucy: I hate to break it to you, but hope she doesn’t say anything to me.
both of those things are bad for
sleep. The light from the screen Lucy: You could just tell her you were
makes your body think it’s time to up late last night.
wake up.
Dan: I don’t know. I’m going to
Dan: So what did you do when you pretend I’m looking for something in
were trying to fall asleep? my notebook until she’s gone.
Lucy: I used to stretch or do Lucy: OK – it’s up to you.

breathing exercises. But I also made
changes in my daily routine that
made a big difference. I started to
exercise regularly – that made me
more tired by the time I got to bed.
And I had to stop eating so many
snacks before bedtime. It was really
hard to break that habit because it
made me feel less stressed. Instead
of eating, I would drink chamomile
6.1 Answer Key
Exercise 1:
a) F
b) T
c) F
d) T
e) T
f) F
g) T
h) T
Exercise 2:
a) were they – No, they weren't.
b) was it – No, it wasn't.
c) wasn't he – No, he wasn't.
d) do they – Yes, they do.
e) didn't she – No, she didn't.
f) has she – No, she hasn't.
g) doesn't it – Yes, it does.
h) should you – No, you shouldn't.
i) isn't it – Yes, it is.
j) doesn't it – Yes, it does.
k) didn’t she – Yes, she did.
l) won’t he – Yes, he will.
m) isn’t he – Yes, he is.
File to pages 3–6. Give the students a) so tired that
time to review the uses of articles b) much
and quantifiers before starting to c) any
work on Exercise 1. d) some
e) such an important
Exercise 1: Ask students to work f) Not enough
individually on this exercise. They g) an - some - the
may refer to their Grammar File if h) many
necessary to ensure that they use the i) few
correct articles and quantifiers. j) a few
k) A lot of
When sharing answers, have them l) too
read the full sentences.
Exercise 2:
Exercise 2: Give the students time to About them, but here are some
describe their sleeping habits using suggestions:
the vocabulary in the list. a) Sleeping too much makes me
more tired!
Once they are all done, ask each b) I didn’t get enough sleep last
student to share the three sentences night.
which they think will most interest c) I got plenty of sleep during
their friends to know about them. summer vacation.
Game: Play a game practising

the grammar covered on this page.
Go Grammar! Open to pages 55–56
of the Grammar File for the students Exercise 1: Any of the following:
to review the use of phrasal and
prepositional verbs.  break into  look for
 break off  look into
Exercise 1: Students should complete  break out  look up
this in pairs. Make it clear that each  break up  look up to
bubble can be used more than once.  bring up  pass away
 care about  pass on
Feel free to set a time limit and turn  care for  pass out
this into a competition.  come down  pass up
 come from  put back
Share the answers with the group.  come up  put off
Which pair found the most verbs?  dream about  put on
 dream of  put up
Now that they all have a full list of  get away  put up with
phrasal and prepositional verbs, ask  get back  take away
each student to individually write  get on  take care of
sentences using five of them.  get up  take in
 go about  take on
Each student should then get the
 go against  take out
chance to share three of their
 go ahead  take someone
sentences.
 go away up on something
 go for  take up
 go out  think about
 look at  think ahead
 look back on  think of
 look down on  wish for
Some possible sentences are:

1. I like to go out for dinner with my
family.
2. I like to take care of animals.
3. Thieves break into houses.
4. I will take you up on your offer!
5. I dislike people who look down on
others.
Go Grammar! Brainstorm connectors Exercise 1:
with the students. How many can Note: Some sentences may be true
they remember? for some students without being
changed, although this may seem
Open the Grammar File to pages 45– strange to some teachers. Teachers
46 and share the reading to refresh should ask for explanations if
everyone’s memories. sentences remained unchanged.
a) I’m not going to get married
Exercise 1: Students should work before I finish high school.
individually to rewrite the sentences b) I’m going to have three children
with connectors that make the because I really like them.
sentences true for themselves. c) As a result of my exciting and
fulfilling job, I am going to be
Answers should then be shared for very happy in the future.
the group. Each student should read d) My family and I are going to be
out an answer in turn. If anyone has a happy but we’re not going to be
different answer that they really very rich.
want to share they may do so at the e) I think I’ll travel to Australia in
end. spite of the heat.
f) First I want to go to university.
Go Grammar! We have already Then I want to get married.
reviewed these pages in this lesson, g) In addition to being nervous
but have the students open their about going to university, I am
Grammar File to pages 56–57 as a excited!
reference for the following exercise. h) I am going to become a teacher.
Furthermore, I’m going to write
Exercise 2: Students should work books.
individually. They should read the i) I am not going to be famous and
sentences very carefully before therefore, I am going to have a
deciding which verb to use when lot of privacy.
completing each sentence.
Exercise 2:
Share answers with the group. More About them; however, make sure
than one student can share each they use the correct grammar.
answer as there is more than one Possible answers are:
possible way to complete them. a) looking forward to
b) care about / don't care about
c) talk with / am talking with
d) go out / eat out
e) get up / go out
f) let - down
g) take after - sister
h) compliment - on her clothes
Exercise 2:
Lesson 6.5 a) I don’t know how I’d survive
without caffeine.
Exercises 1 and 2: The students that b) Maybe I’ll just check my e-mail on
have finished all of the compulsory my cell phone.
Stuff page while they wait for the The hidden message is:
others to finish. The students will But I also made changes in my daily
enjoy challenging each other! routine that made a big difference.

the lesson.
6.5 Answer Key

Exercise 1:
Lesson 7.1 you explain some of the key words.
PREPARATION: studies, you can also encourage the
1. Activity for L-7.2 download. students to look up new words.
3. Games. Go Grammar! Open the Grammar
File to page 32 and share the reading
Standard greeting: a) about listening to review the use of modals in the
to the sound tracks and b) about the perfect tense.
students’ week in general. Can the students add any more
examples of their own?
Exercise 1:
Check homework: Group activity. To challenge the students, have them
Brain Jog: Standing up, kick your left to prepare the answers first.
leg back to touch your right hand,
then kick your right leg back to touch Students may disagree with each
your left hand, and then tap your other, and that’s fine! These are
knees twice. Repeat the rhythm until individual answers.
Brain Jog: Joke: Ask for a volunteer to read out
the joke. Do they understand why it
“My dream in life is _________.” is funny?
Following your dreams is a good

“My dream in life is _________.” thing, but refers to following and
actively going after your dreams and
Continue until each student has had plans for your life, not literally
a chance to answer. following whatever strange dreams
you may have while sleeping.
Some possibilities to get the ball
rolling: Exercise 2: Have the students
a) to be happy complete this exercise
b) successful independently. Remind them to read
c) rich carefully to ensure that the answers
d) travel the world make sense.
e) to become famous
Key Words: Read through the Key read the full sentences, not just the
Words with the group. missing words.
7.1 Answer Key
Exercise 1:
Their choice.
Possible answers are:
a) would never / could
b) should / can
c) mustn't
d) can
e) should
f) shouldn't
g) might / could
h) can
Exercise 2:
a) could have
b) must have
c) would not have
d) shouldn't have
e) wouldn't have / might not have
Lesson 7.2
this exercise on their own. Tell the
students that they can use Exercise 2
from page 7.1 to help give them
some ideas.

turning a Mind Map into an essay
requires connectors and adjectives,
not just making a list.
They should all be encouraged to

share what they have written with
the group. Feel free to share good
essays on the Teen Forum.
Exercise 1:
Game: Play a game to practise a) gratifying
the use of adjectives ending in –ed b) frightened
and –ing. c) inspiring
d) moved
Go Grammar! Open the Grammar e) pleased
File to page 50 so that the students f) unsettled
can refer to it while completing the g) tempting - tempted
exercise. h) astonishing
i) alarming - alarmed
individually to select the correct Exercise 2:
word to complete each sentence. Their choices.
Some possibilities are:
When sharing answers, they should a) … my school teacher …
read out the full sentences, not just b) … politics
the correct word. c) … falling down in public …
d) … learning next year with Teen
Exercise 2: Ask the students to work Express!
individually. They should read the e) … my little brother / my little
sentences carefully before sister …
completing the sentences so they are f) … taking an exam …
true for them. g) … global warming …
h) … the fact that I know English so
Each student should share two or well now, thanks to Teen Choices!
three sentences with the group.

week!
Lessons 7.4
individually selecting five questions in
the dream clouds on this page and
the next one.
If there is time, they should start the

writing exercise in class, and then
finish it for homework.
Game: Set the exercise for

homework, and play a game aimed at
getting the students to talk about
their dreams and aspirations.
have finished all of the compulsory 1. future
material will move on to the Fun 2. envision
Stuff page while they wait for the 3. Natasha
others to finish. The students will 4. ambition
enjoy challenging each other! 5. nightmare
6. expert
However, if all of the students have 7. thoughts
completed the compulsory pages, 8. single
you can encourage them to do Fun 9. exhausted
Stuff at home and in the remaining 10. dream
time, you can play games or talk 11. mattress
about what they have learnt during 12. sleep
the lesson. 13. progress
14. sofa
15. awake
See the Portal for extra games. 16. exercise
17. earlier
18. rested
19. desires
20. success
21. stretch
22. hope
23. earlier
24. Raila
Discussion: If the students have been
Lesson 8.1 doing their home listening, this
discussion to refresh their memories
PREPARATION: shouldn’t be a problem. If none of
1. Teacher CD. them remember what happened in
2. Highlighters. the last episode, they should open to
3. Pictures and props for encoding Lesson 4.1 of this unit and skim read
words. the episode.
4. Dictionary.
5. Extra writing paper. Complete the discussion and the
6. Games. before reading questions as a group.

Brain Jog: Standing up, put your left
hand on your right elbow, then put
gathered – conference – stunned –
your right hand on your left elbow,
unfolding – cross – assistance –
and then tap your head twice. Repeat
crucial – isolated – revealed –
until there is a good rhythm going
deceived – accomplish – deceived
before you start the talking part of
the Brain Jog:
“What Penelope did was _____.”
“What Penelope did was _____.”
chance to respond.
TIP
Some ideas to get the ball rolling: Students may find it difficult to follow
a) upsetting and understand the reading as it is
b) understandable read at normal speed. If this is the
c) sad case, after hearing the CD once with
d) disappointing them, read the passage round the
E-pals: Ask your students if they have reads a few lines and you stop where
written to their e-pals, and if so, what they don’t understand. This increases
they wrote about. Have they heard comprehension greatly and allows
back? practise of reading skills.
8.1 Answer Key
Discussion
a) Yes, and I want to do it myself! /
No, I think she shouldn’t have
lied.
b) It is ironic that lies were used to
reach the truth. Similar situation:
students were given a surprise
quiz because they didn’t do their
homework.
Before reading:
a) Jessica
b) Harry Kumar, Jared Ashton,
and Natasha Tanaka.
c) The trophy for best overall
school.
d) Origami
e) Simon Durand
f) Penelope herself
Lesson 8.2
Discussion: Now that the story has
drawn to a close, what do the
students think of the characters and
the choices they made?
Use the questions to guide a

conversation.
Joke: Ask for a volunteer to read the

joke. Can they find the humour?
Young babies cry and often keep

their parents up at night. The
chemical impact of caffeine on the
body can also keep you up at night.

Teen Choices episode.
from the rest; how it requires
8.2 Answer Key courage to be different from your
Discussion: friends, etc.
Some extra points to consider or
bring up:
a) Penelope deceived and lied to
everyone. Does ‘the end justify
the means’ in this case? Was
what she did okay because it was
to prove an important point or
was it wrong because she tricked
everyone and used dishonesty to
teach or encourage good
behaviour? She could have done
a survey, she could have done a
campaign handing out
information about cyberbullying,
she could have had weekly
meetings to discuss the issue, and
she could have organized a school
event involving staff and parents
as well as the students to raise
awareness. These are some
suggestions, but some students
may decide the route Penelope
took was indeed the most
effective.
b) Whether to help someone in
physical danger or not (e.g.
someone drowning, someone
being chased by a dog, someone
being physically abused, etc.).
c) Whether to speak up when you
know the truth about something
(e.g. who broke a window, who
stole something, etc.) or stay
quiet and not get involved.
d) Personal answer. Some answers
could be that we are really a
tribal species that need to be part
of a group to feel secure and feel
identity. Or we are like sheep and
need to follow others.
e) Obviously answers will vary a
great deal but discussion should
be along the lines of: how
important it is to fit in; how
uncomfortable it is to stand out
g) Mrs Jenkins said that she was
Lesson 8.3 certain they would accomplish
great things through it.
Go Grammar! Open the Grammar h) Natasha asked whether she had
File to pages 51–54 and read through been waiting for her to go away
the examples (p52 table, p53 first so she could put the survey
table and p54) of tense changes with papers in Simon’s bag.
the group to refresh their memories i) Penelope says she wishes they
about direct and reported speech. could have all behaved the way
she was certain they would
Exercise 1: Have the students work behave.
together to convert the sentences j) Penelope says she is not angry
between the two forms of speech. with anyone though and she
hopes in time they will also stop
They should refer to their Grammar being angry with her.
File if they are unsure. k) Penelope told her class not to
forget that they were the leaders
When sharing answers, they should and decision-makers of the
read the pairs of sentences. The future.
more they hear, the more it will sink l) Penelope says they made these
in for them. choices and are responsible for
them.
m) Penelope asked if they wanted
bullying to end and whether they
uses of reported speech is a good were willing to do what it took to
way to break the lesson.
ensure that happened.
n) Penelope said that she would be
8.3 Answer Key forever grateful to them for all
they had tried to do. Also, she
really wanted to keep CAB going.
Exercise 1:
o) Penelope asks if they will all still
a) Mrs Jenkins told them not be
be members.
cross with Penelope.
b) Jared asked why she had
continued to contact Jessica.
c) Mrs Jenkins replied that they
wanted to see if she would simply
listen and not get involved, Mrs
Jenkins replied.
d) Penelope said that she hadn’t
known Jessica very well and she
had really thought she would
choose to leave it alone.
e) Penelope asked Jessica if she
could ever forgive her.
f) Natasha exclaimed that they had
created a club in her honour. She
had been laughing at them the
whole time.
Exercise 2:
Lesson 8.4 Their choices.
Possible answers:
Exercise 1: Students should complete a) I hope that I would have been like
this exercise individually. Jessica, but I know it is sometimes
easier to follow the crowd.
Answers will be individual and quite
b) No, never, because there is
possibly differ. Ask two students to
always a good way to deal with
share each answer.
what is bothering you. I think
Exercise 2: Students should complete what he did was wrong. I would
this independently. We are have stopped being friends with
encouraging them to get involved people that made me feel bad.
with the story by applying it to their c) I don’t think so and most
own lives and use their imaginations importantly, I hope not.
to try their hand at a little story d) I would have chosen to confront
writing too. them about what was bothering
me.
Two students should share each e) I think that Jessica is going to
answer with the group so that a convince everyone to give them
variety of answers are heard. both a second chance, and that
they will continue with CAB, as
8.4 Answer Key well.
Exercise 1:
Their choices.
Possible answers:
a) … wonderful - she was very nice
to Penelope from the start
b) … intrigued
c) … materialistic / all she cares
about are her looks
d) … clever / she helped Penelope
e) … upset / I was disappointed by
his actions
f) … Simon had stolen the trophy
g) … Mrs Jenkins said she was
helping Penelope - good
h) … we found out that Mrs Jenkins
was ‘secrethelper’
i) … deserves a second chance
because she was also a victim
j) … keep - together - they can help
other teens that need their help
k) … only popular - he has a lot of
money and he’s cute
l) … the story ended without telling
us what’s going to happen next
m) … we found out about Simon.
have finished all of the compulsory Possible answers:
material will move on to the Fun Across:
Stuff page while they wait for the 1. help – aid or assist
others to finish. The students will 4. explain – make clear or
enjoy this fun review of the material understandable
covered in the lesson. 5. secret – confidential, hidden
6. afraid – feeling fear or being
scared
Game: Play a Happy Families 7. yesterday – the day before today
game reviewing the material from 9. start – begin
this unit.
Down:
1. honest – truthful
2. majority – the larger number or
part, opposite of minority
3. mystery – something unexplained
or unknown
8. reveal – make known or display
Exercise 2:
a) deceive
b) choose
c) forgive
d) angry
e) responsible
f) opportunity
g) grateful
h) member
i) apologise
j) valuable
Teacher’s Guide
Review Lesson Important Note: This is a Review
Lesson. It is a preparation for the
alone – not in pairs.
 The students understand the
PREPARATION: importance of reading the
1. Extra Writing paper. instructions thoroughly and
2. Highlighters understanding them.
3. Games.
This lesson reviews much of the Exercise 1: The students should take
grammar and subject matter of turns reading out the idioms. Can
Book 4. they remember what each of them
mean?
to the sound tracks and b) about the Ask the students to work
students’ week in general. independently, to choose the
relevant idiom to complete each
Be lively, interested and interesting! sentence.
Check homework: Group activity. When sharing answers, students

Brain Jog: Briefly discuss what they not just the missing idioms.
have enjoyed most about Book 3.
Then … Put your right hand on your
left elbow, then put your left hand on
your left elbow, and then jump twice.
Repeat until everyone is doing it.
Then start the Brain Jog.
“My dream home _______.”
“My dream home _______.”
Some possible endings for this

sentence are:
a) is in America.
b) is well decorated.
c) is huge.
4.1 Answer Key
Exercise 1:
a) in a nutshell
b) didn't buy
c) has been tempting fate
d) the sky is the limit
e) has been following the crowd
f) was given two thumbs up
g) kept a straight face
h) are tackling the issue
i) home is where the heart is
j) as cool as a cucumber – wouldn't
dream of
k) beauty is only skin deep
l) It's a vicious circle
m) the early bird catches the worm
21. ran in
Review Lesson 4.2 22. jumped onto
23. wanted
Exercise 2: Ask the students to work 24. would have
individually to complete the 25. got up
sentences. 26. put
27. ran
Encourage the students to verbalise 28. which
the sentences under their breath. 29. was planning
Hearing the sentences out loud will 30. but
help them choose the correct words. 31. hadn't been
32. might never have started
Once they are done, the reading of 33. By the time
the full passage should be shared 34. had made
between the students, one sentence 35. has lost
at a time. 36. happier
37. has been running
38. has even participated
39. has been invited
40. in order to
41. hopefully
42. to make
43. are presented
44. often
45. making
4.2 Answer Key 46. Even though
47. a
48. speaks
Exercise 2: 49. tells
1. loves 50. which
2. runs 51. the most
3. runs 52. has already visited
4. is running 53. in addition to
5. whose 54. is going to meet
6. runs 55. because
7. doesn't let 56. will help
8. was running 57. will help
9. started 58. encourage
10. didn't stop running 59. any
11. dedicated 60. unsatisfying
12. running
13. had been feeling
14. because
15. unhealthy
16. had been sitting
17. knocked
18. opened
19. adorable,
20. small
Exercise 3: Hand out markers to each Exercise 3:
student. a) Nikolai feels his dream is
interesting.
Students should complete this b) The main object around which
reading exercise independently, the dream centres is a villa in the
marking important pieces of mountains / on top of a
information as they go. mountain.
c) The villa is surrounded by trees
Once they get to the questions, what and by gardens filled with flowers
they have marked should help them of every colour.
find the answers. If they are stuck, d) The main attraction of the
remind them to identify key words backyard of the villa is a star-
and then scan the text for them. shaped swimming pool. / The
backyard of the villa contains a
Answers should then be shared with star-shaped swimming pool.
the group. e) The villa is completely empty,
with no people, decorations, or
anything personal.
f) He is no longer happy and begins
to be afraid.
g) Nikolai has a pet dog named
Sesame.
h) He finds everyone close to him
standing on the lawn, each
carrying a white balloon with a
happy face drawn on it.
i) Nikolai feels lost both literally and
figuratively in the dream, which
takes place at a villa in the
mountains.
Exercise 4: Hand out blank paper to Exercise 4:
the students so that they can create Students should state how many
mini Mind Maps before attempting rooms there are, whether it is a flat
the writing exercise. or a house, if there’s a yard, the
location (e.g. close to a school, etc.),
Brainstorm with the group what if there is a cellar, if it is old and
information is important for this kind renovated or newly built, and so on.
of advertisement. Planning will help
the students write cohesive, flowing
pieces. Exercise 5:
a) kitchen
Exercise 5: Students should complete b) caffeine
this exercise individually to review c) cellar
vocabulary from the unit. d) nightmare
e) climate
f) exhausted
Game: If the group is getting
restless, you can turn the exercise
into a running game.
As you read out the clues, students

run to the board to write the
answers. Read the clue as written,
and add “This word starts with the
letter __”.
independently, first reading the a) Dream-Your-Dream
questions and marking key words b) Dreams and sleep
that they will be looking for in the c) Better sleep, elimination of
text. nightmares, better memory of
dreams, healthy sleeping habits
Now they should read the text d) A team of qualified experts
looking for the key words and e) Private one on one consultation
important information as they go. with an expert to answer all
your questions
Explain that practicing this skill is f) You must pay a yearly
important so that if they are short of subscription fee of €800.
time in an exam, they know what to g) If a friend joins based on your
do. recommendation
h) The discount is only €2 per
Share the answers with the group. friend who joins!
i) It is ridiculous because this
‘discount’ is only for this week.
Game: If you have time, select The discount itself is ridiculous
any game from the past two units because it’s 2 Euro – from an
that the students particularly 800 Euro fee!
enjoyed, and play it again. j) Dream Encyclopaedia; Answers
in Sleep; Answers to your
Dreams; How to Dream Better;
Sleep and Dream.
Exercise 7: Unlike the exercises at the Exercise 7:
ends of ‘normal’ lessons, the Fun a) house
Stuff in the Review lesson is b) dream
compulsory. It is best done in class, c) driveway
but can be given as homework if d) nightmare
there is not enough time in class. e) household
f) exhausted
g) neighbourhood
h) peacefully
i) apartment
j) insomnia
k) ceiling
l) pillow
m) property
n) blanket
o) grandmother
p) mattress
q) cousin
r) imagine
s) parent
t) subconscious
The hidden message is:

Flower beds gently kissed the horizon
as she played with the dogs.
PREPARATION:
Remember to write each student’s score

into Infoman when you finish marking
them.
And have a few games ready to play at

the end of the Assessment according to
how you organise your time.

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Teen Choices

We would be pleased to insert the appropriate acknowledgement in any subsequent edition of

©Helen Doron, 2014

UNIT 1- Page UNIT 2 - Page UNIT 3 - Page UNIT 4 - Page

Shopping, Shopping, Lights, Camera,

Spelling Chart Spelling Chart

READING Jamie Oliver-The Naked

Film for Improving

Brand Names or Off- A Trip That's Out of

REVIEW LESSON BOOK 1 - Page BOOK 2 - Page

Beauty Hidden Meanings Home Dreams

The Picture of Dorian Meaning in Different Homes with

Episodes 9 & 10 Episodes 11 & 12 Episodes 13 & 14 Episodes 15 & 16

Ripples It Feels Right Home Raila's Dream

Modals & Semi-modals Passive Adjectives Imperatives

Does Physical Beauty Decorating with Getting a Good Night's

Workbooks and Units

Vocabulary and Grammar

Reading Comprehension Techniques

Reading for Full Comprehension

Songs and their Analysis

The Teen Choices Story

Idioms and Quotes

Jokes and Tongue Twisters

Have a great year!

PREPARATION: Continue until everyone has shared

Exercise 1: Read through the Key

Exercise 2: Each student should now

Can they think of any other examples?

PREPARATION: A positive/negative eating habit is

Reading Comprehension: Make sure

Additional Note: In the Reading

Game: See the Portal for a fun Exercise 2:

I like trying new food.

I (like/don’t like) trying new food.

Exercise 3: For this exercise, split the Exercise 2:

Game: There is a game on the

Vegetables Fruit Dairy and Meat

Grains and Baked Goods Condiments Drinks

 chicken (dead animal): Non-count

 chicken (alive) ≠ food, so it is not

Game: If time remains but you Exercise 3:

Go around the circle until everyone

Reading: Hand out markers and play

Share answers with the group, giving

Share the answers with the group,

To help you explain: While only the Exercise 3:

Students should complete this

However, if all of the students have Exercise 2:

Correct homework: This should be

Discussion: What do the students

1) Are you eating better?

Discussion and Writing: In Lesson 3,

When you get to the last question,

a) Keeping up – staying current with

After the students have had some

The beauty of songs and poetry is that

Exercise 2: These questions are more

If students have different ideas about

Exercise 3: This exercise should be

E-pals: Remind your students that

PREPARATION: I think about where my food comes

Be lively, interested and interesting! Spelling Game – Must Do! Play a

Before the listening a second time, the Olivia: Yuck!