Teacher - S - Book For Smart Word 6

Grant Trew Nguyễn Thị Ngọc Quyên George Seale
Kerry Murphy Nguyễn Thụy Uyên Sa Tom Bevan

Jack Kimber Huỳnh Thụy Mai Anh Harry Hodge
Trần Vân Anh Lý Bích Tuyền
Project Manager: Grant Trew

Senior Writer: Kerry Murphy
Editorial Manager: Đặng Đỗ Thiên Thanh
Creative Supervisor: Nguyễn Thị Ngọc Quyên
Scope and Sequence
1. Home (page 12-21)
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Ask and answer about Talk about family members Ask and answer about CLIL: SOCIAL STUDIES REVIEW
family members and where and housework where someone lives
Reading Listening: KET Part 2
someone lives and works Use the Present Simple Use the Present Simple
A passage about a traditional Reading: KET Part 6
Use Wh-questions and the tense for habitual actions tense for something that is
holiday in Vietnam
Present Simple tense true in the present Game: Board Game
Writing
Writing: A letter
A letter about a traditional
holiday
Focus on parts of a letter
2. School (page 22-31)

Talk about subjects you like Ask and answer about Matt and Milly in Toy Trouble CLIL: HISTORY REVIEW
and don't like at school school activities
Critical thinking skills Reading Listening: KET Part 1
List two or more things in a Use the Present Simple A paragraph about a
Collaborative project work Reading: KET Part 1
sentence tense for something that is Vietnamese general
true in the present Game: Connect Three
Writing
A paragraph about a historical Writing: A paragraph
leader
Focus on parts of a paragraph
3. Friends (page 32-41)

Describe personal appearance Ask someone to join you in Talk about what you need CLIL: LITERATURE REVIEW
Use the Present Simple tense an activity which friends for a trip Reading Listening: KET Part 3
and adjectives often do together
Use need and don't need for An extract from a famous Reading: KET Part 8
Use the Present Continuous different situations Vietnamese story
tense for future plans Game: Block Buster
Writing
Writing: An email
An email describing a
friend
Focus on parts of an email
4. Entertainment (page 42-51)

Identify different kinds of Exchange information about Matt and Milly in Film Fear CLIL: MUSIC REVIEW
movies TV programs Reading
Critical thinking skills Listening: KET Part 4
Offer and respond to Use the Past Simple tense A magazine article about a
Collaborative project work traditional kind of music from Reading: KET Part 3
suggestions and adjectives to express
opinions Vietnam Game: Board Game
Use Wh-questions Writing
Writing: An email
A paragraph about someone's
favorite music
Focus on topic sentences
5. Around Town (page 52-61)

Ask for information so you Order food and drink in a Ask for and give directions CLIL: SOCIAL STUDIES REVIEW
can buy clothes in a store restaurant Use prepositions of position Reading Listening: KET Part 3
Use this, these, it, and them Use articles for singular and An article about a type of Reading: KET Part 3
plural nouns Vietnamese food
Game: Connect Three
Writing
Writing: An email
A paragraph about a type
2 of food
Focus on body sentences
Scope and Sequence
6. Recreation (page 62-71)
Talk about popular sports Talk about how often you do Matt and Milly in Backham’s CLIL: PHYSICAL EDUCATION REVIEW
and games in the world different free time activities Ball Reading Listening: KET Part 1
Use the Present Perfect tense Use adverbs of frequency Critical thinking skills A magazine article about a Reading: KET Part 2
to talk about experiences famous sports star in Vietnam
Collaborative project work
Game: Block Buster
Writing
Writing: A paragraph
A paragraph about a famous
sports star
Focus on conclusion sentences
7. Robots (page 72-81)

Talk about the kinds of work Express agreement and Compare and choose the best CLIL: TECHNOLOGY REVIEW
robots can do in different disagreement about the roles robots for different tasks Reading Listening: KET Part 2
environments of robots in our lives Use superlative forms of A magazine article about Reading: KET Part 7
Use can and can't to talk Use because to give reasons adjectives astronauts' lives on a space station
about abilities Game: Connect Three
Writing
A paragraph describing Writing: A paragraph
life on a submarine
Focus on topic sentences
8. The World Around Us (page 82-91)

Identify landmarks in cities Compare features of cities Matt and Milly in The CLIL: GEOGRAPHY REVIEW
around the world around the world Diamond Necklace Reading Listening: KET Part 5
Use be going to to talk about Use comparatives Critical thinking skills A magazine article about the Reading: KET Part 4
plans natural wonders of Vietnam
Collaborative project work
Game: Board Game
Writing
Writing: A postcard
A letter giving advice on traveling
Focus on introduction sentences
9. The Future (page 92-101)

Predict what homes will be Describe differences or/and Express preferences about CLIL: INFORMATION REVIEW
like in the future similarities between homes school activities and subjects TECHNOLOGY Listening: KET Part 5
of the future and homes in in the future Reading
Use prepositions of position Reading: KET Part 2
the present An article about future schools
Use the Future Simple tense in Vietnam Game: Block Buster
Writing Writing: A paragraph
A paragraph about the future
of education
Focus on body sentences
10. The Natural World (page 102-111)

Ask and answer about things Make arrangements for a trip Matt and Milly CLIL: MATH REVIEW
people do to protect the Use Wh-questions REVIEW Reading Listening: KET Part 4
environment
Critical thinking skills An article about the quality of Reading: KET Part5
Use the Simple Present tense water in Vietnam
Collaborative project work Game: Board Game
Writing
Writing: An email
A paragraph about using
water in households
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Focus on conclusion sentences
Introduction
About the course

i-Learn Smart World is an American English integrated four-skill course for secondary and high school students.
The syllabus of i-Learn Smart World is based directly on the Vietnamese Ministry of Education and Training (MOET) guidelines
and was informed by the Common European Framework of Reference for Languages (CEFR).
Along with its elementary level companion series i-Learn Smart Start, i-Learn Smart World forms a twelve-level course that
takes young learners from absolute Beginner (CEFR A0) to Intermediate (CEFR B2 low) level by the time they graduate high school.
The series achieves this by using a cohesive and systematic approach where each level incrementally builds upon the previous
to create a smooth, comfortable and continuous path to proficiency.
i-Learn Smart World was designed for Vietnamese classrooms and learners by an experienced team of international and
Vietnamese writers and editors. The lessons cover the needs of Vietnamese learners and make the most of modern teaching
techniques, with all tasks and activities suitable and easy to use for a Vietnamese classroom.
Finally, the key aim of the course is to develop a love for English. i-Learn Smart World aims to encourage a positive attitude
towards learning English language and the culture of English-speaking countries, while at the same time upholding ethical
values in line with the learners' culture.
The approach
i-Learn Smart World is designed based on the following principles:
Vocabulary is the core of language – Grammar is important, but vocabulary makes up the core of the meaning.
For all language learners, developing vocabulary is a primary focus.
In i-Learn Smart World, every theme introduces, practices and reviews 20-30 new words.
Motivation and interest are keys to learning – The key element to successful language learning is maintaining a high
level of interest and motivation. i-Learn Smart World does this by:
Featuring interesting age-and-level-appropriate content – The language, activities, and images were chosen specifically
to match the interests of the target learners.
Using an approach that emphasizes clear and noticeable progress – Success is a powerful motivation, but
learning language is a long-term process that takes many years of effort. Learners often have difficulty recognizing
the progress they are making, and this can often lead to losing motivation. ("I've been studying for years, but I still
can't speak"). i-Learn Smart World overcomes this by breaking the syllabus into clear, practical, and achievable goals.
Key features of the Clear and Noticeable Progress (CNP) approach:
1. Clarify the goals and create a need
Each 70-to-80-minute lesson focuses on a carefully chosen set of
1
clear and achievable goals concerning practical things in life,

on
ss
(e.g. describing people's appearance, ordering food in a

le
restaurant, talking about traditional holidays). These are

clearly stated at the start of each lesson in the aims
box, and are designed to be slightly above the student's current level.
At the start of the lesson, the teacher explains and clarifies the aims (clearly noted in the box at the top of the page)
and asks whether students are confident that they can do it.
2. Fill the needs
Each stage of the lesson targets a different element of the aims (e.g. relevant vocabulary, grammar, pronunciation features,
controlled practice, etc.) to ensure success with the practical communicative speaking activity at the end of the lesson.
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3. Provide evidence of success
The final stage of each lesson gives learners an opportunity to utilize all the previous knowledge they have learned in
completing a practical task that mirrors real life activities (e.g. role plays, discussions, surveys, etc.). It features group and
pair activities, and directly addresses the aims noted at the start of the lesson. Progress is monitored by the teacher,
who gives assistance as necessary, and ensures that learners are able to achieve a successful outcome.
4. Confirm the success
The bottom of each lesson page features a final review and Now you can talk about travel
confirmation of the language element/function the learners have plans and arrangements.
now mastered. This is in the form of a friendly student who
confirms that "Now you can…"
In this way, learners accumulate clear evidence of the numerous
milestones that they have reached on the road to language proficiency.
This continuing series of successes can provide a major boost to learners' confidence and motivation.
Pronunciation is important and should be taught early
Speakers who cannot pronounce English correctly will have difficulty in making themselves understood. Equally important,
however, is its impact on comprehension. Learners who are unfamiliar with the phonological conventions of the target
language will have difficulty understanding the things they hear. Both of these elements need attention.
From the aspect of production, it is also crucial to understand that there is a critical period for learning productive skills in
another language. Oyama's research1 shows that learners who learn pronunciation before puberty almost always attain the
ability to produce without noticeable interference from their first language. Those who start to focus on pronunciation after the
age of 15 almost always develop accents influenced by their mother tongue.
For this reason, i-Learn Smart World continues with the approach introduced in the elementary Smart Start series,
by focusing on all key aspects of pronunciation and systematically developing it from an early age.
i-Learn Smart World divides the elements of English phonology into an inverted "Pronunciation Pyramid" that features four
main categories as follows:
Sound - Focus activities draw attention to elements that Vietnamese learners find challenging, such as final consonant
sounds, sentence stress, difficult sounds, and intonation changes. They will hear 2-3 different native speakers pronounce the
language naturally and then mimic the sounds.
Word Stress activities address the issue of stressing the wrong syllable in a word, which can dramatically affect the meaning or
comprehension. i-Learn Smart World provides guidance on the common patterns for different parts of speech.
The Sound Changes category focuses on the features of connected speech. Many learners do not often realize that the
sound of English words can change completely when used in natural conversation. Sounds may be dropped (elision),
changed (assimilation) or linked to other sounds. For example, "Would you…?" will sound more like /wʊd ә/. Learners
who are unfamiliar with these changes often mistake these sounds as being completely unfamiliar words. By raising their
awareness of the common sound changes that occur, i-Learn Smart World can help learners dramatically improve their
comprehension of natural spoken English.
Finally, Intonation and Sentence Stress focus on how placing stress on different words and changing the pitch at the end of the
sentence can affect the whole meaning or the intent of the sentence.
Intonation teaching focuses on pitch changes in sentences.

Intonation/Sentence Stress Sentence stress is the emphasis of specific words.
This highlights the ways sounds of English change when

Sound Changes spoken with natural rhythm and speed.
Word Stress This focuses on which syllable is stressed in

multi-syllabic words.
Sounds This includes the individual phonemes of English.
1
S.Oyama, "A Sensitive Period for the Acquisition of a Non-native Phonological System" - Journal of Psycholinguistic
Research, 5/3/1976
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Language learners need lots of listening
Listening is not only essential as a receptive skill but also pivotal in the development of spoken language proficiency.
1. Listening is vital in the language classroom because it provides input for the learner. Unless learners can understand
language as presented in the classroom, learning cannot begin.
2. Listening exercises provide teachers with a means to draw learners' attention to new forms (vocabulary, grammar,
new interaction patterns) in the language.
3. Natural spoken language presents a challenge for the learners to understand. Lots of exposure in an understandable
context is essential to build confidence and comprehension.
As with first language learning, providing comprehensible listening input helps learners build an understanding of the
language.
Build awareness of the target culture and the ability to explain the learners' own culture
Understanding the culture of the target language is essential to communication. i-Learn Smart World features characters
living in a North American town. Understanding the food they eat, the games they play, the way they interact, etc. helps
learners understand the way English is actually used.
Develop critical thinking skills with collaborative tasks and projects
Language learning is not just about learning words and grammar but also supported by developing different ways to
process information. Using logic puzzles and tasks which require learners to draw information from different sources,
integrate it and process it to complete a task will open new pathways in the brain and enhance learning. This effect is
heightened if learners interact in groups in a project-like atmosphere. Peer learning can have a powerful effect and i-Learn
Smart World encourages this, using the communicative and collaborative tasks at the end of each lesson, and especially in
the narrative mysteries that run through the course.
Easy to prepare and teach
One of the primary aims of the course is to reduce teachers' workload and keep preparation time to a minimum. i-Learn
Smart World was designed to make lesson preparation smoother and easier for the teacher by having:
Clear and simple tasks – The activities have been designed with clear illustrations and short, simple standardized
instructions to make understanding and setting up tasks easier.
A standard theme/lesson format – Every theme follows a standard pattern of activities. This allows learners and
teachers to quickly become familiar with the lesson style and progression.
An easy-to-refer-to Teacher's Book – The aim of this course is to put all the information teachers need in a very clear
and easy-to-find layout. Each lesson page is accompanied by a single Teacher's Book page so that teachers can quickly
and easily find the information they need.
The syllabus
The i-Learn Smart World Syllabus is an integrated communicative syllabus based on the MOET curriculum guidelines, and is
informed by both the CEFR for Languages, and the Cambridge English Key syllabus. This has been extended by adding a
range of useful practical phrases as well as Vietnamese content. Each unit is designed to recycle vocabulary and language
content from the same level or from the previous lessons of the course.
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i-Learn Smart World theme and lesson walkthrough
i-Learn Smart World features 50 lessons divided into ten five-lesson themes. Each theme includes a number of different
lesson types (Language Input, comic style Mystery Narratives, Content and Culture, and Review lessons). Regardless of
the lesson type, each i-Learn Smart World lesson features a two-page layout and contains roughly 70-80 minutes of lesson
material.
Language Input lessons

The first two lessons (three for odd-numbered themes) introduce and provide practice with key vocabulary, structures, and
functional language.
Lesson aims (2-3 min) – A simple summary of the lesson aims (key vocabulary/structure/function) is shown at the top of the
first page. Teacher introduces and exemplifies each point then checks how confident learners are that they can do this. As
the aims are specifically chosen to be above the learners' current level of ability, the teacher should tell learners that even if
they can't use the language now, they shouldn't worry because by the end of the lesson they will be able to.
New Words (10-15 min) – During this stage, a set of vocabulary necessary to achieve the lesson aims is introduced.
The (a.) activity serves to clarify the meaning, using a variety of different task types including matching the words to definitions
or pictures, organizing them into categories, etc. The pronunciation of each word is exemplified and practiced using the
audio track.
The (b.) activity further expands on and reinforces
the meaning. Teacher should ensure that learners
are comfortable with the meaning and pronunciation
of individual words before moving on to the next
stage.
Listening (10-15 min) – This stage has three main
functions:
• Contextualize the target structure and illustrate
how it's used in natural English conversation
• Develop listening skills using a variety of
listening tasks
• Review the vocabulary introduced in New Words
The first listening (a.) focuses on meaning and uses
a variety of activities to develop listening sub-skills,
such as listening for specific information or listening
for main ideas.
This is followed by task (b.) which serves to draw
learners' attention to the form of the language. This
may include activities such as circling the correct
form (morphology) or writing in the correct word
(morphology or syntax). Learners then listen and
check to confirm their answers.
Useful Language (5-10 min) – At the bottom of the
first page is a box which includes all elements of
the structure. Words which can vary are shown in
blue.
The teacher uses this section to explicitly
illustrate the key (grammatical/functional)
language. Teacher uses the accompanying audio to help
learners learn the natural rhythm and pronunciation for each of the sentences.
Grammar (15 min) – This activity features a variety of written tasks to draw attention explicitly to potential issues learners
have with the syntax or morphology of the target language. After each activity, learners check with a partner and then
practice saying the sentences.
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Pronunciation (5 min) – Each tip targets a single phonological feature (as noted in the Pronunciation Pyramid, shown above)
such as difficult sounds or clusters, word stress, sound changes, sentence stress or intonation that is related to the vocabulary
or sentence (patterns) necessary to achieve the lesson aims. i-Learn Smart World deals with these issues using a simple but
effective procedure known as IMP. This breaks down as follows:
Isolate – Learners' attention is drawn to the feature in question and the point is clarified using a simple explanation box.
Model – Example words or phrases, taken from the lesson, are played using audio files to clearly exemplify the sound
feature. These audio samples feature 3 examples spoken naturally by native speakers of different ages and
not level with words above. This allows learners to generalize and become familiar with the feature.
Practice – In this stage, learners hear another recorded example and are given opportunity to follow the model to help
refine their own pronunciation of the target feature.
It is understood that not all learners will be able to master each phonological feature immediately. Of course, many learners
will take time to master this. However, the most important part of learning pronunciation is to help learners become aware
of possible issues as they arise. This will make it easier for learners to fully understand natural spoken English and of course to
improve their own speaking.
Note: A chart showing the English phonemes is provided on page 112 of this book, as well as at the back of the Student's
Book.
Practice (10-15 min) – This activity provides support for learners to practice the key structure/vocabulary. These generally
start with a task to review and contextualize the target structure and vocabulary and provide a clear model to follow. Teachers
encourage learners to continue practicing the correct sound and rhythm features that are covered in the Pronunciation stage.
Speaking (15-20 min) – This stage gives learners an opportunity to use all aspects of the target language and vocabulary and
directly reflects the aims. Tasks feature a simulated real world format, and are done in pairs or groups of three or four. They
use a variety of different activity types, including:
• Role-plays
• Discussions
• Quizzes
• Surveys
They generally feature a project-based approach where learners will collaborate to complete a practical or cooperative task
in pairs, then compare their results with another group before summarizing or comparing their results with the whole class.
Teacher's supervision and assessment - Because the pair/group tasks are designed in such a way that the learners can work
independently, it allows time for the teacher to move around and assess learners' ability with regards to the lesson aims. This
enables the teacher to note any problems learners may be having and provide assistance.
After pairs complete their tasks, they should switch roles and repeat to provide extra practice. This helps to ensure that all
learners are able to successfully achieve the lesson aims by the end of the lesson.
Final "I can..." statements and lesson wrap–up (2-3 min) – At the end of the lesson the teacher draws attention to the picture
of the learner at the bottom of the page. Using the "I can..." speech bubble (e.g. Now, you can talk about where people live
and work.), the teacher confirms that all learners feel confident in their ability to meet the aims. This reminds the learners
what they have learned, reinforces the target points and helps to clarify the learning that has taken place.
Mystery narrative lessons
Lesson 3 in each even-numbered theme features a mystery story. Two young detectives help their police officer mother
to solve a variety of mysteries in their town of Maple Falls. These lessons have learners work collaboratively in pairs/small
groups and will help them develop critical thinking skills as they collect and analyze clues to try to solve the mysteries.
The pages are designed to look like Matt and Milly's desk, and the materials and tasks look like notes, clues, and other
materials that they have collected as they try to solve the mystery.
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Mystery comic
The top half of each two-page spread features a mystery comic story. This is used to engage learners' attention with the
story, introduce the characters, the background of the story and set the scene. The comic can also provide important
clues that learners will use to solve the mystery. This will be used in the following stages:
• Comprehension questions (35-45 min)
Also below the comic on the left side of
the page is a series of Listening/Reading
comprehension questions. The story is
divided into 4 scenes, each with its own
audio track. Some audio also includes
vocabulary notes (which look like they
are taken from Milly's dictionary). The
tasks are all integrated and learners will
draw upon both listening and reading skills
to complete them.
The first set of questions (Look before you
listen) features pre-listening tasks to set the
scene and predict key vocabulary. The
remaining questions (Listening) focus
on checking key plot points and
introducing clues.
• The interview (15-20 min)
After the learners have a firm understanding of the story, it's time to interview the suspects. In groups, learners will role-play
either Matt, Milly, or one of the suspects. "Matt" and "Milly" will use the questions in the interview chart on the right hand
page. "Suspects" will use the noted role-play cards at the back of the Student's Book.
Teacher allows enough time for all groups to complete the role-plays, then confirms the answers to the whole class
before moving onto the next stage.
• "Solve the mystery" Discussion (10-15 min)
In small groups, learners review the information from the interview chart, the details from the comprehension questions,
as well as giving a thorough scan of the details of the comic. They should be encouraged to notice any elements that
Mr. Nuts, Milly's pet squirrel, pays attention to because he's a smart little fellow with a good nose for clues.
Each learner must give their opinion on who they think the culprit is, why they think the person did it (their motive) and
name the clues that led them to their conclusion. The teacher should encourage the use of the phrases for giving opinions
and agreeing/disagreeing in order to reach a consensus. Teacher may wish to have groups report their ideas to the class
before moving onto the final reveal.
• "We know who did it!" (The final reveal) (5 min)
After all learners have reached a conclusion, Teacher will play the final recording in which Matt and Milly reveal the
solution to the mystery. It is to be expected that many learners who are not experienced with this type of puzzle may not
have got the correct answer. Teacher should encourage them to reflect on the clues they missed and be more vigilant
next time.
*Notes: Some learners may think of other possible solutions. Acknowledge their analytical and reasoning skills to
encourage their continuing participation in collaborative activities.
Content and Culture Lessons

Lesson 4 in each theme follows a Content Language Integrated Learning (CLIL) format.
These lessons focus on subject contents that have already been covered in the learners' first language classes, for example
STEM subjects (science, technology, engineering, and mathematics) as well as other subjects such as geography, history or
social studies. As the concepts and principles of these subjects should already be familiar to the learners, the focus of these
lessons is on building learners' ability to talk about these important aspects in English.
These lessons feature a mix of both international and Vietnamese situations and examples. In this setting, learners are
introduced to the type of language they can use to explain their own life and culture to visitors from overseas.
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Lesson aims (2-3 min) – The lesson aims (key vocabulary/structure/function) is shown at the top of the first page.
The first page of the CLIL lessons (New Word,
Listening, Useful language) follows the same
format as lessons 1 and 2, but with a stronger
focus on the topical content.
Reading (10-15 min) – This stage reinforces the
target concept and reviews new vocabulary and
features a passage of appropriate length in the
format of content subjects. The topics usually
focus on aspects of Vietnamese culture or
history that are interesting and relevant to
learners and are presented in a variety of
formats.
The activities focus on reading comprehension
questions where learners complete tasks such
as "True or False", "Fill in the blanks", "Answer
the questions", and "Choose the best title".
Speaking (10-15 min) – This is a follow-up to
the reading passage. Examples of sentence patterns are shown using speech bubbles. This activity allows learners to
use the language presented in the previous parts of the lesson. They collaborate in groups, or with a partner, to complete
tasks such as explaining their history or culture to an overseas visitor, conducting an interview, giving their opinion on a
topic, or choosing an activity from a given selection.
Writing (10-15 min) – This follows the same focus as the speaking but with a level-appropriate writing task. This activity
solidifies learners' understanding of the language presented in previous parts of the lesson and helps to develop their
writing skills. Learners focus on a variety of common written genres, including emails, letters, etc. The major focus
however is on writing good paragraphs, as these are the basic building blocks of written English. Model letters are
provided at the back of the Student's Book to clarify key writing conventions.
Review and practice lessons

The final lesson of each theme (Lesson 5) is a comprehensive and communicative review of the theme content.
Regular review and recycling of lesson content is essential; so in i-Learn Smart World every theme ends with a thorough
repetition of the sentence above.
Lesson 5 in each theme has a number of key aims:
• Give test condition practice with the type of questions found on common young learner exams like the Cambridge
English: Key (KET)
• Provide a communicative game to review and practice with the language/skills in the theme
• Provide an opportunity for more extensive writing practice using the target language of the theme
Review (10-15 min) – Each Lesson 5 starts by having the students very briefly (~5 min) look back at the New words and
Useful language boxes from the theme. This is followed by a short and competitive team/group game to refresh the
student's memories. Game rules and setup are shown at the back of the Student's Book.
Listening/Reading - Test practice (15-20 min) – The left-hand page features test format practice in a form that mirrors
standardized tests like Cambridge English: Key (KET). This includes one Listening and one Reading focus. Helping our
learners become familiar with the question types and task language of common exams can help them to relax and feel more
confident when they take the actual test. Additional test practice for the TOEFL Junior is included in the Test Pack.
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Speaking - Communicative Game (20-25 min) – The final speaking task of the unit is focused on free (but guided)
production of the structures and vocabulary covered in the theme. These activities are in the form of an interactive game
and provide an effective review of the theme for the learners.
Writing (20-25 min) – This activity features a practical writing task (email, short letter, report, etc.) that follows the aims and
target language taught in the theme.
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Theme 13
lesson 1
HOME
Aims
1. Have students look at the lesson aims as you read them aloud.
2. Have students look at the examples from the Useful Language box.
3. Explain that by the end of the lesson, they'll be able to use the same language.
New Words a. Write the words under the pictures. Check with a partner. Listen and repeat. CD1
02
1. Have students look at the pictures and words. Track 02

2. Demonstrate the activity using the example. 1. M: Company.
3. Have students write the words under the pictures. 6. M: Construction site.
2. M: Police station. 7. M: Office.
4. Divide the class into pairs and have them check their answers 3. M: Store.
with their partners. 8. M: Factory.
4. M: Government. 9. M: Hotel.
5. Play audio. Have students listen and repeat. 5. M: Airport.
b. With your partner, say which jobs in the box below belong to the places in Part a. Share with the class.
1. Have pairs look at the words in the box and say which jobs belong to the places in New Words.
2. Elicit their answers and write them on the board.
Listening a. Peter is talking to an interviewer about his family. Listen and circle "True" or "False". CD1
03
1. Play audio and demonstrate the activity using the example.

2. Play audio. Have students listen and circle "True" or "False".
3. Play audio again and check answers as a whole class.
b. Fill in the blanks. Listen again and check. CD1
03
1. Demonstrate the activity using the example.

2. Have students fill in the blanks with the correct words.
3. Play audio again. Have students listen and check. 3. Interviewer: Where does your father work?
Billy: He works in an office.
Track 03 Interviewer: Do you know what he does?
1. Narrator: Example. Billy: He's a writer. It's a newspaper office.
Interviewer: Hello, what's your name? 4. Interviewer: And what about your mother? Where does she
Billy: My name's Billy Smith. work?
Interviewer: How old are you, Billy? Billy: She works for the government.
Billy: I'm twelve. Interviewer: Really? What does she do?
2. Interviewer: Twelve? I see. And where do you live, Billy? Billy: I don't know. Sorry.
Billy: I live in Sydney, Australia. Interviewer: What do you like to do in your free time, Billy?
Interviewer: Who do you live with? Billy: Well, I like…
Billy: I live with my family: My father, mother, and brother. Narrator: Now listen again and check.
Useful Language Listen then practice. CD1

04
1. Have students look at the Useful Language box. Track 04

2. Play audio. Have students listen to the useful language.
M: Where do you live?
3. Have students practice the useful language.
G: I live in the UK.
M: Who do you live with?
G: I live with my mother and father.
M: Where does your father work?
G: He works in a police station.
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Write questions for these answers using "Who" or "Where". Check with a partner.
Grammar
Practice asking and answering.
2. Have students write questions to the answers using "Who" or "Where".
3. Have students check their answers with a partner.
4. Check answers as a whole class.
5. Have students practice asking and answering with their partners.
6. Have some students demonstrate the activity in front of the class.
Pronunciation
a. Isolate c. Practice
CD1
05
Focus on the example and briefly explain the focus. Play audio again. Have students listen and repeat with a
focus on the feature.
b. Model
CD1
05
1. Have students listen and notice the pronunciation feature. Track 05
2. Play audio once and draw attention to the pronunciation B/G: Where do you live?
feature. B/G: Who do you live with?
Practice Practice the conversation. Swap roles and repeat.

1. Have students look at the conversation.
2. Divide the class into pairs and have them practice the conversation.
3. Swap roles and repeat.
4. Have some pairs demonstrate the activity in front of the class.
Speaking Where do People Live and Work?
a. You need a student card for River Town Summer Camp. Work in pairs. Student B, turn to page 104, File 1.
Student A, you work for River Town Summer Camp. Ask Student B for their information and complete the form.
1. Demonstrate the activity.
2. Divide the class into pairs.
3. Have Student A stay on the current page and Student B turn to page 104, File 1.
4. Have Student A ask Student B about their information and complete the form.
b. Swap roles and repeat. Then, ask and answer with your own information.
1. Have students swap roles and repeat.
2. Have students ask and answer with their own information.
Answer key
New Words a. Listening a. Listening b. Grammar.
1. company 1. False 1. How 1. Where do you live?

2. police station 2. True 2. Where 2. Who do you live with?
3. store 3. False 3. does 3. Where does he work?
4. government 4. True 4. does 4. Where does she work?
5. airport
6. construction site
7. office
8. factory
9. hotel
13
Theme 13
lesson 2 Review
1. Write the vocabulary from the previous lesson on the board. 4. Have students read the sentences on the board.
2. Have students read the words on the board. 5. Have some students practice using the vocabulary
HOME
3. Write the structures from the previous lesson using examples and structures in front of the class.
on the board.
Aims
New Words a. Write the words in the table. Check with a partner. Listen and repeat.
CD1
06
1. Demonstrate the activity using the example. Track 06

2. Have students write the words in the correct columns. 1. M: Do the dishes. 6. M: Clean the bathroom.
3. Divide the class into pairs and have them check their 2. M: Do the shopping. 7. M: Clean the bedroom.
answers with their partners. 3. M: Do the laundry. 8. M: Make breakfast.
4. Play audio. Have students listen and repeat. 4. M: Clean the kitchen. 9. M: Make lunch.
5. M: Clean the dishes. 10. M: Make dinner.
b. With your partner, add more words to the table, then talk about what housework you do at home.
Share with the class.
1. Have pairs add more words to the table.
2. Have pairs talk about what housework they do at home.
Listening
3. Ken: OK! What about your father? What housework does he
a. Lisa is talking about her family and housework. do?
Listen and tick () the boxes. 07 CD1
Lisa: Well, he doesn't do a lot. He's at work for most of the day
1. Play audio and demonstrate the activity using the example. and is very tired when he gets home.
2. Play audio. Have students listen and tick the boxes. Ken: I understand.
3. Play audio again and check answers as a whole class. Lisa: But he makes breakfast for everyone in the morning.
4. Ken: Right. And what about your brother? Does he do any
07 housework?
1. Demonstrate the activity using the example. Lisa: My brother doesn't do very much. He does the least
2. Have students fill in the blanks. housework.
3. Play audio again. Have students listen and check. Ken: He doesn't do anything?
Lisa: No. He's so lazy!
Track 07 Ken: Oh dear. Well, it's time for a commercial, but please join
1. Narrator: Example. us after the break!
Ken: Hello everyone, and welcome to "Kids Talk". Today's Narrator: Now listen again and check.
topic is housework. Our guest today is Lisa. Hello, Lisa!
Lisa: Hello.
Ken: So Lisa, tell me, do you have to do housework?
Lisa: Yes, I do. Useful Language Listen then practice. CD1
08
Ken: What housework do you do?
1. Have students look at the Useful Language box.
Lisa: I clean my bedroom and do the laundry. My mom and
dad tell me I have to keep my room really clean.
2. Ken: And who do you live with?
Lisa: I live with my mom and dad. And I have one older brother. Track 08
Ken: OK. What housework does your mother do? W: What housework do you do?
Lisa: She does a lot! She cleans most of the rooms in the B: I make breakfast.
house like the bathrooms and living room, does the W: Who does the dishes?
dishes, and she makes dinner. B: My sister does the dishes.
Ken: Wow, sounds like she does the most housework! She's a W: Who does the most housework?
hard-working woman. B: My dad does the most housework.
Lisa: Yes, she is. W: Who does the least housework?
B: My mom does the least housework.
14
Unscramble the questions. Check with a partner.
Grammar Practice asking and answering about your own family.
2. Have students unscramble the questions.
5. Have students ask and answer questions with a partner, using information about their own families.
Pronunciation
CD1
09
b. Model
CD1
09
2. Play audio once and draw attention to the pronunciation B/G/M: What housework do you do?
feature.
Practice Ask and answer using the family members from the box and the activities below.

3. Have students take turns asking and answering.
Speaking What Housework Do Your Family Members Do?

a. You're doing a survey about housework in Teen World Magazine. Work in threes. Ask and answer to complete
the survey.
b. Share with the class.
1. Demonstrate the activity by asking one student the first two questions.
2. Have the student ask you the same questions.
3. Divide the class into groups of three.
4. Have students ask, answer, and complete the survey.
5. Have some students share their findings with the class.
Answer key
New Words a. Listening a. Listening b.

DO 1. do
the dishes Lisa Lisa's Lisa's Lisa's 2. does
the shopping mom dad brother
3. doesn't
the laundry make breakfast  4. doesn't
make dinner 
CLEAN
the kitchen sweep the floor Grammar.
the bathroom do the laudry 
the bedroom 1. Who cleans the bathroom?
clean the  2. What housework does your brother do?
the dishes bedroom
3. Who makes breakfast?
clean the 4. What housework does your father do?
MAKE 
bathrooms 5. Who does the laundry?
breakfast
lunch do the dishes 
dinner
15
Theme 13
lesson 3 Review
HOME
on the board.
Aims
10

2. Have students write the words under the pictures. 1. M: Basement. 5. M: Yard.
3. Divide the class into pairs and have them check their 2. M: Floors. 6. M: Gym.
answers with their partners. 3. M: Balcony. 7. M: Apartment.
4. Play audio. Have students listen and repeat. 4. M: Garage.
b. With your partner, say whether you have any of the things above where you live. Share with the class.
1. Have pairs say whether they have any of the things in Part a. where they live.
2. Have some students share with the class.
Listening a. Jenny is asking some students about where they live. Listen and write "True" or "False". CD1
11
1. Play audio and demonstrate the activity using the example. Jenny: Does it have a gym?
2. Play audio. Have students listen and write "True" or "False". Jim: No, it doesn't.
3. Play audio again and check answers as a whole class. Jenny: What about a balcony?
Jim: Yes, it does.
b. Circle the correct words. Listen again and check. CD1
11 Jenny: Thank you. Goodbye.
1. Demonstrate the activity using the example. Jim: Bye!
2. Have students circle the correct words. 3. Jenny: Can I ask you some questions?
3. Play audio again. Have students listen and check. Mark: Um, sure.
Jenny: Do you live in a house or an apartment?
Track 11 Mark: I live in a house.
1. Narrator: Example. Jenny: How many floors does it have?
Jenny: Excuse me. I'm doing a survey for my class. Can I ask Mark: It has two floors.
you some questions? Jenny: Does it have a yard?
Jim: Sure. What's it about? Mark: Yes, it has a big one. I play badminton in it.
Jenny: It's about what kind of homes people live in. Jenny: Wow! Lucky you!
Jim: OK. 4. Jenny: And does it have a basement?
Jenny: Do you live in a house or an apartment? Mark: Yes, it does.
Jim: I live in an apartment. Jenny: Does it have a garage, too?
Jenny: What floor is it on? Mark: Yes, it does. For my mom's car.
Jim: It's on the 17th floor. Jenny: How many bedrooms does it have?
2. Jenny: How many bedrooms does it have? Mark: It has three bedrooms.
Jim: It has two bedrooms. Jenny: OK. Thank you.
Jenny: Does it have a pool? Mark: Bye!
Jim: Yes, it does. It's pretty small though. Narrator: Now listen again and check.
Track 12
12
B: Do you live in a house or an apartment?
1. Have students look at the Useful Language box. G: I live in an apartment.
2. Play audio. Have students listen to the useful language. B: What floor is it on?
3. Have students practice the useful language. G: It's on the 11th floor.
B: Does it have a gym?
G: Yes, it does.
16
Complete the questions for these answers. Check with a partner.
Grammar Practice asking and answering.
2. Have students complete the questions.
Pronunciation
CD1
13
b. Model
CD1
13
2. Play audio once and draw attention to the pronunciation B/G: It has three bedrooms.
feature. B/G: It's on the 11th floor.

Speaking What's Your Home Like?
a. You're doing a survey about what kind of homes people live in. Work in fours. Complete the survey for yourself
and then ask three friends about their homes.
2. Divide the class into groups of four.
3. Have students complete the table with information about their home and then ask three friends about theirs.
b. Choose the apartment or house you like the most. Share with the class.
1. Have students discuss their favorite house or apartment.
2. Have some students share their ideas with the class.
Answer key

1. basement 1. True 1. on 1. Do you live in a house or an apartment?
2. floors 2. False 2. have 2. What floor is it on?
3. balcony 3. False 3. many 3. How many floors does it have?
4. garage 4. True 4. Does 4. Does it have a yard?
5. yard 5. How many bedrooms does it have?
6. gym
7. apartment
17
Theme 13
lesson 4 Review
HOME
on the board.
Aims
New Words a. Match the words with the phrases. Check with a partner. Listen and repeat. CD1
14
1. Demonstrate the activity using the example. 3. Divide the class into pairs and have them check their answers
2. Have students match the words with the phrases. with their partners.
4. Play audio. Have students listen and repeat.
Track 14
1. M: Watch fireworks or a parade. 5. M: Get lucky money, candy or gifts.
2. M: Decorate a house or a tree. 6. M: Eat special food.
3. M: Visit family and friends. 7. M: Play games or music.
4. M: Wear traditional clothes. 8. M: Buy fruits or flowers.
b. With your partner, talk about things you think people do during these holidays. Share with the class.
1. Have pairs look at the words in the box and discuss what activities people do during each holiday.
Listening
a. You will hear a talk about traditional holidays. b. Fill in the blanks. Listen and check. CD1
16
Listen and match. 15 CD1

1. Play audio and demonstrate the activity using the example. 2. Have students fill in the blanks with the correct words.
2. Play audio. Have students match the letters with the right 3. Play audio. Have students listen and check.
sentences. Track 16
3. Play audio again and check answers as a whole class. 1. Narrator: Example.
M: On Kwanzaa, people wear traditional clothes and decorate
Track 15 their house.
1. Narrator: Example. 2. M: In France, children get gifts for Christmas.
M: Kwanzaa, which means "First Fruits", is a traditional 3. M: On Thanksgiving, people eat special food with their family
African-American family holiday. It's celebrated from and friends.
December 26th to January 1st. People wear traditional 4. M: Before Tet, people buy fruits and flowers.
clothes and decorate their homes with fruits and
vegetables.
2. M: In France, Christmas is on December 25th. It's a family holiday
and people call it Noel. People decorate their house and Useful Language Listen then practice. CD1
17
Christmas trees. People play Christmas music and children 1. Have students look at the Useful Language box.
get gifts. 2. Play audio. Have students listen to the useful language.
3. M: Thanksgiving is on the fourth Thursday of November. 3. Have students practice the useful language.
It's a traditional holiday in the USA. People eat special
food with family and friends. People also watch a big Track 17
parade on the streets. M: How do people prepare for Christmas?
4. M: Tet is the biggest traditional holiday in Vietnam. People G: They decorate their homes and buy gifts.
buy fruits and flowers and everyone visits family and M: What do they do during Christmas?
friends. Children get lucky money on New Year's Day. G: They visit family and friends.
Narrator: Now listen again and check.
18
Reading a. Read the article and underline all the New Year activities.
1. Have students read the article individually.
2. Have student read the article as a whole class.
4. Have students underline all the New Year activities.
b. Read the article again and circle "True" or "False".
1. Have students read the article again.
3. Have students read the statements and circle "True" or "False".
Speaking Tet - A Traditional Holiday in Vietnam

a. Y
ou're talking about Tet. Work in pairs.
Student A, you're from the USA. Ask your friend about Tet.
Student B, you're from Vietnam. Tell your friend about Tet.
b. Swap roles and repeat.
1. Have students look at the questions and answers.
4. Have Student A ask and Student B answer.
Writing a. Read the letter. Look at the letter model on page 118, then write the name of each part in
the boxes.
1. Have students look at the example letter on page 118.
2. Explain that a letter needs an address, a date, a greeting, an introduction, a main body, a closing, and a signature.
3. Have students label the parts of the letter.
4. Have students check with a partner.
b. Now, in your notebook, use your own ideas to write a similar letter.
1. Have students use their own ideas to write a similar letter.
2. Have some students read their letter in front of the class.
Answer key
New Words a. Listening a. Listening b. Reading a.
1. watch fireworks or a parade 1. c 1. wear 1. buy fruits and flowers
2. decorate a house or a tree 2. a 2. get 2. decorate their houses
3. visit family and friends 3. b 3. food 3. visits their family and friends
4. wear traditional clothes 4. d 4. buy 4. no one goes to school or work
5. get lucky money, candy or gifts 5. wear new clothes
6. eat special food 6. get lucky money
7. play games or music 7. watch lion dances and fireworks
8. buy fruits or flowers
Writing a. Writing b.
Reading b.
Address 12 Kings St...USA Students should follow the
1. False
writing model using their own
2. True Date May 15, 2017
ideas.
3. True Greeting Dear Linda,...for Christmas.
4. False
Introduction Let me...about it.
Main Body Christmas is.. family and friends.
Closing It's really... you soon!
Signature Best wishes, Sarah
19
Theme 13
lesson 5
HOME
You have five minutes to review the Useful Language and New Words from the theme,
Review then play "Letter Race". Turn to page 113 to read the game rules.
1. Divide the class into groups of four. 5. Elicit one or two example answers from students to
2. Have students turn to page 113 to read the game rules. demonstrate the game. When it is clear, say, "Are you ready?",
3. Write three categories from the theme on the board. then say "Go!" to start the game.
e.g. 6. The first group to finish calls out "We're ready!". Have that group
• Places people work give their answers and award one point if they answer
• Types of housework correctly.
• Parts of a house or an apartment 7. Keep the same categories and write new letters. After 10
4. A
dd the letters next to the categories. minutes, total the scores and find the winning team.
e.g.
• Places people work: S (example answer: school)
• Types of housework: C (example answer: clean my bedroom)
• Parts of a house or an apartment: B (example answer: balcony)
Listen to Jack talking to a friend about his family. Where do Jack's family members work
Listening or what housework do they do? For questions 1–5, write a letter (A–H) next to each person.
You will hear the conversation twice. 18 CD1

2. Play audio. Have students listen and write a letter (A–H) next to each person.
Track 18
Narrator: Listen to Jack talking to a friend about his family.
Where do Jack's family members work or what
housework do they do? Emma: Wow! What does your father do?
For questions 1 to 5, write a letter (A–H) next to each Jack: He works in a factory.
person. You'll hear the conversation twice. Emma: What housework does your sister do?
Emma: Who do you live with, Jack? Jack: She cleans the kitchen.
Jack: I live with my uncle, father, mother, brother, and sister. Emma: What about your brother? What housework does he do?
Emma: You have a big family! Where does your uncle work? Jack: He does the dishes.
Jack: He works at an airport. Emma: And what about you? What housework do you do?
Emma: What about your mother? Where does she work? Jack: I make breakfast.
Jack: She works in a hospital. She's a doctor. Narrator: Now listen again.
Read the descriptions of some jobs. What is the workplace for each?
Reading
Write the words. There is one space for each letter in the word.

2. Have students read the descriptions of the jobs and write the words for the workplaces.
20
Speaking Play the board game.
1. Demonstrate how to play the game.

2. Divide the class into groups of four. Each group has two pairs.
3. Have pairs play rock, paper, scissors. The winning pair goes first.
4. Have one player from the winning pair cover their eyes and use their pencil to pick a number on the number board, then move
forward that number of spaces.
5. Have students ask and answer using the prompts on each space.
6. If both the question and answer are correct, the pair stays on that space. If incorrect, the pair moves back to where they were before.
7. Have the other pair repeat Steps 4, 5, and 6.
8. Repeat until the game is finished.
9. The winners are the first pair to get to the Finish.
Writing a. Read Mina's letter describing her home.

Have students read the letter.
b. Now, in your notebook, use your own ideas to write a similar letter.
Use the model of a letter on page 118 to help you.
1. Have students look at a letter model on page 118.
Answer key
Listening. Reading. Writing b.
Example. C Example. hospital Students should follow the writing model using
1. F 1. store their own ideas.
2. H 2. construction site
3. G 3. restaurant
4. E 4. school
5. B 5. hotel
21
Theme 23
lesson 1 Review
1. Write the vocabulary from the previous theme on the board. 4. Have students read the sentences on the board.
2. Have students read the words on the board. 5. H
ave some students practice using the vocabulary
SCHOOL
3. Write the structures from the previous theme using examples and structures in front of the class.
on the board.
Aims
New Words a. Number the pictures. Check with a partner. Listen and repeat.
CD1
19

2. Have students number the pictures. Track 19
3. Divide the class into pairs and have them check their answers 1. M: History. 5. M: Geography.
with their partners. 2. M: P.E. (Physical Education). 6. M: Literature.
4. Play audio. Have students listen and repeat. 3. M: I.T. (Information Technology). 7. M: Physics.
4. M: Music. 8. M: Biology.
b. With your partner, think of three more subjects you know. Take turns asking each other if you like them.
1. Have pairs think of three more subjects they know. 3. Have students take turns asking their partners if they like
2. Elicit answers and write them on the board. the subjects.
4. Have some students share their answers with the class.
Listening Toby: OK.

a. Two students are talking about school subjects. Sara: Do you like math, Toby?
Listen, complete the faces, and fill in the blanks. Toby: Yes, I really like math. Art, too.
CD1
20
Sara: And what subjects don't you like?
Toby: I don't like P.E. and physics.
2. Play audio. Have students listen, complete the faces, and fill in
Sara: Do you like history?
the blanks.
Toby: Hmm, it's OK.
3. Play audio again. Have students listen and check.
2. Sara: And what's your favorite subject?
20
Toby: My favorite subject is art. It's so much fun.
1. Demonstrate the activity using the example. Sara: OK.
2. Have students fill in the blanks. 3. Toby: What about you, Sara? What subjects do you like?
3. Play audio again. Have students listen and check. Sara: I really like history and geography.
Toby: OK. And what subjects don't you like?
Sara: I don't like math. I'm not good at numbers.
Track 20 Toby: Do you like physics?
1. Narrator: Example. Sara: It's OK.
Sara: Hello, Toby. 4. Toby: And what's your favorite subject?
Toby: Hello, Sara. Sara: My favorite subject is geography.
Sara: I'm doing a survey about subjects people like and don't Toby: Why?
like for the school newspaper. Can I ask you some Sara: I just love learning about other places in the world.
questions? Narrator: Now listen again and check.
Useful Language Listen then practice.

CD1
21

2. Play audio. Have students listen to the useful language. W: What subjects do you like?
3. Have students practice the useful language. B: I like biology, physics, and literature.
W: What subjects don't you like?
B: I don't like music.
W: What's your favorite subject?
B: My favorite subject is biology.
22
Grammar Unscramble the sentences. Check with a partner. Practice saying the sentences.

2. Have students unscramble the sentences.
5. Have pairs practice saying the sentences.
6. Have some students read their answers in front of the class.
Pronunciation
CD1
22
b. Model
CD1
22
2. Play audio once and draw attention to the pronunciation B/G/M: I like biology, physics, and literature.
feature.

Speaking School Subjects Survey

a. You're doing a survey about subjects in school. Work in fours. Talk about school subjects and draw faces in the
table. Which ones are your favorite? Complete the survey.
1. Demonstrate the activity by asking one student the first 3. Divide the class into groups of four.
two questions. 4. Have students take turns asking and answering, then
2. Have the student ask you the same questions. complete the survey.
b. Which subjects are the most popular in your group? Share with the class.
1. Have students look at their answers and decide which subjects are the most popular in their group.
Answer key Listening a.
New Words a. math art physics P.E. history geography favorite
Toby art
4
8 1
Sara geography
Listening b.
1. and
7 2. favorite
6 3. subjects
4. geography
Grammar.
2 1. What is your favorite subject?
3 2. My favorite subject is geography.
3. What subjects do you like?
4. I like art and literature.
5. I don't like physics and music.
23
Theme 23
lesson 2 Review
SCHOOL
on the board.
Aims
New Words a. Match the words with the descriptions. Check with a partner. Listen and repeat. CD1
23

Track 23
2. Have students match the words with the descriptions.
1. M: Arts and crafts. 4. M: Sign up.
3. Divide the class into pairs and have students check their
2. M: Act. 5. M: Indoor activities.
answers with their partners.
3. M: Drama club. 6. M: Outdoor activities.
b. W
ith your partner, choose three activities that your school has. Share with the class.
1. Have pairs think of three activities they have at their school.
Listening a. Two students are talking about school activities. Listen and write "True" or "False". CD1
24

2. Play audio. Have students listen and write "True" or "False". 2. Emma: Oh, there's also a dance club. Do you like dancing?
3. Play audio again and check answers as a whole class. Toby: No, I don't. How about you?
Emma: Yes, I do. I really love dancing.
Toby: Great. Why don't you sign up for it?
24
Emma: Yes, I think I will.
1. Demonstrate the activity using the example. 3. Toby: Do you want to join another club?
2. Have students circle the correct words. Emma: Yes, I think so. But I'm not sure which one.
3. Play audio again. Have students listen and check. Toby: Hmm, let me see. Oh, there's a drama club. Do you like
drama?
Emma: No, I don't. I don't like acting.
Track 24 Toby: How about arts and crafts club?
1. Narrator: Example. Emma: Yes, I love doing arts and crafts.
Toby: I need to choose some clubs to join this year. 4. Emma: How about you, Toby? Do you like arts and crafts?
Emma: Yeah, me too. Which one do you want to sign up for? Toby: No, I don't. I don't like indoor activities.
Toby: Hmm, I don't know. Emma: Oh, look. There's a science club.
Emma: Oh look, soccer club! Do you like playing soccer? Toby: Really? I really like science.
Toby: No, I don't. Emma: Great. Why don't you sign up for it?
Emma: How about basketball club? Toby: Yes, I think I will.
Toby: Yes, good idea. Narrator: Now listen again and check.

25 Track 25
G: There's a book club. Do you like reading books?
B: Yes, I do.
G: Why don't you sign up for it?
B: Yes, good idea.
24
Fill in the blanks with the words in the box.
Grammar
Check with a partner. Practice the conversation.
2. Have students fill in the blanks with the words in the box.
5. Have students practice the conversation with their partners.
Pronunciation
CD1
26
b. Model
CD1
26
2. Play audio once and draw attention to the pronunciation M: Do you like basketball?
feature. B/G: Yes, I do.
B/G: No, I don't.

Speaking Let's Join a Club!
a. You're choosing school activities to sign up for. Work in pairs. Look at the list of clubs your school will have next
year. Ask, answer, and choose two activities each that you'd like to do next year.
3. Have students take turns asking and answering to choose two activities they'd like to do next year.
b. Join another pair. Which club do most people want to join? Share with the class.
1. Have students join another pair and discuss which club most people want to join.
Answer key

1. F 1. True 1. do 1. don't
2. B 2. False 2. Why 2. like
3. C 3. False 3. like 3. Do
4. D 4. False 4. don't 4. favorite
5. A 5. Why
6. E
25
Theme 23
lesson 3
MATT & MILLY
SCHOOL
TOY TROUBLE
1. Mystery words:
a. Match the words to their meanings. Check with a partner. Listen and repeat. CD1
27
2. Have students write the letters for each picture. Track 27
3. Divide the class into pairs and have them check their answers 1. M: Mystery. 4. M: Thief.
with their partners. 2. M: Detective. 5. M: Clue.
4. Play audio. Have students listen and repeat. 3. M: Steal. 6. M: Solve.
b. In pairs, make three sentences using the mystery words. Share with the class.
1. Have pairs make three sentences using the mystery words.
2. Have pairs write their answers in their notebooks.
3. Have some pairs share with the class.
2. a. Listen and fill in the blanks. CD1

28 Track 28
1. Play audio and demonstrate the activity using the example. Narrator:
2. Play audio. Have students listen and fill in the blanks. 1. Matt Baker is twelve years old.
3. Play audio again and check answers as a whole class. He lives in Maple Falls with his family. He loves solving
b. In pairs, say who you would like to meet and why. mysteries.
1. Have students say who they'd like to meet and why. He wants to be a detective when he grows up, like Sherlock
2. Have some students share with the class. Holmes.
2. Milly Baker is Matt's sister.
She's fourteen minutes older than her brother.
Mr. Nuts is her pet squirrel. He's great at finding clues.
3. Ann Baker is Matt and Milly's mom.
She's a police officer at Maple Falls Police Department.
She sometimes helps Matt and Milly solve mysteries.
4. Dan Baker is Matt and Milly's father.
He works for the Maple Falls Museum. Now, he's working in
Mexico. He knows his kids love mysteries.
3. Read about Matt and Milly's first mystery and answer the questions. Check with a partner.
1. Have students read about Matt and Milly's first mystery.
2. Have students answer the questions.
4. With your partner, read the police report. Use the police report to answer the questions.
1. Have pairs read the police report.
2. Have pairs answer the questions.
5. Look at the map and the police report to fill in the missing information for Madge and John in the table below.
1. Have students read the police report and look at the map.
2. Have students use the report and the map to fill in the missing information for Madge and John in the table.
3. Have students check their answers with their partners.
26
6. The interview
a. In pairs, write the questions in full above.
Track 29
1. Demonstrate the activity with one student.
Narrator: The interview.
Officer Baker: Where were you from 11:30 to 12:05?
3. Have students write the questions in full below the prompts.
Bill: I was in the garage.
Officer Baker: What were you doing?
b. Listen to Officer Baker interviewing Bill and complete Bill: I was cleaning the car.
the table above. 29 CD1
Officer Baker: Who do you think stole the car?
1. Have students listen to the audio. Bill: I think it was Madge, the cleaner.
2. Have students fill in the blanks. Officer Baker: Why do you think Madge stole the car?
3. Check answers as a whole class. Bill: Because her son loves that car.
7. Listen to the conversation about the crime and Track 30

answer the questions. 30 CD1
Mr. Johnson: Who do you think stole the car, Officer Baker?
1. Have students listen to the conversation. Officer Baker: I think Bill did it because he needs money.
2. Have students answer the questions. Mr. Johnson: I disagree. I think John did it.
3. Have students check with a partner. Officer Baker: Why?
4. Check answers as a whole class. Mr. Johnson: Because he likes expensive things.
8. Discussion.
In fours, solve the mystery. When you all agree, write your answers in the box.
2. Have students discuss in their groups who stole the car.
3. Have students give reasons for their decision and explain why that person did it.
4. Have students write their ideas in the box.
5. Have students share their ideas with the class.
We know who did it!

CD1
31 Track 31
1. Play audio and have students listen to Matt and Milly say Matt & Milly: We know who did it...
who did it, and how they know. Milly: John, the gardener, stole the car because it's worth $10,000.
2. Have students compare their ideas with Matt and Milly's. Matt: We know because he said he was collecting the mail, but
there's no mail on Sundays.
John: I'd have been rich, but you kids were too smart!
Answer key
1a. 2a. 3. 4.
1. b 1. twelve a. Last year. a. $10,000
2. d 2. detective b. A package. b. Adam
3. f 3. sister c. Mr. Jackson, the mailman. c. Mr. Johnson
4. e 4. clues d. Because he knew there was a comic d. Three
5. a 5. police book worth $1,000 in the box. e. On Sunday June 5
6. c 6. solve e. Andy Brown.
7. father
8. mysteries
5. 6. 7.
Madge - The cleaner - in the kitchen a. 1. Where were you from 11:30 to 12:05? a. Bill
John - The gardener - next to the gate 2. What were you doing? b. John
3. Who do you think did it? c. Because John likes expensive things.
b. Bill - car - Madge.
27
Theme 23
lesson 4
SCHOOL
Aims
32

2. Have students match the words with the descriptions. 1. M: Army. 4. M: Hero. 7. M: Defeat.
3. Divide the class into pairs and have them check their answers 2. M: General. 5. M: King. 8. M: Admire.
with their partners. 3. M: Battle. 6. M: Win. 9. M: Leader.
b. With your partner, name any heroes, generals, kings, or leaders you know. Share with the class.
1. Have pairs think of who they know as heroes, generals, kings, or leaders from history.
2. Elicit students' answers and write them on the board.
Listening a. You will hear a talk about Vietnamese people from history. Listen and fill in the blanks. CD1
33
1. Play audio and demonstrate the activity using the example. Track 33
2. Play audio. Have students listen and fill in the blanks. 1. Narrator: Example.
3. Play audio again and check answers as a whole class. G: Someone that I really admire is Lady Trieu. She was a great
b. Circle the correct words. Listen again and check. CD1 Vietnamese hero. She rode a big white elephant and won
33
many battles. She died at the age of twenty four.
1. Demonstrate the activity using the example. 2. G: I also admire Ngo Quyen. He was a king of Vietnam.
2. Have students circle the correct words. He was a great leader. He won many battles. One of the most
3. Play audio again. Have students listen and check. famous battles is the Battle of Bach Dang River. He died
in 944.
3. B: I really admire the two Trung Sisters. They were born around
12 AD. The two sisters won many battles with their army.
People say the two Trung Sisters were heroes.
4. B: Someone else that I admire is Le Loi. He was a great king of
Vietnam. He defeated the Chinese army in many battles and
won Vietnam's freedom. He did many good things for the
people and died in 1433.

34

2. Play audio. Have students listen to the useful language. Track 34
3. Have students practice the useful language. M: Someone that I really admire is Ly Thuong Kiet.
W: Who was Ly Thuong Kiet?
M: He was a famous Vietnamese general.
W: What did he do?
M: He won many battles.
28
Reading
READING a. Read the article and fill in the blanks.
2. Read the article as a whole class.
4. Have students fill in the blanks.
b. Read the article again and write "True" or "False".
3. Have students write "True" or "False".
Speaking Famous Vietnamese People from the Past

a. You're doing a history project about famous Vietnamese people of the past. Work in pairs. Talk about the
famous people in the boxes.
2. Divide the class into pairs and have them role-play the conversation.
b. Talk about other famous people from the past that you know. Share with the class.
1. Have students talk about any other famous people from history that they know.
a. Read the paragraph. Look at the paragraph model on page 118, then write the name of
Writing
each part in the boxes.
1. Have students look at the example paragraph on page 118.
2. Explain that a paragraph needs a topic sentence, 3 body sentences, and a conclusion sentence.
3. Explain to students that the model is not how we lay out paragraphs, but a breakdown of the individual elements of a paragraph.
4. Have students label the parts of the paragraph.
b. Now, in your notebook, write a similar paragraph about another hero from your country.
1. Have students use their own ideas to write a similar paragraph.
2. Have some students read their paragraph in front of the class.
Answer key
New Words a. Listening a. Listening b. Reading a. Reading b.

1. C 1. hero 1. won 1. hero 1. False
2. A 2. Battle 2. was 2. general 2. False
3. B 3. army 3. were 3. army 3. True
4. H 4. king 4. died 4. Battle 4. True
5. G 5. defeated 5. False
6. F
7. D Writing a. Writing b.
8. I
9. E Topic Sentence George Washington was a famous American hero. Students should follow the
Body Sentence 1 He was born in 1732 and died in 1799. writing model using their
Body Sentence 2 He defeated the British army. own ideas.
Body Sentence 3 He won the Battle of Yorktown in 1781.
Conclusion He was a great American hero.
29
Theme 23
lesson 5
SCHOOL
Review You have five minutes to review the Useful Language and New Words from the theme,
then play "Board Race". Turn to page 113 to read the game rules.
1. Divide the class into four groups. 4. Demonstrate the activity using the example.
2. Have students turn to page 113 to read the game rules. 5. When you have demonstrated the rules, say, "Are you ready?",
3. D
ivide the board into four columns. Write a different name for then say "Go!" to start the game.
each category above each column. Assign each group a different 6. Groups have to write as many words as possible on the board
category for them to write their answers. for their category in ten minutes. Each student can only write
e.g. one answer at a time.
• School subjects (example answers: history) 7. Each group gets a point for each correct word. The winning
• School activities (example answer: reading books) group is the one with the most points.
• Famous people from the past (example answer: Le Loi)
• Words to talk about history (example answer: army)
Listening You will hear five short conversations. You will hear each conversation twice. There is one
question for each conversation. For questions 1-5, put a tick () in the box. 35 CD1

2. Play audio. Have students listen and put a tick in the correct boxes.
Track 35
Narrator: You will hear five short conversations. You will
hear each conversation twice. There is one question 3. Narrator: What club does Mark sign up for?
for each conversation. For questions 1-5, put a tick Sally: There's a book club. Do you like reading books?
in the box. Here is an example: Mark: Yes, I do.
Narrator: What subject does Sally like? Sally: Why don't you sign up for it?
Mark: What subjects do you like, Sally? Mark: Yes, good idea.
Sally: I really like math. I think I'm good with numbers. Narrator: Now listen again.
Narrator: The answer is "math", so there is a tick in Box C. (REPEAT)
Now we are ready to start. Look at question 1. 4. Narrator: What subject doesn't Mark like?
1. Narrator: What club does Sally want to sign up for? Sally: Do you like biology, Mark?
Mark: Why don't you join the tennis club? Mark: Yes, I do. I love it.
Sally: No, I don't like outdoor activities. Sally: How about physics?
Mark: Do you like doing arts and crafts? Mark: No, I don't like physics. I don't understand it.
Sally: Yes, I do. I think I'll sign up for arts and crafts club. Narrator: Now listen again.
Narrator: Now listen again. (REPEAT)
(REPEAT) 5. Narrator: What outdoor activity does Sally like?
2. Narrator: What's Mark's favorite subject? Mark: Do you like tennis, Sally?
Sally: What's your favorite subject, Mark? Sally: No, I don't.
Mark: Well, I like lots of subjects, but my favorite's music. Mark: What outdoor activity do you like?
Sally: Yeah, I like music, too. Sally: I like soccer.
Narrator: Now listen again. Narrator: Now listen again.
(REPEAT) (REPEAT)
Reading
READING Which notice (A-G) says this (1-5)? For questions 1-5, mark the correct letter A-G.
2. Have students read the statements individually and mark the letters A-G.
30
Speaking Play the "Connect Three" game.

4. Have the winning pair point to that space on the board where they wish to put a mark, then ask and answer using prompts.
5. If correct, that pair can put a mark on that space (an X or an O). If incorrect, the next pair takes their turn.
6. Swap roles and repeat until the game is finished.
7. The winners are the pair that gets three of their own marks in a row horizontally, vertically, or diagonally.
Writing a. Read a paragraph about school subjects and activities.
Have students read the paragraph about school subjects and activities.
b. N
ow, in your notebook, write a similar paragraph about school subjects and activities you like.
Use the paragraph model on page 118 to help you.
1. Have students look at the paragraph model on page 118.
Answer key
Example. C Example. B Students should follow the writing model using their
1. B 1. C own ideas.
2. A 2. A
3. A 3. E
4. B 4. F
5. A 5. D
31
Theme 3
lesson 1 Review
FRIENDS
on the board.
Aims
New Words a. Write the words in the table. Check with a partner. Listen and repeat. CD1
36

2. Have students write the words in the correct columns. 1. M: Dark. 7. M: Slim.
3. Divide the class into pairs and have them check their answers 2. M: Tall. 8. M: Red.
with their partners. 3. M: Brown. 9. M: Blond.
4. Play audio. Have students listen and repeat. 4. M: Glasses. 10. M: Long.
5. M: Fair. 11. M: Blue.
6. M: Average height. 12. M: Short.
b. W
ith your partner, add more words to the table. Describe your partner using the new words. Share with the class.
2. Elicit their words and write them on the board.
3. Have students describe their partner using the new words.
4. Have some students share their sentences with the class.
Listening a. Jake and Lisa are describing their friends to people at a party. Listen and number the pictures. CD1
37

2. Play audio. Have students listen and number the pictures. Jake: Yes, she is.
3. Play audio again and check answers as a whole class. Lisa: I think she's in the kitchen.
b. Circle the correct words. Listen again and check. CD1 Jake: Thank you.
37
3. Toby: This is a great party, Lisa.
Lisa: Thanks, Toby. Hey, have you seen my friend, Helen?
2. Have students circle the correct words.
Toby: What does she look like?
Lisa: She's tall, has dark skin, and long hair.
Track 37 Toby: Does she wear glasses?
1. Narrator: Example. Lisa: No, she doesn't.
Emma: Hey Jake, have you seen my friend, Mark? Toby: Hmm. No, sorry. I haven't seen her.
Jake: Mark? What does he look like? 4. Lisa: How about my friend, James? Have you seen him?
Emma: He's tall and has long brown hair. Toby: What does he look like?
Jake: I think I saw him in the living room. Lisa: He's thin and has short blond hair.
Emma: OK, thanks. Toby: Does he have fair skin?
2. Jake: Excuse me, have you seen my sister? Lisa: Yes, he does. Have you seen him?
Lisa: What does she look like? Toby: Yeah, he's in the living room playing guitar.
Jake: She has fair skin and blond hair. Lisa: Oh great, thanks!
Lisa: Is she short? Narrator: Now listen again and check.

38

2. Play audio. Have students listen to the useful language. B: What does she look like?
3. Have students practice the useful language. G: She's tall and has blond hair.
B: Does she wear glasses?
G: Yes, she does.
32
5. Have pairs practice saying sentences.
Pronunciation
CD1
39
b. Model CD1
39
2. Play audio once and draw attention to the pronunciation B/G: black, blond, blue
feature.
Practice Practice asking and answering using the pictures.

3. Have pairs ask and answer using the questions and the pictures.
Speaking What Do They Look Like?

a. You've lost your friends at a party. Student A, turn to page 105, File 3. Student B, turn to page 106, File 5.
b. Take turns describing friends in your class for your partner to guess.
2. Have Student A turn to page 105, File 3 and Student B turn to page 106, File 5.
3. Demonstrate the activity by asking and answering with one student.
4. Have students take turns describing and guessing about their friends in class.
Answer key
New Words. Listening a.
body skin hair eyes 1. 55m 1. 58m 1. 62m 1. 45m
tall dark dark

blue
short fair red
brown
average height blond
glasses
slim short 4 3 1 2
long
brown
fair
Listening b. Grammar.
1. does 1. He has short brown hair.
2. Is 2. She's slim and has dark skin.
3. Does, wear 3. She has long red hair.
4. Does, have 4. He's short and has fair skin.
5. She has long blond hair.
33
Theme 3
lesson 2 Review
FRIENDS
on the board.
Aims
40

Track 40
2. Have students write the words in the correct columns.
1. M: Go shopping. 7. M: Have a party.
3. Divide the class into pairs and have them check their answers
2. M: Go swimming. 8. M: Have a pizza.
with their partners.
3. M: Go to the mall. 9. M: Have a barbecue.
4. M: Go to the beach. 10. M: Watch a movie.
5. M: Go fishing. 11. M: Watch TV.
6. M: Play badminton. 12. M: Make pizza.
b. With your partner, add more words to the table. Tell your partner which activities you want to do this weekend.
3. Have pairs talk about which activities they want to do this weekend.
Listening a. Two friends are inviting each other out. Listen and write "Yes" or "No". CD1
41

2. Mark: What are you doing on Friday night?
2. Play audio. Have students listen and write "Yes" or "No".
Lisa: Friday night? I think I'm free. Why?
Mark: I'm having a party at home. Do you want to come?
41
Lisa: A party? Yeah, sure! Sounds great. What time?
Mark: Around seven o'clock.
3. Mark: What are you doing on Saturday?
Lisa: On Saturday? I'm making pizza at home with Helen. Do
you want to come?
Mark: Yeah, sure! That sounds great! Can I invite James?
Lisa: Hmm, yeah, OK.
Track 41 4. Lisa: What are you doing on Sunday afternoon?
1. Narrator: Example. Mark: I'm fishing at the beach. Do you want to come?
Mark: Hey Lisa, what are you doing after school tonight? Lisa: Sorry, I can't. I'm busy. What about Sunday night?
Lisa: Hi, Mark. I'm watching TV at home tonight. Do you want Mark: Hmm, I'm not doing anything. Why?
to come? Lisa: I'm playing badminton. Do you want to come?
Mark: No, sorry. I can't. I'm shopping with my mom. Mark: Yeah, sure! I love playing badminton!
Lisa: Oh, OK. Narrator: Now listen again and check.

42

2. Play audio. Have students listen to the useful language. B: What are you doing on Saturday?
3. Have students practice the useful language. G: I'm free. Why?
B: I'm having a party. Do you want to come?
G: Sure.
34
Fill in the blanks with the correct form of the verbs.
Grammar
Check with a partner. Practice saying the sentences.
2. Have students write the correct form of the verbs to complete the sentences.
5. Have students practice saying the sentences.
6. Have some students read the complete sentences in front of the class.
Pronunciation
CD1
43
CD1
b. Model 43
2. Play audio once and draw attention to the pronunciation B/G/M: What are you doing tomorrow?
feature.

Speaking Our Free Time

a. You're making a plan for the next two weeks. Work in pairs. Student B, turn to page 105, File 4. Look at your
calendar for Week 1, take turns asking about plans and ask your partner to join you in activities. When you're
both free, agree on an activity to do together.
1. Demonstrate the role-play by asking and answering with one student.
3. Have Student A look at the schedule on the bottom of the page and Student B turn to page 105, File 4.
4. Have students do the role-play for Week 1.
5. Have students find out which days they're both free and choose an activity to do together.
b. Complete your calendar for Week 2 with activities. Continue the conversation.
1. Have students fill in the blanks for Week 2 using their own ideas and continue the conversation.
2. Have some pairs demonstrate the role-play in front of the class.
Answer key Listening a. Listening b.

1. No 1. watching
New Words a. 2. Yes 2. having
3. Yes 3. making
go play have watch make 4. No 4. playing
shopping badminton a party a movie pizza

swimming a pizza TV Grammar.
to the mall a barbecue 1. doing
to the beach 2. making
fishing 3. having
4. going
5. going
35
Theme 3
lesson 3 Review
FRIENDS
on the board.
Aims
44

2. Have students write the words under the pictures. 1. M: Battery. 5. M: First aid kit.
3. Divide the class into pairs and have them check their answers 2. M: Bottled water. 6. M: Candle.
with their partners. 3. M: Flashlight. 7. M: Sleeping bag.
4. Play audio. Have students listen and repeat. 4. M: Pillow. 8. M: Tent.
b. With your partner, say which of these items you have in your home. Share with the class.
1. Have pairs say which items they have at home.
Listening a. Two students are planning their school camping trip. Listen and circle "True" or "False". CD1
45
1. Play audio and demonstrate the activity using the example. 2. Max: OK. What else do we need?
2. Play audio. Have students listen and circle ''True'' or ''False''. Lisa: We need to bring mobile phones so we can call our
3. Play audio again and check answers as a whole class. parents.
Max: Oh yeah, good idea! Do I need to bring my camera?
45
Lisa: No, my phone has a camera! I can take pictures.
Max: Great!
3. Max: Do we need sleeping bags?
Lisa: Yes, we do because it'll be cold at night. Good thinking!
Max: So, I'll need a pillow, too.
Lisa: Oh, yeah! You should bring a jacket, too.
4. Max: OK. What about soap?
Track 45 Lisa: No, you don't need it. The campground provides it!
1. Narrator: Example. Max: Really? What about finding the bathroom at night?
Max: Hi, Lisa! Are you ready for our school camping trip? It's Do we need a flashlight?
going to be awesome! Lisa: Yes, because there's no electricity after eight. Bring
Lisa: Yeah, I can't wait. batteries, too.
Max: Say… What do we need to bring for our camping trip? Max: OK. This will be so much fun!
Lisa: Well, we need a tent because there isn't a hotel. Narrator: Now listen again and check.

46

2. Play audio. Have students listen to the useful language. B: What do we need for our camping trip?
3. Have students practice the useful language. G: We need food because we'll be hungry.
B: Do we need toys?
G: No, we don't.
36
Grammar Unscramble the sentences. Check with a partner. Practice asking and answering.

Pronunciation
CD1
47
b. Model
CD1
47
2. Play audio once and draw students' attention to the B/G: flashlight, toilet, tent, don't
pronunciation feature.

Speaking Preparing for an Overnight Adventure

a. You're preparing for a camping trip. Work in pairs. Take turns asking your partner what you should bring with you.
Choose five items.
3. Have students look at the information in the table.
4. Have students take turns asking their partners what they should bring with them and choose five items.
b. Compare your list with another pair. Did you choose any of the same things? Share with the class.
1. Have students compare their lists to see if they chose any of the same things.
2. Have some pairs explain one of their choices in front of the class.
Answer key
1. battery 1. False 1. What

2. bottled water 2. True 2. bring
3. flashlight 3. True 3. need
4. pillow 4. False 4. Do
5. first aid kit
6. candle
7. sleeping bag Grammar.
8. tent
1. What do we need for our camping trip?
2. We need jackets because it will get cold.
3. Do we need flashlights?
4. Yes, we do because it will get dark.
37
Theme 3
lesson 4 Review
FRIENDS
on the board.
Aims
48

2. Have students write the words in the correct columns as Track 48
positive or negative adjectives. If the word is neither positive nor 1. M: Funny. 7. M: Friendly.
negative, have students write them in "others". 2. M: Mean. 8. M: Serious.
3. Divide the class into pairs and have students check their answers 3. M: Shy. 9. M: Confident.
with their partners. 4. M: Lazy. 10. M: Generous.
4. Play audio. Have students listen and repeat. 5. M: Helpful. 11. M: Unfriendly.
b. With your partner, describe your friends in your class using 6. M: Kind. 12. M: Selfish.
the new words in Part a. Share with the class.
1. Have pairs describe their friends in their class using the new words.
Listening
a. You will hear a talk about Anne Frank. b. Circle the correct words. Listen and check.
CD1
50
Listen and write "True" or "False". 49 CD1
1. Play audio and demonstrate the activity using the example. 1. Demonstrate the activity using the example.
2. Play audio. Have students listen and write "True" or "False". 2. Have students circle the correct words.
3. Play audio again and check answers as a whole class. 3. Play audio. Have students listen and check.
Track 50
Track 49
1. Narrator: Example.
M: Anne wrote about her life in her diary.
M: Anne Frank is famous for the diary that she kept for two
2. M: Anne tried to make other people feel happy.
years from 1942 until 1944.
3. M: Anne's father was a very kind and generous man.
Her family had to hide from German soldiers in a secret
4. M: Margot was serious.
room during the war.
5. M: Anne wrote mean things about her mother in her diary.
Anne wrote about her life, family, and friends in her diary.
2. M: Anne was only thirteen when she started to write.
She was a confident and funny girl who tried to make
other people feel happy.
She became more serious as she grew older.
3. M: Her father was a very kind and generous man. Useful Language Listen then practice. CD1
51
He saved food for the children and took Anne's side when 1. Have students look at the Useful Language box.
her mother was angry with her. 2. Play audio. Have students listen to the useful language.
4. M: Her older sister, Margot, was a shy and quiet girl. 3. Have students practice the useful language.
She was more serious than Anne but they were good
friends.
5. M: We don't know much about her mother. She was often Track 51
angry with Anne. M: What's he like?
Anne wrote mean things about her mother in her diary. G: He's confident and funny.
Anne felt sorry about this. M: What's she like?
Narrator: Now listen again and check. G: She's serious and honest.
38
Reading a. Read the paragraph and choose the best title.
1. Have students read the text. 3. Check answer as a whole class.

2. Have students choose the best title.
b. Write the words in the box under "Tam" or "Cam".
1. Demonstrate the activity. 3. Have students write the words from the box in the correct
2. Have students read the text again and choose words that column.
best describe each character. 4. Check answers as a whole class.
Speaking Describing Characters

a. You're in a book club meeting. Work in fours. Talk about and describe your favorite characters from stories,
movies, or comic books. Write their names in the box.
3. Have students choose their favorite characters from stories, movies, or comic books.
4. Have students take turns asking and answering about their favorite characters.
5. Have students complete the table.
Writing a. Read the email. Look at the email model on page 119, then write the name of each part in
the boxes.
1. Have students look at the example email on page 119.
2. Explain that an email needs a receiver's email, a subject, a greeting, a purpose, a body, a closing, and a signature.
3. Have students label the parts of the email.
b. Now, in your notebook, use your own ideas to write a similar email.
1. Have students use their own ideas to write a similar email.
2. Have some students read their email in front of the class.
Answer key
Positive Negative 1. True 1. wrote 1. A Famous Vietnamese Story

(good) (bad) Others 2. True 2. tried
3. True 3. was
funny mean shy 4. False 4. was
helpful lazy serious 5. True 5. wrote
kind unfriendly
friendly selfish
confident
generous
Reading b. Writing a. Writing b.
1. Tam: Receiver's email peterp@hotbox.com Students should follow the

• helpful Subject My best friend writing model using their
• kind own ideas.
Greeting Hi Peter,...really nice.
• generous
2. Cam: Purpose Let me...best friend.
• lazy Body My best friend's...talking to him.
• mean Closing Write back soon.
• selfish Signature Your friend, John.
39
Theme 3
lesson 5
FRIENDS
You have five minutes to review the Useful Language and New Words from the theme,
Review
then play "Letter Race". Turn to page 113 to read the game rules.
e.g. 6. The first group to finish calls out "We're ready!". Have that
• Personal appearance group give their answers and award one point if they answer
• Things for a trip correctly.
• Character adjectives 7. Keep the same categories and write new letters. After 10
4. A
e.g.
• Personal appearance: B (example answer: blond)
• Things for a trip: F (example answer: flashlight)
• Character adjectives: L (example answer: lazy)
Listen to Jenny talking to Tom about their brothers and sisters. For questions 1 to 5, tick ()
Listening
A, B, or C. You will hear the conversation twice. 52 CD1

2. Play audio. Have students listen and tick A, B, or C.
Track 52 Tom: Yes, he does. And he looks really good in them.

Narrator: Listen to Jenny talking to Tom about their brothers Jenny: What's he like?
and sisters. Tom: Well, he's funny and really friendly. What about you,
For questions 1 to 5, tick A, B, or C. You'll hear the do you have any brothers?
conversation twice. Jenny: No, but I have one sister. She's eighteen years old.
Look at questions 1 to 5 now. You have twenty seconds. Tom: Oh, what does your sister look like?
Now listen to the conversation. Jenny: She's average height and slim.
Jenny: Do you have any brothers or sisters, Tom? Tom: Does she have short hair like you?
Tom: Yes, I have one brother. Jenny: No, she has really long hair.
Jenny: Wow, what does your brother look like? Tom: What's she like?
Tom: Oh, he's tall and has dark skin. Jenny: She's helpful, but she's shy.
Jenny: Does he wear glasses? Narrator: Now listen again.
Read the advertisement and the note below. Fill in the information on the order form.
Reading
For questions 1-5, write the information.

2. Have students read and fill in the information.
40
Speaking Play the "Block Buster" game.

4. Have the winning pair point to a block on the board where they wish to put a mark, then ask and answer using the prompts.
5. If correct, that pair can put a mark on the block and the other pair can't use that block. If incorrect, the next pair takes their turn
to choose a block.
7. The winners are the pair that creates a line of blocks from one side to the other.
Pair 1: From yellow to yellow. Pair 2: From purple to purple.
Writing a. Read Stephen's email inviting his friend to a party.

Have students read the email.
Use the email model on page 119 to help you.
1. Have students look at the email model on page 119.
3. Have some students read their emails in front of the class.
Answer key
Example. A Example. Jane Bonds Students should follow the writing model using
1. B 1. 16 Park Street their own ideas.
2. C 2. sleeping bags
3. B 3. first aid kit
4. C 4. $138
5. A 5. March 13th
41
Theme 43
lesson 1 Review
Entertainment
on the board.
Aims
New Words a. Number the pictures. Check with a partner. Listen and repeat. CD1
53

2. Have students number the pictures. Track 53
3. Divide the class into pairs and have them check their answers 1. M: Comedy. 5. M: Drama.
with their partners. 2. M: Science fiction. 6. M: Romance.
4. Play audio. Have students listen and repeat. 3. M: Horror. 7. M: Musical.
4. M: Action. 8. M: Cartoon.
b. With your partner, say what kinds of movies you like and dislike. Share with the class.
1. Have pairs say what kinds of movies they like and dislike.
a. Some friends are talking about movies. Listen and write the kind of movie they agree to see.
CD1
Listening 54

2. Play audio. Have students listen and write kinds of movie.
John: What kind of movie is it?
Tina: It's a science fiction movie.
b. Fill in the blanks. Listen again and check. CD1 John: Yeah, I love science fiction movies! Sure, it sounds fun.
54
3. Sara: Do you want to watch another movie this weekend?
1. Demonstrate the activity using the example. Toby: OK.
2. Have students fill in the blanks. Sara: How about High School Dance Off?
3. Play audio again. Have students listen and check. Toby: What kind of movie is that?
Track 54 Sara: It's a musical.
1. Narrator: Example. Toby: Ugh. I don't really like musicals.
Sara: Do you want to watch a movie, Toby? Sara: Hmm. How about Tiger Claws?
Toby: OK. Why don't we watch Scary Gary? Toby: What's that?
Sara: What kind of movie is it? Sara: It's a cartoon.
Toby: It's a horror. Toby: Yeah, that sounds OK.
Sara: I don't really like horror movies. They're too scary. 4. John: That was great! Let's watch a movie next Friday after
Toby: How about On the Air? school.
Sara: What's that? Tina: Why don't we watch Our Time in the Sun?
Toby: It's a comedy. John: What kind of movie is it?
Sara: Yeah, OK. Tina: It's a romance.
2. John: Hello, John speaking. John: A romance? Oh, yeah!
Tina: Hi, it's Tina. Are you busy this weekend? Tina: Great! I'll see who else wants to go.
John: I'm busy on Saturday, but Sunday I'm free. Why? John: Oh, sure.
Tina: Why don't we watch Chimps in Space? Narrator: Now listen again and check.

55

2. Play audio. Have students listen to the useful language. G: Why don't we watch Chimps in Space?
3. Have students practice the useful language. B: What kind of movie is it?
G: It's a science fiction movie.
B: Yeah, I love science fiction movies.
42
Grammar Unscramble the sentences. Check with a partner. Practice the conversation.

Pronunciation
CD1
56
b. Model
CD1
56
2. Play audio once and draw attention to the pronunciation B/G/M: What kind of movie is it?
feature.

Speaking It's Movie Night!

a. You're choosing a movie to watch. Work in fours. Talk about different kinds of movies and choose one to watch
on Friday, Saturday, and Sunday. Turn to page 108, File 9.
b. What did you choose? Share with the class.
1. Have students turn to page 108, File 9.
4. Have students look at the movies listed and choose three movies to watch on Friday, Saturday, and Sunday using the movie schedule.
5. Have some groups share their choices with the class.
Answer key
New Words a. 3 6 8 2 Grammar.

1. Why don't we watch Night Fright?
2. What kind of movie is it?
Into the Dark Fall in Love Happy Wood UFO 3. It's a horror.
4. I don't really like horrors.
7 4 5 1 5. How about Ninja Fight?
6. Great. I like action movies.
Sing Your Song! City Superhero The Family Mr. Green
Listening a. Listening b.
1. comedy 1. like
2. science fiction 2. watch
3. cartoon 3. about
4. romance 4. kind
43
Theme 43
lesson 2 Review
Entertainment
on the board.
Aims
New Words a. Write the words in the right columns. Check with a partner. Listen and repeat. CD1
57

Track 57
1. M: Awful. 5. M: Terrible.
2. M: Boring. 6. M: Fantastic.
3. M: Interesting. 7. M: Wonderful.
4. M: Awesome.
b. With your partner, add more adjectives to the table. Share with the class. Describe different kinds of movies using the
adjectives above.
3. Have pairs describe different kinds of movies using the adjectives.
Listening a. Two friends are talking about TV shows. Listen and write. CD1
58
1. Play audio and demonstrate the activity using the example. Emma: What did you watch?
Toby: Hmm, I watched an action show called The Con Club.
2. Play audio. Have students listen and write.
Emma: Was it good?
Toby: Not really, it was awful.
b. Circle the correct words. Listen again and check.
CD1
58 Emma: What time was it on?
Toby: Six o'clock.
3. Toby: I watched another show earlier.
2. Have students circle the correct words. Emma: What did you watch?
3. Play audio again. Have students listen and check. Toby: I watched a drama called Picture Day.
Emma: Was it good?
Track 58 Toby: Yeah, it was very good.
1. Narrator: Example. Emma: Great. When was it on?
Toby: What did you do last night, Emma? Toby: It was on at four.
Emma: I watched TV. 4. Emma: I watched something else, too.
Toby: What did you watch? Toby: What did you watch?
Emma: I watched an action show called Broken Arrow. Emma: I watched a horror show called The Pig Man.
Toby: Was it good? Toby: Hmmm. Was it good?
Emma: Yeah, it was fantastic. Emma: No, it was really terrible. It wasn't scary at all.
Toby: When was it on? Toby: Oh, what time was it on?
Emma: It was on at eight. Emma: It was on really late, at twelve. My mom was really
2. Emma: What did you do last night, Toby? angry.
Toby: I watched TV, too. Narrator: Now listen again and check.

59 Track 59
1. Have students look at the Useful Language box. B: What did you do last night?
2. Play audio. Have students listen to the useful language. G: I watched a cartoon called Toby Time.
3. Have students practice the useful language. B: Was it good?
G: No, it was really awful.
B: When was it on?
G: It was on at 7 p.m.
44
Circle the correct words. Write questions for these answers.
Grammar
Check with a partner. Practice asking and answering.
3. Have students write questions for the answers.
Pronunciation
CD1
60
Focus on the example, and briefly explain the focus. Play audio again. Have students listen and repeat with a
b. Model
CD1
60
2. Play audio once and draw attention to the pronunciation B/G: awful, boring, awesome
feature.
Practice Practice the conversation using the information and the prompts. Swap roles and repeat.
3. Have students practice the conversation using the information and the prompts.
Speaking What Was on TV?

a. You love watching TV shows. Work in pairs. Student B, turn to page 109, File 11.
Student A, stay on this page, ask Student B what they did and complete the table with their answers.
Swap roles. Student A, turn to page 107, File 7.
4. Have Student A ask Student B what they did and complete the table.
5. Have Student A turn to page 107, File 7.
b. Now, ask and answer with your own information. Share with the class.
1. Have students ask and answer using their own information.
Answer key

1. 8 1. at
2. action 2. was
negative positive 3. 4 3. good
awful interesting 4. horror 4. really
boring awesome
terrible fantastic
Grammar.
wonderful 1. on - When was it on?
2. was - Was it good?
3. called - What did you do last night?
4. really - Was it good?
5. watched - What did you do last night?
45
Theme 43
lesson 3
MATT & MILLY
FI LM FEAR
Entertainment
Scene 1: Panels 1-3.

New Words: noisy (adj), feather (n)
1. Have students look at the new words.
Track 61
2. Elicit the meaning of the new words.
Narrator: Matt and Milly in Film Fear.
a. Look before you listen: In pairs, ask and answer. Scene 1. On the movie set…
Write the answers in your notebook. Director: Cut! Let's stop for lunch, everyone.
Amanda: You're a terrible actor!
1. Have students look at the scene carefully.
Fred: That's not very nice, Amanda.
2. Divide the class into pairs and have them ask and answer Amanda: And you're too noisy! No one can hear me!
the questions. Fred: It's my clothes, not me!
3. Have students write answers in their notebooks. Amanda: And fix your ugly feathers!
4. Have some students share with the class. I don't want to talk to you. I'm going to take a bath.
b. Listening: Listen and fill in the blanks.
CD1
61
Fred: I really don't like her!
Tara: Don't cry, Judy. Let's eat lunch.
1. Have students read the sentences.
Narrator: End of Scene 1.
2. Play audio for Scene 1. Have students listen and follow.
3. Have students listen and fill in the blanks.

New Words: poster (n)
Repeat steps from Scene 1 - New Words.
a. Look before you listen: In pairs, ask and answer. Track 62
Narrator: Scene 2. Later…
Write the answers in your notebook.
Amanda: AAAAAhhhhh!
Repeat steps from Scene 1 - Look before you listen.
L ook! Look! Someone put this poster in my room!
b. Listening: Listen and circle the correct answers. CD1
62 Call the police now!
1. Have students read the sentences. Director: OK, OK. I'll call the police.
2. Play audio for Scene 2. Have students listen and follow. Narrator: End of Scene 2.
3. Have students listen and circle correct answers.

Track 63
a. Look before you listen: In pairs, ask and answer. Narrator: Scene 3. In the dressing room…
Write the answers in your notebook. Amanda: There's a letter, too.
Officer Baker: Can I see it?
Amanda: They told me to leave town or something bad will
b. Listening: Listen and write "Yes" or "No". CD1
63 happen to me.
1. Have students read the sentences. Milly: Did you hear anything or see anyone?
2. Play audio for Scene 3. Have students listen and follow. Amanda: No, I didn't. I was having a bath.
3. Have students listen and write "Yes" or "No". Officer Baker: Who's allowed in this area?
Amanda: Only actors can be in here.
Milly: Don't tell anyone else about the letter.
Mr. Nuts, what's that…? A feather?

New Words: hate (v) b. Listening: Listen and circle "True" or "False". CD1
64
Repeat steps from Scene 1 - New Words.
a. Look before you listen: In pairs, ask and answer. 2. Play audio for Scene 4. Have students listen and follow.
Write the answers in your notebook. 3. Have students listen and write "True" or "False".
Repeat steps from Scene 1 - Look before you listen. 4. Check answers as a whole class.
46
Track 64 Fred: Me? No! I think Tara did it. She hates Amanda!
Narrator: Scene 4. Officer Baker talks to the three other actors... Matt: I'm so confused. Who did it, Milly?
Officer Baker: One of you three sent this to Amanda. Milly: Let's talk to all of them.
Tara, Judy, Fred: What!?! Narrator: End of Scene 4.
Tara: It must be Judy. Amanda shouted at her earlier.
Judy: No, I didn't do it. It must be Fred. Amanda hates him.
The interview
New Words: trailer (n) c. In fours, Student A (Tara), look at page 106, File 6.
Repeat steps from Scene 1 - New Words. Students B (Judy), look at page 111, File 15.
a. In pairs, write the questions in full below. Students C (Matt), interview Tara. Student D (Milly),
1. Demonstrate the activity with one student. interview Judy. Complete the table below.
2. Divide the class into pairs. 1. Demonstrate the activity.
3. Have students write the questions in full below the prompts. 2. Divide the class into groups of four.
4. Check answers as a whole class. 3. Have Student A look at page 106, File 6, Student B look at
page 111, File 15.
b. Listen to Officer Baker interviewing Fred and
4. Have Students C and D interview Students A and B using the
complete the table below. 65 CD1
questions.
1. Have students listen to the audio. 5. Have students complete the table with the information from
2. Have students complete the table below. Students A and B.
3. Check answers as a whole class. 6. Check answers as a whole class.
Track 65
Narrator: The interview. Fred: I was reading a book.
Officer Baker: OK. Do you mind if I ask you a few questions? Officer Baker: Who do you think did it?
Where were you? Fred: I think Tara did it.
Fred: I was in my trailer. Officer Baker: Why?
Officer Baker: What were you doing? Fred: She wanted Amanda's part in the movie!
Discussion
1. Have students discuss in groups of four who sent the poster and person did it.
letter. 3. Have students write their ideas in the box.
2. Have students give reasons for their decision and explain why that 4. Have students share their ideas with the class.
We know who did it! CD1

66
1. Play audio and have students listen to Matt and Milly say 2. Have students compare their ideas with Matt and Milly's.
who did it, why they did it and how they know.
Track 66 Matt: We know because she also knew there was a letter.
Matt & Milly: We know who did it! Milly: Yes, and she had feathers on her from this morning.
Milly: Tara left the letter and picture in Amanda's room to Tara: I thought I'd have her part in the movie, but you kids
scare her because she wanted her part in the movie. were too smart!
Answer key
Scene 1. Scene 2. The interview.
a. 1. Judy looks like a bird. a. 1. She is shocked.
Tara looks like a dog. 2. Someone cut the poster. Fred – the soldier Judy – the bird Tara - the dog
2. No, he doesn't.
1. Where were you? in my trailer in my trailer in my trailer
b. 1. noisy b. 1. doesn't know
2. What were you reading a book listening to music watching TV
2. cry 2. police
doing?
Scene 3. Scene 4. 3. Who do you Tara Fred Judy
think did it?
a. 1. He's taking photos. a. 1. Judy's
4. Why do you Because she Because I saw Because I saw
2. He finds a blue feather. 2. Fred's think (name) wants Amanda's Amanda shout at her holding a
did it? part in the movie. him earlier. letter earlier.
b. 1. No b. 1. True
2. No 2. False
47
Theme 43
lesson 4
Entertainment
Aims
67
1. Have students look at the words and the pictures.

3. Have students write the words under the pictures. 1. M: Pop. 4. M: Country.
4. Divide the class into pairs and have them check their answers 2. M: Jazz. 5. M: Classical.
with their partners. 3. M: Hip hop. 6. M: Rock.
b. With your partner, say if you like or dislike the music in Part a. Share with the class.
1. Have pairs say if they like or dislike the music in New Words.
Listening
a. You will hear a talk about different kinds of music. b. Circle the correct words. Listen and check. CD1
69
Listen and number. 68 CD1

1. Play audio and demonstrate the activity using the example. 2. Have students circle the correct words.
2. Play audio. Have students listen and number. 3. Play audio. Have students listen and check.
Track 68 Track 69
1. Narrator: Example. 1. Narrator: Example.
M: Some people like listening to jazz in small clubs with M: Young people like listening to pop music from Korea.
friends. Jazz bands often play saxophone and there are 2. M: People like singing and dancing to country music from the
many famous jazz singers, like Louis Armstrong. USA.
2. M: Other people like loud and exciting music, like rock 3. M: There are hip hop dancing competitions around the world.
music. 4. M: Rock bands often have electric guitars and loud drums.
Rock musicians like playing electric guitars and drums. 5. M: People often play jazz music in small clubs or coffee shops.
3. M: Country music is very popular in the USA.
People like singing or dancing to it. Taylor Swift started
as a country singer.
4. M: Young people often love listening and dancing to
hip hop music. Hip hop music videos have lots of dancing Useful Language Listen then practice.
CD1
70
in them. 1. Have students look at the Useful Language box.

There are lots of hip hop dance competitions all around 2. Play audio. Have students listen to the useful language.
the world. 3. Have students practice the useful language.
5. M: Pop music is short for popular music, which means lots of
people listen to it.
Track 70
A lot of young people like listening to K-pop bands from
B: Do you like listening to music?
Korea.
G: Yes, I do.
B: What kind of music do you like listening to?
G: I like listening to jazz.
48
Reading a. Read the magazine article and fill in the blanks.
1. Have students read the magazine article individually.
2. Read the magazine article as a whole class.
b. Read the article again and circle "Yes" or "No".
1. Have students read the magazine article again.
3. Have students circle "Yes" or "No".
Speaking What Kind of Music Do You Like?

a. You're talking with your friends about music. Work in fours. Take turns asking and answering about the kinds of
music you like. Write the names of people who like that kind of music under the pictures.
3. Have groups take turns asking and answering about kinds of music they like.
4. Have students write down names of people who like that kind of music under the pictures.
5. Have some groups demonstrate the activity in front of the class.
b. What kind of music is the most popular in your group? Share with the class.
1. Have students find out what kind of music is the most popular in their group.
2. Have some groups share their finding with the class.
Writing a. Read the paragraph and choose the best topic sentence.
1. Have students read the paragraph individually.
2. Have students choose the best topic sentence for the paragraph.
5. Have some students read the paragraph in front of the class.
b. Now, in your notebook, use your own ideas to write a similar paragraph.
Answer key
1. pop 1. jazz 1. listening
2. jazz 2. rock 2. dancing
3. hip hop 3. country 3. dancing
4. country 4. hip hop 4. have
5. classical 5. pop 5. play
6. rock
Reading a. Reading b. Writing a.

1. kind 1. Yes A is correct because it specifically talks about country music.
2. singing 2. No B is incorrect because it is too general. It does not talk about
3. stories 3. No country music.
4. about 4. No
5. in Writing b.
Students should follow the writing model using their own ideas.
49
Theme 43
lesson 5
Entertainment
then play "Keep It Quiet". Turn to page 113 to read the game rules.
1. Divide the class into four groups. f. I watched a cartoon called Teddy Bears last night. It was very
2. Have students turn to page 113 to read the game rules. interesting.
3. Whisper (speak quietly) a different sentence to each group. g. I watched a musical called Dancing School last night. It was
Start at the back of the class so the sentence will be passed on to really awful.
the front. h. I watched a science fiction called UFO last night. It was
e.g. awesome.
a. Many people like listening and dancing to country music 4. When you have whispered the sentences to all groups, say, "Are
from the USA. you ready?", then say "Go!" to start the game.
b. Many people like listening and dancing to pop music from 5. Students have to whisper the sentence to the student in front of
Korea. them.
c. Country music is popular in the USA. Many people like listening 6. The last student has to write the sentence on the board and then
to it. say it out loud.
d. Many people like listening and dancing to jazz music in small 7. The first group to write the correct sentence wins.
clubs.
e. I watched a drama called Happy Family last night. It was very
boring.
You will hear a girl asking her friend about what he did last Thursday. Listen and complete
Listening
questions 1-5. You will hear the conversation twice. 71 CD1

2. Play audio. Have students listen and complete questions 1-5.
Track 71
Narrator: You will hear a girl asking her friend about what he did
last Thursday. Listen and complete questions 1-5. You
will hear the conversation twice.
Jane: What did you do last Thursday?
Harry: I watched TV with my brother.
Jane: Oh, what did you watch?
Harry: We watched a comedy. It's called My Three Best Friends.
Jane: What's it called, again?
Harry: My Three Best Friends.
Jane: Oh, cool! When was it on?
Harry: It was on at seven last Thursday evening.
Jane: Was it good?
Harry: Yes, it was very funny. And I like the music in it, too.
Jane: What kind of music do you like?
Harry: I like hip hop. There was lots of hip hop in the show.
Narrator: Now listen again.
Reading Complete the five conversations. For questions 1-5, mark A, B, or C.

2. Have students read and complete the conversations by marking A, B, or C.
50
Speaking Play the board game.

Writing a. Read Sarah's email to her friend about going to the movies.
b. Now, in your notebook, use your own ideas to write a similar email. Use the email model on page 119 to help you.
Answer key
Listening.
Example. his brother

1. comedy
2. My Three Best Friends
3. 7
4. funny
5. hip hop
Reading.
Example. C
1. B
2. C
3. A
4. C
5. B
Writing b.
Students should follow the writing
model using their own ideas.
51
Theme 53
lesson 1 Review
around town
town
on the board.
around
Aims
72

Track 72
1. M: Large. 6. M: Sweater.
2. M: Extra large. 7. M: Customer.
3. M: Jeans. 8. M: Try on.
4. M: Changing room. 9. M: Sales assistant.
b. With your partner, add more words to the table. 5. M: Medium.
Listening
a. Peter is buying some clothes in a store. b. Circle the correct words. Listen and check. CD1
74
Listen and circle "True" or "False". 73 CD1
1. Play audio and demonstrate the activity using the example. 1. Demonstrate the activity using the example.
2. Play audio. Have students listen and circle "True" or "False". 2. Have students circle the correct words.
Track 73 Track 74
Sales assistant: Hello. Can I help you? G: Do you have this jacket in green?
Peter: Do you have this sweater in red? M: We have it in red and orange.
Sales assistant: Sorry, we only have it in blue, black, and 2. G: Can I try these jeans on?
yellow. 3. G: Can I try this sweater on?
Peter: OK, I like the blue one. 4. G: Do you have these pants in blue?
2. Peter: Do you have it in small?
Sales assistant: Yes, here you are.
Peter: Can I try it on?
Sales assistant: The changing room's over there. Is it OK? Useful Language Listen then practice. CD1
75
Peter: Yes, how much is it?
Sales assistant: It's ten dollars. 1. Have students look at the Useful Language box.
3. Peter: Do you have these jeans in dark blue? 2. Play audio. Have students listen to the useful language.
Sales assistant: Yes, we do. 3. Have students practice the useful language.
Peter: Do you have them in medium?
Sales assistant: Oh, I'm sorry. We only have them in large. Track 75
Peter: Can I try them on? M: Do you have this jacket in red?
Sales assistant: Yes, sure. W: Yes, do you want to try it on?
4. Sales assistant: Are they OK? M: How much are these pants?
Peter: Yeah, they're fine. How much are they? W: They're $20.
Sales assistant: They're twenty-five dollars.
Peter: That's great, thanks.
Sales assistant: You're welcome.
52
Grammar Unscramble the questions. Check with a partner. Practice asking the questions.

5. Have students practice asking the questions.
6. Have some students read their questions in front of the class.
Pronunciation
CD1
76
b. Model
CD1
76
2. Play audio once and draw attention to the pronunciation B/G/M: Do you have these pants in blue?
feature.

Speaking Clothes Shopping

a. You're buying clothes at a store. Work in pairs. Student B, turn to page 109, File 12. Student A, you're a customer.
Choose three of the items below to buy.
b. Swap roles and repeat. You're a sales assistant at a store. You have the things below.
1. Demonstrate the role-play.
3. Have Student A look at the current page and Student B turn to page 109, File 12.
4. Have students do the role-play.
c. With another partner, talk about what items you bought and how much you spent. Share with the class.
1. Have students work with another partner.
2. Have pairs talk about what items they bought and how much they spent.
Answer key
Listening a. Listening b.
New Words a.
1. True 1. it
2. False 2. these
clothes sizes other 3. True 3. this
jeans large changing room 4. True 4. these
sweater extra large customer
medium try on Grammar.
sales assistant
1. Do you have this dress in red?
2. Do you have it in medium?
3. Can I try it on?
4. How much is it?
53
Theme 53
lesson 2 Review
around town
town
on the board.
around
Aims
77

2. Have students match the words with the descriptions. 1. M: Tip. 4. M: Dessert.
3. Divide the class into pairs and have them check their answers 2. M: Menu. 5. M: Order.
with their partners. 3. M: Check. 6. M: Change.
b. With your partner, answer the following questions. Share with the class.
1. Have pairs answer the questions.
Listening a. People are ordering food in a restaurant. Listen and write "Yes" or "No". CD1
78

2. Play audio. Have students listen and write "Yes" or "No". Customer: OK. Here's your tip.
3. Play audio again and check answers as a whole class. Waiter: Thank you! Goodbye!
Track 78
b. Circle the correct words. Listen and check. CD1
79
Waiter: Good evening. 1. Demonstrate the activity using the example.
Customer: Good evening. Can I have the menu, please? 2. Have students circle the correct words.
Waiter: Yes, of course. 3. Play audio. Have students listen and check.
Customer: Can I have a water, please?
Waiter: Here you are. Anything else? Track 79
Customer: Can I have a chicken pasta and some fries? 1. Narrator: Example.
Waiter: Anything else? B: Can I have some beans?
Customer: No, thank you. 2. B: Can I have an ice cream?
2. Waiter: Here you are. Enjoy your meal. Anything else? 3. B: Can I have a hamburger?
Customer: Yes, can I have an ice cream? 4. B: Can I have a soda?
Waiter: Here you are.
Customer: Can I have the check, please?
Waiter: Yes, of course. Here you are. That's $16.
Customer: Keep the change.
Waiter: Thank you very much! Useful Language Listen then practice. CD1
80
3. Waiter: Are you ready to order?
Customer: Can I have a hamburger and a vegetable soup? 1. Have students look at the Useful Language box.
Waiter: Sorry, we're out of vegetable soup. Anything else? 2. Play audio. Have students listen to the useful language.
Customer: Can I have a coffee? 3. Have students practice the useful language.
Waiter: Yes, of course.
4. Waiter: Here you are. Enjoy your meal.
Customer: Thank you. Track 80
Waiter: Do you want anything else? M: Are you ready to order?
Customer: Can I have a cheesecake? W: Can I have a hamburger?
Waiter: Yes, sure. Here you are. M: Sorry, we're out of hamburgers.
Customer: Can I have the check, please? Do you want anything else?
Waiter: Yes, of course. Here you are. That's $11. W: Yes, can I have some fries?
54
Grammar Draw lines to complete the sentences. Check with a partner. Practice saying the sentences.

2. Have students draw lines.
Pronunciation
CD1
81
b. Model
CD1
81
2. Play audio once and draw attention to the pronunciation B/G/M: Can I have the menu, please?
feature.
Practice Fill in the blanks with the sentences in the box. Practice the conversation with your partner.

2. Have students fill in the blanks with the sentences in the box.
Speaking Can I Have the Menu, Please?

a. Y
ou're at a new restaurant. Work in pairs.
Student A, you're a hungry customer. Read the menu and order. You'll only tip for good service.
Student B, you're a waiter/waitress. Take the customer's order. Try to get a tip.
3. Have students role-play the conversation.
b. Swap roles. Use the menu from the Listening.
1. Have students swap roles using the menu from the Listening.
Answer key
1. E 1. No 1. some
2. D 2. Yes 2. an
3. B 3. No 3. a
4. A 4. Yes 4. a
5. F
6. C
Grammar. Practice.
1. Can I have some beans, please? 1. C
2. Can I have a hamburger, please? 2. A
3. Can I have a cup of coffee, please? 3. E
4. Can I have an ice cream, please? 4. B
5. Can I have the check, please? 5. D
55
Theme 53
lesson 3 Review
around town
town
on the board.
around
Aims
82

2. Have students write the words under the pictures. Track 82
3. Divide the class into pairs and have them check their answers 1. M: Pharmacy. 4. M: Post office.
with their partners. 2. M: Shoe store. 5. M: Bakery.
4. Play audio. Have students listen and repeat. 3. M: Bus station. 6. M: Clothes store.
b. With your partner, think of one thing you can buy at each place. Share with the class.
1. Have pairs come up with one thing they can buy from each place.
Listening
b. Look at the map. Circle the correct words.
a. Two friends are asking each other where to buy things. Listen and check. 84 CD1
Listen and circle "True" or "False". 83 CD1

2. Play audio. Have students listen and circle "True" or "False".
3. Play audio. Have students listen and check.
Track 84
Track 83
W: The pharmacy is between the post office and the police
Sophie: Hi, Nick…Are you ok?
station.
Nick: No, I feel sick. Where can I buy medicine?
2. W: The shoe store is opposite the post office.
Sophie: You can buy some at the pharmacy.
3. W: The clothes store is next to the bakery.
Nick: Where's that?
4. W: The bus station is opposite the supermarket.
Sophie: It's between the post office and the clothes store.
2. Nick: Where can I buy some shoes?
Sophie: You can buy some at the shoe store.
Nick: Where's that?
Sophie: It's opposite the post office on Main Street.
3. Sophie: I want to buy Sam a present for his birthday. Useful Language Listen then practice.
CD1
85
Nick: Good idea, Sophie. He said he needs some new clothes.
Sophie: Where can I buy some clothes? 1. Have students look at the Useful Language box.
Nick: You can buy some at the clothes store on Main Street. 2. Play audio. Have students listen to the useful language.
Sophie: Where on Main Street? 3. Have students practice the useful language.
Nick: It's next to the bakery.
4. Nick: I want to go to the zoo this weekend. Track 85
Sophie: Great. Are you driving there? B: Where can I buy some stamps?
Nick: No, I'm taking the bus. Where can I buy a bus ticket? G: You can buy them at the post office.
Sophie: You can buy one at the bus station. B: Where's that?
Nick: Where's that? G: It's next to the restaurant on King's Road.
Sophie: It's opposite the supermarket.
56
Write the complete sentences.
Grammar
Check with a partner. Practice saying the sentences.
2. Have students write the complete sentences.
Pronunciation
a. Isolate c. Practice 86
CD1
Focus on the example, and briefly explain the focus. Play audio again. Have students listen and repeat with a
CD1
b. Model 86
1. Have students listen and notice the pronunciation Track 86
feature. B/G/M: store, station
2. Play audio once and draw students' attention to the

3. Have pairs practice the conversation.
Speaking Finding Your Way Around Town
a. You're going shopping. Work in pairs. Student A, stay on this page. Student B, turn to page 110, File 13.
You're shopping in Fair View. Add two more things to your shopping list, ask for directions, and complete the map.
b. Now, look at the map of Maple Falls and give directions to your friend.
4. Have Student A add two more things to the shopping list.
5. Have Student A ask for directions and complete the map of Fair View.
6. Have students swap roles and repeat with the map of Maple Falls.
Answer key
New Words. Listening a. Listening b.
1. pharmacy 1. True 1. between

2. shoe store 2. False 2. opposite
3. bus station 3. False 3. next to
4. post office 4. True 4. opposite
5. bakery
6. clothes store
Grammar.
1. The post office is next to the café.
2. The bakery is between the supermarket and the school.
3. The bus station is on Green Street.
4. The clothes store is opposite the department store.
5. The pharmacy is near the shoe store.
57
Theme 53
lesson 4 Review
around town
town
on the board.
around
Aims
87

2. Have students write the words under the pictures. 1. M: Noodles. 5. M: Beef.
3. Divide the class into pairs and have them check their answers 2. M: Pork. 6. M: Herbs.
with their partners. 3. M: Fish sauce. 7. M: Fry.
4. Play audio. Have students listen and repeat. 4. M: Seafood. 8. M: Grill.
b. Tell your partner about your favorite food. Share with the class.
1. Have pairs tell their partner about their favorite food.
Listening a. You will hear a talk about food from around the world. Listen and write. CD1
88

Track 88
2. Play audio. Have students listen and fill in the blanks.
M: C
heeseburgers are very popular in the USA.
A cheeseburger is made with grilled beef, onions, and
88 cheese.
1. Demonstrate the activity using the example. A cheeseburger is often served with tomatoes and salad.
2. Have students circle the correct words. 2. M: M
any people eat kebabs in Turkey. A kebab is grilled meat
3. Play audio again. Have students listen and check. on a stick.
A kebab is usually eaten with salad, herbs, and bread.
3. M: P
ad Thai is a fried noodle dish.
It's made with chicken or seafood. It also has onions,
lime, and chili.
4. M: M any people in Spain eat a rice dish called paella. Paella
is made with rice, chicken, and some vegetables.
Sometimes it's made with seafood or beef.

89

2. Play audio. Have students listen to the useful language. M: What's paella?
3. Have students practice the useful language. W: It's a rice dish from Spain.
M: What's in it?
W: Seafood, rice, and vegetables.
58
Reading
a. Read the article and choose the best headline.
1. Have students read the article.
2. Have students choose the best headline.
b. Read the article again and answer the questions.
3. Have students answer the correct answers.
Speaking Food around the World

a. You're visiting an international food festival. Work in pairs. Student A, talk to the expert about foods from
around the world. Ask questions about the dishes below and tick (✔) the ones you would like to try.
Student B, you're a food expert. Answer the questions.
3. Have Student A ask and Student B answer about the dishes at the food festival.
4. Have Student A tick the dishes they would like to try.
b. Swap roles and repeat. How many dishes would you like to try? Which is your favorite? Share with the class.
2. Have pairs count how many dishes they would like to try and choose their favorite.
paella /pɑːˈjel.ə/ sushi /ˈsuː.ʃi/ ramen /ˈrɑː.men/
spaghetti carbonara /spəˈɡet.i ˌkɑːr.bəˈnɑːr.ə/ steak frites /steɪk frit/ chowder /ˈtʃaʊ.d /
Writing a. Read the paragraph and choose the best body sentence.
2. Have students choose the best body sentence for the paragraph.
Answer key
New Words. Listening a. Listening b. Reading a. Reading b.
1. noodles 1. beef 1. are A Taste of Vietnam 1. People eat rice and noodle
2. pork 2. grilled 2. eat dishes.
3. fish sauce 3. fried 3. made 2. It's a kind of noodle soup.
4. seafood 4. seafood 4. some 3. It's made with rice, grilled
5. beef pork, and fried eggs.
6. herbs 4. People often eat com tam
7. fry with fish sauce.
8. grill
A is incorrect. It introduces another kind of dish that is not in the paragraph. Students should follow the writing
B is correct. It describes the ingredients of paella. model using their own ideas.
59
Theme 53
lesson 5
around town
town
around
3. Divide the board into four columns. Write a different name for then say "Go!" to start the game.
each category above each column. Assign each group a 6. Groups have to write as many words as possible on the board
different category for them to write their answers. for their category in ten minutes. Each student can only write
• Clothes (example answers: jeans) 7. Each group gets a point for each correct word. The winning
• Drinks (example answer: juice) group is the one with the most points.
• Places (example answer: post office)
• Food (example answer: pho)
Listening Listen to Matt and Amy talking in a restaurant. For questions 1-5, tick () A, B, or C.

2. Play audio. Have students listen and tick A, B, or C.
Track 90
Narrator: Listen to Matt and Amy talking in a restaurant.
For questions 1 to 5, tick A, B, or C.
You will hear the conversation twice.
Now listen to the conversation.
Amy: Hey Matt, that's a nice jacket. Is it new?
Matt: Yes, I just bought it from the store next door.
Amy: I really like it. Do they have it in red?
Matt: Yes, they do. I bought this hat, too.
Amy: How much was the hat?
Matt: It was eighteen dollars.
Waiter: Are you ready to order?
Amy: Yes. Can I have a chicken pasta, please?
Matt: And can I have a hamburger, please?
Waiter: Yes, sure. Anything else?
Matt: Yes, can I get some fries, please?
Waiter: Sorry, we're out of fries. Anything else?
Amy: Yes, can I have an orange juice, please?
Waiter: Yes, sure.
Complete the conversation. What does the customer say to the waiter? For questions 1-5, mark the
D Reading
correct letter A-H.

2. Have students read and complete the conversation by marking A-H.
60
D Speaking Play the "Connect Three" game.
Writing a. Read Jess's email to her friend about where to buy a dress.
b. Now, in your notebook, use your own ideas to write a similar email. Use the email model on page 119 to help you.
Answer key

Example. A Example. D Students should follow the writing
1. C 1. A model using their own ideas.
2. A 2. F
3. C 3. G
4. B 4. E
5. A 5. B
61
Theme 63
lesson 1 Review
Recreation
on the board.
Aims
01

2. Have students write the words in the correct columns. 1. M: Hopscotch. 4. M: Rock climbing.
3. Divide the class into pairs and have them check their answers 2. M: Surfing. 5. M: Hide and seek.
with their partners. 3. M: Yoga. 6. M: Martial arts.
b. With your partner, think of one more activity for each column and add them to the table. Share with the class.
Listening a. Two friends are doing a survey about free time activities. Listen and circle "True" or "False". CD2
02

2. Play audio. Have students listen and circle "True" or "False". 2. Lisa: Next.
3. Play audio again and check answers as a whole class. Max: Have you ever been surfing?
Lisa: Umm, no, I haven't. Have you?
02 Max: Yes, I have. I tried it when I went to Thailand.
1. Demonstrate the activity using the example. 3. Lisa: Alright. Next question.
2. Have students circle the correct words. Max: How about martial arts? Have you ever done any
3. Play audio again. Have students listen and check. martial arts?
Lisa: No, I haven't. What about you?
Track 02 Max: Yes, I have. I did wushu when I was in Grade 4.
1. Narrator: Example. Lisa: Wow! Cool!
Lisa: What are you reading, Max? 4. Max: OK, last one: Have you ever played hopscotch?
Max: I'm doing a survey in Teen World Magazine. Lisa: No, I haven't.
Lisa: What's it about? Max: You haven't done a lot, have you, Lisa? What would you
Max: It's about popular sports and games from around the like to try?
world. Some of them look really good. Lisa: Hmm, I'd like to go surfing. What about you?
Lisa: Really? Can we do it? Max: I'd like to do yoga.
Max: OK. Number one: Have you ever done yoga? Lisa: Yoga?
Lisa: No, I haven't. Have you? Max: Yes, I think I'd be really good at it.
Max: No, I haven't, either. Narrator: Now listen again and check.

03
Track 03
1. Have students look at the Useful Language box. G: Have you ever been surfing?
2. Play audio. Have students listen to the useful language. B: No, I haven't.
3. Have students practice the useful language. G: Have you ever done martial arts?
B: Yes, I have.
G: What would you like to try?
B: I'd like to go surfing.
62
Fill in the blanks. Write answers to these questions.
Grammar
Check with a partner. Practice asking and answering.
2. Have students fill in the blanks with the correct verbs.
3. Have students write answers for the questions.
Pronunciation
a. Isolate c. Practice CD2
04
b. Model 04
CD2

2. Play audio once and draw attention to the pronunciation B/G/M: Have you ever been surfing?
feature.
Practice Practice the conversation using the pictures. Swap roles and repeat.
2. Divide the class into pairs and have them practice the conversation using the pictures.
Speaking What Sports and Games Are the Most Popular?

a. You're doing a survey for Teen World Magazine to find out what the most popular games and sports for
teenagers are. Work in fours. Add two more activities to the survey. Complete the table with your own
information then ask three friends.
1. Demonstrate the activity by asking and answering with one student using the example.
3. Have students add two more activities to the survey.
4. Have students fill in the survey with their own information.
5. Have students ask the three other friends and complete the survey.
b. Which sports and games are the most popular? Share with the class.
1. Have some students work out which sports and games are the most popular.
2. Have students share their findings with the class.
Answer key
1. True 1. done
go do play 2. False 2. been
3. False 3. done
surfing yoga hopscotch 4. False 4. do
rock climbing martial arts hide and seek
Grammar.
1. been
2. done
3. been
4. played
5. played
63
Theme 63
lesson 2 Review
Recreation
on the board.
Aims
New Words a. Fill in the blanks. Check with a partner. Listen and repeat.
CD2
05

2. Have students fill in the blanks with the adverbs of frequency. 1. M: Never. 4. M: Often.
3. Divide the class into pairs and have them check their answers 2. M: Rarely. 5. M: Usually.
with their partners. 3. M: Sometimes. 6. M: Always.
b. With your partner, think of three activities and say how often you do them. Share with the class.
1. Have pairs think of three activities and say how often they do them.
Listening a. Two friends are talking about their free time activities. Listen and write the adverbs of frequency. CD2
06

2. Play audio. Have students listen and write the adverbs of 2. Max: When do you have the time to read?
frequency. Lisa: I always read on the school bus. Do you like reading?
3. Play audio again and check answers as a whole class. Max: No, I prefer playing computer games.
Lisa: How often do you play computer games?
06 Max: I always play them after school.
1. Demonstrate the activity using the example. 3. Lisa: I never play computer games. I don't like them.
2. Have students circle the correct words. Max: I love them but my mom says I need to play sports
3. Play audio again. Have students listen and check. more.
Lisa: Oh, how often do you play sports, Max?
Track 06 Max: I often play soccer on the weekends with my dad.
1. Narrator: Example. 4. Lisa: I sometimes play soccer with my little brother.
Max: Hi, Lisa. Where are you going? Max: Really? I didn't know you liked soccer.
Lisa: I'm going to the bookstore. I'm going to buy some new Lisa: I don't really, but I sometimes take him to the park on
books. Saturday afternoons.
Max: Really? Do you like reading? Max: Hey! Maybe we can go together. I usually go on
Lisa: I love it. What about you? Saturdays.
Max: I rarely read. How often do you buy books? Lisa: OK! See you there!
Lisa: I usually buy a new book on Fridays. Narrator: Now listen again and check.

07

2. Play audio. Have students listen to the useful language. G: How often do you play soccer?
3. Have students practice the useful language. B: I usually play soccer on the weekends.
64

Pronunciation
CD2
08
b. Model
CD2
08
2. Play audio once and draw attention to the pronunciation B/G/M: I always go swimming after school.
feature.
Practice Take turns asking and answering about these activities.

3. Have students take turns asking and answering about the activities in the pictures.
4. Have some pairs demonstrate the activities in front of the class.
Speaking What Do You Do in Your Free Time?

a. You're doing a quiz about your free time activities to find out your "spirit animal". Work in pairs. Add three
more activities and then ask your friend to complete the quiz.
1. Demonstrate the activity by asking and answering the first question with one student.
3. Have pairs add three more activities.
4. Have pairs take turns asking the quiz questions and add up the points.
b. Turn to page 110, File 14 to find out what your partner's "spirit animal" is. Share with the class.
1. Have students turn to page 110, File 14 to find out what their partner's "spirit animal" is.
2. Have some pairs share their results with the class.
Answer key
1. never 1. rarely 1. on 1. I rarely go swimming on the weekends.
2. rarely 2. always 2. on 2. She often goes shopping on Saturdays.
3. sometimes 3. often 3. don't like 3. I always chat with friends at break time.
4. often 4. usually 4. on 4. I never ride my bike to school.
5. usually 5. I usually play basketball on Friday nights.
6. always
65
Theme 63
lesson 3
MATT & MILLY
B Ackham’s Ball
Recreation
Scene 1: Panel 1.
New Words: trophy (n) b. Listening: Listen and fill in the blanks. CD2
09
1. Have students look at the new word. 1. Have students read the sentences.
2. Elicit the meaning of the new word. 2. Play audio for Scene 1. Have students listen and follow.
a. Look before you listen: In pairs, ask and answer. 3. Have students listen and fill in the blanks.
1. Have students look at the scene carefully. Track 09
2. Divide the class into pairs and have them ask and answer Narrator: Matt and Milly in Backham's Ball.
the questions. Scene 1.
3. Have students write their answers in their notebooks. Matt: Wow! Milly, look! It's from Danny Backham, the famous
4. Have some students share with the class. soccer player. He's invited the Maple Falls Soccer Club for
a trophy tour at his house.

New Words: World Cup (n) b. Listening: Listen and write "Yes" or "No". CD2
10
Repeat steps from Scene 1 - New Words. 1. Have students read the sentences.
a. Look before you listen: In pairs, ask and answer. 3. Have students listen and write "Yes" or "No".
Write the answers in your notebook. 4. Check answers as a whole class.
Track 10 Joe: Wow! Can I play with it?

Narrator: Scene 2. At Mr. Backham's house. Mr. Backham: No! Don't touch that. It's worth two million
Mr. Backham: Here's my trophy room. dollars.
Joe: Wow! Mr. Backham: OK, the tour's over. Time to leave, everyone.
Milly: You have so many trophies. What's this ball? Everyone: Thank you!
Mr. Backham: Ahh, this is my favorite. This is the ball that won Milly: Yeah, it was great!
the World Cup. Narrator: End of Scene 2.
Milly: Awesome!
Scene 3: Panels 5-7. Track 11

a. Look before you listen: In pairs, ask and answer. Narrator: Scene 3. That night...
The next morning...
Officer Baker: Hello, this is Officer Baker speaking. Yes… What?
Repeat steps from Scene 1 - Look before you listen. Stolen? Oh no! I'll be there soon.
Milly: Who was that, Mom?
11
Officer Baker: Mr. Backham. Someone stole his World Cup ball!
1. Have students read the sentences. Milly: Oh no! Poor Mr. Backham!
2. Play audio for Scene 3. Have students listen and follow. Officer Baker: I'm going to Mr. Backham's house now.
3. Have students listen and circle the correct answers.
Milly: Can we come, too? Please!

New Words: Insurance money (n) b. Listening: Listen and circle "True" or "False". CD2
12
Repeat steps from Scene 1 - New Words. 1. Have students read the sentences.
a. Look before you listen: In pairs, ask and answer. 2. Play audio for Scene 4. Have students listen and follow.
3. Have students listen and circle "True" or "False".
66
Track 12
Narrator: Scene 4.
Mr. Backham: I need a police report for my insurance money. Mr. Backham: I know who took it. It was that boy from yesterday.
Officer Baker: Yes, of course. Officer Baker: Can you describe him for me?
Mr. Backham: Look! See? They broke the window and climbed in. Milly: Testing 1, 2, 3, testing.
Officer Baker: I see. Narrator: End of Scene 4.
The interview
a. Listen to Officer Baker interviewing Mr. Backham.
Circle the correct answers. 13 CD2
1. Have students listen to the audio. Track 13

2. Have students circle the correct answers.
Narrator: The interview.
Milly: Danny Backham's interview. The time is 6:30 a.m.
b. In pairs, interview the suspect.
Officer Baker: OK. Mr. Backham, what did the boy look like?
1. In pairs, write the questions in full below. Mr. Backham: Well, he was short and had red hair.
1. Demonstrate the activity with one student. Officer Baker: How old was he?
Mr. Backham: About seventeen.
3. Have pairs write the questions in full below the prompts.
4. Check answers as a whole class. Officer Baker: Anything else?
Mr. Backham: He was wearing a green T-shirt.
2. In pairs, Student A (Joe), look at page 108, File 10. Officer Baker: Why do you think it was him?
Student B (Matt), interview Joe. Complete the Mr. Backham: I saw him running away.
table below. Officer Baker: OK, thank you very much, I'll find him.
1. Have Student A look at page 108, File 10. Mr. Backham: Now can I have that police report for the
2. Have Student B interview Student A using the questions. insurance money?
3. Have students complete the table with the information from Officer Baker: Yes, I'll get it now... Milly, what are you doing?
Student A.
Discussion
1. Have students discuss with another pair who stole the World why that person did it.
Cup ball. 3. Have students write their ideas in the box.
2. Have students give reasons for their decision and explain 4. Have students share their ideas with the class.

14
1. Have students listen to Matt and Milly say who did it, 2. Have students compare their ideas with Matt and Milly's.
why they did it and how they know.
Track 14 Matt: We know because the glass was all outside the window.
Matt & Milly: We know who did it! There was no glass inside.
Milly: Mr. Backham stole the ball because he wanted the Milly: He used the trophy from the shelf to break the window.
insurance money. Mr. Backham: I'd have got the insurance money, but you kids
were too smart!
Answer key Scene 2.

a. 1. There are seven people.
Scene 1. The interview.
They're looking around
a. 1. a trophy the room. a. 1. red
2. a trophy 2
. He's angry. 2. seventeen
b. 1. soccer 3. Things in the pictures: 3. police report
2. house b. 1. No b.
2. No Joe
Scene 3. 3. Yes
1. Where were you at 5:45 this in the hospital
a. 1. the windows
Scene 4. morning?
2. at night
2. What were you doing? visiting my grandfather
3. to Mr. Backham's house a. 1. the glasses
2. the broken windows 3. Who were you with? my parents and the doctor
b. 1. in the morning
4. Who do you think stole the ball? I don't know. I didn't leave the
2. Backham b. 1. True
hospital.
3. the World Cup ball 2. True
67
Theme 63
lesson 4
Recreation
Aims
New Words a. Number the pictures. Check with a partner. Listen and repeat. CD2
15

2. Have students number the pictures. 1. M: Sprinter. 4. M: Medal.
3. Divide the class into pairs and have them check their answers 2. M: Boxer. 5. M: Swimmer.
with their partners. 3. M: Soccer player. 6. M: Gymnast.
b. Do you know these sports competitions? With your partner, name three sports that are played at these competitions.
1. Have pairs discuss three different sports that are played at the competitions.
Listening a. You will hear a talk about some famous sports stars. Listen and fill in the blanks. CD2
16

2. Play audio. Have students fill in the blanks.

16 2. M: Nadia Comaneci is a gymnast who was born in 1961
1. Demonstrate the activity using the example. in Romania. She entered the 1976 Montreal Olympics
2. Have students circle the correct words. when she was only 14. She danced and jumped her way to
3. Play audio again. Have students listen and check. seven perfect 10s and three gold medals.
3. M: Usain Bolt is a sprinter who was born in Jamaica.
Track 16 He won a total of eight gold medals at the 2008, 2012, and
1. Narrator: Example. 2016 Olympic Games.
M: Pelé is a soccer player who was born in 1940 in Brazil. 4. M: Manny Pacquiao is a boxer who was born in 1978 in the
He scored 1,281 goals and his team won the World Cup Philippines. He started boxing when he was only 16. He has
three times. Many people say he's one of the greatest won ten world titles at eight different weights.
soccer players ever. Narrator: Now listen again and check.

17

2. Play audio. Have students listen to the useful language. Track 17
3. Have students practice the useful language. M: Who's Cristiano Ronaldo?
B: He's a famous soccer player.
M: Where's he from?
B: He's from Portugal.
M: What's special about him?
B: He won Euro 2016 with his team.
68
D Reading
a. Read the magazine article and circle the best headline.
1. Have students read the magazine article individually.
2. Read the magazine article as a whole class.
3. Have students circle the best headline for the magazine article.
1. Have students read the magazine article again.
Speaking World Famous Sports Stars
a. You're going to invite a famous sports star to give a talk at your school. Work in pairs. Talk about different sports
stars, then choose one to invite to your school.
2. Divide class into pairs.
3. Have pairs role-play the conversation.
4. Have pairs swap roles and continue with the other sports stars.
5. Have each pair choose a famous sports star.
b. Talk to another pair and compare your choices. Share with the class.
1. Have pairs compare their choice with another pair.
Writing a. Read the paragraph and choose the best conclusion sentence.
2. Have students choose the best conclusion sentence for the paragraph.
Answer key Listening a. Listening b.

1. soccer player 1. scored
2. gymnast 2. jumped
New Words a.
3. sprinter 3. won
4. boxer 4. started
3 5
Reading a. Reading b.
2. A Sports Star of Vietnam 1. in 1970
2. Vietnam's national team
3. in 1998 and 2001
4. Second place
4 6 2
Writing a.
A is incorrect. It is too general. It does not talk about Ronaldo.
B is correct. It paraphrases the topic sentence.
Writing b.
69
Theme 63
lesson 5
Recreation
• Adverbs of frequency group give their answers and award one point if they answer
• Names of sports and games correctly.
• Sports people 7. Keep the same categories and write new letters. After 10
4. A
e.g.
• Adverbs of frequency A. (example answer: always)
• Names of sports and games S. (example answer: surfing)
• Sports people B. (example answer: boxer)
Listening You will hear five short conversations. You will hear each conversation twice.
There is one question for each conversation. For questions 1-5, put a tick () in the box. CD2
18

2. Play audio. Have students listen and put a tick in the
correct boxes.
Track 18 Narrator: Now listen again.

Narrator: You will hear five short conversations. You will hear (REPEAT)
each conversation twice. There is one question for 3. Narrator: What activity does Toby want to try?
each conversation. Lisa: Are there any activities you'd like to try, Toby?
For questions 1-5, put a tick under the right answer. Toby: I'd like to go rock climbing.
Here is an example: Lisa: Yeah, me too!
Narrator: What activity does Lisa ask Toby about? Narrator: Now listen again.
Lisa : Have you ever been surfing, Toby? (REPEAT)
Toby: No, I haven't. Have you, Lisa? 4. Narrator: When was this famous sports star born?
Lisa: No, I haven't either. Lisa: I have to write a presentation on a famous sports star,
Narrator: The answer is "surfing", so there is a tick in Box A. but I don't know any.
Now we are ready to start. Toby: How about Pelé? He was a famous sports star, and I
Look at question 1. know lots about him.
1. Narrator: What activity does Toby ask Lisa about? Lisa: Really? When was Pelé born?
Toby: Have you ever played hopscotch, Lisa? Toby: He was born in 1940.
Lisa: Yes, I have. Do you want to play? Narrator: Now listen again.
Toby: Yes, sure! (REPEAT)
Narrator: Now listen again. 5. Narrator: What did this famous sports star do?
(REPEAT) Lisa: And what did Pelé do?
2. Narrator: How often does Lisa do exercise in the morning? Toby: He was a famous soccer player. He won the World Cup
Toby: How often do you do exercise, Lisa? three times.
Lisa: I always do exercise in the morning. Narrator: Now listen again.
Toby: Really? Wow! (REPEAT)
Read the sentences and questions about sports and games. Choose the best word (A, B, or C)
D Reading for each space.
2. Have students read the sentences and mark the best word (A, B, or C) for each space.
70
D Speaking Play the "Block Buster" game.

to choose a block.
Writing a. Read a paragraph about free time activities.

Have students read the paragraph about free time activities.
b. N
ow, in your notebook, use your own ideas to write a similar paragraph.
Answer key

Example. A Example. B Students should follow the writing model using
1. C 1. C their own ideas.
2. A 2. A
3. A 3. B
4. B 4. A
5. C 5. C
71
Theme 73
lesson 1 Review
ROBOTS
on the board.
Aims
New Words a. Match the words with the phrases. Check with a partner. Listen and repeat. CD2
19
1. Demonstrate the activity using the example. 3. Divide the class into pairs and have them check their answers
2. Have students match the words with the phrases. with their partners.
Track 19
1. M: Fly in the sky. 5. M: Lift heavy things.
2. M: Drive a car or a truck. 6. M: O
perate on sick people in hospitals.
3. M: T ake pictures of people or things. 7. M: U
nderstand lots of languages.
4. M: Repair broken machines. 8. M: M
ake things like toys or cars.
b. With your partner, add three more places robots can work to the list above. Share with the class.
1. Have pairs add three places they think robots can work to the list above.
Listening a. Two friends are talking to an expert about robots. Listen and circle "True" or "False". CD2
20

2. Play audio. Have students listen and circle ''True'' or ''False''. Man: They can make things.
3. Play audio again and check answers as a whole class. Lisa: Wow! What kind of things can they make?
Man: Lots of things. They can make cars and motorbikes.
20 3. Lisa: Where else can robots work?
1. Demonstrate the activity using the example. Man: They can work in hospitals.
2. Have students fill in the blanks. Lisa: What can they do there?
3. Play audio again. Have students listen and check. Man: They can understand and speak many different languages.
Lisa: That's awesome!
Track 20 Man: And they can operate on sick people.
1. Narrator: Example. 4. Jake: Can robots work anywhere else?
Lisa: Wow! There are so many robots. Man: Yes, they can also work in police stations.
Jake: Excuse me. Can we ask you some questions about robots? Jake: What can they do there?
Man: Sure, how can I help? Man: They can drive police cars and take pictures.
Jake: Where can robots work? Jake: Cool!
Man: They can work in lots of places. Like factories or schools. Lisa: Can they fly?
2. Jake: What can they do in factories? Man: No, they can't fly right now. Maybe in the future.
Man: They can repair broken machines. Woman: Excuse me, can I ask you about this...
Jake: And, what else can they do there? Narrator: Now listen again and check.

21
Track 21
1. Have students look at the Useful Language box. B: Where can robots work?
2. Play audio. Have students listen to the useful language. G: They can work in factories.
3. Have students practice the useful language. B: What can they do there?
G: They can lift heavy things.
72
Grammar Unscramble the sentences. Check with a partner. Practice asking and answering.

Pronunciation
a. Isolate c. Practice CD2
22
b. Model
CD2
22
2. Play audio once and draw attention to the B/G: What can your robot do?
pronunciation feature. B/G: What can it do?

Speaking What Can Your Robot Do?

a. You're designing a robot for a competition. Work in pairs. Design your robot and talk about what kind of
work it can do.
3. Have pairs complete the form, discuss where their robot can work and all the things it can do.
4. Have students draw the robot and give it a name.
5. Have some pairs share their ideas with the class.
Answer key
1. fly in the sky 1. True 1. can 1. Where can robots work?
2. drive a car or a truck 2. True 2. make 2. They can work in hospitals.
3. take pictures of people or things 3. False 3. on 3. What can they do there?
4. repair broken machines 4. False 4. also 4. They can operate on sick people.
5. lift heavy things
6. operate on sick people in hospitals
7. understand lots of languages
8. make things like toys or cars
73
Theme 73
lesson 2 Review
ROBOTS
on the board.
Aims
New Words a. Read the article and fill in the table. Check with a partner. Listen and repeat. CD2
23

2. Have students read the article. 1. M: Run out of energy. 5. M: Get tired.
3. Have students fill in the table. 2. M: Break. 6. M: Make mistakes.
4. Divide the class into pairs and have them check their answers 3. M: Be fixed. 7. M: Have feelings.
with their partners. 4. M: Get sick. 8. M: Need jobs.
b. With your partner, add one more thing about robots in each column above. Share with the class.
1. Have pairs add one more thing about robots in each column.
Listening a. Toby and Lisa are talking about robots. Listen and write "Yes" or "No". CD2
24
1. Play audio and demonstrate the activity using the example. 2. Toby: What about you?
2. Play audio. Have students listen and write "Yes" or "No". Lisa: Hmm. I agree.
3. Play audio and check answers as a whole class. Toby: Why?
b. Circle the correct words. Listen again and check. CD2 Lisa: Because robots don't make mistakes.
24
Toby: Yeah, I guess that's true.
3. Lisa: What else does it say?
Toby: It says rescue robots should replace people. Hmm.
I agree.
Lisa: Why?
Toby: Because robots don't get tired.
Track 24 Lisa: How does that help?
1. Narrator: Example. Toby: They can rescue people all the time.
Lisa: Hey Toby, what are you doing? 4. Toby: What do you think, Lisa?
Toby: I'm just reading a blog about robots. Lisa: I disagree.
Lisa: What does it say? Toby: Why?
Toby: It says the robot soldiers should replace people. Lisa: Because people need jobs.
Lisa: Oh, and what do you think? Do you agree? Toby: So? Robots can do our jobs for us!
Toby: Actually, I disagree. Lisa: Toby! Our dad's a firefighter! How would he get money?
Lisa: Why? Toby: Oh yeah!
Toby: Because robots can run out of energy. Narrator: Now listen again and check.

25

2. Play audio. Have students listen to the useful language. B: Rescue robots should replace people. Do you agree?
3. Have students practice the useful language. G: Yes, I do.
B: Why?
G: Because robots don't get tired.
74
Fill in the blanks with the words from the box.
Grammar Check with a partner. Practice saying the sentences.
2. Have students fill in the blanks with the words from the box.
Pronunciation
CD2
26
CD2
b. Model 26
2. Play audio once and draw attention to the pronunciation B/G: I agree. I disagree.
feature.
In pairs, take turns saying the statements and say if you agree or disagree.
Practice
Give three reasons for your opinion.
3. Have pairs take turns saying the statements and say if they agree or disagree with three reasons why.
Speaking The Roles of Robots in Our Lives
a. You're discussing two different roles of robots. Work in fours. Pair 1, think of three reasons to use robot soldiers.
Pair 2, think of three reasons to use rescue robots. Find three reasons to disagree with the other pair.
2. Divide the class into groups of four and have these groups make two pairs.
3. Have Pair 1 think of three reasons to use robot soldiers.
4. Have Pair 2 think of three reasons to use rescue robots.
5. Have pairs find three reasons to disagree with the other pair.
b. In fours, discuss your reasons and vote for each robot. Share your results with the class.
1. Have pairs join together and discuss their reasons.
2. Have groups vote to agree or disagree and write down the number of votes in each box.
3. Have some groups share their findings with the class.
Answer key
1. No 1. run
Robots can... Robots don't... People... 2. No 2. make
1. run out of energy 4. get sick 8. need jobs 3. Yes 3. get
2. break 5. get tired 4. No 4. need
3. be fixed 6. make mistakes
7. have feelings
Grammar.
1. replace
2. run
3. make
4. have
5. get
75
Theme 73
lesson 3 Review
ROBOTS
on the board.
Aims
27
1. Have students look at the pictures and words. Track 27

2. Demonstrate the activity using the example. 1. M: Strong. 4. M: Weak.
3. Have students write the words under the pictures. 2. M: Quiet. 5. M: Intelligent.
4. Divide the class into pairs and have students check their 3. M: Fast. 6. M: Loud.
answers with their partners.
5. Play audio. Have students listen and check.
b. With your partner, describe someone or something using the words in Part a. Share with the class.
1. Have pairs use the New Words to describe someone or something.
2. Have students share their ideas with the class.
Listening a. Two friends are discussing robots at a robot fair. Listen and circle "True" or "False". CD2
28
1. Play audio and demonstrate the activity using the example. Tony: Oh yes, they do. So, maybe not Robot 1, then.
2. Play audio. Have students listen and circle "True" or "False". 2. Tony: Soldiers need to be strong. Which is the strongest robot?
3. Play audio again and check answers as a whole class. Sophie: Robot 3 is really strong. It's the strongest robot.
Tony: What about Robot 2? Is it strong as well?
b. Fill in the blanks with the superlative form of the Sophie: No, Robot 2 is the weakest robot. It's also smaller than
adjectives. Listen again and check. 28 CD2
Robot 3.
1. Demonstrate the activity using the example. 3. Sophie: Soldiers also need to be intelligent.
2. Have students fill in the blanks. Tony: Robot 2 is the most intelligent robot. Maybe we should
3. Play audio again. Have students listen and check. choose that one.
Sophie: I t's intelligent, but remember it's also the weakest.
I don't think Robot 2 would make a very good soldier.
Track 28 Tony: Yeah, OK. I agree.
1. Narrator: Example. 4. Sophie: Soldiers have to be quiet, too. Which robot's the
Sophie: Which robot do you think would make the best soldier, quietest?
1, 2, or 3, Tony? Tony: Robot 2 is quite quiet, but Robot 3 is quieter.
Tony:Hmm. Well, soldiers have to move fast sometimes. Sophie: Hmm...Robot 3 is the strongest, too.
Robot 1 is the fastest robot. Tony: OK, I think that Robot 3 would make the best soldier.
Sophie: That's true, but it's also the loudest. Soldiers have to be Sophie: I agree. It's the strongest, and the quietest.
quiet, don't they? Narrator: Now listen again and check.

29

2. Play audio. Have students listen to the useful language. G: Which robot would make the best soccer player?
3. Have students practice the useful language. B: I think Robot 3 would, because it's the strongest.
G: No, I think Robot 1 would, because it's the fastest.
B: OK. I agree.
76
Grammar Write the superlative form of the adjectives. Check with a partner.
Practice the conversation.
2. Have students read the sentences and fill in the blanks with the superlative form of the adjectives.
5. Have students practice the conversation.
Pronunciation
CD2
30
b. Model
CD2
30 Track 30
1. Have students listen and notice the pronunciation feature. B/G: quiet, light, intelligent
2. Play audio once and draw attention to the pronunciation
feature.
Practice Compare the robots using the information.

3. Have students take turns comparing the robots using the information.
Speaking The Best Robot for the Job

a. You're discussing which robots would be best for different jobs. Work in pairs. Discuss and write two adjectives
from New Words which would be useful for each of the jobs below. Now, turn to page 112, File 18 to choose
the best robots.
b. Share your results with another pair.

3. Have students write two adjectives from New Words that are important for each job.
4. Have students turn to page 112, File 18.
5. Have students discuss the robots and choose one for each job.
6. Have pairs work with another pair and share their results.
Answer key
New Words. Listening a. Listening b. Grammar.
1. strong 1. False 1. loudest 1. best
2. quiet 2. False 2. strongest 2. fastest
3. fast 3. True 3. most intelligent 3. most intelligent
4. weak 4. False 4. quietest 4. weakest
5. intelligent 5. best
6. loud
77
Theme 73
lesson 4 Review
ROBOTS
on the board.
Aims
31

2. Have students match the words with the descriptions. 1. M: Space station. 6. M: Earth.
3. Divide the class into pairs and have them check their answers 2. M: Checklist. 7. M: Moon.
with their partners. 3. M: Astronaut. 8. M: Stars.
4. Play audio. Have students listen and repeat. 4. M: Gravity. 9. M: Float.
5. M: Spacesuit.
b. With your partner, say whether you would like to visit a space station. Share with the class.
1. Have pairs say whether they would like to visit a space station.
Listening a. An astronaut is talking about life on a space station. Listen and number the pictures. CD2
32

2. Play audio. Have students listen and number the pictures. Interviewer: Thank you very much for all your answers to
3. Play audio again and check answers as a whole class. our listeners' questions.
Track 32
Interviewer: Welcome to Science Fun Facts! b. Circle the correct words. Listen and check. CD2
33
Our guest today is Mr. Bevan, a famous astronaut. 1. Demonstrate the activity using the example.
Mr. Bevan: Hello! I'm going to talk about life on a space 2. Have students circle the correct words.
station. 3. Play audio. Have students listen and check.
Interviewer: The first question is "What do you do in your free
time?". It's from Trang, a Grade 6 student in
Track 33
Ha Noi, Vietnam.
Mr. Bevan: Well, one of the things I like to do is look at the 1. Narrator: Example.
stars, the moon, and the Earth outside because M: Astronauts have to wear spacesuits in space.
they look so beautiful. 2. M: There's no gravity in space so everything floats.
2. Interviewer: "How do you use the toilet in space?". 3. M: Astronauts have to complete a checklist every day.
It's from Nicky, a Grade 7 student in Sydney, 4. M: Astronauts have to exercise for two hours a day to keep
Australia. healthy.
Mr. Bevan: That's an interesting question. In space, we have
to use a special toilet because without gravity,
everything floats.
Interviewer: You mean everything from the toilet would Useful Language Listen then practice. CD2
34
float?
Mr. Bevan: Yes, it wouldn't be very nice. 1. Have students look at the Useful Language box.
3. Interviewer: "Do you need special clothes?". This question's 2. Play audio. Have students listen to the useful language.
from Mark, a Grade 8 student in London, in the UK. 3. Have students practice the useful language.
Mr. Bevan: Well, that's a good question. In the space station,
we wear clothes like we do on Earth. But whenever Track 34
we need to go outside, we have to wear spacesuits.
W: How do you use the toilet in space?
4. Interviewer: "How do you sleep in space?". A question from
M: I have to use a special toilet.
Lily, a Grade 6 student in New York, in the USA.
W: Why?
Mr. Bevan: Hmm. We use sleeping bags instead of real beds.
We also have to lock our sleeping bags to the wall M: Because everything floats in space.
because there's no gravity in space.
78
D Reading
a. Read the article about life in space and fill in the blanks.
1. Have the students read the article again.
Speaking Life on a Space Station

a. Y ou're talking to an astronaut at a science convention. Work in pairs.
Student A, you're a reporter. Choose four questions to ask your partner.
Student B, you're an astronaut. Describe life on a space station to your partner.
3. Have Student A be a reporter and have Student B be an astronaut.
4. Have Student A choose four questions to ask Student B, then do the interview.
b. Would you like to live on a space station? Share with the class.
1. Have pairs talk about if they'd like to live in space.
Writing a. Read the paragraph and choose the best topic sentence.
2. Have students choose the best topic sentence for the paragraph.
2. Have some pairs read their paragraph in front of the class.
Answer key
1. i A. 3 1. wear 1. space station
2. c B. 2 2. no 2. gravity
3. b C. 1 3. have 3. astronauts
4. h D. 4 4. for 4. float
5. d
6. e Reading b.
7. a
8. g 1. Because there is no gravity there.
9. f 2. They clean themselves with special soap and wet towels.
3. They eat dried food.
4. Sleeping bags are tied to the wall so they don't float around.
5. Pham Tuan
A is correct. It introduces the topic. Students should follow the writing model using their
B is incorrect. It only talks about food, not sailors' lives. own ideas.
79
Theme 73
lesson 5
ROBOTS
1. Divide the class into four groups. f. Rescue robot should replace people, because robots don't
2. Have students turn to page 113 to read the game rules. get tired and sick.
3. Whisper (speak quietly) a different sentence to ONE student g. I think Strongbot would make the best soldier, because it's
from each group. Start with students at the back of the class the strongest.
so the sentence will be passed on to the front. h. I have to wash with wet towels in space, because water
e.g. floats in space.
a. Robots can work in hospitals. They can operate on sick 4. When you have whispered the sentences to all groups, say,
people. "Are you ready?", then say, "Go!" to start the game.
b. Robots can work in police stations. They can drive cars and fly. 5. Students have to whisper the sentence to the member in
c. Robots can work in factories. They can repair broken machines. front of them.
d. Robots can work in hospitals. They don't make mistakes and 6. The last student has to write the sentence on the board and
get tired. then say it out loud.
e. Robot soldiers should replace people, because robots can't 7. The first group to write the correct sentence wins.
die and can be fixed.
Listen to Jack talking to his dad about a robot competition. What can each robot do?
Listening
For questions 1-5, write a letter (A-H) next to each robot. You will hear the conversation twice. CD2
35

2. Play audio. Have students listen and write a letter (A–H) next to each robot.
Track 35
Narrator: Listen to Jack talking to his dad about a robot
competition. What can each robot do?
For questions 1-5, write a letter (A-H) next to each
robot. You will hear the conversation twice.
Jack: The robots are fantastic, Dad!
David: Oh, cool! What kind of things can they do?
Jack: One robot's called Jay. It can operate on sick people.
David: What about other robots? What can they do?
Jack: There's Star. Star can repair broken machines.
David: Is there a robot that can speak to you?
Jack: Yes, it's called Box. It can understand four languages.
David: That's interesting!
Jack: Another robot's called Robby. It can build lots of things.
David: Wow!
Jack: Yes. There was one called "Gravity".
David: Oh, Gravity? Can it fly?
Jack: Yes, it can fly around. My friends really like that one.
David: What's your favorite robot?
Jack: My favorite robot is Max. It can drive cars.
D Reading Complete this article. Write ONE word for each space. For questions 1-5, write the words.
2. Have students read and complete the article by writing one word for each space.
80
Speaking
D Play the "Connect Three" game.

Writing a. Read a paragraph about the work robots can do.

Have students read the paragraph.
b. N
Answer key
Example. C Example. be Students should follow the writing model using
1. H 1. to their own ideas.
2. A 2. gravity
3. E 3. wear
4. D 4. to
5. F 5. to
81
Theme 83
lesson 1 Review
THE WORLD AROUND US
on the board.
Aims
New Words a. Write the letters in the boxes. Check with a partner. Listen and repeat. CD2
36

2. Have students write the letters in the boxes. 1. M: Statue. 5. M: Opera house.
3. Divide the class into pairs and have them check their answers 2. M: Museum. 6. M: Cathedral.
with their partners. 3. M: Palace. 7. M: Bridge.
4. Play audio. Have students listen and repeat. 4. M: Tower. 8. M: Park.
b. With your partner, think of three famous landmarks in your country. Ask your partner if they've been there before.
1. Divide the class into pairs and have them think of three famous landmarks in their countries.
2. Have students ask their partners if they've been to these famous landmarks before.
Listening a. Two friends are talking about their holiday plans. Listen and number.
CD2
37

2. Play audio. Have students listen and number.
3. Play audio again and check answers as a whole class. 2. Mary: What else are you going to do?
Tom: I'm going to go to London.
37
Mary: Wow! What are you going to do there?
1. Demonstrate the activity using the example. Tom: I'm going to visit Hyde Park. It's beautiful!
2. Have students circle the correct words. 3. Tom: W
hat about you, Mary?
3. Play audio again. Have students listen and check. Mary: I'm going to go to San Francisco.
Tom: Really? What are you going to do there?
Track 37 Mary: I'm going to visit the Golden Gate Bridge.
1. Narrator: Example. 4. Tom: What else are you going to do?
Mary: Where are you going to go on holiday, Tom? Mary: I'm going to go to New York.
Tom: I'm going to go to Paris. Tom: New York! What are you going to do there?
Mary: What are you going to do there? Mary: I'm going to visit the Statue of Liberty.
Tom: I'm going to visit the Louvre Museum. Tom: Wow! Have a great trip.
Mary: The Louvre Museum? That's cool. Narrator: Now listen again and check.

38

2. Play audio. Have students listen to the useful language. G: Where are you going to go on holiday?
3. Have students practice the useful language. B: I'm going to go to London.
G: What are you going to do there?
B: I'm going to visit Hyde Park.
82
Grammar Fill in the blanks. Check with a partner. Practice asking and answering.

Pronunciation
CD2
39
b. Model
CD2
39
2. Play audio once and draw attention to the pronunciation B/G: What are you going to do there?
feature. B/G: Where are you going to go on holiday?

Speaking Famous Landmarks in the World

a. You're going to go to London for the day and there's only time to visit three places. Work in fours. Fill in the survey
with the three places you will visit, then talk to three friends.
1. Demonstrate the activity by asking one student the first two questions in Practice.
3. Have students fill in the survey with their own information.
4. Have students complete the survey by asking their group.
b. What's the most popular landmark in your group? Share with the class.
1. Have students look at the results and find out the most popular landmark in their group.
Answer key
1. A 5. F Paris - 1 1. going
2. E 6. D London - 2 2. visit
3. C 7. H San Francisco - 3 3. go
4. B 8. G New York - 4 4. are
Grammar.
1. are-going
2. do-visit
3. else-to
4. Are-I'm
83
Theme 83
lesson 2 Review
THE WORLD AROUND US
on the board.
Aims
40

2. Have students match the words with the descriptions. 1. M: Crowded. 4. M: Peaceful.
3. Divide the class into pairs and have them check their answers 2. M: Modern. 5. M: Amusement park.
with their partners. 3. M: Building. 6. M: Shopping mall.
b. With your partner, complete the table with the new words in Part a., then add more nouns and adjectives to
describe the two pictures. Share with the class.
1. Have pairs complete the table with the new words and add more nouns and adjectives to describe the two pictures.
Listening a. Two friends are discussing where to go on holiday. Listen and circle "True" or "False". CD2
41

2. Play audio. Have students listen and circle ''True'' or ''False''. 2. Mary: OK, but Bangkok's cheaper than Hong Kong. We can
3. Play audio again and check answers as a whole class. buy lots of cheap clothes in Bangkok. There's a really
big weekend market there.
41 Tom: You always want to buy new clothes.
1. Demonstrate the activity using the example. Mary: Yes, I know.
2. Have students circle the correct words. 3. Tom: Bangkok is more crowded than Hong Kong. I don't
3. Play audio again. Have students listen and check. like very crowded places.
Mary: Bangkok is more crowded than Hong Kong? Really?
I think Hong Kong is crowded, too.
Track 41 Tom: Yes, but there are more people in Bangkok than in
1. Narrator: Example. Hong Kong.
Tom: Where do you want to go on holiday? 4. Mary: OK, I see. But I think Bangkok is more exciting.
Mary: Let's go to Bangkok. Tom: Why?
Tom: I don't really like Bangkok. Let's go to Hong Kong. Hong Mary: We can visit the Grand Palace or go to the zoo and
Kong's much better. see lots of animals. We can also go shopping at the
Mary: How? big weekend market.
Tom: I think Hong Kong is more modern than Bangkok. And it Tom: OK. That sounds fun. Let's go to Bangkok.
has more tall buildings and great shopping malls! Narrator: Now listen again and check.

42
Track 42
1. Have students look at the Useful Language box. M: Which city is hotter?
2. Play audio. Have students listen to the useful language. W: Bangkok's hotter than London.
3. Have students practice the useful language. M: Which city is more exciting?
W: I think Bangkok is more exciting than London.
M: Why?
W: Bangkok has more shopping malls than London.
84
Grammar Read the rules of comparatives and fill in the blanks. Check with a partner. Practice using the
comparatives in sentences with your partner.
2. Have students read the rules of comparatives and fill in the blanks.
5. Have students practice using the comparatives in sentences.
6. Have some students read the sentences in front of the class.
Pronunciation
CD2
43
CD2
b. Model 43
2. Play audio once and draw attention to the pronunciation B/G: statue, tower, palace, picture
feature.
Practice In threes, practice the conversation. Swap roles and repeat.

Speaking A Free Vacation

a. You've won a free vacation for three people. You can go to New York City or Phuket. Work in threes.
Student A and B, turn to page 104, File 2. Student C, ask questions to find out more about the two places.
1. Demonstrate the role-play by asking and answering with two students.
3. Have Students A and B turn to page 104, File 2, and Student C look at the current page.
4. Have Student C find out more information about the two places by asking questions.
5. Have some groups demonstrate the role-play in front of the class.
b. In threes, compare the two places, then decide where to go. Share with the class.
1. Have groups compare the two places.
2. Have groups choose where to go.
3. Have groups explain their choices to the class.
Answer key
New Words a. New Words b. Grammar.
1. C
Adjectives: crowded
2. D
modern Adjectives Comparatives
3. A
peaceful exciting more exciting
4. F
5. B old older
Nouns: b
uilding
6. E cheap cheaper
amusement park
shopping mall expensive more expensive
boring more boring
Listening a. Listening b. peaceful more peaceful
1. True 1. more modern crowded more crowded
2. True 2. cheaper
3. False noisy noisier
3. more crowded
4. False 4. more exciting
85
Theme 83
lesson 3
MATT & MILLY
THE WORLD AROUND US
k
T he diamond nec lace
Scene 1: Panels 1-3

New Words: blind (adj)
1. Have students look at the new word .
2. Elicit the meaning of the new word. Track 44
a. L ook before you listen: In pairs, write the people's Narrator: Matt and Milly in The Diamond Necklace.
names in the blanks. Scene 1.
Milly: Who are those people, Captain Orlov?
1. Have students look at the scene carefully.
2. Divide the class into pairs and have them write the people's Captain Orlov: The blind man sitting in the chair is Mr. James.
names in the blanks. He's a writer.
3. Have some students share their ideas with the class. Milly: Wow! That's Kate Wilson, she's a famous singer.
Matt: Wow! Look at her beautiful necklace!
44
1. Have students read the sentences. Matt: And who's the man standing next to her?
2. Play audio for Scene 1. Have students listen and follow. Captain Orlov: That's Mr. Wiles. He's her manager.
3. Have students listen and circle correct answers. Kate: Go away, Wiles!
4. Check answers as a whole class. Narrator: End of Scene 1.
Scene 2: Panels 4-5

Track 45
a. Look before you listen: In pairs, ask and answer. Narrator: Scene 2. The next morning at breakfast…
Write the answers in your notebook. Milly: There's Kate Wilson. Oh, she isn't wearing her necklace.
1. Have students look at the scene carefully. Officer Baker: I wonder where Mr. James and Mr. Wiles are?
2. Divide the class into pairs and have them ask and answer the Matt: Hello, Ms. Wilson.
questions. Kate: Hello.
3. Have students write answers in their notebooks. Narrator: Later…
4. Have some students share their ideas with the class. Kate: Argh!
b. Listening: Listen and answer the questions. CD2
45
3. Have students listen and answer the questions.
Scene 3: Panels 6-11

New Words: search (v) Track 46
Narrator: Scene 3.
Repeat steps from Scene 1 - New Words. Captain Orlov: Someone stole Ms. Wilson's diamond necklace.
a. L ook before you listen: In pairs, write the people's jobs Officer Baker: We need to search the other rooms.
Captain Orlov: Yes, it has to be someone who's staying down here.
in the blanks.
Nothing!
1. Have students look at the scene carefully. Officer Baker: Let's search the rest of the ship.
2. Divide the class into pairs and have them write the people's Matt: Let's talk to Mr. James. He's blind, but maybe he heard
jobs in the blanks. something.
3. Have some students share their ideas with the class. Milly: Good idea.
b. Listening: Listen and fill in the blanks.
CD2
46
1. Have students read the questions.
3. Have students listen and fill in the blanks.
Scene 4: Panels 12-13

b. Listening: Listen and write "True" or "False". CD2
47
a. Look before you listen: In pairs, ask and answer. 1. Have students read the sentences.
Write the answers in your notebook. 2. Play audio for Scene 4. Have students listen and follow.
Repeat steps from Scene 2 - Look before you listen. 3. Have students listen and write "True" or "False".
86
Track 47 Matt: Why do you think one of them stole the diamond?
Narrator: Scene 4. Mr. James: M s. Wilson wants to get a new manager. I heard her
Milly: Can we ask you some questions, please? shouting at Mr. Wiles last night. Maria's husband lost
Mr. James: Yes, but don't be long... his job. She told me yesterday.
Matt: Where were you between 7:00 and 7:30? Milly: Argh! Mr. Nuts! Stop!
Mr. James: I was in my room. Mr. James: OK. You have to leave now and please take your
Matt: What were you doing? little red friend with you.
Mr. James: I was writing my book. Matt: Thank you very much, Mr. James.
Milly: Who do you think stole the diamond? Milly: OK. Let's talk to Maria and Mr. Wiles.
Mr. James: I think it was Mr. Wiles or Maria. Narrator: End of Scene 4.
The interview
b. In fours, Student A (Mr. Wiles), look at page 111,
a. In pairs, write the questions in full below. File 16. Student B (Maria), look at page 112,
1. Demonstrate the activity using the example. File 19. Student C (Matt), interview Mr. Wiles.
2. Divide the class into pairs. Student D (Milly), interview Maria. Complete the
3. Have students write the questions in full below the prompts. table below.
4. Check answers as a whole class. 1. Demonstrate the activity using the example in the table.
3. Have Student A look at page 111, File 16 and Student B look at
page 112, File 19.
4. Have Students C and D interview Students A and B using the
questions.
5. Have students complete the table with the information from
Students A and B.
Discussion
1. Have students discuss in their groups who stole the diamond why that person did it.
necklace. 3. Have students write their ideas in the box.
2. Have students give reasons for their decision and explain 4. Have students share their ideas with the class.

48 Track 48
Matt & Milly: We know who did it!
1. Have students listen to Matt and Milly say who did it, Milly: Mr. James stole the diamond because it's worth a lot of money.
how they know and where the diamond is. Matt: We know Mr. James isn't blind because he knows Mr. Nuts is red.
2. Have students compare their ideas to Matt and Milly's. Milly: And he left his reading glasses and newspaper on the chair in
his cabin.
Matt: He hid the diamond in the glass of water that's on the table.
Mr. James: I'd have got the diamond, but you kids were too smart!
Answer key
Scene 1. Scene 2. The interview.
a. 1. Captain Orlov a. 1. Kate Wilson and the Bakers are at breakfast.
Maria - the Mr. Wiles - the
2. Ms. Wilson – Mr. Wiles 2. The other people are in their room. cleaner manager
3. Mr. James (The answer may vary.)
1. Where were in the Bakers' walking around
4. Maria 3. I think the necklace was stolen. you between room the ship
b. 1. blind b. 1. No, she isn't. 7:00 and 7:30?
2. singer 2. Mr. James and Mr. Wiles are missing 2. What were you cleaning their looking for Ms.
3. manager from their tables at breakfast. doing? room Wilson
3. Who do you the manager the cleaner
Scene 3. Scene 4. think stole it?
a. 1. manager a. 1. A newspaper, a pair of reading glasses, 4. Why do you Because I saw Because she has
a glass of water think they did it? him near Kate the keys to all
2. writer
Wilson's room. the rooms.
3. cleaner 2. Mr. Nuts is playing with the glass of water.
b. 1. ship b. 1. False
2. heard 2. False
3. True
4. True
87
Theme 83
lesson 4
THE WORLD AROUND US
Aims
New Words a. Write the letters in the boxes. Check with a partner. Listen and repeat. CD2
49

2. Have students write the letters in the boxes. 1. M: Highland. 5. M: Bay.
3. Divide the class into pairs and have them check their answers 2. M: Beach. 6. M: Forest.
with their partners. 3. M: Mountain. 7. M: Island.
4. Play audio. Have students listen and repeat. 4. M: Waterfall.
b. W
ith your partner, think of three beautiful places in your country. Ask your partner if they'd like to go to
these places. Share with the class.
1. Have pairs think of three beautiful places in their countries.
2. Have students ask their partner if they'd like to go to these places.
Listening a. You will hear a talk about the natural wonders of Vietnam.
Listen and write the words on each picture. 50 CD2

2. Play audio. Have students write the words on each picture.
3. Check answers as a whole class. 2. W: Phu Quoc is the biggest island in Vietnam.
Phu Quoc has beautiful beaches and it's great for
50 snorkeling or scuba diving. You can go to Phu Quoc by
1. Play audio and demonstrate the activity using the example. plane or by bus and by ship. You shouldn't go to Phu Quoc
2. Play audio. Have students fill in the blanks. from July to October because of the rain.
3. Play audio again. Have students listen and check. 3. W: Lang Co Bay is one of the most beautiful bays in the
world. It's in Central Vietnam. The bay has a white-sand
beach and a green forest. You can go there by plane or by
Track 50 train. You shouldn't go there from August to November.
1. Narrator: Example. 4. W: Cuc Phuong Forest is in the north of Vietnam. It was the
W: Moc Chau is a beautiful highland in the north of Vietnam. first national park in this country. There are lots of very
When you go to Moc Chau, you should visit local villages, old trees and many different kinds of animals. You can go
waterfalls, and tea farms. You shouldn't go there between there by plane or by bus. You shouldn't go there between
December to January because the weather is very cold. July and August because it's the rainy season.
You can go there by plane and by bus. Narrator: Now listen again and check.
Useful Language Listen then practice.

CD2
51
Track 51
1. Have students look at the Useful Language box. G: Where should I go for my holiday?
2. Play audio. Have students listen to the useful language. M: You should go to Phu Quoc Island. It's beautiful.
3. Have students practice the useful language. G: What's the best way to get there?
M: You can go by boat or by plane.
G: Should I go in August?
M: No, you shouldn't, because of the rain.
88
D Reading
a. Read the article and underline the natural wonders of Vietnam.
4. Have students read and underline the natural wonders of Vietnam.
b. Read the article again and circle ''True'' or ''False''.
3. Have students circle ''True'' or ''False'' .
Speaking Natural Wonders of Vietnam
a. Your overseas friend is staying in Vietnam for a week. They need some travel advice. Work in pairs. Student A, look at
the travel magazine. Talk to your friend about the natural wonders of Vietnam. Student B, ask where to visit.
Swap roles and repeat.
2. Have students look at the table.
4. Have Student A give advice to Student B about where to visit in Vietnam.
b. With your partner, think of two more places to visit and things to do in your country. Share with the class.
1. Have students think of two more places to visit and things to do in their country.
Writing a. Read the letter and choose the best introduction.

1. Have students read the letter individually.
2. Have students choose the best introduction for the letter.
5. Have some students read the letter in front of the class.
b. Now, in your notebook, use your own ideas to write a similar letter. Use the letter model on page 118 to help you.
1. Have students look at the letter model on page 118.
Answer key
New Words. Listening a. Listening b. Reading a.
1. G 1. Moc Chau Highland 1. should Moc Chau Highland

2. F 2. Phu Quoc Island 2. shouldn't Cuc Phuong Forest
3. D 3. Lang Co Bay 3. by Phu Quoc Island
4. E 4. Cuc Phuong Forest 4. and Lang Co Bay
5. C
6. B
7. A
Reading b. Writing a. Writing b.
1. False A is incorrect. It gives details. It doesn't Students should follow the writing model
2. True introduce the topic. using their own ideas.
3. True B is correct. It introduces the topic of
traveling to the UK.
4. False
89
Theme 83
lesson 5
THE WORLD AROUND US
• famous landmarks group give their answers and award one point if they answer
• adjective and nouns to talk about cities correctly.
• natural wonders 7. Keep the same categories and write new letters. After 10
4. Add the letters next to the categories. minutes, total the scores and find the winning team.
e.g.
• famous landmarks: S (example answer: Sydney Harbor Bridge)
• adjectives and nouns to talk about cities: S (example answer:
shopping mall)
• natural wonders: B (example answer: Black Forest)
You will hear some information about a trip to Vancouver, Canada. Listen and complete
Listening questions 1-5. You will hear the information twice. 52 CD2

Track 52
Narrator: You will hear some information about a trip to Vancouver,
Canada.
Listen and complete questions 1-5. You will hear the
information twice.
Ms. White: Welcome to Vancouver. Before we start our trip, I'd
like to tell you about our travel plan.
First, we're going to visit Grouse Mountain. On the
mountain, you can go skiing or snowboarding.
Next, we're going to visit Granville Island. It's a really
nice place for shopping and eating. We'll go there by
ship. Finally, we're going to Lynn Canyon Park. This
park's a good place to enjoy nature. We can also
walk to Lynn Creek to see the wonderful waterfalls.
Enjoy your time.
Read the paragraph about Tom's summer in the country. Are sentences 1-5 'Right' (A) or
'Wrong' (B)? If there is not enough information to answer 'Right' (A) or 'Wrong' (B), choose
D Reading
'Doesn't say' (C). For questions 1-5, mark A, B, or C.

2. Have students read the sentences and answer 'Right' (A), 'Wrong' (B), or 'Doesn't say' (C).
90
D Speaking Play the board game.
Writing a. Read Mandy's postcard to her friend talking about her vacation.
Have students read the postcard.
b. Now, in your notebook, use your own ideas to write a similar postcard. Use the postcard model on page119 to
help you.
1. Have students look at the postcard model on page 119.
2. Have students use their own ideas to write a similar postcard.
3. Have some students read their postcard in front of the class.
Answer key
Example. Grouse Mountain Example. A
Students should follow the writing model using their
1. skiing 1. A
own ideas.
2. Island 2. C
3. ship 3. A
4. Walk 4. B
5. waterfalls 5. B
91
Theme 93
lesson 1 Review
the Future
on the board.
Aims
a. Write the words under the pictures and match the words with their descriptions.
New Words Check with a partner. Listen and repeat. 53 CD2

2. Have students write the words under the pictures and match 1. M: Under the sea. 5. M: Megacity.
the words with their descriptions. 2. M: In a city. 6. M: Mobile home.
3. Have students check their answers with their partners. 3. M: By a river. 7. M: Smart home.
4. Play audio. Have students listen and repeat. 4. M: On the sea. 8. M: Eco-friendly home.
b. With your partner, talk about where the people below should live. Share with the class.
1. Have pairs talk about where the people should live.
Listening a. A professor is talking about homes of the future. Listen and write "True" or "False". CD2
54

2. Play audio. Have students listen and write ''True'' or ''False''. 2. PG: And some people will live in cities under the sea.
3. Play audio again and check answers as a whole class. John: Wow! That sounds very interesting.
PG: And, other people will live in cities that float on the sea.
b. Circle the correct words. Listen again and check. CD2 John: Floating cities?
54
PG: Yes, and they'll be very beautiful.
3. John: And what do you think homes will be like?
PG: I think many people will live in smart homes.
John: You mean homes that are run by computers?
PG: Yes, that's right, but they'll be expensive.
Track 54 John: Oh, maybe I won't live in one, then.
1. Narrator: Example. 4. PG: I also think a lot of people will live in eco-friendly homes.
John: I'm here to talk to Professor Green about homes in the John: Because they're good for the environment.
future. PG: Yes, that's right. And some people will live in mobile homes.
Professor Green: Hello, I hope I can answer all your questions. John: What's a mobile home?
John: So, where do you think people will live in the future? PG: They're homes that can be moved. They'll be very cheap.
PG: People will live in many different places. John: So, where would you like to live in the future?
John: Really? PG: Hmm. I'd like to live in a mobile home by a river.
PG: Yes, a lot of people will live in very big cities called John: Thank you. Goodnight.
megacities. Narrator: Now listen again and check.

55 Track 55
M: Where do you think people will live in the future?
W: I think a lot of people will live in cities under the sea.
M: What do you think homes will be like?
W: I think many people will live in smart homes.
92
Look at the pictures and complete the sentences with the correct prepositions.
Grammar Check with a partner. Practice saying the sentences.
2. Have students look at the pictures and complete the sentences with the correct prepositions.
Pronunciation
CD2
56
b. Model CD2
56
2. Play audio once and draw attention to the pronunciation B/G: I think a lot of people will live in megacities.
feature. B/G: I think some people will live under the sea.

Speaking What Will Homes Be Like in the Future?

a. You're interviewing an expert about homes in the future. Work in pairs. Student A, you're the reporter for
Teen World Science Magazine. Interview the future home expert and make notes. Student B, you're the expert.
Answer the questions. Swap roles and repeat.
3. Have Student A be a reporter, and Student B be an expert.
4. Have students role-play the conversation.
b. In pairs, discuss where you'd like to live in the future. Share with the class.
1. Have pairs discuss where they'd like to live in the future.
Answer key
1. under the sea 6. mobile home 1. True 1. in
2. in a city 7. smart home 2. True 2. on
3. by a river 8. eco-friendly home 3. False 3. be
4. on the sea 4. False 4. by
5. megacity
Grammar.
1. I think people will live under the sea.
2. I think some people will live in mobile homes.
3. I think a lot of people will live in smart homes.
4. I think people will live in cities that float on the sea.
93
Theme 93
lesson 2 Review
the Future
on the board.
Aims
New Words a. Draw lines to match the words with the descriptions. Check with a partner.
Listen and repeat. CD2
57
2. Have students draw lines to match the words with the 1. M: Smart walls.
descriptions. 4. M: 3D printer.
2. M: Zero gravity room. 5. M: Robot helper.
3. Divide the class into pairs and have them check their answers 3. M: Automatic food machine.
b. With your partner, talk about five things you have in your home. Share with the class.
1. Have pairs talk about five things in their home.
Listening
CD2
a. Two friends are discussing how homes will change. b. Circle the correct words. Listen and check. 59
Listen and write. 58 CD2

1. Play audio and demonstrate the activity using the example. 2. Have students circle the correct words.
2. Play audio. Have students listen and write. 3. Play audio. Have students listen and check.
Track 59
Track 58
M: Now, we cook with ovens. In the future, we'll have
Toby: Hi, Sara. We learned about homes of the future in
automatic food machines.
CD2
60
technology today.
2. M: Now, we have to buy toys in a store. In the future, we'll
Sara: Really?
have 3D printers.
Toby: Yeah, we were talking about how some things will
3. M: Now, we have computers and TVs. In the future, we'll
change a lot.
have smart walls.
Sara: Like what?
4. M: Now, we have cats and dogs. In the future, we'll have
Toby: Well, now we play games in the park or the garden. In
robot pets.
the future, we'll have zero gravity rooms in our homes.
Sara: Cool!
2. Sara: Anything else?
Toby: Yeah! Now, we have to buy toys in a store. In the future, CD2
people will have 3D printers and print new toys or Useful Language Listen then practice. 60
furniture.
Sara: That sounds awesome! 1. Have students look at the Useful Language box.
3. Toby: And, in the future, we'll have smart windows. 2. Play audio. Have students listen to the useful language.
Sara: What do you mean? 3. Have students practice the useful language.
Toby: Now, you look out your window and see your garden.
In the future, you'll be able to see anything you want Track 60
through your windows. B: How will homes change in the future?
Sara: I don't understand. G: Now, we use ovens. In the future, we'll have automatic food
Toby: You can use your window like a computer and choose machines.
what you see out of the window, like a forest or the sea. G: Now, we have a computer. In the future, we'll have smart walls.
4. Toby: How do you think things will change in the future?
Sara: I think we'll have automatic food machines. Now, we
only have ovens and fridges.
Toby: Wow, that'll be great. I'll never stop eating.
Sara: Me too!
94
Grammar Match the sentences. Check with a partner. Practice saying the statements with your partner.

2. Have students match the sentences.
5. Have students practice saying the statements with their partners.
6. Have some students read their anwers in front of the class.
Pronunciation
CD2
61
b. Model CD2
61
2. Play audio once and draw attention to the pronunciation B/G: printer, automatic, gravity
feature.
Practice Practice asking and answering using the pictures.

3. Have students ask and answer using the pictures with their partners.
Speaking Homes of 2100

a. You're talking about homes now and homes of the future. Work in pairs. Agree on four things that homes will have
in 2100 and complete the note.
3. Have students discuss and agree on four things that homes will have in the future and write them in the space provided.
b. Compare your answers with another pair. Share with the class.
1. Have students compare their list with another pair.
Answer key
New Words. Listening a. Listening b. Grammar.
1. a 1. zero gravity rooms 1. we'll 1. D
2. d 2. 3D printers 2. we 2. B
3. c 3. smart windows 3. we'll 3. A
4. e 4. automatic food machines 4. we 4. E
5. b 5. C
95
Theme 93
lesson 3 Review
the Future
on the board.
Aims
New Words a. Write the words under the pictures. Check with a partner. Listen and repeat.
CD2
62

2. Have students write the words under the pictures. 1. M: Jetpack. 4. M: Rocket.
3. Divide the class into pairs and have students check their 2. M: Drone. 5. M: Trampoline.
answers with their partners. 3. M: Race.
b. With your partner, think of three activities that can go with the new words. Share with the class.
1. Have pairs think of three or more other activities that can go with the new words.
Listening a. Two students are choosing school activities in 2100. Listen and write "True" or "False". CD2
63

2. Play audio. Have students listen and write "True" or "False".
3. Play audio again and check answers as a whole class. 2. Lisa: What about you, Max?
Max: I'd rather do robot building.
Lisa: Why?
b. Fill in the blanks. Listen again and check.
CD2
63
Max: Because I like making things and robots are really
1. Demonstrate the activity using the example. interesting.
2. Have students fill in the blanks. 3. Max: What about you, Stacy?
3. Play audio again. Have students listen and check. Stacy: I'd rather do robot building, too.
Lisa: No drone racing? Awww!
Track 63 Stacy: Yeah, let's all do robot building. Maybe we can do
1. Narrator: Example. drone racing another day.
Narrator: It's the year 2100… 4. Lisa: What about on Wednesdays? Would you rather do
Max: Hi, Lisa! I can't believe we're back to school already. jetpack racing or trampoline basketball?
Lisa: I know. Hey, we need to pick our school activities for the Stacy: I'd rather do trampoline basketball.
year! Lisa: Why?
Max: Would you rather do drone racing or robot building on Stacy: Because I love playing basketball! What about you
Mondays? two?
Lisa: I'd rather do drone racing. Lisa: I'd rather do trampoline basketball, too.
Max: Why? Max: Me too!
Lisa: Because I think drones are really cool. Narrator: Now listen again and check.

64

2. Play audio. Have students listen to the useful language. G: Would you rather do trampoline basketball or robot
3. Have students practice the useful language. building on Mondays?
B: I'd rather do trampoline basketball.
G: Why?
B: Because I like playing sports.
96
Fill in the blanks with the correct form of the verbs. Check with a partner.
Grammar
Practice saying the sentences.

2. Have students write the verbs in the correct form.
5. Have pairs practice saying the sentences.
Pronunciation
CD2
65
b. Model CD2
65
2. Play audio once and draw attention to the pronunciation B/G: Would you rather do robot building or drone racing?
feature. B/G: Would you rather do trampoline basketball or rocket building?
Practice In threes, practice the conversation. Swap roles and repeat.

1. Have students look at the conversation. 3. Swap roles and repeat.
2. Divide the class into groups of three and have them 4. Have some groups demonstrate the activity in front of
practice the conversation. the class.
Speaking School Activities in 2100

a. You're students in 2100 and you're choosing your school activities for the year. Work in threes. Take turns asking
your group which they'd prefer for each day and why. Decide together on one activity for each day. Write the
activities your group chooses on the list.
1. Demonstrate the activity with two students.
3. Have students take turns asking and answering about which activities they'd prefer to do on each day and why.
4. Once they agree on an activity, have students write it on the list.
5. Have students share their list with the class.
b. In threes, think of your own activities that you'd like to try in the future. Share with the class.
1. Have students think of their own activities that they'd like to try in the future.
Answer key
New Words a. Listening a.

1. jetpack 1. False
2. drone 2. True
3. race 3. False
4. rocket 4. True
5. trampoline
Listening b. Grammar.
1. rather 1. do
2. making 2. making
3. about 3. play
4. playing 4. think
5. do
97
Theme 93
lesson 4 Review
the Future
on the board.
Aims
66

2. Have students write the words under the pictures. 1. M: Smartphone. 4. M: Digital library.
3. Divide the class into pairs and have them check their answers 2. M: Tablet. 5. M: Interactive whiteboard.
with their partners. 3. M: Projector. 6. M: Online learning.
b. With your partner, think of three ways you learn at school. Share with the class.
1. Have pairs think of three more ways they learn at school.
Track 67
Listening 1. Narrator: Example.
a. You will hear a talk about the future of education. M: There'll be a lot of changes to the way we learn in the
Listen and match. 67 CD2
future. Schools won't use blackboards anymore.
1. Play audio and demonstrate the activity using the example. In the future, many schools will use interactive whiteboards
2. Play audio. Have students listen and match. or projectors to teach.
3. Play audio again and check answers as a whole class. 2. M: Students won't use paper and pens to do homework in the
future. Every student will use tablets or laptops to study and
b. Circle the correct words. Listen and check. CD2 do homework on. Teachers will mark everything online.
68
3. M: There won't be many real books in school libraries.
1. Demonstrate the activity using the example. Instead, students will use digital libraries and read books on
2. Have students circle the correct words. smartphones or tablets.
3. Play audio. Have students listen and check. 4. M: A lot of students won't go to school every day. They'll be able
to study from home.
Track 68
M: Few schools will use blackboards.
2. M: Many students won't use paper and pens to do homework
anymore.
3. M: There won't be many paper books in libraries.
4. M: Most schools will let students study from home.

69

2. Play audio. Have students listen to the useful language. W: I think many schools won't use blackboards in the future.
3. Have students practice the useful language. W: I think every student will study online.
98
D Reading
a. Read the article and choose the best headline. Fill in the blank.
3. Have students choose the best headline and fill in the blank.
b. Read the article again and circle "True" or "False".
3. Have students read the statements and circle ''True'' or ''False''.
Speaking Our School of the Future

a. You're doing a project about how schools will change in the next twenty years. Work in fours.
Describe differences between schools of the future and schools now. Fill in the table with your ideas.
2. Divide the students into groups of four.
3. Have students describe the differences and fill in the table with their ideas.
b. What do you think the best change will be? Share with the class.
1. Have groups think of what the best change will be.
2. Have some groups explain their ideas in front of the class.
Writing a. Read the paragraph and choose the best body sentence.
2. Have students choose the best body sentence for the paragraph.
b. Now, in your notebook, use your own ideas to write a similar paragraph. Use the paragraph model on
page 118 to help you.
3. Have some students read their paragraphs in front of the class.
Answer key
1. smartphone 1. A 1. Few
2. tablet 2. D 2. Many
3. projector 3. B 3. many
4. digital library 4. C 4. Most
5. interactive whiteboard
6. online learning
Reading a. Reading b. Writing a.

C) Future Learning 1. False A is incorrect. It talks about homes in the future, not schools.
2. True B is correct. It is about schools in the future.
3. True
4. False Writing b.
5. False
Students should follow the writing model using
their own ideas.
99
Theme 93
lesson 5
the Future
1. Divide the class into four groups. f. Now we have video games. In the future, we'll have zero
2. Have students turn to page 113 to read the game rules. gravity rooms.
3. Whisper (speak quietly) a different sentence to ONE student g. I'd rather do rocket and robot building because I love
from each group. Start with students at the back of the class making things.
so the sentence will be passed on to the front. h. I think students won't use paper to do homework. They will
e.g. use tablets.
a. I think a lot of people will live on the moon in the future. 4. When you have whispered the sentences to all groups, say,
b. In the future, I think many people will live in mobile homes. "Are you ready?", then say, "Go!" to start the game.
c. I think many people will live in eco-friendly homes in 5. Students have to whisper the sentence to the student in
megacities. front of them.
d. In the future, I think many people will live in megacities. 6. The last student has to write the sentence on the board and
e. Now we have pets like dogs. In the future, we'll have robot then say it out loud.
dogs. 7. The first group to write the correct sentence wins.
Listening You will hear some information about Future Home 2100. Listen and complete questions 1-5.
You will hear the information twice. 70 CD2

2. Play audio. Have students listen and complete questions 1-5. Track 70
3. Play audio again and check answers as a whole class. Narrator: You will hear information about Future Home 2100.
Listen and complete questions 1-5.
You will hear the information twice.
Woman: Here's a model of the Future Home 2100.
This house will be on the moon. I think lots of people
will live on the moon in the future.
This is a smart house. People won't live in apartments
on the moon. People will live in smart houses.
As you can see, there are two rooms downstairs and
two rooms upstairs. In the living room, there'll be
digital walls. And in the kitchen, there'll be an
automatic food machine instead of a fridge.
Upstairs in the bedroom, there'll be smart windows
and in the office, there'll be a 3D printer.
Thank you for listening. Do you have any questions?
D Reading Read the sentences about homes of the future. Choose the best word (A, B, or C) for each space.
2. Have students read the sentences and choose the best word (A, B, or C) for each space.
100
Play the "Block Buster" game.
D Speaking
to choose a block.
Writing a. Read the paragraph about homes of the future.

Have students read the paragraph about homes of the future.
b. N
Answer key
Listening. Reading.
Example. on the moon Example. B

1. smart house 1. A
2. digital walls 2. A
3. automatic food machine 3. C
4. smart windows 4. C
5. 3D printer 5. B
Writing b.
Students should follow the writing model using

their own ideas.
101
Theme 10
lesson 1 Review
the natural world
on the board.
Aims
a. Write the words in the table. Some words can be used more than once.
New Words Check with a partner. Listen and repeat. 71 CD2

2. Have students write the words in the table. 1. M: Pick up garbage. 8. M: Turn off the fan.
3. Divide the class into pairs and have them check their answers 2. M: Pick up cans. 9. M: Recycle cans.
with their partners. 3. M: Pick up plastic bottles. 10. M: Recycle plastic bottles.
4. Play audio. Have students listen and repeat. 4. M: Pick up newspapers. 11. M: Recycle newspapers.
5. M: Turn off the air conditioner. 12. M: Reuse plastic bottles.
6. M: Turn off the faucet. 13. M: Reuse shopping bags.
7. M: Turn off the lights. 14. M: Reuse old boxes.
b. With your partner, say which words below can go with "bag" or "bottle". Share with the class.
1. Have pairs look at the words in the box and decide which ones go with "bag" or "bottle".
Listening a. Two friends are talking about helping the environment. Listen and write "Yes" or "No".
CD2
72
1. Play audio and demonstrate the activity using the example. Billy: Cans, newspapers, and comic books.
2. Play audio. Have students listen and write "Yes" or "No". 2. Lisa: Next question. Do you turn off the air conditioner when
3. Play audio again and check answers as a whole class. you go outside?
Billy: Oh, uh… No, I don't. I leave it on a lot.
72 Lisa: Billy! That's bad for the environment! It wastes electricity.
1. Demonstrate the activity using the example. Billy: I know, my mom always says that. I leave the lights on,
2. Have students circle the correct words. too.
3. Play audio again. Have students listen and check. 3. Lisa: Do you turn off the faucet when you're brushing your
teeth?
Track 72 Billy: Oh, yes, I do. What about you?
1. Narrator: Example. Lisa: Yes, I do. I don't want to use a lot of water.
Lisa: Hey! Billy! I'm doing a survey for Earth Day. Can I ask you Billy: Yeah, me too.
some questions? 4. Lisa: Alright. Next question. Do you reuse water bottles?
Billy: Yeah, sure. Billy: Yes, I have my own water bottle. I use it every day.
Lisa: Great! OK, do you pick up garbage? Lisa: Great! Last question. What else do you do?
Billy: Yes, I do and I recycle stuff, too. Billy: I always reuse shopping bags.
Lisa: Really? Like what? Narrator: Now listen again and check.

73

2. Play audio. Have students listen to the useful language. B: Do you put garbage in the garbage can?
3. Have students practice the useful language. G: Yes, I do.
B: Do you reuse plastic bags?
G: No, I don't.
102
Grammar Unscramble the questions. Check with a partner. Practice asking and answering with your own
information.
5. Have students practice asking and answering with their own information.
Pronunciation
CD2
74
b. Model
CD2
74
2. Have students match the words to the sounds. B/G: cans, lights, boxes
3. Play audio once and draw students' attention to the
Practice Practice asking and answering using the pictures and the verbs.
3. Have pairs ask and answer using the pictures and the verbs.
Speaking Let's Protect the Environment!

a. You're doing the "Earth Day" survey for Teen World Magazine. Work in fours. Talk about how to protect
the environment and fill in the survey with your own information. Then, ask three friends to complete the survey.
3. Have students ask and answer about how to protect the environment and complete the survey.
b. Talk about what you and your classmates can do at school to protect the environment. Share with the class.
1. Have groups think about what they can do at school to protect the environment.
2. Have some groups share their ideas with the class.
Answer key
New Words a. New Words b.
pick up turn off recycle reuse

plastic bottle water bottle
plastic bag shopping bag
garbage, cans, air conditioner,
paper bag glass bottle
cans, plastic bottles, plastic bottles,
newspapers, lights, faucet, fan newspapers shopping bags,
plastic bottles old boxes
Listening a. Listening b. Grammar.

1. Yes 1. pick 1. Do you put garbage in the garbage can?
2. Yes 2. wastes 2. Do you reuse shopping bags?
3. No 3. turn 3. Do you turn off the faucet when you brush your teeth?
4. Yes 4. reuse 4. What else do you do?
103
Theme 10
lesson 2 Review
the natural world
on the board.
Aims
75

2. Have students write the words under the pictures. 1. M: Rafting. 4. M: Cave.
3. Divide the class into pairs and have them check their answers 2. M: Hiking. 5. M: Campsite.
with their partners. 3. M: Canyon. 6. M: Kayaking.
b. W
ith your partner, ask and answer the questions: "Have you done any of these activities in New Words or any
other outdoor activities?" Share with the class.
1. Have pairs ask and answer the question.
Listening a. Three friends are making arrangements for a trip. Listen and write "True" or "False". CD2
76

2. Play audio. Have students listen and write "True" or "False".
3. Play audio again and check answers as a whole class. Pete: OK. Where do you think we should go, Jenny?
Jenny: Well, I think we should go to Blue River Canyon.
76 Pete: What can we do there?
1. Demonstrate the activity using the example. Jenny: It's great! We can go kayaking, rock climbing, and
2. Have students fill in the blanks. rafting!
3. Play audio again. Have students listen and check. 3. Pete: How long does it take to get there?
Jenny: Hmm, it's closer than Black Hawk Caves. It's two hours
Track 76 by bus.
1. Narrator: Example. Pete: Oh, that's not bad! And where can we stay?
Jenny: OK, let's talk about our class trip. Where do you think Jenny: We can stay at a campsite or a hotel.
we should go, Pete? Pete: Oh, we can go camping too!
Pete: I think we should go to Black Hawk Caves. 4. Pete: Well, they're both cool places. So where should we go?
Jenny: What can we do there? Jenny: I think we should go to Blue River Canyon.
Pete: We can go rock climbing and hiking in the cave! Pete: Why?
Jenny: OK. How long does it take to get there? Jenny: Because it's closer and there are more things to do.
Pete: It's four hours by bus. Pete: Yeah, you're right. Let's make sure everyone agrees and
2. Jenny: Where can we stay? we can start planning the trip.
Pete: We can stay at a hotel. It's near the cave. Narrator: Now listen again and check.
Jenny: Hmm.
Track 77
77 W: Where do you think we should go?
1. Have students look at the Useful Language box. M: We should go to Blue River Canyon.
2. Play audio. Have students listen to the useful language. W: What can we do there?
3. Have students practice the useful language. M: We can go hiking and kayaking.
W: How long does it take to get there?
M: It takes two hours by train.
W: Where can we stay?
M: We can stay at a hotel.
104
Grammar Unscramble the questions. Check with a partner. Practice asking and answering.

Pronunciation
CD2
78
b. Model
CD2
78
2. Play audio once and draw students' attention to the B/G/M: What can we do there?

Speaking Making Arrangements for a Class Trip

a. You're talking to your friend about places you'd like to go on a class trip. Work in pairs. Student B, turn to page 111,
File 17. Student A, you want to go to Maple Falls Caves. Answer Student B's questions. Swap roles and repeat.
Now, ask Student B questions about Greenwood Canyon and complete the table.
1. Demonstrate the activity share their ideas.
3. Have Student A stay on the current page and Student B look at page 111, File 17.
4. Have pairs take turns asking and answering to complete the tables.
b. With your partner, choose which place to visit and say why. Share with the class.
1. Have pairs discuss which place they'd like to visit and why.
Answer key

1. rafting 1. True 1. What 1. Where do you think we should go?
2. hiking 2. False 2. Where 2. What can we do there?
3. canyon 3. False 3. How 3. How long does it take to get there?
4. cave 4. True 4. Where 4. Where can we stay?
5. campsite
6. kayaking
105
Theme 10
lesson 3
MATT & MILLY
R EVIEW
the natural world
Telling mystery stories

1. Look at the questions on the left of the interview below. Write the number of each question on the pictures below.
2. Have students match the number of each question to the pictures. 3. Check answers as a whole class.
2. Now write in the missing words to complete the sentences. Use the pictures to help you, then listen and check. CD2
79

2. Have students use the pictures and write in the missing Reporter: Uh huh.
words to complete the sentences. Officer Baker: Someone threatened a movie star.
3. Have students check with a partner. Reporter: What?
4. Play audio. Have students listen and check. Officer Baker: The suspects were three other actors.
Reporter: Ah.
Track 79 Officer Baker: We found out that Tara did it.
Reporter: Hello, Officer Baker. Can you tell me about one of Reporter: Really?
your mysteries? Officer Baker: We knew because she knew about the letter.
Officer Baker: Sure. I'll tell you about Film Fear. Reporter: I see.
Reporter: OK. Officer Baker: Only the person who did it knew that!
Officer Baker: It took place on a movie set. Reporter: Wow! That was very smart! Thank you, Officer Baker.
3. During the conversation, the reporter said something to show that he understood or was surprised. When people
are surprised, the intonation goes up.
a. Listen to these sounds and repeat. b. Listen again and write each sound in the correct box.
CD2
80
Have students listen and repeat the listener's sounds. Check with a partner. 80 CD2
Track 80 1. Have students listen again.

1. OK. 5. I see. 2. Have students write each sound in the correct box.
2. Wow! 6. Ah. 3. Have students check with a partner.
3. Uh huh. 7. What? 4. Check answers as a whole class.
4. Really?
4. Circle the correct listener sound for each sentence. Check with a partner, then practice saying these sentences
and listener sounds with your partner.
1. Demonstrate the activity using the example. 4. Have students check with a partner.
2. Have students circle the correct listener sound for each sentence. 5. Have pairs practice saying the sentences and listener sounds.
3. Divide the class into pairs. 6. Have some pairs demonstrate the activity in front of the class.
5. In pairs, practice the interview about Film Fear as Officer Baker and the reporter. Swap roles and repeat.
1. Demonstrate the activity with one student. 4. Swap roles and repeat.
2. Divide the class into pairs. 5. Have some pairs demonstrate the activity in front of the
3. Have pairs practice the interview as Officer Baker and the reporter. class.
6. Look at page 78 and 79.

a. Use the words in bold from the interview to fill in the blanks with the information from The Diamond Necklace.
Check with a partner.
1. Have students look at page 78 and 79. fill in the blanks.
2. Demonstrate the activity using the example. 4. Have students check with a partner.
3. Have students use the words in bold from the interview to 5. Check answers as a whole class.
b. In pairs, turn to page 107, File 8. Practice the interview as Matt and a reporter. Swap roles and repeat.
1. Divide the class into pairs. prompts, while Student B (reporter) uses listener's sounds to
2. Have pairs turn to page 107, File 8. show interest.
3. Have Student A (Matt) retell the story using the pictures as 4. Swap roles and repeat.
106
7. Label the pictures using Milly's notes. Listen and check. CD2
81 Narrator: It took place at Mr. Backham's house. Someone stole
1. Have students look at the notes below and label the pictures. his World Cup soccer ball.
2. Have students check with a partner. The suspect was a teenage boy. Matt and Milly found
3. Play audio. Have students listen and check. out that Mr. Backham did it!
They knew because he said the window was broken
Track 81 from outside. But there was no glass inside!
Narrator: Milly's Mystery Theater presents another Baker Twins' Come back next week for another exciting Matt and
story. I'll tell you about…Backham's Ball. Milly mystery!
8. You're going to tell the story Backham's Ball. Work in pairs. Student A, use the words in bold from the
interview and pictures to tell the story Backham's Ball. Student B, use the listener sounds to show you
are listening. Swap roles and repeat.
1. Divide the class into pairs. 3. Have Student B use the listener sounds to show they are listening.
2. Have Student A use the words in bold from the interview and 4. Have students swap roles and repeat.
the pictures to tell the story Backham's Ball. 5. Have some pairs demonstrate the activity in front of the class.
9. Look at page 19. Fill in the table with the information from Toy Trouble. Check with a partner.
1. Have students look at Toy Trouble on page 19. 3. Have students check with a partner.
2. Have students complete the table with information from the story. 4. Check answers as a whole class.
10. You're going to tell the story Toy Trouble. In pairs, Student A, use the words in bold from the interview and
the information in the table. Student B, use the listener sounds to show you are listening. Swap roles and repeat.
1. Divide the class into pairs. 3. Have Student B use the listener sounds to show they are listening.
2. Have Student A use the words in bold from the interview and 4. Have students swap roles and repeat.
the information in the table to tell the story Toy Trouble. 5. Have some pairs demonstrate the activity in front of the class.
Answer key
1.
1 FILM FEAR 2.
4 2 3 1. Film Fear 5. Tara

6
2. on a movie set 6. because she knew about
5 3. threatened a movie star the letter
three other
actors be
...b
...becau e k
se she new
knew
4. three other actors
on a threatened a Tara
abou the letter
about er
tte
t
movie set r
movie star
3b. 4. 6a. 7.
A. Uh huh. D. Wow! 1. I'll tell you about 1. Backham's Ball

The listener The listener
is surprised understands B. Really? E. I see. 2. It took place 2. at Mr. Backham's house
C. What? 3. Someone 3. Someone stole his World
Wow! OK.
4. The suspects Cup soccer ball.
Really? Ah.
What? Uh huh.
5. We found out that 4. a teenage boy
I see. 6. We knew 5. Mr. Backham did it.
6. there was no glass inside.
9.
What Who were the How did
Name? Where? happened? suspects? Who did it?
they know?
Toy Trouble Mr. Johnson's house Someone stole a Madge - the cleaner John - the gardener Because he said he
toy car that costs John - the gardener was collecting the
$10,000. Bill - the driver mail, but there's no
mail on Sundays.
107
Theme 10
lesson 4
the natural world
Aims
82

2. Have students write the words under the pictures. 1. M: Fraction. 5. M: A quarter.
3. Divide the class into pairs and have them check their answers 2. M: Half. 6. M: One fifth.
with their partners. 3. M: One third. 7. M: Percent.
4. Play audio. Have students listen and repeat. 4. M: Two fifths. 8. M: Three quarters.
b. With your partner, fill in the blanks using fractions. Practice saying the answers. Share with the class.
1. Have pairs fill in the blanks using fractions.
Listening
a. You will hear a talk about water usage. b. Match to complete the sentences.
Listen and circle. 83
CD2
Listen and check. 84 CD2
1. Play audio and demonstrate the activity using the example. 1. Play audio and demonstrate the activity using the example.
2. Play audio. Have students listen and circle the correct answers. 2. Have students match to complete the sentences.
Track 83 Track 84
M: People in the UK and Vietnam use water in very different M: More than one fifth of water in the UK is used at home.
ways. In the UK, around 22% of water is used at home. 2. M: People everywhere use water for cooking, cleaning, and
That's more than one fifth of water used. more.
2. M: There are many reasons for using water at home. 3. M: In Vietnam, most water is used for farming.
People use it for cooking, cleaning, washing clothes, 4. M: In the UK, people use water mostly for business and
watering plants, and washing dishes. Flushing the toilet factories.
can also use a lot of water.
3. M: Farms don't use as much water as homes or factories.
Farming has the lowest percentage of water use in the UK.
This is very different from Vietnam.
4. M: Vietnam uses most of its water for farming, and the lowest
amount of water is used in homes.
Only 1% of water is used in homes.
U Useful Language Listen then practice. CD2

85 Track 85
1. Have students look at the Useful Language box. W: What percentage of water do washing machines use in the
2. Play audio. Have students listen to the useful language. house?
3. Have students practice the useful language. M: A washing machine uses almost 25%.
W: What's that as a fraction?
M: That's a quarter.
108
D Reading
a. Read the article and choose the best headline. Fill in the blank.
3. Have students choose the best headline for the article and fill in the blank.
b. Read the article again and write "True" or "False".
3. Have students read the sentences and write their answers.
Speaking Solve the Math Problems

a. You're playing a game in math class. Work in pairs. Take turns asking and answering the questions below.
You win points for every correct answer. Only write the fractions for questions YOU answer.
b. Who's the winner? Share with the class.
3. Have students take turns asking and answering about the numbers in the boxes.
4. Have students only write the fractions for questions they answer, not their partner's answers.
5. Have students record the points they get for every correct answer.
6. Check answers as a whole class to see who the winner is.
Writing a. Read the paragraph. Choose the best conclusion sentence.

2. Have students choose the best conclusion sentence for the paragraph.
Answer key
New Words a. New Words b. Listening a. Listening b.
1. fraction 1. 1/2 1. 22% 1. More than 1/5 of water in the UK is used at home.
2. half 2. 1/4 2. flush the toilet 2. People everywhere use water for cooking,
3. one third 3. 1/3 3. Farms cleaning, and more.
4. two fifths 4. 1% 3. In Vietnam, most water is used for farming.
5. a quarter 4. In the UK, people use water mostly for
6. one fifth business and factories.
7. percent
8. three quarters Reading b. Speaking.
1. False 1. washing machines/house/USA: more than 1/5
Reading a.
2. True 2. homes/UK: more than 1/5
B. Water Safety Planning in Vietnam 3. False 3. faucets/house/USA: less than 1/5
4. True 4. showers/house/USA: less than 1/5
Writing a.
5. False 5. industry/UK: more than 3/4
A is incorrect. It doesn't relate to the topic or body sentences. 6. farming/Vietnam: more than 9/10
B is correct. It paraphrases the topic sentence. 7. industry/USA: more than 4/5
8. homes/Vietnam: 1/100
Writing b.
109
Theme 10
lesson 5
the natural world
3. Divide the board into four columns. Write a different name for then say "Go!" to start the game.
each category above each column. Assign each group a 6. Groups have to write as many words as possible on the board
different category for them to write their answers. for their category in five minutes. Each student can only write
• Things you can recycle (example answer: newspapers) 7. Each group gets a point for each correct word. The winning
• Things you can reuse (example answer: plastic bottles) group is the one with the most points.
• Things you can turn off (example answer: air conditioner)
• Fractions (example answer: one third)
Listening You will hear two students talking about a class trip. Listen and complete questions 1-5.

3. Play audio again and check answers as a whole class. Track 86
Narrator: You will hear two students talking about a class trip.
Listen and complete questions 1-5.
You will hear the conversation twice.
Mary: Where do you think we should go for our class trip,
John?
John: We should go to Black Canyon.
Mary: Oh, yeah. I've heard of Black Canyon. What can we do
there?
John: We can go rafting and hiking.
Mary: Oh that sounds fun! How long does it take to get there?
John: It takes 4 hours by bus.
Mary: Oh, really? Where can we stay?
John: We can stay at a campsite. What about you? Where do
you think we should go, Mary?
Mary: I think we should go to Johnson Caves.
John: Johnson Caves? Why?
Mary: Because it has a hotel. Not everyone likes camping.
John: Hmm, maybe you're right. Let's see what everyone says.
Read the paragraph about what people should do to protect the environment.
D Reading
Choose the best word (A, B, or C) for each space.

2. Have students read and choose the best word (A, B, or C) for each space.
110
D Speaking Play the board game.
Writing a. Read Laura's email to her friend about their coming trip.
Use the email model on page 119 to help you.
3. Have some students read their emails in front of the class.
Answer key
Example. Black Canyon Example. C Students should follow the writing model using
1. go rafting 1. B their own ideas.
2. 4 hours 2. C
3. campsite 3. A
4. Caves 4. A
5. hotel 5. B
111
FOUR, HORSE
NHÀ XUẤT BẢN ĐẠI HỌC SƯ PHẠM TP HỒ CHÍ MINH
280 An Dương Vương, Phường 4, Quận 5, TP Hồ Chí Minh
Điện thoại: (028) 38 301 303 – Fax: (028) 39 381 382
Email: nxb@hcmup.edu.vn
Website: http://nxb.hcmup.edu.vn
I-LEARN SMART WORLD 6 TEACHER'S BOOK
DTP Online Corporation
Chịu trách nhiệm xuất bản:
Giám đốc
LÊ THANH HÀ
Chịu trách nhiệm nội dung:
Tổng biên tập
NGUYỄN KIM HỒNG
Biên tập:
THÁI THÀNH NHÂN
Trình bày bìa:
NGUYỄn VÂn nhã
Sửa bản in:
Nguyễn Thị Ngọc Quyên
Mã số sách tiêu chuẩn quốc tế - ISBN: 978-604-947-561-0
Liên kết xuất bản: Công ty CP Giáo dục Đại Trường Phát
148-150 Nguyễn Đình Chính, Phường 8, Quận Phú Nhuận, TP.HCM
In 500 cuốn, khổ 21,5 x 28,5 cm tại Công ty TNHH MTV In Báo Nhân Dân TP.HCM, D20/532P, Ấp 4, Xã Phong Phú, Huyện
Bình Chánh, TP.HCM; Số xác nhận đăng ký xuất bản: 178-2018/CXBIPH/43-08/ĐHSPTPHCM; Quyết định tái bản số 464/
QĐ-NXBĐHSPTPHCM ký ngày 31 tháng 08 năm 2018. In xong và nộp lưu chiểu năm 2018.
Để tải ứng dụng i-Learn Smart World e-book 6, vui lòng truy cập website
http://smartworld.i-learn.vn/dcr.html
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Teacher - S - Book For Smart Word 6

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Teacher - S - Book For Smart Word 6

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Grant Trew Nguyễn Thị Ngọc Quyên George Seale

Kerry Murphy Nguyễn Thụy Uyên Sa Tom Bevan

Project Manager: Grant Trew

2. School (page 22-31)

3. Friends (page 32-41)

4. Entertainment (page 42-51)

5. Around Town (page 52-61)

7. Robots (page 72-81)

8. The World Around Us (page 82-91)

9. The Future (page 92-101)

10. The Natural World (page 102-111)

About the course

clear and achievable goals concerning practical things in life,

(e.g. describing people's appearance, ordering food in a

restaurant, talking about traditional holidays). These are

Intonation teaching focuses on pitch changes in sentences.

This highlights the ways sounds of English change when

Word Stress This focuses on which syllable is stressed in

Language Input lessons

Content and Culture Lessons

Review and practice lessons

1. Have students look at the pictures and words. Track 02

1. Play audio and demonstrate the activity using the example.

1. Demonstrate the activity using the example.

Useful Language Listen then practice. CD1

1. Have students look at the Useful Language box. Track 04

Practice Practice the conversation. Swap roles and repeat.

Speaking Where do People Live and Work?

New Words a. Listening a. Listening b. Grammar.

1. company 1. False 1. How 1. Where do you live?

1. Demonstrate the activity using the example. Track 06

1. Demonstrate the activity using the example.

Speaking What Housework Do Your Family Members Do?

New Words a. Listening a. Listening b.

1. Demonstrate the activity using the example. Track 10

Practice Practice the conversation. Swap roles and repeat.

1. Have students look at the conversation.

Speaking What's Your Home Like?

New Words a. Listening a. Listening b. Grammar.

Listen and match. 15 CD1

Speaking Tet - A Traditional Holiday in Vietnam

1. Play audio and demonstrate the activity using the example.

1. Demonstrate the activity using the example.

1. Demonstrate how to play the game.

Writing a. Read Mina's letter describing her home.

1. Demonstrate the activity using the example.

Listening Toby: OK.

Useful Language Listen then practice.

1. Have students look at the Useful Language box. Track 21

1. Demonstrate the activity using the example.

Practice Practice the conversation. Swap roles and repeat.

Speaking School Subjects Survey

Answer key Listening a.

New Words a. math art physics P.E. history geography favorite

1. Demonstrate the activity using the example.

1. Play audio and demonstrate the activity using the example.

Useful Language Listen then practice. CD1

Practice Practice the conversation. Swap roles and repeat.

Speaking Let's Join a Club!

New Words a. Listening a. Listening b. Grammar.

2. a. Listen and fill in the blanks. CD1

7. Listen to the conversation about the crime and Track 30

We know who did it!