Teacher’s Book 2 - LanguageCert...Teacher’s Book 2 Elementary International ESOL and Spoken ESOL...

Teacher’s Book 2 Elementary

International ESOL and Spoken ESOL

for Young Learners 2 Tóth Krisztina

CONTENTS Contents 2 Young learners examination 3 Required language proficiency 4 Topic areas and grammar categories 4 Topics for the written examination 4 ESOL sample paper 5 SESOL sample paper, interlocutor's instructions 20 SESOL sample paper 23 ESOL sample paper, instructions to invigilators 24 Useful tips for the young learners exam 29 Tapescript and key 31

Me and my family 31 Daily life 32 My home 35 My school 36 Quick test I - IV 37 Free time 38 Sport and games 40 Country living 41 Holidays 42 Quick test V - VIII 44 Food and shopping 45 Stories 46 Festivals and parties 48 Hobbies and interests 50 Quick test IX - XII 51

Recommended activities and lesson plans 52 Useful tips 58 Assessment 61




Young Learners Examination

A qualification in English for learners aged 8 to 14, ESOL for Young Learners is tested using child-friendly topics such as parties, pen-pals and pets, for example. English language exams for Young Learners are part of a suite of International English Qualifications and serve as a starting point for further progression to City & Guilds General English exams at a later stage. Unique Features of City & Guilds Young Learners The examinations are on demand, with no set exam dates.* The exam deploys appealing pictures and pictorial elements to suit children's areas of interest. Conducted under stress-free conditions, often at the school and by carefully chosen staff. Written and spoken examinations can be taken independently of each other at the candidates' and/or the centre's convenience. The use of monolingual dictionaries is allowed during the tests Focus is primarily on communicative skills rather than vocabulary range or consciousness of grammar The exams are very user friendly in terms of examination length (the spoken exam is about 5 minutes, the written exam is about 2 hours long) Flexibility of the exam preparation process that can be easily and efficiently integrated into everyday classroom activities. The exams ensure a sense of achievement, and thus motivate young learners to achieve further progress. The exams add value to the learning process through achievable targets and objective external assessment. *Please note that in Greece City & Guilds ESOL paper-based exams are offered 6 times a year on set dates. For detailed information about City & Guilds ESOL exams in Greece please visit the following website www.cityandguilds.gr. In Russia there are set exam dates for our IESOL / ISESOL examinations. For further information please contact [email protected]. Who are City & Guilds Young Learner exams intended for? Children between 8 and 14 years of age who desire recognition for their efforts in the English classroom

Teachers of English who want to set realistic and achievable targets for their English classroom as well as to reward their young learners with a feeling of success through an international exam

http://www.cityandguilds.gr/

mailto:[email protected]




Required language proficiency at Basic or Elementary levels: ELEMENTARY Uses a limited range of language sufficient for simple, practical needs. In more exacting situations, there are frequent problems in accuracy, fluency, appropriacy and organisation, so that normal communication and comprehension frequently break down or are difficult to keep going. Elementary: Requirements at Basic Level plus: Past Simple and Past Continuous Simple Future tense and the use of GOING TO questions and negations the past forms of some irregular verbs auxiliaries CAN, MUST, COULD, WOULD pronouns (relative, reflexive, possessive) the use of SO adverbs (well, fast, slowly, etc.) comparatives and superlatives of adjectives Topics for the Written examination (2 hours): Places: home, school, city, favourite places People: family, friends, teachers, classmates, pen-friends Special events: holidays, celebrations Everydays: school-life, sports, hobbies, free time, animals, meals Fantasy world: fairy tales, legends, robots, sci-fi Topics for the Spoken examination (5 min. preparation + 5 min. exam) Home, family, school, everyday activities, leisure time, travelling, holidays, shopping, animals, services,












































































Useful tips for the Young Learners exams

Things you need for the exam: pens

food and drink

an official document with your photo (student ID card/ ID card/ Passport)

Optionally you can bring an English-English Basic Dictionary

Exam rules:

Do not arrive late. Latecomers cannot enter the examination room.

Do not have anything else on the desk apart from things needed for the exam.

Switch off your mobile phone and do not take it into the examination room.

Do not look at anybody's test or talk to anybody during the exam.

Do not disturb others by any noise.

If you have a question, put up your hand and the invigilator will go to you.

Write your name in CAPITAL LETTERS on the test: e.g. ADAM KOVACS

General advice: ALL OF THE QUESTIONS SHOULD BE READ CAREFULLY.

If you don't understand something check it in your dictionary (please note that the use of dictionaries is not mandatory).

If you are not sure about the spelling of a word check it in your dictionary (please note that the use of dictionaries is not mandatory).

CHECK YOUR WORK CAREFULLY.

You have plenty of time to go through your answers time and time again.

Do not leave anything empty. Guess if you do not know the answer at all.

If you have time, read your composition more than once to spot mistakes.

Your corrections must be clear.

Write as many words as indicated, e.g. Use one to three words for each note.

Do not worry. If you do, drink something or take some deep breaths.

Trust yourself and your own knowledge.

Listening: Read the questions and study the examples carefully.

You can take notes and write your answers later if you are not sure about an answer.

When the Invigilator is silent, study the example, study the possible answers or check your answers.

English Usage: Remember that there are five extra words on the list, so put a tick next to the words you have used.

Fill in the easy gaps first, then try the more difficult ones.

Read the text many times to make sure that you used the right words to fill the gaps.

Trust your instinct. Be brave to change your answers.




Reading One: Look for clues in the meaning of the whole text, punctuation, grammar, vocabulary and layout.

Reading Two: Check every unknown word in your dictionary. Here it is good if you understand everything (please note that the

use of dictionaries is not mandatory).

Be careful. Do not let yourself be tricked. You will read the same word in more than one sentence. You can give the right answer if you understand the whole sentence, not only words.

Reading Three: Here you do not have to understand everything.

Read the questions carefully and simply pick the answers to the questions.

Reading and Writing: Make sure you understand the Reading part perfectly.

There may be several parts to the answers, make sure that you answer all of them.

If you have to reply to a letter, you should use a letter format. (greeting, body, closing, signature)

Writing: You have a choice of two topics. Choose the one you can complete more easily.

Write as many words or sentences as are asked.

Think about what tense, format and structure you should use.

Read the whole test over once you have finished to spot mistakes.




ELEMENTARY UNIT 1 ME AND MY FAMILY TAPESCRIPT I. / 3. My name is Ranjit. I live in Delhi, India. India is a very big country. I have three brothers and two sisters. We live in a nice house. I’m 11 years old. I’m a good student. I. / 6.

a. difficult b. student c. horrible d. return e. cousin f. aunt I. / 9. My name is Tom. I am eight years old. I live in Mexico. I have three brothers. I live in a big house. My grandmother and grandfather live there, too.

KEY I. / 1.

a. two b. doctor c. teacher d. one e. artist f. music teacher I. / 3. big / three / two / nice / eleven / good




I. / 4. grandfather aunt grandchild uncle father daughter mother grandchildren cousin grandmother wife brother husband sister I. / 5.a. difficult easy big small long short fast slow hot cold lovely horrible new old young old good bad cheap expensive

UNIT 2 DAILY LIFE TAPESCRIPT II. / 2. 1. I rarely watch TV, because I prefer reading. 2. I usually have breakfast at 7 am. I often have some yoghurt and cornflakes for breakfast. 3. I go to sleep at 9 pm. I often read a good book before going to bed. II. / 4. My father is a doctor. He is a very busy man. He gets up at 6 am. He has breakfast. and goes to work by car. He worksin a hospital. He treats patients. He only has a sandwich for lunch, because he is in a hurry. He comes home late in the evening. He is always very tired. He goes to bed at 10. My father is very clever and I love him. I want to be a doctor, too.




II. / 5. My mum is a music teacher. She is a busy lady. She gets up at 6 am. She has breakfast and goes to work on foot. She works in a music school near our home. She teaches music to young children. She comes home in the afternoon. She makes dinner for us. She goes to bed at 10 pm My mum is a very good teacher and I love her. I want to be a teacher, too. II. / 12. Monday Tuesday Wednesday Thursday Friday Saturday Sunday II. / 14. I go to school on weekdays. I get up early every day. I have some free time in the afternoon. Sometimes I go swimming. I go to bed at 9 o ’ clock.

KEY II. / 1. a. what’s b. what’s c. where d. what’s e. what’s II. / 2. 1-3. 2-2. 1-1. II. / 4. is / busy / gets up / has / goes / by / works / only / home / always / bed / clever II. / 5. is / a / gets up / has / work / works / teaches / comes / dinner / goes / good




II. / 7. a. doctor artist music teacher teacher pilot baker nurse shop assistant actor singer car mechanic cook II. / 7. b. doctor artist music teacher teacher pilot baker nurse shop assistant actor actress singer car mechanic writer police officer II. / 9. a. F b. T c. F d. T e. T f. F II. / 12. b. WEEKDAYS WEEKEND Monday Saturday Tuesday Sunday Wednesday Thursday Friday




II. / 12. c. 1. There are seven days a week. 2. There are five weekdays. 3. There are four weeks in a month. 4. There are 52 weeks in a year. 5. There are 12 months in a year.

UNIT 3 MY HOME TAPESCRIPT III. / 3. My mum’s favourite place in the house is the kitchen. It’s quite modern. It’s sunny and very tidy. The walls are yellow. There’s a big fridge on the left. Next to the fridge there’s a dishwasher. The cooker is on the right. The table is in the middle of the kitchen. There’s a fruit plate on the table, full of apples, oranges and bananas. III. / 9. London is a noisy city. A lot of people live there. Cathy and George live there, too. They live close to each other. They go to school together by bus every day.

KEY III. / 3. favourite / modern / tidy / left / the / on / of III. / 6. yellow, red, blue, black, brown, white, purple, orange, green




UNIT 4 MY SCHOOL TAPESCRIPT IV. / 4. On Monday, the first lesson is maths, the second one is physics, then French, English and PE. On Tuesday PE is the first, the second lesson is literature, then grammar and Spanish. We don’t have a fifth lesson on Tuesday. On Wednesday the first lesson is maths, the second one is biology, then geography and the last one is history. On Thursday we start with English, then we have a French lesson, the third lesson is computer studies, then music, and the fifth lesson is Spanish. The first lesson is PE on Friday, the second one is literature, then grammar, English and history. IV. / 9. Mrs Jones has her own desk in front of the whiteboard. Mary and Julie sit right in front of her at the first desk in the middle. Peter and Bradley sit at the first desk on the left. Behind them Mark and Robert sit at the middle desk. Linda and Anna sit in the last row on the left. Susan and Cathy sit behind Mary and Julie in the middle. Jason and Jacob sit on the right in the first row. Ben and Tom sit behind them. George and Nick sit in the middle in the last row. Rachel and Liz sit in the last row on the right. IV. / 11. I learn a lot every day. I have little free time. I write my homework at home. My desk is big and tidy. I also have bookshelves in my room. I really like reading.

KEY IV. / 1. window, desk, door, whiteboard, picture, map, flowers, computer IV. / 3. ARTS SCIENCES LANGUAGES OTHER music maths English PE history physics French grammar computer studies Spanish literature geography biology




IV. / 4. Monday Tuesday Wednesday Thursday Friday 1. maths PE maths English PE 2. physics literature biology French literature 3. French grammar geography computer

studies grammar

4. English Spanish history music English 5. PE Spanish history IV. / 9. Mrs Jones First row Peter, Bradley Mary, Julie Jason, Jacob Second row Mark, Rob Susan, Cathy Ben, Tom Third row Linda, Anna George, Nick Rachel, Liz QUICK TEST I. – IV. 1. b 2. c 3. c 4. d 5. b 6. b 7. a 8. d 9. c 10. a




UNIT 5 FREE TIME TAPESCRIPT V. / 2. I love all the Harry Potter books. I’ve read all of them twice. I’m a real fan! The writer of the books is J. K. Rowling. The main character is a boy called Harry Potter. His parents were killed by Voldemort. Harry goes to a magicians’ school. His best friends are Ron and Hermione. In The Chamber of Secrets a monster attacks the students. Harry is very brave. He kills the monster and the school is safe again. V. / 5. I really like cartoons and funny films, but I love films about nature the most. I love nature, especially animals. My favourite channel is National Geographic. There are amazing films all day. My favourite films are about the ocean. There are even sharks there. They are really scary! V. / 7. - Hello. This is Cathy Green speaking. - Hello Cathy! This is George here. Shall we go to the cinema on Saturday? - What a good idea! What would you like to see? - I don’t know. Let’s look at the programme! Star Wars is on at 3 in the Cineworld. How about that? - Oh, I don’t like science fiction films very much. Look, Harry Potter is on at 3 and 4.30 in the Empire! Harry Potter is my favourite, you know! - I know you like it, but I’m afraid I don’t. I’d like to see Superman. It’s on at 4.30 in the Cineworld. - Oh, I’m afraid Superman is not for children. - You are right. And 6 o’clock is too late for us, so we can’t see The Lord of the Rings in the Cineworld or Spiderman in the Odeon either. - You are right. Well, we could see The Pirates. What do you think? - All right. It’s at 3 o’clock. When shall we meet? - Let’s meet at 2.30 at the bus stop. My mum will come with us. - OK, see you then. Bye! - Bye!




V. / 9.a. - Good afternoon. - Good afternoon. Can I help you? - We’d like to buy two tickets, please. - Which film would you like to see? - We’d like to see The Pirates. - Would you like to see it in the evening or in the afternoon? - We’d like to see at three o’clock in the afternoon. - How many tickets would you like to buy? - We’d like to buy three tickets, please. - Where would you like to sit? - We’d like to sit in the front. How much is that? - It’s £ 9. - Here you are. - Thank you. Here are the tickets. - Thank you. Goodbye. - Goodbye. V. / 11. When I have some free time, I often go to the cinema. First, I choose the film I’d like to see, then I buy a ticket online. I usually go to the cinema with my friends, but my parents always go with us. After the film we usually have some ice cream.

KEY V. / 2. love / all / writer / boy / to / are /a / the V. / 5. a. F b. T c. F d T V. / 7. Empire, 3 pm: Harry Potter Cineworld, 4 pm: Superman Cineworld, 6 pm: The Lord of the Rings Odeon, 6 pm: Spiderman V. / 9. help / tickets / see / evening / three / many / please / like / much / you / thank




UNIT 6 SPORT AND GAMES TAPESCRIPT VI. / 4. C.: - I’m not as sporty as you are. I know you are really talented at sports. G.: - Oh, come on, I’m not that good. And you can swim faster than me. Last week when we went swimming you swam twice as many meters as I did. C.: - Well, you’re right. But I can’t run fast, no matter how hard I try. G.: - You should jog first, or walk fast, and not just give up after a few minutes. We could go jogging together. C.: - What a good idea. And we could go cycling in the afternoon. G.: - Oh, I’d love that! And I could teach you how to play tennis if you want. C.: - That ’s so nice of you, thank you. I’d also like to learn to play football and ride a horse, but I’m not interested in playing football at all! G.: - Well, I’m a huge fan of Manchester United, so I am definitely interested in football. C.: - We can still be friends, can’t we? G.: - Of course! VI. / 10. We have 32 teeth, two ears, two eyes and a lot of hair. Sport is very important, because it makes your body strong and healthy. You must eat well, sleep well and stay fit. If you follow my advice, you will be healthy.

KEY VI. / 2. ONE TWO 32 A LOT OF 10 head eyes teeth hair toes chest feet fingers neck hands stomach knees back ankles mouth arms face legs nose shoulders ears VI. / 4. Cathy can run, swim and ride a bike.




UNIT 7 COUNTRY LIVING TAPESCRIPT VII. / 7. My dog’s name is Bobby. He’s three years old. We bought him when he was a puppy. He was really cute and ran up to me. He is a loyal and well-behaved dog. Of course he’s naughty sometimes, but I don’t think it’s a problem. Whenever I’m sad or tired, he feels it and tries to cheer me up. We have to take him for a walk twice a day. It’s hard to go out in winter and early in the morning, but walking is healthy and it’s important for Bobby. His favourite food is meat, but he always begs for a bite when he sees us eat something. He is a very clever dog. He wags his tail when I arrive home. I love him. VII. / 10. I like going to the zoo. I can watch interesting animals. I like taking photos of them, too. Elephants are my favourite animals. They are big, strong and beautiful. My sister likes tigers. Last year we saw tigers and elephants in a circus. It was very interesting.

KEY VII. / 1. a. TOWN VILLAGE busy peaceful polluted clean noisy quiet crowded lovely VII. / 3. a. 3., 1., 2. VII. / 3.b.

a. She is feeding the animals. b. She is picking apples. c. She’s watering the flowers. d. She’s making plum pudding.




VII. / 4. farm forest river sheep owl fish bee fox mosquito rabbit blackbird fly cow horse chicken duck VII. / 7.

a. His dog’s name is Bobby. b. Yes, they do. c. Yes, he is. d. His favourite food is meat. e. He wags his tail when George arrives home.

UNIT 8 HOLIDAYS TAPESCRIPT VIII. / 2. - Good morning. - Good morning. I’d like to buy a ticket to York. - Single or return? - Return, please. - First or second class? - First class, please. Is there a buffet car? - Yes, there is. - How much is the ticket? - It’s £ 9.50. - Here you are. - Thank you. Here’s your change. And here’s your ticket. - Thank you. Do you happen to know if the train’s on time? - Yes, it is on time. And it’s platform 6. - Oh, thank you. Goodbye. - Goodbye.




VIII. / 5.b. Hello children. I’m going to talk about our summer camp. Camp starts on 1 July. We are going to the sea by coach. You should bring summer clothes, some sandwiches and a bottle of mineral water. Don’t forget some sunscreen, either. You can bring a book or some magazines to read. We will play a lot on the beach and walk a lot in the nearest town. We can play beachball or build sandcastles if you like. We are going to stay at a nice hotel. Mind you, you can’t stay up late at night or watch too much TV. The camp costs £ 98. And please ask your parents for their phone numbers. Should anything bad happen, we can call them. That’s all for today. If you have any questions, just ask me. VIII. / 10. - Hello. Hotel Holiday. How may I help you? - Hello, this is Mr White speaking. I’d like to reserve a room at your hotel. - Certainly, sir. When would you like to arrive? - We’d like to arrive on 15 July. - How long are you planning to stay? - We’d like to stay for two weeks. - How many rooms do you need? - Two rooms, please. How much would that be? - Two standard rooms for two weeks cost £1200. - Is breakfast included in the price? - Yes, of course. And both rooms have a balcony. - Wonderful, thank you. How much do I have to pay in advance? - I’ll send you an e-mail with all the details. - Thank you. My e-mail address is [email protected]. - Thank you very much. I’ll write the e-mail straight away. - Thank you. Goodbye. - Goodbye. VIII. / 11. I love travelling by plane. It’s faster than travelling by car. This summer we are going to the USA. We are going to stay at a nice hotel. We’re going to see famous places. I’m really excited, because love travelling.

KEY VIII. / 1. b. Travelling by car is slower than travelling by plane. Travellingby train is more comfortable than travelling by plane. Travelling by train is slower than travelling by plane.

mailto:[email protected]




VIII. / 5.b. Summer camp camp starts 1 July ways of travelling coach location seaside what to take summer clothes, a book, sandwiches, water what we will do walk, play beachball, build sandcastles what we can’t do stay up late, watch TV costs £ 98 ask parents about phone numbers VIII. / 8. I'll go and get a trolley. - baggage reclaim Fasten your seat belt. - plane All baggage should be labelled. - check-in Put your keys and coins on the tray, please. - security check Can I see your passport, please? - passport control VIII. / 9. a. They would like to travel in summer. b. He’d like to reserve two rooms. c. They’d like to stay for two weeks. d. He’d like to reserve a room with a balcony. e. Breakfast is included in the price. VIII. / 10. Dear / am writing / are / here / loved / love / comfortable / nice / tell QUICK TEST V. – VIII. 1. a 2. c 3. c 4. a 5. c 6. b 7. c 8. b 9. d 10. d




UNIT 9 FOOD AND SHOPPING TAPESCRIPT IX. / 5.a. So, if you want to make pancakes, you need some flour, sugar, a pinch of salt and some milk. Mix the ingredients in a bowl. Heat some oil in a saucepan, and when it’s hot, put some of the mixture into the saucepan. When the pancake is ready, turn it over. You can fill it with some jam or chocolate cream if it’s cold. IX. / 13. I’m going shopping. I’m going to buy some food. I’m going to make dinner for my family. I need some bread, milk, six eggs, vegetables and two bottles of mineral water. My shopping bag is going to be very heavy.

KEY IX. / 1. apple, carrot, pineapple, peach, tomato plum, cucumber, grapes, peas, strawberries raspberries, beans, cherries, lemon, orange IX. / 3. a.

smoothie fish and chips sandwiches milk cod bread bananas potatoes butter strawberries flour cheese honey oil cucumber eggs

IX. / 5. a. oil, flour, sugar, a pinch of salt, milk, heat, hot, turn, mix IX. / 8. c. - Good afternoon. - Good afternoon. - Can I have a plum soup, chicken with rice and apple pie for dessert, please? - Anything to drink? - Yes, iced tea, please. - How much is that? - It’s £ 7.10. - Here you are. - Thank you. Goodbye. - Goodbye.




IX. / 9. bakery bread, rolls fishmonger’s fish bookshop books florist’s flowers grocery shop milk, mineral water chemist’s medicine greengrocer’s apples, bananas IX. / 10. write a shopping list take a shopping bag park the car put goods into the trolley check the shopping list stand in the queue pay at the cashier’s

UNIT 10 STORIES TAPESCRIPT X. / 4. 1. Anna is wearing a blue T-shirt and a green skirt. She is holding a dotted white bag. Her shoes are black. 2. Bradley is wearing a white T-shirt, a black baseball cap and a pair of blue jeans. His trainers are brown. 3. Mrs Jones is wearing a white blouse, a black skirt and black shoes. She's wearing glasses. X. / 9. Superman is a hero. He was a cartoon figure first. His story was made into films, too. He came from another planet. He is very strong and helpful. Whenever someone is in trouble, Superman flies there and always helps them.




KEY X. / 1. c.

invite invited live lived come came visit visited show showed leave left bring brought can could see saw settle settled eat ate approach approached hide hid continue continued get got go went

X. / 1. d.

a. The country mouse had some corn and dried berries for dinner. b. The city mouse had bread, cheese, fruit and cereal for dinner. c. They couldn’t eat the food, because a cat came. d. They saw two cats. e. The country mouse wanted to go home because it wanted to enjoy dinner in peace. X. / 2. b. a. Where was he born? b. Who found him? c. What is his job? d. What is he like? X. / 4. 1. Anna 2. Bradley 3. Mrs Jones X. / 7. a. The poem is about a canary. It's also about happiness and love. b. The canary is yellow. c. It eats bread and seeds. d. You should be nice to your friends and they will return your kindness.




UNIT 11

FESTIVALS AND PARTIES TAPESCRIPT XI. / 4.a. Dear Mike Thank you for the birthday greetings.

I’m so sorry you weren’t here at my birthday party. It was amazing! I invited all my classmates and we had so much fun! We played card games, listened to some music and laughed a lot. I even played my guitar and my friends loved it. The food was fantastic. My mum baked a delicious chocolate cake and we ate sandwiches and salads, too. The best present I got is a tablet PC. I just love it! It has got a lot of functions and I can use it anywhere. I hope you are fine. How is your family? Are you going on holiday this summer? Would you like to visit me in August? I’m looking forward to hearing from you. Write me as soon as you can. Your friend,

George XI. / 9. There are twelve months in a year. I was born in July. I always throw a birthday party. I invite all my friends. Last year I got a new bike for my birthday. I was so happy! I ride my new bike almost every day. It’s the best present I’ve ever got!

KEY XI. / 1.

winter spring summer autumn December March June September January April July October February May August November

XI. / 2. b. 1. T 2. F 3. T 4. F




XI. / 3. MENU BIRTHDAY PRESENT chocolate cake a tablet orange juice books sandwiches football cards salad new music CDs crisps a fountain pen carrot sticks a new bike XI. / 5. a. online shopping download videos and films take photos listen to music gather information write e-mails XI. / 5. b. switch on computer select name write subject write e-mail check spelling attach a file send e-mail switch off computer XI. / 7. day / think / wait for / fireworks / greet / new




UNIT 12 HOBBIES AND INTERESTS TAPESCRIPT XII. / 2. a. My hobby goes back to my childhood. I got my first mascot when I was born. Then I got a huge teddy bear for my second birthday. From then on, I’ve got and bought more than a hundred teddies! b. I work a lot every day and I need some fun. That’s why I decided to take on a hobby. I found a dance class five years ago. It’s amazing! It’s fun and exercise at the same time. c. I know it’s strange but I can only do my hobby when the wind is blowing. I started flying a kite with my friends at school and I’ve been doing it ever since. I’m standing or running on a hill and watch my kite fly in the sky – it’s just beautiful! XII. / 4. R2D2 and C-3PO are two famous robots from the famous Star Wars series. R2D2 is a really brave robot which protects its masters. It’s also a pilot’s assistant and starship mechanic. It has a lot of arms with tools, like a torch and a computer. It talks with beeping and whistling. It’s one metre tall. It’s best friend is C-3PO. C-3PO is a shiny metal robot. It’s 170 cm tall. It was originally made to help with housework. Its best friend is R2D2. It’s not very brave, but it’s a perfect translator and communicator. XII. / 9. My hobby is playing chess. I often play with my father and brothers. I also like playing chess online. I learnt to play when I was four years old. I think I’m quite good at it. The only problem is that a game takes a long time and unfortunately I don’t have that much free time.

KEY XII. / 1. babies lullaby teenagers pop, rock, heavy metal, rap elderly people opera, classical music young adults jazz, pop, rock adults pop, jazz, classical music XII. / 2. stage / singer / drumsticks / keyboards / electric guitar / spotlights / microphones / speakers




XII. / 3. a. collecting teddy bears b. ballroom dancing c. flying a kite XII. / 4.

R2D2 C-3PO What it can do: protect its master, assist a

pilot do the housework, translate

Tools it has: torch, computer - How tall it is: one metre 170 cm

XII. / 6. a. How tall is it? b. When were the first giants described? c. What is it like? d. What does it look like? QUICK TEST IX. – XII. 1. c 2. d 3. a 4. a 5. d 6. c 7. b 8. c 9. d 10. b




Level: elementary Topic: School and school subjects Objectives: Students will learn names of school subjects. They will practise yes / no questions. Materials / realia needed: cards with school subjects on them, activity cards with different classroom situations on them, whiteboard Activities: 1. Distribute cards with school subjects on them. Students walk around and find out how many of them like the subject in the card. When ready, they report back. 2. Give students cards with various classroom situations on them. Ask them to work in pairs to act out the situations. a. You are late for class. b. You don't know what the homework is. c. You don't understand what the teacher says. d. You forgot to switch off your mobile phone. e. You would like to leave before the end of the class. Students might switch situations. Ask volunteers to act out a situation. 3. Draw a school timetable on the board. Ask students to tell you what kind of subjects they would like to study in a dream school. Fill in the table following their instructions. Elicit more vocabulary about facilities they would like to have. Feedback: Draw typical images of subjects onto the board. Students tell you which subject you have in mind. Ask them to list arts, sciences and languages.




Level: elementary Topic: The class and the classroom Objectives: To get to know the class. Students will be able to talk about their family. Materials / realia needed: Whiteboard Activities: 1. Introduce yourself to the students. Ask them to work in pairs. Brainstorm questions they might ask when meeting someone for the first time. Write the questions onto the board. Students ask and answer the questions. When they are ready, ask a volunteer to stand behind his / her pair and talk as if (s)he were him / her. The other students might help by asking questions. 2. Ask students to look around in the classroom. Ask them to close their eyes. Ask them to list as many objects and colours they have seen in the classroom as they can. 3. Draw your family tree onto the whiteboard. Students draw their own. Ask them to work in pairs and find out who is who in their classmate's family. Feedback: Ask students questions about the class. a. Whose name has the most letters? b. Who comes from the largest family? c. Who is the tallest? d. Who wears glasses? e. Who was born in May?




Level: elementary Topic: General Objectives: Students will practise the letters of the alphabet. They will learn how to talk about positions of objects in a picture. Materials / realia needed: Copies of simple drawings with simple colourful objects in different places. There should be differences between picture A and B. Activities: 1. Each student says a word following the letters of the alphabet. 2. Write ' I've packed my bag for America and I've put ... in it. ' Students say one word each, following the alphabet and repeating the words others have said. 3. Draw a rectangle shape and a ball onto the board. Draw the ball in different positions. Elicit the following words: under, on, next to, behind, on the left, on the right. Distribute A and B pictures to pairs. Students cannot see the other picture. They instruct the other student to draw the picture they have step by step. When ready, they compare the pictures and see if they have folloed the instructions correctly. Feedback: Ask students to describe the classroom. Use the phrases they needed when they were drawing the pictures




Level: elementary Topic: Actions Objectives: Students will be able to talk about actions happening at the moment Materials / realia needed: whiteboard, cards with actions on them, pictures from magazines Activities: 1. Ask students what they are doing at the moment. 2. Draw a very simple landscape onto the board (e.g. hills, a path, a house, a dog, a car etc.). Draw a simple figure somewhere in the picture. Explain students that the figure is you. Tell them what you are doing in the picture. Ask volunteers to draw themselves into the pictures and tell the class what they are doing. 3. Distribute pictures taken from magazines. Ask students to work in small groups and describe the pictures. 4. Distribute cards with actions on them. Ask students to act out the actions. Speaking is not allowed. Others guess. Feedback: Use the pictionary in the coursebook. Ask students to tell you one sentence about each picture.




Level: elementary Topic: Health Objectives: Students will revise words connected to a healthy lifestyle. Materials / realia needed: cards with sentences on them Activities: 1. Tell students three sentences about yourself. One of the sentences should be false. Students guess which sentence is false. Make sure that the sentences are connected to the topic. Students work individually and work out their own sentences. When ready, they read them out to the class. 2. Distribute cards that read ' Find someone who....’. Students walk around and ask the others questions to find someone who does what is written in the card. (E.g.: Find someone who doesn't like vegetables. Find someone who can ride a bike. Find someone who always has dinner.) Students report back. 3. Elicit names of food items. Ask volunteers to write them onto the board. Ask students to circle the healthy ones. 4. Students work in groups. Tell them that they will create a menu for their own restaurant. Elicit names for the restaurants. Discuss what parts a menu has. Students report back when ready. Feedback: Students act out dialogues in the restaurant of the other group. Ask them to ask for healthy dishes. You might want to act out dialogues about problems in a restaurant.




Level: elementary Topic: Topic areas chosen from the coursebook Objectives: To revise some of the vocabulary items learnt during the course. To practise pronunciation, sentence formation and spelling. To strengthen problem-solving capabilities and promote co-operation within the class. Materials / realia needed: whiteboard, cards with shapes or colours Preparation ahead: Fill in the table as represented below with words taken randomly from the coursebook. (Table 1) Define column: define the word for the students. Spell column: write the word onto the board and students spell it Say it column: write the word onto the board and students read it out Make a sentence: write the word onto the board and students make a correct sentence using it Procedure: 1. Explain students that they will work in small groups. To form groups, you might want to distribute cards with different colours or shapes. Once the groups have been formed, show students the empty table on the board (Table 2). Explain that they will define, spell and pronounce words as well as form sentences with them. Choose an example to demonstrate the four tasks. Tell students that the numbers on the left indicate the number of points given if they get the word right. Write the name of the groups on the board. 2. A volunteer asks for the first word from the table, e.g. define 2. 3. Give the definition for the second word in the 'define' column. If students get the word right, write the points on the board. If they don't, the other groups can try. 4. Continue until all the words are covered in the table. Make sure students use polite forms when asking for information. The winner team might get a prize. Feedback: Ask students which words they have found the easiest and the most difficult. Make new sentences together using the most difficult words. Table 1

define spell say it make a sentence

1 classmate cucumber treat fly 2 season expensive breakfast strict 3 dishwasher quiet exciting monster 4 polluted bookshelves literature seagull 5 queue mosquito physics lullaby

Table 2

define spell say it make a sentence

1 2 3 4 5




USEFUL TIPS There is a picture-based task in every unit. The pictures of the pictionary at the back of the book might help students with the key words. UNIT 1 Students might bring a family photograph to class and introduce their family members. UNIT 2 Page 13 7.b. Students find out which job is not shown in 7.a. They might ask and answer questions about the jobs. Page 14 9. Students could write more true or false sentences about other jobs. UNIT 3 Students might find London in a map. It is also advisable to explain the concept of the United Kingdom. Some postcards, coins or tickets could also be used to make the lesson more interesting. UNIT 4 Compare your classroom to the one on page 23. UNIT 5 Page 31 Ask students to bring a copy of their favourite book to class. They could talk about it to the others and describe what they can see on the cover. Brainstorm about TV programmes and films students like. They could sum up the story of a film and others might guess which one it is. Make sure they practise accepting and refusing invitations to the cinema. UNIT 6 Page 39 7.a. Students might practise the dialogue about objects they can see in the classroom. Elicit more vocabulary about sports with drawing objects connected to different types of sports on the board. A simple sport quiz could also be used to introduce the topic. Questions might include the following: 1. Which sport can be played by four people: tennis or volleyball? 2. Can you name an extreme sport? 3. What's the name of the sport event that is in every four years? 4. Who are the most famous football players now? 5. Which is bigger: a football or a basketball?




UNIT 7 Students might work in groups to gather pros and cons of living in a city/ the country. They could compare and contrast ideas using adjectives listed on page 42. Students could describe animals while others guess which one it is. They might write on a card what their favourite animal is. Cards could be jumbled and when a card is picked, the class might try to guess whose favourite it is. UNIT 8 Page 48 Make sure students practise the dialogues on page 48. Encourage them to use similar structures in the dialogues on page 49. Identify as many countries on a globe or in an atlas as you can. Encourage students to talk about their dream destinations and the activities they would do on a dream holiday. They could also talk about their last holiday. UNIT 9 Before starting the unit, elicit fruit and vegetable names. Page 56 Ask students to list the ingredients of a dish they have in mind. Others guess which one it could be. Page 58 6. After having listened to each other, students might decide if the food items listed in one's daily consumption are healthy or not. Create a healthy diet by listing the healthiest food items. Make sure students use 'should' and 'shouldn't' when discussing a healthy lifestyle. Page 59 Students might act out dialogues about problems that might happen in a restaurant. Problem cards might include the following: 1. The soup is cold. 2. I didn't order ......... . 3. The bill is not correct. Page 61 Make sure you ask students to cover A or B so that the other student cannot see the solutions. UNIT 10 Page 62 Students might act out the story. Page 65 Make sure realia is used when acting out the dialogue in a clothes shop. If there is some time left, students might also act out some problems they could have when going shopping, eg. problems with the size or the colour, or having to return an item.




UNIT 11 Page 69 Encourage students to write an invitation to their birthday party. Discuss the food they would like to have and the birthday presents they dream of. Students might be asked to prepare for a group presentation about a national holiday or festival. UNIT 12 Music always helps a lot to make students relax. They could talk about their favourite bands or listen to a song by them.




Assessment:

The examinations are assessed in London, by professional trained markers, who focus on the success of transferring a communicated message. Milestones of assessment include:

Range (tenses, modals, articles, adjectives, adverbs, pronouns, prepositions etc.)

Purpose Achieved (Reading & Writing) The candidate has read the text, understood it and responded appropriately, e.g. answered points required in a letter or message; responded to a prompt in an appropriate manner giving correct information, etc.

Impression Marks awarded for overall impression of tone, relevance, depth, fluency and appropriacy for each particular level clothes, sci-fi

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