Sign Up 2
to Eng

h
lis

Contents
Introduction

2

Starter unit - A new start

5

Unit 1 - Living online

8

Unit 2 - Eating well, living well

16

Unit 3 - Different strokes for different folks

24

Unit 4 - Explore the world

32

Unit 5 - Risky Sports

40

Unit 6 - Lifestyles and trends

48

Unit 7 - The best and only one

56

Unit 8 - The future in our hands

64

Tests 1 to 3

72

Tests - Answer key

81

Grammar reference - Answer key

83

Project work activities


84

Audio CD - Track list

87


Teacher’s Book

Introduction

Introduction
General Characteristics of the Series
Sign Up to English is a three-level series specially designed
for teenagers studying English as a foreign language. The
series provides real-life situations, interesting topics and
engaging activities in the Course Book to foster the use
of the target language in class in meaningful contexts.
The activities aim to provide learners with opportunities to
practise the language in a consistent and productive way.
Personalisation is a strong feature in Sign Up to English.
Students are given various opportunities throughout the
units of the Course Book to relate what is being learned
in class to their own experience. Themes involving ethics,
environmental issues, health, cultural plurality, education,
work and citizenship permeate most of the activities and
are used in interesting reading texts, exciting projects
and thought-provoking discussions.
The technological element in the Course Book (through

the Project Work activities and interactive games on
the Student’s Interactive CD-ROM) responds to the
interests of teenagers and provides extra opportunities
for learners to use the language in real-life situations.

Components of Sign Up to English
For each level the series provides a Course Book (with a builtin Workbook, a Grammar Reference section and a Student’s
Interactive CD-ROM) and a Teacher’s Book (with an Audio
CD). A stand-alone component is the Teacher’s Resource CDROM which features photocopiable activities for extension
and consolidation, and extra photocopiable tests.

Course Book
The Course Book contains:
• A Scope & Sequence section
• A Starter Unit
• 8 Units of four lessons each
• 8 Review sections (one per unit)
• 8 World Issues sections (one per unit)
• A Workbook section
• A Grammar Reference section
• A List of Irregular Verbs (for levels 2 and 3)
• A Student’s Interactive CD-ROM

2

The Scope & Sequence section consists of two pages with
detailed information on syllabus distribution, including
functions, grammar, lexis and recycling for every unit.
The Starter Unit is a two-lesson introductory unit with
varied activities that allow for the recycling or effective

teaching of the minimum language requirements needed
to start the course. For teachers, the Starter Unit is also
a useful tool for conducting an initial diagnosis of new
students’ background knowledge of English.
The following eight Units contain four lessons each,
and are followed by a Review lesson and a World
Issues section. Each lesson consists of a double-spread
section; consequently, each unit contains 12 pages
(except for the Starter Unit which has two doublespread sections covering 4 pages). The lessons are
theme-based and contain a wide array of reading text
types to contextualise and present the target language.
The four macro skills (reading, listening, speaking and
writing) are well balanced and addressed in all the
lessons of the units.
The Review section appears after lesson 4 in all the
Units in the Course Book and it is a very useful tool for
students to revise the contents they have learned.
World Issues is a section that accompanies the Course
Book with exciting articles and activities spread over
16 colourful pages. There is a double-spread World
Issues section per unit. World Issues texts focus on the
development of reading skills and enhance students´
ability to express points of view and discuss topics of
interest. The World Issues section contains a link to a
Project Work activity every two units. (See Student’s
Interactive CD-ROM.)
The Workbook section appears at the end of the Course
Book and consists of 32 pages (4 pages per unit). The
Workbook provides a series of activities for practice and
consolidation of the structures and vocabulary learned in

each lesson of the Course Book and is meant to be done
by students at home.
The Grammar Reference is a user-friendly section with
grammar boxes and exercises for extra grammar practice.
Throughout the units of the Course Book, students
will find Sign Up to Grammar boxes that direct them to
the Grammar Reference section for further examples


Student’s Interactive CD-ROM

Each Course Book is accompanied by a Student’s
Interactive CD-ROM with two interactive games that
can be played at the students’ convenience. These games
help students revise key vocabulary and core grammar
points learnt in the Course Book. In addition, the CDROM contains a key feature of the Course Book: the
Project Work activities which function as input for the
development of projects where English can be used in
real-life situations. They involve gathering information
on the Internet, analysing and responding to it, and
encouraging students to develop their presentation
skills. For both teachers and learners, the Project Work
activities are rich optional resources as they provide
engaging activities and opportunities for collaborative
learning. These activities are explained in this Teacher’s
Book on pages 84, 85 and 86.

Teacher’s Book
The Teacher’s Book contains:
• This Introduction

• Lesson-by-lesson exploitation of the Units
• Audio Scripts
• Answer Key to the Course Book and Workbook
• 3 photocopiable Tests with Answer Key
• An Audio CD
The Teacher’s Book is the gateway for a sound and
thorough use of the Course Book and the Student’s
Interactive CD-ROM. It provides a handful of ideas and
suggestions to give support to teachers in different areas.
It contains detailed lesson-by-lesson planning notes,
Audio Scripts and Answer Key sections to the activities
in the Course Book. Cultural notes, reference sections,
suggestions of interdisciplinary projects and extra
activities can also be found.

Three photocopiable tests are provided in this Teacher’s
Book to assess the main skills developed and language,
grammar and vocabulary items acquired throughout the
units. Test 1 covers Units 1 to 3, Test 2 covers Units 4 to 6
and Test 3 covers Units 7 and 8. In this way, students are
provided with one test per trimester.
The Answer Key to the photocopiable tests is at the back
of this Teacher’s Book.

Audio CD

The Teacher’s Book in the Sign Up to English series is
accompanied by an Audio CD. It includes the listening
input required for class work. A system of icons and track
numbers on the Student´s Book pages is used to link the

listening activities with the audio CD tracks.

Outstanding Features within the Lessons
Sign Up to Grammar box

This section brings the lesson’s target language into
focus so that learners have a clear reference for study.
The Sign Up to Grammar box is placed in a box on the
top right-hand side of the second page of each doublespread section. The fixed position of the box is a userfriendly resource as it allows students to find the main
language items in the lesson quickly and easily.

Useful Tip Boxes

Some lessons have Useful Tips boxes. These boxes provide
tips on a variety of topics; including grammar, spelling,
pronunciation and culture.

Reference to Icons on the Course Book pages
Speaking activity
Reading activity
Listening activity
Writing activity

3

Introduction

Some comments in the Teacher’s Book may sound
obvious to some teachers while not detailed enough
to others. Teachers will be able to adapt the lesson

plans to suit their needs, depending on their own
classroom situation.

Teacher’s Book

and practice. The Grammar Reference also provides
opportunities for self-evaluation: for each Grammar
Reference topic, students may circle one out of three
emoticons (happy, neutral or sad faces) that appear next
to each grammar topic to show whether they understand
the topic very well, well or not very well.
This may help develop the students’ sense of progress
and awareness of their learning processes.
At the end of the Course Book, students will find a List
of Irregular Verbs (for levels 2 and 3).


Introduction

GR

Grammar Reference*

WB

Workbook*

*These special icons show links to something that is not part of
the page where the icons appear. Through these icons, learners are
usually asked to go to another section in the book.


Some Other Features of the Series

Teacher’s Book

Project Work Activities

They are available to teachers and learners on the
Student’s Interactive CD-ROM that accompanies all
the levels of Sign Up to English. There are four Project
Work activities per book connected with Units 1 & 2; 3
& 4; 5 & 6 and 7 & 8. They can be found in the World
Issues sections.
These activities involve the use of the Internet to
collect information. They require the critical analysis
of this information and provide opportunities for the
development of presentation skills through exciting
and motivating projects. These projects are thoroughly
explained in the last pages of this Teacher’s Book.

Annual Plan

The chart on this page shows a suggested distribution
of all the contents in Sign Up to English 2 into three
terms. The items mentioned in this Annual Plan chart
refer to the Course Book (Units 1 to 8 and the Review
and World Issues sections); the Student’s Interactive
CD-ROM (Project Work activities 1 to 4) and this
Teacher’s Book (Tests 1 to 3 and the instructions for
the Project Work activities).


Annual Plan: Suggested
Distribution into Three Terms
1st term
Starter Unit

CB pp. 4-7

Unit 1

CB pp. 8-15

Review - Unit 1

CB pp. 16-17

World Issues 1

CB pp. 18-19

Unit 2

CB pp. 20-27

Review - Unit 2

CB pp. 28-29

World Issues 2 (Optional Project Work 1)


CB pp. 30-31

Unit 3

CB pp. 32-39

Review - Unit 3

CB pp. 40-41

World Issues 3

CB pp. 42-43

Test 1

TB pp. 72-74

2nd term
Unit 4

CB pp. 44-51

Review - Unit 4

CB pp. 52-53

World Issues 4 (Optional Project Work 2)

CB pp. 54-55


Unit 5

CB pp. 56-63

Review - Unit 5

CB pp. 64-65

World Issues 5

CB pp. 66-67

Unit 6

CB pp. 68-75

Review - Unit 6 (Optional Project Work 3)

CB pp. 76-77

World Issues 6

CB pp. 78-79

Test 2

TB pp. 75-77

3rd term


4

Unit 7

CB pp. 80-87

Review - Unit 7

CB pp. 88-89

World Issues 7

CB pp. 90-91

Unit 8

CB pp. 92-99

Review - Unit 8

CB pp. 100-101

World Issues 8 (Optional Project Work 4)

CB pp. 102-103

Test 3

TB pp. 78-80



Starter unit - A new start
COMMUNICATIVE AND LEARNING TASKS

LEXIS

GRAMMAR

PHONOLOGY

L1

Revision of basic
word groups: family
members, school
facilities, parts of the
body, etc.

Revision of:
The Simple Present
Frequency adverbs
Prepositions of time
and place
Can / can’t

Pronunciation of the
letters of the alphabet
and numbers 1 to 31


L2

Places in a town: a
hospital, a library, bus
stops, a gym, a bank, a
shopping centre, etc.

Revision of:
There is / there are
Prepositions of place
Simple Present vs.
Present Continuous

Pronunciation of
demonstrative
pronouns and some
classroom objects

Lesson-by-lesson plans

CONTENTS

Writing a blog entry.
Talking about what people can or can’t do.
Writing about people’s routine.

Talking about people’s routine.
Talking about what people are doing at this
moment / now.


Teacher’s Book

Starter
unit

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 4)

1

Draw students’ attention to the words and the
boxes on page 4. Ask them to repeat the words after
you and explain the meaning of the ones they do not
remember. Ask them to write three words from the list
in each word group. Remind them to add one more word
to each category. Give students some minutes to do the
activity. Check the activity by asking some volunteers to
write their answers on the classroom board.
Answer key: Family Members: students’ own answer;
School Facilities: schoolyard, computer lab, cafeteria,
students’ own answer; Parts of the Body: hand, mouth,
nose, students’ own answer; Other Adjectives: weird,
interesting, funny, students’ own answer; School
Subjects: PE, Science, History, students’ own answer;
Sports: swimming, skateboarding, football, students’
own answer; Places in a Town: cybercafé, cinema,
hospital, students’ own answer; Hair colour: blonde,
grey, red, students’ own answer; Days of the Week:
Friday, Tuesday, Sunday, students’ own answer


2

Choose a student and ask him / her to read out
the rubrics and the example. Ask a volunteer to make up
another sentence as an example. Write this sentence on
the board. Give students some minutes to do the exercise.
Students use some of the words in activity 1 and write

five sentences in their notebooks. You may choose to
have students do this activity in class or you may assign
it as homework. Check students’ answers by asking some
volunteers to write their sentences on the board.
Answer key: Students’ own answers

3 Students complete the sentences with the prepositions

in, at or on. Check this activity by eliciting the answers
from different students and write them on the board.

Answer key: 2. at; 3. at; 4. in; 5. on; 6. in; 7. at; 8. on

Lesson 1 (CB p. 5)

4

Set the context by explaining that Pablo is
studying English and, for homework, he was asked to
write his profile on his blog. Explain that he has made a
few mistakes. Make sure students understand that they

have to read Pablo’s blog and correct the underlined
mistakes. Give students a few minutes to do this task.
Do not check students’ answers yet.

NOTE: Explain to students that American and British

English are different varieties of the English language
and, therefore, there are some differences in grammar,
vocabulary, spelling and pronunciation.

5


Lesson-by-lesson plans
Teacher’s Book

Explain that in the UK (United Kingdom) people use have
got and in the USA (United States of America) people use
have. For example, in the UK people say: I have got two
brothers. / Have you got any brothers? / I haven’t got any
brothers. In contrast, in the US people say: I have two
brothers. / Do you have any brothers? / I don’t have any
brothers. Ask students to tell you if the blog in activity 4
is written in American or British English. (The answer is:
In American English. However, things are changing and the
use of have is also very common in the UK at present).

5

Students listen to the audio CD and check their

answers. You may play the audio CD again, this time
making pauses and asking students to repeat the answers
after the audio CD.
2

Answer key: 2. from; 3. is; 4. live; 5.books; 6. doesn’t;
7. go; 8. our; 9. have

Answer key: 1. Pablo always reads his emails after
dinner. 2. Javier usually writes on Pablo’s blog.
3. Pablo is sometimes tired in the evening. 4. Pablo’s
sisters can’t swim. 5. Javier can play the guitar too.

OPTIONAL ACTIVITY:

Students work in pairs and play a guessing game. Each
student writes in his / her notebook three sentences
about himself / herself but leaves a blank where the
frequency adverb is supposed to be used. They then swap
notebooks with their partners and try to guess each
other’s missing adverb.

8

In their notebooks, students write sentences
about the things they can or can’t do. You may assign
this task as homework.
Answer key: Students’ own answers

Audio script 2

Pablo: My name’s Pablo and I am 11 years old. I’m from Buenos
Aires, Argentina. I have two sisters: Ana is 15 and Patricia is 13.
We live in a big house in a beautiful neighbourhood. My sisters
share the same room, but I have one only for me. In my room,
I always read books, use my computer and play the guitar.
I collect rock and roll magazines and posters. Ana collects
perfume bottles but Patricia doesn’t collect anything. In our
free time, we go to the shopping centre with our friends or play
tennis at the club. Oh, and we have a pet cat called Tania.

6 Explain to students that Pablo has got a friend called

Javier. Refer students to Javier’s comment on Pablo’s
blog. Focus on the example and give students a chance
to say what they are supposed to do. Give them some
minutes to fill in the gaps with the words and phrases in
the box. Check the activity by asking some students to
read aloud the answers.
Answer key: 2. to the cinema; 3. video games;
4. Matchbox cars; 5. the guitar; 6. dinner; 7. emails

7 Ask a volunteer to read aloud the rubrics. Take this

opportunity to revise the position of adverbs of frequency
by drawing students’ attention to sentences 1 and 3 and
elicit the grammar rule from the class (frequency adverbs
are used before verbs and exceptionally after the verb
to be). Give students some minutes to do the exercise.
Check the activity by asking some volunteers to read
aloud their sentences.


6

9

In their notebooks, students write a text that is
meant to be a blog entry on Pablo’s blog. Ask students
to write about their daily routine using adverbs of
frequency. You may ask different students to read aloud
their blog entries to check this activity in class.
Answer key: Students’ own answers

Lesson 2 (CB p. 6)

1

Ask students to answer the questions about their
own neighbourhoods. Check the activity by asking some
volunteers to read aloud their answers.
Answer key: Students’ own answers

2 Make sure students understand that they are going to
create a virtual town. They choose some places from the
box and complete the map.
Answer key: Students’ own answers

3 Have students write five sentences that describe the

virtual town they created in activity 2 using prepositions
of place. Refer students to the example given and ask

them to use it as a model. Monitor students’ work as you
walk around the classroom.


Students listen to the audio CD and complete
the dialogue between Javier and Pablo. You may play the
audio CD twice and make some pauses in between so
that students have more time to fill in the blanks. Check
students’ answers by asking two volunteers to read aloud
the dialogue.
3

Audio script 3
Javier: Pablo, do you like your neighbourhood?
Pablo: Yes, I do. I think it’s beautiful and quiet. There’s a square
near my house.
Javier: Is there a university?
Pablo: No, there isn’t. But there is a school next to the bakery.
Javier: Are there any banks?
Pablo: Yes, there is one next to my school. But there aren’t any
shopping centres.
Javier: Is there a café?
Pablo: Oh, yes! That’s my favourite place. And there’s a
supermarket too.

Answer key: 1. square; 2. university; 3. school;
4. bakery; 5. banks; 6. school; 7. shopping centres;
8. café; 9. supermarket

5


In their notebooks, students write an email to a
friend telling her / him about their town. You may assign
this task as homework.
Answer key: Students’ own answers

Lesson-by-lesson plans

4

Answer key: 1. She works at the London Regional
Hospital. 2. No, she isn’t. 3. She’s listening to music.
4. Because it’s Sunday and she isn’t working.

8

Ask students to use the cues given to write
about Jackie’s daily routine. Encourage students to
include sequence markers (then, next, after that and
finally). You may check students’ answers by asking
different students to write their sentences on the board.
Answer key: (Answers may vary) Possible answers:
…has a shower. Next, she has breakfast. After that, she
takes the bus at 7:45 a.m. and goes to the hospital. She
finishes work at 4 p.m. and she goes back home. Finally,
she answers her emails and chats online with friends.

Teacher’s Book

Answer key: Students’ own answers


9 Explain to students that Jackie’s friends are on

holiday now. Have students look at the chart and write
sentences about what Jackie’s friends are / aren’t doing.
Draw student’s attention to the example given and ask
them to use it as a model.
Answer key: 2. Janice isn’t doing her homework. She’s
playing handball. 3. Sean isn’t speaking on the phone.
He’s visiting a museum. 4. Peter isn’t travelling by bus.
He’s travelling by plane.

10

Students work in pairs. They take turns to ask
and answer the questions given. Encourage students to
add a new question. Monitor students’ work as you walk
around the classroom.
Answer key: Students’ own answers

Lesson 2 (CB p. 7)

6

Have students do this matching exercise and
encourage them to discuss in class what these two
sentences refer to.
Answer key: 1. ‘Jackie checks her emails every day’ refers
to ‘a habitual action’ (in the present). 2. ‘Jackie is checking
her emails now’ refers to ‘an action happening now’.


7

Refer students to the pictures of Jackie.
Ask them to read the text about Jackie’s routine and to
answer the questions below. Check this activity by asking
some volunteers to read aloud their answers.

OPTIONAL ACTIVITY:

You may take this opportunity to revise question words:
What, Where, Who, etc. You may ask some volunteers
to write on the board all the question words they
remember. Then, you may write a couple of sentences in
the Simple Present on the board too and underline some
words or phrases in these sentences. Finally, ask some
other students to write on the board the corresponding
questions that refer to the words or phrases underlined.
For example:
Teacher: He goes to work by bus.
Student: How does he go to work?
Teacher: He gets up at 7 a.m.
Student: What time does he get up?

7


Unit 1

Teacher’s Book


Lesson-by-lesson plans

Unit 1 - Living online
COMMUNICATIVE AND
LEARNING TASKS

CONTENTS
LEXIS

GRAMMAR

PHONOLOGY

L1

Internet-related terms:
emoticon, email address,
password, nickname,
computer virus, etc.

Imperatives with always
and never

Pronunciation of different
Internet-related terms

L2

Sequence markers: First, then,

next, after that and finally
Web page-related terms:
home, contact us, glossary,
FAQs, links, etc.

Imperatives (revision)

Pronunciation of some
sequence markers

Giving instructions.

L3

Frequency adverbs: always,
usually, sometimes, often,
rarely / hardly ever, never

Simple Present (revision)
Position of frequency
adverbs

Pronunciation of frequency
adverbs

Talking about daily routine.
Carrying out a survey.

L4


Means of transport: car, bus,
plane, taxi, train, ferry, etc.

Love / like, enjoy / hate
+ -ing
Would like (love) to + verb

Pronunciation of would
Pronunciation of verbs
ending in -ing

Booking holidays online.
Talking about what we would like
to do when travelling.

WI

Frequency adverbs
Technology-related terms

Recycling of some L1-L4
grammar topics and lexis.

Giving safety tips.
Interviewing someone.

Integrating acquired knowledge
with a real life issue: in this case,
analysing our computer habits.


Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 8)

1

Students discuss the warm-up questions in class.
You may act as a moderator and write students’ answers
on the board as you elicit them. Explain the meaning of
popular if necessary (popular: liked, enjoyed or supported
by many people).
Answer key: Students’ own answers

2

Students complete the sentences using the words
and phrases in the box. Give students some minutes to
do the task and then check this activity by asking some
volunteers to read aloud their answers. Work on the
correct pronunciation and stress of the Internet-related
terms that are mentioned in this activity.

8

Answer key: 1. emoticon; 2. email address;
3. password; 4. nickname or nick; 5. computer virus

USEFUL TIP:

Vocabulary: Direct students’ attention to the Useful Tip

box. Discuss the vocabulary on punctuation marks. Explain
to students that emoticons are used in email writing and
when chatting online to express a particular emotion using
punctuation marks and other keyboard symbols.

OPTIONAL ACTIVITY:

You may write the main punctuation marks on the board
and write their names. Then, you might ask students to
draw, in their notebooks, different emoticons they know
using punctuation marks and other keyboard symbols.
Finally, ask some students to draw their emoticons on the


Some punctuation marks:
UK

.

stop / full stop

,

comma

;

semicolon

:


colon

-

hyphen

_

dash

…

/

ellipsis / trailing dots
round opening / closing
brackets
square opening / closing
brackets
slash / stroke

?

question mark

!

exclamation mark
quotation or double

speech marks / inverted
commas
quotation or single speech
marks / inverted commas
apostrophe
asterisk / star
hash (key)

()
[]

““
‘‘
´
*
#

US
period

Audio script 4

ellipsis
round opening / closing
parenthesis
square opening / closing
parenthesis

exclamation point
(double) quotation marks

single quotation marks

appeared on the typewriter and was used to underline
words.
At present, this character is sometimes used to create
a visual space between characters, for example in
computer file names, email addresses, and in URLs.
The underscore is not the same character as the dash.
A series of underscores ([ _________ ]) can be used to
create a blank to be filled in on a form.
Example: sign_up_to_grammar_2.doc
Suggested emoticons:
:) =) : - )
:D :-D
: ( :-(
:…(
:o : - O
:-l
:-P

MEANING
Smiley
Big smile
Sad
Crying
Surprised / Yawning
Undecided
Sticking the tongue out

Ms Gann: Your dad and I have to go out now. Be good!

Kim: Yes, Mum. Can I play on my computer?
Ms Gann: Okay. But you know the rules. Don’t talk to strangers!
Always use a nickname! And never give your email address to
strangers!
Kim: I never do that. I’m not stupid, Mum! How many times do
I have to tell you that?
Ms Gann: And have your dinner first. It’s in the microwave.
And don’t forget to eat some fruit!
Kim: I know! I always eat fruit in the evening, Mum.
Ms Gann: And go to bed at 10 o’clock. You have school in the
morning.
Kim: Ok, Mum!
Ms Gann: Brush your teeth before you go to bed.
Kim: Mum, I do that every day. You don’t have to tell me that
over and over again! You can go now.
Ms Gann: Ok, then. Take care! Goodbye!
Kim: Don’t be late!
Ms Gann: Very funny!

number (key) / pound (key)

NOTE: The underscore [ _ ] is a character that originally

ICON

Ask a volunteer to read out the rubrics. Students
listen to a dialogue between Kim and her mum (Ms Gann)
and fill in the blanks with only one word. Play the audio
CD twice. If students find this exercise difficult, you may
pause the recording after each answer in order to give

them more time to fill in the blanks. Check this activity by
asking some volunteers to read aloud their answers.
4

Teacher’s Book

Symbol

3

Lesson-by-lesson plans

board and ask the rest of the class to guess what they
mean and which keyboard symbols / punctuation marks
they contain.

Answer key: 1. good; 2. nickname; 3. never; 4. forget;
5. go; 6. Brush; 7. tell; 8. Don’t

Lesson 1 (CB p. 9)

4

Refer students to the Sign Up to Grammar box on
the top-right corner of the page. Explain that this box
summarises the main grammar topics taught in the
lesson – in this case the use of imperatives - and that
this box should be used as a reference for study. Then,
ask students to underline all the examples of imperative
sentences in activity 3. Check answers by asking different

students to read aloud their answers.
Draw students’ attention to the Grammar Reference
section, where they will find further examples and practice.
GR1

Answer key: Be good!; Don’t talk to strangers!; Always
use a nickname!; don’t forget to eat some fruit!; go to
bed at 10 o’clock.; Brush your teeth before you go to
bed.; Don’t be late!

9


Teacher’s Book

Lesson-by-lesson plans

5

In their notebooks, students write in three
minutes as many sentences as they can. Tell them to use
the cues given. You may turn this activity into a game:
the student who writes the most correct sentences in
three minutes is the winner. Check this activity by asking
some volunteers to read aloud their sentences.
Answer key: Students’ own answers

6 Students use the verbs in the box to complete the

online safety tips. Make sure students add two more tips.

Check this activity by asking some volunteers to read
aloud their answers.
Answer key: 3. Never use / Don´t use; 4. Never
download / Don’t download; 5. Always delete / Delete;
6 & 7. Some possible answers: Don’t upload family
pictures. Always update your antivirus programme.

7

Pair up students and have them interview their
partners. Students must check whether their partners
follow the online safety tips in activity 6. Draw students’
attention to the example given and encourage them to
use it as a model. Monitor students’ work.
Answer key: Students’ own answers

WB CB p. 113 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities on
page 113. You may assign these exercises as homework.
Answer key:
1 1. emoticon; 2. download; 3. nickname; 4. password;
5. virus; 6. delete; 7. send; 8. browser; The mystery
word is: computer
2 3. Always do; 4. Always listen; 5. Never be; 6. Never
forget; 7. Always ask
3 Students’ own answers
4 1. icon; 2. website; 3. antivirus; 4. computer addict;
5. online games


Lesson 2 (CB p. 10)

1

Have students discuss the warm-up questions
in class. Encourage students to put up their hands when
they want to say something and to wait for their turn to
answer the questions.

10

REFERENCE:

The availability of Apps (or Applications) today has
increased the possibilities to play video games on some
portable devices such as Smartphones and tablets. Some
of the world’s most popular Apps include: 1) Angry
Birds, 2) Fruit Ninja, 3) Doodle Jump, 4) Cut the Rope
and 5) Basketball Shot. Apps are available from different
suppliers and some of them are free to download.
Answer key: Students’ own answers

2

Refer students to the homepage of an online
games website and have them answer the questions.
Check this activity by asking some volunteers to read
aloud the questions and their answers to them.
Answer key: 1. Store; 2. What’s New?; 3. FAQs;
4. Poll: Which game?; 5. Apps for your mobile, iPhone, iPod

or iPad; 6. Try One of Our Games (download instructions);
7. Contact us; 8. Reviews; 9. Glossary; 10. Game search

3 Draw students’ attention to the Sign Up to Grammar

box on page 11. Explain to them that we use sequence
markers to indicate the different steps to follow when
giving a set of instructions. Then, have students put the
set of instructions in the correct order using numbers.
Check this activity by asking a couple of students to read
aloud the answers. Work on the pronunciation of the
sequence markers that are used in this activity.
Answer key: (from top to bottom) 5, 1, 3, 2, 4

Lesson 2 (CB p. 11)

4

Students match the columns to get some correct
sentences that are used when giving a set of instructions.
Check this activity by asking some volunteers to read
aloud their answers.
Answer key: (from top to bottom) 4, 5, 1, 6, 3, 2

5

Students read the set of instructions to play
the Pirates of the Caribbean PlayStation game. Then,
they fill in the blanks using the instructions in activity
4 and some sequence markers. Do not check students’

answers yet.


T
L
X
W
S
K
C
D
Q
O
C
C
S

Answer key: 1. put in the DVD; 2. wait a minute;
3. Next; 4. press the start button; 5. select; 6. type
your name; 7. Finally; 8. start to play

Audio script 5
Speaker: First, put in the DVD and wait a minute for the game
to load. Next, press the start button. After that, select the
option ‘New Game’ and type your name. Finally, select the
option ‘New Story’. Enter the prison fortress and start to play.
You are Jack Sparrow.

7


Students write, in their notebooks, a set of
instructions to play one of their favourite games.
Encourage them to use the text in activity 5 as a model.
You may assign this task as homework.
Answer key: Students’ own answers

8

Have students work in pairs. Ask them to
tell their partners the different steps to follow when
doing one of the activities listed: sending a text
message, uploading a video on a website, zipping a
file, etc. Students may feel free to suggest some other
activities as long as these are connected with computer
technology, Internet technology and the like. Draw
students’ attention to the example given and encourage
them to use it as a model. Monitor students’ work as you
walk around the classroom.
Answer key: Students’ own answers

WB CB p. 114 Now that you have finished teaching this
lesson, it is advisable to turn to the workbook activities
on page 114. You may assign these exercises
as homework.
Answer key:
1 type; send; install; select; delete; download; enter

Y
K
C

E
D
J
V
F
W
P
V
X
L

P
J
V
R
Q
H
D
E
L
E
T
E
Z

E
H
B
T
F

U
N
H
R
N
B
Q
A

B
G
N
A
G
G
I
U
Y
F
M
X
S

C
S
M
V
H
F
N

T
U
D
S
E
D

E
A
Q
S
J
D
S
J
I
S
E
F
R

E
G
W
E
C
S
T
K
O

A
L
F
G

D
O
W
N
L
O
A
D
P
Z
E
L
K

D
H
E
D
O
A
L
I
L
X
C

P
O

E
H
R
O
S
Z
L
P
E
N
T
E
R

2 (from top to bottom) 3, 1, 5, 2, 4
3 (possible answers) Then, type the email address of
the person you want to send the email to. Next, write
the Subject of the email. After that, write the email
message. Finally, click on the Send button.
4 2. am; 3. starts; 4. get up; 5. First; 6. Then / After
that; 7. Then / After that; 8. have; 9. Finally; 10. don’t
go; 11. do; 12. has

Lesson 3 (CB p. 12)

1


Have students discuss the warm-up questions in
class. Encourage students to put up their hands and wait
for their turn to answer the questions.
Answer key: Students’ own answers

2

Students read the short text about the World
Cyber Games and check their predictions in activity 1.
Ask students to ignore the gaps at this stage.

REFERENCE:

The World Cyber Games (WCG) is a comprehensive Digital
Culture Festival, where language and cultural barriers are
stripped away, and international exchange and harmony
are promoted through extensive events including
tournaments, conferences and exhibitions organised
simultaneously around the world. The main idea behind
the WCG is the development of the digital entertainment
culture by promoting harmony of humankind through
e-sports and its embodiment in the ‘Cyber Culture
Festival’. Adapted from:

11

Lesson-by-lesson plans

5 Now students listen to the audio CD and
check their answers. Discuss their choice of sequence

markers and let them know that answers may vary
(they may have written then or after that instead of next,
for example).

Teacher’s Book

6


Teacher’s Book

Lesson-by-lesson plans

3

to play games, chat with his friends or answer emails.
Then, he does his homework and after that he plays on
his computer again during tea time. Lin sometimes gets
low marks at school but he isn’t a bad student at all. He
rarely has dinner with his family because he prefers to eat
something in his room and watch movies online. He very
often downloads new games from Whizz3 during the night.
He doesn’t sleep much, just six or seven hours a day, but he is
never tired during the week or at the weekends. Lin doesn’t
have a very active social life. He doesn’t usually visit his
friends after school. He prefers chatting with them on MSN
or sending them short messages via Facebook or some other
popular social networks.

Ask students to listen to the audio CD and have

them fill in the gaps in the text in activity 2. Play the
audio twice. Draw students’ attention to the fact that
they will be required to fill in the gaps by writing some
numbers to show quantity (for example, 70 or seventy).
Check this activity by asking some volunteers to write
their answers on the board.
6

Answer key: 1. first; 2. Festival; 3. 700 (seven
hundred); 4. 70 (seventy); 5. celebrated; 6. Italy

Audio script 6
Speaker: The World Cyber Games (WCG) is the World’s first
‘Cyber Games Festival’. It’s an international e-sports event.
About 700 computer game enthusiasts from about 70
countries participate in the games. They are celebrated every
year in countries such as Korea, Singapore, Italy, the USA
and Germany.

4

Refer students to the Sign Up to Grammar
box on page 13. Then, ask students to read the online
interview with Lin Chown, who participated in the
2012 World Cyber Games, and tick the correct option.
Check students’ answers by encouraging peer correction
(students compare their answers in pairs) and then you
read aloud the correct options for students to check.
Answer key: 1. evening; 2. sometimes; 3. often;
4. sometimes; 5. never


5

Students unscramble the sentences and learn
more about Lin Chown, the computer game enthusiast
who participated in the 2012 World Cyber Games. Then,
students listen to the audio CD and check their answers.
7

Answer key: 1. Lin sometimes gets low marks at
school. 2. He rarely has dinner with his family.
3. He very often downloads new games from Whizz 3.
4. He is never tired during the week or at the weekends.
5. He doesn’t usually visit his friends after school.

Audio script 7
Speaker: Lin Chown, who participated in the 2012 edition of the
World Cyber Games, is definitely a computer addict. The very
first thing he does when he gets back home from school in
the afternoon is go to his room and turn on his computer

12

Lesson 3 (CB p. 13)

6 Direct students’ attention to the Sign Up to Grammar

box again. Then, ask them to tick the correct option. Ask
some volunteers to read aloud their answers to check this
activity. On this occasion, you may also decide to work

on the correct pronunciation of the frequency adverbs
that appear in the Sign Up to Grammar box.
Direct students’ attention to the Grammar
Reference section, where they will find further examples
and practice.
GR2

Answer key: 1. It’s our normal routine. 2. He does it
every day. 3. I don’t do it. 4. I almost never do it.
5. We do it some days. 6. I do it almost every day.

7

Students write three questions using the
cues given and then they write true answers about
themselves, their families or friends. You may check
students’ work by asking some volunteers to write their
questions and answers on the board.
Answer key:
2. Q: How often do you practise sports?
A: Students’ own answers;
3. Q: How often does your mum (or dad) cook lunch?
A: Students’ own answers;
4. How often do you check your emails?
A: Students’ own answers

8

Pair up students and ask them to take turns
interviewing their partners. Encourage students to use the

cues given, to take down notes of their partners’ answers
and to report their findings to the class afterwards.


lesson, it is advisable to turn to the workbook activities on
page 115. You may assign these exercises as homework.
Answer key:
1 2. I often go swimming at the weekend.
3. My brother always does his homework after dinner.
4. My parents rarely go out in the evening. 5. I am
never late for school. 6. Our teachers are usually very
tired when classes finish.
2 Students’ own answers
3 Students’ own answers
4 Students’ own answers

Lesson 4 (CB p. 14)

1

These warm-up questions introduce the main
topic in this lesson: booking holidays online. Have
students discuss these questions in class.
Answer key: Students’ own answers

USEFUL TIP:

Grammar: Draw students’ attention to the Useful Tip
box. Ask a volunteer to read aloud the information in
this box. Then, write on the board this verb structure:

love, like, enjoy and hate + verb + ing and ask students
to provide some examples using these verbs followed by
– ing. Work on the pronunciation of verbs ending in – ing.
Possible examples: I love going shopping. I hate doing
homework. I enjoy chatting with my friends online.

2

Encourage students to work in pairs. Student
A uses the phrases in the box and asks Student B about
the activities he / she likes / loves / hates / enjoys
doing when on holiday. Draw students’ attention to the
example given and encourage them to use it as a model.
Make sure students swap roles. Monitor students’ work
as you walk around the classroom.
Answer key: Students’ own answers

3

Students match the places in the box to the activities.
Answers may vary as there are certain activities that may

Answer key: Students’ own answers. Suggested
answers: 1. New York, Dubai; 2. Brazil, Hawaii; 3. Africa,
Dubai; 4. the Rocky Mountains, Canada; 5. Brazil, Dubai,
the Caribbean, Hawaii; 6. the Caribbean, Hawaii, Brazil

OPTIONAL ACTIVITY:

You can ask students to work in groups and decide on

three important holiday destinations in their country.
They should report their ideas to the whole class and
inform what activities can be done in the three places
they selected.

4

Have students read the three e-leaflets.
Explain that a leaflet is a piece of paper that provides
information on a product or advertises something. In this
case, an e-leaflet is an electronic leaflet (one that can be
read on a website, for example).
Ask students to rank the e-leaflets according to their
preferences (top 1, top 2 and top 3). Give students some
minutes to read the e-leaflets and then ask some general
comprehension questions to check understanding.
Students must also say if they would like to visit any other
holiday destinations and provide examples.
Answer key: Students’ own answers

Lesson 4 (CB p. 15)

5

Students read the e-leaflets again and find adjectives
to describe the nouns listed. Check this activity by asking
a couple of students to read aloud their answers.
Answer key: 2. first-class; 3. sensational; 4. beautiful;
5. well-trained; 6. local


6

Draw students’ attention to the Sign Up to
Grammar box, where they will find the affirmative,
interrogative and negative forms of would like.
Refer students back to activity 6 and ask them to use
the cues given to write true sentences about themselves
and their families using would like / love. Check this
activity by asking a couple of students to read aloud
their answers. Work on the pronunciation of would,
I would like and I‘d like.

13

Lesson-by-lesson plans

WB CB p. 115 Now that you have finished teaching this

be done in more than one place. You may elicit students’
answers and write them on the board.

Teacher’s Book

Answer key: Students’ own answers


Teacher’s Book

Lesson-by-lesson plans


Answer key: Students’ own answers

USEFUL TIP:

Vocabulary: Draw students’ attention to the Useful Tip
box. Ask a volunteer to read aloud the information in
this box. Make sure students understand that we use the
preposition by with all means of transport but not with
the expression to go on foot.

7

Students work in pairs. Point to the example and
ask students to use it as a model. Tell them that they are
going to play a guessing game. Have students ask and
answer questions about what they think their partners
would / wouldn’t like to do when travelling. Monitor
students’ work as you walk around the class. Allow three
minutes for this activity. The student who gets more
points in the allotted time is the winner.
Answer key: Students’ own answers

8

In their notebooks, students write about what
they would like to do on their next holiday. Encourage
them to include the destination and means of transport
chosen. You may assign this task as homework. It would
be a good idea to help students plan their writing task.
First, encourage them to brainstorm their ideas on a

separate sheet of paper. Then, help them decide which
of their ideas they should use at the beginning of
their paragraphs (name of the destination and means
of transport chosen). Finally, encourage students to
conclude their writing task by including some ideas
about what they would like to do there and some reasons
too. A skeleton paragraph (a paragraph with some blanks)
written on the board can also be a good visual aid.
Answer key: Students’ own answers

WB CB p. 116 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities on
page 116. You may assign these exercises as homework.
Answer key:
1 2. golden, scuba diving; 3. shopping malls;
4. shows; 5. beautiful
2 picture 1: 2 and 4; picture 2: 1; picture 3: 3 and 5
3 Students’ own answers
4 Students’ own answers

14

5 Students’ own answers

Review (CB pp. 16 and 17)
In the Review section, students will revise all the
structures and some key words learnt in lessons 1 to 4 in
this unit. It is advisable to turn to this section once you
have finished teaching lesson 4.

Answer key:
1 Students’ own answers
2 files: 1, 2, 4; your parents: 5; a nickname: 2;
emails: 1, 4; your real name: 2; a programme: 1, 2,
3, 4 ; 2. use your real name; 3. use a nickname;
4. install a programme; 5. talk to your parents
3 (Answers may vary) Suggested answers: First, put
in the DVD. Then, wait a minute for the DVD to load.
Next, select an option for subtitles and audio. After
that, press the Play button. Finally, watch the DVD.
4 2. People rarely follow basic safety tips to surf
the Net. 3. Helen is sometimes tired to check her
emails at home. 4. correct; 5. Sue always downloads
software from reliable sites.
5 1. Where would you like to go on your next holiday?
2. We’d like to go trekking in Patagonia next year.
3. My grandparents would love to visit Vienna one
of these days. 4. I wouldn’t like to go on a cruise
because I usually get seasick.
6 Limiting children’s time online.
7 1. T; 2. F; 3. T
8 Students’ own answers

World Issues 1
COMPUTERS: HELPING OR
HURTING?
(CB p. 18)
World Issues is a section that focuses on the development
of reading skills and enhances students´ ability to
integrate acquired knowledge with a real life issue: in this

case, the dangers of becoming a computer addict.

1

Students take the quiz and find out whether they are
computer addicts. Ask them not to look at the answers
which are upside down on the bottom-right corner of the
page. Students will read these answers after taking the


quiz to find out about how much addicted to computers
they are. Then, you may ask a few students to tell the
rest of the class about their findings.

Lesson-by-lesson plans

Answer key: Students’ own answers

(CB p. 19)

2 Students read the article about projects which aim to
provide children with computers and tick the best title.
Answer key: A Laptop for Every Kid

Teacher’s Book

3 Students match the columns to make true sentences,
according to the article.

Answer key: (from top to bottom) 3, 4, 1, 2


4 Have students discuss the questions with their

classmates. You may pair students up or moderate a
class discussion. Encourage students to put up their
hands and wait for their time to talk, always respecting
their classmates’ opinions. This section is very useful to
improve students’ speaking skills and the questions are
usually very interesting to teenagers. Encourage the use
of the target language as much as possible by helping
students express themselves. Offer help by writing on the
board useful vocabulary and expressions that students
find difficult to say in English.
Answer key: Students’ own answers

REFERENCE:

Digital inclusion is a term associated with social
inclusion in the 21st century that ensures individuals and
disadvantaged groups have access to, and skills to use,
Information and Communication Technologies (ICT).
Adapted from:
/>
15


Unit 2

Teacher’s Book


Lesson-by-lesson plans

Unit 2 - Eating well, living well
COMMUNICATIVE AND
LEARNING TASKS

CONTENTS
LEXIS

GRAMMAR

PHONOLOGY

L1

Some food items:
doughnuts, apples, meat,
fish, milk, carrots, cheese,
rice, soft drinks, etc.

Countable & uncountable
nouns
Some & any

Pronunciation of different
food items

Talking about healthy food and
different food groups.


L2

Junk food & healthy food
Eating places: a fast food
restaurant, a takeaway,
a pub, a pizza place, an ice
cream parlour

Quantifiers: a lot of / lots
of, much, many, (a) little,
(a) few

Pronunciation of some
words and expressions
used as quantifiers.

Talking about people’s different
eating habits.

L3

Adjectives used to
describe unusual food:
weird, delicious, yummy,
disgusting, yucky, spicy, etc.
Sizes: small, regular &
large.

I’d like...
Can / Could I have...?


Pronunciation of I’d like.
Intonation of questions
beginning with Can / Could
I have...?

Ordering food.
Being polite.

L4

Food items & drinks
A slice of, a piece of,
a spoonful of, a bowl of, etc.

Some used when offering
something: Would you like
some...?
How about some...?

Pronunciation of would

Discussing the relationship between
skin problems & food.
Making, accepting & refusing an
offer.

WI

Some food items:

beef, onion, pumpkin,
soup, spinach

Recycling of some L1-L4
grammar topics and lexis.

Integrating acquired knowledge
with a real life issue: in this case,
discussing healthy eating habits.

Extras: Suggested optional activities and games for consolidation. Project Work 1.

Lesson 1 (CB p. 20)

1

Students discuss the warm-up questions in class.
You may draw two columns on the board and write:
Things I like eating and Things I don’t like eating. Ask
different students to talk about their eating preferences
in connection with these two ideas: ‘I like eating…’ and
‘I don’t like eating…’ Then, ask the whole class which food
items they think would be part of a healthy and of an
unhealthy diet. Write their answers on the board. After
that, ask students to open their books. Refer students to
the pictures in activity 2 and check if they have seen a
food pyramid before.
Answer key: Students’ own answers

16


2

Students match the food items they know to the
pictures in the food pyramid. Check students’ answers by
reading aloud the words and asking students to say the
corresponding numbers. You may want to ask students
to repeat the words after you, one by one, to practise
pronunciation.
Answer key: apples: 13; doughnuts: 3; fish: 10; orange
juice: 14; bananas: 12; milk: 7; carrots: 11; cheese: 6;
eggs: 8; cereal: 17; cookies: 2; soft drink: 4

OPTIONAL ACTIVITY:

Game: Divide the class into two groups. Choose a letter of
the alphabet and have Group 1 say one item of food that
starts with that letter. Give them five seconds. If they can’t


3

Refer students to the magazine article. Give
them some minutes to read the article silently and do the
‘true or false’ exercise at the same time. Help them with
vocabulary if necessary. Check this activity by asking
different students to read aloud their answers.
Answer key: 1. T; 2. F; 3. T; 4. T

Lesson 1 (CB p. 21)


4

Students listen to an expert talking about the
food pyramid and answer the two questions: 1) What
food items does the expert mention that are not in the
chart in activity 2? and 2) What does the expert say about
a new symbol to replace the food pyramid? If necessary,
play the recording twice or even three times as students
take down notes that they will use later on to answer the
questions. You may check this activity by asking some
volunteers to read aloud their answers.
8

Answer key: 1. chips (explain that chips is usually
plural: ‘fish and chips’ and that in the US people call
them french fries), oils, sweets, chicken, nuts, ice
cream, yoghurt, potatoes, tomatoes, melons, strawberry
juice, pasta. 2. My Plate is the new symbol. It is a chart
similar to a plate and a glass with four sections or
groups – similar to the ones in the food pyramid.

Audio script 8
Speaker: We all know about the food pyramid and how important
it is in connection with healthy eating habits. This chart helps
us understand very easily what we should eat every day.
Perhaps the most popular food pyramid is the one designed
by the United States Department of Agriculture in 1992. In
this chart we can see a small yellow group at the top. In this
group, we can find soft drinks, cookies, chips, doughnuts, oils

and sweets in general. We must be careful not to eat too much
of these items. The next group is purple and there we can find
fish, eggs, meat, chicken and nuts, for example. The blue group
contains dairy products such as butter, milk, cheese, ice cream
and yoghurt. We should consume two or three servings a day
of some of the items in these two groups. Next on the chart,
there is the green group – basically vegetables such as carrots,

5 Draw students’ attention to the Sign Up to Grammar

box. Explain the words countable and uncountable.
Explain that some words can be counted (they admit a
number before them) but others cannot. Ask students:
Can you count apples / cookies, etc.? (The answer is yes.)
Can you count water / rice / cereal, etc.? (The answer
is no.) Draw students’ attention to the fact that some
words which are countable in their mother tongue might
be uncountable in English. Give some examples: bread is
countable in Spanish but uncountable in English, etc.
Students write the words in activity 2 on page 20 in the
correct columns. Draw two columns on the board with
two headings (Countable nouns and Uncountable nouns).
Check this activity by asking some volunteers to write
their answers on the board in the corresponding column.
Answer key: countable nouns: apples, doughnuts,
crisps (used mostly in the plural – potato chips in
American English), bananas, carrots, eggs, beans (used
mostly in the plural), cookies, soft drink; uncountable
nouns: meat, fish, orange juice, milk, cheese, rice,
butter, cereal, bread

Draw students’ attention to the Grammar Reference
section, where they will find further examples and practice.
GR3

6

Have students work in pairs. They look at the
food pyramid and tell their partners about their eating
habits. Draw students’ attention to the example and ask
them to use it as a model. Make sure students swap roles.
Monitor students’ work as you walk around the class.

17

Lesson-by-lesson plans

potatoes, tomatoes, fruit and fruit juice: apples, bananas,
melons, orange juice, strawberry juice and the like. It is a good
idea to have between two and five servings a day of some of
the items in this group. Finally, there is the orange group which
contains food items like cereal, bread, rice, beans and pasta.
We should eat between six and eleven servings per day of
some of these items. So, as we said before, this is probably the
most popular food pyramid.
But what happens at present? Is there a new way to represent
healthy eating habits, a new symbol to replace the food
pyramid? The answer is yes. In 2011, the United States
Department of Agriculture designed a chart called My Plate.
This chart is similar to a plate and a glass. On the plate, there
are four sections or groups – similar to the ones in the food

pyramid: a green group (vegetables), a red group (fruit), an
orange group (grains), a purple group (protein) and, of course,
a glass that represents dairy products. So, My Plate gives us a
new and more modern visual concept in healthy eating habits.

Teacher’s Book

say a food item, Group 2 has now a chance to do so. After
five or six rounds, the winner is the group that manages to
say the most number of words. Keep a record on the board
of how many words each group is able to come up with.


Teacher’s Book

Lesson-by-lesson plans

Answer key: Students’ own answers

USEFUL TIP:

Grammar: Draw students’ attention to Useful Tip box
and ask a volunteer to read aloud the information it
contains. Explain that we use a / an before countable
singular nouns (a carrot, an orange, etc.) and that we
use some before plural nouns (some oranges, some
berries, etc.) and before uncountable nouns (some
bread, some money, etc.) in affirmative sentences (There
are some cookies in the tin. There is some bread on the
table.) Finally, explain that we use any before plural

and uncountable nouns in interrogative and negative
sentences (Are there any bottles of coke in the fridge?
There aren’t any carrots in the basket. There isn’t any
sugar in the pot.) In order to check understanding,
ask students to do activity 7.

7

Students fill in the gaps with a / an, some or any.
Give students some minutes to complete the sentences.
Check answers by asking some volunteers to read aloud
the complete sentences.
Answer key: 1. some; 2. any; 3. some; 4. any; 5. any;
6. a, an / some

WB p. 117 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities on
page 117. You may assign these exercises as homework.
Answer key:
1 countable: carrots, eggs, cookies, soft drink;
uncountable: milk, bread, chocolate, butter,
cheese, rice, meat
2 1. more wine; 2. jam on my toast; 3. waffle; 4. crisps
in this packet; 5. vanilla ice cream for dessert?
3 2. any; 3. any; 4. an; 5. an; 6. some; 7. a; 8. some
4 Students’ own answers

Lesson 2 (CB p. 22)


1

Have students discuss the warm-up questions in
class. You may review a few food items from the previous
lesson, especially the ones you can find on a typical
restaurant menu.
Answer key: Students’ own answers

18

2

Point to the picture of the menu and ask a
volunteer to read aloud the rubrics. Give students some
minutes to go over the different tasks. Elicit students’
answers.
Answer key: Students’ own answers

OPTIONAL ACTIVITY:

Ask students to design some colourful posters in class
(using coloured felt-tip pens and blank pieces of paper)
to illustrate some healthy and unhealthy eating habits.
These posters might also suggest some changes to
the school cafeteria menu. You may decide to display
students’ posters around the school to encourage other
students to vote for the best suggestion to improve the
school cafeteria menu.

3


Students listen to three teenage girls and tick
the menu they usually have at their school cafeteria. Play
the audio CD twice and check students’ answers.
9

REFERENCE:

In the USA, students usually have lunch at school. In
public schools, they can either pay a small fee and eat
at the school cafeteria, or take a packed lunch from
home. In Britain, things are very similar. Children can
usually choose between a hot or cold dinner provided
by the school or a packed lunch taken from home. Some
children are entitled to a free school dinner, but most
children pay for theirs.
Answer key: Kayla: a tick on the first column;
Brenda: a tick on the second column

Audio script 9
Speaker: Speaker 1, Jessica.
Jessica: Honestly, I’m into healthy food. My friends usually have
chicken nuggets and burgers with lots of potato chips, but
I don’t really eat fattening food. You know, this junk food
makes you fat. I mean, it’s delicious and I do love it but
I try to choose healthy food like a salad or a ham and cheese
sandwich when I buy something at the school cafeteria.
But there’s one little problem – I’m a chocoholic. In fact,
I just love sweets and I usually eat lots of chocolate at
school. My mum complains a lot and says I should stop and

I know it’s not good for me. But what can I do? I simply can’t
stop eating chocolate all the time.


Speaker: Speaker 3, Brenda.
Brenda: Well, I’m hopelessly addicted to junk food. I know it’s bad
for me but I can’t help eating it all the time. I simply love it! I
always have lunch at the school cafeteria and I usually buy the
same things: a big chicken burger and fries. I know I eat a lot
of fattening food and I don’t eat any vegetables. The thing is, I
can’t stand vegetables. I hate them. But I do take some fruit to
school – an apple or a banana or something like that. That’s at
least something healthy in my diet, don’t you think?

USEFUL TIP:

Vocabulary: Draw students’ attention to Useful Tip box
and ask a volunteer to read aloud the tip it contains.
Explain that when we are hungry or thirsty, we can buy
something to eat or drink at a fast food restaurant, a
takeaway (restaurant), a café, a pub, a pizza place, an ice
cream parlour, etc.

4

Have students read the short article and ask
them to fill in the blanks with the name of an eating or
drinking place. Tell students that they should use some of
the places mentioned in the Useful Tip box.
Answer key: 1. fast food restaurant; 2. takeaway;

3. pizza places; 4. pubs; 5. café

REFERENCE:

In 1889, during a visit to Naples, Queen Margherita
of Italy was served a pizza resembling the colours of
the Italian flag, red (tomato), white (mozzarella) and
green (basil). This kind of pizza has been named after the
Queen as Pizza Margherita.

5

Students work in pairs. They tell their partners
about some good places in their neighbourhoods to have
something to eat or drink. Refer students to the example
given and ask them to use it as a model. Encourage
students to swap roles. Monitor students’ work as you
walk around the classroom.

Lesson 2 (CB p. 23)

6 Draw students’ attention to the Sign Up to Grammar

box. Discuss the use of quantifiers in class. Write on the
board: I drink coffee. Then insert suitable quantifiers (a
lot of, lots of, (a) little, etc.) and explain the differences in
meaning. Follow the same procedure with other example
sentences using the words fruit and vegetables. Prompt
students to say which quantifiers could be used. Elicit from
students the differences between lots of, quite a lot of,

much / many and any. Work on the pronunciation of all the
quantifiers that appear in the Sign Up to Grammar box.
Draw students’ attention to the Grammar Reference
section, where they will find further examples and
practice.
Refer students to activity 6 and ask them to circle the
correct answer based on what they have read in the
Sign Up to Grammar box. Check answers by asking some
volunteers to read aloud the complete sentences.
GR3

Answer key: 1. lots of; 2. much; 3. any; 4. little; 5. few;
6. much / a little; 7. many; 8. few

7

Ask a volunteer to read aloud the rubrics and
the example. Elicit some questions from two or three
students to make sure they understood the exercise. Give
students some minutes to write the five questions in
their notebooks. Ask a few students to write one of their
questions on the board. Ask the whole class to identify if
the questions on the board refer to healthy or unhealthy
eating habits. Then, ask students to work in pairs and use
the questions they wrote to interview their partners.
Answer key: Students’ own answers

8

Students now write a paragraph about their

classmates’ eating habits, using the ideas they collected
in activity 7. You may assign this task as homework.
Answer key: Students’ own answers

WB p. 118 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities on
page 118. You may assign these exercises as homework.

19

Lesson-by-lesson plans

Speaker: Speaker 2, Kayla.
Kayla: Well, to tell you the truth, I always take a lunch box
to school. My mum makes some sandwiches for me in
the morning – usually cheese and tomato sandwiches or
something like that. And I always buy a drink at school.
I never have any sweet drinks like Coke or any of those soft
drinks people love. I just have some fruit juice or mineral
water. I don’t take much fruit to school in my lunch box so
I’m often hungry and I buy some yoghurt or a fruit salad for
dessert. I definitely prefer healthy food.

Answer key: Students’ own answers

Teacher’s Book

However, I’m trying to cut down on it. I’m eating less
chocolate now – one or two small bars a day only.



Lesson-by-lesson plans
Teacher’s Book

Answer key:
1 1. takeaway; 2. ice cream parlour; 3. fast food
restaurant; 4. pub; 5. café; 6. pizza place
2 1. hungry; 2. have; 3. unhealthy; 4. food; 5. difficult;
6. habits; 7. thirsty; 8. like; 9. healthy; 10. lots
3 Joel: 1. many; 2. lots of; 3. a little; 4. few; 5. some;
6. much; Mariah: 1. quite a lot of; 2. a few;
3. a little; 4. any; 5. some; 6. little
4 Students’ own answers

Lesson 3 (CB p. 24)

1

Have students discuss the warm-up questions in
class. Foster respect for other peoples’ opinions.
Answer key: Students’ own answers

2

Refer students to the cartoon and give them
some minutes to read it. Help with vocabulary if
necessary. Ask students why the teacher is surprised at
Grace’s answers. Encourage different students to account
for their answers.

Answer key: Students’ own answers

3

Now students write some names of food
items that they associate with the adjectives given.
Briefly review the meaning and pronunciation of these
adjectives if necessary. Give students some minutes to
write their answers. Ask different students to say their
answers aloud to check this activity, or ask students to
compare their answers in pairs.
Answer key: Students’ own answers

4

Write the words weird and unusual on the
board. Elicit some examples of food items that may be
considered weird or unusual. Ask students if they have
ever eaten anything unusual and what it was. Next,
refer students to the blog comments. Draw their
attention to the highlighted words in the text and ask
them to write these words below the corresponding
pictures. Give students some minutes to read the
comments silently and do the task. Help with vocabulary
if necessary.

20

Answer key: (from left to right) scorpions; ants;
octopuses; snails; grasshoppers


Lesson 3 (CB p. 25)

5

10 Refer students to the two menus and set the
context for the exercise: two teenage girls ordering food
at a restaurant. Ask students to listen to the audio CD
and tick the correct menu. Give them some minutes to
go over the two menus before playing the audio CD. Help
with vocabulary. Play the audio CD twice if necessary.

Audio script 10
Waiter: Are you ready to order now?
Marcia: Yes, I’d like a crocodile burger, please?
Waiter: Sure. And for you?
Alice: Can I have some water, please?
Waiter: Certainly. And anything to eat?
Alice: No way! Sorry, but I don’t like anything on this menu.

Answer key: 1st menu

6 Refer students to the Sign Up to Grammar box on the

top-right corner of the page. Explain that it is important
to be polite when ordering food in English. Next, refer
students to the highlighted words on the two menus in
activity 5. Tell students to read the example and write
sentences to order the highlighted items on the menus,
using the words in brackets. Check this activity by asking

some students to read aloud their answers. Work on the
pronunciation of I’d like… and the correct intonation of
the questions used when ordering food (rising intonation:
Can I have a… , please?) It is also important to remark
that when making a request and adding ‘please’ at the
end, this ‘please’ is usually spoken on a rising note too,
in a sort of questioning or softly pleading tone. It is also
customary to smile and raise the eyebrows slightly when
pronouncing the word ‘please’.
Answer key: 2. I’d like a regular chicken hamburger,
please. 3. Could I have a regular salad, please?
4. I’d like a milkshake, please.

7

Tell students that the six sentences in this activity
belong to two different dialogues and that they should
write these sentences in the two boxes provided. Give


8

Pair students up and ask them to role play a
dialogue at the Green Tree restaurant. They should take
turns being the waiter or waitress. Refer them to the
model dialogues in activity 7. Monitor students’ work and
make sure they speak only in the target language.
Answer key: Students’ own answers

WB p. 119 Now that you have finished teaching this


lesson, it is advisable to turn to the workbook activities on
page 119. You may assign these exercises as homework.
Answer key:
1 1. I’d like a; 2. With; 3. Anything to drink? 4. Could I
have; 5. Certainly; 6. please; 7. How much is it?
8. Sorry; 9. Can I; 10. Here you are
2 1. expensive; 2. delicious, yummy; 3. disgusting,
yucky; 4. spicy; 5. weird
3 Students’ own answers

Lesson 4 (CB p. 26)

1

Have students discuss the warm-up question in
class. Elicit possible health problems usually associated
with bad eating habits, for example: heart problems, high
cholesterol, obesity, etc.

Ask students to read the sentences and answer true,
false or I don’t know. Check students’ answers by asking
some volunteers to read out their answers.

Lesson-by-lesson plans

Answer key: 1. Could I have a fruit juice, please?
2. Sure. Small, regular or large? 3. Regular, please.
4. I’d like some apple pie, please. 5. Certainly. With or
without ice cream? 6. With. I love ice cream.


3

Answer key: 1. F or ?; 2. F; 3. F; 4. T

4

Ask students to match five of the items on the list
to the pictures. Check students’ answers by reading
out some of the answers yourself and asking different
students to read out some others.
Answer key: 2. a medium pear; 3. a tray of spaghetti;
4. a large slice of watermelon; 5. three spoonfuls of
beans; 6. two pieces of broccoli

5

Now students complete the sentences using slice(s)
of, bowl(s) of, piece(s) of or spoonful(s) of. Check answers
by asking different students to read aloud their answers.
Answer key: 1. slices of; 2. spoonful of; 3. bowl of;
4. pieces of

Lesson 4 (CB p. 27)

6

11 Tell students that they will listen to an
adolescent who has skin problems talking to his mother.
Students read the dialogue, listen to the audio CD and

fill in the blanks with only one word. Play the audio CD
again and check this activity by asking some volunteers
to read aloud their answers, or by playing the audio CD
once more and making pauses after every answer for
students to check.

Answer key: 1. vegetables; 2. any; 3. disgusting;
4. lots; 5. orange; 6. slice; 7. some

Answer key: Students’ own answers

2

Ask students to skim the text (read it very
quickly) and tick the best title. Tell them not to worry
about words they do not know yet. Once you have
checked students’ answers, go over the new vocabulary
by asking students to use the context to infer the
meaning of these words. Help them if necessary.
Answer key: Best title: Skin problems and eating habits.

Audio script 11
Mrs Carter: Here you are! I made this especially for you.
Jerry: Mmm… Spaghetti with meat sauce… my favourite!
Thanks, Mum.
Mrs Carter: Would you like some broccoli?
Jerry: Broccoli? No, thanks.
Mrs Carter: But you have to eat vegetables.
Jerry: I know, but I don’t want any broccoli. It’s disgusting!
Mrs Carter: Well, how about some carrots then?

Jerry: Okay. Carrots aren’t too bad. (Some time later…)

21

Teacher’s Book

them some minutes to do the exercise. Check answers
by asking some volunteers to read out and role play the
dialogues.


Lesson-by-lesson plans
Teacher’s Book

Mrs Carter: Would you like some dessert now?
Jerry: Yes, please. What’s there for dessert?
Mrs Carter: Well, there are lots of things. You can have an
apple, an orange, a slice of watermelon…
Jerry: Oh, Mum. You can’t call that dessert. I’d like some ice
cream or a brownie.
Mrs Carter: Ok, but don’t complain to me about your acne any
more! You know sugar is not good for you!
Jerry: I know, I know.

7

Draw students’ attention to the Sign Up to Grammar
box on the top-right corner of the page. Explain to
students that we can make an offer in English by saying,
for example: Would you like some coffee? and we can

either accept it (Yes, please.) or refuse it (No, thanks).
Lay emphasis on the use of some when making offers.
Refer students to the different ways to offer something
in English and the different replies. Next, direct students’
attention to the sentences in activity 7. Ask them to spot
the mistakes in these sentences and rewrite them in the
correct way. Check answers by asking some volunteers to
write their sentences on the board.
Draw students’ attention to the Grammar Reference
section, where they will find further examples and
practice.
GR4

Answer key: 1. Would you like some ice cream for
dessert? 2. How about some crisps to eat on your way
back home? 3. Would you like some red wine or white
wine with your meal?

8

Ask students to work in pairs. They should
offer their partners three different things to eat or drink.
Encourage students to look at the example and to swap
roles. Monitor students’ work as you walk around the class.
Answer key: Students’ own answers

9

Help students organise their ideas for this task
by writing on the board: I eat a lot of…; I don’t eat many /

much…; My eating habits are…; and My favourite food
is… Then, ask students to write, in their notebooks, a blog
post about their eating habits for the online community
called You’re What You Eat.
Answer key: Students’ own answers

22

WB p. 120 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities on
page 120. You may assign these exercises as homework.
Answer key:
1 1. hamburger; 2. rice; 3. milk; 4. cookies
2 1. No, thanks. I hate vegetables. 2. With or without
ice? 3. Yes, please. Can I have some apple pie?
3 (from top to bottom) 2, 3, 1
4 (from top to bottom) 4, 1, 2, 3
5 Students’ own answers

Review (CB pp. 28 and 29)
In the Review section, students will revise all the
structures and some key words learnt in lessons 1 to 4 in
this unit. It is advisable to turn to this section once you
have finished teaching lesson 4.
Answer key:
1 2. carrot; 4. cookies; 6. broccoli; 7. butter; 8. cereal;
9. rice; 11. ice cream; 12. cake; 13. tea
B


S

E

I

K

O

O

C

S

S

N

N

R

B

A

N


A

N

A

P

O

L

I

O

O

R

A

E

P

T

I


L

Z

Y

C

L

C

S

P

A

G

H

E

T

T

I


E

E

C

A

K

E

C

M

P

B

R

T

C

M

O


M

A

R

I

C

E

U

U

O

R

R

L

A

V

E


T

U

A

T

H

R

E

E

I

V

T

Q

C

T

Z


T

G

R

A

T

M

A

S

T

E

A

U

E

O

A


M

A

W

C

E

R

E

A

L

R

Y

C

X

W

2 Students’ own answers
3 1. lots of; 2. some; 3. any; 4. a little; 5. much;

6. a few
4 2. There aren’t any vegetables. 3. There is a slice
of (some) watermelon. 4. There are a lot of / lots of
eggs. 5. There is some healthy food.
5 2. How about some apple crumble for dessert?
3. Would you like a bowl of cereal for breakfast?
4. How about a leek soup for starters?
6 2. could; 3. and; 4. Would; 5. fattening; 6. please;
7. about; 8. thanks; 9. like
7 1. T; 2. T; 3. F; 4. T; 5. F


(CB p. 30)
World Issues is a section that focuses on the development
of reading skills and enhances students´ ability to
integrate acquired knowledge with a real life issue: in
this case, reading about a new concept in healthy eating
and discussing healthy and unhealthy food.

Answer key: Students’ own answers

Project Work 1 (Units 1 & 2):
OUR ONLINE TAKEAWAY SHOP - Students may

now do the Project Work activities for units 1 & 2 that
are available on the Student’s Interactive CD-ROM. These
activities are thoroughly explained on pages 84, 85 and
86 of this Teacher’s Book.

Lesson-by-lesson plans


World Issues 2
YOU ARE WHAT YOU EAT

hands when they want to participate. Encourage the use
of the target language as much as possible by helping
students express themselves. Offer help by writing on the
board useful vocabulary and expressions that students
find difficult to say in English.

Teacher’s Book

8 1. Sorry, we don’t have any. 2. Salad and fish.
3. Sure. Small, regular or large? 4. Certainly. Black
or white? 5. No, thanks. I don’t eat fish

1

Ask students to read the text about My Plate,
a new concept that replaces the traditional food
pyramid. Give them some minutes to read the text
silently and decide whether the sentences are true (T)
or false (F). Help students with vocabulary if necessary.
Check this activity by asking some volunteers to read
aloud their answers.
Answer key: 1. T; 2. F; 3. T; 4. T; 5. F; 6. F

2

Students look at the cartoon and discuss whether

they agree or disagree with the message on the signs in
the picture. You may ask students to do this activity in
pairs or you may engage them in a class discussion.
Answer key: Students’ own answers

(CB p. 31)

3

Students complete the table with examples of food
and drink items according to their preferences and
the My Plate chart. Check answers by asking different
students to read aloud the items that they have included
in their tables.
Answer key: Students’ own answers

4

Students discuss the three statements in class. You
may act as a moderator. Make sure students raise their

23


Unit 3

Teacher’s Book

Lesson-by-lesson plans




Unit3-Differentstrokesfordifferentfolks
COMMUNICATIVE AND
LEARNING TASKS

CONTENTS
LEXIS

GRAMMAR

PHONOLOGY

L1

Home furniture and home
items: couch, bedside table,
lamp, etc.
Adjectives used to describe
somebody’s personality: neat,
creative, messy, serious, etc.

Object pronouns: me,
you, him, her, etc.

Pronunciation of some
home furniture and home
items
Pronunciation of some
personality adjectives


Talking about the favourite place in
one’s house.
Describing people’s personalities.
Writing a short description of one’s
own bedroom.

L2

Clothes
Personality and clothes:
sloppy, flashy, casual, etc.
Vocabulary used to talk about
the weather: sunny, rainy,
cloudy, etc.

Possessive adjectives
(revision) Possessive
pronouns: mine, yours,
his, hers, etc.
Whose...?
Wear something = have
got something on

Pronunciation of some
items of clothing and some
personality adjectives

Talking about clothing styles.
Writing a description of what

someone is wearing and their
personality according to their
clothes.

L3

Adjectives used to describe
parenting styles and parentchildren relationships: strict,
patient, etc.

Giving advice and
suggesting something:
Should & shouldn’t /
Should I...?

Pronunciation of should /
shouldn’t
Pronunciation of some
adjectives: overprotective,
responsible, patient, etc.

Talking about parenting styles.
Giving advice to parents.

Vocabulary on newspapers
and magazines: problem page,
comic strips, quizzes, etc

Make / let somebody do
something

Infinitive of purpose: to
+ verb
Want something / Want
to do something

Pronunciation of some
words connected with
newspaper and magazines:
showbiz news, horoscope,
interviews, etc.

Talking about one’s favourite
newspaper / magazine section.
Writing some suggestions and giving
advice to a reader of a problem page.

L4

WI

School and home rules

Integrating acquired knowledge with
a real life issue: in this case, talking
and reading about a special kind of
summer camp and rules at home and
at school.

Recycling of some L1L4 grammar topics and
lexis.


Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 32)

1

Students write lists of the pieces of furniture
and home items they may know or remember. Help
them out by eliciting some vocabulary and / or spelling,
if necessary. Write students’ answers on the board and
encourage them to complete their lists with the words

24

you write down. Add some more words if necessary.
Then, as a whole group, students talk about their
favourite place in their houses. If students find it difficult
to come up with some answers in this activity, they may
use bilingual dictionaries or you may provide the answers
on the board yourself. Work on the correct pronunciation
of some pieces of furniture and some home items that
students might find problematic.