Smart Grammar Plus 4

H.Q. Mitchell © MM Publications

grammar and vocabulary

4teacher’s book

H.Q. Mitchell © MM Publications

grammar and vocabulary

4teacher’s book

Contents © MM Publications

Introduction to Smart 4 ............................................................................................................................................. 5
1 Present Simple & prepositions of time ................................................................................................................ 6
2 Present Simple & adverbs of frequency ............................................................................................................. 8
3 Present Progressive .................................................................................................................................................... 11
4 Present Simple vs Present Progressive ..............................................................................................................14
5 Possessive case – Possessive adjectives / pronouns .....................................................................................17
6 Object Pronouns – verbs + -ing ......................................................................................................................... 20
7 Smart Time 1 ................................................................................................................................................................22
8 Revision 1 ...................................................................................................................................................................... 24
9 Smart Skills 1 (Listening & Speaking) .................................................................................................................26
10 some / any – countable / uncountable nouns ................................................................................................29
11 Indefinite pronouns - some, any, no, every .....................................................................................................32
12 How much / many…? .............................................................................................................................................. 34
13 a lot of – lots of – a few – a little ........................................................................................................................36
14 very + adjective / too + adjective ......................................................................................................................38
15 Ordinals ........................................................................................................................................................................40
16 Smart Time 2 .............................................................................................................................................................. 42
17 Revision 2 .....................................................................................................................................................................44
18 Smart Skills 2 (Reading & Writing) ..................................................................................................................... 46
19 Past Simple ‘be’ ......................................................................................................................................................... 50
20 Past Simple (affirmative) ........................................................................................................................................53

21 Past Simple (negative, questions) ........................................................................................................................56 © MM Publications
22 Present Simple vs Past Simple ..............................................................................................................................59
23 Comparative form ......................................................................................................................................................62
24 Superlative form ........................................................................................................................................................ 64
25 Smart Time 3 ................................................................................................................................................................66
26 Revision 3 ......................................................................................................................................................................68
27 Smart Skills 3 (Reading & Writing) ......................................................................................................................70
28 must - mustn’t .............................................................................................................................................................74
29 Future ‘be going to’ ................................................................................................................................................... 76
30 Future ‘will’ .................................................................................................................................................................... 78
31 should ............................................................................................................................................................................ 80
32 Question words ...........................................................................................................................................................82
33 Past Progressive ......................................................................................................................................................... 84
34 Smart Time 4 ................................................................................................................................................................86
35 Revision 4 ......................................................................................................................................................................88
36 Smart Skills 4 (Listening & Speaking) ............................................................................................................... 90
Test 1 (lessons 1-9) ................................................................................................................................................... 94
Test 2 (lessons 10-18) ...............................................................................................................................................96
Test 3 (lessons 19-27) ...............................................................................................................................................98
Test 4 (lessons 28-36) ........................................................................................................................................... 100
Tests 1-4 Key ...............................................................................................................................................................102

© MM Publications

Introduction to Smart 4

How can we make our learners smarter, as far as © MM Publications a task-based activity. These tasks have a real-world
grammar is concerned? This is one of the questions we ‘rehearsal’ rationale and simultaneously, stimulate
confronted when making Smart - the series. What is the language acquisition. Ss are familiar with the input (from
most appropriate theory? How can we best approach the previous lessons), they have a goal and must follow
grammar at this young age? There are many theories and procedures to achieve it.
approaches, but one thing is certain: that all learners learn
in different ways. This is evident according to many recent Smart skills appears every 9 lessons. Here we focus on
studies which have been carried out. Having different the four basic skills (reading and writing / speaking and
learning styles then, it is all too clear that we should try listening alternatively.) The style of the activities is based
and incorporate more than one theory or approach. Thus, on the Cambridge Young Learners English Tests.
in Smart we are eclectic with regards to the approaches (Smart 4 is equivalent to starters.)
we use.
There are four tests in the Teacher’s Book which can be
That’s why Smart is more than just a grammar book. photocopied.
It deals with traditional grammar in different ways.
Consequently, there are a variety of activities which There is a variety of songs in the book, which Ss are sure
include: drills, reading comprehension, personalisation, to enjoy but also learn through them.
listening, matching, multiple choice etc. However, we do The CD, which is included, contains recordings of:
not ignore the language around grammar. Vocabulary, as • vocabulary
well as spelling, at the early stages of learning are indeed • dialogues in the presentations
crucial stepping stones. • the phonics
• the songs
Smart Time appears every 7 lessons and deals with • the listening activities for Smart Skills
spelling, phonics and writing techniques. The Spelling All recorded items are indicated by a CD symbol in the
Check revises the spelling of words. The phonics activity Student’s Book.
focuses on the sounds of the letters. The songs which
follow, repeat the sounds in order to provide aural Let us not forget, that it has been proven that learners
reinforcement. retain more of what they are taught when they are
actively involved in the learning process. Statistics suggest
Writing corner provides students with tips in order to that, if students learn passively, the information is easily
improve their writing skills. In addition, there are activities forgotten within a very short period of time. So, this
which help students practise the writing tips. easy - to - use Teacher’s Book includes many engaging
activities, designed not only to complement the activities
Revision appears every 8 lessons and is there to revise and in the book but also to promote active learning which can
consolidate previously taught material. be enjoyable and fun for learners.
Note that the final activity in the revision is always

The symbols below, which are found in the Teacher’s book, represent the following:

aim of the warm up lesson plan discussion craft activities games optional writing
lesson activities activities

writing listen and say miming activities CD key to the notes
tips activity

Lesson 1 1 Present Simple

Language 1 What do you do on Saturday? Listen and read about Daniel. Then, match

Aim To talk about habitual actions. the sentences with the photos. There are four extra photos.
To talk about permanent situations.
On Saturday, I get up at 9:30 in the
Structures Present Simple (affirmative)
morning a 3 . At 10:00 I go to a 2
Vocabulary get up, go to a karate class, cook,
wash, do my homework, karate class b . My sister does 1
watch DVDs, have lunch, 4
play football, her homework c . We have 3
take the dog for a walk, 5
go to bed lunch at 2:00 d . In the

Warm up afternoon, I play football with my

• Mime the action of getting up and say, I get up friends e and my sister takes
at 8 o’clock in the morning. Write the sentence
on the board and ask Ss what it means. our dog for a walk f . I go to
bed at 11:30 at night g .
• Repeat the same procedure with other verbs / © MM Publications
phrases, e.g. play football, cook etc. 6

• Ask Ss what tense is used in the examples and 7
elicit the answer; Present Simple.
9 8
• Ask Ss when they think we use the Present 10 11
Simple (for habitual actions) and encourage
them to form their own sentences. Grammar Present Simple

• Say the following sentences and write them on Affirmative Use Prepositions of time / Time expressions
the board, too: My brother lives in London. My
father works in a bank. * HP 8F HP 8F VTF UIF Present Simple on .POEBZ
5VFTEBZ
FUD
:PV HP :PV HP • GPS IBCJUT BOE BDUJPOT UIBU IBQQFO SFHVMBSMZ in +BOVBSZ
'FCSVBSZ
FUD XJOUFS
TQSJOH
FUD
• Ask Ss in which other case we use the Present )F HPFT 5IFZ HP in UIF NPSOJOH
BGUFSOPPO
FWFOJOH
FUD
Simple and elicit their answer; for permanent 4IF HPFT F H ,FMMZ HPFT UP TDIPPM BU P DMPDL at UIF XFFLFOE
FUD OJHIU
situations. Ask for examples. *U HPFT FWFSZ EBZ every EBZ .POEBZ XFFL NPOUI ZFBS
FUD
• GPS QFSNBOFOU TJUVBUJPOT
F H .Z VODMF MJWFT JO *UBMZ

Remember!

• 7FSCT XIJDI FOE JO -s, -sh, -ch, -x, -o UBLF -es JO UIF UIJSE QFSTPO TJOHVMBS F H * XBTI )F XBTIes
• 7FSCT XIJDI FOE JO -e UBLF -s F H * EBODF )F EBODes
• 7FSCT XIJDI FOE JO B consonant + -y DIBOHF UIF -y UP i BOE UBLF -es F H * n Z *U n ies
• 7FSCT XIJDI FOE JO B vowel + -y TJNQMZ UBLF -s F H * QMBZ 4IF QMBZs

2

Section_1.indd 2-3

Lesson Plan

Activity 1 (Track 2)
• Read the question in the rubric and elicit Ss’ answers.
• Ss read the text and match the sentences with the photos.

Point out that there are four extra photos.
• Get Ss to guess the meaning of the words / phrases they

don’t know.
b. 1 c. 5 d. 11 e. 2 f. 8 g. 10
Extra photos: 4, 6, 7, 9

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain the Present Simple to the Ss.
• Point out its use, the time expressions and the spelling rules.
• Provide Ss with more examples if necessary.

6

Lesson 1

2 Read and circle. Optional
1 Fay get / gets up at half past seven in the morning.
2 I wash / washes my dog every month. • Divide Ss into groups of four.
3 My sister and I have / has dinner at 8:00 in the evening. • Give each group a big piece of card.
4 George go / goes to a karate class on Mondays and Fridays. • Tell Ss that they have to write sentences
5 The children swim / swims and eat / eats ice cream in the summer.
6 Sophie cook / cooks chicken with rice at the weekends. about what they do at the weekend and draw
7 Kelly and Tim wash / washes the car every Friday afternoon. pictures, too. Point out that they have to write
their name underneath their sentences.
3 Read and complete. Use the Present Simple. • Ss can also bring magazines and cut out
pictures that depict habitual actions they do at
1 Jim (do) his homework in the afternoon. the weekend and stick them on the card.
2I (go) to bed at 10:30 at night. • When all groups have finished, they take
3 Helen turns to present their project and read their
4 My father (fly) her plane at the weekend. sentences to the class.
5I (play) tennis on Fridays. • Display Ss’ projects around the classroom.
6 We
7 Jonathan (take) my dog for a walk in the morning.
8 Matt and Bob (visit) our cousins every week.
(live) in Spain.
(watch) TV every afternoon.
© MM Publications
4 Read and make sentences.

1 Tim / play football / the afternoon
Tim plays football in the afternoon.

2 my mother / cook spaghetti / every Monday

3 I / go to bed / 10:00 / night

4 Tom / work / at the hospital / the weekend

5 the children / watch DVDs / evening Extra

5 What do you do at the weekend? Discuss with your partner. • Choose a S to come to the front of the class
and mime an action he / she does on Sunday.
3
• The rest of the class has to guess the action
21/11/2007 2:45:33 ìì by saying, e.g. You play football on Sunday.
You take the dog for a walk on Sunday. etc.
Activity 2
• Ss read the sentences and circle the correct word. • The S answers Yes. or No. accordingly.
• The S who guesses correctly is the next one to
1. gets 2. wash 3. have 4. goes 5. swim / eat
mime an action.
6. cooks 7. wash • Make sure all Ss have had a turn.

Activity 3 7

• Ss read the sentences and complete them, using the verbs in

brackets in the Present Simple.

1. does 2. go 3. flies 4. plays 5. take

6. visit 7. lives 8. watch

Activity 4
• Ss expand the notes into sentences, using the Present Simple, as

in the example.
2. My mother cooks spaghetti every Monday.
3. I go to bed at 10:00 at night.
4. Tom works at the hospital at the weekend.
5. The children watch DVDs in the evening.

Activity 5
• Divide Ss into pairs.
• Ss take turns to ask and answer what they do at the weekend.
• While Ss are doing this, go round the class and make sure Ss are

using the structures correctly.
• Choose a few Ss to report what their partner does at the

weekend to the class.

Lesson 2 2 Present Simple & adverbs of frequency

Language 1 What do you usually do in the summer? Discuss, listen, read and match the

Aim To talk about habitual actions. words / phrases with each picture. There are two extra words / phrases.

Structures Present Simple go camping sunbathe make sandcastles go fishing
Adverbs of Frequency (always,
usually, often, sometimes, never) collect seashells go canoeing swim

Vocabulary go camping, collect seashells, play beach volleyball dive go for a walk
play beach volleyball, sunbathe,
dive, go canoeing, make sandcastles, Do you make Yes, I do.
go for a walk, go fishing sandcastles in
the summer?

Warm up © MM PublicationsGrammar Present Simple

• Draw five bars like the ones in the second Full Forms Negative Questions Short Answers
grammar box, on the board, and shade the Short Forms
corresponding part for each adverb of
frequency. * EP OPU HP * EPO U HP %P * HP :FT
ZPV EP /P
ZPV EPO U
:PV EP OPU HP :PV EPO U HP %P ZPV HP :FT
* EP /P
* EPO U
• Tell Ss that the shaded part in each bar )F 4IF *U EPFT OPU HP )F 4IF *U EPFTO U HP %PFT IF TIF JU HP :FT
IF TIF JU EPFT /P
IF TIF JU EPFTO U
indicates how often an activity takes place. 8F EP OPU HP 8F EPO U HP %P XF HP :FT
ZPV EP /P
ZPV EPO U
Explain each adverb and give Ss examples. :PV EP OPU HP :PV EPO U HP %P ZPV HP :FT
XF EP /P
XF EPO U
5IFZ EP OPU HP 5IFZ EPO U HP %P UIFZ HP :FT
UIFZ EP /P
UIFZ EPO U
• Point out that we place adverbs of
frequency before the main verb, but after Remember!
the verb ‘be’.
• *O UIF RVFTUJPO BOE OFHBUJWF GPSN PG UIF UIJSE QFSTPO TJOHVMBS
UIF NBJO WFSC does not UBLF BO -s
-es
-ies
• Ask Ss to remind you how we form the
negative and questions in the Present F H %PFT TIF TXJN JO UIF TVNNFS )F EPFTO U HP TIPQQJOH PO 4BUVSEBZ
Simple.
4
• Elicit the answer that we use the auxiliary
verb do / does and point out that in the third Section_1.indd 4-5
person singular, the main verb does not take
an -s, -es, -ies. Lesson Plan

8 Activity 1 (Track 3)
• Read the question in the rubric and elicit Ss’ answers.
• Ss listen to the words / phrases and repeat them.
• Ss match the words / phrases with the corresponding

photos. Point out that there are two extra words / phrases.
• Get Ss to guess the meaning of the words / phrases they

don’t know.
The two extra words / phrases are: collect seashells, dive

• When Ss have finished, draw their attention to the example
and read it aloud.

• Divide Ss into pairs.
• Ss take turns to ask and answer questions, using the words

/ phrases in the activity, as in the example.

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain how the Negative, Questions and Short Answers

are formed in the Present Simple.

Lesson 2

2 Read and make questions. 3 Write the negative.
1 They go to the cinema on Sundays.
1 We sunbathe in the summer.
Do they go to the cinema on Sundays? We don’t sunbathe in the summer.

2 Tracy gets up at 9:00 in the morning. 2 I go canoeing in September.

3 Tom dives in the summer. 3 Lucy walks to school every morning. Grammar Box
• Draw Ss’ attention to the Grammar Box and
4 Jim and Mary go camping in July. 4 John goes fishing at night.
read it aloud.
• Elicit the use of adverbs of frequency from Ss.
• Ask for examples.

4 Read and complete. Use do / does / don’t / doesn’t.© MM Publications

1 you play beach volleyball in the summer? Yes, I .

2 Fay make sandcastles on the beach? No, she .

3 they go camping every year? No, they .

They like camping. They stay at a hotel.

4 your cousin go for a walk every day? Yes, she . She loves it.

5 the dog swim in the sea? No, it . It hates the water.

Grammar Adverbs of Frequency

• Adverbs of Frequency HJWF JOGPSNBUJPO BCPVU IPX PGUFO TPNFUIJOH BMXBZT
IBQQFOT 8F VTF UIFN NBJOMZ XJUI UIF 1SFTFOU 4JNQMF VTVBMMZ
F H How often EP ZPV HP PO IPMJEBZ * usually HP FWFSZ TVNNFS PGUFO
TPNFUJNFT
• 5IFZ VTVBMMZ HP CFGPSF UIF NBJO WFSC
CVU BGUFS UIF WFSC be OFWFS
F H )F often goes m TIJOH JO UIF TVNNFS
)F is always BU IPNF PO 4VOEBZT 5

21/11/2007 2:46:14 ìì

Activity 2
• Ss read the sentences and write them in the question form.

2. Does Tracy get up at 9:00 in the morning?
3. Does Tom dive in the summer?
4. Do Jim and Mary go camping in July?

Activity 3
• Ss read the sentences and write them in the negative form.

2. I don’t go canoeing in September.
3. Lucy doesn’t walk to school every morning.
4. John doesn’t go fishing at night.

Activity 4

• Ss read and complete the questions and the answers.

1. Do, do 2. Does, doesn’t 3. Do, don’t, don’t

4. Does, does 5. Does, doesn’t

9

Lesson 2

Lesson 2 5 Look at the table below. Write sentences about what Jessie does in the summer.

Activity 5 sunbathe go fishing go camping collect play beach
• Ss look at the table and complete the  seashells volleyball

sentences using the corresponding adverb of always 
frequency and the verb, as in the example. usually 
2. often goes fishing often
3. usually goes camping sometimes 
4. sometimes collects seashells never 
5. never plays beach volleyball
1 Jessie always sunbathes in the summer.
Activity 6 2 Jessie in the summer.
• Ss read the sentences and put the adverbs © MM Publications3 Jessie in the summer.
4 Jessie in the summer.
of frequency in the correct place by drawing 5 Jessie in the summer.
arrows, as in the example.
2. Well, I never get up early on Sunday. 6 Put the adverbs of frequency in the correct place. Draw arrows, as in the example.
3. I usually get up at 11 o’clock.
4. ...I’m always tired after the walk. Paula (1) Tom, what do you do on Sunday? (usually)
5. Then, we often go to my grandparents’ Tom (2) Well, I get up early on Sunday. (never)

house for lunch. (3) I get up at 11 o’clock. (usually)
6. What does your grandmother usually make? Then, I take my two dogs for a walk. They’re happy
7. She sometimes makes a banana cake. (4) but I’m tired after the walk. (always)
(5) Then, we go to my grandparents’ house for lunch. (often)
Activity 7 Paula (6) What does your grandmother make? (usually)
• Ss read the questions and answer them about Tom Chicken and potatoes. (7) She makes a banana cake. (sometimes)
It’s my favourite!
themselves.
• Choose a few Ss to read the questions and 7 Answer about yourself.

their answers to the class. 1 Do you always swim in the summer?
2 Do you often make sandcastles in the summer?
Optional 3 Does your best friend go canoeing in the summer?
4 Do your friends sometimes play beach volleyball in the summer?
6

Section_1.indd 6-7

• Divide Ss into groups of four.
• Draw a table on the board like the one below so that Ss can draw the same table for the group.

Alternatively, you could photocopy the table below - one copy for each group:

always usually often sometimes never • Ss take turns to say how
often they do each of the
dive activities, e.g. I never dive in
go camping the summer. I always swim in
sunbathe the summer. etc.
go fishing
go canoeing • Ss put a tick for each answer,
collect seashells in the corresponding boxes of
make sandcastles the table.
swim
go for a walk • When all groups have
finished, they take turns to
say the results to the class,
e.g. Two Ss usually make
sandcastles in the summer.
Three Ss often collect
seashells in the summer. etc.

10

3 Present Progressive

1 1 Listen and look at the photos. What are they doing? Circle the correct verb / Lesson 3

phrase. Language

drink 2 work Aim To talk about actions happening now.
travel
fly study Structures Present Progressive
visit friends
buy presents Vocabulary buy presents, work, visit friends,
clean my room, travel,
draw a picture draw a picture

3 run 4 dance Warm up

sing sleep • Pretend you are drawing a picture and say,
I’m drawing a picture now.
ride a bike climb a tree
© MM Publications • Tell a S to pretend he / she is cleaning his /
read a book clean their room her room and tell him / her, You’re
cleaning your room now.
2 Read, look at activity 1 and circle the correct answer.
Photo 1 Are they buying presents? Yes, they are. / No, they aren’t. • Repeat the same procedure with different
Photo 2 Are they travelling? Yes, they are. / No, they aren’t. verbs to revise all persons.
Photo 3 Is he singing? Yes, he is. / No, he isn’t.
Photo 4 Are they cleaning their room? Yes, they are. / No, they aren’t. • Encourage Ss to tell you how the Present
Progressive is formed (verb ‘be’ + verb + -ing)
Grammar Present Progressive and when it is used (for actions happening
at the moment of speaking).
Affirmative Negative
• Give examples of the question and negative
Full Forms Short Forms Full Forms Short Forms forms.

* BN FBUJOH * N FBUJOH * BN OPU FBUJOH * N OPU FBUJOH
:PV BSF FBUJOH :PV SF FBUJOH :PV BSF OPU FBUJOH :PV BSFO U FBUJOH
)F 4IF *U JT FBUJOH )F T 4IF T *U T FBUJOH )F 4IF *U JT OPU FBUJOH )F 4IF *U JTO U FBUJOH
8F BSF FBUJOH 8F SF FBUJOH 8F BSF OPU FBUJOH 8F BSFO U FBUJOH
:PV BSF FBUJOH :PV SF FBUJOH :PV BSF OPU FBUJOH :PV BSFO U FBUJOH
5IFZ BSF FBUJOH 5IFZ SF FBUJOH 5IFZ BSF OPU FBUJOH 5IFZ BSFO U FBUJOH

Questions Short Answers Time Expressions

"N * FBUJOH :FT
ZPV BSF /P
ZPV BSFO U OPX
BU UIF NPNFOU
"SF ZPV FBUJOH :FT
* BN /P
* N OPU
*T IF TIF JU FBUJOH :FT
IF TIF JU JT /P
IF TIF JU JTO U
"SF XF FBUJOH :FT
ZPV BSF /P
ZPV BSFO U
"SF ZPV FBUJOH :FT
XF BSF /P
XF BSFO U
"SF UIFZ FBUJOH :FT
UIFZ BSF /P
UIFZ BSFO U

8F VTF UIF Present Progressive GPS BDUJPOT UIBU BSF IBQQFOJOH OPX
BU UIF NPNFOU PG TQFBLJOH

7

21/11/2007 2:47:21 ìì

Lesson Plan

Activity 1 (Track 4)

• Ss listen to the words / phrases and repeat them.

• Ss look at the photos, read the verbs / phrases and circle the correct one.

• Get Ss to guess the words / phrases they don’t know.

1. buy presents 2. travel 3. read a book 4. dance

Activity 2

• Ss read the questions, look at the corresponding photos and circle the correct answers.

1. Yes, they are. 2. Yes, they are. 3. No, he isn’t. 4. No, they aren’t.

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain the Present Progressive to Ss again.

11

Lesson 3

Lesson 3 Spelling

Note t 7FSCT UIBU FOE JO -e
ESPQ UIF e BOE UBLF -ing
F H EBODF EBODJOH
• Point out the spelling rules and give Ss t 7FSCT XJUI POF TZMMBCMF XIJDI FOE JO one vowel + one consonant
EPVCMF UIF m OBM DPOTPOBOU CFGPSF UIF -ing
more examples if necessary, F H SVO o SVOOJOH
e.g. ride - riding, take - taking, t 7 FSCT XIJDI FOE JO one vowel + l
EPVCMF UIF -l CFGPSF UIF -ing
come - coming, swim - swimming, F H USBWFM o USBWFMMJOH
make - making, stop - stopping,
cut - cutting etc. 3 Look and complete. Use the Present Progressive.

1 Sue . (buy / present)

2 The children . (run)
© MM Publications
3 Tom at the moment. (work)

4 Jill . (dance)

5 The birds . (fly)

4 Read and complete. Use the Present Progressive of the verbs in the box.

travel clean work sleep not clean study

Fay Are your parents at home, Bill?

Bill No, they aren’t. My father (1) at the hospital now.

He’s a doctor. My mother (2) to Italy at the moment.

But my sister and my brother are at home.

Fay (3) your sister the

house?

Bill No. She (4) the house.

She (5) for a test.

Fay And what about your brother?

Bill He (6) . He always gets up late on Saturday.

8

Section_1.indd 8-9

Activity 3
• Ss complete the sentences by writing the verb in brackets

in the Present Progressive.
1. is buying a present
2. are running
3. is working
4. is dancing
5. are flying

Activity 4
• Ss complete the sentences by using the correct verbs in the

box in the Present Progressive.
1. is working
2. is travelling
3. Is / cleaning
4. isn’t cleaning
5. is studying
6. is sleeping

12

5 Look, read and write. 2 Lesson 3
girls / swim
1 Optional
4
boy / drink / water girl / study • Choose four Ss to come to the board.
Is the boy drinking water? • Ask each S to mime an action.
No, he isn’t. • Make sure each S is miming a different
He’s eating pizza.
action.
3 • Say a sentence about the action that one of

bird / eat the four Ss is miming, e.g. He is climbing a
tree.
6 Play in pairs. • The rest of the class has to say the name
of the S who is miming the corresponding
action.
• Repeat the same procedure with different
Ss.
• You can choose a different S each time to
say a sentence about the action that one of
the four Ss is miming instead of yourself.
© MM Publications
e.g. She’s reading a book.

9

21/11/2007 2:47:49 ìì

Activity 5
• Ss look at the pictures, read the prompts and write questions

and answers, as in the example.
2. Are the girls swimming? No, they aren’t. They’re running.
3. Is the bird eating? No, it isn’t. It’s flying.
4. Is the girl studying? No, she isn’t. She’s climbing a tree.

Activity 6
• Explain to Ss that they are going to play a game.
• Divide Ss into pairs.
• Ss take turns to throw their rubber (or some other small item)

onto the photos in the activity.
• Explain to Ss that they have to name the activity depicted

in the photo their rubber has landed on, using the Present
Progressive.
• For every correct sentence Ss get a point.
• The S with the most points wins.

13

4 Present Simple vs Present Progressive

Lesson 4 1 1 Listen and look. Then, circle the correct word / phrase.

Language meet friends 2 watch TV
wear vacuum
Aim To talk about habitual actions and actions
happening now. cut brush my teeth
take photos teach
Structures Present Simple - Present Progressive
Vocabulary meet friends, take photos, cut, 3 have a shower 4 make a cake
2 Listen and match. paint buy
teach, vacuum, have a shower, go to the gym decorate
sell, buy, decorate sell sleep
© MM Publications
Tom rides his exercise bike at home At the moment, he’s at the park.
every day. He’s riding his bike.

Warm up Grammar Present Simple vs Present Progressive

• Ask Ss questions about their daily routine, 5IF Present Simple JT VTFE Time Expressions
e.g. Do you watch TV in the afternoon? Do • GPS BDUJPOT XF EP every day PS BDUJPOT XIJDI FWFSZ NPSOJOH EBZ XFFL ZFBS FUD
you brush your teeth in the morning etc? PO .POEBZ 5VFTEBZ FUD
and elicit their answers. BSF repeated SFHVMBSMZ JO UIF NPSOJOH BGUFSOPPO FWFOJOH +BOVBSZ
'FCSVBSZ
FUD
F H * CSVTI NZ UFFUI FWFSZ OJHIU TVNNFS
XJOUFS FUD
• Encourage Ss to remind you how the Present • GPS permanent TJUVBUJPOT BU UIF XFFLFOE
FUD
Simple is formed and when it is used. F H )F MJWFT JO "UIFOT BMXBZT
OFWFS
TPNFUJNFT
PGUFO
FUD

• Ask a few Ss to mime different actions and 5IF Present Progressive JT VTFE Time Expressions
ask the rest of the class, Is he / she sleeping / • GPS BDUJPOT UIBU BSF IBQQFOJOH now
BU UIF NPNFOU OPX
BU UIF NPNFOU
taking photos etc? and elicit their answers.
PG TQFBLJOH
• Encourage Ss to remind you how the Present F H * N FBUJOH EJOOFS OPX
Progressive is formed and when it is used.
10
14
Section_1.indd 10-11

Lesson Plan

Activity 1 (Track 5)
• Ss listen to the words / phrases and repeat them.
• Ss look at the photos and circle the corresponding verb /

phrase.
• Mime the verbs / phrases that Ss don’t know and get them to

guess their meaning.
1. cut 2. teach 3. have a shower 4. decorate

Activity 2 (Track 6)
• Ss listen to the CD, follow in their books and match each

picture with the correct narration.
• Make sure Ss have matched them correctly.
• Ask Ss, What does Tom do every day at home? (He rides his

exercise bike.), Where is he at the moment? (At the park.),
What is he doing? (He’s riding his bike.)

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Ask Ss to provide their own examples using the two tenses.

Lesson 4

3 Choose a or b. the house now.
1 My mother
b is painting
a paints
a new CD every Saturday.
2 Jonathan
a buys b is buying

3 your room now?
a Are you decorating b Do you decorate

4 They their friends every weekend.
a aren’t meeting b don’t meet

5 Ben and Maria chocolates at the moment.
a aren’t selling
b don’t sell
© MM Publications
4 Complete the sentences with the Present Simple or the Present Progressive.

Then, tick () what is happening now.

1 Stephen (go) to bed at 10 o’clock every night.

Now it’s 10 o’clock but he (not sleep)

a because it’s his birthday today. b

2 Mark usually (go) to the gym on Fridays.

It’s Friday today and at the moment he

a (watch) TV. b

3 It’s Sunday and Jane (paint) a picture at
the moment. She usually (meet) her

a friends at the park on Sundays. b

4 Beth (wear) jeans now, but she b
(not wear) jeans. She
often 11

(wear) skirts. 27/11/2007 3:03:11 ìì
a

Activity 3
• Ss read the sentences and complete them by choosing a or b.
• Point out to Ss that they have to pay attention to the time

expressions used in the sentences.
1. b 2. a 3. a 4. b 5. a

Activity 4
• Ss read the sentences in each case and complete them using

the Present Simple or the Present Progressive of the verbs in
brackets.
• Then, they have to look at the pictures and tick what is
happening now, according to the sentences.
1. goes to bed / isn’t sleeping - picture b
2. goes / is watching - picture b
3. is painting / meets - picture a
4. is wearing / doesn’t... wear / wears - picture a

15

Lesson 4 © MM PublicationsLesson 4

Activity 5 5 Use the prompts to form sentences.
• Ss read the prompts and form sentences. 1 Kevin / teach / English / every day / ?
• Point out that they have to use the Present 2 you / brush / teeth / now / ?
3 I / not go / to the gym / at the moment /.
Simple or the Present Progressive. 4 Mary and Tom / not teach / at the weekends /.
• Tell Ss that they have to pay attention to the
6 What is the Bond family doing now? Place a tick () in the appropriate boxes.
time expression in each case.
1. Does Kevin teach English every day? What does the Bond family usually do? Place a circle () in the appropriate boxes.
2. Are you brushing your teeth now?
3. I’m not going to the gym at the moment. This is the Bond family. They are usually not very busy on Saturday afternoon but today it’s Jim’s
4. Mary and Tom don’t teach at the weekends. birthday. His mother, Anna, is making a cake a . She usually goes to the gym b . His
father, John, usually watches TV on Saturday afternoon c . He is vacuuming, now d .
Activity 6 His sister, Mary, is decorating the house e . She usually meets her friends f .
• Ss read the text, look at the picture and place
7 Read and write.
a tick () or a circle (o) in the appropriate 1 What do you usually do at the weekends? Write 3 things.
boxes, according to what each member of the
family is doing now and usually does. 2 What are the people around you doing now? Write 3 things.
a. b.o c.o d. e. f.o

Activity 7
• Ss read the questions and answer them.
• Choose a few Ss to read the questions and

their answers to the class.

12

Section_1.indd 12-13

Optional

• Divide Ss into pairs.
• Tell each pair to write as many correct sentences as they

can using the two tenses.
• Point out that they can use affirmative or negative

sentences and questions.
• Allow the pairs five minutes to write their sentences.
• When all pairs have finished, they take turns to read their

sentences to the class.
• For every correct sentence, the pair gets a point.
• The pair with the most points wins.

16

5 Possessive case - Possessive adjectives / pronouns Lesson 5

1 Look at the three rooms. Name all the items you see. Then, listen and

point to the items.

2 Listen and read. Whose trainer has the dog got? Look at the rooms in activity 1. Language

Felix, bad boy!! Ooops!! Well, I think it’s Kelly’s. Aim To talk about possessions.
Whose trainer is that? it’s not mine! No, it’s not.
Structures Possessive case
I’m wearing my trainers. Possessive adjectives
Possessive pronouns

Vocabulary clock, gloves, magazine, coat,
scarf, skateboard, jumper,
trousers, clothes, trainers, CDs
© MM Publications
Grammar 3 Look at activity 1. Who do the items belong to? Warm up
Possessive Case
The boy, girl, children or parents? • Point to a S’s book and ask, Whose book is
8F VTF UIF 1PTTFTTJWF $BTF ’s 1 Whose jumper is this? this? Then, say, It’s Tom’s book.
UP TIPX UIBU TPNFUIJOH CFMPOHT UP B
QFSTPO PS BO BOJNBM It’s the boy’s. • Write the question and the answer on the
8F GPSN UIF 1PTTFTTJWF $BTF 2 Whose skateboard is this? board and ask Ss what they mean.
• CZ BEEJOH ’s UP TJOHVMBS OPVOT
3 Whose gloves are these? • Explain to Ss that we use Whose to ask who
F H 5IJT JT UIF HJSM T DBU something belongs to. We use the
• CZ BEEJOH ’ UP SFHVMBS QMVSBM OPVOT 4 Whose magazines are these? Possessive Case to show that something
belongs to someone (people or animals).
F H 5IF CPZT IBUT BSF CMVF 5 Whose clothes are these?
• CZ BEEJOH ’s UP JSSFHVMBS QMVSBM OPVOT • Give Ss more examples using the Possessive
Case (singular nouns, regular plural nouns
F H 5IPTF BSF UIF DIJMESFO T UPZT and irregular plural nouns).

Whose...?
• 8F VTF whose UP BTL XIP TPNFUIJOH

CFMPOHT UP
F H 8 IPTF CPPL JT UIJT

*U T 1FOOZ T CPPL


13

21/11/2007 2:48:54 ìì

Lesson Plan Grammar Box
• Draw Ss’ attention to the Grammar Box and read
Activity 1 (Track 7)
• Ss look carefully at the three rooms and name as it aloud.
• Provide Ss with more examples if necessary.
many items as they can. Prompt Ss for names of
items they have not mentioned. Write any Activity 3
unknown vocabulary on the board. • Ss read the questions, look at the pictures and the
• Ss listen to some of the items in each room, repeat
the words and point to the corresponding items. three rooms (from activity 1) and write the
answers.
Activity 2 (Track 8) 2. It’s the boy’s.
• Ask Ss to guess why the father is angry. (Because 3. They’re the girl’s.
4. They’re the children’s.
the dog has taken someone’s trainer.) 5. They’re the parents’.
• Ss listen, read the presentation, look at the three
17
rooms (from activity 1) and try to find out whose
trainer the dog has taken.
• Choose four Ss to read the presentation aloud.
The dog has taken dad’s trainer which is missing
from the last bedroom.

Lesson 5

Lesson 5 4 Grammar Possessive Adjectives Read and complete with the correct
possessive pronouns.
Warm up • 8F VTF Possessive Adjectives UP TIPX XIP
TPNFUIJOH CFMPOHT UP 1 This blue skirt isn’t yours! My skirt is blue.
• Point to your book and say, This is my book. • Possessive Adjectives BMXBZT HP CFGPSF OPVOT It’s .
This book is mine.
BOE EPO U UBLF BO BSUJDMF 2 May Which jumper is Peter’s? .
• Write the sentences on the board and ask Ss F H 4BN IBT HPU B DBS His DBS JT SFE Joe The red jumper is
the meaning of the possessive adjective my
and the possessive pronoun mine. 4VCKFDU 1PTTFTTJWF 4VCKFDU 1PTTFTTJWF 3 May Which gloves are ?
1SPOPVOT "EKFDUJWFT 1SPOPVOT "EKFDUJWFT Joe The red gloves are mine.
• Repeat the same procedure to introduce the
possessive adjectives and pronouns in all * NZ XF PVS
persons and write them on the board for Ss ZPV ZPVS ZPV ZPVS
to see. IF IJT UIFZ UIFJS
TIF IFS
• Explain to Ss that we use possessive
adjectives and pronouns to show who JU JUT
something belongs to. Possessive adjectives
are always followed by a noun while Read and complete with the correct 4 May Which skateboard is the children’s?
possessive pronouns are never followed by a possessive adjectives.
noun.
1 This is Mary. favourite colour is Joe That one is over there.
• If you have time ask Ss to point to items that green.
belong to themselves and others and form © MM Publications 5 These aren’t Fay’s trousers. Those blue
sentences using the possessive adjectives 2 Are those Pete’s gloves? No,
and pronouns. gloves are bigger. trousers are .

18 3 We’ve got a pet dog. dog’s
name is Lou Lou.
6 Read and circle.
4 Judy and Tim have got a car. 1 Spiderman III is my / mine favourite film.
car is new.
I love Toby Maguire.
5 That’s the dog’s house. Wow! 2 Suzy and Mary have got new jumpers.
house is small!
Their / Theirs jumpers are blue.
6 Tom Mary is that skateboard? 3 Jane likes reading magazines. These
Mary No, it isn’t. skateboard is
yellow. magazines are her / hers.
4 These boots aren’t your / yours.
5 Grammar Possessive Pronouns
Your boots are bigger.
• 8F VTF Possessive Pronouns UP TIPX XIP 5 They’ve got a blue clock and we’ve got
TPNFUIJOH CFMPOHT UP
• Possessive Pronouns BSF OFWFS GPMMPXFE CZ B a red clock. Theirs is very small but
OPVO
XIJMF QPTTFTTJWF BEKFDUJWFT BSF BMXBZT our / ours is very big.
GPMMPXFE CZ B OPVO 6 Sue is a police officer. This is her / hers
F H 5IJT JT my CPPL BUT 5IJT CPPL JT mine hat.

Possessive Adjective Possessive Pronoun

1PTTFTTJWF 1PTTFTTJWF 1PTTFTTJWF 1PTTFTTJWF
"EKFDUJWFT 1SPOPVOT "EKFDUJWFT 1SPOPVOT

NZ NJOF PVS PVST
ZPVS ZPVST ZPVS ZPVST
IJT IJT UIFJS UIFJST
IFS IFST
JUT

14

Section_1.indd 14-15

Activity 4
Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain again the meaning of possessive adjectives and

how they are used to Ss.

• Ss read and complete the sentences with the
correct possessive adjectives.
1. Her 2. his 3. Our 4. Their 5. Its
6. your / My

Activity 5
Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain again the meaning of the possessive pronouns and

how they are used to Ss.

• Ss read and complete the sentences with the correct
possessive pronouns.
1. mine 2. his 3. yours 4. theirs 5. hers

Activity 6
• Ss read the sentences and circle the possessive adjectives or

pronouns.
1. my 2. Their 3. hers 4. yours 5. ours
6. her

Lesson 5

7 Look and read about Jake and Tara. Then, complete the blanks using possessive

adjectives and pronouns.

This is (1) my friend, (5) friend Jake loves

Tara. (2) favourite playing video games. (6)

singer is Shakira. Tara and I have favourite one is Spiderman.

got two skateboards. The pink

skateboard is (3) Optional

and the blue one is • Ss take turns, come to the front of the class
and present one of their items by saying,
(4) . Pink is her e.g. This is my pen. Then, they place their
item in a bag.
favourite
• When all Ss have presented their item,
colour. choose a S and tell him / her to pick an item
from the bag. The S has to try and
8 Choose a or b. © MM Publications remember whose item it is by saying,
It’s Kelly’s pen. It’s hers.
1 These are boots. 6 That is John’s kite.
a Mary’s b Marys’ kite is big. • If the S guesses correctly, he / she gets a
a His point.
2 The coats are blue b He’s
and white. b women’s • Repeat the same procedure with all Ss and
a womens’ 7 My sister and I love as many times as you want.
cousins.
3 My sisters have got a new car. a us b our • If you have a large number of Ss, you can
divide them into groups.
My car is yellow.
8 Is this jigsaw puzzle ?
a sister’s b sisters’
a your b yours .
15
4 Tom and Suzy have got a very tall father. 9 We’ve got a cat.
name is Rocky.
father is a basketball a Its

player. b It’s

a Their b Theirs

5 Linda’s got a pink scarf. The red scarf isn’t 10 This clock isn’t

. My clock is black and white.

a her b hers a my b mine

17/12/2007 4:41:33 ìì

Activity 7

• Ss read the texts and complete them with the possessive

adjectives or pronouns.

2. Her 3. hers 4. mine 5. My 6. His

Activity 8 7. b
• Ss complete the sentences by choosing a or b.

1. a 2. b 3. b 4. a 5. b 6. a

8. b 9. a 10. b

19

6 Object Pronouns - verbs + -ing

Lesson 6 1 Have you ever taken part 2 Read activity 1 and tick ()

in a survey? Discuss. the correct box.
Listen and read.

Language 12

Aim To introduce object pronouns.
To talk about what one likes / loves / © MM PublicationsWoman Do you like going bowling? 3 4
enjoys / hates. Girl Oh, yes! I like it. I also enjoy 5 6

Structures Object pronouns rollerblading.
like / love / enjoy / hate + verb + -ing W What do you love doing at the

Vocabulary go bowling, go rollerblading, weekends?
take out the rubbish, G I love listening to my favourite CDs. I
do the washing-up
listen to them all the time. I also love
Warm up taking our dog, Rex, for a walk. I usually
take him to the park.
• Point to a girl / a boy / two Ss in your class W What chores do you hate doing?
and say, e.g. Look at Fay. Look at her. G I hate taking out the rubbish and doing
Look at Tom. Look at him. Look at Paul and the washing-up!
Suzy. Look at them.
3 Read activity 1 and write what the words in bold refer to.
• Write the sentences on the board and
underline the object pronouns. 1 it going bowling 2 them 3 him

• Get Ss to guess their meaning and explain Grammar Object Pronouns
that the object pronouns replace nouns in
order to avoid repeating them. 4VCKFDU 1SPOPVOT 0CKFDU 1SPOPVOT • 8F VTF Object Pronouns BT PCKFDUT PG WFSCT 5IFZ BMXBZT HP BGUFS
* NF WFSCT PS QSFQPTJUJPOT
• Write the rest of the object pronouns on the ZPV ZPV • Object Pronouns SFQMBDF OPVOT JO PSEFS UP BWPJE SFQFBUJOH UIFN
board and explain their meaning. IF IJN
TIF IFS F H 4 BN JT DPPLJOH EJOOFS )FMQ him DVU UIF UPNBUPFT
• Use facial expressions, mime the action JU JU 8F SF QMBZJOH WPMMFZCBMM $PNF BOE QMBZ XJUI us
of playing bowling and say, I like / enjoy XF VT ^like
going bowling. Explain that ‘like’ and ZPV ZPV + -ing F H * like QMBZing CPBSE HBNFT
‘enjoy’ have a similar meaning. Mime the UIFZ UIFN love 4VF hates DMFBOing IFS SPPN
action of listening to CDs and say, I love enjoy
listening to CDs. Then, mime the action of 16 hate
doing the washing-up, use facial expressions
and say, I hate doing the washing-up. Section_1.indd 16-17

• Write the sentences on the board and get Ss Lesson Plan
to guess their meaning.
Activity 1 (Track 9)
• Ask Ss what they notice about the • Read the question in the rubric, explain what a survey is and
formation of verbs with (like, love, enjoy,
hate). discuss with the Ss.
• Ss listen, read the text and underline any unknown
• Elicit the answer that the verb that goes
after them, takes -ing. vocabulary. Help Ss to guess the meaning of unknown
vocabulary by looking at the photos from activity 2.
• Ask Ss to form sentences about themselves.
Activity 2
20 • Ss read the text from activity 1, look at the photos and tick the

correct boxes.
• Point out that the unhappy face indicates what the girl hates

doing, the happy face what she likes / enjoys doing and the
one with the heart-shaped eyes what she loves doing.
2. the happy face should be ticked
3. the face with the heart-shaped eyes should be ticked
4. the face with the heart-shaped eyes should be ticked
5. the unhappy face should be ticked
6. the unhappy face should be ticked

Activity 3
• Explain to Ss there are three object pronouns in the dialogue

4 Use object pronouns to replace the words in bold. Lesson 6
.
1 Ted Can I wear your hat? 4 Fay Do you like apples?
Sue No, you can’t wear . John No, I don’t like

2 Our teacher, Mr Black, is talking. 5 My sister is very nice and

Listen to . I love . Activity 6
• Ss expand the notes into questions and then,
3 You and Mary are my best friends. 6 Bob and I are in this photo. Can you
see ? ask and answer with their partner, as in the
I love .
example.
5 Follow the lines and complete the 6 Write questions. Then, ask and
2. Do you enjoy going rollerblading?
sentences. answer with your partner.
3. Does your father like taking out the rubbish?
Jane 1 you / like / watch / DVDs?
Do you like watching DVDs? 4. Does your mother hate doing the
love
2 you / enjoy / rollerbading? washing-up?

5. Does your best friend love listening to CDs?
• Choose a few Ss to act out the dialogue in

front of the class.
© MM Publications
Mary like 3 your father / like / take out / rubbish? Optional
Alex enjoy 4 your mother / hate / do / washing-up?
hate 5 your best friend / love / listen / to / CDs? • Divide Ss into groups of four.
• Ask each S to write four sentences about
Sue & Jill Do you like Yes, I do.
watching DVDs? themselves, using love / like / enjoy and hate.
1 Jane enjoys bowling. • Point out that one of these sentences should
2 Mary
3 Alex be false.
4 Sue and Jill • When all Ss in the group have finished, they

17 take turns to read their sentences.
• The rest of the Ss in the group try to guess
10/15/2018 12:57:26 PM
which sentence is false.
• While Ss are doing this, go round the class

and make sure Ss are using the correct
structures.

(the words in bold). Ss have to find the word they refer to and

write it, as in the example. Point out that they have to read

the previous sentences to find the word they have replaced.

2. CDs 3. dog / Rex

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.

• Provide Ss with more examples if necessary.

Activity 4
• Ss read the sentences and replace the words in bold with the

corresponding object pronouns.

1. it 2. him 3. you 4. them 5. her 6. us

Activity 5
• Ss follow the lines and complete the sentences, as in the

example.

2. Mary loves taking her dog for a walk.

3. Alex hates taking out the rubbish.

4. Sue and Jill like going rollerblading.

21

7 Smart Time 1

Lesson 7 Spelling Check Present Progressive

Spelling Check 1 Read and complete. he’s riding

Aim To revise the spelling of words introduced Present Simple
in the previous lessons.
1 ride he rides
Activity 1
• Ss read the phrases in the infinitive and then, 2 fly

they write the Present Simple and the Present 3 dance
Progressive of the verbs in the third person
singular, as in the example. 4 wash
2. he flies - he’s flying
3. he dances - he’s dancing 5 take
4. he washes - he’s washing
5. he takes - he’s taking 6 swim
6. he swims - he’s swimming
7. he travels - he’s travelling 7 travel
8. he lives - he’s living
8 live

PHONICS
© MM Publications2 Listen and repeat.

3 Listen, say and tick () the correct 4 Listen and circle the i // sound.

column. Then, sing.

  What do you do in the summer?
MJLF GJTI Well, I ride my bike and fly my kite,
I climb a tree and dive in the sea,

kite And I sing, sing, sing,
And I sleep, sleep, sleep.

visit What do you do in the summer?

picture Well, I collect food and vacuum my room,
I like cooking some leaves and teaching my kids,

ride And I work, work, work,
But I sing, sing, sing.

ice cream

sing

dive

cinema

rubbish

climb

18

Section_1_b.indd 18-19

Phonics

Aim To practise the pronunciation of the  // and // sound.
Activity 2 (Track 10)
• Write the letter ‘i’ on the board and say the sound // and // aloud.
• Explain to Ss that there are words in which the letter ‘i’ is pronounced // and

others in which it is pronounced //.
• Play the CD and get Ss to repeat the sounds a few times.

Activity 3 (Track 11)
• Play the CD and tell Ss to listen for the difference in pronunciation of the letter i

(// and //) between the two words.
• Pause the CD after Ss hear the two words and the sounds.
• Elicit the answer that like has an // sound, while fish has an // sound.
• Play the rest of the track and ask Ss to repeat each word and tick the sound they hear.
• If necessary, play the CD again.

// kite, ride, ice cream, dive, climb
// visit, picture, sing, cinema, rubbish
Activity 4 (Track 12)
• Play the song once and ask Ss to listen carefully.
• Ask Ss to circle the ‘i’ // sound in the words of the song.
• Check Ss’ answers.
I, ride, bike, kite, climb, dive, like

• Play the song again and encourage Ss to sing along.

22

Lesson 7

5 Read.

Writing Order Optional

• In English, we always put the subject of a sentence before the verb. Play Hangman!
subject + verb
I vacuum on Saturdays. • A S thinks of a word and writes a dash on
Jill doesn’t work every day. the board for each letter in the word.

6 Make sentences by putting the words in the correct order. • The rest of the Ss take turns to guess the
1 goes / to bed / John / at 11:30 letters. If a letter is correct, the S at the
2 in the summer / my friends / play volleyball board writes it on the correct dash or
3 is / she / buying a present / now dashes. If a letter is not correct, the S draws
4 studying / the children / aren’t / at the moment part of a person hanging from the gallows
5 doesn’t like / my cat / swimming and writes the letter on the board so that Ss
don’t repeat the same letter.
7 Read and complete the paragraph about what you do on Saturdays. Use the
• The class wins if they find the words before
Present Simple. all the parts of the person are completed
and he is hanged.
My Saturday

In the morning, I
© MM Publications
In the afternoon, I

In the evening, I

19

21/11/2007 3:24:42 ìì

Writing Corner

Aim To practise correct sentence structure in English.
Activity 5
• Draw Ss’ attention to the box, read it aloud and explain it

to Ss.
• Read the examples aloud and ask Ss to pay attention to

the subject and the verb.
• Write more sentences on the board and ask Ss to tell you

which word is the subject and which the verb.
Activity 6
• Ss write the words in the correct order to form sentences.

1. John goes to bed at 11:30.
2. My friends play volleyball in the summer.
3. She is buying a present now.
4. The children aren’t studying at the moment.
5. My cat doesn’t like swimming.
Activity 7
• Ss read and complete the sentences about what they do on
Saturdays.
• Make sure Ss have completed the sentences correctly.
• Choose a few Ss to read their sentences to the class.

23

8 Revision 1

Lesson 8 1 Match.

Aim 1 have my teeth 7 wear my friends
2 go a shower 8 vacuum clothes
To revise and consolidate structures and 3 buy the rubbish 9 go for to Italy
vocabulary introduced in the previous lessons. 4 take out presents 10 make a walk
5 brush photos 11 meet my room
Activity 1 6 take bowling a cake
12 travel
• Ss read and match the words to form correct
phrases. 2 Expand the notes into sentences. Add the adverbs in brackets.
2. go bowling
3. buy presents 1 Jim / go / to his karate class / on Saturday (always)
4. take out the rubbish Jim always goes to his karate class on Saturday.
5. brush my teeth
6. take photos 2 you / get up / at 7:30 / in the morning? (usually)
7. wear clothes © MM Publications
8. vacuum my room 3 my mother / cook / lunch / on Sunday (never)
9. go for a walk
10. make a cake 4 Luke / play / football / in the afternoon (sometimes)
11. meet my friends
12. travel to Italy 5 Jane / take / dog / for a walk / at night? (often)

Activity 2 3 Look and complete. Use the Present Simple or the Present Progressive.

• Ask several Ss what they always / usually / do / homework make sandcastles dive read magazines sunbathe
often / sometimes / never do at the weekend. collect seashells wash / car do / washing-up

• Ss expand the notes into sentences. They also USUALLY NOW
have to write the adverb of frequency in the
correct place in the sentence. On Sunday afternoon, Grandma Maggie usually (1) but now
2. Do you usually get up at 7:30 in the but
morning? she (2) . Mr Black usually (3) now
3. My mother never cooks lunch on Sunday.
4. Luke sometimes plays football in the now he (4) . The children (5)
afternoon.
5. Does Jane often take the dog for a walk at but they usually (6) . Mrs Black (7)
night?
now but she usually (8) .

20

Section_1_b.indd 20-21

Activity 3

• Ss look at the pictures, read and complete the paragraph
with verbs / phrases in the Present Simple or in the Present
Progressive.
1. reads magazines
2. is collecting seashells
3. washes the car
4. is diving
5. are making sandcastles
6. do their homework
7. is sunbathing
8. does the washing-up

24

Lesson 8

4 Look, complete and answer the questions.

Fay Boys Children Sue Paul

1 Whose coat is this ? It’s Sue’s . Activity 5
? They’re the .
2 clothes ? They’re . • Revise possessive adjectives / pronouns and
? They’re . object pronouns and their use.
? It’s the .
3 magazines © MM Publications • Ss read the sentences and circle the correct
adjective or pronoun to complete them.
4 gloves 1. b 2. a 3. b 4. a 5. b 6. b
7. b 8. a
5 skateboard
Task-based activity
5 Read and circle.
Activity 6
1 Brian is talking. Listen to ! 5 Dave, where are gloves?
A
a his b him a me b my • Divide Ss into groups of four.
• Draw Ss’ attention to the table and read the
2 We do homework together. 6 This dress is for you. It’s .
example given aloud.
a our b us a your b yours • Each group decides who their captain is going

3 The blue bike is . 7 I like your hat. Can I wear ? to be and this person asks each S questions,
as in the example.
a her b hers a its b it • The Ss and the captain tick the appropriate
box according to the answers.
4 Those shoes are beautiful. I like . 8 This is our car. It’s .
B
a them b theirs a ours b us • When all groups have finished, the captain

6 Task-based activity in each group, looks at his / her table, counts
the tick(s) and reports his / her findings,
A. Work in groups of four. The captain of each group interviews each person and e.g. Four students hate taking out the
rubbish. One student loves going camping.
places a tick () in the approriate box. Do you like Two students like listening to CDs. etc.

take out the go camping listen to CDs do the buy presents taking out
rubbish washing-up the rubbish?

hate I hate
like taking out
love the rubbish.

B. The captain counts the tick(s) from activity 6A and reports his/her findings.

Four students hate taking out the rubbish.

21

21/11/2007 2:55:58 ìì

Activity 4

• Point to items that belong to different Ss and ask, Whose...is
this / are these?

• Elicit the Ss’ answers.
• Ss complete the questions, look at the corresponding photos,

follow the lines and answer, as in the example.
2. Whose / are these, children’s
3. Whose / are these, Fay’s
4. Whose / are these, Paul’s
5. Whose / is this, boys’

25

Lesson 9 9 Smart Skills 1 (Listening & Speaking)

1 Listen and draw lines. There is one example.

Vicky

Aim Jim
Jane
To revise and consolidate structures and Jack
vocabulary introduced in the previous lessons.

R Rubric Fch Female child© MM Publications
F Female adult Mch Male child
M Male adult

Activity 1 2 What does Mary do during the week? Listen and draw a line from the day to the

• Ss listen to the CD and draw lines according to the correct picture. There is one example.
child which is described in the picture.
Monday Tuesday Wednesday Friday Saturday Sunday
• Play the CD twice.
• Make sure Ss have drawn the lines correctly.

Jack: Boy with blue shorts
Jane: Girl with purple T-shirt
Jim: Boy building sandcastle

Listening Transcript (Track 13) 22
R Look at one. Look at the picture. Listen and look.
Section_1_b.indd 22-23
There is one example.
F Excuse me. Are you all friends? Activity 2
Mch Yes, we are but one girl is my sister, Vicky.
F Is she playing volleyball? • Draw Ss’ attention to the pictures and explain that they have
Mch No, she isn’t. She’s collecting seashells. to match a day of the week with the picture that depicts the
F Oh, yeah I see her. activity Mary does on that day.
R Can you see the line? This is an example. Now
• Ss listen to the CD and draw lines.
you listen and draw lines. • Play the CD twice.
1 • Make sure Ss have drawn the lines correctly.
F What’s that boy’s name?
Mch Who? You mean the boy with the brown hair washing up - Wednesday
rollerblading in park - Friday
and the green shorts? canoeing - Saturday
F No, the boy with the brown hair and blue shorts. studying - Tuesday
Mch Oh! That’s Jack. He’s very good at fishing. taking the dog for a walk - Sunday
2
F I’m looking for Jane. Who’s she? The girl with Listening Transcript (Track 14)
R Look at the pictures. What does Mary do during the week?
the orange T-shirt?
Mch No. The one with the purple T-shirt. Listen and look. There is one example.
F Oh, yes. She’s got the ball. M Hello, Mary. What do you usually do during the week?
Mch She’s a great volleyball player. Jane’s the best Fch Well, Monday is my worst day.
M Why’s that?
player at school. Fch Because I go to a karate class after school and I’m really tired
3
F What’s that boy with the blonde hair doing? after that.
Mch The boy climbing the rock? R Can you see the line from the word Monday? On Monday
F No, the boy sitting on the sand.
Mch Oh yes, that’s Jim. He’s building a sandcastle. Sally’s got a karate class after school. Now you listen and
F It looks fantastic! draw lines.
Mch Yes, it does.
R Now listen to exercise one again. That is the end

of exercise 1.

26

3 LLoisotkenanadndwrtictek c(an) othrecabno’xt. There is one example. LLeesssoonnA9 5
M Have you got a pet Mary?
Example B Fch Yes, I do. A dog.
What do Daisy’s parents do on her B M When do you take your dog for a walk?
birthday? B Fch Every Sunday. My dog Patsy and I go for a
B
A B walk near the shopping centre.
M Do your friends come too?
1 What is Jane buying Daisy? Fch No, they don’t.
R Now listen to exercise 2 again. That is the end
A
of exercise 2.
2 What is Jane doing this afternoon?
Activity 3
A© MM Publications
• Draw Ss’ attention to the pictures, read the
3 What is Jane’s hobby? questions and ask Ss what each picture depicts.

A • Ss listen to the CD and tick the correct boxes to
answer the questions.
4 What do Jane and her family do
at the beach? • Play the CD twice.
1. A 2. B 3. A 4. B
A
Listening Transcript (Track 15)
4 Listen, colour and write. There is one example. R Look at the pictures. Listen to the example.

23 What do Daisy’s parents do on her birthday?
Fch It’s Daisy’s birthday today.
21/11/2007 2:57:03 ìì M Really?
Fch Yes and she has a big party every year. Her
1
M Mary, do you help your mum with the house chores? parents cook lunch. It’s great.
Fch Yes, I do. M Do they make a cake, too?
M What kind of chores do you do? Fch No, no, they buy the cake.
Fch Every Wednesday I do the washing-up ... My parents and M That’s nice.
R Can you see the tick? Daisy’s parents cook
brother do the washing-up on other days.
M That’s very kind of you. lunch on her birthday. Now listen and tick the
2 box.
M Do you see your friends during the week? 1 What is Jane buying Daisy?
Fch Of course. I see my friends every Friday. M So, what present are you buying Daisy?
M And what do you do? Fch Hmm, well, she likes books, CDs but I know
Fch We go rollerblading in the park. what to buy. A dress.
3 M A dress?
M Which is your best day of the week? Fch Yes, she loves clothes. This dress is beautiful!
Fch Hmmm... Let me see... I like Saturdays. 2 What is Jane doing in the afternoon?
M What do you do on Saturdays? Do you study? M What do you do in the afternoons, Jane? Do
Fch No, I don’t. My family and I go camping and my brother and I you watch TV?
Fch No, I don’t. I hate watching TV. I paint.
love canoeing in the river. M That’s very interesting, Jane.
4 3 What is Jane’s hobby?
M And what do you do on Tuesday, Mary? Do you go to the M Are these your photos Jane?
Fch Yes, they are. I like taking photos.
shopping centre? M Is that your hobby?
Fch No, I don’t. My friend Jane comes to my house and we study Fch No, no. My hobby is bowling. I love it!
4 What do Jane and her family do at the beach?
together. M Do you go to the beach?
M Why do you study together? Fch Yes, of course. I go with my family.
Fch Because we always have a test on Wednesdays and we study M And what do you do at the beach? Do you
sunbathe?
together. Fch No, we don’t. We make sandcastles. We make
the best sandcastles!
R Now, listen to exercise 3 again. That is the end
of exercise 3.

27

Lesson 9 Lesson 9

5 Look and say the differences.

Activity 4 © MM Publications 6 Look and say. 21/11/2007 2:58:57 ìì

• Draw Ss’ attention to the picture and ask them what they 1
see.
2
• Ss listen to the CD, colour and write the things that are
mentioned. 3

• Play the CD twice. 4
• Make sure Ss have coloured in the correct items with the
24
correct colours and have written the correct words in the
correct places. Section_1_b.indd 24
1. skateboard = red 2. word “coat” = next to man
3. house on boy’s jumper = green 4. gloves = purple Back up questions
• Point to other differences the Ss don’t mention. Give half of a
Listening Transcript (Track 16)
R Look at the picture. Listen to the example. suitable response, e.g. The boy is wearing a green hat but...
F Can you see the woman?
Mch Yes. There are two women. Activity 6
F That’s right. Can you see the woman taking the dog for
• Draw Ss’ attention to the first set of pictures and say, Now look
a walk? at these pictures. This one is different. The boy is doing the
Mch Yes. washing-up. The boy is cooking. The boy is buying a present.
F Look at her hair. Colour her hair black. This isn’t something you do at home. Now you tell me. Which
Mch Black. OK. one is different? (Why?)
R Can you see the woman with the black hair?
• The Ss suggests a difference - it does not, of course, matter if
Now listen, colour and write. One their difference is not the most predictable one.
F Now, do you want to colour something?
Mch Yes, please. Can I colour the skateboard? Back up questions
F OK. What colour? • Set 1 (pointing to the boy doing the washing-up and the boy
Mch Red. That’s my favourite colour.
F That’s a good colour for a skateboard. cooking) Do you do these chores at home? And (pointing to the
R Two boy buying a present) what about this?
F Now, would you like to write something for me? • Set 2 Do you wear this? (pointing to the coat and then, the
Mch What? A word? scarf) And this? (pointing to the skateboard)
F Yes. Can you see the man? • Set 3 Where do you do these? (at the beach) And this? (at home)
Mch Yes. He’s wearing a coat. • Set 4 Are these sports? (pointing to karate and football) And
F That’s right. Can you write the word COAT next to him? this? (pointing to the boy cooking)
Mch OK. I’m writing the word COAT now. • Ask Ss personal questions, e.g. What chores do you do at
R Three home? What clothes do you usually wear? What do you
F Right. Can you see the boy’s jumper? usually do in the summer? What sports do you play? and elicit
Mch Yes. There’s a house on his jumper. their answers.
F That’s right.
Mch Can I colour the house?
F Yes. Good idea!
Mch What colour?
F Green.
R Four
F One last thing now... Can you see the gloves?
Mch Yes, a little girl is wearing gloves. What colour?
F You choose.
Mch OK. I’m colouring them purple.
F Nice colour. OK. That’s all. The picture looks great now.
R Now listen to Exercise 4 again. That is the end of the

listening exercises.

Activity 5

• Draw Ss’ attention to the pictures and say, Look at
these pictures. They look the same but some things
are different. The boy is fishing a fish in this picture,
but the boy is fishing a shoe in this picture. What
other differences can you see?

• The Ss describe the three other differences: the boy is
wearing a green hat / the boy is wearing a red hat,
the dog is walking / the dog is swimming, the girl is
collecting seashells / the girl is making a sandcastle.

28

10 some/any & countable/uncountable nouns Lesson 10

1 Read and listen to the dialogue. Then, tick () the correct basket. Language

Let’s take a bottle of water and a Aim To talk about the quantity of things.
carton of orange juice for our picnic. Structures some / any
Vocabulary a cup / carton / packet / bottle /
Oh, don’t forget to take some tea.
What else? slice of, salt, pepper, salami,
cucumber, sausage, tea
Erm.. some fruit and some sandwiches.
Oh! We haven’t got
any salami for the sandwiches.

Don’t worry.
We’ve got some
sausages and
some cheese for
our sandwiches!
© MM Publications
tea

a bc Warm up

Grammar Countable - Uncountable nouns • Write the heading countable nouns on the
board and write a few examples underneath,
• Countable OPVOT IBWF TJOHVMBS BOE QMVSBM GPSNT BOE • Uncountable OPVOT IBWF only HPU B TJOHVMBS GPSN BOE e.g. an orange - some oranges, a sandwich
DBO CF DPVOUFE UIFZ DBOOPU CF DPVOUFE - some sandwiches etc.

• 8F DBO VTF a/an PS numbers CFGPSF UIFN • 8F cannot VTF a/an PS numbers CFGPSF UIFN • Write the heading uncountable nouns on the
F H B UPNBUP
UXFMWF UPNBUPFT F H NFBU
NJML board and remind Ss that there are some nouns
in English that are always in the singular. Write
Not B CSFBE CSFBET some of them underneath the heading,
B XBUFS XBUFST e.g. milk, water, sugar, coffee, bread, etc.

some - any • Write some examples on the board, e.g. There
are some oranges in the fridge. There is some
8F VTF some 8F VTF any water in the fridge.
• XJUI QMVSBM DPVOUBCMF OPVOT BOE XJUI VODPVOUBCMF • XJUI QMVSBM DPVOUBCMF OPVOT BOE XJUI VODPVOUBCMF
• Point out to Ss that we use some only in
OPVOT F H TPNF TBVTBHFT
TPNF TBMU OPVOT F H BOZ DIFFTF
BOZ TBOEXJDIFT affirmative sentences and that in questions and
• JO BGm SNBUJWF TFOUFODFT F H 5IFSF BSF TPNF BQQMFT • JO RVFTUJPOT F H *T UIFSF BOZ KVJDF JO UIF CPUUMF negative sentences, we use any.
• JO OFHBUJWF TFOUFODFT F H 5IFSF BSFO U BOZ
PO UIF UBCMF • Write some examples on the board, too.
• JO RVFTUJPOT XIFO XF PGGFS TPNFUIJOH QPMJUFMZ TBOEXJDIFT JO UIF CBTLFU • Explain to Ss that whereas we can’t count things

F H 8PVME ZPV MJLF TPNF XBUFS like coffee / bread, etc, we can, when using
containers such as, a cup / carton / packet,
25 etc of...
• Give Ss some examples and get them to guess
Section_2.indd 25 21/11/2007 3:46:18 ìì the meaning of the words.

Lesson Plan

Activity 1 (Track 17)
• Ss read, listen to the dialogue and then, tick the correct basket.
• Before Ss start doing the activity, draw their attention to the baskets and get them to name the items in each one.
• Explain the new vocabulary to Ss.

b

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain the use of some / any and provide Ss with more examples if necessary.
• Encourage Ss to form correct sentences (affirmative, negative, questions) using some / any.

29

Lesson 10 Lesson 10

2 Which of the items are countable and which uncountable? Look and write.

countable uncountable
cucumbers

© MM Publications3 Match the words.

1 a cup of 2 a carton of 3 a packet of 4 a bottle of 5 a slice of

1kg

sugar tea water bread milk

4 Choose a or b. cucumbers 4 Is there salami on the
table? b any
1 There are b some a an tea?
in the fridge. milk in the b some
a any 5 Would you like
b some a an sandwich in
2 There is bread. b some
bottle. 6 There is
aa b any my bag.
aa
3 I haven’t got
a some

26

Section_2.indd 26-27

Activity 2
• Ss look at the photos and write the corresponding words

under the correct column.
countable tomatoes, sausages
uncountable tea, cheese, milk, salami, water

Activity 3
• Ss look at the photos and match the two halves of the

phrases.
2. milk 3. sugar 4. water 5. bread

Activity 4
• Ss read the sentences and complete them by choosing a or

b.
1. b 2. b 3. b 4. b 5. b 6. a

30

Lesson 10

5 Complete with a / an / some or any.

1 There are bottles of water on the table.
2 Is there
3 I’ve got tea in the cup?
4 My mother wants
5 There aren’t slice of bread and carton of milk.
6 Would you like
7 Are there packet of sugar for the cake.
8 I’ve got
9 There is grapes in the fridge. Optional
10 She’s got
orange juice? • Divide Ss into two teams.
• Draw pictures of items of food / drink
cucumbers in the bag?
on different pieces of paper, e.g. two
orange and apple. sandwiches, an orange, a bottle of water,
bread etc.
butter and milk in the fridge. • Stick them on the board and ask Ss from the
© MM Publications first team to look at them for 15 seconds.
sandwich for lunch. Then, tell them to close their eyes.
• Choose a S from the second team to come to
6 Look and write.  water  milk the board and take one of the drawings.
• The Ss from the first team open their eyes and
1 There are two bottles of water but there try to remember which drawing is missing by
saying, There isn’t / aren’t / a / an / any...
isn’t any milk. • For every correct answer, they get a point for
their team.
 tea  orange juice • Ss take turns.
2 • The team with the most points wins.
• Alternatively, the Ss in each team look at the
 banana  apple drawings for 15 seconds and then, you turn
3 them around and they have to remember
what each one is, by saying e.g. There is
 sandwiches  potatoes some bread. There is an apple. There are two
4 bottles of water. etc.
• For every correct guess, they get a point for
 salt  pepper their team.
5
27

21/11/2007 3:48:22 ìì

Activity 5
• Ss read the sentences and complete them with a / an /

some or any.
1. some 2. any 3. a / a 4. a 5. any
6. some 7. any 8. an / an 9. some / some
10. a

Activity 6
• Ss look at the photos, read the two words and form a

sentence, as in the example.
2. There is a cup of tea but there isn’t any orange juice.
3. There is a banana but there isn’t an apple.
4. There are two sandwiches but there aren’t any

potatoes.
5. There is some salt but there isn’t any pepper.

31

11 Indefinite pronouns - some, any, no, every

Lesson 11 1 Read and listen. What do the words in bold mean? Write them next to the

Language correct phrase.

Aim To introduce the compounds of some / any / Is there anyone in the house? Yes, there is.
no / every. Everyone is sleeping inside the house.

Structures Indefinite Pronouns with -one / -thing No one is awake but...
Vocabulary Compounds of some / any / no / someone is outside the house.
Oh no! A thief!
every
© MM Publications one person (1)
Warm up (2)
all the people (3)
• Draw a house with a person in it and (4)
another one with no one in it. no people

• Point to the first house and say, Is there one person
anyone in the house? There’s someone in or more
the house. Then, point to the second house
and say, There’s no one in the house. 2 Look and circle.
1 1 No one / Someone is in the garden. 5
• Write the question and the two sentences on
the board and get Ss to guess the meaning 2 Is there everyone / anyone in the car?
of the three indefinite pronouns. 3 Everyone / Someone is happy.
4 Someone / Everyone is at school.
• Draw a bag with a book in it and another 5 Is there anyone / everyone in the kitchen?
one with nothing in it.
23 4
• Point to the first bag and say, Is there
anything in the bag? There’s something in Grammar NO / EVERY
the bag. Then, point to the second bag and
say, There’s nothing in the bag. No JT VTFE JO BGm SNBUJWF TFOUFODFT
CVU JU IBT B OFHBUJWF NFBOJOH OPU BOZ

F H 5IFSF T OP XBUFS JO UIF HMBTT 5IFSF JTO U BOZ XBUFS JO UIF HMBTT
• Write the question and the two sentences on Every JT VTFE XJUI TJOHVMBS DPVOUBCMF OPVOT
the board and get Ss to guess the meaning F H &WFSZ TUVEFOU IBT HPU B CBH
of the three indefinite pronouns.
28
• Ask all the Ss to pretend to be happy and
say, Everyone is happy. Write the sentence Section_2.indd 28-29
on the board. Put all your things in you
bag and say, Everything is in the bag. Write Lesson Plan
the sentence on the board too and ask Ss
to guess the meaning of the two indefinite Activity 1 (Track 18)
pronouns. • Ask Ss to look at the picture and describe what is happening.

32 Encourage the use of Indefinite Pronouns.
• Ss read the text, listen to the CD, look at the picture and

write the words in bold next to the corresponding definitions.
1. someone
2. everyone
3. No one
4. anyone

Activity 2
• Ss read the sentences, look at the photos and circle the

correct indefinite pronoun to complete the sentences.
1. No one 2. anyone 3. Everyone 4. Someone
5. anyone

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain it to Ss.

Lesson 11

3 Read and complete the table.

Indefinite Pronouns with -one / -thing

• The compounds of some, any, no and every are used in the same way as some, any, no and every, but they are not
followed by a noun.

• The verb in the sentence is always in the third person singular.
• We use the compounds of no in affirmative sentences with a negative meaning.
• We use the compounds of any in questions and negative sentences.

Compounds of: SOME ANY NO EVERY • Explain to Ss that SA has to choose a photo
without telling SB which one it is and describe
People someone anyone no one everyone it to him / her using the correct indefinite
pronoun, as in the example, e.g. There’s
Things something nothing / something in the bag. There’s no one
/ someone on the desk. There’s something /
4 Look and write about the people in your class. Start with: nothing / someone / no one in the car.

Someone is... Everyone is... Every student... • SB points to the correct picture and for every
correct guess, the S gets a point.
© MM PublicationsNo one is... No student...
• Ss take turns.
5 Look at the pictures and complete. • The S with the most points wins.

Is there (1) in the box? Optional

Yes, there is. There’s (2) inside! • Play a guessing game.
• Divide Ss into 2 teams.
Open it! • Ask Ss different questions using the

Oh no! (3) is on the floor. compounds of some, any, every and no,
e.g. Someone is chewing a gum. Who is it?
Now there’s (4) in the box. Ss look around the class and try to guess
who you are talking about.
6 Play with your partner. Say and point. • Team 1 and 2 take turns answering questions.
• Repeat the procedure with the rest of the
e.g. There’s something in the bag. compounds until every Ss in each team has
had the chance to participate.
29 • Give a point to each team that answers
correctly. The team with the most points
11/8/2017 3:19:37 PM wins.

Activity 3 Grammar Box 33
• Draw Ss’ attention to the table and encourage them to

complete it.
anything, nothing, everything

Activity 4
• Ask Ss to write sentences about the people in the class using

indefinite pronouns, e.g. Everyone is in the class. No one is
eating. Someone is reading. etc.
• Help Ss if necessary.
• While Ss are doing the activity, go round the class and make
sure Ss are using the correct structures.
• Choose a few Ss to read their sentences to the class.

Activity 5
• Ss read the dialogue and complete it with the correct indefinite

pronoun.
1. anything 2. something 3. Everything
4. nothing

Activity 6
• Explain to Ss that they are going to play a game.
• Divide Ss into pairs.
• Draw Ss’ attention to the photos and read the example given

aloud.

12 How much / many...?

Lesson 12 1 Listen, read and do the quiz. Then, count your score and find out if you

Language are healthy!

Aim To ask and answer questions about the Are you healthy?
quantity of things.
© MM Publications 1 How many oranges SCORE
Structures How much / many... do we need? do you eat every day?
a0 1 a1 b2 c3
Vocabulary exercise, crepes, cereal, mushrooms, b 1-3 2 a1 b2 c3
peppers, glass, juice, bread, hour, c 4-6 3 a1 b2 c3
healthy 4 a1 b2 c3
2 How much milk do you
Warm up drink every day? 4-6 You are not healthy.
a I don’t drink milk. 7-9 are healthy.
• Choose a S and ask him / her, How many b 1-2 glasses 10 - 12 You are very healthy!
books / pencils have you got? One, two c 3-4 glasses You
three, four?
3 How much water do How many...?
• Elicit the S’s answer. you drink every day? 8F VTF How many DPVOUBCMF OPVOT
• Write the question on the board and get Ss a 1-3 glasses F H )PX NBOZ BQQMFT EP ZPV FBU
b 4-6 glasses
to guess what it means. c 7-9 glasses
• Ask different Ss questions using,
4 How much do you
How many...? exercise every day?
• Choose a S and ask him / her, How much a 1 hour
b 2 hours
bread do you eat every day? One slice, two c 3 hours
slices?
• Elicit the S’s answer. Grammar
• Write the question on the board and get Ss How much...?
to guess what it means.
• Ask different Ss questions using, 8F VTF How much VODPVOUBCMF OPVOT
How much...? F H )PX NVDI DIPDPMBUF EP ZPV FBU
• Encourage Ss to tell you when we use How
many and when How much. 30
• Elicit the answer that we use How many
with countable nouns and How much with Section_2.indd 30-31
uncountable nouns.
Lesson Plan

Activity 1 (Track 19)
• Draw Ss’ attention to the text and ask them what it is (a

quiz) and where it might be found (in a magazine).
• Explain the word healthy to Ss.
• Ss listen to the CD and follow the text in their books.
• Tell Ss to read each question and then, choose the answer

which best represents their habits. Encourage Ss to guess the
meaning of any unknown words they may have by looking
at the corresponding photos.
• Alternatively, Ss can do the quiz in pairs and take turns to
ask and answer the questions.
• Have Ss add up their scores.
• Ask Ss to read their scores.

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain the use of How much / many again to Ss.

34

2 Which of the items are countable and which uncountable? Lesson 12

Write C for countable and U for uncountable. 3
peppers
1 2
cereal crepes

4 5 6 Optional
mushrooms juice bread
• Ask Ss to say a sentence about their eating
3 Look, read and complete. habits before they leave, e.g. I eat two slices
of bread every day. I drink a glass of orange
Jim I’m hungry. Let’s make some crepes. juice every morning. etc.

Mary OK! I’m hungry, too. © MM Publications

Mary (1) How much milk do we need ?
?
Jim One glass. ?
?
Jim (2) eggs ?
?
Mary Two eggs.

Jim (3) flour

Mary One packet.

Mary (4) mushrooms

Jim Ten.

Jim (5) cheese

Mary Four slices.

Mary (6) peppers

Jim Three.

Mary OK! Let’s start.

4 Make your own quiz. Then, ask and answer the questions with your partner.

1 How many glasses

2 of water do you
drink every day?
3

4 Five glasses.

31

27/11/2007 3:06:35 ìì

Activity 2
• Ss look at the items of food / drink and write the letter C if

they are countable and U if they are uncountable.
1. U 2. C 3. C 4. C 5. U 6. U

Activity 3
• Ss look, read and complete the dialogue using How much /

How many, do we need, as in the example.
2. How many / do we need
3. How much / do we need
4. How many / do we need
5. How much / do we need
6. How many / do we need

Activity 4
• Ss write four questions of their own using How much and How

many asking about one’s eating / drinking habits, as in the
example.
• While Ss are doing this, go round the class and make sure Ss
are using the correct structures.
• When all Ss have finished, divide them into pairs.
• Ss take turns to ask and answer the questions.
• Choose a few pairs to perform the dialogue in front of the class.

35

Lesson 13 13 a lot of / lots of / a few / a little

Language 1 Look, listen and read the sentences. Then, match.
CITY
Aim To introduce quantifiers.
Structures a lot of / lots of / a few / a little A
Vocabulary city, town, traffic, shop, money
1 There is a lot of traffic.

2 There is a little snow on the cars
and the bus.

3 There are lots of people. TOWN
4 There are a few trees.
© MM Publications B

5 There are a few cars.

6 There is a lot of snow.

Warm up Grammar

• Write the quantifiers (a lot of / lots of / a few / a a lot of & lots of a few a little
little) on the board. 8F VTF a little XJUI VODPVOUBCMF
8F VTF a lot of BOE lots of XJUI 8F VTF a few XJUI QMVSBM OPVOT
• Explain what they mean to Ss and write some QMVSBM DPVOUBCMF BOE VODPVOUBCMF DPVOUBCMF OPVOT F H 5IFSF JT B MJUUMF NJML MFGU %SJOL JU
examples on the board. OPVOT F H 5IF TIPQ IBT HPU B MPU F H 5IFSF BSF B GFX DBST
PG MPUT PG CPPLT
• Point out that we use a lot of / lots of with
uncountable nouns and plural countable a lot of
lots of
a few
a little BSF VTVBMMZ VTFE JO BGm SNBUJWF TFOUFODFT
nouns, e.g. I’ve got a lot of CDs. There’s a lot of
sugar in the cake. Tell Ss that a lot of and lots 2 Complete with a little or a few.
of have the same meaning. When we speak, we
usually use lots of instead of a lot of. 1 There is a little orange juice in the glass. You can drink it.

• We use a little with uncountable nouns in 2 There are people in the cinema.
affirmative sentences (when there is a small but
adequate amount of something), e.g. There’s a 32
little milk in the bottle.
Section_2.indd 32-33
• Finally, we use a few with plural countable
nouns in affirmative sentences (when there is a Lesson Plan
small but adequate number of something),
e.g. There are a few books on my desk. Activity 1 (Track 20)
• Draw Ss’ attention to the two pictures and ask them what
• Encourage Ss to form their own sentences using
the quantifiers. they see. Prompt Ss for unknown vocabulary.
• Draw their attention to the sentences and explain that they
36
have to match each one with the corresponding picture.
• Ss listen to the CD.

1. A 2. A 3. A 4. A 5. B 6. B

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Explain the quantifiers to Ss again and give more examples if

necessary.

Activity 2
• Ss look at the photos, read the sentences and complete them

with a little or a few.
• Tell Ss that they should check whether the noun is

countable or uncountable.
2. a few 3. a few 4. a little 5. a few 6. a little

Lesson 13

3 There are big book shops in the town.
You can buy books there.

4 There is money on the table. Take €10. Optional

5 There are houses with swimming • Divide Ss into groups of four.
pools in my street. • Give each group a big piece of card.
• Tell each group to draw their ideal city /

town and colour it.
• When all groups have finished, they take

turns to present their town / city by saying,
e.g. There is / are a lot of / lots of / a few /
a little...
• Ss can write a few sentences on the card,
describing their city / town.
• Display Ss’ work on the walls in the
classroom.
6 Don’t worry. The film starts at 8:00. There is © MM Publications
time left.

3 Circle the correct quantifiers. 4 Read and draw the city.
1 There are a lot of / lots of / a few / There are a few trees.
There are a lot of shops.
a little big shops in this town. There are a few cars.
2 I‘ve got a lot of / lots of / a little / There are a lot of people.
There is a little snow.
a few money, so I can buy this CD. There is no rubbish.

3 There are a lot of / lots of / 33
a few / a little apple trees in my garden.
21/11/2007 3:52:51 ìì
4 There is a lot of / lots of / a little / a few
traffic here!

5 I haven’t got a lot of / lots of / a few /
a little time.

6 There are a lot of / lots of / a little / a few
people in the park.

Activity 3
• Ss read the sentences and circle the correct quantifiers in

order to complete them.
• Point out that more than one quantifier is correct in each

case.
2. a lot of / lots of / a little 3. a lot of / lots of / a few
4. a lot of / lots of / a little 5. a lot of / lots of
6. a lot of / lots of / a few

Activity 4
• Ss read the prompts and draw the city.
• Go round the class and make sure Ss have drawn the city

correctly.

37

Lesson 14 14 very + adjective / too + adjective

Language 1 Match the pictures and the opposites. Then, listen and check your answers.

Aim To describe how someone / something is / 1 cheap difficult
tastes.
2 easy small
Structures very + adjective, too + adjective
Vocabulary cheap - expensive, easy - difficult, 3 sweet $ 0.99 expensive
4 big young
sweet - bitter bitter $ 1.000.000
© MM Publications
5 old
2 Listen and read.

Wow! That balloon Oh, no! That balloon
is very big. is too big for you.

Yes, it’s beautiful.

Warm up Argh! Help!!!

• Write some sentences using very on the board, Grammar Too
e.g. John is a very good student. Helen’s house Very t *U NFBOT ANPSF UIBO OFDFTTBSZ
is very big. My brother is very young. etc.
t *U JT VTFE UP BEE FNQIBTJT *U IBT B OFHBUJWF NFBOJOH
• Encourage Ss to guess the meaning of very t *U JT VTFE CFGPSF BEKFDUJWFT BOE BEWFSCT t *U JT VTFE CFGPSF BEKFDUJWFT BOE BEWFSCT
and explain to them that very is used before F H .FH JT B WFSZ CFBVUJGVM HJSM F H 5IF USBJOFST BSF UPP FYQFOTJWF * DBO U CVZ UIFN
adjectives and adverbs to add emphasis.
34
• Write some sentences using too on the board,
e.g. This T-shirt is too small. Give me a bigger Section_2.indd 34-35
T-shirt. The coffee is too hot. I can’t drink it.
Lesson Plan
• Encourage Ss to guess the meaning of too and
explain that too is used before adjectives and Activity 1 (Track 21)
adverbs and it means more than necessary. It • Ss match each adjective with the correct photo and then with
has a negative meaning.
its opposite, and the corresponding photo, as in the example.
• Provide Ss with more examples if necessary. • Encourage Ss to guess the meaning of the adjectives they

38 don’t know.
• Ss listen and check their answers.

2. easy - fourth photo - difficult - first photo
3. sweet - second photo - bitter - second photo
4. big - last photo - small - third photo
5. old - first photo - young - last photo

Activity 2 (Track 22)
• Draw Ss’ attention to the dialogue and discuss what is

happening.
• Elicit the difference in meaning between ‘very’ and ‘too’.
• Encourage a few Ss to act out the dialogue.

Grammar Box
• Draw Ss’ attention to the Grammar Box and read it aloud.
• Provide Ss with more examples or encourage them to form

their own.

Lesson 14

3 Complete with too or very.

1 These shoes are small for me. I need size 10.

2 That dress is beautiful. I love it!

3 My grandmother is old. I think she’s 100 years old.

4 I can’t do this exercise. It’s difficult for me. Optional

5 Kate is my best friend. She’s a good student. • Divide Ss into groups of four.
• Ask each group to write as many correct
4 Read the sentences and tick () the correct picture.
sentences as they can, using very and too,
1 This dress is too long. in five minutes.
I can’t wear it. • When time is up, groups take turns to read
their sentences.
• For every correct sentence, the groups get a
point.
• The group with the most points, wins.
© MM PublicationsA B

2 This chocolate cake is very sweet. A B
It’s delicious!

3 This maths test is too difficult. A B
I can’t do it.

4 I’ve got €100. This wallet is very A B
expensive but I can buy it.

5 This coffee is too bitter. A B
I can’t drink it.

5 Use the adjectives in activity 1 and write sentences using too or very.

35

21/11/2007 3:53:43 ìì

Activity 3
• Ss read and complete the sentences by writing the correct

word.
1. too 2. very 3. very 4. too 5. very

Activity 4
• Ss read the sentences and tick the correct picture.

1. B 2. A 3. B 4. A 5. B

Activity 5
• Encourage Ss to write their own sentences using ‘too’ and

‘very’, using the adjectives in activity 1.
• Choose Ss to read out their sentences to the class.

39

Lesson 15 15 Ordinals

Language 1 Listen and read.

Aim To talk about the position / order of Berry Side
Newspaper
something in a list of items. © MM Publications

To talk about dates.
Last year’s winners
Structures Ordinals
CAotmhe ltoetthiiscyseaDr’say! 1st (first) Terry Brown
Vocabulary Ordinals At Berry Side Park 2nd (second) Michelle Kay
At 9 o’clock 3rd (third) Fay Jenkins
Warm up 13 January 2008Where? 4th (fourth) Ben McKenzie
5th (fifth) Helen Donavon
• Write the ordinals from 1st - 12th , 20th, 30th When? 6th (sixth) Craig Bond
in numerical and written form, on the board.
Grammar
• Explain to Ss that ordinal numbers show the
position / order of something in a list of items t 8 F VTF ordinal numbers TU
OE
SE
UP TIPX UIF QPTJUJPO PSEFS PG TPNFUIJOH JO B MJTU PG JUFNT F H JO B SBDF
PS
(e.g. the days of a month) while cardinal XJUI EBUFT OE .BZ
Cardinal numbers POMZ TIPX BNPVOU



numbers (1, 2, 3 etc) simply represent amount.
t "MM PSEJOBM OVNCFST
FYDFQU GPS m STU
TFDPOE
UIJSE BSF GPSNFE XJUI UIF FOEJOH -th /PUJDF UIF TQFMMJOH JO UIF GPMMPXJOH
• Write on the board, There are seven days in a m WF  m GUI
FJHIU  FJHIUI
OJOF  OJOUI
UXFMWF  UXFMGUI
UXFOUZ  UXFOUJFUI
UIJSUZ  UIJSUJFUI
week. / July is the seventh month of the year.
/05& 8F XSJUF 4FQUFNCFS PS UI 4FQUFNCFS #65 XF TBZ UIF UXFOUZ GPVSUI PG 4FQUFNCFS
• Ask Ss what they notice about the formation 36
of ordinal numbers (they are formed with
the ending -th, except for first, second, third), Section_2.indd 36-37
elicit answers and point out the exceptions
and spelling irregularities (fifth, eighth, ninth, Lesson Plan
twelfth, twentieth, thirtieth).
Activity 1 (Track 23)
• Revise the days of the week and the months • Draw Ss’ attention to the text and ask them where they
with the Ss.
would find a text like this (in a newspaper).
• Ask Ss for the date of the newspaper (12 January 2008)

and point out that we write 12 or 12th January but we
say the twelfth of January.
• Ss listen to the CD and follow in their books.
• Ask Ss what event the newspaper is advertising (Athletics
Day), where the event is taking place (at Berry Side park)
and when (on 13 January 2008, at 9 o’clock).
• Ask Ss who was first / second etc in the race last year and
elicit their answers.

Grammar Box
• Draw Ss’ attention to the Grammar Box and explain the

ordinal numbers to Ss again.

40

2 Look and complete. Then, listen and check your answers. Lesson 15

January 1st 2nd 3rd 4th

5th 6th 7th 8th second 10th fourth Activity 4
tenth • Draw Ss’ attention to the pages of the calendar
12th sixth seventh eighth 9th 11th
19th 17th and explain that in each case they have to write
13th 14th 15th ninth eleventh the month and circle the date.
ninteenth seventeenth • Then, divide Ss into pairs. Ss take turns to ask
thirteenth fourteenth fifteenth 16th 18th their partners about the dates.
26th 24th • Choose a few Ss to say when their birthday or
20th 21st 22nd sixteenth eighteenth their friend’s birthday is, etc.
twenty-sixth twenty-fourth
twentieth twenty-first 29th 23rd 25th Optional
31st
27th 28th twenty-ninth twenty-third twenty-fifth • Divide Ss into two teams.
thirty-first • Explain to Ss that you are going to ask them
twenty-seventh twenty-eighth 30th
eight questions.
3 Look at the runners in activity 1 and say. Number 21 is first.© MM Publications • The S who knows the answer and raises his /

4 Read, write the month and circle the dates. Then, say with your partner. her hand first, answers.
• If he / she answers correctly, he / she gets a
Today,s date It’s the fourth
of October, today. point for his / her team. If he / she answers
1st incorrectly, the other team has to answer.
• Explain the questions if Ss don’t understand
2nd 3rd 4th 5th 6th When is your them.
7th 8th 9th 10th 11th birthday? • The team with the most points, wins.
12th 13th 14th 15th 16th • You could add more questions if you like.

17th 18th 19th 20th 21st QUESTIONS
1. Which month has got twenty-eight days?
22nd 23rd 24th 25th 26th My birthday is... 2. Which day is New Year’s Eve?
27th 28th 29th 30th 31st 3. In which season do schools start in Europe?
Friend,s birthday 1st 4. What’s the date today?
My birthday 5. Which four months have got thirty days?
2nd 3rd 4th 5th 6th 6. What’s the first day of spring?
1st 7th 8th 9th 10th 11th 7. In which season do schools close in Europe?
2nd 3rd 4th 5th 6th 12th 13th 14th 15th 16th 8. Which is the first month of the year?
7th 8th 9th 10th 11th 17th 18th 19th 20th 21st
12th 13th 14th 15th 16th 22nd 23rd 24th 25th 26th ANSWERS
17th 18th 19th 20th 21st 27th 28th 29th 30th 31st 1. February
22nd 23rd 24th 25th 26th 2. 31 December
27th 28th 29th 30th 31st 3. In autumn
4. today’s date
37 5. April, June, September, November
6. 21 March
21/11/2007 3:55:00 ìì 7. In summer
8. January
Activity 2 (Track 24)
• Ss look at the page of the calendar and complete it by

writing the missing ordinals.
• Tell Ss to pay attention to how the words are spelt.
• Ss listen and check their answers.

first, third, fifth, twelfth, twenty-second, thirtieth

Activity 3
• Ss refer to activity 1, look at the runners and say

sentences, as in the example.
• Divide Ss into pairs and tell them to take turns and say

the sentences.
• Choose a few Ss to say the sentences to the class.

Number 16 is second.
Number 9 is third.
Number 8 is fourth.
Number 28 is fifth.
Number 3 is sixth.

41

Lesson 16 16 Smart Time 2

Spelling Check Spelling Check

Aim To revise the spelling of words introduced 1 Look and complete. Write ee or ea.
in the previous lessons.
1 ch p 4 sw t 7 cer l 10 ch se
Activity 1 br d 8 cl n 11 wr
• Ss look at the photos and complete the words €3

with the correct diphthong. 2 s shells 5
1. ea 2. ea 3. ee 4. ee 5. ea
6. ea 7. ea 8. ea 9. ee 10. ee 3 coff 6 2+3= sy 9 t th 12 rd
11. ea 12. ea
PHONICS
© MM Publications 2 Listen, and repeat.
3 Listen, say and match. 4 Listen and circle the s // sounds red
and the // sounds blue. Then, sing.
1
shop 6 Someone is at Pizza Palace.
sugar Oh, I can see! It’s my friend, Wallace.
2 He’s eating pizza and drinking milkshake.
salami 7 He’s also having some chocolate cake.
mushroom
Someone is at Pizza Palace.
Oh, I can see! It’s my friend, Alice.
She’s eating pizza with salami and cheese,
Sausages, mushrooms, tomatoes and peas.

3 Oh, someone is coming! It’s my friend, Gene,
8 Bringing my pizza with chocolate ice cream!

school salt

49

sandwich seashell

5 10
rubbish sausage

38

Section_2_b.indd 38-39

Phonics

Aim To practise the pronunciation of the s // and // sounds.
Activity 2 (Track 25)
• Write the letter ‘s’ on the board and say the sounds // and // aloud.
• Explain to Ss that there are words in which the letter ‘s’ is pronounced // and others in which it is pronounced //.
• Play the CD and get Ss to repeat a few times.

Activity 3 (Track 26)
• Play the CD and tell Ss to listen for the pronunciation of the letter ‘s’ (// and //) in each word and match it with

the correct sound.
• Pause after each word and get Ss to repeat it and match it with the correct sound.
• If necessary, play the CD again.

// 2, 3, 4, 8, 10
// 1, 5, 6, 7, 9
Activity 4 (Track 27)
• Play the song once and ask Ss to listen carefully.
• Divide Ss into two groups.
• Draw Ss’ attention to the letters in bold in the words of the song.
• Ask group A to circle the // sounds in red and group B to circle the // sounds in blue.
• Check Ss’ answers.
// someone, see, also, some, salami, sausage
// milkshake, She’s, mushrooms
• Play the song again and encourage Ss to sing along.

42

Lesson 16

5 Read.

• We use a before singular countable nouns with a consonant sound. Optional
e.g. a bag
Play Hangman!
• We use an before singular countable nouns with a vowel sound.
e.g. an umbrella but a university • A S thinks of a word and writes a dash on
the board for each letter in the word.
• We use the before singular or plural nouns to talk about something /
someone specific or unique. • The rest of the Ss take turns to guess the
e.g. The oranges in the bag are big. letters. If a letter is correct, the S at the
The sky is blue. board writes it on the correct dash or
dashes. If a letter is not correct, the S draws
6 Read and circle. © MM Publications part of a person hanging from the gallows
1 Have you got a / an umbrella? It’s raining. and writes the letter on the board so that Ss
2 Look at a / the moon! It’s red. don’t repeat the same letter.
3 The / A blue shirt is cheap. Buy it!
4 Mary has got a / the new wallet. It’s blue. • The class wins if they find the words before
5 That’s a / an old pizza restaurant. The / A new pizza restaurant is there! all the parts of the person are completed
and he is hanged.

7 Read and write a, an or the.

This is Sue and that’s her house. Her

house is on (1) island. There is bedroom
bedroom
(2) kitchen, (3)
bathroom
living room, (4) bathroom, living
room
(5) big bedroom and
kitchen
(6) small bedroom. (7) kitchen is next to
39
the living room. (8) big bedroom is between
21/11/2007 3:57:57 ìì
(9) small bedroom and (10) bathroom.

Writing Corner

Aim To practise using definite / indefinite articles.

Activity 5
• Draw Ss’ attention to the box, read it aloud and explain it

to Ss.
• Read the examples aloud and provide Ss with more

examples if necessary.

Activity 6
• Ss read the sentences and circle the correct article.

1. an 2. the 3. The 4. a 5. an / The

Activity 7
• Ss read and complete the paragraph with the correct

article.
1. an 2. a 3. a 4. a 5. a 6. a 7. The
8. The 9. the 10. the

43

Lesson 17 17 Revision 2

Aim 1 Match. 2 Match the opposites.
1 a cup of bread
To revise and consolidate structures and 2 a carton of tea 1 cheap bitter
vocabulary introduced in the previous lessons. 3 a packet of orange juice 2 easy young
4 a bottle of sugar 3 sweet small
5 a slice of water 4 big difficult
5 old expensive

3 Look at the photos and write sentences using some / any.

1 There is some tea but there 3
isn’t any sugar.
© MM Publications
Activity 1 tea / sugar sausages / mushrooms

• Ss read and match the parts to form correct 2 4
phrases.
1. tea salami / cheese cucumbers / potatoes
2. orange juice
3. sugar 4 Read and circle.
4. water
5. bread 1 likes our teacher. She’s very nice. 4 There’s on my bed. What is it?

Activity 2 a Anyone b Everyone a something b anything

• Ss read and match the opposites. 2 There’s behind the door. I can see him. 5 Is home?
1. expensive a anyone
2. difficult b someone a anyone b someone
3. bitter
4. small 3 I’m not going to the party. I’ve got 6 We never buy milk. in my family
5. young
to wear. likes it.
Activity 3
a nothing b no one a Anyone b No one
• Ask Ss to form sentences using some / any and
items that there are / aren’t in the classroom, 5 Answer the questions.
e.g. There are some bags. There aren’t any
sofas. etc. 1 What is the twelfth month of the year?
2 What is the fifth day of the week?
• Ss look at the photos and the prompts and 3 When is your birthday?
write sentences using some / any, as in the 40
example.
2. There is some salami but there isn’t any Section_2_b.indd 40-41
cheese.
3. There are some sausages but there aren’t Activity 4
any mushrooms.
4. There are some cucumbers but there aren’t • Revise the Indefinite pronouns.
any potatoes. • Say each one, write it on the board and encourage Ss to

form sentences.
• Ss read the sentences in the activity and complete them by

circling a or b.
1. b 2. b 3. a 4. a 5. a 6. b

Activity 5

• Ss read the questions and answer them.
• Choose a few Ss to read the questions and the answers to

the class.
1. December
2. Friday
3. open

44

Lesson 17

6 Complete with a few / a little / a lot of / lots of.

Joe Let’s make something to eat! I’m hungry.
Nancy
Yeah, me too! Let’s see what we’ve got.
Joe
Nancy Well, there are (1) peppers and
Joe
Nancy (2) mushrooms.
Joe
And there is (3) cheese, and Activity 7

(4) salami. We can make a pizza. • Ss read the bubbles, look at the pictures and
complete with too or very.
Cool. Have we got anything to drink? 1. very 2. very 3. too 4. too / very

Erm... there is (5) orange juice. Task-based activity

You can have it. I don’t like orange juice. Activity 8

There are (6) bottles of apple A
• Divide Ss into groups of four.
juice, too. You can drink apple juice! • Read the rubric, draw Ss’ attention to the

© MM PublicationsGreat! photos and read the example given aloud.
• Ss discuss in their groups what they need for
7 Complete with too or very.
the party, as in the example, and write five
1 This exercise is 3 I can’t wear these items on a piece of paper.
shoes. They’re • While Ss are doing this, go round the class
difficult and make sure Ss are using the correct
big. structures.
but I can do it.
B
2 I can’t run 4 I’m not going • When all groups have finished, the captain in

fast. outside. It’s cold. each group, reports their list to the class, as
in the example.
8 Task-based activity

A. Work in groups of four. You are organising a party for twenty people.
Discuss what you need. Choose five of the items below.

INVITATION

e.g. We need apples. How many apples do we need? Twenty.

B. Choose a captain and report your list to the class. e.g. We need twenty apples.

41

21/11/2007 3:59:03 ìì

Activity 6

• Ask Ss to form sentences using the quantifiers a few / a little /
a lot of / lots of.

• Ss read the dialogue, look at the picture and complete it with
the correct quantifier.
1. a few
2. a lot of / lots of
3. a lot of / lots of
4. a little
5. a little
6. a few

45

Lesson 18 118 Smaarrtt TSikmilels 2 (Reading & Writing)

Aim 1 Look and read. Choose the correct words and write them on the lines.

To revise and consolidate structures and Example glass
vocabulary taught in the previous lessons. You drink from this.
glass shop 1 This is usually
Activity 1 brown and sweet.

• Draw Ss’ attention to the photos in the activity 2 They’re white and brown.
and go through them. Sometimes they are on pizza.

• Ss read the definitions, look at the photos and cereal 3 You go there
write the correct words on the lines, as in the and buy things.
example.
1. chocolate © MM Publicationsmoney chocolate 4 You need this
2. mushrooms mushrooms to buy things.
3. shop
4. money 5 You usually eat it
5. cereal with milk for breakfast.

2 Look and read. Write yes or no.

Example yes
Two children are exercising.

1 The parents are eating
healthy food.

2 There are lots of sausages
on the table.

3 There is a lot of rubbish
in the kitchen.

4 The boy with the red
clothes is eating salt.

5 There are three slices
of bread on the table.

42

Section_2_b.indd 42-43

Activity 2

• Ss read the sentences and look at the picture.
• If the sentence is correct, they write, yes and if it’s not, they

write, no.
1. no
2. yes
3. no
4. yes
5. no

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Lesson 1A8

3 Read the text and choose the best answer.

Example © MM Publications3 VickyDo you like pepper in your
Vicky Hello Peter. What are you doing? Peter sandwiches?
Peter A You’re making a sandwich. A No, I don’t.
B No, he doesn’t.
B I’m making a sandwich. C No, you don’t.
C I make a sandwich.

1 Vicky Do you want some help? 4 Peter Now, let’s make your
Peter A Yes, please. Vicky sandwiches, Vicky.
B I want it. A Oh, no!
C I can help. B There is some cheese.
C Thanks but I’m not hungry.
2 Vicky How much salami do you want?
Peter A Three slices. 5 Peter I like making sandwiches. It’s easy.
B Three packets. Vicky A Yes, please.
C Three cups. B Yes, it is.
C Yes. Thank you.

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21/11/2007 3:59:33 ìì

Activity 3

• Draw Ss’ attention to the picture and ask them what they
think is happening. (Two children are in a kitchen and the
boy is making a sandwich.)

• Ss read the questions and circle the correct response to
complete the dialogue, as in the example.
1. A 2. A 3. A 4. C 5. B

• If you have time, you can divide Ss into pairs and get them to
act out the dialogue.

47

Lesson 18 Lesson 18

Activity 4 4 Read the story. Choose a word from the box. Write the correct word next to numbers

• Ss read the story and complete it by writing the 1-6. There is one example.
correct words from the box, as in the example.
friends fishing tea fruit beach 250 + 122 ÷ 2 = difficult
• Once Ss have read the story, they tick the best
name for the story by ticking the box of the My name is Jane. At the weekend, we usually go to the beach . We have a picnic
correct option. and a cup of
1. fruit there. I always eat sandwiches. My mother has (1) . He loves eating fish.
2. tea
3. fishing (2) to drink. My dad sometimes goes (3) but I like swimming. Sometimes,
4. difficult
5. friends I swim for almost an hour in the sea. It’s (4)
6. b
my (5) come and we have great fun.

© MM Publications (6) Now choose the best name for the story. Tick () the box.

a My friends 
b My weekend 
c My favourite food 

5 Look at the picture and read the story. Answer the questions. Do not write more than

three words.
This is Anna and her family. Anna is
playing with her toys. Her sister, May,
is drawing a picture of her friend. Her
friend’s name is Terry. Their mother
is sitting on the sofa. She’s reading a
magazine. Their father is in the kitchen.
He’s vacuuming.

Example What is Anna doing?

playing with her toys

1 What is the name of May’s friend?

2 Where is Anna’s father?

3 Who is vacuuming?
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Section_2_b.indd 44-45

Activity 5

• Ss look at the picture, read the story and answer the
questions.

• Point out that they shouldn’t write more than three words in
each answer.

• If you have time, choose a few Ss to read the text.
1. Terry
2. in the kitchen
3. her father

48

Lesson 18

6 Read the text. Choose the right words and write them on the lines.

Example Everyone loves eating food!

Some people (1) out at fast food

restaurants (2) have food like hamburgers,

pizzas, sausages or chips. But doctors say we must eat

healthy food. There are healthy restaurants, too.

(3) restaurants have tasty food but

(4) places are not cheap. (5) © MM Publications

expensive restaurants usually have very good food. A lot

of people cook (6) food at home. Where

do you eat?

Example Everyone Everything
No one eats eating
1 eat or a
2 and That These
3 This no every
4 some An The
5A their your
6 our

45

21/11/2007 4:00:18 ìì

Activity 6

• Ss read the text and complete it by choosing the correct
option and writing it on the corresponding line, as in the
example.

• When Ss have finished the activity, you can choose a few Ss
to read the text.
1. eat
2. and
3. These
4. some
5. The
6. their

49