Cambridge University Press

978-1-108-61056-8 — Cambridge Global English Stage 5 Teacher's Resource with Cambridge Elevate
Annie Altamirano , Helen Tiliouine
Excerpt
More Information

1 Talking about people

Big question What are you like?

Unit overview
In this unit learners will: Language focus
• talk about their personalities -ed and -ing adjectives
• do a personality quiz Wh- questions
• interview their partners about their lives Vocabulary topics: adjectives to describe personality.
• write a My Page profile Critical thinking
• read poems about special people. • Analysing what makes a poem
• Predicting
Learners will build communication and literacy skills
as they read and listen to poems and interviews; read • Memorising.
and write diary entries; do a personality quiz; develop Self-assessment
vocabulary study skills; and speak about their favourite • I can talk about my life and what I am like.
people and things. • I can interview my partner about their life.
At the end of the unit, they will apply and personalise • I can write a profile page.
what they have learned by working in small groups to • I can understand a poem.
complete a project of their choice: writing about their • I can recognise rhyming words.
favourite person or about the day they were born.

Teaching tip
Ask learners to start a Vocabulary journal in their
notebooks. They write the words they find the
most difficult to remember and add a sentence to
contextualise them.
Review the learners’ work, noting areas where they
demonstrate strength and areas where they need
additional instruction and practice. Use this information
to customise your teaching as you continue to Unit 2.

UNIT 1 Talking about people 21

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-1-108-61056-8 — Cambridge Global English Stage 5 Teacher's Resource with Cambridge Elevate
Annie Altamirano , Helen Tiliouine
Excerpt
More Information

Lesson 1: Talking about people 3 Listen 2

Learner’s Book pages: 6–7 • Tell learners they are going to listen to some people
Activity Book pages: 4–5 speaking about the children in the picture. They listen
and pay attention to the adjectives the speakers use to
Lesson objectives describe the children.
Listening: Listen for information, listen and match. • Play the audio at least twice. Then pause after
Speaking: Practise theme vocabulary, talk about each speaker and ask learners which child is being
yourself. described.
Reading: Read for gist, read a diary entry. • Ask them what adjective they would use to describe
Critical thinking: Discuss personality, awareness the child. Encourage them to explain their choices.
of self.
Audioscript: Track 2
Vocabulary: Adjectives to describe personality,
Speaker 1: What always surprises me about my granddaughter
opposites: confident, lazy, generous, cheerful, is the way in which she loves to take centre stage. She
bad-tempered, selfish, tidy, nervous, shy, untidy, doesn’t get nervous at all and seems quite at home
hardworking, outgoing speaking to lots of people.
Speaker 2: I just don’t understand why he gets so angry. If we
Materials: A few pictures of people in different don’t pass him the ball all the time he just stops playing and
situations, dictionaries. walks off the football field.
Speaker 3: I really admire my friend Aisha. She’s so studious!
Learner’s Book She loves learning about new things and always has her
head in a book. Needless to say she always gets top marks
in class.
Warm up
Speaker 4: Camila is my best friend. She’s such a kind,
• Show some pictures of people and ask learners to
generous person. We share everything: our pencils, our
describe them. Ask: What is she / he like? pens, our secrets and our sweets and chocolates – of
• Encourage learners to speculate about the personality course!
of the people in the photos. Remind learners that we
Speaker 5: Come on Natasha! Why are you hiding? It’s my
cannot always judge someone’s personality from the friend, she’s just saying hello to you.
way they look.
Speaker 6: Cheng is a very tidy person. He always tidies up his
• Work with the class to come up with a list of bedroom and puts his food wrappers and empty bottles in
adjectives and write it on the board. the bin in the park.

1 Talk about it
• Ask: What are you like? Encourage learners to reflect Answers
Speaker 1 – confident 1; speaker 2 – bad tempered;
on this and give honest answers. Ask them to give
speaker 3 – hardworking; speaker 4 – generous;
examples to support what they say, e.g. I think I’m … speaker 5 – shy; speaker 6 – tidy.
because …
• Add to the list of adjectives on the board. AB For further practice, see Activities 1 and 2 in the
• Critical thinking: Encourage learners to focus on Activity Book.
positive aspects of their personalities. Help them by
asking questions, e.g. What would you do if a friend 4 Word study
needs help?
• Write two antonyms on the board, e.g. hot / cold. Tell
Answers learners that these two words are antonyms. Ask
Learners’ own answers. them what they think this word means (antonyms are
words with opposite meanings). Elicit some ideas.
• Ask learners to work individually. They look at the
2 Vocabulary
adjectives and match them to their opposites.
• Ask learners to work in pairs or small groups and • Tell them to use their dictionaries to help them.
look at the picture. Ask them to describe what the • When they have finished, ask them to check their
children are doing. answers with a partner.
• Focus on the adjectives in the box and ask learners to • Then, you may check the answers as a class.
find children in the picture who match the adjectives. • Study skills: Ask learners to write down in their
Encourage them to explain their choices. notebooks the meanings of those words that are new
Answers or they have found the most difficult to understand.
Learners’ own answers. They can add a sentence to contextualise the word.

22 Cambridge Global English Stage 5 Teacher’s Resource

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-1-108-61056-8 — Cambridge Global English Stage 5 Teacher's Resource with Cambridge Elevate
Annie Altamirano , Helen Tiliouine
Excerpt
More Information

Answers Activity Book

1 d 2 c 3 b 4 e 5 f 6 a
1 Adjectives
AB For further practice, see Activity 3 in the • Learners work independently. They read the
Activity Book. adjectives and find them in the wordsearch.
• Then, they can compare their answers in pairs or
Reading strategy small groups.
• Check the answers as a class.
• Focus on the Reading strategy. Read the
explanation with learners. Ask them why this Answers
reading strategy is so useful when approaching
N V Y H B O P D A B I V C
a text.
• How do they think it helps them understand E L P A L M U T I D Y O S
the text? e.g. predicting the topic, activating R G R R N C C T J X N R C
background knowledge, predicting the vocabulary
they will encounter, understanding the attitude of V E E D N O H P G F L R U
the writer. O N A W U N E G I O Z D H
U E Q O C F E D L C I S N
AB For further practice, see Strategy check! in the
Activity Book. S R O R E I R G U F I N Y
M O A K O D F O K F A Z G
5 Read
• Ask learners to read the text quickly and determine N U Y I T E U Y L M A Z X
the type of text it is (e.g is it a poem, a newspaper K S G N M N L E U L B J V
article, a story?)
C D Q G U T S O O S H Y Z
• Elicit answers from the class and ask them to explain
what helped them decide. Focus on features such as
use of the first person and the date. 2 Adjectives
• Ask learners if they keep diaries. What sort of things
• Learners complete the sentences with an adjective
do they write in their diaries?
from Activity 1.
• Ask learners what the tone and attitude of the writer
• Then, they can compare their answers in pairs or
is (he’s angry). How do they know?
small groups.
• Study skills: Remind learners to use the context to
• Check the answers as a class.
work out the meaning of new words. If they still have
doubts, they can use their dictionary. Then they can Answers
make an entry in their Vocabulary journal or in their 1 nervous
notebooks. 2 hardworking
3 lazy
Answers 4 cheerful
Learners’ own answers. 5 outgoing
6 tidy
AB For further practice, see Activities 4 and 5 in the
Activity Book. 3 Antonyms
• Learners find and match the adjectives to their
6 Talk opposite meaning.
• In pairs, learners discuss the questions. Tell them to • Then, they can compare their answers in pairs or
use adjectives from Activity 4. small groups.
• Ask them to reflect on the last question and give • Check the answers as a class.
honest answers.
• Informal assessment opportunity: Circulate, listening Answers
bad-tempered – cheerful
to learners’ interactions and noting strong points and
tidy – untidy
mistakes for remedial work. lazy – hardworking
shy – outgoing
Answers confident – nervous
Learners’ own answers. selfish – generous

Wrap up
• Discuss as a class what learners do to help around
the house. What adjectives would they use to describe
their attitude at home?

UNIT 1 Talking about people Lesson 1 23

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-1-108-61056-8 — Cambridge Global English Stage 5 Teacher's Resource with Cambridge Elevate
Annie Altamirano , Helen Tiliouine
Excerpt
More Information

Strategy check! Language focus: Question words

• Tell learners to read and tick the strategies that will
help them to read a text for gist. Materials: Pictures of people in different situations, a
• Tell them they should use these strategies before sample profile of a real or imaginary person, a copy
they read the text. of Photocopiable activity 1 for each learner.

Answers Learner’s Book

Look at pictures. ✓
Read the text quickly to find out what the topic is or the writer’s Warm up
feelings. ✓ • Show learners pictures of people and ask learners to
Read the text quickly for the general meaning. ✓ describe them using one adjective they have learned.
• Show the class a sample profile and write the word
4 Read profile on the board.
• Learners read the school report and choose the • Ask learners what they think a profile is (e.g.
picture of the boy described in the report. information about a person, it focuses on important
• Ask them if they think Juan’s parents are going to be or interesting things about that person).
happy with his report. • What information would learners expect to find in a
• Check the answers as a class. profile? Encourage them to look at the sample, e.g.
age, name, personal characteristics.
Answers
Picture b. 1 Talk about it
Learners’ own answers. • Critical thinking: Focus on the positive aspects of the
learners’ personalities. Pay special attention and be
5 Read sensitive to those learners who may have a negative
• Learners decide which adjectives in Activity 3 self-image and encourage them to identify and talk
describe Juan’s personality. about their strengths.
• Check the answers as a class. Encourage learners to • Ask learners to reflect on what they are like and
explain their answers. discuss the questions.

Answers Answers
Learners’ own answers.
cheerful, outgoing, lazy, tidy, nervous

Differentiated instruction 2 Read

Additional support and practice • Ask learners if they know what a personality quiz
is. Have they ever done one? What questions do they
• Play a guessing game as a class. Describe people
expect to find in a quiz? Elicit some answers.
using Activity 3 in the Learner’s Book as a model.
• Focus on the four questions. Ask learners to match
Learners choose an adjective from the box on
them to the correct options in Activity 3.
page 5 to describe the person.

Extend and challenge Answers

1 B 2 D 3 A 4 C
• Ask learners to work independently and write a
short diary entry about the chores they do around
the house. 3 Read
• Ask learners to read the questions and to choose the
correct answer for them.
Lesson 2: Our profiles • When they have finished, they work out their scores
and read the Results box at the end of the quiz.
Learner’s Book pages: 8–9
• Discuss what their score is. Are they happy with it?
Activity Book pages: 6–7 Can they think of ways to improve their behaviour?
Lesson objectives Answers
Listening: Listen for specific information. Learners’ own answers.
Speaking: Talk about oneself.
Reading: Read a personality quiz.
AB For further practice, see Activity 1 in the
Activity Book.
Writing: Complete a profile, complete questions.
Critical thinking: Awareness of self, being critical
about one’s own behaviour.

24 Cambridge Global English Stage 5 Teacher’s Resource

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-1-108-61056-8 — Cambridge Global English Stage 5 Teacher's Resource with Cambridge Elevate
Annie Altamirano , Helen Tiliouine
Excerpt
More Information

Listening strategy Answers

1 What is his name? His name is Santiago.
• Focus on the strategy. Ask learners how this 2 Where is he from? He is from Argentina / Buenos Aires.
strategy can help them, e.g. they don’t need to 3 Who are the people in his family? His mum, his dad and his
understand everything they hear so they can little brother.
concentrate on what they need to know. Make 4 What pets has he got? He’s got a rabbit and a dog.
5 What are his hobbies? He plays football and basketball.
sure learners use this knowledge to help fill in the
6 Who are his best friends? His best friends are Pedro and
missing words in Activity 4. Luca, his cousin.
7 What do people like about him? He is outgoing, cheerful and
fun to be with.
4 Listen 3

• Ask learners to look carefully at the type of AB For further practice, see Activity 2 in the
information they need to complete the profile. Activity Book.
• Tell them to listen and complete Santiago’s profile.
Play the audio a few times. 6 Talk
• When learners have finished, discuss how similar they
• In pairs, learners ask and answer the questions about
are to Santiago.
each other and make notes.
Audioscript: Track 3 Answers
Hi, my name’s Santiago. I’m from Argentina. I’m 11 years Learners’ own answers.
old and I live with my family: my mum, my dad and my little
brother in Buenos Aires. I’ve got two pets, a hamster and a
dog, and I play football and basketball for the school team. 7 Write
I’ve got two best friends, Pedro who is in my class at school
and my cousin Luca who I’ve known all my life. • Tell learners to write a profile about their partner
using the notes they made in Activity 6.
What do people like about me? Mmm, well ... I suppose
I’m quite outgoing and cheerful most of the time, so people Answers
think I’m fun to be with.
Learners’ own answers.
What do I like about me? Well ... I’m quite a tidy person.
I hate it if my bedroom gets messy. I’m also a patient person AB For further practice, see Activities 3 and 4 in the
especially with my little brother!
Activity Book.
What could I improve about me? Well, my family would say
that I am very bad-tempered when I get up in the morning.
It’s something I really need to change.
Wrap up
• Once learners have finished writing their partner’s
profile, ask them to share it with the class.
Answers • Portfolio opportunity: Learners write their name and
Name: Santiago
Age: 11 date on the profiles. Collect the profiles and keep
Country: Argentina them in their portfolios.
Family: mum, dad, little brother • Home–school opportunity: Learners take it in turns to
Pets: two – a hamster and a dog take the profile home and show it to their family.
Hobbies: football and basketball
Best friends: Pedro and Luca (cousin) Activity Book
What people like about me: outgoing, cheerful, fun to be with
What I like about myself: tidy, patient
What could I improve about myself: bad-tempered in the
1 Read
morning • Learners read the profiles and match them to the
correct summary.
5 Use of English • They work with a partner and compare their answers.
• Check the answers as a class. Encourage learners to
• Review the question words in the Use of English box.
explain their choices.
Ask learners to give some examples of questions.
• Focus on the activity and ask learners to complete Answers
questions 1–7 with the question words in the box. Profile 1: Lucia – 3
• When they have finished, check the answers as a class. Profile 2: Tasanee – 1
• Then, learners answer the questions about Santiago Profile 3: Sam – 2
in their notebook.

UNIT 1 Talking about people Lesson 2 25

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-1-108-61056-8 — Cambridge Global English Stage 5 Teacher's Resource with Cambridge Elevate
Annie Altamirano , Helen Tiliouine
Excerpt
More Information

2 Use of English
Language focus: Useful expressions I really like …, It
• Learners make questions and answer them with
makes me (angry), Sorry, could you repeat that?, What
information from the profile texts in Activity 1.
I meant was ..., I’m not very keen on ..., I don’t think ...,
• Check the answers as a class.
We both like ..., I’m not sure if ...
Answers
1 What pets has Lucia got?
She got a dog called Bruno and a cat called Silke.
Learner’s Book
2 What is Lucia like?
She’s a very confident, outgoing and active person. Warm up
3 Where is Tasanee from? • Ask learners who their favourite famous person is.
She’s from Thailand. • If they had the chance to interview this person,
4 Who are the people in Tasanee’s family?
Her mum, her dad and her brother and sister.
what questions would they ask? Would they ask the
5 How old is Sam? questions in their mother tongue or in English?
He’s twelve years old.
6 What are Sam’s hobbies? 1 Talk about it
Football and training his parrot. • Ask learners if they have ever had an interview either
in their own language or in a foreign language. Ask
3 Write them how they felt and what they talked about.
• Learners complete their own profile. • If nobody has ever had an interview, you may invite
• They read it to the class. learners to imagine how they would feel.
• Critical thinking: Discuss with learners what would
Answers be easier to do – to have an interview in their own
Learners’ own answers. language or in another language, for example in
English. What difficulties might they have? How
4 Challenge would they overcome these difficulties? Encourage
them to give reasons for their answers.
• Learners interview their partner using the questions
in Activity 2 as a guide. Answers
• They take notes in their notebook and then write Learners’ own answers.
sentences about their partner’s life.
AB For further practice, see Strategy Check! in the
Answers
Learners’ own answers.
Activity Book.

2 Listen 4
Differentiated instruction
• Tell learners that they are going to listen to Ben being
Additional support and practice interviewed by his new English teacher.
• Give each learner a copy of Photocopiable • Tell learners to listen to the interview and order the
activity 1. They work independently and complete topics Ben talks about.
the questions and answer them. • Play the audio at least twice. Check the answers as
• They compare their work with a partner. a class.

Extend and challenge Audioscript: Track 4

• Learners use the questions in Activity 5 of the English teacher: Hello Ben, How are you today?
Learner’s Book to make a profile of a family Ben: I’m fine thank you.
member and add a picture to it.
English teacher: Tell me about your family. Have you got any
brothers or sisters?
Ben: Yes, Max a younger brother who is a bit of a pain!
Lesson 3: An interview
English teacher: Where were you born?
Learner’s Book pages: 10–11
Activity Book pages: 8–9 Ben: I’m from ... Sorry, what I meant to say was I was born in a
small town called Flintown in the USA.
Lesson objectives English teacher: Tell me about yourself. What are you like?
Listening: Listen and choose true or false, listen and Ben: Sorry, could you repeat that, please?
write questions, listen and mark the intonation.
English teacher: Yes, of course. What are you like?
Speaking: Talk about interviews, prepare an interview.
Ben: Well, I’m quite a confident person and I like to do things
Writing: Prepare questions for an interview. properly, although I’m not sure if my mum would agree with
Critical thinking: Reflect on the differences between my last point. I’m quite popular at school too, I suppose.
speaking in one’s mother tongue and in English.

26 Cambridge Global English Stage 5 Teacher’s Resource

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-1-108-61056-8 — Cambridge Global English Stage 5 Teacher's Resource with Cambridge Elevate
Annie Altamirano , Helen Tiliouine
Excerpt
More Information

English teacher: Who are your best friends? 5 Pronunciation 5

Ben: Well, my best friend is Micky, he’s really good fun. We’ve • Explain that questions in English have a special
been friends for as long as I can remember. I think we met intonation depending on whether they are
when we were babies.
wh- questions or yes / no questions.
English teacher: What are you good at at school? • Focus on the examples and on the arrows. What do
Ben: I don’t think I’m good at many things to be honest. Well, learners think they mean?
Mrs. Jones would say I’m good at singing, but I don’t agree • Tell them that they are going to listen to some
with her at all. I’m good at drawing and I’m quite good at questions and mark the intonation.
sewing too, but don’t tell anyone about that last one! • Play the recording a few times and allow time for
English teacher: Do you have a favourite sport? learners to mark the intonation.
Ben: No, I don’t excel at any sport. Once Dad thought I was • When they have finished, play the recording again.
going to be a great rugby player, so he made me join the Pause after each question for learners to repeat.
local team, but he was wrong, of course!
English teacher: What are your favourite things? Audioscript: Track 5
1 Where were you born?
Ben: Well that has to be my mega collection of video games.
I absolutely love playing them. Micky and I play quite a lot 2 What are you like?
together. Then there’s my collection of comics. I remember
3 Who are your best friends?
when Micky and I wrote our own comic strip, Zippy Racer.
4 What are you good at at school?

Answers 5 Do you have a favourite sport?

1 family 6 What are your favourite things?
2 town
3 personality
4 friends Answers
5 school Learners’ own answers.
6 sport
7 favourite things
AB For further practice, see Activity 4 in the
Activity Book.
3 Listen 4

• Tell learners they are going to listen to the interview Speaking tip
with Ben again and they are going to decide if the
sentences are true or false. • Focus on the expressions in the box. Tell learners
• Allow some time for them to read the sentences that these are useful expressions they can use to
before doing the task. talk about themselves.
• Play the recording a few times. Then, check the • Give some examples of completed sentences and
answers as a class. ask learners to give their own.
• You could play the audio of the interview with
Answers Ben (Track 3) again and ask learners to spot the
1 false expressions.
2 true
3 true
4 true 6 Vocabulary
5 true
6 false
• Ask learners to look at the categories and at the
7 true expressions in the Speaking tip box. They match the
expressions to the correct category.
• Check the answers as a class.
4 Match the questions
• Ask learners to read the questions and match them to Answers
the answers. Tell them these are some of the questions a 3 b 4 c 1 and 5 d 7 e 2 and 8
they heard in the interview with Ben.
• Check the answers as a class. AB For further practice, see Activity 3 in the
Activity Book.
Answers
1 d 2 a 3 b 4 e 5 c
7 Write
• Learners prepare a list of questions to ask their
AB For further practice, see Activities 1 and 2 in the
partner using the prompts provided. They write the
Activity Book.
full questions in their notebooks.

Answers
Learners’ own answers.

UNIT 1 Talking about people Lesson 3 27

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-1-108-61056-8 — Cambridge Global English Stage 5 Teacher's Resource with Cambridge Elevate
Annie Altamirano , Helen Tiliouine
Excerpt
More Information

Ben: Yes, I really like playing baseball and table tennis.

An interview
Hiro: Me too! Well, I’m not so keen on baseball, but I love
• Tell learners to prepare their interview. They playing table tennis!
make notes under the headings and use the useful
Ben: What are you like?
expressions in the box to describe what they like
and don’t like. Hiro: Well, I think I’m quite hardworking and cheerful, but my
• In pairs, learners interview each other. Tell them to mum doesn’t think so. She thinks I’m a bit lazy. Not true, of
course!
make notes about their partner’s answers.
• Informal assessment opportunity: Circulate, Ben: Ha, ha! Just like my mum! I’m quite hardworking, but mum
says I spend too much time playing computer games!
listening to learners and making notes about
their performance. You may wish to set up some Hiro: Well we both like playing computer games then. Which
remedial work on the most common mistakes you one is your favourite?
have observed.
Answers
Answers 1 Tokyo
2 brothers and sisters
Learners’ own answers.
3 only child
4 baseball and table tennis
AB For further practice, see Activity 5 in the 5 like
Activity Book. 6 hardworking

Wrap up 2 Find an expression

• When learners have finished their interview, invite • Learners find an expression highlighted in the
them to report back to the class about their partner’s dialogue to complete the definitions.
answers. • Check the answers as a class.
• You may ask learners to work in pairs and roleplay
Activity Book the dialogue for intonation practice.

Strategy check! Answers

1 Sorry, could you repeat that?
• Tell learners to read and tick the strategies that will 2 I really like ...
help them to listen for specific information. 3 I’m not so keen on ...
4 we both like ...
• Then, they use these strategies before they listen to
5 I think ...
the text.

Answers 3 Write
Read the text first and think about the type of words that
• Learners complete these sentences about themselves.
are missing. ✓
When you listen again focus on the answers you have
• Then, they read them to the class.
written. ✓
Answers
Read the completed text to check it makes sense. ✓
Learners’ own answers.

1 Listen 56 [CD2 Track 25] 4 Pronunciation 57 [CD2 Track 26]

• Learners listen and complete the dialogue between • Learners read the pronunciation guide.
the two children. • Then, they listen to the audio and practise saying the
• Check the answers as a class. questions.
• Circulate, checking for correct pronunciation and
Audioscript: Track 56 intonation.
Hiro: Hello, my name’s Hiro. What’s yours?
Audioscript: Track 57
Ben: Hi, I’m Ben. Where are you from?
1 What are you like?
Hiro: I’m from Tokyo. And you?
2 Where are you from?
Ben: I’m from New York. Have you got any brothers or sisters?
3 Do you like playing computer games?
Hiro: Yes, I’ve got an older brother. And you?
4 Are you outgoing?
Ben: I’m an only child.
Hiro: Sorry, could you repeat that?
Answers
Ben: Yes, there’s just me. I haven’t got any brothers or sisters. Learners’ own answers.
Hiro: Do you have a favourite sport?

28 Cambridge Global English Stage 5 Teacher’s Resource

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-1-108-61056-8 — Cambridge Global English Stage 5 Teacher's Resource with Cambridge Elevate
Annie Altamirano , Helen Tiliouine
Excerpt
More Information

• Ask learners to read the text and say what they think
5 Challenge about Bethany. What adjectives would they use to
• Learners work in groups of four and ask questions describe her?
from Activity 1 to members of the group.
• They make notes. Explain that they don’t need to Answers
write full sentences at this stage. It is enough to Learners’ own answers.
note a few words that reflect the most important
information. 2 Read
• Using the notes, learners compare the information
• Ask learners to read Bethany’s My Page. Ask learners
and find the classmate who is most similar to
if they think they have anything in common with her.
themselves.
• Ask them to look at Bethany’s favourite things.
• They present their findings to the class. Tell them to
Does she like the same things as the learners? What
use expressions from Activity 3.
differences do they find between her and them?
Answers
Answers
Learners’ own answers.
Learners’ own answers.

Differentiated instruction AB For further practice, see Activity 1 in the

Additional support and practice Activity Book.
• Ask learners to use their notes to write the dialogue
between them and their partner. They can use the 3 Talk
dialogue in Activity 1 in the Activity Book as a • Ask learners to ask and answer questions about
model. their favourite things. Tell them to use the questions
to find out.
Extend and challenge
• Encourage them to extend the questions to other
• Ask learners to look back at their partner’s answers aspects of their lives, e.g. favourite book, sport, film.
and write down a summary of the interview. • Ask them to make notes of their partner’s answers.

Answers
Lesson 4: Favourite things Learners’ own answers.

Learner’s Book pages: 12–13

Activity book pages: 10–11 4 Read
• Ask learners to read the text again and find adjectives
Lesson objectives that describe the words in the box.
Speaking: Speak about yourself. • They complete the Use of English box and write the
Reading: Read for information. rules in their notebooks.
Writing: Write your own My Page. Answers
the beach – relaxed, happy; apps – amazing; my birthday –
Language focus: -ed and -ing adjectives: bored / boring, excited; the sea – exhilarating
amazed / amazing, frightened / frightening,
depressed / depressing, excited / exciting, AB For further practice, see Activities 2 and 3 in the
interested / interesting
Activity Book.
Vocabulary: surfer, tiger shark, attack, bite off, blood,
board, major film, world-class, hiking, rollerblading, 5 Use of English
download, apps, exhilarating
• Tell learners to choose the correct form of the
Materials: Each learner brings in a photograph of adjectives and complete the sentences.
themselves, copies of Photocopiable activity 2. • Then, they talk about the statements with their
partner.
• Check the answers as a class.
Learner’s Book
Answers
Warm up 1 amazed
2 frightened
• Ask learners about their favourite activities, what 3 boring
they like doing in their free time and what sports they 4 exciting
like to do or watch. 5 depressed

1 Talk about it AB For further practice, see Activities 4 in the Activity

• Ask learners to look at the photos and describe them. Book.
Do they know the girl in one of them? Encourage
them to say what they know about her.

UNIT 1 Talking about people Lesson 4 29

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-1-108-61056-8 — Cambridge Global English Stage 5 Teacher's Resource with Cambridge Elevate
Annie Altamirano , Helen Tiliouine
Excerpt
More Information

Write: My Page Answers

1 boring
• Learners write their own My Page. Read through 2 frightened
the instructions with the class and make sure they 3 excited
understand what is expected from them. 4 interesting
• Tell them to use Bethany’s page as a model if 5 bored
necessary.
• Writing tip: Focus on the writing tip and ask 4 Write
learners to find examples in the texts that reflect • Learners complete the sentences for themselves.
this. Also, encourage them to provide their own • They use -ing / -ed adjectives.
examples. • Check the answers as a class.

AB For further practice, see Activity 5 in the Answers

Activity Book. Learners’ own answers.

Wrap up 5 Challenge
• Learners show their My Page to the class and read • Learners write a My Page for their favourite famous
what they have written. person.
• Portfolio opportunity: Collect the pages and file them • Learners find out information about this person on
in the learners’ portfolios. the Internet or in a magazine. They make a selection
• Home–school opportunity: Learners take their page of the most important information to use.
home and share it with the family. • They cut out photos from magazines to add to the
page.
Activity Book • They show their page to the class and explain what
they have found.
1 Read
• Learners read and match the headings to Natalie du Answers
Toit’s My Page. Learners’ own answers.
• They compare their answers with a partner and
discuss any differences. Differentiated instruction
• Check as a class and encourage learners to justify
Additional support and practice
their choices.
• Learners do Photocopiable activity 2 for extra
Answers practice and personalisation of -ed / -ing adjectives.
1 City / country
2 Family Extend and challenge
3 Personality • Learners make a My Page for a family member.
4 Best feeling
5 Favourite place
6 A dream come true
7 Advice to others Lesson 5: My favourite people
Learner’s Book pages: 14–17
2 Use of English Activity Book pages: 12–13
• Learners circle the adjective that best describes how
Natalie feels about some things from her profile. Lesson objectives
• They compare their answers with a partner and Listening: Listen to a poem.
discuss any differences. Speaking: Speak about people who inspire us.
• Check the answers as a class.
Reading: Read a poem.
Answers Writing: Write about an inspirational person.
1 exhilarating Critical thinking: Predicting, learning ways to find the
2 amazing
3 exciting
meaning of words.

Vocabulary: superlatively, dozen, hoist, enormous, bulge,

3 Write ripple, to and fro, juggle, airborne, somersault, champion,
• Learners choose the correct form of the adjectives to dozen, masterful, wrestle, comb, impressive, carry, expert
complete the sentences.
• Check the answers as a class. Materials: Dictionaries.

30 Cambridge Global English Stage 5 Teacher’s Resource

© in this web service Cambridge University Press www.cambridge.org