Resource section Photocopiable worksheets Teacher's instructions oc. Photocopiable worksheets Module 1 Lesson 1 Now and never! 102 Lesson 2. A weekend trp... conn 108 Lesson 3 Circular story 104 Lesson 4 What's the question? 105 Module 2 Lesson 5 Life changes. nen 106 Lesson 6 Feelings nnn WOT Lesson 7 I've already done it... 108 Lesson 8 Tenses game nn 109 Module 3 Lesson 9 It's a bad idea. 110 Lesson 10 Guess the sentence M4 Lesson 11. Our future nn MD Lesson 12 Connect FOUP on oessonnnnnnennnnne VIB Module 4 Lesson 13 You talk like that pose 14 Lesson 14 Tea quiz... . won 113, Lesson 15 An accident... 16 Lesson 16 What's my word: - coe WT 92 a nnn 102 Module 5 Lesson 17 One, two three... 118 Lesson 18 Find out! 119 Lesson 19 wish... 120 Lesson 20 Sentence auction - 121 Module 6 Lesson 21 Gossip 122 Lesson 22 Ask me a question... 123 Lesson 23 Things they told me to do... 124 Lesson 24 Test your memory o-oo 125 Module 7 Lesson 25 Answer the questions... 126 Lesson 26 Call my bluff... os VOT Lesson 27 A story of two crimes... 128 Lesson 28 Do you remember? 129Module 1 Lesson 1 Now and never! Preparation: Copy one worksheet per pair of students and cut into A and B To use: After Activity 4c Instructions + Divide the class into pairs. Givea «= copy of Worksheet A to Student A and Worksheet B to Student 8 in each pair. They should not look at each other's worksheets, . + Students read the actions in Activity 1 and take turns to mime them for their partner to guess. When guessing, the students should use the present continuous to describe the actions, as they are ‘happening’ at the moment. Set a time limit of five minutes. . + Students then look at Activity 2 and use the prompts to make questions about the actions in Activity 1 in the present simple, eg. What kind of chocolate do you usually eat? For a less confident class, write the first question from both Student As + and Student B's cards on the board as examples. Set a time limit of five minutes and make sure the questions are correct. + Tohelp students answer How often ...? questions, revise adverbs and expressions of frequency, e.g. once/twicelthree times a day/ week/monthlyear, every day, not very often, never. With a weaker class, write them on the board. + Students take turns to ask each other the questions in Activity 2 and note down their partner's answers. + Put students in different pairs to report their partner's answersto + each other, e.g. Roman usually eats milk chocolate, Module 1 Lesson 2 A weekend trip Instru Resource Pack Teacher's not 7 Reading text and interview Organization: Individual and Whole-class work ime: 20 minutes Preparation: Copy one worksheet per student To use: After Activity 7 ns, Find out what students know about London and Rome, if they have ever been there and what their experience was like. /e each student a copy of the worksheet. Ask students to imagine that they have each won ‘a weekend trip to London or Rome. Students read the texts and decide where they want to go. Explain any vocabulary they find difficutt. Students answer the questions about their chosen trip, making choices based on the information in the text. They must write one type of accommodation, but they can choose more than one activity and kind of food. Set a time limit of eight minutes. Students mingle and ask the ‘questions from Activity 1 to ‘thelr classmates in order to find someone with the same plans as their own. Encourage students to answer, using the same structures a they hear in the questions, e.g. I'm spending my weekend ..., 'm going to eat ... Ifa classmate gives a different answer than their own to the first or second question, they should stop interviewing them and approach another student. The task is completed if ‘they find someone who shares at least one activity and one kind of food with them. Fast finishers find more students with the same plans. Module 1 Lesson 3 Circular story Instru ‘Type of activity: Story Organization: Group work Time: 20 minutes Preparation: Copy one worksheet per student To use: After Activity 6 ns Divide students into groups of four. They should sit in a circle, Give each student a copy of the worksheet. Explain that they are going to write group stories. and for each part of the story they have to answer one or two Questions. They should use the past simple or the past continuous depending on the questions and con what they want to say. Students individually begin a story by answering the questions in Part 1. Write an example answer to the first question on the board, e.g. It was Sunday. The sun was shining. Encourage students to make the answers as funny as possible, Set a time limit of two minutes. Then students fold the first part along the line so that the next person cannot see what they have written, They pass the sheet to the student on their left and answer ‘the question in the second part of ‘he sheet they have just received. ‘When the time limit i up, students repeat the procedure as with the first part. They should tel the person they are passing the paper ‘0 if the character in the story isa man or a woman. ‘Students continue the activity, each time informing their classmate of the character's gender, until they have answered the last question, Then they unfold the sheets and read their story to their group members. Each group chooses the best story and reads it to the whole clas.Module 1 Lesson 4 What's the question? ‘Type of a Cards to Prompt questions Organization: Whole-class work Time: 15 minutes Preparation: Copy one worksheet per ten students and cut into ten pieces To use: After Activity 2b Instructions + Give one piece of paper with a ‘question and a corresponding answer to each student. f there are more than ten students in the class, some students wil have the same questions and answers. + Students read the question and ‘the answer. Then they fold the piece of paper in the middle and hold itso that the question is facing them and their classmates can see the answer. + Students mingle, read each other's answers and try to guess ‘the questions. Point out that the questions ask about the information underlined in the answers. When a student guesses tone classmate's question, they should work with a different classmate. If they cannot guess the question, their classmate should give them clues, e.g. the first word of the question. + Seta time limit of 15 minutes. Find out which questions were the most difficult to guess. Variation + Give a copy of the whole page to strong, confident student. Divide the class into two teams. ‘The student reads out the answers one by one. The first team to call out the correct question gets one point. To avoid noise, appoint team captains to call out the teams! answers, Module 2 Lesson 5 Life changes ‘Type of activity: Picture prompts to make sentences Organization: Pair work Time: 15 Preparation: Copy one worksheet per pair of students and cut into A and B To use: After Activity 4 inutes Instructions + Divide students into pairs. Give a copy of Worksheet A to Student ‘and Worksheet B to Student B. Students should not show each other their worksheets. + Explain that students are going to look at pictures illustrating Robinson's life now and in the past. Some information is missing and they have to find it out by listening to each other. + Students tell each other what they know about Robinson's life, using used to and the present simple. They should listen carefully and complete the blank squares with pictures or words as they prefer. When they have finished, they compare their worksheets. Variation + Students try to guess the missing information first based on the knowledge that Robinson's life used to be very different. They can write sentences or draw pictures. Then they tell each other their guesses, e.g. | think he used to eat seafoodil think he has got a wife and a child now. They correct, each other's guesses, e.g. No, he has got five children! Finally, they show each other their worksheets. Resource Pack Teacher's notes Module 2 Lesson 6 Feelings Organization: Whole-class work Time: 15 minutes Preparation: Copy one worksheet per eight students and cut into cards To use: After Activity 6 Instructions + Give a role card to each student: Ask them to read the adjective in capital letters and imagine ‘that they are feeling this way because of something that has just happened. Ask them to write What has just happened on the first line, e.g 've just seen a UFO. They should use the present perfect. Then give them three minutes to add a few details in the past simple. They can make up funny or unusual stories if they want to. Next they fold their card along the dotted line. + Students mingle, holding their cards with adjectives facing their classmates. They speak to one classmate at a time and find out why he or she is feeling a certain way. Then they ask one or two questions about the details of the situation. Remind students to use the present perfect and the past simple. You can act out ‘an example dialogue with a confident student and write it on the board as a model, e., ‘A: Why are you excited? I've just seen a UFO. Where did you see it? I saw it over the hill Behind my house, What did it look tke? It looked like a big silver + Seta time limit of 10 minutes for the activity eRe eeModule 2 Lesson 7 I've already done it ‘Type of activity: Card game Organization: Pair work Time: 15 minutes Preparation: Copy one worksheet per pair of students and cut into two sets of cards To use: After Activity 4b Instructions + Divide students into pairs. Place the two sets of cards face down in front of each pair. Remember to mix the cards within their sets before you give them to students. + Student A picks a question card and Student B a yet or already card. Student A reads the question to Student B. Student B has to give a logical answer in the present perfect, using the word ‘on their card: yet or already. Point ‘out that they should use their own ideas. Write up an example: Student A: Do you want a sandwich? Student B (has already): No, I've already eaten lunch. or Student B (has yet): Yes, haven't eaten lunch yet. + ifthe answer is logical and grammatically correct, Student B scores a point. If necessary, you decide if the answer is correct. ‘Then students change roles. Students continue taking turns at ‘asking questions until there are no cards left. The winner is the person with the most points at the end. Module 2 Lesson 8 Tenses game ‘Type of activity: Word prompts to make sentences Time: 20 minutes Preparation: Copy one worksheet and cut into cards To use: After Activity 4 Instructions + Briefly review the tenses and structures the class studied in Modules 1 and 2: the present simple, the present continuous, ‘going to, the past simple, the past continuous, used to and the resent perfect. Elicit when we use them and which words go. with them, e.g. time expressions and adverbs. For each tense structure you can give the class a personal example, e.g. ! go to the gym twice a week and ask volunteers to make a personal statement then write the name of the tense structure on the board, eg. the present simple. + Divide the class into four teams. Write simple sentence prompts on the board, e.g. /drinkimilk: Show one of the cards to the teams. Teams write a sentence (affirmative, negative or a question), using the prompts and the wordiphrase from the card, They can add extra words if ‘they want or need to. With some words/phrases different tenses can be used as long as the sentence is logical and grammatically correct. Set a time limit of one minute. + Teams read out their sentences. If their sentence is correct, they get ‘one point. If itis incorrect, eli from the class what is wrong with it and how it should be corrected. + Continue the procedure with all or some of the remaining cards. Change the sentence prompts after three or four cards. Resource Pack Teacher's Module 3 Lesson 9 It’s a bad idea ‘Type of activity: Role play Organization: Pair work Time: 10-20 minutes, Preparation: Copy one worksheet per eight students and cut into car To use: After Activity 6 Instructions + Divide the class into pairs and am each pair the cards for one role play, e.g. cards 1A and 18 to one pair, cards 2A and 28 to another pair, etc. In each pair, one stu takes card A and the other card + Students read their roles. They think of reasons why a given choice is a goodibad idea and write them down on a piece of Paper using the first conditional, eg. If you stay with your aunt. ‘you will be bored. Allow five minutes for preparation. + Students act out their role play, trying to convince each other theirs is a better idea. They sh use the first conditional sente: they have written down. Reming them to listen and respond to each other's suggestions and ideas. On the board, write some phrases they can use, e.g. / don: think it’s a good idea because...: Yes, but what about...? Set 2 ti limit of five minutes. + If there is time, ask pairs to ‘exchange their cards with a pair that had a different role play and repeat the procedure. Extension + Pairs write down one of their dialogues and practise acting it out. Next they act out the role play in front of the whole class. Students can vote for the best performance.f Module 3 Lesson 10 Guess the sentence ‘Type of activity: Guessing Organization: Group work Time: 15 minutes Preparation: Copy one worksheet per class and cut into sets of cards: A and 8. Each team needs six sheets of blank paper To use: After Activity 6 instructions Divide the class into two teams: ‘and B. Give each team their set ‘of cards, They cannot show their ‘ards to the other team, Each team places their cards individually at the top of six sheets of paper. Team members then write at least three endings below each sentence on the corresponding sheet, using would. Set a time limit of ten minutes. The sentence endings must be logical and grammatically correct. ‘When the time is up, teams collect the cards and give the sheets of paper with sentence endings to ‘the other team. Teams have five minutes to guess the sentence beginnings on the basis of the endings. Check the answers. Teams get one point for each correct guess. The team with the most points wins Variation With a strong class, stick one card on each student's forehead or back with tape. They should not be able to see their cards, Students mingle and read each other's sentence beginnings silently. Then they finish the sentences aloud. They can only make one ending per sentence. Students try to guess their own sentence beginning on the basis of the endings given, Module 3 Lesson 11 Our future ‘Type of activity: Discussion Organization: Individual and air work. Time: 20 minutes Preparation: Copy one worksheet per student To use: After Activity 6 Instructions + Give each student a copy of the worksheet. Explain that they are going to read a series of predictions about the future, about 100 years from now. Students’ task is to complete the predictions with will, may, might or won't depending on their own vision of the future. As they are writing, they should think of the reasons behind their answers, Explain any words students do not understand. Set a time limit of seven minutes for the activity. + Divide the class into pairs. Students take turns to read ‘their predictions to each other and explain their answers, e.g, People may live on other planets if natural disasters destroy the Earth. They should count how many of their predictions are the same. Find out which pair has the most similar vision of the future. + Individually, students complete Activity 3 by writing their own predictions. In the same pairs as in Activity 2, they listen to each other's predictions and say if they agree with them. Resource Pack Teacher's notes Module 3 Lesson 12 | Connect four Type of activity: Board game Time: 15 minutes Preparation worksheet per pair of students | To use: After Word search Instructions + Divide the class into pairs and give each pair a copy of the worksheet. Each student should use a different coloured pen or pencil + Explain that students are going to play a game in which they will revise vocabulary categories from Modules 1-3. One student in each pair begins by saying a word in any category. The words should be nouns apart from the two adjective categories, If the word is correct, the student writes it in | the bottom square of the column of that category. + The other student continues the procedure with the same or a different category, but their word ‘must start with the last letter of the word their classmate wrote. You can copy the grid onto the ] board and write few words as an example, using different colours for Student A and B, | e.g. in the first column massive (Student A), in the third excited \ (Student 8), in the fifth dise i (Student ), in the second cows i (Student 8). i + Students play the game, building Up words from the bottom of the grid. They cannot write anything if the word they say Is not a noun! adjective, does not belong in ‘one of the categories or does not start with the final letter of the previous word. + The winner is the first student to make a line of four of their own words, horizontally, vertically or diagonally,Module 4 Lesson 13 You talk like that Organization: Pair work Time: 15 minutes Preparation: Copy one worksheet per pair of students and cutinto A and B To use: After Activity 6 Instructions + Divide students into pairs. Give a copy of Worksheet A to Student ‘Aand Worksheet B to Student B. They should not look at each other's worksheets, + Students have to complete the crossword with adverbs of manner. Student A has the down words and Student & has ‘the across words. Students take turns to ask about and explain the words. On the board writ prompts for students to use, e.g. You look likeltalk likeleat liket walk like this when .... You can also give specific examples to Students A and B to help them with the task, e.g. 1 down - You walk like this when you are tired. They must give definitions, but they can illustrate these with mime. They should not say the actual words or use L1. + When they have finished, students compare their worksheets to check the answers. Answer key Se] stele Tr] GEEEERE ® Module 4 Lesson 14 Tea quiz Type of activity: Quiz Organization: Class work Time: 15 minutes Preparation: Make half as many copies of the worksheet as there are students in class and cut into AandB To use: After Acti Instructions le the class into two groups ‘of equal size: Team A and Team B. Give each student in Team A. a copy of Worksheet A and each student in Team B Worksheet B. + Explain that students are going to learn interesting facts about tea, Pre-teach any words students may not know. Students’ task is to complete the gaps with the present passive of the verbs in brackets. Point out that some of the information is false and refer students to the key at the bottom of their worksheets. + Seta time limit of five minutes. Students compare their sentences with other team members. Make sure each team’s sentences are correct. + Teams take turns to read out facts on their worksheets. The other ‘team has to guess if a given fact is true or false. Teams have 20 seconds to discuss and agree on ‘the answer. They get one point for each correct answer. The team with the most points wins the quiz. Variation + With a strong class, this quiz can be played in pairs instead of teams. Resource Pack Teacher's notes Module 4 Lesson 15 An accident Type of activity: Memory game Organization: Pair work Time: 20 minutes Preparation: Copy one worksheet per pair of students To use: After My English file Instructions + Divide the class into pairs. Give ‘each pair a copy of the worksheet and ask them to fold the sheet in half so that they only see Activity 1. Pairs study the picture of the accident and discuss on the basis of the clues what they think happened. Set a time limit of five minutes. + Ask students to turn the folded worksheet over so that they can now see only Activity 2. Pairs complete the sentences with the words in the box. They should make true sentences about the picture from memory. Set a time limit of ten minutes. + Check the answers with the class and elicit from students what happened. (Answer: A dog ran across the road causing the accident.) Answer key 1 Someone 2 closed everywhere No one ‘questioned someone Everyone nothing injured something damaged 3 4 5 6 7 8 9 10 " 2 13 somewhereModule 4 Lesson 16 What’s my word? ‘Type of activity: Definitions game Organization: Group work Time: 20 minutes Preparation: Copy one ‘worksheet per five students and cut into cards To use: After Charades Instructions + Divide the class into groups of five. Place a set of cards face down in front of each group. + Within their groups, students take ‘turns to pick a word and define it or their classmates to guess. You ‘can write the following phrases on ‘the board to use asa model: It’! They're used for ..ing, Its/They‘re made of... Its!They're a type of sms Its something you do when . You feel ike this when... Its how you + Ifa student does not know the word on the card, they put the card back and pick another one to define. The first person to guess the word receives the card to keep. The winner is the student with the most cards atthe end of ‘the game. Students can play the game until they have used all the cards or you can set a time limit Extension + Each group can make another set of cards, using other words from Modules 1-4. When they have finished, they exchange their set with another group and play a second round of the game. Module 5 Lesson 17 One, two, three ‘Type of activity: Board game Organization: Group work Time: 20 minutes Preparation: Copy one worksheet per three students and have a dice/ coin for each group To use: After Activity 6 Instructions + Divide the class into groups of three. Give each group a copy of ‘the worksheet and a dice/coin. One student in each group should keep score. + Students place their counters, .g. badges, on the START square. Next, they take turns to roll a dice/fip a coin and move their counter along ‘the number of squares indicated by the dice. If they use a coin, they move one square for head and ‘two for tals. ‘+ When a player lands on a square with a beginning of a sent they have 30 seconds to finish it, using the past perfect. They get cone point for each correct ending. They can make up to three endings per sentence provided they can finish in the alloted time. The endings have to be logical and grammatically correct, e.g. When | got to school today, the teacher had already started the lessonil noticed I had forgotten ‘my homework! somebody had taken my chair. + When a player lands on Miss a turn or 1/213 extra points, they miss a turn or get extra points respectively. The first player to reach the FINISH square gets five extra points and ends the game. The winner is the student with the most points. Resource Pack Teacher‘s notes Module 5 Lesson 18 Find out! ‘Type of activity: Survey Organization: Group work Time: 15 minutes Preparation: Copy one worksheet per twelve students and cut into cards To use: After Activity 4 Instructions + Give each student a card. if you have more than twelve students in class, give some students identical cards. + Explain that students have to find out the information on their card. In order to do that, they have to form a question to ask to their classmates. Give students two minutes to write their question and monitor the activity, making sure the questions are correct. + Students get up and mingle, interviewing their classmates with their questions and noting down how many students answer yes. Encourage students to add any ‘extra information to explain their answer, e.g. | couldn't hang out with my friends last weekend ‘because | went to the mountains with my parents. + When students have finished, ask them to report the results of their survey to the whole class. They can add any interesting explan: they remember.Module 5 Lesson 19 | wish . Type of activity: Picture prompts to make sentences Organization: Group work Time: 15 minutes Preparation: Copy the ‘worksheet four times To use: After Activity 6 Instructions + Divide the class into four groups and give each group one worksheet. Students look at the pictures. Explain that these show people who are unhappy with their present situation and want it to be different. Groups should guess what these people's wishes are and write as many sentences as possible, using / wish and the past simple. Set a time limit of ten minutes. + Ask one group to read out their sentences for the first picture. Other groups tick the sentences that are the same on their list and then they read any different sentences to the other groups. Groups get one point for each correct sentence and one point for each sentence no other group had, + Continue the procedure with pictures 2-4, each time getting a different group to begin by reading out their whole list. + The winner is the group with the most points at the end. Variation + Make one copy of the worksheet per group of four and cut into four cards. Each student takes one picture and writes as many wishes for the person in the picture as possible. Set a time limit of four utes. Next, students fold their cards in the middle and take turns to show just the picture for their group members to guess. the wishes they wrote. After two minutes, they reveal the wishes that have not been guessed. Module 5 Lesson 20 Sentence auction correction game Organization: Group work Time: 20 minutes Preparation: Copy one ‘worksheet per four students To use: After Activity 4 Instructions *+ Divide the class into groups of four. Give a copy of the worksheet to each group. Explain that some of the sentences on the worksheet are grammatically correct and some are incorrect. They all refer to the grammar points studied in ‘Modules 1-5. The spelling of all the words is correct. + Tell each group that they have €1,200. Give groups ten minutes to discuss and identify whether the sentences are right or wrong, and then bet on their decision. Each bet must be between €10 and €200. They have to use all of their money. + When the time is up, read out the first sentence and listen to all the ‘groups’ decisions and bets. Then reveal if the sentence is correct or not. Ifa group's decision was right, they double the amount of money they bet; if not, they lose it. They should note the results in the last column, with a minus for loss, and a plus for gain. If the sentence was incorrect, ask the whole class to find the mistake and correct it. + The winner is the group with the ‘most money at the end of the game. ‘Answer key 1 incorrect (tidy) correct correct correct incorrect (If | won) incorrect (are found) correct incorrect (| used to watch) correct 10 correct 11. incorrect (I've already decorated) 12. incorrect (could) Resource Pack Teacher's n Module 6 Lesson 21 Gossip ‘Type of activi game Organization: Whole-class and group work Time: 15 minutes Preparation: Copy one worksheet per fourteen students and cut into cards To use: After Activity 8 ¢: Conversation Instructions + Ask students to imagine that they are going to have a new English teacher for the rest of the term. Explain that the teacher is a man and each student knows some gossip about him, which they should share with their classmates. + Give each student a card. If you have more than 14 students in class, do the activity in two groups. if you have a smaller class, give some students twa cards. + Students mingle and exchange the information from their cards with their classmates. They should listen carefully and remember a5 much gossip as they can. They should not add any extra information. On the board write the following phrases: Really? No way! You're joking! | can’t believe it! for students to use in reaction to the gossip they hear. Set a time limit of 10 minutes for the activity + Students return to their seats and in groups of three write what gossip they have found out from their classmates. They should use reported speech, e.g. Marcus told ime that the teacher had lived in Japan for five years. Find out if any group has been able to recall all 14 pieces of gossip.Module 6 Type of activity: Questionnaire Organization: Class work Time: 20 minutes Preparation: Copy one worksheet per student To use: After Activity 3 Instructions + Ask students to sit in a circle worksheet. They should write A their name in the space provided. + Students pass their own ‘questionnaire to the person on their left and then on the worksheet they have received they complete one question they want to ask the classmate whose name is at the top of the worksheet. Beside the question they should write their name in ‘the Who asks? column. + Students pass the worksheet tog the person on their left again and complete the next question on the worksheet they have received. Each time they complete ‘a question that has not been completed by anyone else yet. Students continue the procedure Until there are no gapped questions left. + The questionnaires are returned to their owners, who read through the questions and think. about their answers, Next they approach each classmate who asked them a question, remind ‘them what question they asked, Using reported speech, e.g. You asked me if | liked dogs, and give a true answer (Yes, do), Module 6 Lesson 22 Lesson 23 Ask mea Things they told question me to do Type of activity: Reporting commands and requests Organization: Individual and air work Time: 20 minutes Preparation: Copy one worksheet per student To use: After Activity 7 Give each student a copy of the Instructions Give a copy of the worksheet to each student. Ask them to think about the things different people told them or asked them to do in the six situations. For each situation they should write at least two commands or requests in the imperative. Students should add who asked or told them to do these things. Ask students to write legibly. Set a time limit of ten minutes, Divide the class into pairs and ask them to exchange their worksheets. They should read through the sentences and think how to report them. Then in different pairs, students report the things the classmate whose worksheet they have was asked/ told to do, e.g. Adam's mother told him to brush his teeth. Encourage students to use ask and tell Students report any unusual or funny commands or requests to the whole class. Module 6 Lesson 24 Test your memory ‘Type of activity: Memory game Organization: Pair work Time: 15 minutes Preparation: Copy one worksheet per pair of students To use: After Who said what? Instructions + Divide students into pairs. Give each pair a copy of the worksheet and ask them to fold it so that they can only see Activity 1 + Students look at the scene in the picture and match the sentences to the speakers. Allow three minutes for the activity and check the answers with the whole class. + In pairs, students study the picture for two minutes and ‘ty to memorise what each Person says. Then they turn the ‘worksheet over so that they see only Activity 2. Students try to recall what everybody in Activity 1 said and complete the reported speech sentences. Set a time limit of five minutes and ask students to look at Activity 1 to check their answers. Elicit the reported sentences from different pairs. Answer key 1 Paul asked Steve where the forks were. 2 Becca said her food was terrible. 3 Steve told Paul he could find some plastic forks over there. 4 Daphne said she had lost her mobile phone. 5 Rob told Grant he looked funny. 6 Emma asked Daphne to help her. 7 Mark told Becca not to eat the food. 8 Grant told Rob his aunt gave him the sunglasses for his birthday. 7Module 7 Lesson 25 Answer the questions ‘Type of activity: Board game Organization: Group work Time: 15 minutes Preparation: Copy one worksheet per four students and have a dice/coin for each group To use: After Activity 3 Instructions + Divide the class into groups of four. Give each ‘group a copy of the worksheet and a dicelcoin. + Students place their counters, e.g. badges, on the START square. Next they take turns to roll a dice/flip a coin and move their counter along the number of squares indicated by the dice. If they use a coin, they move one square for heads and two for tails + When a player lands on a square with a question, they must complete it, using a gerund or an infinitive of the verb in brackets. Then they ask ‘the question to another team member who must answer it truthfully in a full sentence. Players miss a turn if they ask or answer a question incorrectly. + The winner is the first player to reach the FINISH square. ‘Answer key 1 doing 2 playing 3 doing 4 tomeet 5 todo 6 listening 7 todo 8 to speak 9 tolive 10 doing 11 togo 12 doing 13 doing 14 tohave 15 eating 16 watching 17 tovisit 18 watching 19 doing 20 todo Resource Pack Teacher's notes Module 7 Lesson 26 Call my bluff ‘Type of activity: Definitions game Organization: Group work Time: 20 minutes Preparation: Copy one worksheet and cut ito A and B To use: After Activity 4 Instructions + Divide the class into two teams: A and 8. Give each team their respective worksheets. They should not show their worksheet to the other team. Explain that each team has four English words they do not know, their true definitions, which are underlined, and one false definition for each word. + Each team has to write two more false definitions for each word. They should use who or which. Set ‘a time limit of 12 minutes. Monitor the act and make sure the definitions are grammatically correct. Teach the teams the correct pronunciation of the new words. + When the time is up, Team A reads their first word and the four definitions. Then Team 8 has 20 seconds to decide which definition is correct: a, b, cord, If they guess correctly, they get two points. If not, they have 10 seconds to try again. If they guess correctly, they get one point. If they do not guess correctly, they get no points. Keep score on the board, Then it is Team B's turn to read their first word and its definitions. + The team with the most points at the end of the game wins. Variation + With a strong class, you can do the activity in pairs.Module 7 Lesson 27 A story of two crimes Type of a Information gap Organization: Pair work Time: 20 minutes Preparation: Copy one worksheet per pair and cut into A and B To use: After Activity 7 Instructions + Divide students into pairs and give a copy of Worksheet A to Student A and Worksheet 8 to Student B. They should not show each other their worksheets + Explain that students are going to read a story about two crimes, but the story is incomplete. They should put the words in order to make ‘questions to find out the missing information. Set 2 time limit and monitor the activity. Check that the questions are correct. + Explain that different parts ofthe text are missing Con their worksheets, Students take turns to ask each other their questions: Student A asks question 1; Student 8 asks question 2 and so on. They listen to each other and give the answers. Students should write the answers to complete the text. + Ask students what they think about the story. Questions 11 Who was an owner of an Italian restaurant? 2 Who worked for Andy? 3. How long did Justin Miles work for Andy? 4 What crashed into Justin’s car? 5 What was broken? 6 What did he lose? 7 What did he buy him? 8 What went off at the restaurant? 9. Who did the security officer catch? 10 Who was it? 11. What did he pull out of Justin’s mouth? 12 Where did Justin go? Module 7 Lesson 28 Do you remember? ‘Type of activity: Board game Organization: Pair work Time: 15 minutes Preparation: Copy one worksheet per pair of students To use: After Geography quiz Instructions * Divide the class into pairs. Give each pair a copy of the worksheet and ask each person to find a different coloured pen. Explain that Student A, should travel horizontally along the board and Student 8, vertically. Each student can choose ‘which of the cells on the edge of the board they want to start from, + When students do the task or answer the question on a cell, they win the cell and mark it with their pen. Students try to make a line of adjacent cells, ‘to connect the opposite sides of the board. They ‘can also aim to block their classmate’s line. The lines do not have to be straight, they can bend around the cells taken by their classmate, but there cannot be any breaks. The winner is the first pperson to connect the two sides of the board,Lesson 1 Now and never! o 1 Mime the actions for Student B. 2. Complete the questions about the actions your partner is miming. Sez 1 How often/you/__? 1 You'te eating chocolate. wD, Oy Be \ yi Nv 2. Where/people/play Jin you town? 2 You're watering plants. es 3° Whatkind of ___/you/drink? 3. You're buying jeans. 4 What kind of Jyou/often read? 4 You're travelling on a train. v 5 How often/you/do the 2 4 5 You're singing. 2) 1 Mime the actions for Student A. 2 Complete the questions about the actions your Rw partner is miming. ED (OW) - 1 What kind of /youfusualiyleat? 1 You're riding a bike. Ze 2 When/you/water 2 2. You're playing badminton. 2 ep ee ; 3. You're drinking tea. de 4 How often/you/travel by__? 4. You're reading a magazine. Seah 5 What songs/you/often ? 5 You're doing the washing-up. 102 ‘This page is taken from Hot Spot 4 Teacher's Book. Iti photocopiable and may be used within the dss Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010.Lesson 2 A weekend trip 1 You have won a weekend trip. Choose one of the places below and answer the questions: ‘Where are you spending your weekend? Where are you staying? What are you going to do there? What are you going toeat? London Have the weekend of your dreams in the cultural capital of the world. Spend the night in a luxury country house hotel or in a B&B in the city centre. You can take a bus tour of London’s famous sights, you can go to the largest shopping centre in Europe or you can have a picnic in a park. Remember to taste traditional English food: fish and chips, bacon and eggs, roast beef or meat pie. Spend a weekend in the beautiful capital of Italy Stay in a five-star hotel or choose a hostel if you want to meet young people from around the world. Rome has something for everyone - you can go sightseeing, you can take a cruise on the River Tiber or you can relax at the beach near the city. You must also try the local food: pasta, pizza, bean soup or fish. 2 Ask the questions from Activity 1 to your classmates. Can you find someone with the same plans as you? ‘This page is taken fram Hot Spot 4 Teachers Book. It's photocopiable and may be used within the class. 103 Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010.Lesson 3 Circular story What day was it? What was the weather like? } L | How did he/she feel? Why? What did he/she do next? How did the story end? 104 This page is taken from Hot Spat 4 Teachers Book. Its phetocopiable and may be used within the clas, Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010,Lesson 4 What's the question? fold ¥ QUESTION ANSWER What does she usually do at She usually plays golf at the the weekend? weekend. QUESTION ANSWER What were you doing at 3 At3 o'clock yesterday I o'clock yesterday? was skateboarding. QUESTION ANSWER When did he move to Paris? He moved to Paris in 2008. QUESTION ANSWER What are they doing at the They are playing basketball at momma? the moment. | QUESTION ANSWER How long does your journey My journey to school takes to school take? 20 minutes. QUESTION ANSWER How many cinemas are there There are two cinemas in your town? in my town. QUESTION ANSWER Where do they live? They live in Turkey, QUESTION ANSWER What is she going to make She is going to make pasta for dinner? with meat sauce for dinner. QUESTION ANSWER Where did they go on holiday They went to Egypt on holiday last year? last year. QUESTION ANSWER How often do you tidy your Itidy my bedroom bedroom? every Saturday. This page is taken from Hot Spot 4 Teacher's Book, It is phatacopiable and may be used within the class. 105 Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010.Lesson 5 Life changes ° Robinson's life used to be very different. Tell Student B what you know about his life now and in the past. Listen to Student B and complete the missing information, a aa omen ce LOS) NON © Robinson's life used to be very different. Tell Student A what you know about his life now and in the past. Listen to Student A and complete the missing information. CRO ASOD 106 ‘This page is taken from Hot Spot 4 Teacher's Book. Its photocopiable and may be used within the cas, Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010.Lesson6 Feelings \ | it | i | | aaldyOom J Imagine what has just happened. |) Woite the details, eg wha what whow when, why, |) how, how much, how long AYONV } Imagine what has just happened, i t fod | ul a H Write the details, eg, who, what, where, when, why, Jhow, how much, how long fold. fold. Imagine what has just happened, Write the details,e who, what, where, when, why, ‘how; how much, how long. i PH | || White the details, eg, who whan, where, when, why, || ow, how much, how long fold Imagine what has just happened. | Write the details, eg, who, what, where, when, why, show, how much, how long. | | i | i | i | | | Write the details, eg, wo, what, where, when, why, Imagine what has just happened. Write the details, eg. who, what, where, when, why, show, how much, how long. ‘how; how much, how long. | il | yl This page i taken from Hot Spot 4 Teachers Book: is Published by Macmillan Education. Commenhe en,Lesson 7_ I've already done it Would you Can T borrow Are you ready like to watch your magazine, to go to the Superman please? on Tv? Would you ' Can I look like to go to \ aon at 0 ur ee 1 sandwich? aa Canada? t homework? Do you want to play my new video game? Can I clear the Are you thirsty? table now? t ' Have you got Would you like ' Is there any : 1 aes the tickets for to go to the ' milk in the ' the concert on um new shopping ' fridge? um t Sunday? Mm centre? ' Mm t Ve. 108 ‘This pages taken fram Hot Spt 4 Teachers Book. is photocopabe and may be used within the cas Fublshed by Macmilan Education. Copyraht © Macrilan Publishers Limited 2000.a8 Tenses game at the . just once a week moment ‘ whenIl came _ tomorrow last Friday A home evening when I was next ten yet Monday years old often already last year ever two days ago now yesterday tomorrow at at 4.30 6 o’clock i This page & taken from Hat Spat 4 Published by Mac hin the dass, 109Lesson 9 110 ® You want to go on holiday to Scotland. You have got an old aunt who lives in a cottage in the countryside there and you can stay with her. Imagine why it is a good idea. Explain your reasons to your friend, using first conditional. Start the conversation. ® Your friend has won €3,000 on a lottery and wants to spend it all ona professional camera. Imagine why itis a bad idea and explain your thoughts to your friend, using first conditional, Suggest a better way to spend the money. ® You are a big fan of the group Beat. You want to spend all your pocket money to see their concert. Imagine why itis a good idea Explain your reasons to your friend, using first conditional. Start the conversation. ® Itis your friend's birthday next month. He/She wants to invite his/her family and friends toa restaurant. Imagine why it sa bad idea and explain your thoughts to your friend, using first conditional. Suggest a better way to celebrate his/her birthday. This page is taken from Hot Spot 4 Teacher's Book. Its photocopiabe and may be used within the cas. Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010. It’s a bad idea Qe iens cts gon holiday to Scotland and stay with his/her old aunt who lives in a cottage in the countryside. Imagine why itis a bad idea and explain your thoughts to your friend, using first conditional. Suggest a better way to spend his/her holiday. ® You have won €3,000 on a lottery. You want to spend all the money on a professional camera, Imagine why itis a good idea Explain your reasons to your friend, using first conditional. Start the conversation. Your friend wants to spend all his/her pocket money to see the Beat concert. Imagine why it is a bad idea and explain your thoughts to your friend, using first conditional. Suggest a better way to spend the money. eo Itis your birthday next month and you want to invite your family and friends to a restaurant. Imagine why it is a good idea. Explain your reasons to your friend, using first conditional. Start the conversation.Lesson 10 Gu nce If saw a rat in the classroom ... IF | met the leader of my country ... If people had four arms ... If people had wings ... j IF found a wallet on | IF late bad food in i the street ... l restaurant ... | Wlwerean animal. |] tfsomeone shouted | at me... If people had eyes in [ people lived for | the back of their heads... 200 years... ONG By This page is taken from Hot Spot 4 Teachers Book. Its phatocopiabie and may be used within the clas, Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010Lesson 11 Our future 1 Complete the sentences with will, may/might or won't to show your vision of the future. 1 People live on other planets. 2 Schools disappear. 3 Aliens contact humans. 4 People spend their holidays on the moon. 5 There___be moving pavements on the streets. 6 People stop using banknotes and coins. 7 Time travel be possible. 8 Acomet__ hit the Earth. 9 There bbe more chemicals in our food. 10 People read newspapers and magazines only online. MW Cas use water instead of petrol. 12 People stop using pens and paper. 13 People cat pills instead of food. 14 People speak English everywhere in the world. 2 Work in pairs. Read your sentences to your partner and give reasons. How many of your predictions are the same? 3 Write three of your own predictions. Does your partner agree? 1 2 3 112 ‘tis page is taken from Hot Spat 4 Teacher's Book. itis phatocopiable and may be used within the class. Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010esson 12 Connect four TECHNOLOGY GADGETS ENVIRONMNT COMPUTER THINGS ATA PARTY FEELING ADJECTIVES THINGS IN THE COUNTRYSIDE ADJECTIVES OF AGE, SIZE AND OPINION ‘This page is taken from Hot Spot 4 Teacher's Book. It's photocopiable and may be used within the dass. 13 Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010.Lesson 13 You talk like that © Ask Student B about the missing words and complete the crossword. Explain your FQ words to Student B. [' \ R E of |t P U L fo) D Y PH L L PA \ Y P T lw P Pe E I L L il Y L Y © Ask Student A about the missing words and complete the crossword. Explain your F words to Student A. Folrfele [ Pefufi fe Paln[al[ali[cly elx[c]if{tfelo "stHlyfuly fefulifc|kiily 114 ‘This page is taken from Hot Spot 4 Teacher's Book. It is photocopiable and may be used within the class. Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010.Lesson 14 Tea quiz { 1 Complete the sentences with the passive form of the verbs in brackets. Are the sentences true or false? Check in the answer key. Tea (produce) in three countries in the world. Cold tea with ice (call) iced tea, [ca] Sennen MENE 13110 || yABR PBEM BR BMREURBEBE (crow) crite) hills. Half.a kilo of loose tea (use) to make 20 cups of tea, In Tibet, butter (add) to tea. (make) from Herbal tea herbs and spices, not tea leaves. 2. Read the sentences to Team B. Can they guess if the sentences are true or false? Listen to Team B's sentences and guess if they are true or false. Ss 1 Complete the sentences with the passive form of the verbs in brackets. Are the sentences true or false? Check in the answer key. a ‘The most popular hot drink in India is masala chai. It (prepare) from a mixture of tea, spices, sugar and hot milk. Ba Over 80% of tea plants _ (grow) in Africa EB Alltypes of tea (black, white and green) ee (make) from the same plant. a ‘The expression ‘It’s not my cup of tea’ ____(use) to show that somebody does not like something. Ba Tn Britain, lemon juice___ usually (add) to tea. a ‘Three billion cups of tea (drink) in the world every day. This page is taken from Hot Spot 4 Teachers Book. tis photocaplable and may be used within the class 15 ra 2 Read the sentences to Team A. Can they guess if the sentences are true or false? Listen to Team A’s sentences and guess if they are true or false. Published by Macmillan Education. Copyright © Ma illan Publishers Limited 2010.Lesson 15 An accident 1 Work in pairs. There was an accident in a small town yesterday. Look at the picture. Can you guess what happened? MD he i esd What is your emergency? 2 Complete the sentences with the words in the box. The sentences must be true about the accident in Activity 1. injured someone damaged everywhere somewhere noone closed noone questioned someone everyone nothing something | 7 __called the ambulance. The road was. There was broken glass was killed The drivers were by the police There was _ behind the phone box in the white car was angry. Therewos onthe back seat of the police car. One person was There was cn the floor of the ambulance. Therewos____— in the phone box Two cars were SESS anne There was a dog in the garage. * esegcogcocc0os 11 This page i taken from Hot Spot 4 Teachers Book. Is photocopiable and may be used within the clas Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2Lesson 16 What's my word? Fr. oa yr. st . B ont é sense — S to injure ?’ a2 E tow vc — s * enon a 8 to ee « g to arrest ? games console This page i taken from HotSpot 4 Teachers Book. It is photocopiabe and may be used within the cass. 41 Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010. Ah. fence AA AA slic wk aLesson 17. One, two, three When I got I to school came home after school arrived at the party 118 This page is taken from Hot Spot 4 Teacher's Book Its photocopiable and may be used within -ducation. Copyright © Macmillan Publishers Limitec They were excited because When she + walked into the kitchen she noticed tired because When the reacher cam into the classroom, classroom was empty because .. He was happy because Published by Twas late for school She didn't have her mobile phone When I came back from holiday I found out He was arrested because ... (ens Y VYLesson 18 Find out! Find out how many students could saysome | | Find out how many students could read when English words when they were five years old they were five years od. | Question: | Question: A Yes: Yes: Find out how many students had to go Find out how many students had to look after shopping last weekend. ‘a younger brother or sister last week. _ Question: Question: | Yes: Find out how many students had to go to bed by 10 o'clock last night. Question: Find out how many students had to prepare their own breakfast this morning. Question: Yes: Ye PRMMPPFEF Gt how many students could count toten | { Find out how many students could use a i | when they were three years old | computer when they were five years old | Question: | Question: | 7 | Yes: Yes: Find out how many students had to go to the doctor last month. Question: Find out how many students had to tidy their | bedroom last weekend. i Question: Yes: ‘This page is taken from Hot Spot 4 Teachers Book. It's hotocopiable and may be used within the ass, 119 Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010.ee Lesson 19 I wish... aa | wishLesson 20 Sentence auction Ten EN ed Ecsta Tc) pane Yesterday | had to tidied my bedroom. I wish I had long hair. We might have eco-friendly cars in the future, The policeman was looking suspiciously at the woman. If 'd win a lot of money, I'd buy a castle. Truffles is found under the ground. When Sharon opened the fridge, she noticed someone had eaten her yoghurt. | use to watch cartoons on TV when | was a child. You won't understand this computer program unless you read the manual. I'm meeting my best friend today after lunch. I'm ready because I've decorated the room yet. I wish I can speak Spanish. es es es ee ss TOTAL: This page is taken from Hot Spot 4 Teacher's Book. It's photocopiable and may be used within the cass, 121 Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010.Lesson 21 Gossip The teacher has had a pet The teacher is 30 years old. snake for five years. The teacher's brother is The teacher went to school a footballer. with David Beckham. The teacher can dance | The teacher drives a hip hop. Mercedes. The teacher's sister is a famous Hollywood actress. The teacher had a car accident in January. Th teacher comes from The teacher writes a blog. England. The teacher lived in Japan for The teacher is going to move five years. ‘to Brazil next year. The teacher is learning karate The teacher has never been to i at the moment. i our country before. 122 ‘This page is taken from Hot Spot 4 Teacher's Book. It is photocopiable and may be used within the class, Published by Macmilan Education. Copyright © Macmillan Publishers Limited 2010.. Module 6 Lesson 22 Ask mea question QUESTIONS FOR Do you like What are you going to Where were you How long have you What time did you How often do you What did you Have you ever ‘This page is taken from Hot Spot 4 Teachers Book. tis photocopiable and may be used within the class. 123 Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010.Lesson 23 Things they told me to de 1. What did people tell you or ask you to do in these situations? Write at least two things for each situation and write who asked or told you to do them, e.g. ‘Brush your teeth’~ my mum. When | was a very small child On my first day of school . In my first English lesson When | first went toa restaurant ... When | first stayed at home alone When | first travelled on the bus alone ... 2 Exchange your worksheet with a classmate. Report what people asked or told him/her to do. 124 This page i taken from Hot Spot 4 Teacher's Book. Is photocopiable and may be used within the clos, Published by Macmillan Education. Copyright @ Macmillan Publishers Limited 2010.Lesson 24 Test your memory Look at the picture. What are these people saying? Match sentences 1-8 to the correct speakers. Try to remember what each person says. 1 2 3, Where are the forks? ) (My food is terrible.) You can find some plastic forks over th 5 6 7— 8 You look funny. Can you help Don't eat the Wy aunt gave me the me, please! food. sunglasses for my birthday. CHA Wve lost my mobile phone. ee fold 2 Report what these people said. 1 et Paul asked Steve 5 Fy Rob told Grant A 3 & Steve told Paul 7 B Mark told Beova 4 GR __ dopine said 8 ZED Granttold Rob ‘his page taken fom Hot Spot ches Book. ts photocopied may be ed within the ls. 125 Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010.Lesson 25 Answer the questions What type "of job do you hope (have) in the future? This page is taken from Hot Spot 4 Teachers Book. Its photacoplable and may be used within thea pags Published by Macmillan Education. Copyright © Macrnillan Publishers LimitedLesson 26 Call my bluff © A toddler is a baby who has just learnt to wall A toddler is an insect which lives in the forest 2_A carpenter] A carpenter is a person who repairs cars, b Acarpenter is a person who makes objects from ¢ a a > A chisel is metal tool which we use for cutting wood or stone c 4 A chisel is an object which we use to open boities guess which ones are true? 1 Aflea a A fea is asmall insect which lives on animals and bites them € Afleaisa thin metal object which we use to make clothes d 2 A caretaker a Acaretaker is a person who looks after a buildin: b © A ccaretaker is a kind of fruit which grows in Africa, d BApressup] a b c s-up is a type of exercise which you do to set rams. d_ A press-up is a person who draws pictures for magazines and newspapers. This page is taken from Hot Spot 4 Teachers Sank Published by Macmillan Education. exLesson 27 A story of two crimes eo 1 of an Italian restaurant/who/an owner/was 3 did/Andy/how/long/work for/Justin Miles 7 buy/what/he/him/did 9 the security officer/did/catch/who 5 whai/broken/was 11 did/pull out of/what/Justin’s mouth/he 7 was an owner of an Italian res- taurant in New York, Justin Miles worked for Andy for?____years as a chef. In May 2008, ‘when Justin was driving to work, a bus crashed into his car. His © was broken and he lost all his teeth. His boss decided to pay for Justin's false teeth. He also bought him a new” , but Justin was unhappy. One night the alarm at the restaurant went off. A security officer caught 2) the * . It was Justin! He had taken $10,000 from the safe. Andy was very angry. He didn’t phone the police, but he took Justin's car back and pulled the " Justin’s mouth. Justin went to the police station and reported a robbery. The police arrested Andy for robbery and Justin for burglary. Now they are locked in the same cell. out of 2 worked/who/Andy/for 8 went off/whal/at the restaurant 4 Justin's car/crashed into/what 10 who/it/was 6 lose/what/did/he 12 go/did/where/Justin Andy Corelli was an owner of an Italian restaurant in New York. ? worked for Andy for ten years as a chef. In May 2008, when Justin was driving to work, a . crashed into his car. His left eg was broken and he lost ® His boss decided to pay for Justin's false teeth. He also bought him a new car, but Justin was unhappy. One night the * at the restaurant went off. A security officer caught the burglar. It was ™ He had taken $10,000 from the safe. Andy was very angry. He didn’t phone the police, but he took Justin’s car back and pulled the false teeth out of Justin's mouth. Justin went to the and reported a robbery. The police arrested Andy for robbery and Justin for burglary. Now they are locked in the same cell. 128 This page is taken from Hot Spot 4 Teachers Book. Its photocopiable and may be used within the clas. Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010.? Lesson 28 Do you remember 129 shepiaysah op 03 aney js OA pip 4M Y “ye 40 any {UR SI yooqajou snok eae AC sao “hued Aepyyig . ‘ eye sbunn sedi ‘nog Suleyy a Bi) J pis e sem _ #2 ) ) 5 ye PUD YA enuew ¢ () AS es} 3eum eau y>iyen note suse es “mouowoy ‘pauyy Aes “uoRuanut See Bujop ‘qunoney snoh ‘ue nok sBuiuy anoge spuores omy aweN 02 404 122 “ysepjeasq uses ot quaneya,upey ei ectoea o op nof sa10u> at qnoge spuors 02 403 HIeL, AiBuny sem | einen ewiuuns au api a, ‘ayy uy Suyop Aofua nok sbui aun awe “USM | RY :nof 10) ann 5131 uaquas Buy UsIULd ‘AepIjoy o 06 oy/byjoD Wu uyamsue 3221109 au aud “apisAnuno> aun uy Buy any auiey ‘This page i taken from Hot Spot 4 Teachers Book. Is photocopiabe and may be used within the clas Published by Macmillan Education. Copyright © Macmillan Publishers Limited 2010.Activity Book answer key Module 1 Lesson 1 © Vocabulary & grammar 2 Saira plays badminton at the weekend. 3. Raj uses the library at the weekend. 4. Trev does karate at the weekend. @ Grammar 2 No, Raj doesn’t do karate. He uses the library. 3 No, Trish doesn’t use the library. She goes shopping. 4 No, Cole doesn’t go swimming. He does his homework. © Grammar 2 ‘mdoing ‘mm listening Are you doing ‘m not doing ‘m watching ‘meating ‘re fighting © Vocabulary 2 Library 3 cinema 4 Post office 5 Village @ Grammar 1. What'sidoingiisicrying. B isn't crying! 's laughing 2 AAre you tidying. Bm noti'm writing 3 ADoesido. B doesigets up 4 walkiplay © Vocabulary 2d massive 3g ancient 4e brilliant 5a lovely 6c great 7b huge @ Reading and vocabulary 4 tiny 2 huge 3 ancient 4 massive 5 brilliant © Reading and writing 2 He's sitting on his bed. 3. HeS listening to the Kaiser Chiefs (on his MP3 Player). 4 He usually does his homework 5 Because today is his birthday. 6 Yes, hes. @ writing Students’ own answers Lesson 2 @ Vocabulary clear the table spend the day lay football go swimming do your homework wear goggles @ Grammar 1 isn'tito 2'm 3 are 4 goinglam © Reading and grammar 2 3 4 5 6 “re going to play ‘'m going to go are going to watch ‘m going to read ‘m going to phone © Grammar b What lesson is Saira having at half past ten? Where is Saira meeting Trish and her mum? When are they taking the train to London? Where are they going at two o'clock? When are they taking the train home? What are they doing at half past six? © Grammar Saira is meeting Trish and ‘her mum at the train station. They're going to the cinema at two o'clock. € They're taking the train home at five o’clock. ‘ Saira is seeing the dentist. at nine o'clock. 2 They're having dinner at Trish’s house at half past six. Saira is having a violin lesson at half past ten. & © Reading and writing 2 3 4 He's getting up at five o'clock. He's going to have cereal, toast, eggs and bacon. He's going to wear his favourite jeans. The taxi is coming at half past six. They're going to stay ina hotel They're taking the train. They're coming home next weekend. @ writing Students’ own answers.sramsue umo apn 5upum © 's6op 40 paseas aq 01 pasn ay § useop ay ON y 'ajqeia6an aey 03 pasn ayy € ‘suooe> y>ieM a3 pasn ay Z unum pue Buipeay stamsue umo ,uapmis unum pue sewurer Ip ay ‘94 ¢s6op 40 pase>s aq 01 asn nau PIS “2.upIP ays ‘on és10> ‘os 1391]02 03 25N YStL PIG ¥ ‘pip ay ‘a4 ésey Buoy aney 03 sn AHL Pid € “.Upip ays ‘on esuooyse> yptem 01 SN YSUL Pid Z 6unum pue sewer she nay ypiem (3 pasn sinoqyBiau ayp ‘S24 9 “shejd WuaAUy 02 pasn Aad, ‘SOAS ys 2q 02 28n 2.upIp AauL ON “ys Ar90 24] 03 psn eS ‘S94 sewues6 pue Buipeay ppose2s.2q 03 posn fey 9 fin 03 psn ees § 2q 03 pasn ysi. anayjaq 01 pasn 20) € ‘Aeyd 03 pasn Kuuor Aueinqeoon pue seues5 anaut 01 pasn quanu) 03 pasn 2g 02 asn 3,UpIp 9 99 03 asn nok pia § 2g 03 pasn y oy pasn € yen 02 sn a,UPIP 7 sewer few eues sun 2109 fuuar @ Aaeinqeson @ § uossa] zainpow sem 995 3,UpIP buyBuys sem ponoyjos pauado payjem Buyuaysy sem Buyutys sera Ame nonaa sueaf se941 uowujwpeg Aejg 4359/ @ aneH Aves a4p 25) aac ‘woos siy App 07 Bulob 530f ‘ye1es auoyd 03 Buj06 5,207 ‘SLLIe ‘884109 10) Axs95 Bunsew 520f Z ms Ayano} e016 wueng fu quapue 26ny Amen on opykea Bunun syBupeas st yrempes Aueip Buruiea] ‘sramsue umo sjuapms mesiBulheyd arom § 295 1,UpIp/Ueypseay pauers sBupyje) a1amyBuryjem aim ¢ yooy/awer/Bulop sem z. jeyBupeanjasem | sewuesD “sremsue ume squapnis Suny vapids e mes ays ‘punos6 ayy uo a mas ays “wean 221 104) Buea aan haus ‘wear 221 auios 1y6n0g fou € “Aejdp|09 ‘pueq aynones yay inoge Buyer a12% hous 2 unum pue Buipeay 22s 3.upIp panem peuado 400] .upIp paquip pemoyioy poyjent oye ,upIP 6urpeas pue sewers youre e Sunes sem 4 -ajdde tue Bunea 2,usem ‘oy zajdde ue Gunes sgges our sem, ‘weqpooy Burkey sem ay sruua; Bufejd 2,usem ay ‘on esiuua) Burkeyd fey sem ‘Buryer a1am Kays “Bupuep juuasam Aaup ‘oy a1aMt $222 Om ‘youmpues 6unum © e Burges sea Bop ay ‘Buly6ney 49 pue Gupuep sem ysit as ude am 2405 pue nai, ie “Bululys sem uns aut ue 42 6upeay © puejuyew € Aue 2 yona 1 Aaeingeson © y uossa]Lesson 6 © Vocabulary 29 3a 4h 5b be # 8 excited angry upset relieved tired pleased full © Vocabulary 2 3 4 5 pleased 6 relieved angry 7 fll worried 8 tired upset © Grammar 2 3 4 f « © Grammar 2 Has Raj just eaten an ice cream? No, Trish has just eaten an ice cream, Have Trev and Cole just fallen off their bikes? No, Raj has just fallen off his bike. Has Jenny just played tennis? No, Cole and Trev have just played tennis. Has Trish just bought a new dress? No, Jenny has just, bought a new dress. © Grammar aunwn saw seen wrote written spoke spoken broke broken © Reading and grammar 9g be did you get got has just started have just lost happened was taking disappeared © Writing Students’ own answers ce) Lesson7 @ Vocabulary 2 cake banner sandwiches presents toys balloons candles @ Vocabulary sandwiches presents banner candles balloons carpet toys rammar and reading G 2 3 4 5 6 © Grammar and writing Have you made Yes, Ihave Have you eaten Yes, Ihave Have you put away No, not yet Have you put away No, not yet Seavausw 1 © Grammar 2 has already blown up 3 has already bought 4 hasn't wrapped it yet 5 haven't put away the toys yet 6 have already vacuumed 7 has already cleaned 8 has already opened 9 hasn't come home yet 10 has already called © Reading and writing 2 Yes, he has. 3 No, she hasn't. 4 Joanna's mum has cleaned the windows. 5 SheiKate opened themiher cards this morning. 6 sherkate has ale home four times, @ Grammar and writing 2. He hasn't bought a present for Kate yet. 3 He hasn't tidied his room yet. 4 He has already cleaned his ‘Mum's car. 5 He hasn't sent an email to Joanna yet. 6 He hasn't made a chocolate cake yet. 7 He has already practised the violin. 8 He has already walked the dog. © Writing Students’ own answers. Lesson 8 © Reading school + small school | + 12 students in class home + farm after play basketball school | help mum language | Thai ____{life in the UK school | large school + 30 students in class home small flat Jafter + playcomputer school | games + meet friends in |_ park Tanguage |» English * Thai @ Reading and writing 2 He used to play basketball with his friends or he used to help his mum on the farm. 3 He plays on the computer at hhome or he meets his friend's in the park. 4. There were 12 students in his dlass in Thailand. 5 There are 30 students in his class in the UK. 6 He was scared because he didn’t understand English © Writing Students’ own answers.Module 3 ning diary Lesson9 Lesson 10 Tim didn’t use to eat © Vocabulary © Vocabulary vegetables. 2 click 2 flatscreen TV [used to be scared of dogs. 3 mouse 3 mobile phone My brother didn’tuse to cya manual 4 litt te 5 font 5 MP3player 6 crashes 6 video camera tired 7 games console angry @ Vocabulary and reading 8 swimming pool pleased a_mouseiclick/clickicrash oa b font © Grammar i ¢ template 2 video camera 3 lift did you go © Grammar 4 mobile phone ae 2 won't have 5 MP3player jus ome 3 ‘give 6 swimming pool Did he like 4 ‘walk 7 flat screen TV toved etre B games console Reet 6 will be be ait © Reading and grammar ze 4d Jim and Joe haven‘t made © Grammar 3 5c their beds yet. 2 vow I've already tidied my room. 2 will gotunless © Grammar Daniel hasn't finished his 3 will dancefasks 2 ‘dbyy homework yet 4 will gevif 2 cd buy 5 won't sleeplmakes grow 6 leavefwill be ‘4 wouldn't eat 7 Unlessiwill be 5 wouldn't be 8 makesis © Reading and grammar © Grammar 2a Sf 2 If you go to bed late, you'll ot 6c get up late tomorrow. liad 3 If you get up late, you won't have time for breakfast. © Grammar 4 Ifyou don’t eat breakfast, aes you won't work hard at 3 sailed school. 4 lived 5 Ifyou don’t work hard at 5 swam school, the teacher will be angry. @ Grammar 6 If the teacher is angry, you'll 2 built, would write ‘be upset. 3 wrote, would become 4 became, would design © Reading and writing 5 designed, would look 3 If he gets up late, he won't have time for breakfast. © Reading and writing 4 if he doesn’t get up late 2 Jenny would swim in the sea tomorrows he'll have time for eat breakfast. every Cay I-aire fyed by te re . beach. 5 [Fhe doesn't work hard at school, the teacher will be angry. A 6 Ife does work hard at school, the teacher won't be angry. 3 If Trish built a recording ‘studio, she'd write a hit song, If Jenny had a boat, she'd sail to Hawaii 5 Students’ own answers @ writing Students’ own answers. @ writing Students’ own answers. ®