Key and teacher’s notes

Using your dictionary (p1) Teacher’s note: Role play Divide the class in 2C cards
half. One half is looking for a flatmate and presents
1A 1 arch 7 jellyfish writes an advertisement, the other half is Christmas Eve
2 bring 8 ripple looking for accommodation and writes a list of Christmas Day
3 duck 9 snail questions to ask. Then put them together in Father Christmas (or Santa Claus)
4 earth 10 sneeze pairs to ask and answer each other’s questions.
carols
5 glasses 11 windmill 3 1 2 dinner
6 hat 12 zebra W A R D R O B E turkey
Teacher’s note: When students have completed I pudding
3 4 Boxing Day
1A, give them sets of 10 words beginning with C S K
the same letter to alphabetize. This could be a 5
P O R C H I Teacher’s note: ask students to write about a
race with students working in pairs. These
special day in their country. When is it? What
worksheets are all designed to demonstrate to O W T do they do? What do they eat and drink?
students how much information and help their 6 7
dictionary provides. Exercise 2 gives examples S I N K A T T I C 3 1
of some of the information that can be found at
E S H W I N T E R
the entries, but there is much more. The 8 9 2
teacher could concentrate on any of these S R C H I M N E Y M I S T
aspects, for example, past tenses or 3
O
10
C E N S N O W I N G
comparatives, both of which are written out in 4
full at the relevant entries. Look at the Guide to
11
F R E E Z E R C L O U D S
the Dictionary pp iv and v to discover more 5
about what information this dictionary gives, A L S U M M E R
6
and how it is given. L
12
R R A I N B O W
7
2 1 c 2 b 3 b 4 a 5 b A U S P R I N G
8
6 b 7 c 8 a 9 c 10 b 13
S U N S E T
F R I D G E 9
3 1 2 3 W I N D Y
S M I L K 10
4 Times of year (p4-5) A U T U M N
Y H I 11
1A 1 Monday F O G
O I N
5 6 2 Tuesday
G I R A F F E 3 Wednesday
A T I R 4 Thursday Education (p6-7)
7 8 5 Friday
F S T 6 Saturday
1
9 B O I P E O H R T C A P S
M O U T H Y 7 Sunday L W F E D R P M X I E S H
A R Teacher’s note: Students can practise the days A T E N A U J S H U T L A
10 of the week by either making sentences about C A L C U L A T O R F W R
L E T T U C E K G C I V E Y A S J T O P
regular activities: On Tuesday I play football,
On Friday I have my guitar lesson, etc. or by B L N L U R B P L R E D E
Homes (p2-3) describing what they did last week; On Sunday O P H I O S C L N O X J N
my aunt and uncle came to visit us, On A R C R F I L E M U T U E
1A 1 semi-detached house Thursday I went to the dentist, etc. R I G U N U S R U B B E R
2 block of flats
D E S K D M A G E S O R F
3 bungalow 1B Thirty days has September P S G E Y O S T B P O Z T
4 terraced house April, June and dull November. I C O M P U T E R O K A V
5 detached house All the rest have thirty-one, Q U K A E S R D N K T R M
6 cottage Except February alone, O L S H T E A C H E R E A
1B a a bungalow Which has twenty-eight days clear,
b a block of flats And twenty-nine in each leap year. 2A a educated e graduates
c a semi-detached house 2A Thanksgiving (US) November b educational f trains
d a terraced house Thanksgiving (Canada) October c education g training
2A Teacher’s note: Ask students to work in Easter March or d graduated h training
pairs, finding the answers to the questions, then April 2B a at d on
practising questions and answers together. Christmas December b in e from
New Year’s Day January c of, at f to
2A Here are the questions you can
Halloween October
answer: 2C take; passes; learning; teaching;
1 £60 a week. 2B Easter: Christmas: classes; homework; study; library
3 Yes, it’s fully furnished. spring Boxing Day
7 Yes, it’s five minutes from the shops. Easter Monday carols 2D Teacher’s note: Use this as an opportunity to
chocolate eggs Father revise question formation. Write an example
9 July 1.
statement on the board in a speech bubble: I
10 Yes, you’d have to pay bills (e.g. gas Good Friday Christmas
have been learning English for 2 years. In
and electricity). Santa Claus another speech bubble write How long...? and
Christmas Eve try to elicit the rest of the sentence.
2B a Is there a garden?
cards
b Is there a washing machine?
presents
c How many other people live in the
Christmas Day
house?
pudding
d Would I have my own bathroom or
turkey
would I have to share?
dinner
e Is there a phone?

20 PHOTOCOPIABLE © Oxford University Press

 Work (p8-9) 3A • people in sports: champion, player, 3A shirt: I’m not happy with it; It doesn’t
1 umpire, referee, athlete fit me; When I washed it, it shrank;
1 • places where you do sports: pool, It’s the wrong colour; It’s too big.
P O L I C E M A N track, ring, court, pitch, club watch: I’m not happy with it;
A • things that you wear on your body: It doesn’t work; It’s broken.
2 3 4
I V D E N T I S T gloves, tracksuit, helmet, shorts, bowl: I’m not happy with it; It’s
5
N U R S E H boots, trainers, goggles chipped; It’s broken; It’s too big.
6 7
T T E A C H E R O • things you use to hit the ball: bat, 3B second-hand … brand new … in the
8
E J H P club, stick, racket, sale … buzzing noise … faulty …
9 10
R B U S I N E S S W O M A N 3B a Tennis, badminton, volleyball, receipt … a refund … at a discount
D F A S basketball … court … exchange
F
11
G
12
D I S b boxing … ring
Teacher’s note: Students can write the dialogue
13
L A W Y E R O T I c swimming … pool between customer and shop assistant, and/or
R C E S d cricket, hockey, football … pitch role-play the situation.
14 e football, basketball, baseball, tennis
M C A R P E N T E R T
… player
E
15
O A
f badminton, tennis, squash … racket Food and Drink (p14-15)
R P L U M B E R N g hockey … stick
16 1A a Butter e cream
P I L O T h golf … club b eggs f rice
i baseball, table tennis … bat c chips g marmalade
2 apply for … CV … candidates … 3C a goggles d athletes d milk h pepper
full-time … overtime … commute … b referee e trainers
salary … promoted … get the sack … Teacher’s note: If students are not familiar with
c champion
all these food items, direct them to the Picture
resign … company … retire
Dictionary for identification.
Teacher’s note: Students can look up different Going Shopping (p12-13)
words and then do some peer-teaching here. S R I C E B H O I
1 1 2
3 1 hours 4 experience C H E M I S T S R E A R G F N W C
2 earn 5 qualifications D J P E P P E R N
A A Q U A C O J P D
3 uniform 6 interview 3
G R O C E R S M A R M A L A D E
Teacher’s note: Students can role-play Sam
and the job applicant, first practising the phone K I S P F L E I V G
4 L W K T B M L U G
conversation, then doing an interview. B U T C H E R S K T R G C H I P S
A T H B U T T E R M U

Leisure (p10-11) K
5 1B a a bottle h a packet
E F b a pot i a tin
1 C P F Q U A I L E P 6
S H O P P I N G K R
D R Y C L E A N E R S c a bunch j a slice
d a jar k a can
N C O S I U X M S O S O
O S T E N N I S B A e a carton l a loaf
W M B A G S B W H D R f a box m a spoonful
7
B
O
S
F
A
L
C
O
Y
U
C
O
L
E
I
M
N
I
G
O
O P T I C I A N S g a bar
A N L O I R A M P L S 2A a bacon d potatoes
R G A K F E R I Y F b chicken e rice
D O N I M A L N G S T c sausages f fish
I T J N O D A G Y E S 2B a peas d pasta
N D E G O I W I O R
G A R D E N I N G L 2 Teacher’s note: These conversations can be b ice cream e a quiche
E A V I N G Y T A P cut up and given to students. Students can c chicken
either be put into groups and given all the Teacher’s note: Students can practise this in
2A I love… I really like… I like… pieces to put in order, or be given just one line groups, playing True or False. They take turns to
I quite like… I don’t mind… of dialogue each and have to mingle to put make a statement e.g.; ‘You can boil bananas’
I don’t like… themselves in order round the classroom. then ask the others if this is true or false.
Teacher’s note: Ask students ‘What do you do 2A 1 Can I have a kilo of apples, please? 2C a fry g peel
in your free time?’ to give them plenty of 2 Here you are. Anything else? b slice h slice/chop
practice for this frequently asked exam 3 That’s all, thanks. c peel i chop/slice
question. 4 That’ll be £1.90, please. d chop j cook
2B Suggested answers: 5 I’ve only got a twenty-pound note e fry/cook k stir
I like going to the cinema… 6 That’s OK. Here’s your change. Thank f add l serve
I really like cooking… you.
7 Thank you, goodbye. Teacher’s note: Students from the same
I don’t like playing video games… country could agree on a typical dish, write
I don’t mind going to the beach… 2B 1 Have you got a guide to Oxford? recipes separately and then compare. Or each
I quite like going to the gym… 2 Yes, here you are. student could write up a favourite recipe for
I love shopping… 3 How much is that? homework.
4 £10.99.
2C Teacher’s note: Ask students to write their
sentences on pieces of paper, then collect them 5 OK, I’ll take it.
and redistribute them to different students. 6 Anything else?
Students read out the sentences they now 7 No, that’s all. Can I pay by credit
have and the others guess who wrote them. card?
8 Of course.

PHOTOCOPIABLE © Oxford University Press 21

3 1 breakfast, lunch and dinner (or tea 1C 1 fare
or supper). 2 platform
2 soup 3 passengers
3 white coffee 4 pedals
4 chocolate eggs 5 pilot
5 turkey 6 parking meter
6 knife, fork and spoon (or teaspoon, 7 flight
dessertspoon, tablespoon). 8 handlebars
7 pudding or sweet 9 carriages
8 candles 10 ticket
9 12 2 1 f 4 d
10 meat or fish 2 a 5 c
Teacher’s note: Divide class into teams for this 3 e 6 b
quiz. When they have finished, each team write 3 Suggested answers:
two or three more questions to try on the other
1 The most popular way to travel is by
teams.
car. However, rush hour traffic often
makes you late.
2 Travelling by plane is the fastest way
Health (p16-17) to go long distances, although this
1 Teacher’s note: explain to students that this form of transport is the most harmful
only represents part of a typical form. for the environment.
3 Travelling by bicycle keeps you fit,
2A d, c, g, k, a, f, e, b, i, h, j though it is no fun in the rain and bad
2B • My neck aches. I can’t turn my head. weather.
• I’ve got a sore throat. It hurts when I 4 Travelling by train is usually reliable
swallow. and comfortable. However, it is
• I keep getting terrible headaches. expensive in Britain,
My whole head really hurts. 5 Travelling by bus is a cheap method
• I’ve sprained my ankle. It hurts to of transport, but you may have to wait
walk on it. a long time for one to arrive, and they
• I’ve cut my hand. It’s very painful. can be crowded.
• I keep coughing and sneezing. I’ve 6 Travelling by motorbike is fast and
got a bad cold. exciting, but you can’t take more than
• I’ve got stomach ache. I’ve been sick. one passenger!
Teacher’s note: In groups, students take turns Teacher’s note: Deal with grammar on board
to mime the symptom .The others have to guess first – new sentences, commas, etc. Use two
what the matter is, using the correct language. simple statements to do this, e.g. It is expensive.
It is comfortable. Elicit full sentences using
3A People: doctor, patient, paramedic, each of the linkers, noting position in sentence,
surgeon, nurse, midwife punctuation, order of ideas, etc.
Places: hospital, ward, casualty
department, surgery, waiting room
Things: stretcher, syringe,
thermometer, prescription, plaster,
bandage, pill
3B 1 stretcher
2 surgeon
3 prescription
4 casualty department
5 plaster
6 patients
7 ward or hospital
8 thermometer

Transport (p18-19)
1A a bicycle
b van
c bicycle
d lorry
e taxi
1B Bicycle: pedal, cyclist, handlebars
Car: passenger, steering wheel,
driver, parking meter, pedal
Bus: passenger, steering wheel,
station, fare, driver, ticket
Train: passenger, station, carriage,
fare, driver, platform, ticket
Plane: passenger, fare, pilot, flight,
ticket, boarding card

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