Way To Go 7 - Prirucnik - Plan I Program PDF

Mirela Vasić
Olinka Breka
Way to go
7
Izdavač
Sarajevo Publishing
Obala Kulina bana 4
Za izdavača
Mustafa Alagić
Mirela Vasić
Olinka Breka
Way to go
7
Priručnik za učitelje engleskog jezika
za 7. razred osnovne škole
5. godina učenja
Sarajevo Publishing
Sarajevo, 2010.
Way to go 7
Contents
IZVEDBENI PLAN ZA WAY TO GO 3 PLUS................................................... 6
INTRODUCTION ..........................................................................................19
Lesson 1 YOUR WORLD..............................................................24
Lesson 2 TEENAGE FILM STAR..................................................29
Lesson 3 THE KID OF THE YEAR...............................................31
Lesson 4 SCHOOL IS....................................................................33
Lesson 5 OUR ONLY WORLD........................................................ 36
CULTURE SPOT 1 ..........................................................................................38
RECAP 1 ..........................................................................................39
SELFCHECK 1 ..........................................................................................39
Lesson 6 WAS IT GOOD LUCK?.................................................40
Lesson 7 WHAT HAPPENED?.....................................................43
Lesson 8 FIELD TRIP.....................................................................46
Lesson 9 WHAT A DAY.................................................................49
Lesson 10 TELL ME A STORY.......................................................52
CULTURE SPOT 2 ..........................................................................................53
RECAP 2 ..........................................................................................54
SELFCHECK 2 ..........................................................................................54
Lesson 11 FOOD..............................................................................54
Lesson 12 DANGER OR THRILL...................................................57
Lesson 13 DID YOU KNOW?.........................................................59
CULTURE SPOT 3 ..........................................................................................59
Lesson 14 A WONDERFUL WORLD...........................................61
Lesson 15 WHAT’S GOING ON?..................................................63
CULTURE SPOT 4 ..........................................................................................65
RECAP 3 ..........................................................................................66
SELFCHECK 3 ..........................................................................................66
Lesson 16 WHAT A PARTY............................................................67
Lesson 17 AT THE PARTY..............................................................69
Lesson 18 LIVING ON THE MOON..............................................70
Lesson 19 WHAT’S IN A MAGAZINE?........................................73
Lesson 20 GREAT, YOU CAN DO IT.............................................75
Lesson 21 A HOLIDAY IN THE USA............................................78
RECAP 4 ..........................................................................................78
SELFCHECK 4 ..........................................................................................78
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Way to go 7
IZVEDBENI PLAN
ZA WAY TO GO 7 - 70 časova
LESSON UNIT /
CONTENTS / AIM
NUMBER LESSON
Introducing the textbook
1
Preparing students for doing the course
Lead- in: Your World
2 Lesson 1
Reading about Nell and Benjamin
Vocabulary practice: paraphrases
3 Lesson 1 Listening to children talking about themselves
Writing: This is me
Lead-in: Teenage film star
4 Lesson 2
Revision: The Present Simple Tense
Reading: Teenage film star
5 Lesson 2
Vocabulary building: collocations, opposites
Revision: vocabulary building: collocations, opposites
6 Lesson 2 Listening: An interview with Millie
Writing an interview
Lead- in: The kid of the year
7 Lesson 3
Talking about duties: household chores; have to
8 Lesson 3 Listening: Alan is talking about his family and household chores
9 Lesson 3 Reading: The kid of the year

Lead-in: School is…
10 Lesson 4 What sort of pupil are you?
(questionnaire)
Listening: a dialogue about teachers
11 Lesson 4 Speaking: Good teachers…
The introduction of the vocabulary
Reading: Two views on school (letters)
12 Lesson 4 Revision: The Present Simple Tense
Vocabulary revision
Lead-in: Our only world
13 Lesson 5 Do you respect nature? (questionnaire)
Listening. The telephone conversations
Reading: The good people
14 Lesson 5
Speaking: Press conference
How to make a tel. call
15 Lesson 5
Designing an eco leaflet
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Way to go 7
My dictionary Vocabulary revision and building
16
Recap 1 :Grammar practice, vocabulary building, writing
Self-check 1
17 Self- assessment
Look back 1
18 Progress test 1
Feedback: Progress test 1
19 Culture spot 1 How much do you know about Great Britain?
How much do you know about B&H?
Lead-in: Was it good luck?
20 Lesson 6 Countries and nationalities
Revision: The Past Simple Tense: Was / Were
Reading: Was it really good luck? (Part1)
21 Lesson 6
Revision of the Past Simple Tense: Was / Were
Listening: Part 2
22 Lesson 6
Writing a postcard
Lead-in: What happened?
23 Lesson 7 Feelings
Revision: The Past Simple Tense (workbook)
Reading: Did it really happen?
Revision: The Past Simple Tense: WH-questions
24 Lesson 7
Adverbs of manner
Linking words - writing
Lead-in: Field trip
25 Lesson 8 Describing objects
Revision: The Present Simple Tense - questions
Little Red Riding Hood and other fairy tales (workbook)
26 Lesson 8
Revision: The Past Simple Tense: irregular verbs
Reading: Trapped for 48 hours (Day 1; Day 2)
27 Lesson 8 Listening: Day 3
Retelling
A story of another faithful dog (workbook)
28 Lesson 8
Revision: The Past Simple Tense
Lead-in: What a day

29 Lesson 9
The questionnaire: would like
Listening: Part 1
Reading: Part 2
30 Lesson 9
Vocabulary building Storytelling
Project: Our Gallery of Famous People
Lead-in: Tell me a story
The reading habits of teenagers
31 Lesson 10
Reading: The legend of King Arthur
Retelling / Questions
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Vocabulary practice and building
My dictionary
32 Grammar practice
Recap 2
Vocabulary building and writing
Self-check 2 Self-assessment
33
Look back 2 Developing self-awareness
Half-term test /
34
The first written schoolwork
35 Assessement / Systematization
36 Culture Spot 2 Education in the UK, the USA and Bosnia and Herzegovina
Lead-in: Food
37 Lesson 11
Are you a foodie? (questionnaire)
38 Lesson 11 Reading: To be or not to be a veggie?
Vocabulary building: Words / expressions related to food

39 Lesson 11 Revision: Countables / Uncountables-
Much / Many
Listening: Part 2
40 Lesson 11
Common Phrasal Verbs and Idioms ( workbook)
Lead-in: Danger or thrill
41 Lesson 12 Adjectives; opposites
Revision: Comparatives
Talking about sports and sports equipment
Reading: Would you dare?
42 Lesson 12
Revision: must / mustn’t
Revision: comparatives
Listening: Sports (descriptions)
43 Lesson 12 Project: Sports
Factfile: Edin Džeko
44 Culture Spot 3 National dishes and desserts
Lead-in: Did you know?

(the quiz)
45 Lesson 13 Revision: Superlatives
Listening: The Titanic
Numbers
Reading: The three stories
46 Lesson 13 Regular / Irregular plural of nouns
Vocabulary building: What about you? (workbook)

47 Lesson 13
Writing: Did you know…? (poster)
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Way to go 7
Lead-in: A wonderful world
Listening: Choosing a pet
48 Lesson 14
Do the quiz about animals!
Revision: comparatives and superlatives; the Present Simple Tense
Reading: He got what he deserved
49 Lesson 14 Never say no
Retelling / speaking and writing about animals
Reading: Help us Detective (Part 1)
50 Lesson 15 Listening ( Part 1)
Indefinite pronouns
My dictionary Vocabulary practice and building
51
Recap 3 Grammar practice, vocabulary building, writing
Self-Check 3 Self-assessment
52
53 Progress test 3

My grandfather’s unusual job (Part 2)
54 Lesson 15
Reading, listening and vocabulary practice
Revision: definite and indefinite articles
55 Culture spot 4 Famous people and sights
Lead-in: What a party!

56 Lesson 16 Revision: Going to future form
Listening: Two dialogues (organising parties)
Reading: What a party!
57 Lesson 16 Vocabulary building: common phrases
Ordinal numbers
Vocabulary building
58 Lesson 16
Writing: a page from a diary
Lead-in: At the Party
Speaking about people
59 Lesson 17 Reading: In a clothes shop
Vocabulary building
Revision: The Present Continuous for the near future
Listening: Uma is at the party…
Revision: The Present Conitinuous for the near future
60 Lesson 17
Revision: The possessive adjectives and pronouns
Writing: about your brother, sister, parents…
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Way to go 7
Lead-in: Living on the moon
The quiz - revision
61 Lesson 18
Reading: Living on the Moon (Part 1)
Listening. Part 2
Fortune telling: Will future
62 Lesson 18 Revision
Talking about weather
Lead-in: What’s in a magazine
Reading: The stars will tell you
63 Lesson 19
Revision: will / won’t
Revision: imperatives
Listening: A phone-in radio show
64 Lesson 19
Writing: Horoscopes
Lead-in: Great! You can do it!
Revision of can / could /
65 Lesson 20 suggestions
Listening: Can I help you? (Part 1)
Reading / Listening: Part 2
Lead-in: A holiday in the USA

66 Lesson 21 The first conditional / time clauses
Reading, listening and reading practice
My
Vocabulary practice and building
67 dictionary
Grammar practice, vocabulary building, writing
Recap 4
Self-check 4 Self- assessment
68
Look back 4 Developing self- awareness
69 Final test / The second written assignment
Feedback: Final test / The second written assignment

70
Systematization
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Way to go 7
IZVEDBENI PLAN
ZA WAY TO GO 7 - 105 časova
LESSON UNIT /
CONTENTS / AIM
NUMBER LESSON
Introducing the textbook

1
Preparing students for doing the course
Lead- in: Your World
2 Lesson 1
Reading about Nell and Benjamin
Vocabulary practice: paraphrases
3 Lesson 1
Revision
Listening to children talking about themselves
4 Lesson 1
Writing: This is me
5 Lesson 1 My hometown, Revision
Lead-in: Teenage film star

6 Lesson 2 Revision: The Present Simple Tense
Writing an interview
7 Lesson 2 Reading: Teenage film star

Revision: vocabulary building: collocations, opposites
8 Lesson 2 Listening: An interview with Millie
Listening: Alan is talking about his family and household chores
9 Initial test , revision
Lead- in: The kid of the year

10 Lesson 3
Talking about duties: household chores; have to
11 Lesson 3 Listening: Alan is talking about his family and household chores
12 Lesson 4 Reading: The kid of the year
Lead-in: School is…

13 Lesson 4 What sort of pupil are you?
(questionnaire)
Listening: a dialogue about teachers
14 Lesson 4 Speaking: Good teachers…
The introduction of the vocabulary
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Way to go 7
15 Lesson 4 Reading: Two views on school (letters)
Revision / practice
16 Lesson 4
Revision: The present Simple Tense
Lead-in: Our only world
17 Lesson 5 Do you respect nature? (questionnaire)
Listening. The telephone conversations
18 Lesson 5 Reading: The good people
19 Lesson 5 Speaking: Press conference
How to make a telephone call

20 Lesson 5
Designing an eco leaflet
Reading: how much do you know about Great Britain?
21 Culture spot 1
How much do you know about B&H?
22 My dictionary Vocabulary revision and building
23 Recap 1 Grammar practice, vocabulary building , writing
24 Recap 1 Grammar practice, vocabulary building, writing
25 Self- check 1 Self- assessment
26 Progress test 1
Lead-in: Was it good luck?
27 Lesson 6
Countries and nationalities
Revision: The Past Simple Tense
28 Lesson 6 Reading. Was it really good luck? (Part 1)
29 Lesson 6 Listening: (Part 2)
30 Lesson 6 Writing a postcard
Lead- in: What happened?

31 Lesson 7
Feelings
Revision: The Past Simple Tense- regular verbs
32 Lesson 7
(workbook)
Reading: Did it really happen?
33 Lesson 7
Adverbs of manner
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Way to go 7
Revision: The Simple Past Tense- WH- questions
34 Lesson 7
Linking words- writing
Lead-in: Field trip

36 Lesson 8 Describing objects
Revision: The Present Simple Tense - questions
Revision: The Past Simple Tense – irregular verbs
37 Lesson 8
Little Red Riding Hood and other fairy tales (workbook)
Reading: Trapped for 48 hours (Day 1, Day 2)
38 Lesson 8
Listening: day 3, retelling
Revision of the Past Simple Tense
39 Lesson 8
A story of another faithful dog ( workbook)
Lead- in: What a day!
40 Lesson 9
The questionnaire: would like
Listening: Part 1
41 Lesson 9
Reading: Part 2
42 Lesson 9 Storytelling, vocabulary building
43 Lesson 9 Project: Our Gallery of famous people
Lead-in: Tell me a story

44 Lesson 10
Reading: two stories-in-one (workbook)
45 Lesson 10 Reading: The legend of King Arthur
Retelling the legend

Lesson 10
46 Questions
Listening: The reading habits of teenagers
47 Lesson 10
Revision
48 Culture spot 2 Education in the UK, the USA, and Bosnia and Herzegovina
49 My dictionary Vocabulary practice and building

Self-check 2 Self- assessment
51
Assessment / Half-term test
52
The first written assignment
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Way to go 7
Feedback: half- term test / the first written assignment
53-54
Systematization
Lead- in: Food
55 Lesson 11 Are you a foodie?
(questionnaire)
56 Lesson 11 Reading: To be or not to be a veggie? (Part 1)
Vocabulary building: Words / expressions related to food

57 Lesson 11 Countables / uncountables,
Much / Many
Listening: Part 2
58 Lesson 11
Common phrasal verbs and idioms (workbook)
Lead-in: Danger or Thrill
59 Lesson 12 Adjectives, Opposites
Revision of comparatives
60 Lesson 12 Talking about sports and sports equipment
Reading: Would you dare?

61 Lesson 12 Must / mustn’t
Listening: Sports (descriptions)
62 Lesson 12 Project: Sports
Factfile: Edin Džeko
64 Culture spot 3 National dishes and desserts
Lead-in: Did you know?

The quiz
65 Lesson 13 Revision: Superlatives
Listening: The Titanic
Numbers
Reading: The three stories
66 Lesson 13 Regular and irregular plural of nouns
Revision of superlatives
Vocabulary building
67 Lesson 13 What about you? (workbook)
Writing. Did you know…? (poster)
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Way to go 7
Lead-in: A wonderful world
68 Lesson 14
Listening: choosing a pet
Do the quiz about animals
69 Lesson 14 Revision of The Present Simple Tense
Reading: he got what he deserved
70 Lesson 14
Never say no
Retelling stories
71 Lesson 14 Speaking about animals
Writing
72 Lesson 15 Lead-in: What’s going on?
Reading: Help us detective (Part 1)

73 Lesson 15
Listening: Part 2
Vocabulary building, common collocations
74 Lesson 15 Revision of indefinite pronouns
Revision of the Present Continuous Tense
My grandfather’s unusual job
Lesson 15 Revision of definite and indefinite articles
75
Writing (poster)
76 Culture spot 4 Famous people and sights
Self-check 3 Self-assessment
80
81
Progress test 3

Lead-in: What a party!
82 Lesson 16
Listening: two dialogues (organizing parties)
Revision: Going to future
83 Lesson 16 Reading: What a party!
Vocabulary building: common phrases

84 Lesson 16
Writing: a page from a diary
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Way to go 7
Lead-in: At the party
85 Lesson 17 Discussion (describing people)
Reading: In a clothes shop
Listening: Uma is at the party…
Revision of the Present Continuous Tense for the near future
86 Lesson 17
Revision of possessive adjectives and pronouns
Writing about your brothers, sisters…
Lead-in: Living on the Moon
87 Lesson 18
The quiz about the space- revision
Reading: Living on the Moon (Part 1)
88 Lesson 18
Listening: Part 2
Fortune telling: Will future
Talking about the weather
90 Lesson 19 Lead-in: What’s in a magazine
Reading: The stars will tell you

91 Lesson 19 Revision: will / won’t
Revision: imperatives
Listening: A phone-in radio show
92 Lesson 19
Writing: Horoscopes
Lead-in: Great! You can do it
93 Lesson 20 Revision: can / could
Suggestions
94 Lesson 20 Listening: Can I help you? (Part 1)
95 Lesson 20 Reading and Listening: Part 2
Lead-in: A holiday in the USA?

96 Lesson 21 The first conditional / time clauses
Reading, listening and speaking practice
Revision of the dialogues- At the airport
97 Lesson 21 Listening: Places one can see in new York
Revision of the first conditional
Revision of the first conditional / time clauses
98 Lesson 21
Writing about your holiday
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Way to go 7
Self- check 4 Self- assessment

102
Look back 4 Developing self- awareness
Assessment / final test /
103
The second written assignment
104 Feedback: final test / the second written assignment
105 Systematization
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Way to go 7
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Way to go 7
INTRODUCTION
WAY TO GO 7 is the third book in a five – part series for One important objective of the course is the promoting
elementary schools. It was written for children aged of learner autonomy. The Students’ Book provides four
eleven or twelve learning English as a foreign langugae. LOOK BACK worksheets with ‘I can... statements that
The course material consists of a Students’ Book, a help students check their own learning progress. The
Workbook, a Teacher’s Book and a CD. last LOOK BACK worksheet in the Workbook contains
statements that can be used to round off the course by
The Student’s Book forms the basic part of the course
saying what students have learnt and making plans for
material. It has four units divided into twenty – one
using English during their holidays. All these sections
teaching lessons organised round topics relevant
have one and the same goal and that is to train students
and appealling to this age group and structures
for independent language learning.
naturally used in connection with these topics. It
also contains four Culture Spots which provide some Learner training is an important element in Way to go 7.
basic information about Great Britain, Bosnia and Throughout the course students are encouraged to
Herzegovina and the world, famous people of the become independent and active learners. Therefore,
past, famous sights, national dishes. Grammar Spots they can do a lot of activities in the Workbook on their
summarise in a very simple way the grammmar points own. Those students who are quicker than others
dealt with in the previous teaching lessons. They are (quick-finishers) can also be asked to do certain
accompanied by amusing illustrations to make the activities in the Workbook, giving time to weaker
pages more attractive. students to catch up.
The Workbook has four units with twenty – one practice The CD contains recorded material from the Student’s
lessons corresponding to the twenty – one lessons Book
in the Student’s Book. The activities in the Workbook The Teacher’s Book provides detailed lesson plans and
provide further practice in grammar, vocabulary, useful tips and suggestions for classroom procedures,
reading and writing work and run parallel with the for both the Student’s Book and the Workbook. It also
topics in the Student’s Book. There are also four Recap contains the key to the exercises and activities in the
sections that review and further reinforce the language Student’s Book and the Workbook.
covered in the preceding lessons. They can be done as
homework assignments or as a revision work in class.
BASIC AIMS
A key feature of the workbook is recycling and learner
training. There are four RECAP sections which further • To foster and maintain interest and a positive
reinforce vocabulary and grammar practice and prepare attitude towards learning English as a foreign
students for testing and assessement. language
At the very beginning of the Workbook there is a • To create a context rich in language input in order
THIS YEAR I WOULD LIKE TO...worksheet that helps to to make language acquisition possible
formulate objectives and to make plans for language
• To help students expand and build up vocabulary
learning.
and enable them to deal with lexical input
MY DICTIONARY sections provide further revision of
• To further develop and integrate the four skills:
the vocabulary studied in a personalised way through
listening, speaking, reading and writing
selection, classification, mind – mapping and other
storage activities. • To develop the ability to communicate successfully
in English and allow students to express their
SELF – CHECK sections in the Student’s Book enable
own ideas, thoughts, feelings and talk about their
students to identify their own langugae or grammar
personal experiences
problems and deal with them before taking end-of-
term assessement tests. • To develop creative thinking
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Way to go 7
• To facilitate the teaching process for teachers is aimed at. Our intention is to help students relate
by providing an array of ideas, activities and learning English to their own lives and environment.
procedures to select and adapt to their specific Throughout the course students are encouraged
teaching situations to use English to find out about the world they
live in, their own personal world and develop their
imagination. Also there are a lot of cross-curricular
BASIC BELIEFS elements that show pupils that the knowledge they
acquire is applicable in many different ways.
• The children bring into the classrooms their
knowledge of the world as well as their own
feelings, opinions and experiences. They posses SKILLS
natural curiosity. That’s exactly what the starting
All the four skills are developed systematically.
point should be and what we should build on.
However, since our primary goals are fluency and
• Learning should be enjoyable if it is to be effective. communicative competence, the skills are mostly
It is our responsibility to create a supportive integrated.
and non-threatening atmosphere to enhance a
pleasant and fruitful learning process.
• Activities should be challenging but success- LISTENING
oriented, i.e. the goals we set must be attainable.
Carefully graded extensive and intensive listening
That way we build our students’ confidence.
activities help students to develop their ability to listen
• Themes, topics and messages need to be relevant to a text both for gist and specific information. We
and stimulating to our students’ interests and strongly believe that students have to be prepared for
needs. listening. That’s why there is always some pre-listening
• Students should take an active part, i.e. tasks and task that makes it easier. Also the listening process is
activities need to promote personal engagement structured and guided by the activities and tasks that
and involvement. students have to perform during and after listening.
• Learning should be interactive. That’s why pair- It is important to make it clear that students do not
work and group work, negotiation of meaning and need to know every single word in order to complete
collaboration are employed. the tasks. However, pre-teach any vocabulary you
• You can’t expect too much unless you give believe is relevant for grasping the meaning. Tasks are
enough, or rather a bit more than enough. Input carefully graded and appropriate for this level. Do not
should be pitched a little above their level, forget that doing a listening activity is not testing. It
although with messages that are understandable should be success oriented, so play the recording as
and activities suited to their knowledge and many times as your students need to hear it. Before
abilities. you play the recording students should read the
• In terms of grammar, students should be instruction carefully to know exactly what they have
encouraged to discover for themselves how the to do.
language works. It’s up to us to provide a context There is a wide variety of listening texts, ranging from
rich in good examples for them to draw the right descriptive paragraphs, radio programmes, dialogues,
conclusions. short reports to interviews and stories.
• One of our aims should be to help the students to
learn on their own outside the classroom. That’s SPEAKING
why the procedures are clear and logical and
students following them get the ideas on how to Students are encouraged to use English as much
deal with input in a foreign language. as possible. For this reason a lot of activities are
• Materials need to be not only user-friendly but also designed for work in pairs or small groups. Students
teacher-friendly. are encouraged to work in pairs and groups because
pair work and group work foster language acquisition
and because in that way more students have more
THEMES & TOPICS opportunity to use and practise the target language.
Most of these activities are aimed at fluency. It is
The course is based around the themes and topics therefore better not to interrupt and correct students
that are interesting and relevant to the age group it until after the activity has ended.
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Way to go 7
LANGUAGE IN ACTION GRAMMAR
Language-in-action boxes serve as a language The discovery approach to grammar is employed.
function focus. They provide a realistic context which Students are exposed to structures in context and
helps students identify and understand the target through text. The emphasis is on meaning and use
language. Language functions are given in the in a meaningful and personalised way. Although
form of either an exponent (model sentence) or a there are grammar spots with basic explanations and
dialogue, which have been recorded and thus can be notes on form and usage, they are supposed to be
listened to and further practised (repeated chorally or just reference pages for those analytic students who
individually). tend to ask questions that might confuse those who
learn more holistically. Meta-language is avoided as
much as possible. Anyway, students are not expected
PRONUNCIATION BOX to use it. Grammar is often practised through game-
like activities that turn out to be very enjoyable
Pronunciation practice activities focus on the sounds
for students. In that way grammar is presented as
and words which might pose problems to students.
something that does not need to be boring or a
They include recognition activities, classifying sounds
burden to learners.
and production. These activities are also carefully
graded and students are given practice at saying
sounds through either choral or individual repetition. GAMES & FUN ACTIVITIES
READING We all know how important it is to achieve and
maintain the motivation of young students. One of the
Reading is based on the same approach as listening. best ways is to play games or do game-like activities.
Students are prepared for the process of reading and There are guessing games and puzzles, memory
then guided through the text with a set of tasks to games, noughts and crosses, grammar games, etc.,
perform. With young learners, subconscious learning all of which bring an element of fun and serve as
is very important. That’s why the texts provide rich an entertaining but efficient way of revising and
context to foster acquisition. However, the tasks to practising new language, vocabulary and grammar
follow are clear, well graded and suited to the age points.
groups and the level of students. The emphasis is on
understanding the text and messages. Very often in
after reading activities students are asked to respond
The MINI-DICTIONARY
in a personal way, relating the ideas to their personal
The mini-dictionary at the back of the Student’s Book
experience.
contains those words that students need to know in
order to understand the reading and listening texts.
WRITING Since words have been given in alphabetical order
the mini-dictionary work helps students develop their
Writing is integrated with other skills in so far as they skill of dictionary use. By encouraging students to
lead to writing activities and make them an integrating use the mini-dictionary teachers foster their students’
part of communication. In the beginning they are autonomy.
guided, with the degree of guidance changing as
progress is made. However, the idea is that there
should always be some kind of model to follow. EXTRA PAGES – FESTIVALS
This section deals with traditional festivals and
VOCABULARY together with Culture spots foster intercultural
dimension in language learning. Students learn about
Vocabulary building and continuous work on English customs and traditions and, at the same time,
developing students’ capacities to deal with the lexical become aware of their own. The ideas and messages
input and selecting, classifying, storing, learning and that the texts convey to students are further reinforced
using new words and expressions are distinctive through stories which enhance empathy and positive
features of this course. There is strong emphasis on values among students. The stories can be either read
collocations and the use of paraphrase. or listened to for pleasure or worked on.
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Way to go 7
They have all been recorded. • Make a plan and decide upon the format (poster,
A lot of activities can be viewed as optional since they booklet, class magazine etc.)
give additional practice. In this Teacher’s Book the • Appoint students to do different tasks or let them
author suggests certain procedures and steps to be choose what they would like to do.
taken. However, teachers need to choose those that • Students work on their own, in class or at home.
will suit their students, teaching situation, as well as They do some research, write their pieces and
their own personality. In other words, suggestions collect magazine cut outs, pictures or make their
given should be adapted to suit specific students, own illustrations.
teachers and teaching situations.
• Finally, one lesson should be devoted to putting all
the materials together.
A FEW USEFUL TIPS ON HOW TO DO • The final product is displayed so that everybody
PROJECT WORK can see it, talk about it and, of course, take pride in
it.
Learning by doing has always been regarded as the Be prepared for an exciting and noisy lesson. However,
best way of learning in general, especially with young it’s worth all the effort and time.
learners. Therefore, we should encourage students Learners should be encouraged to use English all
to do project work when the topic lends itself well to along.
the procedures or when students feel that they could You’re supposed just to monitor, not interfere with
express themselves best in that way. their decisions and help only when they ask for it or
By doing projects, students make use of both when they get stuck.
their knowledge of the foreign language and their Errors will occur. Don’t bother about them. Most of
knowledge of the world. On one hand they are them shouldn’t be corrected. If, however, you feel that
encouraged to work on their own and rely upon their they should be avoided at all costs, suggest that the
own abilities and, at the same time, are prompted to students make a draft before the final version.
use their own ideas. On the other hand, project work
fosters and promotes collaboration and co-operation If projects are done throughout the course, an
among students who develop the skills of working in a exhibition can be organised at the end of the school
team and build a sense of responsibility to the group. year.
Through project work students engage their creative
potentials. They profit and gain great satisfaction both A FEW TIPS FOR INTRODUCING
from the process itself and the end-product.
TRANSCRIPTION
Here’s a possible procedure:
• Put the topic on the board. Brainstorm the class for It should be fun. That’s why it should be done in a
ideas that might be included. light-hearted way.
e.g. Once they have mastered the elementary skill, go back
to the word list every now and then and ask them to
read the words and play games with them.
Class top lists of sports Give them credit for their work because it is hard.
They should enjoy the activities and feel proud of
themselves. The most important thing, however, is
Descriptions of Favourite sports persons that they should be helped to deal with any dictionary
different sports
entry on their own.
Interviews with The steps suggested below should be done over
SPORTS sports persons several lessons combined with other things.
1 Explain the idea itself first. What is transcription
Did you know… and why do we need it?
Crossword
puzzles Questionnaires Tell them you’ve got a postcard from your
and their results pen friend. She is Spanish and you write to
each other in English. Write the text of the
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Way to go 7
postcard on the board. 5 Play Bingo with these two sets. Put the word
Hai, cards up on the board. Let students copy nine in
the form of a grid in their notebook. You show
Aim in Landn. Mai bradr is vid mi. Ai lav it them the transcription cards, students read the
hir. words and cross them out if they have them. The
Si ju, winner is the first to cross three in a row or three
diagonally, or, if you like, the one who crosses out
Marisa all nine.
Read the text of the postcard to the class. Ask them
sun mother shoe
if they think something is wrong with it. Tell them
that Marisa can’t write English well. Ask them to try chair dog three
to correct the text., ask them to tell you what the apple learn job
problem is in English – that pronunciation and spelling
differ. Ask them some questions to get them to the 6 Do a dictation. Show students the transcription
idea of transcription: cards and they have to write the word down.
What happens when you read a book or a 7 You can play a Search Game. Choose 8 to 10 words
magazine in English and there’s a word and you from the word list at the back of the book. They
don’t know what it means? can appear in any lesson. However, try to choose
How do you know how to read it? the ones that aren’t too difficult. Put them up
on the board. You can hint in which lesson they
Ask them to have a look at the word list at the back should look for them (e.g. L5) or let them find their
of the book. way through this “maze” on their own.
How different was the list they had in their book Note: Anyway, we should encourage students to
last year? use the word list and help them learn how to
Tell them that in brackets there are signs and use a dictionary. This is a skill which should be
symbols that tell them how to read words. Also tell practised like any other.
them that you will teach them how to read these
signs and symbols and that from now on there
wouldn’t be a word they won’t be able to read. FIRST CLASS
2 Make cards with all the phonetic symbols that
Objectives: To familiarise students with the book
have to be taught (with each symbol on a separate
card). Introduce only a few at a time, not all of To develop learner awareness
them. Practise saying them again and again. The Note: The lesson can be started by talking about the
students’ ability to recognise and pronounce them book they used last year.
should be built up step by step. Ask them if they remember what or who they
Put the cards up on the board. You read them, the liked best.
students repeat them. It’s always good to start with something familiar.
Write numbers above each card. You read them, 1 Write the title of the book up on the board. Ask
they say which number they are. students what they think it means.
Get two students to come to the board. You say Tell them what the phrase really means (You tell
them one by one while the students point to the someone that they have done something very
symbols. well, or achieved something special.), and tell them
You give the number, they read the phonetic that what you would like to do is to help them
symbols. achieve their goal(s).Tell them that you’re a team
Tell students to shut their eyes. Take one down, and you share the same goal.
they have a look and say which one is missing. 2 Ask students ‘ What is your goal?’ Let them tell you
in Bosnian/Croatian/Serbian if they can’t in English.
3 Make cards with transcribed words. Again, start
The next question would be ‘How do you think you
only with a few and simple ones. Encourage
can reach it?’ What should we do? Again, let them
students to read them. Turn that into a game.
give you their ideas. Write them up on the board.
4 Prepare a set of cards with the words the way they
3 Ask students to open their Workbooks to page 6.
are written. Display both sets on the board and let
By ticking the boxes they can express their wishes.
students match them.
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Way to go 7
If you have a stronger class let them do this on
their own. If not, it can be done as a class activity. Lesson 1
Start off with the first three sentences only. Explain
the meaning of the word: improve. Ask them what YOUR WORLD
they think poses the biggest problem of all to
them and how it can be worked out. Objectives: T o develop listening skills – listening for
Write the following heading on the board gist
– Learning Tips. Tell them that it is very important To develop writing skills – paragraphing
to know how to learn. To talk about yourself, family, home,
Note: Make a Learning Tips Corner, so that when hometown, school and friends
you/they come up with a good tip, they write To describe towns
it on a piece of paper and put it up on the wall To revise have got and there is
as a reminder. Tips can be changed from time
to time; you can put them up again after some
time, etc. Anyway, make a collection of useful STEP 1
learning tips.
4 After you have discussed all the items with your 1 Write YOU in the middle of the board. Draw circles
class, ask them if there is something that hasn’t around it. Tell your students that each circle
been mentioned and is also very important. They represents important people or places in their life.
will probably say grammar, and if they don’t, Ask them to tell you which people and places they
you mention it. Discuss the topic with them. Ask are. You will probably end up with the following:
them why grammar is important, whether they family, home, school, hometown and friends. Put
like/don’t like doing it and why, how to learn and them all up on the board.
practise it, etc. Finally, let them write about it on 2 Ask students to fill in the circles. They have to
the lines. decide where to put each word. This is a version
5 If there is anything else they think is important, let of a ranking activity. Let them look at each other’s
them write that down, too. drawings and discuss their ranking. Now, divide
the class into three groups. Each group gets a
6 Now, have a look at the Student’s Book. Write the
different heading: family, home and school. Set a
following questions up on the board:
time limit. Their task is to think of as many words
1 How many lessons are there in the book? related to their heading as they can.
2 Which country are the culture spots about? 3 When the time is up each group reports on their
words or they display their lists (if words have been
3 Where can they check grammar? written on sheets of paper).
4 What are extra pages about? Optional: You can play Bingo with their words.
4 Pair off students and tell them to read the
5 What is a tapescript? questions in Task 1, p.8 in the SB. They go through
6 If they have problems with some word, where the questions together helping each other with
can they look them up? the meaning. Then they ask each other questions
and answer them.
7 What does the book start with?
Optional: Students change pairs and tell their new
8 What does it finish with? partner about their other one.
Set a time limit and let them leaf through the book
trying to find the answers. Teaching tip:
7 When the time is up, check answers. You can give If there is a list of questions, you can practise them in
them some extra information about some of the the following way:
sections, especially the grammar section and the Write them all on cards.
mini-dictionary. Let them have a better look at Read and show them to your students one by one.
them and see how they are organised. Ask them
why they are important and how to use them. They repeat them after you. To make it more fun,
you can read the questions in different ways: loudly,
angrily, sadly, happily, etc. You can whisper them, or
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Way to go 7
just mouth them, etc. Students have to do them in we first go quickly through the text to see where
the same way. it might be. That’s why it is useful to start off by
Just show the cards and students read them. matching headings to the paragraphs.
Finally, challenge them to write them all down. 10 Ask your students to have a look at the text and tell
you how many paragraphs there are. Write 1, 2, 3,
Note: T his can be turned into a game-like activity if
4 and 5 in a column on the board. Now, ask them
you split the class in half. Students from both
to skim the text and match the headings to the
teams come to the board to write the questions.
paragraphs.
They are allowed to add or rub things out, trying
to improve them. The team that finishes first 1 - name, age, grade, hometown
gets 4 points. Each correct sentence brings 4 2 - family, home
points, too. If sentences are incomplete, you 3 - room
can give 2 points, and if there’s only a spelling
4 - school
mistake, give 3 points.
5 - friends
5 Give a 2-minute talk about yourself using these
questions. 11 Ask them to fill in the grid.
You can have some pictures to use while giving a 12 Let them report on Nell and Benjamin using the
talk. You’re actually giving a model for their talk. information they have got. You can give them the
Ask them to prepare such a talk for next time. beginnings:
Note: D raw their attention to the Language in Action Her/His name is...
box. Point out that they will get the language She/He is ... years old.
they need to talk about themselves there. Tell She/He is in grade ...
them that you do different things with language She/He lives in ...
– for example, we give or ask for information,
make a telephone call, talk about likes and Her/His family is quite ...
dislikes, etc. Also tell them that throughout the She/He has got a ... and a...
book they have such boxes. They live in a ...
6 Students do Task 5, p. 10 in the WB. Her/His room is ...
7 Tell your students that they are going to meet Her/His school is ...
a boy and a girl. Ask them what they would like She’s/He’s got a lot of ...
to know about her. Put them into groups and
let them write their questions. They can use the Her/His best friends are ...
beginnings given in Task 1, p.8 in the Student’s Or just give them the headings (Speaking, p.11)
Book (SB). Go around helping them with the Students can work in pairs, or you can ask a few
questions. students to do this – each of them in charge of one
8 Students read out their questions. Tell them to heading.
have a look at the grid in Task 3, p. 8. Ask them to
find a question for each heading. If they haven’t
got a question for all of them, think of some as a
class and write them on the board.
STEP 2
9 Now, ask your students to read the text and find
the information. This is a reading for specific 1 Start off with the words they did last time. Write
information. Explain to them that it is a search for them up on the board; then use paraphrases, so
the answers to their questions or any information that students shout them out one by one. Once
related to the headings. Point out that they do not they have shouted a word out, they should also
need to know all the words and that they can still copy it in their notebook.
find the information they need. Note: It is important to develop their skill of
Note: You can explain to them that texts are divided using paraphrases, so paraphrases are used
into paragraphs and that each paragraph is extensively throughout the book.
about one idea or things related to it. So, they e.g.
will read and look for specific information related classmate class master grandma parents
to the headings in the grid. You can tell them /class mistress
that, when we search for specific information,
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Way to go 7
hometown downstairs boring east 4 Does she live in a flat or a house? How many
library canteen rooms are there? What’s upstairs?
1 Mum and dad are your ... parents 5 Why is it sometimes crowded in the house? Who
does she share her room with?
2 They are kids that are in the same
6 What’s her school like? What is there in her
class with you. classmates
school? Where’s her classroom?
3 A teacher who takes care of your class. class 7 Who are her best friends? Which grades are they
master/class mistress in? Who is Andy? Which grade is he in? What is
he good at?
4 Your mum’s mother. grandma,
etc. 6 Next, you can either have a class activity in which
groups take turns to ask each other questions and
Don’t use the words from the Vocabox. This is an
answer them, or you can copy all the questions
introduction to the work on it, only this time they are
onto slips (number the questions) and let the
dealing with words they find easier or most of them groups pick a slip (choose a number) and offer an
are familiar with. answer. Each correct answer means they gain a
point.
Teaching tip
7 Ask students to tell you which words they have
When the board is full of words, play a Cross Out found difficult. Write them all on the board. Ask
Game. Bring two pupils to the board, read one word them why they are difficult. Discuss the ways of
and their task is to find it and cross it out first. The one learning vocabulary. Ask them how they learn
who does it first, wins a point for his/her team. Instead words and what makes it easier for them to
of crossing out, students can just point to the words. memorize words.
2 Now, read the words from the Vocabox randomly; Then tell them to compare their words on the
students have to point to them and repeat after you. board and the ones in the Pronunciation Box. In
3 Ask students to do task 1, p.10 in the SB. Discuss the author’s opinion, they are hard to pronounce.
the meaning of the words. Do this as a class activity, so Tell them how important it is to practise
that everybody can complete the task. pronunciation and that they will often need to
do that. Explain to them that they have to listen
4 Students do task 2, p.10 in the SB. After they have
carefully and try to imitate the speakers.
matched the paraphrases to the words, ask them to
read the pairs out. 8 First show them the cards with the sounds in Task
4 one by one (or write them one by one on the
Teaching tip board).Each time you show a card pronounce
the sound. Tell them that the last two have
It’s useful to have all the words/expressions written on
corresponding sounds in Bosnian/Croatian/
cards throughout the book. They can be used in many
Serbian, which is not the case with the two first.
different ways: to practise pronunciation, spelling,
They are already familiar with them, so they
paraphrasing, to play game, tell stories, etc. Keep them
won’t be confused. Concentrate on the way they
in envelopes or boxes and you can go back to them pronounce them. Insist on good pronunciation.
every now and then, in order to revise the vocabulary. However, try to make it a fun exercise. Tell them
5 Tell students that you would like to check how that they are actors or TV announcers and have to
much they know about Nell. Put students into speak clearly.
groups of five (each student is allocated one 9 Next, do the tasks in the pronunciation box in the
heading – hometown, family, home, school order suggested.
and friend). Distribute the lists of the following
comprehensions questions. Give them some 10 In the end, write the following words on the board:
time to prepare. Each student reads the allocated mother bridge wash thanks gym teacher
paragraph and answers the respective questions. three much they push south dictionary
1 What is Cambridge? Where is it? kitchen jam father
2 What’s it like? Who is it popular with? What is the
Students copy the words.
Cam?
3 How many people are there in Nell’s family? For quick finishers/ stronger students:
How many brothers and sisters has she got?
Who lives with them? Who’s Diana? What do I have in common with Nell? What’s different?
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Way to go 7
Tell them to write two headings and then write is to help them to develop their listening skills
sentences under each. and be good at them. This takes time. They need
our help to achieve their goals.
E.g. I am twelve. I don’t live in Cambridge. I
4 Tell your students that they are going to hear five
live in Karlovac. children talking. Ask them to read Task 1, p.11 in
I have a sister. I don’t have a brother. the SB and to tell you what they have to do.
5 Play the recording once and students do the task.
Suggested homework: Task 4.p10 in the SB (tell Check the answers.
your students that they have to use because); they 6 Tell them that now they have to be more attentive
categorise the above given words under the right and listen for specific information.
sound symbol in 10. Before you play the recording again, go through
the instructions for Task 2, p. 12 in the SB first and
then through all the sentences.
STEP 3
Explain to the class what they have to do. They
1 Start off with a dictation. have to use names to complete the sentences.
First write the following expressions on the board: 7 Play the recording. Pause after each child, giving
your students time to find the right sentences.
hometown friends family home and room school
8 Play the recording again so that they can check.
Dictate the following sentences once. Students listen 9 In the end, ask questions with WHO and WHOSE to
to the sentences and just write the numbers under the check their answers.
right heading depending on what they are about. Congratulate them on them. Make them proud of
e.g. 1 She has a brother and a sister. their achievement because it is hard.
2 She lives in a house. 10 Tell your students that they are going to write
3 She shares her room with her sister. about themselves. Let them read the writing tip on
4 She lives in Cambridge. page 13. Ask them why they think it’s important
to plan your writing and write in paragraphs.
5 Cambridge is a famous university city. Then go through the plan and point out that each
6 She has got a lot of friends. paragraph deals with one idea.
7 Her best friends are Alice and Jane. 11 Ask your students to draft their writing according
8 They are in the same class. to the plan. Go around helping. Once they have
Read the sentences once again. This time students completed their drafts, tell them that they need
write them down. to check their writing and improve it if necessary.
They can do this at home and bring the papers to
Check the sentences by having them written on the
class next time. If you’d like to make a classbook
board.
either distribute the papers they’ll write on, or tell
2 Ask students to translate the sentences into them what paper format they should use.
Bosnian/Croatian/Serbian.
Note: Writing is a lengthy process. Give them enough
3 Check what they have done. Now, ask them to time, especially at the beginning.
cover their English sentences and translate the These texts can be used both for their portfolio
Bosnian/Croatian/Serbian ones back into English. and a classbook. If you want to make a
Then they check them. classbook, collect all the papers and photocopy
Note: This was an introduction into a listening activity. them. Use the photocopies to make a classbook
Talk to your students about the skill of listening. that you will keep somewhere where everybody
Make it clear that they have to listen in order could have a look at them.
to do a task. That’s why it’s important to read
the task carefully and listen for the information Quick finishers: They can write about an imaginary
needed. Tell them that they don’t need to friend/boy/girl/character, etc.
understand every single word in order to do the Suggested homework: Write the final and improved
task. Play the recording as many times as they version of – This is me.
need to hear it. It’s important that they do the
task successfully. It’s a great self-boost. Our goal
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Way to go 7
STEP 4 Optional: CROSSWORD
T
(Teaching tip) F A M O U S
If you have time, you can create an additional lesson U
and do the following exercises in more details) P O P U L A R
N U I S A N C E
1 Have a look at your students’ homework/ writing. O R
Give credits for what they have done. Let them I O
have a look at each other’s writing. Read some of S W
them and then collect them. Y G R A D E
2 Bring a map of Bosnia and Herzegovina into S H A R E
class. Talk about it. Teach them the points of the A D
compass and how to say where places are: in the M
south, in the north etc., or east of, west of, etc. Talk M O D E R N
about the capital and let them show you where 11 When the crossword puzzle is on the board (Don’t
their hometown is. Talk about the rivers, pointing have more than 8-10 words), ask students to write
out that you say THE Sava. Talk about the coast and clues for it.
THE Adriatic Sea. Quick finishers: They can make a crossword puzzle
3 Do Task 3, p. 9 in the WB. Ask them if they know the with the words from the text about Nell. It’s important
towns in the pictures. Let them write their names to use their clues in class and do their crossword
under the photos. Ask them where they are and puzzles.
what they are famous for.
4 Write MY HOMETOWN on the board. Ask them to Suggesed homework: Task 4, p. 10 in the WB.
tell you how big it is, where it is and what there is Extra activity (Optional): The class can do a project
in their hometown. on their hometown. (Look at the notes on how to do
5 Do Task 2 a, p. 8 in the WB. projects) First, let the class decide which things/places
6 Tell your students that you can describe a place by in their hometown they want to write about and put
saying what you do there. them on the board. Tell them to check at home, do
e.g. You go there to see wild animals. ZOO some research or read their books, or simply ask their
teachers and parents about the things they don’t
Ask them to do Task 2 b, p. 8 in the WB.
know. Also tell them to bring postcards or make some
7 Play a game-like activity with paraphrases. Write illustrations themselves.
paraphrases on slips. Split the class into half. Read
8 paraphrases to the first team. Tick each correct
answer. Then do the same with the other team. The
winner is the team with more ticks.
8 Now play the reverse. Read the places, one by one,
the teams give the paraphrases.
9 Finally, read all sixteen paraphrases to the whole
class; they write the words of the places in their
notebook. Ask them to check the spelling in the
book.
10 Tell your students that you are going to make
a class crossword puzzle. Write one word on
the board and ask them to look for a word that
contains the same letter and add it.
e.g.
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Way to go 7
Lesson 2 sentences and check if they were right.
8 Finally, draw their attention to the Remember box.
TEENAGE FILM Then put a photo of a boy/girl and tell students
that he/she is a famous singer’s son/daughter. Ask
STAR them to guess about him/her and to write a short

report on them, using the statements given at the
beginning of the lesson.
Objective: To talk about daily routines Note: What you’re aiming at is using third person
To talk about films and film stars singular form, i.e. –s or –es, and doesn’t.
To revise the present simple (affirmative) 9 Let students read their sentences and discuss the
To introduce common collocations endings.
To develop listening skills 10 Finish off by practising the ways the ending –s is
pronounced (Pronunciation box).
To developing speaking skills – an
interview Suggested homework: Students write about a famous
person. They guess about their daily routine. They
might stick a picture of that person in their notebook if
STEP 1 they have it. Instead of writing about a famous person,
they can just cut out a picture from a magazine, give
1 Do a flashing dictation. Copy the statements on that person a name and write about him/her.
page 14 in the SB onto sheets of paper. Flash
them at students one by one. After you have
put a statement down, students write it in their STEP 2
notebook. They are not allowed to write while
looking at the statements. 1 Write the following words on the board:
2 When they have all the statements written down headline blockbuster caravan set
in their notebook, students open their books and
Put students into groups. Their task is to come up with
check them. Then they decide whether they are
the meaning of the words.
True (T) or False (F) for them.
As most of the students probably won’t know what
3 Tell students that you’re going to talk about how
they mean, it might be fun making up their meaning.
people live and what they do every day.
Tell them that what is important is to be persuasive
Put these two prompts on the board and and interesting. This should be a fun activity.
brainstorm on the board ideas:
2 Let students read out their paraphrases. If nobody
It’s exciting and fun to... It’s boring ... has come up with the right meaning, you tell
(Ask them to tell you what exciting and boring them, and, finally, ask them to draw a conclusion
mean.) concerning what the topic to be dealt with is
4 Pair off students. They choose either Kevin or about.
Andrea, read about them and do the task for them. 3 Brainstorm the words related to the topic. Draw a
They read the stories to each other. mind-map on the board.
5 Tell them that now you’d like to know about them.
Check the meaning of the adverbs of frequency
and ask students to write about their free time
activities by completing the sentences.
Students read out their sentences. Ask them if they
have noticed where adverbs of frequency are used
in sentences.
6 Turn to the box with other frequency expressions.
Check their meaning and ask them where they
come in a sentence ( every day ...; once, twice,
three times a day,...).
7 Students guess about their friends and complete
the sentences. Then they read each other’s
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Way to go 7
4 Ask students about their favourite actor/actress, think the right letter is a, and remain seated if they
type of film, films. Ask them if they know the think the right letter is b.
original titles of some films. In the end, ask them if In the end, they circle the letters and have a class
they would like to be an actor/actress and why. check.
5 Tell them that they will read about a teenage 7 Now, do the listening task. Students read out the
film star. Ask them to read only the introductory questions.
paragraph and guess about Dennis and his life.
Tell them that you will let them hear the interview
Students do Task 1, p. 16 in the SB.
with Millie a couple of times. During the first
6 Students skim the whole text to check their listening, they order the questions as they come in
guesses. Then they read all the parts one by the interview.
one, finding answers to more specific questions
Play the recording once.
(headings of the sections).
8 Check how students have ordered the questions. If
1 Has his life changed? What does he do every day?
they need to listen to the interview again, play the
How does he spend his free time?
recording again.
What does he do in the evenings? What does he
9 Tell students that now they have to listen for
like very, very much? When does he go to bed?
specific information and answer the questions.
2 What does he do at the weekends? Do his parents So, let them read the questions again because it’s
let him stay out late? important to know exactly what to listen for.
3 What happens when he’s making a film? Where 10 Pair off students and let them check their answers
does he live then? Is it hard work? Why? What’s it like together. Encourage cooperation and teamwork.
making a film?
11 Students read out the answers.
7 Now, have a discussion with students checking the
12 In pairs, students do the speaking task . They ask
questions about themselves.
and answer the questions.
8 Do the first part (the matching) Task 2, p. 11 in the
Note: If you have a tape recorder, you can record your
WB.
student’s interviews for their portfolio.
Suggested homework: Task 2 ( complete the Optional: S tudents can ask you the same questions.
sentences), p.12 in the WB, Task 3 a ( and b for stronger It’s always fun to learn about your teacher.
students).
Suggested homework: Students write an interview
with Dennis. Weaker students can copy the questions
STEP 3 and translate them into Bosnian/Croatian/Serbian.
Divide the class in half. One half writes about Dennis
1 Start off by revising the collocations in Task 2, p.11 who is happy about his life, and the other half about
in the WB. Dennis who is not happy with it. Next time they
2 Write the following words on cards: famous, compare their stories.
boring, hard, different, new, exciting, late, noisy, Note: Since telling someone that they are a weaker
young, busy and crazy. Show them to the class one student is not very supportive, instead of saying
by one; they read them and you put them up on that one task is for stronger and the other one
the board. for weaker students, it’s better to give students a
3 Students think of a word/words that could go with choice. They can do either one or the other task,
them (collocations). or, even, both tasks. It’s up to them.
e.g. a famous actress, a boring film,
hard homework, etc. Quick finishers can be asked to write the interview
with Dennis in class, while for homework they can
4 Students do Task 1, p. 11 in the WB.
interview their parents or brothers and sisters, even
5 Have a recap about Dennis. Talk about the pictures. neighbours, using these questions and then report on
Use them as prompts. them next time.
Ask students if they find anything surprising.
6 Do the Vocabox. Students either do it on their own, Project: Students can be asked to read the text –
or you make it a fun class activity. Bosnian Teenage Film Star Students do some research
on the topic, write their pieces and collect magazine
You read the multiple choice paraphrases in a very
cut outs, pictures or make their own illustrations.
persuasive way, so that you don’t give away what
the right answer is. Tell students to stand up if they Students report their work to the class.
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Way to go 7
Lesson 3 5 Tell them about yourself. Put I HAVE TO ... on
the board and tell them what you have to do at
THE KID OF THE home. You can add comments using some of the
expressions above. Next, write I DON’T HAVE TO ....
YEAR
because (who) HAS TO. Again talk about yourself
and the members of your family.
Note: Ask students what they think HAVE TO and HAS
Objectives: To talk about household chores TO mean.
To talk about their family life 6 Write: the following on the board.
To reinforce the use of the present simple At home I have to... but I don’t have to...
To use have to when talking about duties
Tell students to do Task 1, p. 13 in the WB and then
and obligations
write a few sentences about themselves.
To develop listening skills – listening for
specific information Note: Quick finishers can write about the duties and
obligations pupils and teachers have at school.
To develop speaking and writing skills
– reporting 7 To reinforce the new grammar point, give your
students a set of gapped sentences to fill in.
STEP 1 I ___________ (have) to do the dishes but my sister

1 Play Hangman. Write the following _ _ _ _ _ _ _ _ ___________ (have) to do the ironing.
up on the board. The dashes stand for homework. Dad __________ (not have) to clear the table but he
Students call out letters. If the letters are in your
word, write them down and students try to guess __________ (have) to make breakfast.
the word. My brothers _________ (not have) to make the bed
For each wrong guess draw a part of a hangman. because they are small but they ________ (have) to
The game is over when students guess the word,
or when you ‘ hang’ them. Instead of ‘hanging’ feed the cat.
(although it’s a traditional game), you can draw a Suggested homework: Task 2, p. 13 in the WB, and
STOP sign, with each line or letter representing a students write a report about who has to do what in
wrong guess. their family.
After they have guessed homework, play the game
again, this time with housework.
Finish off with household.
STEP 2
2 After the word has been written up on the board 1 Start off with the vocabulary you did last time.
in full, explain what it means and then add chores. Read the household chores one by one, leaving
Explain the whole expression (household chores) out the last word.
and brainstorm the chores that need to be done at
e.g. Do the _______________
home.
Clear the _____________
3 Students open their books to page 21 and
compare their ideas with those in the book. Then Snap your fingers replacing the missing word.
they match the chores with the pictures. Students give it to you. You write it on the board.
You will end up with a list of words. Now, do the
Optional: Since the pictures are very nice and funny,
activity the other way round. Ask students to come
talk about them and ask students to choose
to the board and reconstruct the chores you have
the funniest or three they like best.
read.
4 Next, students categorise the chores under the
2 Let students read what they have written for
following headings:
homework and then tell them that they will hear
Awful Not so bad OK Alan talking about his family and household
chores.
(I hate doing (can’t stand (don’t mind
them) doing them) doing them)
31
Way to go 7
3 Students turn to Task 1, p. 24 in the SB. They read Encourage them to look up the ones they don’t
the sentences first, so that they know exactly what know. Ask them to write them on the board and
they have to listen for. Play the recording once. say what they mean.
4 Students do true and false statements. Let them 5 Write – The Kid of the Year – on the board.
listen again if they need to, or ask them to check Challenge them to say what that means.
their ideas with their friends. Check what they’ve 6 Do Task 1, p. 22 in the SB.
done.
7 Students read the interview and check their
5 Students read the instruction in Task 2 and go guesses.
through the grid. Then you play the recording
8 Display a set of true and false statements about
again. Make pauses, if necessary. Don’t forget,
Amanda on the board. Let students read about her
we are aiming at a task done well. Listening
again; but this time play the recording as well. Ask
tasks are challenging, however they shouldn’t be
them to choose the true sentences. Here are some
intimidating.
suggestions for the false statements.
6 Choose four students, allocate a name to each of
e.g. Amanda is the kid of the month.
them, and ask them to read out the information
they have about their person. She has got two sisters.
7 Pair students off. Tell them to complete the She lives with her parents.
question in Task 2 a, p. 14 in the WB and add a few She would like to have a pet.
more. Go around and help. Every other weekend she visits her aunt.
8 Students read out the questions. Then they ask She doesn’t get on well with her mum.
each other questions and take notes. She splits her pocket money with her mum.
They probably won’t know what ‘to get on with’ She loves doing the dishes.
means; explain the phrasal verb or tell them to
look it up in the mini-dictionary. She doesn’t have much time to do homework.
9 Do Task 2b, p. 14 in the WB. 9 Do Task 3, p. 23 in the SB.
Students read out their reports. 10 Finally, ask students to write a report on Amanda.
Note: They can use the same questions to interview Suggested homework: Vocabox, p. 23 in the SB, Task 4,
members of their family, neighbours or friends p. 14 in the WB.
and report on them if they like.
Suggested homework: Ask students to prepare a

2-minute talk about themselves or a member of their
family/ a friend/ a neighbour, etc.
STEP 3
1 Start off with students’ 2-minute talks.
2 Do the odd-man out, Task 4 p. 15 in the WB. Insist on
their explaining why they think some word is an
odd-man out.
Optional: Pair off students. Ask them to write their
own odd-man outs with at least four lines.
They can use the words from the lessons
covered so far. Students exchange their odd-
man outs and do them.
3 Do the Pronunciation box, p. 25 in the SB. Follow
the suggested steps. Ask them how to transcribe
the sound the word CHORE starts with. Write the
symbol on the board.
4 Check the meaning of the words in the box.
32
Way to go 7
Lesson 4 questionnaire: If you have a weaker class you can
write them all in Bosnian/Croatian/Serbian up
SCHOOL IS... on the board, and then tell your students to turn
to the questionnaire, go through it and find the
English equivalents. With stronger students you
Objectives: To talk about school, school subjects and might want to use split collocations. After they
teachers have matched the parts, ask them to translate
To express opinions the collocations.
To write about likes/dislikes using 7 Make a mind map on the board. Elicit the words.
because Do this as a class activity.
To listen for specific information people places
To revise adverbs of frequency SCHOOL
equipment furniture
STEP 1 Compare the words with those in Task 1, p.16 in the SB.
1 Tell your students that they have to work out Let them copy the words, or let them do it for
a puzzle. Tell them they have to listen to you homework.
because you will be telling them about the
mystery word and that you’ll be doing that in Suggested homework: Task 2 a, b, p. 16 in the WB.
steps. They are allowed to offer answers after each Key:
step. Tell them there are steps (sentences). The
Key: Task 2 a:
sooner they guess, the more points they get.
Key: interesting – boring; bad – good; busy – lazy;
Some people/kids like it. (13 points)
high – low; strict – soft; impatient – patient; long –
Some people/kids hate it. (12) short; kind – aggressive; easy – hard; quiet – loud.
It’s useful. (11) Key: Task 2 b:
It’s interesting. (10) Key: 1 easy, 2 bad, 3 interesting, 4 kind, 5 busy, 6 short,
For some it’s easy. (9) 7 impatient, 8 soft, 9 high
For others it’s hard. (8) Note: Remind students that they can always look up a
You have it almost every day. (7) word in the mini-dictionary if they are not sure
You have to go there. (6) about its meaning.
You have to work hard. (5)
There are other kids and people there too. (4)
You get marks there. (3) STEP 2
You have to study for it. (2)
1 Start off with a Memory Game using the adjectives
You often have to write homework or tests there. (1) they had to match for homework.
The mystery word is SCHOOL. Write all the words on different colour paper or
2 Ask them why children go to school. Write all their with different colour felt tip pens. Put them face
ideas on the board. down in two columns. Put numbers next to the
3 Tell them to open their books and compare their cards in the first column and letters in the second
ideas with the ones on page 26. column.
4 Discuss the statements. Do they agree with them? Split the class in two teams. They take turns to ask
Which one(s) do they agree with most? for a number and a letter. You show them to the
5 Ask them to write a definition. They can choose the class. If it is a match, they get their point and can
endings to write the definition. Compare students’ have another try. If not, put the cards back. The
definitions. winner is the group with more pairs.
6 Ask them to do the questionnaire What sort of 2 Check homework. Then ask students to answer the
pupil are you? on page 28 in the SB. questions for themselves.
Note: There are a lot of useful collocations in the 3 Brainstorm school subjects. Have a little discussion.
33
Way to go 7
Which of the subjects do they find interesting/ Suggested homework: The writing Task, p. 34 in the SB;
boring/hard/easy? Why? Task 7, p.19 in the WB.
Ask them to make their Top List of school subjects. Key: Task 7, p. 20, WB
4 Do Task 3a, p. 17 in the WB. Then pair students off,
they talk in pairs and do Task 3b.
STEP 3
5 Students change pairs and read to the new partner
about their previous partner. 1 Write up all the school subjects on the board
6 Ask them how important it is for a subject what leaving out the vowels in each word Ask students
the teacher who teaches it is like. if they can tell you what the groups of letters
Put these two headings on the board: represent. If they don’t recognise them, then write
SCHOOL SUBJECTS as a heading. Ask students to
complete the words, then check them with the
Good teachers Good teachers ones in p. 31 in the SB. Also, ask them to categorise
do…/are… don’t…/aren’t… the school subjects.
2 Check students’ homework (their sentences about
teachers they like/don’t like).
3 Tell students to have a look at the adjectives in Task
1, p. 27 in the SB.
Brainstorm the ideas. Write them all on the board. Optional: R ead them one by one, students repeat
7 Ask them to open their books to page 32 in the SB. them, or read the adjectives randomly, and
Check their ideas with the ones there. students point to them and repeat them
after you.
Tell them to tick the qualities they think are
important for a good teacher. 4 Do Task 2, p. 29. Encourage them to be
independent, and then ask them to do Task 3, p.
8 Tell students that they will hear Angela and Harry
29.
talking about two teachers. Write their names on
the board. Also write the teachers’ names on the 5 Prepare students for the reading activity by
board- Miss Davies and Mr Novak, and tell students discussing the two introductory questions.
to listen to Angela and Harry’s conversation and 6 Pair students off. Each students should read one
decide who is talking about whom (match the letter and find the answers to the respective
names) and to decide how they feel about the comprehension questions.
teachers (put + for likes and – doesn’t like). 7 Students ask and answer each other’s questions
Play the recording once. about their letters in pairs.
9 Tell students that they will listen to the 8 Now, ask them to tell you who they agree with and
conversation again but that this time they need to why.
hear specific information. Tell them to read Task 2, 9 Finally, students can use the questions on page
p. 33. Play the recording again. To make it easier, 33 to give a report on their own opinions about
let them listen to Miss Davies first. Tell them to school. Encourage them to use the expressions
take notes. Then let students hear the second part from the Language in Action box.
(about Mr Novak).
Note: Go through the Language in Action box. Tell
10 Students check their notes in pairs and complete your students how important it is to make
the sentences. Finally, let them hear the it clear when speaking or writing that what
conversation again and check. you want to do is give your opinion about
11 Ask students the following questions: something, and not a fact. That’s why they
Why does Angela like Miss Davis? should try to use the expressions making it clear
that it is only an opinion.
Why doesn’t Harry like Mr Novak?
Write on the board BECAUSE and draw students’ Suggested homework: Vocabox p. 32 in the SB (since
attention to the Remember box. all the words have already been covered in class), Task
Finish off by asking: What about you? Who do you 9, p. 21 in the WB.
like? Who don’t you like? Why? Key: Vocabox: 1 aggresive, 2 strict, 3 pet student,
Tell them to answer these questions for homework. 4 shout, 5 smart, 6 honest, 7 patient, 8 responsible
34
Way to go 7
STEP 4 Optional: Is students bored with school?
7 Why maths is so hard to students?
(Teaching tip) Why is maths so hard to students?
If you have time, you can create an additional lesson 8 I always do homework after school.
and do the following exercises in more details)
I do homework always after school.
1 Start off with a Memory Game using the
9 He once a week has history.
adjectives they had to match for homework.
He has history once a week.
Write all the words on different colour paper or
with different colour felt tip pens. Put them face 10 They do tests every week.
down in two columns. Put numbers next to the They every week do tests.
cards in the first column and letters in the second
column. 4 Students do Task 6, p. 19 in theWB.
Split the class in two teams. They take turns to ask Key: 1 is, 2 do, 3 is, 4 does, 5 is, 6 are, 7 is, 8 do, is
for a number and a letter. You show them to the
class. If it is a match, they get their point and can Optional: D
o a project/ make a poster to round off the
have another try. If not, put the cards back. The unit.
winner is the group with more pairs. Project: After you have finished this lesson you can
2 Do Task 8a, b p. 19-20 in the WB. make a poster or a booklet about school.
Key:˝Task 9a – 1 spouge, 2 science, 4 chalk, 4 pinboard, First discuss with your class what they could put
5 geography, 6 classmates, 7 history, 8 maths, 9 on/in it.
staffroom, 10 music, 11 Bosnian/Croatian/Serbian. e.g. – definitions of school
3 Ask students to write their timetables, Task 4a, p. e.g. – good points / bad points
17 in the WB, e.g. – school subjects (top lists) or students’
3 Tell your students that they’ll have a grammar opinions of school subjects
break. Prepare a list of correct/incorrect sentences e.g. – timetables
for them and distribute them, or write the
following sentences on board and tell students e.g. – Good teachers do../are..
to copy the correct ones into their notebook. e.g. – Good pupils are.../do...
Students choose the correct sentences. Then e.g. – Texts about their favourite teachers
ask them to check the present simple section e.g. – Ideal school
in the Grammar reference pages and check for
themselves. Finally, ask them when you use do e.g. – My school etc
/does and when am/is/are, which persons they Students choose the points they will work on. They
go with and where we put adverbs of frequency can work in pairs/groups.
and other time expressions. This activity should be Encourage them to illustrate their texts or bring
challenging and fun. It’s not a test. On the contrary, some magazine cut outs to stick in.
it should be a co-operative task. When they’re ready, arrange and stick all the
papers on a poster, and display for the class to
1 Do you speak German enjoy.
Does you speak German? OR put students into groups and they make their own
2 She doesn’t like her geography teacher? crossword puzzle and write clues for it. Then they copy
their crossword without words and give it, along with
She don’t like her geography teacher. the clues, to another group to do. They do the other
3 History are interesting. group’s crossword puzzle, too.
History is interesting. Students do the language quiz which can be optional.
4 I is not often absent from school. Encourage them to do it at the end of the lesson or for
I am not often absent from school. homework.
5 Does teachers have pet students?
Suggested homework: Task 6, p. 18 in the WB.
Do teachers have pet students?
6 Are students bored with school? Key: 1 do, 2 are, 3 do, 4 have, 5 have, 6 do, 7 are, 8 are
35
Way to go 7
Lesson 5 Do you cycle or walk rather than ............take a bus
or get a lift in your parents’ car?
OUR ONLY WORLD Do you think buying second hand things is ..........
OK?
Display them on the board and ask your students
Objectives: To talk about ecological problems to match them.
To become aware of our way of life: good/ Note: If you think that it would be too hard for them to
bad points do that off-hand, you can discuss the questions
To learn about different cultures. first and translate them together and only then
To further develop listening skills: both do the activity suggested above.
listening for gist and listening for specific 4 Ask students how they think each of us can
information. help our planet and if they have heard of any
To practise making phone calls organizations that try to do that. Then tell them
To learn how to fill in a form that a lot of children also try to help and that they
are going to hear about one such child.
To revise the grammar points covered so
far First students read the instruction, Task 1, Part 1 p
38 in the SB.
Play the recording once.
STEP 1 5 Check the answers.
1 Make word cards with the words on page 35. Put Key: 1 Brian Fox, 2 A club, 3 Friday morning, 10 o’clock.
them up one by one. Teach the class how to say 6 Students read the instruction and then listen to
them and what they mean. Since they’re difficult Part 2.
words, practise them a bit longer. Key: 1 pollution, 2 membership form.
Teaching Tip: Bring two pupils to the board, say a 7 Check the answers. Tell students to have a look at
word and they point to it. Number the words. You the form Brian has filled in.
say the word, they say the number. Then, you say Ask questions about the information given in it.
the number and they say the word.
e.g. What is Brian’s surname?
Tell them to shut their eyes, take one word card
down. They have to say which word is missing. How old is he?, etc.
Finally, take all the cards down, they try to Suggested homework: Ask students to make a poster
remember them all and call them out. You put with graffiti. Give them a few ideas, e.g.
them up again.
Save the Earth, Don’t Drive Cars. Do Task 5, p. 25 in the
2 Ask them to tell you why ecology is so important. WB.
They can tell you that in Bosnian/Croatian/Serbian
and you repeat it in English.
3 Do the questionnaire. STEP 2
Vorsion: Copy the questions of the questionnaire
1 Start off with the forms students have filled in.
in a split form on sheets of paper:
Ask students questions or let students use the
Do you turn off the tap while ........ brushing your information in the form to give a report.
teeth?
2 Have a class exhibition of their Save the Earth
Do you turn off the light when ......you leave the posters. Ask them what it is that people do that
room? endangers the Earth.
Do you know what the hole in ...... the ozone layer 3 Ask them if they believe there are people who
is? don’t do that. If they do, ask them to give you an
Do you use cotton hankies instead of........... paper example.
ones? 4 Write GOOD PEOPLE up on the board. Ask students
Do you separate ...........the rubbish? who they believe are good people as far as they
Do you put bottles in bottle.............banks? are concerned. Tell students to look at the pictures
Do you give away.............old clothes? on page 36 in the SB and ask them to do Task 1,
p.36 in the SB.
36
Way to go 7
5 Listen to all their guesses then ask them to read STEP 3 Optional:
the texts and check them.
6 Write on the board the five questions/headings (Teaching tip)
from the text. Under each question write some If you have time, you can create an additional lesson
words: and do the following exercises in more details)
Where? 1 Do Task 3 b, p. 23 in the WB. First ask students to
forest thousand different make two cards. They should write GOOD on one
What are they like? and BAD on the other.
share fight swear hit punish apologise Tell them to open their workbooks and have a look
Why? at the expressions in the box. Discuss them and
vegetarian understanding important check if they don’t know some. Explain them.
How do they live? 2 Read the expressions from the box. Students
tribe wise leader discuss decide several meeting respond to them by holding either the GOOD or
How do they feel about nature? BAD card.
nature respect look up to 3 Ask them to cross out or underline the three worst
Put them in groups of five. Each student in a group things and circle the three best ones.
gets one paragraph to deal with. 4 Tell them to write sentences about themselves.
First they have to read it, prepare it so that they 5 Do Task 3 c, d, p. 24 in the WB
can report it to their group and then they check 6 Elicit what students remember about the Piaroa.
the meaning of the words taken out and written Then check the questions in Task 1, p.22 in the WB.
on the board. Finally, do the speaking activity. Choose someone
Note: B y giving them a task like this, we teach them to be the scientist. The others will be reporters.
how to take on responsibility and make a Give them time to prepare for a press conference.
contribution to their group. Then have the press conference.
7 In groups, students report their part of the text 7 Finally, tell students that next time they will design
and explain their words. an eco leaflet. Go through the task together with
8 Do Task 3, p. 37 in the SB. them. Tell them to do some thinking, drafting and
research for the Did you know...? section at home.
Suggested homework: Ex. I p. 18, WB. You can ask
It would be a good idea to put them into groups.
strong students to prepare a crossword puzzle
Maybe students can decide who’ll do what on their
based on this lesson, i.e. prepare the clues and
own.
draw a crossword puzzle.
Suggested homework: Vocabox, p.37 in the SB.
Key: Where do they live?
Tell them to follow the instructions because next
Key: How many people are there in the tribe? time they will have a dictation with those words.
Key: What are they like? Prepare for the project to be done next time.
Key: How do they punish their children? Key: 1 d, 2 i, 3 f, 4 h, 5 g, 6 b, 7 j, 8 e, 9 a, 10 c, 11 k.
Key: Who leads the tribe?
Key: How do they solve problems?
Key: What do they take from nature?
STEP 4
Suggested homework: Task 1, p. 22 in the WB, Task 3, p. 1 Play a game of Noughts and Crosses with the
23 in the WB. words and paraphrase in the Vocabox, p. 37 in the
SB.
2 Next, do a dictation. Read the paraphrase
randomly. Students write down the words.
3 Put students into groups. Each group gets a set
of lines (the mixed lines of the two telephone
conversations). Ask them to group the lines and
then put them in the right order.
4 Play the recording. First play Dialogue 1 and let
students check what they have done. Next repeat
37
Way to go 7
the procedure with Dialogue 2. 8 Ask students to make cards with all the important
5 After they have ordered the lines, let students expressions. Then tell them to spread them on the
listen to the dialogues again. This time ask them to desk face up. You read the text and they hold up
repeat the lines after the speaker. the card when they hear it.
6 Finally, act out either these telephone Next you read them one by one, they find them,
conversations, or let students create their own repeat after you and put them face down. Now in
conversations. pairs they can take turns to pick a card, have a look
7 Now it’s time to design an eco leaflet. Students at it and read it. If they read it well they get a point.
follow the instructions. 9 Do the True or False exercise.
Version: If students would rather create their own 10 Do a quiz. Prepare questions based on the text.
eco leaflets, let them do that.
Suggested homework: Let them pick a part they would
like to report about and prepare that part at home.
CULTURE SPOT 1 Part II
Note: The purpose of these texts is to inform students. 1. Write on the board the places mentioned in the
They should be dealt with in that way. text. For example, Međugorje, Jahorina, Sarajevo
The ideas given below can be used with any
culture spot and adapted to any text. 2. Tell them to find the information in the text and
match the words from the two columns.
They are only suggestions. You choose the ones
you want your class to do. Sarajevo is ...
1 Copy the title on the board. Ask them to do the Međugorje is famous ...
pre-reading task. People in Bosnia and Herzegovina speak...
2 Tell them to read the text quickly just looking for Jahorina and Bjelašnica are...
the information they need.
3 Have a map of the United Kingdom and Bosnia Famous monuments are...
and Herzegovina use the one in the book. Read
the map and let them point to the places on the 3. Ask students to make cards with all the expressions
map. Explain what is what. in bold. Then tell them to spread them on the desk
4 Write on the board the capitals and elicit what the face up. You read the text and they hold up the
UK consists of and write that on the board too. card when they hear it.
London Northern Ireland Next you read them one by one, they find them,
Cardiff Scotland repeat after you and put them face down. Now in
Edinburgh England pairs they can take turns to pick a card, have a look
Belfast Wales at it and read it. If they read it well they get a point.
5 Tell them to find the information in the text and 4. Ask the students to do the Task 3 in their SBs
match the words from the two columns.
6 Ask them to finish the sentences: 5. Ask the students to translate the words in Task 4
The Highlanders wear...
Nessie...
Bagpipes are ...
The Scots are...
Ulster is another name for...
The Irish are ...
The Welsh are ...
The Welsh language is ...
London is famous ...
London is ...
38
Way to go 7
RECAP 1 SELFCHECK 1
Key: 1 lives, is, work, have, has, likes, doesn’t play, does...
Task 1a: is; come, have; live; has; helps; help; don’t; play, don’t know, are, don’t live, visit.
don’t; spend; do; do; don’t; is; listen; doesn’t; don’t; 2 1 do, 2 does, 3 do , 4 are, 5 are, 6 is, 7 do , 8 is,
doesn’t; grow; say; is; love. 9 does.
Task 1b 1 Where does Brian come from? Australia. 3 1 I never go to... 2 My science teacher always gives
Task 1b 2 Has he got any brothers or sisters? Yes, us... 3 Every Sunday we visit ... OR We visit our
two sisters. grandmother every Sunday. 4 ...to the library twice
a month. 5 They often argue...
Task 1b 3 Where do they live? On a farm.
4 1 at, 2 to, 3 in, 4 at, 5 on, 6 in, 7 at, 8 for, 9 with,
Task 1b 4 What is life on a farm like? Very hard.
10 in.
Task 1b 5 How do they help their parents? Brian
5 1 do, 2 make, 3 get, 4 tell, 5 have, 6 stay.
helps with the sheep and his sister with
the housework. 6 1 popular, 2 free time, 3 decide, 4 share, 5 earn,
6 busy, 7 apologise, 8 pollution.
Task 1b 6 Has Brian got many friends? No, he hasn’t.
Task 1b 7 Do Brian and his sisters go to school? No,
they don’t.
Task 1b 8 What does Brian want to be when he
grows up? A farmer.
Task 2a 1 do; 2 are; 3 does; 4 do; 5 are; 6 do; 7 are;
8 do; 9 is; 10 are.
Task 4a 1 What time do you usually go to bed?
Task 4a 2 My best friend sometimes spends the
weekend at my place.
Task 4a 3 Every morning my neighbour goes to
work by car.
Task 4a 4 My English teacher never punishes pupils.
Task 4a 5 My parents always go to parents’
meetings.
Task 5 1 for; 2 with; 3 in; 4 on; 5 about; 6 to; 7 to;
8 at; 9 with.
Task 6a do; make; waste; have; be; tell; get; stay.
Task 6b 1 homework; 2 friends; 3 only child; 4 the
truth; 5 time; 6 alone; 7 an A; 8 common.
Task 7 Across:
Task 7 1 apologise; 2 chores; 3 exciting; 4 decide;
5 orphan; 6 pollution; 7 skip; 8 patient;
9 hard.
Task 7 Down:
Task 7 1 solve; 2 punish; 3 share; 4 earn;
5 divorced; 6 famous; 7 crowded; 8 deliver;
9 noisy.
39
Way to go 7
Lesson 6 board. Bring two students to the map, call out
the countries again and they show where the
WAS IT GOOD countries are.

Note: It’s very important that they hear how the
LUCK? countries are pronounced, so this should be

practised in different ways. Look up the tips for
practising vocabulary.
Objectives: To talk about past events Finally, students match the names of the countries
To talk about famous people from the past to the numbers.
To practise countries and nationalities 5 Ask them what nationality people are who live in
and relating them to a map Bosnia and Herzegovina, America and England.
To practise the skill of using a dictionary They will know these nationalities, so we should
To further develop listening skills start with them. Tell them that you would like them
to match the rest of the nationality cards to the
To practise scanning for specific country ones. Call the nationalities out one by one,
information students come to the board, repeat the nationality
To write a postcard after you and put it next to the respective country
To practise the past tense: was/were card.
To practise the language of meeting and 6 Pair off students. Each pair should produce two
introducing people sets of cards. One student in the pair should copy
the countries and the other one should copy the
nationalities. So every pair ends up with the set
STEP 1 that can be used for practising and playing games.
– Call out the countries or nationalities, the
1 Ask students what is studied in geography, if they students find them, repeat and put them face
like it and if they’re good at it. down.
Tell them you’re going to check that by asking – Students call them out.
them to do a task. Put on the board the prompts
and set quite a short time limit. Challenge them to – Ask them to order the cards in alphabetical order.
come up with the answers. – Students put the country cards face down
Three continents (except Europe): and the nationality cards up. They play a Match
Mismatch Game. They take turns to read a
Three European countries: nationality card and then pick one country card
Three capitals (except Sarajevo and London): and look at it. If it is a match, they get the pair and
Two oceans: if it is a mismatch, they put it back
One sea: – Bingo
Two big rivers (no Bosnian rivers) – Memory Game
A mountain range or a mountain: – Guessing Game etc.
A desert: 7 Now, students can listen to the recording
A lake: and repeat the names of the countries and
nationalities.
Note: This is just a warm up activity and should be fun.
Help students with the English expressions and 8 Next, let students hear the dialogue in the
write all the words on the board. Language in Action box. Talk about meeting
people and how we introduce ourselves to others.
2 Do the task on page 47.
Point out the two questions in the Remember box.
3 Bring in a map of the world or use the one in the Finally let them, listen to the dialogue again and
book. Let students come and show the class where repeat the lines.
the places they came up with are.
9 Students make up new identities (names and
Finally, students match the names of the countries countries) and act out dialogues.
with the numbers.
10 Finish off by playing a guessing game. Tell your
4 Now, call out the countries introduced in the students that you love travelling and that every
lead-in one by one and put the cards up on the
40
Way to go 7
year you travel to different countries. You think Key: In: the morning,1981, 2001, the evening, the
of a country and challenge them to guess where afternoon;
you were by asking questions with were. Put the Key: On: Friday, Sunday, Saturday evening;
beginning of the question and short answers to it
Key: At: Christmas, 7 o’clock, lunchtime, night, half
as a model on the board.
past eight, midnight.
Were you in …? Yes, I was. / No I wasn’t. 3 Put on the board Good luck is when... Brainstorm
ideas.
11 Students play the same game in pairs/ small
4 Let the class hear the introductory part of the quiz
groups.
and students say what they think was good luck
Suggested homework: Task 6, p.37 in the WB. Tell for Billy Affleck.
students to prepare eight questions for you with WERE 5 Do Task 4, p.35 in the WB to introduce some words
YOU ...? by using Task 6 in the WB as a model. Ask them they will need to do the quiz.
to write them on a piece of paper. Next time collect all Key: cave 10; animal skin 1; pyramid 8; grave 7;
the papers, answer the questions and give them back pharaoh 6; king 4; clothes 5; scientist 9; explorer
to students to have a look at your answers. 11; passenger 3; policeman 2.
6 Do Task 1, p.50 in the SB. Tell students that if they
Teaching tip: don’t know some answers they could make a
Students love it when they can really communicate guess.
with their teachers. That’s why we need to encourage Key: 1 the first president of the USA; 2 a famous
them to write to us (stronger students will love this Portuguese explorer; 3 the first man in space; 4
especially). They can write lists of questions, letters, a famous Polish scientist. 5 the kings of Ancient
etc. What we must do is write back to them. Egypt; 6 the first clothes; 7 huge prehistoric
animals; 8 the first houses; 9 the pharaohs’ graves.
7 Play the recording so that students can check
STEP 2 if they were right and if they would win a prize.
Stop after each questions and let students try
1 Put a few dates on the board, e.g. the dates when answering it.
people in your family or your friends were born.
First practise reading the dates. 8 Students read the sentences and match them to
the pictures.
Ask them to guess who was born when. Put the
model on the board: Key: 3; 6; 8; 2; 5; 1; 9; 7; 4.
e.g. Maybe/Perhaps you were born on... 9 Put students into small groups. They work together
on the words in the Vocabox.
e.g. M
aybe/Perhaps your mother/father/friend/
brother/husband/etc. was born on... Key: prize; final; guess; clothes; cave; trip; win;
congratulations; marvellous; skin; grave; explorer;
e.g. Were you born on...? scientist; huge.
e.g. Was your best friend born on...?
Ask them to tell you when they were born. Suggested homework: Task 1b, p.34 in the WB, Task 3,
2 Do Task 1a, p.34 in the WB, and Task 2, p.35 in the p.35 in the WB and Task 4b, p.36 in the WB.
WB. Key: Task 4b
Key: Task 1a Key: Nationalities: Portuguese, Polish; Places to
Key: Parts of the day: morning; evening; night; live: houses; caves;
dawn; midnight; afternoon. Key: Things to wear: animal skins, clothes;
Key: Days: Monday; Tuesday; Wednesday; Key: Places to bury the dead: grave, pyramids;
Thursday; Sunday; Friday; Saturday. Key: Professions: explorers, scientists;
Key: Months: January; August; June; July; Countries: Egypt, the USA;
November; December; October; April; Key: Important people: kings, pharaohs.
February; September; March; May.
Key: Seasons: summer; autumn; winter; spring.
Key: Task 2
41
Way to go 7
STEP 3 in Task 3, p.54 in the SB. Play the recording again,
students decide what is wrong.
1 Start off with a quiz. Let it be about famous people. 11 Play the recording one more time to check what
You can let them do Task 5a, p.36 in the WB first. students have done.
Then divide the class into three or four groups and
play a quiz game. Include the people from the quiz Suggested homework: Here are a few different
in the Student’s Book as well. options. Offer them all and students choose what they
2 Do Task on p.54 in the SB. like best.
Key: 1 wasn’t; 2 was, wasn’t; 3 was; 4 weren’t, were; 1 Students prepare the interview (learn the lines of
5 was, was; 6 were; 7 were. their part) at home and act it out next time.
3 Now play a guessing game. Think of one famous 2 Students copy the interview and mix up the letters
person of the past, and the class asks you of some words. They can exchange notebooks next
questions and tries to guess. You can play the 20 time and work out each other’s jumbled words.
Questions Game (count all the questions. If they 3 Students do the mini-project on page 51 in the SB
don’t guess within 20 attempts, you’re the winner)
or just let them guess. Teaching tip:
4 Bring in a big dictionary/dictionaries. Have
Students like having a choice. That’s why it’s not a
a discussion about them, their function,
bad idea to set at least two options as homework
organisation, kinds, etc. Tell students to compare
assignments and students choose what they like.
dictionary entries with any page in their mini-
dictionary at the back. Ask them to tell you what
is the same and what is different (monolingual vs. STEP 4 Optional:
bilingual).
5 Pair students off and they do Task 1, p.52 in the SB. (Teaching tip)
6 (Optional) Check if they have worked out the If you have time, you can create an additional lesson
meanings well. Now play Bingo with these words and do the following exercises in more details)
and the words from Part 1. They write nine words 1 Start off by practising vocabulary covered in
and you give paraphrases. this lesson. Choose among the games suitable
7 Now, tell students that you would like them to for vocabulary revision: memory game, match,
read what was written about Billy Affleck, your old mismatch, path game with paraphrases
friend, in the papers. Check what they remember (Make a path with numbered squares on the
about him. board. Write numbered cards with paraphrases of
Rewrite the text by mixing up the letters in some the target vocabulary. Divide the class into two
words. teams. The teams roll a dice and move along the
e.g. B illy Affleck, the BINGO zuiq ninwer, eye to eye path. When they land on a square, they pick the
with jahickers! card with the same number, read the paraphrase
and the team supplies the right word. For each
Billy was the ninwer of the BINGO zuiq. The pzeri wrong word, they have to move back 2 squares or
was a ptir to Ypegt. He was so pahyp because it miss a turn.)
was his first ptir abroad. The ptir to Ypegt was an
incredible adventure. 2 Do the speaking activity on page 54 in the SB.
Put them in pairs or small groups and let them try 3 Next, tell them to put themselves in Bill’s shoes
to work it out. Set a time limit. and try to write a postcard for him.
8 When the time is up, tell them to compare what Talk about postcards:
they’ve done with the original text in the book, on When do we write them and to whom?
page 51. Why are they different from a letter or email?
9 Tell students that they will hear an interview with Where do we put the address? How do we write
Billy and find out why it was an adventure. Ask addresses?
them to read the questions in Task 2, p.53 in the SB, Where does a stamp come? What do stamps look
so that they know exactly what to listen for. Play like?
the recording once.
How do we start/ finish a postcard, etc.
10 Check the answers. Students read the statements
42
Way to go 7
Note: B
ring in postcards and distribute them while
doing this activity. You can ask students where Lesson 7
their postcard is from? Who is it from? Ask them
to describe the picture(s), etc. WHAT
Teaching tip: HAPPENED?
Bringing in realia always makes classes livelier and
more interesting. So you can do that or ask students Objective: To express feelings
bring in realia instead. To talk about strange events
4 Do Task 2, p.55in the SB. To practise linking ideas by using the
following connectors:
5 Finally, students do Task 1, p.55in the SB.
and, but, because and so
Optional: You can ask stronger students to add some
extra information to the postcard. So, after To encourage creative writing
each word they have chosen they can To further develop listening and reading
give an example to explain why they think skills
something is that way. To introduce and practise the past tense
e.g. I’m in Cairo now. It’s a wonderful place. There of regular verbs
are a lot of beautiful and old buildings. To familiarise and practise the
6 Next, use the cards students prepared at home to pronunciation of the ending -ed.
play a guessing game as a lead-in for a project on
famous people.
Optional: Do a project. Follow the instructions given in STEP 1
the introduction to the book.
1 Brainstorm the words for expressing feelings they
Suggested homework: Task 7, p.38in the WB. know and write them on the board.
Teaching tip: Let students write postcards to another
class. Students exchange postcards and write back. Teaching tip:
These words for expressing feelings can be practised in
the following way:
– You give orders, and the class pretends they feel
that way
– Let students mime a certain feeling, and the class
guesses how they feel
– Choose a word/sentence, write it on the board.
Tell your class how they feel and they have to
read the word/sentences in such a way that it is
obvious how they feel.
2 Open the books to page 56. Compare the list of

feelings with the one on the board.
Match the words to the pictures.
3 Let students choose at least three pictures and
write the text for speech or “thought” balloons.
4 Students read their texts and the class guess which
picture it is.
5 Pair off students and ask them to do What about
you? on page 57.
Note: This task can also be done in writing.
6 6 Do Task 1 and Task 2, p. 48 in the SB.
43
Way to go 7
Note: P
repare students for this task. Tell them that they didn’t do yesterday.
they’ll hear short dialogues and that they have Note: In this way you’ll make it clear how to use the
to listen carefully to hear the sentences given in past tense in all three forms. Discuss it with
Task 1. them. You can also have a look at the Grammar
7 (Optional) Do Task 3, p.57 in the SB spot.
6 Do Task 5a, p.61 in the WB
Suggested homework: Task 2, p.39 in the WB.
Key: Leonardo da Vinci painted the Mona Lisa
Key: 10; 5; 1; 7; 9; 4; 3; 8; 2; 6. in1507.
Key: Amelia Mary Earhart crossed the Atlantic
Ocean in 1928.
STEP 2 Key: Neil Armstrong landed on the moon in 1969.
Key: Marie Curie discovered radium in 1910.
1 Write the following sentences on sheets of paper. Key: Marco Polo travelled to China in1275.
Write the verbs on separate pieces of paper,
preferably with the ending -ed in some other First, ask if they know who the people were. Ask
colour. Tell students that’s what your day yesterday them if they know what nationality they were.
was like. Ask them to match the verbs to the Together try to work out who did what.
sentences. 7 Elicit the wh-words. Write them on the board.
Check the meanings. Now, ask questions about the
I ________ my teeth three times yesterday. brushed famous people. Don’t ask questions with who yet.
Leave that for the next time.
I ___________ TV. watched
I ___________ to some music. listened Suggested homework: Task 1a, 1b, p.39in the WB and
Task 5 b, p.61in the WB.
I ___________ my best friend. visited
Key: Task 5 b.
I ___________ my dog. walked Key: 1 ...did...sail; 2 ...did...cross; 3...did...land;
I ___________ to my kids. talked 4 ... did... discover; 5 ...did...paint; 6 ...did...travel.
I ___________ the police. phoned
I ___________ basketball. played
STEP 3
I ____________ to work because I was late. rushed 1 Add some more: Mozart, Shakespeare and Edison.
2 Ask questions with who.
I ______________ my room. cleaned
e.g. Who composed wonderful music?
I______________ a lot of questions. answered Who lived in England?
I ______________my neighbour. helped Who invented the electric bulb?
I ______________ lunch. cooked Who painted the Mona Lisa?
Who sailed around the world? etc.
2 Tell them to copy the sentences that are true for 3 Put all the questions on the board and draw their
them. attention to the who-questions.
3 Choose a student and ask him/her questions to (Optional) To practise them a little play Noughts
find out what he/she did yesterday. and Crosses. Have a grid with the names on your
Have all the questions written on papers, with did paper. Draw a grid with numbers and letters for
written in some other colour. them on the board.
4 Now tell them that you weren’t exactly honest and They ask for the square, you write a name in. They
that some of the sentences are not true. Choose have to ask a question to which the name is the
a few sentences and write them in the negative answer.
form. Put them up on the board. Again write didn’t
in some other colour.
5 Ask them to do the same and write down what
44
Way to go 7
e.g. Tell them to turn to the Pronunciation box, page 60.
Follow the instructions.
A B C X Crosses Key: /d/ phoned, turned, moved, listened, opened
1 O Noughts /t/ talked, rushed, looked, watched, finished,
brushed
2 / id/ studied, wanted, waited, collected
7 Do Task 4a, p.40in the WB.
3 Key: – ED sail; travel; play; stay; stop; discover;
want.
Key: – D live; believe; die; smile.
Key: – IED study; cry; try.
Shakespeare Ss: Who lived in England? Help them draw conclusions. They can check the
The winner is the team that get three of their Grammar Spot 2 too.
symbols in a row. Key: 1 and, 2 but, 3 so, 4 becouse, 5 and, 6 but, 7 so,
4 Bring in a photo of Mozart’s or a piece of his music 8 becouse
and play it. Ask students to tell you who is in the 8 Finish off with Task 3, p.45 in the WB, but only the
picture or whose music it is. Ask them what they part about Marie Curie.
know about him. Give them the beginnings of the
split sentences that refer to Mozart: Suggested homework: Task 3, p.40in the WB (about A.
Mozart composed wonderful music... SO people still Einstein), Task 4 b, p.40in the WB, Task 6. p.41 in the WB.
love him and listen to his music.
He was called a wiz kid... BECAUSE he
composed STEP 4
and played his
music as a small 1 Tell the class a story, a personal anecdote. You can
child. make it up. While telling it try to be interesting and
convincing. After you have finished, ask the class
He was sick ... AND died young.
whether they think it’s a true story.
He was very famous BUT he died poor.
2 Put on the board these verbs, but not in the right
First give a beginning and then continue by giving order.
them the ending, so that they realize what the purpose was; were; phoned; talked; turned; watched;
of a linking word is. opened; waited; walked back; listened; moved;
was; looked.
Discuss each of the linking words, their meaning and
function. Tell the students to listen to the first story and
order the verbs.
5 Refer to the writing tip on page 62 in the SB. Then
do the writing task. Let them listen to the story as many times as they
need.
Key: David was ill, so he stayed at home. He called
Tommy to come over because he was bored. 3 Tell them to read the text and check their list of
Tommy wanted to, but he couldn’t. He was verbs.
grounded. David was sad and he turned on the 4 Use the list to retell the story.
TV. There was a film on, but it wasn’t interesting. 5 Put the following words on the board: key, locker,
He turned it off and started to read a book. The dawn, drawer, taxi, railway station, but with the
book was very funny, so he laughed and laughed. letters mixed up.
6 Put the following words up on the board: e.g. eyk, colrek,wand,wrader,xita,wailray tosaniot
turned laughed grounded Ask students to read the second story, find out
what the key words are and work them out.
Circle the ending -ED or write it in a different colour.
Then read them one by one. Ask students if they can 6 Ask questions about the story using the key words.
hear any difference in the way you pronounce the 7 Ask them to answer the question: What was in the
ending. locker.
45
Way to go 7
8 Finally, put students into groups and ask them to
read the stories again and answer the questions in Lesson 8
the balloons. They read them out.
9 Let the students hear the original endings and FIELD TRIP
compare them with their own.
10. Let the students listen what happened to Objective: To talk about past experiences
Benjamin in the middle of the night. Let them To talk about trips
number the adverbs in the order they hear them. To tell traditional stories
Check their answers. To practise identifying objects and their
functions. Describing objects.
Suggested homework: Task 2, p.58 in the SB, Vocabox,
p.59in the SB. Creative writing
To further practise intensive reading
Key: Task 2 (ordering events, pictures)
Key: 1 Diana; 2 Diana; 3 a strange man; 4 a man Retelling, ordering events using time
on the phone; 5 Randy; 6 Diana; 7 Randy; 8 words, e.g. first, then, later, etc.
Randy; 9 a strange man; 10 Randy.
To listen for specific information
Key: Vocabox
Key: 1 panic; 2 look for it; 3 turn... on; 4 open; 5
look; 6 talk; 7 rush; 8 railway station; 9 explain; STEP 1
10 locker.
1 Put the title on the board: Field Trip. Have a class
discussion on the topic using the questions on
page 64 or let students give a 2-minute talk on the
topic.
2 Brainstorm the objects you might need on a field
trip.
3 Discuss the uses of the objects on the board.
4 Students check the objects on page 63. They
match them to their definitions.
5 Tell them that they are going on a trip. They can
take only ten objects. Which ones would they
choose and why?
6 Play a guessing game.
Put the models on the board:
Do you...? Do you write in it? Do you hold it in your
hand? etc.
Does it...? Does it protect you from the sun? Does it
tell the time? etc.
Is it made of......? Is it made of metal? Is it made of
glass? etc.
Is it ................? Is it big? Is it round? etc.
Note: To further practise questions, play a game based
on the famous quiz Jeopardy.
Put students in groups. Have all the objects written
on slips of paper. Fold them and put them in a box.
The teams take turns to draw out a paper, read the
word and ask the right question for the object they
have got.
e. g. A map Ss: Can it help you when you get lost?
46
Way to go 7
7 Have a dictation. Read the definition but skip some a bike?
word or expressions. Snap your finger instead. No, I didn’t. But I fell off a cherry tree.
Students write that word/expression down. 2 Take out all the verbs in past tense write them in
e.g. T: A compass helps you find the ...(snap). a column. Ask students to write their infinitives.
Ss: way Explain that they are irregular verbs and have to be
e.g. T: You use a sun cream so that you don’t get memorised. The sooner they start, the better. This
...(snap). task needn’t be tedious. Make them feel proud if
Ss: sunburnt. they’re doing well.
Note: Tell them to start their own list. Every now and
Suggested homework: Students prepare at least 6 then check and revise them.
definitions. Next time you can play a guessing game They can make irregular verb cards and play
with students’ definitions. games with them.
They can also practise them in pairs.
STEP 2 3 Play Bingo or Memory Game with them.
4 Put on the board:
1 Start off with a Matching Game. Distribute among
students cards on which you have written the
answers to the questions you’re going to ask. Read
a question and students offer an answer. Put them
up on the board if they’re a match.
Note: Write all the irregular verbs in the past tense in
some other colour so that students notice their
different forms. Ask them to look at the verbs and try to work out
When did you wake up? who the story is about.
I woke up at seven. Tell them the story Little Red Riding Hood using
Where did you go after school? the verbs in the rose.
I went to the library. e.g. Once upon a time there lived a little girl who
Where did you spend the holiday? had a beautiful red hooded cape (or coat).
I spent it at the seaside. One day she went to visit her old granny. She
took a basket with some tasty cookies and
What did Joe tell you?
wine. She walked and walked looking at the
He told me about his new hobby.
wonderful flowers, etc.
What did you eat for lunch? Pizza?
When telling the story try to use adjectives and
No. I didn’t. I ate spaghetti.
intensifiers and make the story as interesting as
What happened? Did you break the glass? possible but stick to the skeleton (verb rose).
No, I broke the vase. Mum will be angry.
5 Do Task 4 a, p.45 in the WB.
Sally went shopping yesterday?
Key: 1 where; 2 who; 3 why; 4 what; 5 who; 6 what;
She wanted to buy a green pullover. Did she find
7 who; 8 what; 9 why; 10 when; 11 how.
one?
No, but she found a beautiful green shirt. 6 Make a modern version of the story. Do it as a class
and co-operative story.
Sam went to the cinema on Sunday.
What did he see? 7 Do Task 4 b, p.46 in the WB.
I’m not sure. I think he saw some SF film. Key: 2; 5; 4; 3; 1; 6.
How silly that people didn’t have TV in the past. Suggested homework: Task 4 c, p.46in the WB.
Right. But they had more free time.
What did Tommy get in the test? Teaching tip:
I believe he got a B.
Mixed up stories can be done by students, too. You can
How long did it take you to read the new Harry ask students to write a story on slips of paper and put
Potter book? all the slips in an envelope. In class, students exchange
It took me only three days. It’s great. envelopes and piece the stories together. Then they
What happened to you yesterday? Did you fall off check each other’s stories.
47
Way to go 7
STEP 3 task to retell the story. Encourage them to use time
words given in the Speaking Tip balloon.
1 Write the words from the box the Vocabox, p. 67 in
the SB on the board. Read them and the students Suggested homework: The writing task, p.68 in the SB.
read after you. Read them at random, they find
them and copy them.
Ask them to categorise the words according to
STEP 4
different criteria.
1 Write on slips of paper the infinitives of the verbs
Note: They can underline the words they know and from the story. Distribute them.
circle the ones they don’t know. Check with the
Start retelling the story. Students have to make a
class the words they don’t know. Maybe there’s
sentence with their verb when they think it is their
someone who knows. The purpose is to draw
turn according to the story line.
upon the knowledge and skill of the class as a
whole. 2 Have an interview with Jason. Choose one student
to sit in front of the class and the others ask him
If nobody knows some words you explain what
questions.
they mean. Ask them to tell you which three sound
best to them. Let them choose five they would like 3 Do Task 1, p.42in the WB.
to memorise for ever because they think they’re Key: month-week; geography-science;
useful. top-foot; late at night-early in the morning;
2 Do the Vocabox, p.67in the SB. days-hours; bridge-camp; river-fire; bomb-
sound;
Key: 1 trapped; 2 follow; 3 equipment; 4 faithful;
canal-hole; arm-leg; the police- his faithful
5 search; 6 tent; 7 deep; 8 field trip; 9 get lost;
dog King.
10 pain.
(Optional) Ask students to write three true and
3 Put the title of the story on the board.
three false sentences. They exchange them.
Ask students to tell you what kind of story it will
Students try to detect the false ones and correct
be and brainstorm the words they expect to find in
them.
the text.
4 Now tell them A story of another faithful dog, page
4 Do Task 1, p.64in the SB.
43 in the WB.
5 Students read Day 1. They have a double task:
Tell the story with a lot of emotions and gestures,
to check if they get answers to the questions
very dramatically. While telling the story always try
they have chosen, as well as if the words they
to help them understand the new vocabulary. You
suggested are in the text.
can write such words /expressions on cards and
6 Do Task 3, p.65 in the SB. put them up on the board as they come up in the
Key: 1; 2 F; 3 T; 4F; 5 F; 6 T. story.
7 Ask students to order the pictures and then retell Also have the new past tense irregular verbs
what happened the first day by looking at the written on cards. After you have finished the story
pictures. ask them to give you the infinitives. (Perhaps they
8 Do Task 4, p.65. won’t know thought, said, left, and ran.)
Key: 1; 5; 3; 6; 2; 4. 5 Do Task 2 a, p.42in the WB.
9 Pair off students. Let them finish off the story. Then Key: 1 prince; 2 blood; 3 sword; 4 castle; 5 grave;
they read out their endings. 6 cradle; 7 wolves.
10 Now, students listen to what happened on the 6 Have the words from Task 2 a and some others
third and fourth day. Play the recording once. After (in the middle of the woods, at the top of the hill,
students have heard the reports, they make true during the fight, strong and brave dog, searched
sentences in their notebooks. Finally, they listen the room, a terrible mistake, faithful dog, Gelert,
again and check. thought, left, said, ran, buried, was ashamed, went
hunting) written on cards. You need as many cards
Key: 1 d, 2 e, 3 a, 4 f, 5 c, 6 b.
as there are students in the class. Tell them you
11 Ask them which questions they have found will read the story and they have to stand up when
answers to and if they like the story. they hear their word. It’s a bit fussy, but fun.
12 Students use the lists with verbs in the speaking
48
Way to go 7
Suggested homework: Task 2 b, 2 c, p. 49 in the WB and
Task 3, p. 50 in the WB. Lesson 9
7 Finish off by checking the past tense of irregular
verbs covered in this lesson.
WHAT A DAY
Do Task 5, p.46in the WB. Objective: To express wishes with would like
To talk about past events
To practise common collocations
To further practise the past tense forms,
both regular and irregular
To do a project
To listen for gist and for specific
information
To practise the pronunciation of irregular
verbs with –ought and –aught.
STEP 1
1 Ask students to look at the words in the box in Task
1, p. 47 in the WB.
Give them some time (30 seconds) to have a good
look at them and try to memorise them.
2 When the time is up, challenge them to write them
all in their notebooks. Check how well they have done
it.
3 Tell them to finish the sentences.
Key: Coke, water; hamburger, hot dog; Bosnia
and Herzegovina, England; lie, joke; the seaside, the
cinema; doctor, reporter; story, report; bus, train;
present, A for a test; question, a favour.
4 Ask them to add at least one more word of their
own to each line.
5 Put on the board:
hamburger Coke hot dog
Ask students which one is the odd-man out and why.

Ask them to write their odd man outs. When
they’re ready, tell them to exchange them and do
them.
e.g. It’s Coke because you drink it and you eat
hamburgers and hot dogs.
6 Students read out their odd-man outs. While they
are reading their odd-man outs, use the words that
come up with and make question with: Would you
like...?
e.g. What would you like to have: a hamburger or a
hot dog? Why?
Would you like to drink Coke? If not, what would
you like to have then?
49
Way to go 7
Note: t hrough a conversation you can clarify the You can give them the beginnings and they can
meaning of would like to... / finish the sentences using their own ideas.
wouldn’t like to ... e.g. She took me to...
7 Do the questionnaire on page 69 in the SB. e.g. We went...
e.g. She bought........................for me.
Suggested homework: Task 2 a, p. 47/72 in the WB
and 2 b, p. 48 in the WB. Task 2 a can be done both at e.g. In the afternoon we had.................
school, in the SB and at home, in the WB. e.g. She told me................
e.g. I talked about...................
Students revise the opposites. e.g. We had..............
e.g. Around midnight she drove me ..........
e.g. Before I left, I asked her: “ ........................ .”
Key: Task 2 a 7 Students read Part 2 and check their ideas.
Key: lose-find; live-die; stay-leave; take-give; write- 8 Elicit the past tense forms of the verbs used in the
read; say-listen; forget-remember; text and write them up on the board. Challenge
go-come; cry-laugh; ask-answer; open-shut; the class to retell what happened to Brenda using
catch-miss; hate-love. the verbs on the board.
Key: Task 2 b 9 Finally, do the Pronunciation box, p.71.
Key: ask/answer; laugh; listen; say; go; write; read/
write; stay; catch/miss; get/give; lose/find/ Suggested homework: Task 1, p.71and Task 2, p.71in
forget; get. the SB.
Key: Task 1
STEP 2 Brenda met Lauryn Jean, her favourite singer. ...
Key: Ex. I a)
1 Start off with Task 3, p. 48 in the WB.
Key: Brenda Lauryn Jean, her favourite singer.
2 Ask students what happened to them yesterday
Key: She spent the whole day with Lauryn.
and if they would say that their day yesterday
was special. Ask them to tell you what would be Key: She asked Lauryn a favour.
a special day for them and how they would feel Key: She wrote a story about her day with Lauryn.
then. Ask them who they would like to tell that to. Key: She got an A in English.
3 Tell them about Brenda who had a special day and Key: Lauryn bought Brenda a diary for a present.
is very excited about it. She can hardly wait to see
Key: She drove Brenda home.
her friends to tell them. Now, students do Task 1, p.
70 in the SB. Key: She sang in a disco.
4 Do Task 2, p. 70 in the SB. Students check their Key: Brenda and Lauryn went shopping together.
ideas. Key: They had lunch in a pizza place.
5 Do Task 3, p.70. You can either let them listen Key: They kissed each other on the cheek to say
again and correct the sentences, or, if you have a goodbye.
stronger class, ask students to correct sentences
first and then listen again and check. Task 2
Key: 1 She woke up at 7 o’clock. Lauryn signed Brenda’s T-shirt. ...
2 She had breakfast. Key: Ex. I b)
3 She missed the 7.30 bus. Key: Lauryn signed Brenda’s T-shirt.
4 She met two reporters. Key: She recorded a song in a studio.
5 L. Jean is her favourite singer. Key: She has a show in the disco.
6 Ask them to predict what they think Brenda and Key: Brenda talked about school and her friends.
Lauryn did together. Key: They told each other goodbye around
Give them some time to write their ideas down midnight.
and then ask them to read them out.
50
Way to go 7
STEP 3 after all.
3 While your students are looking at the posters,
1 Do Tasks 4 a and b, p.49 in the WB. you do the same, however, with a little difference.
Key : Task 4a While looking at the posters, write some
interesting facts down. Each poster should be
R E A D L R O D E T included.
4 Challenge students to find answers to your
M U T G O L I A A T
questions (based upon the facts you collected).
B E T B O D I H T H Note: this activity includes a lot of moving around and
M E V O R D S P O G fuss; however it’s worth the effort.
R T N U B R W O L U
S A W G C A M E D O
T U P H A N S E N H
L E F T M K T O G T
T R A T S O L W H T
Key: Task 4 b
Key: had; ate; drank; drove; bought; wrote; came;
read; rode.
2 Put on the board the verbs (infinitives) from the
lesson about Brenda and Lauryn in a grid. Divide
the class into two groups and have a competition.
They ask for a number and make a sentence. If the
sentence is both true and correct they get two
points, if it is true but grammatically incorrect they
get one point.
3 Do Task 5 a, p. 50 in the WB
Key: 9; 5; 7; 10; 6; 3; 2; 4; 8; 1.
i); h); g); a); b); c); d); j); f ); e).
4 Do Task 5 b, p.50in the WB as a chain story.
5 Put them in groups and distribute the sentences
from from Task 1, p.70 in the SB.
When they have finished you can have a class
exhibition or let them read their stories and the
class choose the one(s) they like best.
6 Do the speaking activity.
Suggested homework: To prepare for doing the

project, page 73 in the SB. In order to do that, you
need to put them into groups so that they can decide
who is going to do what.
STEP 4
1 Let students work on their project following the
steps suggested on page 73 in SB.
2 Once the posters have been completed, display
them all. Then give students time to walk around
and have a look at the posters. It’s an exhibition
51
Way to go 7
Lesson 10

Key: Task 1 a
Key: King Tvrtko I Kotromanić: A; D; E; H; J; K.
TELL ME A STORY
8
Key: Count Vlad Draculi: B; C; F; G; I.
Pair off students. Tell them to choose one story and
Objective: To tell stories and legends prepare themselves to retell it to each other. They
can do that by looking at the pictures.
To further practise listening skills
(ordering paragraphs) 9 Do Task 1 c, p.52 in the WB.
To build up vocabulary Key: 2 the Count; 3 the Count; 4 the King; 5 the
Count; 6 the King; 7 the Count; 8the Count;
To revise and further practise the past 9 the King; 10 the Count; 11 the King; 12 the
tense Count;
To practise past tense questions with Wh- 10 (Optional) Choose two students to take the roles
words of King Petar Kresimir and Count Vlad Draculi.
To make students aware of how a Have them seated in front of the class. Let the class
different perspective gives a different interview them.
meaning to certain events (talking about
events from the different perspectives of Suggested homework: Task 2, p.52 and Task 3, p.53 in
different characters) the WB.
To familiarise and further practise the Key: Task 2
pronunciation of words that contain
silent letters. Key: king; crown; castle; hardworking; cruel;
shepherd; enemy; kingdom; battles; punish; kind.
Key: Task 3
STEP 1 Optional: Key: king-queen; husband-wife; son-daughter;
reward-punish; kind-cruel; dead-alive; poor-rich;
1 Start off with Language practice Task, p.73 in the offer-take; enemy-friend; wise-stupid; find-lose;
SB. food-drink.
Key: drank; went; ate; made; did; ran; got; said;
saw; gave; drove; became; came; met.
The message: Reading is great! STEP 2
2 Ask them if they agree with the message. Why/ 1 Students retell the two legends.
Why not? Ask them what they like doing better
2 Ask them if they have heard about King Arthur. Let
and why.
them tell you what they know.
3 Tell them to look at the titles of the children’s
3 Do Task 1, p.75 in the SB. Ask them to justify their
books on page 74. Which are they familiar with?
choices
Let them try to match the titles to the names of the
authors. 4 Do the Vocabox, p.76 in the SB
4 Ask them to choose the one(s) they’ve read and Key: A wife has a husband.
write a few sentences saying what the books are Key: A king rules a country.
about. 5 Ask them to scramble the letters in one word,
5 Ask them if they would like to hear a legend. Ask copy it that way on a slip of paper and write its
them to tell you what a legend is. definition next to it. They can make a few of them.
Tell them that they can choose between two Exchange the slips with their neighbours and
legends, one about a famous Bosnian king called unscramble the words.
Tvrtko I Kotromanić and the other one about a 6 Listen to the story. While listening let them tick the
Romanian nobleman called Vlad Draculi. words they chose in Task 1, p.75 in the SB.
6 Tell them one legend. Warn them that you’ll 7 Students order the paragraphs and listen to the
include a few sentences from the other legend legend again to check it.
and that they should stop you as soon as they hear 8 Do the writing task, p.78 in the SB
something they believe isn’t their story.
Key: Pendragon; Kay; the nobleman’s wife; the
7 Ask them to do Task 1 a, p.51 in the WB. noblemen; Arthur.
52
Way to go 7
Suggested homework: Ask students to learn to retell them. When the time is up, students shut
the story. Do Task 4, p.54 and Task 5, p.54 in the WB. their books and in small groups/pairs try to
reconstruct the questions.
Key: Task 4
Key: 1 in 1997; 2 in August; 3 on Sunday; 4 at 9 4 Do Task 1, p.74 in the SB.
o’clock. Key: 2,4,6,1,7,3,8,5.
5 Do Task 2, p.75 in the SB.
STEP 3 Key: 1 Gemma loves reading; 2 Magazines, comics,
books…everything; 3 Usually before she
1 Use the pictures to retell the story. (Task 4, p.78 in goes to bed. Sunday is her special reading
the SB) day; 4 Mostly borrows books from a library.
But she also buys book she likes very much; 5
2 Do the pronunciation box on page 78.
Lewis Carrol; 6Alice in Wonderland; 7 Charlie
3 Put students in groups of three (or six) Each and the Chocolate Factory by Roald Dahl; 8
student (pair) in the group gets one group of About a poor boy called Charlie who inherits a
questions (the Who questions are the easiest, chocolate factory.
so that you should take care that the weakest
students get them).
7 Students do the speaking activity and prepare a 2-
Rearrange the groups. Now, tell the Who-students
minute talk on their reading habits.
to sit together, the What-students and the Why-
-students too. It’s a bit noisy and fussy but it’s 8 Encourage students to ask you questions about
worth it because students will co-operate a lot and your reading habits and take notes.
everybody will be able to perform their task. Suggested homework: Students write an interview
Give them enough time to do the task. Set a time with you using their questions and the notes they
limit. have made. Instead of an interview with you they can
interview someone at home and write an interview
4 After the time is up, ask students to go back to
with them.
their original groups of three.
Each student reports their answers.
5 Finally, have a quiz. Divide the class into two or
three teams. Have all the questions written on CULTURE SPOT 2
slips. The teams take turns to draw a question and
try to answer it. Even the weakest students will be 1 Elicit what do you know about education in Britain,
able to give the answers to some questions. the USA, and Bosnia and Herzegovina.
6 While they’re giving the answers, write some of 2. Ask students to read the statements on p. 79 and
them on the board. When the quiz is over, tell the decide whether they are true or false.
students they can play a rematch. This time they
3. Let them read the texts and check.
have to ask the correct questions to the answers
on the board. 4. Put the following categories on the board:
I already know that.
Suggested homework: Ask students to do research at It’s new information.
home, find a legend and write about it or learn to retell
It’s surprising.
it. Or they can make up one.
Ask them to read the texts again and find the
sentences / information that suit these headings.
STEP 4 5. Ask them to tell you what exactly is similar and
different in education in these countries.
1 Write up on the board: Reading Habits of
6. Give each student one part of the text. They
Teenagers.
prepare it and report to someone in their group.
Ask them what that might be. Then tell them
about Terry Tomlin (Listening Task, p.74) Note: Check the suggestions for Culture Spot 1. These
can be applied to any Culture Spot.
2 Tell students to go through the questions.
Optional: Ask students to look at the questions for 30
seconds (or 1 minute) and try to memorise
53
Way to go 7
RECAP 2 Lesson 11
Key:
Task 1 a was; studied; became; went; met; made;
was; saw; died; felt; wanted; decided;
FOOD
disappeared; thought; was; found; was; Objective: To talk about food and eating habits
didn’t stop; went; did; carried; returned; To inform students about healthy/
Task 1 b 1 was...born; 2 did...explore; 3 did... meet; unhealthy eating habits
4 did... discover; 5 did... want; 6 found; To read and write recipes
7did... die; 8 was... buried.
To practise listening for specific
Task 2 were; did; did; did; didn’t; was; was; wasn’t; information
was; was; did; did; didn’t; was; weren’t.
To express quantity: countables and
Task 3 b 1 came; 2 wore; 3 felt; 4 did; 5 drank; uncountables
6 bought; 7 lost; 8 went; 9 fell; 10 built;
Much/many
11 read; 12 were; 13 spoke; 14 caught;
15 had; 16 head; 17 began; 18 thought; Some/any
19 could; 20 forgot; 21 drove; 22 took;
23 slept; 24 told; 25 became; 26 rode;
27 made; 28 brought; 29 fought; 30 broke.
STEP 1
Task 4 a 1 had, did, got; 2 went, saw; 3 fell, broke; 1 Tell students to look at the picture on page 84, SB.
4 visited, gave; 5 walked, met, asked; 6 wrote;
Talk about it. Who are they? Where are they? What
7 found, took; 8 went, bought.
are they doing? What are they saying? etc.
Task 6 1 divorced; 2 wizard; 3 live; 4 orphan; 5 wolf;
2 Copy the dialogue which accompanies the picture
6 music; 7 film; 8 woods; 9 Egypt; 10 went;
leaving some words out – great, awful, like, my,
11 pyramid.
cheese, wonderful, try, don’t like. Distribute the
Task 7 1 a; 2 b; 3 a; 4 a; 5 b; 6 b; 7 b; 8 b. papers. Students complete the dialogue.
Task 8 1 nervous; 2 cruel; 3 kind; 4 lonely; 5 scared; 3 Students read out their dialogues. Then they
6 tired; 7 bored; 8 confused. compare them to the original one.
4 This dialogue introduces the topic. Now,
brainstorm the words related to it. Write them up
SELFCHECK 2 on the board.
5 Students have a look at the words given on page
1 was, had, phoned, told, didn’t want, met, went, 84. They match them to the pictures.
were, weren’t, got, asked, didn’t want, changed, Key: 1B; 2A; 3F; 4J; 5I; 6C; 7H; 8E;9D; 10K; 11G; 12M;
took, felt, came, ran, gave. 13L; 14N
2 1 was, 2 did, 3 was, 4 were, 5 was, 6 did. 6 Once the board is full, ask students to categorise
3 1 why, 2 where, 3 how, 4 what, 5 how, 6 when. them into:
4 1 wrote, 2 read, 3 spent, 4 forgot, 5 bought, 6 ate. I like (Yummy, yummy):
5 1 railway station, 2 search, 3 lost, 4 confused, I don’t like (Yuk):
5 prize, 6 favour. Healthy
6 1 a, 2 b, 3 b, 4 b, 5 a, 6 b, 7 b. Unhealthy:
Or ask them to categorise them in the way they
want. They also have to give names to their
categories.
7 Do the questionnaire on page 85 in the SB. First let
them give their own answers. This can be done as a
class activity. After that, let them do the matching.
Key: 1 Because it’s tasty, cheap and trendy.
Key: 2 It gives you energy to start the day.
54
Way to go 7
Key: 3 Vitamins, proteins and fibres. Which food is DELICIOUS for you?
Key: 4 Too much fat, salt and sugar. Do you think it’s Ok to LAUGH AT other people?
Key: 5 You eat too many snacks. Is there anything you ARE TERRIFIED of?
Key: 6 To lose weight. What’s your favourite DISH?
Key: 7 It’s not healthy and you can put on too Do you know how to PREPARE a hamburger?
much weight. All the questions contain the target vocabulary. So
Key: 8 Meat. the purpose of asking the questions is actually to
Key: 9 Milk introduce that vocabulary and explain it.
Key: 10 Sweets. Write all the questions on sheets of paper with the
target vocabulary highlighted or have only word
8 Tell students to listen to the dialogue and to tell
cards to put on the board.
you where it is talking place. Play the Dialogue in
the Language in Action box (Ordering food). 2 Do the Vocabox task on page 87 in the SB.
Optional: You can write the following questions on the Key: prepare; be terrified; put on weight; lose
board: weight; delicious; laugh at; dish.
What does he/she want to drink? 3 Do Task 1, p.86 in the SB.
What does he/she want to eat? Key: a and b.
How much is it? 4 Students read the dialogue in Task 2, p.86 in the SB.
Play the recording once again. Students listen for the 5 Do Task 3, p.87 in the SB.
answers. Key: 1 F; 2 F; 3 T; 4 T; 5 T; 6 T; 7 F; 8 T.
Optional: Copy all the lines on separate sheets of 6 Ask them to tell you who they agree with and
paper. Display the lines and number them. why. Then pair them off and tell them to do the
Play the recording once more and let students order speaking task on page 88.
the dialogue. 7 Do the pronunciation box on page 87.
9 Practise the dialogue with your students. Play the Suggested homework: Task 5, p.66 in the WB
recording again, pausing after each line so that Optional: A sk students to do research and find
students can repeat them. interesting facts about some food/dishes or
10 Pair students off and they act the dialogue out. their origin.
Suggested homework: Task 1, p.63 in the WB. Key: man; name; loved; English money; game;
Ask them what the things that don’t fall into the hours and hours; had; prepare; meat; bread;
offered categories have in common. Also tell them sandwich.
to add to each category at least one more word.
Key: Meat: chicken, sausage, bacon, ham;
STEP 3
Key: Vegetables: onions, spinach, potatoes,
tomatoes. 1 Start off with the story of the Earl of Sandwich. Let
Key: Fruit: strawberries, oranges, apples, lemons. students retell it. Then put them into small groups
Key: Sweets: ice-cream, cake, apple pie, pancakes. and ask them to invent a story about the origin of
some other well-known food.
Key: Drinks: coffee, water, tea, cocoa.
2 Write on the board:
Key: Fast food: pizza, hamburger, hot dog, khebab.
pound pence dollar cent
Key: Margarine, butter, cheese are dairy products
yen franc kuna
and, as well as eggs, don’t fall into any of
these categories. Ask them if they know what they are. They will
probably guess and say that they are money.
Check which ones they can relate to the respective
STEP 2 country and you can tell them the rest.
3 Tell them that there is some difference between,
1 Ask students the following questions: for example, pounds or dollars and money. They
When do people PUT ON WEIGHT? will be puzzled. Tell them that you can count
Why do people GO ON A DIET? dollars and pounds but you can’t count money.
55
Way to go 7
Ask them: 6 Then play the recording again so that students can
Do we say one money, two moneys, three moneys? answer the questions.
Explain the difference. Key: 1 Yes, it is; 2 Anna; 3 Some meat, onions, bread
rolls, one egg, some ketchup and mustard and
4 Do Task 2 a , p.64 in the WB.
a little flour and oil; 4 eggs; 5 two kilos; 6 ten;
Key: Countables: people; oranges; friends; CDs; 7 Tom; 8 they don’t have much time.
dollars; pages; strawberries; hamburgers.
7 Do the vocabox task, p.91 in the SB.
Key: Uncountables: ice cream; time; jam; money;
Key: 1 hurry up; 2 come over; 3 turn...down;
bread; cheese; coffee; Coke.
3 turn...off; 5 come on; 6 give...a hand.
5 Write the completed questions from Task 4b, p.89
8 Finally, pair off students and let them do the
in the SB on the board. Let them ask each other the
speaking task on page 91 in the SB.
questions in pairs.
6 Rub some words in the sentences out: money; Suggested homework: Task 6,7, p.90 in the WB, Task 4,
hours; mirror; eat; friends; summer; coffee; books. p.65 in the WB and the writing task, p.91 in the SB.
Challenge them to fill in the missing words.
Key: Task 6
7 Once they have done it, ask them to underline the
Key: some; any; some; any; any; any; some; any.
countables and circle the uncountables. Now ask
them to have a look at the sentences again and tell Key: Task 4
you when we use many and when much. Key: 2; 5; 1; 3; 6; 4.
8 Let them do Task 4b, p.79 in the SB. Key: Task 7
Key: 1 much; 2 many; 3 much; 4 many; 5 many; 1. a few; 2. a little; 3. a few; 4. a little; 5. a few; 6. a
6 much; 7 much; 8 many. little
Suggested homework: Ask them to use the words in

Task 2 to write 6-8 questions, leaving out much and
many. Next time they should exchange their questions
and fill them in with much or many.
STEP 4
1 Paraphrase the food and drinks in Task 3, p.64
in the WB. Write them on cards. Then put on the
board the cards with containers. Ask the students
to match them. Play a Memory Game.
2 Ask students what they usually eat at birthday
parties. Tell them that they will hear Anna and her
friends. They are preparing food for her birthday
party.
3 Play the recording once. Do Task 1, p.88 in the SB.
5 Do task 3, p.89 in the SB Check the questions.
Key: 1 Is the music loud?
Key: 2 Who needs help?
Key: 3 What do they need to prepare hamburgers?
Key: 4 What haven’t they got?
Key: 5 How much meat do they need?
Key: 6 How many bread rolls do they need?
Key: 7 Who goes to the supermarket?
Key: 8 Why must Tom hurry up?
56
Way to go 7
Lesson 12 be a good idea to highlight in each sentence
-er and more, writing them with some different
DANGER OR colour felt tip pen.

3 After you have discussed all the statements ask
THRILL them to copy into their notebooks three they

agree with and three they don’t agree with or ask
them to tick the ones they agree with in the book.
Objective: To talk about hobbies 4 Ask students to dictate the statements to you.
To talk about and compare sports Write them all on the board but gapped.
To revise and extend vocabulary related Leave the adjectives out. Have the adjectives
to sports written on cards and displayed around the
To practise giving opinions sentences. Ask students to come to the board and
fill in the gaps.
To plan and write a short description of a
game/sport Note: Add some more adjectives and their opposites
for those who don’t agree with some of the
To practise comparatives statements.
To practise listening for specific 5 Now rub out the statements but leave the
information adjectives. Tell students to write sentences with
To do a project (do research, organise them, using their own ideas.
information) 6 Finally, discuss with them how we make
comparisons. They can draw conclusions by
looking at the statements (refer to the Grammar
STEP 1 Corner).
1 Play a Memory Game with the opposites: Suggested homework: Task 2, p.69 in the WB: Ask
slow-fast; easy-difficult; exciting-boring; students to answer the questions, too. Task 4, p.70 in
healthy-unhealthy; polite-impolite; good-bad; the WB.
delicious-disgusting; small-big; cold-hot; happy-
sad; close-far away; funny-serious; intelligent- Key: Task 2
stupid; cruel-kind; fat-skinny; strong- weak; heavy- Key: 1 faster; 2 heavier; 3 closer; 4 more dangerous;
light; dangerous-harmless, etc. 5 colder; 6 longer; 7 better; 8 more.
Optional: Have another competition. Put one set of
adjectives up on the board. Split the class in STEP 2
two teams. The teams take turns to draw a
card from the other set and put it next to its 1 Brainstorm the sports that the class knows. Write
pair. them up on the board.
Optional: Have a dictation. Show them the cards from 2 Talk about them and ask them to tell you which
one set, they have to write their opposites. sports they like best/least and which ones they do.
Alternatively dictate sentences and they should write 3 Ask them to categorise the sports. Leave them to
the sentence down but use the opposite adjective. think of the categories.
e.g. T: Anna lives in a very big house. 4 Do Task 1 a, p.67 in the WB.
e.g. Ss: Anna lives in a very small house. Key: tennis; handball; football; skating; baseball;
e.g. T: And she is a very sad girl. cycling.
e.g. Ss: And she is a very happy girl. etc. Optional: P air them off and ask them to write 4-5
2 Write all the statements on page 92 on sheets of lines for their odd man out. Tell the pairs to
paper. Put them up on the board one by one and exchange their notebooks and do the other
talk about each one, asking students to say what students’ odd man outs.
they think. 5 Elicit adjectives that can be used to describe
If they don’t agree, tell them to change the sports. Put them on the board.
statement to suit their opinion. Let them make a few sentences comparing sports.
Note: S ince a lot of students are visual types, it might 6 Do Task 1 c, p.68 in the WB. There’re no right or
57
Way to go 7
wrong answers. Just let them compare their 9 be patient; 10 be waterproof.
opinions.
7 Tell them that you’ll be describing some words and Suggested homework: Tasks 3 a and b, p.69 in the WB.
that they have to work out which words they are Stronger students can prepare quiz questions based
and write them in a column. on the text so that you can play a quiz game next time.
Not cheap Expensive Key: Task 3a
Fast Quick Key: get; take; be.
Not pretty or handsome Ugly Key: Task 3b
Smart, clever Intelligent Key: 1 take a photo; 2 get hurt; 3 get panicky;
Not impolite Polite 4 take up; 5 fed up; 6 be calm.
Crazy Mad
Not boring, more than interesting Exciting STEP 4
Very loud Noisy
1 Start off with a quiz or reports on Daniel and
Delicious Tasty
Sandra.
Ask them to tell you what word the first letters 2 Do the speaking task, p.95 in the SB.
give. 3 Now, ask students how they feel about these
8 Talk about different equipment different sports sports and which one they would/wouldn’t like
need. Use the opportunity to introduce the to take up and why. Have a class discussion (the
equipment needed in free-style skiing and scuba speaking task, p.94 in the SB).
diving. 4 Do the listening task, p.96 in the SB.
Key: 1 baseball, 2 handball, 3 basketball,
Suggested homework: Task 1 b, p.67 in the WB,
4 American football, 5 ice-hockey.
and ask strouger students them to find a picture of
their favourite sports person and write about him/ 5 Play the recording once again, sport by sport and
her, describe the sport that person does and the ask students to tell you what sort of information
equipment he/she uses. is given about each sport. That’s how they will
realize what structure a paragraph which describes
Key: 1 baseball; 2 tennis; 3 swimming; 4 car racing; a sport should have and what sort of information
5 boxing; 6 football; 7 ice hockey; 8 water should be included:
polo; 9 skiing; 10 golf.
number of players
objective
STEP 3 equipment
characteristics
1 Do Task 3, p.94 in the SB as a prediction (pre-
reading) task. Do it as a class activity. 6 So, now students can do a project on sports. They
2 Let students read the text and check the should follow the instructions. You go around
information in the grid. helping your students.
3 Let students have a look at and discuss the two 7. Do tasks 2,3, p.97. in the SB
pictures on page 93. Elicit adjectives that could 8. Do the listening task, p.97. in the SB
be used to describe them (either describing the 9. Do Task 4
sports or feelings one has when looking at the
photos). Then, do Task 1, p.93 in the SB.
Suggested homework: Task 5, p.97.
4 Do Task 2, p.93 in the SB. While reading students
should do Task 3, p.94, too.
5 Finally, do Tasks 4 and 5, p.94 in the SB.
6 Put students into groups and let them do the
Vocabox on page 95 in the SB.
Key: 1 ordinary; 2 be fit; 3 be calm; 4 get panicky; 5
lose control; 6 explore; 7 be fed up; 8 take up;
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Way to go 7
CULTURE SPOT 3 : Lesson 13
NATIONAL DISHES AND DESSERTS
1. Students discuss the photos with national food.
DID YOU KNOW?
2. The teacher asks student if they have ever tried Objective: T o talk about interesting historical and
such food. geographical facts
3. Students discuss which dish among those ones in To practise listening for gist and listening
the photos would they like to try. for specific information
4. Students match the photos with countries Reading for specific information
5. Students read the texts and check their answers. To practise summarising
6. Students do task 4 To revise the past tense
7. The teacher asks students to chose one part of the To practise superlatives
text to read in the first person singular.
8. Students discuss the questions in Task 5. STEP 1
9. If there’s a time, the teacher can choose some
students to the Project Work on national foods. 1 Put on the board these adjectives:
long large windy
high small crowded
rutal
b poisonous ancient
long-haired brave strong
amous
f dangerous wounded
fascinating big terrible
Put students in small groups and ask them to
think of a noun that could go with each of these
adjectives.
Write some of their ideas on the board or they can
write them on pieces of paper and you display
them.
2 Ask them if they’re interested in or good at
geography. Tell them that you will do a quiz to
check that.
3 Do the quiz on page 100 in the SB. Ask questions
one by one. Each time write the superlative form
on the board. (Write them all on one side of the
board, in a single column.)
Let students offer the answers. Write them on the
board too.
4 Now ask students to reconstruct the questions by
looking at the list of superlatives and the answers.
5 Students check their questions with the ones in
the book on page 100 in the SB.
6 Students do the matching. Then play the recording
and let students check their ideas.
Key: : 1. The Nile; 2. Burj Khalifa; 3. Asia; 4. The Blue
Whale; 5. The Pacific Ocean; 6. The River Drina;
7. Maglić; 8. Buško lake; 9. The king cobra
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Way to go 7
Optional: Tell students to choose at least five answers about.
and write complete sentences in their Summarising is a skill that is hard to acquire. Start
notebook. with a model on the board; they only fill in the
gaps.
Teaching tip:
Story 1 is about the River Amazon and how it got
Writing on the board can be fun and challenging.
its name. Francisco Orellana, an explan who
Students can copy all the answers onto slips of
discovered the river and _____________ along
paper. You put them in a pile. Let students pick
it, called it the Amazon because he thought the
one slip, have a look at the answer, go to the board
people he saw there were the Amazons, the
and write a complete sentence (This can be done
bravest and sailed women warriors.
as a competition if you like). At this stage don’ t
make any corrections. After all the sentences have Story 2 is about Mount Vesuvius, a ___________ in
been written on the board, you can either mark Italy that ______________ in A.D. 79 covering
the sentences which contain some mistakes or Pompeii and Herculanum with lava, stones and
challenge students to find them, if there are any. ______________ .
Next, they try to correct the mistakes.
7 Let students tell you how to make superlatives. Story 3 is about gladiators who were the ___________
Refer them to the Grammar corner. and strongest warrior who lived in
_____________ Rome. Their life depended on
8 Tell them that now they will hear about a ship that
the will of the ______________ in arena.
was talked about only in superlatives.
Write The Titanic on the board and elicit what 5 Let students read or listen to the texts again, check
students already know about it. Let them have a their summaries and then do Task 3, p. 82 in the SB
look at the two pictures. Key: 1 ...the second largest river in the world.
Now, ask them to do Task 1, p.104 in the SB. Play Key: 2... Peru and Brazil.
the recording once, students check their ideas. Key: 3 ...the bravest and the strongest women
Key: 1 F, 2 T, 3 F, 4 F warriors.
9 Since there are a lot of numbers in the second task, Key: 4 ...Asia Minor.
go through the Language in Action box first, and Key: 5 ... an explorer.
then ask students to read the sentences in Task
2, p.104 in the SB. Pay attention to how they read Key: 6 ... A.D.79.
the numbers. Play the recording again. This time Key: 7 ... the towns of Pompeii and Herculaneum.
students listen for specific information. They circle Key: 8 ... any other ancient city.
or copy the right number into their notebooks. Key: 9 ... the bravest and strongest warriors in
Key: 1 268, 2 11, 3 45,000, 4 1912, Ancient Rome.
5 14, 6 2,228, 7 705. Key: 10... to live.
Suggested homework: Task 3, p.72 in the WB. Key: 11... to die.
6 Do the Vocabox, p.103 in the SB.
Key: 1 b; 2 a; 3 b; 4 a; 5 b; 6 b; 7 b; 8 a; 9 b; 10 b; 11 a.
STEP 2
Suggested homework: The speaking activity on page
1 Put on the board these nouns: 104 in the SB.
xplorer warrior city volcano sight
e
sport gladiator war legend
STEP 3
Students suggest adjectives to go with them.
2 Do Task 1, p.101 in the SB. 1 Start off with a Word Zigzag. Split the class into
Key: no; no; no; no; yes; no; yes. two groups. Tell them that they should revise
quickly the vocabulary from the last two lessons
3 Let students read the texts and check their because in the game each word from these
guesses. two lessons will bring them 4 points, if written
4 Ask them to summarise who the three stories are correctly, and any other word written correctly will
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Way to go 7
bring them only 2 points. If the spelling is incorrect
they get 3 or 1 points. Write on the board one word Lesson 14
horizontally. Student A thinks of a word (from his
lesson) which includes one letter from that word A WONDERFUL
WORLD
on the board and writes it vertically. Then Student
B writes one word from his/her lesson horizontally
again and the game goes on.
Variation: They can play the game in pairs, on a big Objective: To talk about the animal world
sheet of paper. The words needn’t be To retell and write fables
limited to a certain lesson. And the students
can get as many points as there are letters To practise skimming and scanning
in their word. Incorrect spelling brings To practise listening for specific
penalty points. information
To practise asking questions
To practise (not) as ...as comparison
Pronunciation- to recognise the sound / ŋ
/
STEP 1
1 Start off with Task 1 a, p.74in the WB.
Key: As quiet as a mouse; as white as snow; ... gold;
...flash;...dog;...ox;...night;...cucumber;...
2 Do Task 3, p.72 in the WB bat;...rake.
3 Do Task 2, p.72 in the SB. After they have done the
task, ask students to use the words in sentences. Teaching tip:
Key: 1 harder, more difficult; 2 the worst; 3 boring; To practise new vocabulary, you can do an insistence
4 funnier; 5 the slowest; 6 bigger; 7 better; exercise.
8 expensive; 9 the hottest; 10 the most Read out the words in the right column. Students
hardworking. point to them and repeat after you.
4 Let students fill in the table on page 73, Task 5 in Read the words leaving every third word out. Students
the WB. follow you and read only the words you have skipped.
5 Let students demonstrate what they have done as Read the words again. This time leave out every
a homework assignment (the speaking task, p.104 second word. Students read the missing words.
in the SB) or they can simply retell the three stories. Finally, ask students to cover the words and write them
Optional: Put students in groups. Each student copies down in their notebook from memory.
one story leaving 10 words out. They write Optional: A sk students to think of an adjective for
the words below randomly. They exchange each word. Check their ideas.
texts and fill them in.
2 Put these words on the board: as pretty as a witch/
6 Do Task 6, p.73 in the WB. picture/morning. Ask them to choose one word
Key: 1 allowed; 2 wounded; 3 sights; 4 fate; and say why they have chosen it. Explain that there
5 amuse; 6 brutal; 7 waved; 8 journey. are certain fixed combinations in every language.
Give them a Bosnian/Croatian/Serbian example:
Suggested homework: Task 1, p.71 in the WB. Students dobar kao kruh, tvrdoglav kao magarac, mlad kao
do the DID YOU KNOW ...? poster. rosa, etc.
3 Put students into groups and ask them to do Task
1 c, p.74 in the WB. Let them be as imaginative as
possible. It should be fun.
4 Do the statements on pages 106 and 107 in the
Student’s Book.
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Way to go 7
Key: False; true; true; true; false; true; true. Key: Task 2 b
Note: The purpose is to expose them to the target 1 Where does the tiger live?
structure so that they can recognise it. In Asia.
5 Ask them to underline all comparatives, circle all Task 2 b 2 What does it eat?
superlatives and put in a box all as...as forms. Meat.
Write them all on the board. Challenge students to Task 2 b 3 Why do people hunt it?
use them in sentences of their own. For its valuable skin.
6 Do the speaking activity, p.107 in the SB. Task 2 b 4 What do people use its bones for?
For preparing medicine.
7 Next have a discussion with students about
animals and pets: Task 2 b 5 What do the Chinese believe?
That its bones give energy and help
Do you like animals? What’s your favourite animal?
with many illnesses.
Have you got a pet? What is it? Tell us about it.
Task 2 b 6 What do we have to do?
Why don’t you have a pet? To protect tigers.
Would you like to have a pet? What would you like Task 4
to have?
1 How many different kinds of insects are there?
These questions are a lead-in for the following
2 How fast is the cheetah?
listening activity.
3 How big is the biggest whale?
4 How long can the camel be without water?
Key: 1 Andrea, 2 Robby, 3 a lizard, 4 scorpions,
5 don’t take, 6 don’t eat. 5 How high can kangaroos jump?
9 Before you do the next listening task, check the 6 How long do the Galapagos turtles live?
words. Paraphrase the words they are not familiar
with or give them an example to help them work STEP 2
out their meaning. Or simply ask students to look
the words up in the mini-dictionary. 1 Do Task 1, p.108 in the SB.
Now play the recording again and students do task Key: country; mountain; beautiful; prove; lion;
2, p. 87 in the SB. stupid; grateful; laugh; mice.
Key: Lizards are colourful, quiet, clean and harmless. 2 Do Task 2, p.108 in the SB. Either have a class
They aren’t poisonous, and cuddly. exhibition of their stories or let them read them.
10 Talk about animals in terms of these categories: 3 Ask students what fables are and which ones they
Animals I like/Animals I don’t like/ Dangerous know. Help them with the names of animals in
animals/ Cute animals/ Wild animals/ Endangered English.
animals, etc.
4 Pair students off and they do the Vocabox on page
11 Tell them that your favourite animal is a tiger. 109 in the SB. It’s important that they first work
Elicit the information they know about it. on the words and clarify their meanings. After you
12 Do Task 2 a, p. 87 in the WB. have checked the meaning, students can move on
to the second task. Actually, their predictions are
Key: lives; is; eats; has; hunt; are used; believe; give;
mostly based on common stereotypes.
help; are; have.
5 Students stay in the same pairs. Each student reads
13 Allocate one paragraph to each student. They have
one story and does the comprehension questions.
to prepare to report it.
6 Students exchange answers. They now read the
14 Now students allocated with the same animals sit
other story and check their partners’ answers.
together and they prepare the questions on their
text. Story 1: 1 Because he was greedy and cruel.
15 Students exchange questions and then have to 2 They wanted to know how to get rid of their
answer them. terrible king.
3 He wanted to show that no-one was braver
Suggested homework: Task 1b, p.74 in the WB. than him.
4 Perhaps the tiger ate him or the tiger took
Task 2 b, p.75in the WB, and Task 4, p.77 in the WB. him so far that he couldn’t go back.
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Story 2: 1 Because he let the mouse go. He didn’t eat from the context. (Or simply ask them to look them
the mouse. up in the mini-dictionary.)
2 Because he felt friendly on that day. Students finish the sentences off for themselves.
3 Because hunters caught him and tied him up. Then they exchange their ideas.
4 Probably nobody liked the lion. Suggested homework: The writing task, p.107 in the SB.
7 Finish off with the pronunciation box, p.112in the SB.
Task 4 and Task 5, p.111 in the SB and 6 (5).
Key: Task 4
STEP 3 1 No they weren’t. They were poor and miserable.
2 No, he wasn’t. He was wise and old.
1 Start off with the sentences students did for 3 No, it wasn’t. It was big and beautiful.
homework. Then check the morals. 4 No, he didn’t. He lived in the mountains.
Optional: Ask students if they know any fables that 5 No, he didn’t. The lion let him go.
would fit the remaining morals.
6 No, he wasn’t. He was friendly.
2 Get two boxes or envelopes and write a title
on each one. Then ask students to write some 7 No, they didn’t. They caught the lion.
sentences about the stories on slips of paper. 8 No, he didn’t. He helped the lion when he was in
Collect them all and put them on a pile on your trouble.
desk. Task 5
3 Students come to the desk, pick a slip, read the Story 1 He laughs best that laughs last. or Think
sentences and put them into the respective box/ before you act.
envelope. Story 2 An act of kindness is a good investment.
4 Bring two students to the front. They read the or Little friends sometimes prove great
sentences from each box/envelope and the class friends.
say if they are in the right box/envelope or not. Note: You can even negotiate with your students or
5 Finally, put students into groups and ask them to vote for the best moral.
write 12 questions for the stories.
(You can give students prompts to write the
questions).
Key: 1 Who was greedy and cruel? (prompt card) Who /
greedy and cruel? Lesson 15
2 Who lived in the mountain?
3 Who caught the lion? WHAT’S GOING
4 Where did the cruel king live?
5 Where did the Wise Man live? ON?
6 What did the mouse run into?
Objective: To talk about detectives and the police
7 What did the poor people do?
To describe pictures
8 What did the lion do?
To talk about different actions
9 What did the tiger do?
To listen for specific information
10 How did the Wise Man help the villagers? (differences between pictures)
11 How did the lion feel when the hunters caught To practise guided writing
him?
To build up vocabulary – phrasal verbs
12 How did the mouse help the lion?
To practise the present continuous tense
6 Pair students off. Tell them to have a look at the
expressions in the speaking task on page 107 in
the SB. Check if they know the meanings. If they
aren’t sure, tell them to find the expressions in the
stories and to try and work out their meanings
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Way to go 7
STEP 1 OPTIONAL
_____________________________________________
CHOOSE SOME OF THE EXERCISES TO BEGIN THE 10 Do Task 2, p.80 in the WB. Put students in pairs.
LESSON They each look at different pictures and talk to
each other to find eight differences.
1 Play 20 questions to get to the topic. The class can
ask twenty Yes/No questions trying to guess who Key: Picture A:
you are (a detective). Key: It’s not raining.
2 Brainstorm the words/expressions they associate Key: The woman is not wearing a hat and
with that topic. sunglasses.
3 Write on the board: Key: The policeman is talking to a girl not to a boy.
Key: The cat is chasing the dog.
Detectives should... Detectives shouldn’t... .
Key: The boy is eating ice cream not a sandwich.
Don’t worry about the new structure. They’ll Key: A boy, not a girl, is carrying a rucksack.
memorise it as any other vocabulary item. Key: The man is waiting for a bus and reading a
4 Ask them if they’d like to become detectives and if newspaper.
they would make good ones. Key: The girl is riding a bike not rollerblading.
Tell them to read the statements on page 113 in 11 Put on the board a little puzzle: SHRLCK HLMS. Ask
the SB and say whether they are true for them. what it means and add the missing vowels. Find
Note: You can make this activity more communicative. out how much they know about him. You can ask
Pair off students. They turn the statements them:
into questions and then ask each other these Who was he?
questions. They keep the score for their partner Where did he live?
and then read to each other what the score says
about them. Did he really exist?
Who was Arthur Conan Doyle?
Who was Dr John H. Watson?
OPTIONAL
What did he look like?
5 To check if they have a good eye for detail, ask What did he smoke?
them to look at the picture on page 117 for a
minute. Then they have two minutes to read Which musical instrument did he play?
through the sentences and decide if they are true 12 Do Task 10, p.86 in the WB.
or not. Key: famous; help; letters; books; eye; alone; violin;
Key: T,F,T,F,T,T, F,F,T,F,F,F. solve; partner.
_____________________________________________
6 They look at the picture again to check how
13 Write the following title on the board: Help us
they’ve done.
detective. Ask students: What’s going on? What’s
7 Do Task 5 a, p.82 in the WB. the problem? Who needs help?, etc.
Key: 6; 1; 4; 5; 3; 2. 14 Let them Do Task 1, p.114 in the SB. They should try
8 Now, put them in pairs/small groups and tell them to work out the order of the events.
to Task 5 b, p.83 in the WB. Key: Mrs Russel is worried because somebody is
9 The pairs/groups exchange their questions and threatening the Russels. She’s going to ask for help
make up the answers. from the police.
15 Students match the parts in Task 2, p.115 and then
read the conversation again to check.
Key: 3,1,6,2,4,7,5.
16 Tell students that Inspector Dixon and Sergeant
Fox are trying to solve the case. Ask them to join
them and try to solve the case, too.
First tell them to read the sentences in Task 1, p. 95
in the SB. Then play the recording once. Students
order the events.
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Way to go 7
Key: B,E,D,F,A,C. dentist.
17 Do Task 2, p.115. 3 Do Task 1 b, the first part, p. 79 as a dictation. Copy
Key: 1 He wants to bury the box. all the sentences onto sheets of paper. Show them
and read them, one by one, to students. When
2 No answer is given to this question, so it is up to
you take the sheet down, ask students to write the
your students to come up with one.
sentences down.
It’s part of solving the case. 4 Students check their sentences with the ones in
18 Put students into groups. Do the speaking activity, the WB.
p.115 in the SB. Their task is to try to solve the case. 5 Do Task 1 a, p. 79.
Set a time limit. Let each group say what they have
come up with. Key: 11,7,10,9,1,2,12,3,5,8,4,6.
Key: 1 Brian wrote the letters. He thought that the Suggested homework: Task 1, the second part on page
letters would make them go back to the old 80 in the SB, and Task 7, p. 117 in the SB.
neighbourhood. The Inspector had a look at
his diary and that’s how he knew. Key: Task 2b
2 The Moneypennys have robbed the Central Tony lives in Flat No.8; Sandra- No.9, Jim and Steve
Bank. So, it’s money in the box. Inspector Dixon – No.10, Jerry – No.5, Andy- No.6;
arrested them. The Browns- No.7; David and Joan-No.2; Sam-No.3;
Angela-No.4; Diana-No.1; Tim and Tess-No.11.
Suggested homework: The Vocabox, p.116 in the SB Task 7
and the writing task, p.116 in the SB. 1 anywhere, 2 anything, 3 somebody, 4 everybody,
Key: The vocabox – Task 1: 5 everything, 6 somewhere, 7 nobody, 8 anyone
1 safe, 2 diary, 3 robbers, 4 van, 5 neighbours, 6
neighbourhood.
Task 2: 4,5,1,6,2,3.
Task 4, p.82and Task 7, p.82 in the WB.
CULTURE SPOT 4
Key: Task 4 1. The teacher checks students’ homework
Key: ...is doing a test; ...are having lunch; ... are 2. The teacher tells student to describe the photos
watching TV; ... is dreaming; ... is reading a
book; ... is talking on the phone. 3. Students try to guess the buildings and places
4. Students do the quiz
5. Students check their guesses and answers to the
questions in task 1, p.121 in the SB
STEP 2 6. Students check the correct answers one more time
1 7. The teacher tells students to do task DO YOU
KNOW WHO THEY WERE?
Optional: Play the Match Mismatch or the Memory
8. The teacher uses all the cards to have competition.
Game both with the previous task or the
words from the Vocabox. 9. The teacher divides the class in three groups.
Optional: To further practise vocabulary, you can ask 10. Studetns turns to ask for the number.
students in each group to prepare tasks for 11. Students have to say what it is or who it was.
the another group. Each student should 12. The teacher adds more photos about the famous
copy the paraphrases from the Vocabox and sights and people.
then write a scrambled version of the word
next to them. And play a short guessing game (this task can be
e.g. You keep money in it. FESA ____________ expanded and done as an additional exercise as well)
Then they do each other’s tasks.
Suggested homework: The teacher asks them to
2 Do Tasks 6 a and b, p.83 in the WB.
choose several famous sights in their town and write
Key: Task 6a some sentences about them.
mechanic, photograph, reporter; teachers; nurse;
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Way to go 7
RECAP 3 B some, any, any.
3 are... doing, am getting, go, is waiting, lives, visits,
do..do, watch, is talking, talk.
Key:
4 1 speak up, 2 put on, 3 hurry up, 4 wake up, 5 turn
Task 1 Food: spinach, potatoes, bacon, sausage,
off, 6 fed up.
onion;
5 1 by, 2 in, 3 about, at, to, 4 at, 5 for, 6 on, 7 on.
Task 1 Geographical names: island, mountain, city,
lake. 6 1 greedy, 2 equipment, 3allowed, 4 grateful, 5
threatening, 6 delicious, 7 journey, 8 cruel.
Task 2 a s alty-sweet; healthy-unhealthy;
cheap-expensive; ancient- new;
delicious-disgusting; easy-difficult;
calm-nervous; polite-impolite;
exciting-boring; brutal-gentle;
ordinary-special; large-small;
hardworking-lazy; awful-wonderful;
wise-stupid.
Task 2 b 1 delicious; 2 brutal; 3 stupid, unhealthy;
4 boring; 5 sweet, salty; 6 awful; 7
expensive; 8 difficult.
Task 3 1 brutal; 2 slow; 3 fatty; 4 ugly; 5 interesting;
6 happy; 7 strong; 8 aggressive; 9 incredible.
Task 4 1 faster; 2 more exciting; 3 harder; 4 more
famous; 5 prettier; 6 better; 7 worse; 8
bigger.
Task 5 a 1 the best; 2 the most interesting; 3 the
friendliest; 4 the most boring; 5 the tallest;
6 the biggest; 7 the most hardworking; 8
the hottest.
Task 6 difficult; difficult; more interesting; the most
interesting; the best; the youngest; younger.
Task 7 a are sitting; laughing; is eating; is talking;
is wearing; isn’t talking; is... doing; are
singing; are not singing; are opening; are...
enjoying; is trying; is looking; am hiding;
am not dancing; are not singing; am just
watching.
Task 8 many; much; any; some; some; any; many;
any; carton; jar.
Task 9 allowed; 2 panicky; 3 grateful; 4 advice;
5 neighbourhood; 6 daily products;
7 vegetarian; 8 journey; 9 waterproof;
10 equipment.
SELFCHECK 3
1 1 the hardest, 2 younger, the youngest, 3 the most
popular, 4 worse, 5 the best, 6 bigger, 7 the most
important, 8 dangerous.
2 a 1 much, 2 much, 3 many, 4 much, 5 many.
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Lesson 16 8 Now, practise the dialogue in the Language in
Action box. Copy the lines onto separate slips.
WHAT A PARTY Distribute them among students. Ask students

to create a dialogue, i.e. students read the lines
in the order they believe is correct. Finally, play
Objective: To talk about parties the dialogue for them to check. Next, practise the
To listen for specific information (to fill in dialogue. Play the recording. Students repeat the
an invitation card) lines after the speaker.
To write invitation cards 9 Play the dialogue for students to check their ideas.
Now, practise the dialogue. Finally, act out the
To familiarise students with the language dialogue.
of invitations
10 Now tell the class to imagine that you’re all at a
To talk about future intention: going to party. They can shut their eyes if they like. Tell
To work out puzzles them to try to get back their memory of the parties
they’ve been to and think about them. Write on
the board:
STEP 1

1 Wrap some object in some nice wrapping paper. I see I hear I do
Put a ribbon too. It should look like a present. Put it
in your bag. Tell the class that you have something
in your bag and challenge them to guess what it is.
2 When they have guessed, take the present out
of the bag and ask them this question: What am
I going to do with it? Write the beginning on the Brainstorm the ideas.
board:
11 Students finish the sentences using their ideas:
You are going to ...
A good party is... A bad party is ...
Write their ideas on the board.
Note: I n this way the meaning of this structure Suggested homework: The writing task on page, 132
will become clear to students. They will also in the SB, Task 1, p. 95 in the WB, Task 3, p. 96 in the WB
understand when to use it. and Task 4, p.97 in the WB.
3 Students have a look at the pictures on page 128 Key: Task 1
in the SB and discuss them. He is going to leave for school.
4 Pair off the students and tell them to ask and They are going to have lunch.
answer the questions on page 128.
They are going to do a test.
5 Tell students that now they will listen to children
talking about their parties and party invitations. She is going to get an injection.
Elicit information included in party invitations. He is going to jump out of a plane.
Next, ask them to have a look at two invitations so They are going to travel.
that they know exactly what to listen for.
Task 4
6 Play the recording once. Students fill in the
information (page 132 in the SB). 1 Who is he going to invite?
Key: Dialogue 1 2 What is he going to buy?
Jimmy; sleepover; Saturday; 6 o’clock; 13 Park 3 What are we going to do?
Road; Your sleeping bag 4 Why are you going to phone him?
5 How are we going to travel?
Dialogue 2
6 Where are we going to travel?
Dennis, birthday, Monoppily
7 Who is going to give you the money?
7 Students check the information they have with
other students. Then play the recording once more 8 What are you going to do with it?
for students to double-check the invitations.
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STEP 2 – The usually stuff.
– What did you buy for him?
1 Start off with Task 2, p.96 in the WB. Tell the whole – The latest Eminem CD.
class the first one. Ask for their ideas.
– Are we going to wrap the CD nicely and write a
Write them all on the board. Together decide little note?
which one is the best.
– We aren’t. Stop teasing me.
2 Pair off students and let them do the rest. When
they’re ready they sit with another pair and – Do me a favour. Come with me, please.
compare their situations. – Why not? That’s what friends are for.
Optional: Ask them to think of a situation and what – When does it finish?
they’re going to do. They read to the class – No idea. Tell mum we’re going to give her a ring.
only what they’re going to do and the class
has to guess why they are going to do that. Play the cassette again so that they check if they have
put the pairs right.
3 Write on the board: Sally is going to the party.
Elicit the questions they’d like to ask. Write them ordinal numbers, Task 1, p.131
on the board.
4 Tell them to open the Student’s Book to page 129 Suggested homework: The vocabox task, p. 131 in the
and compare the questions. Ask them to read SB and Task 5, p. 97 in the WB.
through the questions and suggest some answers. Key: The Vocabox p.131, SB
5 Students listen and read the dialogue and check Key: present; fancy; cute; fan; tease; favour; mood;
their ideas. pick up; give a ring.
6 Do Task 3, p. 130 in the SB. Key: Task 5 p. 97, WB
Key: 1 Sally’s going to David’s birthday party. Key: Where are you going?
Key: 2 Sally is in love with David. Ex. How are you going to travel?
Key: 3 David is a new neighbour of Sally’s. Ex. How long are you going to travel?
Key: 4 Sally is going to wear jeans and a green Ex. Where are you going to stay?
T-shirt.
Ex. Where are you going to eat?
Key: 5 David loves music.
Ex. What are you going to do?
Key: 6 Ann is Sally’s friend.
Ex. Who are you going to meet?
Key: 7 Sally is going to take David a present.
Ex. What are you going to buy?
Key: 8 Ann’s mum is going to pick them up after
the party. Ex. Are you going to miss me?
Optional: Play a Matching Game. Write on slips of
paper the following sentences.
– How are things? STEP 3
– Please leave me alone.
– Whose party is it? 1 Start off with the expressions in the box in Task 7,
p. 99 in the WB.
– David’s the boy who moved in next door two
months ago. First write a scrambled word and let them work it
out. You can give them a hint.
– You fancy him a lot, don’t you?
– That’s right. He’s the cutest boy in the whole SOLTRAGNUCANIOT – Congratulations!
world.
2 Ask them to find as many words as they can
– What are you going to wear? hidden in it.
– How about jeans and a T-shirt? car, sun, rat, cat, goal, lose, not, nun, soon, train,
– What about may hair? Isn’t it awful? run, ton, son, go, to, sing, ring, song, gun, sin, tin, long,
– No, it looks great. cot, ran, cost, toast, lost, tour, sour, cartoons.
– What are you going to say when you come? 3 Have the other expressions in split form. They first
match them and then open the Workbook to page
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Way to go 7
99 and check them
4 Students do Task 7, p.99 in the WB.
Lesson 17
Key: 1 Well done! 2 Happy birthday! 3 Lucky you!
4 Have a good time! 5 I’m sorry to hear that!
AT THE PARTY
6 Leave me alone! 7 Congratulations! 8 Great
news! Objective: To talk about parties
5 Ask them if they remember what Sally is doing and To describe people
what she is going to do. To listen for specific information
The class can just say what they remember or you To revise vocabulary related to the clothes
can ask them to write the sentences on the board. To revise adjectives
They have to come one by one. It’s a very good To revise Present Continuous Tense
confidence boost to see how many sentences they
can come up with.
6 Do Task 8, p. 100 in the WB. It’s an open-ended
exercise. You want them to use their own ideas. It’s STEP 1
best done if you read the letter and stop after each
question, giving them enough time to write down 1. The teacher may check students’ homework
their idea. 2. Students look at the photos , p.134 in the SB
7 Students read out their letters. 3. Students describe the people in the photos
8 Do Task 6, p. 98 in the WB. 4. Students read the questions, task 1, p.135
Key: Sunday; going; whose; friend; party; nice; 5. Students try to gues the answers
present; what; diary; time.
6. The photos can help them
Suggested homework: Students choose one sentence 7. Students read the dialogue
and use it as a starting sentence for their stories. 8. Students practise the dialogue
Last Saturday I went to a party and it was a 9. Students do task 3, p. P. 136 in SB
disaster. 10. Students try to write their own dialogues in a
Last Saturday I went to a party and it was great. clothes shop
11. Students act their dialogues out
You can help students by writing these questions on 12. Students do vocabox task
the board:
13. The teacher gives homework to students
When was it? 14. Students may finish with the acting
Whose party was it?
Who did you go with? Suggested homework: task, 1,2 in the WB
What did you wear/eat/drink, etc?
What did you do?
STEP 2
How long did you stay?
Did anything interesting happen?, etc. 1. The teacher may check students’ homework
2. Students imagine they are at the party again
3. Students tell who can they see at the party, how
many people there are at the party and what they
are wearing
4. Students report their ideas to the class
5. Students listen to the conversation between Uma
and Ann
6. The teacher refers to the grid and explains what
students should do
7. Students fill in the grid
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Way to go 7
8. The teacher lays the recording twice or more if
necessary Lesson 18
9. The teacher checks students’ answers
10. Students revise possessive pronouns and
LIVING ON THE
adjectives with their teacher
11. The teacher stimulates writing activity explaining
MOON
what students should have in mind while
describing people Objective: To talk about space
12. Students report their ideas to the class To encourage doing research at home
To encourage the use of imagination and
to imagine life in the future
Suggested homework: Task 3,4
To listen for gist and specific information
To practise writing emails
To read temperature, percentages and
large numbers
To revise the present simple and
comparison of adjectives
To practise and use the future simple
To talk about plans
STEP 1
1 Play an Association Game with the class. Put them
in three groups. They take turns to ask for a square.
You write the word in and they try to guess the
column solution. If they guess, they get 2 points.
But they can’t make a guess unless they open a
square. The final solution is worth 4 points.
If they guess the column solutions or the final
one without having opened all the squares, you can
ask them to tell you what they would have put in the
remaining one(s).
Then show them the words you have put in.
You draw this grid on the board:

A B C D
1
2
3
4
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Way to go 7
Your clues: 3 Underground.
person nine far away creature 4 About -150 degrees Centigrade.
special suit planets huge different 5 Up to 100 degrees Centigrade.
rocket satellite hot scared 6 There are no plants or animals on the
perfect health sun light abduction Moon.
(kidnapping) 11 Do the Language in Action box.
ASTRONAUT SOLAR SUN ALIEN 12 Now, let students read the statements in Task 1,
SYSTEM p. 140 in the SB. Ask them to predict if they are
SPACE
true or false. Then play the recording and students
check their ideas.
Key: F,F,T,T,F.
2 Put them in groups and ask them to to Task 1, p.
138 in the SB. Give them enough time to find the 13 Play the recording once again. Students do Task 2,
answers and prepare for a class quiz. p. 106 in the SB.
Key: 1 The Milky Way. 2 A group of stars. Key: 1 They will spend more time together. They
3 Millions. 4 Nine. 5 Mercury, Venus, Earth, will also play computer games and sports.
Mars, Jupiter, Saturn, Uranus, Neptune, Pluto. 2 Because there is less gravity on the Moon.
6 Because the sun is the centre. 7 A star. 8 3 Because they will get homesick.
About 5,500° C. 9 15 million °C. 10 59 Earth
4 In the future, but not soon.
days. 11 Venus. 12 Mars. 13 Jupiter. 14 Saturn.
15 Neptune. 16 Neptune. 17 The Earth’s 14 Task 3, p. 140 in the SB can be done either as a
satellite. 18 It’s not too hot, not too cold and speaking or writing activity.
there’s air, too. Key: People will build cities underground.
3 Do the quiz. People will travel by “spacebuses”.
4 On sheets of paper write the questions and People will bring food from the Earth.
the answers. But leave out the key words in the People won’t live on the surface.
questions. Students can work out which words are People won’t waste water.
missing by looking at the answers. You can write all
the missing words on the board. Or on each paper People will spend more time together.
write three words from which they choose. People will get homesick after some time.
e.g. What’s the name of our__________________? People won’t stay on the moon forever.
The Milky Way. 15 Finish off with building up students’ vocabulary.
e.g. a) planet b) system c) galaxy Do the vocabox task, p.141 in the SB.
Key: ‘spacebuses’, get homesick, replace; surface;
5 Elicit what they know about the Moon. Let them meteorites; underground; safer; gravity; waste;
read their homework assignments. astronomy.
6 Talk about the picture on page 139 in the SB. Ask Suggested homework: Students prepare to speak
them what would they like to know about the about their travels to the moon, the speaking activity,
children. Elicit questions and write them on the p. 144 in the SB. They also write an email to a friend, p.
board. 144 in the SB. Finally, they do Task 3, p. 105 in the WB.
7 Let students read the introductory part and get
the answers to their questions. Key: Task 3
8 Do Task 1, p. 139 in the SB. future, underground; air; surface; freezing; day;
food; waste; gravity.
Key: 1b, 2a, 3a, 4b, 5a, 6a
9 Do Task 2, p. 105 in the SB. They can do some research at home and write a
10 Do Task 3, p. 106 in the SB. paragraph about the Moon. Ask them to do Task 2,
Key: 1 The Moon. p.104 in the WB.
2 As large as North and South America put Key: won’t; will; will; won’t; will; will; won’t; will; will;
together. won’t; will; will; will; will; won’t; will; will.
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Way to go 7
STEP 2 5 Now you can play Call My Bluff with the word
weather man or meteorologist.
1 Start with a game called Call My Bluff. Choose 6 Write on the board: What’s the weather like? Elicit
a word/expression, write three definitions/ possible answers.
paraphrases. Only one is true and the other two Also discuss seasons in terms of the weather. Try to
should sound possible. help them to come up with all the expressions that
When reading them or better saying them, try they will find in Task 1, p.116 in the WB.
to be very persuasive, not giving out which one 7 Do Task 1 a, p. 116 in the WB and 1 c, p. 117 in the
is true. First read all three once. Then read them WB.
again, one by one, stopping after each definition
Key:
to let your students take a vote. Keep the record of
the votes. In the end tell them which one is true. Task 1 a 1 It’s rainy. 2 It’s snowy. 3 It’s cloudy.
4 There’s thunder and lightning.
FORTUNE TELLER: 5 It’s foggy. 6 It’s stormy. 7 It’s sunny.
8 It’s windy.
A ) Someone who uses magical methods to tell
people what will happen in the future. Task 1 c It will be sunny in Croatia.
B) A person who works in a bank and tells people Task 1 c There will be thunder and lightning in
what to do with their money. Great Britain.
C) In the past when people came back from war Task 1 c It will be cloudy in Spain.
they put it on the window to tell everyone that Task 1 c It will be sunny in France.
they had came back home alive. Task 1 c It will be sunny in Italy.
2 Ask them what they imagine fortune tellers look Task 1 c It will be rainy in Austria.
like. They can even draw them. Ask them why Task 1 c It will be stormy in Hungary.
people go there.
3 You can play the Game of Fortune Telling now. Suggested homework: Task 1 b, p. 116 in the WB and 1
Write on the board the first three columns and d, p.118 in the WB.
elicit the fourth one. Write their ideas on the board. Key:
If your class is strong, you don’t have to write their
Task 1 b 1 slush; 2 warm; 3 freezing; 4 hot;
ideas.
5 frost; 6 slippery; 7 snowballs; cold.
be Task 1 d 1 No, it won’t. It will be sunny.
have Task 1 d 2 No, it will be fine.
WILL live Task 1 d 3 No, they won’t. It will be cold with
You get … thunder and lightning.
meet Task 1 d 4 No, they will need them because it will
WON’T buy be rainy.
find … Task 1 d 5 No, they won’t. It will be sunny.
travel Task 1 d 6 People will stay at home because it will
go be stormy.
become
visit …
make
etc.
4 Put students in small groups. Tell them to write

sentences on slips of paper, one sentence on
each slip. Fold the slips and put them all in the
middle. They can either choose a fortune teller in
each group to read the sentences (tell someone’s
fortune) or they just take turns to pick a sentence
and read their fortune.
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Way to go 7
Lesson 19
newspaper/magazine?
Is there a TV guide there?
WHAT’S IN A

What would you recommend me to read?
Each group has 5 minutes to have a look at one
MAGAZINE? paper/magazine then they exchange them. They
should all get each newspaper/magazine.
Note: It would be very challenging and fun for them
Objective: To talk about magazines
to answer specific questions. So you can look
To read and discuss horoscopes through them all and write some very simple,
To practise creative writing basic questions for each newspaper/magazine.
To practise guessing the meaning of When the time is up, check who has answered all
words from a context the questions.
To listen to a phone-in radio show 5 Ask your class: What is it? You read it in magazines
(listening for specific information) or papers. It tells you what will happen in the
To use will/ won’t for predictions future. It gives you some advice about what to do.
To give advice using imperatives 6 When you get to the topic, write it on the board:
To provide further practice for the HOROSCOPE. Elicit horoscope signs in Bosnian/
comparison of adjectives Croatian/Serbian. Write them on the board.
Optional: I f you want to practise the zodiac signs, you
can follow these steps:
STEP 1 Have all the illustrations photocopied, enlarged
and cut into separate cards.
1 Write on the board:
You can also draw them. Show them one by one to
I like/ I don’t like reading because ............ the class and say what they’re called in English and
Reading is ..................... than TV. put them next to the Bosnian/Croatian/Serbian
I usually read ................. equivalents.
I never read .................. Write all the zodiac signs on cards too. Read them
My favourite magazine/ comic is ................... one by one and put them up on the board too. Do
all the steps we suggest when dealing with new
I buy ....................... vocabulary. (Point to...; Say the word, they say the
Ask students to finish the sentences. Then in pairs number; You say the number, they say the word.;
let them read the sentences. What’s missing? etc.)
2 Give them two minutes to write down the topics Match them to the pictures and fill in the right
you can read about in magazines. Pool all the ideas numbers.
and write them on the board. 7 Ask students to write in their notebooks when they
3 Talk about their interests. were born, find their zodiac sign and copy it next
4 Let them choose from the magazines on page to the date of their birth.
145. They have to say why they have chosen that Optional: Tell them they have to talk to at least five
particular magazine. Ask them what they think people, asking them only one question:
they will find in it. When were you born? They have to write
Optional: the names of the students and their dates of
Bring in several magazines and newspapers. birth.
Put students in groups. Let them look at and leaf Then they sit back and work out their friends’
through them. zodiac signs. Finally, let them find out what your
Write their tasks on the board: zodiac sign is by telling them to ask you questions:
Are you ...?
Which page do you like best?
8 Do Task 2, p. 146, in the SB.
What’s the most boring page?
What would you like to read?
Are there any famous people that you know in the
11 Put students into small group. Students do the
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Way to go 7
vocabox task on page 148 in the SB. They read the sentences. They can even use the questions in point 5.
definitions and try to work out the meanings of Also ask them to do Task 2, p.106 in the WB.
the words from the context.
Key: Task 2.
Optional: Put these three headings on the board:
Key: comics; character; magazine; interesting;
Good Bad Advice fashion; famous; sports; future; horoscope;
fun.
Divide the class into three groups. One group
reads through the text looking for good things,
one looks for bad things and one for advice. STEP 2
Have three secretaries write up what the three
1 Write the following on the board: Fortune-teller.
groups have come up with on the board.
Bring in a picture, a ball, whatever might be useful
Students do the writing task on page 149,
for the activity. Discuss the topic.
choosing among the sentences on the board.
2 Do Task 3 b, p.108 in the WB. Pair off students and
Note: Of course, stronger students can use their own
let them tell each other’s fortune.
ideas.
Key: You will be rich. You will live on the moon. You
Suggested homework: (Optional) Ask students to write won’t be famous. You will win a competition.
a horoscope for you. They also do Task 4 a and b, p. 109 You won’t get married. You will have five kids.
in the WB, and Task 5, p. 109 in the WB. You won’t pass your maths test. You won’t learn
Key: Task 4 a English. You will travel all around the world. You
will be kidnapped. You will lose your wallet. You
1 ask for a favour; 2 waste time; 3 fall in love; will become a president.
4 do your best; 5 feel pessimistic; 6 be angry at;
get an autograph; 8 take up a hobby; 9 appear on Teaching tips:
TV; 10 tell a lie.
They can copy the sentences onto slips and add some
Task 4 b more of their own. Then students draw cards and read
1 lies;2 hobby; 3 best; 4 waste; 5 favour; 6 love. what the stars will tell them.
Task 5 3 Ask students if they really believe what is said in
horoscopes or if they just read them for fun. Do the
1 in; 2 at; 3 on; 4 for; 5 about; 6 of; 7 in; 8 on. speaking activity, p. 149 in the SB.
Key: Ex.III a) You will get rich first. Next, ask them what they do if they have a
Key: Ex.III a) What will happen then? problem. Have a class discussion.
Key: Ex.III a) Then I will have to find another 4 Tell students that they will now hear children
fortune teller. talking about their problems in a phone-in radio
Key: Ex. III b) You will be rich. show. Do Task 1, p. 148 in the SB
Key: Ex. III b) You will live on the moon. 5 Do Task 2, p. 149, SB.
Key: Ex. III b) You won’t be famous. Key: bullies, school marks, looks, pimples, weight.
Key: Ex. III b) You will win a competition. 6 Let students have a look at the grid in Task 3, p. 149
Key: Ex. III b) You won’t get married. in the SB. Play the recording again and let students
fill in the grid. You can play it again if students
Key: Ex. III b) You will have five kids. need to hear it one more time.
Key: Ex. III b) You won’t pass your maths test. Key:
Key: Ex. III b) You won’t learn English well. Problem Advice
Key: Ex. III b) You will travel all around the world. Caller 1
Key: Ex. III b) You will be kidnapped. A bully has got a pick on him
Key: Ex. III b) You will lose your wallet. Talk about it with your
Key: Ex. III b) You will become president. teachers and parents.
Caller 2
Ask them to have a look at one paper/ magazine at He’s plump. Don’t eat so much
home and write down what was in it. Again in simple junk food. Don’t drink
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Way to go 7
soft drinks. Drink
natural water. Eat lot Lesson 20
of vegetables and fruit.
Do some sports. GREAT, YOU CAN
Caller 3
Her grades are bad. Study hard. Do your
homework. Listen
DO IT
carefully in class. Objective: To talk about the future and robots
Caller 4 To read advertisements
She hates her looks. Don’t squeeze pimples. To practise listening for gist and specific
Take care of information
She has pimples. your face. Keep it clean. To make offers and suggestions
Don’t eat too much
chocolate. To ask permission
7 Ask students if they agree with the advice Billy the
Buddy gives or if they have different ideas. STEP 1
Suggested homework: Task 1, p. 106 in the WB, Task 3 1 Students look at the pictures on page 150 in the SB
a, p. 107, in the WB. and say what’s going on in each one. They do the
Key: Task 1 matching.
will, won’t, won’t, will, will, will, won’t, won’t, will, 2 In groups they use the adjectives in the box to
won’t. express their opinion of these activities.
3 Ask them to choose whose place they would like
Task 3 a to take.
You will be famous one day.; Where will I live?; Variation: In pairs they choose one picture and
You won’t live anywhere in Europe.; You will write about the person in the picture.
probably live somewhere in America,; Will I be
They give the background information first and
rich?; You will get rich first.; What will happen
then make up a little story about the event shown in
then?; Then I will have to find another fortune-
the picture.
teller:
4 Ask them to make true sentences about
themselves using the table on page 151, SB.
5 Put students in groups of four. In pairs they tell
each other about the things they can or can’t do
as well as the things they would like to learn how
to do. Then the pairs change and each student
reports about his/her old partner.
Groups of four: A B A B
C D C D
6 Finally they go back to their old pairs and ask

each other questions about things they could or
couldn’t do when they were younger.
7 Write on the board: 2099. Students use the
questions on page 151 in the SB to prepare a
2-minute talk.
8 Do Task 1, p. 152 in the SB.
Key: 1 B3 and M6; 2 A robot.
9 Tell students to read the statements in Task 2,
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Way to go 7
p.152 first, then play the recording once for them the last part of the pairs and then show them
to listen and correct the statements. Play the or read them to the class one by one. Students
recording once more for students to check their have to find the matching sentence and copy it
sentences. in their notebook.
Key: 1 B3 is bored; 2 B3 would like to go shopping; e) Ask students to choose two pairs and put them
3 M6 is going to buy a new robot; 4 ZY10 in a longer dialogue of their own.
broke down; 5 They are going to meet at 6.30.
10 This dialogue lends itself well to acting out. Suggested homework: (Optional) Students prepare
Stronger students can use their own ideas. their SF poster. Task 4 a, p. 112 and Task b, p.113in the
WB, and Task 6, p. 114 in the WB.
11 Play the Matching Game. Here are the sentences:
– Hello, B3 speaking. Can I speak to M6, please? Key: Task 4 a
– B3 speaking. 2,8,10,1,3,6,5,9,4,12,7,11.
– How are things? 9,4,10,6,8,12,2,1,3,5,11,7.
– Fine, thanks. Task 6
– I’m bored. 1 Can I come closer?
– Let’s go to the cinema. 2 May I say something?
– Shall we go to a video shop? 3 Can I ask you something?
– Sorry, I can’t. I have to study. 4 Can I go too, please?
– Shall we meet outside the Central Shopping 5 Can I borrow it, please?
Mall? 6 May I go out, please?
– OK. What time?
– What time shall we meet? Suggested homework: Task 1 a, p. 110 in the WB (They
– How about 6.30? guess the answers for their friends and then check
in class; or they can talk to a member of their family
– I’m going to do the shopping this afternoon. instead), Task 2 a, p. 110, Tasks 2 b and 2 c, p. 111 in the
– Can I come with you? WB.
– What happened to your bike? Key: Task 2 a
– It broke down last week. Key: 12 (butcher), 9; 3; 10; 5; 11; 7 (newsagent); 4; 8;
– What are you going to buy? 2; 1; 6.
– Let’s have a look at the ads first. Key: Task 2 b
– Are you going to buy this pullover? Key: 1 At the newsagent’s. 2 At the chemist’s. 3 At
– Yes, I love it and it’s a real bargain. It’s quite the greengrocer’s; 4 At the library. 5 At the
cheap. clothes shop.
– You can programme robots to do whatever you Key: Task 2 c
want them to do. Key: 1 Where can I see a film? 2 Where can I buy a
– It sounds great. book? 3 Where can I borrow a tape? 4 Where
– I’m fed up with housework. I can’t do it any more. can I eat something nice? 5 Where can I post a
letter? 6 Where can I see wild animals?
– Get yourself a domestic robot.
Note: A
gain this can be done as a class activity, a class STEP 2 - for an extra lesson
competition or you can prepare sets of cards for
as many groups as you need. 1 To revise what students remember about M6
a) Students try to match them. and B3, have a set of True and False sentences.
b) Students play the Memory Game. Students should have two cards and put them up
in response to your sentences: TRUE FALSE
c) Put only the first part of the pairs on the board.
Ask students to come up with the other part. – B3 and M6 are robots. (F)
d) You can do a dictation. Put up on the board – B3 is bored.(T)
the last part of the pairs. Shuffle the cards with – M6 is going to buy a new bike.(F)
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Way to go 7
– M6 had a robot but it broke down. (T) Teaching tip:
– ZY 10 broke down.(T) Put students into groups to write sentences/situations.
– B3 would like to go shopping with M6. (T) Then they exchange their sentences with another
– They are going to meet in the Central Shopping group. Now, they make an offer/suggestion in writing
Mall.(F) at the back of the slip.
– They are going to meet at 6.30. (T) Suggested homework: Do the writing task.
– When something is good and cheap it’s a
bargain. (T)
– There are a lot of different shops in a shopping
mall. (T)
– When making a cake you keep looking at an ad.
(F)
2 Bring in some ads and display them or distribute
them among students. Ask students what their
purpose is, what information should they give,
what they look like, etc. Students will probably
mention TV commercials. You can ask them which
one is their favourite.
Now ask students do Task 1 p.152 in the SB.
3 Do Task 2, p. 153.
Note: To make it more fun, ask three students to read
the ads. Tell them to do it as robots, in metallic
and computerised voices. After the ads have
been read, ask the class to take a vote. They put
up their hands. In the end students justify their
choices.
Key: 1 F, 2 F, 3 F, 4 T.
5 Then do Task 1, p.117 in the SB to check what M6
has decided to do.
Key: homework, project, school, dinner, mess.
6 Do Task 2, p. 154 in the SB.
Key: 1 M6 will do nothing but she wants X-R to
keep her company.
2 X – R wants to go to bed.
7 Do the vocabox task, p. 154 in the SB.
Key: 1 a, 2 b, 3 a, 4 a, 5 a, 6 a, 7 a
7 Finish off with the Language in Action box and
ways of offering and suggesting. Let students
listen and repeat the two-line exchanges. Pay
attention to the intonation. Make it fun. Then do
Task 5, p. 128 in the WB. Let them do the task in
writing first, check it and then they can act the
short dialogues out. Copy all the situations onto
slips, put them on a pile. Two students come to
the front, one of them picks a slip, reads it and the
other one makes an offer/ suggestion.
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Way to go 7
Lesson 21 RECAP 4
Task 1 a machine; computer; information; person;
A HOLIDAY IN THE USA think; can’t; can; programme.
Task 2 huge; stars; millions; Way; planet; can’t;
Objective:To talk about holidays nine; long; hottest; volcano; biggest; rings;
To learn and revise The First Conditional / Time second; Neptune; windy; furthest; planet.
Clauses Task 3 a 1 will; 2 won’t; 3 will; 4 will; 5 won’t; 6 will;
7 won’t; 8 will; 9 will; 10 won’t, will.
To practise guessing the meaning of words
Task 4 1 He’s going to pack his things.
from context
Task 4 2 She’s going to see her doctor.
To learn vocabulary dealing with the airport
Task 4 3 He’s going to stay at home.
Task 4 4 He’s going to apologise.
STEP 1 Task 4 5 She’s going to study.
Task 4 6 They’re going to call the police.
1. The teacher may check students’ homework.
Task 4 7 He’s not going to buy a new computer.
2. The teacher writes on the board: FORTUNE TELLER
Task 4 8 They’re going to come to the party and
3. Students discuss the topic have fun.
4. Students do task 3, p.108 in the WB Task 5 1 Shall I wipe it? 2 I can do it, mum. 3 May I
5. Students are divided into pairs. go out, please?
6. Students tell each other’s fortune Task 5 4 Can you repeat it, please? 5 Speak up,
7. Students do the speaking activity- horoscopes / please. 6 Shall we take a break?
problems Task 5 7 May I go with them, please? 8 Let me
8. Students listen to phone-in radio show help you.
9. Students do task 2, p.149 in the SB Task 6 1 a; 2 b; 3 b; 4 a; 5 b; 6 b; 7 a; 8 c; 9 a; 10 a.
10. Students fill in the grid,task 3, p.149 in the SB Task 7 a 1 company; 2 hobby; 3 down;
4 underground; 5 yourself; 6 careful;
7 party; 8 fun; 9 love; 10 favour; 11 clothes;
11. The teacher asks students if they agree with the 12 time; 13 joke; 14 money; 15 homesick.
advice Bily the Buddy gives or if they have different
Task 7 b 1 homesick; 2 yourself, time; 3 favour;
ideas.
4 down; 5 careful; 6 save; 7 hobby; 8 time.
12. The teacher gives homework to students
Suggested homework: SELFCHECK 4

1 1 ‘m going to take, 2 are ... going to study, 3 isn’t
Ask students to write a horoscope for you. going to watch, 4 are...going, 5 isn’t going to come,
Task 4a,b, p. 109 in the WB 6 are going to spend.
2 1 will, won’t, 2 will, 3 will, 4 will, will, won’t.
Task 5, p. 109 in the WB
3 1 could, couldn’t, 2 can, 3 can’t, 4 could, 5 can’t.
4 1 may/can, 2 can’t, 3 shall, 4 shall, 5 can’t, 6 can.
Students have a look at one paper / magazine at home 5 are, are doing, study, went, met, gave, loves,
and write down what was in it. borrows, is reading, will take.
Task 2, p.106 in the WB 6 1 chemist’s, 2 aspirin, 3 answer, 4 try, 5 calm, 6 turn,
7 butcher’s.
7 1 hard, 2 homesick, 3 celebrate, 4 invitation,
5 bargain, 6 malls, 7 waste, 8 favour.
78

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Mirela Vasić

9 Lesson 3 Reading: The kid of the year

Lead-in: What a day

38 Lesson 11 Reading: To be or not to be a veggie?

Vocabulary building: Words / expressions related to food

44 Culture Spot 3 National dishes and desserts

Lead-in: Did you know?

Vocabulary building: What about you? (workbook)

Feedback: Progress test 3

Lead-in: What a party!

Lead-in: A holiday in the USA

69 Final test / The second written assignment

Feedback: Final test / The second written assignment

Introducing the textbook

5 Lesson 1 My hometown, Revision

Lead-in: Teenage film star

7 Lesson 2 Reading: Teenage film star

Lead- in: The kid of the year

12 Lesson 4 Reading: The kid of the year

Lead-in: School is…

18 Lesson 5 Reading: The good people

19 Lesson 5 Speaking: Press conference

How to make a telephone call

22 My dictionary Vocabulary revision and building

23 Recap 1 Grammar practice, vocabulary building , writing

24 Recap 1 Grammar practice, vocabulary building, writing

25 Self- check 1 Self- assessment

Look back 1 Developing self-awareness

29 Lesson 6 Listening: (Part 2)

30 Lesson 6 Writing a postcard

Lead- in: What happened?

Lead-in: Field trip

42 Lesson 9 Storytelling, vocabulary building

43 Lesson 9 Project: Our Gallery of famous people

Lead-in: Tell me a story

45 Lesson 10 Reading: The legend of King Arthur

Retelling the legend

49 My dictionary Vocabulary practice and building

50 Recap 2 Grammar practice, vocabulary building, writing

56 Lesson 11 Reading: To be or not to be a veggie? (Part 1)

Vocabulary building: Words / expressions related to food

60 Lesson 12 Talking about sports and sports equipment

Reading: Would you dare?

64 Culture spot 3 National dishes and desserts

Lead-in: Did you know?

72 Lesson 15 Lead-in: What’s going on?

Reading: Help us detective (Part 1)

76 Culture spot 4 Famous people and sights

77 My dictionary Vocabulary practice and building

78 Recap 3 Grammar practice, vocabulary building, writing

79 Recap 3 Grammar practice, vocabulary building, writing

Feedback: Progress test 3

83 Lesson 16 Reading: What a party!

Vocabulary building: common phrases

90 Lesson 19 Lead-in: What’s in a magazine

Reading: The stars will tell you

94 Lesson 20 Listening: Can I help you? (Part 1)

95 Lesson 20 Reading and Listening: Part 2

Lead-in: A holiday in the USA?