TeachersGuide 6e

F

F
Introduction
Keep in touch is a carefully constructed programme built around structured lessons. The lessons give the students
the tools to communicate effectively and to develop skills in listening, speaking, reading and writing English.
At the 6e level the course is made up of the following components:
• the Student’s Book;
• the Workbook;
• Internet podcasts linked to the Student’s Book and the Workbook (available on the website www.edicef.com);
• the Teacher’s Guide.
The books are divided into 12 thematic units. There are three lessons and a revision page in each unit. Topics,
vocabulary and grammar structures are introduced through a series of real dialogues. Many of these dialogues
involve a group of school students called Awa, Doudou, Idah and Ali.
Each unit also provides either a ‘Project corner’ page or a ‘Fun’ page. These pages have been designed to
motivate the students. They give the students the opportunity to use their new skills in a real way and have
some fun with their new skills. They also enable the students to consolidate any new language that has been
introduced in the unit.
Below we outline the main features of the course and how they can be used. Please also refer to the detailed
lesson notes in this book.

The student’s Book

Listen & read (@) Listen (@)

The students listen to the texts and read them. You For these activities, the focus is on developing listening
can play back the podcasts if you have access to the skills. You can play back the podcasts or read the texts
Internet. Alternatively, you can read the texts aloud aloud to the students. The texts are at the back of
to the students. If you read the texts yourself, make the Student’s Book, on page 104, but the students
them sound as natural as possible. You should change should not read them as they listen. At a later time
your voice as necessary and use lots of expression. the students can read the texts by themselves for
Please refer to the lesson notes for more specific additional reading practice.
suggestions about how to use different texts.
Your turn
Speak
These activities are designed for pair and group
These are oral activities. The students will begin to work. They follow the introduction of new structures
use the new language that has been introduced and vocabulary, and provide important practice in
under the guidance of the teacher. listening and speaking.
Listen & repeat (@) Write

These are pronunciation activities, all of which are The students can complete these activities individually,
available as podcasts. The students listen and repeat writing their answers in their exercise books. The
the sounds (or words) that they hear. For these activi- answers are provided in this guide (in the lesson
ties, the focus is on pronouncing difficult sounds and notes).
on stressing the words correctly (particularly words
which look the same, or similar, in English and French).
Maquette de couverture : Cécil Keriel. Maquette intérieure : Julie K. Sandjian. Mise en pages : Julie K. Sandjian. Suivi éditorial : Laure Arribat.
© Edicef / Hodder, 2009
ISBN 978-2-7531-0189-0
Tous droits de traduction, de reproduction et d’adaptation réservés pour tous pays.
The students should work in groups on these projects.
When they have completed each project, they will be
asked to assess their own achievements. This will help
them to be aware of their own progress.
The new vocabulary words for each lesson are given
in the ‘MY WORD BANK’ feature. These words can be It is important to display the work of the students
introduced before or after the listening and reading on the walls of the classroom. This will motivate the
passages in each lesson. Please see the lesson notes students and it will also provide additional reading
for specific suggestions. material for the students. Projects can form the basis
of ‘talking walls’ in the classroom. ‘Talking walls’ in
Additionally, the French translations (and parts of a classroom provide interesting reading material.
speech) are given in alphabetical order in the ‘MY You can put up any English materials (poems, articles
WORD BANK’ section at the back of the Student’s and pictures with captions) for the students to read.
Book (pages 109-112). The students will need to refer Remember to change the materials often so that
to the word banks when they do written exercises, and there is always something new to read.
when they complete oral activities in pairs and groups.
Fun
As new structures are introduced, the ‘Grammar At the end of every alternate unit there is a Fun page.
check’ boxes provide support for the students. These The students can read stories, solve puzzles, play
boxes explain grammar rules in very simple English. games – and practise English at the same time. This will
They also underpin the ‘Example’ prompts that show help to motivate them. It allows them to use English
the students what they need to do. in real situations and to play with the language.
Further notes and tables are also given in the
Grammar section at the back of the Student’s Book
(pages 105-108). Encourage the students to refer to
this section as they work. The Workbook
The Workbook provides additional activities for
every lesson. Most of them are writing activities. The
students can complete them individually, writing
This feature gives help with the pronunciation of down their responses in the Workbook. They can
different sounds introduced in the course. complete the activities either in class or for homework.
The students can listen as you say the sounds and The answers are provided in this guide.
words, and then repeat them.
There are also a few additional listening activities,
indicated by the symbol @. For these activities the
students will need your help. You should play back
Time to check the podcast or read the texts aloud to them.
Revision activities are provided at the end of each

unit on the ‘Time to check’ page. They will help you
to check the progress of the students. These activities The podcasts
can also be used for homework or class tests.
The answers are provided in this guide.
All the listening texts and pronunciation activities in
this course are available as podcasts on the Internet.
Project corner They can be played back, free of charge, at the website
www.edicef.com. As previously indicated, next to
these types of activity you will see the symbol @.
Projects form an important part of this course.
They motivate the students and allow them to practise
their new language skills in real situations.
A new project is given at the end of every second
unit. Each project requires the use of the vocabulary
and language structures that have been introduced
and practised in the preceding units.
Contents
Unit 1 Good to meet you! 5 Unit 7 It’s delicious! 40
Lesson 1 5 Lesson 1 40
Time to check and Fun 9 Time to check and Fun 45
Unit 2 It’s Monday! 10 Unit 8 Health and sports 46

Time to check Time to check
and Project corner 15 and Project corner 51
Unit 3 This is my family 16 Unit 9 Our environment 53

Unit 4 Homes 22 Unit 10 Events and celebrations 59

Time to check Time to check
and Project corner 27 and Project corner 64
Unit 5 Always smart! 28 Unit 11 Countries and nationalities 66

Unit 6 People and places 34

Lesson 1 34 Unit 12 Don’t forget your passport! 73
Time to check Lesson 3 76
and Project corner 39 Time to check
and Project corner 78
Unit
Good to meet you!

1 Lesson 1
SB pp. 8-9
Warm up
Introduce yourself to the class. The students can make
UNIT SUMMARY name tags to wear in the first lessons, if they do not
already know each other well.
TOPICS
Introduce the students to the text book (Keep in touch) .
Greetings and introductions.
SKILLS
Listen to and understand simple English. Listen & read
Orally communicate simple information.
FUNCTIONS/NOTIONS
Introduce themselves and other people.
➊ Tell the students that they are going to listen to a
dialogue. Let them look at the picture in their books
Ask and give names.
and try to follow as they listen.
Greet people formally/informally.
Introduce the main characters that feature in this
Talk about age.
book: Awa, Idah, Ali, Doudou and Mrs Mbodj, the
Use numbers 1-20.
teacher. Tell the students that they will get to know
these characters and their friends and families
GRAMMAR
during the year.
Verb to be (singular, present simple, negatives,
Then read the text aloud or play back the podcast.
questions).
Introduce the students to MY WORD BANK in their
Possessive adjectives (my, our).
text books. These word banks provide a list of all the
Contractions (I’m, she’s, he’s, what’s).
new words introduced in the listening and reading
Phrasal verbs (Sit down, Stand up).
texts. Read the words to the students and let them
PHONOLOGY repeat the words. Make sure they understand what
the words mean. Then read the text aloud again or
The English alphabet (pronunciation, play back the podcast.
recognition). Let a few students volunteer to read the dialogue
Sounds: /h/, /aI /, /iː/. they have listened to or let the students get
Verb endings: sound /z/. into groups (5 students in a group) and read the
dialogue.
VOCABULARY
afternoon, and, at, class, fine, friend, from, good NOTE
morning, happy, he, hello, hi, how, madam, my, If you do not have the recording, read the
name, new, no, old, please, school, she, student, dialogues aloud in a natural and expressive way.
Try to change your voice as each person speaks.
thanks, this, to be, to meet, to sit down, to stand
There is a complete list of vocabulary words, with
up, what, year, you, your
French translations, in MY WORD BANK on pages
109-112 of the Student’s Book.
PREPARATION
You will need:
– Student’s Book pages 8-15.
– Workbook pages 3-6.
Speak
– Name tags for the students.
– PC/laptop with Internet access, if available
(recording/podcast available at www.edicef.com). ➋ Let the student’s greet each other and say their
Pieces of paper with numbers 0-20. names. They can do this in groups or as a whole class.
Make sure the learners understand the difference
between ‘my’ and ‘your’. You do not have to teach
possessive adjectives formally at this stage.
Good to meet you! – Unit 1 5

Listen & repeat Write
➌ Focus on the sound /h/. Play the recording ➏ The students copy and complete the sentences in
(available on line) or read the words aloud carefully. their exercise books. They should use the full forms
Students repeat the words. Take care that they (and not contractions) when they write sentences.
pronounce the /h/ sounds at the beginning of each Answers
word. a What is your name?
b He is Ali.
c She is Awa.
Listen d She is Mrs Mbodj.
➍ Play back the podcast. The students can look

at the picture as they listen. Read the words in MY EXTRA ACTIVITIES
WORD BANK. Make sure the learners know what
the words mean. They can look up the French • Dictate a few words or two very short sentences
translations in MY WORD BANK on pages 109-112 in to the students. Use words from MY WORD BANK
their books. Then play back the podcast again. and structures from the Grammar checks in the
lesson.
NOTE • Write the conjugation of the verb ‘to be’ or some
The listening texts are at the back of the Student’s Book
simple sentences with this verb on the board.
on page 104. The aim of these texts is to provide listening
practice. The students should not read these texts during
Erase some of the pronouns or verb forms. Invite
this part of the lesson, but of course they can read them students to complete the sentences.
later for reading practice. • Students can read the dialogue for lesson 1
exercise 4 on page 104 of their books.
• Students can complete the activities on page 3 of
Speak their Workbooks. These activities can also be used
as homework tasks.
➎ Teach the present simple tense of the verb ‘to be’.

The students will have to learn this irregular verb
form. Point out the Grammar check on page 9. Note
that only the singular forms are practised in this lesson. Answers to
WB
Then let the students play the chain game in order Workbook activities p. 3
to practise greetings and the verb ‘to be’ orally.
Read the text in the speech bubbles with the class
and explain how the game words. 1 a) hello b) good c) name
d) morning e) class f) your
NOTE
There is more information for the students in the Grammar 2 a) He is Steve.
section at the back of the Student’s Book. Introduce the b) She is Mrs Smith.
students to these pages and encourage them to refer to c) They are Emily and Paul.
this section when they want to check on their grammar.
The verb ‘to be’ is on pages 105-106.
3 a) Hello. My name is Awa.
b) Good morning. I am Ali.
c) Hello. I am Doudou.
d) Hi. My name is Idah.
6 Unit 1 – Good to meet you!

them introduce their friends to the rest of the class.
Lesson 2 The students should use the natural contracted

forms of the verb to be in this oral activity.
Help them to pronounce the end sound /z/ in these
SB pp. 10-11 contractions correctly.
Write
Warm up
Sing an alphabet song in English.
➎ Students copy and complete the sentences in
their exercise books. They choose the correct word
Listen & repeat to complete each sentence.
Answers
a Hello. How are you? c She is my friend.
b Hello. I’m fine, thanks. d He is from Banjul.
➊ Play the alphabet on the podcast or read the
alphabet aloud. Let the students repeat it. You may
wish to tell the students that the letters don’t always
➏ Students complete the sentences with words that
make sense and are grammatically correct.
sound like this when they are combined with other They should give personal answers about themselves
letters in words. and their real friends.
Listen & read EXTRA ACTIVITIES

• Dictate a few words or two very short sentences to
the students. Use words from MY WORD BANK and
➋ Play back the podcast. The students follow the structures from the Grammar checks in the lesson.
text in their books. Read the words in MY WORD • Write some words from MY WORD BANK on the
BANK. Make sure the learners know what the words board without space between the words. For
mean. Then play the podcast again. example: fromfinefriendthanks. Ask the students
Ask a few simple questions about the dialogue, to come up and circle the words that they can find.
for example: Where is Idah from? Where is Awa This will help them to start recognizing English
from? Who is Awa’s friend? Let the pupils read the words.
dialogue aloud in groups of three. Help them to
• Students can complete the activities on page 4 of
get the intonation of the sentences and questions
their Workbooks.
correct. It is best to do this by playing the podcast
again if necessary or by modelling the sentences. NOTE
Additional listening and pronunciation activities have been
NOTE included in the Workbook in some lessons. The texts for
The spelling of vowel sounds varies a lot in English. Some- these activities are on the line, but you and the students
times there are rules that help the students to remember can also do the activities if you do not have the recording.
the spelling, but often the spelling has just to be learned.
Listen & repeat Answers to

WB
Workbook activities p. 4
1 a) from b) friend c) how

➌ Focus on the vowel sound /aI /. The sound is d) thanks e) meet f) this
shown in red in the words in the activity. Play back
the text on the podcast or read the words aloud 2 Read two of the letters in each group. The students
carefully. Students repeat the words. circle the letters they hear.
3 a) I am Doudou. I am from Senegal.
Speak b) She is Francine. She is a girl. She is from France.
c) He is Frank. He is a boy and he is from Australia.
4 PETER: Hello, Paul. How are you?
➍ Tell the students that it is now their turn to PAUL: Hi, Peter. I’m fine, thanks.
PETER: This is Francine. She’s from France.
introduce a friend to the rest of the class. They will
PAUL: Good to meet you, Francine.
work in pairs for this activity. Read the text in the
PETER: Francine is my friend.
speech bubbles in the pictures and explain that this
is what they have to do. 5 a) She is my friend. b) He is from Chicago.
Give them a few minutes to practise and then let c) How are you?

then ask questions like these about themselves.
Lesson 3 The students can then swap partners and repeat

the dialogue with a few other students.
SB pp. 12-13
Your turn
Warm up ➏ Teach the students how to make simple questions

by inverting the word order in sentences. Refer to
Find out if the students know any numbers in English.
the Grammar check. Students work in pairs.
Answers
Listen & repeat a Are you thirteen years old? b Is she twelve years old?
c Is he fourteen years old?
➊ Teach the numbers 0-20. Play back the podcast or

read the numbers aloud. Let the students repeat the
Write
numbers. Let the students work in pairs to practise
the numbers. One student can write a number and
the other student can say the number in English and ➐ Students write about themselves using the model
point to the number word in the books. text alongside the activity.
EXTRA ACTIVITIES
Listen & read
• Dictate a few words or two very short sentences
to the students. Use words from MY WORD BANK
and structures from the Grammar checks in the lesson.
➋ Play back the podcast or read the text aloud. • Write some words from MY WORD BANK on the
The students follow the text in their books. Read the board without space between the words. For example:
words in MY WORD BANK. Make sure the learners afternoonpleaseyearstudent. Ask the students to
knowwhat the words mean. Then play the recording come up and circle the words that they can find.
again. Let the pupils read the dialogue aloud in • Students can play a game with numbers. For
groups of three. Help them to get the intonation of example: write numbers in numerals on small
the sentences and questions correct. It is best to do pieces of paper (12, 7, 20, etc.). Put the numbers
this by playing the recording again if necessary or by in a box or packet. Students work in small groups.
modelling the sentences. Each student picks a number from the packet and
says the number in English. If it is correct, the
student gets one point. Each student has a turn
until there are no more numbers in the box. If a
Read & speak student does not give a correct answer, he or she
misses their next turn.
• Students complete the activities of their
➌ Read the questions with the class or with a group Workbooks.
of students. They should say if each sentence is true
or false. If a sentence is false, they should try and
correct it. Answers to
WB
Answers Workbook activities p. 5
a False. Idah is thirteen years old. b True. c False. Ali
is fourteen years old. d False. It is afternoon. e True. 1 5 ➝ five; 9 ➝ nine; 11 ➝ eleven;
14 ➝ fourteen; 15 ➝ fifteen; 16 ➝ sixteen;
19 ➝ nineteen; 20 ➝ twenty.
Speak 2 Read two of the numbers in each group (choose any
two numbers). The students circle the numbers they hear.
3 a) 6 + 7 = thirteen d) 8 + seven = 15
➍ Students can work in pairs and practise these b) 2 + 17 = nineteen e) 2 + 12 = fourteen
numbers. Make sure that they stress the number c) ten + 7 = 17 f) 15 + 3 = eighteen
words from 13-20 correctly (thirteen, fourteen, etc.)
and that they say the end sounds /iː/ correctly. 4 a) How old is he? c) Is he happy?
b) How old is your brother? d) Are you happy?
➎ Teach the students to use the negative with the 5 MRS SMITH: Good morning, class. Please sit down.
verb ‘to be’ as in the Grammar check. Check that
they understand the words in MY WORD BANK. CHANTAL: Good morning, Mrs Smith.
MRS SMITH: Chantal, please stand up. How old are you?
Students work in pairs. They read the dialogue and
CHANTAL: I’m fourteen years old.
MRS SMITH: She is fourteen years old. Thank you, Chantal.
8 Unit 1 – Good to meet you!
TIME TO CHECK FUN
SB p. 14 SB p. 15
This page provides additional activities, which can The students can complete the activities on this
be used for reinforcement or informal assessment. page when they have finished their other work.
You can ask students to hand in their written work The activities provide reinforcement of vocabulary
for checking, or you can provide the answers and let and structures learned but in a less formal way.
them check their own work. You can observe them You may have to explain some of the activities to
as they do the oral activities (1, 2 and 6) to see how the students.
much progress they have made.
Answers
➊ Students identify the number words and copy
➌a a friend, thank, fine, morning, fourteen them in their exercise books.
b good, afternoon, and, happy, you eight, four, eighteen, one, three, twenty, five,
c my, friend, old, madam, new nine, ten, eleven, twelve, fourteen, fifteen, seven,
seventeen, zero, nineteen
➍a He is my friend.
b She is at school. ➋ Students read the texts and try to match the
c You are happy. texts with the characters in the pictures. If they are
d I am a new student. not sure of the answers, they should go and read the
e She is from Thiès. dialogues in the units again.
f I am 14 years old. Answers
a Awa
➎a What’s your name? b Idah
b He is from Dakar. c Doudou
c Stand up please. d Ali
d She is 12 years old.
➏a Are you a new student?

b What’s your name?
c How old are you?
EXTRA ACTIVITIES
• The students can complete the activities on the
revision page (page 6) of their Workbooks.
Answers to WB
1 thanks, hello, seven, happy, sixteen, twelve
3 a) This is Mary. She is my friend.

b) This is Francis. He is my friend.
c) They are from Benin.
d) This is my friend.
4 a) What’s your name?

b) How are you?
c) Are you a new student?
d) Are you happy at this school?
5 a) Mrs Smith is a teacher.

b) Anna is a girl.
c) John is a boy.
d) David is not nineteen years old.

It’s monday!
Unit
2 Lesson 1
SB pp. 16-17
Warm up
You can start this unit by revising the English alphabet.
UNIT SUMMARY The students are also going to learn about days of the
week and months in this unit, so write the date on the
TOPICS
board in English and say it aloud. If you have a calendar
School/classroom. with the names of the days and months in English hang
Months and days of the week. this up in your classroom. If you have a French calendar,
Dates. you could write the English names on strips of paper and
paste them over or next to the French names.
SKILLS
Listen to and understand simple English. NOTE: Project
Orally communicate simple information. The students will complete a project at the end of this
unit. Most of the preparation for the project has already
FUNCTIONS/NOTIONS been done in Unit 1. However, you should revise the
structures and vocabulary needed for the project as
Give dates. necessary, to build the students’ confidence.
Use numbers. The structures needed for the project are: What is your
Locate things and people. name? How old are you? Where are you from? This is...
Carry out instructions. She/He is [+ age]. She/He is from…
GRAMMAR
Verb to be (present simple – contractions – plurals). Read & speak
Prepositions (at).
Articles (a, an).
Imperatives (take, listen). ➊ Read the dialogue in the speech bubbles to the
Question formation (Which, Where). students while they follow the words in their books.
Punctuation (capitals).
➋ Talk about the pictures. Let the students try and
say what, and who, they can see in the pictures.
PHONOLOGY
Read the dates and days on the board.
The English alphabet.
Vowel sounds: /eI /, / I /, /aI /, /iː/, /eʊ/.
VOCABULARY Speak
Complete English alphabet.
bag, board, book, calculator, can, club, date, day,
eraser, exercise book, field, home, market, month, ➌ Read the questions and let the students answer
mosque, pen, pencil, ruler, second, shop, they, them orally.
things, we, week, where, which, year, to listen, Let the students work in small groups for a short
to open, to read, to say, to show, to spell, to take while. They can practise spelling their names and
out, to write the names of other students in the group. They can
Days of week: Monday, Tuesday, Wednesday, also take turns to say the alphabet. For variation,
Thursday, Friday, Saturday, Sunday. let them try and say the alphabet backwards. Then
Months: January, February, March, April, teach the names of the days of the week.
May, June, July, August, September, October,
November, December.
PREPARATION
Listen & repeat
You will need:
– Workbook pages 7-10. ➍ Tell the students that they are going to listen
to the way we pronounce the names of the days of
– PC/laptop with Internet access, if available.
the week. Play back the podcast or read the names
– Calendar with days of week and months in
aloud, taking care to stress the first syllable in each
English (or write these on the board).
name. Let the students repeat the names and then
10 Unit 2 – It’s monday!

listen again. Explain that in English we write the
• The students can read the dialogue for activity 6
names of days and months with capital letters.
on page 104.
➎ Focus on the sound /eI /. Play back the podcast • The students can work in pairs. One student can
or read the words aloud. Let the students practise make a sentence about one of the pictures in
saying the words aloud. You may wish to point out activity 6 and the other student can say which day
that many (but not all!) words in English that end in of the week it is. For example:
-ay and a_e have this /eI / vowel sound. STUDENT A: Awa and Idah are at school.
STUDENT B: It’s Monday!
• The students can complete the activities on page 7
Listen of their Workbooks. These activities can also be
used as homework tasks.
➏ Play back the podcast or read the dialogues

yourself. The students can look at the pictures as
they listen. Read the words in MY WORD BANK.
Answers to
WB
Make sure the students know what the words mean Workbook activities p. 7
(they can look up the French translations in MY
WORD BANK on pages 109-112 of the Student’s
1 a) Monday
Book). Then play back the podcast again.
b) Tuesday
The listening text for this lesson is at the back of the c) Thursday
Student’s Book, on page 104. d) Saturday
Speak 2 (as in the podcast)

a) day
b) date
c) they
➐ The students can work in pairs and make up d) she
sentences about the pictures in the previous activity.
e) take
Read the example sentences with them first. Teach
f) table
the contracted forms and the preposition at as
shown in the Grammar check.
Let the students use the natural, contracted forms of 3 a) She’s Carol.
it is, we are and they are when they speak. b) It’s Monday.
c) He’s a boy.
d) They’re friends.
e) What’s your name?
f) We’re sisters.
EXTRA ACTIVITIES
• Dictate a few words or two very short sentences
to the students. Use the words from MY WORD 4 SICA: Where are you from?
BANK and structures from the Grammar checks. JESSICA: I’m from Kenya.
SICA: What’s your name?
• Write some simple sentences with the full forms of
JESSICA: My name’s Jessica.
the verb to be on the board. Then ask the students
SICA: Please spell you name. / Can you spell your
how we say these words. Invite the students to
name?
change the full forms of the pronouns and verbs
JESSICA: Sure. J – E – S – S – I – C – A.
to contracted forms.
It’s monday! – Unit 2 11

➍ Teach the game ‘Simon Says’. You can play the
Lesson 2 game with the whole class. The students can also
play the game in groups once they are familiar with
it. Try to teach the game in English, using simple
SB pp. 18-19 rules and actions. The students will soon understand
the game. For example:
I say, “Simon Says, ‘Sit down’.” You sit down. (make
a gesture)
I say, ‘Sit down.’ You don’t sit down. (gesture)
Listen & read Note that there are some phrasal verbs (sit down,
take out and stand up) in this lesson. You do not
need to teach a lesson on phrasal verbs at this
stage, just introduce the words as part of the new
➊ Play back the podcast or read the text aloud. vocabulary.
The students follow the text in their books.
This dialogue introduces the structure What is it?
and some important verbs.
Let the students read the dialogue aloud in pairs. Write
Help them to get the intonation of the sentences
and questions correct.
Teach a/an as you introduce the classroom ➎ The students write the sentences with the words
vocabulary shown in the pictures in activity 2. they are given. Tell the students to look out for
Refer to the Grammar check. Explain that the reason punctuation clues that will help them to know which
for this rule is simply to make phrases easier to words start or end a sentence.
pronounce. You could introduce the imperative form of the verb
to do at this stage. It is useful for giving instructions,
such as: Do this in your exercise book.
Your turn Do this activity for homework.
Answers
a Take out your book.
b Today is Monday.
➋ Read the words under the pictures to the c Show me a pen.
students. Then let them work in pairs and ask and
answer questions, as in the example. d Awa is at home.
e What is it?
f Is this an eraser?
Speak
EXTRA ACTIVITIES
• Practise spelling and vocabulary with the words
➌ Teach the imperative forms of the verbs that have in MY WORD BANK. Give the students a short
been introduced so far. We use the verb stem (the dictation.
infinitive form without to) and we use the same form • Write some words from the lesson on the
for singular and plural. Refer to the grammar check. board without space between the words and
Check that the students are able to pronounce let the students find the words. For example:
words with an /eʊ/ sound correctly. Refer to the eraserboardbagruler.
pronunciation check and read the words with the • The students can read the dialogue for activity 1
students. You can make up simple sentences with of their books, in pairs.
these sounds for the students to repeat.
• Teach the students to play ‘Kim’s Game’ with
For example: The show is open in November.
school objects.
We go to the show in October.
The students then work in pairs and match the 1. Put a selection of objects on a table, for
sentences with the pictures. example: three rulers, two bags, one calculator,
four erasers and six pens. Let the students look at
Answers
the objects on the table for 30 seconds. They have
a Take out your books. to try and remember what they see on the table.
b Sit down. They may not write down what they see.
c Listen!
d Stand up. 2. When 30 seconds has passed, remove the
e Open your book. objects from the table (or cover them). The
f Show me a pen. students try to give a list of the objects that were
on the table. You can increase the number of
objects on the table and let the students play the
game in groups once they know how to play it.

• You could also teach a version of the game
‘Twenty Questions’. The students work in groups
and take turns. The first student thinks of a Lesson 3
classroom object. The other students have to try
and guess what the first student is thinking about, SB pp. 20-21
by asking questions. The first student may only
answer, ‘Yes’ or ‘No’. The game could go like this.
STUDENT 1: What is it?
STUDENT 2: Is it a pen?
STUDENT 1: No. Listen & repeat
STUDENT 3: Is it a calculator?
STUDENT 1: No.
STUDENT 4: Is it an eraser?
STUDENT 1: Yes!
➊ Find out if the students know any of the names of
the months in English. Then play back the podcast or
The student who guesses correctly gets the next turn.
read the names aloud while they listen. The students
• The students can complete the activities on page 8 will need to pay attention to the word stress and the
of their Workbooks. vowel sounds in these names, as many of the names
look similar to the French words, but are pronounced
differently. The students also need to know that in
English the names of months (and the days of the
week) are always written with capital letters.
Answers to
WB
Workbook activities p. 8 Listen & read
1 a) a pen
b) a pencil ➋ Ask the students what the date is and tell them
c) a board how to say the date in English. This routine should
d) a ruler become part of every lesson until the students know
e) a calculator the dates well. You can introduce ordinal numbers
f) a bag (second, third, etc) orally so that the students get
g) an eraser used to hearing the numbers.
h) a book Play back the podcast or read the dialogue aloud.
Make sure the students understand the words in MY
WORD BANK.
2 Do this activity with the class. Play back the podcast or
read a word or phrase in each group of words. Note that in some countries, the month is given before
The students circle the words that they hear. the date, for example: Today is October 2nd, 2010.
a) November
b) an eraser
c) sixteen books Speak
d) go
3 a) Is it a ruler/pen/bag/…?
➌ Teach the students how to say the years in
English, if you haven’t already done this. Refer to the
b) Is it a ruler/pen/bag/…? Grammar check. Note that for the years from 2010
c) Is it a bag? onwards, many people say twenty ten and twenty
d) What is it? / What’s this? eleven instead of two thousand and ten and two
thousand and eleven.
4 a) Take out your books. Read the questions and let the students suggest and
b) Open your book. discuss the answers. You may have to explain the
c) Show me a pencil. joke in the last part of the dialogue (Why does Mrs
d) Write the date. Mbodj say: Are you sure? – Because the year that Ali
gives is 2209, which cannot be correct.)
Answers
a It’s Tuesday, the second of October.
b October.
c Tuesday.
d No!
e No, it isn’t. It’s Tuesday.

Your turn Answers to
WB
➍ The students work in pairs. They should ask and The date today is [day of the week], the [date] of [month].
answer questions about dates, days, weeks, years
and months. They can use any available calendars,
diaries, computers or mobile phones that have this
1 August October November April
information. One student points to a day/week/
December June March September
month/year and asks: What’s the...? The other
July January May February
student replies: It’s...
2 January, February, March, April, May, June, July, August,

Write September, October, November, December
➎ Explain to the students (if they are not familiar 3 a) Which day of the week is it?
with this type of puzzle) that they have to find b) Is today Monday/…?
the hidden words. They should find the names of c) Which day of the week is it?
months and days and copy them correctly into their d) Is today Sunday/…?
exercise books.
Answers
4 a) Write the date on the board.
The words hidden in the ‘wordsearch’ puzzle are:
b) Today is Thursday, the second of October.
Monday, June, May, Tuesday, Wednesday, August,
c) The second month of the year is February.
November, February, Sunday.
➏ The students choose the correct words and copy 5 There are seven days in a week and twelve months in
the sentences into their exercise books. This could be
a year. There are thirty days in April, June, September
a homework task.
and November.
Answers
a What’s the date today?
b It is Monday today.
c January is a month.
d Write the date on the board.
e Today is the first of July.
f Read the date, class.
EXTRA ACTIVITIES
• Practise the spelling of the names of the months
and the words in MY WORD BANK. Give the
students a short dictation.
• Teach the students a rhyme or song about the
months of the year. For example:
Thirty days in September,
April, June and November.
In all the rest there are thirty-one
Except for February – That’s a funny one!
• The students can read the dialogue for activity 2
in groups.
• The students can complete the activities on page 9
of their Workbooks.

TIME TO CHECK PROJECT CORNER
SB p. 22 SB p. 23
Use the additional activities for reinforcement or This is the first project that the students will do.
informal assessment. Explain to the students that they will do this project
Answers in pairs. In the project they will be able to show off
their new language skills as they introduce a friend
➊ a it, listen b open, October c May, take to the rest of the class.
➋ a Answers will vary. b Answers will vary.

c Monday, Tuesday, Wednesday, Thursday, STEP 1
Friday, Saturday, Sunday. d (any five months)
One student interviews the other student.
➌ a It is Sunday. d It’s Monday. The students should write down the questions that
b Where are they? e He is at home. they will ask and then write down the answers as well:
c We are at the mosque. f You are at school. 1. What is your name?
2. How old are you?
➍ Answers will vary. 3. Where are you from?
➎ a market, calculator, mosque, shop, week, year The students should know the constructions and
b home, club, say, pencil, book, bag vocabulary needed for these questions.
c board, ruler, pen, month, which, date
➏ a Today is Wednesday. c He is at the mosque. STEP 2

b Please put your book d It is an exercise book.
on the table. Each student writes a paragraph about the friend
they have interviewed. They may write something
➐ a They are at home. c It is Thursday. like this: This is my friend. Her name is Catherine.
b What is the date? d Please stand up. She is 13. She is from Banjul.
e Ali and Doudou are at the field.
f Where are they?
STEP 3
➑ TEACHER: What’s the date today?
Each student has a chance to present his/her
STUDENT 1: It’s Tuesday.
TEACHER: Good. Which month is it? friend to the rest of the class. The students use the
STUDENT 2: It’s October. paragraphs they have written.
TEACHER: Yes, it is. It is Tuesday, the second of
October. Write the date on the board, please.
After the students have presented their friends to
Read the date, class.
the class, ask them to think about what they have
STUDENTS: Tuesday, the second of October.
done and let them assess their own work. They
should answer the assessment questions at the
EXTRA ACTIVITIES bottom of the page in an honest way. You can then
offer your own comments on what the students
have achieved and explain why you agree or
disagree with the students’ self-assessment.
Answers to WB
Workbook activities p. 10 It may take the students a while to get used to the idea of
assessing their own work, but it is important for them to
take charge of their own learning, and to be honest about
1 a) market b) ruler c) pencil d) calculator what they have learned.
2 a) Today is Sunday. We are at home.

b) Where are Jessica and Fifame? Are they at school?
c) Show me an exercise book and a pencil.
d) Write the month on the board.
e) Stand up, please! Now sit down!
3 a) The girls are at the club. b) The girls are at school.

c) She is at the market. d) The boys are at the mosque.

Unit
This is my family
3 Lesson 1
SB pp. 24-25
Warm up
Introduce the unit by showing the students a photograph
UNIT SUMMARY of your own family, if you have one available. Tell the
class (in English) about the members of your family.
TOPICS
If you do not have a photograph, draw a picture or use
Family relationships. any picture from a newspaper or magazine.
Jobs. Ask the students to bring in photographs of their own
families if they can. If this is not possible, let them draw
SKILLS pictures.
Listen to and understand simple English. The work in this unit will help to prepare the students for
Orally communicate simple information. the project at the end of Unit 4. The project requires them
to build a family tree. You could introduce the idea of a
FUNCTIONS/NOTIONS family tree in your warm up activity as well.
Express family relationships.
Describe people.
Ask for and give information.
Describe what people are doing. Listen
Use numbers 0-50.
GRAMMAR ➊ Play back the podcast or read the text while

Present simple tense: to have. the students listen and follow in their books. Let
Present simple tense: regular verbs (to work, to teach). the students practise saying the names of family
The verb to do as an auxiliary verb. members. Make sure that they stress the words
Present continuous tense (… sleeping, … coming). correctly, placing the stress on first syllable: mother,
Possessives (Awa’s). father, sister, brother, uncle, cousin, grandmother,
Contractions (that’s, you’re). grandfather.
PHONOLOGY
Sounds: /ð/, /ɳ/. Speak
Vowel sound: /uː/.
Rising and falling intonation.
VOCABULARY
➋ Teach the verb to have. Refer to the Grammar
check. Then let the students practise the verb with
aunt, bank, banker, beautiful, brother, but, the new vocabulary.
clinic, cousin, daddy, doctor, family, father, fish, If the students have brought in their own family
French, grandfather, grandmother, hard, hospital, photographs or drawn pictures of their families, let
housewife, lucky, many, mother, mummy, nurse, them use these for further practise. The students can
office, our, picture, rice, secretary, sister, stories, label their pictures first and then work in groups,
taxi driver, teacher, that, tree, uncle, under, referring to the pictures and making sentences like
vegetables, very, who, wonderful, yard, young, You have a sister. She has a brother. We have a mother.
to come, to cook, to do, to have, to look, to sleep,
to teach, to tell, to visit, to work
PREPARATION Listen & repeat

You will need:
– Workbook pages 11-17. ➌ Play back the podcast or read the words aloud.
– PC/laptop with Internet access, if available. Try to say the /ð/ sound very clearly and show the
– Photographs or drawings of family members. students how your mouth and tongue form the
sound. The sound is quite tricky and the students
may need a lot of practise to get it correct (it is a
dental fricative, not aspirated, so it is not the same
as the sound /θ/ as in three, for example).
16 Unit 3 – This is my family

Make a few sentences with words that have this
EXTRA ACTIVITIES
sound and let the students repeat them. For
example: This is the father. That is the mother. • Dictate a few words or two very short sentences
to the students. Use words from MY WORD BANK
and structures from the Grammar checks in the
Listen lesson.
• Practise contractions again. Write some simple
sentences with the full forms of verb to be on the
board. Then ask the students how we say these
➍ Play back the podcast or read the text with words. Invite the students to change the full forms
expression. Pay attention to the intonation of
of the pronouns and verbs to contracted forms.
the sentences, particularly the questions and
exclamations. You do not need to teach a formal • Practise the verb to have. Write some sentences on
lesson on intonation at this stage, but try to make the board and invite the students to come up and
sure that the students hear, and start to use, the complete the sentences with have or has.
correct intonation. • The students can listen to the podcasts again.
Ask the students who they think Daddy is. Find • The students can read the dialogue for lesson 1
out if they know any other informal names for (page 104), in groups of three.
family members, for example: Dad, Mummy, Mum, • The students can complete the activities on pages
Grandpa and Grandma. 11 and 12 of their Workbooks. You can do activity
Teach the use of the possessive form (’s). Refer to 2 with the students if a podcast is not available.
the Grammar check. In English we do not usually
say, for example, the family of Awa. Instead we say
Awa’s family.
Teach the difference between this and that. This is
best done with a simple demonstration. This usually Answers to
WB
refers to the person or thing that is closest to you or Workbook activities pp. 11-12
the first person or thing that you mention.
That refers to a person or thing that is further away
or is the second person or thing that you mention.
1 The students should find the following words in the
‘wordsearch’ puzzle: sister, father, mother, uncle,
Read the words in MY WORD BANK and make sure brother, grandfather, aunt, grandmother, cousin.
that the students understand what they mean.
Then play back the podcast or read the text again. 3 a) He has two grandmothers.
b) Their mother has many sisters.
c) We have many cousins.
Your turn d) My cousin has two grandmothers.
4 a) He is John’s grandfather.
b) It is Paul’s school.
➎ Teach the contracted forms of the verbs as shown c) I am Cecile’s uncle.
in the Grammar check. The students work in pairs.
d) Is she Mary’s grandmother?
They can look at any picture of a family and make
sentences using the contracted form.
5 a) What’s this?
➏ Working with the same partner, the students b) Who’s this?
make oral sentences about their own families. c) What’s this?
d) Who’s this?
Write 6
Sarah Patrick Careen Benjamin
➐ The students choose the correct words and copy Helen Gene
the sentences into their exercise books.
Answers
a aunt d have, a Samuel Roberta George
b grandmother e has
c sister f many
➑ The students write down the oral sentences they

practised in activity 6.
This is my family – Unit 3 17

Then let the students ask and answer questions
Lesson 2 about the pictures.

Answers
a Yes, she does. She’s a banker.
SB pp. 26-27 b No, he doesn’t.
c Yes, she does. She’s a secretary.
d Yes, he does. He’s a taxi driver.
e Yes, she does. She’s a nurse.
Listen & read

Write
➊ Read and discuss the meaning of the words in
MY WORD BANK. Then play back the podcast or ➎ The students practise using the forms of the
read the text aloud. Ask a few simple questions auxiliary verb to do. They write the sentences in
about the text and then play back the podcast or their exercise books.
read the text again. Answers
Let the pupils read the dialogue aloud in pairs. Help a Does she work at the bank? Yes, she does.
them to get the intonation of the sentences and b Do you have a sister? No, I don’t.
questions correct. c Does he teach French? No, he doesn’t.
d Do they have grandparents? No, they don’t.
Speak ➏ The students make appropriate questions to

match the short answers. You may wish to do a few
examples with the students before they write their
own questions.
➋ Let the students discuss whether the sentences Answers
are true or false. Then let them correct the false
sentences. a Does she teach English?
b Do you work in a bank?
Answers c Does he have two brothers?
a False. Awa’s mother is a housewife. d Do they work?
b True.
c False. Awa’s mother works at home.
d False. Awa’s mother works at home. OR Idah’s
mother teaches French at school. EXTRA ACTIVITIES
e False. Idah’s mother teaches French at school. • Practise spelling by taking words from the word
banks in lessons 1 and 2. Jumble up the letters
and let the students write them correctly. Or write
Listen & repeat the words on the board with some of the letters
missing and let them try to fill in the missing
letters.
➌ Focus on the vowel sound /uː/. Play back the • Write some questions about the family pictures on
podcast or read the words aloud. Let the students page 24 or about any other family photographs or
practise saying the words aloud. Let the students drawings. Let the students give short answers. For
notice that there are different ways of spelling this example: Does he have three brothers? Does he
sound in English. There are no useful rules; the have a mummy? Does he have one grandmother?
students just need to learn to recognise and write • The students can read the dialogue for lesson 2 in
these high frequency (or ‘sight’) words correctly. pairs.
You could make a list of words like this on a poster
• The students can complete the activities on page
in your classroom and use the list to practise the
13 and 14 of their Workbooks.
words from time to time.
Your turn
➍ Teach the verb to do as auxiliary in positive

questions and in short answers. Refer to the
Grammar check.

Lesson 3
Answers to
WB
Workbook activities pp. 13-14
1 doctor: hospital (or clinic); housewife: home;

SB pp. 28-29
banker: bank; teacher: school; nurse: clinic (or hospital)
2 Use the podcast or read the texts aloud yourself. Read

one of the words/groups of words. The students can Listen & read
also do this activity in pairs.
a) you
b) pool ➊ Play back the podcast or read the text. Then play
c) blue or read the text again and let the students try to
d) two blue shoes follow in their books as they listen.
Read and discuss the new vocabulary in MY
WORD BANK and ask a few questions to check
4 a) I’m Helen. I’m a teacher. I work in a school. comprehension. For example: Is it Sunday? What day
My sister, Careen, is a nurse. She works in a clinic. is it? Where are they? Are they at school?
My brother, Bradley, is a banker. He works in a bank.
Do you work in school? Introduce and start to teach the present continuous
b) He’s a student. Does his mother work? tense. Explain that the tense is used to describe
No, his mother is a housewife. She works at home. actions that are happening at the moment/at
present. Do not go into detail about the different
uses of the present simple and present continuous
5 (mostly personal answers, using one of the options tenses at this stage. We use the verb to be + the verb
below) stem + -ing to form this tense. Focus on saying and
a) Yes, he does. / No, he doesn’t. recognising the tense at this stage.
b) Yes, I do. /No, I don’t.
c) Yes, she does. / No, she doesn’t.
d) Yes, I do. Speak
6 HELEN: Hi, Dave. Do you have a pencil?

DAVE: No, I don’t. ➋ Help the students to choose the correct word
in each sentence and to say the correct sentences
HELEN: Does your friend have a pencil?
aloud.
DAVE: No, he doesn’t. His name is Frank!
HELEN: Hi, Frank! Do you have a ruler? Answers
FRANK: Yes, I do. a Doudou’s sister is cooking thiébou dieune.
HELEN: Thanks, Frank. b Doudou is at home. It is Saturday.
c The children are playing in the yard.
d Doudou’s grandparents are old.
7 a) Auguste e Doudou’s cousins are visiting the home.
b) Sarah
c) Peter
d) Kate Listen & repeat
➌ Focus on the end sound /ɳ/ in verbs in the

continuous form. Play back the podcast or read the
words aloud slowly. Let the students repeat the
words several times. Make sure that they stress the
words correctly as well. The stress does not fall on
the /ɳ/, but on the first syllables.
➍ Focus on the pronunciation of numbers between
20 and 50. Play back the podcast or read the
numbers aloud. Let the students repeat the numbers
several times. Make sure they stress the numbers
correctly as well: twenty, thirty, forty, fifty, twenty-
one, twenty-two, twenty-three, etc.
The students should note the way we spell numbers
like twenty-one with a hyphen.
Speak • The students can complete the activities on page
15 and 16 of their Workbooks. You can do activity
2 with the students if a podcast is not available.
In activity 3 the students are introduced to the
➎ The students can practise saying the numbers language of doing simple arithmetic. This is not in
in pairs or groups. They can also write numbers on the Student’s Book, but it is easily learned.
pieces of paper and ask other students to say the
numbers aloud. They could make this into a game.
Your turn
Answers to
WB
➏ First teach and practise the forming of the
continuous tense with all the verbs that the students
already know. You can also teach the spelling rules 1 12 twelve
for regular verbs (such as to come) at this stage: if 20 twenty
the verb stem ends in -e, we omit the e before we 21 twenty-one
add -ing. With some verbs we also double the last 13 thirteen
consonant (for example: sitting, hopping). You can 30 thirty
teach that rule when the students meet verbs that 39 thirty-nine
double the consonant. 14 fourteen
40 forty
Answers
15 fifteen
a They are dancing.
50 fifty
b She is reading.
47 forty-seven
c He is listening (to music).
43 forty-three
d She is sitting./ She is telling a story.
35 thirty-five
25 twenty-five
5 five
Write 2 two
2 a) 33 thirty-three
➐ The students write sentences about the pictures b) 50 fifty
in the present continuous tense. c) 48 forty-eight
d) 36 thirty-six
Answers
e) 44 forty-four
a She is sleeping.
f) 50 fifty
b They are playing.
g) 25 twenty-five
c He is cooking.
d They are working.
4 a) She is dancing.
b) They are working at school.
c) He is cooking at home.
d) We are looking for our books.
EXTRA ACTIVITIES e) He is teaching the students.
• Dictate a few simple sentences in the present
continuous tense. 5 a) The students are playing on the field.
b) Steve is cooking vegetables.
• The students can practise listening to numbers. For
c) Dad is sleeping.
example, they can play a type of number bingo.
d) She is telling a story.
1. Write 16 different numbers on the board and let
the students copy the numbers onto grids in their
exercise books. Use squared paper if possible or
let the students draw grids with 16 squares. They
should copy the numbers into different squares on
their own grids.
2. Call out the numbers in random order and let
the students circle the numbers. As soon as they
have circled all the numbers in a row, they shout,
‘Bingo!’

TIME TO CHECK EXTRA ACTIVITIES
• The students can complete the revision activities in
SB p. 30 their Workbooks (page 17).
Answers to WB
Use the additional activities for reinforcement or
informal assessment.
Answers
1 a) They are listening.
➊ a you school b) They are cooking.
b two zoo c) She is playing.
c do you d) She is sleeping.
➋ Mother 2 a) Are you thirteen years old? (Questions may vary.)

Father – No, I’m not. I’m 12.
Sister b) Does she work in the bank? (Questions may vary.)
Brother – No, she doesn’t. But she works at home.
Aunt c) Is your brother a banker?
Uncle – Yes, my brother is a banker.
Grandmother d) Do you have brothers and sisters?
Grandfather – Yes, I do. I have many brothers and sisters.
Cousin
3 Answers may vary. The students should follow the
➌ a They have grandparents. structures and style of the model.
b She has many cousins.
c I have two brothers.
d Do you have a grandmother?
➍ Questions will vary. The following are examples only. FUN

a Does he have a grandmother? Yes, he does.
b Do you have many cousins? Yes, I do. SB p. 31
c Does she have a brother? No, she doesn’t.
d Do they have an aunt? No, they don’t.
The students can complete the activities on this page
when they have finished their other work. You may
➎ a He is playing in the yard.
have to explain some of the activities to the students.
b This is a picture of my family.
c Does your mother work?
d Grandma and Grandpa tell good stories.
➊ The students use the clues to complete the
crossword puzzle. They should copy the puzzle into
e Awa’s mother works in the house. their exercise books. They must not write in their
textbooks.
➏ a They are playing in the yard.
Answers
b What are they doing?
c Doudou’s aunt is cooking thiébou dieune. 1 daddy
d Does your uncle work? 2 cousins
e I don’t have a sister. 3 uncle
f She is listening to music. 4 aunt
5 one
6 rice
➐ a You are my friend.
The word running down the middle in the shaded
b It is Friday.
c They are playing in the yard. blocks is doctor.
d You are lucky.
e That is my father. ➋ In this activity one student mimes an action and
the other students have to guess what he or she is
doing. You can work out with the students how many
➑ 27 twenty-seven
turns each group should have to guess the correct
31 thirty-one
answer and how the scoring system should work.
46 forty-six
19 nineteen
38 thirty-eight ➌ This activity provides extra practice with
numbers. One student says a number aloud and the
33 thirty-three
other student has to point to the number.
49 forty-nine
22 twenty-two

Homes
Unit
4 Lesson 1
SB pp. 32-33
Warm up
Use any pictures that you have to introduce this topic.
UNIT SUMMARY Introduce the word flat and ask the students where
they live. Some students may be more familiar with the
TOPICS
American word for flat, which is apartment.
Homes, furniture items, time. The work in this unit will help to prepare the students for
the project at the end of unit 4. The project requires them
SKILLS to draw or write a very simple poem (about their dream
Listen to and understand simple English. home).
Read and understand simple English.
FUNCTIONS/NOTIONS
Listen
Give the time.
Describe things and places.
Describe what people are doing.
➊ Let the students look at the photographs in their
book and tell you what they see. Try to get them
GRAMMAR
to use the words there is and there are when they
Possessive pronouns (his and her). talk about the photographs. Then read the text
Asking questions (Is there…? Are these…? Do you aloud or play back the podcast.
have…? What are they …-ing? What’s the time? Teach the possessive adjectives his and her. Explain
How many…? When do…?) that we use his or her depending on the person to
Verb to do as auxiliary, present simple tense. whom something belongs, her for women and girls
Imperative form: to be. and him for men and boys. Nouns in English do not
More plurals. have genders and adjectives do not ‘agree’ with
Prepositions (in, at, for). them.
PHONOLOGY
Plural endings /s/ and /z/.
Vowel sounds: /aI /, /aː/ and /æ/.
Speak
Word stress.
Intonation in sentences.
➋ Read the text aloud again or play back the
VOCABULARY podcast. The students can read and answer the
questions orally.
also, animal, basin, bathroom, bed, bedroom, big,
block, bread, breakfast, chair, chicken, compound, Answers
cupboard, donkey, evening, flat, fridge, fruit, a It’s in Dakar.
goat, her, here, his, hut, kitchen, late, light, living b Her father, mother, brothers and sister live with
her.
room, lots, lunch, mat, milk, of course, our, sink,
c No, it’s small.
shower, small, sofa, still, stove, table, television,
d No, he doesn’t. He lives in a house.
toilet, to drink, to eat, to hurry up, to live, to look
e His parents, his sister and his aunt live with him.
at, to love, to relax, to sit, to start, to wake up,
to watch
PREPARATION Listen & repeat

You will need:
– Workbook pages 18-24. ➌ Here the focus is on the end sounds of plural
– PC/laptop with Internet access available. words, /s/ and /z/. Read the text aloud or play back
– Pictures of different types of homes and the podcast, and then let the students practise
compounds from magazines and newspapers. saying the words. These end sounds in English are
not stressed, but they are not silent.
22 Unit 4 – Homes
Listen Answers to
WB
➍ Let the students look at the photograph in their 1 a) a chicken

book and tell you what they see. Read and explain
b) a flat
the words in MY WORD BANK. Then read the text
c) a donkey
aloud or play back the podcast. Ask a few questions
d) a goat
to check comprehension, for example: Are there
e) a hut
animals in the compound? What do the people in
the compound do?
2 The focus is on the present continuous form, but some
students may be able to write the phrases given in
Your turn brackets with the answers as well.
a) He is cooking. (The boy is cooking.)
b) He is sleeping (on a mat).
➎ Revise the present continuous tense and then c) They are playing (on the field).
let the students ask each other questions about the
photograph.
4
A B (noun + apostrophe) C (pronoun)
Write My mother has a donkey.
My father has a flat.
It’s my mother’s donkey.
It’s my father’s flat.
It’s her donkey.
It’s his flat.
Helen has a goat. It’s Helen’s goat. It’s her goat.
Ben has a bag. It’s Ben’s bag. It’s his bag.
➏ Students write regular plural forms of nouns.
Answers
flats, huts, cousins, animals, goats, trees, donkeys
5 a) The boys are reading books.
b) My goats are sleeping under the trees.
➐ Students complete sentences with the possessive c) What are the boys doing in the trees?
adjectives his and her.
d) The animals live in the compounds.
Answers
Awa lives with her family in a flat. Her mother, father,
sister and brothers live with her. Doudou lives in a 6 SUE: Chantal! Where are you?
house with his family. His parents, his sister and his CHANTAL: I am in the kitchen.
aunt also live in the house. SUE: What are you doing?
CHANTAL: I’m cooking rice for dinner.
➑ Students complete sentences with words that
make sense, from the word banks in the lesson.
Answers 7 My family lives with my grandfather in a big compound.
Awa’s cousins live in a big compound. There are Mum has a goat and many chickens. Dad has a donkey.
chickens, a donkey/hut and goats in the compound. It works hard!
EXTRA ACTIVITIES
• Dictate a few sentences with his and her in them.
Try to include some plural nouns as well.
• Students can write answers to activity 2.
• Students can read the text for lesson 1 on page
104 of their books by themselves or listen the
recording again or read with a partner.
• Students can complete the activities on pages 18
and 19 of their Workbooks. You can do activity 3
with students if the podcast is not available.
Homes – Unit 4 23
Answers
Lesson 2 Answers will vary but here are some examples:

a How many beds are there? There are two beds.
Is there a cupboard? Yes, there is. What do you do in
SB pp. 34-35 this room? You sleep.
b What do you do in this room? We eat and we cook.
How many chairs are there? There is one chair.
Is there a fridge? Yes, there is. Is there a shower?
No, there isn’t.
Listen & read And so on.
➊ Introduce the names of the main rooms in a Write

house. Then read the text aloud or play back the
podcast.
Ask a few simple questions about the text and then ➍ Students use the words to write sentences.
play back the podcast or read the text again. Remind them to use the grammar checks if they are
Let the pupils read the dialogue aloud in pairs. not sure of a construction.
Help them to get the intonation of the sentences Answers
and questions correct. a How many rooms are there?
b Are these the bedrooms?
c Is there a bathroom in the flat?
Speak d Are there animals in the compound?
e What do they do in the kitchen?
f What does she do in the living room?
➋ Teach How many and the use of to do as an

auxiliary verb in questions in which the main verb is
also to do. Refer to the Grammar check on page 35.
Play the recording or read the text again. EXTRA ACTIVITIES
The students can read and answer the questions
• Dictate a few questions with the words do/does in
orally.
them.
Answers
• Write a string of words on the board without
a Awa and her family live in the flat.
spaces and invite students to come up and find
b There are six rooms.
words, for example:
c Yes, there is.
bathroombedtoiletbasinfridgekitcheneattelevision
d Awa sleeps in a bedroom.
e The family eats in the living room. • Students can write answers to activity 2.
f They watch television. • Students could play a question game again. They
g Yes, she does! work in groups and take turns. The first student
thinks of a room in a house. The other students
have to ask questions to try and guess in which
Your turn room the student imagines he or she is. They have
only two guesses. The student may only answer
‘Yes’ or ‘No’. The game could go like this.
Student 1: Where am I?
➌ Revise questions forms that have been Student 2: In the bedroom?
introduced:
Student 1: No.
Questions that begin with question words:
Student 3: Are you in the bathroom?
How many? What? Where?
Student 1: Yes!
Questions in which the word order is inverted:
Is this your house? The student who guesses correctly gets the next
Questions that make use of the auxiliary to do: turn.
What do they do…? Does she have a…?
• Students can read the dialogue for lesson 1 in
Read the labels on the pictures and make sure the pairs.
students understand what each words means. Then • Students can complete the activities on pages 20
let them work in pairs and ask and answer questions and 21 of their Workbooks.
about the pictures.
24 Unit 4 – Homes
Lesson 3
Answers to
WB
1 a) We sleep in the bedroom.

SB pp. 36-37
b) We cook in the kitchen.
c) We have a shower in the bathroom.
d) We watch TV and work in the living room.
Listen & read

2 The drawing should show the following:
– Living room: a TV set, a sofa, a small table, three chairs.
– Bedroom 2: two small beds; bedroom 1: one big bed. ➊ Teach the students how to tell the time. Note
– Kitchen: a fridge, a cupboard, a stove, a sink, a table, that the Student’s Book introduces only one way
four chairs. of telling the time. You may also introduce terms
– Bathroom: a shower, toilet, basin, small cupboard. which are more closely related to digital times,
for example: ten thirty, ten fifteen, ten forty-five
(instead of quarter to eleven/quarter past ten/half
3 a) How many huts are there in the compound? past ten).
b) How many students are there in the classroom?
c) How many chickens are there in the compound? Then read the text aloud or play back the podcast.
d) How many sofas are there in the living room? Ask a few simple questions about the text and then
e) How many donkeys are there in the compound? play back the podcast or read the text again.
f) How many trees are there in the garden? Let the pupils read the dialogue aloud in pairs.
4 a) There are ten huts in the compound.
b) There are four students in the classroom.
c) There are forty-eight chickens in the compound. Speak
d) There is one sofa in the living room.
e) There are three donkeys in the compound.
f) There are two trees in the garden.
➋ Teach the imperative form of the verb to be.
Refer to the Grammar check. Teach the use of the
5 a) (Is there/Are there) a tree in your home? prepositions at and for.
Play back the podcast or read the text again. The
b) (Is there/Are there) many mosques in Dakar?
students can read and answer the questions orally.
c) (Is there/Are there) a club at your school?
d) (Is there/Are there) many shops in your town? Answers
a Awa is sleeping.
b School starts at eight o’clock.
c She eats bread and fruit.
d She drinks milk.
e Lunch is at one o’clock.
Your turn
➌ This activity gives the students more practise

with telling the time.
Listen & repeat
➍ Focus on sounds made by the vowel a: /aː/ and

/æ/. Play back the podcast or read the words aloud
for the students to hear the difference. You can
make up short tongue twisters or sentences for the
learners to repeat, using words with these sounds.
Homes – Unit 4 25
It doesn’t matter if the sentences are nonsense or
if the students don’t understand every word. For Answers to
WB
example: The fat black family cat sat on that mat. Workbook activities pp. 22-23
We are in a yard.
1 a) 7:50 It’s ten to eight.

Your turn b) 2:20 It’s twenty past two.
c) 12:15 It’s twelve fifteen OR It’s a quarter past
twelve.
d) 11:30 It’s eleven thirty OR it’s half past eleven.
➎ Teach the prepositions and phrases about the e) 6:45 It’s a quarter to seven OR It’s six forty-five.
times of the day as shown in the Grammar check. f) 4:30 It’s half past four OR It’s four thirty.
Then let the students practice using these phrases in g) 8:05 It’s five past eight.
questions and answers. h) 10:45 It’s a quarter to eleven OR It’s ten forty-five.
i) 9:30 It’s half past nine OR It’s nine thirty.
j) 9:45 It’s a quarter to ten OR It’s nine forty-five.
Write k) 12:15 It’s a quarter past twelve OR It’s twelve
fifteen.
l) 10:35 It’s twenty-five to eleven.
➏ Students write answers to the questions they

asked in the previous activity. 2 a) No, it isn’t. It’s twenty-five past eleven.
b) Yes.
➐ Students rewrite the sentences using spaces c) No, it isn’t. Its twenty past two.
between the words and adding apostrophes in the d) No, it isn’t. It’s a quarter past nine.
contracted words. e) No, it isn’t. It’s five o’clock.
Answers f) No, it isn’t. It’s six o’clock.
a What’s the time?
b It’s six o’clock in the morning.
c What time is lunch? 4 a) 11:30
d What’s for breakfast? b) 10:04
c) 4:10
d) 5:05
e) 8:15
f) 12:06
EXTRA ACTIVITIES
5 a) I get up at 6:30 in the morning.
• Draw some clocks on the board or use a cardboard b) Dad works in the living room in the evening.
clock to show different times. Let the students say c) Do you have breakfast at school at ten o’clock?
the times aloud. Then dictate a few times and let d) We start class at eight o’clock in the morning and
them copy down the times they have heard. finish at six or seven o’clock in the evening.
small groups.
6 Answers will vary. Here are some examples.
a) I get up at 6 o’clock.
and 23 of their Workbooks. Do activity 3 with the
b) I go to school at 7:15.
students or let them listen to the recording.
c) I have lunch at one o’clock.
d) I come home at a quarter to four.
e) I do my homework in the evening.
f) I go to bed at nine o’clock.
26 Unit 4 – Homes
Answers to
TIME TO CHECK Workbook activities
WB
p. 24
SB p. 38
1 a) Does your father have a house in a town?
b) Does your mother have many chickens in the
compound?
c) Do you live in a flat?
d) Do you work in the school garden on Saturdays?
Answers e) Are they your goats?
➊ a A house (or home). 2 a) Which day of the week comes before Monday?
b A kitchen. b) Who is Wendy’s mother?
c Bread. c) What do you do in the living room?
d Milk. d) When do you play with your friends on the school
e A well. field?
e) Which month of the year comes before March?
➋ a He works at 8 o’clock in the morning. f) Where is Alan’s new school?
b He has lunch at one o’clock in the afternoon.
c He plays at two o’clock in the afternoon. 3 Answers will vary but they should follow the given
d He does his homework at half past six in the model.
evening.
➌ a There are two wells in the village.

b This is her family compound
c Those are my brothers and sisters.
d Is there a sink in the kitchen?
e There are animals in the compound. PROJECT CORNER
➍ a I get up in the (afternoon/morning). SB p. 39
b Lunch is (at/in) one o’clock.
c What (is/are) the time?
d It is half (past/to) eight.
e (Where/Who) is your new house? The work in unit 3 will have prepared the students
f What do you have (for/in) breakfast? for Part A of this project, and the work in unit 4 will
have prepared them for Part B.
➎ a How many beds are there in the bedroom?
b Is this the kitchen? PART A
c What’s the time?
d Where does he do his homework?
e What do you have for breakfast? The main purpose of this activity is for the students
f When does she go to school? OR Where does to name family members and identify the correct
she go in the morning? names to express family relationships. They need to
use possessive adjectives as well as structures like
this is, that is, these are and those are.
➏a IDAH: Is this your home?
AWA: Yes, it is. It’s a flat.
IDAH: How many bedrooms are there? The students compile their own family trees on a
AWA: There are three bedrooms. small poster. Explain the concept of a ‘family tree’ if
IDAH: Where is the kitchen? the students are not familiar with this. They should
AWA: It’s here. then either collect small photographs of their family
members or draw pictures of them. The ‘tree’ can
b MABA: What’s the time? look like a real tree, but it can also be a simple
DOUDOU: It’s seven o’clock. diagram. The grandparents should be at the top
MABA: What time does school start? of the diagram and the youngest members at the
DOUDOU: It starts at eight o’clock in the bottom.
morning. (Answers may vary.)
The students then present their family trees to
the rest of the class. They describe the family
EXTRA ACTIVITIES relationships with sentences such as: This is my
mother and that is her sister. She is my aunt.
• The students can complete the activities on the Encourage them to say as much as they can about
revision page (page 24) of their Workbooks. each family member.
Homes – Unit 4 27
PART B
The main purpose of this activity is for students to

talk about their homes and the rooms and furniture
inside the homes. It also gives them an opportunity
to talk about what they do in their homes. They
need to use the nouns and adjectives they have
learned as well as verbs in the present simple tense.
Always smart!
Unit
5
The students draw a picture of their dream home.
Talk about what a ‘dream’ home is first and read the UNIT SUMMARY
poem aloud. The students can label their pictures,
write sentences about their homes or if they feel TOPICS
creative, they can write a simple poem about their Clothes. The body. Friends.
home as well.
They should be able to write labels to name the SKILLS
different parts of the home.
They should be able to write sentence like: Listen to and understand simple English.
There are five rooms in my dream home. We have Orally communicate simple information.
a big kitchen. My dream home is a compound. Read and understand simple English.
There is an example of a simple poem in the Write simple sentences.
Student’s Book, which the students can use as a
FUNCTIONS/NOTIONS
model; they can change a few words in the given
poem. But allow the students to write different Describe people (body, clothes).
poems if they are able to do this. Express feelings.
Give and carry out instructions.
GRAMMAR
Use joining words: and.
Use present continuous tense.
Subject and object pronouns.
Adverbs of frequency (often, always and never).
Irregular plural forms.
PHONOLOGY
Plural endings /s/ and /z/.
Vowel sounds /e/, /ɒ/, and /ɔː/.
Consonant clusters and sounds: /st/, /str/, /sk/, /sm/,
and /t∫/.
Word stress.
VOCABULARY
always, arm, black, blouse, blue, boy, brown,
cap, clothes, curl, cute, down, dress, ear, elegant,
eye, face, fat, foot, full, girl, green, hair, hand,
head, headscarf, jeans, joy, leg, little, mouth,
neck, never, nice, nose, now, often, orange,
pink, purple, red, shirt, shoes, short, shorts, skirt,
smart, suit, tall, tie, trousers, T-shirt, up, white,
wrapper, wrong, yellow, to like, to smile, to
touch, to wear
PREPARATION
You will need:
– Pictures of clothing items from magazines and
newspapers.
28 Unit 4 – Homes
Listen
Lesson 1
SB pp. 40-41 ➍ Let the students look at the pictures in their
textbook and tell you what they see. Introduce
the word photograph. Read and explain the words
in MY WORD BANK. Then play back the podcast
Warm up or read the text aloud. Ask a few questions to
check comprehension. For example: Who is in the
In this unit the students will learn to identify and describe photograph? Whose family is this? Does Idah have a
clothes. You could start by teaching the names of colours, sister? Is her father in the photograph?
if the students don’t already know them.
You could also teach a colour poem with rhyming words. Then teach the use of and as a joining word. Refer
For example: to the Grammar check and provide a few more
Red, red – touch your head / Black, black – touch your back. examples yourself.
Blue, blue – pick up your shoe / Brown, brown – turn around.
Green, green – you’re nice and clean / White, white –
you’re always right! Your turn
Pink, pink – give a wink / Grey, grey – hip hip hooray!
The meaning is not important in this poem. You can make
up more verses with the students. ➎ The students ask each other questions about the
photograph, using the structures in the examples.
Lesson 3 in this unit will help the students to prepare for
the project at the end of Unit 6.
Write
Speak
➏ The students complete the sentences to describe
what the people in each picture are wearing. You
➊ Introduce the vocabulary in MY WORD BANK. may want to do this activity with the whole class
This is a good time to teach consonant clusters with s
orally first.
(/st/, /str/, /sk/, /sm/) and the sound /t∫/. These are
found in many of the new vocabulary words in this Answers
unit. Introduce the sounds in this lesson and then a She is wearing a yellow skirt, a blue blouse and blue
make sure that the students can distinguish the shoes.
sounds later on. (See the extra activities for this b She is wearing a purple suit . She is smart.
lesson.) c They are wearing orange T-shirts, brown shorts
Introduce the verb to wear and let the students and brown shoes.
describe the main picture on page 40. They should d She is wearing a pink T-shirt and a pink skirt.
point to people in the picture and say what they are
wearing.
Remind the students that in English we put
adjectives before the nouns. For example, we say: EXTRA ACTIVITIES
a green skirt, not a skirt green. • Carry out a dictation activity.
➋ The students can then work in pairs. They read 1. Write the following words on the board: smart,
each sentence aloud and then identify the people smile, scarf, skirt, shorts, shirt, shoes, small, still,
in the main picture according to the description of stove, shop, show, spell. Then remove the first two
what the person is wearing. They can make up more letters at the beginning of each word.
sentences as well and let their partners identify the 2. Ask the students to copy the words into their
people they are describing. exercise books. Then read the whole words aloud
and let the students add sh, str, sc, sk, st, sp, or sm
to the beginning of each word.
Listen & repeat (Note that some of these words are from previous
units.)
• The students can write sentences describing
their clothes. For example: I have red shoes and
➌ Here the focus is on the short vowel sound /e/. a red skirt. Or they can bring a photograph
Play back the podcast or read the words aloud and
of themselves to class (or draw a picture)
then let the students practise saying the words.
and describe what they are wearing in the
Make sure they stress the words correctly as well.
photograph/picture.
For example: headscarf, elegant, bedroom, yellow.
Always smart! – Unit 5 29

pairs.
Lesson 2
and 26 of their Workbooks.
SB pp. 42-43
Answers to
Workbook activities WB
pp. 25-26
Listen & read
1 blouse shorts suit

➊ Introduce the new words in MY WORD BANK.
trousers wrapper skirt Then play back the podcast or read the dialogue.
dress headscarf shirt Ask a few simple questions about the text and then
Muslim cap shoes T-shirt play back the podcast or read the text again.
Let the students read the dialogue aloud in pairs.
2 (as in the podcast) and questions correct.
a) a red shirt
b) white and red Point out the differences between the words to,
c) blue shoes two and too. The words sound exactly the same
d) a short dress but they have different meanings. Refer to the
e) a pink blouse Grammar check. Let the students find examples in
f) a green shirt the dialogue.
You should also explain how we use the word jeans
in English. It is always a plural noun. So we say: I am
3 (Answers may vary. The following are some examples.) wearing jeans / a pair of jeans, or These jeans are
a) Is he wearing shorts? beautiful. We don’t say: I am wearing a jean, or This
b) Is your mother wearing a blouse and a wrapper? jean is expensive.
c) What is Henry wearing?
d) What are the students wearing?
e) What is your father wearing? Speak
4 Mr. Pelé is wearing a suit, a tie and a pair of shoes.

Simon is wearing a T-shirt, shorts and a pair of shoes.
➋ Play back the podcast or read the text again.
The students can read and answer the questions orally.
Mrs. Smith is wearing a headscarf, a wrapper, a blouse
Answers
and a pair of shoes.
Agnes is wearing a dress and a pair of shoes. a She’s wearing a yellow ndokkett.
b He is wearing a blue bubu.
c No, she doesn’t.
5 AGNES: Show me the photographs of your family. d Yes, she does.
Who is this? e No, she doesn’t. She often wears jeans.
PAUL: This is my mother. She’s wearing a wrapper,
a headscarf and a white blouse.
AGNES: She’s tall and elegant.
PAUL: Yes, she is.
Listen & repeat
AGNES: Is this your uncle?
PAUL: Yes, it is. He’s short.
AGNES: He’s wearing a nice tie and suit. ➌ Focus on the short vowel sounds /ɒ/, and /ɔː/.
PAUL: Yes, he always wears a suit and tie. Play back the podcast or read the words aloud and
then let the students practise saying the words.
Speak
➍ The aim of this game is to practise vocabulary

and to say lists of words. The students can also have
fun trying to remember the complete list as it gets
longer and longer.
30 Unit 5 – Always smart!

The students can play this game in groups. The first
EXTRA ACTIVITIES
student starts off with a simple sentence and then
each student, in turn, adds a word to the sentence. • Dictate a few sentences to the students. Include
Each student repeats what the previous student has words like to, two and too as well as colour words
said before adding a new word. Play the game with and the names of clothes.
the whole class first if they are not familiar with • The students can read the dialogue for lesson 2 in
this game. pairs.
• The students can choose any other pictures in
their books and describe what the people in the
Your turn pictures are wearing. Alternatively they can cut
out pictures from magazines, make simple posters
and then describe the clothes shown on the
➎ Revise the adverbs of frequency often, never posters.
and always and show the students how they fit • The students can complete the activities on pages
into sentences. Refer to the Grammar check. We 27 and 28 of their Workbooks. Do activity 2 with
usually use these adverbs with the present simple the students.
or the present perfect tense (which the students
will learn later). The adverbs are placed before the
verbs in statements and in questions. For example:
I often wear jeans. Do you often wear jeans? Note,
however, that with the verb to be the adverbs are
placed after the verb. For example: I am often late.
Answers to
WB
She is never at school. Workbook activities pp. 27-28
The students make their own sentences, using the
structures in the examples. 1 a. The ‘wordsearch’ puzzle contains the following
words: T-shirt, headscarf, suit, blouse, ndokkett, shoes,
wrapper, skirt, shirt, tie, shorts, bubu.
Write b.
Clothes Clothes
for men and boys for women and girls
➏ The students make sentences with the given
T-shirt, suit, shoes, shirt, tie, T-shirt, headscarf, suit, blouse,
words. Remind them to look out for punctuation ndokkett, shoes, wrapper, skirt
clues. The clues will show them which word(s) start shorts, bubu
(and shorts!)
and end each sentence.
Answers c.
a He is wearing a black suit. a) Men and boys wear T-shirts, suits, shoes, shirts,
b My mother always wears a headscarf. ties, shorts and bubus.
c Is the baby wearing shorts, too? b) Women and girls wear T-shirts, headscarves, suits,
d Do you often wear jeans? blouses, ndokketts, shoes, wrappers and skirts. Some
e Is she wearing a white blouse and a pink skirt? women and girls also wear shorts.
e Doudou’s sister always wears short skirts.
➐ The students write phrases to describe each 3 a) No, he doesn’t.

picture. Here it is important to note the order of the b) Yes, he does.
words which describe the number and the colour c) No, he doesn’t.
of each item. We put the number first and then the d) No, he doesn’t.
colour. For example, we say: two blue shirts, not e) No, he doesn’t.
blue two shirts or two shirts blue. f) No, she doesn’t.
Answers g) No, she doesn’t.
a two orange dresses h) Yes, he does.
b two black shoes
c blue jeans
d a green wrapper 4 Personal answers.
e a white suit

Write
Lesson 3
SB pp. 44-45 ➏ Teach the other object pronouns. Refer to the
Grammar check. Remind the students that these are
tricky and easily confused. The students should refer
to the Grammar check or the grammar section at the
backs of their books when they are not sure which
Listen & read pronouns to use. The students may need constant
practice to get these pronouns correct. Note the
position of the pronoun in sentence e. It goes in
between the two parts of the phrasal verb wake up.
➊ Play back the podcast or read the poems aloud. Answers
Introduce the new words in MY WORD BANK.
Ask a few simple questions and then play back the a This is my mother. I love her.
podcast or read the poems again. The poems are b Is that your father? Do you love him?
quite easy: the aim is to allow the students to start c These are my feet. Touch them!
reading for enjoyment in English. d This is a pretty dress. Please wear it.
e Where is your brother? Please wake him up.
f Look at her. She is very smart!
g I like you. Do you like me?
Your turn
EXTRA ACTIVITIES
➋ Let the students read the poems aloud in pairs. • Draw an outline of a body on the board and ask the
Help them to get the intonation of the sentences students to come up and label the parts of the body.
correct. • Write a few sentences on the board and let the
students fill in the correct pronouns. You can do
➌ Let the students try and make their own rap this orally at first. After that the students can
poems, based on the poems they have read. write the sentences as well. For example:
They can use the same structures and change a few This is my sister. … is 10 years old. I love ...
words here and there. This will help to prepare them This isn’t … shirt? Is it … shirt?
for the project at the end of Unit 6.
• The students can complete the activities on pages
If the students are confident users of English, they 29 and 30 of their Workbooks.
could also change the structures, provided that they
use the other structures correctly.
Answers to WB
Speak 1 The students can exchange Workbooks and check

each other’s work. Help them by copying the diagram from
MY WORD BANK (page 45 of the Student’s Book) onto the
➍ Introduce the names of parts of the body, as board, adding labels for eye, hair and face.
shown in MY WORD BANK on page 45. Teach
3
the singular and plural forms. Make sure that the A B C
(with subject pronoun) (with object
students know the difference in meaning between pronoun)
up and down. My mother is a housewife. She works hard at home. I love her.
Then let them play the game ‘Simon Says’ using the Grandfather and They live in our village. We visit them
words for different parts of the body. The students grandmother are old. every Saturday.
will now be familiar with the game. We go to Excellence We like our English She likes us too!
Secondary School. teacher.
Dad often works in the He helps me with my I ask him
living room in the evening. homework. questions.
Your turn I am Steve. I am your brother’s friend. Do you know me?
She lives with us in our
Helen is our friend. house. We like her.
➎ Teach the object pronouns him and her and

4 Answers will vary. The following are examples.
explain how they refer to gender. The students also
need to remember that these pronouns are placed Simon says, ‘Touch your hat!’ Simon says, ‘Smile!’ Simon
after the verb. says, ‘Stand on one leg!’ / Simon says, ‘Put your hands up!’
The students work in groups and talk about their
friends, using the example sentences as models. 5 Answers will vary. The structure is like the structure of
the poems on page 44 of the Student’s Book.
32 Unit 5 – Always smart!
TIME TO CHECK Answers to
Workbook activities
WB
p. 31
SB p. 46
1 Answers may vary. The following are examples.
a) She’s nice baby! b) He’s a fat man.
Use the additional activities for reinforcement or 2 Personal answers.

3 HELEN: This is my friend, Kate. She always wears
Answers pretty clothes. And that is my brother, John. Look at him!
➊ a yellow bread He is tall and he always looks smart!
b often orange MARIA: Is this your mother? She looks very nice. I like her
c short always wrapper. It’s beautiful! Do you help her to cook?
➋ a The girl is wearing a blue dress. 4 a) Look! He is smiling at me.

b I like your purple headscarf. b) They like my new clothes.
c That’s a nice blouse! c) What is he wearing today?
d Who is that elegant girl? d) Does she often wear dresses?
➌ a Cute shoes
b A red dress
c A tall man
d
e
Nice jeans!
A short skirt
FUN
f A white cap SB p. 47
➍ a She often wears a red dress.

b The girls are wearing wrappers and
headscarves. They look beautiful. The students can complete the activities on this page
c Look at her. She is very strong! when they have finished their other work.
d He never watches television.
e The baby is smiling at me! Answers
f Look at her. What is she doing? ➊ The students follow the instructions to draw
the pictures. Tell them that this is not a test of
➎ DOUDOU: This is a photograph of my family. their drawing skills, but to see if they can follow
Look at them. instructions! They can check each other’s drawings
IDAH: Is this your Dad? to see how accurate they are.
DOUDOU: Yes, it is. He is wearing a blue bubu.
You can extend this activity by giving them
IDAH: And this is your mother. She is wearing
instructions to draw a very strange person or an
a yellow ndokkett.
animal. For example: Draw a goat. It is very small.
DOUDOU: And this is my sister. Look at her.
It has three legs and two tails.
She’s wearing a short dress.
IDAH: I like your family. You are lucky!
➋ Tell the students how this game works if they
have not played it before. They can work in pairs or
in groups.
EXTRA ACTIVITIES ➌ These are all photographs of parts of the body.

The photographs show only a small part of each
• The students can complete the activities on the body part, so the students have to guess what each
revision page (page 31) of their Workbooks. one is. Students should be able to see: two eyes,
a nose, a chin/neck, a leg, fingers, knees, arm/wrist,
mouth/lips.
➍ The students write a simple poem, using the

letters of a word to start each new line in the poem.
Brainstorm some ideas with the students first.
Choose some nouns (names of parts of the body or
clothes) that have five or six letters. Ask the students
to think of adjectives, including colour words, that
begin with the letters you have chosen. Write the
adjectives on the board or on a sheet of paper.

Unit
People and places

6 Lesson 1
SB pp. 48-49
Warm up
Introduce the word map and the names of common public
UNIT SUMMARY buildings in the area where you are. You could do this
by showing the students a real street map (of any urban
TOPICS
area, old or new) or you could draw a simple map on the
Village. Town. Addresses. board. Show the students pictures of buildings if you have
them. Newspapers may be a good source of pictures.
SKILLS
Listen to and understand simple English.
Read and understand simple English. Read
Write simple sentences.
FUNCTIONS/NOTIONS
➊ Teach the prepositions given in MY WORD BANK.
Locate things and people. You can do this by describing where the students are
Ask for and give directions. sitting in the class. For example: Ali is sitting in front
Describe places. of Nafi.
Talk about past actions. Then discuss the map in the Student’s Book.
Introduce the key to the map. It has important
GRAMMAR vocabulary words for this lesson. Make sure the
Countable and uncountable nouns (with a lot of students understand how the key works and what
and lots of). each building is.
Simple past tense: to be.
Simple past tense: regular verbs. NOTE:
Different ways of using no. Because of the perspective of the map, it is probably a
good idea to tell the students to imagine that they are
Modal/auxiliary verb: can (to express ability).
standing in the streets when they look for the buildings.
This may make the meanings of prepositions clearer.
PHONOLOGY
Vowel sounds /aI /, /eə/, /ə/, /iː/.
Word stress.
Your turn
VOCABULARY
across, address, avenue, bank, behind, between, ➋ The students work in pairs to ask each other
questions about places on the map using the model
building, bus station, church, door, first, floor,
sentences.
garden, high, hotel, in front of, left, lion, lots of,
many, narrow, neighbourhood, next to, people,
perfect, post office, primary school, right
(direction), road, roof, sorry, sports centre Listen & repeat
(or stadium), street, supermarket, thank you, wall,
window, to close, to live, to love, to open, to plant
PREPARATION
➌ Play back the podcast of the listening text or read
the words aloud to the students. When reading, be
You will need: careful to stress the syllables in the words correctly.
– Student’s Book pages 48-55. Let the students practise saying the words aloud.
– A street map of the area where you live (or any
town), if available.
Listen
– Pictures from newspapers of public places such
as bus stations, sports stadiums and banks.
➍ Let the students look at the picture in their
textbooks and tell you what they see.
34 Unit 6 – People and places

Introduce the new words in MY WORD BANK. Then
play back the podcast or read the text aloud. Ask a Answers to
WB
few questions to check comprehension, for example: Workbook activities pp. 32-33
Which buildings can you see? Who lives in this
neighbourhood?
1 a sports centre – a bus station – a bank
Teach these phrases: on the left, on the right, up the
a church – a house – a supermarket
street, down the street, on the second floor.
Introduce the expressions a lot of and lots of. Refer
to the Grammar check (practice is provided in the 2
Workbook).
Excellence Supermarket Police Station
Play back the podcast or read the text aloud again, Primary Scool
and ask more specific questions. For example: Where
is the primary school? Where does Ali’s cousin live? La Rosette
Hotel Miva Bus Station Primary Scool Bank of Africa
Your turn
3 neighbourhood, address, behind, between, across,
mosque, supermarket, hotel
➎ The students work in pairs to ask each other
questions about their own neighbourhoods, using
the model sentences. 4 a) They are in the classroom.
b) It is behind the teacher.
c) She is standing in front of the students.
Write d) He is sitting behind number 1.
e) She’s sitting next to number 3.
f) She’s in front of number 4.
➏ The students complete the sentences by copying

them into their exercise books. 5 This is my compound. There are lots of people in the
Answers compound. There are also lots of chickens and lots of
a The hotel is between the two shops. trees. There is a lot of food in the house. We eat a lot of
b The bus station is in front of the market. rice and bread.
c The bank is next to the school.
d The sports centre is behind the mosque.
EXTRA ACTIVITIES
• Provide additional oral practice to help the
students remember the prepositions and phrases
introduced in this lesson. You could, for example,
give a series of oral instructions to a group
of students and then let them respond to the
instructions. For example: Peter, sit down here.
John, sit behind Peter. Awa, sit across from Peter.
Mary, sit in front of Awa.
• Mix up some of the vocabulary words relating
to buildings and let the students try and
work out what they are and how to spell the
words correctly. For example: ketmarsuper
(supermarket), urchch (church), dengar (garden),
bourneighdooh (neighbourhood) or ghrit (right).
• The students can write a few sentences about
their own neighbourhoods, based on the oral
sentences they made in activity 5.
• The students can read the dialogue for lesson 1
(page 104).
People and places – Unit 6 35

Your turn
Lesson 2
SB pp. 50-51 ➍ Review the simple past tense of to be before
the students work in pairs to make sentences about
the pictures. Encourage them to use adjectives
in their descriptions as well. Check that the
students pronounce were correctly. Refer to the
Listen & read Pronunciation check.
➎ Teach the format used for addresses in English.

We put the number of the house or flat before the
➊ In this lesson you will introduce the simple past name of the street or block of flats. Revise numbers
form of the verb to be. You could do this before or
if necessary. After that, let the students write down
after you play back the podcast or read the text.
their own addresses and then tell each other where
Refer to the Grammar check on page 51.
they live.
Then play back the podcast or read the text aloud.
The students should follow in their books.
Discuss the new words in MY WORD BANK and then
➏ Teach the use of the modal/auxiliary verb can, to
express ability. Refer to the Grammar check. Note
play back the podcast or read the text again.
that it is important to teach the short answer form
Then ask a few questions about the picture, for
as well, as it is commonly used.
example: Was the street narrow? Were the buildings
high? What was the name of the street? Were there The students can then work in pairs to practise this
lions on the street? structure, following the examples given. Further
practice is provided in the next lesson.
Let the students read the text silently by themselves.
Then invite some students to read one or two
sentences aloud. Help them to give the correct
intonation. Write
Teach the use of the word no in different sentences.
Refer to the Grammar check.
➐ The students complete the sentences with the
correct form of the verb to be in the simple past
tense.
Speak Answers
a The people were in the street.
b He was at home at five o’clock.
➋ The students say if each sentence is true or false. c They were not in the flat.
They can do this in groups. They should correct the d She was at the sports centre at six o’clock.
false sentences and then report back to the rest of e Where were you this morning?
the class.
Answers
a True.
b False. There were no high buildings in the
neighbourhood.
EXTRA ACTIVITIES
c True.
d False. My grandfather’s address was 21 Lion Street. • Dictate a few short sentences with the verb to be
e True. in the simple past tense.
f False. Grandfather’s house was between the school • The students can write down the sentences they
and the mosque. made in activity 4.
• The students can read the listening text on page
50 again, to a partner.
Listen & repeat • The students can complete the activities on pages
➌ Play back the podcast or read the words aloud.

Point out the silent letters and provide further
examples of words with silent letters if you want
to. For example: right, fight, bright, sign, wrong,
yoghurt, knee, know, knife, island.
Check that students pronounce the /aI / sound
correctly as well.

Lesson 3
Answers to
WB
1 Do this exercise with the students. Choose one

SB pp. 52-53
address in each pair of addresses and read it aloud or play
back the podcast.
a) 43 Lion Street
b) 32 Main Street
c) 11 Church Street
d) 50 Vincent Street Listen & read
2 a. ➊ Play back the podcast or read the poem aloud.

a) She is thirteen. The students should follow in their Student’s Book.
b) He is fifteen. Discuss the new words in MY WORD BANK and then
c) Yes, he is. play back the podcast or read the poem again.
d) No, she isn’t. She’s fifty-nine. Ask a few questions about the poem. For example:
Where was the home? Can you describe the home?
b. Was it a good home? What was in the garden? Was
a) He was twenty-three years old. the home big or small?
b) She was nineteen years old.
c) He was forty-six years old.
d) She was forty years old.
Speak
3 a) Can they plant vegetables? Yes, they can.
b) Can we start at seven o’clock? Yes, we can.
c) Can he see the lions? Yes, he can. ➋ The students draw pictures of a home. They can
choose their own homes or any other homes. The
purpose of the drawing is not to test artistic ability
4 a) They were at the post office this morning. but to provide practice in giving simple descriptions.
b) She was at school yesterday. The students should use adjectives, including colour
c) I can play football. words, in their oral descriptions.
d) There were no taxis in the street.
➌ Teach the simple past tense forms of regular verbs.
Refer to the Grammar check. You could teach the
5 PATRICK: Hi, Joe. Are you at home now? following verbs: to listen, to show, to look, to work,
JOE: Yes, I am. to visit, to watch, to start, to like, to smile. These
PATRICK: Where were you at 6 o’clock? I was at your verbs have already been introduced in the course
house, but you were not in. and they all have regular simple past tense forms.
JOE: I was at my cousin Henry’s house. There was a big
It is important that students learn to say and hear
party there.
the endings of these verbs. Let them listen to the
PATRICK: Were there many people at the party?
difference between the present and past forms:
JOE: Yes. There were lots of people. There was a lot of
look/looked, listen/listened, but don’t do exercises
food. The music was also good.
on distinguishing the end sounds / I d/, /t/ and /d/, yet.
You should not teach any verbs with irregular simple
6 Personal answers. past forms yet. They will be introduced gradually in
later lessons.
Answers
a The shop opened at eight o’clock in the morning.
b We loved our garden and our house.
c There were many trees in the garden.
d She planted trees in the garden.
e My cousin lived here.

Listen & read Answers to
WB
➍ Play back the podcast or read the two dialogues 1 Draw the labelled diagram on the board and let the
aloud. The dialogues introduce ways of requesting
students check their own work.
and giving help. Pay special attention to the
intonation in the questions and answers. Then check
that the students understand the new words given
2 a.
in MY WORD BANK on this page.
a) planted b) closed c) smiled d) touched
The students can then role-play the dialogues in e) worked f) cooked g) listened h) played
pairs. They can extend and change the dialogue as
well, but they should keep to the same structures b.
and format. a Yesterday we worked hard. We planted trees
Check that the students pronounce the vowel sounds in the garden and then we cooked dinner.
/iː/ and /eə/ correctly. Refer to the Pronunciation b Last week we played ‘Simon Says’ in class.
We listened to the teacher. We closed our eyes.
check.
We touched our feet and we smiled. It was fun!
Your turn 3 A: Was this your father’s house?

B: No, it wasn’t. It was my grandfather’s house.
He lived here for many years. He planted those trees.
He loved this house.
➎ The students work in pairs to ask and answer the A: Who lives here today?
questions about the map on page 48. They follow
B: My uncle, his wife and their children live here.
the examples in their books.
A: Do they like the place?
B: Oh yes, they do. Every weekend, they open all the
doors and windows and clean everything.
Write
4 Answers will vary.
a) – Can you help me? Where's the police station?
➏ The students copy and complete the sentences, – It’s next to the Excellence Primary School, across
adding verbs in the simple past tense. You may want
to do this with them orally first. the street from the Mosque.
– Thank you!
Answers b) – It’s between the post office and the mosque.
Some people lived in the house at 26 Joy Avenue – Thank you!
for many years. The house was small. The roof was c) – It’s between the Clinic and the Excellence Primary
purple and the walls were pink. There was a garden. School.
The people planted trees in the garden. They opened – Thank you!
the doors for their friends. They loved their home. d) I’m sorry. I don’t know.
EXTRA ACTIVITIES
• Dictate a few sentences with familiar verbs in the
simple past tense. For example: We lived in this
street. She closed the door. There were no trees in
the garden.
• Write some present and past forms of familiar
verbs on the board, in pairs. For example: look –
looked, open – opened. Then read one word in
each pair and ask the students to show you which
word they heard. The students can also copy the
words into their exercise books and circle the
words that they hear.
• The students can read aloud the poem on page 52.

SB p. 54 SB p. 55
Use the additional activities for reinforcement or The students have been introduced to simple poems
informal assessment. in English. In this project they have the opportunity
to create their own poems and then to rap (or sing)
Answers the poems to the rest of the class.
➊ a a bank b supermarket c bus station
You can decide whether the students should
d hotel e sports centre
work on this project in small groups, in pairs or
➋ a please street individually. Only students who are confident users
b where wear of English should be asked to work individually. Less
c here there confident students will still need the support of
other students to complete the project.
➌ a It’s in Robert Burn Street. Let the students begin by rapping or singing the
b It’s in Raffenel Street.
c It’s in Robert Burn Street. poems given on page 44 of the Student’s Book.
d It is across the road from the houses. Then let them use one of the poems as a starting
e It is in Robert Burn Street. point to compose their own poems. Once they
f It is in Raffenel Street. are happy with the words of the poems they can
practise them and rap them for the rest of the
➍ a We were in the street. class (or school). Encourage them to perform with
b Was she at home at five o’clock? gestures and interesting body language and ask
c They were in the house. them to assess their own performances honestly
d They lived in the house for many years. afterwards. Other students can also be asked to
e The bank closed at twelve o’clock this morning. assess the performances. Make sure that these peer
f Where were you on Sunday? assessments are honest. The students should not
criticise because they don’t like the student who has
performed. Nor should they give praise because the
EXTRA ACTIVITIES student is a friend.
Answers to WB
1 a) Where do you live?

b) What is she wearing?
c) Were they at home yesterday?
d) Can you see the hotel?
e) There were no taxis yesterday.
f) They opened the door.
2 Personal answers.
3 a) In the past, there was no hospitals in Anna’s

neighbourhood. Today there is one hospital.
b) In the past, there were two primary schools in
Anna’s neighbourhood. Today there are four primary
schools.
c) In the past, there were two supermarkets in Anna’s
neighbourhood. Today there are three supermarkets.
d) In the past, there was one post office in Anna’s
neighbourhood. Today there is one post office too.
e) In the past, there were no sports centres in Anna’s
neighbourhood. Today there is one sports centre.

Unit
It’s delicious!
7 Lesson 1
SB pp. 56-57
UNIT SUMMARY
Warm up
You could perhaps ask each student to bring a fruit or
TOPICS vegetable to class. They should try and find out what the
Food. Drinks. Meals. Shopping. English name of their fruit or vegetable is. Alternatively
bring some real fruits and vegetables to class yourself
SKILLS and ask the students which ones they like, and don’t like.
Listen to and understand simple English. Start introducing the new vocabulary during this session.
Speak
FUNCTIONS/NOTIONS
Describe conditions (hungry, thirsty).
Express likes and dislikes. Express feelings.
Talk about past actions. State quantities.
➊ Talk about the picture in the Student’s Book
and introduce the rest of the new vocabulary.
Make requests. Make comparisons. Say each word carefully so that the students can
Give and carry out instructions. hear the difference in pronunciation and stress in
words that look similar in English and French. For
GRAMMAR example: oranges, bananas, carrots, mangoes.
Noun plurals.
Imperative: Let’s…
Simple past tense (regular verbs).
Simple past tense (irregular verbs): to make.
Your turn
Quantifiers: some, any.
Comparative forms of adjectives.
Question formation: How much…, How many…, ➋ The students work in pairs and talk about the
Which… fruits and vegetables they like and dislike. You
Sequencing words. could do a quick survey at the end of this activity to
establish which fruits and vegetables everyone in
PHONOLOGY the class likes or dislikes.
Word stress You could teach nouns that take plural forms with
Vowel sounds: /æ/, /aː/, /uː/, /ʊ/, /ᴧ/. -es (potatoes, tomatoes, mangoes) at this stage.
Rising and falling intonation. Refer to the Grammar check on page 57.
VOCABULARY
after, all, apple, banana, bean, bunch, cabbage, Listen & repeat
carrot, correct, dessert, eggplant, flavour, fresh,
fruit, fruit salad, guava, hot, hungry, juice,
kilogram, list, litre, mango, meat, next, oil,
onion, orange, other, packet, parsley, pawpaw,
➌ Here the focus is on the short vowel sounds /æ/
and /aː/. Play back the podcast or read the words
pineapple, potato, recipe, soup, spinach, stall, aloud. Then let the students practise saying the
sugar, supper, thirsty, vegetables, to boil, to chop words.
up, to cool down, to guess, to make, to mean,
to need, to peel, to put, to sell, to stir, to wash
PREPARATION Listen
You will need:
– Workbook pages 39-45. ➍ Let the students look at the pictures in their
– PC/laptop with Internet access, if available. textbooks. Read the text in the speech bubbles.
– Some real fruits and vegetables. Introduce the words supper and guess. Then play
– Different containers and packages, such as back the podcast or read the text aloud.
bottles, packets and cardboard boxes.
40 Unit 7 – It’s delicious!

Ask a few questions to see if the students have
• The students can play a miming game in groups.
understood the gist (general idea) of the text, for
One student can perform an action and the other
example: What is mother doing? What fruit does she
students can guess what the student did. You
use? Read and discuss the new words in MY WORD
should make suggestions with verbs in the past
BANK on page 57. Then play back the podcast or
tense, such as: You washed your hands.
read the text again and ask some more questions.
You washed some fruit. You danced.
Teach the contracted form of Let us… (Let’s…). • The students can complete the activities on pages
Refer to the Grammar check. 39 and 40 of their Workbooks.
The students can then read the dialogue on page
104 of their textbooks. After that, they can close
their textbooks and act what they have heard in
pairs. It doesn’t matter if they don’t remember the
exact words of the dialogue. Answers to
WB
Speak
1 a. and b.
Fruits: apple, banana, guava, mango, orange, pawpaw,
pineapple.
➎ Play ‘Simon Says’ with the whole class. The Vegetables: bean, cabbage, carrot, eggplant, onion,
students should use the given verbs for practice. parsley, potato, spinach.
Your turn 2 1 pawpaw

2 onion
3 banana
4 potatoes or cabbages
➏ The students work in pairs and make up their 5 guava
own simple dialogues using the structures in the 6 eggplant
examples. 7 spinach
8 apples
9 orange
Write
3 (as in the podcast)
I made supper. I chopped the onions. Then I washed
➐ The students write the plural forms of the nouns four red tomatoes and I chopped them, too.
(-s or -es) in their exercise books.
I cooked them.
Answers
Then I made dessert. I washed some guavas.
bananas, tomatoes, carrots, onions, cabbages, Then I peeled some mangoes and some oranges.
mangoes, potatoes I chopped them up. I made a fruit salad.
➑ The students change the verbs in the sentences

into the past simple tense.
4 a. Personal answers.
Answers
b.
a She peeled the fruit this morning. a) Edith likes mangoes, bananas and pineapples.
b He chopped up the vegetables at four o’clock. She doesn’t like tomatoes, onions, guavas and
c They made a fruit salad for dessert. cabbages.
b) Robert likes mangoes, bananas, onions and guavas.
He doesn’t like tomatoes, pineapples and cabbages.
EXTRA ACTIVITIES c) Personal answers.
d) Edith and Robert like mangoes and bananas.
• Write pairs of words in the singular and the plural They don’t like tomatoes and cabbages.
on the board. You can use the names of fruits
and vegetables. The students can copy the words.
Then read one of the words in each pair and let
the students circle the word they hear.
• Provide additional practice with forming verbs in
the simple past tense. The students could try these
sentences: I (to wash) my hands and then I (to
make) a salad. Yesterday I (to dance). He (to open)
the box. They (to smile) at us.
It’s delicious! – Unit 7 41

questions and making requests, and to use the new
Lesson 2 vocabulary. When they have successfully completed

the dialogue, they should act the scene. They can
read the dialogue first and then try to memorise it.
SB pp. 58-59 Answers (Answers may vary.)
UNCLE A LI : Good morning, Awa and Doudou. How
are you?
AWA AND DOUDOU : We are fine, thank you.
UNCLE A LI : What do you need today?
Listen & read AWA: We need some vegetables for soup. Do you have
any [name of any vegetable]?
UNCLE A LI : Yes, I do.
DOUDOU : And do you have any tomatoes?
➊ The students are going to learn to express UNCLE A LI : No. I don’t have any tomatoes. I’m sorry!
quantities in English. Show some real packets, bottles AWA: Do you have any [name of any vegetable]?
and boxes if you have these available. Introduce the UNCLE A LI : Yes, I do.
new words in MY WORD BANK. Explain the meaning DOUDOU AND AWA: Thank you, Uncle Ali.
of the words some and any as well. Then play back UNCLE A LI : Here’s your bag. Goodbye. Please close
the podcast or read the dialogue. the door.
Ask a few simple questions about the text and then
play back the podcast or read the text again.
Let the students read the dialogue aloud in pairs. Your turn
➍ Teach the students the comparative forms of
simple adjectives, such as big, small, long, tall and
Write short using real items in the classroom. Explain the
difference between long and tall we use long to
describe things and tall to describe people. We don’t
talk about long people. Refer to the Grammar check
➋ Working in pairs, the students extract and explain that comparative forms of adjectives
information from the dialogue and compile are used to compare two things. We change the
a shopping list. Encourage them to write the adjective by adding -er and we use the word than.
quantities as well as the names of the ingredients We double the final consonant of some adjectives
for the soup. Compare and check the lists with the before we add -er, usually if the vowel sound before
whole class. the consonant is short. (An example is bigger.)
Answers
Shopping list Then let the students work in pairs to compare the
people and things in the pictures in their textbooks,
A/One kilogram of tomatoes using the examples as models.
Some onions
A bunch of carrots
A bag of potatoes
Two big eggplants Write
A bunch of parsley
A litre of oil
A packet of rice ➎ The students construct a variety of sentences
with the given words and write the sentences in
their exercise books.
Speak Answers
a We need a packet of rice.
b She sells fresh meat.
c A potato is bigger than a bean.
➌ Teach the students how to use the determiners d He needs a litre of oil.
some and any in statements, questions and negative
statements. Explain that some and any can be used e Do you have any rice?
with countable and uncountable nouns. Refer to the
Grammar check. ➏ The students select some or any for each sentence.
Answers
Then let the students work with the same partner as
a Do you have any fish?
before and complete the dialogue. They should do
b I need some vegetables.
this orally, reading each sentence or question aloud
c Does the shop have any fruits?
and finding suitable words. The dialogue gives them
d She cooked some vegetables.
the opportunity to practise giving greetings, asking

EXTRA ACTIVITIES
• Dictate a few sentences with comparative
adjectives in them. For example: The girl is taller
Lesson 3
than the boy. The banana is bigger than the pencil. SB pp. 60-61
• The students can make shopping lists of
ingredients for other meals or recipes.
• Play ‘Kim’s Game’ with a selection of empty
packets, bottles and boxes. Alternatively, write the
names of ten fruits/vegetables on the board. Give Listen & read
the students a minute to study the list, then erase
the words and ask the students to write down
the words. You could leave the first letter of each
word on the board if you think the students need
➊ This dialogue introduces the students to
questions that begin with How much and How
some help. many, and to sequencing words such as first, then,
• The students can complete the activities on pages next and after that.
Introduce the new words in MY WORD BANK. Then
play back the podcast or read the dialogue. Refer to
the Grammar check and explain that when we want
to say how we feel, we use the verb to be with the
Answers to words hungry and thirsty.
WB
Workbook activities pp. 41-42 Explain that we use How much with uncountable
nouns and How many with countable nouns. Refer
to the Grammar check. It may be useful to make
1 Answers may vary. The following are examples. lists of countable and uncountable words (from the
Potatoes, carrots, tomatoes, spinach, onions, cabbage, words banks in this unit) so that the students are
beans, oil, meat or fish. sure of the difference.
2 some mangoes, a packet of rice, a kilogram of tomatoes, Let the students listen to the dialogue again and
practise reading it in the usual way.
a bunch of parsley, a litre of water, a bag of potatoes
3 kilogram, parsley, packet, vegetables, shopping, bigger,

tomatoes, potatoes, cooked
Speak
4 a) Do you have any rice?
b) I need some oil and some tomatoes.
c) She doesn’t have any parsley. ➋ The students work in pairs and put the sentences
d) Does he need any carrots for the soup? in the correct order. They should do this orally. Make
e) She doesn’t need any onions. sure they pronounce the words correctly. Refer to
f) We don’t have any meat. the Pronunciation check.
Answers
5 a) The black pen is longer than the blue pen.
Boil the flowers.
b) The girl is taller than the boy.
Stir the juice.
c) The tomatoes are smaller than the mangoes.
Put some sugar in the juice.
d) Uncle Ali is shorter than Uncle Tom.
Let the juice cool down.
e) The brown packet is bigger than the grey packet.
Drink the juice!
f) These vegetables are fresher than those vegetables.
6 a. The students read the sentences before they use

them in the dialogue.
b. A: Let’s make a fruit salad. Speak
B: That’s a good idea. What do we need?
A: We need some bananas, apples and pineapples.
B: And do we need any water?
A: Yes, we do. We need some water. ➌ In this activity the students work in small groups.
They discuss how to make soup, using the examples
B: Do we need any sugar?
given. Each group should agree on how to make a
A: Yes, we do. We need a little sugar.
certain type of soup. They should then explain their
recipe to the rest of the class. Encourage them to
provide different recipes and help them with further
vocabulary as necessary.

The students could also make posters with their
recipes. They can write the list of ingredients and Answers to
WB
the method and then present the recipes orally. Each Workbook activities pp. 43-44
member of the group should have a turn to explain
part of the recipe.
1 How to make bissap juice
Boil some water in a pot and put in the bissap flowers.
Write Let the juice cool down.
Put some sugar in the juice and stir the juice.
Drink the juice!
➍ The students work alone and complete the

questions with much or many. 2 a) I’m hot.
Answers b) I’m thirsty.
a How much juice do you want? c) I’m happy.
b How many tomatoes do you need?
c How much water do I put into the pot?
d How many onions do I cut? 3 delicious, salad, peeled, sliced, washed, hungry,
thirsty, happy
➎ The students work alone and write down any
simple recipe that they know, making use of the
word banks in the unit for vocabulary. 4 Things I can count: banana, guava, pineapple, apple,
mango, pawpaw, orange, bean, carrot, onion, potato,
eggplant, cabbage.
Things I can’t count: juice, meat, rice, water, oil, sugar.
EXTRA ACTIVITIES
5 a) How many goats are there in your compound?
• Write part of the dialogue from activity 1 on the b) How many schools are there in your neighbourhood?
board and erase some of the words. The students c) How much money does your father give you for lunch?
should close their textbooks and provide the d) How many chickens does your mother have?
missing words, orally. Then erase more words and
dictate the complete sentences to the students.
They should listen to and use the remaining words 6 A: I’m hot and thirsty. Can we make some lemon juice?
as clues as they write the complete sentences. B: Yes. That’s a good idea.
• Read the following poem aloud and teach it to the A: What do we need?
students. It’s a limerick, so the number of syllables B: We need some sugar, some water and some lemons.
in each line is controlled in order to provide a A: How much sugar do we need?
certain rhythm to the poem. B: We need 200 grams.
There was a young boy named Talad A: And how many lemons do we need?
Who made a delicious fruit salad B: We need four or five lemons.
He washed apples and guavas, A: What do we do?
Peeled mangoes and bananas B: Well, first we cut up the lemons. Then we take the juice out.
And sliced them all up – what a salad! Next, we mix the juice with the water and the sugar.
A: And after that?
B: We can drink the juice!

TIME TO CHECK FUN
SB p. 62 SB p. 63
Answers
The students can complete the activities on this page
➊ a cool juice d some fun when they have finished their other work.
b cabbage salad e red dress
c packet mangoes
➊ The students can work in pairs to make up a
➋ a a packet of rice simple story from the pictures. Encourage them to
b a kilogram of meat OR onions use any English that they know to tell this story.
c a litre of oil The emphasis should be on the students trying to
d a cup of rice express themselves rather than on grammar. For
e some meat OR onions example, they can use the present tense.
The story could go something like this:
➌ How to make fruit salad a Mother gives a shopping list to the boy. The list
First, wash the fruit.
Then peel the fruit. says: a kilo of potatoes, two tomatoes, three fish
After that, cut the fruit. and a packet of rice.
Put in some sugar. b The boy goes to the market. Where is the shopping
And then stir the salad. list?
c The boy is at a stall. First he buys some/a kilogram
➍ a. Answers may vary. of tomatoes.
GIRL: What are you making? d Then he buys some meat.
BOY: I’m making fruit salad. e After that he buys himself an ice cream.
GIRL: Which fruits are you using? f The boy goes home. His mother is angry! Oh, no!
BOY: I’m using [any fruit] and [any fruit] and [any There is no fish! And no rice! And no potatoes!
fruit].
GIRL: I love fruit salad. It is delicious!
BOY: Yes, it’s very good for you. ➋ Don’t give the students the answers until they
have tried to work out the riddles for themselves!
b.
MABA: Do you have any pineapples? Answers
Mrs SEDIBE: No, I don’t. I have some bananas. a a banana
MABA: Do you have any apples? b bissap juice
Mrs SEDIBE: Yes, I do. How many do you need?
MABA: I need [any quantity].
➌ Talk about the example poems. The poems are
➎ a How many tomatoes are there in the packet? written in the shape of the fruits that they describe.
b How much sugar is in the fruit juice? The poems consist of words only, not sentences, so
c How much water do you put into the pot? the students should be able to make up their own
d How many packets of rice do you need? poems. The words need to relate to the subject of
the poem in some way and they need to fit into the
shape. Encourage the students to write poems like
EXTRA ACTIVITIES
this and display them in the classroom for other
• The students can complete the activities on the students to read.
Remind the students to check their spelling.
Answers to WB
1 a) Anna’s bag is smaller than Peter’s bag.

Peter’s bag is bigger than Anna’s bag.
b) Christina is taller than Peggy.
Peggy is shorter than Christina.
c) My grandfather is older than his second wife.
The second wife is younger than my grandmother.
d) Chantal’s ruler is longer than Claudia’s ruler.
Claudia’s ruler is shorter than Chantal’s ruler.
2 Personal answers.

Unit
Health and sports

8 Lesson 1
SB pp. 64-65
UNIT SUMMARY
Warm up
Introduce the students to the English names of countries
TOPICS around in the world. You could perhaps start by asking
Sports. Health. Countries and nationalities. the students to name countries in Africa where English
is spoken, such as South Africa, Kenya, Uganda, Lesotho,
SKILLS Zambia, Tanzania, Ghana, Nigeria, Swaziland and
Listen to and understand simple English. Zimbabwe. Use a map or a globe if you have one. Then
Orally communicate simple information. mention countries in other continents (such as the United
Read and understand simple English. States, the United Kingdom, Ireland, Australia, Canada
Write simple sentences. and Jamaica).
FUNCTIONS/NOTIONS
Describe people, things and places. Talk about
past actions. Make comparisons. Read & speak
GRAMMAR
Noun plurals. ➊ Ask the students if they know the sports
Negative imperative: Don’t… champions shown in the photographs. Read the
Simple past tense (contractions): to be. texts with the students, introducing the vocabulary
Simple past tense (irregular verbs): to win. in MY WORD BANK as you do this. As you read,
Comparative and superlative forms of adjectives. ask questions such as, Which sport does he/she
Question formation: past tense with did. play? Where are they from? Who are ‘The Lions’?
Modal/Auxiliary verb: must. If necessary, remind the students about how to say
Using can to express possibility. years (2008, 2002, etc.) in English.
Want + an infinitive. Let the students read the texts silently by themselves
and then aloud as well.
PHONOLOGY
If you have any photographs of other sports
Word stress.
champions, show them to the class. Let them say
Vowel sounds: /ɒ/, /eI /, /æ/, /ᴧ/.
who the champions are, why they are champions
Plural endings. Weak forms (at).
and which sports they play.
VOCABULARY
AIDS, Africa, African, America, American, area,
Asia, Asian, athlete, basketball, bronze, champion,
Listen & repeat
China, disease, distance, drugs, event, fast, football,
Games, gold, great, gymnast, gymnastics, healthy,
HIV, ill, Jamaica, long, long-distance races, malaria, ➋ Let the students listen to the names of the
marathon, medal, minerals, mosquito net, must, countries on the podcast, or read them aloud.
Olympic Games, open air, proteins, race, sex, silver, Let the students repeat the names. Many of the
slow, strong, swimmer, team, tennis player, tenth, names are almost the same as in French. Names that
times, twice, vitamins, winner, woman, world, may cause pronunciation difficulties are:
wrestler, to be born, to become, to call, to drink, South Africa (sauθ æfr Ikə): pay attention to the /θ/
to eat, to exercise, to hate, to make, to plant, sound.
to play, to protect, to put, to see, to wash, to win Tanzania (tænzənI ə), The Gambia (gæmbI ə),
Jamaica (dʒəmeIkə), China (t∫aInə): pay attention to
PREPARATION the end sounds.
You will need: Egypt (iːdʒIpt), Uganda (juːgændə), Nigeria
– Student’s Book pages 64-71. (naI dʒI ər I ə): pay attention to the ‘g’ sound.
– PC/laptop with Internet access, if available. ➌ The students focus on the short vowel sound /ɒ/
– A globe or map of the world. on the podcast. They listen to and repeat the words.
– Photographs of sports champions (from
newspapers or magazines).
46 Unit 8 – Health and sports

Listen & read • The students can hold a short quiz about sports
champions. Each student or each team can make
up five questions to ask other students. For
example: When was Rafael Nadal the world tennis
➍ You could introduce the podcast of the listening champion? How many times did Amy M’Backé
and reading text by first reading the essential facts Thiam win the French Open Championships? Work
given in the FACT FILE. Read the FACT FILE with the out the rules and a way of scoring for this quiz
students and introduce new vocabulary as necessary. with the students before they begin.
Then let them listen to the podcast of the main text • The students can make FACT FILES about other
(or read it aloud to them) once or twice before you athletes and sports champions.
ask some questions to check comprehension.
Teach the phrase to be born and explain that in • The students can read the text about Amy
English we use the simple past tense to say when we M’Backé Thiam aloud.
were born. For example: I was born in… Teach the • The students can complete the activities on pages
simple past tense of the verb to win. Refer to the 46 and 47 of their Workbooks.
Grammar check page 65.
You may also wish to review adjectives and the word
order in phrases such as: bronze medal, a good
athlete, a young woman. Write lists of nouns and
adjectives on the board and ask the students to
Answers to
WB
make adjectival phrases to describe the sportsmen Workbook activities pp. 46-47
and women whom they know.
1 a) wrestler b) swimmer c) basketball player
d) athlete e) sprinter
Your turn
2 (answers as on the podcast)
a) the strong team d) the African Cup of Nations
➎ The students work in pairs. They should talk b) a hot pot e) nine times
about Amy M’Backé Thiam and Rafael Nadal and c) a fast swimmer
ask each other questions about them. Then they can
complete the paragraphs about each champion. 3 a) Natalie is from South Africa.
It is best if they do this orally first and agree on b) She is a swimmer.
which words they need to use to complete the c) Yes, she is.
paragraphs. Then each student can each write out d) Answers will vary. Accept grammatical sentences
the full paragraphs as well. with the correct facts.
Answers
a Amy M’Backé Thiam is Senegalese. She comes 4 a) Rafael Nadal is a world champion tennis player.
b) He was born in Spain.
from Senegal. She is a champion athlete. She runs
c) He is tall and strong.
the 400 metres. From 2001 to 2007 she won many
d) He won at Roland Garros.
championships.
b Rafal Nadal is Spanish. He comes from Spain.
He is a champion tennis player. He won in Roland 5 a) She won all the 400-metre races.
b) He won a medal last year at the World Championships.
Garros in 2006, in 2007 and in 2008. In 2008 he
c) Do you often win your races?
was the world champion.
d) I won the 100-metre race last week.
6 Every four years, African, American, Asian and

Write European athletes compete in the Olympic Games.
The best athletes win medals. There are three types of
medal: gold medals, silver medals and bronze medals.
➏ The students can write about any sports Africa has many great athletes. They often win medals at
champion whom they know. They can use the the Olympic Games.
paragraphs about Amy M’Backé Thiam and Rafael
Nadal as models for their own writing. 7 Haile Gebreselassie was born in Arsi, in Ethiopia,
on 18th April, 1973. He is a world champion. He runs in
10 000-metre races and marathon races. He won gold
EXTRA ACTIVITIES medals at the Olympic Games in 1996 and 2000. He also
won medals at the World Championships. He won the World
• Mix up some of the names of countries and let Championships in Berlin three times, from 2006 to 2008.
the students work out what the names are. They
should also say the names aloud.
Health and sports – Unit 8 47

Answers
Lesson 2 C is a fast athlete. B is faster than C. A is the fastest

athlete.
A is a good athlete. C is better than A. B is the best
athlete.
SB pp. 66-67
Your turn
Listen & read

➍ The students should now be familiar with the
oral forms of the simple past tense of to be and
questions with did. Teach them how to form these
➊ This dialogue introduces several new language structures now. Include short answers. Refer to the
structures: superlative forms, the past tense of the Grammar check. You can use the verbs in MY WORD
verb to be, and question forms with the auxiliary did. BANK to teach the question forms. Many of the
You could start by introducing the words in MY WORD verbs have already been introduced.
BANK. Alternatively you could play the podcast or The students then work in pairs and practise using
read the text aloud first and then introduce the new these structures, following the examples given.
vocabulary. Focus on comprehension of the dialogue
first, before you teach any of the grammar. Let the
students listen to the dialogue a few times and read Write
it silently by themselves.
➎ The students complete the sentences with the

Speak correct forms of the verb to be.
Answers
a I was in Dakar on Wednesday.
➋ Read and discuss the questions with the class. b Where were you born?
Teach the phrase to be good at and ask the students c The Asians were the best gymnasts.
to tell you what they are good at. Note that at is a d Amy was born in Dakar. She was born in Kaolack.
weak form in this expression. The stress falls on the e It was an exciting event.
word good. f The Africans weren’t the fastest sprinters.
Check that the students can hear the difference in
the pronunciation of the sounds /eI / and /æ/. ➏ The students complete the gap fill, which is
Answers focused on past tense questions with did.
a Yes, he did. b Yes. c Yes. Answers
d The Americans. e Yes. f The Asians. a Did you see Awa last week? No, we didn’t.
g Personal answers. b Did you watch the Olympic Games? Yes, I did. /
Yes, we did.
c Did our team win a medal? No, they didn’t.
➌ We use the superlative forms of adjectives to d Did Natalie du Toit swim in the 2008 Olympic
compare three or more things. Teach the students
how to make the superlative form by adding -est. Games? Yes, she did.
You can also mention that for some adjectives we e Did the Asian athletes win many medals?
double the final consonant before we add -est. Yes, they did.
Usually this happens when the vowel sound before f Did you call my name? No, I didn’t.
the consonant is short. An example is biggest.
Teach the irregular comparative and superlative EXTRA ACTIVITIES
forms of good as well. Refer to the Grammar check.
• Dictate a few sentences that include the new
Other adjectives that you could use, as they have language structures. For example: She is good at
already been introduced, are: strong, slow, great, tennis. Did they win a medal? Where were you
hot, big, small, tall and long. You could also include yesterday? She wasn’t at the Olympic Games.
the superlative forms for hungry and thirsty if you • Give the students additional practice in using short
think the students are ready to learn them. The answer forms in the past tense. Use any verbs with
students will need to understand that the spelling which they are familiar. For example, ask a student
rules are more complex. With words that end in -y, questions such as: Did you eat chicken yesterday?
we drop the y and replace it with an i before adding Was it hot yesterday? The student gives a short
-est. For example: hungriest, thirstiest. answer response and then asks a question of his/
After your introduction, let the students make her own. The students can work in groups or you
sentences about the pictures. can do this activity with the whole class.

• The students can write down some of the
sentences and questions they made in activity 4.
• Let the students write past tense questions with
Lesson 3
the verbs in MY WORD BANK on page 67.
SB pp. 68-69
• The students can read the dialogue in activity 1 in
pairs.
Listen & read
➊ This lesson prepares the students for the project

Answers to at the end of the unit. The dialogue introduces the
WB
Workbook activities pp. 48-49 modal/auxiliary verbs must and mustn’t, the imperative
Don’t… and the use of can to express possibility.
The vocabulary focus shifts to health matters.
1 American, African, distance, marathon, athletics,
Introduce the words in MY WORD BANK. Then
sprinter, Olympic
play back the podcast of the dialogue or read it
aloud a few times. Ask simple questions to test
2 a) Helen and Maria are good athletes but Anna is the comprehension.
best athlete in the school. Refer to the Grammar check and teach the students
b) The American gymnasts were good, but the Asian how to use must and mustn’t in sentences. Help
gymnasts were better. them to pronounce the negative form correctly:
c) I am a fast sprinter, but my brother is faster than
I am. And my sister is the fastest sprinter in the family! /mᴧsənt/.
3 a) Did Betty win a medal? Speak

b) Did he wash his shirt?
c) Did they drink all the cool drinks?
d) Did you win the race?
e) Did he call me?
➋ The students can work in pairs or small groups.
They should read the dialogue again, aloud, and
then discuss things they can do to stay healthy. After
that they make two written lists, as instructed. They
4 a) No, she didn’t. She won one gold medal. can use vocabulary from the dialogue but encourage
b) No, there wasn’t. There was a field. them to add their own ideas as well. You can help
c) No, they didn’t. They planted pawpaw trees. them with additional vocabulary.
d) No, she didn’t. She called her father.
e) No, they didn’t. Marseille won. Afterwards, pairs or groups can present their ideas
f) No, they weren’t. They were in the USA. to the rest of the class, and the written lists can be
displayed in class.
5 Personal answers.
Your turn
➌ Teach the use of Don’t… with another verb.

Refer to the Grammar check. The students then play
‘Simon Says’, practising the use of the new language
structures.
➍ Teach the use of want + an infinitive. Refer to

the Grammar check. The students then work in pairs
to match the parts of the sentences. They should
do this orally and read the sentences aloud. The
activity requires the students to look carefully at the
grammar structures before matching the sentences.
Answers
They must use their mosquito nets.
He can buy fruits and vegetables at the market.

She wants to say, ‘No!’
His brother said, ‘Don’t take it!’ Answers to
WB
She can run very fast. Workbook activities pp. 50-51
He must boil the water and let it cool down.
1 New word: Malaria

Write Across:
1 mosquito
2 vitamins
➎ The students work alone to make sentences with 3 minerals
the given words. 4 diseases
Answers 5 drugs
a You must eat vegetables every day. 6 exercise
b Don’t eat lots of cakes and chocolates. 7 AIDS
c We can sleep under mosquito nets.
d Exercise and good food can protect us against
disease. 2 a) You mustn’t eat too many cakes.
e She wants to buy fish at the market. b) You mustn’t take my books.
c) You mustn’t run so fast.
➏ The students read the sentences in the pictures d) You mustn’t plant the tree here.
and then rewrite the sentences, correcting the e) You mustn’t put your feet on the chair.
mistakes. f) You mustn’t drink this water.
Answers
You must exercise.
3 a) Don’t be late for school.
You can sleep under a mosquito net.
b) You must not sleep in the classroom.
Don’t eat cakes!
c) You must not eat in the classroom.
You must eat fruit and vegetables.
d) You must exercise!
e) Don’t watch TV every night.
4 You must protect yourself against diseases.

EXTRA ACTIVITIES
Don’t drink too many cool drinks.
• Dictate a few sentences which include the words He must exercise every day.
don’t, must and mustn’t. We must not be late for school.
• The students can write down the answers to We need proteins, vitamins and minerals to be healthy.
activity 4, by themselves. The goats mustn’t go in the vegetable garden.
• The students can read the dialogue in activity 1,
silently or in pairs.
• The students can make another list, giving advice,
starting with the word Don’t.

Answers to
WB
p. 52
SB p. 70
Answers Say, ‘NO’ to malaria!

➊a gymnast Protect yourself.
b athlete Sleep under a mosquito net.
c wrestler
d tennis player
e swimmer
➋a games player
Be healthy!
b race name You can do it!
c must run
d strong pot Say, ‘No’ to drugs!
Don’t drink too many cool drinks.
You must exercise.
➌a Amy M’Backé Thiam
You mustn’t eat too many cakes.
b Doudou
c The Senegalese football team
➍a She won many races.

b My father was a wrestler. 2 a) Mum cooked rice and meat and made a delicious
c Where were you? fruit salad for Kate’s birthday. We washed the fruits.
d Who was the fastest runner in the class? b) We planted these trees on 1st June, 2005.
e Where were the 2008 Olympics? c) At the Beijing Olympics, Françoise Mbango Etone
won a second gold medal in the triple jump. She was
born on 14th April, 1976 in Cameroon.
➎a She is the fastest sprinter in the world. d) Helen called her parents from the States this
b I think Idah is the best athlete in the class. morning.
c This is the biggest building in town.
d Did the team win the race?
e Did you make some soup?
3 Name: Françoise Mbango Etone.
f You must eat healthy food. Date of birth: 14th April, 1976.
g Don’t eat too many cakes! Country of origin: Cameroon.
Country of residence: France.
➏ El Hadj Diouf is Senegalese. He is a great African Sport: Athletics.
football champion. He plays forward.
El Hadj Diouf was born on the 15 of January,
1981, in Senegal. He plays for clubs in France
and England. He also plays for Senegal. He won
the African Footballer of the Year award twice.
EXTRA ACTIVITIES

PROJECT CORNER
SB p. 71
The focus in this project is on healthy eating. The Here is an example of what such an assessment
students have been prepared for this project and could look like:
should know sufficient vocabulary and suitable
language structures to complete this project Points
successfully. However, it might be a good idea for 4 3 2 1
Criteria
the students to discuss their ideas with the Biology
or Science teacher as they do their research and Interesting √
information
preparation for the project.
Clear and easy
The project is divided into two parts. √
to read
Attractive, colourful √
(beautiful)
Good presentation √
PART A Total 4 6 2 0
Total for project: 12/16
In Part A, the students, working in groups, make a
poster about healthy foods and eating habits. The
illustrations in the Student’s Book provide some The posters should then be displayed in the class or
ideas about how this can be done, but of course somewhere in the school.
the students can exercise their own creative ideas
as well. The posters should consist of pictures with
labels as well as at least one sentence which is used
as the main slogan or heading for the poster. PART B
Remind the students that posters need to be large,
easy to read from a distance, and clear. They should The second part of the project requires the students
use all the space on the paper as well. Colour will to talk about staying healthy in general. They can
give impact to the poster. work in groups again and make lists which give
advice on staying healthy.
The students present their posters and describe
them to the rest of the class. The class can be asked They should again present their ideas to the rest of
to assess each poster. Write a checklist of criteria on the class. This time, let each group assess their own
the board for this purpose and award points for each performance, using the assessment checklist.
item. Fill in the total for a score out of 16.

Unit
Our environment
9 Lesson 1
SB pp. 72-73
Warm up
Introduce the students to the words crop(s) and livestock.
UNIT SUMMARY Then make a list in English of the crops that are grown,
and the animals that are raised, in the area in which the
TOPICS
students live. In this way you will probably find that you
Plants. have already introduced quite a lot of the vocabulary for
Animals. this unit.
Village and town.
Transport.
SKILLS
Speak
Write simple sentences. ➊ Talk about the map. The students should be
familiar with maps like this from their geography
FUNCTIONS/NOTIONS lessons. Introduce any further vocabulary as needed
from MY WORD BANK or from the map key.
Talk about the weather.
Describe what people are doing.
Talk about past actions.
➋ The students should answer these questions with
complete sentences, using the new verbs given in
Give reasons.
MY WORD BANK (to grow, to raise).
GRAMMAR Answers
a We grow millet, cassava, sorghum, maize, sugar
Prepositions: place.
cane, rice, peanuts, cotton and vegetables in Senegal.
Plural nouns.
b We raise cattle, goats and sheep.
Simple past tense: regular and irregular verbs.
c People grow rice in Ziguinchor, Kolda, Sedhiou,
Modal/Auxiliary verb: can.
Matam, and Louga. OR People grow rice in the
Linking words/conjunctions: and, but, because.
north and in the south.
d People grow peanuts in Thiès, Diourbel, Fatick,
PHONOLOGY
Kaolock and Kaffrine.
Word stress.
Vowel sounds: /iː/, / I /.
Consonants: /dʒ/, /g/.
Listen & repeat
VOCABULARY
afraid, animal, antelope, because, bicycle, bird,
boat, buffalo, bus, bush, cab, camel, canoe, car, ➌ Here the focus is on the vowel sounds /iː/ and / I /.
cassava, cattle, cold, corn (maize), cotton, cow, Play back the podcast or read the words aloud. Then
dangerous, domestic, donkey, dry, during, east, let the students practise saying the words.
egg, elephant, farmer, giraffe, goat, holiday,
last, livestock, map, millet, north, peanut, place,
plough, rainy, reserve, rice, river, sea, season, Listen
sheep, sorghum, south, sugar cane, taxi, train,
useful, village, weather, west, wild, to carry,
to get, to get around, to go out, to grow, to help,
to raise, to swim, to take care, to travel
➍ Play back the podcast or read the text aloud (see
page 104 for the script). Ask a few questions to see if
the students have understood the gist (general idea)
PREPARATION
of the text. For example: Where is Binete from? Do
You will need: they raise animals there? Is there any fish there?
– Student’s Book pages 72-79. Read and discuss the new words in MY WORD BANK
– Workbook pages 53-59. on page 73.
Our environment – Unit 9 53

Teach the structure It’s + an adjective to describe the
weather. For example: It’s hot. It’s cold. It’s rainy. Answers to
WB
Teach the students how to use the prepositions to Workbook activities pp. 53-54
describe place. For example: in the (north/south/
east/west) of Senegal. Refer to the Grammar check.
1 cotton sheep
Point out that the nouns cattle and livestock are
millet goat
plural nouns, so we do not add -s to them. These
peanuts cow
nouns do not have singular forms. The students may
sugar cane rice
know some other nouns of this type. For example:
clothes, people and trousers. fish
Finally, play back the podcast or read the text again

and ask some more questions.
2 a) field, sheep
b) village, river
c) sea, see
Your turn d) east, season
e) did, millet
➎ The students work in pairs to talk about the

weather in places that they know, using the example 3 (as in the podcast)
sentences in their textbooks as models. a) The village is in the west.
b) It’s hot in the rainy season.
➏ Working with the same partner, the students c) There are fish in the river.
talk about crops and livestock in places that they d) They raise sheep and cattle.
know, again using the example sentences in their e) She gets water from the river.
textbooks as models.
4 a) We raise cattle, sheep and goats.

Write b) The town is in the east of the country.
c) We get fish from the river and we grow millet in the
fields.
d) It is cold in December and January.
➐ This is an unstructured writing activity. Let the
students write any sentences they can to describe
the photographs in their textbooks. You could 5 a) Cassava, millet, rice and sorghum are crops.
discuss the photographs with the class first to give b) A goat and a sheep are animals.
them a few ideas. Elicit some key words and phrases c) Your mother grows crops, and she raises goats,
and write them on the board. For example: in the sheep and cattle.
east, in the west, to get fish, from the sea, raise d) ‘What’s the weather like in your place?’
goats, village, other livestock, grow crops. – ‘It’s cold in November, December and January.
Answers It’s very hot in February, March and April and rainy
(Answer will vary. The following are examples.) in June and July.’
The people catch/get fish from the sea. e) ‘My family is from the south but I live in the north of
The people raise livestock. / There are some goats in the country.’
this village.
6 Personal answers.
EXTRA ACTIVITIES
• Mix up some words relating to crops and livestock
and let the students work out what the words are.
They should also say the words aloud. Make sure
that they pronounce words like millet (the end
sound is like it) and cotton (the end sound is like
tin) correctly.
• The students can read the dialogue for lesson 1 on
page 104 of their books.
54 Unit 9 – Our environment

Answers
Lesson 2 a When did he get a taxi?

b When did they go to Dakar?
c What did she get from the river?
SB pp. 74-75 d How did you get around in the village?
Write
Listen & read
➎ The students choose the correct words in each
sentence. Most of the choices enable the students to
➊ The students will practise the simple past tense practise using prepositions correctly.
and ask questions in the simple past tense using Answers
different verbs from the dialogue. Play back the a Awa likes to swim in the sea.
podcast or read the dialogue aloud. Then ask a few b Binete went to the village by taxi.
simple questions. Introduce the new words in c I went to the shop on foot.
MY WORD BANK and then play back the podcast d Can we learn to swim?
or read the text again. e Cas-Cas is in the north of Senegal.
Let the students read the dialogue aloud in pairs. f Can you see Dakar on the map?
and questions correct. ➏ The students choose the correct verb form in
each sentence.
Teach the simple past forms of the verbs given in
the Grammar check. Note that in American English Answers
travelled is spelled traveled. Then introduce the a Did you go to the village last year? No, I didn’t.
structure can + a verb stem + an infinitive. Refer to b Did you swim in the river? Yes, I did.
the Grammar check on page 75. c Did they get some water from the river?
d Does she use a bicycle to go to the village?
e Did they raise any livestock last year?
Speak
EXTRA ACTIVITIES
➋ The students answer the questions about the • Dictate a few sentences (including questions) in
dialogue orally. the simple past tense, using the new verbs in this
Answers unit (to swim, to travel, to go out, to get). For
a Yes, she did. example: Did they travel by train? No, they didn’t.
b No, she didn’t. She travelled by bush taxi. They travelled by car.
c No, she didn’t. • Write the following passage and list of words on
d Binete is afraid of the sea. the board and ask the students to fill the gaps,
e She is afraid because rivers are dangerous. using the words supplied. This could be done
orally, or as a type of dictation.
➌ The students use the picture to ask and answer There is a modern railway that connects Burkina
questions relating to ways of travelling from one Faso to Côte d’Ivoire, so many people travel …
place to another using different means of transport. from one country to the other. From Lagos, in
They need to memorise which preposition to use Nigeria, to Yamoussoukro, in Côte d’Ivoire, there
with each verb. is no railway. People travel … from Nigeria to Côte
d’Ivoire, through Togo and Ghana. You can also
travel … from Lagos to Yamoussoukro along the
Your turn coast. In the desert there are no roads or railway
lines. People travel ... .
• In many capitals and large cities, you can go from
one place to another …, but people often travel …
➍ The students work in pairs to make up questions from one village to another. In West Africa, school
that are appropriate for the given answers. For
children go to school … Some children have rich
each question they will need to use a question
parents, so they go to school … .
word + did, as shown in the example. Use the
example sentence to elicit other question words by bicycle by boat by train by camel on foot
that the students can use to make questions, for by bus by car by taxi by bush taxi
example: Where (Where did Binete go last month?) • The students can complete the activities on pages
Who (Who went to the village last month?) What 55 and 56 of their Workbooks.
(What did Binete do last month?)

Lesson 3
Answers to
WB
1 bus, foot, camel, taxi, canoe, car, boat, cab, train,

SB pp. 76-77
bicycle
2 to go down
to get out Listen & read
to take care
to cool down
to stand up ➊ These texts introduce new vocabulary relating
to look around to animals, as well as sentences with clauses that are
joined by the conjunctions and, but and linked by
because.
3 a) She went to the village.
Ask the students what they think the texts are
b) No, she didn’t. She travelled there by train and by bus.
about and introduce the words wild and domestic
c) She got around on foot and by bicycle.
animal(s). Introduce the new animal names. Then
d) Yes, she did.
play back the podcast or read the texts aloud. Ask
e) She swam in the river.
a few simple questions about each text.
Introduce the rest of the vocabulary in MY WORD
4 BANK and then play back the podcast or read the
Simple present Simple past text again. Draw attention to the word stress in words
Infinitive that look similar in English and French. For example:
tense tense
to travel travel travelled domestic, animals, antelope, elephant, giraffe.
to swim swim swam
to get get got
to go go went Your turn
to walk walk walked
to arrive arrive arrived
➋ Teach the students how to join sentences with
the coordinating conjunctions and and but and how
5 A: Did you travel to town by train? to link sentences with the subordinating conjunction
B: No, I didn’t. I travelled by bus. because. Refer to the Grammar check on page 77 of
A: Did you go to the beach yesterday? the Student’s Book.
B: Yes, I did. I swam in the sea and I walked on the beach. Here are a few more notes about using these
A: Did your brother arrive this morning? conjunctions.
B: No, he didn’t. He arrived in the afternoon. and: We do not have to repeat the subject when we
use and to join two or more clauses. This is because
the clauses have the same subject.
6 Personal answers. because: This goes at the beginning of the clause
which gives a reason. It can go between two clauses
or at the beginning of the sentence. The students
must make sure they understand the clauses in a
sentence before they attempt to link them.
but: The students should be careful not to confuse
the meanings of but and because.
The students work in pairs to make sentences with
the words in the table. They can do this orally and
compare the sentences they have made with those
of other students. Let them try and reach consensus
about the correct answers.
Answers
a Donkeys can pull ploughs and carry crops to the
village.
b Camels are useful because they can carry things.
c There are many wild animals in Senegal but we
still need to take care of them.

Speak Answers to
WB
➌ The students play a vocabulary game in groups or 1 cow, buffalo, elephant, giraffe,
as a class. Someone calls out a letter of the alphabet
and the students have to think of the name of an
bird, lion, antelope, camel
animal that begins with this letter.
Work out a system of scoring with the students 2 a) jeans and juice
before they begin this game. You could allow the b) gymnast and jeans
students to use dictionaries, if available. They could c) good and go
also use the word list at the back of the Student’s Book.
The students do not have to be restricted to the
vocabulary that they have learned. 3 a) Mum grows fruits and vegetables and sells them
Finally, you may want to teach or revise the in the market.
difference between the sounds /dʒ/ and /g/ before b) Chickens give us eggs and meat.
the students begin this game. c) Farmers grow crops and raise animals.
d) They travelled by bus and by bush taxi.
➍ The students work in pairs to ask and answer
questions. The aim is to let them practise using the
conjunctions they have learned. 4 a) Mum raises chickens because they give her meat
and eggs.
b) We grow cotton because we make clothes with it.
c) We plant crops in the rainy season because there is
Write lots of water.
d) She didn’t go in the river because she was afraid.
➎ The students choose the correct words to 5 a) It is cold in December but it is hot in April.
complete the sentences. They write down their
answers. b) I often travel by bus but I don’t travel by train.
c) She swims in the river but she doesn’t swim in the sea.
Answers
a Cows are useful because they give us milk and
meat.
b She didn’t swim in the river because she was afraid.
c There is a lot of water because it is the rainy season.
d The farmer raises chickens and she sells eggs at the
market.
e There are giraffes in the reserve but there are no
buffaloes.
f We saw buffaloes, elephants and birds in the
reserve.
EXTRA ACTIVITIES
• Choose a few sentences from the texts on page 76.
Write the sentences on the board and erase every
fourth word in each sentence. Then dictate the
full sentences to the students. They refer to the
board and listen for the missing words in order to
write complete sentences.
• The students can read the texts on page 76 again.

Answers to
WB
p. 59
SB p. 78
1 a) People in the village grow rice and raise animals.
b) They grow cotton in the east but they grow
vegetables in the west.
c) They went to town by taxi because there were no
Answers buses.
➊a peanuts d bicycle g plough

2 a) They went out by boat yesterday.
b map e cab/taxi h an egg
b) My grandmother grew cassava and vegetables for
c goat f bird i donkey many years.
c) We got a taxi to town this morning.
➋a giraffe, gymnast d field, season
b jeans, juice e sheep, sea 3 Personal answers.
c good, egg f fish, millet
➌a The farmer has ten sheep, three cows and 24

chickens.
b We went to the village by bus.
c The woman cooked some rice and vegetables.
d
e
Where are the cattle?
Did you go there on foot?
FUN
f I went to the shop last week. SB p. 79
g Where did the boy go on Tuesday?
h He swims in the river every day.
➍a Did you go to a reserve last week? ➊ This is an adaptation of an old riddle.

b Did she swim in the sea last holidays? The students may be familiar with it. Let them
c Did Binete travel to the village by bus? discuss the solution and try to reach a consensus
d Did they go in a canoe? before you supply the answer.
The solution is as follows:
➎a He went out by canoe last week.
1 The elephant went to fetch the animals.
b You got a taxi yesterday.
c She got a new dress last week. 2 First he took the goat to the right of the river
d I swam in the river this morning. (to the village).
e We travelled to other towns by bus. 3 Then he went back to the left side and fetched
the wolf.
➏ Answers will vary. The following are examples. 4 He took the wolf across and left it on the right
a Cows are useful because they give us meat and side.
milk.
5 He took the goat back with him.
b There are elephants in the reserve, but there
are no buffaloes. 6 He left the goat on the left side and took the
c It is the rainy season, but it is hot. cabbage in the boat to the right side.
d We can wear lifejackets because the water is 7 Then he went back and fetched the goat.
dangerous/we go in a canoe. 8 The cabbage, the goat and the wolf were all
safely on the right side of the river.
➋ The students can have fun repeating these

tongue twisters (silly sentences) as fast as they can.
EXTRA ACTIVITIES
➌ Try to make up a few more tongue twisters with
the whole class.
1. Choose a letter of the alphabet (for example,
d, f, h, m or s).
2. Brainstorm a list of words that begin with the
letter.
3. Then make up sentences with the words.
The sentences do not have to make sense, but
they must be grammatically correct.

Unit
10
Events and celebrations
Lesson 1
SB pp. 80-81
Warm up
Use some events in your community that have taken
UNIT SUMMARY place recently (or some events that will take place in
the near future) to introduce the students to the topic
TOPICS
of events and celebrations. Name the celebrations, talk
Cultural and social events. about where and when they took place (or will take place)
Villages and towns. and what happened (or what will happen) during the
event or celebration. Introduce the verb to celebrate and
SKILLS the noun celebration. If you have any real posters from
Listen to and understand simple English. local events, try to bring one to class as an aid to the
Orally communicate simple information. discussion.
FUNCTIONS/NOTIONS
Speak
Talk about future events.
Describe things and places.
Express an opinion.
Compare two things.
➊ Read the posters in the Student’s Book with
the students. This is an opportunity to practise
Give and accept apologies.
wh- questions and to recognise a future form.
Ask the students a few questions about the first
GRAMMAR
poster, starting with the present tense only. For
Future tense (will): statements, questions, short example: What is the celebration? Where is it?
answers. When is it? Then gradually introduce the future
Simple past tense: irregular verbs (to have, to tense, using some question words. At this stage
come). you don’t have to teach the students how to use
Comparatives: longer adjectives. the future tense. Just use it so that the students
become familiar with it. For example, you can ask
PHONOLOGY the students: What will people do? What will they
Word stress. celebrate? Who will present the play? Ask questions
Vowel sound: /eʊ/. about both of the posters.
Intonation in questions.
VOCABULARY Write
about, activity, busy, celebration, comfortable,
crop, environment, fun, harvest, hero,
interesting, life, noisy, party, play, queen, rest,
sorry, such as, summer, theatre, university, world,
➋ The students copy the table from the Student’s
Book into their exercise books and complete it.
to act, to agree, to apologize, to bring,
to celebrate, to dance, to excuse , to find out, Answers
to go over, to hope, to join, to learn, to present, World Aline Sitoé Diatta:
to revise, to sing, to talk Environment Day a Senegalese Queen
Date 5 June 25 August
PREPARATION
Time from 09:00 to 14:00 19:00
You will need:
Aline Sitoé Diatta
– Student’s Book pages 80-87. Place Dior Diop College
College, Casamance
About Plant trees
– PC/laptop with Internet access, if available. The life of
the Celebrate World
– Posters and pamphlets from events in your Aline Sitoé Diatta
event Environment day
community.
Events and celebrations – Unit 10 59

Listen & repeat EXTRA ACTIVITIES
• Write a few pairs of sentences on the board and
test to see whether the students can hear the
difference between them. For example:
➌ Play back the podcast or read the words aloud I go to the supermarket on Fridays./ I’ll go to the
to the students. The students then repeat the words
several times, paying attention to the stressed supermarket on Friday.
syllables in the words. Point out that the words We sing and dance. / We’ll sing and dance. You’ll
summer and celebrate have the same /s/ sound as be very busy. / You’re very busy.
well. The c in activity is pronounced /k/. Read one of the sentences in each pair aloud and
ask the students to identify which sentence you
have read.
Listen & read • The students can write down some of the
sentences they made in activity 5. They could also
sequence some sentences to make a paragraph
about what they will do in the summer holiday.
➍ Play back the podcast of the dialogue, or read
• Play a game to help the students become familiar
it aloud to the students. The focus is on the future
with the spelling of new words. Take the word
tense, with contracted forms.
queen, for example. Write this on the board:
Introduce and discuss the words in MY WORD BANK. _ u _ _ n. Tell the students that they have three
Teach the use of will to talk about the future, along chances to guess the missing letters. Give the
with the contracted form of will. Explain how to students as many chances are there are missing
form questions with will. Refer to the Grammar letters. If they get the letters correct, they score a
check. Note that shall and its usage has not been point. If they don’t, the teacher (or group leader)
introduced because will is increasingly replacing scores a point. Alternatively, you can work out
shall in modern English. your own scoring system.
After that, let the students listen to the dialogue • The students can work in pairs to talk about
again and note how the contraction ’ll is not stressed the posters on page 80 of their textbooks. They
in sentences. can use contracted future tense forms in their
Ask questions about the dialogue to check questions and answers.
understanding and let the students practise reading • The students can complete the activities on pages
the dialogue aloud in pairs. 60 and 61 of their Workbooks.
Your turn
Answers to
WB
➎ The students work in pairs to make sentences Workbook activities pp. 60-61
using the future tense of the given verbs. After
they have made sentences with the full form of will,
they can try saying the sentences again, using the
1 a) Mum works hard every day. She’s always busy.
b) The play is about the life of a national hero, King
informal, contracted form.
Béhanzin.
c) We eat and have fun during the Christmas holidays.
d) When do you celebrate the independence of your
Write country?
e) I know Queen Elizabeth is from England. Where is
Queen Beatrice from?
f) Wrestling competitions are very popular. Many
➏ The students use verbs from the word banks in people like to watch them.
this lesson to complete the sentences. They need to g) On Independence Day, the students will present
form the future tense correctly, using the verb stem a play at the National Theatre.
(not the infinitive). h) Dah Badu is the hero of the new play by La Troupe
Answers Nationale.
a On 5 June we will celebrate World Environment Day. i) Did you join the Environment Club?
b Doudou will find out about life in Ali’s village. j) Trees, animals, rivers and seas make up the
c Will you bring your friends to the celebration? environment around us.
d Ali will join the Environment Club during the
holidays.
2 environment, summer, activity, holiday, theatre,
e The Theatre Club will present a play about the life
of Aline Sitoé Diatta. harvest, celebration
f Will you go to any celebrations during the summer
holiday?
60 Unit 10 – Events and celebrations

Lesson 2
3
Simple present tense Future tense
I go to church on Sunday. I will go to church on Sunday.
He goes to the mosque on Friday. He will go to the mosque on Friday. SB pp. 82-83
Does your sister cook dinner every Will your sister cook dinner every
day? day?
He swims during the holidays. He will swim during the holidays.
We visit Grandfather and We will visit Grandfather and
Grandmother at the weekend. Grandmother at the weekend. Listen & read
There is a wrestling competition There will be a wrestling
on Sunday. competition on Sunday.
We get a taxi to go to school. We will get a taxi to go to school.
Do many people come to watch Will many people come to watch ➊ The focus is on the future tense once again, this
the competition? the competition? time with question words and negative forms.
Play back the podcast or read the dialogue aloud to
the students. Introduce and discuss the words in MY
WORD BANK. Teach the use of question words with
4 a) We will go to the stadium, watch the final of the
will. Refer to the Grammar check on page 83 of the
National Cup and have a lot of fun.
Student’s Book.
b) We will plant trees in our gardens and schools and
sing and dance. Then let the students listen to the dialogue again.
c) She will be busy. She will visit her grandparents and Ask them to pay special attention to the intonation
watch television. in the questions this time. They should note the
d) She will visit many west African countries, celebrate emphasis on the question words at the beginning of
her birthday and go to summer classes. each question and the way in which the voice rises at
the end of a question.
5 The posters should have all the information given in the Ask questions about the dialogue to check
table, without any spelling or punctuation mistakes. understanding and let the students practise reading
The layout should be attractive and readable. the dialogues aloud in pairs.
Speak
➋ The students read and identify the true and false

statements. They should correct the false statements
and point out the sentence in the dialogue that
shows that the statement is false.
Answers
a False. b True. c False. d True. e False. f False.
➌ Teach the students how to give short answers

to future tense questions with will. Refer to the
Grammar check. Then let the students give short
answers to the questions in the activity.
Answers
a Yes, he will. b No, he won’t. c Yes, he will.
d Yes, he will. e Yes, he will.
➍ The students can work in pairs to complete the

dialogue.
Answers
Answers may vary. The following are examples.
Where will you go in the holidays? I’ll go to my
village.
What will you do there? I’ll read and play games.
What else will you do? I’ll go over my work.
Who will teach you? Some university students will
teach us.

Write 4 a) No, I won’t. b) Yes, she will. c) No, they won’t.
d) No, he won’t. e) Yes, there will.
5 a) Where will the children go next weekend?

b) When will the children visit their grandparents?
➎ The students make complete sentences in the
future tense, using the given words.
6 Personal answers.
Answers
a Where will you go next week?
b He will teach me to play football.
c Doudou will travel to town in October.
d We will celebrate our heroes.
e The event will take place on Sunday. Lesson 3
➏ The students choose the correct words to SB pp. 84-85
complete the sentences.
Answers
a There will be celebrations at the club on Saturday.
b She will rest in September. Listen & read
c Will you be busy this afternoon?
d My father won’t be here next week.
➊ This dialogue introduces the language we use to

give and accept apologies. It also introduces more
EXTRA ACTIVITIES complex comparative forms and the simple past
• Dictate a few sentences with questions words and tense forms of the irregular verbs to have and to
the future tense. For example: Where will you go come.
on Sunday? Who will go to the party?
Play back the podcast or read the dialogue aloud to
• Refer to the Pronunciation check. Make up some the students. Teach the vocabulary used for giving
silly sentences with the students, using words with and accepting apologies as well as the expression
the /eʊ/ sound. For example: I hope I won’t be a I beg your pardon?
hero! Don’t go over the rope! Other words that
Teach the past forms of to come and to have. Refer
you could use with this sound, which the students
to the Grammar check.
should know, are: hello, no, home, open, goat, sofa,
yellow, narrow, road, close, potato, tomato, gold.
• Give the students additional practice in giving Speak
short answers to future tense questions.
➋ Read and discuss the questions with the
students. The students need to pay attention to
the verb tenses in the questions and to answer in
Answers to WB the appropriate tense. Questions a to e are in the
Workbook activities pp. 62-63 past tense, and questions f and g are in the present
tense.
1 A: What does Julie do? Answers
B: She’s an actress. She acts in plays. a Ali went to his village.
A: Your mother is a busy woman. Does she rest? b Doudou came with Ali.
B: Yes. She usually rests on Sundays. c They watched wrestling competitions.
A: Do you only have fun during your holidays? d They made a garden.
B: No. We also have fun in our lessons. e Yes, they did.
A: What do you and your friends usually do during your f Villages are quieter.
holidays? g Villages are more interesting.
B: We usually play and visit friends, parents and
grandparents.
2 (as in the podcast) Listen & repeat

a) She will act in a play. d) I won’t go in August.
b) Will you go there? e) Is he a hero?
c) Will you be busy?
➌ Let the students listen to the sound /kw/ and
practise saying the words. You could make up (or
3 a) Monday: It is not the name of a month.
b) hero: It is not about college or school work. ask the students to make up) a silly sentence with
c) to hope: The other words have the same meaning. words beginning with this sound. For example:
The quiet queen asked a quick question in the quiz!

students to look for punctuation clues. Some of the
Speak longer sentences are tricky and the students may
need to play around with the words until they can
work out grammatically correct sentences using all
➍ Revise the comparative forms of adjectives, of the given words.
reminding the students about the various spelling
If the students have difficulty with exercises like
rules:
this one, let them copy the words onto small pieces
– for adjectives that end in -y: change y to i and add -er;
of paper and then move the words around until
– for adjectives with short vowels before a consonant:
they form a sentence that sounds correct. They can
double the consonant.
then compare the sentences with sentences in the
Then teach the more complex forms as shown in dialogue or in the grammar checks to see if they are
the Grammar check. When using adjectives with on the right track.
more than two syllables we use the word more + the Answers
unchanged adjective.
a The town is noisier than the village.
Finally, let the students make comparative sentences b Is it more dangerous in a town than in a village?
from the lists in the picture. You could copy the c The village will be more interesting than the town.
table onto the board, as follows: d In the village you will hear some good stories.
e They had fun during the holidays.
Town Village
f My friend came with me.
more dangerous more beautiful
more comfortable more interesting
noisier quieter
bigger smaller
EXTRA ACTIVITIES
Answers
Answers may vary. The following are examples. • Dictate a few sentences that contain comparative
A town is more dangerous than a village. forms of adjectives. For example: Towns are noisier
A village is smaller than a town. than villages. Wrestling is more interesting than
tennis. Our house in the village is more beautiful
than our house in town.
Your turn • Let the students play a sentence game in groups.
1. Working alone, the students construct a
statement or a question using a comparative
adjective and a verb in the past tense. They write
➎ This activity gives practice in asking and out the sentence in draft form and check it with
answering questions in the past tense. The students
work in pairs. They should first give a short answer you to make sure that it is grammatically correct.
and then provide a full answer using sentences with Then they copy the sentence onto a strip of paper.
more than one clause when possible, as shown in After that, they cut or tear up each sentence up
the given examples. into individual words.
2. Talking turns, each student gives his/her set of
words to the group. The group has one minute
Speak in which to reconstruct the full sentence. You
can work out a scoring system with the students
before they begin the game.
• The students can read the dialogue in activity 1
➏ This activity provides practice in giving and in groups of three and then act out the scene.
accepting apologies. The students can act out the
They can try to memorise most of the words.
short dialogue once they are familiar with it.
Afterwards they could substitute their own words
Answers in some of the sentences.
TEACHER: You are not listening to me!
STUDENT: I’m sorry, Mr (name). I must apologize.
I am listening to you now.
TEACHER: Good. I’ll excuse you.
STUDENT: Thank you, Mr (name).
Write
➐ The students use the given words to construct

sentences. The sentences provide practice in using
comparative forms and past tense verbs. Remind the

Answers to
Workbook activities WB TIME TO CHECK
pp. 64-65
SB p. 86
1 a) The big sofa in Dad’s living room is very
comfortable.
b) A city is noisy but a village is quiet.
c) ‘I’m sorry, teacher. I am late because I got up late Answers
this morning.’
d) The words ‘I beg your pardon ?’ mean ‘Will you
please say that again?’ ➊ celebrate, celebration, environment, holiday
e) ‘Please excuse me. I wasn’t listening.’
➋ no, go, over, hope, won’t, hero orange, often, wrong
2 Short adjectives Long adjectives ➌a Will you go on holiday this year?

noisy ➝ noisier important ➝ more important b What will you do there?
tall ➝ taller dangerous ➝ more dangerous c They had fun during the summer holidays.
high ➝ higher interesting ➝ more interesting d The older students will teach us.
long ➝ longer comfortable ➝ more comfortable e Did you watch the celebration?
f I need to go over my work.
3 a) Is a Mercedes faster than a BMW? ➍ Answers may vary. The following are examples.
b) Chantal’s hair is longer than Abiba’s hair and her MOUSSA: I prefer the town. It’s more interesting
clothes are more beautiful. and it’s more beautiful.
c) The River Nile is longer than the Congo River. AWA: I don’t agree. I think the village is quieter
d) Pliya’s old plays are more interesting than the new and more interesting.
ones. MOUSSA: You prefer the village?
e) Is Lagos bigger and more modern than Abidjan? AWA: Yes, I do!
f) A sofa is more comfortable than a chair. MOUSSA: I prefer the town.
g) American football is more dangerous than soccer.
➎ ➏ Personal answers.
4 Answers will vary. The following are examples. ➐ Posters should have all the information from
a) My calculator is more expensive than your the table, but without spelling or punctuation
calculator. mistakes. The layout should be attractive and
b) Life in a city is more interesting than life in a small readable.
village.
c) Africa is more beautiful than America.
d) An elephant is bigger than a buffalo.
➑ Personal answers.
e) A lion is more dangerous than an buffalo.
f) A flat is smaller than a house.
➒ a Yes, they will.
b No, I won’t.
g) My bag is bigger than her bag. c Yes, she will.
d Yes, he will.
5 a.
– What did you have for supper yesterday?
➓a They had some fun.
b She came home at 6 o’clock.
– I had some soup and some fish. c We did not go to the party.
– And did you have any vegetables? d I apologized to the teacher.
– No, I didn’t. But I had some fruit. e You listened to the song.
b.
– When did you come home?
– I came home last week.
– And your brother? Did he come home, too? EXTRA ACTIVITIES
– No, he didn’t. He will come on Saturday.
c. revision page (page 66) of their Workbooks.
– Did you listen to the news?
– No, I didn’t. I don’t often listen to the news.
– Well, I did. It was very interesting. I listened to
a story about the wrestling championships.

Answers to
Workbook activities
WB
p. 66
PROJECT CORNER
SB p. 87
1 Personal answers.
2 a) First Street is quieter than Rose Street. For this project the students make posters about
b) Swimming in the sea is more dangerous than their villages or the regions in which they live.
swimming in a river. Group the students so that they can all make a
c) Jeans are more comfortable than shorts. contribution. The students should have sufficient
vocabulary and suitable language structures to
complete this project successfully. However, it might
3 You could copy the words for this item onto the be a good idea for the students to discuss their ideas
board and complete the activity with the whole class. with the geography/history teacher as they do their
Alternatively the students can simply study the answer, research and preparation for the project.
which is presented in the Workbook as an example.
b) Last year the city had only two mosques and The project is divided into two parts.
a church. But this year it has lots of mosques and
churches.
c) Last year my family did not have a flat in Cotonou.
We lived in a compound. But this year we have a flat PART A
and we live in the city centre.
The students do their research. Discuss with them
how they can go about this. Summarise this by
reading the suggestions for Step 1 with them.
Discuss what sort of information they should present

in their posters. Draw their attention to the list of
topics given for Step 2. The posters should consist of
pictures with labels as well as a paragraph of written
information about each of the topics listed in Step
2. However, the students could choose to tell the old
story (item c) instead of writing it.
PART B
The students present their posters to the rest of the

class. You could ask the class to assess each poster
and presentation as they did for the presentation in
Unit 8. The posters should then be displayed in the
class or somewhere in the school.
Let each student assess his/her own performance

in the group, using the assessment checklist at the
bottom of the page.

Unit
11
Countries and nationalities
Lesson 1
SB pp. 88-89
Warm up
The students were introduced to the names of some
UNIT SUMMARY countries and nationalities in Unit 8. In this unit they will
expand their vocabulary and learn to describe countries
TOPICS and nationalities in more detail. But first they will focus
Countries. on their own country.
Nationalities. You could start by referring to a map of Senegal. Ask the
Food. students to name the different regions and to say which
region they come from. Then ask what tourist attractions
SKILLS there are in the regions and what special dances, music
Listen to and understand simple English. and food they have. Introduce the words region, culture,
Orally communicate simple information. special, tourist, and traditional during this discussion and
Read and understand simple English. revise the words north, south, east and west.
FUNCTIONS/NOTIONS Listen & read

Describe people and places.
Locate people and things.
Give reasons.
Make comparisons.
➊ You could start by introducing the rest of the
words in MY WORD BANK. Alternatively you could
Use numbers. play back the podcast or read the text aloud first,
Express sizes. and then introduce the new vocabulary. Let the
students listen to the dialogue a few times and then
GRAMMAR
read it silently by themselves.
Linking words/Conjunctions: so, because.
After that, let the students work in pairs to ask
Modal/Auxiliary verb: can.
each other questions about the dialogue. They can
Question words: which, in which.
practise using question words (when, where, what,
Prepositions (place, direction).
why, which, how, who and the auxiliary do/did), and
Simple past tense: to become.
at the same time test each other’s understanding of
the text. For example: Where is Doudou from? What
PHONOLOGY
does his uncle play?
Word stress.
Vowel sounds: /ɔI /, /ɔː/, /eə/. Read and discuss the recipe for Caldou sauce.
The students should be familiar with the format and
VOCABULARY grammatical structures used in recipes. Let them
read the text a few times. Ask a few questions to
agricultural, capital, city, coast, country, culture,
check comprehension. Then ask them to close their
currency, dried, easy, estuary, ethnic, favourite,
books and explain to a partner or to their group,
fertile, friendly, garlic, independent, kilometre,
how to make Caldou sauce.
land, language, main, mixture, national, oysters,
part, peace, per cent, population, recipe, region, The grammar in this dialogue is mostly revision.
religion, republic, rich, sauce, sea, shrimp, special, The new structures include the use of the linking
square, taste, together, tourist, traditional, to add, word so, and the use of in which to create relative
to flow, to speak clauses. You can teach these items once the students
have understood the dialogue and the recipe. Refer
PREPARATION to the Grammar checks on page 89 of the Student’s
Book.
You will need:
– Student's Book pages 88-95.
– PC/laptop with Internet access, if available. Speak
– A globe, atlas or map of the world.
➋ The students read the statements aloud and

correct the false statements.
66 Unit 11 – Countries and nationalities

Answers
a False. The Casamance region is in the west of Write
Senegal.
b True.
c True.
d False. The shrimps and oysters have a special taste
➏ The sentences in this activity can be linked by
using so or because. Refer to the Grammar check.
because they come from the estuary/river. The students do need to understand the meaning of
each sentence so that they can work out which one
is the result (or effect) and which one is the reason
Your turn (or cause).
Let the students do the sentences orally first, before
they attempt to write them. The students can work
➌ In this activity the students have to connect in pairs. One student can link the sentences in one
pronouns (personal, demonstrative and relative way and then the partner has to link the sentences
pronouns) to their referents in the dialogue they in the other way. The students can then write both
have read. The students may find this quite tricky versions for homework.
in the beginning but it is important that they learn Answers
to look for these connections because it will help a The fish come from the river, so they have a special
them to understand more complex texts. Use the taste. OR The fish have a special taste because they
examples given with the activity to explain to the come from the river.
students what they have to do. b I am from Senegal, so I speak French. OR I speak
French because I am from Senegal.
Let the students try the activity in pairs and then
c He is from Casamance, so he can make Caldou
report back with their suggestions. You may wish sauce. OR He can make Caldou sauce because he is
to provide extra support by drawing a table on the from Casamance.
board for the pairs to copy and complete: d She likes books, so she often reads. OR She often
reads because she likes books.
Pronoun Refers to e They love the environment so they planted trees.
OR They planted trees because they love the
environment.
f She has the best recipe for Caldou sauce, so I
Answers always use her recipe. OR I always use her recipe
The word That’s refers to the south west region of because she has the best recipe for Caldou sauce.
Senegal, Casamance.
The word He refers to Doudou’s uncle. ➐ The students write some sentences about where
The words It’s and there refer to the Casamance region. they come from based on the examples and the oral
The word It refers to Caldou sauce. practice given in activity 5. You could encourage the
students to write additional sentences about their
regions as well.
Listen & repeat Answers
Answers will vary. The following is an example.
I’m from the Casamance region. That’s in the west
of Senegal. Our favourite food is shrimps and oysters
➍ Play back the podcast of the vowel sounds /ɔI /
with Caldou sauce.
and /ɔː/ (or carefully read the sounds and words aloud
Casamance is a beautiful region on the coast. It is
to the students). They listen to and repeat the words. green and fertile and it is also an important fishing
area. Many tourists visit the region.
Your turn EXTRA ACTIVITIES

• Dictate a few sentences from the dialogue.
➎ The students work in pairs to talk about where The sentences should be complex. For example:
they come from. This is partly revision so encourage Our people have special dances and traditional
the students to ask each other questions about music. It’s green and fertile, so everything grows
where they come from as well. They should also there. The students should note that we use a
mention their favourite foods. comma at the end of
the clause preceding the clause that begins with so.
To provide extra support you could perhaps
brainstorm a list of favourite foods with the whole • Write the recipe from the Student’s Book (page
class before they start this activity. 88) on the board and erase the verbs, linking
words and prepositions. Let the students complete
the text orally (or in writing) without looking in
their Student’s Books.
Countries and nationalities – Unit 11 67

• The students can find out about and write out recipes
for special dishes from other regions of Senegal.
• The students can practise reading the dialogue aloud,
Lesson 2
paying attention to the pronunciation of new words
and the intonation of questions and answers. SB pp. 90-91
• The students can complete the activities on page
Answers to WB
Speak
1 Across: Down: ➊ This lesson provides an opportunity for

1 shrimps 2 fertile consolidation. Revise the use and the pronunciation
3 agriculture 5 taste of the modal verb forms can: can, cannot and can’t.
4 recipe 8 pepper Then discuss the picture and read the text in speech
5 traditional 9 garlic bubbles. Ask the students to read the names on the
6 culture 10 oysters
map. Ask who the students are and what they are
doing. Make sure the students understand that
2 a) Many people in Africa like to wear traditional clothes.
a ‘first language’ is the first language you learn
b) You need shrimps and oysters to make a good
as a child.
Caldou sauce.
c) Don’t you know how to cook Caldou sauce? Read
the recipe in this book.
d) The soil in the school garden is very fertile.
Speak
3 (as in the podcast)
a) boil b) oil c) so d) north
4 culture, region, tourist, fertile, traditional, favourite,

➋ The students answer the questions orally.
mixture Answers
a She speaks French, Wolof and a little English.
5 Let the students mark their own work. Begin by eliciting b They can speak English.
the correct answers and recording them on the board. Ask c In Ghana. People in Ghana speak Akan.
selected students to dictate the relevant lines to you: d Personal answers.
DAVID: Where are you from?
MARIAM: I’m from Côte d’Ivoire.
DAVID: That’s a beautiful country.
MARIAM: Yes, it is.
DAVID: In which part of Côte d’Ivoire do you live? Listen & repeat
MARIAM: I live in Sinfra.
DAVID: Is that near the capital, Yamoussoukro?
MARIAM: Yes, it is.
The students can come up to the board and add the circled ➌ Let the students listen to the names of the
lines, using a different coloured chalk, if available. countries on the podcast, or read them aloud.
They should link the following words: Ask the students to repeat the names.
Line 1: you – Mariam. Line 5: [In] which – Côte d’Ivoire. This is revision of Unit 8 work.
Line 3: That’s – Côte d’Ivoire. Line 7: that – Sinfra.
Line 4: it – Côte d’Ivoire. Line 8: it – Sinfra.
6 Let the students correct their own work. Ask selected

students to dictate to you the correct number and letter, Listen & read
followed by the complete sentence. Write their answers on
the board.
1 – e Fruits and vegetables grow here because the soil is
fertile. ➍ Let the students listen to the poem on the
podcast, or read it aloud to them. Point out that
2 – c He read the recipe because he wanted to make the cake.
3 – g He comes from a Francophone country so he speaks the poem is based on the name Senegal, with each
French. new line starting with a letter in the name. Read the
4 – h Many tourists visit the region because it is beautiful poem for enjoyment – it is easy and does not require
and interesting. an in depth discussion. It provides a model for a
5 – a She apologized because she didn’t listen. simple form of poetry that the students can write
6 – b We love swimming so we often go to the river. themselves.
7 – d We grow vegetables so we always have something to eat.
8 – f She helped me because she is my friend.

Your turn Answers to
WB
➎ The students work in pairs and ask questions 1 a) Do you speak Akan?
about the picture. This is revision.
b) Which languages do people speak in Ghana?
c) She speaks French but she can also speak English.
➏ The students ask and answer questions about the d) He speaks English. Which languages do you speak?
languages they can and can’t speak.
e) In which country do they speak French?
2 Cameroon, Egypt, Gabon, Ghana, Kenya, Lesotho,

Write Malawi, Niger, Nigeria, South Africa, Swaziland,
Tanzania, The Gambia, Uganda, Zambia, Zimbabwe
➐ The students can work in pairs or individually, 3 a) He is a student from Senegal. He speaks three
or you can write a poem with the whole class. languages. He speaks French and Wolof. He can also
They choose the name of a country first and then
speak English.
b) She is from Kenya. She speaks English very well,
brainstorm their ideas. They should write down any
but she can also speak French and Swahili.
words that they know that begin with the letters
in the name of the country they have chosen. Then 4 a) Which languages does he speak?
they should select the words that are the most
b) In which country do people speak Akan?
appropriate for composing their poems.
c) She can’t speak French but she can speak English.
The poems can be read aloud and displayed in the d) I speak Wolof and French but I don’t speak Akan.
class as well. e) I love Ghana because it is my country!

– Where are you from?
– Can you speak English?
EXTRA ACTIVITIES – And can you speak Wolof?
• Write a few pairs of similar sentences on the – Do you like English?
– And do you like Senegal?
board. Then read one of the sentences in each
pair aloud and ask the students to identify the
6 A: Hi. My name is Nafi. I’m from Senegal. Which
sentence you have read. For example:
country are you from?
I can speak English but I can’t speak Wolof. I can’t
B: Hello, Nafi. I’m from Ghana. My name is Kofi.
speak English but I can speak Wolof. You speak English well!
She’s from Zambia so she speaks English. He’s from A: I’m learning! My first language is Wolof but I also
Zambia, so he speaks English. speak French.
Which country are you from? Which country are B: My first language is Akan. I can speak English,
they from? but I can’t speak French.
69 and 70 of their Workbooks. 7 Answers will vary. The students should copy the
questions in the example dialogue and then insert
their own answers.

Teach the past tense form of to become. Refer to the
Lesson 3 Grammar check.

After that, let the students work in pairs to ask and
answer questions about Benin. This time they should
SB pp. 92-93 use the given examples as models.
➍ Begin by revising comparatives, superlatives and

the use of but as a conjunction.
Listen & read The students read the given information about
the areas (in square kilometres) of the different
countries. Then they construct some sentences,
using the comparative and superlative forms of the
➊ You could start by inviting the students to adjective small. They should also use the conjunction
look at the map and the photograph of Dakar. but, as shown in the example.
Then introduce the words in MY WORD BANK.
After that, they construct some sentences based on
Alternatively you could play back the podcast or
the adjective large.
read the text aloud first and then introduce the new
vocabulary. Let the students listen to the text a few Answers
times and read it silently by themselves. Answers will vary. The following are examples.
Teach and revise the prepositions used in the text. Lesotho is small. It is the smallest country in Africa.
Refer to the Grammar check. Ghana is small. It is smaller than Kenya and Nigeria,
but it isn’t the smallest country in Africa.
Then let the students work in pairs or small groups Kenya is smaller than Nigeria.
to ask each other questions about the text. Write
this list of words on the board and tell the students
Ghana is larger than Lesotho.
to make up any questions they can, using these
Kenya is larger than Lesotho and Ghana.
words: capital city, currency, neighbour, area,
Kenya is large, but Nigeria is larger than Kenya.
population, independent, religion, ethnic groups.
Nigeria is the largest country.
For example: Which country is to the north of
Senegal? What is the area of Senegal? What is the
capital city? Write
Write ➎ You may wish to revise the names of nationalities

before the students complete this exercise. These
usually end in -ese (for example, Senegalese), or -an(s)
(for example, Malian).
➋ The students copy and complete the FACT FILE
about Senegal, using information from the text they The students copy and complete the table, filling in
have read. the names of countries and nationalities.
Answers Answers
Senegal
Neighbouring countries: Mali, Mauritania, Guinea, country people
Guinea-Bissau.
Area: 197,000 square kilometres. Mali Malians
Date of independence: 1960. Senegal Senegalese
Capital city: Dakar. Guinea Guineans
Population: more than 11 million. The Gambia Gambians
Main religion: Muslim. Mauritania Mauritanians
Main ethnic groups: Wolof, Fulani, Serer, Diola,
Malinké, Soninké and Tukuler.
Currency: CFA franc.
EXTRA ACTIVITIES
• Dictate a few numbers to the students. For example,
Your turn some years (1820: eighteen twenty; 1945: nineteen
forty-five; 2009: two thousand and nine) and some
bigger numbers (956: nine hundred and fifty six;
➌ Read the FACT FILE about Benin. Do this with the 1,023: one thousand and twenty-three; 7,420:
whole class. Teach or revise the way we say numbers seven thousand four hundred and twenty). You
in English and teach the students how to say the can include numbers above 10,000 as well if you
years. Refer to the Grammar check. think the students are ready for this.

TIME TO CHECK
• Copy some sentences about Senegal from the
textbook (page 92) onto the board. Erase the key
vocabulary words that are in MY WORD BANK.
Then ask the students to complete the sentences. SB p. 94
• The students can write down two of the answers
they gave for activity 4.
Answers
➊ Ghana
Answers to Neighbouring countries: Côte d’Ivoire;
WB Burkina Faso; Togo
Workbook activities pp. 71-72 Area: 239,000 km 2
Date of Independence: 1957
1 a) He’s from Mali, so he’s a Malian. Capital city: Accra
b) She’s from Nigeria. She’s a Nigerian. Population: 22 million
c) They are from Mauritania. They are Mauritanian. Currency: Ghanaian cedi
d) My friend comes from The Gambia. He’s a Gambian.
e) She lives in Guinea, but I don’t think she’s a Guinean. ➋ a) boy, boil
b) area, square
c) sauce, north
2 a.
a) ten. ➌ Personal answers.
b) a hundred and ten or one hundred and ten
c) one thousand, one hundred and ten ➍ I am from Kenya. In Kenya we speak Kiswahili
and we also speak English.
d) nine thousand, seven hundred
Kenya is a big country with a population of about
b. 34 million people. It is in East Africa.
a) hundred and twelve thousand, three hundred OR
one hundred and twelve thousand, three hundred ➎ The students can write the following words in the
b) two million, nine hundred and sixty-five thousand,
‘legs’ of the word spiders:
six hundred and twenty-two Caldou sauce: eat, taste, the best, shrimps,
oysters, sea.
Country: capital, neighbours, land, currency,
area, population.
3 a) fifteen sixty-two d) eighteen fifty
b) sixteen eighty-one e) two thousand and one
c) seventeen thirteen f) two thousand and ten
➏A Benin is a country in West Africa. Togo is to
the east, Nigeria is to the west and Burkina Faso
Note that ‘twenty ten’ (US English) is also an and Niger are to the north.
acceptable answer as it is increasingly being absorbed B Benin has an area of about 113,000 km 2. The
into UK English. capital of Benin is Porto-Novo and the currency
is the CFA franc.
C Benin has/have a population of about
8.4 million people. There are four main ethnic
4 (as in the podcast) groups.
a) 1960 d) 114,000 square kilometres
b) 6.8 million e) 24th January, 2001
c) 67% f) 1,677,461
➐ Let the students correct their own work. Ask
selected students to dictate to you the correct
number and letter, followed by the words. Write
their answers on the board. If possible, underline
5 a) Yes, it did. e) No, it isn’t. the numbers and letters in a coloured chalk to help
b) No, it didn’t. f) No, it isn’t. the students carry out the marking correctly.
c) No, it didn’t. g) It’s smaller.
Answers
d) in 1960. h) It’s 57,000 km2.
1e everyone = all the people
2a agriculture = growing crops and raising
animals
6 Personal answers.
3d capital city = the main city in a country
4b currency = like the CFA franc and the
Ghanaian cedi
5f ocean = the sea
6c tourists = people who visit a country

EXTRA ACTIVITIES
FUN
revision page (page 73) of their Workbooks. SB p. 95
Answers to WB
➊ The students read the clues and solve the
crossword puzzle. Remind them not to write in
their textbooks. They should copy the puzzle by
1 There are more than fifty countries in Africa. Each hand.
county has many ethnic groups. Most Africans speak The students can refer to the maps in their books
two or three languages as well as French, English or (on pages 92 and 93) or to an atlas.
Spanish.
Answers
Each country has its national colours. Most West 1 South Africa 2 Benin 3 Niger 4 Nigeria
African francophone countries have the same colours: 5 The Gambia 6 Ghana 7 Mali
green, yellow and red. They also have a common
currency, the CFA. ➋ The students should be familiar with tongue
twisters by now. In this one, the letter s is
It’s easy to guess some languages that a West African
repeated in most of the words. Read the
speaks. If you are from Liberia, Nigeria or Ghana, then
tongue twister with the students first to check
you will speak English. If you are from Senegal, Benin
pronunciation and then let them try to read it as
or Togo, then you will speak French.
fast as they can.
So, where are you from? After that, the students can work in small groups
or pairs to make up their own tongue twisters.
They could perhaps try using the letters: p, m, h
2 Personal answers. or w. They can use the word lists at the back of
their Student’s Books (pages 109-112) for ideas.
➌ Read the limerick to the class. Remind the

students that limericks are nonsense poems in
which the rhythm is very important (there are
a fixed number of syllables in each line of the
poem).
The students can clap as they say the words that
have been highlighted in red. This will give them
a feeling for the rhythm of the poem. If the
students like the poem, they could learn it by
heart, too.

Unit
Don’t forget your passport!

12 Lesson 1
SB pp. 96-97
UNIT SUMMARY Warm up

Introduce the topic by asking the students if they have
TOPICS ever travelled to other countries in Africa. Ask questions
such as: Where did you go? What did you take with
Countries.
you? How did you travel? Introduce vocabulary such as
Transport.
passport, flight, visa, to book, and to pack during this
Weather.
discussion.
Tourism.
SKILLS
Orally communicate simple information. Speak
Write simple compositions.
➊ Talk about the poster. Read the text and
FUNCTIONS/NOTIONS introduce the rest of the new vocabulary. Ask
Talk about future actions. some questions to help the students recall how to
Describe people and places. form the superlative when comparing three things
Give reasons. or more (by using the most or by adding -est to
Talk about the weather. shorter adjectives). Remind them that the best is an
Express feelings. irregular form (good – better – the best).
GRAMMAR ➋ Discuss the answers to the questions with the

students. Alternatively, let them discuss the answers
Talking about the future using going to + a verb.
in groups first and then share their answers with the
Comparisons (superlative forms): most.
rest of the class.
Short answers.
Revise sequencing words. Answers
a The students may give the following reasons:
PHONOLOGY (1) the people are nice, (2) there is wildlife,
Word stress.
(3) the weather is good, and (4) there are interesting
Consonants: /t∫/, /w/.
places to visit. Accept any other sensible ideas that
the students may have as well.
VOCABULARY b You need a passport to leave your country and go to
another country.
aeroplane, airport, cheap, chilly, choice, dinner, c You can book on the Internet.
excited, flight, free, host, maybe, most, museum, d It means that you will enjoy yourself. You will not
next, passport, principal, programme, right, van, regret your decision to go there.
visa, visit, welcome, wildlife, to arrive, to book, e Personal answers.
to check, to dream, to enjoy, to explore, to fly,
to know, to lend, to pack, to pick up, to snow,
to visit
Listen & repeat
PREPARATION
You will need:
– Student's Book pages 96-103. ➌ Here the focus is on the sound /t∫/. Play back
– Workbook pages 74-80. the podcast or read the words aloud. Then let the
– PC/laptop with Internet access, if available. students practise saying the words.
– Tourist brochures or advertisements in local
newspapers.
Don’t forget your passport! – Unit 12 73

Listen & read EXTRA ACTIVITIES
• Dictate a few sentences to the students. Include
words with /t∫/ sounds. For example: Check the
website for the cheapest tickets. The chief’s chair
➍ In this session the students are introduced to the is the most comfortable.
use of going to + another verb. This construction is
frequently used to talk about future intentions and • Let the students work in pairs to make some lists.
plans. They can list the things that they will need if they
You can teach this verb form in this lesson and then are going to go to another country on holiday.
revise it again in the following lesson. Refer to the Their lists can include things like clothes and
Grammar checks on pages 97 and 99 in the Student’s documents.
Book. • The students can complete the activities on pages
Play back the podcast or read the dialogue in the 74 and 75 of their Workbooks.
usual way. Ask a few simple questions about the
text and then play back the podcast or read the text
again. Make sure that the students understand the
Answers to
short answers I think so! and I hope so!. Refer to the WB
Grammar check.
Let the students read the dialogue aloud in pairs.
Help them to get the intonation of the sentences 1
and questions correct. STUDENT A: My father is going to travel to South Africa.
STUDENT B: Really? That’s very interesting.
STUDENT A: What does he need to travel to that country?
Your turn STUDENT B: He needs a passport and a visa.
STUDENT A: Is that all he needs?
STUDENT B: No, of course, not! He also needs to book his
flight. But tell me. Why is your father going to visit South
➎ The students work in pairs to ask and answer Africa?
questions about the text they have read. STUDENT A: It’s a nice country. The weather is great.
And he wants to visit Soweto and Robben Island. One more
➏ The students practise using going to + another thing, what is the cheapest way to fly to South Africa?
verb to express future plans and intentions. They can STUDENT B: That’s easy. Go on the Internet and search for
use short answers in their replies. flights to South Africa. Then check the cheapest flights to
South Africa.
STUDENT A: That’s great. I’ll do that. Thanks a lot.
Write
2 a) Who is going to travel to South Africa?
b) When is she going to book her flight?
➐ The students use the given words to compile c) Where is Paul going to go?
various types of questions. Note that for answer d) Why are you going to leave the country?
c we could also use going to. In these types of
activities, however, the students should echo the
given verbs. 3 Make sure that the students know how to form the
contraction won’t (will + not → won’t) before they
Answers complete this activity.
a Who sent to you the email? Answers may vary. The following are examples.
b Why are you going to visit America?
a) Yes, I hope so!
c When will she visit her friend?
b) Yes, I will.
d Are they going to see their aunt next week?
c) No, I won't.
d) No, I won't.
➑ The students choose the correct words for each
sentence.
Answers 4 a) Ghana is bigger than Togo, but Nigeria is the biggest
a Africa has the most beautiful birds. of the three countries.
b They are the best students, so they will go to b) Travelling by car is more comfortable than travelling
America. by bicycle, but travelling by plane is the most
c Will you go to Benin this year? I hope so. comfortable way of travelling.
c) John’s bag is bigger than Betty’s bag, but Helen’s
bag is the biggest bag of the three.
d) Air Skyline’s flight is cheaper than Air Skybus, but
Air Skygo’s flight is the cheapest flight of the three.
74 Unit 12 – Don’t forget your passport!

➍ The students can ask each other questions about
Lesson 2 the future. For example, they could talk about when
they are going to make a trip or when they are
going to go on holiday. They could also talk about
SB pp. 98-99 when they will have examinations and when they
will play sports matches.
Listen & repeat

Listen & read
➎ Here the focus is on the sound /w/. Play back
➊ The students are going to listen to and read an the podcast or read the words aloud. Then let the
email. Let them look at the email in the Student’s students practise saying the words.
Book first and then listen to the text.
In this text both will and going to are used to
express future actions. You do not have to teach Your turn
the reasons why we might only use one of them in
certain contexts. The activities in this unit contain
self-correcting prompts that enable the students to
absorb different examples of usage.
➏ The students work in groups to make up a
programme for the second day of Idah’s visit to
Washington. Accept all ideas that are sensible and
grammatically correct, and help the students with
Speak any vocabulary that they might want to use.
Each group can present their ideas to the class and
the class can decide which programme is the best
➋ The students can work in pairs to answer these (that is to say, the most interesting and the most
questions or you can discuss the answers with the relevant).
whole class.
There are different ways of answering the questions,
depending on the context. Encourage the students Write
to use pronouns where this would be more natural.
You may also wish to increase the students’ awareness
of the use of contractions in informal situations.
Answers
➐ The students copy and complete the sentences,
using going to or will. The exercise is self-correcting,
a Kevin sent it. (‘Kevin sent the email.’ is an acceptable so the other words in each sentence will help the
answer, but it is less natural.) students to choose between these two future forms.
b He sent it on the 6th of June 2010. (‘He sent the
email on the 6th of June 2010.’ is acceptable, but Answers
less natural.) We are going to go to Cameroon next month.
c They’ll arrive at seven / seven o’clock in the morning. We want to visit my cousins. First, we will take a
(‘Idah and her friends will arrive at 7 o’clock in the flight to Yaoundé. Then we will get a bus. After that
morning.’ is acceptable, but less natural.) my uncle will pick us up at the bus station. I am going
d They’ll travel by/in a van. (An answer in a more to enjoy the trip. It’s going to be fun!
formal context would begin: ‘They will...’)
e They’ll go to the home of their host family and
then rest. (An answer in a more formal context
would begin: ‘They will…’)
f Mrs Nelly will give them the rest of the programme.
(An answer in a more formal context would begin:
‘Mrs Nelly, the Principal, …’)
g They’ll go to a welcome dinner at the school at 19:00. EXTRA ACTIVITIES
(An answer in a more formal context would begin:
‘They will…’) • Dictate a few sentences with words that have the
/w/ sound in them, for example: What will the
weather be tomorrow? When will we see you?
What do you want to wear?
Your turn • Collect examples of sentences with will and going
to from different contexts. Write them on the
board with appropriate gaps and ask the students
➌ This exercise gives the students an opportunity to to supply the missing words.
practise using sequencing words.

• The students can draft Idah’s reply to Kevin. She
can thank Kevin and ask about the programme.
(For example, she can ask what they will do the Lesson 3
next day.) She can say something about how she
feels and what she thinks she is going to enjoy. SB pp. 100-101
Brainstorm some ideas with the whole class before
the students try this, modelling the appropriate
verb usage.
76 and 77 of their Workbooks. Listen & read
➊ In this dialogue the students read more about

the proposed trip to Washington, but this time the
focus is on what the weather will be like (It’s going
Answers to
WB to be + an adjective) and on how the students feel
Workbook activities pp. 76-77 about the trip. The structure not going to + a verb is
also introduced in the dialogue. You can introduce
and teach these structures now. Refer to the
1 a) The aeroplane will arrive at the airport.
Grammar check on page 101.
b) A van will pick me up.
c) I will meet my host family. Play back the podcast of the dialogue or read it
d) The Principal will give me the programme. aloud. Then ask a few questions about the dialogue
and introduce and explain the words in MY WORD
BANK, as necessary.
2 a) where d) free
b) west e) most
c) child f) why Speak
3 a) Amanda sent the email.
b) She sent it on 28 July, 2011. ➋ The students read the statements aloud and say
c) He will arrive at nine o’clock in the morning. whether they are true or false.
d) Amanda will pick him up at the airport. Answers
e) He will go home with his host family. a True.
f) The dinner is at 6:30 / half past six in the evening. b True.
c True.
d False. It is going to be cold.
4 a) We are going to visit Grandmother on Saturday. e False. Awa is dreaming about next year.
b) Dad will travel to South Africa at the end of the f True.
month. g True.
c) When will they celebrate the teacher’s birthday?
d) Mum is going to grow onions during the next rainy
season.
e) Where is she going to go next Wednesday?
Your turn
f) We will travel by train on Saturday.
➌ The students work in pairs to practise using the

negative future forms, following the given examples.
Refer to the first section of the Grammar check.
➍ The students work in pairs to ask and answer

questions about the weather, following the given
examples. Refer to the second section of the
Grammar check.
➎ The students read the brochure about Mali

and ask and answer questions about the brochure.
This is a revision activity, but it will also prepare
the students for the project at the end of this unit,
in which they make their own brochures about
countries they would like to visit.

Write Answers to
WB
➏ The students write answers to the questions, 1 a) It’s sunny.

which are based on the dialogue on page 100.
b) It’s raining.
Answers c) It’s cloudy.
a They are excited because they are going to go to
Washington next year.
b No, they didn’t. They are going to go next year. 2 a) I am going to fly to South Africa next week.
c Yes, it did. / No, it didn’t. b) Please can you lend me your book?
d Personal answers. c) ‘Is it going to snow?’
–‘I don’t know!’
d) ‘What are you doing?’
EXTRA ACTIVITIES – ‘I’m dreaming about my trip to America.’
e) Is it going to rain tomorrow?
• Dictate a few sentences with negative future
forms, for example: They aren’t going to travel by
train. It isn’t going to rain tomorrow. It’s not going 3
to be cold today. Monday Tuesday Wednesday Thursday Friday
• Copy part of the dialogue in activity 1 onto chilly cloudy cool sunny cloudy
the board. Erase every fourth word and let the rain cold no rain hot cool
students complete the dialogue orally or as a
writing task.
4
• The students can write an email (on a PC/laptop or
in their exercise books). In the email they should Date of Official
Population Capital city
tell a friend about a trip that they hope to make independence language Currency
during the next summer holidays. They can dream more than Bamako 1960 French CFA franc
12 million
– it does not need to be real. Brainstorm some
ideas with the whole class before the students try
this, modelling the appropriate verb usage.
• The students can complete the activities on pages 5 a) It’s not going to rain today.
78 and 79 of their Workbooks. b) We aren’t going to travel by bus.
c) I am not going to travel by train.
d) When is it going to rain?
e) It is going to rain this afternoon.
6 Answers will vary. The following are examples.

On Tuesday it is going to be cloudy and cold.
On Wednesday, it is going to be cool, but it isn’t going
to rain.
7 a) The class is going to go to Washington.

b) They are going to go there the next year.
c) They are going to visit museums, the White House.
d) We don’t know.

SB p. 102 SB p. 103
Answers
➋ In this project the students make tourist brochures

1 flight e you need to book this before you fly or posters about a country that they would like to
2 passport d you need this to visit other countries visit. The students should discuss their ideas with
3 email a an electronic message the geography teacher as they do their research and
preparation for the project.
4 supper b a meal you have in the evening
5 chilly c cold The project is divided into three parts.
6 museum f a place where you can see old things
PART A
➌ The word spider could include the following
information:
The students do their research. Read the suggestions
Capital city: Bamako.
in Part A with them. Then discuss what sort of
Independence: 1960.
Official language: French. information they should present.
Other language: Bambara. The students should write their texts in draft form
Currency: CFA franc. first. If possible provide feedback to them at this
Famous for: Griot music. stage. Help them to correct grammatical errors and
Old/historical cities: Tombuctou, Djenné. improve the style of their writing.
The present simple tense would be most suitable
➍a It was hot, so we swam in the river. for this brochure. Students could also use the future
OR We swam in the river because it was hot. forms will and won’t.
b Bambara is my first language, but I also speak The students should also be able to:
French. – include some sentences with more than one clause,
c He is going to go to Côte d’Ivoire because he using and, but or because;
wants to see the wildlife.
– make some simple comparisons.
Remind the students to look at the word banks in
➎ Answers will vary. The following are examples. this unit for vocabulary ideas.
STUDENT A: What are you going to do next year?
The brochures or posters should consist of pictures
STUDENT B: I’m going to go to Ghana.
with labels, as well as paragraphs of written
STUDENT A: Will you go/travel by car?
information. The paragraphs should have headings.
STUDENT B: I hope so! And you? What are you
going to do? These headings could take the form of questions or
STUDENT A: I am going to (personal answer). statements.
STUDENT B: That will be fun! / That’s nice! /
You are lucky!
PART B
➏a It will be cloudy on Tuesday and Thursday. The students spend some time planning their
b No, it won’t. It will be hot. posters. They need to think of an interesting title
c No, it isn’t. first. The illustration provides some ideas, but the
d No, it won’t. students should look at the brochures you have
e It will be hotter. OR Friday will be hotter than brought to class and also at the brochures on pages
Thursday.
96 and 101 of their textbooks.
EXTRA ACTIVITIES
• The students can complete the activities on the PART C
revision page (page 80) of their Workbook.
The students present their posters to the rest of the
class. By now the students should be able to present
Answers to WB their work with confidence. Remind them to speak
Workbook activities p. 80 slowly and clearly.
You could ask the class to assess each brochure/
1 passport, museum, explore, wildlife, wonderful poster and presentation as they did for the poster
2 Book a flight. Get a passport. Get a visa. Pack your clothes. presentation in Unit 8. The brochures/posters should
Check websites for cheap flights. Travel to the airport. then be displayed in the class or somewhere in the
school.
3 Answers will vary but they should follow the style of the Let each student assess his/her own performance
example. in the group, using the assessment checklist the
bottom of the page.

TeachersGuide 6e

Uploaded by

Copyright:

Available Formats

TeachersGuide 6e

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

TeachersGuide 6e

Uploaded by

Copyright:

Available Formats

The student’s Book

Listen & read (@) Listen (@)

Listen & repeat (@) Write

Revision activities are provided at the end of each

Unit 2 It’s Monday! 10 Unit 8 Health and sports 46

Unit 3 This is my family 16 Unit 9 Our environment 53

Unit 4 Homes 22 Unit 10 Events and celebrations 59

Unit 5 Always smart! 28 Unit 11 Countries and nationalities 66

Unit 6 People and places 34

Good to meet you!

Good to meet you! – Unit 1 5

➍ Play back the podcast. The students can look

➎ Teach the present simple tense of the verb ‘to be’.

6 Unit 1 – Good to meet you!

Lesson 2 The students should use the natural contracted

Listen & read EXTRA ACTIVITIES

Listen & repeat Answers to

1 a) from b) friend c) how

Good to meet you! – Unit 1 7

Lesson 3 The students can then swap partners and repeat

Warm up ➏ Teach the students how to make simple questions

➊ Teach the numbers 0-20. Play back the podcast or

➏a Are you a new student?

1 thanks, hello, seven, happy, sixteen, twelve

3 a) This is Mary. She is my friend.

4 a) What’s your name?

5 a) Mrs Smith is a teacher.

Good to meet you! – Unit 1 9

10 Unit 2 – It’s monday!

➏ Play back the podcast or read the dialogues

Speak 2 (as in the podcast)

It’s monday! – Unit 2 11

12 Unit 2 – It’s monday!

It’s monday! – Unit 2 13

2 January, February, March, April, May, June, July, August,

14 Unit 2 – It’s monday!

➋ a Answers will vary. b Answers will vary.

➏ a Today is Wednesday. c He is at the mosque. STEP 2

2 a) Today is Sunday. We are at home.

3 a) The girls are at the club. b) The girls are at school.

It’s monday! – Unit 2 15

GRAMMAR ➊ Play back the podcast or read the text while

PREPARATION Listen & repeat

16 Unit 3 – This is my family

➑ The students write down the oral sentences they

This is my family – Unit 3 17

Lesson 2 about the pictures.

Listen & read

Speak ➏ The students make appropriate questions to

➍ Teach the verb to do as auxiliary in positive

18 Unit 3 – This is my family

1 doctor: hospital (or clinic); housewife: home;

2 Use the podcast or read the texts aloud yourself. Read

6 HELEN: Hi, Dave. Do you have a pencil?

➌ Focus on the end sound /ɳ/ in verbs in the

20 Unit 3 – This is my family

➋ Mother 2 a) Are you thirteen years old? (Questions may vary.)

➍ Questions will vary. The following are examples only. FUN

This is my family – Unit 3 21