Unit 1 A school magazine

Lesson Materials Topic area Activities Language

1 SB4 A school magazine Read a poster Possessive ‘s’
AB4–5 introducing the unit and
project topics.
Arrange items in
alphabetical order.
Match words and
definitions to develop
vocabulary.
2 SB5 A new project Study simplified Suggestion and planning:
AB6–7 dictionary entries. Why don’t we …,
1 Listen for gist and detail. Let’s …, What shall
Decide on roles for we have?, I’ll be X.
writing a magazine and
its contents.
3 SB6 An interview (Part A) Read and understand the like, love, dislike, enjoy
AB8–9 text of an interview. + verb + -ing
Answer questions to Defining relative who
check.
4 SB7 An interview (Part B) Read an interview aloud. Phrases after for and
AB10–11 Ask and answer since
2 questions orally. Gerunds after like, hate,
Write answers to enjoy, love, dislike
questions. Adjectives and adjectival
clauses with who
5 SB8 Problems Understand a description Imperative sentences
AB12–13 of a personal problem very, very for emphasis
and the advice given.
Discuss the advice.
6 SB9 Ask Aunt Sally Read short descriptions Form of notes
AB14–15 of personal problems and
suggest advice.
Understand and use
abbreviations.
Expand notes to write
short paragraphs giving
advice.
7 SB10 Embarrassing moments Read to work out the Past simple and past
AB16–17 sequence of events in continuous tenses
3–4 short narratives. Asking for and giving
Write a short story. opinions
Read aloud.
Evaluate a story orally.
Make plans orally.

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 8 SB11 The Global Youth Read an advertisement Expressing likes and
AB18–19 Magazine and completed application dislikes and giving
forms for detail. reasons
Fill out an application
form.
Round up SB12 Round up page Revise language of the Revision
AB20 Revision exercises unit.
Story time SB13–14 Jad and Johnny – A tour Read a story for
AB21 of London enjoyment.
5 Evaluate the story.
Project 1 SB15–16 My first day at school Review common Past simple (revision)
6 classroom vocabulary.
Complete a text using the
past simple.
Talk and write about the
first day of school.

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 Unit 1 A school magazine

Unit objectives
Listening Writing
• Show increased understanding of how • Write answers to questions with
to listen for pronunciation. improved accuracy.
• Develop listening for gist and detail. • Study and expand notes.
Recorded conversations are longer in • Write an account of an embarrassing
English for Iraq 2nd Intermediate and incident in one paragraph of between
have up to four speakers. 50 and 80 words.
• Fill out an application form.
Speaking
• Participate willingly in all class Project work
interaction and, specifically, (a) show Planning a school magazine
increased confidence when expressing • Unit 1 contains examples of articles
opinions on texts, and (b) make plans from a school magazine and how
and decisions relating to setting up a some students planned theirs. It
class or school magazine. is worth taking time to set up the
• Talk about activities and people one project properly in Unit 1. The aim
likes/dislikes following models with is to produce pieces that the students
reasonable accuracy and fluency. will want to submit to your own
• Read a short story and a recorded school magazine, which you will be
interview aloud with good submitting to a competition at the
pronunciation. end of the year. Most will want to see
their names in the magazine, so it is a
Reading way of encouraging them to write in
• Read to understand cohesion to put English. Of course, it is also a genuine
sentences in correct order. communicative task, something that
• Work out meanings in context and is quite difficult to achieve in the
interpret idioms. classroom situation.
• Develop silent reading through a
variety of text types and begin to
recognize features of different types of
text. The longest text is an interview,
which has approximately 260 words.

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 Unit 1 A school magazine

Unit 1 Lesson 1 • Feed back as an open class. Ask follow-up

questions to consolidate understanding, for
example: Do you know any jokes/poetry?
SB4 AB4–5
Where can you find cartoons? Are there any
interesting events in our school this week?
Objectives Read a poster introducing the
• Write Jads book on the board. Ask if what you
unit and project topics.
have written is correct. If necessary, write other
Arrange items in alphabetical
alternatives on the board: Jads’ book. Jad’s
order.
book. Elicit that the final option is correct.
Match words and definitions to
Remind students that the apostrophe ‘s’, in
develop vocabulary.
this case, indicates belongs to. The apostrophe
Language Possessive ‘s’
comes before the ‘s’ because it refers to only
Vocabulary magazine, monthly, team,
one person.
contribution, below, section (n),
• Check understanding by writing two more
event, cartoon, interview (n, v),
sentences on the board and ask students to
joke (n), news, poetry, in print,
correct them: The three footballers story.
definition, description, article,
(footballers’) The only childs story. (child’s).
report (n), well-known

Answers
Introduction 1 11 sections
2 Cartoons, Interviews, Jokes, Letters,
• Ask students what they think of the school Poetry, Problem page, Puzzles, School
magazine, if their school has one. If not, ask if news, Sports reports, Stories, Town events
they like the idea of having a school magazine. 3 a cartoons, b jokes, c poetry, d interviews,
What kind of things would students expect to e events, f reports, g school news
see in a school magazine? What kind of things 4 Students’ own answers.
would they like to read about?

Activity Book
A Read the notice and answer
the questions below. 1 Complete the sentences. Use words from
the box.
• As an open class, read the introductory text. • Review the meanings of the different sections
Deal with any vocabulary questions students in the magazine. Check comprehension by
might have. asking questions, such as:
• Ask students questions, such as: • What can you write? (articles, jokes,
• Where do you think this notice is? (in the poetry, reports)
girls’ school) • What can you tell? (jokes)
• Who wrote it? (the magazine team) • What can you draw? (cartoons)
• What’s A.M.I.S.G.? (Al Mustafa • What can you join? (a team)
Intermediate School for Girls) • What is another word for famous?
• What’s the box for? (the contributions) (well-known)
• Look through the notice together and elicit • Ask students to look through the activity
the meanings of as many of the sections as and work with a partner to complete the
possible (do not explain them all at this stage). sentences. Tell them that they will not need
Ask: What are the magazine team looking for? to use all of the words from the box. They
(articles, pieces for the magazine). should also discuss where they could include
• Ask students to work in pairs to complete the funny and interesting.
answers in the Activity Book.

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 Unit 1 A school magazine

Answers
a joke
Unit 1 Lesson 2
b article
SB5 AB6–7 1
c team
d well-known
Objectives Study simplified dictionary
e poetry
entries (in the yellow box).
funny – could be used in sentences a, b, e
Listen for gist and detail.
interesting – could be used in sentence b
Decide on roles for writing a
magazine and its contents.
2 Read and choose a section.
Language Suggestion and planning:
• Look through the first sentence together and
Why don’t we …, Let’s …,
ask students to suggest which section they
What shall we have?, I’ll be X.
think it comes from (problem page).
Vocabulary project (n), noun (Gr.),
• Ask student to work in pairs to look through
verb (Gr.), article, cover (n),
and guess the most appropriate section.
edit, editor, print (v),
• Check answers as an open class.
printer, report (v), reporter,
photograph, photographer,
Answers decide, group (n), section,
a problem page syllable
b sports report
c town event
d school news Introduction
e puzzle
f joke • This is a good opportunity to review how
g poetry students record new vocabulary. Encourage
h letter students to share how they write down new
words. Do they write a translation in Arabic?
3 Fill in the gap. Use the word in brackets Do they write example sentences? Perhaps they
and add ’s or s’. draw pictures to illustrate the meaning. Gather
• Check students’ understanding of the up as many ideas as possible and monitor how
possessive ‘s’. On the board write: The boy’s students record new vocabulary, encouraging
bags. and The boys’ bags. and elicit the them to try new techniques. You might like to
difference between the two (only one boy in the check students’ vocabulary books on a weekly
first sentence, more than one in the second). basis to see how they are trying new ideas.
• Students work individually to fill in the gaps
and then compare answers with a partner. A Study the words and meanings
• Check answers as an open class. and answer the questions.
Answers • Tell students that they are going to listen to
a friend’s some students talking about a school project.
b school’s Explain that, first, they are going to find the
c girls’ meanings of new words to help them.
d mum’s • Look at question 1 together. Elicit suggestions,
e women’s but do not confirm or reject answers at this
f boys’ point.
g children’s • Write noun and verb on the board. Check to
h child’s make sure that students are clear that nouns
are ‘things’ and verbs ‘describe an action’. Ask
for examples of nouns and verbs.

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 Unit 1 A school magazine

• Students work in pairs to review and answer Mazin You’re good at English, too, Layth.
the questions. Layth But I want to be a reporter. I think
• Feed back as an open class. you’ll be a good editor, Mazin. Don’t
you, Usama?
Answers Usama Yes, great! Fantastic! Mazin is really
1 (n.) = noun, (v.) = verb good at English, and he’s good at
2 two, a person and a machine telling people what to do.
3 A report describes the event; a reporter is Layth Exactly! Come on, Mazin.
the person who says/writes/gives the report. Mazin Oh, all right then. I’ll be the editor.
And you want to be a reporter,
Layth?
B 1 Listen and answer
Layth Yes.
the questions.
Usama Can I be a reporter, too?
Mazin Of course. You write very well. But I
• Ask students to look at and describe the picture.
thought you didn’t want to …
Ask what the boys are talking about, but do not
Usama Well … you know …
confirm or reject predictions at this stage.
Mazin Right. We have an editor and two
• Check the meaning of photographer and ask
reporters. That’s a good start. Now –
what a photographer uses (a camera) and what
what sections shall we have? There’s
they take (photographs). You may want to
a list in the girls’ magazine. We don’t
point out that the stress on photographer is on
want all these, do we?
the second syllable, but on the first syllable in
Layth No, no. There are too many.
photograph.
Usama Let’s have articles about the school.
• Draw students’ attention to the questions and
Mazin I agree, but can’t we have some
play Track 1.
articles about things outside the
• Elicit the answers, and ask students to
school? Like the interview.
complete the answers in the Activity Book.
Usama Who’ll be the photographer and
take the photographs? I don’t have a
1
camera. Do you?
Mazin Hey, Usama! Look at this.
Tariq Hi, everybody. What are you talking
Usama What is it?
about?
Mazin A magazine. From the girls’ school.
Mazin Hi, Tariq. Tariq! You have a camera,
It’s really interesting. Why don’t we
don’t you?
start a magazine?
Tariq Yes. And I’m a good photographer.
Usama Mm. I don’t know. It’ll be a lot of
Why?
hard work and …
Mazin Well, if you’re not interested, Layth
Answers
will be. Layth! Have you seen this
1 They are talking about the girls’ school
magazine from the girls’ school?
magazine.
Layth Yes, I have. Good, isn’t it? Why don’t
2 They decide to start their own school
we start one?
magazine.
Mazin You see, Usama. I told you.
3 Mazin: editor, Layth and Usama: reporters,
Usama Oh, but it’ll be too much work
Tariq: photographer
and …
Layth Oh, come on, Usama. It’ll be fun.
Usama Oh, all right. Maybe. But who’ll
decide what goes into the magazine?
Layth We’ll need an editor. Just a minute!
Mazin, you’re good at English. Why
don’t you be the editor?

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 Unit 1 A school magazine

C Your project this year is 2 1 Listen again and underline the strong
to write your own English syllable in the words.
magazine. Decide on the • Ask students to listen again and to raise their
following things in groups hands whenever they hear one of the words
and then as a class: in the box. When they do, discuss the stress
patterns of each of the words.
• Explain that you are going to ask the class to
produce a school magazine. As an open class, Answers
gather ideas for what sections they would like to magazine
include, what roles different students would like reporter
to take and a name for the magazine. Highlight interview
the language box and encourage students to photographer
use these in their discussions. However, before photograph
discussing in any detail, have students work in
small groups to answer the questions. 3 Can you write a description of the jobs?
• As a class, agree on the different sections and • Students work in pairs to complete the task.
ask which groups want to take responsibility Check answers as an open class and encourage
for the various sections. (You could have more other students to make suggestions for changes
than one group work on the same sections, as or corrections.
long as there is plenty of overall variety.)
• Encourage the groups to gather ideas for their Possible answers
sections in preparation for the next project a checks the spelling and that everything is
session. correct in an article
b interviews people and finds out more
Activity Book information
c takes photographs
1 1 Listen again and answer the questions.
Write short answers. 4 How many more jobs can you think of that
end in -er?
21st century skills • As an open class, discuss the jobs in the various
Collaboration Learning to work well photographs. Do students know the names of
with others the jobs? Elicit the fact that they all end in -er.
• Elicit the spelling and ask if students can think
• Ask students what they remember about of any more examples. Students write the
the conversation between the four boys. Do answers in their books.
students remember the names of the boys?
(Mazin, Usama, Layth and Tariq) Answers
• Ask students to read and answer the questions. a cleaner
Then play Track 1 again and ask students to b farmer
check their answers. c plumber
d teacher
Answers
a Usama 5 Read the conversation. Then write your
b Mazin, because he’s good at English own conversation.
c reporters • Remind students of the grammar box in the
d photographer Student’s Book about the language of making
suggestions. Ask two students to role-play the
conversation.

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 Unit 1 A school magazine

• Students work in pairs to write and practise • Ask students to look at the interview and
another dialogue. think about why there are two kinds of print.
Describe one as being dark and slanted and
Possible answer tell them that this style of print is called bold
A Why don’t we go and see a film? and italic. Ask: What’s in bold italic? Elicit the
B That’s a great idea. answer: the questions. Explain that using bold
A What shall we watch? italic means that the names of the speakers are
B Let’s see ___. not needed and that it makes it easier to read.
A Yes, great idea! Point out that italic is often used when referring
to titles, for example: A taste of the sea.
• Give students two minutes to quickly read
through the article. Ask them to look for the
Unit 1 Lesson 3 Part A four things they need to find as they read.
• Ask students to work in pairs to complete the
SB6 AB8–9 answers in the Activity Book.
• Feed back as an open class.
Objectives Read and understand the text
of an interview. Answers
Answer questions to check. 1 well-known
Language like, love, dislike, enjoy + verb 2 dislike (don’t like, don’t enjoy, hate)
+ -ing 3 impolite
Defining relative who 4 ring road
Vocabulary the following, local (adj),
personality, run (a business),
Activity Book
café, work (n, v), since (prep),
spare time, dislike (v),
1 Answer the questions about the interview.
garden (n, v), wife, polite,
Write short answers.
impolite, shout (v), favourite,
• Students work through the questions with a
pasta, programme (n), centre (n),
partner. Encourage them not to look back in
ring road
the Student’s Book until they have answered as
many questions as possible.
Introduction • Feed back as an open class, making sure that
students use for in their first answer and since
• Discuss the idea of a ‘local personality’, i.e., in the second answer.
someone who is well known and popular in
their community. Discuss who the students Answers
would describe as a local personality in their a for ten years
school or even their local area. For example, it b since he was born
could be the headmaster or one of the cleaners. c cleaning up, washing-up and gardening
d because he always learns something
e because there are too many cars in the
A This is the students’ first
town centre
interview for their magazine.
Read it and find words that
2 Read the interview on the next page.
mean the following:
Answer the questions.
• Read through the questions together. Then
• Remind students of the school magazine and
give students one minute to read the article.
ask them what they remember about the boys’
Ask students to cover the article, work with a
discussion. Look at the article in the book and
partner and write their answers.
elicit that it comes from the school magazine.

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 Unit 1 A school magazine

• Once they have done as much as they can, A 2 Listen to the interview.
students can check against the article. Then read it aloud.
• Check answers as an open class.
• Write for and since on the board. Ask what
Answers students can tell you about the two words.
a He works at a high school. Write: I’ve worked in the café for ten years.
b He dislikes doing paperwork and sitting at Underline ten years.
home in the evenings. • Write the second example sentence on the
c He is learning French. board: I’ve lived in Ashby since I was born.
d 3 a place to put rubbish • Remind students about the use of the present
e It is a programme about health. perfect (to describe something that happened
or started in the past but either is still true now
3 Ask your partner about their favourite or is important in the present).
foods and TV programmes. • Make clear that for is used with a period
• As an open class, ask one or two students: of time, and that since is used to show the
What’s your favourite TV programme? Ask beginning of a period of time.
one or two follow-up questions, such as: • Check understanding by writing the following
What’s it about? Why do you like it?, etc. on the board and asking students to use either
Ask students to work in pairs to ask and for or since:
answer questions about their favourite foods • five minutes (for)
and TV programmes. • 2021 (since)
• Monitor as students work and encourage • last week (since)
them to ask follow-up questions and to agree • yesterday (since)
or disagree. • three weeks (for)
• two months (for)
• Play the start of Track 2 until the first question
and answer. Ask students to listen and repeat
Unit 1 Lesson 4 Part B the two sentences using for and since.
• Play the rest of the audio and encourage
SB7 AB10–11 2 students to repeat key sentences. You may
want to ask students to work in pairs to ask
Objectives Read an interview aloud. and answer the questions. Encourage them to
Ask and answer questions do this without referring to the Student’s Book
orally. unless they really can’t remember anything.
Write answers to questions.
Language Phrases after for and since 2
Gerunds after like, hate, enjoy, Interviewer This month, we talked to Jack James.
love, dislike He runs Pizza Cabin, the well-known
Adjectives and adjectival Italian takeaway and café in the High
clauses with who Street. I’m sure we’ve all been there
Vocabulary relative clause, play chess, many times with our families.
tell lies How long have you worked at Pizza
Cabin, Mr James?
Introduction Mr James I’ve worked in the café for ten years,
but I’ve lived in Ashby since I was
born.
• Ask students who they would like to interview.
Interviewer Do you enjoy your work?
What kind of questions would they ask? Elicit
Mr James I enjoy some parts of my work. I don’t
some examples.
enjoy cleaning up when the café closes.

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 Unit 1 A school magazine

Interviewer What do you like doing in your • Elicit: I don’t enjoy cleaning up …, I love
spare time? painting., I don’t like washing-up., I hate
Mr James I love painting. gardening., … my wife loves gardening.
Interviewer What things do you dislike doing? Remind students that the verbs enjoy, love and
Mr James I don’t like washing-up. I have to do hate are all followed by nouns or gerunds
that at work. And I hate gardening. (-ing forms). Refer them to the grammar box.
It’s very hard work. But we have a • Have students work in pairs to ask and answer
beautiful garden because my wife about the things they like/don’t like doing.
loves gardening. • Ask students, as an open class, to share some
Interviewer What kind of people do you like examples.
and dislike?
Mr James I really like people who are polite 3
and ask for things nicely. I don’t like • Read the grammar box together. Then ask
people who are impolite and shout. students to check back in the article in Lesson 3
Interviewer What’s your favourite food? to find the kinds of people Jack James likes/
Mr James Italian food, of course – pizzas and doesn’t like. (He likes people who are polite
pasta. But I also like some English but doesn’t like people who are impolite.)
food, like fish and chips. • Review the words in the two boxes to check
Interviewer What’s your favourite TV comprehension.
programme? • As an open class, ask students to make some
Mr James I watch all the programmes about examples of the kind of people they like, for
cooking. My favourite one is A taste example: I like people who don’t say anything.
of the sea. I always learn something. • Ask students to work together to describe the
Interviewer Do you have any suggestions for kind of people they like/don’t like.
making the town better? • Feed back as an open class.
Mr James There are too many cars in the
town centre. Why don’t they build
Activity Book
a ring road?

1 Write answers to the questions.

B Ask and answer the questions. • Ask students to work in pairs to ask the
questions and write the answers.
1 • Remind students of the importance of showing
• Following on from Exercise A, ask students an interest in the speaker. Ask how they can
to work in pairs to ask and answer using for do this. (For example, they could look at the
and since. speaker, nod their head and use phrases such as
• Ask students some of the questions as an go on.)
open class. • Ask some students to tell the rest of the class
how the person they interviewed answered
some of the questions.
C Now ask and answer questions
like the ones in the interview.
You can use the words and 2 Write three ‘How long have you …?’
phrases from the boxes. You questions. Use the verbs from the box to
can also use your own words. help you.
• As an open class, elicit one example of a How
long have you …? question. Then ask students
2
to work individually to write three questions.
• Ask students to refer back to the article in
• Students can compare their questions with a
Lesson 3 and find examples of the things Jack
partner to check there are no mistakes.
James likes and doesn’t like.

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 Unit 1 A school magazine

3 Write two things you like doing and two c like, don’t like people who are unfriendly
things you don’t like doing. d like friendly people, like people who are
• Ask students to work individually to write their e dislike/don’t like lazy people, dislike/don’t
examples. They can compare their answers like people who are or like lazy people, like
with a partner. people who are
• You may want to play a chain game using the
construction like + -ing. For example, the first
student says I like playing football. The second
student says She likes playing football. I like eating Unit 1 Lesson 5
pasta. Students continue to repeat all the previous
examples until one person makes a mistake or SB8 AB12–13
repeats something that was said earlier.
Objectives Understand a description of
4 Ask your partner about things they like a personal problem and the
doing. Take turns asking ‘How long have advice given.
you …?’ questions about some of your Discuss the advice.
answers. Language Imperative sentences
• As an open class, model the activity with a very, very for emphasis
couple of the students ensuring they use for Vocabulary problem, shy (adj), afraid,
and since correctly. go red, stammer (v), even (adv),
• Then ask students to work in pairs to ask and confident, smile (v), piece (n),
answer their questions. Encourage students to advice
ask follow-up questions and remind them of
the importance of listening to and showing an
Introduction
interest in the other person.

• Ask students who they talk to if they have a

5 Read and complete the sentences with for
problem. Do they want the other person to
or since.
give them some advice or simply to listen? Ask
• Ask students if they remember the difference
students if they have ever read the problem
between for and since. Do the first question as
pages in a magazine.
an open class. Give students a minute or so to
complete the answers individually.
A Look at a magazine problem
Answers page.
a for
b since • Ask the class to tell you what is on the page,
c since i.e., two letters, one from Jill, the other from
d for Aunt Sally. Ask: Why do you think Jill wrote to
Aunt Sally? (to get some advice).
6 Complete the sentences. • Ask students to skim the two letters and
• Look at the example two sentences as an open answer the questions. Allocate a short time
class. Elicit the answer to sentence a to make limit to make sure students do not spend
sure students have understood. too much time focusing on words they don’t
• Students work individually to complete the understand.
activity.
• Check answers as an open class. Answers
Jill has the problem. She’s new in school and
Answers very shy. When she speaks she stammers.
a who are kind
b like happy people

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 Unit 1 A school magazine

B Now read the page and answer reported speech, and that there are special rules
the questions. for the other punctuation. Point out that the
placement of the commas depends on whether
• Ask students to read the letters again, more the speech tag (Mike said, I asked, etc.) is
carefully this time. before or after the reported speech.
• Students work in pairs to compare their ideas • Write the first sentence on the board and
on the advice Aunt Sally gives Jill. punctuate it together as an open class.
If students are having trouble, do two or
three more sentences on the board. Students
Activity Book complete the rest of the exercise individually.
• Feed back as an open class.
1 Read both letters and find the following:
• Encourage students to try to think of the words
Answers
without looking back at the letters. They can
a ‘Are you coming to the beach?’ my
then check their answers with a partner before
brother asked.
going back and looking in the Student’s Book.
b I answered, ‘I have to write an article.’
c ‘What is the article about?’ he asked.
Answers d ‘It’s about yesterday’s football match,’
a stammer I said. ‘It’s for the magazine.’
b confident e He asked, ‘Can I read it?’
c afraid f ‘Maybe when you get back from the
d hello beach,’ I said.

2 Read the pieces of advice. Is it good or 5 Pretend you are friends with Jill. Write a
bad advice? conversation giving her your advice from
• Look at the first piece of advice as an open class Exercise 2. Make sure to use the correct
and encourage students to make the advice better. punctuation.
Students work in pairs to rewrite the advice. • Write the example sentence and question on
the board. Tell the class that you are going
Possible answers to be Jill. Choose a student and tell them you
a Make sure you always make eye contact. are going to ask for some of their advice from
b Always look friendly. Exercise 2. Say: I’m very, very shy. Can you
c Say hello when you meet people. give me some advice?
• Write down the student’s advice on the board.
3 Look at the grammar box. Write four Ask the class how they would change it to
examples using very, very to describe how make it reported speech. For example, if the
you feel or something you can see. student said Make sure you always make eye
• Read through the grammar box as a class. contact., write this on the board and elicit that
Explain how in English it is very (very!) common you would need to add speech marks, change
to add emphasis by repeating the adverb very. the full stop to a comma, and add (student’s
Highlight that it is mainly used in speech. name) said at the end, e.g., ‘Make sure you
• Ask students to write four example sentences always make eye contact,’ Yasser said. Tell
using very, very before comparing them with students that you start on a new line when a
a partner. different person is speaking.
• Ask for examples as an open class. • Set students in pairs and ask them to repeat
this process with the rest of their advice from
4 Now write the questions and answers with Exercise 2, adding in more speech for Jill if
the correct punctuation. they would like, or expanding on their advice.
• Read through the grammar box as a class. Encourage students to be creative and have fun
Explain that speech marks are used to show with this.

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 Unit 1 A school magazine

Possible answer
B Aunt Sally has made some
(‘I’m very, very shy,’ Jill said. ‘Can you give me
notes on the problems. Read
some advice?’)
the notes and answer the
‘You should try to say hello when you meet
questions.
people,’ said Yasser. ‘And always try to make
eye contact.’
• Look through the abbreviations quickly as an
‘Speaking to new people can be scary,’ said Jill.
open class. Do not confirm students’ guesses at
‘I know,’ said Yasser. ‘But at least try to look
this point.
friendly. Most people are really nice.’
• Ask students why people might use these
abbreviations (to save time, to use less space
[on a sign or a notice], so you don’t forget

Unit 1 Lesson 6 •
an idea).
Ask students to read through Aunt Sally’s
notes and, in pairs, compare the advice with
SB9 AB14–15
their own ideas. Is Aunt Sally’s advice similar
or different?
Objectives Read short descriptions of • Feed back as an open class.
personal problems and suggest
• Ask students to complete the answers in the
advice.
Activity Book.
Understand and use
abbreviations.
Answers
Expand notes to write short
1 a et cetera (and so on)
paragraphs giving advice.
b homework
Language Form of notes
c very
Vocabulary exam, copy (v), paragraph
d for example
2 Notes don’t have full sentences. Words are
Introduction missing and there isn’t correct punctuation.

• Ask students how they feel the night before an

Activity Book
exam. Do they have problems sleeping? What
do they do if they can’t sleep?
1 Look at the common abbreviations. How
many do you recognize?
A Read the problems. What do • Look through the abbreviations as an open
you think Aunt Sally will say to class. Check to see which ones students already
the people who sent them in? know. Do they know the full word? Do they
know how to spell the full word?
21st century skills
Creativity Problem-solving 2 Match the abbreviations in the word box to
their definitions below.
• Ask students to describe the pictures. Elicit that • Students work in pairs to match the
the boy is thinking about schoolwork. Gather abbreviations from Exercise 1 with the full
suggestions for the second picture, but do not form. This is a good opportunity to check
accept or reject any ideas at this stage. students’ understanding of classifications of
• Ask students to read through the two texts and time and measurements. For example, ask:
find the problems being described. Feed back How many ____ in one minute? (seconds)
as an open class. How many minutes are there in an hour? (60)
• Have students work in pairs to say what advice What’s another word for 10 millimetres?
Aunt Sally will give the two people. (1 centimetre), etc.
• Discuss the answers as an open class. • Check answers as an open class.

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 Unit 1 A school magazine

Answers notes and don’t need to/shouldn’t write

a (kph) full sentences.
b cm • Discuss answers as an open class.
c a.m.
d p.m. Possible answers
e sec. (Students will need to write the following in
f min. note form.)
g mm a To stop stammering, try this: Why not count
h m to five before you speak? Think about what
i km you want to say. You can also ask your
j hr teacher to help. She will understand.
b Write new words in groups in your
3 Use Aunt Sally’s notes to write her advice. vocabulary book, for example, names
Write one paragraph to each person. of food, buildings or clothes. Ask your
• Without looking at their books, ask students to brother or sister for help. Try to learn five
remind you of the two problems and the advice new words every day.
Aunt Sally offered. c Make sure to eat breakfast, and try not to
• Ask the class to look at the notes again. As an snack between meals. Try to have a piece
open class, ask how they could turn the notes of fruit instead of junk food. Ask your
into sentences. For example, by using capital parents for help, or not to keep junk food
letters and punctuation. in the house.
• Students work individually to write the notes
out in full.
• Feed back as an open class.
Unit 1 Lesson 7
Possible answers
SB10 AB16–17 3–4
a It’s better to work hard all semester. Don’t
work too hard before exams. At exam
time, try not to worry. Before you go to
Objectives Read to work out the sequence
of events in short narratives.
bed, read a story or listen to music. Go to
Write a short story.
bed early. Good luck!
Read aloud.
b I agree. It is not right. Don’t give your
Evaluate a story orally.
homework to your friend. You are not
Make plans orally.
helping her. If she doesn’t do her own
work, she won’t learn anything. She can’t
Language Past simple and past
continuous tenses
copy in exams. Explain this to her. I hope
Asking for and giving opinions
she understands.
Vocabulary embarrassing, embarrassed,
moment, I nearly died! (idiom),
4 Read the problems. Pretend you are Aunt
mug (n), pick up, price (n),
Sally. Make notes about possible advice you
spill (v), gift, towards,
can give.
mirror (n), black eye (idiom),
• Read through the problems as an open class.
pronoun (Gr.), repeat (v),
Check that students remember the meaning
language (= structures), opinion
of stammer.
• As an open class, ask what advice students
might offer these three people. Introduction
• Students work individually to make notes
before comparing their answers with a partner. 21st century skills
Remind students that they are making Critical thinking Exploring why we get
embarrassed

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 Unit 1 A school magazine

• Write to be embarrassed on the board. Ask Answers

students if they know the meaning. Explain Story 1:
that when someone is embarrassed, they 1(a), 2f, 3e, 4b, 5d, 6c, 7(g)
often go red and feel a bit silly. For example, Story 2:
if someone comes into school wearing two 1(a), 2g, 3b, 4e, 5c, 6d, 7f, 8(h)
different coloured shoes, they might feel
embarrassed. Encourage students to give you
C 3 and 4 Listen and check
more examples of an embarrassing situation.
your answers.
• Finally, discuss the difference between
embarrassed and embarrassing (the first
• Play Track 3 and Track 4 line by line. At the
describes how somebody feels, the second
end of each line ask students to tell you what
describes a situation).
line comes next.

A Look at the pictures below and 3

try to guess the stories. Story 1 1a, 2f, 3e, 4b, 5d, 6c, 7g
Story 2 1a, 2g, 3b, 4e, 5c, 6d, 7f, 8h
• Ask students to look at the pictures in pairs
and to identify which person feels embarrassed. 4
Encourage students to describe where the Liz One day last week, my mum and I
characters are and why they might feel were out shopping in town. We were
embarrassed. Do not accept or reject any looking for a present for my uncle, so
suggestions at this stage. we went to a gift shop. Mum saw a
really nice mug on the shelf. ‘That’s
nice,’ she said. ‘Your uncle will like
B Now read the sentences that. He drinks lots of tea.’ I picked
and put them in the correct it up to look at the price and spilt hot
order. The Reading tip in your coffee all over my dress. It was the
Activity Book will help you. shop assistant’s own mug! I was so
embarrassed that I nearly died!
• Write the following sentences on the board: Wendy Last week, my dad took my sister
The cat ran up the tree. The cat got stuck up and me to the museum. We were
the tree. Discuss how the second sentence looking at an old car, and I wanted to
sounds repetitive because the subject and the ask Dad something. I turned round,
object are both clear from the first sentence. but he wasn’t there. ‘Dad! Dad!’ I
Elicit how you could improve the sentence, shouted. I was worried. Suddenly, I
i.e., by using pronouns it and there (It got saw him and ran towards him. Bang!
stuck there.). I ran into a big mirror. I still have a
• As a class, read through the Reading tip. black eye. I feel embarrassed every
• Ask students to read the stories and to work time I go out.
in pairs to put the stories in the correct order.
Look at the first couple of sentences as an open
class before asking students to work together Activity Book
in their pairs. Remind them to look carefully at
the pronouns as this will help them. 1 Find the words in the text in your Student’s
• Ask students to complete the answers in the Book. Tick the correct meaning.
Activity Book. • Read through the Work it out! box. Then
• Compare answers as an open class. give the students time to think about the
two questions. Elicit possible answers from
the class.

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 Unit 1 A school magazine

• Explain that these are common English idioms • Encourage students to have a go at writing
– phrases that don’t mean exactly what the their paragraphs. Monitor as they work and
individual words mean. make sure they keep their stories as simple
• I nearly died! means ‘I was very as possible.
embarrassed’.
• A black eye means ‘the area of the face 3 Read your stories aloud. Then choose the
around the eye is bruised and black, not best story to put in the school magazine.
the eye itself’. You can get one by being Use the language in the boxes.
hit or bitten by an insect on that part of • Tell the students you want them to read their
the face. stories aloud in groups and choose the best
• Ask students to use the stories to work out the for the school magazine. Before they begin, go
meanings of the words. through the language in the two boxes.
• Check answers as an open class.

Answers
a to feel shy and silly Unit 1 Lesson 8
b make a liquid flow out
c a big cup SB11 AB18–19
d a glass you can see in
Objectives Read an advertisement and
2 Write a story about your most completed application forms
embarrassing moment. for detail.
• Go through the Writing tip carefully. Focus Fill out an application form.
on this essential feature of paragraph writing: Language Expressing likes and dislikes
sentences don’t begin on new lines but continue and giving reasons
along the lines. Focus also on punctuation. Vocabulary youth, advertisement, fill out,
• As an open class, encourage students to share application form, age (n),
their ideas for embarrassing stories. They address (n), share (v),
could be invented, or things that happened to language (French ~), Arabic,
somebody else. You may need to give students in common, hobby
some ideas. For example:
• You were bored in a shop with your
Introduction
parents; you got the car keys and went out
to sit in the car; you couldn’t open the car
• Ask students if they read any online magazines
door and got angry with it; a man ran to
or blogs. If so, what topics do they like reading
the car shouting; it was the wrong car!
about? Do students or their families buy any
• When you were very young, you were
print magazines? Introduce the idea of a Global
in the park with your parents; they were
Youth Magazine, where the reporters are all
sitting on the grass; you were on the
young people who get to travel the world
swings; you decided to play a trick on your
and write stories. Would students read this
father; you walked behind him very quietly
magazine? Would they like to be one of the
and put your hands over his eyes; you said
reporters? Which countries would they like
‘Guess who?’ The man turned round; it
to visit?
wasn’t your father.
• Then ask students to work in pairs and explain
their embarrassing stories to each other. By
talking about the stories, students are thinking
and refining their ideas, which should make the
writing easier.

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 Unit 1 A school magazine

A Read the advertisement for Possible answers

the Global Youth Magazine’s Things Jad, Johnny Things Jad, Johnny
competition. and Paolo have and Paolo don’t have
in common in common
• Ask the class to read the poster and think They all speak a Jad is a
about whether they would like to go. little French. photographer;
• As an open class, ask students what kind They all want to Johnny and Paolo are
of people the magazine is looking for. Ask learn about people reporters/writers.
students some general comprehension around the world. Johnny has never left
questions, such as: They all worked on a his country; the other
• What three things do you need? (They school magazine. boys have travelled.
need to complete the form, to be available
between 15th June and 1st August and to be 2 Do you think the boys will be friends?
between the ages of 14 and 17.) Why/Why not?
• Where is the editorial team starting?
(London) 21st century skills
• Do you want to apply? Collaboration Showing tolerance and
• As an open class (without looking at the respect
Student’s Book), elicit what kind of questions
might be on the form. • This is very much an opinion question. Encourage
• Ask students to look through Jad’s application students to share reasons for their answers.
in pairs and then ask some comprehension • Ask students to think about their own friends
questions, such as: What languages does Jad and to discuss their ideas in pairs. Do they have
speak? (Arabic, English and a little French) or a lot in common? Is it important to have a lot
Why does he want to join the team? (He wants in common with your friends?
to learn about young people around the world
and wants people to understand each other a
3 Fill out the application form.
little better, etc.).

Activity Book Self-esteem

1 Read about Johnny and Paolo. What • Students at this age are becoming
things do they and Jad have in common? increasingly self-conscious and
What things don’t they have in common? may spend a lot of time comparing
• Ask students to read the three completed themselves to others. With time they
application forms. As an open class, ask for will come to realize the opinion of
one example of something the three boys have others is not important. However, the
in common and something they don’t have in more we can do to raise students’
common. For example, they all speak some self-esteem and celebrate difference
French, but Johnny has never left England the better.
whereas the other two have travelled.
• Ask students to work in pairs and complete • Ask students to work individually to complete
the table. the application form. Remind them that they
• Check answers as an open class. need their form to stand out from the rest.
Although a lot of the information is factual,
the last question is an opportunity to share
interesting information. Some students, with
low confidence, may think they don’t have
anything interesting to say. Make clear that

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 Unit 1 A school magazine

although we are all very different and may not • Play a chain game. Say: I like eating ice cream.
share the same interests, the important thing is Ask a student to repeat what you said and
that we enjoy what we do. We do our hobbies to add an idea of their own. A third person
because we find them interesting, it doesn’t repeats both the previous sentences and
matter what other people think. adds another. Carry on until students repeat
• Monitor as students work, and point out themselves or make a mistake.
errors, but encourage students to correct the
error themselves.
3 Describing people with
adjectives and relative clauses

Unit 1 Round up • Read through the example sentences and elicit

further examples from the class. Encourage
them to give you an option with and without
SB12 AB20
the relative pronoun who.

Objective Revision
Language Revision 4 Saying how long you have done
Vocabulary Revision something

• Look at the example sentences together. As an

Introduction
open class, ask and answer questions to elicit
more sentences using the present perfect with
• With books closed, ask students to tell
for and since. For example: How long have you
you anything they remember about Unit 1.
been in this classroom? How long have you
Encourage them to tell you about the things they
been called (Jad)?, etc.
liked and didn’t like. Ask individual students to
tell you three new words they learnt.
5 Asking for and giving opinions
A In this unit, you have practised:
• Look at the example sentences. Elicit questions
and answers about the various embarrassing
1 Asking for and making stories in Unit 1. For example: What do you
suggestions think about Liz Ellen’s story?

• Read through the speech bubbles together.

6 And you have …
Ask students which words are used to make
suggestions. As an open class, ask students
• Read through the remaining areas covered over
to make suggestions about what to do at the
the course of the unit and ask questions. For
weekend. For example: Why don’t we go to the
example: What information did you include in
cinema? Let’s go swimming., etc.
the application form?

2 Talking about things you like

Activity Book
or dislike
1 Write the sentences again using I like or
• On the board, write the verbs enjoy, like, love,
I don’t like.
hate. Ask students what comes after these
• Look at the first sentence as an open class and
verbs. Elicit that they are followed by either a
elicit the example answer: I don’t like people
noun or -ing. For example: I love chocolate.
who never do their homework. Ask students
I enjoy playing chess.

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 Unit 1 A school magazine

to work individually to write the sentences and

then compare their answers with a partner.
Unit 1 Story time
• Check answers as an open class.
Jad and Johnny – A tour of London
Possible answers
SB13–14 AB21 5
a I like people who tell jokes.
b I don’t like people who laugh at me.
Objectives Read a story for enjoyment.
Evaluate the story.
c I don’t like people who copy my
homework.
Language –
d I don’t like people who tell lies.
Vocabulary journey, hostel, nervous,
boring, scooter, tickets
2 Write the paragraph with the correct
punctuation. Introduction
• Look through the paragraph as an open class
and elicit some of the changes students might • Ask students to name any famous buildings
make for the first sentence. they can think of in London. For example,
• Ask students to work in pairs to write out the students might mention: Big Ben, the Tower of
paragraph again with correct punctuation. London or Buckingham Palace. Ask students
• Feed back as an open class. if they go to London (or if they have been to
London) what places they want to see and
Answer what they want to do there.
Noora and Dana wrote stories for the class
magazine. Both stories are very good, but the
A 5 Listen, read and find out.
editor says she can only print one. Which of
the girls’ stories will the team choose?
‘I think Noora’s is the best,’ Sara said.
Taking a chance
Everyone agreed, so Noora’s story will be in
the magazine.
• In this story, the boys decided to go
on a tour of London. Several things
3 Work out the messages and write them as
happen to Johnny: he was nervous
full sentences.
about going out on his own, but
• Ask students to work individually to complete
became more confident when Jad
the exercise. Feed back as a whole class.
joined him; he gets scared when he
thinks the bus is driving into the
Possible answers water; and finally, he opens the wrong
a Please go to the shop. I’m very hungry. door and gets wet. Although all of
b Do your homework. I’m very tired. these events might have been a little
embarrassing for Johnny, the fact is
by pushing himself to do something
he didn’t feel very comfortable about,
he was able to make new friends and
enjoy new experiences.

• Ask students to look at the picture and the

photographs and describe what is happening in
the picture. Point out the boys on the bus. Ask
students how the boys are feeling. (One boy
looks very scared, one boy looks nervous, and
the other boys are laughing.)

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 Unit 1 A school magazine

• Play Track 5 and ask students to read along

and think about the questions.
Unit 1 Project 1
• After listening, ask students for their answers.
My first day at school
5 SB15–16 6
For the story text, see pages 13–14.
Objectives Review common classroom
Answers vocabulary.
1 Johnny Complete a text using the
2 in London and taking a DUCK tour past simple.
around the city Talk and write about the first
3 He thinks the bus is going to drive into day of school.
the water. He doesn’t know it’s a bus and Language Past simple (revision)
a boat. Vocabulary backpack, board, book,
calculator, chair, computer,
desk, map, student, teacher,
Activity Book History, PE (Physical
Education), essay
1 Read the story and complete the
information below.
• Review the main events of the story as an open A Look at the cartoon and
class. Ask students: Who are the characters? answer the questions.
What do they do? How do they feel?, etc.
• Encourage students to make notes in their books 21st century skills
and to look up the meaning of any new words. Creativity Approaching a problem
• Ask students to work together and complete systematically
the information.
• Students share their opinions about the story as • Ask students to describe the cartoon and,
an open class. Encourage them to give reasons working in pairs, to answer the questions.
for their answers. • Feed back as an open class. Ask students how
the boys in the picture are feeling and why.
2 Answer the questions. (They look shocked and perhaps a little afraid
• Ask students to work in pairs to answer the because they don’t understand what is on the
questions. Encourage them to do this without board.) Ask students if they feel the same way
looking back at the story. sometimes. If so, in which lessons?
• When they have finished, let them refer back to • You may want to discuss with students that
the story. sometimes, when something looks very
• Check answers as an open class. difficult, the best thing to do is break it down
and approach it step by step. We can
Answers overcome our initial impression through focus
a London and hard work.
b They have won a competition and are part
of an editorial team. Answers
c take a DUCK tour 1 Maths
d The bus turns into a boat. 2 difficult
e He’s frightened because he thinks the bus is
going to drive into the river. He opens the
wrong door and gets wet.
f It gives him something to write about.

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 Unit 1 A school magazine

B Label the picture. Use the D 6 Read about Adam and

words from the box. Rawan’s first day at school.
Complete the texts using
• Look through the words in the box and ask words from Exercises B and C.
students to point to examples, either in their Listen and check.
own classroom or in the picture.
• Ask students to say each of the words and • Ask students if they remember their first ever
check the stress and pronunciation, especially day of school. Do they remember how they felt?
of the following words: backpack, board, What about when they started back this current
calculator and computer. school year; were they excited, nervous or both?
• Students label the cartoon with the words. • Ask students to read through both texts
quickly, and ask a couple of simple
Answers comprehension questions, such as: Who is Ali?
1 teacher (Adam’s new friend) and How many students
2 board are in Rawan’s class? (36).
3 student • Ask students to work in pairs to fill in the gaps.
4 desk Encourage them to do this without looking at
5 book Exercises B and C to start with.
6 calculator • Play Track 6 and ask students to check their
7 chair answers.
8 backpack • Play the audio again and pause just before the
9 map missing word. Ask students for their answer
10 computer and play the audio to check.

6
C Read the clues and complete
Adam Monday was my first day at school.
the crossword.
My first lesson was Maths, and my
teacher was Mr Hassan. He wrote
• As an open class, read the first clue together
some questions on the board. They
and elicit the word History. Students work
were difficult, and we couldn’t use
in pairs to complete the crossword. Check
our calculators! I sat next to my new
answers as an open class.
friend, Ali. He’s a friendly boy. After
Maths, we had a break, and I ate a
Note: You could provide copies of the
snack. Then we had my favourite
crossword for students to work from, ask them
subject – PE! We played football
to work on a separate piece of paper, or display
today, and my team won.
the crossword on the board and complete it as
Rawan My first lesson was Geography,
an open class.
and my teacher was Mrs Noor. She
pointed to a map on the wall and
Answers
told us about the different countries.
Across
There are 36 students in my class,
3 History
but I don’t know all their names yet.
4 PE
After lunch, we had English. The
6 friend
teacher gave us a test to check our
English level. I’m good at English,
Down and so it was easy for me. Then she
1 essay gave us some homework to do at the
2 break weekend. We have to write an essay
3 homework about our first day at school!
5 test

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 Unit 1 A school magazine

Answers
1 teacher
2 board
3 calculators
4 friend
5 break
6 PE
7 map
8 students
9 test
10 homework
11 essay

E Work with a partner. Say

differences between your first
day at school and Adam and
Rawan’s first day.

• As an open class, ask one or two students

what they did on their first day at school: what
lessons did they have, where did they sit, who
was their teacher, etc.?
• Ask students to work in pairs to make
sentences comparing their first day and the first
days of Adam and Rawan.
• Feed back as an open class by asking students
to give one or two example sentences.

F Now write about your first

day at school for the school
magazine. Include information
about:

• Ask students to use their answers from the

previous exercise to write about their first day
at school.
• Allow students time to write their pieces (or
you may prefer to set this for homework).
• Remind students that they may wish to submit
their project pieces to the school magazine
which the class will be putting together at the
end of the year.
• Ask students to share their work with a
partner and ask for feedback. Encourage
students to make corrections and changes as
needed. Monitor as students work and offer
help as required.

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 Unit 1 A school magazine

Unit 1 Word list

magazine 1.1 café 1.3 gift 1.7
monthly 1.1 work (n, v) 1.3 towards 1.7
team 1.1 since (prep) 1.3 mirror (n) 1.7
contribution 1.1 spare time 1.3 black eye (idiom) 1.7
below 1.1 dislike (v) 1.3 pronoun (Gr.) 1.7
section (n) 1.1 garden (n, v) 1.3 repeat (v) 1.7
event 1.1 wife 1.3 language (= structures) 1.7
cartoon 1.1 polite 1.3 opinion 1.7
interview (n, v) 1.1 impolite 1.3 youth 1.8
joke (n) 1.1 shout (v) 1.3 advertisement 1.8
news 1.1 favourite 1.3 fill out 1.8
poetry 1.1 pasta 1.3 application form 1.8
in print 1.1 programme (n) 1.3 age (n) 1.8
definition 1.1 centre (n) 1.3 address (n) 1.8
description 1.1 ring road 1.3 share (v) 1.8
article 1.1 relative clause 1.4 language (French ~) 1.8
report (n) 1.1 play chess 1.4 Arabic 1.8
well-known 1.1 tell lies 1.4 in common 1.8
project (n) 1.2 problem 1.5 hobby 1.8
noun (Gr.) 1.2 shy (adj) 1.5 journey 1.10
verb (Gr.) 1.2 afraid 1.5 hostel 1.10
article 1.2 go red 1.5 nervous 1.10
cover (n) 1.2 stammer (v) 1.5 boring 1.10
edit 1.2 even (adv) 1.5 scooter 1.10
editor 1.2 confident 1.5 tickets 1.10
print (v) 1.2 smile (v) 1.5 backpack Project 1
printer 1.2 piece (n) 1.5 board Project 1
report (v) 1.2 advice 1.5 book Project 1
reporter 1.2 exam 1.6 calculator Project 1
photograph 1.2 copy (v) 1.6 chair Project 1
photographer 1.2 paragraph 1.6 computer Project 1
decide 1.2 embarrassing 1.7 desk Project 1
group (n) 1.2 embarrassed 1.7 map Project 1
section 1.2 moment 1.7 student Project 1
syllable 1.2 I nearly died! (idiom) 1.7 teacher Project 1
the following 1.3 mug (n) 1.7 History Project 1
local (adj) 1.3 pick up 1.7 PE (Physical Education) Project 1
personality 1.3 price (n) 1.7 essay Project 1
run (a business) 1.3 spill (v) 1.7

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