New_Frontiers_British_English_-_Student_Book_1_TG(EN)หนังสือ

BRITISH ENGLISH FNREOWNTIERS TEACHER’S GUIDE 1 A1 Beginner

Scope and Sequence INTRODUCTION Page 5 UNIT / PAGE VOCABULARY GRAMMAR & STRUCTURES LISTENING WE’RE A FAMILY 1 Family Personal pronouns Identify family Extended family Present be verbs (a rmative) members Page 10 Jobs & personal information Present be verbs Basic descriptions (yes / no questions) BACK TO SCHOOL 2 School supplies Present simple (negatives) Understand who School faculty Present be verbs (Wh- the people at Page 34 Review 1-2 School equipment questions) school are School subjects Basic prepositions of time and place 3MYHOUSE, MYHOME Rooms in a home There is / are Understand when Furniture Basic prepositions of place people talk about Page 36 Living spaces where things are in Parts of a house a house WHATTIME IS IT? 4 Modes of transport Telling time Understand a Routine activities What time and when schedule Review 3-4 Time of the day, week, questions Listen to people talk month, and year Prepositions of time about their free- TIME TO PLAY! Adverbs of frequency time activities 5 Hobbies play vs do for sport Page 62 Instruments Present simple Sport Time phrases Games LOOKING GOOD! 6 Appearance Present simple (has / have) Understand a basic Clothing Present continuous description of Page 74 Seasonal clothing Adjectives joined with and someone’s Page 86 Review 5-6 The weather appearance 7WHAT’S FOR LUNCH? Kinds of food I would like Understand likes Ingredients Countable and uncountable and dislikes Page 88 Quantifiers for food nouns Expressions for ordering much / many 8BUSY AT THE WEEKEND Indoor chores Present continuous Identify the chores 100 Outdoor chores can / can’t people are doing Page 112 Review 7-8 9WHATDIDYOU DO? Places around town Past be verbs (was / were) Describe past Errands Simple past events Page 114 Arrangements Emotions 10SUN’S OUT! Weather conditions Time clauses Understand a 126 Weather forecasts Future be going to weather forecast 138 Review 9-10 Seasonal activities 2

Grammar Reference Page 140 Wordlist Page 144 SPEAKING READING WRITING PRONUNCIATION PROJECT Ask and answer Talk about family Write about family personal questions members’ jobs members Introduction to Your Family Tree vowel sounds (1) Talk about the things in Describe the things Write about what you Introduction to Club Notice your classroom you need for school need for class vowel sounds (2) Talk about what is in a Read about homes Write a description of /ʃ/ vs /tʃ/ Dream House house around the world what’s in your house Builder Talk about your routine Read about modes of Write a daily schedule /ə/ Your Daily transport Schedule Have a conversation Read and respond to Read an email and /Ɵ/ and /ð/ Social Media about hobbies a simple text about write a reply Post hobbies Ask and answer Learn about the Describe your /I/ vs /i/ Find the Thief! questions about what clothes people wear appearance in a someone looks like in other countries message Order food in a Read about Write about the food Plural sounds /s/, Healthy Eating restaurant interesting street food you eat /z/, & /iz/ Survey Talk about outdoor Read about people in Describe what people Expansion: /ə/ Helping Others chores and activities di erent time zones are doing Talk about weekend Read about a Write about how a /dʒ/ vs /g/ Storytelling activities fantastic weekend trip past experience made Trip Planning you feel Talk about what you do Learn about di erent Write a party /n/ vs /ŋ/ in di erent seasons weather conditions invitation 3

How to Use QR Codes AUDIO Scan the QR code at the start of each lesson to get the audio for the unit. VIDEO Scan the QR code on Project Lessons to link to our animated shorts. Comics Class Booster Every animated short comes with a companion comic. Every unit has a digital supplemental unit on the Class Booster platform. Download from www.playbigbox.com/download/classbooster to enjoy additional activities and fun games. Download the comics at www.compasspub.com/newfrontiersBE1 4

Introduction MY NAME IS… Alphabet 00-02 Scan for Audio 1 Listen and repeat. 00-01 3 Listen and repeat. Then write the letters. Hi. My name’s Tom. Hello, Tom. I’m • Read the alphabet aloud. Jessie. Nice to • Ask students to repeat what you say aloud. • Tell students to trace the letters. meet you. Hi. I’m Sarah. My name’s Ellie. Nice to meet you, too. My name is Jon. Focus Extra Practise Writing in Cursive What’s your name? 2 Talk with a partner. Ask students to practise writing words in cursive. Ask them to write the following: Hi! I’m Jack. What’s your name? - Name - Address Hello! My name is Susan. - Parents’ names Nice to meet you. - Friends’ names - The teacher’s name Alphabet Nice to meet you, too. 3 Listen and repeat. Then write the letters. 00-02 4 Talk with a partner. Aa Bb Cc Dd Ee Ff Gg Hh Ii • Read the short conversation aloud or ask two students to read the short conversation aloud. Jj Kk Ll Mm Nn Oo Pp Qq • Ask students to practise the conversations with a Rr Ss Tt Uu Vv Ww Xx Yy Zz partner. 4 Talk with a partner. 5 Introduce yourself to three classmates. • Tell students to practise the conversation again but with their own names. How do you spell S-U-S-A-N Write their names. your first name? 1. ____________________________________ 5 Introduce yourself to three classmates. Write 2. ____________________________________ their names. How do you spell H-E-R-N-A-N-D-E-Z 3. ____________________________________ your last name? • Introduce yourself to a student. NOTE • Ask your student to introduce him/herself. • Write the student’s name on the board. Your last name is also called your surname or family name. • Tell students to practise introducing themselves with the 5 rest of the class. • Tell students to write their classmates’ names down. 1 New Frontiers BE (SB).indd 5 2020-04-08 �� 6:39:05 Introduction Teacher’s Note New Frontiers A1 is designed for teenaged beginner-level Helpful Notes English learners. The introduction unit is designed to “Notes“ are added throughout units to provide extra help assess each student’s starting capabilities. It is also information and insight. Use them to your advantage. designed as an icebreaker for new classmates. Scan the QR code to download the Introduction audio. 1 Listen and repeat. 00-01 • Listen to the audio. • Ask students to repeat aloud after the audio. • Practise again. This time, ask students to use their own names. Focus 2 Talk with a partner. • Read the short conversation aloud or ask two students to read the short conversation aloud. • Ask students to practise the conversation with a partner. • Tell students to practise the conversation again but with their own names. 5

Numbers Numbers 00-03 6 Listen and repeat. 00-03 6 Listen and repeat. • Listen to the audio. • Ask students to repeat aloud after the audio. 10 ten 30 thirty • Practise again. This time, practise by saying numbers 11 eleven 40 forty 12 twelve 50 between 30 and 100 and asking students to write 13 thirteen 60 fty down the numbers you say. 14 fourteen 70 sixty • Practise again with larger numbers. 15 fteen 80 seventy 16 sixteen 90 eighty Teacher’s Note 17 seventeen 100 ninety 18 eighteen 1,000 one hundred Different Ways to Read Numbers 19 nineteen 10,000 one thousand Explain that there are many ways to say different 20 twenty 1,000,000 ten thousand numbers. one million • 2,500 can be read as two thousand five hundred or NOTE twenty-five hundred. There are di erent ways to say certain numbers • 250,000 can be read as two hundred and fifty when giving your address or phone number. thousand or a quarter of a million. 0 = zero / oh 33 = thirty three / three-three • 1,500,000 can be read as one of a million. five hundred thousand or 1.5 million. 7 Listen and repeat. Use the numbers to talk with a partner. 00-04 7 Listen and repeat. Use the numbers to talk with a A What’s your phone number? B How old are you? partner. 00-04 It’s 019-5490-6833 I’m 16. • Listen to the audio. • Ask students to repeat aloud after the audio. 587-1598-6673 12 14 • Practise again. This time, ask students to use one of the 353-8006-9915 16 18 774-3488-0122 34 46 given numbers. • Practise again. This time, ask students to use their own 8 Listen and repeat. Then talk with a partner. 00-05 phone numbers and ages. 1 first Where did you 2 second come in the race? 8 Listen and repeat. Then talk with a partner. 3 third I came seventh. 00-05 4 fourth • Listen to the audio. 5 fifth • Ask students to repeat aloud after the audio. • Practise again. This time, ask students to use their own 6 sixth 7 seventh grade. 8 eighth • Practise again. This time, ask students to use different 9 ninth grades or the grades of their friends and siblings. 10 tenth 20 twentieth 6 1 New Frontiers BE (SB).indd 6 2020-04-08 �� 6:39:15 6

Colours 00-06 10 Talk with a partner. Then ask about the colour of things in your classroom using this or that. 9 Listen and repeat. Then write the colours in the correct box. • Read the short conversation aloud or ask two students to read the short conversation aloud. • Ask students to practise the conversation with a partner. • Ask students to practise by pointing at different things in the classroom. NOTE red blue Teacher’s Note yellow green This colour is teal. orange purple Demonstratives Can you guess any of black Explain that demonstratives show where an object, the other colours? event, or person is in relation to the speaker. adverb Near the Far from the speaker speaker Here There 10 Talk with a partner. Then ask about the colour of things in your classroom using Demonstrative This That with singular These Those this or that. nouns & uncountable What colour is this? nouns It’s black. Demonstratives with plural nouns & countable nouns NOTE 7 Extra Practise What Colour is It? If students cannot find enough items in the classroom Use this for things that are close 2020-04-08 �� 6:39:17 to ask questions about, ask students to describe the and that for things that are far. colour of commonly known things. 1 New Frontiers BE (SB).indd 7 A country’s flag, animals, flowers, etc. Colours 9 Listen and repeat. Then write the colours in the correct box. 00-06 • Listen to the audio. • Ask students to repeat aloud after the audio. • Practise again. This time, ask students to guess the names of other colours on the wheel. Answer Key From left to right, top to bottom yellow, orange, green, red, blue, purple, black Teacher’s Note Other Colours Common colours that students might say or want to know in this activity include: olive, ochre, amber, gold, orange-red, maroon, navy, cerulean, sky blue, turquoise, cyan, lime, silver, grey, plum, etc. Also explain that many colours are very similar and may be hard to distinguish even for native speakers, such as violet and indigo, and tan and beige. 7

Countries & Nationalities Countries & Nationalities 11 Listen and repeat. 00-07 11 Listen and repeat. 00-07 • Listen to the audio. • Ask students to repeat aloud after the audio. Country Brazil Canada Chile China Colombia Costa Rica Egypt • Practise again. Ask students if they know any other Nationality Brazilian Canadian Chilean Chinese Colombian Costa Rican Egyptian countries and the nationality of people from those countries. Country Japan Korea Mexico Peru Thailand the United Kingdom the United States 12 Talk with a partner or as a group. Look at the Nationality Japanese Korean Mexican Peruvian Thai British American flags. Guess the country. 12 Talk with a partner or as a group. Look at the flags. Guess the country. • Ask students to get in pairs or work with a group. • Ask them to discuss what flags are from what countries. Hint They are countries from the table above. • Give students time to make guesses. Point out the hint 13 Can you find the countries from the table on the map? Circle as many as you can. in the book. • If students are still unable to answer, tell students to ask Then talk with a partner. other classmates or to look up the flags online. Answer Key From left to right South Korea, Mexico, Thailand, Peru Extra Practise Flags Where are you from? 2020-04-08 �� 6:39:24 I’m from Korea. If you live in an area where people are more likely to know the national flags of their neighbouring Where in Korea are you from? countries, or the flags of well-known countries such as I’m from Seoul. the United States, Canada, the United Kingdom, Japan, etc., then prepare those flags to give your students a 8 quiz on different nationalities. 1 New Frontiers BE (SB).indd 8 13 Can you find the countries from the table on the map? Circle as many as you can. Then talk with a partner. • Ask students to try and draw the locations of the given countries in activity 11 on the map. • Ask students how many they think they got right? • If your students don’t know where most of the countries are, ask them to talk with a partner and share maps. • Talk together as a class. Point to the locations as a class. Find out who got the most right. • Read the short conversation aloud or ask two students to read the short conversation aloud. • Ask students to practise the conversation with a partner. • Tell students to practise the conversation again but with their nationalities and home cities. Answer Key Please look at the map on the right. 8

Classroom Language 15 Read the questions. 15 Read the questions. • Read the questions to the students. 14 Listen and number. 00-08 How do you spell “board”? • Ask students if they understand the questions. Can you repeat that? • Practise again. Ask students if they can ask you some listen talk with a partner Can you say that again more slowly? questions. read look at the board How do you say “______________” in English? Goodbyes What does “board” mean? How do you pronounce this word? 16 Talk with a partner. I have a question. • Read the short conversation aloud or ask two students What’s the answer to number four? to read the short conversation aloud. • Ask students to practise the conversation with a write open your books partner. • Tell students to practise the conversation again but to use different goodbyes. speak close your books answer watch Goodbyes Take care! Bye! 16 Talk with a partner. See you later / tomorrow / soon! Goodbye! 9 1 New Frontiers BE (SB).indd 9 2020-04-08 �� 6:39:28 Classroom Language Teacher’s Note Classroom Language Explain to students that this page is there to help them when they need to understand a direction line or need help asking questions. 14 Listen and number. 00-08 • Listen to the audio. • Ask students to repeat aloud after the audio. • Ask students to write the number next to the correct picture. • Practise again. Give the classroom commands. Ask them to follow along. • Ask students if they have any questions. Answer Key From left to right, top to bottom 7. listen, 3. talk with a partner 9. read, 8. look at the board 2. write, 5. open your books 4. speak, 10. close your books 6. answer, 1. watch 9

1Unit WE’RE A FAMILY This unit will give students the ability to talk about their itUn close family and to briefly describe their appearance and jobs. 1 Scan the QR code to download the Unit 1 audio. WE’RE A FAMILY WHAT YOU WILL DO IN THIS UNIT Scan for Audio WHAT YOU WILL DO IN THIS UNIT Unit 1 AIMS A Listening Identify family members Lesson A: Identify family members B Reading Talk about family members’ jobs Lesson B: Talk about family members’ jobs C Speaking Ask and answer personal questions Lesson C: Ask and answer personal questions D Writing Write about family members Lesson D: Write about family members E Project Make a family tree Lesson E: Make a family tree 10 Target Skills 1 New Frontiers BE (SB).indd 10 Lesson A: Listening Lesson B: Reading Lesson C: Speaking Lesson D: Writing Lesson E: Project Target Vocabulary Lesson B 2020-04-08 �� 6:39:50 Lesson A artist chef aunt doctor brother farmer cousin football player father pilot grandfather police officer grandmother singer mother sister Lesson D uncle big Lesson C funny kind address old age short birthday shy email small eye smart hair tall name young phone number 10

be verbs (affirmative) We use the verb be to show what something or someone is doing. You can use be verbs to make an affirmative state- ment. Personal Pronouns Definition Example I am a teacher. I am He is a teacher. We are teachers. He/She/It is You/We/They are Unit 1 Discussion Look at the photo and answer the questions. • Ask students to look at the Unit 1 cover page. • Then ask the class each question. • Give corrections and ask follow-up questions. • Ask students to talk with a partner. Have students take turns asking their partner the questions. Extra Practise More Discussion Ask more questions about the family. Look at the photo and answer the questions. 11 What are they wearing? 1. Who are the people in the picture? How do they feel? 2. Where are they? 2020-04-08 �� 6:40:00 Does your family ever do things like this? 3. What are they doing? How many people are in your family? 4. What do you do with your family? What is your favourite/least favourite thing to do with your family? 1 New Frontiers BE (SB).indd 11 11 Key Grammar simple and personal pronouns We use pronouns to take the place of other nouns. Personal pronouns are used to talk about specific nouns such as the names of people, places, or things. Personal Pronouns Definition Example I am Sam. I first person singular He is Sam. She is Samantha. He singular male It is a chair. She singular female It third-person thing / genderless non-human animals You second-person You are Sam. We singular and plural They first-person plural We are a group. third-person plural They are a group.

Lesson A Listening A Listening Aim Identify family members Aim: Identify family members Vocabulary 1-01 Vocabulary 1 Listen and number. 1 Listen and number. 1-01 grandmother grandfather • Listen to the audio. • Ask students to repeat aloud after the audio. mother father uncle aunt uncle • Ask students to write the correct number of the sister me brother cousin vocabulary word next to the word in the book. 2 Which family member are they talking Focus Answer Key From left to right, top to bottom about? Listen and write the word. 1-02 3 Talk with a partner. Ask about 1. __________________________________ 1. grandmother 2. __________________________________ the family tree above. 5. grandfather 3. __________________________________ 6. mother 4. __________________________________ Who is he? 2. father 5. __________________________________ He's my brother. 9. uncle 6. __________________________________ 3. aunt Who is she? 8. sister 12 She's my mother. 10. me 4. brother 1 New Frontiers BE (SB).indd 12 2020-04-08 �� 6:40:01 7. cousin Focus • Practise again. Point at different people on the family tree and ask students who you are pointing at. 3 Talk with a partner. Ask about the family tree above. 2 Which family member are they talking about? Listen and write the word. 1-02 • Read the short conversation aloud or ask two students to read the short conversation aloud. • Listen to the audio. • Ask students to answer the questions. • Ask students to practise the conversations with a • Replay the audio if needed. partner. • Ask students to complete the activity. • Check students’ answers. • Tell students to practise the conversation again, but to talk about different family members. Answer Key 1. sister Extra Practise How many family members? 2. brother 3. mother Ask students about their family. Ask students questions 4. father with the phrase: 5. grandmother 6. uncle “How many ______________ do you have?” How many brothers do you have? How many sisters do you have? How many cousins do you have? How many aunts/uncles do you have? Etc. 12

4 Listen and circle. 1-03 6 Listen again. Circle the words you hear. 1-04 • Listen to the audio. 1. Mary 2. Jack • Ask students to circle the words that they heard in the 4. Janet 3. Kevin audio. • Replay the audio if needed. Listen Up 1-04 • Ask students to complete the activity. • Check students answers. 5 Where is Lisa? Listen and number. Answer Key at school at the park at home at the bookshop From left to right, top to bottom 6 Listen again. Circle the words you hear. 1-04 mother, sister, cousin, brother, grandmother mother father sister cousin brother 7 Circle true or false. grandmother grandfather aunt uncle • Play the audio again if needed. • Ask students to answer the questions. 7 Circle true or false. 1-04 • Check students’ answers. 1. Steve is Lisa’s grandfather. true false NOTE NOTE: Refer to the “NOTE” while explaining this activity. 2. Jane is Sam’s sister. true false 3. Lisa buys a book for her grandmother. true false 's in Lisa's means belonging to Lisa. Teacher’s Note 4. Jerod is Lisa’s brother. true false Possessives Challenge 1-05 This NOTE illustrates the possessive form. It shows a relationship in which one thing owns or belongs 8 Listen and answer the questions. to another. Explain that the possessive is formed by adding an apostrophe + s to a noun. If the noun is 1. Where are Becky and Steven? already plural or already ends in s, we can simply add an apostrophe at the end or add an additional a. at school b. at the bookshop c. in the cafeteria apostrophe and + s. 2. Who is tall? b. Becky’s mother c. Becky’s cousin a. Becky’s father true false 3. Circle true or false. true false Susan’s a. Steven sees a photo of Becky’s cousin. true false James’ or James’s b. Steven sees a photo of Becky’s mother. c. Becky sees a photo of Steven’s mum. 1 New Frontiers BE (SB).indd 13 13 4 Listen and circle. 1-03 2020-04-08 �� 6:40:02 • Listen to the audio. • Ask students to answer the questions. Challenge 1-05 • Replay the audio if needed. • Ask students to complete the activity. 8 Listen and answer the questions. • Check students’ answers. • Listen to the audio. Answer Key • Ask students to answer the questions. 1. mother • Replay the audio if needed. 2. grandfather • Ask students to complete the activity. 3. brother • Check students’ answers. 4. sister Answer Key 1. c 2. a 3. a. true b. false c. true Listen Up 13 5 Where is Lisa? Listen and number. 1-04 • Listen to the audio. • Ask students write the numbered description next to the correct location. • Replay the audio if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key From left to right 2. at school 4. at the park 1. at home 3. at the bookshop

Lesson B Reading B Reading Aim Talk about family members’ jobs Aim: Talk about family members’ jobs Vocabulary 1-06 football player Vocabulary 1 Listen and repeat. 1 Listen and repeat. 1-06 artist • Listen to the audio. • Ask students to repeat aloud after the audio. police o cer • Practise again. Point at words in the book and ask singer doctor students to say the words aloud. pilot farmer 2 Listen and match the person with the job. 2 Listen and match the person with the job. 1-07 chef 1-07 1. aunt • • a. artist • Listen to the audio. • b. farmer • Ask students to match the family member with the 2. mother • • c. police officer • d. pilot correct job. 3. uncle • • Replay the audio if needed. • Ask students to complete the activity. 4. grandfather • • Check students’ answers. Pre-reading Answer Key 1. d 3 Fill in the gaps. Then talk with a partner. 2. a 3. c 14 What do the people in your family do? 4. b What do you want to do when you grow up? 1 New Frontiers BE (SB).indd 14 Extra Practise Who is your dad and what does 2020-04-08 �� 6:40:08 he do? Pre-reading There are likely many students who have family members with jobs that are not on this list. Ask them 3 Fill in the gaps. Then talk with a partner. to share with the class their parents’ jobs by using the • Ask students to look at the picture. phrase: • Tell students to fill in the gaps with the person’s job. • Then tell students to read the questions at the bottom “What does your mum/dad/older brother/older sister/ aunt/uncle/etc., do?“ of the picture aloud. • Tell students to practise by asking and answering the Write your students’ answers on the board. questions with a partner. Answer Key From left to right, top to bottom doctor, chef, pilot, farmer, police officer 14

Answer Key NOTE We use I, you, he, she, we, they for people. Circle these words in the letter. 4 Read the letter. 1-08 Dear Sophie, NOTE How is France? Thanks a lot for your last letter. We use I, you, he, she, we, they You asked about my family. There are eight people in for people. Circle these words in my family. First, there’s my mother and father. My the letter. mother is a singer, and my father is a doctor. I also have a brother and a sister. Dear Sophie, I also live with my grandmother and grandfather. My How is France? Thanks a lot for your last letter. grandfather is a farmer. He grows vegetables. And my grandmother is a chef. She cooks well. They are really kind. You asked about my family. There are eight people in my family. First, there’s my mother and father. My My aunt lives with us, too. She’s an artist. mother is a singer, and my father is a doctor. I also have a We are a big family! brother and a sister. I also live with my grandmother and grandfather. My How about you? Do you have a grandfather is a farmer. He grows vegetables. And my big family? grandmother is a chef. She cooks well. They are really kind. My aunt lives with us, too. She’s an artist. Write back soon, We are a big family! Maria How about you? Do you have a CoCmopmrephreenhsieonn sion big family? 5 5CircCleitrruceleortfarlusee. or false. Write back soon, Maria Ask students to1. The letter is to Maria. answer thttrruueee quffaaellsseestions •2. Maria’s mother is a singer. Comprehension •3.RMearpia lliaveys wtithh heeraunuclde. io if needetrdue. false •4.AMasrkia’ssgtraunddmeotnhetrsis atfoarmceor. mpletetrutehe faalscetivity. 5 Circle true or false. 6 •T1a.CHlkohwweibtihcgkais ypsoautrrutfnadmeeril.yn? ts’ answers. 1. The letter is to Maria. true false 2. Do your friends have big families? 2. Maria’s mother is a singer. true false 3. Maria lives with her uncle. true false A3.nWshwat deoryoKurefaymily members do? 4. Maria’s grandmother is a farmer. true false 1. false 15 6 Talk with a partner. 2. true 2020-04-08 �� 6:40:10 1. How big is your family? 3. false1 New Frontiers BE (SB).indd 15 2. Do your friends have big families? 3. What do your family members do? 4. false 15 6 Talk with a partner. 1 New Frontiers BE (SB).indd 15 2020-04-08 �� 6:40:10 • Tell students to find a partner. • Tell students to discuss the questions. 4 Read the letter. 1-08 • Ask students if they would like to share their discussion • Listen to the audio. with the class. OR • Ask follow-up questions. • Read the audio aloud. OR • Ask students to read parts of the reading aloud. • Replay the audio if needed. NOTE: Refer to the “NOTE” while explaining this activity. Teacher’s Note Pronouns This NOTE illustrates subject pronouns such as I, you, he, she, it, we, and they. Explain that pronouns are used to replace nouns. Subject pronouns are often used to avoid repetition of the subject’s name and replace the noun that is the subject of the clause. 15

Lesson C Speaking C Speaking Aim Ask and answer personal questions Aim: Ask and answer personal questions Vocabulary Focus 1 Listen and number. 1-09 3 Circle the correct word. Vocabulary name age 1. He’s my cousin. His / Her eyes are blue. 2. She’s my mother. His / Her birthday is 1 Listen and number. 1-09 today. • Listen to the audio. 3. They are my cousins. Their / Our hair is • Ask students to repeat aloud after the audio. • Ask students to write the correct number of the black. 4. This is my phone. My / Their phone vocabulary word next to the word in the book. number is 467 1921. Answer Key birthday address NOTE From left to right, top to bottom They’re is short for they are. Their means 2. name belonging to them. Use the right one. 3. age 5. birthday 4 Talk with a partner. Ask about 6. address 7. email personal information. 1. phone number 8. eye email phone number What's your name? 4. hair My name is David. What colour is your hair? eye hair My hair is black. • Practise again. Point at different pictures and ask students 2 What is the speaker talking about? Listen Expressions to say the words. and number. 1-10 Asking personal questions 2 What is the speaker talking about? Listen and name age 5 Listen and repeat. 1-11 number. 1-10 birthday address What is your My address is 123 address? Orchard Road. • Listen to the audio. What colour are His eyes are brown. his eyes? • Ask students to write the correct number of the email phone number vocabulary word next to the word in the book. eye hair NOTE His is used for boys or men. Her is used for girls or women. Their or our is used for groups. Answer Key 16 From left to right, top to bottom 1 New Frontiers BE (SB).indd 16 2020-04-08 �� 6:40:12 5. name 4 Read the short conversation aloud or ask two 4. age students to read the short conversation aloud. 3. birthday 6. address • Ask students to practise the conversation with a 7. email partner. 1. phone number 8. eye • Tell students to practise the conversation again but with 2. hair their own names and hair colours. Focus Expressions 3 Circle the correct word. Asking personal questions • Ask students to read the sentences. • Ask students to complete the activity. 5 Listen and repeat. 1-11 • Check students’ answers. • Read the contents of the table. Answer Key OR 1. His • Ask students to read the table. 2. Her OR 3. Their • Listen to the audio. 4. My • Ask students to repeat aloud after the audio. • Ask students if they know what kind of pronouns are NOTE: Refer to the “NOTE” while explaining this activity. being highlighted. Teacher’s Note They’re and Their Teacher’s Note This NOTE illustrates that they’re and their sound the same but are used in completely different situations. Gender Pronouns The possessive form is their. This NOTE illustrates that certain pronouns must be 16 used when a gender is given. Explain that this is more complex when a gender is not specific, such as when we describe an unfamiliar animal or a mysterious subject.

6 Ask and answer the questions with a partner. When is your birthday? Speak Up What’s your name / What colour are your eyes / What’s your phone 7 Talk with classmates and fill in the form. address / email address ? is your hair? number? • Tell students to rise from their desks or chairs. Speak Up • Ask them to talk with their classmates. • Tell students to ask their classmates questions to fill out 7 Talk with classmates and fill in the form. the form in activity ( 7 ). Name Age BIRTHDAY Address EMAIL Phone Number Eye Hair • Show students how to fill out the form by practising colour colour with one of the students. Pronunciation • As an example, ask a student their name, age, birthday, 8 Listen and repeat. 1-12 9 Listen and put a tick ( ) on the sound. address, email, phone number, eye colour, and hair colour. 1-13 • Once students understand. Ask them to complete the activity. Short vowel Long vowel • Check answers as a class. Teacher’s Note I’m not comfortable giving that information. Some students will not want to share their personal information. In that case, tell students they do not have to tell the truth. They can make something up. They can also answer people’s questions with the phrase: “I’m sorry. I’m not comfortable giving out that information.” a dad /æ/ name /eɪ/ Short vowel Long vowel e address /e/ email /iː/ 1. glue Pronunciation 2. age i sister /ɪ/ pilot /aɪ/ 3. cut 8 Listen and repeat. 1-12 4. green o log /ɒ/ phone /əʊ/ 5. sing • Listen to the audio. 6. pen • Ask students to repeat aloud after the audio. u uncle /ʌ/ blue /uː/ 7. home • Check students’ understanding. 8. cat • Ask students to circle the vowel in each word if needed. 17 1 New Frontiers BE (SB).indd 17 2020-04-08 �� 6:40:14 6 Ask and answer the questions with a partner. 9 Listen and put a tick () on the sound. 1-13 • Ask students to talk with a partner. • Listen to the audio. • Tell students to practise asking and answering the given • Ask students to repeat aloud after the audio. • Tell students to put a tick on the correct sound. questions. • Replay the audio if needed. • Check students’ conversations to make sure they’re • Ask students to complete the activity. • Check students’ answers. speaking properly. • Give feedback. Answer Key 1. long vowel 2. long vowel 3. short vowel 4. long vowel 5. short vowel 6. short vowel 7. long vowel 8. short vowel 17

Lesson D Writing D Writing Aim Write about family members Aim: Write about family members Vocabulary 1-14 Vocabulary 1 Listen and repeat. 1 Listen and repeat. 1-14 smart funny kind shy big • Listen to the audio. • Ask students to repeat aloud after the audio. small tall short young old • Practise again. Point at words in the book and ask 2 Listen and match the person with the description. 1-15 students to say the words aloud. 1. uncle • • a. smart 2 Listen and match the person with the description. 2. brother • • b. funny 1-15 3. grandmother • • c. tall • Listen to the audio. • Ask students to match the family member with the 4. cousin • • d. kind correct description. 3 Fill in the gaps with the words. Answers will vary. • Replay the audio if needed. • Ask students to complete the activity. 1. My grandfather is ______________________. My sister is ______________________. • Check students’ answers. 2. My aunt is ______________________. She is ______________________. 3. My father is a doctor. He’s ______________________. Answer Key 4. My mother is a singer. She’s not ______________________. 1. c 2. b Focus 3. d 4. a 4 Listen and circle the mistake. Then write the sentence correctly. 1-16 3 Fill in the gaps with the words. Answers will vary. 1. My uncle am a firefighter. 2. My sister’s eyes is blue. • Ask students to read the sentence prompts. • Ask students to fill in the gaps with one of the _____________________________________ _____________________________________ vocabulary words. 3. My father are tall. 4. My brother is phone number is 656-2332. • Ask students to make sentences that make the most _____________________________________ _____________________________________ sense, are true for them, or are fun. 5. They’re address is 36 Elm Street. 6. Her name are Julie. • Ask students to share their answers with the class. _____________________________________ _____________________________________ • Check students’ answers. 18 2020-04-08 �� 6:40:16 Answer Key Sample Answers 1 New Frontiers BE (SB).indd 18 1. old, young 2. big, funny Focus 3. smart 4. shy 4 Listen and circle the mistake. Then write the sentence correctly. 1-16 Extra Practise My friend is… Ask students to use the vocabulary to describe their • Ask students to read the sentences. friends and classmates. Ask them to use the phrase: • Ask students to complete the activity. • Check students’ answers. “My friend’s/classmate’s name is _______________. He/ She is very ________________.” Answer Key 1. am, My uncle is a firefighter. 2. is, My sister’s eyes are blue. 3. are, My father is tall. 4. is, My brother’s phone number is 656-2332. 5. They’re, Their address is 36 Elm St Street. 6. are, Her name is Julie. 18

Grammar 1-17 7 Write two sentences for each picture. • Ask students to look at the picture. 5 Look at the table. Then listen and repeat. • Ask students to complete the activity. • Check students’ answers. be verb Example Answer Key I am I am smart. Sample answers 1. My grandfather is old. I am young. He is He is funny. 2. I am young. She is She is tall. 3. My sister is tall. 4. I am short. They are They are short. 5. My dad is smart. We are We are a family. 6. My uncle is funny. 6 Fill in the gaps. 2. My aunt ____________________ kind. Writing 4. My sister and I ____________________ tall. 1. I ____________________ young. 6. My grandparents ____________________ old. 8 Think about people in your family. Write about 3. My brother ____________________ short. them below. 5. We ____________________ smart. • Ask students to look at the table. 7 Write two sentences for each picture. • Ask students to complete the activity. • Check students’ answers. Ex. My grandfather is funny. 3. _____________________ 5. _____________________ 1. _____________________ 4. _____________________ 6. _____________________ Answer Key 2. _____________________ Sample answers Name: John Writing Description: My brother’s name is John. He is kind. 8 Think about two people in your family. Write about them below. Name: Brianne Description: My cousin’s name is Brianne. She is funny. Name Name 9 Talk about your family with the class. Description Description • Read the statement aloud or ask a student to read the 9 Talk about your family with the class. statement aloud. My father's name is David. • Ask students to practise saying the statement with a He is kind. partner. 1 New Frontiers BE (SB).indd 19 19 • Tell students to practise saying the statement again using their own family’s information. 2020-04-08 �� 6:40:17 • Tell students to continue practising with different family Grammar members. 5 Look at the table. Then listen and repeat. 1-17 • Read the contents of the table. OR • Ask students to read the table. OR • Listen to the audio. • Ask students to repeat aloud after the audio. • Ask students if they know what kind of words are being highlighted. 6 Fill in the gaps. • Ask students to read the sentences. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. am 2. is 3. is 4. are 5. are 6. are 19

Lesson E Project E Project Aim Make a family tree Aim: Make a family tree Video Video 1 Look at the pictures. What do you think the video will be about? Talk with a partner. 1 Look at the pictures. What do you think the NOTE video will be about? Talk with a partner. We use over there to point to something far away. • Ask students to look at the pictures. • Ask students to make predictions about the video 2 Watch the video. Put a tick ( ) on the family members they talk about. Video they’re about to watch. 1 • Tell students to talk with a partner. • Tell students to share their predictions with their sister father grandmother partner. mother brother uncle Scan the QR code to link to the Unit 1 video. aunt grandfather cousin Teacher’s Note Refer to the “NOTE” before activity 2 . Explain that we use the phrase over there to describe something far away and over here to describe something nearby. 2 Watch the video. Put a tick () on the family 3 Watch again. Circle the word you hear. Video 1. How’s it doing / going? 1 2. What are you doing in the school / park? members they talk about. Video 3. I’m here with my family / friends. 4. I can’t see him / her now. 1 • Play the video for students. 4 Circle the correct answer. a. black b. brown c. silver • Ask students if their predictions were correct. a. short b. kind c. tall • Ask students to put a tick on all the words they heard in 1. Alice’s mother has ____________________ hair. a. shy b. old c. short 2. Ben’s brother is very ____________________. a. old b. tall c. short the story. 3. Ben’s sister is ____________________. • Play the video again if needed. 4. Ben’s uncle is ____________________. • Ask students to complete the activity. • Check students’ answers. 20 Answer Key 1 New Frontiers BE (SB).indd 20 2020-04-08 �� 6:40:23 From left to right, top to bottom sister, father, mother, brother, uncle, grandfather 3 Watch again. Circle the word you hear. Video 1 • Ask students to read the sentences. • Play the video again. • Ask students to circle the word they hear. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. going 2. park 3. family 4. him 20

Grammar 1-18 7 Talk about the people in the photos with a partner. 5 Look at the table. Then listen and repeat. • Ask students to look at the pictures. Questions Answers • Ask students to talk with a partner. Is he tall? Yes, he is. / No, he isn’t. • Tell students to make statements about the person in Are her eyes blue? Yes, they are. / No, they aren’t. the photo. 6 Fill in the gaps. • Ask students to share their statements with the class. • Check answers. 1. Is she short? → Yes, __________________ is. Extra Practise Be Specific 2. Are his eyes green? → No, __________________ aren’t. Ask students to describe specific things about the 3. Is your father a police officer? → __________________, he is. people in the pictures. Ask them to answer questions like: 4. Are your cousins here? → Yes, they __________________. What is the person’s job? 7 Talk about the people in the photos with a partner. Do you think the person is kind? Do you think the person is funny/smart/tall/short/etc.? Century Skills Communication 21st Century Skills Your Family Tree 8 Fill out the family tree with information about 8 Fill in the family tree with information about your family. Add lines or boxes if your family. Add lines or boxes if necessary. necessary. • Tell students to look at the given family tree. • Tell students to fill out the table. Me 21 • Tell students that they can use a separate piece of paper 9 Ask other pupils about their family tree. Fill in the table. 2020-04-08 �� 6:40:23 if the table in the book is not helpful. Who has black hair? Teacher’s Note Partner Who is a doctor? I’m not comfortable giving that information. 1 Who has brown eyes? Once again, some students might not be comfortable Who is tall? talking about their family openly. In this case, they can make up a fake family and family tree. Also, they can Partner always use the phrase: 2 “I’m sorry. I’m not comfortable giving out that 1 New Frontiers BE (SB).indd 21 information.” Grammar 9 Ask other students about their family tree. Fill out the table. 5 Look at the table. Then listen and repeat. 1-18 • Read the contents of the table. • Ask students to fill out the table with their own OR questions regarding people’s family trees. • Ask students to read the table. OR • Tell students to talk with others in the class and share • Listen to the audio. their family tree. • Ask students to repeat aloud after the audio. • Ask students if they know what kind of words are being • Tell students to take turns asking and answering the questions they wrote. highlighted. • Tell students to fill out their tables. 6 Fill in the gaps. • Ask students to share with the class. • Ask students to read the sentence prompts. • Check students’ answers. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. she 2. they 3. Yes 4. are 21

2Unit BACK TO SCHOOL This unit will give students the ability to talk about their itUn school lives, including the people at their school and the things they need and do at school. 2 Scan the QR code to download the Unit 2 audio. BACK TO SCHOOL WHAT YOU WILL DO IN THIS UNIT Scan for Audio WHAT YOU WILL DO IN THIS UNIT Unit 2 AIMS A Reading Describe the things you need for school Lesson A: Describe the things you need for school B Listening Understand who the people at school are Lesson B: Understand who the people at school are C Speaking Talk about the things in your classroom Lesson C: Talk about the things in your classroom D Writing Write about what you need for class Lesson D: Write about what you need for class E Project Create a notice for a club Lesson E: Create a notice for a club 22 Target Skills 1 New Frontiers BE (SB).indd 22 Lesson A: Reading Lesson B: Listening Lesson C: Speaking Lesson D: Writing Lesson E: Project Target Vocabulary Lesson B 2020-04-08 �� 6:40:42 Lesson A class classmate folder headteacher notebook homework paper pupil pen study pencil teacher pencil case year rubber rucksack Lesson D ruler scissors art English Lesson C geography history board languages bookcase mathematics (maths) chair music clock physical education (P. E. / phys. computer ed.) desk science dictionary social studies map pencil sharpener wastebasket Lesson E book chess music robot 22

demonstrative adjectives Demonstrative adjectives can be used to modify a noun so that we know which specific person, place, or thing is mentioned. Demonstrative Type Example adjectives singular singular This pie is yummy. This plural That horse is big. That plural These pies are yummy. These Those horses are big. Those Unit 2 Discussion Look at the photo and answer the questions. • Ask students to look at the Unit 2 cover page. • Then ask the class each question. • Give corrections and ask follow-up questions. • Ask students to talk with a partner. Have students take turns asking the questions on the page to their partner. Extra Practise More Discussion Ask more questions about your school. Look at the photo and answer the questions. 23 How do you feel when you’re going to school? 1. What is happening in the picture? What do you like about school? 2. What do you think is in their bags? 2020-04-08 �� 6:40:52 What do you not like about school? 3. What do pupils need to take to school? Why? What do you want to do more of in school? 4. What do you take to school other than stationery? What do you want to do less of in school? Who are your favourite people at school? 1 New Frontiers BE (SB).indd 23 Key Grammar be verbs (negative and questions) We can use the be verb with not to make negative statements and questions. Personal be verb Question Negative Pronouns I am Are you a I am not a teacher? teacher. He/She/It is Is he a teacher? He is not a teacher. You/We/They are Are you We are not teachers? teachers. 23

Lesson A Reading A Reading Aim Describe the things you need for school Aim: Describe the things you need for school Vocabulary Vocabulary 1 Match the word with the picture. 1 Match the word with the picture. a. rucksack b. pencils • Read the words to students. c. paper • Ask students to repeat aloud after each word. d. folder • Ask students to look at the pictures. e. ruler • Ask students to write the letter of word in the correct f. pen g. rubber picture’s box. h. notebook • Ask students to complete the activity. i. scissors • Check students’ answers. j. pencil case Answer Key 2 Look at the items. Circle the ones you have. NOTE 3 Fill in the gaps. From left to right, top to bottom The word scissors is always plural, even when there is only one pair of scissors. e. ruler i. scissors 1. Use a(n) ___________________ to hold stationery. a. rucksack f. pen 2. A(n) ___________________ is a bag for pupils. c. paper g.rubber 3. You can see how long something is with a(n) ___________________. j. pencil case h.notebook 4. You can cut things with ___________________. d.folder b.pencils Pre-reading NOTE 4 Fill in the gaps. Do you have any of the other items that are in the picture? Which ones? 2 Look at the items. Circle the ones you have. 24 2020-04-08 �� 6:40:54 • Ask students to look at the pictures again. • Ask students to circle the items they have. 1 New Frontiers BE (SB).indd 24 • Ask students to complete the activity. • Check students’ answers Answer Key Answers will vary. 3 Fill in the gaps. Extra Practise What else do you bring to school? • Ask students to read the sentence prompts. Ask students what other school supplies they have: • Ask students to write the correct vocabulary word in the “Do you have any of the other supplies that are in the picture? Which ones?” gap. • Ask students to complete the activity. Ask follow up questions with the phrases: • Check students’ answers. “What else do you have?” → “I have __________.” “What else do you bring to school?” → “I bring Answer Key 2. rucksack 3. ruler 4. scissors __________.” 1. pencil case What else do you have? → I have a notebook. Pre-reading What else do you bring to school? → I bring pencils and erasers. 4 Fill in the gaps. • Ask students to look at the pictures. Teacher’s Note • Tell students to fill in the gaps with the correct words. • Ask students to complete the activity. Plurals • Check students’ answers. Some words are always in plural form, such as scissors. Explain to students that other common words are Answer Key always in plural form, too, such as pants (trousers), From left to right, top to bottom glasses, and clothes. ruler, rubber, pen, pencil, scissors 24

5 Read the email. 2-01 NOTE 7 Talk with a partner. • Tell students to find a partner. A handout at school is a paper • Tell students to discuss the questions. a teacher gives to pupils with • Ask students if they would like to share their discussion information or assignments on it. with the class. SUPPLY LIST • Ask follow-up questions. Attention Parents - School Supplies Extra Practise Talk About School Supplies To Parent List Year 3 From [email protected] In some places, school supply lists are emailed to parents. In others, they have recommendations at Dear Parents, bookstores. I’m the teacher of your child’s Year 3 class. Also, there are many school supplies that students School is about to start. Your child needs the right supplies. Please go shopping and don’t need to bring. What are some supplies that the get these things: school gives to students? • Please get your child a pen and pencils. Your child will write a lot. So, your child Paints for art class needs one pen and three pencils. Musical instruments • Please get five notebooks for your child. Your child needs a notebook for Equipment for physical education classes each subject. • Please get four folders for your child. Your child needs folders to keep their handouts in. • Please get a big bag or rucksack. Your child needs a bag or rucksack to carry their supplies. Please send these things with your child on the first day of school, next Tuesday. Thank you, Barbara Smith Comprehension true false true false 6 Circle true or false. true false true false 1. Barbara Smith is a teacher. 2. All pupils need three pens. 3. Pupils need a notebook for each subject. 4. The first day of school is next Tuesday. 7 Talk with a partner. 1. What items do you need for your classes? Are they different from this list? 2. Where do you get school supplies? When do you buy them? 3. What supplies do you use every day? Why? 1 New Frontiers BE (SB).indd 25 25 2020-04-08 �� 6:40:55 5 Read the email. 2-01 • Listen to the audio. OR • Read the audio aloud. OR • Ask students to read parts of the reading aloud. • Replay the audio if needed. Comprehension 6 Circle true or false. • Ask students to answer the questions • Replay the audio if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. true 2. false 3. true 4. true 25

Lesson B Listening B Listening Aim Understand who the people at school are Aim: Understand who the people at school are Vocabulary 2-02 Focus Vocabulary 1 Listen and number. 3 Talk with a partner. 1 Listen and number. 2-02 Is he / she a teacher? • Listen to the audio. • Ask students to repeat aloud after the audio. study homework Yes, he / she is. • Ask students to write the correct number of the No, he / she isn't. vocabulary word next to the word in the book. Who is he / she? Answer Key pupil teacher He / She is From left to right, top to bottom my classmate. 6. study 2. homework 4 Listen and circle. 2-04 4. pupil 1. teacher classmate headteacher 1. David 8. classmate teacher 7. headteacher headteacher 3. class 5. year class year study 2. Jade homework • Practise again. Point at different pictures and ask students to say the words. 2 What are they talking about? Listen and 3. Mark write the word. classmate 2 What are they talking about? Listen and write 2-03 the words. 2-03 1. ________________________ year • Listen to the audio. • Ask students to answer the questions. 2. ________________________ • Replay the audio if needed. • Ask students to complete the activity. 3. ________________________ 4. Alice • Check students’ answers. class 4. ________________________ pupil Answer Key 1. teacher 26 2020-04-08 �� 6:40:57 2. class 3. study 1 New Frontiers BE (SB).indd 26 4. headteacher 4 Listen and circle. 2-04 Focus • Listen to the audio. 3 Talk with a partner. • Ask students to circle the answers. • Read the short conversations aloud, or ask two students • Replay the audio if needed. • Ask students to complete the activity. to read the short conversation aloud. • Check students’ answers. • Ask students to practise the conversations with a Answer Key partner. • Tell students to practise the conversations again, but to 1. teacher √ , headteacher × 2. study √, homework × talk about different people at school. 3. classmate √, year √ 4. pupil √, class × Teacher’s Note People at school There are a lot of people who work at a school. Explain to students about other people who work at a school, such as the school nurse, the cafeteria workers, the librarian, and the janitor. 26

Listen Up 6 Listen again. Circle the words you hear. 2-05 • Listen to the audio. 5 Who is the speaker? Listen and number. 2-05 • Ask students to circle the words they hear. • Replay the audio if needed. the headteacher a boy pupil the teacher a girl pupil • Ask students to complete the activity. • Check students’ answers. 6 Listen again. Circle the words you hear. 2-05 Answer Key pupil homework teacher class headteacher classmate study year From left to right, top to bottom pupil, homework, class, classmate, study, year 7 Listen again. Fill in the gaps and circle. 2-05 NOTE 7 Listen again. Fill in the gaps and circle. 2-05 I am a ________________. Use this/these for near things. • Listen to the audio. This / Those are my pupils. Use that/those for far things. • Ask students to circle the word and write the answer in 2. Renee I am the ________________. the gap. That / Those is my desk. • Ask students to complete the activity. • Check students’ answers. 1. Jim Answer Key I am a ________________. 3. Adam This / These is my class. 1. teacher, those 2. headteacher, that I am a pupil. This / These 4. Callie 3. pupil, this 27 4. these, classmates Challenge are my ________________. 8 Listen and answer the questions. 2-06 Extra Practise What are those? 1. Who is Scott? b. a headteacher c. a pupil d. a class Point to different things in the classroom and ask a. a teacher students to answer what they are with the phrases: 2. What does he need first? c. classmates d. a notebook and pen “What is this?” / “What are these?” / “What is that?” a. paper and scissors b. rulers and pencils / “What are those?” → “This is _____.” / “These are _____.” / “That is _____.” / “Those are _____.” 3. Circle true or false. true false a. Scott is in year 7. true false b. Scott likes Mr Tuck’s class. true false c. Mr Robin’s class is third. 1 New Frontiers BE (SB).indd 27 2020-04-08 �� 6:40:58 Listen Up What is this? → This is a book. What is that? → That is a clock. 5 Who is the speaker? Listen and number. 2-05 What are those? → Those are rucksacks. Etc. • Listen to the audio. • Ask students to write the number next to the correct Challenge 2-06 person. 8 Listen and answer the questions. • Replay the audio if needed. • Ask students to complete the activity. • Listen to the audio. • Check students’ answers. • Ask students to answer the questions. • Replay the audio if needed. Answer Key • Ask students to complete the activity. • Check students’ answers. From left to right Answer Key 2. the headteacher 3. a boy pupil 1. c 1. the teacher 2. d 4. a girl pupil 3. a. true b. false c. true 27

Lesson C Speaking C Speaking Aim Talk about the things in your classroom Aim: Talk about the things in your classroom Vocabulary 2-07 Vocabulary 1 Listen and number. 1 Listen and number. 2-07 wastebasket board bookcase desk chair • Listen to the audio. • Ask students to repeat aloud after the audio. dictionary clock computer pencil sharpener map • Ask students to write the correct number of the 2 Fill in the gaps with the word(s). NOTE vocabulary word next to the word in the book. Wastebaskets are also called rubbish bins. Answer Key There are whiteboards and blackboards. From left to right, top to bottom 10. wastebasket 1. Put rubbish in the ___________________. 2. Work at a ___________________. 8. board 1. bookcase 3. Find new words in a ___________________. 4. Sharpen pencils with a ___________________. 7. desk 2. chair 5. Keep books on a ___________________. 6. Find places on a ___________________. 6. dictionary 3. clock 7. Use the internet on a ___________________. 8. Sit on a ___________________. 5. computer 9. pencil sharpener 9. See the time on a ___________________. 10. The teacher writes on a ___________________. 4. map Focus 4 Listen and circle the things they talk • Practise again. Point at different pictures and ask about. students to say the words. 3 Talk with a partner. What do you 2-08 Teacher’s Note see in the classroom? Classroom equipment There are many kinds of classroom equipment. Explain What is this / that? to students about other classroom equipment and what they are used for, such as a projector, a globe, an atlas, This / That is a a bulletin board, a clipboard, and a calculator. computer. 2 Fill in the gaps with the word(s). What are these / those? • Ask students to read the sentence prompts. • Ask students to fill in the gaps with one of the These / Those are desks. vocabulary words. • Ask students to complete the activity. 28 2020-04-08 �� 6:41:01 • Check students’ answers. 1 New Frontiers BE (SB).indd 28 Answer Key 1. wastebasket Focus 2. desk 3. dictionary 3 Talk with a partner. What do you see in the 4. pencil sharpener classroom? 5. bookcase 6. map • Read the short conversations aloud, or ask two students 7. computer to read the short conversations aloud. 8. chair 9. clock • Ask students to practise the conversations with a 10. board partner. Extra Practise • Tell students to practise the conversations again, but to talk about different items in the classroom. Practise asking students where things are in your classroom. Tell them to point at the item: 4 Listen and circle the things they talk about. “Where is/are the _____?” “It’s/They’re over there.” 2-08 Where is the board?  It’s over there. • Listen to the audio. • Ask students to circle the things that are talked about in the audio. • Replay the audio if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. chairs 2. map 3. wastebasket 4. chairs 5. bookcase 28

Expressions 6 Talk with a partner. Use the expressions and the words in the box to ask and answer questions. Asking about items in the classroom • Ask students to talk with a partner. 5 Listen and repeat. 2-09 • Tell students to practise asking and answering questions Near singular What is this? This is your desk. with the expressions and words in the box and the Far plural What are these? These are our computers. patterns in activity 5 . • Check students’ conversations to make sure they’re singular What is that? That is a map. speaking properly. plural What are those? Those are our notebooks. • Give feedback. 6 Talk with a partner. Use the expressions and the words in the box to ask and Speak Up answer questions. 7 Look at the picture. Talk with a partner. Ask and answer questions about the classroom. my rucksack your pencils her homework my classmates our classroom the computers our teacher his desk • Ask students to look at the picture. • Ask students to talk with a partner. Speak Up NOTE • Tell students to ask their partner questions about what’s 7 Look at the picture. Talk with a partner. Ask and What’s means what is. in the classroom using the patterns in activities We don’t say what're. 5 and 6 . answer questions about the classroom. • Check students’ conversations to make sure they’re speaking properly. Pronunciation 9 Listen and put a tick ( ) on the sound. • Ask some students to present their conversations to the class. 8 Listen and repeat. 2-11 • Give feedback. 2-10 Pronunciation /ʊ/ /u/ /i/ /ɛ/ /ʊ/ /u/ /i/ /ɛ/ 8 Listen and repeat. 2-10 book school teacher went 1. reach 2. letter • Listen to the audio. 3. bookcase 29 • Ask students to repeat aloud after the audio. 4. pool • Check students’ understanding. 5. send • Ask students to circle the correct vowels in each word if 6. peach 7. look needed. 8. fool 9 Listen and put a tick () on the sound. 2-11 1 New Frontiers BE (SB).indd 29 2020-04-08 �� 6:41:03 • Listen to the audio. Expressions • Ask students to repeat aloud after the audio. • Tell students to put a tick on the correct sound. Asking about items in the classroom • Replay the audio if needed. • Ask students to complete the activity. 5 Listen and repeat. 2-09 • Check students’ answers. • Read the contents of the table. Answer Key OR • Ask students to read the table. 1. /i/ OR 2. /ɛ/ • Listen to the audio. 3. /ʊ/ • Ask students to repeat aloud after the audio. 4. /u/ • Ask students if they know what kind of demonstrative 5. /ɛ/ 6. /i/ adjectives are being highlighted. 7. /ʊ/ 8. /u/ Teacher’s Note Demonstrative Adjectives Demonstrative adjectives modify nouns, and are followed by nouns. Don’t get them mixed up with demonstrative pronouns, which replace the noun. Demonstrative Pronoun: I brought this from home. Demonstrative Adjective: This book is mine. 29

Lesson D Writing D Writing Aim Write about what you need for class Aim: Write about what you need for class Vocabulary 2-12 physical education Vocabulary 1 Listen and repeat. (P. E. / phys. ed.) 1 Listen and repeat. 2-12 science • Listen to the audio. • Ask students to repeat aloud after the audio. mathematics (maths) history • Practise again. Point at words in the book and ask geography social studies students to say the words aloud. English music art languages 2 What are they talking about? Listen and write the word(s). 2-13 2 What are they talking about? Listen and write the word(s). 2-13 • Listen to the audio. 1. __________________ 2. __________________ 3. __________________ • Ask students to answer the questions. • Replay the audio if needed. 4. __________________ 5. __________________ 6. __________________ • Ask students to complete the activity. • Check students’ answers. 3 Match the class with the things pupils learn. Answer Key 1. music • • a. how people live and work together 1. mathematics (maths) 2. physical education (P.E. / phys. ed.) 2. social studies • • b. how plants and animals live 3. English 4. history 3. geography • • c. how to play songs and listen to them 5. languages 6. geography 4. science • • d. how our land and weather work 3 Match the class with the things students learn. 5. art • • e. how to make things such as paintings • Ask students to read the words and the descriptions. • Ask students to match the word with the correct Focus description. 4 Look at the pictures and read the sentences. Circle true or false. • Ask students to complete the activity. • Check students’ answers. 1. 2. 3. 4. Answer Key true false true false true false true false 1. c 2. a I need a notebook for She doesn’t need You don’t need a pen We need these for 3. d English class. languages class. 4. b pencils for maths class. for P.E. class. 5. e 30 Extra Practise Talk About Classes and Supplies Ask students questions about their favourite classes. 1 New Frontiers BE (SB).indd 30 2020-04-08 �� 6:41:06 What is your favourite class? Focus Why do you like this class? What do you learn in this class? 4 Look at the picture and read the sentences. Circle When do you have this class? true or false. What do you need for this class? How is the teacher? • Ask students to look at the picture. • Ask students to read the sentence. • Ask students to answer the question. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. true 2. false 3. true 4. true 30

Grammar 2-14 NOTE 6 Fill in the gaps with need(s), don’t, or doesn’t. • Ask students to read the sentence prompts. 5 Look at the table. Then listen and repeat. Be careful! We don’t say, • Ask students to write the answer in the gap. ”He doesn’t needs...” • Ask students to complete the activity. • Check students’ answers. Positive Negative I / You need a notebook for maths class. I / You don’t need a notebook for P. E. class. Answer Key He / She needs a notebook for maths class. He / She doesn’t need a notebook for P. E. class. We / They need a notebook for maths class. We / They don’t need a notebook for P. E. class. 1. need 2. doesn’t 6 Fill in the gaps with need(s), don’t, or doesn’t. 3. don’t 4. needs 1. We __________ pencils and paper for art class. 2. He __________ need a folder for P. E. class. 5. need 6. don’t 3. You __________ need a ruler for music class. 4. She __________ rubbers for social studies class. 7 Read and complete the sentences. 5. They __________ notebooks. 6. I __________ need a pen for P. E. class. • Read the passage aloud. OR 7 Read and complete the sentences. Oh, you’re going to the • Ask students to read parts of the reading aloud. shop? Great! Can you OR Today, I am shopping for my get some stuff for my • Ask students to read the passage quietly by themselves. school supplies. I need a few social studies class? • Ask students to answer the questions. things. I need pencils and I need red and black • Ask students to complete the activity. paper for art class. I need pens. And I need some • Check students’ answers. folders for music class. I need a map for geography. big paper. Then I can do Answer Key So, I’m going with my mum to my homework. Thanks a lot! I’ll give you the shopping centre after school. money later. Oh, I forgot. We don’t need 1. folders Let’s meet after! How about we meet at the our notebooks for P. E. class tomorrow. 2. art (class) park at 4.30? See you later! We’re going outside. Bye! 3. social studies (class) 4. (red and black) pens and (some big) paper 1. For music class, Paul needs . 5. doesn’t need her notebook 2. He needs pencils and paper for . 3. Lauren has homework in . Writing 4. For the homework, she needs . 5. Lauren for P. E. class tomorrow. 8 Write the things you need and don’t need for your classes in the table. Then talk with a partner. Writing • Ask students to look at the table. 8 Write the things you need and don’t need for your classes in the table. • Ask students to write the things they need and don’t Then talk with a partner. need for their classes in the table. • Ask students to talk with a partner. Class Need Don’t need • Tell students to talk about what they need for their classes 1 New Frontiers BE (SB).indd 31 31 using the patterns in activities 5 , 6 , and 7 . • Check students’ conversations to make sure they’re 2020-04-08 �� 6:41:06 speaking properly. Grammar • Ask some students to present their conversations to the 5 Look at the table. Then listen and repeat. 2-14 class. • Give feedback. • Read the contents of the table. OR Answer Key • Ask students to read the table. OR Sample answers • Listen to the audio. • Ask students to repeat aloud after the audio. Class: maths / Need: notebook and pencil / Don’t need: map • Ask students if they know what kind of words are being I need a notebook and pencil for maths class. I don’t need a map for maths class. highlighted. Etc. Teacher’s Note Teacher’s Note do as an auxiliary verb What do you need for class? The question, “What do you need for _____ class?” This NOTE illustrates that when using don’t need / can be introduced to go along with the writing activity. doesn’t need, the verb do is an auxiliary verb, so we don’t need to conjugate need. Explain this to students and make sure they understand it. 31

Lesson E Project E Project Aim Create a notice for a club Aim: Create a notice for a club Video Video 1 Look at the pictures. What do you think the video will be about? Talk with a partner. 1 Look at the pictures. What do you think the 2 Watch the video. Number the pictures in order. Video NOTE video will be about? Talk with a partner. 2 Collect means to bring • Ask students to look at the pictures. things together. • Ask students to make predictions about the video 3 Watch again. Put a tick ( ) on the words you hear. Video they’re about to watch. • Tell students to talk with a partner. 2 • Tell students to share their predictions with their robot music book chess partner. Scan the QR code to link to the Unit 2 video. Teacher’s Note Refer to the “NOTE” before activity 2 . Explain that we use the word collect to talk about bringing things together. 4 Watch again. Circle the word you hear. Video 2 2 Watch the video. Number the pictures in order. 1. What’s this / that? 2. What do I need / needs to do? 3. Is this / that a robot? 4. When / What do you meet? Video 5 Circle the correct answer. a. chess b. music c. robotics 2 a. pencil b. song c. wastebasket 1. Mario is in the _________ club. a. make a robot b. fill in a form c. bring a parent • Play the video for students. 2. Mario needs a _________. a. sing a song b. bring a wastebasket c. fill in a form • Ask students if their predictions were correct. 3. Ella needs to _________ to be in the club. • Ask students to number the pictures in order. 4. Collector is asked to _________. • Play the video again if needed. • Ask students to complete the activity. 32 2020-04-08 �� 6:41:15 • Check students’ answers. 1 New Frontiers BE (SB).indd 32 Answer Key From left to right 3, 1, 2 3 Watch again. Put a tick () on the words you 4 Watch again. Circle the word you hear. Video • Ask students to read the questions. 2 • Play the video again. hear. Video • Ask students to circle the word they hear. • Ask students to complete the activity. 2 • Check students’ answers. • Ask students to look at the pictures and read the words. Answer Key • Play the video again. • Ask students to put a tick () on the word they hear. 1. that • Ask students to complete the activity. 2. need • Check students’ answers. 3. that 4. When Answer Key From left to right robot, music Extra Practise More Clubs 5 Circle the correct answer. Ask students about the clubs at their school. Are they • Ask students to read the sentence prompts. members of any of these clubs? What kinds of clubs • Ask students to circle the correct answer. would they like to see added? • Ask students to complete the activity. • Check student’s answers. Answer Key 1. c 2. a 3. b 4. a 32

Grammar 2-15 Answer Key 6 Look at the table. Then listen and repeat. 1. When is it? (When does the club meet?) 2. Where is it? (Where does the club meet?) Questions Answers 3. When is it? (What time does the club meet?) 4. What is the name of the club? What is the name of the club? The name is “The Great Running Club”. When is it? It is at 3 o’clock. It is on Wednesday. Where is it? It is in Room 12. 8 Circle the mistake. Write the correction. 7 Write the question for each answer. NOTE • Ask students to read the sentences. • Ask students to circle the mistake. We say: at (a time), • Ask students to write the correct word in the gap. on (a day), in (a place). • Ask students to complete the activity. • Check students’ answers. 1. The club meets on Thursday. → ______________________________________. 2. It is in the art room. → ______________________________________. 3. It is at 4.00 p.m. on Friday. → ______________________________________. 4. The name is “Chess Masters.” → ______________________________________. 8 Circle the mistake. Write the correction. 2. It is at Monday. _____________ Answer Key 2. at → on 4. It is on 4.00 p.m. _____________ 4. on → at 1. The name are “Tennis Stars.” _____________ 6. It is in Friday. _____________ 1. are → is 6. in → on 3. It is on the English room. _____________ 8. It are on Sunday. _____________ 3. on → in 8. are → is 5. You needs a notebook. _____________ 5. needs → need 7. It is in 9.00 a.m. _____________ 7. in → at Century Skills Communication Collaboration Club Notice 21st Century Skills 9 Write three of your interests. 9 Write three of your interests. 10 Work with a small group. Choose one of your interests to make into a club. • Tell students to look at the table. 11 Write details for your club. Ask and answer questions to fill in the table. • Tell students to fill out the table by writing three things Name they are interested in. What we do • Tell students that they can use a separate piece of paper When? Where? if the table in the book is not helpful. What you need 10 Work with a small group. Choose one of your 12 Make a poster for your club and present it to the class. Which club is the most interests to make into a club. interesting? • Ask students to get into small groups. • Tell students to talk with others in their group and 33 choose one interest. 1 New Frontiers BE (SB).indd 33 2020-04-08 �� 6:41:16 11 Write details for your club. Ask and answer Grammar questions to fill in the table. 6 Look at the table. Then listen and repeat. 2-15 • Tell students to fill out the table by writing the details for their club. • Read the contents of the table. OR • Tell students to talk with others in their group to fill in • Ask students to read the table. the table. OR • Listen to the audio. • Tell students to use the patterns from activities 6 , 7 , • Ask students to repeat aloud after the audio. and 8 to talk about their club. • Ask students if they know what kind of words are being 12 Make a poster for your club and present it to the highlighted. class. Which club is the most interesting? Teacher’s Note • Ask students to make a poster for their club. • Tell students to include the details from the table in Preposition of Place (at) at can also be used to talk about location, such as at activity 11 . the park, at school, at the mall, etc. Make sure students • Tell students that they can use a separate piece of paper understand this. to make their poster. 7 Write the question for each answer. • Check students’ posters to make sure they’re written • Ask students to read the sentences. properly. • Ask students to write the question for the sentence. • Ask different groups to present their clubs to the class. • Ask students to complete the activity. • Tell students to use the patterns from activities 6 , 7 , • Check students’ answers. and 8 to talk about their clubs. • After all the groups have presented, ask the students, “Which club is the most interesting? Why?” 33

Review Unit 1-2 Review Unit 1-2 1 Read and choose the best word to fill in the gaps. 1 Read and choose the best word to fill in the gaps. • Ask students to read the passage. • Ask students to circle the best word. Chloe’s grandmother is her father’s 1. ________________. Chloe’s • Ask students to write the word in the gap. grandmother is a(n) 2. ________________. She paints amazing • Ask students to complete the activity. paintings. She has colourful 3. ________________ she uses to draw with. • Check students’ answers. She draws in her notebook when she gets a good idea. Chloe does not know her grandmother’s 4. ________________. But Chloe knows that Answer Key she is very old because of her white hair. Chloe loves to paint, too. 1. d, mother She wants to teach others about painting. So, she wants to be a(n) 2. a, artist 5. ________________ teacher. 3. a, pens 4. d, age 1. a. aunt b. cousin c. sister d. mother 5. b, art 2. a. artist b. teacher c. pilot d. singer 3. a. pens b. rulers c. dictionaries d. folders 2 Unscramble the words. Then use the words to 4. a. address b. email c. name d. age complete Chloe’s art blog. 5. a. geography b. art c. history d. science • Ask students to look at the pictures. 2 Unscramble the words. Then use the words to complete Chloe’s art blog. • Ask students to unscramble the letters and write the cilnpe sked enp noucsi clasastem word in the gap. • Ask students to read the blog. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ • Ask students to write the correct word in the gap. • Ask students to complete the activity. http://www. chloesartblog.com 2020-04-08 �� 6:41:29 • Check students’ answers. CHLOE’S ART BLOG Answer Key 1. pencil 2.00 p.m. 2. desk Welcome to my art blog! 3. pen Here are some of my pictures! 4. cousin This tiger picture is done in 6. ________________. 5. classmate This is a drawing of my house in blue 7. ________________. 6. pencil This is a drawing of Amanda. She’s my mum’s sister’s daughter. That 7. pen makes her my 8. ________________! She is great at skateboarding. 8. cousin The boy is Jacob. He is my 9. ________________. We are in the same 9. classmate class this year. The last picture is of my room. You can see my 10. desk 10. ________________! Teacher’s Note 34 Demonstrative Pronouns and Adjectives Reminder 1 New Frontiers BE (SB).indd 34 Make sure that students know and understand the difference between demonstrative pronouns and 3 Look at Chloe’s picture and fill in the gaps. adjectives this, that, these, and those. Give further examples to students if needed. • Ask students to look at the picture. • Ask students to read the sentence prompts. this: for a person or thing that is nearby • Ask students to write the correct word in the gap. that: for a person or thing that is further away • Ask students to complete the activity. these: for people or things that are nearby • Check students’ answers. those: for people or things that are further away Answer Key 1. is 2. are 3. Is, is 4. Is, Yes, she is 34

3 Look at Chloe’s picture and fill in the gaps. 5 Listen and circle true or false. R1-1 1. Is she old? • Ask students to read the sentences. →No, she _______________________ not. • Listen to the audio. • Ask students to answer the questions. 2. Are her eyes blue? • Replay the audio if needed. →No, they _______________________ not. • Ask students to complete the activity. • Check students’ answers. 3. _______________________ her hair short? →No, it _______________________ not. Answer Key 4. _______________________ she at school? 1. false →_______________________. 2. false 3. true 4 Circle the correct word. 2. Her / She is Chloe’s grandmother. 4. true 4. It is on / from her desk. 5. false 1. Who / When is in the picture? 3. Where / When is the picture? 6 Listen again. Answer the questions. R1-1 5 Listen and circle true or false. R1-1 true false • Ask students to read the questions. true false • Listen to the audio. 1. David is the art teacher. true false • Ask students to answer the questions. 2. David’s uncle is a teacher. true false • Replay the audio if needed. 3. David’s dad is Mr Fletcher. true false • Ask students to complete the activity. 4. Chloe wants to join the art club. • Check students’ answers. 5. David and Chloe are in the same year. Answer Key 6 Listen again. Answer the questions. R1-1 1. a 1. Who is not an artist? 2. Who is an art teacher? 2. d a. Chloe’s dad a. Chloe’s grandmother 3. c b. Chloe’s grandmother b. Chloe’s uncle c. David’s dad c. David’s uncle d. David’s uncle d. Mr Fletcher 3. Which statement is true? Teacher’s Note a. David does not like Chloe’s paintings. b. Chloe does not like to paint. Jobs c. David asks Chloe to join a club. d. Chloe is older than David. Explain some other jobs to students. Make sure they understand what the different jobs are. Use the list 35 below as a reference: 1 New Frontiers BE (SB).indd 35 2020-04-08 �� 6:41:30 4 Circle the correct word. waiter/waitress psychologist • Ask students to read the sentences. manager pharmacist • Ask students to circle the correct word. firefighter engineer • Ask students to complete the activity. mail carrier mechanic • Check students’ answers. politician baker librarian hairdresser Answer Key musician scientist 1. Who writer lawyer 2. She photographer carpenter 3. Where CEO forest ranger 4. on architect businessman/businesswoman accountant travel agent professor paramedic dentist personal trainer 35

3Unit MY HOUSE, MY HOME This unit will give students and the ability to talk about Un it their houses. They will learn to briefly describe the rooms in their house and the things in it. 3 Scan the QR code to download the Unit 3 audio. MY HOUSE, WHAT YOU WILL DO IN THIS UNIT MY HOME Unit 3 AIMS Lesson A: Talk about what is in a house Lesson B: Understand when people talk about where things are in a house Lesson C: Read about homes around the world Lesson D: Write a description of what’s in your house Lesson E: Design the perfect house Target Skills Lesson A: Speaking Lesson B: Listening Lesson C: Reading Lesson D: Writing Lesson E: Project Target Vocabulary Lesson B Scan for Audio WHAT YOU WILL DO IN THIS UNIT Lesson A armchair A Speaking Talk about what is in a house bed B Listening Understand when people talk about where things are in a house bathroom clothes C Reading Read about homes around the world bathtub cooker D Writing Write a description of what’s in your house bedroom lamp E Project Design the perfect house chest of drawers mirror couch shower 36 2020-04-08 �� 6:41:52 dining room sink fridge toilet 1 New Frontiers BE (SB).indd 36 kitchen wardrobe living room table Lesson D Lesson C door garden boat roof city stairs countryside (country) television (TV) farm tree flat wall ice window inside outside 36

There is / are Use prepositions with there is and there are. Use the phrase there is and there are to show the location of objects in a room. Be careful to keep subject-verb agreement. Example There is a key on the desk. There is a television above the fireplace. There is a fan over the table. There are five books on the desk. There are two lamps on the table. There are chairs beside the table. Unit 3 Discussion Look at the photo and answer the questions. • Ask students to look at the Unit 3 cover page. • Then ask the class each question. • Give corrections and ask follow-up questions. • Ask students to talk with a partner. Have students take turns asking the questions on the page to their partner. Look at the photo and answer the questions. 37 Extra Practise More Discussion 1. What do you see in the picture? Ask more questions about students’ homes. 2. What rooms are there in your house? 2020-04-08 �� 6:42:02 3. How many rooms in a house can you name? When did you move into your home? 4. Which room is your favourite? Why? How long have you lived in your home? Where is your home? 1 New Frontiers BE (SB).indd 37 Do you live in a house or an apartment? What do you want in your home? Key Grammar How many people live in your home? Do you have your own room? basic prepositions of place What’s in your room? Prepositions show the relationship between subjects and objects. We use prepositions of place to show where something is. Preposition Example on The key is on the desk. above The television is above the fireplace. over The airplane is over the tree. at The man is at the bus stop. in The woman is in the car. beside The chair is beside the desk. 37

Lesson A Speaking A Speaking Aim Talk about what is in a house Aim: Talk about what is in a house Vocabulary 3-01 Focus Vocabulary 1 Listen and number. 3 Talk with a partner. Ask questions 1 Listen and number. 3-01 about your houses. • Listen to the audio. • Ask students to repeat aloud after the audio. What is in the kitchen? • Ask students to write the correct number of the bathroom bedroom vocabulary word next to the word in the book. There are There is Answer Key chairs. a fridge. From left to right, top to bottom 10. bathroom dining room kitchen NOTE 2. bedroom 9. dining room Use is when you talk about one thing. Use are 4. kitchen when you talk about more than one thing. 8. living room 7. bathtub living room bathtub 4 Listen and fill in the gaps. 3-02 6. chest of drawers 5. table chest of drawers table 1. There is a big __________________ in 3. fridge the bathroom. 1. couch fridge couch 2. There is a chest of drawers and a TV in • Practise again. Point at different pictures and ask the __________________. students to say the words. 3. There is a __________________ in 2 Fill in the gaps with the words. the kitchen. • Read the sentence pattern. Explain that a piece of 5 Listen again. Answer the questions. furniture goes in the first gap and a room goes in the second gap. 3-02 • Make an example sentence for students. • Have students repeat it aloud. 1. What does Kim not like about her • Ask students to fill in the gaps to make their own kitchen? sentences. __________________________________ • Check students’ answers. • Ask students to read their sentences aloud. 2. What can Kim do in her bedroom? Why? Answer Key __________________________________ Sample answers There is a bathtub in the bathroom. 2 Fill in the gaps with the words. NOTE There is a chest of drawers in the bedroom. There is a ____________________ in the You can talk about more than Focus (furniture) one thing by using and. There is a table and chairs. 3 Talk with a partner. Ask questions about your ____________________. houses. (room) • Read the short conversation aloud or ask two students 38 2020-04-08 �� 6:42:04 to read the short conversation aloud. 1 New Frontiers BE (SB).indd 38 • Ask students to practise the conversation with a partner. Teacher’s Note • Tell students to practise the conversation again, but to There is / are talk about different rooms and furniture. This NOTE illustrates that there is must be used when only one thing follows the verb is, and there are must 38 be used when more than one thing, whether a plural noun or multiple singular nouns, follows the verb are. 4 Listen and fill in the gaps. 3-02 • Listen to the audio. • Ask students to answer the questions. • Replay the audio if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. bathtub 2. bedroom 3. fridge 5 Listen again. Answer the questions. 3-02 • Listen to the audio. • Ask students to answer the questions. • Replay the audio if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. The fridge is too small. 2. Kim can watch TV in bed. Her TV is on the chest of drawers.

Expressions Asking what is there Speak Up 6 Listen and repeat. 3-03 7 Label the rooms. Then talk with a partner. Ask and answer questions about the picture. Questions Answers What is in the kitchen? There is a table. • Tell students to write the correct room words in the There are chairs. gaps. Speak Up • Tell students to find a partner. • Tell students to ask their partner questions about what’s 7 Label the rooms. Then talk with a partner. Ask and answer questions about in each room using the patterns in activity 6 . the picture. • Ask a student about the contents of a room as an bookshelf example. • Once students understand. Ask them to complete the bedside table activity. • Check students’ answers. Answer Key From left to right, top to bottom bedroom, bathroom, living room, kitchen, dining room vase Teacher’s Note flower Objects in a House Pronunciation 9 Listen and put a tick ( ) on the sound. Ask or tell students about some of the other objects in 3-05 the picture of the house, such as the computer, pillows, wardrobe, oven, table cloth, plant, etc. Ask or tell them 8 Listen and repeat. 3-04 what they are and what they are used for. /ʃ/ /tʃ/ /ʃ/ /tʃ/ 1. chair shower couch 2. shy 3. shelf 4. ship Pronunciation 5. kitchen 6. chess 8 Listen and repeat. 3-04 7. wash 8. armchair • Listen to the audio. • Ask students to repeat aloud after the audio. 39 • Check students’ understanding. • Ask students to circle the sh or ch in each word if 1 New Frontiers BE (SB).indd 39 2020-04-08 �� 6:42:04 needed. Extra Practise 9 Listen and put a tick () on the sound. 3-05 Ask students about the things in their houses. Then • Listen to the audio. have them draw pictures of their houses and the things • Ask students to repeat aloud after the audio. in them. • Tell students to put a tick on the correct sound. • Replay the audio if needed. Teacher’s Note • Ask students to complete the activity. • Check students’ answers. and conjunction Answer Key This NOTE illustrates that and can be used as a conjunction to talk about two or more nouns. Explain 1. tʃ 2. ʃ that when talking about three or more nouns, each 3. ʃ 4. ʃ noun should be separated by a comma and the word 5. tʃ 6. tʃ and must only be placed in front of the last noun, not 7. ʃ 8. tʃ in front of each noun that follows the first. Expressions Asking what is there 6 Listen and repeat. 3-03 • Read the contents of the table. OR • Ask students to read the table. OR • Listen to the audio. • Ask students to repeat aloud after the audio. • Ask students if they know the grammar point that is being highlighted. 39

Lesson B Listening B Listening Aim Understand when people talk about where things are in a house Aim: Understand when people talk about where things Vocabulary 3-06 are in a house 1 Listen and number. Vocabulary armchair bed wardrobe clothes lamp 1 Listen and number. 3-06 mirror shower sink cooker toilet • Listen to the audio. • Ask students to repeat aloud after the audio. • Ask students to write the correct number of the vocabulary word next to the word in the book. Answer Key 2 What are they talking about? Listen and write the word. 3-07 From left to right, top to bottom 1. __________________ 2. __________________ 3. __________________ 4. __________________ 5. __________________ 6. __________________ 3. armchair 8. bed Focus 4 Listen and circle all the correct 5. wardrobe answers. 10. clothes 3 Talk with a partner. 3-08 1. Serena 2. lamp 4. mirror What is in your bedroom? 9. shower 6. sink There is a big mirror ___________. 1. cooker in the bathroom in the bedroom beside the shower 7. toilet There is a desk 2. Bimal • Practise again. Point at different pictures and ask beside the wardrobe. students to say the words. There are two There are two lamps ___________. lamps on the desk. on the table beside the bed in the living room 2 What are they talking about? Listen and write NOTE 3. Dian the word. 3-07 Use beside, in, and on to say where things are. There are clothes ___________. • Listen to the audio. 40 in the wardrobe on the bed on the floor • Ask students to answer the questions. 4. Jack The sink is ___________. in the bathroom beside the cooker in the kitchen • Replay the audio if needed. • Ask students to complete the activity. 1 New Frontiers BE (SB).indd 40 2020-04-08 �� 6:42:06 • Check students’ answers. Answer Key 4 Listen and circle all the correct answers. 3-08 1. sink • Listen to the audio. 2. armchair • Ask students to answer the questions. 3. lamp • Replay the audio if needed. 4. cooker • Ask students to complete the activity. 5. wardrobe • Check students’ answers. 6. bed Answer Key Focus 1. in the bathroom, beside the shower 3 Talk with a partner. 2. on the table, in the living room 3. on the bed, on the floor • Read the short conversation aloud, or ask two students 4. beside the cooker, in the kitchen to read the short conversation aloud. • Ask students to practise the conversation with a partner. • Tell students to practise the conversation again, but to talk about different rooms and furniture. Teacher’s Note Prepositions of Place This NOTE illustrates that on, beside, and in are used to describe locations of things. Demonstrate the prepositions using classroom equipment. For example put a pen in the various positions in relation to a book. 40

Listen Up 3-09 7 Listen again. Circle and fill in the gaps. 3-09 5 Which room are the speakers talking about? Listen and number. • Listen to the audio. • Ask students to circle the word and write the answers bedroom kitchen bathroom living room in the gap. 6 Listen again. Circle the words you hear. 3-09 bathtub • Ask students to complete the activity. couch • Check students’ answers. armchair bed wardrobe chest of drawers lamp mirror shower sink cooker toilet Answer Key 1. beside, shower 2. a lamp, beside 3. on, chair and bed 4. sinks, in 7 Listen again. Circle and fill in the gaps. 3-09 There’s a bathtub 2. Carrie There’s a(n) ________________ Challenge 3-10 beside / on the beside / on the armchair. 8 Listen and answer the questions. ________________. • Listen to the audio. 1. Tim 3. Sarah There are • Ask students to answer the questions. two ________________ • Replay the audio if needed. There are clothes beside / on • Ask students to complete the activity. the ________________. beside / in the table. • Check students’ answers. 4. William Answer Key Challenge 1. a 2. b 8 Listen and answer the questions. 3-10 3. a. false 1. What is the girl talking about? b. true a. her new house b. her new school c. her new bedroom d. her new bathroom c. false 2. What is beside the window? a. a bed b. a desk c. a wardrobe d. an armchair 3. Circle true or false. true false Extra Practise More Discussion a. There are two lamps next to the chair. true false Ask students about their bedrooms with the phrases: b. There is an armchair in her room. true false “What is there in your bedroom?” → “There is/are c. She likes to read at her desk. _____ in my bedroom.” 41 Q: What is there in your bedroom? A: There is a bed and a lamp in my bedroom. 1 New Frontiers BE (SB).indd 41 2020-04-08 �� 6:42:08 Listen Up 5 Which room are the speakers talking about? Listen and number. 3-09 • Listen to the audio. • Ask students to write the number of the description next to the correct room. • Replay the audio if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. bathroom, 2. living room From left to right 3. bedroom, 4. kitchen, 6 Listen again. Circle the words you hear. 3-09 • Listen to the audio. • Ask students to circle the words they hear. • Replay the audio if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key From left to right, top to bottom armchair, bed, chest of drawers, lamp, bathtub, mirror, shower, sink, cooker, couch 41

Lesson C Reading C Reading Aim Read about homes around the world Aim: Read about homes around the world Vocabulary Vocabulary 1 Write the word(s) under the correct picture. 1 Write the word(s) under the correct picture. flat 1. 2. 3. • Read the words. boat 4. 5. 6. • Ask students to repeat aloud after the teacher. farm • Ask students to write the correct word under each ice inside picture. outside countryside Answer Key (country) From left to right, top to bottom city 1. boat 2. inside 7. 8. 3. ice 4. city 2 Look at the words and circle the places where people live. 5. countryside (country) 6. flat 3 Fill in the gap with the best vocabulary word. 7. outside 8. farm 1. Be careful! There is _______________________ on the road. 2. A(n) _______________________ is a home in the city. • Practise again. Point at different pictures and ask 3. People plant trees _______________________ their homes. students to say the words. 4. There are lots of animals on a(n) _______________________. 5. Usually, people sleep _______________________ their homes. 2 Look at the words and circle the places where people live. Pre-reading • Ask students to circle the words that correspond to 4 Look at the pictures on the next page. Fill in the gaps with the best where people can live. titles from the box below. • Ask students to complete the activity. • Check students’ answers. a. Ice House b. A House on the Water c. In the Big City d. Our Flat e. A House in a House f. Living in the Trees Answer Key From top to bottom 42 2020-04-08 �� 6:42:12 flat, boat, farm, countryside (country), city 1 New Frontiers BE (SB).indd 42 Teacher’s Note Different Things in Different Places Pre-reading Ask or tell students about the kinds of things that are in a city, the countryside, on a farm, etc., with the 4 Look at the pictures on the next page. Fill in the phrases: gaps with the best titles from the box below. “What is there in/on/at a/the ______?“ → “There is/are • Ask students to look at the pictures on the next page. ______ in/on/at a/the ______.“ • Tell students to fill in the gaps with the best titles. • Ask students to complete the activity. Q: What is there on a farm? • Check students’ answers. A: There are animals and plants on a farm. Answer Key 3 Fill in the gap with the best vocabulary word. • Ask students to read the sentence prompts. 1. a (Ice House) • Ask students to write the best vocabulary word in the 2. b (A House on the Water) 3. f (Living in the Trees) gap. • Ask students to complete the activity. • Check students' answers. Answer Key 1. ice 2. flat 3. outside 4. farm 5. inside 42

Really Different 5 Read the article. 3-11 7 Talk with a partner. • Tell students to find a partner. Two billion people live in • Tell students to discuss the questions. • Ask students if they would like to share their discussion Housescities. Most of them live with the class. in a flat. Another two • Ask follow-up questions. billion people live around cities. Most of these people live in a house. All the other people live outside cities, in the countryside. Many live on Extra Practise More Discussion farms. But some live in really different houses. Ask more questions about the houses in the pictures. 1 How do people build houses in very cold places? There is only snow and ice. There are no trees. There are rocks, Where is each house? but they are under the ice. An igloo is an ice house. It’s Which house do you want to live in? Why? made with just ice! An igloo might look cold. But the Which house do you not want to live in? Why? inside of an igloo is nice and warm. What is good about living in an igloo / in a houseboat / in a tree house? 2Some people want to live on the water. They can live What is bad about living in an igloo / in a houseboat / on a boat. Houseboats are special houses on the water. in a tree house? These houses move from place to place very easily. Ahoy! Teacher’s Note 3Some people like to live next to nature. They can! They can build a tree house. A tree house can be small, but there are People Live in Different Kinds of Houses big tree houses, too. They have everything a normal house Explain to students that people in different parts of the has! Now people can live comfortably next to nature. world live in different kinds of houses. For example, some people in Mongolia live in gers (a type of tent). Comprehension Some people in Central Asia live in yurts (also a type of tent). Some people in Holland and England live in 6 Circle true or false. true false houseboats or on canal boats (along small rivers and true false canals). Some people who live in areas with heavy 1. Most people live in cities. true false rainfall and lots of water, such as Papua New Guinea, 2. There are rocks in an igloo. true false live in stilt houses. Some people in the American 3. Houseboats can move around. Southwest live in pueblos or mud huts. Some people in 4. Tree houses are small. Cappadocia, Turkey live in cave houses. Etc. 7 Talk with a partner. 1. What kind of house would you like to live in? Why? 2. What kind of house do most people in your country live in? 3. Can you think of any other different houses? 1 New Frontiers BE (SB).indd 43 43 2020-04-08 �� 6:42:14 5 Read the article. 3-11 • Listen to the audio. OR • Read the audio aloud. OR • Ask students to read parts of the reading aloud. • Replay the audio if needed. Comprehension 6 Circle true or false. • Ask students to answer the questions. • Replay the audio if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. false 2. false 3. true 4. false 43

Lesson D Writing D Writing Aim Write a description of what’s in your house Aim: Write a description of what’s in your house Vocabulary 1 Listen and repeat. 3-12 Vocabulary door 1 Listen and repeat. 3-12 roof • Listen to the audio. garden • Ask students to repeat aloud after the audio. • Practise again. Point at words in the book and ask stairs students to say the words aloud. 2 What are they talking about? Listen and write the word. 3-13 television (TV) window • Listen to the audio. 2 What are they talking about? Listen tree • Ask students to answer the questions. • Replay the audio if needed. and write the word. 3-13 • Ask students to complete the activity. • Check students’ answers. 1. ____________________________ 2. ____________________________ Answer Key 3. ____________________________ wall 4. ____________________________ 1. tree 5. ____________________________ 2. window 6. ____________________________ 3. roof 4. television (TV) 3 Fill in the gaps with the best vocabulary words. 5. garden 6. stairs 1. Two things that are outside: ____________________, ____________________ 2. Two things you open and close: ____________________, ____________________ 3. Two things for moving from place to place: ____________________, ___________________ 3 Fill in the gaps with the best vocabulary words. 4 Fill in the gaps with the best vocabulary words. • Ask students to read the sentence prompts. 1. I only watch ____________________ for one hour each day. • Ask students to write the best vocabulary word in the 2. Our house has a red ____________________. 3. We live on the fourth floor of an flat, so we walk up and down a lot of ____________________. gaps. 4. I’d like to plant a ____________________ in my ____________________. • Ask students to complete the activity. 5. Close the ____________________ and the ____________________. • Check students’ answers. 44 Answer Key 1 New Frontiers BE (SB).indd 44 2020-04-08 �� 6:42:17 Sample answers Grammar 1. garden, tree (Trees and gardens are outside.) 2. door, window (Doors and windows open and close.) 5 Look at the table. Then listen and fill in the gaps. 3. door, stairs (Doors and stairs are for moving from place to place.) 3-14 4 Fill in the gaps with the best vocabulary words. • Read the contents of the table. • Ask students to read the sentence prompts. OR • Ask students to write the best vocabulary word in the • Ask students to read the table. OR gap. • Listen to the audio. • Ask students to complete the activity. • Ask students to answer the questions. • Check students’ answers. • Replay the audio if needed. • Ask students to complete the activity. Answer Key • Check students’ answers. Sample answers Answer Key 2. There's a 3. bathroom 4. television 1. window 1. television (TV) 2. roof Teacher’s Note 3. stairs 4. tree, garden Front Gardens and Back Gardens 5. door, window Explain to students that some houses have front gardens and back gardens. Front gardens can have trees, bushes, grass, flowers, and mailboxes in them, while back gardens can have the same kinds of plants, but also swimming pools, swing sets, and dog houses. 44

Grammar NOTE 7 Read and answer the questions. • Read the passage aloud. We say there’s (=there is). OR We don’t say there’re. • Ask students to read parts of the reading aloud. 5 Look at the table. Then listen and fill in the gaps. 3-14 OR • Ask students to read the passage quietly by themselves. There is a lamp in the living room. 1. There’s a big __________________ beside the couch. • Ask students to answer the questions. There’s an armchair beside the window. 2. __________________ tree in the garden. • Ask students to complete the activity. There are clothes in the wardrobe. 3. There are two mirrors in the __________________. • Check students’ answers. There are lamps on the table. 4. There is a(n) __________________ beside the lamp. Answer Key 6 Circle the correct word. Then rewrite using there (be). Sample answers 1. Amy’s kitchen is beside the living room. 1. The clothes are on / in the wardrobe. → There ________________________________________. 2. Amy’s clothes are in the wardrobe. 3. There’s a shower in Amy’s bathroom. 2. The chest of drawers is on / beside the lamp. → There ________________________________________. Extra Practise More Discussion 3. The tree is beside / on the house. → There ________________________________________. Ask more questions about things in students’ houses. 4. The books are on / in the table. → There ________________________________________. What is in your kitchen / living room / dining room / 5. The tree is in / on the garden. → There ________________________________________. bedroom / garden? Where are your clothes / toys? 6. The door is in / beside the window. → There ________________________________________. Writing 7 Read and answer the questions. 8 Describe your house. Fill in the table. I really like our house! The garden is big. There’s an old tree. In the living room, there’s a couch and a TV. There is an armchair, too. There are two lamps beside the armchair. • Ask students to look at the table. The kitchen is beside the living room. There’s • Ask students to fill in the table by writing the things in a fridge. There are chairs and a big table. We always eat there. My bedroom is nice, too. each place. There’s a desk in my bedroom. There’s a lamp • Ask students to write a short paragraph about their on my desk. There isn’t a chest of drawers. There’s a wardrobe. My clothes are in there. houses based on how they filled in the table. The bathroom isn’t big. There isn’t a bathtub. • Check students' paragraphs to make sure they're But there’s a shower. There is a sink and a big mirror, too. Come over sometime! ~ Amy writing properly. • Ask some students to present their houses to the class. 1. Where’s Amy’s kitchen? _____________________________________________________________ • Give feedback. 2. Where are Amy’s clothes? ___________________________________________________________ 3. What is in Amy’s bathroom? _________________________________________________________ Answer Key Sample answers Writing in the garden: tree, flowers in the living room: couch armchair, television 8 Describe your house. Fill in the table. in the kitchen: table, fridge, sink, cooker in the dining room: table, chairs in the garden in the living room in my bedroom: bed, wardrobe, clothes, lamp in the kitchen in the dining room in the bathroom: bathtub, shower, sink, toilet in my bedroom in the bathroom I like my house. It has a living room, a kitchen, a dining room, my Write a short paragraph about your house on a separate piece of paper. bedroom, and a bathroom. Outside, there is a garden with a tree in it. There’s a television in the living room. There’s a cooker and a fridge in 1 New Frontiers BE (SB).indd 45 45 the kitchen. There are chairs and a table in the dining room. There’s a bed and a lamp in my bedroom. My clothes are in the wardrobe. There’s 2020-04-08 �� 6:42:20 a shower and a toilet in the bathroom. 6 Circle the correct word. Then rewrite using there (be). • Ask students to read the sentences. • Ask students to circle the correct word. • Ask students to rewrite the sentences using There (be). • Ask students to complete the activity. • Check students’ answers. Answer Key 1. There are clothes in the wardrobe. 2. There is a chest of drawers beside the lamp. 3. There is a tree beside the house. 4. There are books on the table. 5. There is a tree in the garden. 6. There is a door beside the window. 45

Lesson E Project E Project Aim Design the perfect house Aim: Design the perfect house Video Video 1 Look at the pictures. What do you think the video will be about? Talk with a 1 Look at the pictures. What do you think the partner. video will be about? Talk with a partner. 2 Watch the video. Number the pictures in order. Video • Ask students to look at the pictures. • Ask students to make predictions about the video 3 they’re about to watch. 3 Watch again. Where does the boy look? Number them in order. Video • Tell students to talk with a partner. • Tell students to share their predictions with their 3 partner. bathroom garden kitchen Scan the QR code to link to the Unit 3 video. living room bedroom roof 2 Watch the video. Number the pictures in order. 4 Match the questions from the video with the answers. Video 1. Where’s Francine? • • a. I think so. Have a look. 2. Where is she? • • b. Don't worry... She’ll be back. 3 3. Is there any juice • • c. I don’t know. Is she in your • Play the video for students. in the fridge? bedroom? • Ask students if their predictions were correct. • Ask students to number the pictures in order. 5 Watch again. Circle the correct answer. Video • Play the video again if needed. • Ask students to complete the activity. 3 • Check students’ answers. 1. There’s a _______________ in the garden. a. roof b. tree c. chair Answer Key 2. There is a lamp next to the _______________. a. armchair b. shower c. couch 3. There is a big _______________ in the bedroom. a. computer b. wardrobe c. TV From left to right 4. There’s a _______________ in the kitchen. a. television b. fridge c. table 3, 2, 1 3 Watch again. Where does the boy look? Number 46 them in order. Video 1 New Frontiers BE (SB).indd 46 3 • Ask students to read the words. 2020-04-08 �� 6:42:25 • Play the video again. • Ask students to number the words in order. 5 Watch again. Circle the correct answer. Video • Ask students to complete the activity. • Check students’ answers. 3 • Ask students to read the sentence prompts and answers. Answer Key • Play the video again. From left to right, top to bottom • Ask students to circle the correct answers. 5. bathroom • Ask students to complete the activity. 3. garden 6. kitchen • Check students’ answers. 2. living room 1. bedroom Answer Key 4. roof 1. c 4 Match the questions from the video with the 2. c answers. 3. a 4. b • Ask students to read the questions and answers. • Ask students to match the question with the correct answer. • Replay the video if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key 2. b 3. a 1. c 46

Grammar NOTE 8 Circle the correct word. 6 Look at the table. Talk with a partner. Next to means beside. On top of means on. • Ask students to read the sentences. • Ask students to circle the correct word. Question Answer Question Answer • Ask students to complete the activity. There’s a lamp. Where’s the lamp? It’s in the living room. • Check students’ answers. What’s in the It’s on top of the chest of drawers. living room? There are armchairs. Where are the armchairs? They’re next to the couch. They’re under the window. Answer Key 7 Fill in the gaps with is a, is an, or are. 2. There __________ trees in the garden. 2. on 4. There __________ armchair in the bedroom. 1. in 4. on 1. There __________ lamp on the table. 6. There __________ clothes in the chest of drawers. 3. in 6. under 3. There __________ couch in the living room. 5. next to 5. There __________ sinks in the kitchen. 2. The TV is on / under the chest of drawers. 4. The cups are on / in the table. Teacher’s Note 8 Circle the correct word. 6. The clothes are under / in the bed. Prepositions of Place 1. The treehouse is under / in the tree. 3. The toilet is in / beside the bathroom. This NOTE illustrates that next to has the same meaning 5. The lamp is on / next to the armchair. as beside and on top of has the same meaning as on. Explain to students that we cannot simply use any Century Skills Creativity Collaboration combination of prepositions to describe where things are. Dream House Builder 9 Write the things you want in your dream house. in the living room in the bathroom in the kitchen in the bedroom ___________________ ___________________ ___________________ ___________________ Extra Practise Where is the … ? ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ Ask students where certain things in the classroom are. ___________________ ___________________ ___________________ ___________________ Give the answer to the first item so they know what to do: 10 In small groups, talk about your dream house. Q: Where is the book? → A: It’s on the desk. Choose your best ideas. Q: Where is the clock? → A: It’s on the wall. Q: Where is your homework? → A: It’s in my backpack. 11 Draw your group’s dream house. Include the Etc. rooms and furniture. Present your dream house to the class. Whose house looks the most fun? 47 21st Century Skills 1 New Frontiers BE (SB).indd 47 2020-04-08 �� 6:42:27 9 Write the things you want in your dream house. Grammar • Tell students to look at the table. • Tell students to fill out the table by writing the things 6 Look at the table. Talk with a partner. they want to have in each room. • Read the contents of the table. • Tell students that they can use a separate piece of paper OR • Ask students to read the table. if the table in the book is not helpful. • Ask students if they know what kind of words are being 10 In small groups, talk about your dream house. highlighted. Choose your best ideas. • Tell students to find a partner. • Ask students to discuss the questions and answers. • Ask students to get into small groups. • Ask students if they would like to share their discussion • Tell students to talk with others in their group and share with the class. their dream house ideas. • Tell students to use the patterns from activities 6 , 7 Fill in the gaps with is a, is an, or are. 7 , and 8 to talk about their dream houses. • Ask students to read the sentence prompts. • Tell students to choose the best ideas about their dream • Ask students to write the answer in the gap. • Ask students to complete the activity. houses. • Check students’ answers. 11 Draw your group’s dream house. Include the Answer Key rooms and furniture. Present your dream house to the class. Whose 1. is a house looks the most fun? 2. are 3. is a • Ask students to draw their group’s dream house. 4. is an 5. are • Remind students to include the rooms and furniture. 6. are • Tell students that they can use a separate piece of paper to draw their dream house. • Ask different groups to present their dream houses to the class. • Tell students to use the patterns from activities 6 , 7 , and 8 to talk about their dream houses. • After all the groups have presented, ask the students, “Whose house looks the most fun? Why?” 47

4Unit WHAT TIME IS IT? This unit will give students the ability to talk about the Un it transportation they use to get to different places as well as the ability to talk about time and their daily schedules. 4 Scan the QR code to download the Unit 4 audio. WHATTIME IS IT? WHAT YOU WILL DO IN THIS UNIT Unit 4 AIMS Lesson A: Read about modes of transportation Lesson B: Talk about your routine Lesson C: Understand a schedule Lesson D: Write a daily schedule Lesson E: Compare people’s routines Target Skills Lesson A: Reading Lesson B: Speaking Lesson C: Listening Lesson D: Writing Lesson E: Project Target Vocabulary Lesson B Scan for Audio WHAT YOU WILL DO IN THIS UNIT 2020-04-08 �� 6:42:38 Lesson A brush my teeth A Reading Read about modes of transport bicycle / bike clean my room B Speaking Talk about your routine bus do my homework C Listening Understand a schedule car get dressed D Writing Write a daily schedule drive go to practice E Project Compare people’s routines fly go to sleep / bed plane make my bed 48 ride pack my bag taxi play a game 1 New Frontiers BE (SB).indd 48 train wake up underground / subway / tube Lesson C Lesson D afternoon evening Sunday morning Monday night Tuesday practice Wednesday today Thursday tomorrow Friday weekend Saturday January 48 February March April May June July August September October November December month week weekend working week year

prepositions of time Prepositions show the relationship between subjects and objects. We use prepositions of time to show when something happens, will happen, or happened. Preposition Definition Example at precise time in months and years I will meet you at 5:30 pm. on days and dates I will meet you in January. I will meet you in 2018. I will meet you on Tuesday. I will meet you on December 1st. Unit 4 Discussion Look at the photo and answer the questions. • Ask students to look at the Unit 4 cover page. • Then ask the class each question. • Give corrections and ask follow-up questions. • Ask students to talk with a partner. Have students take turns asking the questions on the page to their partner. Look at the photo and answer the questions. 49 Extra Practise More Discussion 1. What do you see in the picture? Ask more questions about going to school and daily 2. What time do you think it is? 2020-04-08 �� 6:42:43 routines. 3. Where are the people in the picture? 4. How do you get to school? How do you get to school? What time do you go to school? 1 New Frontiers BE (SB).indd 49 What do you do before you go to school? What do you do at school? Key Grammar What time do you come home from school? What do you do after school? what time and when questions Use the phrase what time to ask about specific times such as 1 p.m. We use when to ask more general questions. Questions Usage What time should we meet? We should meet at 2 p.m. When should we meet? On Monday. 49

Lesson A Reading A Reading Aim Read about modes of transport Aim: Read about modes of transportation Vocabulary 4-01 Vocabulary 1 Listen and number. 1 Listen and number. 4-01 plane taxi car underground bus • Listen to the audio. • Ask students to repeat aloud after the audio. bicycle / bike train fly drive ride • Ask students to write the correct number of the 2 Fill in the gap with drive, fly, or ride. NOTE vocabulary word next to the picture in the book. 1. I ________________________ my car to work. Do you know when to use ride and Answer Key 2. I ________________________ my bicycle to football practice. drive? What about y? Think about it. From left to right, top to bottom 3. Dad ________________________ the underground to work. 8. plane 4. The pilot ________________________ an aeroplane. 2. taxi 6. car 3 Fill in the gap with the best vocabulary word. 7. underground 9. bus 1. A _______________ has four wheels and carries lots of people. 5. bicycle / bike 2. You use your legs to move a _______________. 4. train 3. That black car over there is a _______________. 3. fly 4. Some families have a _______________ that they use to drive to places. 1. drive 5. A _______________ can fly and can go to faraway places quickly. 10. ride Pre-reading cinema • Practise again. Point at different pictures and ask students to say the words. 4 How do you get to these places? 2 Fill in the gaps with drive, fly, or ride. Talk with a partner. • Ask students to read the sentence prompts. • Ask students to write the answer in the gap. school supermarket best friend’s house • Ask students to complete the activity. 50 • Check students’ answers. 2020-04-08 �� 6:42:49 1 New Frontiers BE (SB).indd 50 Answer Key 1. drive Pre-reading 2. ride 3. takes 4 How do you get to these places? Talk with a 4. flies partner. Teacher’s Note • Ask students to look at the pictures. • Tell students to practise asking and answering the I go on foot Explain to students that if they walk to go somewhere, question using the different locations. they can use the phrase, on foot or by walking. • Check students’ conversations to make sure they’re 3 Fill in the gaps with the best vocabulary word. speaking properly. • Ask students to read the sentence prompts. • Give feedback. • Ask students to write the best vocabulary word in the Extra Practise How do you get to … ? gaps. • Ask students to complete the activity. Explain to students that they can ask how to get to • Check students' answers. certain places with the phrases: Answer Key “How do you get to _____?” → “I get to _____ by/on 1. bus _____. 2. bicycle / bike 3. taxi How do you get to school? → I get to school by bike. 4. car How do you get to your best friend’s house? → I get to 5. plane my best friend’s house on foot. 50