New_Frontiers_British_English_-_Student_Book_1_TG(EN)หนังสือ

can/can’t Can is a common modal verb in English. It is used to talk about ability or opportunity, to make requests, and to grant permission. You can use can/can’t to talk about things people are able to do. Question Example What can they do? They can mop the floor. Can he mop the floor? No, he can’t. Unit 8 Discussion Look at the photo and answer the questions. • Ask students to look at the Unit 8 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 picnics and indoor and outdoor activities. Look at the photo and answer the questions. What kinds of food do people eat on picnics in your 1. What is happening in the picture? country? 2. Does your family ever do this? Where do people usually go on picnics? 3. Do you like the outdoors or indoors? Why? What is your favourite thing to do inside? 4. What is your favourite thing to do outside? Where is your favourite place to go outside? Who do you like to go with when you go outside? 1 New Frontiers BE (SB).indd 101 101 2020-04-08 �� 6:45:53 Key Grammar present continuous Use the present continuous tense to show what people are doing to other things. Question Example What are they doing? They are mopping the floor. What are you doing? I am finishing my homework. What is she/he/it doing? She/he/it is sleeping on the bed. V + -ing Use a verb with -ing to talk about things you like doing. like / dislike I like painting pictures. favourite / least favourite I dislike playing basketball. My favourite thing to do is swimming. My least favourite thing to do is cleaning my room. 101

Lesson A Listening A Listening Aim Identify the chores people are doing Aim: Identify the chores people are doing Vocabulary 8-01 Vocabulary 1 Listen and number. 1 Listen and number. 8-01 pet feed floor mop • Listen to the audio. • Ask students to repeat aloud after the audio. sweep take out rubbish dust • Ask students to write the correct number of the 2 What are they doing? Listen and write the vocabulary word you hear. 8-02 vocabulary word next to the picture in the book. 1. ____________________ 2. ____________________ 3. ____________________ Answer Key From left to right, top to bottom 4. ____________________ 5. ____________________ 6. ____________________ 3. pet 1. feed NOTE 2. floor 6. mop To talk about things you’re doing right now, use am + verb + -ing. 5. sweep 8. take out Focus 7. rubbish 4. dust 3 Talk with a partner. Use 4 Listen and match the picture with the phrase. • Practise again. Point at different pictures and ask the vocabulary. 8-03 students to say the words. What are you / What are they doing? mopping the 2 What are they doing? Listen and write the they doing? 1. They are floor. vocabulary word you hear. 8-02 We / They are • Listen to the audio. ____________________. • Ask students to answer the questions. • Replay the audio if needed. I am 2. I am finishing my • Ask students to complete the activity. ____________________. homework. • Check students’ answers. What is he / she / it 3. He is sleeping on the Answer Key doing? 4. It is floor. 1. feed playing football. 2. mops He / She / It is 3. pet ____________________. 2020-04-08 �� 6:45:54 4. sweeps 5. dusts 102 6. takes out, rubbish 1 New Frontiers BE (SB).indd 102 Teacher’s Note Trash and Garbage 4 Listen and match the picture with the phrase. Explain to students that in the US, rubbish is called trash or garbage. 8-03 Focus • Listen to the audio. • Ask students to match the picture with the correct 3 Talk with a partner. Use the vocabulary. • Read the short conversations aloud, or ask two students phrase. • Replay the audio if needed. to read the short conversations aloud. • Ask students to complete the activity. • Ask students to practise the conversations with a • Check students’ answers. partner. Answer Key • Tell students to practise the conversations again, but to 1. playing football talk about different chores. 2. finishing my homework 3. mopping the floor 4. sleeping on the floor Teacher’s Note Indoor Chores Explain different indoor house chores to students. Indoor chores can include cleaning the bedroom, vacuuming the house, doing the laundry, washing the dishes, cleaning the windows, watering the plants, making the bed, etc. Make sure students understand what the different chores entail. 102

6 Listen again. Circle the words you hear. 8-04 • Listen to the audio again. Listen Up 8-04 • Ask students to circle the words they hear. • Ask students to complete the activity. 5 What are the speakers doing? Listen and number. • Check students’ answers. feeding taking out dusting sweeping Answer Key 6 Listen again. Circle the words you hear. 8-04 From left to right, top to bottom sweep, feed, rubbish, dust, floor, take out sweep feed pet mop 7 Listen again. Circle and fill in the gaps. 8-04 rubbish dust floor take out • Listen to the audio. 7 Listen again. Circle and fill in the gaps. 8-04 • Ask students to circle the word and write the answer in I am / are ____________ the gap. the floors. • Ask students to complete the activity. • Check students’ answers. 2. Mary and Liz They is / are __________ the rubbish. Answer Key 1. Chris 3. Sam I am / is __________ the cat. 1. am, sweeping 2. are, taking out He are / is __________ the 3. is, dusting furniture. 4. am, feeding Challenge 4. Beth Challenge 8 Listen and answer the questions. 8-05 103 8 Listen and answer the questions. 1. Where does the boy want to go? 2020-04-08 �� 6:45:55 • Listen to the audio. 8-05 • Ask students to answer the questions. a. to the kitchen b. to the party c. to the park d. to the bathroom • Replay the audio if needed. • Ask students to complete the activity. 2. What is Nancy doing? • Check students’ answers. a. dusting in the b. washing the c. mopping the d. cleaning the Answer Key living room bathroom floor kitchen 1. c 2. a 3. Circle true or false. true false 3. a. false a. The boy is washing the kitchen. true false b. The family is cleaning their house. true false b. true c. Steven is working at the park. c. false 1 New Frontiers BE (SB).indd 103 Listen Up Extra Practise Cleaning Day Ask students when they clean with the phrases: 5 What are the speakers doing? Listen and number. “When does your family clean the house?” → “My 8-04 family cleans the house time.” “When do you chore?” → “I chore + time.” • Listen to the audio. • Ask students to write the number of the description When does your family clean the house? → My family cleans the house on Saturday morning. next to the correct picture. When do you clean your room? → I clean my room • Replay the audio if needed. after school. • Ask students to complete the activity. • Check students’ answers. Answer Key From left to right 4. feeding 2. taking out 3. dusting 1. sweeping 103

Lesson B Speaking B Speaking Aim Talk about outdoor chores and activities Aim: Talk about outdoor chores and activities Vocabulary 1 Listen and number. 8-06 Vocabulary 1 Listen and number. 8-06 • Listen to the audio. plant grass cut weed • Ask students to repeat aloud after the audio. • Ask students to write the correct number of the vocabulary word next to the picture in the book. pull leaves rake job Answer Key 2 Circle the correct word and fill in the gaps with words from the box. From left to right, top to bottom weeds grass vegetables leaves 7. plant 1. Bill cuts / cutting the _________________. 5. grass 2. I plant / planting _________________. 1. cut 3. Lara and Dean are raking / rake the _________________. 3. weed 4. We are pulling / pull _________________. 4. pull 2. leaves Focus 4 Use the words in the box to ask 6. rake 8. job 3 Talk with a partner. What outdoor and answer questions. • Practise again. Point at different pictures and ask chores are you doing? students to say the words. cleaning going 2 Circle the correct word and fill in the gaps with What are you / they cooking pulling words from the box. doing? working using making • Ask students to look at the words in the box. What is he / she / it playing studying • Ask students to read the sentence prompt. doing? having listening • Ask students to circle the correct word and fill in the visiting reading I am washing my bike. meeting gap with a word from the box. She is raking the leaves. • Ask students to complete the activity. • Check students’ answers. 104 1 New Frontiers BE (SB).indd 104 2020-04-08 �� 6:45:56 Answer Key 4 Use the words in the box to ask and answer questions. 1. cuts, grass 2. plant, vegetables • Ask students to talk with a partner. 3. raking, leaves • Ask students to look at the words in the box. 4. pulling, weeds • Tell students to practise by asking and answering Focus questions with the words in the box and the patterns in activity 3 . 3 Talk with a partner. What outdoor chores are you • Check students’ conversations to make sure they’re doing? speaking properly. • Give feedback. • Read the short conversation aloud, or ask two students to read the short conversation aloud. Expressions • Ask students to practise the conversation with a Talk about things you do and do not enjoy partner. 5 Listen and repeat. 8-07 • Tell students to practise the conversation again, but to talk about different outdoor chores. • Read the contents of the table. OR Teacher’s Note • Ask students to read the table. OR Outdoor Chores • Listen to the audio. • Ask students to repeat aloud after the audio. Explain different outdoor chores to students. Outdoor • Ask students if they know what kind of words are being chores can include cleaning the backyard, cleaning the pool, watering the lawn, mowing the lawn, trimming highlighted. the hedges/bushes, etc. Make sure students understand what the different chores entail. 104

Expressions 7 Look at the pictures. Talk with a partner about the chore. Talk about things you do and do not enjoy • Tell students to find a partner. 5 Listen and repeat. 8-07 • Tell students to discuss the chores in the pictures. • Check students’ conversations to make sure they’re like / dislike What do you like doing? I like playing in the leaves. What don’t you like doing? I don’t like raking the leaves. speaking properly. • Ask students if they would like to share their discussion favourite / least What is your favourite thing to do? My favourite thing to do is swimming. favourite What is your least favourite thing to do? My least favourite thing to do is cleaning my room. with the class. • Ask follow-up questions. 6 Use the expressions and phrases to ask and answer questions. raking the garden singing songs cutting the grass watching my pets mopping the floor looking at the stars planting flowers finishing a job Speak Up 7 Look at the pictures. Talk with a partner about the chore. 8 Talk with a partner. Ask which chores they like to do. Decide who will do each chore. Speak Up Pronunciation • Ask students to work with a partner. 8 Talk with a partner. Ask which chores 9 Listen and repeat. 8-08 • Ask students to look at the table. • Tell students to practise asking which chores they like they like to do. Decide who will do /ə/ each chore. colour and dislike with the patterns in activities 5 and 6 . police • Tell students to write down the name of who will do Chore Name each chore in the table. 1. Cut the grass. • Check students’ conversations to make sure they’re 10 Listen and put a tick ( ) on the speaking properly. • Ask some students to present their conversations to the class. • Give feedback. 2. Pull the weeds. sound. 8-09 /ə/ Pronunciation 3. Rake the leaves. 1. salad 9 Listen and repeat. 8-08 2. cart 4. Plant the flowers. 3. start • Listen to the audio. 4. problem • Ask students to repeat aloud after the audio. 5. Tidy the garden. 5. grass • Check students’ understanding. 6. famous • Ask students to circle the correct vowel in each word if 105 needed. 1 New Frontiers BE (SB).indd 105 2020-04-08 �� 6:45:57 Extra Practise What Do You Like Doing? 10 Listen and put a tick () on the sound. 8-09 Practise asking students what chores they like and • Listen to the audio. dislike doing with the phrases in activity 5 . Ask • Ask students to repeat aloud after the audio. follow-up questions. • Tell students to put a tick on the correct sound. • Replay the audio if needed. What chores do you like doing? → I like doing • Ask students to complete the activity. homework and cleaning my room. • Check students’ answers. What chores don’t you like doing? → I don’t like washing my dog or taking out the trash. Answer Key When do you usually wash your dog? → I usually wash him at the weekend. 1.  2. 6 Use the expressions and phrases to ask and 3. answer questions. 4.  5. • Ask students to work as a class or talk with a partner. 6.  • Tell students to practise asking and answering questions with the expressions and phrases in the box and the patterns in activity 5 . • Check students’ questions and answers to make sure they’re speaking properly. • Give feedback. 105

Lesson C Writing C Writing Aim Describe what people are doing Aim: Describe what people are doing Vocabulary 1 Listen and number. 8-10 Vocabulary win lose race wear 1 Listen and number. 8-10 di erent catch show horse • 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 picture in the book. Answer Key 2 Complete the sentences with can or can’t. Compare with a partner. From left to right, top to bottom 1. I ___________________ catch a ball. 2. I ___________________ ride a horse. 3. I ___________________ skateboard well. 4. I ___________________ win a race. 7. win 5. I ___________________ cut someone’s hair. 6. I ___________________ surf. 2. lose 8. race 3 Fill in the gaps with the best vocabulary word. Put the word in the correct form. 6. wear 5. different 1. She is _______________ her friend her new book. NOTE 1. catch 2. I don’t like _______________ the shirt because it’s small. 4. show 3. They are _______________ new clothes today. Something that is possible for you is 3. horse 4. He can _______________ at almost any video game. something you can do. Things that 5. My brother _______________ the ball after I throw it. are not possible, you can’t do. • Practise again. Point at words in the book and ask students to say the words aloud. I can draw! I can’t swim. Focus 4 Look at the pictures. What are they doing? Circle true or false. 2 Complete the sentences with can or can’t. 1. true 2. true 3. true Compare with a partner. false false false • Ask students to read the sentence prompts. true • Ask students to fill in the gap with can or can’t. walking practising pulling false • Ask students to complete the activity. • Ask students to find a partner. 4. true 5. true 6. • Ask students to compare their work with their partner. • Check students’ answers. false false • Ask some students to present their findings to the class. • Give feedback. cooking riding working 106 1 New Frontiers BE (SB).indd 106 2020-04-08 �� 6:45:58 Answer Key 2. I can ride a horse. Focus 4. I can win a race. Sample Answers 6. I can’t surf. 4 Look at the pictures. What are they doing? Circle true or false. 1. I can catch a ball. 3. I can’t skateboard well. • Ask students to look at the picture. 5. I can’t cut someone’s hair. • Ask students to read the word. • Ask students to answer the question. 3 Fill in the gaps with the best vocabulary word. • Ask students to complete the activity. Put the word in the correct form. • Check students’ answers. • Ask students to read the sentence prompts. Answer Key 2. true 3. false 4. true • Ask students to fill in the gap with the best vocabulary 6. false 1. false word. 5. false • Tell students to put the word in the correct form as Extra Practise needed. • Ask students to complete the activity. Practise having students ask questions pointing at the • Check students’ answers. pictures and using the present continuous with the phrases: Answer Key “Is/Are you/he/she/we/they _____ now?” → “Yes/No, I/ he/she/we/they am/is/are (not ) _____ now.” 1. showing 2. to wear 3. wearing 4. win / lose Are they running now? → Yes, they are running now. 5. is catching / can / can’t catch Is she riding a horse now? → No, she is not riding a horse now. Teacher’s Note Explain to students why it is incorrect to use the present continuous to talk about habits or repeated actions. 106

Grammar 8-11 7 Look at the pictures. Complete the sentences. At least one sentence should be in present 5 Read and listen. continuous. Present Continuous: be + verb(ing) • Ask students to look at the pictures and read the sentence prompts. Questions Answers • Ask students to complete the sentences. What are you/we/they doing? I am singing. • Tell students that at least one sentence should be in We/They are singing. present continuous. What is he/she/it doing? He/She/It is singing. • Ask students to complete the activity. • Check students’ answers. 6 Fill in the gaps with the given words and the present continuous tense. Answer Key 1. She __________ __________ a film. (watch) 2. __________ are __________ their bikes. (race) 3. __________ is __________ English. (practise) 4. I __________ __________ breakfast. (cook) Sample Answers 5. We are ___________________ the bus. (catch) 6. It is ______________ on the floor. (sleep) 1. They are playing catch. / There are trees behind the ball. 7 Look at the pictures. Complete the sentences. At least one sentence should be in 2. He is riding a horse. / The horse is running. 3. We are working in the garden. / I am watering the plants. present continuous. 1. 2. 3. Writing They _____________________. He _____________________. We _____________________. 8 Look at the pictures. What is happening? Talk with a partner. There are ____________ the ball. The horse __________________. I _______________________. • Ask students to talk with a partner. Writing • Ask students to look at the pictures. • Tell students to talk about what is happening in the 8 Look at the pictures. What is happening? Talk with a partner. pictures with the patterns in activities 5 , 6 , and 1. 2. 3. 7. • Check students’ conversations to make sure they’re 9 Write complete sentences describing what is happening in the pictures above. speaking properly. • Ask some students to present their conversations to the Share your sentences with the class. class. 1. ______________________________________________________________________________________. • Give feedback. 2. ______________________________________________________________________________________. 3. ______________________________________________________________________________________. 9 Write complete sentences describing what is happening in the pictures above. Share your 107 sentences with the class. 1 New Frontiers BE (SB).indd 107 2020-04-08 �� 6:45:59 • Ask students to work with a partner. • Ask students to write sentences about what is Grammar happening in the pictures. 5 Read and listen. 8-11 • Ask students to complete the activity. • Ask some students to present their conversations to the • Read the contents of the table. OR class. • Ask students to read the table. • Give feedback. OR • Listen to the audio. Answer Key • Ask students to repeat aloud after the audio. • Ask students if they know what kind of grammar point Sample Answers is being highlighted. 1. The girl is blowing bubbles in the meeting. 2. The children are writing on each other with markers. 6 Fill in the gaps with the given words and the 3. The cat is riding on a horse. present continuous tense. • Ask students to read the sentence prompts and look at the words in parentheses. • Ask students to change the words in parentheses into the present continuous tense and write them in the gap. • Ask students to complete the activity. • Check students’ answers. Answer Key 2. They, racing 4. am, cooking 1. is, watching 6. sleeping 3. He/She, practising 5. catching 107

Lesson D Reading D Reading Aim Read about people in di erent time zones Aim: Read about people in different time zones Vocabulary 8-12 Vocabulary 1 Listen and repeat. 1 Listen and repeat. 8-12 water park indoor mountain sky • Listen to the audio. • Ask students to repeat aloud after the audio. stars pick up spare / free time extra • Practise again. Point at words in the book and ask 2 Listen and match to complete the sentences. 8-13 students to say the words aloud. 1. Ben is • • picking up • • at a water park. 2 Listen and match to complete the sentences. 2. He is • • studying • • the stars. 8-13 3. They are • • playing • • in her spare time. • Listen to the audio. • Ask students to draw lines to match the sentence parts. 4. She is • • watching • • his kids. • Replay the audio if needed. • Ask students to complete the activity. Pre-Reading • Check students’ answers. 3 What are the people doing in this park? Answer Key 1. Ben is picking up his kids. Hyde Park, London, UK 2. He is playing at a water park. 3. They are watching the stars. 108 2020-04-08 �� 6:46:03 4. She is studying in her spare time. 1 New Frontiers BE (SB).indd 108 Extra Practise Practise asking students what they like doing indoors Teacher’s Note / at a water park / in the mountains with the present Present Continuous Follow-Up Questions continuous tense. When students give answers in the present continuous tense, ask follow-up questions with the present What do you like doing in the mountains? continuous. → I like mountain biking in the mountains. What is the man doing? → He is practising Thai Chi. Pre-Reading Where is he practising Thai Chi? → He is practising it in the park. 3 What are the people doing in this park? • Ask students to look at the pictures. What is he practising next to? → He is practising next • Tell students to fill in the gaps with the activities that to some trees. the people are doing. What is he wearing? → He is wearing shorts and a • Tell students to practise by asking and answering T-shirt. questions using the present continuous tense. Etc. Answer Key From left to right, top to bottom 1. The man is practising Thai Chi. 2. The woman is sleeping on the grass. 3. The woman is playing on the swings. 4. The woman is reading next to a lake. 5. The girl is feeding a squirrel by a tree. 6. The women are running on a path. 108

4 Read the article. 8-14 Teacher’s Note magazine Time Zones Around the World Right Now Explain to students that time zones were first conceptualized in England in the fifteenth century. The If you could fly around the world right now, what would you see? first time zone, Greenwich Mean Time, was centred In some places, it’s daytime. In other places, it’s the middle of the on Royal Observatory in Greenwich, London. By 1900, night. In some places, it’s hot, and in others it’s cold. most of the world was split up into standard time Let’s see what some kids are doing right now! zones. Most time zones are offset from each other by full hours. A few, though, are offset by 30 or 45 Dubai, UAE minutes. Each time zone has a unique name, such as It’s morning right now. I am going to a water park! I like the the North American Eastern Time Zone. Also, large parks here. There is so much to do! There is even a way to countries like Russia and the US have several time surf indoors! zones. Ask students what time zone they live in, or how many time zones their country has. -Kareem 6 Talk with a partner. Seoul, Korea School is over. But my day has just started. I don’t have • Tell students to find a partner. much spare time. My mum is coming to pick me up. I have • Tell students to discuss the questions. to meet my teacher for extra lessons. I’m having trouble • Ask students if they would like to share their discussion with maths class. with the class. -So-Young • Ask follow-up questions. Pennsylvania, USA Right now, it is late at night. I’m with my mum and dad in the mountains. I love it here. I like looking at the night sky. I can see a lot of stars. -Miles Comprehension 5 Circle true or false. true false true false 1. Kareem loves surfing. true false 2. So-Young is having trouble with English. true false 3. Miles is in the mountains. 4. It is late at night in Pennsylvania. 6 Talk with a partner. 1. Have you been to any of these places? Have you been to places like them? 2. Which place do you want to visit? Why? 3. What time is it where you are? Name a place where it is nighttime during your daytime. 4. What is a usual day for you like? Do you think it’s like other kids’ around the world? 1 New Frontiers BE (SB).indd 109 109 2020-04-08 �� 6:46:06 4 Read the article. 8-14 • Listen to the audio. OR • Read the article aloud. OR • Ask students to read parts of the reading aloud. • Replay the audio if needed. Comprehension 5 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. true 109

Lesson E Project E Project Aim Create a plan to help others Aim: Create a plan to help others 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 video will be about? Talk with a partner 8 • Ask students to look at the pictures. • Ask students to make predictions about the video they’re about to watch. • Tell students to talk with a partner. • Tell students to share their predictions with their partner. Scan the QR code to link to the Unit 8 video. 3 Watch again. Put a tick ( ) on the words you hear. Video 8 2 Watch the video. Number the pictures in order. help view build sweep Video 4 Watch again. Circle the word you hear. Video 8 8 • Play the video for students. 1. Don’t worry, I can / can’t talk 2. You can start by sweeps / sweeping • Ask students if their predictions were correct. to him. We’re just visiting… and taking out the rubbish. • Ask students to number the pictures in order. • Play the video again if needed. 3. We can / can’t pay! 4. Let’s throw / throwing them into • Ask students to complete the activity. space! • Check students’ answers. 5 Circle the correct answer. a. likes b. sweeps c. rides Answer Key a. helping b. sweeping c. talking 1. The boy __________ the view. a. cut b. sweep c. pull From left to right 2. The boy is __________ to the guards. a. build b. pull c. mop 3. Their job is to ___________ and take out the rubbish. 1, 2, 3 4. They have to ___________ out weeds from the ship. 3 Watch again. Put a tick () on the words you 110 hear. Video 1 New Frontiers BE (SB).indd 110 2020-04-08 �� 6:46:13 8 • Ask students to look at the pictures and read the words. 5 Circle the correct answer. • Play the video again. • Ask students to put a tick next to the word they hear. • Ask students to read the sentence prompts. • Ask students to complete the activity. • Ask students to circle the correct answer. • Check students’ answers. • Ask students to complete the activity. • Check students’ answers. Answer Key From left to right Answer Key view, sweep 1. a 4 Watch again. Circle the word you hear. Video 2. c 3. b • Ask students to read the sentences. 8 4. b • Play the video again. • Ask students to circle the word they hear. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. can 2. sweeping 3. can’t 4. throw 110

Grammar Extra Practise No, I can’t … , but I can … ! 6 Look at the table. Then talk with a partner. Explain to students that if they can’t do something, then they can say they can’t do it and then say Questions Answers something they can do. Allow students to practise saying what they can’t do and then what they can do What can he do? He can walk the cat in the park. with the pattern: Can I help you? No, you can’t. “No, I can’t _____, but I can _____!” Yes, you can. No, I can’t slam dunk, but I can shoot three pointers! 7 Look at the activities. What can you do and what can’t you do? Talk with a partner. 21st Century Skills ride a horse camp in the woods sail in a boat sing in a band 8 How are you helping others? wear a costume outside build a tent • Ask students to get into groups. • Tell students to read and answer the questions in their Can you ride a horse? I can / can’t ride a horse. Can you? groups. • Check students’ conversations to make sure they’re Century Skills Communication Collaboration speaking properly. Helping Others • Ask different groups to present their ideas to the class. • Give feedback. I need help in my I need help in my garden. house. 9 Help either Alda or Elias for one afternoon. Use your group ideas to write two sentences. Then Alda Elias share your sentences with your friends. 8 How are you helping others? • Ask students to work in their groups. • Tell students to choose whom to help. 1. How can you help inside your home? __________________________________________________. • Tell students to use the patterns from activities 6 and 2. How can you help outside your home? _________________________________________________. 7 to talk about their questions. 9 Help either Alda or Elias for one afternoon. Use your group’s ideas to • Tell students to write their answers on the lines. • Check students’ conversations to make sure they’re write two sentences. Then share your sentences with your friends. speaking properly. I will help Alda / Elias. • Ask different groups to present their ideas to the class. _________________________________________________________________. • Give feedback. _________________________________________________________________. Teacher’s Note 111 Community Service 1 New Frontiers BE (SB).indd 111 2020-04-08 �� 6:46:18 Explain to students that community service involves helping out in one’s neighbourhood. This can include Grammar volunteering for things like keeping elderly people company at a retirement home, helping to clean up a 6 Look at the table. Then talk with a partner. park, planting trees in a park, helping out at an animal shelter, etc. • Read the contents of the table. Ask students about the kinds of community service OR available to them in their neighbourhoods. Then ask • Ask students to read the table. them about the community service they would like to • Ask students if they know what kind of words are being do and how they can help out. highlighted. • Tell students to find a partner. • Ask students to discuss the questions and answers. • Ask students if they would like to share their discussion with the class. 7 Look at the activities. What can you do and what can’t you do? Talk with a partner. • Tell students to find a partner. • Ask students to read the contents of the table. • Tell students to use the patterns in activity 6 to talk about what they can and can’t do. • Check students’ conversations to make sure they’re speaking properly. • Ask students if they would like to share their conversations with the class. • Give feedback. 111

Review Unit 7-8 Review Unit 7-8 1 Read the text and match the pictures with the 1 Read the text and match the pictures with the highlighted word(s). highlighted word(s). abcd • Ask students to look at the pictures. • Ask students to read the passage. e f gh • Ask students to match the picture with the correct Eva lives near the 1. mountains with her mother, brother, and the horses. She has many chores. She number. wakes up in the morning and 2. feeds the horses. She 3. sweeps the floor and 4. rakes the 5. leaves • Ask students to write the word in the gap. outside. At night, she watches the 6. sky and the stars. • Ask students to complete the activity. • Check students’ answers. 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________ 6. ____________________ Answer Key 2 Read and fill in the gaps in the table. 1. h, mountains 2. d, feeds Megan’ s Chores 3. f, sweeps On Mondays, I work outside. I cut grass and rake the leaves. At night, 4. b, rakes I eat potatoes. On Tuesdays, I wake up early and pull weeds from the 5. a, leaves garden. We grow vegetables there. I eat some beans after I finish. I 6. e, sky sometimes plant vegetables, too. I eat cheese after I plant vegetables. Sometimes, I work inside the house. I dust the wardrobe. At night, I eat 2 Read and fill in the gaps in the table. bread. My favourite day is Friday. That’s when I take out the rubbish. I • Ask students to look at the table. eat bananas with my brother on Friday. They are my favourite! • Ask students to read the passage. • Ask students to fill in the gaps in the table. Day of the Week Chores Food • Ask students to complete the activity. • Check students’ answers. Monday 1. ____________________ potatoes 2. ____________________ Answer Key Tuesday Wednesday pull weeds 3. ____________________ 1. cut grass Thursday 2. rake the leaves Friday dust indoor 4. ____________________ 3. beans 4. bread 5. ____________________ cheese 5. plant vegetables 6. banana take out rubbish 6. ____________________ Teacher’s Note 112 Ingredients and Recipes 1 New Frontiers BE (SB).indd 112 2020-04-08 �� 6:46:38 Explain to students that ingredients are the different foods, spices, and herbs that go into making a dish 3 Unscramble the responses. while the recipe is how to make the dish. See the sample recipe below as an example. • Ask students to read the question. • Ask students to look at the sentence parts. Spaghetti Bolognese • Ask students to unscramble the sentence parts and Ingredients: 1 red onion, 2 red peppers, 120g ground beef, 1 can of tomatoes, 1 cup of water, 3 tablespoons write the answer on the line. of olive oil, 2 cloves of garlic, 1 tablespoon of oregano, • Ask students to complete the activity. 50g of spaghetti (per person) • Check students’ answers. Recipe: Answer Key 1. Cut the onion, red peppers, and garlic into small 1. No, he doesn’t eat much sugar. pieces. 2. They are pulling weeds in the garden. 2. Heat the olive oil in a pan and cook the vegetables 3. No, she is raking the leaves. and ground beef in it at a medium heat. 3. Add the oregano, tomatoes, and water. Cook it for 20 minutes on low heat. 4. Boil the spaghetti separately in a big pot. 5. Put the spaghetti onto a plate and then pour the sauce on top. Enjoy! 112

3 Unscramble the responses. 5 Listen and circle true or false. R4-1 1. Does he eat a lot of sugar? → sugar. / he / much / doesn’t eat / No, • Ask students to read the sentences. __________________________________________________________________________ • Listen to the audio. • Ask students to answer the questions. 2. What are they doing? → They / the garden. / pulling weeds / are / in • Replay the audio if needed. • Ask students to complete the activity. __________________________________________________________________________ • Check students’ answers. 3. Is she pulling the weeds? → No, / the leaves. / is raking / she Answer Key __________________________________________________________________________ 1. false 4 Correct the underlined words. Rewrite the sentences. 2. false 3. false 1. She is rides a horse. → ______________________________________. 4. true 2. They are cleans. → ______________________________________. 3. She are sleeping on the bed. → ______________________________________. 4. They eat much sandwiches. → ______________________________________. 5. She doesn’t drink many milk. → ______________________________________. 6. She eats a little eggs. → ______________________________________. 6 Listen and circle the correct answer. • Ask students to read the sentence prompts. R4-2 • Ask students to circle the correct word. 5 Listen and circle true or false. R4-1 true false • Ask students to complete the activity. true false • Check students’ answers. 1. Eva will tidy the garden before she takes out the rubbish. true false 2. Eva eats chocolate cake every day. true false Answer Key 3. Eva will sweep the floor after she tidies the garden. 4. Mum loves chocolate cake. 1. c 2. a 6 Listen and circle the correct answer. R4-2 3. a 1. Eva wants to eat _____. a. potato soup b. banana bread c. chocolate cake d. milk d. banana bread 2. Leo will go out to buy _____. d. chicken Teacher’s Note a. milk b. sugar c. salt More on Food Quantifiers 3. Leo has _____ in the house. Make sure students understand the different quantifiers associated with food. Below is a reference of the most a. potato soup b. milk c. salad commonly used food quantifiers. 1 New Frontiers BE (SB).indd 113 113 spoonful of glass/bottle of cup of glass of pitcher of gallon/litre of 2020-04-08 �� 6:46:39 peck of bag/sack of box/tin of carton of plate of bowl of 4 Correct the underlined verbs. Rewrite the pound/kilo of loaf of pinch of sentences. • Ask students to read the sentence. • Ask students to write the correct sentence on the line. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. She is riding a horse. 2. They are clean. 3. She is sleeping on the bed. 4. They eat many sandwiches. 5. She doesn’t drink much milk. 6. She eats a few eggs. / few eggs. 113

9Unit WHAT DID YOU DO? This unit will give students the ability to talk about past Un it events using the simple past tense. Students will also learn to describe how past events made them feel. 9 Scan the QR code to download the Unit 9 audio. WHAT DID YOU DO? WHAT YOU WILL DO IN THIS UNIT Unit 9 AIMS Lesson A: Describe past events Lesson B: Talk about weekend activities Lesson C: Read about a fantastic weekend trip Lesson D: Write about how a past experience made you feel Lesson E: Work with a group to write a story Target Skills Lesson A: Listening Lesson B: Speaking Lesson C: Reading Lesson D: Writing Lesson E: Project Target Vocabulary Lesson B Scan for Audio WHAT YOU WILL DO IN THIS UNIT 2020-04-08 �� 6:46:47 Lesson A call A Listening Describe past events enjoy B Speaking Talk about weekend activities airport look C Reading Read about a fantastic weekend trip bank start D Writing Write about how a past experience made you feel café stop E Project Work with a group to write a story concert text library visit 114 match wait museum 1 New Frontiers BE (SB).indd 114 shop Lesson D supermarket zoo afraid angry Lesson C excited glad come / came shy do / did surprised feel / felt unhappy give / gave worried go / went have / had make / made say / said see / saw take / took Lesson E sad 114

was/were The past tense of the be verb is was and were. Singular be verb Plural be verb Example Pronoun Pronoun I was We were I was at the zoo. We were at the zoo. You He/She/It were You were You were at the zoo. was They were They were at the zoo. some common irregular verbs Some verbs cannot be put into the past tense by adding -ed and -d. These verbs are called irregular verbs. Present Tense Past Tense Present Tense Past Tense be was/were got got become became give gave begin began go went come came have had drink drank hear heard buy bought keep kept bring brought let let eat ate make made feed fed say said Look at the photo and answer the questions. forget forgot speak spoke 1. What is happening in the picture? 2. How do you take and share photographs? 115 Unit 9 Discussion 3. When do you take photographs? 4. Which photographs are your favourites? Why? 2020-04-08 �� 6:46:50 Look at the photo and answer the questions. • Ask students to look at the Unit 9 cover page. 1 New Frontiers BE (SB).indd 115 • Then ask the class each question. • Give corrections and ask follow-up questions. Key Grammar • Ask students to talk with a partner. Have students take simple past turns asking the questions on the page to their partner. Use simple past tense to talk about events that already Extra Practise More Discussion happened. Add -ed or -d to the end of a verb to make a Ask more questions about taking photographs. past tense verb. Where do you usually take photographs? Present Tense Past Tense Do you take photographs with a camera or a smartphone? walk walked Do you like taking pictures of people or places? talk talked Do you post your photographs online? live lived Where do you post your photographs? die died 115

Lesson A Listening A Listening Aim Describe past events Aim: Describe past events Vocabulary 1 Listen and number. 9-01 Vocabulary airport bank café concert library 1 Listen and number. 9-01 match museum shop supermarket zoo • 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 picture in the book. Answer Key 2 What are they talking about? Listen and fill in the gap. 9-02 From left to right, top to bottom 1. Jin was buying shoes at the _______________. Jin 4. airport 9. bank 2. The Warrens were at the _______________ visiting the animals. 1. café 8. concert The Warrens 3. match 5. library 3. Will was taking out some money from the _______________. 2. museum Will 10. shop 7. supermarket 4. Grace and Norm were at the _______________ at 4.00. 6. zoo Grace and Norm • Practise again. Point at different pictures and ask students to say the words. 5. Jen and Troy were watching their favourite band at the _______________. Jen and Troy 6. Rose was at the _______________ getting a coffee and cake. Focus Rose 3 Talk with a partner. Use words from the Word Box. 2 What are they talking about? Listen and fill in WORD BOX the gap. Where were you yesterday? yesterday 9-02 last night • Listen to the audio. NOTE I was… / We were… this weekend before school Use was when you talk • Ask students to answer the questions. about one person. Use • Replay the audio if needed. were when you talk about • Ask students to complete the activity. more than one person. • Check students’ answers. 116 1 New Frontiers BE (SB).indd 116 2020-04-08 �� 6:46:53 Answer Key Extra Practise Where Were They? 1. shop Point to some of the vocabulary words and practise 2. zoo asking students where people were. 3. bank 4. airport Where was the woman? → She was at the 5. concert supermarket. 6. café Where was the girl last weekend? → She was at the Focus zoo last weekend. 3 Talk with a partner. Use words from the Word Etc. Box. Grammar • Read the short conversation aloud, or ask two students to read the short conversation aloud. 4 Look at the table. • Ask students to practise the conversation with a • Read the contents of the table. partner. OR • Ask students to read the table. • Tell students to practise the conversation again, but • Ask students if they know what kind of kind of to use the words from the Word Box and talk about different places. grammar point is being highlighted. Teacher’s Note Teacher’s Note Other Places Was Not / Wasn’t Ask students to name some other places people go This NOTE illustrates that that the contractions wasn’t to. Then introduce some other places, such as an and weren’t can be used in place of was not and were amusement park, a shopping mall, a market, a flea not. Make sure students understand this. market, a festival, a play, etc. 116

Grammar 5 Circle the correct word. NOTE 6 Listen and rewrite the sentences in past tense. 4 Look at the table. To make a sentence 9-03 negative, add not. • Listen to the audio. Singular be verb Plural be verb 1. We was / were not at the zoo yesterday. • Ask students to write the correct word in the gap to Pronoun Pronoun 2. They was / were at the airport last week. was were 3. You was / were not at the museum last Saturday. change the sentence to past tense. I were We were 4. I was / were at the library last night. • Replay the audio if needed. You was You were 5. Ken was / were not at the match yesterday. • Ask students to complete the activity. He / She / It They 6. Kimmy and Gina was / were at the shop last week. • Check students’ answers. 6 Listen and rewrite the sentences in past tense. 9-03 Answer Key Change: am / is → was and are → were 1. was 2. were Ex. Jeremy is looking at the elephant in the zoo. → Jeremy __w_a_s__ looking at the elephant in the zoo. 3. were 4. was 1. I am looking for a book in the library. → I ______ looking for a book in the library. 2. Mike and Hana are at the museum. → Mike and Hana ______ at the museum. 3. They are buying tea at the café. → They ______ buying tea at the café. 4. Jan is at the match, watching the team. → Jan ______ at the match, watching the team. Listen Up 9-04 Listen Up 7 Listen and match the picture with the speaker. Then fill in the gaps. 7 Listen and match the picture with the talk. Then fill in the gaps. 9-04 1. 2. 3. 4. • Listen to the audio. a. Where ___________ b. Where ___________ c. Where ___________ d. Where ___________ • Ask students to match the picture with the correct talk. last night? yesterday? last night? yesterday? • Ask students to fill in the gaps with the correct words. • Replay the audio if needed. ___________ at ___________ at the __________ at ___________ at the • Ask students to complete the activity. the match with my Monet exhibition at the library with supermarket buying • Check students’ answers. friends. the museum. her classmates. fruit. __________ Answer Key Challenge studying for a test. 1. d, were they, They were 8 Listen and answer the questions. 9-05 2. c, was Beth, She was, They were 3. a, were you, I was 1. Where did the family go? Circle all the answers. 4. b, were you, I was a. café b. bank c. video game shop d. museum 2. Mum bought tickets to go to the __________. a. museum b. airport c. concert d. zoo 117 Challenge 1 New Frontiers BE (SB).indd 117 2020-04-08 �� 6:46:54 8 Listen and answer the questions. • Listen to the audio. • Ask students to answer the questions. 9-05 • Replay the audio if needed. 5 Circle the correct word. • Ask students to complete the activity. • Check students’ answers. • Ask students to read the sentences. • Ask students to circle the correct words. Answer Key • Ask students to complete the activity. • Check students’ answers. 1. a, b, c 2. d Answer Key 1. were 2. were 3. were 4. was 5. was 6. were 117

Lesson B Speaking B Speaking Aim Talk about weekend activities Aim: Talk about weekend activities Vocabulary 9-06 Focus Vocabulary 1 Listen and write the word. 4 Talk with a partner. 1 Listen and write the word. 9-06 look visit wait text What did you do • Listen to the audio. start enjoy call stop last weekend? • Ask students to repeat aloud after the audio. • Ask students to write the word they hear under the 1. 2. I started a project for the science fair. correct picture. • Replay the audio if needed. 3. 4. 5 Talk with a partner. Complete • Ask students to complete the activity. 5. 6. • Check students’ answers. 7. 8. the sentences with information that is true for you. Answer Key 1. start What did you do ____________________? 2. call 3. stop 1. I went ___________________________ 4. wait ________________________________. 5. look 6. enjoy 2. I played __________________________ 7. visit ________________________________. 8. text 3. I saw ____________________________ 2 Match the verb with its past tense form. ________________________________. • Ask students to look at the words. • Ask students to match the word with its correct past NOTE tense form. Add -ed to a word to make it past tense. When your word ends in • Ask students to complete the activity. a consonant, you usually double the letter. Stop → stopped • Check students’ answers. 2 Match the verb with its past tense form. Answer Key 1. c 2. e 3. b 4. a 5. d 1. text • • a. called 2. enjoy • • b. waited 3 Work with a partner. Say the vocabulary words 3. wait • • c. texted in present tense and have your partner say the 4. call • • d. started words in past tense. 5. start • • e. enjoyed • Ask students to work with a partner. 3 Work with a partner. Say the vocabulary • Ask one student to say a vocabulary word in the present words in present tense and have your tense and then have the other student say the word in partner say the words in past tense. the past tense. • Ask students to complete the activity. 118 • Check students to make sure they’re speaking properly. 1 New Frontiers BE (SB).indd 118 2020-04-08 �� 6:46:56 Focus 5 Talk with a partner. Complete the sentences with 4 Talk with a partner. information that is true for you. • Read the short conversation aloud, or ask two students • Ask students to work with a partner. to read the short conversation aloud. • Ask students to read the prompts. • Ask students to practise the conversation with a • Ask students to fill in the gaps with information that is partner. true for them. • Tell students to practise the conversation again, but to • Ask students to complete the activity. • Check students’ conversations to make sure they’re talk about different activities. speaking properly. 118 • Check students’ answers. Answer Key Sample Answers - What did you do last weekend? 1. I went to the shopping centre with my friends. 2. I played football at the park. 3. I saw a film at the cinema. Teacher’s Note Irregular Verbs Explain to students that some verbs are irregular. They don’t follow the same rules when changing from present to past tense. Common irregular verbs include begin, break, bring, buy, build, choose, cost, draw, fall, grow, hide, hurt, keep, know, lead, put, read, sell, shake, sing, sleep, speak, teach, etc.

Speak Up Speak Up 6 Talk with a partner. Tell your partner what you did at the Freeport Festival. 6 Talk with a partner. Tell your partner what you did at the Freeport Festival. Freeport Festival It’s the annual Freeport Festival. • Ask students to work with a partner. You are invited! and Sunday, 11.00 - 6.00 • Ask students to look at the flyer for the festival. Saturday • Ask students to talk about what they did at the festival. Freeport Community Centre • Tell students to use the past tense. Come and celebrate the founding of Freeport! • Check students’ conversations to make sure they’re Face painting! speaking properly. • Ask some students to present their conversations to the Great food and drinks! class. Free balloons! • Give feedback. Bouncy castle! Horse rides! 7 Listen and circle the correct answers. 9-07 Games! • Listen to the audio. 7 Listen and circle the correct answers. 9-07 • Ask students to circle the correct answer. • Replay the audio if needed. Q What did Camila do at the Freeport Festival? • Ask students to complete the activity. A She ate 1. great food / cold food. She listened to 2. a speech / music. She rode a 3. horse / car. • Check students’ answers. Q What did Amir do at the Freeport Festival? Answer Key 2. music A He played 4. games / in the bouncy castle. He ate 5. hotdogs / pizza. He didn’t 4. games 1. great food 6. ride horses 6. have fun / ride horses. 3. horse 5. hotdogs Pronunciation 8 Listen and repeat. 9-08 9 Listen and repeat. Circle the sound you hear: /dʒ/ or /g/. 9-09 1. /dʒ/ /g/ 2. /dʒ/ /g/ 3. /dʒ/ /g/ Extra Practise Festivals and Holidays 1. /dʒ/, giraffe 2. /g/, guitar Ask students to name one famous festival or holiday in their country. Then practise asking students what they 4. /dʒ/ /g/ 5. /dʒ/ /g/ 6. /dʒ/ /g/ did at the festival or on the holiday with the past tense. Tell the students to use the structures in exercises 6 119 and 7 in their answers. 1 New Frontiers BE (SB).indd 119 2020-04-08 �� 6:46:59 Extra Practise What did ... do last weekend? Pronunciation Have students practise asking and answering about 8 Listen and repeat. 9-08 what they did over the weekend by asking one student what he or she did, and then asking another students • Listen to the audio. to repeat what the first student did. Then ask the • Ask students to repeat aloud after the audio. second student what he or she did over the weekend. • Check students’ understanding. Repeat this process several times. • Ask students to circle the correct consonants in each word if needed. What did you do last weekend? 9 Listen and repeat. Circle the sound you hear: /dʒ/ or /g/. → I went to the park with my friends. 9-09 (Choose another student) • Listen to the audio. What did Maria do last weekend? • Ask students to repeat aloud after the audio. → She went to the park with her friends. What did you do last weekend? • Tell students to circle the correct sound. → I played video games at home. • Replay the audio if needed. (Choose another student) • Ask students to complete the activity. Etc. • Check students’ answers. Answer Key 1. /g/ 2. /dʒ/ 3. /g/ 4. /g/ 5. /dʒ/ 6. /dʒ/ 119

Lesson C Reading C Reading Aim Read about a fantastic weekend trip Aim: Read about a fantastic weekend trip Vocabulary 9-10 NOTE Vocabulary 1 Listen and number. Past tense verbs not formed by adding -ed are called irregular verbs. 1 Listen and number. 9-10 • Listen to the audio. have / had see / saw say / said make / made take / took • Ask students to repeat aloud after the audio. • Ask students to write the correct number of the come / came go / went do / did feel / felt give / gave vocabulary word next to the picture in the book. 2 Match the verb with its past 3 Circle the past tense verbs. Then write the Answer Key tense form. present tense forms in the gap. From left to right, top to bottom 7. have / had 1. go • • a. took 1. He said a lot, but I didn’t understand him. 10. see / saw ____________________________________ 4. say / said 2. see • • b. had 8. make / made 2. His mum came to get him when he called. 3. take / took 3. feel • • c. went ____________________________________ 9. come / came 5. go / went 4. take • • d. did 3. My little brother made a picture with leaves. 2. do / did ____________________________________ 1. feel / felt 5. do • • e. felt 6. give / gave 4. The girl gave her mother a card. 6. have • • f. saw ____________________________________ • Practise again. Point at different pictures and ask students to say the words. Pre-reading 2 Match the verb with its past tense form. 4 Look at the table below. Then read the blog and • Ask students to look at the words. • Ask students to match the word with its correct past fill in the gaps. tense form. Who Who is this about? www.Antons.blog.com • Ask students to complete the activity. What Anton • Check students’ answers. What did he do? BALNOTGON’S 1. _________________________________ Answer Key 1. c When When did he do it? Anton’s Blog 2. f Where 1.20 p.m. 3. e Why Where did he do it? 9 Aug 1.20 PM 4. a 2. _________________________________ 5. d Why did he do it? tSIhoweIapasatherkua.nbguryrg. er at 6. b 3. _________________________________ 3 Circle the past tense verbs. Then write the 120 present tense forms in the gap. 1 New Frontiers BE (SB).indd 120 2020-04-08 �� 6:47:19 • Ask students to read the sentence and circle the past tense verbs. Pre-reading • Ask students to rewrite the sentence in the present 4 Look at the table below. Then read the blog and tense on the line. fill in the gaps. • Ask students to complete the activity. • Ask students to look at the table. • Check students’ answers. • Ask students to read the blog. • Ask students to fill in the gaps with the information Answer Key 1. said, didn’t, He says a lot, but I don’t understand him. from the blog. 2. came, called, His mum comes to get him when he calls. • Ask students to complete the activity. 3. made, My little brother makes a picture with leaves. • Check students’ answers. 4. gave, The girl gives her mother a card. Answer Key 120 1. He ate a burger. 2. He did it at the park. 3. He did it because he was hungry. Teacher’s Note The 5 W’s and H Explain to students that when giving an explanation about something, it is a good idea to include details. Let students know that they can do this by answering the 5 W’s and H (who, what, when, where, why, and how) when giving a description. I was bored yesterday, so I walked to the mall to meet my friend.

5 Read the diary. 9-11 7 Fill in the table below. • Ask students to look at the table. Devi’s Diary • Ask students to fill in the gaps with the information Saturday from the diary. • Ask students to complete the activity. Today, I went hiking with my dad. He loves the mountains. It was • Check students’ answers. easy when we started. After an hour, my feet hurt. I said, “Dad, I want to drink something.” He gave me a bottle of water. I took Answer Key the top off and drank half the bottle. Then, we went up, up, up Sample Answers the mountain for one more hour! I felt really tired. Every time I stopped, my dad said, “Don’t stop now. We are almost at the top!” 1. They went hiking. Finally, we reached the top. I saw everything below us. It was great! 2. They went hiking on Saturday. I hugged my dad and said, “We did it! I’m so glad we came!” Then we 3. They went hiking on a mountain. went home, and my dad made me a big dinner! I had a great day! 4. They went hiking because Devi’s dad loves the mountains. Comprehension Extra Practise The Best Day 6 Answer the questions below. Ask students to think about their best day. Tell them to 1. What did Devi do on Saturday? get out a sheet of paper and write what they did on a. He went hiking. that day. Remind them to include details about what b. He had a birthday party. they did, when they did it, who they did it with, where c. He saw a film. they did it, why they did it, and how they did it. Ask What did Devi’s dad do when Devi said, “Dad, I want to drink something”? some of the students to present their work. Make sure to give feedback. 2. did nothing. gave Devi a bottle of I went to the beach last weekend. a. He said, “We are almost water. top!” My friends and I wanted to go surfing. b. He at the My mum drove us to the beach in her car. c. He We surfed all day. It was the best day ever. 3. Wa. hHaetbdoiudgDhet vtiic’skedtasdtodgooattohtohme zeo?o. b. He drank water. c. He cooked food for Devi. 7 Fill in the table below. Who Devi, Devi’s dad What 1. ___________________________________ When 2. ___________________________________ Where 3. ___________________________________ Why 4. ___________________________________ 1 New Frontiers BE (SB).indd 121 121 2020-04-08 �� 6:47:32 5 Read the diary. 9-11 • Listen to the audio. OR • Read the diary aloud. OR • Ask students to read parts of the reading aloud. • Replay the audio if needed. Comprehension 6 Answer the questions below. • Ask students to answer the questions. • Replay the audio if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. a 2. b 3. c 121

Lesson D Writing D Writing Aim Write about how a past experience made you feel Aim: Write about how a past experience made you feel Vocabulary 1 Listen and write. 9-12 Vocabulary excited unhappy surprised glad worried afraid shy angry 1 Listen and write. 9-12 1. 2. 3. 4. • Listen to the audio. 5. 6. 7. 8. • Ask students to repeat aloud after the audio. • Ask students to write the word they hear under the correct picture. • Replay the audio if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key 2. unhappy 2 How does the speaker feel? Listen and write the best vocabulary word. 9-13 4. glad 1. excited 6. afraid 1. ______________________ 2. ______________________ 3. ______________________ 3. surprised 8. angry 4. ______________________ 5. ______________________ 6. ______________________ 5. worried 7. shy Expressions 2 How does the speaker feel? Listen and write the Talking about past feelings best vocabulary word. 9-13 3 Talk with a partner. Fill in the gaps to talk about times when you had the • Listen to the audio. feelings in the vocabulary. • Ask students to write the best word in the gap. • Replay the audio if needed. The other day, I / my friend _________________. Really? You must have felt so • Ask students to complete the activity. I felt very _________________. _________________! • Check students’ answers. When I was _________________ years old, Wow. You must have felt so Answer Key I went to _________________. _________________! 1. surprised 122 2. worried 3. angry 1 New Frontiers BE (SB).indd 122 2020-04-08 �� 6:47:33 4. unhappy 5. glad Teacher’s Note 6. excited Feeling Adjectives Extra Practise When do you feel … ? Introduce other adjectives that describe feeling, such as Practise asking students when they experience different annoyed, amazed, brave, comfortable, uncomfortable, feelings with the phrases: disgusted, disappointed, exhausted, frustrated, nervous, panicked, pleased, relaxed, relieved, etc. Make “When do you feel _____?” → “I feel _____ sure students understand when to use the different when_____.” adjectives. When do you feel excited? → I feel excited when I go Expressions on vacation. When do you feel afraid? → I feel afraid when I go to Talking about past feelings the dentist. Etc. 3 Talk with a partner. Fill in the gaps to talk about times when you had the feelings in the vocabulary. • Read the sentence prompts aloud, or ask two students to read the sentence prompts aloud. • Ask students to work with a partner. • Ask students to practise saying the sentences with a partner. • Ask students to practise saying the sentences with their partner. • Check students’ conversations to make sure they’re speaking properly. • Give feedback. 122

4 Fill in the table with information about your partner’s story. Ask your partner more Focus questions if you need to and complete the table. 5 Match the word with the picture. Who Who was there? • Ask students to read the words. What What happened? • Ask students to look at the pictures. When When did it happen? • Ask students to write the word under the correct Where Where did it happen? Why Why did your partner feel __________? picture. • Ask students to complete the activity. Focus • Check students’ answers. 5 Match the words with the pictures. Answer Key worried afraid surprised excited unhappy sad happy shy 1. excited 2. sad 3. afraid 4. shy 5. surprised 6. unhappy 7. happy 8. worried 1. 2. 3. 4. 6 Write the emotion described in each sentence. Answers will vary. 5. 6. 7. 8. • Ask students to read the sentence. 6 Write the emotion described in each sentence. Answers will vary. • Ask students to write the best emotion in the gap. • Ask students to complete the activity. 1. ________________ I lost my brand new bike. I can’t stop crying! • Check students’ answers. 2. ________________ I’m not very good at saying hello to new people. 3. ________________ My friends threw a birthday party for me. I had no idea they were going to do this! Answer Key 4. ________________ It’s very late at night. I hope the bus comes soon. 5. ________________ I saw my friend for the first time in two years. It was great to see her again. Sample Answers Writing 1. sad 2. shy 7 Talk with a partner. Answer the questions and include how the event made you feel. 3. surprised 4. worried What happened on your last birthday? Ex. On my last birthday, I had a party at my house. 5. excited What was the last film you saw? I was so excited! What did you do with your best friend last? Writing What was the last scary thing you saw? 7 Talk with a partner. Answer the questions and include how the event made you feel. 123 • Ask students to talk with a partner. 1 New Frontiers BE (SB).indd 123 2020-04-08 �� 6:47:35 • Ask students to look at the table. • Tell students to talk about the questions in the table. 4 Fill in the table with information about your • Ask students to write their answers in the table or on a partner’s story. Ask your partner more questions if you need to and complete the table. separate sheet of paper. • Ask students to complete the activity. • Ask students to work with a partner. • Check students’ conversations to make sure they’re • Ask students to read the table. • Ask students to fill in the table with their partner’s speaking properly. • Ask some students to present their conversations to the information. • Tell students to ask their partner additional questions if class. • Give feedback. needed. • Check students’ conversations to make sure they’re Answer Key speaking properly. Sample Answers • Give feedback. 1. At my last birthday party, I had a party at my house. I was so excited. 2. The last film I saw was Super Timmy. It was not a good film. I was so unhappy. 3. Maths homework was the last thing I did with my friend. I was happy because we finished it fast. 4. The last scary thing I saw was a horror film about a big shark. I was really afraid because I don’t like sharks. 123

Lesson E Project E Project Aim Work with a group to write a story Aim: Work with a group to write a story 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 video will be about? Talk with a partner. 9 • Ask students to look at the pictures. • Ask students to make predictions about the video 3 Watch again. How did Gimmie and Mine feel in each of the pictures? Video they’re about to watch. 9 • Tell students to talk with a partner. • Tell students to share their predictions with their shy surprised afraid sad excited angry partner. 1. The reporter was 2. Gimmie was 3. Mine was _______________. _______________. _______________. Scan the QR code to link to the Unit 9 video. 4 Circle the correct answer. a. his sister b. a reporter c. a friend 2 Watch the video. Number the pictures in order. a. a spoonful b. a cup c. a bottle 1. Gimmie is talking to __________. a. afraid b. excited c. surprised Video 2. Gimmie used __________ of magic bubble bath. a. a reporter b. a magician c. Mine 3. Gimme was __________ by a loud noise. 9 4. __________ is coming towards Gimmie. • Play the video for students. • Ask students if their predictions were correct. • Ask students to number the pictures in order. • Play the video again if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key From left to right 2, 3, 1 3 Watch again. How did Gimmie and Mine feel in 124 each of the pictures? Video 1 New Frontiers BE (SB).indd 124 2020-04-08 �� 6:47:41 9 Answer Key 1. b • Ask students to look at the pictures and read the words. 2. c • Play the video again. 3. c • Ask students to write the correct word in the gap. 4. c • Ask students to complete the activity. • Check students’ answers. Answer Key Writing 1. surprised 5 Watch again. Look at the example and fill in the 2. afraid 3. angry remaining gaps. Video 9 4 Circle the correct answer. • Ask students to look at the table. • Play the video again. • Ask students to read the sentence prompts. • Ask students to fill in the table with the correct • Ask students to circle the correct answer. • Ask students to complete the activity. answers. • Check students’ answers. • Ask students to complete the activity. • Check students’ answers. Answer Key Sample Answers 1. What: Bubbles covered the house. 2. When: It happened about an hour ago. 3. Where: It was at Gimmie and Mine’s house. 4. Why: Gimmie used magic bubbles to make a bubble bath. 124

Writing 7 Share the story with your class. 5 Watch again. Look at the example and fill in the remaining gaps. Video • When students are finished writing their stories, ask some groups to share their stories with the class. 9 • Ask the other students to ask follow-up questions Who Ex. Gimme, Mine, Reporter about the stories they hear. What When • Give feedback. Where Why Extra Practise Writing a New Story Century Skills Critical Thinking Collaboration Ask students to work in the same groups to write and draw pictures for a new story. Tell students to figure out Storytelling the elements of their stories by answering the 5 W’s and H questions. Tell students to use a separate sheet 6 Talk with a group. Look at the comic and fill in the table. Then write a new of paper to write their stories. Remind them to use the past tense when writing their stories. Ask students to dialogue. draw pictures for their stories, too. Make sure to check students’ stories. When everyone is done, ask some Title of the Story groups to present their stories to the class. Don’t forget Who to give feedback. What When Where Why 7 Share the story with your class. 125 1 New Frontiers BE (SB).indd 125 2020-04-08 �� 6:47:43 Teacher’s Note Story Elements Explain to students that the structure of a story is made up of its elements. Story elements typically include the characters, setting, problem, solution, and sometimes a moral or a theme. For brainstorming a story, students can usually get the information for the different story elements by asking themselves the 5 W’s and H questions. Make sure students understand which question to ask for each story element. 21st Century Skills 6 Talk with a group. Look at the comic and fill out the table. Then write new dialogue. • Ask students to get into groups. • Tell students to look at the table and the comic. • Tell students to discuss the questions. • Tell students to write their answers using the past tense. • Tell students that they can use a separate piece of paper if the table in the book is not helpful. • Check students’ conversations to make sure they’re speaking properly. • Give feedback. 125

10Unit SUN’S OUT! This unit will give students the ability to talk about the itUn weather and seasons, explain a weather forecast, and tell someone about future plans and what they are going to 10 do. SUN’S OUT! Scan the QR code to download the Unit 10 audio. Scan for Audio WHAT YOU WILL DO IN THIS UNIT WHAT YOU WILL DO IN THIS UNIT A Reading Learn about di erent weather conditions Unit 10 AIMS B Speaking Talk about what you do in di erent seasons C Listening Understand a weather forecast Lesson A: Learn about different weather conditions D Writing Write a party invitation Lesson B: Talk about what you do in different seasons E Project Make future plans based on the weather Lesson C: Understand a weather forecast Lesson D: Write a party invitation 126 Lesson E: Make future plans based on the weather 1 New Frontiers BE (SB).indd 126 Target Skills Lesson A: Reading Lesson B: Speaking Lesson C: Listening Lesson D: Writing Lesson E: Project Target Vocabulary Lesson B 2020-04-08 �� 6:47:48 Lesson A autumn camping chilly fishing cloudy skiing dry spring foggy summer rainy swimming snowy winter sunny windy Lesson D Lesson C badminton barbecue degrees field go down fire go up invite minus party storm houseplant temperature volleyball weather forecast weather forecaster Lesson E afraid alien deep submarine torch 126

time clauses A clause is a group of words with a subject and a verb. Time clauses are used to explain what is happening at or during a specific period of time. Example At 5 o’clock, I went to the gym. In the summer, they like to go hiking. On December 15, she met Mr. Black for the first time. When I finish the dishes, I’ll help you. As soon as I mop the floor, I will leave. Until I finish this homework, I won’t play video games. Unit 10 Discussion Look at the photo and answer the questions. • Ask students to look at the Unit 10 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. Extra Practise More Discussion Ask more questions about the weather. 1. Where are they? 2. What time is it? How is the weather today? 3. What are they doing? What is the weather like in your country? 4. How’s the weather? What do you like doing when it is sunny/rainy/snowy? What is your favourite kind of weather? 127 1 New Frontiers BE (SB).indd 127 2020-04-08 �� 6:47:49 Key Grammar future with be going to We can use the phrase be going to to talk about things we know will happen in the future. Question Answer What are you going to do tomorrow? I am going to take a train to New York City. What is she going to do? She is going to go sleep on What are they going to do? the bed. What are you going to eat? They are going to leave soon. We are going to eat some pizza. 127

Lesson A Reading A Reading Aim Learn about di erent weather conditions Aim: Learn about different weather conditions Vocabulary 10-01 Vocabulary 1 Listen and write. 1 Listen and write. 10-01 dry foggy sunny chilly • Listen to the audio. cloudy windy rainy snowy • Ask students to repeat aloud after the audio. • Ask students to write the word they hear under the 1. 2. 3. 4. correct picture. 5. 6. 7. 8. • Replay the audio if needed. • Ask students to complete the activity. 2 Talk with a partner. Use the best vocabulary in your answer. • Check students’ answers. A: What kind of weather Answer Key do you like most? 1. sunny 2. dry B: I like _________________ weather! 3. foggy 4. chilly Focus 5. snowy 6. windy 3 Talk with a partner. Ask about the weather in (choose any place). 7. rainy 8. cloudy How’s the weather in London? NOTE 2 Talk with a partner. Use the best vocabulary in It’s cloudy. how’s = how is your answer. it’s = it is • Read the short conversation aloud, or ask two students Questions Answers to read the short conversation aloud. How’s the weather? It’s rainy / raining. NOTE • Ask students to practise the conversation with a How’s the weather in New York? It’s snowy / snowing. partner. How’s the weather outside? It’s cloudy. Use the internet to nd out about It’s sunny. the weather around the world right • Tell students to practise the conversation again, but to It’s foggy. now and practise. use different vocabulary words. It’s cold / hot / dry / etc. 2020-04-08 �� 6:47:58 Focus 128 3 Talk with a partner. Ask about the weather in 1 New Frontiers BE (SB).indd 128 (choose any place). 4 Look at the pictures. How is the weather in those • Read the short conversation aloud, or ask two students places? to read the short conversation aloud. • Ask students to look at the pictures. • Ask students to practise the conversation with a • Ask students how the weather is in each picture. partner. • Tell students to use the patterns from activity 3 . • Give feedback. • Tell students to practise the conversation again, but to use the questions and answers from the table to talk Teacher’s Note about different places and weather. Environments Teacher’s Note Weather Explain to students that different environments have Introduce other weather words not mentioned in different weather, plants, and animals. For example, the vocabulary, such as hail, frost, breezy, clear skies, deserts are dry and have large temperature differences humid, sprinkling, drizzling, raining cats and dogs, between night and day. Grasslands have all four freezing, lightning, thunder, rainbow, sandstorm, seasons and are usually wetter than a desert, but dryer blizzard, etc. than a forest. Savannas are like tropical grasslands with dry and wet seasons. Temperatures are generally hot to 128 warm all year round. Tundra environments are usually the coldest environments. They get about the same amount of moisture as a desert, but much of it is in the form of snow. Rain forests are very hot and humid and get lots of rain. Temperate forests get a lot of rain, too, but experience all four seasons with temperatures that are not too cold or too hot. Taiga forests get a little more rain than deserts and tundras, but are much colder than other forest environments. Winter can last six months and summers are very short.

4 Look at the pictures. How is the weather in those places? 7 Talk with a partner. • Tell students to find a partner. 5 Read the articles. 10-02 • Tell students to discuss the questions. • Ask students if they would like to share their discussion Hi! I’m Brianne, and I live in a small town in Minnesota. It’s a state in the north of the US. It gets very cold and snowy here in the winter. with the class. Before the snow comes, it is very dark and cloudy. When it’s snowing • Ask follow-up questions. heavily in the winter, it’s difficult to go to the shop to buy food, so we buy everything before the winter starts, in September or Challenge October. In the winter, it’s always chilly outside, so we store food outside: it’s a natural fridge! After it becomes warmer in 8 Fill in the gaps. Make sentences that are true for the spring and summer, we can go out and swim or go fishing you. in the lake. It’s so beautiful. • Ask students to read the sentence prompts. Hello, my name is Anil. I’m an engineer, • Ask students to fill in the gaps with information that is and because of my work, I’m living in the Gobi Desert. It’s a desert, so of course, it’s usually very dry. But true for them. in the south, it rains a little in June or July. After it rains, small green • Ask students to complete the activity. plants start to grow everywhere. • Check students’ answers. Before we go outside, we have to wear the right clothes—we wear Answer Key Sample Answers sunglasses and a hat to protect us from the hot sun. Sometimes it gets 1. Hi, my name is Tom, and I live in Oklahoma. very windy, so the sand flies everywhere. Before this happens, we go 2. It’s a state in the US. 3. The weather here is dry and windy. inside and close all the windows. It’s terrible! NOTE Extra Practise What Kind of Environment Is It? Comprehension Before is the opposite of after. Point to the pictures and practise asking students I eat breakfast before lunch. about environments and the weather in them. I eat lunch after breakfast. Use information from the Teacher’s Note about environments if needed. Then ask students about the 6 Circle true or false. environment and weather where they live with the phrases: 1. Winter in Minnesota starts in September or October. true false 2. Brianne says it’s always chilly in her town. true false “What kind of environment do/does you/he/she/they/ 3. In the winter, she stores food outside. true false we live in?” → I/he/she/they/we live/lives in a _____.” 4. Anil goes inside after it gets windy. true false 5. It never rains in the place where Anil lives. true false “How is the weather in a _____?” → “The weather in 6. Anil doesn’t like the sand and wind. true false a _____ is _____ and _____.” 7 Talk with a partner. What kind of environment does he live in? → He lives in a desert. 1. Which place do you want to visit, Alaska or the Gobi desert? How is the weather in a desert? → The weather in a 2. What can you do in cold weather? desert is hot and dry. 3. What can you do in a desert? Etc. 4. Why do people live in very cold or very hot places? Challenge 8 Fill in the gaps. Make sentences that are true for you. Hi, my name is _____________, and I live in _____________. It’s a(n) _____________ in _____________. The weather here is _____________ and _____________. 129 1 New Frontiers BE (SB).indd 129 2020-04-08 �� 6:48:03 5 Read the articles. 10-02 • Listen to the audio. OR • Read the articles 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 5. false 6. true 129

Lesson B Speaking B Speaking Aim Talk about what you do in di erent seasons Aim: Talk about what you do in different seasons Vocabulary 10-03 Vocabulary 1 Listen and repeat. 1 Listen and repeat. 10-03 spring summer autumn winter • Listen to the audio. • Ask students to repeat aloud after the audio. 2 Match the picture with the word. Write which season each activity is done. • Practise again. Point at words in the book and ask swimming camping fishing skiing students to say the words aloud. 3 Talk with a partner. How’s the weather in spring / summer / NOTE 2 Match the picture with the word. Write which autumn / winter in your country? season each activity is done. go + verb + ing “I go fishing in summer. • Ask students to look at the pictures. I go camping in autumn.” • Ask students to read the words. • Ask students to match the picture with the correct Grammar NOTE word. 4 Look at the table. A time clause is used to give a period • Ask students to write the season under the activity. of time based on an action or event. • Ask students to complete the activity. When it’s windy, I wear my coat. • Check students’ answers. I wear my coat when it’s windy. (Both happen at the same time.) (1. It snows. 2. We make a snowman.) Answer Key After it snows, we build a snowman. We (1. I put on my raincoat. 2. It rains.) build a snowman after it snows. From left to right Before it rains, I put on my raincoat. picture 1-camping-autumn or spring I put on my raincoat before it rains. picture 2-fishing-spring or autumn picture 3-skiing-winter 130 picture 4-swimming-summer 1 New Frontiers BE (SB).indd 130 2020-04-08 �� 6:48:04 3 Talk with a partner. • Read the short conversation aloud, or ask two students Grammar to read the short conversation aloud. 4 Look at the table. • Ask students to practise the conversation with a • Read the contents of the table. partner. OR • Tell students to practise the conversation again, but to • Ask students to read the table. • Ask students if they know what kind of words are being talk about different seasons. highlighted. Teacher’s Note 5 Connect the two sentences with a time clause. Seasons Explained Answers will vary. Explain to students that seasons are the result of different parts of the earth being closer or further away • Ask students to read the sentences. from the sun at different times of the year. As a result, • Ask students to connect the two sentences with a time parts that are closer to the sun get more sunlight and are warmer, while parts that are further from the sun clause. get less sunlight and are colder. • Ask students to write the new sentence on the line. Also, explain that the seasons are opposite in the • Ask students to complete the activity. Northern Hemisphere and the Southern Hemisphere. • Check students’ answers. For example, when it is winter in Los Angeles, it is summer in Sydney. Answer Key Sample Answers 1. He eats dinner before he watches TV. 2. After she eats breakfast, she goes to school. 3. We always go inside when it rains. 4. When they watch a movie, they eat popcorn. 130

5 Connect the two sentences with a time clause. Answers will vary. Speak Up 1. a. He eats dinner. b. He watches TV. 8 Talk with a group. Complete the sentences and ask and answer the questions. Fill in the table. ________________________________________________________________________. • Ask students to work in groups. 2. a. She eats breakfast. b. She goes to school. • Ask students to look at the table. • Ask students to ask and answer the questions. ________________________________________________________________________. • Tell them to write the answers in the table. • Ask students to complete the activity. 3. a. It rains. b. We always go inside. • Check students’ conversations to make sure they’re ________________________________________________________________________. speaking properly. • Ask some students to present their conversations to the 4. a. They watch a film. b. They eat popcorn. class. ________________________________________________________________________. • Give feedback. Expressions Pronunciation Talk about seasons 9 Listen and repeat. 10-04 6 Talk with a partner. • Listen to the audio. • Ask students to repeat aloud after the audio. Questions Answers • Check students’ understanding. • Ask students to circle the correct consonants in each A: What’s your favourite season? B: My favourite season is summer because I love hot weather. word if needed. A: What do you usually do in summer? B: I usually go surfing and swimming. 10 Listen and put a tick () on the sound. 10-05 7 Match the questions with the right answers. • Listen to the audio. 1. What’s your favourite season? • • a. I usually go skateboarding. • Ask students to repeat aloud after the audio. 2. What do you do in the winter? • • b. No, I can’t snowboard. • Tell students to put a tick on the correct sound. 3. Do you go snowboarding, too? • • c. I always go skiing on the weekends. • Replay the audio if needed. 4. What do you do before it snows? • • d. Winter because I love snow! • Ask students to complete the activity. • Check students’ answers. Speak Up Pronunciation Answer Key 8 Talk with a group. Complete the sentences 9 Listen and repeat. 10-04 1. /ŋ/ and ask and answer the questions. Fill in /n/ /ŋ/ 2. /n/ the table. sun sung 3. /ŋ/ 4. /n/ Partner 1 Partner 2 5. /n/ 6. /ŋ/ What’s your favourite 10 Listen and put a tick( ) on season? Extra Practise Seasons and Holidays the sound. 10-05 Ask students to name their favourite holiday, which What do you usually season it’s in, and describe an activity done on that do in summer? /n/ /ŋ/ holiday with the phrases: What do you usually 1. spring “My favourite holiday is _____.” / “Holiday is in do in winter? 2. spin season.” / I usually _____ on holiday. 3. ring Do you _________ in 4. twin My favourite holiday is Easter. Easter is in spring. I spring? 5. ran usually have an Easter egg hunt outside on Easter. 6. rang Do you _________ in autumn? What do you do when it rains? 131 1 New Frontiers BE (SB).indd 131 2020-04-08 �� 6:48:04 Expressions Talk about seasons 6 Talk with a partner. • Ask students to work with a partner. • Ask students to look at the table. • Ask students to talk about which seasons they like and what they do in them. • Check students’ conversations to make sure they’re speaking properly. • Ask some students to present their conversations to the class. • Give feedback. 7 Match the questions with the right answers. • Ask students to read the questions and answers. • Ask students to match the question with the correct answer. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. d 2. c 3. b 4. a 131

Lesson C Listening C Listening Aim Understand a weather forecast Aim: Understand a weather forecast Vocabulary 10-06 go up Vocabulary 1 Listen and repeat. 1 Listen and repeat. 10-06 temperature • Listen to the audio. • Ask students to repeat aloud after the audio. degrees • Practise again. Point at words in the book and ask weather forecaster students to say the words aloud. a storm weather forecast 2 Fill in the gaps with the word(s) from above. • Ask students to read the sentence. minus • Ask students to write the correct vocabulary word in the 2 Fill in the gaps with word(s) from above. go down gap. • Ask students to complete the activity. 1. We look at this to check the weather: ________________ • Check students’ answers. 2. The temperature changed from 10 degrees to 15 degrees: ________________ 3. The temperature was below zero: ________________ Answer Key 4. The sky is dark, and it’s very windy and rainy: ________________ 1. weather forecast 5. The temperature changed from 10 degrees to 5 degrees: ________________ 2. go up 3. minus 3 Listen and complete the word(s). 10-07 4. a storm 5. go down 1. The sky is dark and cloudy. I think there’s a s_____________. 2. The w_____________ f_____________ said the t_____________ will go down to -10 3 Listen and complete the word(s). 10-07 • Ask students to read the sentence prompts. d_____________. • Listen to the audio. 3. The t_____________ will g_____________ _____________ to 30 _____________ tomorrow! • Ask students to complete the word(s). 4. I don’t have my phone, so I can’t see the w_____________ f_____________. • Replay the audio if needed. • Ask students to complete the activity. Grammar • Check students’ answers. 4 Look at the table. Answer Key 1. storm We can use be + going to + verb to talk about 2. weather forecaster, temperature, degrees things we think will happen in the future. 3. temperature, go up, degrees Ex. It’s going to rain tonight. 4. weather forecast My team is going to win the football match! Grammar He’s not going to pass the test. 4 Look at the table. 132 • Read the contents of the table. OR 1 New Frontiers BE (SB).indd 132 2020-04-08 �� 6:48:06 • Ask students to read the table. • Ask students if they know what kind of grammar point Teacher’s Note is being highlighted. Be Going To vs. Will Be going to and will are used to talk about slightly different things. Be going to is used to talk about: - Prior plans that were made before the time of speaking (I’m going to see a play tomorrow.) - Evidence and signs that something is likely (Look at the clouds. I think it is going to rain.) - Making predictions (I think my team is going to win the game.) Meanwhile, will is used to talk about: - Quick decisions (I’m so hungry. I will buy a snack.) - Offers (You look thirsty. I will get you a drink.) - Promises (Don’t worry. I will be back.) - Threats (If you don’t clean your room, I will tell your father.) - Refusals (I don’t think she will do what I ask.) - Making predictions (I think I will pass the test.) Note that be going to and will can both be used to make predictions. 132

5 Use be + going to + verb and the sentence parts to write complete sentences. Challenge 1. the weather / change / next week 7 Listen and fill in the chart by drawing weather __________________________________________________________________. symbols. Then write the temperature for Saturday, Sunday, and Monday. 10-09 2. it / be snow / tonight __________________________________________________________________. • Ask students to look at the chart. • Listen to the audio. 3. the / temperature / go up / today • Ask students to fill in the chart by drawing weather __________________________________________________________________. symbols. 4. he / feel cold outside / tonight • Ask students to write the correct temperature for each __________________________________________________________________. day. Listen Up 10-08 • Ask students to complete the activity. • Check students’ answers. 6 Listen and number. Answer Key Challenge 1. Saturday morning: cold, 7 degrees Celsius 2. Saturday afternoon: cloudy, cool, 10 degrees Celsius 7 Listen and fill in the chart by drawing weather symbols. Then write the 3. Saturday evening/night: heavy rain, strong winds, -3 degrees Celsius 4. Sunday morning: freezing, -3 degrees Celsius temperature for Saturday, Sunday, and Monday. 10-09 5. Sunday afternoon: warm and sunny, 26 degrees Celsius 6. Monday morning: warm and sunny, 26 degrees Celsius FRIDAY SATURDAY SUNDAY MONDAY 7. Monday afternoon: warm and sunny, 26 degrees Celsius 8. Monday evening/night: a little rain MORNING 8°C ______°C ______°C ______°C Extra Practise How’s the Weather? AFTERNOON 13°C ______°C ______°C ______°C Practise asking students what the weather was like yesterday, how the weather is today, and how they EVENING / ______°C 2°C think the weather will be tomorrow with the phrases: NIGHT “How was the weather yesterday?” → “It was _____.” 6°C 4°C “How is the weather today?” → “It is _____.” “How do you think the weather is going to be 1 New Frontiers BE (SB).indd 133 133 tomorrow?” → “I think it is going to be _____.” 2020-04-08 �� 6:48:07 How was the weather yesterday? → It was sunny and the temperature was 35 degrees. 5 Use be + going to + verb and the sentence parts How is the weather today? → It is sunny with a few to write complete sentences. clouds in the sky. How do you think the weather is going to be • Ask students to read the sentence parts. tomorrow? → I think it is going to cool down and rain • Tell students to use the sentence parts and be + going in the afternoon. to + verb to make a complete sentence. 133 • Ask students to write the sentence on the line. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. The weather is going to change next week. 2. It is going to snow tonight. 3. The temperature is going to go up today. 4. He is going to feel cold outside tonight. Listen Up 6 Listen and number. 10-08 • Listen to the audio. • Ask students to write the number next to the correct picture. • Replay the audio if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key From left to right 3, 2, 1

Lesson D Writing D Writing Aim Write a party invitation Aim: Write a party invitation Vocabulary 1 Listen and write. 10-10 Vocabulary fire badminton field volleyball houseplant barbecue invite party 1 Listen and write. 10-10 1. 2. 3. 4. • Listen to the audio. • Ask students to repeat aloud after the audio. 5. 6. 7. 8. • Ask students to write the word they hear under the picture. • Replay the audio if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key 2. party 2 Fill in the gaps with the vocabulary words. 4. houseplant 1. barbecue 6. volleyball 1. When the weather is good, we play ______________ in the ______________. 3. field 8. badminton 2. I don’t want to go to a restaurant. Let’s have a ______________ outside. 5. invite 3. I want to ______________ you to my birthday party. Come to my house this Saturday! 7. fire 4. It’s my birthday next week. I’m going to have a big ______________. 5. Let’s go to the field and play ______________. I have new rackets. 2 Fill in the gaps with the vocabulary words. Focus I’m going to play volleyball • Ask students to read the sentence prompts. with my brother. • Ask students to write the correct vocabulary word in the 3 Talk with a partner. gap. What are you going • Ask students to complete the activity. to do tomorrow? • Check students’ answers. Where are you We’re going to play NOTE Answer Key going to play? on the beach. We also use be going to to 1. volleyball, field talk about a future plan. 2. barbecue 3. invite 4 Talk with a partner. Ask what they are going to do tonight, tomorrow, and next week. 4. party 5. badminton 134 1 New Frontiers BE (SB).indd 134 2020-04-08 �� 6:48:09 Focus Teacher’s Note 3 Talk with a partner. Barbecues and Parties • Read the short conversation aloud, or ask two students Explain to students what happens at a barbecue and to read the short conversation aloud. a party. Then, introduce some other types of social gatherings to students, such as a housewarming party, • Ask students to practise the conversation with a birthday party, graduation party, slumber party, etc. partner. Finally, ask students about the kinds of parties people have in their country. Don’t forget to ask students what • Tell students to practise the conversation again, but to happens at those parties. talk about different activities and places. 4 Talk with a partner. Ask what they are going to do tonight, tomorrow, and next week. • Ask students to talk with a partner. • Tell students to ask their partner what they are going to do tonight, tomorrow, and next week. • Tell students to use the patterns from activity 3 . • Check students’ conversations to make sure they’re speaking properly. • Ask some students to present their conversations to the class. • Give feedback. 134

Writing 6 Read again and answer the questions. Use be going to in your answer. 5 Read the message and fill in the gaps with the words. • Ask students to read the passage again. party Friday sunny play cold sit songs sleep field volleyball • Ask students to answer the questions. • Ask students to complete the activity. Hi, everyone. • Check students’ answers. I’m going to have a summer 1. _________________ at my house on 2. _________________ Answer Key at 5 p.m. Please come! I think the weather is going to be 3. _________________, so we’re going to have a barbecue. After we eat, we’re going to 4. _________________ a game of Sample Answers 5. _________________ in the 6. _________________ and listen to music. In the evening, it’s going to get a little 7. _________________, so we will build a fire to keep warm. We can 1. He is going to have a summer party. 2. It is going to happen at his house. invite8. _________________ around the fire, play guitar, and sing some 9. _________________. 3. It is going to happen Friday at 5 p.m. 4. They are going to sleep outside in Marco’s tent. Also, I’m going to put up my tent so there is a place for you all to 10. _________________. 7 Use be going to and the given words to fill in the I hope to see you on Friday, gaps. Marco • Ask students to read the letter. • Ask students to write the correct words in the gaps. Invite Friends Send Cancel • Ask students to complete the activity. • Check students’ answers. 6 Read again and answer the questions. Use be going to in your answer. Answer Key 1. What is Marco going to do? _____________________________________________________________. Sample Answers 2. Where is it going to happen? 1. is going to be warm _____________________________________________________________. 2. am going to be late 3. am going to arrive at your house at 7 p.m. 3. When is it going to happen? _____________________________________________________________. Extra Practise Invitation Card Ask students to work in groups to write an invitation 4. Where are they going to sleep? card to an event of their choosing. Tell them to use the _____________________________________________________________. patterns from activities 3 through 7 to make their invitations. Remind them to answer the 5 W’s and H 7 Use be going to and the given words to fill the gaps. questions to be as clear as possible. Tell students they can use the format below, or a letter form like activity Hi, Marco. 5 . Tell students to write their invitation card on a separate sheet of paper and to draw a picture for their Thanks for the message. I think Friday evening is a good time for a party outside because invitation card if they want. the weather 1. __________________ (be warm). I will come to your party, but I 2. __________________ (be late). What: We are going to have an end-of-year slumber On Friday, I have a class which finishes at 6 p.m. So, I 3. __________________ (arrive at party. your house / 7 p.m.). When: It is going to be on the last weekend of the Do you want me to bring anything? school year. Where: It is going to be at school. See you on Friday! How to join: You are going to have to tell your parents. Then, they are going to have to sign a permission slip. 1 New Frontiers BE (SB).indd 135 135 Activities: We are going to play games and eat delicious food. After that, we are going to make a camp fire and 2020-04-08 �� 6:48:10 toast marshmallows. Finally, we are going to tell scary stories and camp at the school. Writing The slumber party is going to be so much fun. 5 Read the message and fill in the gaps with the words. • Read the passage aloud. OR • Ask students to read parts of the reading aloud. OR • Ask students to read the passage quietly by themselves. • Ask students to write the correct words in the gaps. • Ask students to complete the activity. • Check students’ answers. Answer Key 2. Friday 4. play 1. party 6. field 3. sunny 8. sit 5. volleyball 10. sleep 7. cold 9. songs 135

Lesson E Project E Project Aim Make future plans based on the weather Aim: Make future plans based on the weather Video Video 1 Match the word with the picture. 1 Match the word with the picture. submarine alien afraid deep torch • Read the words to students. • Ask students to repeat aloud after each word. 2 Look at the pictures. What do you think the video will be about? Talk with a partner. • Ask students to look at the pictures. • Ask students to match the word with the correct 3 Watch the video. Circle true or false. Video picture. 10 • Ask students to complete the activity. • Check students’ answers. 1. The sea was very cold. true false 2. The boy and girl saw an alien. true false true false Answer Key 3. The sea creature has two eyes. true false 4. Now they are going to eat. From left to right submarine-picture 5, alien-picture 1, afraid-picture 2, 4 Watch again. Circle the word you hear. Video deep-picture 3, torch-picture 4 10 2 Look at the pictures. What do you think the video will be about? Talk with a partner. 1. How’s the sandwich / 2. We’re going to go deep, deep, weather / time out there? down / up / along into the ocean! • Ask students to look at the pictures. • Ask students to make predictions about the video they’re 3. It’s getting rainy / dark / 4. It’s just a strange alien / cloudy. And cold. fish / sea. about to watch. • Tell students to talk with a partner. • Tell students to share their predictions with their partner. Scan the QR code to link to the Unit 10 video. 3 Watch the video. Circle true or false. Video 5. Phew! That was exciting / 6. Let’s get some more hungry / warm / scary! temperature / sandwiches! 10 136 • Play the video for students. 1 New Frontiers BE (SB).indd 136 2020-04-08 �� 6:48:16 • Ask students if their predictions were correct. • Ask students to answer the questions. Teacher’s Note • Play the video again if needed. People at school • Ask students to complete the activity. Explain that creatures living in the deep sea are different than other fish. Prepare images of deep sea • Check students’ answers. fish such as dragonfish, frilled shark, blob fish, dumbo octopus, anglerfish, barreleye, goblin shark, etc. Answer Key Extra Practise Pros and Cons of Travel 1. true Take a class survey of who likes to travel and who 2. false doesn’t like to travel. Then, group the students by how 3. false they voted. Next, have the students ask and answer 4. true why travelling is good or bad with the phrases: 4 Watch again. Circle the word you hear. Video “Why is travelling good/bad?” → “Travelling is good/bad because _____.” • Ask students to read the questions. 10 • Play the video again. “What is a good/bad thing about travelling?” • Ask students to circle the word they hear. → “A good/bad thing about travelling is _____.” • Ask students to complete the activity. • Check students’ answers. Why is travelling good? → Travelling is good because I can taste new food. Answer Key What is a bad thing about travelling? → A bad thing about travelling is it is expensive. 1. weather 2. down 3. dark 4. fish 5. scary 6. sandwiches 136

Century Skills Collaboration Communication 7 Make a list of all the things you’re going to take. Trip Planning • Ask students to look at the example. • Ask students to think about what they will take on their 5 Talk with a partner. Choose an overseas travel destination. trip. Our destination is: ___________________________________ • Tell students to write down what they will take in the 6 Go online and check the weather forecast for that place for the next week. boxes. • Ask students to complete the activity. Write or draw your findings. • Check students’ lists to make sure they’re doing the MON TUES WED THU FRI SAT SUN activity properly. 7 Make a list of all the things you’re going to take. • Give feedback. Ex. Shorts, a baseball cap, and sunglasses. 8 Make a list of things you want to do each day. MY SUPPLIES PARTNER’S SUPPLIES • Ask students to look at the example. • Ask students to think about what they will do each day. 8 Make a list of things you want to do each day. • Tell students to write down the things they will do in the MONDAY Ex. Fly 10.00 a.m. to 2.00 p.m. table. • Ask students to complete the activity. TUESDAY • Check students’ lists to make sure they’re doing the WEDNESDAY activity properly. • Give feedback. THURSDAY 9 Prepare a short presentation and present it to your FRIDAY class. SATURDAY • Ask students to look at the example. • Ask students to look at their weather forecast and lists SUNDAY Ex. Leave at 6 p.m. from activities 6 , 7 , and 8 . 9 Prepare a short presentation and present it to your class. • Tell students to make a short presentation about their Ex. We’re going to visit Beijing next week. It’s going to be cold, so we’re going to trip. take coats and hats. And we’re going to visit an ice sculpture festival. • Tell students to use the example in this activity and be 10 Which trip sounds most exciting? Talk as a class. going to to make their presentations. • Check students’ presentations to make sure they’re 1 New Frontiers BE (SB).indd 137 137 doing the activity properly. 2020-04-08 �� 6:48:17 • When students are finished writing their presentations, ask each group to share their presentations with the class. • Give feedback. 10 Which trip sounds most exciting? Talk as a class. • After all the groups have presented, ask the students, “Which trip sounds the most exciting?” • Ask follow-up questions. • Give feedback. Extra Practise Trip Ranking Have students rank the trips, with the highest number being the most exciting. Then go through each trip and have students give reasons why each trip is good or bad with the phrases: “Trip number is good/bad because _____.” “I like/don’t like trip number because _____.” I like trip 1 because I also want to go to Barcelona. I don’t like trip 2 because I don’t like the beach. 137

Review Unit 9-10 Review Unit 9-10 1 Read the text and match the pictures with the 1 Read the text and match the pictures with the highlighted word(s). highlighted word(s). abcd • Ask students to look at the pictures. • Ask students to read the passage. e f gh • Ask students to match the picture with the correct Yesterday, the weather was very 1. chilly. It was 2. cloudy and 3. rainy, too. My friend doesn’t like number. rain. I don’t like 4. dry, sunny weather. I don’t feel 5. comfortable in summer. I enjoy 6. snowy days. • Ask students to write the word in the gap. Winter is my favourite because the 7. temperature goes down. I can go 8. skiing with my sisters. • Ask students to complete the activity. Today, the weather forecast said the temperature is going down. I’m so excited! • Check students’ answers. 1. __________________ 2. __________________ 3. __________________ 4. __________________ Answer Key 5. __________________ 6. __________________ 7. __________________ 8. __________________ 1. b, chilly 2 Read and fill in the gaps using the word box. Some words are not used. 2. a, cloudy 3. h, rainy Spring Sport Party 4. d, dry 5. c, comfortable We invite you to the Spring Sport Party this Monday! 6. e, snowy Please bring your family and friends. 7. f, temperature 8. g, skiing Where: City Library Garden When: Next Monday at 5.00 p.m. 2 Read and fill in the gaps using the word box. Activities: barbecue, volleyball, badminton Some words are not used. Weather: Foggy • Ask students to read the passage. • Please bring your coats! • Ask students to look at the word box. • Ask students to read the letter. a. spring b. invite c. barbecue d. football • Ask students to fill in the gaps with words from the e. badminton f. foggy g. winter h. coat word box. Hi, Mark, • Ask students to complete the activity. • Check students’ answers. I want to 1. ________________ you to the 2. ________________ sport party. We can play 3. ________________ and volleyball! The weather will Answer Key be 4. ________________, so bring a 5. ________________. Possible Answers Mary 1. b, invite 138 2. a, spring 3. e, badminton 1 New Frontiers BE (SB).indd 138 2020-04-08 �� 6:48:24 4. f, foggy 5. h, coat Teacher’s Note 3 Circle the correct the word. Simple Past and Adverbs of Frequency • Ask students to read the sentence. • Ask students to circle the correct word. Explain to the students that along with the present • Ask students to complete the activity. simple, adverbs of frequency are also commonly used • Check students’ answers. with the simple past to describe past repeated actions and habits. Answer Key I never ate bananas when I was younger. 1. made We always went to the beach last year. 2. are going to go Raul sometimes played hockey last winter. 3. did 4. feel 5. is going to see 6. came 138

3 Circle the correct word. 5 Listen and circle true or false. R5-1 1. She make / made a snowman yesterday. • Ask students to read the sentences. 2. They are going to go / went to the game shop next weekend. • Listen to the audio. 3. Jane and Joe do / did not like the party last year. • Ask students to answer the questions. 4. I felt / feel unhappy because it is raining. • Replay the audio if needed. 5. She is going to see / saw her brother tomorrow evening. • Ask students to complete the activity. 6. He comes / came to take the books last Monday. • Check students’ answers. 4 Unscramble the responses. Answer Key 1. Where did you give him the book? → my book / I gave / at the airport. / him 1. false ___________________________________________________________________ 2. true 3. false 2. When did you have the umbrella? → week. / I had / last / the umbrella ___________________________________________________________________ 6 Listen and choose the correct answer to fill in the 3. Why did you make the fire? → it was / I made / cold. / because / the fire gaps. R5-2 ___________________________________________________________________ 5 Listen and circle true or false. R5-1 true false • Ask students to read the sentence prompts. true false • Ask students to write the correct letter in the gap. 1. Jack and Jill went camping on Saturday. true false • Ask students to complete the activity. 2. Jill was unhappy because of the weather. • Check students’ answers. 3. Jack went to a party with his mother. 6 Listen and choose the correct answer to fill in the gaps. R5-2 Answer Key 1. Jill went to Jack’s _____ party last year. 1. b 2. a a. winter b. summer 3. d c. spring d. autumn 2. The man wants to play _____ at the party. Teacher’s Note a. volleyball b. badminton Severe Weather and Natural Disasters c. football d. basketball Explain to students that along with typical weather, there is also severe weather and natural disasters such 3. Jill and the man will meet at the _____. as the list below. Make sure students understand the differences. a. airport b. bank c. Jill’s flat d. supermarket 1 New Frontiers BE (SB).indd 139 139 drought rockslide blizzard earthquake tornado avalanche 2020-04-08 �� 6:48:25 flood tsunami hurricane landslide volcanic eruption typhoon 4 Unscramble the responses. mudslide wildfire/forest fire cyclone • Ask students to read the question. Keep in mind that hurricanes, typhoons, and cyclones • Ask students to look at the sentence parts. are basically the same weather phenomena. They are • Ask students to unscramble the sentence parts and called different things in different parts of the world. In the North Atlantic and the Northeast Pacific, they are write the answer on the line. hurricanes. In the South Pacific and Indian Ocean, they • Ask students to complete the activity. are cyclones. In the Northwest Pacific Ocean, they are • Check students’ answers. typhoons. Answer Key 1. I gave him my book at the airport. 2. I had the umbrella last week. 3. I made the fire because it was cold. 139

Grammar Reference UNIT 1 demonstrative adjectives personal pronouns Demonstrative adjectives can be used to modify a noun so that we know which specific person, place, or thing is We use pronouns to take the place of other nouns. mentioned. Personal pronouns are used to talk about specific nouns such as the names of people, places, or things. Demonstrative Type Example adjectives singular Personal Pronouns Definition Example singular This pie is yummy. I am Sam. This plural That horse is big. I first person That plural These pies are singular He is Sam. yummy. She is Samantha. These Those horses are big. He singular male It is a chair. Those She singular female It third-person thing UNIT 3 / genderless non-human basic prepositions of place animals Prepositions show the relationship between subjects and You second-person You are Sam. objects. We use prepositions of place to show where something is. We singular and plural They first-person plural We are a group. third-person plural They are a group. Preposition Example on The key is on the desk. be verbs (affirmative) above The television is above the fireplace. over The aeroplane is over the tree. We use the verb be to show what something or someone at The man is at the bus stop. is doing. You can use be verbs to make an affirmative in The woman is in the car. statement. beside The chair is beside the desk. Personal Pronouns Definition Example I am a teacher. I am He is a teacher. There is / are We are teachers. He/She/It is Use prepositions with there is and there are. You/We/They are Use the phrase there is and there are to show the location of objects in a room. Be careful to keep UNIT 2 subject-verb agreement. be verbs (negative and questions) Example There is a key on the desk. We can use the be verb with not to make negative There is a television above the fireplace. statements and questions. There is a fan over the table. There are five books on the desk. Personal be verb Question Negative There are two lamps on the table. Pronouns There are chairs beside the table. 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. 140

UNIT 4 present simple what time and when questions The present simple tense is used when talking about things that usually happen. Use the phrase what time to ask specific times, such as Simple present tense also has other uses. 1 p.m. We use when to ask more general questions. Usage Example Questions Usage habit What time should we meet? We should meet at 2 p.m. unchanging situation I sing in the shower. When should we meet? On Monday. general truth I work in Shanghai. prepositions of time to give directions South Korea has one president. Prepositions show the relationship between subjects and to express fixed objects. We use prepositions of time to show when arrangements Walk straight for two hundred something happens, will happen, or happened. metres, then turn left. Your appointment starts at 9 a.m. Preposition Definition Example UNIT 6 at precise time in months and years I will meet you at present simple has/have 5.30 pm. Use has and have to show things that people own. on days and dates I will meet you in has (singular subject) have January. He has a big bed. They have a big bed. I will meet you in His bed is big. Their bed is big. 2024. present continuous I will meet you on Tuesday. Use the present continuous tense to talk about things that I will meet you on are ongoing or happening now. 1st December. UNIT 5 Usage Example adverbs of frequency: always, usually, sometimes, actions happening right now I am walking. never a trend I’m drinking more coffee Use adverbs of frequency like always, usually, sometimes, these days. and never to show how often you do something. an action or event in the I’m meeting my friends Adverbs of Adverbs Example future that has already been tonight for dinner. Frequency Level planned I always brush my teeth. always high I usually go to sleep at 9 p.m. It’s usually very hot in I sometimes eat cake. a temporary event or situation August, but it’s freezing this usually I seldom lose my wallet. year. sometimes emphasising a continuing He’s always arguing with the seldom series of repeated actions waiters here. rarely I rarely wake up at 6 a.m. never low I never yell at my brother. play vs do Use do and play to ask and answer questions about people’s hobbies. Use play to answer questions about favourite activities. You can also use go + activity to show hobbies. do play go What do you/they do? I/They play football. I go hiking. What does he/she do? He/She plays football. I go surfing. 141

Grammar Reference adjectives joined with and food quantifiers – quantity nouns Use and to join two adjectives together to describe Use quantity nouns such as a pair of, a tube of, a slice of, objects. a cup of, etc. to tell the quantity of certain things. When When describing colour and length, the order should using quantity nouns, use the plural form of the noun. be 1) length → 2) colour. When describing size and length, the order should Quantity Example be 1) size → 2) length. a bottle of Buy a bottle of milk, please. a glass of I drink a glass of milk every day. Adjective 1 Adjective 2 Adjective 1 + a cup of I want a cup of tea. Her hair is black. Her hair is long. Adjective 2 a pair of Do you have a pair of socks I can borrow? The snake is big. The snake is long. a piece of Do you want a piece of cake? Her hair is long and a packet of Would you like a packet of ketchup? black. The snake is big and long. adjectives and commas How much/many… When multiple adjectives come before a noun, we Use the phrase how much/many to ask about the quantity sometimes use commas. of things. Use how many to ask about countable things and how much to ask about uncountable things. Adjective 1 Adjective 2 Adjective 1 + Question Count Question Uncountable Adjective 2 (single (grains, liquid, Look at that black Look at that big How many objects) How much Look at that black, bananas are butter is there? lard) snake! snake! shiny car! there? There are a few There is a little The brown horse The small horse The hairy, green bananas. butter. insect runs away. runs away. runs away. UNIT 7 There There is a lot of are many butter. bananas. I would like Use would to make requests, invitations, give advice, and show willingness. You can use the phrase “I would like / I’d like…” to order the food you want. This phrase can be used to ask or answer questions. Question Response I would like (I’d like) a slice What would you like? of pizza. Would you like a glass of Yes, please / No, thank you. juice? countable and uncountable nouns Some nouns are countable while others are uncountable. Countable nouns are individual people, animals, places, things, or ideas. When a noun is not an individual object, it is uncountable. Countable (single objects) Uncountable (grains, liquid, lard) a banana butter a sandwich some sugar a few bananas a little butter two bananas some butter a lot of bananas a lot of butter many bananas not/too much butter 142

UNIT 8 some common irregular verbs present continuous Some verbs cannot be put into the past tense by adding -ed and -d. These verbs are called irregular verbs. Use the present continuous tense to show what people are doing to other things. Present Tense Past Tense Present Tense Past Tense be was/were got got Question Example become became give gave What are they doing? They are mopping the floor. What are you doing? I am finishing my homework. begin began go went What is she/he/it doing? She/he/it is sleeping on the bed. come came have had drink drank hear heard V + -ing buy bought keep kept Use a verb with -ing to talk about things you like doing. bring brought let let I like painting pictures. eat ate make made I dislike playing basketball. like / dislike feed fed say said favourite / least favourite My favourite thing to do is swimming. forget forgot speak spoke My least favourite thing to do is cleaning my room. UNIT 10 can/can’t time clauses Can is a common modal verb in English. It is used to talk A clause is a group of words with a subject and a verb. about ability or opportunity, to make requests, and to Time clauses are used to explain what is happening at or grant permission. You can use can/can’t to talk about during a specific period of time. things people are able to do. Example Question Example At 5 o’clock, I went to the gym. What can they do? They can mop the floor. In the summer, they like to go hiking. Can he mop the floor? No, he can’t. On 15 December, she met Mr Black for the first time. When I finish the dishes, I’ll help you. UNIT 9 As soon as I mop the floor, I will leave. Until I finish this homework, I won’t play video games. was/were future with be going to The past tense of the be verb is was and were. We can use the phrase be going to to talk about things Singular be verb Plural be verb Example we know will happen in the future. Pronoun Pronoun Question Answer I was We were I was at the zoo. What are you going to do We were at the zoo. tomorrow? I am going to take a train to You New York City. He/She/It were You were You were at the zoo. What is she going to do? She is going to go sleep on was They were They were at the zoo. What are they going to do? the bed. simple past What are you going to eat? They are going to leave soon. Use simple past tense to talk about events that already We are going to eat some happened. Add -ed or -d to the end of a verb to make a pizza. past tense verb. Present Tense Past Tense walk walked talk talked live lived die died 143

Word List UNIT 1 UNIT 2 Lesson E Lesson D Lesson A Lesson A book door chess garden aunt folder music roof brother notebook robot stairs cousin paper television (TV) father pen UNIT 3 tree grandfather pencil wall grandmother pencil case Lesson A window mother rubber sister rucksack bathroom UNIT 4 uncle ruler bathtub scissors bedroom Lesson A Lesson B chest of drawers Lesson B couch bicycle / bike artist dining room bus chef class fridge car doctor classmate kitchen drive farmer headteacher living room fly football player homework table plane pilot pupil ride police officer study Lesson B taxi singer teacher train year armchair underground / subway / Lesson C bed tube Lesson C clothes address cooker Lesson B age board lamp birthday bookcase mirror brush my teeth email chair shower clean my room eye clock sink do my homework hair computer toilet get dressed name desk wardrobe go to practice phone number dictionary go to sleep / bed map Lesson C make my bed Lesson D pencil sharpener pack my bag wastebasket boat play a game big city wake up funny Lesson D countryside (country) kind farm Lesson C old art flat short English ice afternoon shy geography inside evening small history outside morning smart languages night tall mathematics (maths) practice young music today physical education (P. E. / tomorrow phys. ed.) weekend science social studies 144

Lesson D Lesson C Lesson C Lesson B beans Sunday chat gloves fruit Monday dance it’s hot ice cream Tuesday go shopping it’s bright lemons Wednesday listen to music it’s cold peppers Thursday paint sandals sandwiches Friday rollerblade shirt soup Saturday run socks vegetables January skateboard sunglasses Lesson C February umbrella apple March Lesson D wet bowl April cake May go hiking Lesson D chicken June play cricket cup July play tennis comfortable glass August snowboard curly hair mushrooms September surf dark hair pizza October take a photo light hair salad November the ocean slim slice December the park straight hair Lesson D month strong butter week Lesson E uncomfortable chocolate weekend milk working week busy Lesson E oil year fun rice passport beach salt UNIT 5 sad crowded sugar steal water Lesson A UNIT 6 thief 145 buy toys Lesson A UNIT 7 collect draw beard Lesson A exercise blonde hair play football earrings bananas sing fat bread swim glasses cheese watch a film handsome eggs pretty fish Lesson B thin juice meat basketball Lesson B oranges book potatoes cartoon boots tomatoes comic coat guitar dress newspaper hat piano jacket table tennis jeans video jumper video game suit trousers T-shirt

Word List UNIT 8 UNIT 9 UNIT 10 Lesson A Lesson A Lesson A dust airport chilly feed bank cloudy floor café dry mop concert foggy pet library rainy rubbish match snowy sweep museum sunny take out shop windy supermarket Lesson B zoo Lesson B cut Lesson B autumn grass camping job call fishing leaves enjoy skiing plant look spring pull start summer rake stop swimming weed text winter visit Lesson C wait Lesson C catch Lesson C degrees different go down horse come / came go up lose do / did minus race feel / felt storm show give / gave temperature wear go / went weather forecast win have / had weather forecaster make / made Lesson D say / said Lesson D see / saw extra take /took badminton indoor barbecue mountain Lesson D field pick up fire sky afraid invite spare / free time angry party stars excited houseplant water park glad volleyball shy surprised Lesson E unhappy worried afraid alien Lesson E deep submarine sad torch 146