New_Frontiers_British_English_-_Student_Book_1_TG(EN)หนังสือ

5 Read the article. 4-02 Comprehension How We Travel 6 Circle true or false. • Ask students to answer the questions. Undergrounds and buses are a great way to travel in cities. • Replay the audio if needed. Many people take the underground or a bus every day. • Ask students to complete the activity. This reduces tra c and pollution made by cars. But can • Check students’ answers. people do more? People in Amsterdam think they can! Their answer is bicycles! More than 40% of all people living in Am- Answer Key sterdam ride a bicycle to work every day! 1. false High-speed trains such as the Shanghai Maglev can travel 2. true at 420 kilometres per hour. But 420 km/h is not as fast 3. false as a plane. An aeroplane can y at 900 to 1,000 km/h. 4. false Scientists hope to change this. They’re working on a new train called the Hyperloop. This train might be able to go 7 Talk with a partner. • Tell students to find a partner. 1,200 km/h! • Tell students to discuss the questions. • Ask students if they would like to share their discussion Why drive when you don’t have to? No, I’m not talking about a taxi. I’m talking about a self-driving car! There are cars with the class. that drive on their own. But they’re not 100% safe, so • Ask follow-up questions. people don’t trust them. But self-driving cars are helping people in many ways. They park themselves, and they help Extra Practise Different Modes of Transportation to avoid accidents! Explain to students that there are other ways to travel Comprehension Tra c is the cars, lorries, and other vehicles besides bikes, trains, planes, and cars. Other modes of using the road. Pollution is harmful things or transportation may include taking a tram or monorail 6 Circle true or false. true false waste in the air, water, or on land. and riding a motorcycle, scooter, or even a horse. true false 1. There are lots of trains in Amsterdam. true false 51 Now, practise asking students how people got around 2. Bicycles reduce pollution. true false in the past, how people get around now, and how 3. Aeroplanes fly at a speed of 420 km/h. people will get around in the future with the phrases: 4. People trust self-driving cars a lot. “How did people travel in the past?” → “In the past, 7 Talk with a partner. people travelled by method of travel.” 1. Do you travel a lot? Where do you go? “How do people travel now?” → “Now, people travel by method of travel.” 2. What is your favourite way to travel? Why? “How will people travel in the future?” → “In the 3. Which of these new ways to travel is most interesting to you? future, people will travel by method of travel.” 1 New Frontiers BE (SB).indd 51 2020-04-08 �� 6:42:51 How did people travel in the past? → In the past, people traveled by horse. Teacher’s Note How do people travel now? → Now, people travel by car. ride in vs. ride on How will people travel in the future? → In the future, people will travel by flying car. Ride in and ride on are used depending on the mode Etc. of transportation. Make sure to explain to students that one rides in a car and taxi while one rides on a train, and boat. 5 Read the article. 4-02 • Listen to the audio. OR • Read the article aloud. OR • Ask students to read parts of the reading aloud. • Replay the audio if needed. Teacher’s Note Bicycle-Sharing Explain to students that many large cities around the world have bicycle-sharing systems in place. These systems allow people to use bicycles provided by a city or company on a short term basis for a small fee. 51

Lesson B Speaking B Speaking Aim Talk about your routine Aim: Talk about your routine Vocabulary Expressions 1 Listen and number. 4-03 Telling the time 3 Listen and write the time. Vocabulary 4-05 1 Listen and number. 4-03 quarter to… quarter past… • Listen to the audio. wake up go to sleep/bed • Ask students to repeat aloud after the audio. • Ask students to write the correct number of the half past… vocabulary word next to the picture in the book. 1. ______________ 2. ______________ 3. ______________ 4. ______________ Answer Key get dressed brush my teeth 5. ______________ 6. ______________ From left to right, top to bottom 4 Use the expressions to tell the time. 7. wake up make my bed pack my bag 1. go to sleep/bed 6. get dressed go to practice do my homework Focus 2. brush my teeth play a game clean my room 9. make my bed 5 Talk with a partner. 10. pack my bag 3. go to practice What time do you 4. do my homework wake up? 5. play a game 8. clean my room • Practise again. Point at different pictures and ask students to say the words. 2 Listen and write the vocabulary word you hear. 2 Listen and write the vocabulary word I wake up at 7.30. you hear. What time do you 4-04 4-04 go to sleep? • Listen to the audio. 1. ____________________ 2. ____________________ I go to sleep at 10.30. • Ask students to write the words in the gap. 3. ____________________ 4. ____________________ • Replay the audio if needed. 5. ____________________ 6. ____________________ 2020-04-08 �� 6:42:52 • Ask students to complete the activity. • Check students’ answers. 52 1 New Frontiers BE (SB).indd 52 Answer Key 2. clean my room Expressions 4. play a game 1. wake up 6. go to bed Telling the time 3. do my homework 5. brush my teeth 3 Listen and write the time. 4-05 • Listen to the audio. Extra Practise What Do You Do Before / After • Ask students to repeat aloud after the audio. School? • Ask students to write the time in the gaps. • Replay the audio if needed. Practise asking students what they do before and after • Ask students to complete the activity. school with the phrases: • Check students’ answers. “What do you do before/after school?” → “I _____ Answer Key before/after school.” 1. 3 o’clock What do you do after school? → I clean my room after 2. 5.20 school. 3. quarter past 6 4. quarter to 9 Teacher’s Note 5. half past 4 What time is it? 6. quarter to 7 Explain to students that they can ask and answer questions about the time with, “What time is it?” and 4 Use the expressions to tell the time. the answer, “It is _____.” Make sure to explain this • Ask students to look at the pictures. before moving on to activity 3 . • Tell students to use the expressions from activity 3 to tell the time in the picture. • Check students to make sure they’re speaking properly. • Give feedback. 52

6 Listen and match the activity with the time. 4-06 6 Listen and match the activity with the time. 1. 2. 3. 4. 4-06 a. b. c. d. • Listen to the audio. • Ask students to match the activity with the time. 7 Listen and complete the Speak Up • Replay the audio if needed. schedules. • Ask students to complete the activity. 4-07 8 Look at Sarah’s and Eric’s plans. • Check students’ answers. SARAH’S ROUTINE Role-play with a partner. Ask about Answer Key each other’s schedule. 6.00 wake up 1. d 2. c 3. a 4.b 6.15 1. ___________________ 9 Write a schedule of your day. Talk with 6.30 eat breakfast 7 Listen and complete the schedules. 4-07 7.00 2. ___________________ a partner. • Listen to the audio. 7.30 go to school • Ask students to write the activities in the gaps. 3.00 3. ___________________ Morning 7.00 • Replay the audio if needed. 7.00 4. ___________________ Ex. wake up • Ask students to complete the activity. 9.00 5. ___________________ • Check students’ answers. Afternoon Answer Key ERIC’S ROUTINE Night 7.00 6. ___________________ 1. make my bed 7.30 go to school Pronunciation 2. get dressed 3.00 7. ___________________ 3. have practice 5.00 8. ___________________ 10 Listen and repeat. 4-08 4. eat (dinner) 7.00 9. ___________________ 5. go to bed 9.00 10. ___________________ /ə/ 6. wake up 9.15 11. ___________________ 7. play games 10.00 go to bed alive banana 8. go home 9. do my homework again about 10. brush my teeth 11. pack my bag mother fire Speak Up 53 8 Look at Sarah’s and Eric’s plans. Role-play with a 1 New Frontiers BE (SB).indd 53 2020-04-08 �� 6:42:53 partner. Ask about each other’s schedule. Answer Key • Ask students to role-play with a partner. 1. (It is) half past 8(.) • Tell students to practise talking about schedules. 2. (It is a) quarter to 8(.) • Check students’ conversations to make sure they’re 3. (It is a) quarter past 5(.) 4. (It is) 2 o’clock(.) speaking properly. 5. (It is) half past 10(.) • Give feedback. 6. (It is a) quarter to 12(.) 9 Write a schedule of your day. Talk with a partner. Teacher’s Note • Ask students to look at the table. • Ask students to fill in the table with the activities they Noon and Midnight Explain to students that 12:00 p.m. is noon and 12:00 do during the day. a.m. is midnight. • Ask students to talk with a partner. • Tell students to practise talking about their schedules. Focus • Check students’ conversations to make sure they’re 5 Talk with a partner. speaking properly. • Ask some students to present their schedules to the • Read the short conversations aloud, or ask two students to read the short conversations aloud. class. • Give feedback. • Ask students to practise the conversations with a partner. Pronunciation • Tell students to practise the conversations again, but to 10 Listen and repeat. 4-08 talk about different activities and times. • Listen to the audio. • Ask students to repeat aloud after the audio. • Check students’ understanding. • Ask students to circle the correct vowels in each word if needed. 53

Lesson C Listening C Listening Aim Understand a schedule Aim: Understand a schedule Vocabulary Focus 1 Listen and number. 4-09 3 Talk with a partner. Vocabulary What do you do in the morning? 1 Listen and number. 4-09 morning afternoon I go to school in the • Listen to the audio. morning. • Ask students to repeat aloud after the audio. • Ask students to write the correct number of the When is football practice? vocabulary word next to the word in the book. NOTE It is at the Answer Key today tomorrow weekend. We say “When is…?” to ask for From left to right, top to bottom a general time such as in the morning, at the weekend, etc. 6. morning We say “What time is…?” to 3. afternoon ask for a specific time such as 5. today at 3 p.m., at noon, etc. 2. tomorrow 8. evening evening night 4 Listen and answer the questions. 1. night 7. practice 4-11 4. weekend 1. Samuel • Practise again. Point at different pictures and ask students to say the words. When does Samuel go to school? He goes to school ________________. practice weekend 2. Zoey NOTE NOTE When does Zoey take the bus? She takes the bus We say in the morning, in the I have to go to practice. I practise football. ___________________ to meet afternoon, in the evening, at What’s di erent about the use of practice / her friends. night, and at the weekend. practise in these sentences? 3. Devin 2 What is the speaker describing? Listen and write 2 What is the speaker describing? When does Devin’s practice the word. 4-10 Listen and write the word. 4-10 end? 1. __________________________________ His practice starts after lunch and ends ___________________. • Listen to the audio. 2. __________________________________ • Ask students to write the word that matches the 3. __________________________________ description in the gap. 4. __________________________________ • Replay the audio if needed. • Ask students to complete the activity. 54 • Check students’ answers. 1 New Frontiers BE (SB).indd 54 2020-04-08 �� 6:42:55 Answer Key Extra Practise Two Truths and a Lie about Daily Schedules 1. night 2. tomorrow Tell two truths and a lie about your schedule. Then, 3. afternoon have students guess what the lie is. Repeat the process 4. morning by selecting a student to do the same. Use the phrase: Focus “In the morning/afternoon/evening, I always/usually _____.” 3 Talk with a partner. 4 Listen and answer the questions. 4-11 • Read the short conversations aloud, or ask two students to read the short conversations aloud. • Listen to the audio. • Ask students to answer the questions. • Ask students to practise the conversations with a • Replay the audio if needed. partner. • Ask students to complete the activity. • Check students’ answers. • Tell students to practise the conversations again, but to talk about different activities and times. Answer Key Teacher’s Note 1. in the morning 2. at 4 o’clock Nouns and Verbs with Same Spelling 3. at half past 2 This NOTE illustrates that some nouns and verbs have the same spelling. Explain to students that some nouns and verbs, such as coach, dream, dance, fish, hunt, and so on, are spelled the same but used differently. 54

Listen Up 4-12 6 Listen again. Complete the man’s schedule. 5 Listen and match the activity to the time of day. 4. 4-12 1. 2. 3. • Listen to the audio. • Ask students to write the words they hear in the gap. a. morning b. afternoon c. evening d. night • Replay the audio if needed. • Ask students to complete the activity. 6 Listen again. Complete the man’s schedule. 4-12 • Check students’ answers. 5.00 a.m. I _________________ up at 5.00 in the morning. Answer Key 3.00 p.m. I _________________ home ______________________. 1. wake up 2. can come 5.00 p.m. I _________________ dinner _____________________. 3. in the afternoon 10.00 p.m. I love to write _____________________. 4. cook and eat 5. in the evening 7 Listen and answer the questions. 4-13 6. at night 1. When does Dad go to work? ______________________________________________ 7 Listen and answer the questions. 4-13 • Listen to the audio. 2. When does Josie go to school? ______________________________________________ • Ask students to write the answer in the gap using full 3. When does Mum go to work? ______________________________________________ sentences. • Ask students to complete the activity. 4. When does Bill go to practice? ______________________________________________ • Check students’ answers. Challenge Answer Key 8 Listen and answer the questions. 4-14 NOTE 1. Dad goes to work in the evening. 2. Josie goes to school in the morning. Tonight is another way of saying at night. 3. Mum goes to work in the afternoon. 4. Bill goes to practice in the afternoon. 1. Where is Amelia? a. home b. school c. work d. practice 2. What time of day is it? a. morning b. night c. evening d. afternoon 3. Circle true or false. true false Challenge 4-14 a. Amelia has practice in the morning. true false b. Amelia has work at night. true false 8 Listen and answer the questions. c. Todd has to work tonight. true false d. Todd has to finish an English essay. • Listen to the audio. • Ask students to answer the questions. 1 New Frontiers BE (SB).indd 55 55 • Replay the audio if needed. • Ask students to complete the activity. 2020-04-08 �� 6:42:58 • Check students’ answers. Listen Up Answer Key 5 Listen and match the activity to the time of day. 1. b 2. d 4-12 3. a. false • Listen to the audio. b. true • Ask students to match the activity with the time of day. c. false • Replay the audio if needed. d. true • Ask students to complete the activity. • Check students’ answers. Teacher’s Note Answer Key tonight vs. at night 1. c This NOTE illustrates that tonight and at night both 2. a mean at night, but tonight means on the night of the 3. b current day. At night can mean at night on the current 4. d day, or at night in more general terms, such as, “I always brush my teeth at night.” Make sure students understand this. 55

Lesson D Writing D Writing Aim Write a daily schedule Aim: Write a daily schedule Vocabulary Vocabulary 1 Listen and repeat. Learn the days and months of the year. Then fill in the gaps with the words in the box. 4-15 1 Listen and repeat. Learn the days and months of working week weekend month year the year. Then fill in the gaps with the words in 2021 the box. 4-15 • Listen to the audio. • Ask students to repeat aloud after the audio. • Ask students to fill in the gaps. • Replay the audio if needed. • Ask students to complete the activity. 2 Listen. What are they talking about? Write the activity and the time. 4-16 • Check students’ answers. 1. ________________________ 2. ________________________ 3. ________________________ Answer Key ________________________ ________________________ ________________________ From left to right, top to bottom month, year, working week, weekend 3 Fill in the gaps with the correct answer. 1. This is the last day of the working week: ___________ 2. There are 28 days in this month: ___________ 3. This is the first day of the weekend: ___________ 4. There are twelve months in this: ___________ 2 Listen. What are they talking about? Write the Focus activity and the time. 4-16 4 Look at Jessie’s schedule. Read the sentences. Circle true or false. • Listen to the audio. • Ask students to write the activity and time in the gaps. MON TUE WED THU FRI SAT SUN • Replay the audio if needed. • Ask students to complete the activity. 1 School bus 2 School bus 3 School bus 4 School bus 5 School bus 6 Clean in the 7 Hawaii flight • Check students’ answers. (7.30 a.m.) (7.30 a.m.) (7.30 a.m.) (7.30 a.m.) (7.30 a.m.) morning (7.00 a.m.) Football Visit Football Pack for trip Answer Key practice grandma practice Cycling trip Football in evening (3.00 p.m.) (3.00 p.m.) (3.00 p.m.) with friends practice 1. (last) football game (of the year), last Sunday of October at 10 a.m. Train (3.30 p.m.) (3.00 p.m.) 2. flight, Friday in April at 7 a.m. (8.00 p.m.) 3. take a train, 3rd March at 1. 1. Jessie goes to school at 7.30 a.m. true false 2. Jessie will take the train to see her grandma on Wednesday. true false 3. Jessie is going on a trip to Hawaii on Saturday. true false 4. Jessie’s flight is early in the morning. true false 5. Jessie’s football practice is every other day of the working week. true false 56 1 New Frontiers BE (SB).indd 56 2020-04-08 �� 6:42:59 3 Fill in the gaps with the correct answer. Extra Practise When is your birthday? • Ask students to read the sentences. Ask students when they were born with the pattern: • Ask students to fill in the gap with the correct word. • Ask students to complete the activity. “When were you born?” → “I was born on (month/ • Check students’ answers. day/year). Answer Key When were you born? → I was born on 24 March, 1991. 1. Friday 2. February 3. Saturday 4. year Focus 4 Look at Jessie’s schedule. Read the sentences. Circle true or false. • Ask students to look at the schedule. • Ask students to read the sentences. • Ask students to answer the questions. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. true 2. false 3. false 4. true 5. true 56

Grammar 6 Fill in the gaps with the correct preposition. • Ask students to read the sentence prompts. 5 Look at the table. Circle the correct word. • Ask students to write the answer in the gap. • Tell students to only use prepositions from the table in Prepositions of Time 1. Don’t forget to study before / in the science test. 2. My alarm goes off in / at 5.30 a.m. activity 5 . at Jen has worked at 7.00 3. It’s really hot at / in July. • Ask students to complete the activity. a.m. each day. 4. I have to study after / before Monday. There’s a test • Check students’ answers. in My family watches films next week. Answer Key in the evening. 5. I packed my bag first thing after / in the morning. 6. I take the bus in the morning. Can you pick me up 1. before before Let’s get some lunch 2. after before cricket practice. before / after school? 3. in 7. Noah comes home from practice in / at the evening. 4. at after Howie has a doctor’s 8. I’m always so exhausted after / in football practice. 5. before appointment after school. 6. at 6 Fill in the gaps with the correct preposition. 7 Read the questions. Match with the best answer. 1. I wake up __________ I have breakfast. • Ask students to read the questions and answers. 2. I go to football practice __________ school. • Ask students to match the question with the correct 3. I do chores __________ the evening. 4. I take the underground __________ night. answer. 5. I need to finish my report __________ 20th December. • Ask students to complete the activity. 6. I practise the piano __________ 5.00 p.m. every day of the week. • Check students’ answers. 7 Read the questions. Match with the best answer. Answer Key 1. What time do you go to school? • • a. I do them in the afternoon. 1. c 2. a 2. When do you do chores? • • b. I can visit them after I do my chores. 3. e 4. b 3. When will the taxi arrive? • • c. I take the school bus at 7.30. 5. d 4. When can you visit friends? • • d. It’s before English class. Teacher’s Note 5. When is art class? • • e. It will arrive at 2.00 in the afternoon. Questions and Answers Explain to students that an answer can be formed with Writing the last part of a question. For example, the answer to the question, “What time do you eat breakfast?” can 8 Write what you do at the following times of the day. Use in, at, on, before, and be formed by putting the last part of the question at the beginning of the answer. In this way, the answer after in your sentences. becomes, “I eat breakfast at 8 a.m.” in the morning Writing at night before school 8 Write what you do at the following times of after school the day. Use in, at, on, before, and after in your sentences. 57 • Ask students to look at the table. 1 New Frontiers BE (SB).indd 57 2020-04-08 �� 6:42:59 • Ask students to complete the activity. • Check students’ answers. Grammar • Ask some students to present their schedules to the 5 Look at the table. Circle the correct word. class. • Give feedback. • Ask students to look at the table. • Ask students to read the sentences. Answer Key • Ask students to circle the correct word. • Ask students to complete the activity. Sample answers • Check students’ answers. I wake up at 7.00 in the morning. Answer Key I play games at night. I eat breakfast before I go to school. 1. before I have piano practice after school. 2. at Etc. 3. in 4. before 5. in 6. after 7. in 8. after 57

Lesson E Project E Project Aim Compare people’s routines Aim: Compare people’s routines 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. 4 • Ask students to look at the pictures. • Ask students to make predictions about the video 3 Watch again. Circle the speaker’s line. Video they’re about to watch. 4 • Tell students to talk with a partner. • Tell students to share their predictions with their a. I don’t think a. Good morning to a. Wait for me so... you, too! after school. partner. b. We sleep in b. I saw it sitting b. We have to be Scan the QR code to link to the Unit 4 video. the day. here in the home before morning. Mum comes 2 Watch the video. Number the pictures in order. home! Video 4 Fill in the gaps with the words in the box. 4 in the evening 1. Leinad has breakfast _____________. morning 2. Tom and Jessie have to be home _____________ Mum comes back. • Play the video for students. after 3. Leinad wants Jessie and Tom to wait for him ______________ school. • Ask students if their predictions were correct. before 4. Evening in Leinad’s world is the same as _____________ in Jessie and Tom’s world. • Ask students to number the pictures in order. • Play the video again if needed. 5 Circle the correct answer. • Ask students to complete the activity. • Check students’ answers. 1. Tom and Jessie find a ____________ in their garden. a. school bus b. train c. World Hopper Answer Key 2. People in Haras’ world work ____________. a. in the morning b. in the evening c. at night From left to right 3. Leinad is having pancakes ____________. a. in the morning b. in the evening c. at lunch 1, 2, 3 4. Haras will return in ____________. a. a week b. a month c. a year 5. Leinad wants to meet ____________. a. before school b. at school c. after school 3 Watch again. Circle the speaker’s line. Video 58 4 • Play the video again. • Ask students to circle the letter of the correct sentence 1 New Frontiers BE (SB).indd 58 2020-04-08 �� 6:43:05 they hear. • Ask students to complete the activity. 5 Circle the correct answer. • Check students’ answers. • Ask students to read the sentence prompts. • Ask students to circle the correct answer. Answer Key • Ask students to complete the activity. • Check students’ answers. 1. a 2. a Answer Key 3. b 1. c 4 Fill in the gaps with the words in the box. 2. b 3. b • Ask students to read the sentence prompts. 4. a • Ask students to write the correct word from the box in 5. c the gap. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. in the evening 2. before 3. after 4. morning 58

Grammar Teacher’s Note 6 Look at the table. Then listen and repeat. 4-17 Short Answers to Time Questions Explain to students that they can give a short answer When does your bus arrive? at (time) to a question about the time with the preposition at, It arrives at 8.00 a.m. followed by the time. For example, the answer to the question, “What time does the game start?” can be, What time does school start? It starts at 8.45 a.m. “At 7:30 p.m.” What time do you have lunch? I have lunch at 12.00 p.m. Extra Practise Soft Introduction to Frequency Words What time is maths class? Maths is at 1.00 p.m. Although the frequency words always, usually, and 7 Fill in the gaps to answer the questions. sometimes are covered in Unit 5, they can be softly introduced before activity 8 with the patterns: 1. What time does practice start? → It ___________________ at 3.30 p.m. “What time do you _____?” → 2. What time do you eat dinner? → I ___________________ dinner at 6.00 p.m. “I always/usually/sometimes _____ at _____.” 3. What time does your flight leave? → It ___________________ at 7.00 p.m. What time do you wake up at the weekend? 4. What time does the underground close? → It ___________________ at 11.00 p.m. → I usually wake up at 10 a.m. at the weekend. What time do you go to school? Century Skills Communication Critical Thinking → I always go to school at 9 a.m. Etc. Your Daily Schedule 21st Century Skills 8 Read the questions and write three more. Get in groups and find the average 8 Read the questions and write three more. Get time for all activities. Fill out the table. in groups and find the average time for all activities. Fill out the table. Questions Name: Name: • Tell students to look at the table. What time do you wake up • Tell students to read the questions and then write three at the weekend? more. What time do you go to bed? • Tell students that they can use a separate piece of paper What time do you wake up? if the table in the book is not helpful. • Ask students to get into small groups. 1 New Frontiers BE (SB).indd 59 59 • Tell students to talk with others in their group and find 2020-04-08 �� 6:43:05 the average time that they do the activities in their table. Grammar • Tell students to use the patterns from activities 6 and 7 to talk about their schedules. 6 Look at the table. Then listen and repeat. 4-17 • Tell students to write their answers in their table. • Check students' schedules to make sure they're • Read the contents of the table. working properly. OR • Ask different groups to present their schedules to the • Ask students to read the table. class. OR • Give feedback. • Listen to the audio. • Ask students to repeat aloud after the audio. • Ask students if they know what kinds of words are being highlighted. 7 Fill in the gaps to answer the questions. • Ask students to read the questions. • Ask students to read the sentence prompts for the answers. • Ask students to write the correct word in the gap. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. starts 2. eat 3. leaves 4. closes 59

Review Unit 3-4 Review Unit 3-4 1 Read and choose the best word to fill in the gaps. 1 Read and choose the best word to fill in the gaps. • Ask students to read the passage. • Ask students to circle the best word to fill in the gaps. Hello and welcome. I am your host, Hostbot 2000. This first room is the 1. ________________ where • Ask students to write the word in the gap. you sleep. It has a very big 2. ________________. You can put all your clothes there. Over there is a tall • Ask students to complete the activity. 3. ________________. You can look at your face and hair. I don’t have a face or hair. The next room is • Check students’ answers. the 4. ________________. It has a nice toilet, a shower, and a sink. I do not use any of these, so they are very clean. The last room is the kitchen. This new 5. ________________ keeps food very cold. That is Answer Key the end of the house tour. Now, let’s go outside. 1. a, bedroom 2. c, wardrobe 1. a. bedroom b. living room c. kitchen d. bathroom 3. b, mirror 2. a. table b. couch c. wardrobe d. toilet 4. d, bathroom 3. a. table b. mirror c. wardrobe d. chest of drawers 5. a, fridge 4. a. shower b. kitchen c. living room d. bathroom 5. a. fridge b. sink c. shower d. lamp 2 Unscramble to see Hostbot’s schedule. • Ask students to look at the sentence parts. NOTE HOSTBOT 2000 • Ask students to unscramble the sentence parts and A host is someone who organises a party or event. write the sentence on the line. • Ask students to complete the activity. 2 Unscramble to see Hostbot’s schedule. 3 Look at 2 and fill in the gaps in the • Check students’ answers. Hostbot 2000’s list of chores: schedule. Answer Key 2.15 p.m. 1. I clean the toilet in the bathroom. Time To do Where 2. I make the bed in the bedroom. 1. I clean / in the bathroom. / the toilet 3. I pack the bags in the bedroom. ______________________________________ 2.15 p.m. Clean toilet Bathroom 4. I make lunch in the kitchen. 5. I look for the cat in the garden. 2.50 p.m. 2.50 p.m. 1. ____________ 2. ____________ 2. in the bedroom. / make / I / the bed 3 Look at 2 and fill in the gaps in the schedule. 3.30 p.m. Pack bags 3. ____________ • Ask students to look at the table. ______________________________________ • Ask students to fill in the table with the information in 3.50 p.m. 4. ____________ Kitchen 3.30 p.m. activity 2 . 3. I / pack / in the bedroom. / the bags 5.15 p.m. Look for cat 5. ____________ • Ask students to complete the activity. • Check students’ answers. ______________________________________ HOSTBOT 2000 Answer Key 3.50 p.m. 1. Make bed 4. make / I / in the kitchen. / lunch 2. Bedroom 3. Bedroom ______________________________________ 4. Make lunch 5. garden 5.15 p.m. 5. the cat / I / in the garden. / look for 4 Read and circle the correct the word. • Ask students to read the sentence. ______________________________________ • Ask students to circle the correct word. • Ask students to complete the activity. 60 • Check students’ answers. 1 New Frontiers BE (SB).indd 60 2020-04-08 �� 6:43:12 Answer Key 1. in 2. beside 3. on Teacher’s Note Public Transport and Traffic Make sure to introduce some vocab related to travel, public transport, and traffic, such as the below: train station bus station underground station airport bus stop tube stop exit underground taxi taxi driver road/street motorway/freeway/express way 60

4 Read and circle the correct word. 6 Listen and circle true or false. R2-1 • Ask students to read the sentences. Hostbots Online HOSTBOT 2000 • Listen to the audio. • Ask students to circle true or false. username: robomania33 • Replay the audio if needed. • Ask students to complete the activity. I really don’t like Hostbot 2000. He leaves my things • Check students’ answers. all over the place. 1. The television is on / in the garden. Answer Key 2. The lamp is on / beside the sink. 3. The bag is in / on the roof. 1. true 2. false 5 Read the customer service schedule and choose the best word to fill in the gaps. 3. true 4. false Hostbots Online Hostbots Online Customer Service 7 Listen and fill in the gaps. R2-2 username: robomania33 • Listen to the audio. • Ask students to fill in the gap. Hello, Work Schedule • Replay the audio if needed. We are sorry to hear that. We can help you. Please call us • Ask students to complete the activity. 1. ________________ 7.00 p.m. 2. ________________ Date Time • Check students’ answers. 20th December. Or please call us 3. ________________ 8.00 a.m. 4. ________________ 21st December. 20 December 12.00 a.m. ~ Answer Key 7.00 p.m. 1. work 1. a. before b. after c. on d. in 21 December 8.00 a.m. ~ 2. bathroom 2. a. before b. after c. on d. in 12.00 p.m. 3. in the garden 3. a. before b. after c. on d. in 4. before 7 p.m. 4. a. before b. after c. on d. in 5. midnight 6 Listen and circle true or false. R2-1 true false Teacher’s Note true false 1. Hostbot wakes up at 2.30 a.m. true false Prepositions of Time 2. Master cleans the house after he makes his bed. true false Make sure students understand when to use the 3. Master takes the train to school. different prepositions of time at, in, and on. Below is a 4. Hostbot goes to school after 2.00 a.m. brief description of when to use each one. 7 Listen and fill in the gaps. R2-2 HOSTBOT 2000 at: is used to talk about clock times and very specific time frames including at night and at midnight 1. Hostbot goes to ________________ after he wakes up. 2. Hostbot cleans the ________________, bedroom, and living room. in: is used to talk about months, seasons, years, 3. Hostbot looks for the cat ________________. centuries, times of the day, and longer periods of time 4. Hostbot is finished with all his chores ________________. like in the past and in the 2000s 5. Hostbot goes to sleep at ________________. on: is used to talk about certain days of the week, 1 New Frontiers BE (SB).indd 61 61 specific dates, and special days like on Christmas and on my birthday 2020-04-08 �� 6:43:17 61

5Unit TIME TO PLAY! This unit will give students the ability to use the present Un it simple tense and adverbs of frequency to talk about hobbies, free time activities, and things that they regularly 5 do. TIME TO PLAY! Scan the QR code to download the Unit 5 audio. WHAT YOU WILL DO IN THIS UNIT Unit 5 AIMS Lesson A: Read and respond to a simple text about hobbies Lesson B: Listen to people talk about their free-time activities Lesson C: Have a conversation about hobbies Lesson D: Read an email and write a reply Lesson E: Write a social media post about your weekend Target Skills Lesson A: Reading Scan for Audio WHAT YOU WILL DO IN THIS UNIT Lesson B: Listening Lesson C: Speaking A Reading Read and respond to a simple text about hobbies Lesson D: Writing B Listening Listen to people talk about their free-time activities Lesson E: Project C Speaking Have a conversation about hobbies D Writing Read an email and write a reply Target Vocabulary Lesson B E Project Write a social media post about your weekend Lesson A basketball 62 2020-04-08 �� 6:43:29 book buy toys cartoon 1 New Frontiers BE (SB).indd 62 collect comic draw guitar exercise newspaper play football piano sing table tennis swim videos watch a film video game Lesson C Lesson D chat go hiking dance play cricket go shopping play tennis listen to music snowboard paint surf rollerblade take a photo run the ocean skateboard the park Lesson E busy fun passport sad 62

adverbs of frequency: always, usually, sometimes, never Use adverbs of frequency like always, usually, sometimes, never to show how often you do something. Adverbs of Adverbs Example Frequency Level always high I always brush my teeth. usually I usually go to sleep at 9 p.m. sometimes low I sometimes eat cake. seldom I seldom lose my wallet. rarely I rarely wake up at 6 a.m. never I never yell at my dog. 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 soccer. I go hiking. What does he/she do? He/She plays soccer. I go surfing. Look at the photo and answer the questions. 63 Unit 5 Discussion 1. Where are they? 2. How do they feel? 2020-04-08 �� 6:43:33 Look at the photo and answer the questions. 3. Why do they feel like that? • Ask students to look at the Unit 5 cover page. 4. What do you do in your free time? • Then ask the class each question. • Give corrections and ask follow-up questions. 1 New Frontiers BE (SB).indd 63 • Ask students to talk with a partner. Have students take turns asking the questions on the page to their partner. Key Grammar Extra Practise More Discussion Ask more questions about free time activities. present simple When do you have free time? The present simple tense is used when talking about Where do you spend your free time? things that usually happen. Do you like to spend your free time alone or with a The simple present tense also has other uses. friend? Why? Who do you spend your free time with? Usage Example What is your favourite thing to do when you are not at habit school? unchanging situation I sing in the shower. Where is a good place to hang out? general truth I work in Shanghai. to give directions South Korea has one president. to express fixed arrangements Walk straight for two hundred meters, then turn left. Your appointment starts at 9 a.m. 63

Lesson A Reading A Reading Aim Read and respond to a simple text about hobbies Aim: Read and respond to a simple text about hobbies Vocabulary 5-01 Vocabulary 1 Listen and number. 1 Listen and number. 5-01 exercise draw • Listen to the audio. • Ask students to repeat aloud after the audio. watch a film collect buy toys • Ask students to write the correct number of the sing vocabulary word next to the picture in the book. 2 What are they talking about? Listen and Answer Key write the word(s). From left to right, top to bottom 5-02 2. exercise 1. ________________________________________ 3. draw 4. collect 2. ________________________________________ swim 8. watch a film 7. buy toys 3. ________________________________________ 5. sing 1. swim 4. ________________________________________ play football 6. play football Grammar • Practise again. Point at different pictures and ask students to say the words. 3 Look at the chart and 4 Unscramble. 2 What are they talking about? Listen and write reading. 1. always exercise / I / morning. / in the the word(s). 5-02 always (100%) ______________________________________________ • Listen to the audio. • Ask students to write the word(s) they hear in the gap. usually (75%) 2. never go to / I / weekend. / at the / school • Replay the audio if needed. sometimes (20-50%) ______________________________________________ • Ask students to complete the activity. never (0%) • Check students’ answers. 3. I / at 4.00 p.m. / home / sometimes get Answer Key “I always wake up at 8.00 a.m. I ______________________________________________ 1. swim usually eat breakfast in the kitchen, 2. exercise but sometimes I eat it in the living 4. usually have / I / lunch / at 1 p.m. 3. watch a film room. I never eat breakfast in the ______________________________________________ 4. play football bathroom!” 5. He / sometimes watches / in the / evening. / a film Grammar ______________________________________________ 3 Look at the chart and reading. 6. the morning. / never feel / tired / I / in • Read the contents of the reading. OR 5 Talk with a partner. ______________________________________________ • Ask students to read the passage. • Ask students if they know what kind of words are being What do you always What do you never do do in the morning? in the evening? highlighted. What do you sometimes What do you usually Teacher’s Note do in the afternoon? do after school? Frequency Adverbs and Sentence Structure 64 Explain to students that the correct sentence structure when using frequency adverbs is subject + frequency 1 New Frontiers BE (SB).indd 64 2020-04-08 �� 6:43:36 word + verb (phrase) + time. Make sure to also explain that when asking questions, the structure What do/ 4 Unscramble does + subject + frequency word + do/does + time? is used. • Ask students to look at the words. • Ask students to unscramble the words to make a sentence. • Ask students to write the sentence on the line. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. I always exercise in the morning. 2. I never go to school at the weekend. 3. I sometimes get home at 4.00 p.m. 4. I usually have lunch at 1 p.m. 5. He sometimes watches a film in the evening. 6. I never feel tired in the morning. 5 Talk with a partner. • Read the questions aloud, or ask two students to read the questions aloud. • Ask students to practise the questions with a partner. • Tell students to practise the questions again, but to use different frequency adverbs and times. 64

7 Read the texts and match them to the correct 6 Look at the pictures below. What are their hobbies? Write them under the pictures. picture. Then circle all the adverbs of frequency 7 Read the texts and match them to the correct picture. Then circle all the adverbs in the reading. 5-03 • Listen to the audio. of frequency in the reading. 5-03 A: Hello! My name is Sopa, and I’m from Thailand. OR In my free time, I play kabaddi. It’s a team sport • Read the article aloud. from India. You try to touch members of the OR other team before they catch you. I always play • Ask students to read parts of the reading aloud. kabaddi after school with my sister and friends. • Ask students to match the text with the correct picture. It’s difficult but fun and good exercise! • Replay the audio if needed. B: Hi, I’m Anya. I’m a student from Russia. • Ask students to complete the activity. But in my free time, my hobby is cosplay. It’s • Check students’ answers. from Japan. The name is made from the words “costume” and “play”. What do I do? I usually Answer Key watch a film and see a character I like, and then I draw the character’s costume and make From top to bottom 6charLaoctoekrsatthethmeopstic. tures below. What are their hobbies? Write them under the pictures. it. I love superhero Picture 1, B Cis:cIo’mlleOctliinvegr.toI’ymrofrbo7omts.CRoAafetnafatrdhedeaqt,hwuaeeennetdkecemxyntyisdnh,aotInhbdebymreaatdcihngth. em to thePcicotrurerect2p,icCture. Then circle all the adverbs 5-03 Picture 3, A always go to toy shops to buy more. I A: Hello! My name is Sopa, and I’m from Thailand. sometimes make robots, too. Now I have over In my free time, I play kabaddi. It’s a team sport 200 robots! This is my favourite robot. My from India. You try to touch members of the father and I made it two years ago. It can walk other team before they catch you. I always play and talk! kabaddi after school with my sister and friends. It’s difficult but fun and good exercise! Comprehension true false B: Hi, I’m Anya. I’m a student from Russia. true false But in my free time, my hobby is cosplay. It’s 8 Circle true or false. true false from Japan. The name is made from the words true false “costume” and “play”. What do I do? I usually 1. Sopa is from India. true false watch a film and see a character I like, and 2. Anya draws a costume and then makes it. then I draw the character’s costume and make 3. Oliver buys and sometimes makes robots. it. I love superhero characters the most. 4. Sopa plays kabaddi alone. 5. Anya doesn’t like superheroes. 9 Talk with a partner. 65 C: I’m Oliver. I’m from Canada, and my hobby is collecting toy robots. At the weekend, I 1. Whose hobby is the most fun: Sopa’s, Anya’s, or Oliver’s? Why? 2020-04-08 �� 6:43:38 always go to toy shops to buy more. I 2. Which hobby is not fun? Why? sometimes make robots, too. Now I have over 3. What is your hobby? 200 robots! This is my favourite robot. My father and I made it two years ago. It can walk 1. always exercise / I / morning. / in the and talk! 1 New Frontie_rs_B_E_(S_B_)._ind_d_6_5____________________________________ 2. never go to / I / weekend. / at the / school ______________________________________________ 3. I / at 4.00 p.m. / home / sometimes get bGyammaeCkoinmg parsehhoertnrsidiodnle 4. Extra Practise The Riddle______________________________________________ usually haveP/rI a/ lucntcihs/eat a1 pd.mv.erbs of frequency Comprehension5. 6. t___Hh___ee___/___m___so___om___rn___ei___nt___igmeds___.___tex/o___sun___pw.e___dv___aleH___aterc___hi___fnaene___es___vtli___/sn/e___int___igtr___teso___hd___tet___/u/hm___Ie___/dve___iena___en___kti___nn___hge___t.___is/n___aa___gg___nfi___lm___suo______eta___hs___nserawnrihidmadtaleal ndfoiomretas8hlaeiC312tn...oidiASOrsctonliph.lvydeeaaerTtidosbrrrhuufaesryweoessmstoannaonrIndc’fdoatasgisaolts.sumukemee.teimsansesd.mthaeknesmraokbeostsit.. true false 4. Sopa plays kabaddi alone. 8 Ctruierclefalsterue or false. • Asttkrruueestuffaadllsseee nts to answer the questions. 5. Anya doesn’t like superheroes. • Retpruelay ftalhsee audio if needed. This animal always has black stripes.9/ ITtalskowmitheatpimartenser. • Ask students to complete the activity. swims in the water. / It never eats vegetables. / What is1. Whose hobby is the most fun: Sopa’s, Anya’s•, oCr Ohliveerc’s?kWshyt?udents’ answers. 2. Which hobby is not fun? Why? it? → It’s a tiger. 3. What is your hobby? Answer Key 1. false 2. true 3. true 65 6 Look at the pictures below. What are1 New Frontiers BE (SB).indd 65 their 4. false 5. false 2020-04-08 �� 6:43:38 hobbies? Write them under the pictures. • Ask students to look at the pictures in activity 7 . 9 Talk with a partner. • Ask students to write the name of the hobby under the • Tell students to find a partner. picture. • Tell students to discuss the questions. • Ask students if they would like to share their discussion • Ask students to complete the activity. • Check students’ answers. with the class. Answer Key • Ask follow-up questions. From top to bottom Teacher’s Note cosplay, collecting robots (robotics, etc.), play kabbadi (play sports). Hobbies Explain some other hobbies to students. Common hobbies include playing sports, reading books or comic books, collecting things, playing a musical instrument, crafting, cooking, etc. 65

Lesson B Listening B Listening Aim Listen to people talk about their free-time activities Aim: Listen to people talk about their free-time activities Vocabulary 5-04 Vocabulary 1 Listen and number. 1 Listen and number. 5-04 piano cartoons video games guitar a newspaper • Listen to the audio. • Ask students to repeat aloud after the audio. books basketball comics table tennis videos • Ask students to write the correct number of the 2 Put the vocabulary words in the right list. vocabulary word next to the picture in the book. I play… I watch… I read… Answer Key video games From left to right, top to bottom 7. piano, 9. cartoons, 8. video games, 2. guitar, 1.a newspaper, Focus What do you do for fun? 4. books, 10. basketball, 3. comics, 5. table tennis, 6. videos I play video games. 3 Talk with a partner. • Practise again. Point at different pictures and ask students to say the words. We use the verb do with activities and homework. We use play with sport, music, and games. Teacher’s Note We use read with books, newspapers, and stories. Ping Pong Explain to students that table tennis is also commonly 4 Talk with a partner. Ask the question. referred to as ping pong. What do you usually do / play / read? 2 Put the vocabulary words in the right list. • Ask students to look at the lists. do play read • Ask students to write the word in the correct list. • Ask students to complete the activity. Partner 1 • Check students’ answers. Partner 2 Answer Key 66 I play: video games, piano, guitar, basketball, table tennis I watch: cartoons, videos 1 New Frontiers BE (SB).indd 66 2020-04-08 �� 6:43:42 I read: a newspaper, books, comics 4 Talk with a partner. Ask the question. Focus • Ask students to look at the table. 3 Talk with a partner. • Ask students to fill in the table with the activities they • Read the short conversation aloud, or ask two students usually do. to read the short conversation aloud. • Ask students to talk with a partner. • Ask students to practise the conversation with a • Tell students to practise talking about what they usually partner. do with the pattern from activity 3 . • Tell students to practise the conversation again, but to • Check students’ conversations to make sure they’re talk about different activities. speaking properly. • Ask some students to present their conversations to the Teacher’s Note Musical Instruments class. Explain to students that people play many kinds of • Give feedback. musical instruments, such as the violin, trumpet, tuba, drums, harmonica, bass guitar, saxophone, harp, etc. Teacher’s Note I Play Soccer, You Do Taekwondo, He Boxes The verb play is not always used to talk about sports. For example, one would do taekwondo or karate, but play baseball or soccer. The general rule is that one plays a team sport or a sport that uses a ball while one does a non-team sport like karate. Sometimes the sport itself acts as the verb, such as box, fish, ski, etc. Make sure students understand when to use play, do, and when to use the sport as the verb. 66

5 Listen, circle, and write the hobby. 5-05 7 Listen and match the picture with the name. 1. He plays / does _____________________________. 5-07 2. They do / play _____________________________. 3. She plays / reads _____________________________. • Listen to the audio. 4. I do / watch _____________________________. • Ask students to match the picture with the correct 5. He reads / watches _____________________________. name. Listen Up • Replay the audio if needed. • Ask students to complete the activity. 6 Listen and match the adverb of frequency to the activity. 5-06 • Check students’ answers. 1. always • • a. reads comics Answer Key From left to right 2. never • • b. watches a film Megan-surfing, Theo-make online videos, Ruby-play guitar 3. sometimes • • c. plays tennis 8 Listen again. Fill in the gaps. 5-07 • Listen to the audio. 4. usually • • d. reads a book • Ask students to write the word they hear in the gap. • Replay the audio if needed. 7 Listen and match the picture with the name. 5-07 • Ask students to complete the activity. • Check students’ answers. Megan Ruby Theo Answer Key 8 Listen again. Fill in the gaps. 5-07 1. always 2. always 1. Megan loves surfing, and she __________________ goes to the beach in the morning. 3. usually 2. Ruby __________________ meets and plays with her band at 6.00 in the evening. 3. Theo __________________ goes to bed at 11 p.m. 9 Talk with a partner. • Read the questions aloud, or ask two students to read 9 Talk with a partner. the questions aloud. What do you never What do you never • Ask students to practise asking and answering the play? read? questions with a partner. What do you never do? • Check students’ conversations to make sure they’re 1 New Frontiers BE (SB).indd 67 67 speaking properly. • Ask some students to present their conversations to the 2020-04-08 �� 6:43:44 class. 5 Listen, circle, and write the hobby. 5-05 • Give feedback. • Listen to the audio. Extra Practise More Conversation • Ask students to circle the correct word and write the Ask students to practise the same questions and answers from activity 9 , but tell them to use the hobby in the gap. adverbs of frequency always, usually, and sometimes. • Replay the audio if needed. • Ask students to complete the activity. What do you usually play? → I usually play the piano. • Check students’ answers. Etc. Answer Key 67 1. plays, basketball 2. play, table tennis 3. reads, comics 4. watch, videos/cartoons 5. reads, books Listen Up 6 Listen and match the adverb of frequency to the activity. 5-06 • Listen to the audio. • Ask students to match the adverb of frequency to the activity. • Replay the audio if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. d 2. a 3. b 4. c

Lesson C Speaking C Speaking Aim Have a conversation about hobbies Aim: Have a conversation about hobbies Vocabulary 5-08 Vocabulary 1 Listen and number. 1 Listen and number. 5-08 skateboard paint dance listen to music • Listen to the audio. • Ask students to repeat aloud after the audio. rollerblade run go shopping chat • Ask students to write the correct number of the Grammar vocabulary word next to the word in the book. 2 Look at the table. Talk with a partner. Answer Key From left to right, top to bottom We use simple present tense for actions that we do regularly: every week, every day, or usually. 7. skateboard Questions Answers 2. paint What do you / they do? I / They play football. 3. dance What does he / she do? He / She plays football. 4. listen to music Do you / they play tennis? Yes, I / They play tennis. 5. rollerblade Does he / she play tennis? No, he / she doesn’t play tennis. 6. run 8. go shopping 3 Unscramble. 1. chat 1. Do you / comic / read / books? • Practise again. Point at different pictures and ask students ________________________________________________________________ to say the words. 2. do you do / What / free time? / in your Teacher’s Note ________________________________________________________________ I ski and snowboard, too. 3. play / Do / basketball? / you Explain some other verbs that are also activities to ________________________________________________________________ students, such as ski, snowboard, hike, fish, surf, box, etc. 4. What does / do / at the weekend? / best friend / your ________________________________________________________________ Grammar 68 2020-04-08 �� 6:43:45 2 Look at the table. Talk with a partner. • Read the contents of the table. 1 New Frontiers BE (SB).indd 68 OR • Ask students to read the table. Extra Practise More Conversation • Ask students if they know what kind of words are being Ask students to answer the questions from activity 3 . highlighted. Ask them directly or tell them to work with a partner. • Tell students to find a partner. Make sure to give feedback. • Ask students to discuss the questions and answers. • Ask students if they would like to share their discussion Yes, I read comic books. My best friend skateboards at the weekend. with the class. Etc. 3 Unscramble. Teacher’s Note • Ask students to look at the words. • Ask students to unscramble the words to make a The Present Simple question. Besides being used to talk about habitual actions, the • Ask students to write the question on the line. present simple is also used to talk about unchanging • Ask students to complete the activity. situations, general truths, giving directions, and • Check students’ answers. expressing fixed arrangements. Answer Key 1. Do you read comic books? 2. What do you do in your free time? 3. Do you play basketball? 4. What does your best friend do at the weekend? 68

Expressions Follow-up Questions Speak Up ·Why do you like it? Asking about hobbies ·How often do you do that? 5 Talk with a partner. Ask them questions using 4 Talk with a partner. “Do you…?” Write their answers. ·What do you do in your free time? • Read the conversation. ·What is your hobby? OR ·What do you like to do? • Ask students to read the conversation. • Tell students to find a partner. Speak Up • Ask students to fill out the table. • Ask students to discuss the contents of the table using 5 Talk with a partner. Ask them questions using “Do you...?” Write their answers. the patterns from the conversation. Ex. Do you play video games? Yes, I usually play video games / Yes, I do. • Check students’ conversations to make sure they’re When do you play video games? I usually play them after school. speaking properly. • Ask students if they would like to share their discussion Why do you play video games? Because it’s fun. with the class. Do you (usually)… Name Yes No Extra information (Where? When? Why?) • Give feedback. Jonathan At home. After school. It’s fun! play video games? Teacher’s Note play table tennis? Fun, Exciting, Amazing! skateboard? Explain to students that they can use other adjectives dance? to describe why they do certain activities. Tell them watch films? that they can use both positive and negative adjectives, go shopping? such as exciting, amazing, fantastic, interesting, boring, run? terrible, etc. play piano? chat online? Extra Practise Why don’t you … ? Pronunciation three /Ɵ/ the /ð/ Explain to students that if their partner doesn’t do one Ex. of the activities in activity 5 , then they can ask why 6 Listen and put a tick ( ) 1. brother not, using the phrase: on the sound. 2. Thursday 5-09 3. maths “Why don’t you _____ ?” 4. mother 5. together I don’t skateboard. / Why don’t you skateboard? Explain to students that the answer to this question 1 New Frontiers BE (SB).indd 69 69 will be the same as in the example conversation from activity 5 , but will use a negative adjective. 2020-04-08 �� 6:43:45 Because it’s boring. Expressions Pronunciation Asking about hobbies 6 Listen and put a tick () on the sound 5-09 4 Talk with a partner. • Listen to the audio. • Read the questions aloud, or ask two students to read • Ask students to repeat aloud after the audio. the questions aloud. • Tell students to put a tick on the correct sound. • Replay the audio if needed. • Ask students to practise asking and answering the • Ask students to complete the activity. questions with a partner. • Check students’ answers. • Ask students if they would like to share their discussion Answer Key with the class. 1. /ð/ 2. /Ɵ/ 3. /Ɵ/ 4. /ð/ 5. /ð/ 69

Lesson D Writing D Writing Aim Read an email and write a reply Aim: Read an email and write a reply Vocabulary 5-10 Vocabulary 1 Listen and number. 1 Listen and number. 5-10 snowboard surf go hiking play cricket • Listen to the audio. • Ask students to repeat aloud after the audio. play tennis the park the ocean take a photo • Ask students to write the correct number of the 2 Listen and write the activities from the vocabulary that you hear. 5-11 vocabulary word next to the word in the book. 1. _________________________ 2. _________________________ Answer Key From left to right, top to bottom 3. _________________________ 4. _________________________ 6. snowboard 5. _________________________ 6. _________________________ 7. surf 1. go hiking 3 Read the email. 5. play cricket 3. play tennis From [email protected] 2. the park 8. the ocean Hi, 4. take a photo I’m Anya. How are you? I’m a little tired because it’s 11 p.m. here! I’m doing a project about everyday life in your country. Please answer these questions: • Practise again. Point at different pictures and ask students to say the words. • When do you eat breakfast? • What is your hobby? 2 Listen and write the activities from the • What does your brother/sister do in his/her free time? vocabulary that you hear. 5-11 • Where is your favourite place to play with friends? Thanks, • Listen to the audio. Anya • Ask students to write the activity that they hear in the Reply gap. • Replay the audio if needed. 70 2020-04-08 �� 6:43:47 • Ask students to complete the activity. • Check students’ answers. 1 New Frontiers BE (SB).indd 70 Answer Key Teacher’s Note 1. play cricket 2. surf Informal Greetings and Closings 3. take photos Explain to students that every letter, whether an email 4. play tennis or a hand written letter, needs a greeting and a closing. 5. snowboarding Common informal greetings include: 6. went hiking - Dear (name), - Hello, 3 Read the email - Hi, • Read the email aloud. - Hey, OR Common informal closings include: • Ask students to read parts of the reading aloud. - Sincerely, OR - Sincerely yours, • Ask students to read the passage quietly by themselves. - Thank you, - Thanks, - Bye, - Best, - Yours truly, Make sure to explain to students that the writer’s name goes on the next line after the closing. 70

Writing 5 Use the sentence parts to make yes / no questions. Then talk with a partner. 4 Write a reply to Anya. Answer all of her questions. • Ask students to look at the table. From • Ask students to unscramble the sentence parts to make ___________________________________________________________ yes / no questions. ___________________________________________________________ • Ask students to complete the activity. ___________________________________________________________ • Check students’ answers. ___________________________________________________________ • Ask students to talk with a partner. ___________________________________________________________ • Tell students to discuss the contents of the table and ___________________________________________________________ ___________________________________________________________ check yes or no after the question. • Ask students to complete the activity. Send • Check students’ conversations to make sure they’re 5 Use the sentence parts to make yes / no questions. Then talk with a partner. speaking properly. • Ask students if they would like to share their discussion yes no with the class. 1. in the park / after school / play football • Give feedback. _E_x_.__D_o__y_o_u_p_l_a_y_f_o_o_t_b_a_ll_i_n__th_e__p_a_r_k_a_f_t_e_r _s_ch__o_o_l?_________________? Answer Key 2. usually / at the weekend / ride your bike 1. Do you play football in the park after school? ___________________________________________________________? 2. Do you usually ride your bike at the weekend? 3. play tennis / on weekdays 3. Do you play tennis on weekdays? 4. Do you sometimes take photos? ___________________________________________________________? 5. Do you go to the park? 4. take photos / sometimes 6. Do you have free time at the weekend? 7. Do you have free time on weekdays? ___________________________________________________________? 5. the park / go to Teacher’s Note ___________________________________________________________? Details, Details, and More Details 6. have / at the weekend / free time Explain to students that questions and answers should include details. Refer to the questions in activity 5 . ___________________________________________________________? Details, such as what, where, when, with whom, 7. free time / have / on weekdays and how, will help students answer more clearly. Tell students that they can search for details by asking ___________________________________________________________? follow-up questions using the 5 W’s and H. 71 Extra Practise Guess the Celebrity 1 New Frontiers BE (SB).indd 71 2020-04-08 �� 6:43:48 Think of a celebrity and describe him or her using adverbs of frequency. Then ask students to guess the Writing celebrity. Ask a student to do the same. Then have the other students guess who it is. 4 Write a reply to Anya. Answer all of her questions. This person always wore the number 23. / He usually played basketball very well. / His shoes are sometimes • Ask students to write a reply to the email in activity 3 . very expensive. / Who is he? → He’s Michael Jordan. • Ask students to answer all of the questions. • Tell students to use the patterns and adverbs of frequency from the previous lessons. • Ask students to complete the activity. • Check students’ answers. • Ask some students to present their emails to the class. • Give feedback. Answer Key Sample Answer Hi, Anya. I am happy to answer your questions. I always eat breakfast at 8.00 a.m. My hobby is playing video games. I usually play video games after school. My brother sometimes reads comics in his free time. He never reads books. He sometimes skateboards in the park, too. My favourite place to play with friends is in my room. We always play video games there. Please tell me about your country, too. Sincerely, Sunny 71

Lesson E Project E Project Aim Write a social media post about your weekend Aim: Write a social media post about your weekend Video Video 1 Match the word with the picture. 1 Match the word with the picture. busy passport sad fun • 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 picture. • Ask students to complete the activity. • Check students’ answers. Answer Key From left to right busy-picture 2, passport-picture 4, sad-picture 1, fun-picture 3 2 Look at the pictures. What do you think the 3 Watch the video. Answer the questions. Video video will be about? Talk with a partner. 5 • Ask students to look at the pictures. • Ask students to make predictions about the video 1. For Pierre, living in an airport is sad / fun / busy / bad. they’re about to watch. 2. At night, where does Pierre go to bed? _________________________________________ • Tell students to talk with a partner. • Tell students to share their predictions with their 3. Where does he have a shower? _________________________________________ partner. 4 Watch again. Fill in the gaps. Video 5 Talk with a partner. Scan the QR code to link to the Unit 5 video. 5 Do you think living in an airport is fun? 1. At 9 a.m., Pierre _________________________. 2. In the afternoon, Pierre _________________________. 3. In the afternoon, Pierre sometimes _________________________. 4. In the evening, he _________________________. 3 Watch the video. Answer the questions. Video 72 • Play the video for students. 5 1 New Frontiers BE (SB).indd 72 • Ask students if their predictions were correct. • Ask students to answer the questions. 2020-04-08 �� 6:43:53 • Play the video again if needed. • Ask students to complete the activity. 5 Talk with a partner. Do you think living in an • Check students’ answers. airport is fun? Answer Key • Tell students to find a partner. • Tell students to discuss the question. 1. fun • Ask students if they would like to share their discussion 2. At night, Pierre goes to bed on a bench. 3. He takes a shower where people wash the aeroplanes. with the class. • Ask follow-up questions. 4 Watch again. Fill in the gaps. Video Teacher’s Note 5 Follow-Up Questions • Ask students to read the sentence prompts. Explain to students that they can ask follow-up • Play the video again. questions to keep the discussion going. Tell students to use some of the following questions and patterns: • Ask students to write the answer in the gap. Why is living in an airport fun / not fun? • Ask students to complete the activity. What can you do in an airport? • Check students’ answers. Who can you play with in an airport? Answer Key Where can you _____ in an airport? 1. goes to a café to read a book 2. writes emails How can you _____ in an airport? 3. watches a film 4. usually eats dinner at a great place / restaurant Where else would be a fun place to live? Why? 72

Grammar 8 Complete the sentences with information about you: 6 Look at the table. Listen and repeat. 5-12 • Ask students to read the sentence prompts. • Ask students to write the answer in the gaps After school, I play tennis. I play tennis after school. • Ask students to complete the activity. . Before school, I have breakfast. I have breakfast before school. • Check students’ answers. 7 Listen and circle what happened first. 5-13 1. a. play basketball b. do homework Answer Key 2. a. play video games b. eat dinner Sample Answers 3. a. skateboard b. school 4. a. listen to music b. school 1. eat breakfast at home with my family 5. a. do homework b. eat dinner 2. go shopping with my friends at the shopping centre 6. a. take photos b. eat lunch 8 Complete the sentences with information about you: 21st Century Skills 1. Before school, I always _________________________________________. 9 Get into groups. Discuss the following questions. 2. After school, I sometimes _________________________________________. • Tell students to get into groups. Century Skills Creativity Communication • Tell students to discuss the questions. • Tell students to use adverbs of frequency and the Social Media Post patterns from activities 6 , 7 , and 8 to discuss the 9 Get into groups. Discuss the following questions. questions. • Tell students that they can use a separate piece of paper • What makes a good social media post? to write down ideas. • Check students' conversations to make sure they're • What do you usually post about? speaking properly. • Ask different groups to present their discussions to the 10 Plan a post about an exciting Ex. class. • Give feedback. weekend activity. Talk about your Pierre Rosencrantz post with a group. Use the prompts 10 Plan a post about an exciting weekend activity. to ask questions. Talk about your post with a group. Use the prompts to ask questions. Where do you…? • Tell students to think of an exciting weekend activity. When do you…? I love Saturday! On Saturday afternoons, I get home • Tell students to discuss their weekend activity with the Why do you…? from school, and then I meet with my friends in the park. We always listen to music and play games. question prompts in activity 10 . How often do you…? Sometimes I take photos, play tennis, or go surfing. • Tell students to use adverbs of frequency and the We have so much fun, and I feel so happy! patterns from activities 6 , 7 , and 8 to discuss the 1 New Frontiers BE (SB).indd 73 73 questions. • Tell students that they can use a separate piece of paper 2020-04-08 �� 6:43:54 to write down their social media posts. • Check students' social media posts to make sure they're Grammar writing properly. • Ask different groups to present their social media posts 6 Look at the table. Listen and repeat. 5-12 to the class. • Give feedback. • Read the contents of the table. OR Extra Practise The Best Place to Live • Ask students to read the table. OR Tell students to work in groups and think of an • Listen to the audio. interesting place to live. Then write the things they • Ask students to repeat aloud after the audio. do there with the patterns from the lesson. Ask some • Ask students if they know what kind of grammar point groups to present their ideas. is being highlighted. 7 Listen and circle what happened first. 5-13 • Listen to the audio. We live on a tropical island. Before school, we always • Ask students to circle the correct answer. go surfing. After school, we sometimes fish in the sea. • Replay the audio if needed. At night, we often play with monkeys on the beach. • Ask students to complete the activity. We are never bored here. • Check students’ answers. Answer Key 1. b 2. a 3. b 4. a 5. b 6. a 73

6Unit LOOKING GOOD! This unit will give students the ability to use descriptive Un it adjectives and the present continuous tense to talk about a person’s appearance, what they are wearing, and what 6 they are doing. LOOKING GOOD! Scan the QR code to download the Unit 6 audio. WHAT YOU WILL DO IN THIS UNIT Unit 6 AIMS Lesson A: Understand a basic description of someone’s appearance Lesson B: Ask and answer questions about what someone looks like Lesson C: Learn about the clothes people wear in other countries Lesson D: Describe your appearance in a message Lesson E: Find a person based on their physical description Target Skills Scan for Audio WHAT YOU WILL DO IN THIS UNIT Lesson A: Listening A Listening Understand a basic description of someone’s appearance Lesson B: Speaking B Speaking Ask and answer questions about what someone looks like Lesson C: Reading C Reading Learn about the clothes people wear in other countries Lesson D: Writing D Writing Describe your appearance in a message Lesson E: Project E Project Find a person based on their physical description Target Vocabulary Lesson B 74 2020-04-08 �� 6:44:05 Lesson A boots 1 New Frontiers BE (SB).indd 74 coat beard dress blonde hair hat earrings jacket fat jeans glasses jumper handsome suit pretty trousers thin T-shirt Lesson C Lesson D gloves comfortable it’s bright curly hair it’s cold dark hair it’s hot light hair sandals slim shirt straight hair socks strong sunglasses uncomfortable umbrella wet Lesson E beach crowded steal thief 74

Usage Example actions happening right now I am walking. a trend I’m drinking more coffee these days. an action or event in the I’m meeting my friends future that has already been tonight for dinner. planned It’s usually very hot in a temporary event or situation August, but it’s freezing this year. emphasizing a continuing He’s always arguing with the series of repeated actions waiters here. adjectives joined with and Use and to join two adjectives together to describe objects. When describing colour and length, the order should be 1) length → 2) colour. When describing size and length, the order should be 1) size → 2) length. Adjective 1 Adjective 2 Adjective 1 + Her hair is black. Her hair is long. Adjective 2 The snake is big. The snake is long. Her hair is long and black. The snake is big and long. Look at the photo and answer the questions. adjectives and commas 1. Where are they? 2. What are they doing? When multiple adjectives come before a noun, we 3. What are they wearing? sometimes use commas. 4. What other words can you use to describe them? 75 Adjective 1 Adjective 2 Adjective 1 + 1 New Frontiers BE (SB).indd 75 Adjective 2 2020-04-08 �� 6:44:08 Look at that black Look at that big snake! snake! Look at that black, Key Grammar The brown horse The small horse shiny car! runs away. runs away. present simple has/have The hairy, green Use has and have to show things that people own. insect runs away. has (singular subject) have Unit 6 Discussion He has a big bed. They have a big bed. His bed is big. Their bed is big. Look at the photo and answer the questions. • Ask students to look at the Unit 6 cover page. present continuous • Then ask the class each question. • Give corrections and ask follow-up questions. Use the present continuous tense to talk about things that • Ask students to talk with a partner. Have students take are ongoing or happening now. turns asking the questions on the page to their partner. Extra Practise More Discussion Ask more questions about clothes and hanging out with friends. Where do you hang out with your friends? What do you do when you hang out with your friends? What do you usually wear to school? What do you usually wear when you are not at school? 75

Lesson A Listening A Listening Aim Understand a basic description of someone’s appearance Aim: Understand a basic description of someone’s Vocabulary 6-01 appearance 1 Listen and number. Vocabulary beard pretty thin handsome 1 Listen and number. 6-01 earrings fat glasses blonde hair • Listen to the audio. • Ask students to repeat aloud after the audio. 2 Listen and fill in the gaps with the 3 Write sentences with the vocabulary • Ask students to write the correct number of the best vocabulary. 6-02 and have or has. vocabulary word next to the picture in the book. 1. Sebastian is __________________. 2. Jessica has __________________ hair. He has… _________________________ Answer Key 3. Frank has a(n) __________________. _________________________ 4. Marcus is __________________. From left to right, top to bottom 5. Maria is too __________________. _________________________ She has… 4. beard NOTE 5. pretty _________________________ 6. thin When describing a person’s 7. handsome appearance we use the verb have He is… _________________________ 2. earrings for nouns and is for adjectives. _________________________ 1. fat For hair colour (blonde, red, 3. glasses black, brunette), we can say: She is… _________________________ 8. blonde hair She is blonde. _________________________ She has blonde hair. • Practise again. Point at different pictures and ask students to say the words. Focus 2 Listen and fill in the gaps with the best 4 Talk with a partner. vocabulary. 6-02 What does Samantha What does Andrew • Ask students to read the sentence prompts. look like? look like? • Listen to the audio. • Ask students to write the correct word(s) in the gap. She has blonde hair. He is handsome. • Replay the audio if needed. She has glasses. He is thin. • Ask students to complete the activity. • Check students’ answers. 76 2020-04-08 �� 6:44:10 Answer Key 1 New Frontiers BE (SB).indd 76 1. handsome Teacher’s Note 2. blonde I’m Bald 3. a beard Explain that if someone has no hair, then that person is 4. fat bald. 5. thin 3 Write sentences with the vocabulary and have or Focus has. 4 Talk with a partner. • Ask students to read the sentence prompts. • Read the short conversation aloud, or ask two students • Ask students to write a sentence with the vocabulary to read the short conversation aloud. and have or has on the line. • Ask students to practise the conversation with a • Ask students to complete the activity. • Check students’ answers. partner. • Tell students to practise the conversation again, but to Answer Key use different appearance words and adjectives. From left to right, top to bottom Extra Practise 1. He has a beard. 2. He has glasses. 3. She has blonde hair. 4. She has earrings. Practise asking students what they look like with the 5. He is handsome. 6. He is thin. phrases from activity 4 . 7. She is pretty. 8. She is fat. What does Dave look like? → He has glasses. He is thin. What does Maria look like? → She is pretty. She has black hair. 76

Listen Up Answer Key Sample Answers 5 Listen and find the person. Write their letter, name, and arrival time in the 1. He is tall and he has dark hair. table. 2. She is fat and she has long dark hair. 6-03 Grammar AC D F Letter Name Arrival Time B E G 7 Read the box. Then talk with a partner. • Read the contents of the box. 1. OR • Ask students to read the box. 2. • Tell students to find a partner. • Ask students to discuss the contents of the box. 3. • Ask students if they would like to share their discussion 4. with the class. Give feedback. 6 Talk with a partner. Describe a man and woman Sara did not talk about. Extra Practise What Are You Doing / Wearing? Write your description. Practise the present continuous tense with the He is __________________________, and he has _________________________. questions: She is __________________________, and she has _________________________. “What are you doing?” / “What are you wearing?” Grammar 7 Read the box. Then talk with a partner. (Be + verb + ing) We use present Ex. I am wearing a yellow T-shirt. NOTE continuous tense to talk about something which is happening (right now) at the He is playing football. Often we contract the be verb in moment of speaking (and is not finished). these sentences: I am wearing → I’m wearing She is studying. He is playing → He’s playing She is studying → She’s studying 8 Fill in the gaps with the given words in the present continuous tense. 1. He is _____________ (wear) a blue T-shirt. 2. She is _____________ (play) a video game. 3. They are _____________ (watch) a film. 4. Sarah is _____________ (study) for a test. 5. The teacher is _____________ (teach) a class. Challenge AB C D E What are you doing? → I’m talking to the teacher. What are you wearing? → I’m wearing a hat. 9 Listen, circle, and answer the questions. 77 Etc. 6-04 4. Which person matches the description? 8 Fill in the gaps with the given words in the Write the answer in a complete sentence. present continuous tense. 1. Where is the boy? _________________________________________ a. at the bus station ________________________________________. • Ask students to read the sentence prompts and look at b. at school the words in parentheses. c. at the airport • Ask students to change the word in parentheses into 2. Who is the boy looking for? the present continuous tense and write it in the gap. a. Amanda b. Amanda’s younger sister. • Ask students to complete the activity. c. Amanda’s older sister. • Check students’ answers. 3. Amanda’s older sister ________. Answer Key a. is kind of tall b. is wearing a jacket 1. wearing c. has blonde hair 2. playing 3. watching 1 New Frontiers BE (SB).indd 77 2020-04-08 �� 6:44:11 4. studying 5. teaching Listen Up Challenge 6-04 5 Listen and find the person. Write their letter, name, and arrival time in the table. 6-03 9 Listen, circle, and answer the questions. • Listen to the audio. • Listen to the audio. • Ask students to find the person and write their letter, • Ask students to answer the questions. • Replay the audio if needed. name, and arrival time in the table. • Ask students to complete the activity. • Replay the audio if needed. • Check students’ answers. • Ask students to complete the activity. • Check students’ answers. Answer Key Answer Key 1. c 2. c 1. E, Alana, 6.20 p.m. 3. a 2. C, Steven, 2 p.m. 4. The person in picture C matches the description. 3. B, Mina, 9 a.m. 4. F, Dhani, 11 p.m. 6 Talk with a partner. Describe a man and woman Sara did not talk about. Write your description. • Tell students to find a partner. • Ask students to describe a man and a woman that were not mentioned in the audio. • Ask students to write their answer in the gap. • Ask students to complete the activity. • Check students’ answers. 77

Lesson B Speaking B Speaking Aim Ask and answer questions about what someone looks like Aim: Ask and answer questions about what someone Vocabulary a. a suit f. a coat looks like b. a hat g. a jacket 1 Match the pictures with the word(s). c. a dress h. a jumper d. jeans i. boots Vocabulary e. trousers j. a T-shirt 1 Match the pictures with the word(s). 2 Listen and write what the • Read the words to students. person is wearing. 6-05 • Ask students to repeat aloud after each word. • Ask students to look at the pictures. 1. _________________________________ • Ask students to write the letter of word next to the 2. _________________________________ 3. _________________________________ correct picture. 4. _________________________________ • Ask students to complete the activity. 5. _________________________________ • Check students’ answers. Answer Key From left to right, top to bottom Expressions c. a dress j. a T-shirt Talking about appearance and clothing a. a suit b. a hat f. a coat e. trousers 3 Listen and repeat. 6-06 5 Talk with a partner. Describe g. a jacket i. boots d. jeans h. a jumper Appearance a person below. Who is being described? 2 Listen and write what the person is wearing. What does he look like? He is tall/short, handsome, etc. 2020-04-08 �� 6:44:16 6-05 Clothing • Listen to the audio. • Ask students to write the word they hear in the gap. What is he wearing? • Replay the audio if needed. He is wearing a T-shirt and trousers. • Ask students to complete the activity. She is wearing a dress. • Check students’ answers. I am wearing a hat. (or: I have a hat.) 4 Talk with a partner. I am wearing a Who is wearing red jacket. ________________? Are you wearing ________________? Answer Key 78 1. hat 2. jacket 3. jumper 4. suit 5. boots 1 New Frontiers BE (SB).indd 78 Expressions 4 Talk with a partner. Talking about appearance and clothing • Read the short conversation aloud, or ask two students to read the short conversation aloud. 3 Listen and repeat. 6-06 • Ask students to practise the conversation with a • Read the contents of the tables. partner. OR • Ask students to read the tables. • Tell students to practise the conversation again, but to OR talk about different clothing and colours. • Listen to the audio. • Ask students to repeat aloud after the audio. • Check students’ conversations to make sure they’re • Ask students if they know what kinds of words are speaking properly. being highlighted. • Give feedback. Teacher’s Note 5 Talk with a partner. Describe a person below. Who is being described? All Types of People, All Types of Clothing • Ask students to talk with a partner. Explain to students that there are many different types • Ask students to choose one of the people. of people. Give them additional adjectives to describe • Ask students to describe the person. people, such as old, young, sick, healthy, happy, sad, • Ask students to change roles and describe a different angry, bored, etc. Also make sure to introduce other clothing items, such as hoodie, sweatshirt, sweat pants, person. slacks, sneakers, baseball cap, etc. • Check students’ conversations to make sure they’re 78 speaking properly. • Ask different groups to present their discussions to the class. • Give feedback. Extra Practise What Do They Look Like? Prepare some pictures of famous people and ask students what they look like with the unit’s patterns.

Grammar Teacher’s Note 6 Read the table. Non-Continuous Verbs Simple Present Used to express habits, repeated actions or This NOTE illustrates that other verbs not used in the events, and general truths present continuous include: He reads in the morning. Habit: He usually reads—every day, every week, etc. He wears glasses to read. Repeated action: Every day he wears glasses. feelings: hate, like, love, prefer, want, wish He wears glasses. General truth: Always or usually. senses: appear, feel, hear, see, seem, smell, sound, taste Present Continuous Used to describe an action that is happening communication: agree, deny, disagree, mean, right now promise, satisfy, surprise thinking: believe, imagine, know, mean, realize, He is reading. He is reading right now. recognize, remember, understand others: be, belong, concern, depend, involve, matter, He is wearing a white shirt. He is wearing a white shirt right now. need, owe, own, possess 7 Fill in the gaps with the given words in the simple present or present continuous tense. 1. He ____________________ (wear a suit) to work every day. NOTE Speak Up 2. I usually ____________________ (study) at the weekend, We cannot use present continuous with 8 Talk with a partner. Describe the people in the but right now I ____________________ (watch) a film. have when we describe appearance. picture and what they are doing. He has a white shirt. (o) He is having a white shirt. (x) • Ask students to talk with a partner. • Ask students to describe the people in the picture and 3. We ____________________ (wear) a T-shirt and jeans because it’s Saturday afternoon. what they are doing. 4. At school, we always ____________________ (wear) a uniform. • Tell students to describe their appearance and clothes. • Ask students to change roles and describe a different 5. What ____________________ (Sarah / do) in her free time? person. Speak Up Pronunciation • Check students’ conversations to make sure they’re 8 Talk with a partner. Describe the 9 Listen and repeat. 6-07 speaking properly. • Give feedback. people in the picture and what they /I/ /i/ are doing. fit feet 10 Listen and put a tick ( ) on the sound. 6-08 /I/ /i/ 1. ship Pronunciation 2. sheep 3. beat 9 Listen and repeat. 6-07 4. bit 5. seat • Listen to the audio. 6. sit • Ask students to repeat aloud after the audio. 7. pitch • Check students’ understanding. 8. peach • Ask students to circle the correct vowels in each word if 79 needed. 1 New Frontiers BE (SB).indd 79 2020-04-08 �� 6:44:17 Grammar 10 Listen and put a tick () on the sound. 6-08 6 Read the table. • Listen to the audio. • Ask students to repeat aloud after the audio. • Read the contents of the table. • Tell students to put a tick on the correct sound. OR • Replay the audio if needed. • Ask students to read the table. • Ask students to complete the activity. • Ask students if they know what verb tenses are being • Check students’ answers. highlighted. 7 Fill in the gaps with the given words in the simple Answer Key present or present continuous tense. 1. /I/ 2. /i/ 3. /i/ 4. /I/ • Ask students to read the sentence prompts and look at 5. /i/ 6. /I/ 7. /I/ 8. /i/ the words in parentheses. • Ask students to change the word in parentheses into the simple present or present continuous tense and write it in the gap. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. wears a suit 2. study, am watching 3. are wearing 4. wear 5. does Sarah do 79

Lesson C Reading C Reading Aim Learn about the clothes people wear in other countries Aim: Learn about the clothes people wear in other Vocabulary 6-09 countries 1 Listen and number. Vocabulary it’s bright wet it’s hot it’s cold gloves 1 Listen and number. 6-09 • Listen to the audio. sandals socks sunglasses an umbrella a shirt • Ask students to repeat aloud after the audio. • Ask students to write the correct number of the 2 Use the vocabulary words to complete the dialogues. Listen and repeat. 6-10 vocabulary word next to the picture in the book. 1. 2. • Practise again. Point at different pictures and ask _________________ today. You It’s raining right now! students to say the words. should wear sunglasses. Answer Key OK! How do these I won't get wet. I have From left to right, top to bottom look? _________________! 1. it’s bright 3. 4. 10. wet It’s so cold today. Ah! My socks are all wet! 3. It’s hot My hands hurt. 6. it’s cold 5. gloves Wear these _________________. I wear _________________ when it 9. sandals They will make your hands warm. rains. Then my socks and shoes 7. socks 2. sunglasses Pre-reading don’t get dirty. 4. an umbrella 8. a shirt 3 Talk with a partner. Look at the pictures and talk vest 2 Use the vocabulary words to complete the about what the person is wearing. dialogues. Listen and repeat. 6-10 beanie • Ask students to read the sentence prompts. • Ask students to write the correct word(s) in the gaps. When do you wear raincoat • Listen to the audio. these clothes? • Ask students to check their answers. 2020-04-08 �� 6:44:33 • Ask students to repeat aloud after the audio. 80 • Ask students to complete the activity. 1 New Frontiers BE (SB).indd 80 Answer Key Extra Practise When Do You Wear … ? 1. It’s bright 2. an umbrella Ask students when they wear certain clothes with the 3. gloves phrase: 4. sandals “I wear _____ when _____.” Pre-reading When do you wear a beanie? → I wear a beanie when 3 Talk with a partner. Look at the pictures and talk it’s cold outside. about what the person is wearing. Teacher’s Note • Ask students to look at the pictures. • Tell students to practise asking and answering the Common Clothing question. Explain some common clothing items that people • Tell students to talk about other clothing items. usually wear in special situations, such as a swimming • Check students’ conversations to make sure they’re suit, pajamas, slippers, exercise clothing, etc. speaking properly. • Give feedback. 80

4 Read and match the texts with the pictures. 6-11 A 6 Talk with a partner. B Hi, I’m Omar. I live in Saudi Arabia. It’s so hot here. I’m • Tell students to find a partner. wearing this—a thawb. It’s a kind of long white shirt. C • Tell students to discuss the questions. It is very cool and loose. It is very comfortable to wear in • Ask students if they would like to share their discussion hot weather. Also, I’m wearing sandals! It’s very sunny and bright here, so I have to wear sunglasses often. What with the class. do you think of my outfit? • Ask follow-up questions. My name is Ju-Yeon, and I live in South Korea. It’s Challenge raining right now, so I’m wearing a raincoat. I don’t want to get wet. I always have an umbrella when I go outside. 7 Find unique clothes from other countries online. It’s also warm here, so I’m wearing a dress and sandals. At Share your information with your group. Can you home, I wear comfortable trousers and a T-shirt. name the clothes below? I’m Danielle. I live in Canada. It’s sunny here, but very • Tell students to get into groups. cold. I’m wearing this padded coat, a thick jumper, a • Ask students to look at the pictures. warm blue hat, and gloves. Also, I’m wearing big boots to • Ask students to try and name the clothing in the walk in the snow. Sometimes, I wear sunglasses, too. pictures. Comprehension • Ask students to use the internet to find clothes from 5 Circle true or false. true false 6 Talk with a partner. other countries. true false • Tell students to discuss the clothes they found. 1. Wearing a thawb makes Omar feel hot. true false 1. Which type of clothes • Ask different groups to present their discussions to the 2. Ju-Yeon is wearing trousers. true false do you like most? Why? 3. Danielle is wearing sunglasses. true false class. 4. Ju-Yeon wears trousers at home. true false 2. What do you wear • Give feedback. 5. Danielle’s coat and jumper are thick. when it’s hot? 6. Omar sometimes wears sunglasses. Teacher’s Note 3. What do you wear when it’s very cold? People From … Wear … Challenge Explain to students that they can talk about traditional clothes people from other countries wear with the 7 Find unique clothes from other countries online. Share your phrase: information with your group. Can you name the clothes below? “People from _____ wear _____.” Ex. The boy from Thailand is wearing a white shirt and pink pants. I like these clothes. You can wear them when it’s hot. Japan Indonesia Mexico Thailand People from Mexico wear sombreros. 81 1 New Frontiers BE (SB).indd 81 Teacher’s Note 2020-04-08 �� 6:44:46 Clothes from Around the World 4 Read and match the texts with the pictures. Explain to students that people in other countries 6-11 wear different clothing items. Below is a short list of traditional clothing items from other countries: • Listen to the audio. OR Korea: hanbok Germany: lederhosen • Read the article aloud. South East Asia: sarong Spain: traje de luces OR China: hanfu England: smock-frock • Ask students to read parts of the reading aloud. Japan: kimono Scandinavia: gakti • Ask students to match the text with the correct picture. Netherlands: clogs Morocco: fez • Replay the audio if needed. Russia: sarafan West Africa: dashiki • Ask students to complete the activity. France: beret South America: poncho • Check students’ answers. Scotland: kilt Answer Key From top to bottom A. Omar, B. Danielle, C. Ju-Yeon 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 2. false 4. true 1. false 6. true 3. false 5. true 81

Lesson D Writing D Writing Aim Describe your appearance in a message Aim: Describe your appearance in a message Vocabulary Vocabulary 1 Read and repeat. d. light hair 1 Read and repeat. a. comfortable • Read the words aloud. b. curly hair c. straight hair • Ask students to repeat aloud. • Practise again. Point at words in the book and ask students to say the words aloud. 2 Listen and find the person (a-h) being described e. dark hair f. strong g. slim in 1 . h. uncomfortable 6-12 2 Listen and find the person (a-h) being described in 1 . 6-12 • Listen to the audio. 1. ____________________ 2. ____________________ 3. ____________________ • Ask students to write the letter of the person in the 4. ____________________ 5. ____________________ 6. ____________________ gap. • Replay the audio if needed. 3 Choose a man and a woman from above. Describe their appearance. • Ask students to complete the activity. • Check students’ answers. She is . She has . He is . He has . Answer Key 4 Listen and write the names of the people. 6-13 1. e 1. 3. 5. 2. f 3. c 2. 4. 4. h 5. b 6. a 3 Choose a man and a woman from above. 82 2020-04-08 �� 6:44:49 Describe their appearance. 1 New Frontiers BE (SB).indd 82 • Tell students to choose one man and one woman from the pictures. Grammar • Ask students to describe their appearance. 5 Read and listen. 6-14 • Ask students to write their answer on the line. • Ask students to complete the activity. • Read the contents of the table. • Check students’ answers. OR • Ask students to read the table. Answer Key OR • Listen to the audio. Sample Answers • Ask students to repeat aloud after the audio. • Ask students if they know what kind of grammar points She is comfortable right now. / She has light hair. He is slim. / He has short dark hair. are being highlighted. 4 Listen and write the names of the people. Extra Practise My Friend Looks … ! 6-13 Have students draw a picture of a friend or classmate. Then have them write sentences to describe the • Listen to the audio. person they drew. Tell students to use the patterns and • Ask students to write the name of the person in the vocabulary from activities 1 , 3 , 5 , and 6 . Ask some students to present their work. gap. • Replay the audio if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. Manny 2. Rachel 3. Jacob 4. William 5. Irene 82

Grammar Writing 5 Read and listen. 6-14 8 Draw a picture of Alana. Then tell your friends in the chat group what she looks like. You can use two adjectives to describe a noun. There are two ways to do this. • Tell students to draw a picture of what Alana looks like. The adjectives come before the noun. The adjectives come after the noun. • Tell students that they can use a separate piece of paper His long dark hair... His hair is long and dark. NOTE if the notebook in the book is not helpful. Her short blonde hair... Her hair is short and blonde. • Ask students to read the sentence prompts. We usually use the spelling • Ask students to fill in the gaps with adjectives and blond when talking about men 6 Rewrite the sentences in another form. and blonde when talking about clothing items. women. Both spellings have the • Ask students to complete the activity. same pronunciation. • Ask some students to present their descriptions to the 1. He has a large, comfortable bed. class. _______________________________________________________________________________. • Give feedback. 2. Her trousers are long and dark. Answer Key _______________________________________________________________________________. Sample answers Last night, Alana was wearing a yellow dress and sunglasses. She has 3. His hair is short and blond. beautiful earrings and long, dark hair. She’s the best! _______________________________________________________________________________. Teacher’s Note 4. They have a small, comfortable flat. All the Adjectives _______________________________________________________________________________. This NOTE illustrates that when using more than one adjective, the correct order must be followed. Make 5. Her brother is tall and handsome. sure students understand that when using more than _______________________________________________________________________________. one kind of adjective, the correct order should be: 1. opinion: ugly, beautiful 7 Read the conversation. Answer the questions. 2. size: big, small 3. physical quality: thin, rough Aubrey 1. What are the people talking about? 4. shape: round, rectangular a. a television show 5. age: young, ancient Hey, did you watch Sing Star last night? b. a concert 6. colour: blue, pink c. a school assignment 7. origin: American, Japanese Jessica 8. material: wood, plastic 2. Who is Jessica’s favourite singer? 9. type: multi-use, three-sided Yes! It’s my favourite television show! a. Aubrey 10. purpose: cooking, riding b. Claire Claire c. Alana Fettuccini is a long, flat, Italian pasta. He saw a beautiful, big, hairy, black dog. Me, too! 3. Who doesn’t remember Alana? a. Aubrey 83 Aubrey b. Claire c. Jessica Who was your favourite singer last night? Jessica It was Alana! She’s my favourite. Claire Alana? I don’t remember her. What does she look like? Writing 8 Draw a picture of Alana. Then tell your friends in the chat group what she looks like. Jessica Last night, Alana was wearing __________________ and __________________. She has beautiful __________________ and __________________ hair. She’s the best! #alana#singstar 83 1 New Frontiers BE (SB).indd 83 2020-04-08 �� 6:44:51 6 Rewrite the sentences in another form. • Ask students to read the sentences. • Ask students to rewrite the sentences using the forms in activity 5 . • Ask students to complete the activity. • Check students’ answers. Answer Key 1. His bed is large and comfortable. 2. She has long, dark trousers. 3. He has short, blonde hair. 4. Their flat is small and comfortable. 5. She has a tall, handsome brother. 7 Read the conversation. Answer the questions. • Read the conversation aloud. OR • Ask students to read parts of the conversation aloud. OR • Ask students to read the conversation quietly by themselves. • Ask students to answer the questions. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. a 2. c 3. b

Lesson E Project E Project Aim Find a person based on their physical description Aim: Find a person based on their physical description Video Video 1 Write the word under the correct picture. 1 Write the word under the correct picture. beach thief steal crowded • Read the words to students. • Ask students to repeat aloud after each word. 2 Look at the pictures. What is this video about? Talk with a partner. • Ask students to look at the pictures. • Ask students to write the word under the correct picture. • Ask students to complete the activity. • Check students’ answers. Answer Key From left to right, top to bottom thief, crowded, steal, beach 2 Look at the pictures. What is this video about? 3 Watch the video. Put a tick ( ) on the words you hear. Video Talk with a partner. 6 • Ask students to look at the pictures. • Ask students to make predictions about the video nice thief boots short jacket they’re about to watch. car phone boat • Tell students to talk with a partner. • Tell students to share their predictions with their 4 Watch again. Circle the word(s) you hear. Video partner. 6 Scan the QR code to link to the Unit 6 video. 1. This is ice / new / nice. 2. He’s tall and thin / tall and thick / short and blue. 3. Hello? There’s a thief on the bench / beach / sea. 4. OK, a police officer is coming / was coming / are coming to the 3 Watch the video. Put a tick () on the words you beach now. hear. Video 84 6 • Play the video for students. 1 New Frontiers BE (SB).indd 84 2020-04-08 �� 6:44:57 • Ask students if their predictions were correct. • Ask students to put a tick on the word they hear. Teacher’s Note • Play the video again if needed. • Ask students to complete the activity. Cops, Robbers, and Uniforms • Check students’ answers. Explain to students that a thief is also known as a Answer Key robber and that a police officer is also known as a cop. From left to right, top to bottom Tell students that the stereotypical robber’s clothes are nice, thief, phone, jacket all black and that they wear a black mask. Next, let students know that police officers wear uniforms. You 4 Watch again. Circle the word(s) you hear. Video can introduce police-related vocabulary, such as utility belt, handcuffs, pepper spray, baton, gun or firearm, • Ask students to read the questions. 6 police car, etc. • Play the video again. • Ask students to circle the word(s) they hear. Extra Practise • Ask students to complete the activity. • Check students’ answers. Pause the video from time to time and practise asking students what the people in the video are doing. Answer Key What is the man in the yellow swimming suit doing? → 1. nice He is swimming in the sea. (at 0:16) 2. tall and thin What is the boy holding? → He is holding his mum’s 3. beach hand. (at 0:25) 4. is coming Etc. 84

Grammar 21st Century Skills 5 Complete the sentences. Choose the simple present or present continuous. 6 Read the reports. Talk with a partner or group. Decide who is the thief. Use the given words. • Tell students to talk with a partner or get into groups. Hi, Joe. • Tell students to read the reports and discuss them. • Tell students to use the clothing words, adjectives, and I ____________________________ (write / this email) on a beach in Italy. Usually the weather ____________________________ (sunny), so verb tenses they learned in the unit. I ____________________________ (wear / sunglasses) every day. But right now • Check students’ conversations to make sure they’re ____________________________ (it / rain), so I ____________________________ (sit / under a tree). I ____________________________ (come to / the beach) speaking properly. every day because it’s beautiful here. • Ask different groups to present their findings to the ____________________________ (you / enjoy your holiday)? I hope so. See you soon! class. Maxine • Give feedback. Century Skills Critical Thinking Collaboration Find the Thief! 6 Read the reports. Talk with a partner or group. Decide who is the thief. Police officer report: Witness report 1: The man who stole the bike was wearing I saw the man! He is quite tall and thin. He has a black jacket, jeans, and sunglasses. I lost short brown hair and small ears. Oh! And he him in the crowd. He may have changed had glasses. his clothes before we caught him. Witness report 2: I don’t remember his face. But I saw a man throw away some clothes. He is wearing a brown jacket and red tie. 1 New Frontiers BE (SB).indd 85 85 2020-04-08 �� 6:44:58 Grammar 5 Complete the sentences. Choose the simple present or present continuous. Use the given words. • Ask students to read the sentence prompts and look at the words in parentheses. • Ask students to change the words in parentheses into the simple present or present continuous tense and write them in the gap. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. am writing this email 2. is sunny, wear sunglasses 3. it’s raining, am sitting under a tree 4. come to the beach 5. Are you enjoying your holiday 85

Review Unit 5-6 Review Unit 5-6 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 Maria has many different hobbies. She loves to 1. read comic books and 2. draw cartoons. She loves number. to 3. play video games. But Maria’s favourite hobby is to 4. collect art toys! Maria’s • Ask students to write the word in the gap. favourite art toys are cute and a little scary. Maria loves looking at her art toys, but she • Ask students to complete the activity. also wants to make them! She 5. paints models to practise. • Check students’ answers. 1. __________ 2. __________ 3. __________ Answer Key 4. __________ 5. __________ 1. e, read comic books 2 Look at the table. Then fill in the gaps. 2. b, draw cartoons 3. f, play video games Jacob’s Diary: Day of the Week Weather I need… Hobby 4. c, collect art toys 5. d, paints models Monday Monday sunny, hot sunglasses, read comic books sandals 2 Look at the table. Then fill in the gaps. It’s hot and bright outside. I Tuesday • Ask students to look at the table. have to wear my Wednesday sunny, hot sunglasses play video games • Ask students to read the passage. 1. _____________ and sandals. I Thursday • Ask students to fill in the sentences with the want to go to the park to read Friday cold gloves go shopping my comic book. It’s so fun! information from the table. raining, wet an umbrella play with toys • Ask students to complete the activity. • Check students’ answers. raining, wet a jumper play video games Answer Key Tuesday It’s hot outside. I want to stay inside and 2. _____________. I can’t wait! 1. sunglasses 2. play video games Wednesday 3. gloves 4. to go shopping It’s cold outside. I should wear my 3. _____________. I’m going 4. _____________ with 5. wet my mum. I want to buy a new game. But maybe I will buy a toy. 6. umbrella 7. play video games Thursday 3 Read the text and circle the correct word. It’s raining today! I don’t want to get 5. _____________. I need my • Ask students to read the reading. 6. _____________, but I can’t find it. • Ask students to circle the correct word. • Ask students to complete the activity. Friday • Check students’ answers. My friends want to 7. _____________ with me. I hope I play well! Answer Key 86 1 1 New Frontiers BE (SB).indd 86 2020-04-08 �� 6:45:08 1. before breakfast 2. usually Teacher’s Note 2 Golfer, not Golf Player 1. play, exercise 2. skateboard, listen Make sure students understand that in team sports 3. dances, rides, after school like basketball and rugby, the athletes are referred 4. sometimes to as basketball players, rugby players, and so on. In individual sports like golf and boxing, the athletes are referred to as golfer, boxer, and so on. Keep in mind soccer, football in the UK, uses the term soccer player in the US and footballer in the UK. 86

3 Read the text and circle the correct word. Answer Key 1 Dear Dr J, 1. c 1. My son Franklin doesn’t have many hobbies. He always watches television 2. a before breakfast / breakfast before. 3. c 2. What do other boys usually / never do? I want to help him find better hobbies. Sincerely, Teacher’s Note Franklin’s Mum More on Adverbs of Frequency 2 Dear Franklin’s Mum, Make sure students clearly understand how to use Young children have many hobbies. adverbs of frequency. The list below can be used as a checklist of rules students should know. 1. They plays / play football and exercise / exercises. • Adverbs of frequency should be used to talk about 2. They sometimes skateboard / skateboards. They also listens / listen to music. how often something happens. 3. I have a son who sometimes dances / dance and rides / ride his bike • Adverbs of frequency are often used to talk about in the park after school / school after. routine or repeated actions, so the present simple and simple past are usually used with them, not the 4. When he does that, I sometimes / never take photos of him so present continuous. I can show them to my friends. • If a sentence has one verb, the adverb of frequency Sincerely, PSYCHOLOGIST’S goes after the subject but before the verb. For Dr J OFFICE example, “Stacy always rides her bike.” 4 Listen and circle true or false. R3-1 true false • If an adverb of frequency is used in a negative true false statement or a question, the adverb of frequency 1. Franklin loves to play football in his free time. true false goes before the main verb. For example, “Does Dale 2. Dr J likes to hike and ride her bike in the park. true false usually not do his homework?” 3. Franklin’s doll has black hair and pretty eyes. 4. Franklin usually watches television at the weekend. 5 Listen and circle the correct answer. R3-2 b. warm c. raining 1. It is _____ right now. a. sunny b. dress c. sandals 2. Linda needs to wear socks and a(n) _____. a. coat 3. Linda is wearing a dress and has a(n) _____. a. raincoat b. sunglasses c. umbrella 1 New Frontiers BE (SB).indd 87 87 2020-04-08 �� 6:45:09 4 Listen and circle true or false. R3-1 • Ask students to read the sentences. • Listen to the audio. • Ask students to answer the questions. • Replay the audio if needed. • Ask students to complete the activity. • Check students’ answers. Answer Key 1. false 2. false 3. false 4. true 5 Listen and circle the correct answer. R3-2 • Ask students to read the sentence prompts. • Ask students to circle the correct word. • Ask students to complete the activity. • Check students’ answers. 87

7Unit WHAT’S FOR LUNCH? This unit will give students the ability to talk about the UUnn itt kinds of food they like and dislike. Students will also learn how to order food in a restaurant and talk about the 7 quantity of food they eat. WHAT’S FOR LUNCH? Scan the QR code to download the Unit 7 audio. WHAT YOU WILL DO IN THIS UNIT Unit 7 AIMS Lesson A: Understand likes and dislikes Lesson B: Read about interesting street food Lesson C: Order food in a restaurant Lesson D: Write about the food you eat Lesson E: Do a healthy eating survey Target Skills Lesson A: Listening Lesson B: Reading Lesson C: Speaking Lesson D: Writing Lesson E: Project Target Vocabulary Lesson B Scan for Audio WHAT YOU WILL DO IN THIS UNIT Lesson A beans A Listening Understand likes and dislikes fruit B Reading Read about interesting street food bananas ice cream C Speaking Order food in a restaurant bread lemons D Writing Write about the food you eat cheese peppers E Project Do a healthy eating survey eggs sandwiches fish soup 88 2020-04-08 �� 6:45:17 juice vegetables meat 1 New Frontiers BE (SB).indd 88 oranges Lesson D potatoes Key Grammar tomatoes butter chocolate I would like Lesson C milk oil Use would to make requests, invitations, give advice, and apple rice show willingness. You can use the phrase “I would bowl salt like / I’d like…” to order the food you want. This phrase cake sugar can be used to ask or answer questions. chicken water cup Question Response glass I would like (I’d like) a slice of mushrooms What would you like? pizza. pizza salad Would you like a glass of Yes, please / No, thank you. slice juice? 88

food quantifiers – quantity nouns 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. Quantity Example a bottle of Buy a bottle of milk, please. a glass of I drink a glass of milk every day. a cup of I want a cup of tea. a pair of Do you have a pair of socks I can borrow? a piece of Do you want a piece of cake? a packet of Would you like a packet of ketchup? How much/many… Use the phrase how much/many to ask about the quantity of things. Use how many to ask about countable things and how much to ask about uncountable things. Question Count Question Uncountable (single (grains, liquid, How many objects) How much bananas are butter is there? lard) there? There are a few There is a little bananas. butter. Look at the photo and answer the questions. There There is a lot of 1. What is happening in the picture? are many butter. 2. What do you think the girl is making? bananas. 3. How often do you cook at home? What can you make? 1 New Frontiers BE (SB).indd 89 4. Do you eat mostly healthy food or unhealthy food? Give some examples. Unit 7 Discussion 89 Look at the photo and answer the questions. • Ask students to look at the Unit 7 cover page. 2020-04-08 �� 6:45:18 • Then ask the class each question. • Give corrections and ask follow-up questions. countable and uncountable nouns • Ask students to talk with a partner. Have students take Some nouns are countable while others are uncountable. turns asking the questions on the page to their partner. 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, Extra Practise More Discussion lard) Ask more questions about food. a banana a sandwich butter How often do you eat out? a few bananas some sugar What is your favourite restaurant? two bananas a little butter What is your favourite kind of food? a lot of bananas some butter What are some dishes from your country? many bananas a lot of butter What is your favourite meal of the day? Why? much butter Describe a typical breakfast/lunch/dinner from your country. 89

Lesson A Listening A Listening Aim Understand likes and dislikes Aim: Understand likes and dislikes Vocabulary Focus 1 Listen and number. 7-01 3 Talk with a partner. Vocabulary What food do you like? 1 Listen and number. 7-01 bananas oranges I (really) like cheese. tomatoes potatoes • Listen to the audio. What food do you • Ask students to repeat aloud after the audio. eggs bread not like? • Ask students to write the correct number of the vocabulary word next to the picture in the book. Answer Key I (really) don’t like fish. NOTE From left to right, top to bottom Use really to show a 9. bananas stronger feeling. 10. oranges 2. tomatoes 4 Listen and circle. 7-03 6. potatoes 8. eggs 1. Rodrigo eggs 4. bread cheese 1. cheese 7. juice cheese juice 2. Emily 3. fish bread 5. meat juice • Practise again. Point at different pictures and ask fish meat 3. Steven fish students to say the words. NOTE meat Some of these nouns end in an s, and some don’t. Why? 2 What are they talking about? Listen and write 2 What are they talking about? Listen and write the word. the word. 7-02 7-02 4. Amara potatoes • Listen to the audio. 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ tomatoes • Ask students to answer the questions. 5. ____________________ 6. ____________________ • Replay the audio if needed. 90 • Ask students to complete the activity. 1 New Frontiers BE (SB).indd 90 2020-04-08 �� 6:45:21 • Check students’ answers. Answer Key 4 Listen and circle. 7-03 1. fish • Listen to the audio. 2. eggs • Ask students to answer the questions. 3. bananas • Replay the audio if needed. 4. potatoes • Ask students to complete the activity. 5. cheese • Check students’ answers. 6. oranges Answer Key Focus 1. cheese-like, eggs-dislike 3 Talk with a partner. 2. juice-like, bread-like 3. meat-like, fish-dislike • Read the short conversation aloud, or ask two students 4. tomatoes-dislike, potatoes-like to read the short conversation aloud. Extra Practise I Love / Like / Don’t Like / Hate … • Ask students to practise the conversation with a Explain to students that love is used when one really partner. likes something and hate is used when one really doesn’t like something. Ask students questions about • Tell students to practise the conversation again, but to things they like and dislike with the phrase: talk about different foods. “What _____ do you love / like / not like / hate?” Teacher’s Note What food do you love? → I love cake. Countable and Uncountable nouns What sport do you hate? → I really hate baseball. This NOTE illustrates that countable nouns are individual people, animals, places, things, or ideas. When a noun is not an individual object, it is uncountable. Make sure students understand this. 90

Listen Up 7-04 7 Listen again. Fill in the gaps and circle. 7-04 5 Where are the speakers? Listen and number. • Listen to the audio. • Ask students to circle the word and write the answer. at a restaurant in the kitchen on a picnic in the garden • Ask students to complete the activity. • Check students’ answers. 6 Listen again. Circle the words you hear. 7-04 potatoes meat Answer Key oranges bananas tomatoes eggs bread cheese juice fish 1. like, juice 2. like, potato dishes 3. don’t like, tomatoes 4. like, eggs 7 Listen again. Fill in the gaps and circle. 7-04 Challenge I like / don’t like I really like / don’t like 8 Listen and answer the questions. 7-05 _________________. _________________. • Listen to the audio. 1. Brandon 2. Samantha • Ask students to answer the questions. • Replay the audio if needed. I really like / don’t like I like / don’t like • Ask students to complete the activity. _________________. _________________. • Check students’ answers. 3. Serena Answer Key Challenge 4. Lee 1. d 2. b 8 Listen and answer the questions. 7-05 91 3. a. true 1. Where is Andy? c. in the garden 2020-04-08 �� 6:45:22 b. false a. at Valerie’s house b. at a restaurant c. true c. potatoes 2. What does Andy choose to eat? d. on a picnic Teacher’s Note true false d. nothing a. tomatoes only b. cheese only true false There Are Restaurants and Then There Are true false Restaurants 3. Circle true or false. a. Andy doesn’t like tomatoes at all. Explain the different kinds of restaurants to students. b. Andy doesn’t like cheese. Make sure they understand the difference between the c. Valerie really likes tomatoes. following kinds of restaurants: 1 New Frontiers BE (SB).indd 91 - fast food Listen Up - fast casual 5 Where are the speakers? Listen and number. - family restaurant 7-04 - fine dining • Listen to the audio. - café or bistro • Ask students to write the number of the description - food truck next to the correct picture. • Replay the audio if needed. - buffet restaurant • Ask students to complete the activity. • Check students’ answers. - cafeteria restaurant Answer Key From left to right 2. at a restaurant 1. in the kitchen 4. on a picnic 3. in the garden 6 Listen again. Circle the words you hear. 7-04 • Listen to the audio again. • Ask students to circle the words they hear. • Ask students to complete the activity. • Check students’ answers. Answer Key From left to right, top to bottom bananas, tomatoes, eggs, potatoes, juice 91

Lesson B Reading B Reading Aim Read about interesting street food Aim: Read about interesting street food Vocabulary 7-06 NOTE Vocabulary 1 Listen and repeat. Countable nouns ( beans) can be plural and take an s. 1 Listen and repeat. 7-06 peppers Uncountable nouns ( ice • Listen to the audio. cream) cannot. • Ask students to repeat aloud after the audio. • Practise again. Point at words in the book and ask vegetables students to say the words aloud. soup 2 Look at the words again. Circle the words that fruit 2 Look at the words again. Circle the end in an s. words that end in an s. • Ask students to look at the words. • Ask students to circle the words that end in an s. sandwiches lemons 3 Fill in the gaps. • Ask students to complete the activity. beans ice cream • Check students’ answers. 1. A(n) __________________ is two slices of bread with fillings between them, such as Answer Key cheese, meat, vegetables, or eggs. From left to right, top to bottom 2. Peppers and potatoes are kinds of peppers, vegetables, fruit, lemons, sandwiches, beans __________________. 3 Fill in the gaps. 3. Bananas and oranges are kinds of • Ask students to read the sentence prompts. __________________. • Ask students to write the answer in the gap. • Ask students to complete the activity. 4. Cheese and __________________ are made • Check students’ answers. from milk. Answer Key 5. A(n) __________________ is vegetables and 1. sandwich meat cooked in water. 2. vegetables 3. fruit Pre-reading 4. ice cream 5. soup 4 Fill in the gaps. Talk with a partner. PIZZA Teacher’s Note SANDWICHES Fruits and Fruit This NOTE illustrates that some nouns are both What do you like on your sandwiches and pizzas? Where can you get these foods? 2020-04-08 �� 6:45:27 countable and uncountable, such as fruit. When 92 referring to a collective group, fruit is used. For example, “I eat five servings of fruit and vegetables 1 New Frontiers BE (SB).indd 92 every day.” When emphasizing different varieties, then fruits can be used. For example, “I like oranges and Pre-reading other citrus fruits.” Make sure students understand this and explain some other nouns that are both countable 4 Fill in the gaps. Talk with a partner. and uncountable, such as food/foods, cheese/cheeses, and so on. • Ask students to look at the picture. • Tell students to fill in the gap with the different foods. • Then tell students to read the questions at the bottom of the picture aloud. • Tell students to practise by asking and answering the questions with a partner. • Ask students to complete the activity. • Check students’ answers. Answer Key From left to right, top to bottom pepper, bread, meat, cheese, tomato 92

5 Read the article. 7-07 7 Talk with a partner. Ceviche Peru • Tell students to find a partner. • Tell students to discuss the questions. Ceviche [say-VEE-chay] is Peru’s favourite food. It’s a kind • Ask students if they would like to share their discussion of fish soup, but it’s cold! The fish is not cooked. You make it with lemon or lime juice, vegetables, and hot with the class. peppers. It’s great! • Ask follow-up questions. STREET FOOD Teacher’s Note “Street foods” are foods you buy and enjoy outside. They’re Street Food from Around the World cheap and fun to eat. And they’re really good! Here are some great street foods from different countries. Do you have a Explain to students that every country has its own street favourite street food? food. Below is a list of different kinds of street food from different countries: Halo-halo The Philippines Czech Republic: chimney cake On hot days, people in the Philippines eat halo-halo. India: masala dosa This is a sweet, cold food. You make it with red beans, Canada: poutine fruit, and ice cream. Yum! Germany: currywurst Portugal: egg tarts Gua bao China Jamaica: jerk chicken Thailand: pad thai Gua bao [goo-AH BAH-oh] are sandwiches. People enjoy Spain: churros them in China. They’re hot and soft. Inside, there are Vietnam: banh mi di erent things, like meat or vegetables. You can buy Japan: dango one and take it with you. Sri Lanka: kottu roti Israel: falafel Comprehension Netherlands: stroopwafel Turkey: baklava 6 Circle true or false. true false Colombia: arepas true false South Korea: tteok-bokki 1. You eat street food in a restaurant. true false Italy: arancini 2. Gua bao sometimes have meat. true false Mexico: tacos 3. Ceviche is a hot food. UK: fish and chips 4. There are vegetables in halo-halo. USA: corn dogs 7 Talk with a partner. Extra Practise The 5 Food Groups 1. Which of these foods would you like to try? Why? Explain the five different food groups (dairy, fruit, grains, meat, vegetables) to students. Then ask 2. What street foods do people in your country eat? How do you make them? students which food groups the vocabulary words from lessons A and B fall into with the phrases: 3. What are your favourite street foods? “What kind of food is _____?” → “_____ is a _____.” 1 New Frontiers BE (SB).indd 93 93 “How many _____ did you eat today?” → “I ate the 2020-04-08 �� 6:45:31 number of food from the food group today.” → “I ate the foods from that food group.” 5 Read the article. 7-07 What kind of food is an orange? → An orange is a • Listen to the audio. fruit. OR How many fruits did you eat today? → I ate three fruits • Read the article aloud. today. → I ate an apple and two oranges. 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. true 3. false 4. false 93

Lesson C Speaking C Speaking Aim Order food in a restaurant Aim: Order food in a restaurant Vocabulary 7-08 Vocabulary 1 Listen and number. 1 Listen and number. 7-08 salad cake pizza cup glass • Listen to the audio. • Ask students to repeat aloud after the audio. apple mushrooms chicken slice bowl • Ask students to write the correct number of the 2 Fill in the gaps with words from the box. Answers will vary. mushroom vocabulary word next to the picture in the book. orange chicken tomato bread cake egg soup Answer Key apple fruit pizza coffee cheese juice From left to right, top to bottom 1. a(n) _______________ sandwich 2. bowl of _______________ 4. salad 3. a(n) _______________ salad 4. slice of ________________ 2. cake 5. _______________ soup 6. cup of ________________ 3. pizza 7. _______________ juice 8. glass of _______________ 1. cup 9. glass Focus 4 Listen and fill in the gaps. 7-09 5. apple 7. mushrooms 3 Talk with a partner. Which food or * 1 bowl of mushroom 8. chicken 1. _______________________ 6. slice drink do you want right now? 10. bowl * 1 salad What would you like? * 1 slice of 2. _______________________ • Practise again. Point at different pictures and ask * 1 glass of 3. _______________________ students to say the words. I would like a slice of * 1 bowl of 4. _______________________ cheese pizza. * 1 glass of 5. _______________________ 2 Fill in the gaps with the words from the box. Answers will vary. NOTE • Ask students to read the prompts. You can also ask, What would you like to eat? • Ask students to fill in the gap with the correct or What would you like to drink? vocabulary word. 94 2020-04-08 �� 6:45:34 • Ask students to complete the activity. • Check students’ answers. 1 New Frontiers BE (SB).indd 94 Answer Key 4 Listen and fill in the gaps. 7-09 Sample Answers • Listen to the audio. 1. cheese • Ask students to fill in the gap with the word(s) they 2. soup 3. egg hear. 4. pizza • Replay the audio if needed. 5. bowl of • Ask students to complete the activity. 6. coffee • Check students’ answers. 7. glass of 8. juice Answer Key Focus 1. soup 2. pizza 3 Talk with a partner. Which food or drink do you 3. water want right now? 4. chicken soup 5. apple juice • Read the short conversation aloud, or ask two students to read the short conversation aloud. Teacher’s Note • Ask students to practise the conversation with a Common Food Quantifiers partner. There are many food quantifiers. Make sure students • Tell students to practise the conversation again, but to know some of the more common food partitives talk about different foods. below: a carton of milk/ice cream a loaf of bread a box of cereal a can of soda a head of lettuce/cabbage a bag of flour/rice a pot of coffee/tea a slice of cake/bread a jar of jam/pickles a piece of candy/cake 94

Expressions Speak Up Ordering in a restaurant 7 Look at the menu. Choose the food you want. 5 Listen and repeat. 7-10 Then role-play with a partner. I would like (I’d like) a slice of pizza. • Ask students to work with a partner. • Ask students to look at the menu and choose what they What would you like? I’ll have a slice of pizza. want to eat and drink. Could I have a slice of pizza? • Tell students to practise ordering food with their Would you like a glass of water? Yes, please. / No, thank you. partner. • Tell students to use the expressions, phrases, and 6 Use the expressions and phrases to make sentences. patterns from activities 5 and 6 . a slice of pizza a glass of apple juice a cup of coffee a bowl of ice cream • Check students’ conversations to make sure they’re a chicken sandwich a bowl of soup a tomato salad an egg sandwich speaking properly. Speak Up Pronunciation • Ask some students to present their conversations to the 7 Look at the menu. Choose the food you 8 Listen and repeat. 7-11 class. • Give feedback. want. Then role-play with a partner. /s/ /z/ /iz/ cups eggs slices MENU 9 Listen and put a tick ( ) on the Pronunciation sound. 7-12 8 Listen and repeat. 7-11 /s/ /z/ /iz/ • Listen to the audio. • Ask students to repeat aloud after the audio. ECghgicskeanndswanicdhw…ic…h… £6.25 1. sandwiches • Check students’ understanding. £8.50 • Ask students to circle the correct consonants in each 2. tomatoes OsYtlovoiceumenra-£cbth3aooke.i0escde,0ppo/oifzst:zammateaoalelt£s,,8chh.o9ict5kpe/enpl,apmreguress£h, er1ox0otmr.7as5c,heese word if needed. 3. bananas 4. cooks Co ee………… £4.50 5. vegetables Tea…………… £3.75 Milk…………… £3.50 6. glasses Fs(armepasplhlle£j,uo4icr.ea9…n5ge…/,lat..orgmea£t5o).75 7. apples 9 Listen and put a tick () on the sound. 7-12 8. oranges • Listen to the audio. • Ask students to repeat aloud after the audio. IYsFYcotreoeurucasrrrwhcechbafhroemouriicirc(teyec…,oooofnf…r:e:alaeno…pmgrpeob…l,eonb,,w…abclna)h……anonacano£al£a,4to2e.r2.,a1v5n5agneeilalac,h • Tell students to put a tick on the correct sound. • Replay the audio if needed. 95 • Ask students to complete the activity. • Check students’ answers. 1 New Frontiers BE (SB).indd 95 2020-04-08 �� 6:45:36 Answer Key Expressions 1. /iz/ 2. /z/ 3. /iz/ 4. /s/ Ordering in a restaurant 5. /z/ 6. /iz/ 7. /z/ 8. /iz/ 5 Listen and repeat. 7-10 Extra Practise What’s with All the Forks? • Read the contents of the table. OR Explain to students that there is a variety of cutlery and • Ask students to read the table. plates when going out to a fancy restaurant. Prepare OR printed cutouts of a salad fork, dinner fork, dessert • Listen to the audio. fork, soup spoon, teaspoon, dinner knife, steak knife, • Ask students to repeat aloud after the audio. butter knife, bread plate and a main course plate. • Ask students if they know what kind of words are being Ask students to put them in the correct places. Then see if they are correct. If not, then help them put the highlighted. silverware/cutlery and plates in the correct places. Don’t forget to tell students that the proper etiquette 6 Use the expressions and phrases to make to follow with silverware/cutlery is to start with the sentences. outside forks and spoons first, and then work their way in as the different courses are served. • Ask students to work as a class or talk with a partner. • Tell students to practise making sentences with the expressions and phrases in the box and the patterns in activity 5 . • Check students’ sentences to make sure they’re speaking properly. • Give feedback. 95

Lesson D Writing D Writing Aim Write about the food you eat Aim: Write about the food you eat Vocabulary 1 Listen and repeat. 7-13 butter Vocabulary salt 1 Listen and repeat. 7-13 water rice • Listen to the audio. milk • Ask students to repeat aloud after the audio. chocolate • Practise again. Point at words in the book and ask oil students to say the words aloud. sugar 2 What are they talking about? Listen and write 2 What are they talking about? Listen and write the word. 7-14 the word. 7-14 • Listen to the audio. 1. __________________ 2. __________________ 3. __________________ • Ask students to write the word they hear in the gap. 4. __________________ 5. __________________ 6. __________________, __________________ • Replay the audio if needed. • Ask students to complete the activity. 3 Fill in the gaps with best vocabulary words. • Check students’ answers. 1. Two things for frying food: ________________, ________________ Answer Key 2. Two things to drink: ________________, ________________ 3. Two sweet things: ________________, ________________ 1. sugar 4. Two things from a cow: ________________, ________________ 3. butter 5. One food cooked in water: ________________ 5. oil 2. water Focus NOTE 4. rice 6. chocolate, milk 4 Read the sentences. Circle true or false. Answers will vary. Egg can be both a countable and an uncountable noun. 1. true 2. true 3. true false false false 3 Fill in the gap with the best vocabulary words. Crisps have a lot of salt. Chocolate doesn’t have Biscuits have a little egg much sugar. in them. • Ask students to read the sentences. • Ask students to fill in the gaps with the correct word. 4. true 5. true 6. true • Ask students to complete the activity. • Check students’ answers. false false false Fried chicken has a little oil. Ice cream has some milk. Pizza doesn’t have many vegetables. Answer Key 96 1. butter, oil 2. milk, water 1 New Frontiers BE (SB).indd 96 2020-04-08 �� 6:45:38 3. sugar, chocolate 4. milk, butter 5. rice Extra Practise How Much / Many Focus Practise asking students how much of something they 4 Read the sentences. Circle true or false. Answers usually eat per day with the phrases: will vary “How much/many _____ do you usually eat/drink per • Ask students to read the sentences. day?” → “I usually eat _____ per day.” • Ask students to answer the questions. • Ask students to complete the activity. How many vegetables do you usually eat per day? → • Check students’ answers. I usually eat three vegetables per day. Answer Key How much soda do you usually drink per day? → I usually drink three cans of soda per day. Sample Answers How much candy do you usually eat per day? → 1. true I usually eat seven pieces of candy per day. 2. false 3. true 4. false 5. true 6. false Teacher’s Note Quantifiers Explain basic food quantifiers to students, such as a bar of chocolate, a cup of sugar, a pinch of salt, etc. 96

Grammar NOTE 6 Circle the correct word(s). • Ask students to read the sentence. Many and much are usually • Ask students to circle the correct word. used with negative • Ask students to complete the activity. sentences. I don’t eat much • Check students’ answers. 5 Look at the table. Then listen and fill in the gaps. 7-15 cheese. Answer Key Countable Uncountable 1. I eat ________________ for breakfast. a banana butter (a butter) 2. I put ________________ butter on my bread. 1. oil an apple sugar (a sugar) 3. There are ________________ vegetables in the soup. 2. much a little sugar (sugars) 4. She puts ________________ cheese on his spaghetti. 3. a few a few vegetables 5. I eat ________________ of eggs. 4. beans some oil (oils) 6. He doesn’t drink ________________ glasses of water. 5. a lot of two oranges 7. I don’t drink ________________ fruit juice. 6. many some mushrooms a lot of milk (milks) much salt* (salts) 7 Read and complete the sentences. a lot of eggs • Read the passage aloud. OR many glasses* • Ask students to read parts of the reading aloud. OR 6 Circle the correct word(s). 2. My dad doesn’t drink many / much coffee. • Ask students to read the passage quietly by themselves. 4. Some soups have a lot of bean / beans. • Ask students to answer the questions. 1. There’s a lot of oil / oils on my chicken. 6. I don’t eat many / much apples or bananas. • Ask students to complete the activity. 3. She only eats a few / a little vegetables. • Check students’ answers. 5. My mother uses a lot of / many butter. Answer Key 7 Read and complete the sentences. Hmm. I don’t know… I really don’t like 1. fruit and vegetables Well, I eat a lot of fruit and vegetables. So, I don’t 2. chocolate or candy vegetables. We eat a lot of eat many of them. 3. vegetables salad at our house. We have My mum and dad are 4. pizza and chicken fruit for breakfast. So, I eat a busy. So, we eat a lot of 5. chocolate and cake lot of bananas and oranges. Also, I don’t eat much sugar. I pizza and chicken. It’s not Writing don’t like chocolate or sweets, very healthy. Also, I really like chocolate so I don’t eat much of it. I don’t and cake. I guess I eat a lot of sugar. I do 8 Think about the food you eat. Fill in the table. drink cola. And I drink a lot of water. So, yes, I eat meat and a little fish, though. That’s Then answer the questions. think I eat well. healthy, right? • Ask students to look at the table. 1. Patrick eats a lot of ___________________________. • Ask students to fill in the table with what they eat and 2. He doesn’t like ___________________________. 3. Candice really doesn’t like ___________________________. drink. 4. Candice’s family eats a lot of ___________________________. • Ask students to answer the questions at the bottom on 5. She really likes ___________________________. a separate sheet of paper. Writing • Ask students to complete the activity. • Check students’ answers. 8 Think about the food you eat. Fill in the table. Then answer the questions. • Ask some students to present their work to the class. • Give feedback. I eat/drink some… I don’t eat/drink many… Answer Key I eat/drink a lot of… I don’t eat/drink much… Sample answers What do you think? Do you eat well or not? On a separate piece of paper, write an answer. I eat some vegetables. 97 I don’t eat many fruits. I drink a lot of water. 1 New Frontiers BE (SB).indd 97 2020-04-08 �� 6:45:39 I don’t drink much milk. I think I eat well. I don’t eat much sugar or chocolate. Grammar 5 Look at the table. Then listen and fill in the gaps. 7-15 • Read the contents of the table. OR • Ask students to read the table. OR • Listen to the audio. • Ask students to answer the questions. • Replay the audio if needed. • Ask students to complete the activity. Answer Key 1. a lot 2. a little 3. a few 4. a little 5. a lot 6. many 7. much 97

Lesson E Project E Project Aim Do a healthy eating survey Aim: Do a healthy eating survey Video Video 1 Look at the pictures. What do you think the video will be about? Talk with a partner. 1 Look at the pictures. What do you think the 2 Watch the video. Number the pictures in order. Video NOTE video will be about? Talk with a partner. 7 A snack is a little food between • Ask students to look at the pictures. breakfast, lunch, and dinner. • Ask students to make predictions about the video 3 Watch the video. Put a tick ( ) on the words you hear. Video they’re about to watch. • Tell students to talk with a partner. 7 • Tell students to share their predictions with their banana chicken cheese cake lemon partner. 4 Watch again. Circle the word(s) you hear. Video Scan the QR code to link to the Unit 7 video. 7 2 Watch the video. Number the pictures in order. 1. On the outside, it looks like a 2. You wish it was fish / chicken. Video banana / tomato. 4. Can I have some tonanas and 7 3. Leppers. Lemons mixed with chicken / fish cake? peppers / with oranges. • Play the video for students. • Ask students if their predictions were correct. 5 Circle the correct answer. • Ask students to number the pictures in order. • Play the video again if needed. 1. A “tonana” is a mix of tomato and __________. a. banana b. orange c. fish • Ask students to complete the activity. • Check students’ answers. 2. A “lepper” is a mix of lemons and __________. a. ice cream b. eggs c. peppers Answer Key From left to right 3, 1, 2 3. Eric orders oreggs, __________ juice, and a bowl of leppers. a. orange b. apple c. cheese 4. Jessie orders tonanas and __________ cake. a. orange b. chicken c. banana 3 Watch the video. Put a tick () on the words you 98 hear. Video 1 New Frontiers BE (SB).indd 98 7 • Ask students to look at the pictures and read the words. 2020-04-08 �� 6:45:44 • Play the video again. • Ask students to put a tick next to the word they hear. 5 Circle the correct answer. • Ask students to complete the activity. • Check students’ answers. • Ask students to read the sentence prompts. • Ask students to circle the correct answer. Answer Key • Ask students to complete the activity. From left to right • Check students’ answers. banana, chicken, cheese, cake, lemon Answer Key 4 Watch again. Circle the word(s) you hear. Video 1. a • Ask students to read the sentences. 7 2. c • Play the video again. 3. c • Ask students to circle the word(s) they hear. 4. b • Ask students to complete the activity. • Check students’ answers. Teacher’s Note Answer Key These Peppers Are Spicy 1. banana Explain to students that they can use the adjectives 2. fish bitter, spicy, sweet, savoury, bland, dry and moist to 3. with peppers describe the taste of food. 4. chicken 98

Grammar 7-16 8 Complete the questions and then write your own response. 6 Look at the table. Then listen and repeat. • Ask students to read the question prompt. Countable Nouns Uncountable Nouns • Ask students to write the correct word in the gap. • Ask students to write their own answer on the line next How many apples do you buy? How much chocolate do you buy? How many vegetables do you eat? How much water do you drink? to the question. How many eggs are there? How much butter is there? • Ask students to complete the activity. • Check students’ answers. 7 Fill in the gaps with much or many. → Not ____________. I only eat a few. → Quite a lot. I really like it. Answer Key 1. How ____________ burgers do you eat? → Not ____________. I only drink a little. 2. How ____________ fried food do you eat? → Quite a few. I drink about six every day. Sample Answers 3. How ____________ fruit juice do you drink? 4. How ____________ glasses of water do you drink? 1. do you eat, I eat a lot of chicken every week. 2. do you eat every week, I eat a few eggs every week. 8 Complete the questions and then write your own response. 3. do you drink every week, I drink nine glasses of milk every week. 4. pizza do you eat every week, I eat seven slices of pizza every week. 1. How much chicken _________________ every week? → _________________________________. 2. How many eggs _____________________________? → _________________________________. 21st Century Skills 3. How much milk ______________________________? → _________________________________. 4. How many slices of __________________________? → _________________________________. 9 Read the questions below. Then write three more. Century Skills Communication Collaboration • Tell students to look at the table. Healthy Eating Survey • Tell students to read the questions and then write three 9 Read the questions below. Then write three more. more. • Tell students that they can use a separate piece of paper Partner 1 Partner 2 ______________ ______________ if the table in the book is not helpful. • Ask students to complete the activity. 1. How many pieces of fruit do you eat every day? 10 Work in groups of three. Write your partners’ 2. How much water do you drink every day? answers in the table. 3. How much meat do you eat every week? • Ask students to get into groups of three. • Tell students to ask and answer all of their questions. 4. __________________________________________? • Tell students to use the patterns from activities 6 , 5. __________________________________________? 7 , and 8 to talk about their questions. • Tell students to write their answers in their table. 6. __________________________________________? • Check students’ conversations to make sure they’re 10 Work in groups of three. Write your partners’ answers in the table. speaking properly. • Ask different groups to present their survey to the class. 1 New Frontiers BE (SB).indd 99 99 • Give feedback. 2020-04-08 �� 6:45:45 Extra Practise When do you usually eat … ? Ask students when they usually eat or drink certain things with the patterns: “When do you usually eat/drink food/drink item?” → “I usually eat/drink food/drink item + time.” When do you usually eat cake? → I usually eat cake on my birthday. When do you usually drink water? → I usually drink water when I am thirsty. Etc. 99

8Unit BUSY AT THE WEEKEND This unit will give students the ability to talk about chores, ittUUnn describe what people can and can’t do, and describe what people are doing using the present continuous tense. 8 Students will also learn about time zones and how they can help out in their communities. BUSY AT THE WEEKEND Scan the QR code to download the Unit 8 audio. WHAT YOU WILL DO IN THIS UNIT Scan for Audio WHAT YOU WILL DO IN THIS UNIT Unit 8 AIMS A Listening Identify the chores people are doing B Speaking Talk about outdoor chores and activities Lesson A: Identify the chores people are doing C Writing Describe what people are doing Lesson B: Talk about outdoor chores and activities D Reading Read about people in di erent time zones Lesson C: Describe what people are doing E Project Create a plan to help others Lesson D: Read about people in different time zones Lesson E: Create a plan to help others 100 Target Skills 1 New Frontiers BE (SB).indd 100 Lesson A: Listening Lesson B: Speaking Lesson C: Writing Lesson D: Reading Lesson E: Project Target Vocabulary Lesson B 2020-04-08 �� 6:45:51 Lesson A cut grass dust job feed leaves floor plant mop pull pet rake rubbish weed sweep take out Lesson D Lesson C extra indoor catch mountain different pick up horse sky lose spare / free time race stars show water park wear win 100