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with M t lti s Te Mu - New Sky takes the clear syllabus and methodology of the original course and adds new and exciting content to make it even more effective and motivating for both teachers and learners New Sky Fly high with RO as M ter Visually appealing and easy to use, New Sky provides short achievable lessons, clearly contextualised grammar practice and integrated skills work With its songs, raps, games, puzzles and stories, New Sky makes learning English stimulating, lively and fun! Teacher’s Book COURSE COMPONENTS • Students’ Book • Activity Book with Students’ Multi-ROM • Class Audio CDs • Teacher’s Book with Test Master Multi-ROM • Photocopiable Test Book with A and B tests • Two DVDs - Kirsty’s Secret and Life in Britain Mugglestone Abbs Freebairn • New characters, dialogues and situations engage students’ interest • New reading and listening passages keep students motivated • New cross-cultural and cross-curricular content bring the world into the classroom • New testing package covers all your assessment needs • Updated Activity Book provides practice and graded exercises for mixed ability classes Teacher’s Book Patricia Mugglestone Brian Abbs Ingrid Freebairn www.pearsonELT.com CVR_SKYN_TB_1GBL_4816_COV.indd 1/5/13 9:33:49 AM Teacher’s Book Patricia Mugglestone Brian Abbs Ingrid Freebairn A01_SKYN_TB_1GBL_4816_TTL.indd 26/9/08 16:12:58 Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world www.pearsonelt.com © Brian Abbs, Ingrid Freebairn and Pearson Education Limited 2009 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright holders The right of Patricia Mugglestone to be identified as author of this book has been asserted by her in accordance with the Copyright, Designs and Patent Act 1988 First published 2009 Fourth impression 2013 Illustrated by Susan Harrison and Margaret Wellbank (Linda Rogers Associates) Set in 10/11pt Times New Roman Printed in Malaysia, KHL (CTP) ISBN: 978-1-4058-7481-6 (Teacher’s Book) ISBN: 978-1-4058-7489-2 (Test Master Multi-Rom) ISBN: 978-1-4082-0595-2 (Teacher’s Book and Test Master Multi-Rom Pack) Photocopying The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions Individual purchasers may make copies for their own use or for use by the classes they teach Institutional purchasers may make copies for use by their staff and students, but this permission does not extend to additional institutions or branches Under no circumstances may any part of this book be photocopied for resale A01_SKYN_TB_01GLB_4816_PRE.indd 1/5/13 9:24:40 AM Contents Introduction General description Specific procedures 10 Who the course is for What the course is about How the students learn How the syllabus is constructed How the material is organised Principles behind the course Capturing young learners’ attention Making language learning active Keeping learning goals simple Keeping pace with the learners’ development Supporting and monitoring students’ progress Using language learning for general educational purposes Course components The Students’ Book The Activity Book (with Multi-Rom) The Teacher’s Book (with Test Master Multi-Rom) The Class CDs The Test Book DVDs General teaching techniques The role of the native language (L1) Presentation Photographs and illustrations Vocabulary The board Repetition and choral practice Pronunciation Question patterns Pair work 10 Group work 11 Oral correction 12 Homework and homework correction 13 Revision and assessment 14 Classroom language A01_SKYN_TB_01GLB_4816_PRE.indd Listen and read dialogues and texts Everyday phrases Look and learn New words Speak Act Games Songs Raps 10 Sounds fun 11 Listen 12 Read 13 Write 14 Picture story 15 Across cultures 16 Across the curriculum 17 Project 18 Writing tips and Study tips 19 Revision 20 Chatterbox 21 Lesson by lesson word list 22 Banjo’s Grammar Store 23 The CEF Portfolio Before you start 14 Timing Classroom equipment and material The first lesson Abbreviations used in the Teacher’s Book Students’ Book contents 16 Teaching Notes 18 Photocopiable resources 106 Resource teaching notes Resources Activity Book Answer Key and audio script 129 Word list 140 2/10/09 4:00:04 PM How does New Sky work? New Sky has forty lessons divided into eight cycles This is how one cycle works: Students’ Book Activity Book Teacher’s Book Lesson Lesson Lesson Presentation and practice Accuracy practice Teaching notes Lesson Lesson Lesson Presentation and practice Accuracy practice Teaching notes Lesson Lesson Lesson Presentation and practice Accuracy practice Teaching notes Lesson Lesson Lesson Across cultures + Project/Across the curriculum + Project + Picture story Skills and consolidation (Fluency practice) Teaching notes Lesson Lesson Lesson Revision Check and self-assessment Teaching notes Test Book: Photocopiable A and B tests (plus rewritable versions on Test Master Multi-Rom) Test Skills Test Test Skills Test Language: Lessons 1–3 Grammar and Vocabulary Skills: Lessons 1–9 Reading, Writing, Listening and Communication Language: Lessons 1–3 Grammar and Vocabulary Skills: Lessons 1–9 Reading, Writing, Listening and Communication Test Review Test Test Review Test Language: Lessons 6–8 Grammar and Vocabulary Revision: Lessons 1–3; 6–8 Language: Lessons 6–8 Grammar and Vocabulary Revision: Lessons 1–3; 6–8 A02_SKYN_TB_01GLB_4816_GUI.indd 29/9/08 12:43:55 New Sky also offers extra materials: In the Students’ Book: • A Grammar Store • Twenty-four Photocopiable Resources • A lesson-by-lesson Word list • Answer keys • Audio scripts • An alphabetical Word list with phonetic transcriptions In the Activity Book: • Four ‘James Blonde’ Puzzle Stories One story for every ten lessons • Two plays One for use half-way through the book and one for use at the end A Student Multi-Rom New Sky One Student Multi-Rom In the Teacher’s Book: • Interactive language practice • Activity Book audio material Class CDs New Sky One • All Students’ Book audio material Class CD1 Test Master Multi-Rom • Rewritable versions of the Test Book tests • Test Book audio material New Sky One Test Master Multi-Rom Two DVDs New Sky One New Sky One Life in Britain DVD Kirsty’s Secret DVD • A culture DVD showing teenage lifestyles in the UK • A teenage drama A02_SKYN_TB_01GLB_4816_GUI.indd 29/9/08 12:43:55 Introduction General description Who the course is for New Sky is a four-part course for young learners of English aged from 9/10 to 13/14 There are two possible entry points: New Sky Starter for complete beginners or for students with a minimal knowledge of English, and New Sky One for false beginners What the course is about New Sky One features a typical British family living in the south-east of England The children make friends with a family who have moved to their town Together, they are seen in domestic, school and leisure settings with their families and friends The real characters and the authentic photographs and situations provide an up-to-date realistic view of the UK today – its people, their lifestyles and their cultural background Although the main focus is the UK, the learners also get regular glimpses of life in the USA and other English-speaking countries How the students learn New language is presented through dialogue or text, and practised in a series of simple steps which include carefully graded listening, speaking, reading and writing activities, and a lively selection of games, songs and raps From the beginning, students learn to communicate information and ideas in realistic and amusing situations How the syllabus is constructed The language syllabus is a careful mix of grammar, vocabulary and communication Grammatical structures are linked closely to everyday language use, whilst the topic areas relate to the students’ own lives and experiences, and have been specially chosen to present a range of useful vocabulary How the material is organised Each lesson in the Students’ Book is presented on a doublepage spread in order to foster a sense of achievement and progress in the student Clear signposting of each activity enables both teacher and student to identify the learning focus at every stage of the lesson For more details on the organisation of the Students’ Book, see Course Components Principles behind the course Capturing young learners’ attention We believe it is essential that young learners’ early contact with learning English should be rewarding and fun The first step towards this is to capture their attention as soon as they open their new textbook New Sky does this by: • using colourful, authentic location photography • introducing real characters with whom young learners can identify • showing real life situations which children can immediately recognise and respond to • presenting lively, everyday language and expressions which they will want to learn Making language learning active Young learners need to be actively involved in the language lesson This not only makes learning more effective but also makes it more enjoyable In New Sky, students are involved when they: • repeat and act dialogues • communicate and share information with others • solve reading and listening tasks • write in simple, real-life contexts • play language games • sing, rap, draw and roleplay Keeping learning goals simple If learners are to stay motivated and make progress, it is important to keep learning goals simple An over-heavy vocabulary load can be daunting, especially if the words are low frequency Equally, too many new grammar points in one lesson can be confusing Each lesson of New Sky keeps learning simple by: • focusing on a limited number of grammar points • presenting grammar in clear and prominent Look and learn boxes • revising the new language regularly through stories, exercises and puzzles • introducing a carefully regulated number of words • presenting all key new words with pictures and sound Keeping pace with the learners’ development A language course for young learners is more effective if it keeps pace with the children’s physical, cognitive and social development In New Sky, the learners’ physical development is mirrored in the main characters; their cognitive development is reflected in the subject matter and organisation of the texts and task types; and their social development – how they interact with peer groups and adults, and how confident they feel about themselves – is reflected in the methodology, in particular with the types of activities, projects and games suggested for language practice Supporting and monitoring students’ progress It is important that young learners have regular opportunities to consolidate the language they learn and are also given the means to monitor their own progress New Sky helps students to revise and check progress through: • Skills lessons in the Students’ Book (Across cultures and Across the curriculum) and the Activity Book (Reading and Writing skills) These consolidate and extend the language and skills learnt in the preceding cycle of work, whilst developing students’ knowledge of the world M01_SKYN_TB_01GLB_4816_U01.indd 29/9/08 12:51:41 Using language learning for general educational purposes Learning a new language can be more motivating for young learners when they realise they can learn about the outside world through their English lessons New Sky aims to increase students’ awareness of the world outside the classroom through texts relating to children and situations in other countries The Across cultures lessons, in particular, increase students’ knowledge of the English-speaking world, and the linked projects encourage them to write about their own lives and experiences There are also special Across the curriculum lessons in New Sky, which present topics of interest relating to other subjects in the school curriculum In this way students use English to extend their general education Course components At each level the course consists of: • a Students’ Book • an Activity Book (with Multi-Rom) • this Teacher’s Book (with Test Master Multi-Rom) • Class CDs • a Test Book DVDs also accompany the course The Students’ Book The Students’ Book consists of forty lessons These are divided into eight sections of five lessons Each section follows a pattern: Lesson Language input Lesson Language input Lesson Language input Lesson Across the curriculum + Project Lesson Revision Lesson Language input Lesson Language input Lesson Language input Lesson Across cultures + Project Lesson 10 Revision Language input lesson: Presents and practises new language Across the curriculum: Develops skills, and recycles and expands language by looking at topics which are related to other areas of the school curriculum Across cultures: Develops skills, and recycles and expands language by looking at culture and lifestyles in the Englishspeaking world Project: Encourages self expression Revision: Provides a controlled progress check introduCTION • picture stories in the Students’ Book • Revision lessons in the Students’ Book and Check lessons in the Activity Book, both containing Self-Assessment boxes to encourage students to monitor their own progress • a booklet of photocopiable tests, containing parallel A and B tests to minimise students’ opportunities for copying their neighbours’ answers • interactive language practice with the Multi-Rom accompanying the Activity Book At the back of the Students’ Book, there are four Picture story lessons These two-page comic strip stories recycle the language which has been used in Lessons 1–3, 6–13, 16–23 and 26–33 Also at the back of the Students’ Book are: • the words of the recorded Songs and Raps • a grammar reference: Banjo’s Grammar Store • a lesson-by-lesson Word list The Activity Book (with Multi-Rom) The Activity Book, to be used in class or for homework, gives further extensive practice of the language in each input lesson of the Students’ Book Many exercises are at two levels, a) and b), to cater for mixed ability classes The first level e.g 2a is a basic exercise and 2b is a more challenging exercise At regular intervals, skills sections reinforce students’ reading and writing skills For added interest, and to recycle the Everyday phrases from the Students’ Book, the skills sections also contain short cartoon strips featuring regular characters Frequent Check sections, with self-assessment boxes, enable students and their teachers to monitor progress There are also six additional songs at regular intervals At the back of the Activity Book is a unique Stories and Sketches section This contains four ‘James Blonde’ puzzle stories, designed to encourage students to read for pleasure and two light-hearted plays for students to act in the middle and at the end of the year The Student Multi-Rom that accompanies the Activity Book contains: • interactive language practice • the Activity Book listening activities, stories, plays and songs The Teacher’s Book (with Test Master Multi-Rom) In addition to the Introduction, this Teacher’s Book contains detailed lesson-by-lesson teaching notes The notes include keys for exercises, suggested model answers, audio scripts of the listening material, suggestions for extra games and activities, and ideas for further practice At the back of the Teacher’s Book are the following: • Twenty-four photocopiable resource sheets, one for each input lesson in the Students’ Book These contain extra practice activities for use in class, and are accompanied by teaching notes • The Activity Book answer key and audio script • An alphabetical list of Words and expressions with phonetic transcripts The Test Master Multi-Rom that accompanies this book contains: • rewritable tests (as in the Test Book, see below) • the test audio material M01_SKYN_TB_01GLB_4816_U01.indd 29/9/08 12:51:41 The Class CDs These contain the presentation dialogues and texts, new words, listening activities, Sounds fun pronunciation activities, songs and raps from the Students’ Book The audio scripts for the Students’ Book are printed in the appropriate lessons in this Teacher’s Book The Test Book The Test Book contains: eight progress tests – one for every five lessons of the Students’ Book, four skills tests and four review tests The tests are presented in A and B sections so that students sitting in pairs cannot copy each other There is also an Answer key and audio script in the back of the Test Book Rewritable versions of the tests are available on the Test Master Multi-Rom, giving teachers the ability to tailor tests to the specific needs of their students The test audios are also included on the Test Master Multi-Rom The DVDs Two DVDs provide a motivating context for further consolidation and extension of language, and help to relate language learning to the wider world Life in Britain, a documentary culture video, provides an insight into the lives of young teenagers in the UK today Kirsty’s Secret, a drama, follows the adventures of four friends whose lives are changed when a new girl comes to town General teaching techniques The role of the native language (L1) Photographs and illustrations Photographs and illustrations can be used for scene-setting and for presenting new language Questions for each photograph occur in the lesson notes Simple questions can be asked about the characters and their relationship to each other More complex questions involving what the characters are wearing, doing and thinking can be asked and answered in the L1 Vocabulary When learning a new language, learning words is as important as learning grammar For young learners, it can be especially motivating to learn new words Classroom techniques for presenting new vocabulary at beginner’s level include: • showing or pointing to real objects or pictures in the Students’ Book • drawing on the black or whiteboard • showing flash cards, posters or magazine pictures • miming and acting • explaining in the native language (L1) or translating • using a picture dictionary It is essential to keep a regular check on vocabulary so that new words are continually recycled Teachers can make flash cards of new words to use for word games, sentence building and competitions The board Presentation of new language on the whiteboard or interactive whiteboard is extremely important It focuses the students’ attention and enables the teacher to control the activity effectively Simple line drawings on the board can be used to explain a new word quickly New structures, words and expressions should be written boldly and clearly, and arranged in sections, e.g new vocabulary in one area and examples of key language structures in another It is a good idea to keep a free area for spontaneous examples, drawings and game scores Most teachers will find it necessary to use the students’ native language to introduce the book and explain what is in it, to establish who the characters are and where they live, and, importantly, to explain how they want the students to work Once lessons start, use of the L1 is helpful to: • clarify language points • give instructions for more complicated exercises and activities • explain the meaning of some words • set up games and role plays As the course progresses, however, use of English in class should be increased Teachers will find that students soon learn to follow basic instructions in English if they are used frequently and consistently Students will also soon learn to respond to words of encouragement and general remarks Even at this early stage, any new words which are not illustrated in the Students’ Book can easily be explained through mime, acting or illustrations on the board Repetition helps to reinforce a sound or structural pattern Repeating in chorus helps students to gain confidence before they are asked to perform individually Suggestions for choral practice occur throughout the detailed lesson notes Different choral patterns can be made by using: • the whole class • half the class at a time • vertical or horizontal rows • groups • individuals Presentation Pronunciation The detailed lesson notes in the main part of this book suggest a variety of techniques for presenting new language to young learners Because there is much for the students to take in at one time – new structures, words and sounds – the teacher needs to repeat new language two or three times before asking students to repeat it It is also helpful for the learner to see the written form of the language after the initial oral presentation Repetition and choral practice All new words should be thoroughly practised by means of choral and individual repetition, using the CD as a model The technique of ‘back-chaining’ for repetition of phrases and sentences can be most effective with young learners Students repeat a sentence in parts, starting from the end and building up to the complete sentence, e.g Say after me, everybody Brother … little brother … he’s my little brother … M01_SKYN_TB_01GLB_4816_U01.indd 29/9/08 12:51:41 Question and answer patterns play a key part in language teaching To give as much oral practice as possible, it is important to build a sequence of question and answer patterns, e.g • Teacher to self (T-T) • Teacher to student (T-S) • Student to teacher (S-T) • Student to student (S-S) • Student to Student to Student etc in a chain (S1-S2-S3) Pair work Many of the exercises in New Sky enable the students to work in pairs The following patterns are suitable for pair work: • A-B side by side • A-A B-B (pairs turn round and face the pair behind them) • A-B B-A in a foursome (pairs turn round and talk across to each other) • Bs to As across rows • Random pairs across the class Students can work in open pairs, e.g A-B, then B-C, then C-D, etc or across the class In this way, the rest of the class listens while a pair performs Open pair work can be useful if the teacher wants to hear individuals perform Closed pair work is also very useful In spite of the increased noise level, it dramatically increases talking time and encourages learners to initiate as well as answer Moreover, there is less chance of students getting bored as they listen to others doing exercises in turn round the class If there is an uneven number in the class, the teacher can either make up the pair or ask one group to work in threes Although students may protest, it is important to rearrange the pairs on a regular basis 10 Group work For certain types of activity, e.g acting the stories and playing games, students may need to work in groups Group work is important because it provides an opportunity for shy students to talk more confidently and teaches students to cooperate and work together Groups can be formed in different ways, based on: • position (students turn round to form a group of four with another pair) • alphabetical order of names (all those with names beginning with given letters, e.g A-D in one group) • birthdays (e.g all those whose birthdays are in May in one group) • colour of clothes, etc 11 Oral correction When students are doing controlled practice and the emphasis is on accuracy, correction should be immediate It is important to help students to correct the mistake themselves and then make them actively repeat the correct version In the freer practice stage, for example in games and open conversations, the students’ performance can be monitored and mistakes noted down to be corrected at the end of a sequence Overcorrection in the early stages can be de-motivating, especially for shy, less confident learners 12 Homework and homework correction For homework, teachers can set the exercises from the corresponding lesson in the Activity Book, but they may also like to use the extra suggestions which are included in the detailed lesson notes Written work should not be restricted to homework Writing in class varies the pace of a lesson and gives a change of activity It is important that homework is prepared in class beforehand and help given with any new vocabulary and expressions which may be needed Answers to homework exercises can be checked in different ways: • Check the answers orally with the whole class • Ask individual students to write their answers on the board • Provide a key so that students can correct their own or their partner’s work If students have written a paragraph for homework, ask a few to read it to the class The others listen for mistakes and correct them Alternatively, select an individual student’s paragraph Write it on the board and correct it together with the class introduCTION Question patterns 13 Revision and assessment Checking on students’ progress is important for teachers, learners and parents Progress can be formally assessed through revision/check lessons and tests Informal methods of assessment can show a learner’s progress and help teachers to find out problems that the children might have This can be done in a variety of ways: • A few minutes of informal oral revision at the beginning of each lesson focusing on one or more language points from previous lessons • Regular spot checks on vocabulary and grammar • Short gapped dictations of dialogues or texts • Oral checks to revise communicative functions and everyday language, e.g (in L1) You meet your teacher in the street What you say? • Completing checklists of what the students can in English with a tick (✓), cross (✗) or question mark (?) Now you can: • say your name, age and address • count to 50, etc • Students can also record their progress and their achievements through the photocopiable Portfolio, which can be found online at www.pearsonlongman.com/ae/cef/ cef.htm 14 Classroom language Essential classroom language is presented inside the front cover of the Students’ Book Here is a fuller list: Instructions Act the dialogue/story Ask and answer in pairs Can you spell it? Change parts Come to the front Copy this into your books Do exercise (5) for homework Don’t look at the book Fill in the chart Learn by heart M01_SKYN_TB_01GLB_4816_U01.indd 29/9/08 12:51:41 4 This is my daughter Her name’s Jodie 5 This is my son His name’s Leo 6 This is my teacher Her name’s Miss Benn Exercise b) thirteen c) nineteen d) twenty-one e) thirty-eight f) forty-four g) fifty Exercise Who Is What Are How Is Exercise is Her your He’s are Exercise f a g e b d They’re American Exercise 1 Greece Argentina Turkey Spain France Italy The secret country is ‘Germany’ Exercise Portuguese British Poland American Brazil French Spanish 10 Canada Exercise ’s are Are Is are ’m Are Exercise is Are aren’t Is isn’t Are are Exercise 3 Where are you from? I’m from Poland 4 Where are you from? We’re from the UK 5 Where are you from? We’re from Italy 6 Where are you from? I’m from France Exercise 3 Where’s Aldona from? She’s from Poland 4 Where are Chris and Tom from? They’re from the UK 5 Where are Claudia and Barbara from? They’re from Italy 6 Where is Pierre from? He’s from France Exercise 2 No, they aren’t 3 Is he Brazilian? Yes, he is 4 Are they French? No, they aren’t 5 Is she Spanish? No, she isn’t 6 Are they British? Yes, they are Is it an orange tree? Exercise apple orange tree orange egg bag car house table 10 ice cream 11 mobile 12 chair Exercise It’s an orange tree. It’s an orange. It’s an egg. It’s a bag. It’s a car. It’s a house. It’s a table. 10 It’s an ice cream. 11 It’s a mobile. 12 It’s a chair Exercise 2 What’s that? It’s a book 130 3 What’s that? It’s a chair 4 What’s that? It’s an ice cream 5 What’s that? It’s a mobile 6 What’s that? It’s a car Exercise our their We’re their They’re their Our Exercise their we’re Their They’re our Exercise Jodie: No, it isn’t It’s a DVD with photos of our cousins from the USA Leo: They’re from California Lucy: Are you from California too? Leo: No, we’re from New York Jodie: Look, that’s their house Lucy: Is that their car? Leo: Yes, that’s right 10 Lucy: Wow! It’s really big 11 Rob: What’s that? Is it an orange tree? 12 Jodie: Yes, it is 13 Lucy: Cool! Exercise Our computer’s really old! Who’s that? Are they your cousins? Is that their dog? They’re mangoes Exercise P E G D I A A M N O S T W C E P H L O U T M A O L A L R I M O R I C P I N E A P P L E N H E C G I W O E D O B P I F O T B K A S E G E M T C H E R R Y S R L E M O N R V A P O A W L I B U R E S D I P M O J A L Y A I F E E P N Y D U T G Y I K L Exercise 2 a grape a cherry a strawberry a plum an orange an apple a melon a lemon Exercise strawberries plums oranges apples melons lemons Exercise purple; grey; green; yellow; brown; orange; pink; red Exercise 1 What are these? They’re cherries 2 What are those? They’re bananas 3 What are these? They’re lemons 4 What are those? They’re melons 5 What are these? They’re grapes 6 What are those? They’re pears Skills practice Exercise under the chair. in the bag. on the chair on the table. behind the bananas. on the table Exercise Lisa: 12; Republic of Ireland; Irish; Cork; Dublin Jerry: 13; Australia; Australian; Sydney; Canberra Exercise 2 ✗ ✓ ✓ ✓ ✗ ✓ ✓ Exercise I’m from Liverpool in the UK I’m twelve years old My friend James is twelve, too He’s American He’s from Washington That’s the capital of the USA Exercise 13; Bristol; England; Laura (16) Exercise thirteen years old She’s from Bristol That’s in England Her sister, Laura, is sixteen Exercise that it right taste Now Yuk Exercise 2 Where’s the cat? Is it behind the bag? No, it isn’t 3 Where’s the mobile phone? Is it in the bag? No, it isn’t 4 Where are the bananas? Are they on the table? Yes, they are 5 Where’s the boy? Is he behind the table? No, he isn’t 6 Where’s the fruit? Is it on the chair? No, it isn’t 7 Where’s the bag? Is it on the table? No, it isn’t Exercise the a a the a the the 12 Here’s Leo’s towel Exercise phone; k stereo; a watch; t CD; e towel; b computer; o bike; a ball; r 10 radio; d The secret word is ‘skateboard’ 10 Revision Exercise Italian Polish British Portuguese American Russian Exercise 2 computer game ball camera bike radio skateboard MP3 player towel Exercise 2 Where is he from? They are from Bristol Where are they from? They are from the UK too Tina and Frank are from Italy Exercise It’s Elliot’s skateboard. It’s Elliot’s towel. It’s Hannah’s watch It’s Hannah’s dog. It’s Elliot’s ball. It’s Hannah’s MP3 player It’s Elliot’s camera Exercise 3 Is she from France? No, she isn’t She’s from Germany 4 Are you from Portugal? Yes, I am 5 Are they from Turkey? No, they aren’t They’re from Argentina 6 Is she from Greece? Yes, she is Exercise They aren’t in the girls’ football team Where’s Billy’s new mobile phone? They’re my parents’ CDs It’s Paula’s cool bike. Are they your parents’ friends? It isn’t Mr Parker’s desk Exercise They’re their we’re our Exercise These are cherries. That is a lemon. This is a peach. Those are strawberries Exercise They’re Dad’s these aren’t friends’ this Exercise pink orange purple green Exercise Where player rooms behind ball home Never Let’s Exercise Yuk! I don’t know. Have a taste. Cool! Come in 13 There are fifteen bathrooms! Exercise window chair poster cupboard wardrobe bed The secret word is ‘picture’ 11 Where is it? Exercise R T I S L E Z J P O E Y S I Y G N U A T O I L E T C M Exercise d a b G A R A G E T H M A I T T R R I A I R R U C V G N O D D S B E U A G R R E Q N E S U R T U N U G L T R O U S W B A T H R O O M B E D R O O M M I Exercise 1b bed wardrobe lamp television plant window Exercise There is a bed. There is a wardrobe. There are some lamps. There is a television. There are some plants. There are some windows Exercise There are some books. There’s a window There isn’t a computer. There’s a television. There aren’t any posters. There are some plants There isn’t a wardrobe 131 ACTIVITY BOOK KEY Exercise It’s Tom’s computer. It’s Jamie’s towel They’re Gemma’s bags. They’re Kevin’s books It’s Alice’s skateboard Exercise 2 Are there any posters? No, there aren’t 3 Are there any plants? Yes, there are 4 Is there a sofa? No, there isn’t 5 Are there any cupboards? Yes, there are 6 Is there a wardrobe? No, there isn’t 7 Are there any books? Yes, there are 8 Is there a stereo? Yes, there is Exercise 2 She has not got a bike. We have not got a computer My mum has got blue eyes. I have not got any animals. He has got long black hair. They have got spiky hair You have got a new computer Exercise has got has got; hasn’t got hasn’t got; has got Exercise Have you got No, I haven’t. Have you got Yes, I have. Have you got 10 Yes, I have Exercise there’s their band’s there’s star’s cool 14 Skills practice Exercise 1 Aberdower Castle Forest Lodge Paradise Villa Exercise Forest Lodge: 1; 1; 1; no; yes; yes; no Aberdower Castle: 6; 2; 3; yes; yes; no; no Paradise Villa: 3; 1; 1; yes; yes; yes; yes Exercise big, little; warm, cool Exercise T F There are five dining rooms. T T F His bedroom is very small. T F There isn’t a television in his room Exercise on very about fun Never Oh 15 Revision Exercise a television the armchair a dog the bath a woman Exercise 2 The mobile phone is in the bag. The books are under the chair The apple is on the chair. The girl is behind the chair Exercise 3 What colour hair have you got? I’ve got red hair 4 What colour eyes have you got? I’ve got green eyes 5 What colour eyes have you got? I’ve got brown eyes 6 What colour eyes have you got? I’ve got blue eyes 7 What colour hair have you got? I’ve got fair hair 8 What colour hair have you got? I’ve got grey hair 17 How many chicks …? Exercise goat sheep chicken goose calf lamb duck chick 10 pony 11 cow Exercise 2 goats sheep chickens geese calves lambs ducks chicks 10 ponies 11 cows Exercise eighty-five chickens ninety-nine sheep fifty-seven chicks seventy-seven ducks one hundred sheep Exercise 2 Have Jess and Sam got any cousins? Yes, they have 3 Have Mr and Mrs Tyler got any computer games? No, they haven’t 4 Have you and your friends got any animals? No, we haven’t Exercise computer bike camera skateboard stereo watch radio Exercise ’ve got have you got we haven’t Have you got we haven’t Have you got we have cows have you got 10 We’ve got 11 we haven’t got 12 have you got 13 We’ve got Exercise It’s the girls’ wardrobe. They’re Lucy’s plants It’s Mrs Reed’s sofa. They’re Jamie’s lamps Exercise they haven’t got any; They’ve got some Exercise there’s there isn’t Is there there are some Are there any aren’t Exercise Yes, we have. Have you got any cats? We’ve got three dogs. No, we haven’t. How many hamsters have you got? Exercise What about a game of football? I don’t know. Oh no! Never mind. Come on Exercise has got not got car new 16 I’ve got green eyes Exercise 1 short curly medium length spiky wavy 132 blond brown dark fair grey red 18 What time is it? Exercise 1a Exercise 2 Tuesday Wednesday Thursday Friday Saturday Sunday Exercise 3a It’s on Saturday at quarter past eight. It’s on Wednesday at twenty-five past six. It’s on Tuesday at quarter past three. It’s on Thursday at twenty to seven. It’s on Sunday at quarter to ten Exercise 3b on at at on on on Exercise What time is it? We aren’t late. the match isn’t today. When is it? Sorry 19 Skills practice Exercise flat terraced detached cottage Exercise 2 Tanya Dan Emma Harriet Rob Emma Harriet Exercise My name’s Adam I’m twelve years old Our home is a detached house It’s very big There are five bedrooms, three bathrooms and two sitting rooms There’s a big garden with a swimming pool, trees, tables and chairs There are three garages Exercise Sorry haven’t look many About silly joke 20 Revision Exercise spiky; short straight; medium length curly; blonde long; brown Exercise 2 ’ve Has hasn’t ’s Have haven’t ’ve Exercise seventy-eight cows fifty-one sheep ninety ponies a hundred geese Exercise We’ve got some horses. Have they got any sheep? We’ve got about a hundred goats. How many ponies have they got? They haven’t got any cows. She hasn’t got any chicks Exercise It’s At on to ’s Exercise a d g b f c 21 Help! I can’t swim! Exercise 3 You can make an omelette. They can play the piano. He can’t skateboard. We can row a boat. I can’t play table tennis She can play chess. You can’t ride a horse Exercise can play chess. can play the piano. can’t play tennis. can row a boat. can’t ride a horse Exercise 2 Can Jenny and Steve play chess? Yes, they can 3 Can Rob play the piano? Yes, he can 4 Can Amanda and Emily play tennis? No, they can’t 5 Can Paula and Simon row a boat? Yes, they can 6 Can Lynn ride a horse? No, she can’t Exercise Can Peter use a computer? Can you play table tennis? Can Peter ride a horse? Exercise I can You can Can you I can’t I can You can’t 22 Can I help you? Exercise mineral water banana milkshake orange juice cola lemonade strawberry milkshake Exercise 2 Can I have a cola, please? Can I have a mineral water, please? Can I have a milkshake, please? Can I have an orange juice, please? Can I have an ice cream, please? Exercise c a f d b Exercise 4a 2 How much is the T-shirt? It’s five pounds fifty 3 How much are the CDs? They’re one pound twenty 4 How much are the posters? They’re seventy-five pence 5 How much is the camera? It’s twenty-nine pounds ninety-nine 6 How much is the radio? It’s twenty-five pounds 7 How much are the watches? They’re four pounds 8 How much is the mobile phone? It’s twelve pounds sixty ACTIVITY BOOK KEY Exercise 1b It’s ten to four. It’s twenty to one. It’s five past eight. It’s quarter past eight. It’s ten past two Exercise 4b much is It’s twelve much are They’re one pound twenty No, thanks Exercise What flavours have they got? Can I have Can I help you? How much are the single cones? Can I have Exercise g d h b f a c Exercise 2 dance play the guitar act play football skateboard make an omelette play table tennis 133 23 Don’t move! Exercise A S L T M I O W U S T A H M I F N O S O P T K N D H B P T D E L S H O E T U S H O U L D E R E E O M I A M P O M K I A P Exercise finger head mouth neck knee foot H B G N A M F I N G E R A R M D C E B S A T Y H P S O T H E A D H L E G Exercise Don’t jump. Please open the door. Don’t point. Please stand up Exercise 3 How much is the lamp? It’s £4.90 4 How much are the cameras? They’re £5.00 5 How much is the bag? It’s £6.50 6 How much are the ice creams? They’re £2.10 Exercise nose 2; mouth 3; head 6; neck 7; shoulder 14; arm 15; hand 16; finger 9; tooth 4; ear 5; thumb 8; stomach 10; leg 11; knee 17; foot 12; toe 13 26 Do you like this T-shirt? Exercise point open close draw sit down hold up stand up Exercise 1a dress baseball cap skirt jeans shoes trousers socks The secret word is ‘trainers’ Exercise Don’t sit down. Don’t point. Don’t draw. Don’t jump Exercise Show Stand come see Point move be Go 10 open Exercise foot stand knee feet 24 Skills practice Exercise 1 B C A Exercise 2 It’s from the jungle/South America. Yes, they can Yes, she can. Yes, they can. His neck is metres Exercise can clever computer chess player can’t Exercise Sample answers: Those books are very heavy Some plants can catch an insect Exercise 2a I like the shoes They’re great. I don’t like the baseball cap It’s really horrible. I like the trainers They’re really brilliant. I like the jumper It’s cool. I don’t like the T-shirt It’s really ugly Exercise 2b 3 Do you like his T-shirt? Yes, I 4 Do you like his jeans? No, I don’t 5 Do you like his socks? Yes, I 6 Do you like his top? No, I don’t Exercise 3a you – you; he – him; she – her; it – it; we – us; they – them Exercise 3b them They; her We; him She; us He it 27 They sleep in caves Exercise Sample answer: ‘Deep Blue’ is a famous computer It’s very clever It can play chess very well It can play chess with Gary Kasparov But it can’t play football Exercise e o p a r d The secret animal is ‘leopard’ Exercise point help Can Sure. only rude Exercise 2 tiger giraffe kangaroo lion leopard panda elephant crocodile 25 Revision Exercise play the piano make an omelette ride a horse sing a song read a map Exercise Paula can’t make an omelette. Can Peter make an omelette? Liz and Billy can swim under water. Liz and Billy can’t make an omelette. Can Paula swim under water? Exercise Can cream hot got mineral juice Exercise much have sure there rude Don’t 134 Exercise In any order: Rabbits eat plants and fruit Tigers climb trees Rabbits don’t climb trees Tigers live in the jungle Rabbits don’t live in the jungle Exercise live climb don’t run don’t eat eat Exercise Tigers don’t swing from tree to tree. Sheep eat plants. Ducks don’t run fast. Cats hunt at night Exercise 2 Do crocodiles run fast? No, they don’t 3 Do crocodiles sleep in the day? Yes, they 4 Do crocodiles climb trees? No, they don’t 5 Do crocodiles live to 70? Yes, they 28 She has lessons at the studio Exercise homework go to school watch TV play computer games play sports Exercise 2 go to school have lunch finish school watch TV go to bed Exercise She doesn’t play sports. He goes to school at eight o’clock. He doesn’t play computer games. She gets up at seven o’clock. He goes to bed at quarter past nine. He watches TV all day. She has dinner at half past seven Exercise My dog doesn’t play sport in the afternoon. Peter doesn’t watch TV in the morning. Sheila doesn’t get up at 11. Jim doesn’t homework in the morning. My cat doesn’t play computer games Exercise has breakfast has breakfast doesn’t play doesn’t play doesn’t go to bed goes to bed Exercise Does Fran have breakfast at half past eleven? No, she doesn’t 4 Does Simon have breakfast at half past eleven? Yes, he does 5 Does Fran play sports? Yes, she does 6 Does Simon play sports? No, he doesn’t 7 Does Fran go to bed at half past ten? No, she doesn’t 8 Does Simon go to bed at half past ten? Yes, he does Exercise How old? Start school Number of lessons Favourite subjects Have lunch Finish school Do homework After school activities Melanie twelve eight o’clock six Spanish and History twelve o’clock three o’clock half past twelve to half past one school band and basketball Exercise We can go to London on Tuesday. We study Maths on Thursday and French on Friday. Her favourite day is Wednesday because there’s Science in the morning I can speak Italian and English Exercise She’s from France. She goes to school on Saturday morning. She has lunch at home. School finishes at five o’clock. Her favourite lessons are Music and English Exercise Sample answer: She goes to school all day on Monday to Friday and on Saturday morning School starts at eight o’clock and finishes at five o’clock Agnes goes home for lunch Her favourite lessons are Music and English Exercise them really beautiful ugly away alone 30 Revision Exercise Billy: trousers and trainers Paula: a dress, a baseball cap and shoes Peter: a jumper, jeans and boots Exercise 2 her us his me He them Exercise Tigers don’t eat fruit. Chimpanzees swing from tree to tree. Do giraffes eat meat? Dogs like people. Dogs don’t like cats. Do elephants live in the jungle? ACTIVITY BOOK KEY Exercise 2 Do dogs eat fruit? No, they don’t 3 Do cats sleep at night? No, they don’t 4 Do giraffes live in the jungle? Yes, they 5 Do monkeys climb trees? Yes, they 6 Do elephants hunt at night? No, they don’t Exercise 2 What does she have for breakfast? She has fruit for breakfast 3 What time does she start school? She starts school at nine o’clock 4 Where does she go to school? She goes to (school at) Park View School 5 Where does she have lunch? She has lunch at school Exercise Have is Do don’t play live Exercise In any order: Maths, French, Art, Spanish, History Exercise He finishes school at half past three. He plays football on Saturday morning. He plays in the garden. He goes to the cinema. He goes to the cinema at quarter to three 31 I often read in bed 29 Skills practice Exercise 2 listens to music meets friends play cards watches a DVD goes to bed Exercise 1 Columbus Secondary School basketball have lunch; cafeteria Exercise d f h a e b c 135 Exercise Sally and Mike often meet friends on Sunday. Harry is always happy. I sometimes play football with Harry on Saturdays. You are always hungry. Mark never plays games on his computer in the evening. Liz often reads in bed. Peter is sometimes bored in class. We usually go to bed at nine o’clock Exercise b e a f c Exercise How often are you late for school? How often you play computer games after school? How often you walk to school? How often are you tired in the evening? Exercise 2 Are Sam and Jess swimming in the pool? No, they aren’t 3 Are Hannah and Elliot shopping in town? No, they aren’t 4 Are Hannah and Elliot playing tennis? Yes, they are 5 Are Amy and Scott listening to music? Yes, they are 6 Are Amy and Scott reading magazines? No, they aren’t Exercise I usually go at nine o’clock there’s I sometimes watch I go Are you tired I’m usually OK. I sometimes fall asleep 10 never see 11 you go to bed late 12 Never 13 I’m always tired Exercise 2 How often you play cards? I sometimes play cards 3 How often are you happy? I’m always happy 4 How often you read in bed? I never read in bed 32 I’m walking to the London Eye Exercise e b f a c Exercise writing sitting listening having doing taking making washing 10 studying Exercise drinking a milkshake ’s reading a book ’s talking to Elliot ’s sleeping ’s eating a sandwich Exercise 2 Is Elliot listening to Hannah? No, he isn’t 3 Is Amy drinking a milkshake? Yes, she is 4 Is Sam reading a book? Yes, he is 5 Is Elliot sleeping? No, he isn’t Exercise Sample answers: isn’t drinking a milkshake isn’t reading a book isn’t sleeping isn’t listening to music Exercise homework Saturday walking bored sandwich football winning Exercise We’re playing tennis We’re wearing shorts. We’re having lunch We’re listening to music Exercise kitchen cook bedroom book ice cream sitting room garden milkshake dog 10 house 11 mouse 34 Skills practice Exercise 1 brother; Cornwall/the southwest cousin; the country/Yorkshire Exercise 2 They’re learning how to surf. Yes, it does. He usually gets up at about nine o’clock. They stay in their cottage She walks and rides on holiday. No, it isn’t (There’s a lot of snow in the winter.) Yes, she does Exercise salad; shirt; sister; sleep; Spain; summer; sunny; swim Exercise It’s bed good late daft 35 Revision Exercise f 3a e b d Exercise 3 How often you listen to music? I often listen to music 4 How often is she late for school? She’s never late for school 5 How often are they hungry? They’re always hungry 6 How often does he read in bed? He usually reads in bed Exercise do take talk make wash have Exercise ’m sitting Are you eating No, I’m not ’s eating ’s having ’s Amy drinking ’s he doing He’s reading a book 10 Is Rusty sleeping? 11 Yes, he is Exercise It’s windy. It’s cloudy. It’s snowing. It’s hot. It’s raining 33 What’s the weather like? Exercise He’s taking a photo. She’s listening to the radio. He’s doing his homework. She’s making a sandwich. I’m talking to you Exercise In any order: hot; foggy; cloudy; warm; cold; windy Exercise The sun is shining. It’s raining It’s windy. It’s snowing It’s cold 136 Exercise They’re on holiday in France. It’s warm and sunny here. We’re wearing T-shirts and shorts. What are you doing at the moment? What’s the weather like in the UK? 36 She works abroad Exercise secretary doctor teacher nurse Exercise 2 secretary mechanic waiter chef shop assistant dentist teacher doctor Exercise e d c a b Exercise Nurses look after people in hospitals. Mechanics repair cars in garages. Receptionists work in hotels. Secretaries type letters in offices. Chefs cook food in restaurants Exercise He’s a doctor He’s looking after a patient. He’s a shop assistant He’s working in a supermarket. He’s a teacher He’s teaching Italian. He’s a waiter He’s serving a customer Exercise does your dad do ’s ’s does he work works ’s working Does your mum work? does 10 ’s 11 isn’t working 12 ’s having 37 When’s your birthday? Exercise 2a the swimming pool the newsagent the car park the bookshop the café Exercise 2b opposite; next to next to next to opposite; next to next to Exercise 2c in South Street; the pet shop; the train station Excuse me, where’s the record shop? in North Street; the supermarket; the bus stop Excuse me, where’s the café? Exercise 3a go can’t some let’s I to Sorry Exercise 3b 3 Let’s go to the newsagent I want to buy a magazine Sorry, I can’t I’m busy 4 Let’s go to the record shop I want to buy a CD OK Good idea 5 Let’s go to the supermarket I want to buy some food Sorry, I can’t I’m busy 6 Let’s go to the cinema I want to see a film OK Good idea 39 Skills practice Exercise (left to right) 3; 2; Exercise Exercise second third fourth fifth eighth ninth 12 twelfth 13 thirteenth 17 seventeenth 20 twentieth 21 twenty-first 30 thirtieth Name of festival Burns Night Exercise r; i; e; n; d; s The secret word is ‘friends’ Independence the USA Day Exercise December August June February November Exercise on in on on in Exercise birthday is on May 28th. birthday is on June 4th. birthday is on June 20th. birthday is on July 3rd. birthday is on July 26th Exercise It’s on April 1st. It’s on August 5th. It’s on August 25th. It’s on September 2nd. It’s on August 30th Exercise date It’s When’s on in luck get Country Date Activities Food Scotland January 25th July 4th poetry, dancing parades, fireworks haggis November 5th bonfires, fireworks soup, sausages, hot potatoes Bonfire Night the UK hamburgers Exercise Name of festival: Saint Patrick’s Day (the national saint of Ireland) Date: March 17th Countries: Ireland / the USA Activities: parades, traditional Irish music Food: traditional Irish food / Guinness (a type of dark beer) Traditional colour: green ACTIVITY BOOK KEY Exercise It’s What’s double daft bed good Exercise October 18th the twentieth of February August 1st the twenty-third of December October 5th the twenty-ninth of May Exercise No, tell me the month. What you mean? Now look at the five cards in the magazine. That’s amazing! Exercise Sample answer: in Ireland and the USA It’s on March 17th There are parades and traditional Irish music People eat traditional Irish food and drink Guinness, a type of dark beer The traditional colour is green 38 I want to buy a map Exercise idea there Here Guess! luck Exercise 1a swimming pool newsagent supermarket computer shop station The secret word is ‘cinema’ Exercise 1b 2a pet shop 3a café 4a train station 5a record shop 6a computer shop 40 Revision Exercise teacher shop assistant bus driver secretary chef Exercise Does; play plays teaches is; doing ’s looking after 137 Exercise 3 April the fourteenth / the fourteenth of April February the first / 1st February December the twenty-ninth / the twenty-ninth of December January the second / 2nd January October the twentieth / the twentieth of October Exercise café pet shop bus stop record shop train station record shop Exercise train station record shop pet shop café bus stop Exercise Let’s go to a record shop and buy a CD. Sorry I can’t I’m busy. I want to play some computer games. Let’s go to a supermarket and buy some food. I want to have a drink Exercise luck there idea joke Puzzle Story Exercise He’s thirty-eight years old. It’s ‘Miss Marsh’. Clive is from Canberra in Australia and Jill is from New York in America. wife, Sue Moss; husband, Simon Marsh Exercise a) Puzzle Story Exercise A thief has got Julia Fobert’s diamond. The Eiffel Tower is in the photo. He is in Paris, the capital of France. The thief is in a flat Exercise b) Puzzle Story Exercise He can play the piano, he can play tennis, he can play chess and he can play the guitar. The policeman is in the bank He’s there because a thief has got the bank’s gold. Yes, the thief can drive. Three people have got keys: Mrs Foster, Mr Potter and Miss Kane. Mrs Foster and Mr Potter can drive. Mr Potter and Mrs Foster have got black baseball caps. It’s in her car Exercise a) Puzzle Story Exercise She’s having lunch with Lord Tate. He’s a famous painter. No, they aren’t. He’s reading a book. It’s next to the girl Exercise a) 138 Activity Book Audio script Lesson 4, Exercise Lesson 24, Exercise Listen to Ann Match the person with their name and age Ann: Mr Foster! Mr Foster! Teacher: Yes, Ann? Ann: Mr Foster, look! This is my world! Teacher: Great! Who’s she? Ann: She’s my sister Her name’s Sally She’s fourteen years old and she’s very pretty Teacher: And who’s he? Ann: He’s my father His name’s Richard He’s forty-five years old And she’s my mother Her name’s Pat She’s forty-two years old She’s very clever Teacher: And is he your cat? Ann: It’s not he, it’s she Yes, she’s my cat Her name’s Boston She’s three years old Teacher: She’s very pretty And who’s he? Ann: He’s Fred He’s my friend He’s thirteen years old Teacher: And who’s he? Ann: He’s you, Mr Foster You’re my teacher and you’re thirty … Teacher: … very clever? Ann: Yes, Mr Foster You’re very clever Teacher: [laughing] OK, Ann Thank you [fade] Listen to Danny and Mr Clever Cat Choose the correct word Danny: OK, Mr Clever Cat, I’ve got a question for you Mr Clever Cat: What’s your question, Danny? Danny: Can computers play chess? Mr Clever Cat: Ah, very good question, Danny The answer is yes, they can play chess Computers now are fast and clever Danny: What is Deep Blue? Mr Clever Cat: Ah, another good question, Danny Deep Blue is a famous computer It’s very clever and it can play chess very well Deep Blue can play chess with Gary Kasparov Gary’s a very famous chess player Danny: Wow! Can Deep Blue play football too? Mr Clever Cat: No, Danny, it can’t Computers can’t play football Look, this is a chess computer It’s only £40 from a department store Listen to Mr Darling He is the butler at Cranley House Are the sentences true or false? Write true sentences Elli: Hello, Mr Darling My name’s Elli Mr Darling: Hello, Elli Nice to meet you Elli: Nice to meet you too So, Mr Darling, are you a butler? Mr Darling: Yes, I am I’m the butler at Cranley House in Bristol It’s a very old and very big house with four floors Elli: How many rooms are there in Cranley House? Mr Darling: Oh, lots of rooms There are forty-eight rooms and a garage Elli: Wow! How many sitting rooms are there? Mr Darling: There are six sitting rooms and there are five dining rooms Elli: What about the garden? Is it big? Mr Darling: Yes, it is, very big and beautiful Elli: And how many bedrooms are there? Mr Darling: There are twenty-two bedrooms in Cranley House Some of the bedrooms are big but my bedroom is very small Elli: Aww! Mr Darling: There is a bed, a wardrobe and a small armchair in my bedroom but no television and no sofa Listen to Lara talking about a country Complete the chart Woman: Saint Patrick is the national saint of my country – Ireland People celebrate Saint Patrick’s day on the seventeenth of March Everyone in Ireland celebrates on that day, and there are also a lot of Saint Patrick’s celebrations in the USA People have big parades in the street, and they listen to traditional Irish music We eat traditional Irish food and some people drink Guinness Guinness is a type of dark beer On Saint Patrick’s day, lots of people try to wear something green, because green is the traditional colour of Ireland ACTIVITY BOOK KEY Lesson 14, Exercise Lesson 39, Exercise 139 Word list 1st-31st /f‰…st, ỈT‰…ti "f‰…st/ 37 a /´/ a bit /´ "bIt/ 19 a hundred /´ "høndr´d/ 17 a lot /´ "lÅt/ 26 a/an /´, ´n/ about (adv) /´"baUt/ 17 abroad /´"brO…d/ 36 academy /´"kœd´mi/ 21 act /œkt/ 21 activity /œk"tIv´ti/ 35 activity centre /œk"tIv´ti Ỉsent´/ 21 actress / "œktr´s/ 28 again /´"gen, ´"geIn/ 29 all over the world /ỈO…l ´Uv´ D´ "w‰…ld/ also /"O…ls´U/ 13 always / "O…lwIz, -weIz/ 31 am /m, ´m, œm/ amazing /´"meIzIN/ 24 and /´nd, ´n, œnd/ angry / "œNgri/ 31 animal / "œnIm´l/ 24 Antarctic /œn"tA…ktIk/ 24 any / "eni/ 13 apple / "œp´l/ apple juice / "œp´l dZu…s/ 22 April / "eIpr´l/ 37 Arctic / "A…ktIk/ 24 are /´, A…/ Argentina – Argentinian /ỈA…dZ´n "ti…n´, ỈA…dZ´n "tIni´n/ arm /A…m/ 23 armchair / "A…mtSe´/ 13 Art /A…t/ 29 at [three o’clock] /´t, œt/ 18 at /´t, œt/ at the moment /´t D´ "m´Um´nt/ 33 at work /´t "w‰…k/ S4 August / "O…g´st/ 37 aunt /A…nt/ Australia /Å "streIli´/ Australian /Å "streIli´n/ 24 back /bœk/ 23 Bad luck! /Ỉbœd "løk/ 37 bag /bœg/ ball /bO…l/ 12 banana (adj) /b´ "nA…n´/ 22 banana(s) /b´ "nA…n´“z‘/ band /bœnd/ S2 baseball cap / "beIsbO…l kœp/ 26 basketball / "bA…skItbO…l/ 29 bath /bA…T/ 21 bathroom / "bA…TrUm, -ru…m/ 11 beach /bi…tS/ 19 beak /bi…k/ 24 beautiful / "bju…tIf´l/ because /bI "kÅz/ 27 bed /bed/ 13 bedroom / "bedrUm, -ru…m/ 11 Beefeater / "bi…f Ỉi…t´/ 38 before /bI "fO…/ 29 behind /bI "haInd/ 11 beige /beIZ/ Best wishes /Ỉbest "wISIz/ 16 big /bIg/ bike /baIk/ 12 birthday / "b‰…TdeI/ 37 black /blœk/ block of flats /ỈblÅk ´v "flœts/ 19 blonde /blÅnd/ 16 blue /blu…/ board /bO…d/ book /bUk/ book shop / "bUk SÅp/ 38 boots /bu…ts/ 26 [I’m] bored /bO…d/ 12 boring / "bO…rIN/ S3 boy /bOI/ S1 Brazil – Brazilian /br´ "zIl, br´ "zIli´n/ brilliant / "brIlj´nt/ 26 brother / "brøD´/ brown /braUn/ bumblebee / "bømb´l Ỉbi…/ 23 bus /bøs/ bus driver / "bøs ÆdraIv´/ 36 bus stop / "bøs stÅp/ 38 but /b´t, bøt/ Bye /baI/ Bye for now /Ỉbai f´ "naU/ café / "kœfeI/ 38 cafeteria /Ỉkœf´ "tI´ri´/ 29 cage /keIdZ/ 11 calf(-ves) /kA…f, kA…vz/ 17 caller / "kO…l´/ camera / "kœm´r´/ 12 Can I help you? /k´n aI "help jU/ 22 can/can’t/cannot /k´n, kœn, kA…nt, "kœn´t/ 21 Canada / "kœn´d´/ Canadian /k´"neIdi´n/ 24 capital / "kœpItl/ capital letter /ỈkœpItl "let´/ car /kA…/ card /kA…d/ 37 carpet / "kA…pIt/ 14 car park / "kA… pA…k/ 38 castle / "kA…s´l/ 13 cat /kœt/ catch /kœtS/ 27 cave /keIv/ S3 CD /Ỉsi… "di…/ ceiling / "si…lIN/ 14 centimetre / "sentI Ỉmi…t´/ 24 Central Asia / Ỉsentr´l "eIS´, -Z´/ 27 chair /tSe´/ changing room / "tSeIndZIN ru…m, rUm/ 12 Cheers! /tSI´z/ 33 chef /Sef/ 36 cherry(-ies) / "tSeri“z‘/ chick(s) /tSIk“s‘/ 17 chicken(s) / "tSIk´n“z‘/ 17 child (children) /tSaIld, "tSIldr´n/ 21 chimpanzee /ỈtSImpœn "zi…, -p´n-/ 27 China – Chinese / "tSaIn´, ỈtSaI "ni…z/ chocolate (adj) / "tSÅkl´t/ 22 chocolates / "tSÅklIts/ 39 cinema / "sIn´m´/ city / "sIti/ clean /kli…n/ 30 clever / "klev´/ climate / "klaIm´t/ 34 climb /klaIm/ 27 close /kl´Uz/ 23 clothes /kl´UDz, kl´Uz/ 26 coat /k´Ut/ S4 cola / "k´Ul´/ 22 cold /k´Uld/ 33 colour / "køl´/ Come and see / Ỉkøm ´n "si…/ 11 Come here /køm "hI´/ 23 Come on /køm "Ån/ 12 Come with me / Ỉkøm wID "mi…/ S1 comfortable / "kømft´b´l, "kømf´t-/ 14 comic / "kÅmIk/ 31 comma / "kÅm´/ 19 competition /ỈkÅmp´ "tIS´n/ S2 complete /k´m"pli…t/ computer /k´m "pju…t´/ 12 computer game /k´m "pju…t´ geIm/ 12 computer shop /k´m "pju…t´ SÅp/ 38 cone /k´Un/ 22 cook /kUk/ 36 cool /ku…l/ 14 Cool! /ku…l/ corner / "kO…n´/ 14 cornflakes / "kO…nfleIks/ 31 correct /k´ "rekt/ costume / "kÅstjUm/ 39 cottage / "kÅtIdZ/ S1 country / "køntri/ cousin / "køz´n/ cow(s) /kaU“z‘/ 17 cricket / "krIkIt/ 29 crocodile / "krÅk´daIl/ 27 crossword / "krÅsw‰…d/ 15 CU soon / Ỉsi… jU "su…n/ 21 cup /køp/ 31 cupboard / "køb´d/ 13 curly / "k‰…li/ 16 customer / "køst´m´/ 36 dance (v) /dA…ns/ 21 dangerous / "deIndZ´r´s/ 34 dark /dA…k/ 14 dark blue /ỈdA…k "blu…/ date /deIt/ 37 daughter / "dO…t´/ day /deI/ 18 December /dI "semb´/ 37 deep /di…p/ 21 delicious /dI"lIS´s/ dentist / "dentIst/ 36 department /dI "pA…tm´nt/ S4 desk /desk/ detached house /dIỈtœtSt "haUs/ 19 detective /dI "tektIv/ S4 dictionary / "dIkS´n´ri/ 34 different / "dIfr´nt/ 34 dining room / "daInIN ru…m, rUm/ 11 dinner / "dIn´/ 39 dive /daIv/ S3 /du…/ 21 homework /Ỉdu… "h´Umw‰…k/ 28 my homework /Ỉdu… maI "h´Umw‰…k/ 32 doctor / "dÅkt´/ 36 dog /dÅg/ donkey / "dÅNki/ 17 don’t /d´Unt/ 23 don’t be daft /Ỉd´Unt bi "dA…ft/ 32 140 Z02_SKYN_TB_01GLB_4816_WIDX.indd 140 4/9/08 12:30:07 final / "faInl/ S2 find /faInd/ S3 find out / ỈfaInd "aUt/ 24 finger / "fINg´/ 23 finish school /ỈfInIS "sku…l/ 28 fireworks /"faI´w‰…ks/ 39 first name /Ỉf‰…st "neIm/ five /faIv/ five past / "faIv pA…st/ 18 five to / "faIv t´/ 18 flat /flœt/ 13 flavour(s) / "fleIv´“z‘/ 22 flood /flød/ 34 floor /flO…/ 14 flower / "flaU´/ 19 flowers / "flaU´z/ 39 fly /flaI/ 24 foal /f´Ul/ 24 food /fu…d/ 22 Food Technology / Ỉfu…d tek"nÅl´dZi/ 29 foot (feet) /fUt, fi…t/ 23 football / "fUtbO…l/ football magazine / "fUtbO…l mœg´ Ỉzi…n/ 31 football stadium / "fUtbO…l ỈsteIdi´m/ 18 for /f´, fO…/ 13 forty / "fO…ti/ forty-one /ỈfO…ti "wøn/ four /fO…/ fourteen /ỈfO… "ti…n/ France – French /frA…ns, frentS/ Free time /Ỉfri… "taIm/ 21 French /frentS/ 29 Friday / "fraIdi/ 18 friendly / "frendli/ from /fr´m, frÅm/ front /frønt/ 19 fruit /fru…t/ full stop /ỈfUl "stÅp/ 19 fun /føn/ 13 funny / "føni/ funny face / Ỉføni "feIs/ 39 fur /f‰…/ 24 game /geIm/ 12 garage / "gœrA…Z, -IdZ/ 11 garden / "gA…dn/ 11 Geography /dZi "Ågr´fi, "dZÅgr´fi/ 29 Germany – German / "dZ‰…m´ni, "dZ‰…m´n/ get up /get "øp/ 28 get up late /get "øp leIt/ 28 giraffe /dZI "rA…f/ 24 girlfriend / "g‰…lfrend/ 33 give /gIv/ 39 glass /glA…s/ 31 go away /Ỉg´U ´ "weI/ 23 go to bed /Ỉg´U t´ "bed/ 31 go to school /Ỉg´U t´ "sku…l/ 28 go to sleep /Ỉg´U t´ "sli…p/ 31 goat(s) /g´Ut“s‘/ 17 Good afternoon /gUd ỈA… ft´ "nu…n/ Good evening /gUd Ỉi…vnIN/ good idea /ỈgUd aI "dI´/ 38 Good morning /gUd ỈmO…nIN/ goose (geese) /gu…s, gi…s/ 17 got /gÅt/ 16 grandfather / "grœndỈfA…D´/ grandmother / "grœnỈmøD´/ grandparents / "grœn Ỉpe´r´nts/ grape(s) /greIp“s‘/ great /greIt/ Greece – Greek /gri…s, gri…k/ green /gri…n/ ‘green’ /gri…n/ 14 Greetings / "gri…tINz/ grey /greI/ ground /graUnd/ 14 guess /ges/ 37 guitar /gI"tA…/ 29 hair /he´/ 16 half past / "hA…f pA…st/ 18 hall /hO…l/ 11 Halloween /Ỉhœl´U "i…n/ 39 hamburger / "hœmb‰…g´/ hamster / "hœmst´/ 11 hand /hœnd/ 23 Happy Birthday! / Ỉhœpi "b‰…TdeI/ 40 Have a [taste] /hœv ´/ have a problem /hœv ´ "prÅbl´m/ 30 have a shower /Ỉhœv ´ "SaU´/ 32 have a snack /Ỉhœv ´ "snœk/ 31 have breakfast /hœv "brekf´st/ 28 have dinner /hœv "dIn´/ 28 have lunch /hœv "løntS/ 28 he /hi, hi…/ head /hed/ 23 Hello! /h´ "l´U, he-/ Help! /help/ 20 her /´, h´, h‰…/ here /hI´/ S1 Here you are / "hI´r jU A…/ 26 Here’s [my house] /hI´z/ He’s right /hiz "raIt/ 18 Hi! /haI/ Hi guys! / "haI gaIz/ 33 him /Im, hIm/ 26 his /Iz, hIz/ History / "hIst´ri/ 29 hold up /Ỉh´Uld "øp/ 23 holiday / "hÅl´dI/ 19 home /h´Um/ 13 home town /Ỉh´Um "taUn/ horrible / "hÅr´b´l/ 26 horse(s) /hO…s, "hO…sIz/ 17 hospital / "hÅspItl/ 36 hot chocolate /ỈhÅt "tSÅkl´t/ 22 hotel /h´U "tel/ house /haUs/ 11 How are you? /ỈhaU ´ "ju…, haU "A… jU/ 33 how many / ỈhaU "meni/ 17 How much is/are … ? /haU "møtS Iz, A…/ 22 How old are you? /haU "´Uld ´ Ỉju…/ How’s life? / ỈhaUz "laIf/ 33 Huh! /h´, hø/ 26 hungry / "høNgri/ S1 hunt /hønt/ 27 hurricane / "hørIk´n/ 34 Hurry up! /Ỉhøri "øp/ 18 husband / "høzb´nd/ I /aI/ I’m always late for [class] /aIm ỈO…lwIz ỈleIt f´ "klA…s/ 31 I’m not very good at [French] /aIm ỈnÅt veri ỈgUd ´t "frentS/ 31 I’m quite good at [Maths] /aIm ỈkwaIt gUd ´t "mœTs/ 31 I don’t know /aI Ỉd´Unt "n´U/ 11 I see /aI "si…/ 37 I.C.T (Information and Communication Technology) /ỈaI si… "ti…, Inf´ỈmeIS´n ´nd k´mju… nIỈkeIS´n tek "nÅl´dZi/ 29 ice cream / "aIs kri…m/ ideal /aI"dI´l/ 14 in /In/ 11 in front of /In "frønt ´v, Åv/ 38 in pairs /In "pe´z/ 25 in the afternoon /In Di ỈA…ft´ "nu…n/ 29 in the morning /In D´ "mO…nIN/ 29 instruction /In"strøkS´n/ 23 instructions /In "strøkS´nz/ 25 interesting / "Intr´stIN/ Internet / "Int´net/ 36 interview / "Int´vju…/ 31 Irish / "aI´rIS/ 19 WORD LIST Don’t be silly! /Ỉd´Unt bi "sIli/ 17 Don’t be so [greedy] / Ỉd´Unt bi s´U "gri…di/ 22 Don’t shout / Ỉd´Unt "SaUt/ 22 door /dO…/ 13 double / "døb´l/ 22 down /daUn/ 23 Drama / "drA…m´/ 29 draw /drO…/ 23 dress /dres/ 26 drink (n) /drINk/ 22 drive /draIv/ 25 dry /draI/ 14 duck(s) /døk“s‘/ 17 DVD / Ỉdi… vi… "di…/ ear /I´/ 23 earth /‰…T/ 14 east /i…st/ 34 eat /i…t/ 27 egg /eg/ Egypt / "i…dZIpt/ 24 eight /eIt/ eighteen /ỈeI "ti…n/ eighty / "eIti/ 17 eighty-one /ỈeIti "wøn/ 17 elephant / "el´f´nt/ 24 eleven /I "lev´n/ email / "i…meIl/ 21 endangered /In"deIndZ´d/ 27 England / "INgl´nd/ 17 English / "INglIS/ environment /In"vaIr´nm´nt/ 14 epal / "i…pœl/ exciting /Ik "saItIN/ 21 Excuse me /Ik "skju…z mi/ 38 expert / "eksp‰…t/ 24 extra / "ekstr´/ 28 eye /aI/ 23 eyes /aIz/ 16 fair /fe´/ 16 family / "fœm´li/ famous / "feIm´s/ 34 fantastic /fœn"tœstIk/ 19 far /fA…/ S3 farm /fA…m/ 17 fast /fA…st/ 24 father (dad) / "fA…D´, dœd/ favourite / "feIv´rIt/ February / "febru´ri, "febjUri/ 37 feel /fi…l/ 23 female / "fi…meIl/ 16 festival / "festIv´l/ 39 fifteen /ỈfIf "ti…n/ fifty / "fIfti/ fifty-one /ỈfIfti "wøn/ 17 film star / "fIlm stA…/ film studio / "fIlm Ỉstju…di´U/ 28 141 Z02_SKYN_TB_01GLB_4816_WIDX.indd 141 4/9/08 12:30:08 is /s, z, ´z, Iz/ isn’t / "Iz´nt/ S1 it /It/ It’s cloudy /Its "klaUdi/ 33 It’s cold /Its "k´Uld/ 33 It’s foggy /Its "fÅgi/ 33 It’s hot /Its "hÅt/ 33 It’s me [Lucy] /Its "mi…/ 32 It’s one o’clock /Its Ỉwøn ´ "klÅk/ 18 It’s only a joke /Its Ỉ´Unli ´ "dZ´Uk/ 17 It’s over there /Its Ỉ´Uv´ "De´/ 38 It’s raining /Its "reInIN/ 33 It’s really [cool] /Its ỈrI´li "ku…l/ 26 It’s rude /Its "ru…d/ 22 It’s snowing /Its "sn´UIN/ 33 It’s sunny / The sun is shining /Its "søni, D´ Ỉsøn Iz "SaININ/ 33 It’s warm /Its "wO…m/ 33 It’s windy /Its "wIndi/ 33 Italy – Italian /I "tœli´n/ January / "dZœnju´ri, -njUri/ 37 jeans /dZi…nz/ 26 job /dZÅb/ 28 join /dZOIn/ 19 judo class / "dZu…d´U klA…s/ 31 juice /dZu…s/ July /dZU "laI/ 37 jump /dZømp/ 23 Jump in [the boat]! / ỈdZømp "In/ 20 jumper /ỈdZømp´/ 26 June /dZu…n/ 37 jungle / "dZøng´l/ 27 junior /"dZu…ni´/ S2 Just joking! /ỈdZøst "dZ´UkIN/ 33 kangaroo /ỈkœNg´"ru…/ 27 kiss /kIs/ 39 kitchen / "kItSIn/ 11 knee /ni…/ 23 lamb(s) /lœm“z‘/ 17 lamp /lœmp/ 13 language / "lœNgwIdZ/ 29 late /leIt/ 18 learn /l‰…n/ 21 leave /li…v/ S4 Leave us alone /Ỉli…v ´s ´ "l´Un/ 26 leg /leg/ 23 lemon(s) / "lem´n“z‘/ lemonade /Ỉlem´ "neId/ 22 lesson / "les´n/ 28 Let’s … /lets/ 38 Let’s [have a swim] /lets/ 12 Let’s try /lets "traI/ 21 life jacket / "laIf ỈdZœkIt/ 21 lift /lIft/ S4 light (adj) /laIt/ 14 light (n) /laIt/ 14 light blue /ỈlaIt "blu…/ like /laIk/ 27 lion / "laI´n/ 27 list /lIst/ 19 listen / "lIs´n/ S2 listen to music /ỈlIs´n t´ "mju…zIk/ 31 listen to the radio /ỈlIs´n t´ D´ "reIdi´U/ 32 little / "lItl/ live /lIv/ 13 London / "lønd´n/ 19 long /lÅN/ 16 look after /lUk "A…ft´/ 36 loud /laUd/ 35 Los Angeles /lÅs "œndZ´li…z, -l´s/ S2 lots of / "lÅts ´v, Åv/ 17 love /løv/ 39 lovely / "løvli/ S4 Lucky you! /Ỉløki "ju…/ 32 lunch /løntS/ 36 lychee(s) / "laItSi, -tSiz/ magazine /Ỉmœg´ "zi…n/ 37 magic / "mœdZIk/ 20 main /meIn/ make a sandwich /ỈmeIk ´ "sœnwIdZ/ 32 make an omelette /ỈmeIk ´n "Åml´t/ 21 male /meIl/ 16 man (men) /mœn, men/ S3 manager / "mœnIdZ´/ 13 mango(es) / "mœNg´U“z‘/ March /mA…tS/ 37 map /mœp/ 38 match /mœtS/ match (football) /mœtS/ 18 Maths (Mathematics) / mœTs, mœT´ "mœtIks/ 29 May /meI/ 37 me /mi, mi…/ Me too /Ỉmi… "tu…/ meaning / "mi…nIN/ 34 meat /mi…t/ 27 mechanic /mI "kœnIk/ 36 medium length /Ỉmi…dj´m "leNT/ 16 meet friends /Ỉmi…t "frendz/ 31 melon(s) / "mel´n“z‘/ menu / "menju…/ 22 midnight / "mIdnaIt/ 39 milkshake(s) / "mIlkSeIk“s‘, ỈmIlk "SeIk“s‘/ 22 million / "mIlj´n/ mime /maIm/ 35 mineral water / "mIn´r´l wO…t´/ 22 Miss /mIs/ mobile phone /Ỉm´UbaIl "f´Un/ modern / "mÅdn/ 14 Monday / "møndi/ 18 money / "møni/ 22 monkey / "møNki/ 27 month /mønT/ 37 mother (mum) / "møD´, møm/ motorbike / "m´Ut´baIk/ mountain / "maUnt´n/ 27 mouth /maUT/ 23 MP3 player / Ỉem pi… "Tri… ỈpleI´/ Mr / "mIst´/ Mrs / "mIsIz/ music / "mju…zIk/ music shop / "mju…zIk SÅp/ 38 my /maI/ name /neIm/ nationality /ỈnœS´ "nœl´ti/ naughty / "nO…ti/ near /nI´/ 19 nearly / "nI´li/ neck /nek/ 23 neighbour / "neIb´/ 39 never / "nev´/ 31 Never mind /Ỉnev´ "maInd/ 12 New Year’s Eve /Ỉnju… jI´z "i…v/ 39 New Zealand /nju… "zi…l´nd/ New Zealander /nju… "zi…l´nd´/ 25 newsagent / "nju…zỈeIdZ´nt/ 38 next door /Ỉnekst "dO…/ 31 Next time / "nekst taIm/ 21 next to / "nekst t´, tU/ 33 nice /naIs/ night /naIt/ 27 nine /naIn/ nineteen /ỈnaIn "ti…n/ ninety / "naInti/ 17 ninety-one /ỈnaInti "wøn/ 17 No, I’m not /Ỉn´U aIm "nÅt/ noisy / "nOIzi/ 19 north /nO…T/ 17 Northern Ireland / ỈnO…D´n "aI´l´nd/ nose /n´Uz/ 23 Not really /ỈnÅt "rI´li/ 31 not very much /ỈnÅt veri "møtS/ 26 not very well /ỈnÅt veri "wel/ 21 November /n´U "vemb´, n´-/ 37 now /naU/ number / "nømb´/ nurse /n‰…s/ 36 October /Åk "t´Ub´/ 37 of /´v, Åv/ 11 office / "ÅfIs/ 36 often / "Åf´n, "Åft´n/ 31 Oh good! /´U "gUd/ 12 Oh no! /Ỉ´U "n´U/ 11 Oh! /´U/ 10 OK /Ỉ´U "keI/ old /´Uld/ 16 Olympics /´"lImpIks/ 33 on [TV] /Ån/ 18 on /Ån/ 11 one /wøn/ only / "´Unli/ 23 open / "´Up´n/ 23 opposite / "Åp´zIt/ 38 or /´, O…/ 16 orange (adj) / "År´ndZ/ orange (n) / "År´ndZ/ orange juice / "År´ndZ dZu…s/ 22 orange tree / "År´ndZ tri…/ ostrich / "ÅstrItS/ 24 others / "øD´z/ 35 our /aU´/ outside /ỈaUt "saId, "aUtsaId/ S4 over here /Ỉ´Uv´ "hI´/ S3 over there /Ỉ´Uv´ "De´/ 38 P.E (Physical Education) /Ỉpi… "i…, ỈfIzIk´l edjU "keIS´n/ 29 panda / "pœnd´/ 27 paper / "peIp´/ parents / "pe´r´nts/ park /pA…k/ 13 part /pA…t/ 24 party / "pA…ti/ 29 paw /pO…/ 27 peach(es) /pi…tS, "pi…tSIz/ pear(s) /pe´“z‘/ pence/p /pens, pi…/ 22 penguin / "peNgwIn/ 24 penpal / "penpœl/ people / "pi…p´l/ S4 person / "p‰…s´n/ 23 pet shop / "pet SÅp/ 38 photo / "f´Ut´U/ picnic / "pIknIk/ 34 picture / "pIktS´/ pie /paI/ 39 piece /pi…s/ pineapple(s) / "paInœp´l“z‘/ pink /pINk/ 142 Z02_SKYN_TB_01GLB_4816_WIDX.indd 142 4/9/08 12:30:08 records / "rekO…dz/ S2 red /red/ remember /rI "memb´/ 39 repair /rI "pe´/ 36 reply /rI"plaI/ restaurant / "restrÅnt/ 36 ride a horse /ỈraId ´ "hO…s/ 21 right (correct) /raIt/ 23 river / "rIv´/ 19 romantic /r´U"mœntIk, r´-/ 39 roof /ru…f/ 14 round /raUnd/ 14 row a boat / Ỉr´U ´ "b´Ut/ 21 run /røn/ 24 Russia – Russian / "røS´, "røS´n/ Saturday / "sœt´di/ 18 save /seIv/ 27 scary / "ske´ri/ 39 school /sku…l/ 28 school holidays /Ỉsku…l "hÅl´dIz/ 28 school trip /Ỉsku;l "trIp/ Science / "saI´ns/ 29 Scotland / "skÅtl´nd/ 42 Scottish / "skÅtIS/ 39 scuba diving / "sku…b´ ỈdaIvIN/ 28 sea /si…/ 19 season / "si…z´n/ 34 secret / "si…krIt/ 20 secretary / "sekr´t´ri/ 36 See you later /Ỉsi… jU "leIt´/ semi-detached house / Ỉsemi dItœtSt "haUs/ 19 send /send/ 39 September /sep "temb´/ 37 serve /s‰…v/ 36 seven / "sev´n/ seventeen /Ỉsev´n "ti…n/ seventy / "sev´nti/ 17 seventy-one /Ỉsev´nti "wøn/ 17 she /Si, Si…/ sheep /Si…p/ 17 ship /SIp/ shoes /Su…z/ 26 shop /SÅp/ 36 shop assistant / "SÅp ´ỈsIst´nt/ 36 short /SO…t/ 16 short for / "SO…t f´, fO…/ 16 shoulder / "S´Uld´/ 23 Show me / "S´U mi/ 23 sign /saIn/ 39 silly / "sIli/ 23 sing a song /ỈsIN ´ "sÅN/ 21 single / "sINg´l/ 22 sister / "sIst´/ sit down /ỈsIt "daUn/ 23 sitting room / "sItIN ru…m, rUm/ 11 six /sIks/ sixteen /ỈsIk "sti…n/ sixty / "sIksti/ 17 sixty-one /ỈsIksti "wøn/ 17 skateboard / "skeItbO…d/ 12 skateboard (v) / "skeItbO…d/ 21 skiing / "ski…IN/ 28 skin /skIn/ 24 skirt /sk‰…t/ 26 sleep /sli…p/ 27 small /smO…l/ S2 snack /snœk/ 31 snow leopard / "sn´U Ỉlep´d/ 27 socks /sÅks/ 26 sofa / "s´Uf´/ 13 some /s´m, søm/ 13 sometimes / "sømtaImz/ 25 son /søn/ song /sÅN/ S2 sorry / "sÅri/ 12 sound system / "saUnd ỈsIst´m/ 33 south /saUT/ 34 South Africa /saUT "œfrIk´/ South America /ỈsaUT ´ "merIk´/ south-east / ỈsaUT "i…st/ 34 south-west /ỈsaUT "west/ 19 spaceship / "speIs ỈSIp/ Spain – Spanish /speIn, "spœnIS/ Spanish / "spœnIS/ 29 speak /spi…k/ 28 speak English /Ỉspi…k "INglIS/ 23 special / "speS´l/ 17 spiky / "spaIki/ 16 sport /spO…t/ sports day / "spO…ts deI/ 29 spots /spÅts/ 27 Spring /sprIN/ 34 stairs /ste´z/ 11 stand up /Ỉstœnd "øp/ 23 star /stA…/ S2 start school /ỈstA…t "sku…l/ 28 station / "steIS´n/ 38 statue / "stœtSu…/ S3 stay with / "steI wID, wIT/ 33 stereo / "steri´U/ 12 stomach / "støm´k/ 23 store /stO…/ S4 storm /stO…m/ 34 straight /streIt/ 16 strange /streIndZ/ S1 strawberry (adj) / "strO…b´ri/ 22 strawberry(-ies) / "strO…b´ri“z‘/ subject / "søbdZIkt/ 29 summer / "søm´/ 13 sunbathe / "sønbeID/ 33 Sunday / "søndi/ 18 supermarket / "su…p´ỈmA…kIt, "sju…-/ 36 sure /SO…/ 22 surname / "s‰…neIm/ surprise /s´ "praIz/ S3 swap /swÅp/ 35 sweet /swi…t/ sweet potatoes /Ỉswi…t p´ "teIt´Uz/ 39 sweets /swi…ts/ 39 swim (v) /swIm/ 24 swim under water /ỈswIm ønd´ "wO…t´/ 21 swimming pool / "swImIN pu…l/ 12 swing /swIN/ 27 table / "teIb´l/ tail /teIl/ 24 take a photo /ỈteIk ´ "f´Ut´U/ 32 talk to a friend /ỈtO…k tU ´ "frend/ 32 tall /tO…l/ 16 taxi / "tœksi/ tea /ti…/ 31 teach /ti…tS/ 36 teacher / "ti…tS´/ 20 team /ti…m/ 35 telephone / "tel´f´Un/ television/TV / "tel´ỈvIZ´n, Ỉtel´ "vIZ´n, Ỉti… "vi…/ temperature / "tempr´tS´/ 34 ten /ten/ ten past / "ten pA…st/ 18 ten to / "ten t´/ 18 tennis / "tenIs/ 30 tennis court / "tenIs kO…t/ 33 terraced house /Ỉter´st "haUs/ 19 terrible / "ter´b´l/ 34 Text me / "tekst mi/ 32 Thank you / "TœNk jU/ thanks /TœNks/ Thanksgiving /ỈTœNks "gIvIN/ 39 that /D´t, Dœt/ That’s amazing! / ỈDœts ´"meIzIN/ 37 That’s right /ỈDœts "raIt/ the Caribbean /D´ ÆkœrI "bi…´n/ WORD LIST pizza / "pi…ts´/ 36 place /pleIs/ plant /plA…nt/ 13 play a trick /ỈpleI ´ "trIk/ 39 play cards /ỈpleI "kA…dz/ 31 play chess /ỈpleI "tSes/ 21 play computer games /ỈpleI k´m "pju…t´ geImz/ 28 play football /ỈpleI "fUtbO…l/ 21 play sport /ỈpleI "spO…t/ 28 play table tennis /ỈpleI "teIb´l ỈtenIs/ 21 play tennis / ỈpleI "tenIs/ 21 play the guitar /ỈpleI D´ gI "tA…/ 21 play the piano /ỈpleI D´ pi "œn´U/ 21 player /"pleI´/ Please write soon /Ỉpli…z raIt "su…n/ 16 plum(s) /pløm“z‘/ poem / "p´U´m/ 39 point /pOInt/ 23 Poland – Polish / "p´Ul´nd, "p´UlIS/ polar bear / Ỉp´Ul´ "be´/ 24 pony(-ies) / "p´Uni“z‘/ 17 pop star / "pÅp stA…/ S2 Portugal – Portuguese / "pO… tS´g´l, ỈpO…tS´ "gi…z/ postcard / "p´UstkA…d/ poster / "p´Ust´/ 13 pound /paUnd/ 22 practise / "prœktIs/ 21 present(s) / "prez´nt“s‘/ 39 pretty / "prIti/ prey /preI/ 27 price /praIs/ 22 project / "prÅdZekt, pr´ "dZekt/ 36 pronoun / "pr´UnaUn/ pumpkins / "pømpkInz/ 39 purple / "p‰…p´l/ put /pUt/ 23 quarter past / "kwO…t´ pA…st/ 18 quarter to / "kwO…t´ t´/ 18 queen /kwi…n/ S3 quicker / "kwIk´/ 34 quiet / "kwaI´t/ 19 quite /kwaIt/ 16 quiz /kwIz/ 24 R.E (Religious Education) /ỈA…r "i…, rIỈlIdZ´s edjU "keIS´n/ 29 radio / "reIdi´U/ read a map /Ỉri…d ´ "mœp/ 21 read in bed /Ỉri…d In "bed/ 31 ready / "redi/ S2 receptionist /rI"sepS´nIst/ 36 143 Z02_SKYN_TB_01GLB_4816_WIDX.indd 143 4/9/08 12:30:08 the Republic of Ireland /D´ rIỈpøblIk ´v "aI´l´nd/ the UK (Great Britain) – British /D´ Ỉju… "keI, ỈgreIt "brItn, "brItIS/ the USA (America) – American /D´ Ỉju… es "eI, ´ "merIk´, ´ "merIk´n/ their /De´/ them /Dem/ 26 there /De´/ 13 There! /De´/ 23 There’s something [on my neck] /De´z ỈsømTIN Ån maI "nek/ 23 these /Di…z/ they’re /De´/ thing(s) /TIN“z‘/ 21 Think of [the number] / "TINk ´v, Åv/ 37 thirteen /ỈT‰… "ti…n/ thirty / "T‰…ti/ thirty-one /ỈT‰…ti "wøn/ this /DIs/ This way! / "DIs weI/ S1 those /D´Uz/ three /Tri…/ thumb /Tøm/ 23 Thursday / "T‰…zdi/ 18 ticket / "tIkIt/ 18 tickets / "tIkIts/ 38 tiger / "taIg´/ 27 tired /taI´d/ 31 today /t´ "deI/ 18 toe /t´U/ 23 toilet / "tOIl´t/ 11 tomorrow /t´ "mÅr´U/ S1 tongue /tøN/ 24 tooth (teeth) /tu…T, ti…T/ 23 top /tÅp/ 26 touch /tøtS/ 23 towel / "taU´l/ 12 traditional /tr´ "dIS´n´l/ 39 train /treIn/ 33 trainers / "treIn´z/ 26 treat /tri…t/ 39 tree /tri…/ 27 trick /trIk/ 37 trousers / "traUz´z/ 26 T-shirt / "ti… S‰…t/ 26 Tuesday / "tju…zdi/ 18 Turkey – Turkish / "t‰…ki, "t‰…kIS/ turkey / "t‰…ki/ 39 turquoise / "t‰…kwOIz, -kwA…z/ TV programme /Ỉti… "vi… Ỉpr´Ugrœm/ 18 twelve /twelv/ twenty / "twenti/ twenty past / "twenti pA…st/ 18 twenty to / "twenti t´/ 18 twenty-five past /Ỉtwenti "faIv pA…st/ 18 twenty-five to /Ỉtwenti "faIv t´/ 18 twenty-one /Ỉtwenti "wøn/ two /tu…/ type /taIp/ 36 ugly / "øgli/ 26 uncle / "øNk´l/ under / "ønd´/ uniform / "ju…nIfO…m/ 36 up /øp/ 23 us /´s, s, øs/ 26 use a computer /Ỉ ju…z ´ k´m "pju…t´/ 21 usually /Ỉju…Zu´li, Ỉju…Z´li/ 31 Valentine’s Day / "vœl´ntaInz deI/ 39 van /vœn/ 25 vanilla (adj) /v´ "nIl´/ 22 Venice / "venIs/ S3 very / "veri/ view /vju…/ 14 wait /weIt/ S3 Wait for / "weIt f´, fO…/ 21 waiter / "weIt´/ 36 waitress / "weItr´s/ 36 Wales /weIlz/ 19 walk /wO…k/ 24 walk home /ỈwO…k "h´Um/ 31 want to / "wÅnt t´, tU/ 38 wardrobe / "wO…dr´Ub/ 13 warm /wO…m/ 14 wash the car /ỈwÅS D´ "kA…/ 32 watch (n) /wÅtS/ 12 watch (v) /wÅtS/ 31 watch a DVD / ỈwÅtS ´ Ædi… vi… "di…/ 31 watch TV /ÆwÅtS ti… "vi…/ 28 water / "wO…t´/ 21 wavy / "weIvi/ 16 we’re /wI´/ We’re late /wI´ "leIt/ 18 weather / "weD´/ 33 webcam / "webkœm/ 29 website / "websaIt/ 28 Wednesday / "wenzdi/ 18 week /wi…k/ 18 weekend /Ỉwi…k "end, "wi… kend/ S3 Welcome to [Skate City] / "welk´m t´/ well (conj) /wel/ 21 Well done! /Ỉwel "døn/ S4 wet /wet/ 14 what /wÅt/ What about [a swim]? / "wÅt ´baUt/ 12 What you mean? / ỈwÅt d´ jU "mi…n/ 37 What time is it? /wÅt "taIm Iz It/ 18 What’s it about? / ỈwÅts It ´"baUt/ 37 What’s the matter? / ỈwÅts D´ "mœt´/ 23 What’s the time? /ỈwÅts D´ "taIm/ 18 where /we´/ S1 Where’s …? /we´z/ 38 whisper / "wIsp´/ 23 white /waIt/ who /hu…/ Why? /waI/ 18 wicked / "wIkId/ 26 wife /waIf/ window / "wInd´U/ 14 wing /wIN/ 24 winner / "wIn´/ S2 winter / "wInt´/ 14 witch /wItS/ 16 woman (women) / "wUm´n, "wImIn/ S3 woods /wUdz/ S1 work /w‰…k/ 36 Wow! /waU/ write a story /ỈraIt ´ "stO…ri/ 32 write an email /ỈraIt ´n "i…meIl/ 32 Year [7] /jI´/ 29 year /jI´/ 37 yellow / "jel´U/ Yes, I am /Ỉjes aI "œm/ Yes, please / "jes pli…z/ 22 you /j´, jU, ju…/ 26 young /jøN/ 24 You’re hopeless! /jO… "h´Upl´s/ 18 You’re wrong /jO… "rÅN/ 12 Yum! /jøm/ Yuk! /jøk/ 144 Z02_SKYN_TB_01GLB_4816_WIDX.indd 144 4/9/08 12:30:08 ... Students’ Book Teacher s Book Activity Book American English British English for example etcetera that is singular plural 14 M 01_ SKYN_TB_01GLB_4 816 _U 01. indd 14 29/9/08 12 : 51: 42 M 01_ SKYN_TB_01GLB_4 816 _U 01. indd... 12 : 51: 42 M 01_ SKYN_TB_01GLB_4 816 _U 01. indd 15 29/9/08 12 : 51: 42 16 M02_SKYN_TB_01GLB_4 816 _U02.indd 16 29/8/08 13 :28:50 17 M02_SKYN_TB_01GLB_4 816 _U02.indd 17 29/8/08 13 :28:50 Hello, I’m Rob! LESSON... pauses 11 M 01_ SKYN_TB_01GLB_4 816 _U 01. indd 11 29/9/08 12 : 51: 41 • Ask individual students to say the whole rhyme on its own 11 Listen The listening comprehension activities in the Students’ Book