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Special Edition

Teacher’s Book

Virginia Evans – Jenny Dooley

NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM 01 Spark gr6 VIET Ts Cont.qxp_01 Spark gr6 VIET Ts Cont 7/26/17 5:17 PM Page 2

Contents

Modules Grammar Vocabulary Starter • a/an – the • The English alphabet • Numbers pp. 4-8 • School objects • Colours • Days of the week Back to school • The verb “to be” • School subjects & classroom objects • Subject/Object pronouns • Nationalities pp. 9-20 • Question words (who, what, where, • Sports 1 how old) • Countries & capital cities Cool stuff! • have got • Personal things • Possessive adjectives • Appearance pp. 21-32 • Plurals • Parts of the body • This – These/That – Those • Abilities 2 • can (ability)

Homes! • There is/There are • Rooms, furniture & appliances • a/an –some –any • Ordinal numbers (1st-23rd) pp. 33-44 • Prepositions of place • Bugs 3 • The imperative, Let’s

Families • Possessive case (’s/s’)/whose • Family members • Present simple • Character adjectives pp. 45-56 • Prepositions of time • Daily routines 4 • like, love, hate + -ing form • Jobs

Great ! • Adverbs of frequency • Animals • Prepositions of time • Parts of animals pp. 57-68 • Comparative/Superlative adjectives • Adverbs of degree 5 • Questions with how

Weather & • Present continuous • Seasons & months • Present simple or Present continuous • The weather clothes • Present continuous • Activities 6 pp. 69-80 (future meaning) • Clothes

Food • Countable/Uncountable nouns • Food/Drinks • a/an/some/any • Meals pp. 81-92 • (How) much/(How) many/a lot of/ • Containers & partitives a few/a little 7 • be going to/will • must/mustn’t • can Masters of art • was/were • Mythical creatures • had • Types of films pp. 93-110 • could/couldn’t • Adjectives describing films 8 • so/neither • Describing location • Past simple (regular verbs) • Musical instruments • there was/there were • Past simple (irregular verbs)

Language Review (pp. LR1-LR8) Word List (pp. WL1-WL11) CONTENTS Self-Check (pp. SC1-SC8) Self-Check Key (p. SCK1) 2 Asean Cultures (pp. AC1-AC20) Student’s Book Audioscripts (pp. SBA1-SBA2) 01 Spark gr6 VIET Ts Cont.qxp_01 Spark gr6 VIET Ts Cont 7/26/17 5:17 PM Page 3

Reading & Speaking & Across Cultures/ Listening Functions Writing Curricular • Classroom language • Asking about names • Textbook language • Asking about telephone numbers & addresses • Asking about age • Greetings • Students around the world • Asking for and giving • A short paragraph • US Education System • Glasgow School of Sport personal information presenting yourself • Countries of the World • A school club card • Greetings/introductions • A short text about your partner (Geography) (note-taking) • Pronunciation: rhythm, \eI\, \œ\ • An email to a pen-friend • Amazing Iron Man • Describing appearance • A short paragraph about a • Souvenirs around the • Extraordinary abilities • Talking about possessions cartoon character World • Abilities (matching) & abilities • A description of your • Same or different • Buying things possessions (Science) • Pronunciation: word stress, • An email about your \s\, \z\, \Iz\ collection • Unusual buildings • Describing rooms • A short description of your • Landmarks • Are you home alone? • Describing location ideal bedroom • The London Eye • Melbourne Museum • Talking about your room & • Facts about (Art & Design) (gap fill) your things • An email about your new • Pronunciation: intonation in house questions, \T\, \D\ • Family & friends • Describing character • A short paragraph about • Family celebrations • A professional look-alike • Talking about daily routines your family • A family (Literature) • Jobs (matching) • Asking about your family • A short text about your • Talking about people’s jobs typical weekday • Telling the time • An email about your family • Making arrangements • A blog entry about your • Pronunciation: \s\, \z\, \Iz\ favourite singer

• Fantastic fish • Describing animals • A fact file about an • National animals from • Festive time • Talking about habits • A short text about an around the world • Fact files about the bald • Expressing fear animal festival • It’s a bird’s life eagle and an animal festival • Talking about pets • An article describing your (Science) (gap fill) • Pronunciation: \O…\, \a…\ pet

• In all weathers • Making suggestions/ • A paragraph about your • Uniforms across the • Vietnamese responding (let’s/shall) favourite season world Ao Dai Festivals • Talking about activities & • Short descriptions of • The Four Seasons • A dialogue the weather people’s clothes/activities (Literature) (comprehension) • Expressing likes/dislikes • A paragraph about people • Commenting on clothes who wear a uniform • Buying clothes & accessories • A postcard to your • Pronunciation: \IN\, stressed pen-friend syllables

• Weird food • Ordering food/drinks • A short paragraph about • Festive days • Robot kitchen • Talking about quantity the food/drink you like/ • Germs (PSHE) • Blue Lagoon (gap fill) • Talking about eating habits don’t like • Pronunciation: syllable • An email about your eating stress & intonation, habits \g\, \dZ\ • An article describing a celebration

• Mythical creatures • Agreeing/Disagreeing • A short presentation of • Famous people • The Legend of Saint Giong • Talking about the past mythical creatures • Musical instruments • Queen Elizabeth I (gap fill) • Reading years • A paragraph about Queen (Music) • The lost island of Atlantis • Narrating past events Elizabeth I • People and the instruments • Pronunciation: weak forms • A diary entry they play (matching) (\w´z\, \w´r\), \t\, \d\, \Id\ • An email about an event you attended

Evaluations (pp. E1-E9) Workbook Grammar Bank Key (pp. WGBK1-WGBK2) Workbook Key (pp. WK1-WK11) Workbook Vocabulary Bank Key (pp. WVBK1-WVBK4) CONTENTS Workbook Audioscripts (pp. WA1-WA2) Class CDs Tracklist 3 02 Spark gr6 VIET Ts Intro.qxp_02 Spark gr6 VIET Ts Intro 7/26/17 5:18 PM Page 4

Introduction

Spark Special Edition Grade 6 is an English course designed IWB exclusively for lower secondary school students studying The IWB contains all the material in the Student’s Book, English. Teacher’s Book and Audio CDs and aims to facilitate lessons in Spark Special Edition develops all four skills (listening, speaking, the classroom. It also contains grammar presentation of all the reading and writing) through a variety of communicative grammar structures in the Student’s Book as well as video tasks, and systematically recycles key language items. Above extracts for Ss to further practise their English and expand all, it is designed to promote active (activating all new their knowledge. vocabulary and structures in meaningful, everyday situations), ieBook holistic (encouraging the creative collective use of students’ The ieBook contains all the material in the Student’s Book and brains as well as the linguistic analytical use of their brains) is the Ss’ interactive study partner. and humanistic (acquiring and practising language through Teacher’s Resource Pack & Tests CD-ROM pleasant tasks and topics, paying attention to their needs, The Teacher’s Resource Pack & Tests CD-ROM contains feelings and desires) ways of learning. exercises to consolidate what students have been taught in The course consists of: each module, as well as games, pairwork activities, portfolio − The Student’s Book which contains: a starter unit as well activities, tests and a key to all exercises in word format, along as eight modules and a Fun Time section at the end of with all recorded material and audioscripts that accompany each module and a Self-Check section at the end of the the tests. book. − The Workbook & Grammar Book which contains: a ELEMENTS OF A MODULE Grammar section with theory and exercises, a Vocabulary section with exercises to revise the vocabulary presented Each module starts with a module presentation page to in each module and a Skills section with tasks to practise familiarise students with the language and patterns in the all four language skills. module. The module presentation pages also whet students’ appetites by familiarising them with some of the text types, COURSE COMPONENTS pictures and activities found in the coming module. Each module contains the sections described below. Student’s Book The Student’s Book is in full colour. Each module is based on a Vocabulary single theme and the topics covered are of general interest. All Vocabulary is introduced in a functional and meaningful modules follow the same basic structure (see Elements of a context, and is practised through a variety of exercises such as Module). Many tasks included in the Student’s Book are multi- picture-word association and completing set phrases in order sensory, enabling students to practise all four language skills as to help students use everyday English correctly. they complete the task. Reading Workbook & Grammar Book Throughout each module, there is a wide variety of reading The Workbook & Grammar Book is in full colour. It contains texts, such as: emails, text messages, letters, articles, poems, units corresponding to those in the Student’s Book as well as etc, which allow skills, such as reading for gist and reading for Grammar Bank and Vocabulary Bank sections. It can be used specific information, to be systematically practised. either in class or for homework upon completion of the Grammar relevant unit in the Student’s Book. It aims to consolidate the The grammar items taught in each module are first presented language and grammar presented in the Student’s Book in context, then highlighted and clarified by means of clear, through a variety of exercises, incorporating all four skills. concise theory boxes. Specific exercises and activities Translation and dictation exercises are also included. Exercises methodically reinforce students’ understanding and mastery are labeled with asterisks to show level of difficulty – *easy of each item. The Workbook & Grammar Book contains a **for stronger students. detailed explanation of each grammar point. Teacher’s Book Listening The Teacher’s Book is interleaved and contains detailed Students develop their listening skills through a variety of tasks teacher’s notes, which provide: which employ the vocabulary and grammar practised in the • the objectives of each module clearly and concisely module in realistic contexts. This reinforces students’ • step-by-step lesson plans and suggestions on how to understanding of the language taught in the module. present the material • extra activities for stronger & weaker classes Speaking • games Controlled speaking activities have been carefully designed to • a full key to the exercises in the Student’s Book and allow students guided practice before leading them to less Workbook & Grammar Book structured speaking activities. • audioscripts of all listening material Everyday English Class Audio CDs Functional dialogues set in everyday contexts familiarise The Class Audio CDs contain all the recorded material which students with natural language. The dialogues also present accompanies the course. useful expressions so that students can practise everyday English.

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Pronunciation SUGGESTED TEACHING TECHNIQUES Pronunciation activities help students to recognise the various sounds of the English language, distinguish between them A − Presenting new vocabulary and reproduce them correctly. Much of the new vocabulary in Spark Special Edition is Fun Time presented through pictures, and students are asked to match This section reviews the module in a fun way and includes a the pictures to listed words. Vocabulary is always presented in quiz that revises information presented in the module and acts context, and emphasis is placed on collocations and word as a sample for students to prepare a similar quiz of their own. It association, since memorising new words is easier when they also has a song that is connected to the themes of the modules are presented in lexical sets. as well as a related task. Listening to lively, high quality songs is Further techniques that you may use to introduce new a humanistic activity which lowers the students’ affective filters vocabulary include: and allows them to absorb language more easily. • Miming. Mime the word to be introduced. For instance, In addition, there is a game in the format of a team to present sing, pretend you are singing and ask students competition to consolidate learning of vocabulary and to guess the meaning of the word. grammar presented in the module. The game enables • Synonyms, opposites, paraphrasing and giving definitions. students to use new language in an enjoyable way. Examples: − Present store by giving a synonym: A store is a shop. Study Skills − Present tall by giving its opposite: He isn’t short, he’s Brief tips, explanations and reminders, at various points tall. throughout each module, help students to develop strategies − Present weekend by paraphrasing it: I don’t work at which improve holistic learning skills and enable students to the weekend. I don’t work on Saturday and Sunday. become autonomous learners of the English language. − Present garage by giving a definition: A garage is a Writing place where we put our car, next to the house. Students develop their writing skills through the use of all four • Context. Place vocabulary items in context with examples language skills. which make understanding easier and more complete. Guided practice of the relevant vocabulary is given and For instance, introduce the words city and town by consolidated and followed by a model text which is thoroughly referring to a city and a town in the students’ own analysed. Plans are also provided to guide students. country: Ho Chi Minh City is a city, but Sa Pa is a town. There are writing activities throughout the modules, based on • Visual prompts. Show photographs or drawings to make realistic types and styles of writing, such as letters, notes, understanding easier. postcards and emails. • Use of (bilingual/monolingual) dictionary. Encourage students These progress from short sentences to paragraphs and finally to guess the meaning of a word, then use their dictionaries to full texts, allowing students to gradually build up their to check if their guess is correct. writing skills. • Sketching. Draw a simple sketch on the board to illustrate the word(s) to be explained. For instance: Across Cultures section In these interesting and informative pages, students are provided with cross-cultural information and read about aspects of various countries which are thematically linked to the module. The section also contains related tasks and tall creative projects, such as making a poster, which give students the chance to process the information they have learnt and short compare it to the culture of their own country. Across the Curriculum section This section enables students to link the theme of the module to a subject on their school curriculum, thus helping them to contextualise the language they have learnt by relating it to • Flashcards. Make flashcards out of magazine or newspaper their own personal frame of reference. These sections contain pictures, photographs, ready drawings and any other lively and creative tasks which stimulate students and allow visual material which may serve as vocabulary teaching them to consolidate the language they have learnt throughout tools. the module. • Use of L1 (Vietnamese). In a monolingual class, vocabulary can be explained in the students’ mother tongue, Language Review although this method should be used only in moderation. This section provides students with practice on vocabulary Students also need to compare their mother tongue to the presented in each module. English language to find similarities and/or differences. Self-Check The choice of technique depends on the type of word or These sections appear at the end of the book, and reinforce expression. For example, it may be easier to describe an action students’ understanding of the topics, vocabulary and verb through miming, and not through a synonym or definition. structures that have been presented in each module. An answer key is provided for students to check their answers and B − Writing a marking scheme allows students to evaluate their own All writing tasks in Spark Special Edition have been carefully progress and identify their strengths and weaknesses. designed to guide students to produce a successful piece of writing.

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• Always read the model text provided and deal in detail • Groupwork. Groups of three or more students work with the vocabulary tasks. Students will then have together on a task or activity. Class projects or role play acquired the language necessary to cope with the final are often most easily done in groups. Again, ensure writing task. students clearly understand the task in advance. • Make sure that students understand they are writing for • Rolling questions. A student answers a question, then a purpose. Go through the writing task in detail so that proceeds to ask a question directed at the next student in students are fully aware of why they are writing and to turn. This continues around the class. whom they are writing. F − Using the Student’s Audio CD • It would be advisable to complete the task orally in class All texts and dialogues are recorded on the Student’s CD. before assigning it as written homework. Students will Students have the chance to listen to these recordings at then feel more confident about producing a complete home as many times as they want in order to improve their piece of writing on their own. pronunciation and intonation. The suggested stages of such C − Assigning homework self-study are: It is recommended that homework is regularly assigned and • The student listens to the recording and follows the routinely checked according to the specific needs of the class. lines in the text or dialogue. • The student listens to the recording with pauses after When assigning writing tasks, prepare students as much as each sentence or exchange. The student repeats as possible in advance. This will help them avoid errors and get many times as needed, trying to imitate the speaker’s maximum benefit from the task. pronunciation and intonation. Commonly assigned homework tasks include: • The student listens to the recording again, then reads • Vocabulary. Students memorise the meaning of words aloud. and phrases. • Spelling. Students learn the spelling of particular words STUDENT’S LANGUAGE PORTFOLIO without memorising the text in which they appear. • Reading aloud. Assisted by the Student’s CD, students At the beginning of the course, students should be asked to practise at home in preparation for reading aloud in class. obtain a suitable folder, or sectioned document wallet, which • Writing. After thorough preparation in class, students are they will bring to each lesson and which will hold their asked to produce a complete piece of writing. personal Language Portfolio. D − Correcting students’ work This will be used to store not only the material cut out of the All learners make errors; they are part of the process of printed supplement, My Language Portfolio, but also a wide learning. The way errors are dealt with depends on the activity. variety of other documents and material. • Oral accuracy. In drill work correct students on the spot, In practice, Language Portfolios may include projects or other either by providing the correct answer and asking them written work; memory sticks with work or drawings to repeat it, or by indicating the error but allowing completed inside or outside the class; DVDs with the students’ students to correct it. Alternatively, indicate the error and favourite story, filmed performances of songs, school plays, ask other students to correct it. Evaluation Sheets and reports from teachers, various realia or • Oral fluency. In pairwork or free-speaking activities allow pictures and so on. In short, it is a collection of what the students to finish the task without interruption, but make learners want to keep as evidence of what they are learning a note of the errors made and correct them afterwards. through the medium of the English language. • Written work. Do not over-correct; focus on errors that This Language Portfolio is the student’s property. It is a tool to are directly related to the point of the exercise. When accompany the students’ language learning throughout the giving feedback you may write the most common errors course and is suitable for documenting their learning both on the board and help the class to correct them. inside and outside the classroom. The main emphasis is on the Remember that praising students and rewarding good work is process of learning, so that while compiling their Language of great importance. Post written work on a noticeboard in Portfolios, learners develop the skill of working independently. the classroom or school, or give ‘reward’ stickers. Praise effort The aim of the Language Portfolio is to develop the learners’ as well as success. autonomy. However, they should be guided at first on how to E − Class organisation organise their work, keep records, access their own information, • Open pairs. The class focuses its attention on two students etc. Learners are usually willing to experiment and try new doing the assigned task together. Use this technique to things, but at the same time, can be discouraged if they are not provide an example of how the task should be done. sure what is required of them. Once a routine has been • Closed pairs. Pairs of students work together on a task or established and learners begin to develop their autonomy, they activity, while the teacher moves around the classroom can be given more responsibility and freedom. Learners will still offering assistance and suggestions. Ensure the task is appreciate feedback and appraisal though, so it is important clearly understood before closed pairwork begins. that their efforts are monitored and facilitated. • Stages in pairwork: − Organise students into pairs TYPES OF LEARNING STYLES − Set the task and time limit Experienced teachers will be aware that some of their students − Rehearse the task in open pairs learn best by listening to new information, some prefer to read − Ask students to do the task in closed pairs about it, whereas other students need to do something with − Go around the class and help students the new information. There is no absolute ‘best’ method of − Pairs report back to the class learning; these are all valid learning styles, as different people

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learn in different ways. Consequently, a coursebook should Cumulative Evaluation offer a variety of exercises and material which stimulate all Cumulative evaluation takes into account the work the types of learning style in order to help the learners learn students have done throughout the module as well as their according to their personal learning styles. participation and attitude. The instruments of evaluation are: • Visual Learners need to see the teacher’s body language • Student’s Self-Assessment Forms: After the students have and facial expressions to fully understand the content of completed the Self-Assessment Form section of each the lesson. They think in pictures and learn best from module, they fill out the photocopiable Self-Assessment visual displays, including diagrams, illustrations, Form, giving their subjective opinion of their own transparencies, videos, flashcards and handouts. performance. This learning-to-learn technique enables • Auditory Learners learn best through verbal explanations, the students to develop awareness of their progress. The discussions, talking things through and listening to what Self-Assessment Forms should be kept in their Language others have to say. Written information may have little Portfolio for future reference. The Self-Assessment Forms meaning until it is heard. They often benefit from are printed at the back of the Teacher’s Book. reading a text aloud and using a CD player. • Progress Report Cards: After students complete each • Tactile/Kinaesthetic Learners learn best through a hands- module and take the corresponding test, photocopy the on approach, actively exploring the physical world respective Progress Report Card from the Teacher’s Book around them. They may find it hard to sit still for long and fill out a card for each student. The students should periods and may become distracted by their need for keep these cards in their Language Portfolio for future activity and exploration. These learners express reference. themselves through movement. They have a good sense of balance and hand-eye co-ordination. By interacting ABBREVIATIONS with the space around them, they are able to remember and process information. Involve them in role play, The following abbreviations are used in the Student’s Book pairwork and other classroom activities. and Teacher’s Notes: T teacher sb somebody EVALUATIONS S(s) student(s) sth something Team AS1 Team A, Student 1 n noun Evaluation is an essential part in the learning process. It helps Team BS1 Team B, Student 1 v verb the learners recognise their progress in the target language, HW homework adj adjective how much they have achieved and what areas need further L1 students’ native language adv adverb practice. The learners’ attitude towards their own learning Ex. exercise phr phrase experience is positively influenced as they participate in the p(p). page(s) phr v phrasal verb whole process. Evaluation also allows teachers to reflect on the e.g. for example validity of their teaching practices and the types of material i.e. that is being used. etc et cetera The process is divided into three parts: Initial Evaluation at the beginning of the course, Formative Evaluation, which is done Note: Check these word sections can be treated as follows: on a day-to-day basis, and Cumulative Evaluation, upon Go through the list of words before Ss read the text and finishing a module. present the new words by giving examples, Initial Evaluation synonyms/opposites or miming their meaning. This evaluation centres mainly on the students’ reports from Alternatively, go through the list of words after Ss have the previous school year. The teacher can assess the students’ read the text and ask Ss to explain the words using the level, work already covered, work which needs to be covered, context they appear in. Ss can give examples, mime/draw strengths/weaknesses, etc. the meaning or look up the meaning in their dictionaries. Formative Evaluation Any exercise a student does can be used for this type of evaluation. The results are then recorded on the student’s Formative Evaluation Chart. Note: All tasks that ask Ss to: Make as many photocopies as you need and complete the – write about their country, refer to Viet Nam. charts as indicated. Write the names of the activities you are – say something in their language, refer to Vietnamese. going to evaluate (e.g. dialogues, songs, pairwork, etc) and write the marks obtained with the help of the following code, using colours if you wish. c (competence − green): the student has a full understanding of the task and responds appropriately w (working on − yellow): the student has an understanding of the task but the response is not fully accurate n (non-competence − red): the student does not understand the task and is unable to respond appropriately

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1 Back to school

Topic 1e Across Cultures 17

In this module, Ss will explore the topic of school. Lesson objectives: To read and talk about the US education system, to read for specific information, to Module page 9 pronounce \eI\, \œ\ Lesson objectives: Overview of module Vocabulary: US education system (elementary school, Vocabulary: School subjects (English, Geography, Music, junior high school, high school, college/university); Verbs History, Information & Communication Technology (ICT), (must, go, leave); Nouns (age, kindergarten, first grade); Maths, Science, Art, Physical Education (PE), Design & Adjective (same); Adverb (altogether); Phrase (all over) Technology (D&T)) 1f Across the Curriculum: Geography 18

1a Reading & Vocabulary 10-11 Lesson objectives: To learn countries and their capital Lesson objectives: To read about students around the cities world, to learn nationalities, to give personal details, to Vocabulary: Countries (Canada, the USA, Mexico, listen for specific information, to write a short , the UK, Portugal, Spain, Italy, France, Germany, paragraph about yourself Greece, Russia, Turkey, Egypt, India, Viet Nam, Japan, Vocabulary: Countries & Nationalities (the UK, the USA, Australia); Capital cities (Ankara, Athens, Ha Noi, Berlin, Poland, Turkey, France, Russia, Italy, Portugal, Greece, Brasilia, Cairo, Canberra, Moscow, Lisbon, London, Mexico, Viet Nam, Spain, Polish, British, American, Italian, Madrid, Mexico City, New Delhi, Ottawa, Paris, Tokyo, Vietnamese, Turkish, Portuguese, French, Mexican, Greek, Rome, Washington DC) Russian, Spanish); Nouns (classmates, school trip, best 1g Writing 19 friend, drawing, painting); Adjective (good at) Lesson objectives: To read for specific information, to 1b Grammar 12-13 learn about capital letters, to write an email to a pen- friend Lesson objectives: To learn the verb ‘to be’, subject/ Vocabulary: Nouns (student, singer); Adjectives object pronouns and question words, to talk about (favourite, great); Adverb (soon) yourself, to write about yourself Vocabulary: Question words (who, what, where, how Fun Time 1 20 old, when) Lesson objectives: To test/consolidate knowledge 1c Skills 14-15 attained throughout the module; to listen for specific Lesson objectives: To read and talk about a sports information; to do a quiz, to write a quiz school, to read for specific information, to listen for Language Review 1 LR1 specific information, to ask for personal information, to write a short text about your partner Vocabulary: Sports (athletics, gymnastics, hockey, Self-Check 1 SC1 badminton, basketball, football, swimming, tennis); Verbs (like, choose, win (competitions)); Adjectives (boring, good); Adverb (never); Determiner (many) 1d Everyday English 16 Lesson objectives: To practise greetings, introductions and asking personal questions, to read for specific information Vocabulary: Greetings & Introductions (How are you? I’m fine, thanks. This is Ben. Nice to meet you. Where are you from? How about you? How old are you? What’s your favourite subject?)

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Cool Stuff 2

Topic 2e Across Cultures 29 In this module, Ss will explore the topic of personal Lesson objectives: To read and talk about souvenirs belongings. around the world, to read for specific information, to draw a map of your country and the souvenirs you can Module page 21 buy Lesson objectives: Overview of module Vocabulary: Nouns (stars, stripes, tower, set); Adjectives Vocabulary: Personal things (sunglasses, skateboard, (popular, common, other); Adverb (inside) notebook, helmet, guitar, cap, gloves, digital camera, 2f Across the Curriculum: Science 30 watch, comic book, video games, trainers, handbag, bicycle, scarf, basketball) Lesson objectives: To learn about people’s appearances Vocabulary: Nouns (genes, twins); Adjectives (wonderful, 2a Reading & Vocabulary 22-23 alike, identical); Adverb (however); Phrase (full of) Lesson objectives: To read for specific information, to learn about adjectives, to listen for specific information, 2g Writing 31 to describe appearance, to write about your favourite Lesson objectives: To read for specific information, to cartoon character learn about punctuation, to write an email about your Vocabulary: Appearance (young, old, long, short, tall, collection short, big, small, thin, plump, fat); Verbs (fly, protect, Vocabulary: Nouns (hobby, football shirts, collection, watch); Phrasal Verb (find out); Nouns (engineer, team); Adjectives (mad about, proud of) business, secretary, metal suit, world, enemy); Adjectives (loyal, strong, brilliant) Fun Time 2 32

2b Grammar 24-25 Lesson objectives: To test/consolidate knowledge attained throughout the module; to read and listen for Lesson objectives: To learn the verb ‘have got’, specific information, to do a quiz, to write a quiz possessive adjectives, plurals, this-these/that-those, to write about things you have got, to pronounce \s\, \z\, Language Review 2 LR2 \Iz\ (plurals) 2c Skills 26-27 Self-Check 2 SC2 Lesson objectives: To read and talk about abilities, to read and listen for gist, to read for detailed understanding and specific information, to learn the modal verb ‘can’, to listen for specific information, to write about your abilities Vocabulary: Abilities (ride a bike, drive a car, run fast, ski, play the guitar, dance, jump, fly a plane, dive, swim, balance on a ball, spin a ball, climb a mountain); Verbs (balance, spin); Nouns (legs, ability, world record, spoons, frame, medals); Adjective (amazing) 2d Everyday English 28 Lesson objectives: To learn the language of buying things Vocabulary: Souvenirs (T-shirt, sweatshirt, cap, mug, key chain, bag, pen, clock); Buying things (What can I do for you? I want to buy a souvenir. How about this cap? How much is it? It’s $15.00. Here you are.)

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3 Homes!

Topic 3e Across Cultures 41 In this module, Ss will explore the topic of houses. Lesson objectives: To read and talk about landmarks around the world, to read for specific information, to Module page 33 write a short paragraph about a landmark in your country Lesson objectives: Overview of module Vocabulary: Nouns (metal, space); Adjectives (tall, huge, Vocabulary: Rooms & furniture (bedroom, bathroom, high) living room, kitchen, hall, cupboards, cooker, wall, window, fireplace, floor, sofa, ceiling, pillows, bedside, 3f Across the Curriculum: Art & Design 42 cabinet, bed, mirror, toilet, washbasin, stairs, door) Lesson objectives: To learn about a structure 3a Reading & Vocabulary 34-35 Vocabulary: Nouns (wheel, tourist attraction, top, city, steel, glass, capsule, bottom, castle, Queen); Adjective Lesson objectives: To read for specific information, to (huge); Adverb (away) learn about furniture & appliances, to describe rooms, to write about your ideal bedroom 3g Writing 43 Vocabulary: Furniture & appliances (pillows, wardrobe, Lesson objectives: To predict the content of a text, to poster, desk, bookcase, bath, mirror, washbasin, fridge, read for overall structure and content, to learn about cooker, sink, chair, table, painting, sofa, curtains, paragraphs, to talk about your house/bedroom, to cushions, armchair, carpet, stairs); Nouns (building, fan, write an informal email about your house office, shape, violin, lift, floor, dream home, great view, Vocabulary: Verbs (come, visit); Nouns (garden, kennel, metal, wood, summer, winter); Adjectives (unusual, cool, singers); Adjective (huge); Adverbs (downstairs, anytime) four-storey, warm, crazy); Adverbs (outside, inside) Fun Time 3 44 3b Grammar 36-37 Lesson objectives: To test/consolidate knowledge attained Lesson objectives: To learn there is/there are, a/an, throughout the module; to complete a dialogue, to read some, any, prepositions of place, to describe location, for specific information, to do a quiz, to write a quiz to listen for specific information, to learn ordinal numbers, to pronounce \T\, \D\ Language Review 3 LR3 Vocabulary: Ordinal numbers (first, second, third, ..., twenty-third) Self-Check 3 SC3 3c Skills 38-39

Lesson objectives: To read and talk about household bugs, to predict the content of a text, to read for specific information, to listen for specific information, to learn the imperative, to write about insects Vocabulary: Insects (ant, flea, , fly, scorpion, spider, moth, cockroach, bedbugs, woodworm beetle); Nouns (people, insects, creepy crawlies, smell, pieces, meals, hiding place, web, corner, castle); Adjectives (alone, small, empty, tidy); Pronoun (everything) 3d Everyday English 40 Lesson objectives: Talking about your room & your things Vocabulary: Is Jim here? Where’s that? Thanks. Your room is great. Yes, it’s really big. Hey, whose is this guitar? You’re very lucky. You’ve got everything.

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Families 4

Topic 4e Across Cultures 53

In this module, Ss will explore the topic of family. Lesson objectives: To read and talk about family celebrations around the world, to read for specific Module page 45 information, to write about Father’s Day Vocabulary: Verbs (get together, celebrate, show respect, Lesson objectives: Overview of module, to learn draw, take place); Nouns (member, gift, twins, parade, possessive (‘s/s’)/whose activities); Phrase (Let’s take a look); Quantifier (lots of); Vocabulary: The family (granddad, grandma, dad, mum, brother, sister, uncle, aunt, niece, nephew, son, daughter, 4f Across the Curriculum: Literature 54 father-in-law, mother-in-law, husband, wife, cousin) Lesson objectives: To read a poem and learn about 4a Reading & Vocabulary 46-47 rhyme Vocabulary: Verb (lives); Nouns (street, heart); Adjective Lesson objectives: To read for specific information, to (glad); Adverbs (far away, near, apart); Phrase (no one learn about family & friends, to learn character more); Pronoun (everybody); Conjunction (whether) adjectives, to listen for specific information, to describe character, to make your family tree 4g Writing 55 Vocabulary: Character adjectives (funny, quiet, strong, clever, polite, rude, weak, noisy, silly, serious); Verbs (wear, Lesson objectives: To recognise a text type, to predict bark); Nouns (skins, machines, housework, stone, bowling, the content of a text, to read for specific information, golf, billiards, vacuum cleaner, baseball, pet, drums, club); to learn about word order, to talk about your favourite Adjectives (dark, noisy, funny, serious, angry, lazy, cute, singer, to write a blog entry about your favourite singer clever, fair, quiet, silly, strong); Quantifier (a bit) Vocabulary: Verbs (write, eat); Nouns (voice, dog, pet, meat, vegetables) 4b Grammar 48-49 Fun Time 4 56 Lesson objectives: To learn the present simple, to talk about daily routines, to pronounce /s/, /z/, /iz/, to ask Lesson objectives: To test/consolidate knowledge attained about family, to learn like/love/hate + ing form, to throughout the module; to solve riddles, to do a quiz, to write about a typical day write a quiz Vocabulary: Daily routines (morning, afternoon, evening, Language Review 4 LR4 have dinner, watch TV, have lunch, get up early, play computer games, have breakfast, go to bed, do homework, go to the gym, go to school, meet his friends) Self-Check 4 SC4 4c Skills 50-51 Lesson objectives: To read and talk about jobs, to predict the content of a text, to read for specific information, to listen for specific information, to write an email about your family Vocabulary: Jobs (vet, hairdresser, footballer, photographer, mechanic, teacher, nurse, secretary, pilot); Verb (double for); Nouns (autograph, look-alike, commercials, success); Adjectives (professional, real, similar); Phrase (go places, make an appearance, after all); Adverb (wherever) 4d Everyday English 52 Lesson objectives: Telling the time; Making arrangements Vocabulary: Are you free this afternoon? What time does the court open? Is 4:30 OK with you? Yes, that’s fine. See you there! What’s the time, please? Have you got the time, please? What time is it, please? It’s five o’clock. It’s half past two. It’s ten past three. It’s twenty to ten; The time (o’clock, past, quarter past, half past, to, quarter to)

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5 Great animals!

Topic 5e Across Cultures 65

In this module, Ss will explore the topic of animals. Lesson objectives: To read and talk about national animals from around the world, to read for specific Module page 57 information, to write about your national animal Lesson objectives: Overview of module Vocabulary: Verbs (hop, kick, dig); Nouns (forests, Vocabulary: Animals (cow, horse, sheep, fox, squirrel, grasslands, plants, horns, mud, swamps); Adjectives duck, eagle, bear, chimpanzee, rabbits, elephant, chicken, (national, strong, hard, heavy, curved) hamster) 5f Across the Curriculum: Science 66 5a Reading & Vocabulary 58-59 Lesson objectives: To learn about birds, to write a quiz Lesson objectives: To read for specific information, to Vocabulary: Birds (parrot, pelican, owl, bluebird, learn parts of animals, to listen for specific information, pigeon, hawk, swan); Verbs (come out, keep, spread); to describe animals, to write a fact file Nouns (world, top, insects, gardens, nuts, seeds); Phrase Vocabulary: Parts of animals (mouth, eyes, fin, tail, (under control); Prepositions (during, including) scales, horns, ears, body, legs, fur, hooves, head, beak, 5g Writing 67 feathers, claws, wings, tail, mouth, nose, ears, teeth, fur, neck); Verbs (hide, wear, cover); Nouns (spikes, Lesson objectives: To read for specific information, to stomach, beak, coral reefs, rocks, pyjamas, coat, spines); learn about adjectives, to talk about your pet, to write Adjectives (unique, poisonous, clumsy, colourful, long, an article about your pet small, sharp, big, thick, wide); Quantifier (millions); Phrase (home to) Fun Time 5 68 5b Grammar 60-61 Lesson objectives: To test/consolidate knowledge attained throughout the module; to complete a crossword puzzle, Lesson objectives: To learn adverbs of frequency, to to do a quiz, to write a quiz talk about habits, to learn prepositions of time, to learn comparative and superlative adjectives, to learn adverbs Language Review 5 LR5 of degree

5c Skills 62-63 Self-Check 5 SC5 Lesson objectives: To read and talk about festivals, to predict the content of a text, to read for specific information, to listen for specific information, to write a short text about a festival related to animals Vocabulary: Verbs (crown, respect, compete in, last, perform); Nouns (weekend, treasure hunt, parade, colourful floats, music band); Adjective (historic); Phrase (let off fireworks, don’t miss it, do tricks) 5d Everyday English 64 Lesson objectives: Expressing fear; to pronounce \O…\, \A…\ Vocabulary: Would you like to see my new pet? What is it? Oh my goodness! What’s wrong? Don’t be silly, Would you like to try?

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Weather & Clothes 6

Topic 6e Across Cultures 77 In this module, Ss will explore the topics of weather Lesson objectives: To read and talk about uniforms conditions, clothes and accessories. around the world, to read for specific information, to write about a person who wears a uniform in your Module page 69 country Lesson objectives: Overview of module, to talk about Vocabulary: Verbs (spot, protect, guard, float); Nouns the weather and the seasons (uniform, palace, gondola, canals, stripes, straw hat, Vocabulary: Seasons (winter, spring, summer, autumn); ribbons, beret); Adjective (handsome); Phrase (comes to Months (January, February, March, April, May, June, July, mind) August, September, October, November, December); 6f Across the Curriculum: Literature 78 Weather (raining, snowing, foggy, hot, cold, cloudy, sunny, warm, windy, freezing) Lesson objectives: To read a poem and learn about mood 6a Reading & Vocabulary 70-71 Vocabulary: Verbs (blowing, falling); Nouns (ground, pitter patter, insects, sky, snow, leaves, wind); Feelings Lesson objectives: To read for specific information, to (happy, sad, relaxed) learn about the weather, to learn seasonal activities, to make suggestions, to talk about the weather, to write 6g Writing 79 about your favourite season and seasonal activities Vocabulary: Activities (skiing, computer games, camping, Lesson objectives: To read for specific information, to kitesurfing, bowling, windsurfing, exercises, swimming, learn about the language of postcard writing, to write basketball); Temperature (boiling hot, hot, warm, cool, a postcard to your pen-friend chilly, cold, freezing cold, degrees, Celcius, Fahrenheit); Fun Time 6 80 Verbs (sunbathing, swimming, skiing); Phrasal verb (get back); Nouns (sandcastle, floating market); Adjective Lesson objectives: To test/consolidate knowledge (freezing cold); Pronoun (others); Phrases (playing beach attained throughout the module; to do a quiz, to write volleyball, making a snowman) a quiz 6b Grammar 72-73 Language Review 6 LR6

Lesson objectives: To learn the present continuous, to compare the present simple and the present Self-Check 6 SC6 continuous, to pronounce \IN\

6c Skills 74-75 Lesson objectives: To read and talk about clothes, to read for specific information, to express likes and dislikes, to listen for specific information, to describe your family and friends Vocabulary: Clothes (a hat, a tunic, a belt, socks, a suit, a coat, a shirt, a tie, trainers, a jacket, a T-shirt, a dress, shorts, sandals, a top, a jumper, boots, jeans, gloves, a skirt); Verbs (reach (down to), attract, order, honour, display, admire); Noun (exhibition); Adjectives (national, traditional); Phrases (take part in, cultural values) Likes/ Dislikes (I love it, I like it, I don’t really like it, It’s great, It’s horrible, It’s OK, It’s fabulous) 6d Everyday English 76 Lesson objectives: Buying clothes and accessories Vocabulary: So, what do you think? I think they’re great. Do you think so? They look really nice on you. Yes, but I prefer them in black. Do you think they’re expensive? How much do they cost? OK, then. I’ll take them.

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7 Food

Topic 7e Across Cultures 89 In this module, Ss will explore the topic of food & Lesson objectives: To read and talk about special drinks. dishes related to festivals around the world, to read for Module page 81 specific information, to talk and write about a festival, to pronounce \g\, \dZ\ Lesson objectives: Overview of module, to learn Vocabulary: Verb (symbolise); Nouns (feast, patron about countable/uncountable nouns saint, stew, lamb, beef, pancakes, bonfire); Adjectives Vocabulary: Food (butter, grapes, garlic, chicken, (religious, golden); Phrase (takes place) yoghurt, cheese, oranges, apples, lamb, cabbage, beef, 7f Across the Curriculum: PSHE 90 rice, lettuce, bread, corn, potatoes, carrots); Food groups (fruit, vegetables, grains, dairy products, meat) Lesson objectives: To learn about germs; to learn must/mustn’t (necessity & prohibition) 7a Reading & Vocabulary 82-83 Vocabulary: Verbs (fight, store); Nouns (germs, soap, Lesson objectives: To read for specific information, to surfaces, pots, pans, dishcloths, containers, cooked food, learn about food & meals, to learn containers & chopping board); Adjectives (dangerous, sick, simple) partitives, to learn a/an, some, any, to learn how to 7g Writing 91 order food, to write about your taste in food Vocabulary: Food (cereal, soup, sandwich, toast, milk, Lesson objectives: To read for gist, to learn about salad, pizza, pasta, cake, ice cream, crisps, biscuits); joining sentences, to talk about special celebrations, to Meals (breakfast, lunch, dinner, dessert, snack); write an article describing a celebration Containers & partitives (loaf, carton, slice, piece, bag, Vocabulary: Verbs (decorate, go round, receive, celebrate, bar, bottle, glass, cup, bowl); Verbs (disgust, prepare, dance); Nouns (balloons, streamers, band, adult, cake, die, try); Nouns (delicacy, restaurants, chef, special gifts, car, soft drinks); Adjective (generous) training, lettuce, pickle, brain, oil, salt, garlic); Adjectives (weird, expensive, highly poisonous, deep fried, crispy); Fun Time 7 92 Adverb (exactly); Phrase (go mad) Lesson objectives: To test/consolidate knowledge 7b Grammar 84-85 attained throughout the module; to complete a crossword puzzle, to do a quiz, to write a quiz Lesson objectives: To learn much/many, a lot of/ a little/a few and some/any to talk about food, to talk Language Review 7 LR7 about quantity, to learn will and be going to Vocabulary: Food (eggs, pears, cheese, bread, milk, biscuits, grapes, strawberries); Activities (go to the Self-Check 7 SC7 cinema, stay at home, cook for your family, visit grandparents, make a cake, have lunch with friends) 7c Skills 86-87

Lesson objectives: To read and talk about a restaurant, to read for specific information, to answer a survey, to listen for specific information, to write about your taste in food and your eating habits Vocabulary: Menu (starters, main courses, desserts, drinks); Verbs (sounds, arrive, bumping into); Nouns (commands, customers, batteries); Adjectives (science- fiction, basic); Phrase (takes your order) 7d Everyday English 88 Lesson objectives: Ordering food and drinks Vocabulary: Can I help you? I’d like a cheeseburger. Large or small? Would you like anything to drink? That’s £4.20, please. Here you are.

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Masters of Art 8

Topic 8f Grammar 104-105

In this module, Ss will explore the topics of mythical Lesson objectives: To learn the past simple of irregular creatures, art, films and music. verbs, to talk about the past, to write a short email about what you did last weekend Module page 93 8g Everyday English 106 Lesson objectives: Overview of module Vocabulary: Mythical creatures (hippogriff, Cyclops, Lesson objectives: Describing a past event dragon, unicorn, phoenix); Parts of the body (thick Vocabulary: How are you today, Sam? Much better, mane, single eye, horn, long tail, sharp claws, beak, big thanks. I don’t believe it. It’s a pity you couldn’t make it. wings, sharp teeth, long feathers); Other nouns (horse, No, she wasn’t. She was ill. Matt’s costume was huge snake, giant, eagle) fantastic. What was he? 8a Reading & Vocabulary 94-95 8h Across Cultures 107 Lesson objectives: To read for specific information, to Lesson objectives: To read for gist, to write a short learn about types of films, to learn adjectives, to article about a famous artist from your country agree/disagree, to give a short presentation of mythical Vocabulary: Nouns (adults, poetry, sculptor, poet); creatures Adjectives (eager, skilful) Vocabulary: Types of films (action, animated cartoon, comedy, historical, horror, musical, adventure, romance, 8i Across the Curriculum: Music 108 detective, western, science-fiction, fantasy); Adjectives Lesson objectives: To learn about musical instruments, (boring, interesting, sad, funny, frightening, exciting); Verbs to read for specific information, to prepare a (burst, heal, bite, breathe); Nouns (mythology, mythical presentation on music creature, forest, tear, monster, volcano, medicine, ashes, Vocabulary: Musical instruments (piano, harp, drum, wound, fire); Adjectives (weird, intelligent, poisonous) accordion, acoustic guitar, violin, cello, electric guitar, 8b Grammar 96-97 bass guitar, saxophone, synthesiser, harmonica, flute); Types of music (rock, jazz, classical, ethnic, folk, heavy Lesson objectives: To learn was/were, had, could, to metal, disco, pop) talk about the past, to talk about past abilities, to pronounce strong and weak forms 8j Writing 109 Lesson objectives: To read for lexico-grammatical 8c Reading & Vocabulary 98-99 structure, to learn adjectives, to write an email about an Lesson objectives: To read for specific information, to event you attended listen for specific information, to revise prepositions of Vocabulary: Verb (perform); Nouns (the flu, band, place, to describe location entertainer, juggler, fire eater); Adjectives (excellent, Vocabulary: Verbs (fight, defeat); Phrasal Verb (grow into); perfect, awful, upset, fantastic, delicious, amazing, Nouns (hero, iron, sword, statue); Adjectives (ancient, terrible, great, disappointing) immortal); Phrases (foreign invaders, join the army, ride a Fun Time 8 110 horse, bamboo trees, in honour of, cultural traditions) Lesson objectives: To test/consolidate knowledge 8d Grammar 100-101 attained throughout the module; to listen for specific Lesson objectives: To learn the past simple of regular information, to do a quiz, to write a quiz verbs, to talk about past events, to write about what Language Review 8 LR8 you did/didn’t do yesterday, to pronounce \t\, \d\, \Id\ 8e Skills 102-103 Self-Check 8 SC8 Lesson objectives: To read for specific information, to narrate past events, to write a diary entry Vocabulary: Verbs (date back to, create, protect, dedicate, raise, rule, disappear, survive, sink, destroy); Nouns (philosopher, temple, sailor, trader, field, palace, fountain, earthquake, empire); Adjective (peaceful)

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3 To present & practise numbers (1-20) Objectives • Play the recording. Ss listen and repeat the Lesson Objectives: To present and practise the numbers. alphabet; asking about names and age; numbers and • Ask Ss to count from 1-20. colours; to familiarise Ss with addresses and • Draw Ss’ attention to the picture and explain that telephone numbers, to practise greetings and in many countries, the number of candles on a introduction; to learn when to use a/an/the; birthday cake shows how old a person is. classroom and textbook language; to learn the days • Ask Ss to count the candles on the cake and say of the week how old Sophie is. Vocabulary: Cardinal numbers (1-1,000), colours Answer Key (blue, yellow, green, black, brown, pink, white, Sophie is 12 years old. orange, red, grey, purple), classroom objects (notebook, book, eraser, pencil sharpener, schoolbag, atlas, pencil case, pencil, ruler)

1 To present and practise the alphabet • Play the recording. • Ss listen and repeat the letters.

2 To learn the language of asking about names and practise asking names • Choose two Ss to read the example dialogue. • Allow Ss some time to complete the task with the rest of the names in closed pairs. • Monitor the activity around the class. • Ask some pairs to act out their dialogues. Answer Key

2 A: What’s your name? 6 A: What’s your name? B: Nam. B: Mario. A: And your surname? A: And your surname? B: Nguyen. B: Rosseti. A: How do you spell it? A: How do you spell B: N-G-U-Y-E-N. it? 3 A: What’s your name? B: R-O-double S-E-T-I. B: George. 7 A: What’s your name? A: And your surname? B: Ivan. B: Andlers. A: And your surname? A: How do you spell it? B: Petrou. B: A-N-D-L-E-R-S. A: How do you spell 4 A: What’s your name? it? B: Antonio. B: P-E-T-R-O-U. A: And your surname? 8 A: What’s your name? B: Marques. B: Rosa. A: How do you spell it? A: And your surname? B: M-A-R-Q-U-E-S. B: Estebar. 5 A: What’s your name? A: How do you spell B: Lillian. it? A: And your surname? B: E-S-T-E-B-A-R. B: Brown. A: How do you spell it? B: B-R-O-W-N.

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4 To practise asking about addresses and 7 To practise asking about age telephone numbers • Choose two Ss to read the example aloud. • Choose two Ss to read through the example • Allow Ss time to complete the task in closed pairs. dialogue. • Ask some pairs to act out their exchanges. • Allow Ss some time to complete the task with the Answer Key rest of the names in closed pairs. A: What’s your name? • Monitor the activity around the class. B: My name’s Sam. • Ask some pairs to act out their dialogues. A: How old are you? Answer Key B: I’m fifteen years old. 2 A: What’s your address? A: What’s your name? B: 128 Truong Dinh Street. B: My name’s Linh. A: How do you spell it? A: How old are you? B: T-R-U-O-N-G D-I-N-H. B: I’m fourteen years old. A: What’s your telephone number? B: It’s three – eight – double seven – four – three – A: What’s your name? two – one. B: My name’s Marco. 3 A: What’s your address? A: How old are you? B: 64 Memphis Street. B: I’m twenty years old. A: How do you spell it? A: What’s your name? B: M-E-M-P-H-I-S. B: My name’s Ann. A: What’s your telephone number? A: How old are you? B: It’s double two – nine – four – double three – B: I’m nineteen years old. one – eight. A: What’s your name? 4 A: What’s your address? B: My name’s Bob. B: 97 Newton Street. A: How old are you? A: How do you spell it? B: I’m twenty-three years old. B: N-E-W-T-O-N. A: What’s your telephone number? B: It’s seven – two – three – nine – eight – six – three – two. 5 A: What’s your address? B: 38 Melrose Street. A: How do you spell it? B: M-E-L-R-O-S-E. A: What’s your telephone number? B: It’s three – double seven – two – five – nine – two – one.

5 To present numbers (21-1,000); to practise pronunciation Play the recording. Ss listen and repeat the numbers.

6 To practise numbers Ss count from 1 to 100 around the class in a chain, with a different S saying each number.

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8 To learn to use a/an/the; to learn the 11 To present the days of the week vocabulary for school objects • Play the recording. • Read out the grammar rules. • Ss repeat chorally or individually. • Ask Ss to give other examples of their own. • Ask Ss which days are the weekend. • Read the school objects aloud and ask Ss to repeat Answer Key chorally or individually. Saturday and Sunday. • Allow some time for Ss to complete the exercise in their notebooks. • Check Ss’ answers. Answer Key a notebook a pencil a book a schoolbag an eraser an atlas a pencil sharpener a pencil case a ruler

9 To practise a/an • Choose two Ss to read out the example, then Ss complete the task in closed pairs. • Monitor the activity around the class and ask some pairs to act out their exchanges for the rest of the class. Answer Key A: What’s this in English? B: It’s a notebook. A: What’s this in English? B: It’s an eraser. etc.

10 a) To present the colours • Play the recording. • Ss repeat chorally or individually. • As an extension, point to different objects in the class and elicit their colour. e.g. T: (points to a chair) What colour is the chair? S1: Green.

b) To practise the colours Read the example aloud and then elicit similar sentences for the rest of the school objects in Ex. 8 from various Ss around the class. Answer Key This is a book. The book is red. This is an eraser. The eraser is pink. This is a pencil sharpener. The pencil sharpener is grey. This is a ruler. The ruler is brown. This is a pencil. The pencil is orange. This is a pencil case. The pencil case is green. This is an atlas. The atlas is blue. This is a schoolbag. The schoolbag is yellow.

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12 To learn and practise how to greet people Suggested Answer Key through role play A: Good morning, Vinh. • Read the information box and then the greetings B: Hello, Nam. 1-6 aloud. A: How are you? • Ss repeat chorally or individually. B: I’m fine, thanks. And you? • Explain each situation or time of day. A: Not bad. See you later. B: OK! Goodbye. Alternative Activity for weaker students A: Goodbye, Linh! On the board, write different times of the day and B: Goodbye, Thu. See you later. ask Ss to tell you which greeting to use at the A: See you! different times. T: At 10:30 am what do we say? S1: Good morning. T: At 4:00 pm what do we say? S2: Good afternoon. T: At 7:00 pm what do we say? S3: Good evening. T: When you go to bed what do you say? S4: Good night.

• Direct Ss’ attention to picture A and ask two Ss to read the dialogue aloud. • Ask Ss to look at picture B and ask two different Ss to read the second dialogue aloud. • Elicit the relationship between the speakers in each dialogue. (They are friends.) • Ask Ss to imagine they see a friend at the park. • In pairs, Ss act out their dialogues. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board, too. Ss can copy the diagram into their notebooks and use it as a reference while doing the task.

Student A Student B Good morning B. Hello A. (Greet B.) (Greet A.) How are …? I’m fine, … And you? (Ask how he/she is.) (Reply. Ask about A.) Not bad. See you … . OK. Goodbye. (Reply. Closing (Closing remarks. Say remarks.) goodbye to A.)

Student A Student B Goodbye B. Goodbye A. (Say goodbye See you … . to B.) (Say goodbye to A. See you. Closing remarks.) (Closing remarks.)

• Walk around and monitor the activity. • Invite some pairs to act out their dialogues in front of the class.

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13 To learn common phrases used in the In Project, we do tasks related to the theme of the classroom; to consolidate through translation module. • Draw Ss’ attention to the pictures 1-8. Explain that In Workbook, we refer to the workbook to complete the each item is an instruction a teacher would say in relevant tasks. the classroom. In Language Review, we practise the vocabulary • Play the recording. Ss listen and repeat. presented in the module. • Ask Ss to give their L1 equivalents. Background information (Ss’ own answers) ICT is an abbreviation for Information and Communication Technology, which is a school 14 To familiarise Ss with textbook language; subject in primary and secondary education. Ss, to consolidate through translation through ICT, can use a computer to get information • Ask Ss to find the headings/logos in their when they need it. This means that instead of coursebooks. spending time going to libraries, they can get the • Elicit/Explain what each item means and then information they need much faster on their elicit the L1 equivalents from various Ss around computers. The use of ICT can improve the quality the class. of education, expand Ss’ learning opportunities and make information more accessible. Answer Key In Pronunciation, we learn to say words correctly. In Listening, we listen to people speaking English. In ICT, we do projects using computers and the Internet. (Information & Communication Technology) Check these words means we check if we know the meanings of the key vocabulary items from a text, or else we look them up in the Word List or dictionary.

Pairwork means we work in pairs.

Groupwork means we will work in groups of three.

In Speaking, we use the vocabulary/grammar taught in the lesson to speak in English. In Writing, we learn about different types of writing in the English language. In Study Skills, we learn a helpful tip which helps Ss become autonomous learners. In Portfolio, we do tasks related to the theme of each module to add to our portfolio of work. Think! means we give our own opinion on a topic. In Reading, we practise reading skills in English. In Self-Check, we do revision exercises. Smile tells us a joke in English related to the theme. In Song, we listen to a song related to the theme of the module. In Game, we do a fun activity in the classroom that consolidates vocabulary and grammar presented in the module. In Vocabulary, we learn new words. In Check your progress, we assess how good we are at the skills taught in the module. In Quiz, we check how much we remember from the module.

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Back to school

2 To personalise the topic ▶▶ What’s in this module? Read the title of the module Back to school and ask Ss • Read the sentence stems aloud and allow Ss time to suggest what they think it means. Go through the to compete them, then ask some Ss to read their topic list and stimulate a discussion to prompt Ss’ completed sentences aloud. interest in the module. Suggested Answer Key My favourite school subjects are Maths, Music and Art. Find the page numbers for I’m good at Maths. I’m not good at History.

• Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed. • Ask questions to check Ss’ understanding. Answer Key sports (p. 14) What sports can you see? Can you play any of these sports? Do you play any of these sports at your school? flags (p. 11) Which do you know? Which country is each flag from? What colour is each flag? What is your national flag like? a world map (p. 18) What information does a world map show? What are maps used for? Do you ever use a map? When? What for? an email to a pen-friend (p. 19) What is an email? Have you got an email address? What is a pen-friend? Have you got a pen-friend? Do you write emails? Who to? How often?

Vocabulary 1 To present school subjects • Play the recording. Ss listen and repeat chorally or individually. • Elicit the L1 equivalents from various Ss. (Ss’ own answers) • Draw Ss’ attention to the pictures and ask various Ss to say which subject is shown in each picture. Answer Key pic. 1 – Science pic. 2 – ICT pic. 3 – Art pic. 4 – Maths pic. 5 – Geography

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1a

1 To read for gist Suggested Answer Key • Ask Ss to look at the pictures A-D and elicit what Miguel’s from Mexico. His favourite subject is History. His identifies the people/subjects in each picture. Ask: favourite sport is football. – Which picture shows two students in school May’s from Japan. Her favourite subject is Science. Her uniform? (B) favourite sport is badminton. – Which picture shows two teenage girls talking? Lyn’s from Japan. Her favourite subject is Maths. Her (A). favourite sport is basketball. – Which picture shows a student in his classroom? Maria’s from Spain. Her favourite subject is History. Her (D) favourite sport is basketball. – Which picture shows a student in her ICT class? Nelly’s from Spain. Her favourite subject is Art. Her (C) favourite sport is gymnastics. • Allow Ss time to read the texts 1-4 and elicit which • Play the video for the Ss and elicit their comments picture matches which text. at the end. • Refer Ss to their dictionaries to look up the words in the Check these words box. Alternatively, give (Ss’ own answers) examples and elicit/explain meaning of any unknown words. Answer Key A 4 B 3 C 1 D 2

2 To listen and read for specific information • Explain the task and go through the example. • Play the recording. Ss listen and follow the text in their books. • Allow Ss two minutes to find who the personal pronouns refer to. Check Ss’ answers. Answer Key 1 London, England 4 subject 2 football 5 Madrid, Spain 3 school trip 6 drawing and painting

3 To consolidate comprehension of a text • Allow Ss time to review the text and copy the table into their notebooks. Check Ss’ answers on the board. • Ask various Ss to use the table to make sentences, as in the example. Answer Key

Favourite Favourite Name Country subjects sport Brenda England ICT and Music hockey Miguel Mexico History football May Japan Science badminton Lyn Japan Maths basketball Maria Spain History basketball Nelly Spain Art gymnastics

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4 To learn countries and nationalities and Suggested Answer Key consolidate through translation A: Hello! What’s your A: Hello! What’s your • Ask Ss if they can identify any of the flags in the name? name? pictures and elicit which country they are from. B: Sergio. B: Quang. • Read the example aloud. Then read each country A: Where are you from? A: Where are you from? aloud and elicit the corresponding nationality from B: I’m from Portugal. B: I’m from Viet Nam. Ss around the class. A: You’re Portuguese, A: You’re Vietnamese, Answer Key then. then. the USA-American (red, white and blue, stripes and stars) B: Yes, I’m from Lisbon. B: Yes, I’m from Ha Noi. Poland-Polish (half white, half red) A: How old are you? A: How old are you? Turkey-Turkish (white star and crescent on a solid red B: I’m 14. B: I’m 12. background) A: Hello! What’s your A: Hello! What’s your France-French (blue, white and red vertical stripes) name? name? Russia-Russian (white, blue and red horizontal stripes) B: Marika. B: Helen. Italy-Italian (green, white and red vertical stripes) A: Where are you from? A: Where are you from? Portugal-Portuguese (green and red horizontal stripes B: I’m from Russia. B: I’m from the UK. with detailed crest) A: You’re Russian, then. A: You’re British, then. Greece-Greek (blue and white stripes with a white cross B: Yes, I’m from B: Yes, I’m from London. on a blue background) Moscow. A: How old are you? Mexico-Mexican (green, white and red vertical stripes A: How old are you? B: I’m 15. with crest on a white background) B: I’m 13. Viet Nam-Vietnamese (a red background with a big yellow star in the centre) Spain-Spanish (red and yellow horizontal stripes with 7 a) To consolidate the vocabulary and crowned set of arms) grammar of the unit • Play the recording. Ss listen and check. Demonstrate the task presenting yourself. (Hi! My • Elicit the L1 equivalents from Ss around the class. name’s Nguyen Thu and I’m 36 years old. I’m from (Ss’ own answers) Ho Chi Minh City, Viet Nam. I’m Vietnamese. My favourite subject is English and my favourite sport is badminton.) Allow Ss some time to complete the 5 To listen for specific information task. Check Ss’ answers. • Play the recording while Ss listen and fill in the Suggested Answer Key gaps with the missing information. Check Ss’ Hi! My name’s Minh and I’m 12 years old. I’m from answers. Ho Chi Minh City, Viet Nam. I’m Vietnamese. My • Ask Ss to say the nationality of each of the people favourite subject is Maths and my favourite sport is table in the pictures. tennis. Answer Key 1 12 3 18 5 Samantha b) To consolidate the vocabulary and 2 Giovanni 4 Italy 6 the UK grammar of the unit Juanita is Mexican. Ask Ss to use their completed sentences to present Giovanni is Italian. themselves to the rest of the class. Samantha is British. (Ss’ own answers) 6 To ask for and give personal information • Ask two Ss to read the example aloud. Game • Ss choose roles and complete the task in closed Ss play in teams. A S from Team A says a country. A S pairs. from Team B says the corresponding nationality. Swap • Ask some pairs to act out the dialogues for the roles and continue with the game. Each correct answer class. gets a point. The team with the most points is the winner. Team AS1: Viet Nam Team BS1: Vietnamese T: correct! Team B gets 1 point etc.

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1b

1 To present the verb ‘to be’ in the • Steve is 12 years old. affirmative and negative • Betty is 12 years old. • Ss close their books. Write on the board: I am Nam. I’m Nam. Present the full and contracted 4 To present the present simple forms of the present simple affirmative of the verb interrogative of the verb ‘to be’ ‘to be’. • Point to a S. Say: You’re Vinh. Then write it on the • Ss close their books. Say, then write on the board: board. Am I a teacher? Underline Am I. Explain that we • Point to a male S in the class and say: He’s Minh. form the interrogative of the verb ‘to be’ by Then write it on the board. putting the verb ‘to be’ before the subject • Point to a female S in the class and say: She’s Linh. pronoun. Then write it on the board. Continue with the rest. • Answer the question on the board: Yes, I am. • Then present the simple negative of the verb ‘to Explain that this is a positive short answer. Explain be’. Say, then write on the board: I’m Vietnamese. that we form positive short answers with yes, the I‘m not French. Underline the words I’m not. Elicit appropriate personal pronoun and the verb in the how the negative of the verb ‘to be’ is formed (by affirmative. adding not after am, is, are). Do the same to • Write on the board: Am I a doctor? No, I’m not. present all persons singular and plural in both full Explain that we form a negative short answer with and contracted forms. no, the appropriate personal pronoun and the • Ss open their books and read the box. verb in the negative. • Ss open their books and read the box. 2 To practise the present simple affirmative and negative of the verb ‘to be’ 5 To practise the present simple interrogative of the verb ‘to be’ and short answers • Do the first item as an example, then Ss complete the task. Check Ss’ answers. In open pairs, Ss ask and answer using the prompts given. Answer Key Answer Key 2 c 3 b 4 a 5 f 6 e 2 Are, I’m not 4 Are, we aren’t 2 isn’t, ’s 4 isn’t, ‘s 6 ‘m not, ‘m 3 Is, she is 5 Is, he isn’t 3 aren’t, ‘re 5 aren’t, ‘re

3 To practise the present simple affirmative 6 To practise asking questions and giving of the verb ‘to be’ short answers • Allow Ss some time to make their sentences, then • Draw Ss’ attention to the photos and the names ask Ss around the class to say a sentence. Make and ages of the people in them. sure all possibilities are given. • Ask two Ss to read the example. • In open pairs, Ss ask and answer using the prompts Suggested Answer Key given. • Minh and Lan are friends. Answer Key Minh and Lan are from Viet Nam. Minh and Lan are twins. 2 Is Mario from Italy? Yes, he is. Minh and Lan are from Ho Chi Minh City. 3 Are Thanh and Linh Vietnamese? Yes, they are. Minh and Lan are 12 years old. 4 Are Thanh and Linh 40 years old? No, they aren’t. 5 Is Molly 13 years old? Yes, she is. • We are friends. 6 Is Molly from Viet Nam? No, she isn’t. We are from Viet Nam. We are twins. We are from Ho Chi Minh City. We are 12 years old. • Phong and I are friends. Phong and I are from Viet Nam. Phong and I are twins. Phong and I are from Ho Chi Minh City. Phong and I are 12 years old.

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1b

7 a) To present subject/object pronouns b) To practise using question words • Ss close their books. Present the subject pronouns. Ss do the task. Check Ss’ answers. • Point to yourself and say: I, then write it on the Answer Key board. Point to a S and say: you, then write it 1 Who 3 How old 5 When on the board. Point to a male S and say: he. 2 Where 4 What Then write it on the board. Explain that we use he for a boy or a man. Continue for the rest of 10 To practise question words the subject pronouns. • Present the object pronouns. Say, then write Read the example. Allow time for Ss to write the on the board: I am a teacher. Look at me. questions, then check Ss’ answers on the board. Underline the words I and me. Explain that me Answer Key is an object pronoun. Present the other 2 How old are you? pronouns in the same way. e.g. Look at him. 3 Where are you from? He’s a student. Look at her. She’s a student. Look 4 What’s your favourite subject? at it. It’s a desk. etc. 5 Who’s Bob? • Elicit the L1 equivalents for both the subject pronouns and the object pronouns. 11 a) To practise speaking about yourself (Ss’ own answers) • Ask Ss to look at the questions and ask a pair of Ss to read the example aloud. b) To identify subject/object pronouns • Ss ask and answer the questions in closed pairs. • Ask Ss to go through the text and find all the Monitor the activity around the class and then ask subject/object pronouns. Point out that subject some pairs to ask and answer in front of the class. pronouns go before the verb, whereas object Suggested Answer Key pronouns go after the verb. A: What’s your name? • Check Ss’ answers. B: My name’s Linh. Answer Key A: How old are you? (Subject pronouns circled, Object pronouns underlined) B: I’m 12 years old. A: What’s your favourite subject? Hi! I ’m Jenny Davis. I ’m 14 years old. This is my sister, B: Art. Laura. Look at her. She looks exactly like me. She ’s 14, A: What’s your favourite sport? too. We are twins. We are from London. B: Badminton.

8 To practise using subject/object pronouns (Ss’ own answers) • Read the example aloud. Allow Ss some time to b) To consolidate vocabulary and replace the words in bold. grammar through translation • Check Ss’ answers. Ask Ss to identify the type of pronoun. Elicit the L1 equivalents for the questions from Ss around the class. Answer Key 2 them, They 3 they 4 We 5 him, He (Ss’ own answers)

9 a) To present question words through 12 To practise language and grammar translation presented in the unit • Ss close their books. Write all the question words • Explain the task. Allow some time for Ss to write on the board. Give an example for each question their sentences. word and explain when each word is used. • Alternatively, assign the task as HW. Who is that man? He’s Mr Tran. (people) Suggested Answer Key What is it? It’s a pencil. (thing) My name’s Trang. Hoa is my friend. We are 13 years old. Where are my keys? They’re here. (place) We are Vietnamese. My sister’s name is Thu. She is 11 How old are you? I’m 12 years old. (age) years old. There are four people in my family. My mother, When is your birthday? In January. (time) my father, my sister and I. My mum is a nurse and my • Ss open their books and read the box. dad is a chef. They are great parents. • Elicit the L1 equivalents for the highlighted question words. (Ss’ own answers)

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1c

1 To present sports and consolidate Suggested Answer Key through translation The Glasgow School of Sport is Scotland’s first school • Play the recording. Ss repeat chorally or individually. for sports. Every day the students do sports. There are • Elicit the L1 equivalents. 1,100 students at the school. (Ss’ own answers)

Game Choose a leader. He/She mimes a sport. Ss, in teams, guess which sport it is. Each correct guess gets one point. The team with the most points is the winner.

2 To read and listen for gist • Read the Study Skills box aloud, then ask Ss to look at the title and the headings. Invite them to say what they think the text is about. • Play the recording. Ss listen, read and check their answers. • Elicit/Explain meaning of unknown words in the Check these words box. Answer Key The text is about the Glasgow School of Sport, and the students there.

3 To read for specific information • Allow time for Ss to read the text again. • Read each question aloud and elicit the answer from Ss around the class. Ask Ss to find the part in the text that contains the answer. Answer Key 1 It is in Scotland. 2 There are school subjects like Maths, English, Science and Geography. 3 Students can do badminton, hockey, swimming, athletics or gymnastics. 4 There are 1,100 students in the school. 5 The students win competitions for their school and for Scotland. • Play the video for the Ss and elicit their comments at the end. (Ss’ own answers)

4 To consolidate information read in a text • Ss do the task. • Allow Ss some time to go through the text again, then close their books and tell the class.

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1c

5 To personalise the topic Ask Ss to answer the questions in writing. Ask some Ss to read their sentences to the class. Suggested Answer Key 1 Yes, there are./No, there aren’t. 2 My favourite sport is badminton. 3 My favourite school subjects are Maths and Geography.

6 To listen for specific information • Read the Study Skills box aloud and explain the task. Explain/Elicit the meaning of any unknown words e.g. surname = family name • Elicit what information is missing from each gap. • Play the recording. Ss listen and fill in the gaps with the missing information. Check Ss’ answers on the board. Answer Key 1 name – Brown 4 noun – Art 2 name – the UK 5 noun – swimming 3 number – 13

7 To practise asking for personal information • Ss complete the task in closed pairs. Monitor the activity around the class. • Ss then swap roles so that each S asks and answers the questions. • Ask some pairs to ask and answer in front of the class. Suggested Answer Key ... Thu. I spell it T-H-U. My surname’s Nguyen. I’m from Ho Chi Minh City. I’m 12 years old. My favourite subject is Music. My favourite sport is table tennis.

8 To write a short text • Allow Ss some time to write about their partner using his/her answers in Ex. 7. Ask some Ss to read their writing aloud in class. • Alternatively, assign as HW. Answer Key Nguyen Thu is from Ho Chi Minh City. She is 12 years old. Her favourite subject is Music. Her favourite sport is table tennis.

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1d

1 To present the language for greetings Student B Student C and introductions & asking personal questions Hi, ...! Nice to ... Nice to ..., too. • Play the recording with pauses for Ss to listen and (Greet C.) (Greet B.) repeat. Where... from? I’m from ... . And you? • Ask Ss to give the L1 equivalents for the phrases. (Ask where C is from.) (Reply. Ask where B is (Ss’ own answers) from.) I’m from... How old...? I’m ... . And you? (Reply. Ask about (Reply. Ask about B’s 2 To read for specific information C’s age.) age.) • Allow Ss time to read the dialogue. I’m ... What’s ...? My favourite ... . • Read the questions aloud one at a time and elicit (Reply. Ask about (Reply.) the answers from the class. C’s favourite subject.) Answer Key • Monitor the activity around the class and then ask 1 F 2 F 3 T 4 T 5 F 6 T some Ss to act out their dialogues for the class. Suggested Answer Key 3 To identify greetings, introductions and A: Good morning, Minh! personal questions B: Hi, Phong. How are you? • Play the recording. Ss listen and follow the A: I’m fine, thanks. And you? dialogue in their books. B: Not bad. • Read out the information on rhythm and A: This is Thu. She’s new to our school. demonstrate with a line from the dialogue. B: Hi, Thu! Nice to meet you. • Ss then act out the dialogue in groups of three. C: Nice to meet you, too. Pay attention to their rhythm. B: Where are you from, Thu? C: I’m from Ho Chi Minh City. I’m Vietnamese. How 4 To practise the situational language about you? taught in this unit B: I’m from Ha Noi. How old are you? C: I’m twelve. And you? • Explain the task. Ss work in closed groups of three B: I’m thirteen. What’s your favourite subject? and act out their dialogues. To help Ss, draw the C: Maths. following diagram on the board and elicit B: Mine, too. appropriate phrases Ss should use. Write them on the board, too. Ss can copy the diagram into their notebooks and use it as a reference while doing the task.

Student A Student B Good morning, B. Hello ... . How ... ? (Greet B.) (Greet A. Ask how he/she is.) I’m fine. … And you? Not bad. (Reply. Ask about B.) (Reply.) This is ... He/She’s ... (Introduce C.)

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1e

1 To read and listen for specific information • Elicit guesses to the questions in the rubric. • Play the recording. Ss listen and follow the text in their books. • Elicit answers to the questions in the rubric, then explain the words in the Check these words box. Answer Key American children start school at the age of five. There are 13 grades altogether, including kindergarten.

2 To read for specific information • Allow Ss time to read the text again and answer the questions. • Check Ss’ answers. Answer Key 1 five 2 six 3 middle school or junior high school 4 sixteen

Note: Read the information in the note aloud and draw Ss’ attention to the correct use of the prepositions in/at for schools/university.

3 To check comprehension of information in a text; to read information in a table • Explain the task. Read the example aloud and draw Ss’ attention to the table at the left of the text and explain that the information in the text has been condensed here for ease of access. • Ss complete the task in closed pairs, then check Ss’ answers around the class. Answer Key Bob is in high school. Sally is in middle school/junior high school. Tony is in elementary school.

4 To present and practise \eI\, \œ\ • Play the recording. Ss listen and repeat chorally or individually. • Elicit other words with the same sounds from various Ss around the class. Suggested Answer Key \eI\: surname, education, states \œ\: athletics, basketball, at, Viet Nam

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1 To present countries of the world 3 ICT To collect information using the Internet and give a presentation on ASEAN capitals • Play the recording. Ss listen and repeat chorally or individually. • Ask Ss to work in groups and look up information • Elicit the L1 equivalents. on the Internet using the key phrase in the search (Ss’ own answers) bar or in encyclopaedias/other reference books. • Allow time for Ss to collect the information and prepare their presentations. Alternatively, assign 2 To present capital cities the task as HW. • Explain the task and read the example aloud. • Ask various groups of Ss to present the ASEAN • Allow Ss some time to complete the task. capital cities to the class. • Play the recording. Ss listen and check their (Ss’ own answers) answers. • Alternatively, Ss can prepare a quiz to test their Answer Key classmates. Athens 11 Moscow 12 Ottawa 1 e.g. The capital city of Malaysia is ... . Ha Noi 16 Lisbon 6 Paris 9 A Kuala Lumpur B Sabak Berlin 10 London 5 Tokyo 17 Brasilia 4 Madrid 7 Rome 8 Cairo 14 Mexico City 3 Washington DC 2 Canberra 18 New Delhi 15 Athens is the capital city of Greece. Ha Noi is the capital city of Viet Nam. Berlin is the capital city of Germany. Brasilia is the capital city of Brazil. Cairo is the capital city of Egypt. Canberra is the capital city of Australia. Moscow is the capital city of Russia. Lisbon is the capital city of Portugal. London is the capital city of the UK. Madrid is the capital city of Spain. Mexico City is the capital city of Mexico. New Delhi is the capital city of India. Ottawa is the capital city of Canada. Paris is the capital city of France. Tokyo is the capital city of Japan. Rome is the capital city of Italy. Washington DC is the capital city of the USA. Game In teams, Ss take turns saying the name of a country. Ss from the opposing team must name the capital. Each correct answer is worth one point. The first team to reach ten is the winner. Team A, S1: Viet Nam Team B, S1: Ha Noi, etc

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1 To recognise a text type and read for 4 To write an email to a pen-friend specific information • Explain what a pen-friend is (a friend you write to • Draw Ss’ attention to the text. Explain what an and receive letters/emails from, though you may email is (electronic letter). not meet in person). • Ask if Ss have a computer at home and whether • Tell Ss that they are going to use their answers they use the Internet. from Ex. 3 to write a reply to the email that Peter • Explain what From (person who sends the email), sent. To (person who is going to read the email and an • Ask Ss to do the task in an email format with From: email address) and Subject (what the email will be To: Subject: as in the text. As their address, they about) mean. can use: [email protected] • Allow Ss time to read the email and complete the • Ss can complete the task in class, or you can assign table. Ask Ss to use their dictionaries to look up the it as HW. words in the Check these words box. Suggested Answer Key • Check Ss’ answers on the board. Hi Peter, Answer Key My name’s Trang Vinh and I’m from Viet Nam. I’m 12 It’s an email. years old and I’m a student at (name of school). My favourite school subjects are Maths and Science. My 1 15 (years old) 3 English and Maths favourite singer is (name of singer). He’s/She’s great! 2 Blackhill School 4 Avril Lavigne Please write back soon. Vinh 2 To practise using capital letters • Go through the Study Skills box showing Ss the Alternative Activity for weaker students various uses of capital letters in English and drawing attention to any differences to Ss’ L1. Ss Photocopy the following or write it on the board. Ask can give examples of their own. Ss to complete the missing words from the text. • As an extension, ask Ss to find and underline all the From: Trang Vinh capital letters in the text. To: [email protected] • Allow Ss time to complete the task, then check Ss’ Subject: Hi! answers. Hi Peter! My ...... is Trang Vinh. I’m 12 ...... Answer Key old and ...... a student at (name of school). My 1 This is Maria Jones. favourite ...... are History and Maths. My 2 Paolo is Italian. favourite singer is ...... What ...... you? 3 Shakira is from . Please write back soon. 4 My favourite day is Friday. Vinh

3 To practise answering personal questions • Ask Ss to look at the text in Ex. 1 again to help them answer the questions. • Ss ask and answer the questions. • Monitor the activity around the class. • Ask a pair of Ss to ask and answer in front of the class. Suggested Answer Key 1 My name’s Trang Vinh. 2 I am 12 years old. 3 (Ss’ own answers) 4 My favourite school subjects are Maths and Science. 5 (Ss’ own answers)

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1

1 To test vocabulary learnt in this module 4 Song To listen and read for specific information • Explain the game and read aloud the items Ss have to name. • Explain the task and play the recording. • Set a 5-minute time limit and play the game as a • Ss listen and follow the song in their books. Ask Ss class either in teams or pairs. to identify which items in the pictures are • At the end of the time ask Ss to swap their papers mentioned (ruler, notebook, schoolbag) and also with another team/pair. Give one point for each name seven school subjects (Geography, History, correct answer and find the winners. As an Science, Maths, Language, Art, Music). Check Ss’ extension, ask some Ss to spell the words on the answers. board. • Play the recording again for Ss to sing along. Suggested Answer Key Answer Key • Lucy, Sue, Lynn ruler, notebook, schoolbag • Peter, Bob, Tony Geography, History, Science, Maths, Language, Art, • Hi, Hello, Good morning Music • English, Maths, Art, History, ICT • Play the video for the Ss and elicit their comments • The UK, Viet Nam, Spain, France, Russia at the end. • football, basketball, badminton, swimming, tennis • pencil, book, eraser, notebook, sharpener (Ss’ own answers) • London, Paris, Rome, Madrid, Tokyo Game 2 To test knowledge learnt in this module Play in teams. Say a word from the module. The • Explain the task. Allow Ss some time to read the other team writes the word on the board and spells questions and fill in the gaps. it. Each correct answer gets a point. The team with • Alternatively, you may allow Ss to review the the most points is the winner. module and find the relevant information to fill each gap. Check Ss’ answers. T: Say words related to school objects Team AS1: notebook Answer Key Team BS1: N-O-T-E-B-double O-K etc. 1 middle school/junior high 2 France Extra Activity 3 Egypt 4 white and red Ask Ss to spell each of the words in the pictures in 5 sport Ex. 4. 6 subject e.g. eraser E-R-A-S-E-R

3 To write a quiz • Explain the task and allow Ss time to look through Module 1 and think of quiz questions in pairs. • Tell Ss they can use the quiz in Ex. 2 as a model. (e.g. The UK flag is red, white and …). • Ss swap their quizzes with another pair, do it and then report back to the class. Suggested Answer Key 1 The UK flag is red, white and … (blue) 2 In English we say … to greet each other in the morning. (Good morning) 3 There is a school of sport in ... (Glasgow) 4 In the USA, children go to elementary school from age … (5-12)

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Cool stuff

▶▶ What’s in this module? Read the title of the module Cool stuff and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

Find the page numbers for

• Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed. • Ask questions to check Ss’ understanding. Answer Key cartoon characters (p. 23) Do you know these characters? Who is your favourite cartoon character? a film review (p. 22) What sort of films do you like? What do you know about this film? souvenirs (p. 28) Have you got any of these souvenirs? Which countries are they from?

Vocabulary 1 To present vocabulary for personal things • Draw Ss’ attention to the pictures and play the recording. Ss listen and repeat chorally or individually. • Elicit the L1 equivalents from various Ss. (Ss’ own answers)

2 To listen for specific information Explain the task and play the recording. Ss listen and fill in what Peter has and hasn’t got. Check Ss’ answers. Answer Key a scarf, a helmet – gloves, a basketball

3 To personalise the topic Ask Ss to look at the pictures in Ex. 1 again and complete the sentences with what they have/haven’t got. Ask some Ss to read their completed sentences aloud. Suggested Answer Key I’ve got a watch. I haven’t got a guitar.

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2a

1 To predict the content of a text • Direct Ss’ attention to the picture and ask if they recognise the man/character, then read the names in the list aloud. • Play the recording. Ss listen and follow the text in their books. Elicit answers to the questions in the rubric then elicit/explain the meaning of the words in the Check these words box. Answer Key The man in the picture is Iron Man/Tony Stark. Stark Industries is his father’s company. Pepper Potts is Tony Stark’s secretary. Iron Monger is Iron Man’s/Tony Stark’s enemy.

2 To read for specific information • Allow Ss time to read the text again and answer the questions. • Check Ss’ answers. Answer Key 1 Tony is an engineer. 2 His job is at Stark Industries in the USA. 3 Pepper Potts is Tony’s loyal secretary. 4 Tony has got a special metal suit. 5 Iron Man can fly. 6 His enemy is Iron Monger.

3 To recall information from a text • Allow Ss a minute to read the text, then close their books and try and remember two things from the text. • Elicit a variety of answers from Ss around the class.

Suggested Answer Key Iron Man can fly. His enemy is Iron Monger. • Play the video for the Ss and elicit their comments at the end. (Ss’ own answers)

4 To present adjectives related to appearance • Draw Ss’ attention to the words and play the recording. Ss listen and repeat chorally or individually. • Elicit the L1 equivalents from various Ss miming the meaning of each word. Refer Ss to the Word List to find the meanings of the adjectives, if necessary. (Ss’ own answers)

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2a

5 To present vocabulary for the parts of the body Game • Draw Ss’ attention to the picture of Merlin and the Ask Ss to look at the Shrek III characters for two indicated body parts. Play the recording. Ss listen minutes. Ss close their books. In teams, Ss choose a and repeat chorally or individually. character. Ss take turns describing the character. Ss • Elicit the L1 equivalents from various Ss. from the opposing team must guess what character is being described. Each correct guess is worth one point. (Ss’ own answers) The team with the most points at the end of the game • As an extension Ss work in pairs. Point to various is the winner. parts of the body. Ss name it. Team A, S1: He is big. A: (points to his eye) Team B, S1: Prince Charming. B: eye (points to her mouth) Team A, S1: No. etc A: mouth etc

6 Matching descriptions to characters Background information • Draw Ss’ attention to the cartoon characters and The characters are from the Shrek computer-animated elicit short descriptions of each one to aid films. Shrek is a big ogre who lives alone in the woods. understanding of the task. He meets and marries Princess Fiona. His best friend is • Read the rubric and allow Ss time to complete the Donkey. Princess Fiona doesn’t like Shrek at first, but task in pairs. Check Ss’ answers. later she realises he’s very sweet and cares for her. Answer Key Fiona turns into an ogre every night at sunset. Merlin a Shrek c Rapunzel e Prince Charming is a magician who uses his magic to send Shrek back b Princess Fiona d Merlin to Far Far Away. Rapunzel is the lady Prince Charming plans to make his • Play the video for the Ss and elicit their comments queen once he claims the throne. Fiona’s parents at the end. wanted their daughter to get married to Prince (Ss’ own answers) Charming.

7 To listen for specific information 9 ICT To write about your favourite • Play the recording. Ss listen and identify which cartoon character characters John talks about. • Explain the task and tell Ss to use the vocabulary • Check Ss’ answers. from this unit and the verb have got. Answer Key • Allow time for Ss to complete the task in class or Merlin and Princess Fiona assign as HW. • Remind Ss to decorate their writing with a picture. 8 To practise describing appearance Suggested Answer Key • Ask various Ss around the class to choose one of the characters on this page from Shrek III and describe him/her. • Point out that descriptions usually start with Fred Flintstone is from Bedrock. general features (such as size, height or age) and He is short and fat with black then move on to more specific details (such as hair hair and a big nose. and eye colour) after that. • Check Ss’ answers. Suggested Answer Key Extra Activity Merlin is old and thin with short white hair and a long Choose a S. Ask him/her to point to various parts of white beard. the body (the ones mentioned in Ex. 5). Ss, in two Rapunzel is tall, thin and young with very long fair hair. teams say the English word that describes the Prince Charming is tall, thin and young with short fair specific part of the body. Each correct answer gets hair. one point. The team with the most points is the Princess Fiona is short and plump with long red hair. winner. Shrek is big and fat with green skin.

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2b

1 To present the verb ‘have got’ 3 To practise ‘have got’ in the affirmative and negative • Ss close their books. Present the verb have got. Point to your eyes and say: I have got blue eyes. • Explain the task. Ss make sentences. Then write it on the board. • Monitor the activity around the class and then ask • Repeat using the rest of the affirmative forms. some Ss to share their sentences with the rest of • Drill Ss. Give prompts. Ss make sentences using the class. have/has got. Suggested Answer Key

T: Linh/long hair T: I/short hair Yoda has got a small body, and he has got a small nose. S1: Linh has got S2: I have got short hair. He hasn’t got small eyes. long hair. etc Queen Amidala has got long hair, and she has got big eyes. Jar Jar Binks has got big eyes, and he has got full lips. • Point to your nose and say: I have got a small nose. Luke Skywalker has got big eyes, and he has got short I haven’t got a big nose. Write the negative form on hair and thin lips. the board and underline haven’t got. Give Princess Leia has got long hair and full lips. examples in all forms. • Point to a S and ask Has Vinh got small ears? (Yes, he has.) Ask: Has Vinh got big ears? (No, he hasn’t.) Extra Activity for weaker classes Write these on the board and underline has got In pairs, ask Ss to write 5 sentences about their (interrogative), Yes, he has. /No, he hasn’t. partner using the adjectives in Ex. 3. • Explain that the last two sentences are short answers. Elicit from Ss how short answers are Suggested Answer Key formed (Yes + personal pronoun/noun + have/has – Minh has got dark eyes. No + personal/pronoun/noun + haven’t/hasn’t). He has got short hair. • Ss open their books and read the table. He has got a small nose. He has got small ears. etc. 2 To practise the verb ‘have got’ • Explain the task and point out that the pictures 4 To practise the interrogative form of the show characters from Star Wars. verb ‘have got’ • Allow time for Ss to complete the task. Check Ss’ • Explain the task. Ss do the task. answers. • Monitor the activity around the class, then ask Answer Key some Ss to ask and answer the questions aloud. 1 haven’t got 3 has got, has got Answer Key 2 hasn’t got, has got 4 has got, hasn’t got 2 Has Phong got a skateboard? Yes, he has. 3 Has Trang got a cap? Yes, she has. Background information 4 Have Trang & Phong got sunglasses? Yes, they have. 5 Have Trang & Phong got cars? No, they haven’t. Star Wars is a series of science-fiction films by George Lucas. Originally, it was a trilogy (with the first film released in May 1977 by 20th Century Fox) 5 To practise the interrogative form of the and became very popular. 16 years later, George verb ‘have got’ and short answers Lucas made a new trilogy of films as a prequel, with • Explain the task and read out the example. the final film released in 2005. The films are set in a • Ss do the task in closed pairs. Monitor the activity fictional galaxy. Luke Skywalker is a young Jedi who around the class and then ask some pairs to report helps defeat the Galactic Empire. Yoda is a very old back to the class on what their partner has/hasn’t and wise Jedi master. Jar Jar Binks is a clumsy got. Gungan who tries hard to prove his worth. Princess Suggested Answer Key Leia is the twin sister of Luke Skywalker, and daughter of Darth Vader. Queen Amidala is a key A: Have you got a guitar? politician in the Galactic Republic, and Luke and B: Yes, I have. Leia’s mother. A: Have you got a digital camera? B: No, I haven’t. etc. Nam has got a guitar, a cap, gloves, sunglasses, a basketball, a watch and trainers. He hasn’t got a digital camera, a skateboard, a helmet or a bicycle.

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2b

6 To present possessive adjectives and man – men (I), baby – babies, name – names, ball – consolidate through translation balls, glass – glasses, foot – feet (I), child – children (I) • Ss close their books. Point to yourself. Say: I am a 10 To present This – These / That – Those teacher. Write it on the board and underline the word I. Hold up a pen. Say: This is my pen. Write it • Ss close their books. Present this/these – that/those. on the board and underline the word my. Explain Point to a book close to you and say: This is a book. that my is a possessive adjective to show that you Then write it on the board. Point to a book far away own the pen (i.e. a word which goes before a noun from you and say: That is a book. Then write it on and shows possession). the board. Present the plural forms the same way. • Point to a male S. Say: You are Quang. Write it on • Ask questions to check Ss’ understanding: What do the board and underline the word you. Point to we use for things that are near to us? (this/these). Quang’s pencil. Say: This is your pencil. Write it on What do we use for things that are far away from us? the board and underline the word your. Present the (that/those). rest of the possessive adjectives in the same way. • As an extension, point to various things in the • Drill Ss. Write this sentence on the board: This is classroom. Ss, in teams, make sentences using my pen. Point to various Ss. Ss replace the word my this/these – that/those. Each correct sentence gets with the appropriate possessive adjective. 1 point. The team with the most points wins. T: (point to a male S) T: (point to a female S) Suggested Answer Key S1: This is his pen. S2: This is her pen. etc. Tom: This is my digital camera. This is my cap. These are my trainers. • Ss open their books and read the table. Elicit the Jean: Those are my gloves. That is my scarf. That is my L1 equivalents for the possessive adjectives in handbag. order to check Ss’ understanding. (Ss’ own answers) 11 To practise This – These / That – Those

7 To practise possessive adjectives/personal Work together with a S to demonstrate the example. pronouns Point to various objects around the class and elicit the corresponding English word (e.g. window, desk, • Explain the task. Allow Ss time to complete the task. handbag, board, chair, door, map, pen, pencil, notebook, • Check Ss’ answers. Ask Ss to identify which are book etc). Ask several pairs of Ss to perform the task for personal pronouns (PP) or possessive adjectives (PA). the class. Check Ss’ answers. Answer Key Suggested Answer Key 1 She (PP), her (PA) 3 My (PA) 5 Our (PA) A: (points to the desk near you) 2 He (PP) 4 They (PP) 6 Your (PA) B: This is a desk. (points to the door which is far from you) 8 To present plurals A: That is a door. • Explain that when we talk about more than one 12 To pronounce \s\, \z\, \Iz\ (plurals) thing, we usually add -s to the noun. e.g. desk – desks • Play the recording. Ss listen and tick the correct • Read the examples in the table aloud and focus Ss’ plural sounds. attention on the different plural endings. • Play the recording again with pauses, for Ss to • Then, read the theory for irregular plurals aloud. listen and repeat chorally or individually. • Ss close their books. Drill Ss. Read nouns in the Answer Key singular aloud. Ss say the relevant plural form. T: one box T: one man \s\ \z\ \Iz\ \s\ \z\ \Iz\ books ✓ caps ✓ S1: two boxes S2: two men, etc shoes ✓ glasses ✓ • Ss open their books and say whether the rules are bikes ✓ watches ✓ similar in their L1.

9 To practise forming plurals 13 To consolidate the grammar of the unit • Allow Ss some time to complete the task. • Allow Ss some time to complete the task and then • Check Ss’ answers on the board. Ask Ss which are ask various Ss to read out their sentences to the irregular plurals (I). rest of the class. Answer Key • Alternatively, assign the task as HW and Ss read their sentences aloud in the next lesson. scarf – scarves, day – days, cap – caps, boy – boys, student – students, eye – eyes, school – schools, ear – Suggested Answer Key ears, match – matches, knife – knives, fox – foxes, I’ve got a guitar, a helmet and a bicycle. I haven’t got sunglasses. MODULE 2 25(T) 06 Spark gr6 VIET Ts Mod 2.qxp_Spark gr6 VIET Ts Mod 2 7/26/17 5:19 PM Page 61

2c

1 To predict the content of a text • Draw Ss’ attention to the pictures and elicit an answer to the question in the rubric. (e.g. They can do special things.) • Play the recording. Ss listen and follow the text in their books. • Elicit/Explain the meanings of the words in the Check these words box. Answer Key They can do very special things that most people can’t do.

2 To read for detailed understanding (multiple matching) • Allow Ss some time to read the texts again and complete the task. • Check Ss’ answers. Answer Key 1 A – Joe Allison 2 C – Michael Kettman 3 B – Usain Bolt

3 To read for specific information • Allow Ss some time to read the article again and complete the sentences. • Check Ss’ answers. Answer Key 1 abilities 2 world record, balance 3 spin 4 run 5 Olympic gold medals • Play the video for the Ss and elicit their comments at the end. (Ss’ own answers)

4 To personalise the topic Allow Ss some time to prepare their answers. Invite Ss to present their opinion to the class. Suggested Answer Key I think Joe Allison is very special because he has got a world record at the age of nine.

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2c

5 To present the modal verb can when used for ability Game • Ss close their books. Jump up and down and say, In pairs, Ss choose an ability from Ex 6. In turns, Ss then write on the board: I can jump. Underline the guess which ability is being mimed. If the S guesses word can and explain that this word shows that wrongly, it is the other S’s turn to mime. Each correct we are able to do sth. Say, then write on the guess is worth one point. The S with the most points at board: I can’t fly. Underline the word can’t and the end of the game is the winner. explain that this word shows that we are unable to S1: (mimes riding a bike) do sth. S2: driving a car • Ss open their books and read the table. Point out S1: No. that can/can’t is the same in all persons. S2: (mimes diving) etc

6 To talk about abilities • Draw Ss’ attention to the pictures. • Play the recording. Ss listen and repeat chorally or individually. • Ask two Ss to read the example aloud, then Ss ask and answer in pairs. • Ask some pairs to ask and answer in front of the class. Suggested Answer Key A: Can you drive a car? B: No, I can’t. Can you jump? A: Yes, I can. Can you run fast? B: Yes, I can. Can you fly a plane? A: No, I can’t. Can you ski? B: No, I can’t. Can you dive? A: No, I can’t. Can you play the guitar? B: No, I can’t. Can you swim? A: Yes, I can. Can you climb a mountain? B: No, I can’t. Can you balance on a ball? A: No, I can’t. Can you spin a ball? B: Yes, I can.

7 To listen for specific information • Explain the task. Play the recording. Ss listen and match. • Check Ss’ answers. Answer Key 1 d 2 a 3 b 4 g 5 e

8 To write about your abilities Allow Ss some time to write their sentences. Then, allow time for Ss to walk around the class and ask each other in turn what they can/can’t do to find someone with the same abilities. Monitor the activity around the class.

Suggested Answer Key I can play basketball. I can dance and I can play the guitar. I can’t fly a plane. I can’t drive a car.

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2d

1 a) To present the situational language of Answer Key buying things 1 How can I help you? – What can I do for you? • Play the recording with pauses. Ss listen and 2 How much does it cost? – How much is it? repeat chorally or individually. 3 How about this cap? – What about this cap? • Focus Ss’ attention on the stressed words/ 4 Of course. – Sure. syllables. Check Ss’ pronunciation and intonation. 5 To act out a dialogue Answer Key • Explain the situation and ask Ss to look at the What can I do for you? souvenirs in the pictures. I want to buy a souvenir. • Divide the class into pairs and assign a different What about this cap? souvenir to each pair. In pairs, Ss act out their How much is it? dialogues. It’s $15.00. • To help Ss, draw the following diagram on the Here you are. board:

b) To recognise situational language Student A Student B • Read the rubric aloud and elicit who says what. Good … What can I do Good … I want to • Play the recording. Ss listen and follow the for you …? buy … dialogue in their books and check. (Greet and offer help.) (Greet. Say what you Answer Key want to buy.) Shop assistant: What can I do for you? What about this How about …? That’s a good idea. cap? It’s $15.00. (Suggest an item and How much …? Customer: I want to buy a souvenir. How much is it? Here show it to B.) (Agree and ask how you are. much it is.) It’s … VND. (Reply.) Can I have two …? (Ask to have two of 2 a) To read for specific information Sure. That’s … VND. these items.) • Allow Ss some time to read the dialogue again (Show agreement. Say Here … and find the answer. how much they cost.) (Give the money.) • Check Ss’ answers. Suggested Answer Key Answer Key Shop assistant: Good afternoon. What can I do for you? One cap Lan: Good afternoon. I want to buy a souvenir. Shop assistant: What about this key chain? b) To practise reading skills Lan: It’s very nice. How much is it? • In pairs, Ss read the dialogue aloud. Shop assistant: It’s 150,000 VND. • Walk around the class and monitor the activity Lan: Can I have two, please? checking Ss’ intonation. Shop assistant: Sure. That’s 300,000 VND. • Choose some pairs to read the dialogue aloud Lan: Here you are. in front of the class. Shop assistant: Here’s your change. Have a nice day.

3 To consolidate situational language through translation Elicit the L1 equivalents from various Ss around the class. (Ss’ own answers)

4 To learn synonymous phrases Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class.

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2e

1 To listen and read for specific information • Direct Ss’ attention to the pictures and read out the countries in the list. • Play the recording. Ss listen and follow the text in their books and find out which souvenirs are from which countries. Answer Key hat – Mexico toy dolls – Russia stuffed toy – Scotland mug – the USA key ring – the UK

2 To read for specific information • Elicit/Explain the meanings of the words in the Check these words box. • Allow Ss time to read the text again and answer the questions. • Check Ss’ answers. Answer Key 1 You can see sombreros in Mexico. 2 Matryoshka dolls are a set of dolls one inside the other. 3 Tartan cloth is popular in Scotland. 4 The US flag has got stars and stripes on it. 5 Big Ben is in London. • Play the video for the Ss and elicit their comments at the end. (Ss’ own answers)

3 To write sentences about the origin of things (i.e. nationality) • Explain the task and read the example aloud. • Allow Ss time to complete the task, then check Ss’ answers. Answer Key The stuffed toy is from Scotland. It’s Scottish. The key ring is from the UK. It’s British. The mug is from the USA. It’s American. The toy dolls are from Russia. They’re Russian.

4 To make a presentation about souvenirs in your country • Explain the task. Brainstorm with the class for ideas and write them on the board. • Assign the task as HW. Tell Ss to use the short texts in Ex.1 as a model. (Ss’ own answers)

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2f

1 a) To introduce the topic Draw Ss’ attention to the pictures and elicit any similarities/differences between the people in them. Suggested Answer Key Jane has got a different hair colour from Kim and Lee. Pat has got the same eye colour as Kim. Nam and Phong are the same. They are twins. Lee has got the same hair colour as Kim. etc.

b) To personalise the topic Read the questions in the rubric aloud and elicit answers from various Ss around the class. (Ss’ own answers)

2 To read for specific information • Play the recording. Ss listen and follow the text in their books and mark the questions T, F or NM. • Check Ss’ answers around the class. Answer Key 1 NM 2 T 3 F 4 T

3 To do a survey and discuss the results • Allow Ss some time to interview Ss in the class and complete the table. • Ss, in pairs, then discuss the results and note any similarities and differences. • Monitor the activity around the class and then ask some pairs to report their results and their findings to the rest of the class. (Ss’ own answers)

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2g

1 To read for specific information Suggested Answer Key • Explain the task. Allow Ss time to complete the Hi! My name’s Thu. I’m ten years old and I’m task. Vietnamese. I’ve got a great stamp collection! I’ve got • Play the recording. Ss listen and follow the text in two hundred stamps. They are from Viet Nam, their books to check their answers. Singapore, Thailand and Malaysia. I like stamps because • Elicit/Explain the meanings of the words in the they show interesting pictures. Check these words box. I’m proud of my collection! It makes me happy. What Answer Key about you? What’s your favourite hobby? Write back soon, 1 shirts 3 teams Thu 2 collection 4 proud

Extra Activity for weaker classes 2 To read for specific information Write the following on the board. Ss copy it into their • Allow Ss time to read the text again and complete notebooks and complete the sentences. the sentences. • Check Ss’ answers. Hello! My name’s ... . I’m from ... . I’ve got a ... . I’m Answer Key proud of ... . 1 15 2 Spain 3 football shirts 4 David Beckham’s number 7 Manchester United shirt

3 To present and practise correct punctuation • Go through the Study Skills box and write the examples on the board, underlining each punctuation point. Ask Ss to find examples in the text in Ex. 1. • Allow Ss some time to punctuate the sentences, then check Ss’ answers on the board. Answer Key 1 Where is John from? 2 She’s Spanish. 3 He hasn’t got long hair. 4 He’s got a camera, a pen and a cap.

4 To write an email about your collection • Explain the task. Make sure Ss understand that they can use the text in Ex.1 as a model. • Draw Ss’ attention to the way the text is punctuated, how similar ideas are connected (and) and how we express reason (because). • Allow Ss time to complete the task, and then ask some Ss to read their piece of writing aloud to the class. Alternatively, assign as HW and check in the next lesson.

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2

1 To consolidate vocabulary from the module • Play the video for the Ss and elicit their comments • Explain the task and allow Ss 5 minutes to find the at the end. vocabulary items in teams or pairs. (Ss’ own answers) • Give one point for each correct answer. The team/ pair with the most points wins. Answer Key Game 1 cap 4 trainers 7 video games Hangman 2 watch 5 handbag 3 sunglasses 6 comic book Ss play in teams using words from Module 2. Use words from the modular page (p. 21), Ex. 6 p. 27 or souvenirs on p. 28 (with stronger classes) in the S’s 2 To test knowledge learnt in this module book. • Explain the task. Allow Ss some time to read the Choose a word and draw as many blanks as needed questions and think of the correct information to representing the letters of the word. answer the questions. The teams guess letters one at a time. If your chosen • Alternatively, you may allow Ss to review the letter is in the word, then the leader of the other module and find the relevant information to team fills it in. If it does not contain that letter, the answer the questions. Check Ss’ answers. leader adds a line to hang the man. If the gallows are Answer Key completed and the man is hanged before the team 1 A yellow star. guesses the whole word, then they lose the game. If 2 Tartan cloth is popular in Scotland. they guess the word before then, they win a point. 3 Matryoshka dolls. The team with the most points is the winner. 4 A sprinter/runner. 5 He can fly. 6 Iron Man’s enemy. 7 You can buy a sombrero in Mexico.

3 To write a quiz s ______• Explain the task and allow Ss time to look through Module 2 and think of quiz questions in pairs. • Tell Ss they can use the quiz in the previous task as a model. Offer an example. (e.g. What has Tony Stark got? A special metal suit.) • Ss swap their quizzes with another pair, do it and then report back to the class. Suggested Answer Key 1 Who is big and fat with green skin? (Shrek) 2 Where are Matryoshka dolls from? (Russia) 3 Where can you see Big Ben? (London) 4 What can a pilot do? (fly a plane) 5 How many spoons can Joe Allison balance on his face? (sixteen)

4 Song To predict content; to read and listen for specific information • Go through the list of phrases. Explain/Elicit their meaning. Elicit answers. Play the song. Ss listen and check. (Things one can do while on holiday.) • Ss answer the questions. Answer Key Countries: Italy, the UK, India, the USA, Mexico, , Australia, Russia Souvenirs: hats (sombreros) from Mexico and dolls from India

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Homes!

▶▶ What’s in this module? To categorise vocabulary; to activate and consolidate vocabulary Read the title of the module Homes! and ask Ss to suggest what they think it means. Go through the Explain the task and read out the headings, translating topic list and stimulate a discussion to prompt Ss’ them if necessary. Read the example sentences aloud interest in the module. and then Ss work in closed pairs and write the words under the headings and make sentences of their own. Find the page numbers for Ask various Ss around the class to read their sentences aloud to check Ss’ answers. • Explain/Elicit the meaning of any unknown Answer Key words, and then Ss find the page numbers for rooms: bedroom, living room, hall, bathroom, kitchen the items listed. furniture: bedside cabinet, bed, sofa • Ask questions to check Ss’ understanding. other: cupboards, cooker, sink, toilet, washbasin, Answer Key mirror, ceiling, window, fireplace, wall, floor, door a building like a violin and a piano (p. 34) Suggested Answer Key Where do you think this is? What type of building There is a bed and a bedside cabinet in the bedroom. do you think it is? Are there any such unusual There is a fireplace in the living room. buildings in your country? There is a sofa in the living room. bugs (p. 38) There is a cooker in the kitchen. What are bugs? Do you know any of the bugs in There is a mirror and a toilet in the bathroom. the pictures? landmarks (p. 41, 42) What is the most famous landmark in your country? Can you think of any other famous landmarks around the world?

Vocabulary 1 To present vocabulary for rooms • Play the recording. Ss listen and repeat chorally or individually. • Draw Ss’ attention to the pictures and elicit which room is which. Answer Key 1 kitchen 4 bathroom 2 living room 5 hall 3 bedroom

2 To present/practise vocabulary related to furniture Play the next recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from various Ss. (Ss’ own answers)

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3a

1 To predict the content of a text • Direct Ss’ attention to the pictures and elicit what they show. Ask Ss to say what they think the buildings look like. Give prompts if necessary. Ask: Which building looks like: a football? a violin? a piano? • Play the recording. Ss listen and follow the text in their books. • Elicit/Explain the meanings of the words in the Check these words box. Suggested Answer Key The first building looks like a football. The second building looks like a piano and a violin.

2 To read for specific information • Allow Ss time to read the text again and answer the questions. • Check Ss’ answers. Answer Key 1 F 2 T 3 F 4 NM 5 T 6 NM

3 To check comprehension of a text • Allow Ss time to go through the text. Ss close their books and try to remember two things from each text and tell their partner. • Ask some pairs to report back to the class. Ss open their books and check. Suggested Answer Key Jan Sonkie’s house is in Africa. It is in the shape of a football. The office in Asia is in the shape of a piano and a violin.

4 To broaden the topic and personalise it • Explain the task and read the prompts aloud. Brainstorm with Ss for interesting ideas. • Allow Ss time to write their sentences, then ask various Ss around the class to read their sentences aloud. Suggested Answer Key My ideal house is in the shape of a basketball. It’s got big rooms and a great view from its windows. There’s a garden outside the house. In the living room there’s a fireplace.

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5 To present vocabulary for furniture and 8 To write about your ideal appliances bedroom Draw Ss’ attention to the picture. Play the recording. • Explain the task and allow Ss some time to draw Ss listen and repeat chorally or individually. Elicit the their ideal bedroom and write about it. Ss then L1 equivalents. compare with their partner and note the (Ss’ own answers) similarities and differences. • Ask various pairs around the class to present their ideal bedroom to the class. 6 To categorise vocabulary • Alternatively, assign the task as HW and check Ss’ • Read the Study Skills box aloud to explain the answers in the next lesson. function of the task. Suggested Answer Key • Write the headings on the board. Ss look at the My ideal bedroom has got a big bed with lots of pillows picture for a minute then close their books. Ss and a wardrobe. There’s a desk in my bedroom and copy the headings into their notebooks and try to posters on the wall. My bedroom is cool! list as many words as they can remember under each heading. Ss in pairs check their answers and add more words under each heading. Game • Check Ss’ answers on the board. A. Play in teams. One team says a letter from the Answer Key English alphabet. The other team says a word Bedroom: pillows, wardrobe, poster, desk, bookcase which starts with this letter and is related to Living room: painting, carpet, armchair, curtains, sofa, houses/rooms/furniture/appliances. If the team cushions can’t think of a word within 5” they miss their Bathroom: mirror, bath, washbasin turn. Any correct answer gets 1 point. The team Kitchen: sink, cooker, fridge, chair, table with the most points wins. Suggested Answer Key Team AS1: P Bedroom: bed, bedside cabinet Team BS1: pillow Living room: table, lamp Which room am I in? Bathroom: toilet B. Play in pairs. Say a sentence about a room you Kitchen: cupboards are in. Your partner says the name of the room.

7 To activate and consolidate vocabulary A: There’s a wardrobe in it. B: bedroom • Explain the task and read the example aloud. • Ss work in pairs and talk about what there is in each room. • Monitor the activity around the class and ask various Ss to say what there is in each room. Suggested Answer Key A: What things are there in the bedroom? B: There’s a poster, a bed, pillows, a desk, a wardrobe and a bookcase. A: What things are there in the bathroom? B: There’s a washbasin, a toilet, a bath and a mirror. A: What things are there in the living room? B: There is a painting, a sofa, an armchair, curtains, cushions and a carpet. A: What things are there in the kitchen? B: There’s a cooker, a fridge, a sink, a table and a chair.

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1 To present there is/there are 5 To practise using some and any • Explain that we use there is to talk about the Allow Ss some time to complete the sentences, then existence of sth in the singular and there are in check Ss’ answers. the plural. Answer Key • Read the examples in the table aloud and then 1 any 3 any 5 some elicit the answers to complete the rules from Ss 2 any 4 some around the class. Answer Key 1 there is/there isn’t 3 Is there/Are there 2 there are/there aren’t

2 To practise there is/there are • Explain the task and read the example aloud. • Ss complete the task. • Check Ss’ answers. Answer Key 2 Are there, Yes, there are. 3 Are there, Yes, there are. 4 Is there, No, there isn’t. 5 Are there, No, there aren’t. 6 Are there, No, there aren’t.

3 To practise there is/there are through personalisation • Explain the task and allow Ss time to complete the sentences about their own bedrooms. • Check Ss’ answers around the class. Suggested Answer Key 1 There is 5 There aren’t 2 There is 6 There is 3 There aren’t 7 There aren’t 4 There is 8 There are

4 To revise a/an and present some/any • Read the first two example sentences aloud and elicit that we use a with singular items that begin with a consonant sound and an with singular items that begin with a vowel sound. • Read the next example sentence aloud and explain that we use some in affirmative sentences for plural items. • Read the final two example sentences aloud and explain that we use any in negative plural sentences and interrogative plural sentences. • Ask different Ss to read the examples aloud, then elicit when each is used to complete the rules. Answer Key 1 a/an/some 2 any 3 any

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6 To present prepositions of place Extra Activity for weaker classes • Ss close their books. Present prepositions of place using your book. Put your book on the desk, then In pairs, Ss take turns spelling the ordinal numbers. ask and answer: Where’s my book? It’s on the desk. One spells while the other checks. Put your book in your bag, then ask and answer: Where’s my book? It’s in my bag. etc. Present the rest of the prepositions of place in the same way. 9 To pronounce \T\, \D\ Then put your book in various places around the classroom and ask Ss to tell you its location. • Explain to Ss that th can be pronounced in two • Ss open their books. Refer Ss to the drawings and ways. the example and explain the task. Elicit answers • Play the recording. Ss listen and repeat. from Ss around the class. • Draw Ss’ attention to the words ending in th and inform them that whenever an ordinal number Answer Key ends in th it always has a \T\ sound and that all The ball is on the box. pronouns that begin with th have a \D\ sound. The ball is under the box. • Elicit other words with the same sounds from Ss The ball is behind the box. around the class. The ball is next to the box. Suggested Answer Key The ball is in front of the box. The ball is between the boxes. \T\: thirsty, third, three \D\: they, them, these

7 To practise prepositions of place 10 To practise describing location Explain the task and allow Ss some time to complete • Explain the task and read the example exchange the text. Check Ss’ answers by asking various Ss to aloud. Ss work in pairs and ask and answer read out the completed text. questions. • Monitor the activity around the class and then ask Answer Key some pairs to act out their exchanges. 1 between 3 in front of 5 behind Suggested Answer Key 2 on 4 in 6 on A: Where is the lamp? A: Where is the 8 To present ordinal numbers and practise B: On the bedside window? pronunciation and practise asking and answering cabinet. B: Next to the bed. questions using ordinal numbers A: Where is the vase? A: Where are the B: On the bedside books? • Play the recording with pauses for Ss to listen and cabinet. B: In the bedside repeat chorally or individually. Pay special cabinet. attention to Ss’ pronunciation and intonation and A: Where are the flowers? correct where necessary. B: In the vase. A: Where is the • Read the task aloud and draw Ss’ attention to the A: Where is the plant? bedside cabinet? prompts, then read out the example. B: Behind the bed. B: Between the bed and the chair. • Ss complete the task in pairs. Monitor the activity A: Where are the slippers? around the class and ask some Ss to ask and B: Next to the bed. answer in front of the class. Answer Key 11 To listen for specific information • A: Which floor are Jane and Steve on? B: They’re on the seventh floor. • Explain the task. • A: Which floor are Sue and Helen on? • Play the recording. Ss listen and note the mistakes. B: They’re on the sixth floor. • Check Ss’ answers. • A: Which floor is Gina on? Answer Key B: She’s on the third floor. James says there are some books behind the bedside • A: Which floor are Jane and Paul on? cabinet. There aren’t any books behind the bedside B: They're on the first floor. cabinet. There are some books in the bedside cabinet. James says that there is a plant in front of the bed. There isn’t a plant in front of the bed. There’s a plant behind the bed.

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1 To present vocabulary for household insects • Direct Ss’ attention to the pictures. • Play the recording with pauses for Ss to repeat chorally or individually. • Elicit the L1 equivalents. (Ss’ own answers)

2 To predict the content of a text • Ask Ss to read the title and the introduction and then elicit the topic of the text. • Play the recording and Ss listen and follow the text in their books. • Ask Ss to use their dictionaries to look up the meanings of the words in the Check these words box. Alternatively, give examples and elicit the meaning of any unknown words. Answer Key The text is about common household insects.

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3 To read for specific information 7 ICT To find information about insects and present it to the class • Allow Ss time to read the text again and answer the questions. • Explain the task. Ask Ss how much they know • Check Ss’ answers. about insects. Answer Key • Ask Ss to work in groups and look up information on the Internet using the key word in the search 1 T 2 F 3 T 4 F 5 F 6 T bar or in encyclopaedias / other reference books. • Ask various groups of Ss to present their work to 4 To check comprehension of a text the class. • Ss close their books and talk in pairs about what Suggested Answer Key they learnt from the text that they didn’t know Insects before. 1 Insects live everywhere, even in the Arctic and the • Monitor the activity around the class and then ask Antarctic. some Ss to tell the rest of the class their answers. 2 The biggest in the world is the Actaeon Beetle. Suggested Answer Key 3 The longest insect in the world is the Stick Insect. There are bugs in every house. 4 The smallest insect in the world is a fly called Cockroaches can hide behind the fridge. Hymenoptera. There can be bedbugs in the bed. 5 A swarm of locusts can contain up to 28 billion locusts. You can find moths in the wardrobe. Bugs don’t like clean houses.

5 To listen for specific information • Explain the task and ask Ss to read through the gapped text about the museum and think about what information may be missing. (e.g. 1 noun, 2 noun, 3 number, 4 noun, 5 number, 6 number) • Play the recording. Ss listen and fill the gaps. • Check S’ answers and read through the Did you know? box. Answer Key 1 Gardens 3 100 5 5 2 Bugs 4 spiders 6 6

6 a) To present the imperative • Draw Ss’ attention to the table and elicit how the imperative is formed (with the verb but without the subject. The negative imperative is formed with Do not/Don’t and the verb). • Write the following on the board to explain the use of the imperative. – Be quiet! (order) – Fold the paper in half. (instruction) – Have a biscuit. (offer) – Call me later, please. (request)

b) To practise the imperative • Explain the task. Ss complete it. • Check Ss’ answers on the board. Answer Key 2 Plan 4 Don’t eat 3 Don’t take 5 Visit

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1 To identify the situation and speakers in a • Ss complete the task in pairs. To help Ss, draw the dialogue following diagram on the board and elicit Ask Ss to read the first exchange and elicit answers to appropriate phrases Ss should use. Write them on the questions in the rubric. the board. Ss can refer to the diagram while doing the task. Answer Key Suggested Answer Key Bill is at Jim’s house. Mrs Smith is Jim’s mum. Student A Student B Wow! Your room is great! Thanks. It’s ... 2 To identify the context of a dialogue and (Make a comment about (Thank friend and practise pronunciation the room.) make a comment.) What’s this? That’s my ... And • Explain the task. Ss read the sentences and say (Ask about sth.) that’s … what they think the dialogue is about (talking about (Respond and point someone’s room and things). Fantastic. You’re very to sth else.) • Ss read and check. lucky ... Yes, ... • Play the recording with pauses for Ss to repeat the (Respond and comment.) (Respond/Agree.) sentences chorally or individually. Elicit the L1 equivalents. • Monitor the activity around the class and then ask pairs of Ss to act out their dialogues in front of the (Ss’ own answers) class. Suggested Answer Key 3 To listen for specific information A: Wow! Your room is great! Play the recording. Ss listen and follow the dialogue in B: Thanks. It’s quite big. their books and mark the statements. Check Ss’ A: What’s this? answers. B: That’s my DVD player and that’s my computer Answer Key over there. 1 F 2 F 3 T 4 T 5 F 6 T A: Fantastic. You’re very lucky. B: Yes, I am.

4 To learn synonymous phrases Read the phrases aloud. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. Answer Key 1 Is Jim here? 4 Yes, it’s really big. 2 Where’s that? 5 Fantastic. 3 Your room is great.

5 To act out a dialogue • Play the recording for Ex. 3 again. Divide the class into groups of three and ask them to take roles and read the dialogue aloud. • Monitor the activity around the class and ask some groups to read the dialogue aloud in front of the class.

6 To practise role-playing • Explain the situation. • Remind Ss that they can use the dialogue in Ex. 3 as a model as well as any ideas of their own to complete the task. Encourage Ss to try and be original and not just copy the dialogue.

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1 To stimulate interest in the topic and listen and read for specific information Extra Activity for weaker classes • Refer Ss to the pictures and ask Ss to tell you what Ask Ss to find pictures of various landmarks, stick they know about these landmarks. Elicit answers them on a piece of paper and label them. Ss display and ask Ss to tell you what information they would their posters in the class. like to know about them and write it on the board (e.g. Where are they located? What are they made of? When were they built?) • Play the recording. Ss listen and follow the texts in their books and find the answers to their questions. • Elicit/Explain the meaning of the words in the Check these words box. Suggested Questions 1 How old is the Eiffel Tower? (It is over 100 years old.) 2 How long is the Great Wall? (It is over 6,350 km long.) 3 Where is Buckingham Palace? (It is in London, England.)

2 To read for specific information • Ss read the questions and then read the text again and answer them. • Check Ss’ answers. Answer Key 1 The Eiffel Tower is over 100 years old. 2 It is 324 metres tall. 3 The Great Wall is over 6,350 km long. 4 No, you can’t see it from space. 5 Buckingham Palace is in London, England. 6 There are 775 rooms in Buckingham Palace.

3 To consolidate information from a text This task may be completed with books closed or open. Elicit sentences from various Ss around the class. Suggested Answer Key The Eiffel Tower is in Paris. The Great Wall is 2,000 years old. Buckingham Palace has got 775 rooms.

4 To write about a special building in your country • Explain the task and brainstorm with Ss about special landmarks in your country they may know about. • Assign the task as HW and tell Ss to work in pairs and collect information about a building/landmark using the Internet, encyclopaedias or other reference books and use it to write a short paragraph. • Remind Ss to include the name, location and special features and ask Ss to stick a picture to decorate their piece of writing. (Ss’ own answers)

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1 To predict the content of a text Suggested Answer Key • Direct Ss’ attention to the picture and tell them that this is the London Eye. • Elicit the meaning of Art & Design (a school subject The Swiss Re Tower is in that covers all forms of art) and explain that some London, England. It is an buildings/structures can be considered a work of office building. It is made of art because of their unusual design. glass and steel. It is 180 • Explain the task and allow some time to read metres tall. It looks like a big through the statements and decide which are true gherkin and that is what the and which are not. people of London call it. • Play the recording. Ss listen and follow the text in their books and check if they were correct. Answer Key Sentences 2 and 3 are true.

2 To check comprehension of a text by using target vocabulary to expand the topic • Explain the task and allow Ss time to read the text again. • Elicit/Explain the meaning of the words in the Check these words box. • Read the example aloud and then elicit sentences from Ss around the class. Suggested Answer Key The London Eye is a popular tourist attraction. From the top you can see all of the city of London. It is a huge wheel. The London Eye is steel and glass. It has got 32 capsules. Each capsule has got big windows. It is 135 metres from top to bottom. You can also see Windsor Castle, one of the Queen‘s homes from the top. • Play the video for the Ss and elicit their comments at the end. (Ss’ own answers)

3 ICT To write a short text about a strange structure/building • Explain the task and ask Ss to look up information on the Internet using the key phrase in the search bar or in encyclopaedias/other reference books. Remind them to answer the questions in the rubric. • Ss work in groups and write a short text using the information they collected. • Encourage Ss to stick a picture to illustrate their piece of writing. Ask some Ss to read their text to the class.

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1 To predict the content of a text Suggested Answer Key • Ask Ss to read the first sentence in each paragraph Dear Jane, and elicit what they think the email is about. Hi! How are you? Our house is big. There are seven • Allow Ss some time to read the whole email and rooms. The kitchen, the dining room and the living room check their answers. are downstairs. The living room has got a fireplace. Next • Elicit/Explain the meaning of the words in the to the fireplace is an armchair and there is a carpet on Check these words box. the floor. Upstairs there are three bedrooms and a Answer Key bathroom. My favourite room is my bedroom. My bedroom is The email is about Helen’s new house. small. My bedroom walls are yellow. There is a bed, a bookcase and a wardrobe. Next to the bed is a bedside 2 To understand the topic of each cabinet. There is a mirror on the wall. I like it. paragraph in a text What about you? What’s your house like? Write back soon. • Read the Study Skills box aloud. Linh • Allow Ss time to read the text again and elicit which paragraphs match the topics in the rubric. Answer Key The first paragraph is a description of the house. The second paragraph is a description of Helen’s room.

3 To personalise the topic and talk about your house • In pairs Ss ask and answer the questions. • Ask various Ss to report back to the class on their house to check Ss’ answers. Suggested Answer Key 1 Seven. 2 Two floors. 3 Yellow. 4 There is a bed, a bookcase, a wardrobe, a bedside cabinet and a mirror. 5 Yes, I like it very much.

4 To write an informal email about your house • Explain the task and tell Ss they can use their answers from Ex. 3 to help them. • Ss complete the task in class or it may be assigned as HW. Point out that Ss can use prepositions of place to add to their description and make it more interesting. Also, encourage Ss to use adjectives such as big, small, etc.

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1 To recall vocabulary from the module 5 To check comprehension/ • Explain the task and allow Ss some time to personalise the topic complete it. Allow Ss some time to talk amongst themselves in • Check Ss’ answers around the class. pairs and think about the question. Ask various Ss Suggested Answer Key around the class to say why home is important to the singer and then ask Ss to complete the sentence from wardrobe sink cushion lamp their own point of view. cooker painting bookcase curtains fridge stairs desk bath Suggested Answer Key vase armchair pillow sofa • Home is important to the singer because it is always toilet washbasin mirror carpet waiting for you and it is where your heart is. • I like my home because it is a place where I feel safe and loved. 2 To test knowledge learnt in this module • Explain the task. Allow Ss some time to read the sentences and decide whether each one is true or false. • Alternatively, you may allow Ss to review the module and find the relevant information to help them. Check Ss’ answers. Answer Key 1 F 3 T 5 F 7 T 2 F 4 F 6 F

3 To write a quiz • Explain the task and allow Ss time to look through Module 3 and think of quiz questions in pairs. • Tell Ss they can use the quiz in the previous task as a model. Offer an example. e.g. The London Eye is in Windsor. (F) • Ss swap their quizzes with another pair, do it and then report back to the class. Suggested Answer Key 1 The football house is in Malawi. T 2 Buckingham Palace is very small. F 3 Moths live in wardrobes. T 4 The Melbourne Museum is in Australia. T 5 You can see the Great Wall from space. F 6 The Eiffel Tower is over 100 years old. T

4 Song To read for coherence and cohesion; to understand the author’s purpose • Explain the task and elicit the meanings of the words in the list. • Allow Ss some time to read through the song and fill in the missing words. Play the recording. Ss listen and check their answers. Answer Key 1 buildings 3 sights 5 holiday 2 breath 4 places 6 rest • Play the video for the Ss and elicit their comments at the end. (Ss’ own answers)

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What’s in this module? • Ss close their books. To present the possessive case ▶▶ (’s genitive)/whose, start by pointing to a student Read the title of the module Families and ask Ss to and saying: Who’s [Minh]? (He’s [Lan’s] suggest what they think it means. Go through the brother/best friend, etc.) Write it on the board. topic list and stimulate a discussion to prompt Ss’ Then point to a student’s book and say: Whose interest in the module. book is this? (It’s [Linh’s].) Write it on the board. Indicate some desks in the classroom and say: Find the page numbers for (Whose desks are these? They are the student’s desks.) Write it on the board. Say then write: Who’s • Explain/Elicit the meaning of any unknown the children’s teacher? (I’m the children’s teacher.) words, and then Ss find the page numbers for • Ss open their books. Ask them to read the theory the items listed. box and match the examples you have written on • Ask questions to check Ss’ understanding. the board with the examples in the theory. Elicit Answer Key answers round the class. a poem (p. 54) Do you like poems? What is the poem about? 3 To practise the possessive case (’s genitive)/ whose a family tree (p. 45) What can we see in a family tree? How many • Ask two students to read out the example people are in your family? Have you got any exchange about Sue’s family while the rest of the brothers and sisters? class follow in their books. Ss then ask and answer in pairs about Sue’s family, using the pictures and a famous singer (p. 55) vocabulary in Exs 1 and 2 to extend the activity. Who’s your favourite singer? What type of music • Monitor the activity around the class and help as do you like? Are there many famous singers who necessary. come from your country? Suggested Answer Key a person’s daily routine (p. 48) A: Who’s John? What is your daily routine? What do you do in B: He’s Sue’s brother. Whose dad is Sam? the morning? Is it the same every day? A: He’s Kate and Claire’s dad. Whose sister is Kate? B: She’s Claire’s sister. Who’s Mark? A: He’s Mary’s husband. Who’s Ann? Vocabulary B: She’s Steve’s wife. etc. 1 To present vocabulary for family members • Play the recording. Ss listen and repeat chorally or individually. • Elicit the L1 equivalents from Ss around the class. (Ss’ own answers)

2 To practise vocabulary for family members and present the possessive case (’s genitive)/whose • Direct Ss’ attention to the family tree and explain the task. • Ss complete the task. Check Ss’ answers. Answer Key 2 cousin, her cousin 3 son, their son 4 grandma, her grandma 5 aunt, her aunt 6 nephew, his nephew 7 mum, their mum 8 father-in-law, his father-in-law

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1 a) To introduce the topic and predict the 2 To read for specific information content of the text • Elicit/Explain the meaning of the words in the • Direct Ss to the picture and elicit what they Check these words box. know about the Flintstones and ask them to • Allow Ss time to read the text again if necessary answer the question in the rubric. and answer the questions. • Play the recording. Ss listen and follow the text • Check Ss’ answers. in their books and find out. Answer Key Suggested Answer Key 1 3 The Flintstone family is not an ordinary family. It is a 2 Bowling and golf cartoon family from the Stone Age. 3 She is serious and modern. 4 Baseball 5 Pebbles’ Background information 6 He can play the piano and the drums. ‘The Flintstones’ was a long-running cartoon in the 7 Betty Rubble form of a sitcom produced by Hanna-Barbera in the 8 Barney and Betty Rubble’s son. 1960s. It was very popular. Two live action feature films were made of the Flintstones in 1994 and 2000. • Play the video for the Ss and elicit their comments They were very popular, too. at the end. (Ss’ own answers)

b) To read for specific information • Draw Ss’ attention to the picture again and allow them time to read through the text and use the descriptions in the text to identify the people in the picture. • Check Ss’ answers. Answer Key Left to right – Pebbles, Wilma Flintstone, Fred Flintstone, Pearl Slaghoople, Barney Rubble, Bamm-Bamm, Betty Rubble

From p. 47(T)

11 To prepare and present your family tree Nam is my dad. He’s 45 years old. He’s clever. He can • Explain the task and refer Ss back to the family tree play golf really well. on p. 45. Linh is my mum. She’s 42 years old. She is kind. She can • Allow Ss time to make their family tree and then play the piano. etc. choose various Ss to present their family members to the class. Extra Activity for weaker classes Suggested Answer Key Ss find pictures of their family members and present Minh is my granddad. He’s 74 years old. He’s really their families to the class. e.g. This is my dad Nam. funny. He can make people laugh. He’s a teacher. etc. Thu is my grandma. She’s 70 years old. She’s friendly. She can cook really well.

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3 To paraphrase a text 7 To explain the position of adjectives in sentences Explain the task and then ask various Ss to present the Flintstones and the Rubbles to the rest of the class. Read the theory aloud and elicit other examples from Suggested Answer Key Ss around the class. Then elicit examples from the text on p. 46. Fred Flintstone is tall and dark. He is noisy and funny. He likes eating, bowling and golf. Suggested Answer Key Wilma Flintstone is Fred’s wife. She has got red hair. She – Fred Flintstone is tall – He is quiet and a bit silly is serious. She likes housework. – she is very modern – she is kind and calm, etc. Pearl Slaghoople is Wilma’s mother. She doesn’t like Fred – she is very cute at all. Pebbles Flintstone is Fred and Wilma’s daughter. She has 8 To practise making sentences with got red hair. She is cute and clever. adjectives Barney Rubble is short with fair hair. He is quiet and silly. He can play the piano and the drums. Explain the task and allow Ss time to complete it, then Betty Rubble is Barney’s wife. She is kind and calm and check Ss’ answers. likes to help people. Answer Key Bamm-Bamm is Barney and Betty’s son. He has got fair 1 Jane is very funny. hair. He is very strong and he helps around the house. 2 He is a very quiet boy. 3 They are noisy. 4 To present character adjectives and 4 Phong is a clever student. opposites 5 Steve and Mary are very serious. • Play the recording. Ss listen and repeat chorally or individually. 9 To listen for specific information • Read the Study Skills box aloud and explain what • Explain the task and play the recording. Ss listen an opposite is and give some examples (e.g. tall – and identify each of the people. short, black – white, big – small, etc). Answer Key • Allow Ss time to find the opposites and check with their partner, then check answers with the class. John is Peter’s dad. Laura is Peter’s sister. Answer Key Mark is Peter’s brother. funny ≠ serious quiet ≠ noisy strong ≠ weak clever ≠ silly polite ≠ rude • Play the recording again. Ss listen and then describe each person’s character. Answer Key 5 To practise character adjectives and opposites John is very funny. Laura is very quiet. • Explain the task and give Ss time to complete it. Mark is strong. • Check Ss’ answers around the class. Answer Key 10 To describe your family members’ 1 quiet 3 ugly 5 weak characters 2 hardworking 4 clever 6 rude Explain the task. Ss work in pairs and complete the task. Monitor the activity around the class and then 6 To talk about family and friends using ask some pairs to report back to the class. character adjectives and mime Suggested Answer Key • Explain the task and go through the example. A: Who’s Minh? • Ss work in pairs and complete the task. Monitor B: He’s my dad. He’s very funny. the activity around the class and then choose A: Who’s Hoa? various Ss to mime adjectives for the class. B: She’s my sister. She’s very quiet. (Ss’ own answers) A: Who’s Quang? B: He’s my brother. He’s very noisy. A: Who’s Mai? B: She’s my mum. She’s very polite.

11 See p. 46(T)

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1 To present the present simple affirmative 3 To practise using the present simple to and understand its use for routines/habits, talk about daily routines repeated actions and permanent states • Explain the task. Draw Ss’ attention to the diagram • Ss close their books. Present the present simple. and direct Ss to picture 1 and read the example Say: I live in Ha Noi. Write it on the board. Underline sentence aloud. live and explain that this verb is in the present • Go through the phrases in the box or ask Ss to look simple. up the meanings of these phrases in the Word List, Point to a S and say: You live in Ha Noi. Then write then tell Ss to make sentences for each of the it on the board. Underline live. activities 2-11 in the diagram using these phrases. Point to a male S and say: He lives in Ha Noi. Answer Key Then write it on the board. Underline lives. Explain 2 Kevin has breakfast in the morning. that the third person singular usually takes an -s. 3 Kevin goes to school in the morning. Present the other persons in the same way. 4 Kevin has lunch in the afternoon. • Explain the spelling rules of the third person 5 Kevin does his homework in the afternoon. singular by writing the verbs miss, finish, watch, 6 Kevin goes to the gym in the afternoon. mix, go, cry on the board. Stress the difference 7 Kevin plays computer games in the afternoon. between the spelling of play and cry. 8 Kevin meets his friends in the afternoon. • Ss open their books. Read the table aloud. Focus 9 Kevin has dinner in the evening. Ss’ attention on the uses of the tense (for repeated 10 Kevin watches TV in the evening. actions, permanent states and habits). 11 Kevin goes to bed in the evening.

2 To consolidate the spelling rules of the 4 To consolidate and personalise the use of third person singular in the present simple the present simple • Explain the task and any unknown verbs. Ss work in pairs and tell each other their daily routines. Alternatively, Ss can look up the verbs in the Word Monitor the activity around the class and then ask List or in their dictionaries. some Ss to tell their daily routine to the class. • Allow Ss some time to complete the task and check Ss’ answers on the board. Suggested Answer Key Answer Key • I get up early in the morning. Then, I have breakfast. After that I go to school. 2 he leaves 6 he works • In the afternoon I do my homework and play on my 3 he watches 7 he goes computer. 4 he runs 8 he washes • In the evening I have dinner and then I watch a DVD. 5 he says Then, I go to bed.

Game 5 To pronounce \s\, \z\, \Iz\ Play a game to drill Ss. Say various verbs in the first • Explain the task and explain that -s (third person person singular. Ss, in teams, say the third person singular verb ending) can be pronounced in three singular. Check spelling on the board. Each correct different ways. sentence gets 1 point. The team with the most • Play the recording Ss listen and tick the correct points is the winner. box. Check Ss’ answers. T: I brush. • Play the recording again. Ss listen and repeat Team A S1: He brushes (B-R-U-S-H-E-S) either chorally or individually. T: I fix Answer Key Team B S1: He fixes (F-I-X-E-S) etc. \s\ \z\ \Iz\ \s\ \z\ \Iz\ lives ✓ writes ✓ walks ✓ teaches ✓ goes ✓ relaxes ✓

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6 To present the present simple negative/ 10 a) To present like/love/hate + -ing form interrogative • Explain the meanings of like/love/hate and elicit • Ss close their books. Write on the board: I don’t like the L1 equivalents for the sentences from Ss Mondays. She doesn’t like Mondays. Underline I around the class. don’t in the first sentence and She doesn’t in the (Ss’ own answers) second sentence. Explain that we use I/you/we/they do not/don’t and he/she/it does not/doesn’t to form • Explain that when we use these verbs the the negative of the present simple. Point out that nouns that follow that refer to an action always the main verb is the same for all persons. have an -ing ending. e.g. swimming, running, • Then write on the board: Do I like Mondays? No, I dancing etc. don’t. Does she like Mondays? No, she doesn’t. • Explain the spelling rules. (Most forms are the Explain that we use Do I/you/we/they and Does base form of the verb + -ing (play – playing). he/she/it to form questions in the present simple. Verbs that end in a consonant + e drop the -e Focus Ss’ attention on the position of do/does and add -ing (dance – dancing). Verbs ending (before the personal pronoun). We answer in the in a vowel + consonant, double the consonant short form with Yes/No, I/you/we/they/do/don’t and add -ing (run – running).) and he/she/it does/doesn’t. • Ask Ss questions to check their understanding. b) To practise like/love/hate + -ing T: Do you like sport? S2: Yes, she does./ • Explain the task and read out the example. S1: Yes, I do./ No, she doesn’t. • Ss complete the task and then check Ss’ No, I don’t. T: Are we in class? answers on the board. T: Does your mum work? S3: Yes, we are. etc. Suggested Answer Key • Ss open their books and read the table. 2 getting up early 6 going to the gym 3 playing golf 7 playing computer games 7 To practise using the present simple in 4 doing housework 8 making dinner the negative 5 playing baseball Allow Ss time to complete the sentences and check Ss’ answers on the board. 11 To write a short text about a typical day Answer Key Explain the task. Ss write their daily routines and take 1 doesn’t 3 don’t 5 don’t turns to read them to the rest of the class. After each 2 doesn’t 4 doesn’t 6 doesn’t S has read theirs, ask the class if they have a similar one. Remind Ss to use the present simple affirmative 8 To practise using the present simple in and the vocabulary presented in this unit. the interrogative Suggested Answer Key Explain the task and allow Ss time to complete the ... I have breakfast in the morning. Then I go to school. sentences. Check Ss’ answers. In the afternoon, I have lunch and then I do my Answer Key homework. I see my friends and play computer games in the evening. Most of my classmates have got a similar 1 Do, do 3 Does, doesn’t 5 Does, doesn’t daily routine. 2 Do, do 4 Do, don’t

9 To ask and answer about your family Extra Activity for weaker classes using the present simple interrogative Write on the board: In the morning I ... up at ... o’clock • Explain the task. Ask a pair of Ss to read the and ... my breakfast. At 7 o’clock I go to ... . In the example aloud. afternoon, I ... my homework and ... on my computer. • Ss do the task in pairs. Monitor the activity around At 7 o’clock I ... my dinner and at 10 o’clock ... the the class and then ask some pairs to act out their evening I ... to bed. exchanges in front of the class. Ask Ss to complete the missing words. Suggested Answer Key 2 Do, Yes, I do. 5 Do, Yes, I do. 3 Does, Yes, he does. 6 Do, No, I don’t. 4 Do, No, I don’t. 7 Does, Yes, she does.

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4c

1 To introduce the topic Direct Ss’ attention to the pictures and elicit answers to the questions in the rubric. Suggested Answer Key The pictures show David Beckham. He is a famous footballer.

Background information David Beckham is one of the most famous British footballers. He was born on 2nd May, 1975 in Leytonstone, East London. He attended Bobby Charlton’s football school in Manchester. From 1992-2003 Beckham made 400 appearances for Manchester United and scored 62 goals. He was a member of the England National team and played over a hundred times for his country. His favourite number is 7.

2 To predict the content of a text • Read the Study Skills box aloud and then ask Ss to read the title of the text and the first and last sentence in each paragraph. Elicit what they think the text is about. • Play the recording. Ss listen and follow the text in their books and check if their guesses were correct. Answer Key The text is about a man who looks like Beckham and whose job is to double for David Beckham.

3 To read for specific information • Allow Ss time to read the text again and answer the questions. • Ask Ss to use their dictionaries to look up the meanings of the words in the Check these words box. • Check Ss’ answers. Answer Key 1 T 3 T 5 T 7 NM 2 NM 4 F 6 NM 8 F • Play the video for the Ss and elicit their comments at the end. (Ss’ own answers)

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4 To practise new vocabulary 7 To personalise the topic by asking about parents’ jobs Explain the task and give Ss time to complete it, then check Ss’ answers. • Ss work in pairs and ask and answer, as in the Answer Key example. • Ask various pairs to ask and answer in front of the 1 autograph 4 appearances class. 2 professional 5 similar 3 doubles Suggested Answer Key A: What does your mum do? 5 To act out an interview B: She’s a teacher. What does your dad do? A: He’s a vet. • Explain the task and read the example aloud. • Ss work in pairs. Ask Ss to prepare their questions 8 To listen for specific information based on the text in Ex. 2. Ss take roles and act out their interviews. Remind Ss to refer back to the text • Explain the task. Ss listen and match the people to for ideas. the jobs. • Monitor the activity around the class and then ask • Check Ss’ answers. some pairs to act out their interviews in front of Answer Key the class. 1 B 2 G 3 C 4 F 5 E 6 A Suggested Answer Key

A: Who do you look like? 9 To write an email about your family B: I look like David Beckham. A: What do you do? Explain the task and allow Ss some time to complete B: I double for David on TV commercials and films. it. Alternatively, assign as HW. Then ask some Ss to A: Do you sound like David Beckham? read their emails aloud to the class. B: Yes, I do. Suggested Answer Key A: Do you like your job? From: Hai B: Yes, I do. To: Pete Subject: My family 6 To present and practise vocabulary for jobs Dear Pete, • Play the recording. Ss listen and repeat chorally or There are four members in my family. My dad’s very individually. Elicit the L1 equivalents. clever. He’s 42 years old and he works as a teacher. My (Ss’ own answers) mum is 40 years old and she’s very kind. My brother Nam is very noisy. He’s 4 years old. My sister Lan is • Go through the phrases and explain/elicit the serious. She’s 10 years old. meaning of any unknown words. Alternatively, ask What about your family? Ss to look up the meanings of any words they do Write back soon! not know in the Word List or in their dictionaries. Hai • Explain the task and read the example aloud. Ss then make sentences using the phrases. Ask various Ss around the class to say their sentences Game aloud. Work in pairs. Mime a job. Your partner guesses what Answer Key the job is. A vet looks after sick animals. A: (mimes typing on a keyboard & asks: what do I do?). A photographer takes photographs. B: You are a secretary. etc. A mechanic repairs cars. A pilot flies planes. A nurse looks after sick people. A footballer plays football. A secretary types letters. A teacher teaches children.

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4d

1 To practise telling the time 5 To practise role-playing and act out • Read through the table eliciting/explaining any a dialogue unknown words. • Explain the task. Ss work in pairs and choose one • Choose two Ss to read the example aloud. Allow Ss of the situations. Remind Ss that they can use the time to do the task in closed pairs. dialogue in Ex. 2 as a model. • Ask some pairs to act out their exchanges. • Ss complete the task in pairs. To help Ss, draw the Suggested Answer Key following diagram on the board and elicit appropriate phrases Ss should use. Write them on • A: What’s the time, please? the board. Ss can refer to the diagram while doing B: It’s four o’clock. the task. • A: Have you got the time, please? B: It’s ten to four. Suggested Answer Key • A: What time is it, please? Student A Student B B: It’s twenty to three. Hi! Are you free ...? (Greet Hi. I think so. Why? • A: What’s the time please? friend & ask about plans.) (Greet & ask reason.) B: It’s half past eight. Do you want to ...? Sure. What time ...? Game (Suggest doing sth.) (Agree. Ask when it opens.) Play in teams. One S uses his/her arms to show the At ... (Respond.) time. The other team guesses the time. Each correct At ... (Respond.) What time ...? guess gets one point. The team with the most points (Ask when it closes.) is the winner. Yes, ... See you ... Is ... OK ...? (Agree & say goodbye.) (Suggest a time.)

2 To identify the context of a dialogue • Monitor the activity around the class and then ask pairs of Ss to act out their dialogues in front of the • Read the sentences aloud and elicit the L1 class. equivalents. Suggested Answer Key (Ss’ own answers) Thu: Hi, Linh! • Elicit what the dialogue is about (making plans to Linh: Hi, Thu. Are you free this evening? play a sport). Thu: I think so. Why? • Play the recording. Ss listen and follow the text in Linh: Do you want to go swimming with me? their books and find out. Thu: OK. What time does the pool open? Linh: At six o’clock. 3 To read for specific information Thu: What time does it close? Linh: At nine o’clock. • Allow Ss time to read the dialogue again and Thu: Is 6:30 OK with you? answer the questions. Linh: Yes, that’s fine. See you there. • Check Ss’ answers. Answer Key Minh: Hi, Nam! Nam: Hi, Minh. Are you free on Saturday morning? 1 Helen wants to practise basketball. Minh: I think so. Why? 2 From half past three to seven. Nam: Do you want to go to the Computer Club with me? 3 4:30 Minh: All right. What time does the computer room open? • Have Ss read out the dialogue in pairs. Nam: At half past eight. Minh: What time does it close? 4 To learn synonymous phrases Nam: At twelve o’clock. Minh: Is 9:00 OK with you? Read the phrases aloud. Refer Ss back to the dialogue Nam: Yes, that’s fine. See you there. and elicit the synonymous ones from various Ss around the class. Answer Key 1 Yes, that’s fine. 3 What time does the court open? 2 I think so. 4 See you there!

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4e

1 To predict the content of a text • Choose various Ss to read the title and the headings. • Elicit Ss’ ideas as to what the text is about. • Play the recording. Ss listen and follow the text in their books and check their guesses. Answer Key The text is about special days that celebrate family relationships.

2 To read for specific information • Allow Ss some time to read the text again and answer the questions. • Elicit/Explain the meaning of the words in the Check these words box. • Check Ss’ answers. Answer Key 1 F 2 T 3 T 4 F • Play the video for the Ss and elicit their comments at the end. (Ss’ own answers)

3 To personalise the topic Allow Ss some time to complete the sentences about themselves then ask various Ss around the class to read their sentences aloud. Suggested Answer Key 1 she’s very clever 3 he’s/she’s very funny 2 he’s very strong 4 they are nice

4 To write about Father’s Day celebrations in your country • Explain the task and allow Ss some time to write about Father’s Day in their country. Remind Ss to use the texts in Ex. 1 as a model. • Alternatively, assign as HW. Ask various Ss to read their text aloud to the class. Suggested Answer Key I think we should celebrate Father’s Day in Viet Nam because it’s important to show our love to our dads. There are many things we can do to celebrate this special day. We can have a big party and invite friends and family. We can also make handmade gifts and cards. Most of all, everyone can give their father a relaxing day without any worries.

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4f

1 a) To introduce the topic through pictures Direct Ss’ attention to the pictures and read the headings aloud. Elaborate on each type of family and ask various Ss to say what sort of family theirs is. (Ss’ own answers)

b) To listen and read for specific information • Play the recording. Ss listen and follow the text in their books and answer the question in the rubric. • Elicit/Explain the meaning of the words in the Check these words box. • Check Ss’ answers. Answer Key the speaker – nuclear family the girl next door to the speaker – single parent family the boy living up the street – extended family

2 To learn about rhyme • Explain the task and test Ss’ understanding of rhyme by saying a word e.g. day and asking Ss to say a rhyming word e.g. say. • Elicit the rhyming words in the second verse and an answer to the question in the rubric. Check Ss’ answers. Answer Key dad – glad, door – more, street – Pete, too – you, day – away, apart – heart The first verse hasn’t got any rhyming words.

3 To personalise the topic Ask Ss to think of reasons their family is important to them. Invite them to use vocabulary from the module. Ss read their sentences to the class. Suggested Answer Key Family is the people who live in your heart. ... we look after each other.

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4g

1 To identify a text type 5 To write a blog entry describing your favourite singer • Direct Ss’ attention to the text and elicit what type • Explain the task and remind Ss they can use their of text Ss think it is. answers to Ex. 4 to help them and the text in Ex. 1 • Play the recording. Ss listen and follow the text in as a model. their books. Elicit what the text is about. • Allow Ss time to complete the task and check Ss’ • Explain/Elicit the meaning of the words in the answers by asking various Ss to read their blog Check these words box. entries aloud. Answer Key • Alternatively, assign as HW. The text is a blog. (Ss’ own answers) It is about Jamie’s favourite singer, Leona Lewis. Extra Activity for weaker classes 2 To read for specific information Write the text in the Suggested Answer Key with • Allow Ss some time to read the text again and gaps. Give a list of missing words and ask Ss to answer the questions. complete the text using it. • Check Ss’ answers. Suggested list of words: voice, song, speak, sisters, Answer Key listening (in jumbled order) 1 She is from Britain. 2 She is a singer. 3 She’s got two brothers. 4 Yes, she can. 5 His name is Rome. 6 No, she doesn’t eat meat.

3 To understand subject/verb order • Read the Study Skills box aloud and give further examples if necessary. • Explain the task and allow Ss time to complete it. Check Ss’ answers on the board. Answer Key 1 Jenny is English. 2 She doesn’t like football. 3 Do they play the guitar? 4 He can’t play the piano. 5 Has he got a pet? 6 Are they Vietnamese? 7 He doesn’t like vegetables. 8 Her mum is a teacher.

4 ICT To personalise the topic • Ask Ss to look up information on the Internet or look in encyclopaedias/other reference books. • Allow time for Ss to collect information and prepare their presentations. Alternatively, assign the task as HW. • Ask Ss to present their work to the class. (Ss’ own answers)

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4

1 To practise solving riddles 4 Song To listen and read for specific information • Explain the task and allow Ss some time to complete it. • Ask Ss to say as many phrases as possible related to • Check Ss’ answers. their daily routines. Play the song. Ss listen and say Suggested Answer Key which ones are mentioned in the song. • Play the recording again for Ss to sing along. 1 granddad 4 grandma 2 aunt 5 brother (Ss’ own answers) 3 cousin • Play the video for the Ss and elicit their comments at the end. 2 To test knowledge learnt in this module (Ss’ own answers) • Explain the task. Allow Ss some time to read the questions and think of the correct information to answer the questions. Game • Alternatively, you may allow Ss to review the Ss think of a famous cartoon character, actor, module and find the relevant information to footballer, etc, then they think of his/her daily answer the questions. Check Ss’ answers. routine. Ss mime the person’s daily routine activities. Answer Key The class guesses what the person does in the 1 Wilma morning/afternoon/evening. 2 Yes, he can. S1: I’m ...... In the morning I ...... 3 grandma (mimes wake up). 4 looks after sick people S2: wake up 5 Someone who looks like a famous person and goes to S1: at 7 o’clock and ...... (mimes go jogging). places where the stars they look alike can’t go. S2: go jogging, etc 6 flies planes 7 Dino, a dinosaur 8 It has two parents and children.

3 To write a quiz • Explain the task and allow Ss time to look through Module 4 and think of quiz questions in pairs. • Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. What is the word for your mother’s brother? (uncle). • Ss swap their quizzes with another pair, do it and then report back to the class. Suggested Answer Key 1 Does Fred Flintstone like golf? (Yes, he does.) 2 What pet has Bamm-Bamm got? (A kangaroo.) 3 What is the opposite of quiet? (noisy) 4 What is David Beckham’s job? (He is a footballer.) 5 What is Andy Harmer’s job? (He is Beckham’s look-alike.) 6 Who is Leona Lewis? (a British singer) 7 When is Father’s Day in Canada? (on the third Sunday in June) 8 Where do people celebrate Twins Day? (in Ohio, USA)

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Great animals!

▶▶ What’s in this module? 3 To recognise animal sounds Read the title of the module Great animals! and ask Ss • Play the recording. Ss listen and identify which to suggest what they think it means. Go through the animals they hear. topic list and stimulate a discussion to prompt Ss’ Answer Key interest in the module. cow, horse, duck, chicken, sheep, elephant Find the page numbers for

• Explain/Elicit the meaning of any unknown words, and then Ss find the page numbers for the items listed. • Ask questions to check Ss’ understanding. Answer Key a quiz (p. 68) Do you like to do quizzes? Are you good at quizzes?

a fact file about a bird (p. 59) Where can you see fact files? What do they tell us? a song (p. 68) What songs do you like? What songs do you know about birds?

Vocabulary 1 To present animals • Play the recording. Ss listen and repeat chorally or individually. • Elicit the L1 equivalents from Ss around the class. (Ss’ own answers)

2 To categorise new vocabulary • Explain the task and write the headings on the board. Explain/Elicit the meaning of any unknown words (e.g. farm – a place to raise animals to sell for meat, the wild – a place where animals are free). • Go through the examples and then elicit which animals go under which headings. Check Ss’ answers on the board. Suggested Answer Key domestic: sheep, cow, horse, duck, chicken wild: fox, squirrel, bear, eagle, chimpanzee, rabbit, elephant, duck, horse pet: horse, rabbit, hamster

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5a

1 To introduce the topic and stimulate interest in the text • Direct Ss’ attention to the pictures and ask if they know the names of these fish or anything about these fish. Elicit a variety of questions about them and write three of them on the board, one for each fish. • Play the recording. Ss listen and follow the text in their books and check if their questions were answered. Suggested Answer Key The fish in the pictures are strange. They are probably exotic fish. Can the puffer fish swim fast? No, it can’t. Where does the parrotfish live? The parrotfish lives near coral reefs. Is the lionfish dangerous? Yes, the lionfish has got poisonous spines.

2 To read for specific information • Allow Ss some time to read the text again and answer the questions. • Elicit/Explain the meaning of the words in the Check these words box and draw Ss’ attention to the Amazing Fact box. • Check Ss’ answers. Answer Key 1 They are small and round with spikes. 2 They puff themselves up like a big balloon and frighten other fish away. 3 It looks like a parrot’s beak. 4 They live near coral reefs. 5 They sleep under or between rocks. 6 They hunt at night. 7 It has got poisonous spines. • Play the video for the Ss and elicit their comments at the end. (Ss’ own answers)

3 To consolidate new vocabulary/ information in a text Explain the task and give Ss time to complete it. Then check Ss’ answers around the class. Suggested Answer Key 1 home to 4 hide 2 spikes 5 spines 3 coral reefs

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5a

4 To consolidate information in a text 7 To listen for specific information • Allow Ss a minute to go through the texts. Ss close • Ask Ss to read through the fact file and think about their books. what type of information is missing from each gap. • Ss work in pairs and talk about the texts and say • Play the recording. Ss listen and fill the gaps. what they remember from each one. Check Ss’ answers. • Ask various pairs to report back to the class. Answer Key Suggested Answer Key 1 black 4 wings 7 20-30 Puffer fish are poisonous. They have got spikes. They are 2 beak 5 65 clumsy but clever. 3 (very) sharp 6 fish The lionfish have got lots of spines. They live alone and hunt at night. They sometimes eat their own babies. 8 To write a fact file The parrotfish have got a lot of teeth. They live near coral reefs. They hide under rocks. • Assign the task as HW and tell Ss they can find information on the Internet or in an encyclopaedia 5 To present vocabulary for parts of animals or use other reference books to help them write their fact files. Play the recording. Ss listen and repeat chorally or • Check Ss’ answers by asking various Ss to read individually and then elicit the L1 equivalents. their fact files out to the class. (Ss’ own answers) Suggested Answer Key Name: penguin 6 a) To use adjectives for description Colour: black and white • Explain the task. Explain/Elicit the meaning of Has got: thick feathers, big body, wings, small head, the adjectives. Direct Ss to the Word List or their long beak dictionaries to look up any unknown words. It is 0.5 metres tall and weighs about 30 kilos. • Ss complete the descriptions. Check Ss’ Eats: fish answers on the board. Lives for: about 20 years Answer Key Penguins are black and white. They have got thick feathers, a big body, wings, a small head and a long Parrot beak. They are 0.5 metres tall and weigh about 30 kilos. 1 sharp beak 3 sharp claws They eat fish and they live about 20 years. 2 small body 4 long tail Bear 1 wide mouth 3 small ears 5 thick fur 2 big nose 4 sharp teeth Giraffe 1 long neck 3 small head 2 thin tail 4 long legs

b) To ask and answer about animals • Explain the task and read the example aloud. Ss work in pairs and ask and answer questions to guess the animals. Remind Ss to use their answers from Ex. 6a to help them. • Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. Suggested Answer Key … thick fur? B: Yes, it has. A: Has it got a wide mouth? B: Yes, it has. A: Is it a bear? B: Yes, it is. etc

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5b

1 To learn and understand the position of A: How often do you get up early? adverbs of frequency in sentences B: I often get up early. • Explain the task and ask various Ss to read the A: How often do you go to bed late? sentences aloud. B: I sometimes go to bed late. • Ask questions to elicit the information to complete the rule (e.g. Which word is the verb in the first 4 To practise using adverbs of frequency sentence? (are) Which is the adverb of frequency? Allow Ss time to complete the sentences and elicit (always) Where is the adverb of frequency in the first answers from Ss around the class. sentence, before or after the verb? (after). Which word is the verb in the second sentence? (eat) Which Suggested Answer Key is the adverb of frequency? (usually) Where is the 1 I usually get up at 7 in the morning. adverb of frequency in the second sentence, before or 2 I never walk to school. after the verb? (before). Continue with all the 3 I often watch TV in the evening. sentences. 4 I sometimes go to the cinema with my friends. • Ss complete the rule in pairs. Check Ss’ answers. 5 I never go jogging in the evening. Answer Key Adverbs of frequency usually go before the main verb but 5 To practise using adverbs of frequency after the verb ‘to be’. Allow Ss time to complete the sentences about • Elicit the L1 equivalents. themselves and then check Ss’ answers. (Ss’ own answers) (Ss’ own answers)

2 To practise using adverbs of frequency 6 a) To present prepositions of time • Explain the task and allow Ss some time to • Go through the box and explain the use of complete the sentences about themselves. prepositions of time. • Check Ss’ answers. • Check Ss’ understanding by saying different Suggested Answer Key times and eliciting the correct prepositions from Ss around the class. 1 I often walk to school. 2 My friend sometimes watches TV in the afternoon. T: night T: July 3 My parents never go to the cinema. S1: at night S2: in July, etc. 4 I usually meet my friends after school. 5 My mum always cooks dinner. 6 I often have a shower in the morning. b) To practise using prepositions of time • Allow Ss some time to complete the sentences. 3 To talk about habits using adverbs of • Check Ss’ answers. Ss justify their answers. frequency Answer Key • Explain the task. Choose two Ss to read the 1 On 3 in 5 in 7 at 9 at 11 at example aloud. Ss work in pairs and complete the 2 at 4 at 6 At 8 in 10 On 12 at task. • Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. Suggested Answer Key A: How often do you go swimming? B: I usually go swimming on Saturdays. A: How often do you watch TV? B: I sometimes watch TV in the evening. A: How often do you play tennis? B: I never play tennis. A: How often do you tidy your room? B: I always tidy my room on Saturdays. A: How often do you go to the theatre? B: I never go to the theatre.

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7 To present comparatives & superlatives Answer Key • Ss close their books. Explain that we use the 1 faster 3 thinner 5 stronger comparative form to compare two people, 2 more 4 longer 6 more powerful things, places, etc. We usually use than with comparative adjectives. Minh is taller than Quang. 9 To practise superlative forms We use the superlative form to compare one • Explain the task and give Ss’ some time to person/thing, etc with the entire group. Phong is complete it. the tallest boy in the class. • Check Ss’ answers. NOTE: We use (not) as + adjective + as to show that two people/things etc are (not) similar. The Suggested Answer Key white bag is not as expensive as the brown one. 1 biggest 3 largest 5 most unusual Form 2 the heaviest 4 strongest 6 the most aggressive • With one-syllable and two-syllable adjectives, we form the comparative by adding -er and the 10 To practise making comparisons superlative by adding -est. big – bigger – the biggest • With adjectives of more than two syllables, we • Explain the task and read out the example. form the comparative with more and the • Ss complete the task. superlative with the most. Answer Key expensive – more expensive – the most expensive 2 A: Cats are friendly. • With some two-syllables adjectives, such as clever, B: Yes, but dogs are friendlier than cats. narrow, gentle, friendly etc, we form the A: Rabbits are the friendliest of all. comparative and superlative either with -er/-est or 3 A: Foxes are dangerous. with more/most. friendly – friendlier – the friendliest B: Yes, but bears are more dangerous than foxes. or friendly – more friendly – the most friendly A: Pumas are the most dangerous of all. Spelling 4 A: Eagles are beautiful. • With one-syllable adjectives ending in -e, we add B: Yes, but parrots are more beautiful than eagles. -r in the comparative and -st in the superlative A: Flamingos are the most beautiful of all. form. simple – simpler – the simplest 5 A: Dolphins are funny. • With one-syllable adjectives ending in a vowel + a B: Yes, but puffer fish are funnier than dolphins. consonant, we double the last consonant and add A: Chimps are the funniest of all. -er/-est. fat – fatter – the fattest 6 A: Lionfish are colourful. • With two-syllable adjectives ending in -ly or -y, B: Yes, but parrot fish are more colourful than lionfish. we change the -y to i and add -er/-est. A: Peacocks are the most colourful of all. happy – happier – the happiest 7 A: Rabbits are small. Irregular forms B: Yes, but squirrels are smaller than rabbits. Write the following on the board: A: Hamsters are the smallest of all. • very + adjective/adverb It’s very dark in here. • much + comparative form of adjective/adverb This dress is much more colourful than the other one. 11 To present adverbs of degree • (not) as + adjective/adverb + as • Go through the table and explain that we use He’s as quiet as a mouse. adverbs of degree to give more information about She isn’t as beautiful as her friend. the extent or degree of a quality/feature that the • a bit + comparative form of adjective/adverb person/animal/object etc has. Read out the table. It’s a bit warmer today than yesterday. • Explain the task and read out the example • Ss open their books. sentence. • Go through the table with Ss and elicit if there are • Ss complete the task, using the key in the table. any similar structures in Ss’ L1 and then elicit the • Check Ss’ answers. L1 equivalents for the examples from various Ss Answer Key around the class. 2 Rabbits have got quite small bodies. (Ss’ own answers) 3 Pigeons have not got very long tails./Pigeons’ tails are not very long. 8 To practise comparative forms 4 Goats have got very big horns. 5 Elephants have got extremely big ears. • Explain the task and allow Ss some time to complete it. 12 See p. 62(T) • Check Ss’ answers around the class.

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1 To predict the content of a text Suggested Answer Key • Direct Ss’ attention to the pictures and elicit what Name: Cat Festival animals they show and what is happening. Place: Ypres, Belgium • Play the recording. Ss listen and follow the text in Date: the second weekend in May every three years their books. Activities: treasure hunt for children, fireworks, parade Suggested Answer Key with colourful floats and music bands, people dance and wear cat costumes, crown a Cat Queen The picture on the right shows a cat on a float in a parade. The Cat Festival takes place in Ypres, Belgium during the The picture on the left shows an elephant in a parade second weekend in May every three years. There is a with a man on top. I think they must be festivals. treasure hunt for children, fireworks, a parade with colourful floats and music bands. People dance and wear cat costumes and they crown a Cat Queen. 2 To read for specific information Name: Elephant Festival • Allow Ss some time to read the text again and Place: Surin, Thailand answer the questions. Date: third Saturday of November every year • Elicit/Explain the meaning of the words in the Check Activities: elephants compete in races and perform, they these words box and read the Famous quotation do tricks and play football aloud. • Check Ss’ answers. The Elephant Festival takes place in Surin in Thailand on Answer Key the third Saturday of November every year. Elephants 1 Every three years. compete in races, perform, do tricks and play football. 2 They can hunt for treasure. 3 In the second weekend in May. Background information 4 Surin in Thailand. Belgium is a small country in Northwest Europe. It 5 Thailand. has borders with France, Luxembourg, Germany, 6 They compete in various races, perform, do tricks Holland and the North Sea. Belgium has a and play football. population of about 11 million. The people speak 7 Two days. French, German and Dutch. The capital is Brussels. Ypres is a city in the southeast of Belgium. About • Play the video for the Ss and elicit their comments 35,000 people live there. Many battles took place at the end. there in WW1 but now it is called ‘the city of peace’. (Ss’ own answers) Thailand is in Southeast Asia. It has borders with Laos, Myanmar, Cambodia, Malaysia and the 3 To present the festivals to the class Andaman Sea. It has got a population of about 68 million. The capital is Bangkok. • Explain the task and write the headings on the Surin is a town in Surin province in Thailand. It is board. around 431 km northeast of Bangkok. It has got a • Allow Ss time to make their notes then choose population of about 40,000. various Ss to present the festivals to the rest of the class.

From p. 61(T)

12 To practise making comparisons Suggested Answer Key • Explain the task and allow Ss some time to Bears are heavier than sheep and rabbits. complete it writing comparative sentences. Bears are stronger than sheep and rabbits. • Check Ss’ answers around the class. Bears are more dangerous than sheep and rabbits. Sheep are heavier than rabbits. Sheep are stronger than rabbits. Rabbits are faster than bears. Rabbits are thinner than bears and sheep. etc.

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4 To consolidate information in a text • Encourage Ss to stick a picture to illustrate their • Explain the task. Ss complete the task. piece of writing. Ask some Ss to read their text to • Check Ss’ answers. the class. Answer Key (Ss’ own answers) 1 c 2 e 3 a 4 d 5 b 6 f

5 To learn questions with how • Explain that we use questions with how + adjective to ask about the quantity or degree of something. • Read aloud the example questions and answers about the tiger and then elicit the L1 equivalents for the examples from various Ss around the class. • Give Ss some time to complete the questions about the iguana. • Check Ss’ answers. Answer Key 1 How much 4 How many 2 How many 5 How long 3 How fast

6 a) To listen for specific information • Explain the task and ask Ss to copy the fact file into their notebooks. • Play the recording. Ss listen and complete the fact file. Answer Key 1 Fire Ant Festival. 2 Georgia 3 fourth weekend in March 4 drive-in cinema, fireworks, a 5 km run, a health fair, an art show, a car show, a street dance

b) To write a short paragraph about a festival • Ask Ss to use the fact file and write a short paragraph about the festival. • Check Ss’ answer key asking various Ss to read their paragraphs aloud. Suggested Answer Key The Fire Ant Festival takes place in Ashburn, Georgia, on the fourth weekend in March. There is a carnival, a drive-in cinema, fireworks, a 5 km run, a health fair, an art show, a car show and a street dance.

7 ICT To write about a festival related to animals • Ask Ss to work in groups and look up information on the Internet using the key phrase in the search bar or in encyclopaedias/other reference books. • Ss work in groups of three and write a short text using the information they collected.

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1 To identify the context of a dialogue and Student A Student B practise pronunciation Would you like … Sure. What …? • Explain the task. Ss read the sentences and say (Ask friend if he/she (Agree. Ask what it is.) what they think the dialogue is about (a strange wants to see pet.) pet sb has that frightens their friend). Here … It’s … Oh…! Get it away … • Play the recording. Ss listen and follow the text in (Say name/age.) (React with fear.) their books. What’s wrong? I’m afraid … • Ask various Ss to say the L1 equivalents for the (Ask what is wrong.) (Explain why you are phrases. afraid.) Suggested Answer Key Don’t be … Are you sure …? The dialogue is about Frank’s new pet spider. (Respond.) (Question the safety.) Of course. Er … maybe … Bye. (Ss’ own answers) Would you …? (Make an excuse and (Reassure friend.) leave.) 2 To read for specific information • Monitor the activity around the class and then ask Allow Ss time to read the dialogue again and answer pairs of Ss to act out their dialogues in front of the the questions. class. Answer Key Suggested Answer Key 1 It’s a baby wolf spider. A: Would you like to see my pet? 2 Three months old. B: Sure. What is it? 3 He thinks it’s cute. A: Here, look. It’s a cat. It’s two years old. 4 No, she doesn’t. She’s afraid of spiders./She thinks B: Oh my goodness! Get it away from me! it’s dangerous. A: What’s wrong? B: I’m afraid of cats. 3 To learn synonymous phrases A: Don’t be silly! Read the phrases aloud. Refer Ss back to the dialogue B: Are you sure it’s safe? and elicit the synonymous ones from various Ss A: Of course. Would you like to hold it? around the class. B: Er… maybe another time. Bye. Answer Key 6 To present and practise \O…\, \A…\ 1 Oh my goodness! 3 I’m afraid of spiders. 2 What’s wrong? 4 Would you like to try? • Play the recording. Ss listen and repeat chorally or individually. 4 To act out a dialogue • Elicit other words with the same sounds from various Ss around the class. • Ask Ss to work in pairs and take roles to read the Suggested Answer Key dialogue aloud. • Monitor the activity around the class and ask some \O…\ boring, chore groups to read the dialogue aloud in front of the \A…\ park, arm class.

5 To practise role-playing • Explain the situation. • Remind Ss that they can use the dialogue in Ex. 2 as a model as well as any ideas of their own to complete the task. • Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task.

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5e Suggested Answer Key 1 To introduce the topic Kangaroos have got long ears, short arms and strong • Direct Ss’ attention to the animals in the pictures legs. They can kick really hard. They live in grasslands. and the countries and elicit how they may be Water buffaloes have got heavy bodies, small black eyes related (the animals are the national animals of the and very big curved horns. They live in rivers and swamps countries). and they eat grass. • Play the recording. Ss listen and follow the text in their books and check. 4 To write a short text about an animal Answer Key • Explain the task. I see a kangaroo and a water buffalo. • Refer Ss to the Internet, encyclopaedias or other reference books to find information to answer the 2 To read for specific information questions and then Ss complete the task. Ask Ss to present the animal to the class. • Elicit/Explain the meaning of the words in the (Ss’ own answers) Check these words box. • Allow Ss some time to read the text again and do the task. Check Ss’ answers and elicit corrections for the false statements. Answer Key 1 F Kangaroos have got short arms. 2 T 3 F Kangaroos eat plants. 4 T 5 F They live in rivers and swamps.

Background information Australia is a large country in the southern hemisphere. It is surrounded by the Pacific, Indian and Southern Oceans. The capital city is Canberra and it has a population of about 22 million.

3 To check comprehension of a text Explain the task. Ss work in pairs and complete it. Monitor the activity around the class. Answer Key 1 long ears 9 eat plants 2 short arms 10 big heads 3 thick tails 11 heavy bodies 4 strong legs 12 small black eyes 5 big feet 13 very big curved 6 hop very fast horns 7 kick really hard 14 live in rivers and 8 live in forests and swamps grasslands 15 eat grass

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5f

1 To present new vocabulary and improve 5 ICT To prepare a short quiz about birds pronunciation skills • Ask Ss to look up information on the Internet using • Draw Ss’ attention to the pictures. the key word in the search bar or in encyclopaedias • Play the recording. Ss listen and repeat, either and other reference books. chorally or individually. True False • Explain/Elicit the meanings of forest, city, mountain, Write: 1 All birds can fly. coast and initiate a class discussion to match the • Ask Ss to use this as an example in order to prepare birds to the places they live. their quizzes. Assign the task as HW and check in Answer Key the next lesson. In the forest: parrot, owl, bluebird Suggested Answer Key In the city: pigeon True False In the mountains: hawk 1 Birds have got teeth. On the coast: pelican 2 Birds have got feathers on their legs. At a lake: swan 3 Birds have cold blood. 4 Birds sleep in the winter. 2 To recognise bird sounds and match them 5 Birds can see very well. to birds 6 Owls and hawks help farmers because • Explain the task and play the recording. Ss listen they eat mice. and match the sounds to the birds. 7 Most birds live in one place all their • Check Ss’ answers. lives. Answer Key 8 Some birds go to warm places in the 1 pigeon 3 parrot winter. 2 owl 4 hawk Key: 1 F 3 F 5 T 7 F Not heard: pelican, bluebird, swan 2 F 4 F 6 T 8 T

3 To listen and read for specific information Extra Activity for weaker classes • Read the questions aloud one at a time and elicit Photocopy the quiz in the Suggested Answer Key for answers from the class. Ex. 5 and ask Ss to do it. • Play the recording. Ss listen and follow the text in their books and check their answers. Answer Key 1 Ten thousand. 2 They live in different places – in forests, at the top of mountains, in gardens or near water. 3 Many eat insects, but some eat small animals, fish or other birds or plants, fruit and nuts. 4 Birds keep insects under control and help plants by spreading seeds around. • Explain/Elicit the meaning of the words in the Check these words box and then read the rhyme aloud and elicit what Ss think it means.

4 To consolidate vocabulary • Allow Ss two minutes to prepare their answers. • Monitor the activity and help Ss with vocabulary and sentence structure. • Ask several Ss to tell the class their answers. Suggested Answer Key There are ten thousand types of birds in the world. Birds keep insects under control. Some birds can’t fly.

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1 To brainstorm for types of pets 5 To write an article about your pet Allow Ss one minute to write down as many pets as • Explain the task. Tell Ss they can use the article in they can think of and then compare with their Ex. 2 as a model. Point out that in articles we use partner. Write Ss’ answers on the board. lots of adjectives to make our writing more Suggested Answer Key interesting. • Remind Ss to use their answers to Ex. 4 to help hamster, horse, snake, iguana, rabbit, parrot, mouse, them write their article. Allow Ss some time to etc. write their articles or assign the task as HW. Suggested Answer Key 2 To read for specific information I’ve got my own pet at home. He’s a cat and his name is • Read the first sentence of the text aloud and then Lucky. Lucky is two years old. play the recording for Ss to listen and follow the He is really cute. He has got white fur, big black eyes and text in their books. a long tail. He can run very fast and he eats cat food. • Allow Ss some time to answer the questions and I love him a lot. then check Ss’ answers. Answer Key 1 Kheng is a crocodile. 2 It has got short legs, hard scales and very sharp teeth. 3 No, it can’t. 4 Kheng eats a lot of meat. 5 Kheng sleeps beside Prayoon’s bed every night. 6 Because Kheng sleeps next to his bed every night.

3 To understand the word order of adjectives • Read the Study Skills box aloud and if necessary give further examples (e.g. My dog is big. It has got black fur, etc.). • Allow Ss time to complete the task and then check Ss’ answers around the class. Answer Key 1 My rabbit is white. 2 Nam’s dog has got thick fur. 3 Grandma’s budgie is yellow. 4 My cat has got a long tail. 5 Your horse is beautiful.

4 To talk about your (imaginary) pet Allow Ss two minutes to think of their own answers to the questions and then ask various Ss to talk about their pet. If there are Ss who don’t have a pet ask them to make one up. Suggested Answer Key 1 It is a cat. 2 Its name is Lucky. 3 He is two years old. 4 He has got white fur, big black eyes and sharp claws. 5 He can run very fast. 6 He eats cat food. 7 He is really cute. 8 I love him a lot.

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1 To complete a crossword puzzle • Play the song. Ss listen and follow the song in their • Explain the task and allow Ss some time to books and say which animals are mentioned. complete the crossword puzzle. • Elicit which animals are in the pictures. • Check Ss’ answers by asking several Ss to read their • Play the recording again for Ss to sing along. answers out. Answer Key Answer Key tigers, chimpanzees, rhinos, giraffes, kangaroo, spider, koala Across Down pictures from left to right: tiger, chimpanzee, panda, rhino, 3 sheep 1 horse kangaroo, giraffe 5 cow 2 chimpanzee 7 squirrel 4 chicken • Play the video for the Ss and elicit their comments 8 hamster 6 bear at the end. 10 eagle 9 elephant (Ss’ own answers) 11 rabbit

2 To revise elements presented in this module • Explain the task. Allow Ss some time to read the questions and decide whether each statement is true or false. • Alternatively, you may allow Ss to review the module and find the relevant information to mark the statements correctly. Check Ss’ answers. Answer Key 1 T 4 T 7 F 2 F (Australia) 5 F (Small) 3 T 6 T

3 To practise vocabulary and grammar taught in this module • Explain the task and allow Ss time to look through Module 5 and think of quiz questions in pairs. • Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. Penguins can swim. (T)). • Ss swap their quizzes with another pair, do it and then report back to the class. Suggested Answer Key 1 Goats have got horns. (T) 2 Octopuses have got two hearts. (F) 3 Kangaroos live in Australia. (T) 4 Ypres is in France. (F) 5 The Elephant Festival takes place in Belgium. (F) 6 The Lionfish has got poisonous spines. (T)

4 Song To revise vocabulary and listen and read for specific information • Ss do the task. Ask some Ss to read their lists aloud. Suggested List: tiger, hamster, elephant, bear, chicken, flamingo, rabbit, eagle, squirrel, cow, sheep, horse, parrot, etc.

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Weather & Clothes

▶▶ What’s in this module? 3 To match seasons to weather Read the title of the module Weather & Clothes and ask • Talk about the weather in your country with the Ss to suggest what they think it means. Go through class by asking questions (e.g. What is the weather the topic list and stimulate a discussion to prompt Ss’ like outside? Is it usually like this in spring/summer, interest in the module. etc?) and then ask various Ss around the class to complete the sentences. Find the page numbers for (Ss’ own answers)

• Explain/Elicit the meaning of any unknown words, and then Ss find the page numbers for 4 To relate the topic to the real world the items listed. • Elicit today’s weather. • Ask questions to check Ss’ understanding. Suggested Answer Key Answer Key It’s warm and sunny today. a weather chart (p. 71) What is a weather chart? What does it show? How do you find out about the weather? Game postcards (p. 70) A. Say the name of a month. Ss, one after the other, Why do people send postcards? Do you send continue with the rest of the months. postcards when you are on holiday? Who do you send them to? Do you buy postcards when you T: December visit a place? S1: January S2: February etc. a poem (p. 78) Do you like poems? Can you write poems? What B. Choose a leader. He/She mimes a weather is your favourite poem? Do you learn about condition. Ss, in teams, guess what the weather poetry at school? is like. clothes (pp. 74-75) Leader: (mimes: freezing) What clothes do you like to wear? What are your Team AS1: It’s freezing. etc. favourite clothes? What clothes do you wear at school?

Vocabulary 1 To present the seasons and months • Play the recording. Ss listen and repeat chorally or individually. • Elicit the L1 equivalents from Ss around the class and then ask various Ss to say which month their birthday is in. (Ss’ own answers)

2 To present types of weather • Direct Ss’ attention to the drawings and then ask Ss to read the phrases 1-10. Ss do the task. • Play the recording. Ss listen and check their answers. Answer Key 1 c 3 i 5 a 7 d 9 b 2 f 4 h 6 g 8 e 10 j

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1 To introduce the topic and predict the 3 To read for specific information content of the text • Allow Ss some time to read the texts and answer Draw Ss’ attention to the texts and ask three Ss to read the questions. the first sentence in each one aloud. Elicit the text type • Explain/Elicit the meaning of the words in the and then ask Ss to read the first sentence in each text Check these words box. and say where each person is. • Check Ss’ answers. Answer Key Answer Key They are postcards. 1 Leslie is in Australia. 2 Kelly is windsurfing. Leslie is in Australia, Emily is in Austria and Ned is in 3 Leslie is sunbathing. Thailand. 4 Emily is in Austria. 5 It’s snowing and it’s freezing cold. 2 To read for gist 6 It’s warm and sunny, but it’s often cloudy and rainy. • Ask Ss to skim through each text again and elicit 7 They are visiting the floating market. which text matches which postcard and then ask 8 Yes, he is. Ss to say the sentence from each text which best • Play the video for the Ss and elicit their comments describes each picture. at the end. Answer Key (Ss’ own answers) 1 B Angela and Ben are making a snowman. 2 C Cara and Brian are visiting the floating market. 3 A Laura and Kelly are windsurfing. Background information Austria is a country in Europe which borders with • Elicit what a floating market is. Germany, the Czech Republic, Slovakia, Hungary, Answer Key Slovenia, Italy and Switzerland. The capital city is A traditional way of selling and buying fruit, vegetables, Vienna. The population is about 8.7 million and the etc. from small boats. people speak German.

From p. 71(T)

Background information Celsius is a scale used to measure London is the capital of England and around 2.2 million. The River Seine temperature. It is named after the the United Kingdom. It has got a runs through it and it is home to Swedish astronomer Anders Celsius population of about 8 million. The some famous landmarks including (1701–1744). The scale goes from River Thames runs through it. It is the Eiffel Tower and the Arc de 0ºC (freezing point) to above 100ºC home to the Royal Family and many Triumph. (boiling point). landmarks including Buckingham Glasgow is the largest city in The German physicist Daniel Gabriel Palace and Big Ben. Scotland. It has a population of Fahrenheit (1686–1736) developed Dublin is the capital of Ireland. It has about 615,000. It is on the River the Fahrenheit temperature scale. got a population of about 550,000. It Clyde and it is famous as a centre for This scale is used for non-scientific is next to the River Liffey. Some shipbuilding and engineering. purposes in the United States. On famous writers come from Dublin Vienna is the capital of Austria. It has this scale, freezing point is 32ºF and including Oscar Wilde and Bram got a population of around 1.7 boiling point is 212ºF. Stoker. million. It is very close to the Alps and Athens is the capital of Greece. It is Perth is a large city in Western is a UNESCO World Heritage Site. one of the world’s oldest cities. It has Australia. It has a population of around Bangkok is the capital city of a population of about 3.7 million. It 2 million. It is next to the Swan River Thailand. It has got a population of is named after the Greek goddess and it is known as the city of light. about 9 million. It is a popular tourist Athena and it is home to many Paris is the capital city of France. It is destination. ancient sites including the Acropolis. a large city and has a population of

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4 To take notes and use them to talk about Suggested Answer Key a topic A: Let’s go camping. A: Let’s go kitesurfing. • Explain the task and go through the example. B: I’m sorry, I can’t. B: Great! • Ss copy the table into their notebooks, read the texts again and complete the table. A: Shall we play A: Shall we go • Choose various Ss to talk about each person using basketball? windsurfing? their notes as in the example. B: That’s a good idea. B: I’m afraid I can’t. etc. Suggested Answer Key 7 To talk about the weather Name Place Weather Activities Leslie Australia hot/sunny sunbathe • Draw Ss’ attention to the chart. Explain the snowing/ have hot symbols and ask two Ss to read the example Emily Austria exchange aloud. freezing cold chocolate • Play the recording. Ss listen and complete the Suggested Answer Key missing temperatures. Leslie is in Australia. It’s hot and sunny. She’s sunbathing • Ask Ss to look up the various temperatures on the now. thermometer to see the weather conditions. Emily is in Austria. It’s snowing and it’s freezing cold. Explain the example exchange. (e.g. 20º means it is She’s having a hot chocolate. warm according to the thermometer and the symbol means it is sunny so we know it is warm and sunny in Athens.) Ss complete the task in open pairs. 5 To learn the vocabulary for seasonal activities Answer Key Glasgow -5 Dublin 5 Vienna 15 • Allow Ss some time to complete the task in closed pairs. A: What’s the weather A: What’s the weather • Check Ss’ answers by asking various Ss to read like in London today? like in Dublin today? their answers aloud. B: It’s chilly and windy. B: It’s cold and cloudy. • Elicit the L1 equivalents for the activities from A: What’s the A: What’s the various Ss around the class. temperature in temperature in • Ss then say how often they do these activities. London today? Dublin today? B: It’s 10ºC./It’s 50ºF. Answer Key B: It’s 5ºC./It’s 41ºF. It’s chilly. It’s cold, etc. play computer games do exercises go camping go swimming Background information (see p. 70(T)) go kitesurfing make a snowman go bowling play basketball go windsurfing 8 To write about your favourite season

Suggested Answer Key Ask the questions one at a time. Choose various Ss to answer them. Then allow Ss time to write their I sometimes go bowling in the winter. I usually go paragraph. Ask various Ss around the class to present swimming in the summer. I never go camping in winter. their piece of writing to the class. Suggested Answer Key 6 To make suggestions My favourite season is summer. The weather is hot and • Explain the task and ask two pairs of Ss to read the sunny. I usually go swimming in the sea or I go camping example exchanges in the box aloud. on the beach. • Explain the situation and then Ss ask and answer in closed pairs. • Monitor the activity around the class and then ask some pairs to act out their exchanges for the class.

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1 To present the present continuous Answer Key affirmative 2 Bill isn’t eating. He’s sunbathing. • Ss close their books. Say: I am reading now. Write 3 Mike and Sally aren’t sleeping. They’re swimming. it on the board. Underline I am reading. Explain 4 Mum isn’t watching TV. She’s making a cake. that this is the present continuous tense. Explain 5 Dad isn’t reading his newspaper. He’s cooking. that we use the verb to be and the main verb + -ing to form the affirmative. Explain that we use 5 To practise the present continuous this tense to talk about actions which are negative and affirmative happening now. • Ss open their books. Ask Ss to read the table and • Explain the task and elicit answers from Ss around say how we form the present continuous. the class. • Draw Ss’ attention to the spelling rules and elicit Answer Key further examples. 2 isn’t running. She’s reading. Answer Key 3 aren’t swimming. They’re making sandcastles. We form the present continuous with: subject pronoun/ 4 isn’t reading a book. He’s sleeping. noun + am/is/are + main verb + -ing 5 aren’t making a sandcastle. They’re eating sandwiches. 6 isn’t eating a sandwich. It’s running. 2 To practise using the present continuous • As an extension ask Ss to describe the picture. (e.g. • Explain the task and read the example aloud. Jean is reading a book. The boys are making • Allow Ss time to complete the task and then check sandcastles. Mary and Stella are eating. Jim is Ss’ answers. sleeping. The dog is running. John is swimming.) • Elicit which season the sentences best describe (summer). 6 To pronounce \IN\ Answer Key 2 They’re sunbathing. • Play the recording with pauses for Ss to listen and 3 Quang is reading a book. repeat chorally or individually. 4 Claire’s taking photographs. • Pay special attention to Ss’ pronunciation and 5 Mum’s eating an ice cream. intonation and correct as necessary. 6 Mary and Phil are playing football. 7 Bill’s shopping for souvenirs. 8 I’m making a sandcastle.

3 To present the present continuous negative • Ss close their books. Say, then write on the board: I am not sleeping now. Explain that this is the negative form of the present continuous. Give examples for all persons and explain that we form the negative form of the present continuous with subject pronoun/noun + am/is/are + not + main verb + -ing. • Ss open their books. Ask them to read the table and then elicit the L1 equivalents for the examples. (Ss’ own answers)

4 To practise the present continuous negative and affirmative • Explain the task and read the example aloud. • Ss complete the task. Check Ss’ answers around the class.

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7 To present the present continuous 10 To compare the present simple and the interrogative present continuous • Ss close their books. Say then write on the board: • Ss close their books. Write on the board: I watch TV Am I sleeping now? Explain that this is the in the evening. I am watching TV now. Elicit the interrogative form of the present continuous. Tell tense of each sentence (watch: present simple, am Ss that we answer in short form with Yes/No, watching: present continuous) and which sentence I am/am not. describes a habit or routine (first) and which one • Ss open their books. Go through the table with Ss describes an action happening now (second). and elicit how we form the present continuous • Ss open their books. Ask them to read the theory interrogative. and give the L1 equivalents for the example Answer Key sentences. We form the interrogative form of the present continuous (Ss’ own answers) with: Am/Is/Are + subject pronoun/noun + main verb + -ing. 11 To practise the present simple and the present continuous • Explain the task and allow Ss some time to 8 To practise the present continuous complete the postcard. interrogative • Check Ss’ answers. • Draw Ss’ attention to the picture and read the Answer Key example sentence aloud. • Ss complete the task. Check Ss’ answers. 1 are having 6 dance 11 is singing 2 celebrate 7 go 12 is playing Answer Key 3 lasts 8 is raining 13 is 2 Are Bill and Tom making a snowman? Yes, they are. 4 is 9 are sitting 3 Is Mr Jones playing in the snow? No, he isn’t. 5 wear 10 are waiting 4 Is Mrs Jones talking to Bill? No, she isn’t. 5 Are Bill and Tom eating a sandwich? No, they aren’t. 12 To practise the present simple and the 6 Is Molly taking photographs? No, she isn’t. present continuous 7 Is Tim eating a sandwich? Yes, he is. Explain the task. Elicit activities people do in the • As an extension, ask Ss to work in pairs and ask evening (have dinner, watch TV, read a book, chat with Yes/No questions based on the pictures. Ss can use friends, listen to music, etc.). Allow Ss some time to these verbs (dance, play, talk, watch, rain, etc.). write their sentences. Ask various Ss around the class e.g. A: Is Jenny dancing? to share their answers with the rest of the class. B: No, she isn’t. Are the boys playing Suggested Answer Key basketball? In the evening, my family and I have dinner together. A: No, they aren’t, etc. After dinner, I usually chat with friends or play computer games. My father usually reads his newspaper and then 9 To practise asking and answering watches TV. Mum takes the dog for a walk and then questions using the present continuous reads her book. • Explain the task and read the example aloud. Right now, I am having my English lesson. Mum and Dad • Ss complete the task. Check Ss’ answers. are both working. Suggested Answer Key 2 Is your teacher talking right now? Yes, he/she is. 3 Are your parents working now? Yes, they are. 4 Are you having an English lesson now? Yes, I am./ Yes, we are. 5 Are your friends playing football now? No, they aren’t. 6 Are you wearing shorts now? No, I’m not.

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1 To learn the vocabulary for clothes & accessories • Play the recording. Ss listen and repeat either chorally or individually. Elicit the L1 equivalents. • Ask Ss to write the headings in their notebooks and group the words under them. Check Ss’ answers on the board. (Ss’ own answers) Answer Key Clothes: coat, suit, dress, jeans, top, socks, T-shirt, skirt, jumper, jacket, shorts, shirt Shoes: sandals, boots, trainers Accessories: hat, gloves, belt, tie

2 To introduce the topic, predict the content of the text and read for specific information • Draw Ss’ attention to the pictures and elicit an answer to the question in the rubric. Suggested Answer Key They are wearing ‘ao dai’ – Viet Nam's national dress. I know that there are Ao Dai Festivals in Ha Noi, Ho Chi Minh City and Hue in Viet Nam. • Play the recording. Ss listen and follow the text in their books. • Allow Ss some time to read the text again and answer the questions. Check Ss’ answers. Answer Key 1 ‘Ao Dai’ festivals take place in the Vietnamese cities of Ha Noi, Ho Chi Minh City and Hue. 2 ‘Ao Dai’ festivals celebrate Vietnamese fashion and the famous ‘ao dai’: Viet Nam’s national dress. 3 There are exhibitions, fashion shows and talks about the ‘ao dai’. You can also order your own ‘ao dai’ and take part in competitions to draw, paint or design an ‘ao dai’. 4 Because they honour the country’s cultural values and display the best of Vietnamese fashion. They are also places for visitors to admire the beauty of modern and traditional Viet Nam.

3 To personalise the topic Read the rubric aloud and allow Ss time to complete the task. Ask various Ss to read their answers aloud to the class. Suggested Answer Key 1 dresses 3 a top and shorts 2 a T-shirt and jeans

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4 To listen for specific information Suggested Answer Key • Explain the task. Play the recording. Ss listen and answer the questions. • Check Ss’ answers. Answer Key 1 Anna needs a dress for a party. 2 Georgia. 3 (She buys) a top. 4 £10.

5 To learn how to express likes & dislikes • Write the headings on the board and explain/elicit what they mean. • Elicit which phrases go under which headings. Answer Key Positive: I love it. It’s great. It’s fabulous. Negative: I don’t really like it. It’s horrible. This is a picture of my grandfather. He is fishing. It is Neutral: I like it. It’s OK. sunny but not very warm. He is wearing his T-shirt, cap, jeans and a waistcoat. 6 To practise making comments on clothes • Set the scene. Tell Ss that they can find all the items (clothes & accessories) presented at the top of pp. 74-75). Explain the situation and the speaking task. Ask two Ss to act out the example dialogue. • Ss work in pairs and discuss as in the example. • Ask some pairs to discuss in front of the class. Suggested Answer Key A: Do you like these boots? B: I love them. Do you like this belt? A: I don’t really like it. B: What do you think of these trainers? A: I like them.

7 To check Ss’ comprehension of a text Read the rubric aloud and elicit a variety of answers from Ss around the class. (Ss’ own answers)

8 To write short descriptions • Ask Ss to use family photos or pictures from magazines to write a short description of each family member’s/person’s clothes. Encourage the use of adjectives to make their descriptions more interesting. • Assign the task as HW. Remind Ss to answer all the questions and ask Ss to present their work in class. Pin up the work on the classroom walls.

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1 To present situational language for buying 5 To read out a dialogue to improve clothes & accessories pronunciation & intonation • Play the recording. Ss listen and repeat chorally or • Play the recording for Ex. 2 again. Ask Ss to pay individually. attention to pronunciation and intonation. Ask Ss • Ss complete the task. to work in pairs and take roles and read the • Check Ss’ answers. dialogue aloud. Answer Key • Monitor the activity around the class and ask some groups to read the dialogue aloud in front of the So, what do you think? class. I think they’re great. Do you think so? They look really nice on you. 6 To practise role-playing Yes, but I prefer them in black. • Explain the situation. Do you think they’re expensive? • Remind Ss that they can use the dialogue in Ex. 3 How much do they cost? as a model as well as the phrases in Ex. 1 and any OK, then. I’ll take them. ideas of their own to complete the task. • Ss complete the task in pairs. To help Ss, draw the 2 To understand the context/topic of a following diagram on the board and elicit situational dialogue appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing • Explain the situation and elicit the topic of the task. conversation based on the phrases in Ex. 1. • Play the recording. Ss listen and follow the Student A Student B dialogue in their books and check. So, what do …? I think they … Answer Key (Ask opinion.) (Give opinion.) They are talking about choosing sunglasses for Beth. Do you think …? Yes, I think … They are talking about which colour to choose and how (Ask for clarification.) (Express like/dislike.) much they cost. Hmm. They’re … I like … (Express like/dislike.) (Comment on other.) 3 To read for specific information I prefer … Do you Why? How much …? think …? (Ask price.) • Allow Ss time to read the dialogue again and (Express preference & answer the questions. ask opinion about price.) • Check Ss’ answers. They’re … VND. Answer Key (Say price.) That’s … 1 She is trying on sunglasses. I’ll … (Give opinion on 2 She wonders if they are expensive. (Decide what to buy.) price.) 3 She prefers them in black. 4 They cost £70. Suggested Answer Key 5 She decides to buy them. A: So, what do you think? B: These trousers look really nice on you, Linh. A: Do you think so? 4 To learn synonymous phrases B: Yes, I think they’re fabulous. Look in the mirror. • Elicit the L1 equivalents for the phrases in Ex. 1 A: Hmmm. They’re very nice. from various Ss around the class. B: I like the blue ones, too. • Read the phrases 1-4 aloud. Refer Ss back to the A: Yes, but I prefer them in brown. Do you think dialogue and elicit the synonymous ones from they’re expensive? various Ss around the class. B: Why? How much do they cost? Answer Key A: 1,260,000 VND. 1 So, what do you think? B: That’s not too bad. 2 Do you think they’re expensive? A: OK, then. I’ll take them. 3 How much do they cost? 4 That’s not too bad.

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1 a) To recognise clothing items 3 To generate vocabulary and expand the topic Draw Ss’ attention to the pictures. Elicit what each person is. Read the items aloud one at a time and • Explain the task and brainstorm with the class for elicit the answer in each case. Explain any unknown jobs in which people wear uniforms. Write each words. job on the board. Answer Key • In pairs, Ss talk about why people wear uniforms. Ask some pairs to report to the class. black trousers – both a shirt with blue and white stripes – the Gondolier Suggested Answer Key a bright red jacket – the Queen’s Guard ... wear uniforms to show they work together or that they a black hat – the Queen’s Guard belong to the same group. Some professionals have a straw hat with short red ribbons – the Gondolier uniforms so people can easily identify them when they need them, such as police officers, nurses and doctors. b) To read for gist Others wear uniforms to protect them while on the job, such as firefighters and soldiers. Schoolchildren Play the recording. Ss listen and follow the text in sometimes have uniforms so that they are all alike and their books. Elicit an answer to the question in the show that they go to the same school. rubric. Answer Key 4 ICT To write a short description of The Queen’s Guards guard the Queen and the palace. a person in uniform Gondoliers steer the gondolas that float up and down the • Explain the task and divide the class into small canals of Venice. groups. Elicit what person in each group will write about to avoid repetition. 2 To read for specific information • Assign the task as HW and remind Ss to answer the • Allow Ss some time to read the text again and questions in the rubric and to stick a picture. answer the questions. • Check Ss’ answers by asking various groups to • Elicit/Explain the meaning of the words in the present their work to the class. Check these words box and check Ss’ answers. (Ss’ own answers) • Elicit descriptions of each person’s uniform from around the class. Answer Key 1 They guard the Queen and the palace. 2 In London, standing outside Buckingham Palace. 3 They wear black trousers, a bright red jacket and a tall black hat. 4 They steer the gondolas up and down the canals in Venice. 5 They wear blue or black trousers, a shirt with blue and white stripes and a straw hat with short red ribbons. 6 In the winter they wear a jumper with blue and white stripes and a dark blue beret. Suggested Answer Key The Queen’s Guards wear black trousers, a bright red jacket and a tall black hat. The Gondoliers wear blue or black trousers, a shirt with blue and white stripes and a straw hat with short red ribbons. • Play the video for the Ss and elicit their comments at the end. (Ss’ own answers)

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1 To relate a piece of music to a mood 5 To expand the topic • Explain the task and explain/elicit the meanings of Ask Ss to look on the Internet for English poems about the adjectives next to the faces. the weather or seasons and bring them to the class to • Play the recording. Ss listen and answer the read out. questions in the rubric. Suggested Answer Key Suggested Answer Key Whether the weather be fine, It is winter. Children are making snowmen. There is snow Or whether the weather be not, everywhere. It’s freezing cold. I feel happy. Or whether the weather be cold, Or whether the weather be hot, 2 a) To read for gist We’ll weather the weather, Whatever the weather, Read the words aloud. Ask Ss to read through the Whether we like it or not! poem quickly and elicit what the poem is about. (Traditional) Answer Key The poem is about the four seasons and what happens during each season.

b) To read for cohesion and coherence and listen for clarification • Explain the task and allow Ss some time to read the poem carefully and choose the correct word to fill each gap. • Play the recording for Ss to listen and check their answers. • Elicit/Explain the meaning of the words in the Check these words box. Answer Key 1 sky 3 leaves 5 snow 2 insects 4 wind

3 To understand rhyme • Explain the task. Write the words here and clear on the board. Elicit that two words rhyme as some part of them is pronounced the same way even though they are spelt differently and have a completely different meaning. • Point out that usually rhyming words are placed at the end of a line in a poem. • Allow some time for Ss to complete the task and then check Ss’ answers. Answer Key here – clear, rain – again, comes – hum, around – ground, hooray – play

4 To consolidate Ss’ comprehension of a poem Ss work in small groups and draw a picture. Ask different groups to present their picture to the class. Ss describe the activities shown in the picture (if any). (Ss’ own answers)

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1 To identify the author/recipient and • Allow Ss some time to write their postcard using location of each in a postcard the plan provided. Alternatively, assign as HW and • Direct Ss’ attention to the postcard and read the check Ss’ answers in the next lesson. first sentence aloud. Suggested Answer Key • Elicit answers to the questions and then play the Dear Pete, recording for Ss to check their answers. Greetings from Ha Noi, Viet Nam. We’re staying at a Answer Key hotel near the city centre. We’re having a great time 1 Fred. here. The hotel’s very nice. The weather isn’t very nice. 2 His auntie May and his uncle Joe. It’s cloudy and cold. I’m playing computer games right 3 Fred is in Capri, in Italy. His aunt and uncle are in now and my brother is playing a board game with his Brighton, England. new friend. Dad’s having a coffee at a café and Mum’s shopping for souvenirs at the moment. We’re all having lots of fun. See you soon. 2 To read for specific information Nam • Allow Ss some time to read the text and answer the questions. • Check Ss’ answers. Answer Key 1 It’s warm and the sun is shining. 2 They are staying at a hotel near the sea. 3 His mum, dad, Alex and Connie. 4 He’s sunbathing with Alex and Fred. 5 She is shopping for souvenirs with Connie. 6 He’s having a fantastic time there.

3 To understand the writing style of postcards • Go through the Study Skills box and ask Ss to look at the postcard and find other examples. • Explain the task and allow Ss some time to complete it. • Check Ss’ answers on the board. Answer Key 1 We’re staying on the first floor. 2 We don’t like it here. 3 The weather’s lovely. 4 Mum’s swimming now. 5 Back in a week. 6 Miss you.

4 To write a postcard to a pen-friend • Explain the task. Go through the plan to explain the content of postcard. • Ask different Ss to tell you where they went with their families for their last holiday, what the weather was like and what they did. • Explain that they are going to write a postcard as if they are on holiday now and so they must use the present continuous tense. • Tell Ss to look at Fred’s postcard again and use it as a model for their postcard. Focus Ss’ attention on the opening and closing remarks as well as the beginning and ending.

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1 To present idiomatic expressions related to 4 Song To read for cohesion & coherence weather • Go through the song and explain any unknown • Explain the task and direct Ss’ attention to the words. pictures. • Play the recording for Ss to check their answers. Ss • Complete the task as a class giving clarification for then label the pictures. each expression. • Play the recording again for Ss to sing along. Answer Key Answer Key 1 C 2 B 3 A 4 D 1 showers 3 bright 5 breeze 2 sky 4 ground 6 bare 1 at a loss 2 sick 3 angry 4 day dreaming • Play the video for the Ss and elicit their comments at the end. 2 To revise vocabulary taught in this module (Ss’ own answers) • Explain the task. Allow Ss some time to read the questions and think of the correct information to answer the questions. 5 To check comprehension/personalise the • Alternatively, you may allow Ss to review the module topic and find the relevant information to answer the • Elicit which season is presented in each picture. questions. Check Ss’ answers. • Ss do the task. Check Ss’ answers. Answer Key Suggested Answer Key 1 Four – winter, spring, summer and autumn. A The pretty little flowers 2 January/February, March/April/May, B When the leaves fall on the autumn ground June/July/August, September/October/November/ C All the world is white December D I love to see the sun shine in the summer sky 3 (Suggested Answer) It is very hot and humid. 4 They wear coats, boots and gloves. 5 It’s bright red. 6 In the winter. 7 No, it’s hot and sunny. 8 A jumper and a beret.

3 To practise vocabulary/grammar taught in this module • Explain the task and allow Ss time to look through Module 6 and think of quiz questions in pairs. • Tell Ss they can use the quiz in Ex. 3 as a model. Offer an example (e.g. What months are in spring?). • Ss swap their quizzes with another pair, do it and then report back to the class. Suggested Answer Key 1 Name three sports you say with go. (kitesurfing, swimming, windsurfing) 2 Is July rainy in Thailand? (Yes, it is) 3 Where can people buy things from a floating market? (In Thailand) 4 What is the weather like at -10oC? (freezing cold) 5 Where is Capri? (In Italy) 6 What colour is the gondoliers’ uniform? (blue or black trousers, a shirt with blue and white stripes and a straw hat with short red ribbons)

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2 To present countable/uncountable nouns ▶▶ What’s in this module? Read the title of the module Food and ask Ss to • Ss close their books. Write on the board: I’ve got an suggest what they think it means. Go through the apple. Underline an apple. Elicit/Explain that nouns topic list and stimulate a discussion to prompt Ss’ like apple can be counted so we call them interest in the module. countable nouns (e.g. an apple, two apples, three apples etc). Find the page numbers for • Write on the board: I’ve got some bread. Underline some bread. Point out that we cannot use a/an before the word bread. Explain that nouns like • Explain/Elicit the meaning of any unknown bread cannot be counted so we call them words, and then Ss find the page numbers for uncountable nouns. the items listed. • Ss open their books. Read the theory box aloud. Ss • Ask questions to check Ss’ understanding. then write the headings into their notebooks and Answer Key write the nouns under the correct headings. Write an advert for a restaurant (p. 87) Ss’ answers on the board. How often do you eat at restaurants? Have you got Answer Key a favourite restaurant? Do your parents often eat Countable: grapes, oranges, cabbage, lettuce, potatoes, at restaurants? apples, carrots strange food (p. 82) Uncountable: butter, garlic, chicken, yoghurt, cheese, What strange food do you know? Are there any lamb, beef, rice, bread, corn strange dishes in your country? Do you like strange food? a menu (p. 88) Where can you see a menu like this? Is this the same or different from a menu you can see in a fast food restaurant in your country? Do you look at a menu before you order food?

Vocabulary 1 To present/categorise food items • Play the recording. Ss listen and repeat chorally or individually. • Elicit the L1 equivalents from Ss around the class and then ask Ss to write the headings in their notebooks. • Explain/Elicit the meanings of any unknown words, then Ss write the words under the correct headings. Ss check with their partner. • To check Ss’ answers, write the headings on the board and then ask various pairs to say which words go under which headings. Answer Key fruit: grapes, oranges, apples vegetables: cabbage, potatoes, carrots, lettuce, garlic grains: rice, corn, bread dairy products: butter, cheese, yoghurt meat: chicken, beef, lamb

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1 To describe pictures and introduce the topic • Draw Ss’ attention to the pictures and ask various Ss what they can see (a fish dish, a sandwich, insects). Elicit/Explain what the pictures show and then ask Ss to guess where people eat these. • Play the recording. Ss listen and follow the text in their books to find out. Answer Key A – puffer fish/fugu – Japan B – fried cow brain sandwich – Indiana, USA C – deep fried tarantulas/a-ping – Cambodia

2 a) To read for specific information • Allow Ss some time to read the text and answer the questions. • Explain/Elicit the meaning of the words in the Check these words box. • Check Ss’ answers. Answer Key 1 In Japan. 2 It is poisonous if you don’t prepare it the right way. 3 A special licence to cook fugu. 4 Lettuce, pickle and a slice of deep friend cow brain in batter. 5 Fried tarantulas. 6 Fried chicken.

Background information Cambodia is a country in Southeast Asia. It borders Thailand, Laos, Viet Nam and the Gulf of Thailand. Its capital is Phnom Penh. The country has a population of about 16 million. The official language is Khmer.

b) To consolidate information in a text • Allow Ss some time to read through the text again and then tell their partner what they found impressive. • Ask various pairs to share their answers with the class. Suggested Answer Key I was impressed that fugu, which can be highly poisonous if not prepared exactly the right way, was a great delicacy in expensive Japanese restaurants. I was also impressed that some people in the USA eat a sandwich made from lettuce, a pickle and a slice of deep-fried brain. Finally, I was impressed that people in Cambodia eat tarantulas deep fried in oil with salt and garlic. • Play the video for the Ss and elicit their comments at the end. (Ss’ own answers)

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3 To present vocabulary for dishes & meals Suggested Answer Key Explain the task and any unknown words in the rubric A: What would you like to eat? and read the example aloud. Then ask various Ss B: I’d like a salad and some pasta, please. around the class to make similar sentences. A: Anything to drink? Suggested Answer Key B: Just a glass of water, please. A: Here you are. I usually eat cereal for breakfast. I usually eat soup for lunch. I usually eat a sandwich for lunch. 7 To write about your taste in food I usually eat toast for breakfast. • Explain the task and allow Ss some time to I usually eat salad for lunch. complete it. I usually eat pizza for dinner. • To check Ss’ answers, ask various Ss around the I usually eat pasta for dinner. class to talk about their taste in food. I usually eat cake as a dessert. Suggested Answer Key I usually eat ice cream as a dessert. I usually eat crisps as a snack. ... pasta ... pizza ... fish ... tea ... coffee ... Ice cream I usually eat biscuits as a snack.

4 To present vocabulary for containers & partitives • Explain the task and any unknown words in the rubric and then allow Ss some time to complete the task. • Check Ss’ answers. Answer Key 1 loaf 4 glass 7 piece 10 bar 2 bottle 5 bag 8 cup 3 carton 6 slice 9 bowl

Game Say the name of a partitive. Your partner adds the name of a food/drink that goes with it. A: glass B: a glass of water etc.

5 To present a/an/some/any • Read the theory aloud and explain/elicit the use of a/an/some/any. Ask Ss to give you other examples. Point out the difference between using any in questions and some for requests. • Elicit the L1 equivalents for the examples. (Ss’ own answers)

6 To practise ordering food • Explain the task and ask two Ss to read the example exchange aloud. • Ss complete the task in pairs using the food/drinks in Exs 3 and 4. • Monitor the activity around the class and then choose some pairs to act out their dialogues in front of the class.

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1 To present much/many/a lot of 4 To practise quantifiers • Read the examples aloud one at a time and elicit Explain the task. Allow Ss some time to complete it whether the noun is countable or uncountable in and then check Ss’ answers around the class. each case (e.g. milk – uncountable, apples – Answer Key countable, etc.). 1 some 4 A little 7 a few • Complete the rules on the board eliciting the 2 some 5 any 8 many correct word for each gap from the class. 3 any 6 any 9 some Answer Key 1 We use how many with countable nouns. 5 To practise talking about quantity 2 We use how much with uncountable nouns. 3 We use a lot of with countable nouns. • Explain the task and tell Ss they can use the 4 We use a lot of with uncountable nouns. dialogue in Ex. 8 as a model if they wish. • Allow Ss some time to formulate their ideas and • Drill Ss. Say names of food/drinks. Ss add how discuss their shopping list in pairs. much/how many/a lot of. • Monitor the activity around the class and then ask Suggested Prompts: milk, lemons, sugar, apples, some pairs to act out their discussion in front of oranges, cheese, tomatoes, tea, etc. the class. T: milk S2: How many carrots? Suggested Answer Key S1: How much milk? T: lemons A: Let’s make a list of what we need from the T: carrots S3: A lot of lemons, etc. supermarket. • Elicit the L1 equivalents for the examples. B: OK. Have we got any apples? A: No, we haven’t. Let’s buy some. (Ss’ own answers) B: OK. Have we got any oranges? A: Yes, but not many. We can buy some. 2 To practise using how much/how many B: How about lemons? Have we got any lemons? • Explain the task and read the example aloud. A: Yes, we have a lot of lemons. • Ss complete the task. Check Ss’ answers. B: OK. We don’t need to buy any then. Answer Key 2 How many, many 4 How many, many 6 a) To practise using some/any with 3 How many, many 5 How much, much countable/uncountable nouns Allow Ss some time to complete the task and then 3 To practise asking questions about check Ss’ answers around the class. quantity Answer Key • Explain the task and ask two Ss to read the 1 some 3 any 5 some 7 some example aloud. 2 any 4 some 6 any 8 any • Ss complete the task in pairs. Monitor the activity around the class. Ask some pairs to report back to b) To consolidate Ss’ understanding of the class. some Suggested Answer Key Allow Ss some time to complete the task and then A: How many pears are there? check Ss’ answers around the class. B: There aren’t many pears. (Just two) Answer Key A: How much cheese is there? B: There isn’t much cheese. (Just a piece) There is some milk, some cheese, some tea and some A: How much bread is there? yoghurt. B: There isn’t much bread. (Just half a loaf) A: How much milk is there? B: There is a lot of milk. A: How many biscuits are there? B: There are a lot of biscuits. A: How many grapes are there? B: There are a lot of grapes. A: How many strawberries are there? B: There are a lot of strawberries.

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7 To present will 4 Is Minh going to have a party on Friday? • Ss’ books closed. Say then write on the board: I will No, he isn’t. have lunch at 12. 5 Is Linh going to go shopping on Wednesday? • Explain that we form the future simple tense with No, she isn’t. will (not) + bare infinitive. Explain that it is the 6 Are Vinh and Minh going to go shopping on Monday? same in all persons and that the short forms are No, they aren’t. will =’ll and will not = won’t. • Explain that we use the future simple for future Game actions and predictions about the future. Weekend plans • Ss’ books open. Ss read the table. Mime an activity. Your partner says what you are going to do. 8 To make true predictions about yourself A: (mime: play basketball) using will/won’t B: You’re going to play basketball. etc. Explain the task and give Ss time to complete it, then check Ss’ answers. Suggested Answer Key 12 To practise be going to 1 will/won’t 3 will/won’t 5 will/won’t • Explain the task, go through the prompts and read 2 will/won’t 4 will/won’t out the example. • Ss complete the task in pairs. 9 To present be going to • Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. • Ss’ books closed. Say then write on the board I’m going to have fish for dinner. Underline I’m going to Suggested Answer Key have. Explain that we use be going to + verb to talk A: Are you going to stay at home? about future plans and intentions. B: Yes, I am./No, I’m not. • Elicit the negative and interrogative forms by saying A: Are you going to cook for your family? and writing on the board I’m not going to have beef B: Yes, I am./No, I’m not. for dinner. Are you going to have beef for dinner? A: Are you going to visit your grandparents? • Ss open their books and read through the table. B: Yes, I am./No, I’m not. Elicit any similar structures in Ss’ L1. A: Are you going to make a cake? (Ss’ own answers) B: Yes, I am./No, I’m not. A: Are you going to have lunch with your friends? B: Yes, I am./No, I’m not. 10 To practise be going to in the affirmative Explain the task and give Ss time to complete it, then check Ss’ answers. Answer Key 1 ‘m going to 4 ‘s going to 7 ‘re going to 2 ‘s going to 5 ‘re going to 3 ‘re going to 6 ‘s going to

11 To practise be going to in the interrogative • Explain the task, draw Ss’ attention to the schedule and read out the example. • Ss complete the task. Check Ss’ answers. Answer Key 2 Are Linh and Quang going to visit the museum on Thursday? Yes, they are. 3 Is Quang going to cook pasta on Tuesday? Yes, he is.

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7c

1 To introduce the topic and stimulate interest in the text • Direct Ss’ attention to the questions. • Elicit a variety of answers from various Ss and write them on the board. Suggested Answer Key Yes, I like to eat out. I usually go to a fast food restaurant with my friends. I like to eat pizza or burgers when I go out. I like to go to this place because the food is good and it’s not expensive.

2 To predict the content of a text • Draw Ss’ attention to the pictures and elicit what each one shows. Ss answer the questions in the rubric in pairs. • Play the recording. Ss listen and follow the text in their books and check their guesses. Suggested Answer Key The pictures show a robot that looks like a waiter and a woman sitting at a table. I think this restaurant is very modern because some, if not all, of its staff are robots.

3 To read for specific information • Allow Ss some time to read the text and answer the questions. • Explain/Elicit the meaning of the words in the Check these words box. • Check Ss’ answers. Answer Key 1 F 2 T 3 T 4 F

4 To design a menu • Explain the task and read out the example exchanges. Brainstorm with the class for the best dishes to have on the menu. • Allow Ss some time to discuss their ideas and then ask various pairs to tell the rest of the class their menus. Suggested Answer Key – Microchips – NASA Nachos – Automatic Eggs – Electric Soup – Beef with Batteries etc

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5 a) To predict content Suggested Answer Key Ask Ss to look carefully at each gap and decide Dear Tony, what type of information is missing (e.g. a name, a I like a lot of different foods. I like chicken and potatoes. noun, a number, etc). Ss then compare answers To drink, I like milk and tea. When I’m hungry between with their partner. meals, I often eat crisps. I sometimes go to fast food Answer Key restaurants with my friends. I usually order a burger and chips. I want to be healthier. I’m going to stop eating a 1 name of street 4 noun (room/menu) lot of desserts. What about you? 2 noun (meal) 5 number (time) Quang 3 noun (day)

b) To predict content Explain the task. Draw Ss’ attention to the advert and elicit what it is about (a restaurant called The Blue Lagoon).

c) To listen for specific information Play the recording. Ss listen and fill the gaps. Check Ss’ answers. Answer Key 1 Henry 3 Saturday 5 1 (o’ clock) 2 dinner 4 room

6 To complete a survey on your eating habits • Explain the task and explain/elicit the meanings of any unknown words in the table. • Ask Ss to copy the table into their notebooks and then complete it. Then allow Ss some time to walk around the class and find another S with the same tastes/habits. • Ask various Ss to present their eating habits to the class. Suggested Answer Key I sometimes eat out. I eat homemade food every day. I sometimes eat junk food and drink fizzy drinks. I drink water every day. I sometimes order take-away. I never eat seafood like lobster. I often eat fruit.

7 To write an email about your eating habits • Explain the task and allow Ss some time to talk about their eating habits by responding to the bullet points and using their answers to the survey in Ex. 6 to help them. • Allow Ss some time to complete the task in class and then ask various Ss to read their emails aloud to the rest of the class.

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7d

1 To understand the context and situation Suggested Answer Key of a dialogue A: Hello. Can I help you? • Ask various Ss to read the sentences aloud and B: I’d like a chicken sandwich, please, and a Caesar then elicit the situation. salad. • Play the recording. Ss listen and follow the A: Large or small? dialogue in their books and check. B: Small, please. Answer Key A: Would you like anything to drink? B: A diet cola, please. The dialogue takes place at a fast food restaurant. A: That’s £4.70, please. B: Here you are. 2 To read for specific information Allow Ss some time to read the dialogue again and answer the questions in the rubric. Check Ss’ answers. Answer Key Angie orders a cheeseburger, chips and a cola. They cost £4.20.

3 To learn synonymous phrases • Read the phrases aloud and then refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. Answer Key 1 Can I help you? 2 I’d like a cheeseburger. 3 That’s £4.20. 4 Would you like anything to drink? • Elicit the L1 equivalents for the phrases from various Ss around the class. (Ss’ own answers)

4 To practise role-playing • Explain the situation. • Remind Ss that they can use the dialogue in Ex. 2 as a model as well as the phrases in Ex. 1 and any ideas of their own to complete the task. • Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task.

Student A Student B Hello. Can I … ? I’d like …, please. (Greet & ask to help.) (Give order.) Small or …? …, please. (Ask about portion (Respond.) size?) Would you like …? Yes, a …., please. (Ask if they want a (Respond.) drink?) That’s £… Here … (Say cost.) (Offer money.)

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1 To stimulate interest in the topic and 3 To expand the topic and write a short listen and read for specific information description of a celebration • Refer Ss to the pictures and headings and ask Ss to • Explain the task and allow Ss some time to tell you what they know about these festivals. Elicit complete the task. answers and ask Ss to tell you what information • Ask various Ss to present their text to the class. they would like to know about them and write (Ss’ own answers) their questions on the board (e.g. What do they celebrate? When do they take place?) 4 To pronounce \g\, \dZ\ • Play the recording. Ss listen and follow the texts in their books and find the answers to their • Play the recording with pauses for Ss to listen and questions. repeat chorally or individually. Suggested Answer Key • Pay special attention to Ss’ pronunciation and intonation and correct as necessary. When is St Patrick’s Day? On 17th March. • Elicit other words with the same sounds from Ss When is the Maslenitsa Carnival? around the class. At the end of February. Where are these festivals celebrated? Suggested Answer Key Ireland and Russia. \g\Ü girl, garden \dZ\Ü Germany, range 2 To read for specific information • Allow Ss some time to read the texts again and answer the questions. • Explain/Elicit the meaning of the words in the Check these words box. • Check Ss’ answers. Answer Key 1 On 17th March. 2 A dish of lamb or beef and vegetables. 3 They wear shamrocks on their clothes. 4 At the end of February. 5 They eat blinis (pancakes). • Play the video for the Ss and elicit their comments at the end. (Ss’ own answers)

Background information Ireland The Republic of Ireland is a small island country in the British Isles. The capital city is Dublin. It has a population of about 5 million. Saint Patrick is the patron saint of Ireland. He was born in Scotland in 386 AD. Pirates kidnapped him when he was sixteen and took him to Ireland as a slave. He escaped and went to Europe and trained to become a priest. He died on 17th March 461 AD. Russia is a large country in northern Europe and Asia. About 142 million people live there. There are many languages as well as many different types of people in Russia. The capital city is Moscow. Moscow is in the northeast of Russia. It has a population of 12 million people. Famous landmarks are Red Square, the Kremlin and St Basil’s Cathedral.

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1 To introduce the topic and predict the 4 ICT To give a presentation on germs content of a text • Ask Ss to look up information on the Internet using • Read the statements 1-4 aloud and ask Ss to decide the key word in the search bar or in encyclopaedias/ with their partner which ones they think are true/ other reference books. false. • Assign the task as HW and Ss make their presentations • Play the recording. Ss listen and follow the text in in the next lesson. their books and check if their guesses were correct. Suggested Answer Key Answer Key There are four major types of germs: bacteria, viruses, 1 T 2 T 3 T 4 F fungi, and protozoa. They can make us sick. Bacteria are one-cell creatures that can cause infections. 2 To understand the use of must/mustn’t Some infections bacteria cause include sore throats, ear infections, tooth decay and pneumonia. There are also • Read the Note box aloud and explain that must/ good bacteria that live in our intestines and help us use mustn’t comes before the verb and is used to the nutrients in the food we eat. Scientists use some express necessity or prohibition. bacteria to make medicines. • Read out the example and give Ss time to complete When viruses get inside people's bodies, they can spread the task. Check Ss’ answers. and make people sick. Viruses cause chickenpox, measles, Answer Key flu and many other diseases. 2 You must eat a lot of fruit and vegetables. Fungi are plant-like organisms made of many cells. They 3 You mustn’t go swimming after a meal. love to live in damp, warm places. Most fungi are not 4 You must drink a lot of water in the summer. dangerous but they can cause athlete's foot. 5 You mustn’t put lots of salt in the soup. Protozoa are one-cell organisms that often spread 6 You must cook food well. diseases through water. Some protozoa cause intestinal infections that lead to diarrhoea, nausea and stomach ache. 3 To practise using must/mustn’t • Explain the task and ask Ss to write the headings into their notebooks. Extra Activity for weaker classes • Allow Ss time to read the text again and complete Photocopy the Suggested Answer Key for Ex. 4. Ss the task and check Ss’ answers around the class. read it, then ask their partners comprehension • Explain/Elicit the meaning of the words in the questions. Check these words box. Answer Key A: What are bacteria? B: They are one-cell creatures. Do’s You must clean your hands with soap and water before cooking. You must clean all kitchen surfaces. You must use clean pots, pans and dishcloths. You must keep fish, meat, cooked food and dairy products in the fridge. You must store food in different containers in the fridge. You must always cook food well. You must re-heat food only once. You must keep raw meat away from cooked food. Don’ts You mustn’t re-heat food more than once. You mustn’t leave food out of the fridge for more than two hours. You mustn’t use the same knife to cut raw meat and cooked food. You mustn’t cut raw meat and cooked food on the same chopping board.

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1 To predict the content of the text Read aloud the words in the list and explain/elicit the meanings of any unknown words. Elicit Ss’ guesses as to what the text is about. Suggested Answer Key I think the text is about a special celebration.

2 To read for specific information • Allow Ss some time to read the text and answer the question in the rubric. • Direct Ss to the Word List to look up the meanings of the words in the Check these words box. • Check Ss’ answers. Suggested Answer Key They have a party at home with family and friends.

3 To learn how to join sentences • Read the Study Skills box aloud and ask Ss to give further examples. • Allow Ss some time to join the sentences and then check Ss’ answers around the class. Answer Key 1 and 3 but 5 but 2 but 4 or 6 or

4 To personalise the topic and talk about birthday celebrations Ask various Ss around the class to answer the questions. (Ss’ own answers)

5 To write an article describing a celebration • Explain the task and either allow time in class or assign as HW. • Remind Ss to use their answers to Ex. 4 and to give the article a title. (Ss’ own answers)

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1 To consolidate vocabulary 5 To check comprehension/personalise the topic • Explain the task and allow Ss some time to complete the crossword puzzle. Elicit an answer to the question, then Ss talk about • Check Ss’ answers by asking several Ss to read their themselves. answers aloud. Suggested Answer Key Answer Key The singer feels happy to spend time with family at 1 sugar 6 rice festive times. 2 pasta 7 cereal I think it’s great to celebrate an event with my family 3 banana 8 chips members. It’s a good opportunity to spend time with 4 bread 9 cheese each other. 5 water 10 snack Snack: sandwiches

2 To test knowledge learnt in this module • Explain the task. Allow Ss some time to read the statements and decide whether each one is true or false. • Alternatively, you may allow Ss to review the module and find the relevant information to mark the statements correctly. Check Ss’ answers. Answer Key 1 T 3 F 5 F 7 F 2 T 4 T 6 T

3 To revise vocabulary taught in the module • Explain the task and allow Ss time to look through Module 7 and think of quiz questions in pairs. • Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. Robot Kitchen is in New York. (F). • Ss swap their quizzes with another pair, do it and then report back to the class. Suggested Answer Key 1 People eat fried brain sandwiches in Cambodia. (F) 2 We need to keep fish in the fridge. (T) 3 Cooking doesn’t kill germs. (F) 4 Saint Patrick is from Russia. (F) 5 St Patrick’s Day is in May. (F)

4 Song To predict content Explain the task. Ask Ss to look at the picture and read the title for the song then the list of words and predict the content. (The song is about family celebrations.)

• Play the video for the Ss and elicit their comments at the end. (Ss’ own answers)

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4 To describe mythical creatures What’s in this module? ▶▶ Read out the example and ask various Ss around the Read the title of the module Masters of Art and ask Ss class to describe the beasts using the phrases given to suggest what they think it means. Go through the earlier. topic list and stimulate a discussion to prompt Ss’ Suggested Answer Key interest in the module. A phoenix looks like an eagle. It has got a long tail, sharp Find the page numbers for claws, a beak, big wings and long feathers. A hippogriff looks like a horse and an eagle. It has got a thick mane, a long tail, sharp claws, a beak, big wings • Explain/Elicit the meaning of any unknown and long feathers. words, and then Ss find the page numbers for A Cyclops looks like a giant. It has got a single eye and the items listed. sharp teeth. • Ask questions to check Ss’ understanding. A dragon looks like a huge snake. It has got a long tail, Answer Key sharp claws, big wings and sharp teeth. musical instruments (p. 108) Do you play a musical instrument? If so, which one? If not, would you like to play one? Why (not)? a joke (p. 101) Do you think this joke is funny? Why (not)? Do you like to tell jokes? Who is your favourite comedian? a Victorian kitchen (p. 97) How different is this kitchen to your kitchen? What do you think it was like to cook in this kitchen? an email (p. 109) How often do you send emails to your friends? Do you like sending emails? Why (not)?

Vocabulary 1 To present some mythical creatures Draw Ss’ attention to the pictures and ask various Ss to read out the name of the creature each one shows. Play the recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from Ss around the class. (Ss’ own answers)

2 To present new vocabulary Go through the features in the list and explain/elicit the meanings of any unknown words. Play the recording Ss listen and repeat chorally or individually and point to each feature as it is mentioned.

3 To identify mythical creatures Elicit which beasts look like the creatures in the list. Suggested Answer Key A unicorn looks like a horse. A dragon looks like a huge snake. A Cyclops looks like a giant. A phoenix looks like an eagle. A hippogriff looks like a horse and an eagle.

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1 To introduce the topic • Ss listen and follow the text in their books and find Direct Ss’ attention to the pictures and elicit answers out the answers. to the questions in the rubric. Suggested Answer Key Answer Key Harry Potter is a character in a series of books by J.K. Rowling. The mythical creatures in the pictures are The Centaur is half human and half horse and it has got related to Harry Potter because they are in the books a human head. about him. The Centaur has got a human head. The Chimera has got three heads. The Phoenix has got a long tail and a sharp beak. Background information J. K. Rowling was born Joanne Rowling on 31st July 2 To introduce the topic and predict the 1965 in England. She is an author and the creator of content of the text the Harry Potter series of books about a boy wizard. • Read the title aloud and allow Ss one minute to The books are very popular and have also been made read the introduction to the text. Elicit answers/ into films. guesses to the questions in the rubric and then play the recording.

Suggested Answer Keys from p. 95(T) Ex. 7 A: ‘The Explorers’ was on TV last night. A: Do you like animated cartoon films? B: Really? What was it like? B: Yes, I love them. A: It was very boring. A: So do I. They’re funny. A: ‘Queen Victoria’ was on TV last night. B: How about historical films? B: Really? What was it like? A: I don’t like them. A: It was very interesting. B: Neither do I. They’re boring. A: ‘The Search’ was on TV last night. A: I don’t like detective films. B: Really? What was it like? B: Really? I do. A: It was very exciting. A: I like science-fiction films. A: ‘Let’s Dance’ was on TV last night. B: Really? I don’t. B: Really? What was it like? A: It was very exciting. Ex. 8 A: ‘Cowboys’ was on TV last night. Game B: Really? What was it like? Charades A: It was very interesting. Prepare a set of cards with a name of a different film, A: ‘Mickey Mouse’ was on TV last night. song or TV programme on each one. Divide the class B: Really? What was it like? into 2 teams. Give a student a card. The student must A: It was very funny. act out (without speaking) the words on the card for A: ‘Detective Mallory’ was on TV last night. the rest of the class to guess. Each correct guess gets B: Really? What was it like? a point. Choose players from alternating teams. The A: It was very interesting. team with the most points when all the cards have been used wins. A: ‘Dracula’ was on TV last night. B: Really? What was it like? A: It was very frightening. Ex. 9 A: ‘Funny Faces’ was on TV last night. The Minotaur was a creature that was half man and half B: Really? What was it like? bull. It was from Crete. The king of Crete put it in a A: It was very funny. labyrinth under his palace. Theseus killed it. A: ‘Space Station’ was on TV last night. Cerberus was a dog with three heads. It was the guard of B: Really? What was it like? the gates to the underworld. A: It was very frightening. Medusa was a female monster. She had snakes for hair and A: ‘Love Story’ was on TV last night. could turn people to stone by looking at them. Perseus B: Really? What was it like? killed her. A: It was very sad.

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3 To read for specific information 6 To present types of films • Allow Ss some time to read the text again and • Go through the list of film types and explain/elicit mark the sentences. the meanings of any which are unknown. • Ask Ss to use their dictionaries to look up the • Ss complete the task. Check Ss’ answers. Point out meanings of the words in the Check these words box. that some types of films do not need the word ‘film’ after them (e.g. western, comedy, musical etc). • Check Ss’ answers. As an extension ask Ss to correct the false statements. Answer Key 2 j 4 i 6 c 8 h 10 d 12 f Answer Key 3 b 5 e 7 k 9 a/g 11 g/a 1 F (They had one head.) 5 T 2 F (Only in the Harry 6 F (It had heads from ‘Cowboys’ is a western. Potter books) 3 different animals.) ‘Mickey Mouse’ is an animated cartoon (film). 3 T 7 T ’Detective Mallory’ is a detective film. 4 F (It was a beautiful 8 T ‘Dracula’ is a horror film. bird.) ‘Funny Faces’ is a comedy. ‘Space Station’ is a science-fiction film. • Play the video for the Ss and elicit their comments ‘Love Story’ is a romance. at the end. ‘The Explorers’ is an action/adventure film. ‘Queen Victoria’ is a historical film. (Ss’ own answers) ‘The Search’ is an action/adventure film. ‘Let’s Dance’ is a musical. 4 To consolidate information from a text Allow Ss some time to review the text and then ask 7 To practise agreeing/disagreeing about various Ss around the class to tell the class the differences your taste in films between the creatures in the Harry Potter books and the • Explain the task and draw Ss’ attention to the same creatures in mythology. expressions in red in the example exchanges. Suggested Answer Key • Elicit/Explain that we can use So + auxiliary verb + The Centaurs in mythology were wild dangerous beasts. personal pronoun/noun to agree with what a The Centaurs in the Harry Potter books were intelligent and person has said or Neither + auxiliary verb + could see the future. Both types of Centaurs lived in the personal pronoun/noun to agree with sth negative forest and both had one special centaur who was a teacher. that sb has said. The Phoenix in mythology and the Phoenix in the ‘Harry • Ss talk in pairs about their taste in films. Potter’ books were not different at all. They could both • Monitor the activity around the class and then ask heal with their tears and burst into flames and be born some pairs to ask and answer in front of the class. again from the ashes. Suggested Answer Key (see p. 94(T)) The Chimera in ancient Greek mythology and the Chimera in the ‘Harry Potter’ books were both dangerous. 8 To present adjectives and practise using them to describe films 5 To consolidate information from a text • Explain the task and read out the example exchange • Allow Ss some time to write their sentences. In with a S. closed pairs, Ss then read their sentences to their • Ss then complete the task in pairs. Monitor the partners who correct the mistakes. activity around the class and then ask some pairs • Monitor the activity around the class and then ask to ask and answer in front of the class. some pairs to report back to the class. Suggested Answer Key (see p. 94(T)) Suggested Answer Key 9 ICT To prepare a short presentation on Centaurs were half human half bird. (half human half mythical creatures horse) Centaurs lived by the sea. (in the mountains and forests) • Explain the task and ask Ss to use the Internet The Phoenix was a golden bird with a red tail. (red bird using the key phrase in the search bar or in with golden tail) encyclopaedias/ other reference books. The Phoenix was from Greece. (India and Egypt) • Assign the task as HW and check Ss’ answers in the The Chimera had three heads from three different animals: next lesson by asking various Ss to present their a lion, a dog and a snake. (lion, goat, snake) creatures to the class. It could breathe ice. (fire) Suggested Answer Key (see p. 94(T))

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1 To present the past simple of the verb to Suggested Answer Key be – was/were A: Were you at the cinema last Monday? Explain that was/were is the past simple form of the B: Yes, I was./No, I wasn’t. verb ‘to be’. Go through the table with Ss and read A: Were you at the gym last Saturday morning? out all the persons. Ss fill the gaps and then elicit B: Yes, I was./No, I wasn’t. when we use was/were. A: Were you at the theatre two days ago? Answer Key B: Yes, I was./No, I wasn’t. A: Were you at the zoo yesterday morning? 1 was 5 Were B: Yes, I was./No, I wasn’t. 2 were 6 wasn’t A: Were you at the beach last Monday? 3 weren’t 7 weren’t B: Yes, I was./No, I wasn’t. 4 Was 8 were A: Were you at the library last Saturday morning? B: Yes, I was./No, I wasn’t. 2 To practise the past simple of the verb to A: Were you at home two days ago? be in the affirmative was/were B: Yes, I was./No, I wasn’t. A: Were you at school yesterday morning? Ss fill in the correct word. Check Ss’ answers. B: Yes, I was./No, I wasn’t. Answer Key 1 was 3 was 5 was 6 a) To pronounce strong and weak forms 2 were 4 were • Read out the table and explain that strong and weak forms relate to when words are stressed/not 3 To practise the past simple of the verb to stressed. be in the negative wasn’t/weren’t • Play the recording and elicit the strong/weak • Explain the task and read out the example. forms. • Ss complete the task. Check Ss’ answers. Answer Key Answer Key – John was at school yesterday (weak). 2 They weren’t in Rome last month. – Was the film good? (strong) 3 Mary wasn’t at the party. – The books were on the floor. (weak) 4 I wasn’t at the gym yesterday. – Were they at the gym? (strong) 5 You weren’t at Jane’s house. b) To consolidate comprehension of 4 To practise the past simple of the verb to strong/weak forms be in the interrogative with short answers Give Ss’ some time to find examples and check Ss’ • Draw Ss’ attention to the timetable and then Ss answers around the class. complete the task. Suggested Answer Key • Check Ss’ answers around the class by asking one S to say a question and another to answer it. Quang wasn’t at home last Saturday. (weak) Was Julie at the zoo last Monday? (strong) etc. Answer Key 2 Were, Yes, they were. 5 Were , Yes, they were. 3 Was, No, he wasn’t 6 Was, No, he wasn’t 4 Was, Yes, she was. 7 Were, Yes, they were.

5 To practise talking about the past • Explain the task and read out the example exchange with a S. • Ss then work in pairs and ask and answer. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.

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7 To present the past simple form of have – 10 To present the past simple form of the had modal verb can – could Go through the table and elicit how we form the Ss read the table. Check Ss’ comprehension by asking negative and interrogative of the verb ‘have’ in the various Ss to give example sentences of things they past simple. could do when they were young (e.g. I could ride a bike Answer Key when I was six.) and then expand on this to cover all forms (e.g. Could you ride a bike when you were five? We form the negative form of had with a personal No, I couldn’t. Could you ride a bike when you were pronoun + didn’t have which is the same in all persons. seven? Yes, I could. etc). We form the interrogative form of had with did + a personal pronoun + have which is the same in all persons. 11 To practise could in the affirmative & negative forms 8 To practise the affirmative and negative Ss complete the task. Check Ss’ answers. forms of had Answer Key • Explain the task and draw Ss’ attention to the 1 couldn’t 3 could 5 could picture. 2 couldn’t 4 couldn’t • Ss complete the task. Check Ss’ answers. Answer Key 12 To practise could in the interrogative form 1 didn’t have 5 didn’t have with short answers 2 didn’t have 6 didn’t have • Explain the task. Ss work in pairs and ask and 3 didn’t have 7 didn’t have answer using the prompts and could in the 4 had 8 had interrogative form with short answers. • Monitor the activity around the class and then ask 9 To practise the interrogative form of had some pairs to ask and answer in front of the class. with short answers Suggested Answer Key • Explain the task. Ss work in pairs and ask and A: Could you read at the age of seven? answer questions. B: Yes, I could./No, I couldn’t. • Monitor the activity around the class and then ask A: Could you swim at the age of seven? some pairs to ask and answer in front of the class. B: Yes, I could./No, I couldn’t. Suggested Answer Key A: Could you ride a bicycle at the age of seven? A: Did you have short hair at the age of five? B: Yes, I could./No, I couldn’t. B: Yes, I did./No, I didn’t. A: Could you draw at the age of seven? A: Did you have a dog at the age of five? B: Yes, I could./No, I couldn’t. B: Yes, I did./No, I didn’t. A: Could you cook at the age of seven? A: Did you have a guitar at the age of five? B: Yes, I could./No, I couldn’t. B: Yes, I did./No, I didn’t. A: Could you play football at the age of seven? A: Did you have a DVD player at the age of five? B: Yes, I could./No, I couldn’t. B: Yes, I did./No, I didn’t. A: Could you dive at the age of seven? A: Did you have a digital camera at the age of five? B: Yes, I could./No, I couldn’t. B: Yes, I did./No, I didn’t. A: Could you dance at the age of seven? B: Yes, I could./No, I couldn’t. A: Did you have a computer at the age of five? B: Yes, I did./No, I didn’t. 13 To practise could further using personal A: Did you have a bike at the age of five? examples B: Yes, I did./No, I didn’t. • Explain the task and allow Ss some time to complete A: Did you have a skateboard at the age of five? the sentences. B: Yes, I did./No, I didn’t. • Check Ss’ answers by asking various Ss around the A: Did you have your own room at the age of five? class to read out their completed sentences. B: Yes, I did./No, I didn’t. Suggested Answer Key A: Did you have a mobile phone at the age of five? … a bike… a dog … ride a bike … speak French … my B: Yes, I did./No, I didn’t. doll’s house … cheese sandwiches …my bike and my doll’s house

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1 To introduce the topic and stimulate interest in the text • Direct Ss’ attention to the picture and ask if they know anything about this person. Elicit a variety of questions and write three of them on the board. • Play the recording. Ss listen and follow the text in their books and check if the questions were answered. (Ss’ own answers)

2 To read for specific information • Allow Ss some time to read the texts and mark the sentences. • Ask Ss to use their dictionaries to look up the meanings of the words in the Check these words box. • Check Ss’ answers. Answer Key 1 T 3 F 5 T 7 NM 2 NM 4 NM 6 T 8 F

3 To make verb/noun phrases and summarise a text Ss match the verbs to the nouns, then ask various Ss around the class to give a summary of the text using the phrases. Answer Key 1 e 3 d 5 f 7 h 2 c 4 g 6 a 8 b Suggested Answer Key Saint Giong is an ancient hero of Viet Nam. He was born at a time when the country was in danger from foreign invaders. When he was three years old, he grew into a giant and joined the army. He rode a huge iron horse and fought against the enemy with a long iron sword. When his sword broke, he used bamboo trees instead. He defeated the foreign invaders and flew to Heaven.

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4 To practise reading years 6 To write a short paragraph • Read the Study Skills box aloud and write the Ss complete the paragraph. Check Ss’ answers. examples on the board, underlining the years. Say Suggested Answer Key the years aloud and direct Ss to repeat. ... 1533 in Greenwich near London. … of England for 45 • Direct Ss’ attention to the pictures and ask various years. … King Henry VIII and Anne Boleyn. … history and Ss around the class who the people are. philosophy. … 24th March 1603. • Ask various Ss to read out the captions under the pictures. • Choose a pair of Ss to read out the example. • Explain the task and allow Ss time to ask and answer questions about the pictures. • Ask various pairs of Ss to report back to the class about the people in the pictures. Answer Key 2 A: Who was James Joyce? B: A famous Irish writer. A: When was he born? B: In 1882. A: When did he die? B: In 1941. 3 A: Who was Diego Velazquez? B: A famous Spanish painter. A: When was he born? B: In 1599. A: When did he die? B: In 1660. 4 A: Who was Giuseppe Verdi? B: A famous Italian composer. A: When was he born? B: In 1813. A: When did he die? B: In 1901. 5 A: Who was Agatha Christie? B: A famous British writer. A: When was she born? B: In 1890. A: When did she die? B: In 1976. 6 A: Who was William Shakespeare? B: A famous British playwright. A: When was he born? B: In 1564. A: When did he die? B: In 1616.

5 To listen for specific information • Explain the task and play the recording. Ss listen and complete the fact file. • Check Ss’ answers. Answer Key 1 London 3 Henry 5 March 2 45 4 history

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1 To present the past simple affirmative for Answer Key regular verbs 2 He didn’t live in Europe. He lived in Asia. • Ss close their books. Present the past simple. Say: I 3 He didn’t start the British Empire. He started the worked hard yesterday. Write it on the board. Mongol Empire. Underline worked and explain that this verb is in 4 He didn’t join only two tribes together. He joined the past simple. Point to a S and say: You worked many tribes together. hard yesterday. Then write it on the board. 5 He didn’t invade many parts of Australia. He invaded Underline worked. Point to a male S and say: He many parts of Asia. worked hard yesterday. Then write it on the board. 6 His men didn’t bury him in Italy. They buried him Underline worked. Present the other persons in the somewhere in Mongolia. same way. • Explain the spelling rules of the past simple for 5 To pronounce \t\, \d\, \Id\ regular verbs by writing the verbs love, play, miss, travel and their past simple forms on the board • Play the recording with pauses for Ss to listen and (loved, played, missed, travelled). Ss open their repeat chorally or individually. books. Read out the table. • Pay special attention to Ss’ pronunciation and intonation and correct as necessary. Answer Key • Elicit other words with the same sounds from Ss -ed around the class. • Refer Ss to the texts in Ex. 2 again and elicit the 2 To practise the past simple past forms. Write them on the board and then elicit how each verb ending is pronounced. • Explain the task and allow Ss some time to complete it. Answer Key • Check Ss’ answers by reading the text aloud and \t\ \d\ \Id\ \t\ \d\ \Id\ eliciting the missing verb forms from various Ss watched ✓ played ✓ around the class. Check correct spelling on the board. wanted ✓ stopped ✓ ✓ ✓ Answer Key liked walked 2 called 5 invaded 8 died Suggested Answer Key 3 started 6 hated 9 buried 4 joined 7 liked \t\ looked \d\ travelled \Id\ decided Answer Key 3 To present the past simple negative \d\ lived, called, joined, died, buried \t\ liked • Ss close their books. Write on the board: I didn’t \Id\ started, invaded, hated work yesterday. and She didn’t work yesterday. Underline I didn’t in the first sentence and She didn’t in the second sentence. Explain that we use didn’t in all persons to form the negative of the past simple. Point out that the main verb is also the same for all persons. • Ss open their books. Read out the rule and elicit the word to complete it. Answer Key didn’t

4 To practise the past simple negative • Explain the task. Allow Ss some time to read the text in Ex. 2 again and then read out the example. • Ss complete the task. Ask various Ss to read out the answers to the class.

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6 To present the past simple interrogative Suggested Answer Key • Ss close their books. Write on the board: Did I play A: Did you watch TV yesterday afternoon? tennis yesterday? No, I didn’t and Did you play B: Yes, I did. tennis yesterday? No, you didn’t. Explain that we A: Did you play computer games yesterday afternoon? use Did I/you/he/she/it/we/they to form questions B: Yes, I did. in the past simple. Focus Ss’ attention on the A: Did you study English yesterday afternoon? position of did (before the personal pronoun). We B: No, I didn’t. answer in the short form with Yes/No, I/you/ A: Did you meet your friends yesterday afternoon? he/she/it/we/they did/didn’t. B: Yes, I did. • Ask Ss questions to check their understanding. A: Did you cook dinner yesterday afternoon? B: No, I didn’t. T: Did you walk to school yesterday? A: Did you go to school yesterday afternoon? S1: Yes, I did./No, I didn’t. B: No, I didn’t. T: Did your mum go to work yesterday? S2: Yes, she did./No she didn’t. etc 9 To write about past events • Ss open their books. Read the table aloud and elicit the missing words. Allow Ss some time to do the task and then ask them to check their answers with other Ss around the class Answer Key to find someone who can match their sentences. Did, didn’t, did, didn’t, didn’t, they, they Suggested Answer Key I studied English yesterday. 7 a) To practise using the past simple I played computer games yesterday. affirmative I watched TV yesterday. Allow Ss some time to complete the task and then I didn’t cook dinner yesterday. check Ss’ answers. I didn’t listen to music yesterday. Answer Key I didn’t go shopping yesterday. 1 lived 4 stayed 7 enjoyed 2 travelled 5 explored 8 died 3 visited 6 returned

b) To practise using the past simple interrogative & short answers • Explain the task and read out the example. • Ss do the task. Check Ss’ answers. Answer Key 2 Did he travel to Asia with his mother and father? No, he didn’t. He travelled to Asia with his father and his uncle. 3 Did they visit the court of Kublai Khan? Yes, they did. 4 Did they stay in Asia for 17 years? Yes, they did. 5 Did Marco Polo explore many places in Asia? Yes, he did. 6 Did he return to Venice in 1295? Yes, he did. 7 Did people enjoy his stories? Yes, they did. 8 Did he die in 1326? No, he didn’t. He died in 1324.

8 To practise using the past simple interrogative to talk about the past • Explain the task and read out the example exchange. • Ss work in closed pairs and complete the task. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.

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1 To introduce the topic and predict the content of the text • Elicit what Ss know about Atlantis. Read out the title and subheadings in the text as well as the words in the list. • Play the recording. Ss listen and follow the text in their books to find out how the words are related to Atlantis. Suggested Answer Key I know there is a story about Atlantis being a lost island. No one knows for sure where it was or what happened to it. Plato – described Atlantis in ‘Timaeus’ Poseidon – A Greek god who created and protected Atlantis the Mediterranean – possible location of Atlantis the Azores – Atlantis could be near here Sardinia – Atlantis could be near here Malta – Atlantis could be near here Santorini – Atlantis could be near here

From p. 103(T)

Background information Plato was a philosopher from ancient and eight smaller ones. The capital is civilisation dating back to 2600 BC. Greece. He was born between 428 Ponta Delgada and it has a The capital city is Heraklion. and 427 BC and died between 348 population of around 245,000. Malta (or the Republic of Malta) is a and 347. He lived in Athens and he The Mediterranean Sea is a large small group of islands that make up opened a school for students to study sea north of Africa and south of an independent European state. The Law, Maths and Science. Europe. It connects to the Atlantic capital city is Valletta. The people Timaeus is the title of a famous work Ocean through the Straits of speak Maltese and English and the by Plato which is a philosophical Gibraltar. population is around 420,000. dialogue that talks about the nature Sardinia is an island in the Santorini is a small group of volcanic of the world. Mediterranean Sea off the west coast islands in the Aegean Sea about 200 Poseidon was the Greek god of the of Italy. The capital city is Cagliari and km from the Greek mainland. It used sea. He was the brother of Zeus and it has a population of about 1.6 to be one island but it was broken up he could make earthquakes and tidal million. by a large volcanic eruption around waves happen. Crete is the largest of the Greek 1600 BC. The capital is Fira. Most The Azores is a group of islands in islands and the most southerly. It was people refer to the largest island the Atlantic Ocean near the coast of the centre of the Minoan civilisation (Thira) as Santorini. Portugal. There are nine large islands which was the oldest Greek

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2 To read for specific information 4 To give a summary of a text • Allow Ss some time to read the text and answer • Explain the task and go through the verbs in the the questions, then ask Ss to use their dictionaries rubric explaining any unknown ones. to look up the meanings of the words in the Check • Allow Ss some time to read the text again and then these words box. ask various Ss to give their summary to the class • Check Ss’ answers around the class. using as many of the verbs in the list as they can. Answer Key Suggested Answer Key 1 A Greek philosopher. The people who lived there were rich sailors who sailed 2 In 355 BC. all around the world. There were also farmers there who 3 The Greek god of the sea. worked in the fields. They raised cows and sheep. The 4 It was amazing. In the centre there was a temple. kings who ruled Atlantis lived in beautiful palaces. No Inside the temple there was a gold statue of one knows what happened but the island disappeared Poseidon. into the ocean. Only a few people survived. Some people 5 A gold statue of Poseidon driving six horses. think Santorini is Atlantis because an earthquake 6 Most of them were sailors and traders. They sailed destroyed it too. around the world. Some were farmers. They worked in the fields and raised cows and sheep. 5 To present/practise there was/there were 7 In beautiful palaces. 8 An earthquake caused it to sink into the ocean. • Point out that there was/there were is the past 9 It could be near the Azores, or near Sardinia, Crete, simple of there is/there are and the same rules Malta or Santorini in the Mediterranean Sea. apply. 10 An earthquake destroyed it at the same time Atlantis • Elicit the L1 explanations for the examples in the sank. note and then ask various Ss to point out more examples in the text. • Play the video for the Ss and elicit their comments Suggested Answer Key at the end. There was a gold statue of Poseidon in the temple. (Ss’ own answers) There were also lovely statues. Background information (see p. 102(T)) 6 To check Ss’ comprehension of a text

3 To practise the past simple and revise Allow Ss five minutes to complete the task, then check question words Ss’ answers around the class. Suggested Answer Key • Explain the task and ask two Ss to read the example exchange aloud. The Greek god Poseidon created Atlantis. • Ss do the task in closed pairs, then ask some pairs It was a rich place with palaces with gold and silver. to ask and answer in front of the class. The people who lived there were rich sailors and traders. There are many places it could be, such as Malta or Suggested Answer Key Santorini but no one knows. ... A: He was from ancient Greece. What is Timaeus? 7 To write a diary entry B: A book by Plato. Where was Atlantis? A: In the Atlantic Ocean. Who created it? • Explain the task and allow Ss some time to B: The Greek god of the sea, Poseidon. What was the complete it. capital city like? • Ask various Ss around the class to read out their A: It was amazing. It had a temple in the centre. Inside answers to the rest of the class. Elicit which Ss the temple was a gold statue of Poseidon. What were had similar answers. the people like? Suggested Answer Key B: They were rich. They were sailors, traders and Last Monday, I started my day early and looked after the farmers. What did they raise? cows and the sheep. The weather was good and so I A: Cows and sheep. Who ruled the island? worked in the fields. Later that day I went into the city B: The kings. What was in their palaces? and visited the temple of Poseidon. It was a good day. A: Statues, paintings and fountains. How did the island disappear? (Ss’ own answers) B: An earthquake destroyed it. Where could Atlantis be? A: Near the Azores or in the Mediterranean Sea. etc

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1 To present the past simple of irregular 8 What did he begin writing in 1936? verbs He began writing ‘The Hobbit’ in 1936. • Explain that irregular verbs don’t take -ed in the 9 How long did it take him to write ‘The Lord of the past simple but they all change differently and Ss Rings’? must learn the forms. Refer Ss to the irregular verbs It took him about ten years to write ‘The Lord of the list at the back of their books and advise them to Rings’. study it and learn the irregular forms. 10 When did Tolkien die? • Read out the table. He died on 2nd September, 1973.

2 To practise the past simple of irregular verbs Allow Ss some time to complete the task. Check Ss answers. Answer Key

1 k 4 l 7 e 10 p 13 h 16 q 2 f 5 i 8 g 11 d 14 n 17 c 3 j 6 b 9 o 12 a 15 m

3 a) To practise the past simple and identify irregular verbs • Give Ss time to read the biography and fill in the gaps. • Check Ss’ answers and then elicit the irregular verbs. Answer Key

1 was – irregular 7 became – irregular 2 went – irregular 8 began – irregular 3 created 9 made – irregular 4 fought – irregular 10 wrote – irregular 5 married 11 took – irregular 6 had – irregular 12 died

b) To practise the past simple interrogative • Explain the task and read out the example. • Ss complete the task, then check Ss’ answers. Answer Key 2 How many fantasy languages did Tolkien create? He created 15 fantasy languages. 3 Which war did he fight in? He fought in World War I. 4 Who did he marry? He married Edith Bratt. 5 When did he marry Edith? He married Edith in 1916. 6 How many children did they have? They had four children. 7 When did Tolkien become a professor? He became a professor in 1925.

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4 To practise the past simple of irregular 8 To practise the past simple (regular + verbs irregular verbs) Give Ss some time to fill in the gaps then check Ss’ • Ss ask and answer in pairs, as in the example. answers. • Monitor the activity around the class and then ask Answer Key some pairs to ask and answer in front of the rest of the class. 1 went 4 took 7 rode 10 Did you 2 built 5 ate 8 wore have Suggested Answer Key 3 spent 6 saw 9 had A: Did you eat fish? B: No, I didn’t. 5 To consolidate information in a text and A: Did you study English? further practise the past simple of irregular verbs B: No, I didn’t. (negative & affirmative) A: Did you go out? B: Yes, I did. • Explain the task and read out the example. A: Did you read a book? • Ss complete the task. Check Ss’ answers. B: No, I didn’t. etc. Answer Key 2 William the Conquerer didn’t build the castle in 9 To write an email using the past simple 1066. He built it in 1068. 3 Amy and her family didn’t only spend the morning • Explain the task and either allow Ss time to there. They spent the whole day there. complete it in class or assign as HW. 4 They didn’t take a tour around the castle in the • Check Ss’ answers by asking various Ss to read out afternoon. They took a tour in the morning. their emails. 5 They didn’t eat their picnic inside the castle. They ate Suggested Answer Key it in the gardens. Hi Sue! 6 They didn’t see some children fighting a battle. They How are you? I went to the National Museum with my saw some actors fighting a battle. parents last weekend. We spent the whole day there. In the morning, we 6 To practise the past simple of irregular looked at some great pictures and statues. In the verbs (interrogative) afternoon, we ate lunch at the museum restaurant. I enjoyed it very much. It was fun! • Ss work in pairs and ask and answer, as in the Write back soon, example. Linh • Monitor the activity around the class and then ask some pairs to share their answers with the class. Answer Key Game 2 A: Did your dad read a book last week? B: Yes, he did./No, he didn’t. Ask Ss to look at the Irregular Verbs section at the end 3 A: Did you listen to music yesterday? of the book for two minutes. Ss close their books. Say B: Yes, I did./No, I didn’t. verbs in their base form. Ss, in teams, say the relevant 4 A: Did you buy a DVD last month? past simple form. Each correct answer gets 1 point. B: Yes, I did./No, I didn’t. The team with the most points is the winner. 5 A: Did your family visit a castle last year? T: read B: Yes, they did./No, they didn’t. Team AS1: read T: spend 7 To practise using time expressions with Team BS1: spent etc. the past simple • Explain the task and read out the example. • Elicit a variety of personal sentences from Ss around the class. Suggested Answer Key I watched TV last night. I ate fish last Sunday. I got up late yesterday morning. I visited a castle two years ago.

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1 To practise pronunciation of situational 6 To practise role-playing language • Explain the situation. Remind Ss that they can use • Play the recording. Ss listen and repeat sentences from Ex. 1 as well as the dialogue in • Pay attention to Ss’ pronunciation and intonation Ex. 2 to help them and any ideas of their own to and correct as necessary. complete the task. • Ss complete the task in pairs. To help Ss, draw the 2 To identify the context of a dialogue and following diagram on the board and elicit predict the content appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing • Elicit what Ss think the dialogue is about. the task. • Ss listen and follow the text in their books and check. Student A Student B Answer Key How was ...? It was great. I ... . The dialogue is about a party. (Ask about weekend.) It’s a pity ... . (Say what you did & sympathise. 3 To read for specific information I know. So, ..., you know some • Allow Ss time to read the dialogue again and who else ...? of my friends. complete the task. (Agree & ask for (Name people.) • Check Ss’ answers. details.) Answer Key Did you have a Yes, we did. The ... Bob had a nice time at Mark’s party at the weekend. nice time? was great ... . (Ask how it was.) (Respond.) 4 a) To learn synonymous phrases Suggested Answer Key Read out the phrases. Refer Ss back to the dialogue A: How was your weekend? and elicit the synonymous ones from various Ss B: It was great. I was at the beach. It’s a pity you around the class. couldn’t make it. Answer Key A: I know. So, who else was there? B: Vinh, Nam and Minh, you know – some of my How are you feeling today? – How are you today? friends. It was amazing. – It was great. A: Did you have a nice time? I’m sorry you weren’t there. – It’s a pity you couldn’t B: Yes, we did. The weather was great. make it. Was it fun? – Did you have a nice time? You must be kidding. – I don’t believe it.

b) To consolidate situational language through translation Elicit the L1 equivalents for the sentences in Ex. 1 from Ss around the class. (Ss’ own answers)

5 To act out a dialogue • Play the recording again. Then ask Ss to work in pairs and take roles and read out the dialogue. • Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class.

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1 To introduce the topic • Explain what the word ‘profession’ means (a type of job that needs a high level of training or education) and read out the examples. Then allow Ss sometime to write down as many as they can think of. • Ss check their list with their partner and then ask some Ss to read out their list to the class. Suggested Answer Key lawyer, doctor, photographer, actor, dancer, scientist, musician etc

2 To predict the content of a text • Direct Ss’ attention to the pictures and elicit what, if anything they know about the people in them. Read the questions in the rubric aloud and elicit guesses from Ss in answer to them. • Play the recording. Ss listen and follow the text in their books and check if their guesses were correct. Answer Key C.S. Lewis was a writer from Northern Ireland. His most famous work is ‘The Chronicles of Narnia.’ Pablo Picasso was a painter from Spain. His most famous work is a painting called ‘Guernica.’

3 To use specific vocabulary to write sentences • Explain the task and elicit the meaning of any unknown words in the list. • Allow Ss time to write their sentences. • Check Ss’ answers around the class. Suggested Answer Key When C.S. Lewis was a child he was an eager reader. He had a great imagination and he was a skilful writer. C.S. Lewis is best known for his children’s books but he also wrote poetry and science-fiction for adults. Science-fiction and poetry Pablo Picasso is the 20th century’s most famous painter. He is also famous as a sculptor and poet. ‘Guernica’ is his most well-known painting. • Play the video for the Ss and elicit their comments at the end. (Ss’ own answers)

4 ICT To write a short article about an artist from your country • Ask Ss to look up information on the Internet or look in encyclopaedias/other reference books. • Allow Ss time to collect the information and prepare their presentations. Alternatively, assign the task as HW. • Ask Ss to present their work to the class. (Ss’ own answers)

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1 To introduce the topic and present musical instruments • Draw Ss’ attention to the musical instruments in the pictures. • Play the recording. Ss listen and repeat chorally or individually. • Elicit the L1 equivalents from Ss around the class. (Ss’ own answers)

2 To present types of music • Go through the names and types of music in the lists. • Play the recording. Ss listen and match. • Check Ss’ answers. Suggested Answer Key A rock – electric guitar E folk – violin B jazz – saxophone F heavy metal – drums C classical – harp G disco – bass guitar D ethnic – accordion H pop – synthesiser

3 To listen for specific information • Go through the instruments in the list A-H. • Play the recording. Ss listen and match the items. • Check Ss’ answers. Answer Key 2 G 3 F 4 H 5 E 6 C

4 To prepare a presentation on your favourite type of music • Explain the task and tell Ss to use the Internet or look in encyclopaedias/other reference books. • Allow time for Ss to collect the information and prepare their presentations. Alternatively, assign the task as HW. • Ask Ss to present their work to the class. (Ss’ own answers)

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1 To read for lexico-grammatical structure 4 To write an email about an event you attended • Explain the task. Allow Ss time to fill in the gaps with the correct adjectives. • Explain the task and allow Ss time to complete it in • Ask Ss to use their dictionaries to look up the class. Ask various Ss to read out their emails to the meanings of the words in the Check these words class. box. • Alternatively, assign as HW and check Ss answers • Ss compare their answers with their partner, then in the next lesson. check Ss’ answers around the class. Suggested Answer Key Answer Key Hi Bill, 1 upset 3 fantastic 5 awful I hope you’re well. Guess where I was last weekend! I was 2 perfect 4 excellent at a concert. I was with my friends Phong and Hai. The weather was perfect and there were many people 2 To use descriptive language there. Everyone had a fantastic time. The music was excellent and we ate some delicious Bánh mi. • Read the Study Skills box aloud. Anyway, we had a great time and it’s a pity you weren’t • To consolidate Ss’ understanding, write the words there. Write to me and let me know how you are. good, bad and nice on the board. Elicit various Yours, adjectives from Ss around the class that mean the Vinh same as these words and write them under each one. Ss may copy the lists into their notebooks. • Explain the task and explain/elicit the meanings of any unknown adjectives in the list. • Ss complete the task. Check Ss’ answers. Suggested Answer Key 1 disappointing/terrible 2 great 3 delicious 4 amazing 5 terrible/disappointing

3 To talk about an event you attended • Ss ask and answer the questions in pairs about their events. • Monitor the activity around the class and then ask some pairs to report back to the rest of the class on the event their partner attended. Suggested Answer Key A: Where were you? B: I was at a concert. A: Who were you with? B: I was with my friends Clare and Sue. A: What was the weather like? B: It was perfect. A: Was there any food or music? B: Yes, the music was excellent and we had hot dogs. They were delicious. A: Did you have a nice time? B: Yes, we had a great time.

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1 To learn to read backwards b) To listen for specific information Explain the task and elicit answers from Ss around the • Play the recording again. class. • Ss listen and fill in the gaps. Answer Key • Check Ss’ answers. 1 I was born in Florence, Italy. Answer Key 2 ‘The Last Supper’ is one of my favourite paintings. 1 changes 6 invent 3 I was also a very talented musician. 2 come 7 grow 4 I invented a lot of things, including a type of 3 remember 8 take helicopter! 4 fulfil 9 ignore 5 I could paint with one hand and write with the 5 paint 10 find other! • Play the video for the Ss and elicit their comments at the end. 2 To test knowledge learnt in this module (Ss’ own answers) • Explain the task. Allow Ss some time to read the questions and mark the sentences as true or false. • Alternatively, you may allow Ss to review the module and find the relevant information to complete the statements correctly. Check Ss’ answers. Answer Key 1 T 3 F 5 F 7 T 2 T 4 F 6 F 8 F

3 To consolidate vocabulary learnt in the module • Explain the task and allow Ss time to look through the module and think of quiz questions in pairs. • Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. The Globe Theatre is next to the River Thames. (T) • Ss swap their quizzes with another pair, do it and then report back to the class. Suggested Answer Key 1 The Phoenix had a golden tail. (T) 2 C.S. Lewis wrote ‘The Lord of the Rings’. (F) 3 Poseidon created Atlantis. (T) 4 There is a statue of Saint Giong at Soc Temple. (T) 5 Elizabeth I died in 1533. (F) 6 Pablo Picasso was a famous writer. (F) 7 The Phoenix came from India and Egypt. (T)

4 a) To listen for gist • Play the recording. Ss listen and answer the question in the rubric. • Check Ss’ answers around the class. Answer Key According to the song someone can be a part of history by being an artist, scientist, or an inventor and by following your dream.

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Language Review 1 1a 1c 1 Write the correct nationality. 4 Label the pictures. 1 Spain Spanish 6 Russia Russian 2 the USA American 7 Viet Nam Vietnamese 3 Poland Polish 8 Turkey Turkish I’m good at 1) gymnastics and 2) 4 Greece Greek 9 Portugal Portuguese 5 Italy Italian 10 the UK British badminton. My friend is good at 3)

Write the correct school subjects. 2 swimming, but he isn’t good at 4)

hockey. Jenny, my sister, is very good at

5) athletics and 6) 1 2 G E O G R A P H Y 3 S C I E N C E tennis but she isn’t good at 7) G 4 L A 5 H I S T O R Y basketball. 6 M U S I C T Circle the correct word. H 5 1 The Glasgow School of Sport is Scotland’s one / first school for sports. 2 At a sport school, students play / do sports every day. 3 There are a lot of sports students can choose / do from. 4 It’s very difficult to win / play a tennis competition. Fill in the gaps with best, favourite, 1e 3 good, school (x2), interested. Match the words. 1 English and Science are school subjects. 6 2 My favourite sport is football. 1 c education a school 3 I’m good at Maths. 2 a elementary b high school 4 I’m interested in History. c system 3 e first 5 Karen is my best friend. d as b 6 We are on a school trip. 4 junior e grade 5 d same

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Language Review 2 2a 3 Match the opposites. 1 Match the words. 1 c fat a tall 1 c digital a book 2 a short b young 2 a comic b games 3 d long c thin 3 b video c camera 4 b old d short 4 e brilliant d secretary 5 e big e small 5 d loyal e film 2c 6 f father’s f business Match the words. 7 g metal g suit 4 1 c world a time Fill in the gaps with the words in the 2 a at the same b ability 2 list. 3 b special c record • engineer • secretary • fly • strong 4 e spin d fast • protect • bad • enemy • watch 5 d run e basketballs 2e Fill in the gaps with the words in the 1 He’s an engineer and she’s a 5 list. • tartan • stuffed • key • set • star • clock • teddy • popular secretary. 1 He’s got a tartan scarf. 2 This is a teddy bear. 3 The baby has got a stuffed toy. 2 Superman is very strong and 4 This is a set of dolls from Russia. 5 A sombrero is a popular souvenir from Mexico. he can fly. 6 Big Ben is a famous clock tower. 7 The flag of your country has a yellow star in the centre. 3 Iron Monger is Iron Man’s 8 This key ring has got a picture of the Eiffel Tower.

enemy. They aren’t friends. 6 Write the correct souvenirs.

1 S 4 Watch Shrek III. It’s a great film. 2 HAT U 4 F M 5 Superman can protect F U 3 KEYR ING D good people from bad people. T O 5 TOYDOL L S LR2 13 Spark gr6 VIET Ts LangRev.qxp_12 Spark gr6 VIET Ts LangRev 7/26/17 5:29 PM Page 233

Language Review 3 3a 3e

Complete the sentences with the Replace the words in bold with their 1 words in the list. 4 opposites in the box.

• storey • shape • dream • lift • huge • famous • tall • long • view • warm • crazy • the whole

1 What is your dream home like? 1 He’s unknown. famous 2 They’ve got a two-storey house. 2 You can see part of Paris from here. the whole 3 The view from the window is great. 3 The river is very short. long 4 His house is the shape of a basketball. 4 Their house is small. huge 5 He’s crazy about football. He likes it a lot. 5 Mark is quite short. tall 6 A lift can take you up to the fifth floor. 7 Our house is warm in the summer. 3f 3c Match the words. Choose the correct word. 5 2 1 b tourist a capsules 1 A house is also house/home to insects. 2 d bicycle b attraction 2 There’s a spider in its web/phone. 3 a room-like c to bottom 3 These are his tidy/favourite jeans. 4 c from top d wheel 4 Cockroaches have their living/hiding 5 e miles e away place behind the fridge. 5 He’s at home only/alone. Use the phrases in sentences of your 6 Keep your house clean and empty/tidy. own. (Ss’ own answers) 7 Ants and spiders are creepy crawlies/ bedbugs. 8 There’s a scorpion in the place/corner of the room.

Label the pictures. 3 3 moth 4 bedbugs 1 scorpion

2 cockroach

7 flea 8 beetle 5 spider 6 ant

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Language Review 4 4a 3 Write the opposites. Match the words. Use five of the phrases 1 funny ≠ serious 4 clever ≠ silly 1 to complete the sentences below. 2 quiet ≠ noisy 5 polite ≠ rude 1 d cartoon a the housework 3 strong ≠ weak 2 c animal b angry with 4d 3 a do c skins Write the times. 4 b get d character 4 5 g vacuum e hair 6 e fair f friend 7 f best g cleaner

1 She cleans the house with a vacuum cleaner. 2 Jenny has got fair hair and blue eyes. 1 five o’clock 2 quarter 3 quarter 3 Jackie is my best friend. I like her a lot. past six to seven 4 Scooby Doo is a popular cartoon character. 5 The Flintstones wear animal skins.

4c 4 half past 5 twenty 6 twenty Fill in the gaps with the words in the twelve past eight to seven 2 list.

• doubles • time • success • get • looks • professional • appearances • similar

1 I want to get an autograph from my favourite actor. 7 ten o’clock 8 quarter 9 quarter past two to four 2 David Beckham is a professional football player. 4e 3 Jane looks like her mum. Fill in the gaps with the verbs in the 4 I don’t have time to go to the party. I’m very 5 list. busy. • celebrate • write • get • show • take 5 Andy Harmer often doubles for David • draw • give • do Beckham when David can’t be there. 6 He makes appearances in TV commercials 1 Families get together for the parade. and films. 2 Let’s take a look in the shop. 7 Wherever he goes he’s a success. 3 The children show respect to their parents. 8 There’s a girl on the phone. Her voice is 4 I usually write poems in birthday cards. similar to your friend’s. 5 I draw pictures for my friends. 6 We celebrate Father’s Day in June. 7 They give gifts to their mother. 8 People do fun activities at the festival.

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Language Review 5

5a Complete the sentences with the 4 phrases in Ex. 3. Circle the correct word. 1 1 The historic town has got a castle. 1 Puffer fish are funny-looking but they are 2 The concert has got three famous music beautiful / poisonous. bands. 2 He always falls off his bike. He’s very clumsy / 3 Cyclists compete in races all over the world. clever. 4 People let off fireworks to celebrate the 3 My pet mouse frightens / grows my mum. New Year. 4 Parrotfish live / hide from other fish at night. 5 Clowns can do tricks that everyone likes. 5 Baby teeth grow / cover very fast. 6 The children can find prizes in the treasure 6 Lions fill / hunt for food in groups. hunt. 7 The parade has got colourful floats and people dancing. Label the parts of the body. 2 8 At the end of the festival, they crown a queen 1 horns and a king. 5e Complete the sentences with the words 2 tail 5 in the list.

• hop • round • curved • strong • sharp • national • kick • heavy • thick • thin 3 legs 1 Kangaroos have got long thick tails. 2 They have also got strong legs to jump with. 4 hooves 3 Rabbits can hop very fast. 4 Horses can kick hard with their back legs. 1 beak 2 wings 5 The kangaroo is the national animal of Australia. 6 Giraffes have got thin tails. 7 Elephants have got heavy bodies. 3 feathers 8 Puffer fish are quite small and round. 9 Water buffaloes have got curved horns. 10 Bald eagles have got sharp claws. 4 claws 5c 5f

Fill in the gaps with treasure, colourful, Circle the odd word out. 3 crown, historic, music, do, let off, compete. 6 1 wings top beak feathers 1 historic town 5 music bands 2 nuts fruit seeds mountains 2 treasure hunt 6 compete in races 3 pelican hawk fish owl 3 let off fireworks 7 do tricks 4 forests plants grasslands mountains 4 colourful floats 8 crown a queen 5 cuckoo parrot insect swan

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Language Review 6 6a 6e

Fill in the gaps with sail, hot, have, make (x2), Circle the correct item. 1 freezing, cloudy, floating. 4 Write a sentence with the other word. 1 hot and sunny 5 freezing cold 2 make a sandcastle 6 have fun 1 The Queen’s Guards wear 3 sail a boat 7 cloudy and rainy uniforms / berets. 4 make a snowman 8 floating market 2 What comes / guards to mind when you think of 6c Buckingham Palace? 3 We can spot / belong Fill in the gaps with the verbs in the list in the policemen in their blue 2 correct form. uniforms. • honour • attract • take • wear • display • order 4 Don’t miss / see the 1 You can order your own ao dai. gondoliers while in Venice. 2 The festival attracts people of all ages. 5 Gondolas represent / 3 This event aims to honour the country’s culture. protect Venice best. 4 Only people over 18 can take part in the competition. 6 The Foot Guards wear 5 Talented fashion designers display their work at the striped / traditional show. uniforms. 6 I always wear trainers to school. (Ss’ own answers)

3 Do the crossword.

1 S 2 K S I 3 O R 4 J A C K E T U K M S P 5 6 7 E S B 8 T R A I N E R S O N L 9 10 P D T I E G A L L 11 B O O T S V E S

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Language Review 7 7a 7c Fill in the gaps with the words in the list. Complete the sentences with the 1 4 words in the list. • snack • die • fried • taste • believe • shows • understand • arrive • take • mad • disgust • prepare • crispy • try • move • last • bump • work 1 He doesn’t like the taste of broccoli. 1 A robot welcomes you when you arrive at 2 I can’t eat fried tarantulas. They disgust me. the restaurant. 3 The fish is poisonous so people can die 2 The waitress shows you to your table. from eating it. 3 Waiters take your order. 4 Believe it or not, I’m going out. 4 The robots understand basic commands. 5 He goes mad for burgers. 5 They’ve got wheels to move around the 6 French fries are deep fried potatoes. restaurant. 7 He likes to eat a small snack between meals. 6 Try not to bump into tables or customers. 8 I cook potatoes until they go crispy. 7 How long do these batteries last? 9 Try one of those biscuits. They’re delicious. 8 The waiters work long hours in the restaurant. 10 You need to prepare the meal in the right 7e way. 5 Match the words. 1 c national a bands Match the phrases. 2 2 e patron b displays loaf bread 3 a marching c feast bottle tea 4 b firework d concerts cup cake a of bag chocolate 5 d music e saint piece sugar Use the phrases to complete the sentences. bar water 1 St Patrick is the patron saint of Ireland. 2 There are several firework displays on New Complete the crossword. 3 Year’s Eve. 3 There are marching bands in the street parade. 1 4 We love live music. We often go to music 2 FUGU concerts. R 5 Thanksgiving is a national feast day in the USA. 3 CSPSIR E 7f D 4 P Circle the correct word. 5 TSAOT I 6 6 S A Z 1 Germs can make / do us sick. A R Z 2 Clean / Clear your hands with soap and water. N 7 P ASTA 3 Give me two dishcloths / dishclothes. D N 4 Don’t store / leave food out of the fridge W 8 TEA overnight. I U 5 Cut the vegetables on a chopping board / 9 C AERE L container. H A 6 Milk and cheese are dairy products / pots. 10 BCSI USTI LR7 13 Spark gr6 VIET Ts LangRev.qxp_12 Spark gr6 VIET Ts LangRev 7/26/17 5:30 PM Page 238

Language Review 8 8a 8h 1 Choose the correct item. 4 Label the pictures. 1 Centaurs were historic/mythical creatures. 1 2 2 Can you see/look the future? 3 The Phoenix can stay/save a person’s life. 4 The house breathed/burst into flames. 5 Phoenix tears can heal/bite wounds. 6 She was very sad. She had ashes/tears in her eyes. 3 7 Dragons could breathe/live fire from their mouths. 4 8c Fill in the gaps with the verbs in the 2 list in the correct form. 1 w _r _ i _ter _ _ 3 s c_ u_ _l p_ _ t o_ _r • show • save • join • celebrate • fight 2 p _a _ i _nter _ _ _ 4 p oet_ _ _ • ride • defeat • grow 1 Saint Giong fought against the invaders. 2 You can join the army when you’re eighteen. 8i 3 Saint Giong grew into a giant at the age of Label the pictures. three. 5 4 The statue showed a man fighting with a sword. 5 The festival celebrated the hero’s life. 6 Saint Giong saved his country from the enemy. 7 I could ride a horse when I was ten. 8 In the end, the army defeated the invaders. 2 accordion

8e saxophone harp 3 Choose the correct item. 1 3 1 Atlantis dates from/back to the 3rd century BC. 2 Who wrote about/from the famous creatures? 4 violin 6 guitar 3 The temple was dedicated for/to Poseidon. 4 Men worked for/in the fields. 5 There was a statue of/at Poseidon in the temple. 6 It disappeared from/into the ocean. 7 The two earthquakes happened in/at the same time. 8 The wall was covered from/in gold. 5 cello

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Self-Check Key

Self-Check 1 2 domestic: horse, duck wild: eagle, crocodile, squirrel, dolphin, tiger, koala 1 1 French 3 Italian 5 Turkish pet: rabbit, hamster 2 Vietnamese 4 Greek 2 1 gymnastics 3 athletics 5 hockey 3 1 claws 2 bear 3 fur 4 dog 5 fox 2 badminton 4 swimming 4 1 shorter 3 the fastest 5 heavier 3 1 Is, she is 3 Are, they are 5 Are, they are 2 the best 4 the most dangerous 2 Is, he isn’t 4 Are, they aren’t 5 1 at 2 at 3 in 4 at 5 on 4 1 He, him 3 Her, She 5 I, they 6 1 Wolves usually live in forests. 2 them, They 4 him, He 2 Bears never live on a farm. 5 1 What 2 Who 3 How old 4 Where 3 Crocodiles sometimes attack people. 6 1 a 2 a 3 b 4 a 4 Giraffes never eat meat. 7 1 What is it? 3 I’m terrified of snakes. Self-Check 2 2 Oh no! 4 Get it away from me! 1 1 basketball 5 watch 8 bicycle 2 handbag 6 scarf 9 cap Self-Check 6 3 gloves 7 helmet 10 guitar 1 1 sunny 5 falling 9 falling 4 trainers 2 freezing 6 think 10 blowing 2 1 old 2 short 3 short 4 small 5 fat 3 sailing 7 prefer 4 floating 8 fabulous 3 1 hair, nose 2 short, plump 3 ears, eyes 2 1 strange 3 shirts 5 hat 4 1 Have, have 3 Has, has 2 dress 4 December 2 Has, hasn’t 4 Have, haven’t 3 1 don’t want, am doing 4 wears, is wearing 5 1 That 3 This 5 your 7 We 2 is playing, plays 5 play, are watching 2 These 4 Those 6 my 8 her 3 is talking, speaks 6 1 children 3 boxes 5 watches 7 ladies 4 1 is having, isn’t swimming 2 men 4 leaves 6 boys 8 teeth 2 are you doing, am reading 7 1 e 2 c 3 a 4 b 5 d 3 aren’t watching, are doing 4 Is it raining, is snowing Self-Check 3 5 1 It’s great. 3 How much are they? 1 1 are 3 isn’t 5 are 7 aren’t 2 It’s boiling hot. 4 Yes, but I prefer the one in blue. 2 is 4 isn’t 6 are Self-Check 7 2 1 sink 3 sofa 5 carpet 2 book 4 pillow 1 1 c 2 a 3 b 4 e 5 d 3 1 fourth 4 second 7 sixteenth 2 Fruit: cherries, pineapples, oranges 2 third 5 eleventh 8 twelfth Drinks: milk, tea 3 first 6 twentieth Other Food: eggs, cheese, meat, fish, rice 4 1 in 3 on 5 behind 3 1 slice 2 book 3 tastes 4 generous 2 under 4 in front of 6 on 4 1 some 3 an 5 some 7 a 5 1 d 2 b 3 a 4 e 5 c 2 an 4 some 6 some 8 some Self-Check 4 5 1 C 2 U 3 C 4 U 5 U 6 C 6 1 many, many 3 any, many 1 1 mum 3 granddad 5 brother 2 some, any 4 any, any 2 sister 4 grandma 7 1 That would be nice. 4 Enjoy your meal. 2 1 noisy 3 cute 5 serious 2 Can I take your order? 5 Here you are. 2 clever 4 funny 3 How about pizza? 3 1 mechanic 3 nurse 5 secretary 2 vet 4 pilot Self-Check 8 4 1 Does she walk to school? Yes, she does. 1 1 saxophone 5 bass guitar 8 accordion 2 Do they like tennis? Yes, they do. 2 synthesiser 6 drum 9 electric guitar 3 Do they live in a flat? No, they don’t. 3 harmonica 7 piano 10 violin 4 Does Ann eat meat? No, she doesn’t. 4 flute 5 Does Bob play the guitar? Yes, he does. 2 1 wings 4 beasts 7 wounds 10 horror 5 1 gets 3 has 5 works 2 boring 5 destroyed 8 western 11 palace 2 doesn’t watch 4 doesn’t go 3 ticket 6 fire 9 dates 12 survived 6 1 c 2 e 3 d 4 b 5 a 3 1 Were, was 3 Was, wasn’t 5 had, didn’t have 2 Were, weren’t 4 Was, was 6 could, couldn’t Self-Check 5 4 1 watched 3 made 5 didn’t visit 1 1 eagle 3 sheep 5 parrot 2 didn’t plan 4 travelled 6 saw 2 elephant 4 chimpanzee 5 1 c 2 d 3 a 4 e 5 b

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Student’s Book Audioscripts Module 1 Module 3 ➢ Exercise 5 (p. 11) ➢ Exercise 11 (p. 37) 1 Hola! My name is Juanita Vasquez. I’m twelve years old. In this room the bed is between the bedside cabinet and the I am from Mexico. I’m Mexican. window. There are pillows on the bed and some books 2 Ciao! My name is Giovanni Davielli and I’m 18 years behind the bedside cabinet. There are slippers next to the old. I am from Italy. I’m Italian. bed and there is a plant in front of the bed. There are some 3 Hello! My name is Samantha Miller. I’m 16 years old flowers on the bedside cabinet and there is a lamp next to and I’m from the UK. I’m British. the flowers. ➢ Exercise 6 (p. 15) ➢ Exercise 5 (p. 39) Bob: Hello. I am a new student. My name’s Bob. What’s Woman: Hello. This is Melbourne Museum in Carlton your name? Gardens. Can I help you? Susan: Hi Bob. My name’s Susan Brown. Man: Hello ... Yes, please. I want some information about Bob: Oh, your surname is like the colour! your new exhibition. Susan: Yes, B-R-O-W-N. Woman: OK. It’s called Bugs Alive. In our exhibition rooms Bob: OK. So, where are you from Susan? I’m from the USA. you can see over one hundred species of live insects. Susan: I’m from the UK. Man: Wow! Is there anything else? Bob: How old are you, Susan? Woman: Yes – we have also got a great collection of spiders Susan: I’m thirteen years old. from all over the world. Bob: I’m thirteen too. What’s your favourite subject? Man: Very interesting. What time does the museum open? Susan: Art. What about you? Woman: We are open every day from 10 am to 5 pm. Bob: Art, too. Painting is great. And what’s your favourite Man: How much are the tickets? sport? Woman: Tickets cost six dollars for adults. Children are free. Susan: My favourite sport’s swimming. Man: Thank you very much for the information. Goodbye. Bob: Mine’s hockey. It’s just great. Come and see us one day. Woman: Thank you for calling. Goodbye. Susan: Sure. Module 4 Module 2 ➢ Exercise 9 (p. 47) ➢ Exercise 2 (p. 21) Girl: That’s a beautiful picture of your family, Peter. Is this Girl: Hi, Peter. You’ve got a beautiful scarf. your dad? Peter: Thank you, Mary. It’s new. Peter: Yes, that’s right. He’s very funny. He tells us jokes Girl: Have you got gloves too? and we always laugh. Peter: No, I haven’t got gloves today – my hands aren’t cold. Girl: What’s his name? Girl: Is that a basketball in your school bag? Peter: John – and my mum is Becky. Peter: No. It’s a helmet. Girl: Is this her? ➢ Exercise 7 (p. 23) Peter: Yes, that’s her. She’s very clever. She helps me with my homework. Girl: John, who are your favourite Shrek characters? Girl: And this girl? I see her in school. Is she your sister? John: I forget his name. He’s old. He is small and thin, with Peter: Yes, that’s my sister Laura. She’s very quiet. She likes a moustache and a long beard down to his knees! He does reading in her bedroom. She doesn’t like noisy music. magic. Girl: And that’s your brother, right? He looks very tall. Girl: OK. I know him. He’s very funny. Peter: Yes, Mark is tall and strong. He plays football. John: And I like that woman ... Girl: The tall one? ➢ Exercise 8 (p. 51) John: No, not that one. The short, plump one with long hair. Girl: Bob, what does your dad do? Girl: Yes, she’s great. Bob: Dad’s a mechanic. He repairs cars in a garage. ➢ Exercise 7 (p. 27) Girl: And your mum? I remember she types letters in an office. Anna: Hi, John. Tell me about your classmates. Can Tony Bob: No, she isn’t a secretary. Mum works in a school. She play basketball? teaches History to young children. John: No, he can’t. But Tony can dance very well. Girl: Is your brother Tony a doctor? Anna: Who can run very fast? Bob: He works in a hospital, but he isn’t a doctor. He’s a John: Sue can. She does athletics. nurse. He looks after sick people. Anna: What about Lyn? Can she ski? Girl: I know your sister – she flies planes. John: No, she can’t. Lyn likes music. She can play the guitar. Bob: No! Not my sister. My cousin Joan is a pilot. My sister Peter can ski. He likes snow. Mary photographs famous people. Anna: Can Mary play basketball? Girl: She’s a photographer? That’s nice. And what’s your John: Yes, she can. She’s good at sports – but she can’t climb. cousin John’s job?

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Student’s Book Audioscripts

Bob: John? Oh, he says he wants to be a footballer, but ➢ Exercise 4 (p. 75) really he looks after sick animals. Georgia: Do you like this top, Anna? Module 5 Anna: It’s great, but I really need a dress for the party. Georgia: Look at this dress, Anna! It’s fabulous! ➢ Exercise 7 (p. 59) Anna: It’s a pretty colour. The bald eagle is a magnificent bird. It is dark brown or Georgia: Why don’t you try it on? black with a white head and tail. It has got big eyes, a Anna: I’d rather not, It’s too expensive. sharp small yellow beak and very sharp claws. Its wings can Georgia: You are right. £100 for a dress is too much. be up to 2 metres wide. Bald eagles are very fast fliers and Anna: Let’s go to another shop. can fly up to 65 km/h. They usually eat fish. They can live Georgia: OK. Just wait for me to pay for the top and we’ll go. for 20-30 years. Anna: How much is it? ➢ Exercises 6a (p. 63) Georgia: £10. It’s a bargain. Jane: Hi, Sam. I just read about the Fire Ant Festival and it Module 7 sounds like lots of fun. It takes place on the 4th weekend of ➢ Exercise 5c (p. 87) March in Ashburn, Georgia. Do you want to go? Would you like to try some of the best seafood? Then come Sam: I don’t really like ants, especially fire ants. They bite! to the new restaurant, Blue Lagoon, at 54 Henry Street. We Jane: Oh, don’t worry. There are no real ants at this festival, serve lunch and dinner daily. We also offer live music every just people. But there are pilots who bomb fake ant hills Saturday night, with some of the best new bands in with plastic bags. England. If you have a birthday or anniversary, a party Sam: So what else can we do there? room is available where you can enjoy the special occasion Jane: There’s a carnival that begins on Wednesday. I’m taking with friends and family. So come to Blue Lagoon for a my little sister there on Thursday. Do you want to join us? dining experience you’ll never forget! We’re open from Sam: No, I’m busy. But I’m free on Friday after work. 12 noon to 1 o’clock in the morning. Call 914 914 22 22 What’s on after 7:00? to make a reservation. Jane: There’s the drive-in-cinema at 8:00 and at 9:30 they let off fireworks. How about that? Module 8 Sam: Sounds good. What about Saturday? ➢ Exercise 5 (p. 99) Jane: There’s the Fire Ant 5 km run early Saturday morning. Elizabeth I was born in 1533 in Greenwich near London. We can pay to enter the run on Friday. She was the queen of England for almost 45 years. Her Sam: Why Friday? father was Henry VIII and her mother was Anne Boleyn. Jane: Well, enter the day before the event and it’s $15.00. When she was a girl she studied history and philosophy. On the day of the run it’s $20.00. We save $5.00. She was a great leader and managed to make England an Sam: OK. What do we do for the rest of the day? important and powerful country. The English people loved Jane: There’s the health fair, an art show and a car show all her and called her ‘Good Queen Bess’. She died on 24th at the same time. March in 1603 at the age of 69. Sam: The car show sounds good. You can go to the other ➢ Exercise 3 (p. 108) two. OK? Jane: Sure. But come with me to the street dance on A: Hi Marianne. Where were you? Saturday night, right? B: I was listening to Maggie’s band play. Sam: OK. A: Wow! Maggie has got a band? B: Yes. Some others from our class are in the band, too. It Module 6 was their first concert. ➢ Exercise 7 (p. 71) A: Really? What kind of music do they play? And now for a look at the weather for some cities around B: Rock. Maggie plays the electric guitar. the world. It’s a warm, sunny day today in Athens, with a A: Cool! She’s lucky! What about the others? high temperature of 20 degrees Celsius. A lovely day B: Well, there is Leslie ... she’s crazy about electronic indeed. It’s raining in Paris, though, and quite cold, with a instruments so she plays the synthesiser. low temperature of 5 degrees Celsius. As for London, it’s A: Does David play in the band too? quite windy and chilly, so dress warmly as the temperature B: Yes, at first he was the singer, but now he plays the won’t go higher than 10 degrees. For people in Glasgow, drums too. it’s a freezing cold, wintry day with plenty of snow coming A: Wow, that’s difficult! down and a low of minus 5 degrees Celsius. In Dublin, it’s B: Yes, but he’s a better drummer than Simon. Now Simon mostly cloudy and cold, with a temperature of 5 degrees plays the bass guitar. Of course, you know Laura can Celsius. Vienna is enjoying a cool but cloudy day and a play lots of instruments. She plays the violin in the band. temperature of 15 degrees Celsius. It’s hot and sunny in A: What about her friend, Ann? They’re always together. Is Perth, with a temperature of 30 degrees Celsius. Finally, it’s she in the band too? sunny and boiling hot in Bangkok, with a high temperature B: Yes, she is. She plays the flute. of 35 degrees Celsius. And now back to ... A: So, how was the concert? B: It was amazing!

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Formative Evaluation Chart

Module: ...... Unit: ...... Course: ......

Students’ names: Mark & Comments

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

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Cumulative Evaluation Student’s Self-Assessment Forms

CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self-Assessment Form Module 1

Go through Module 1 and find examples of the following. Use the code to evaluate yourself. • talk about school subjects & classroom objects ...... • talk about countries & nationalities ...... • talk about sports ...... • introduce myself & give personal information ...... • talk about the education system in the US ...... • greet people ......

Go through the corrected writing tasks. Use the code to evaluate yourself. • write a short text to present myself ...... • write a short text about my partner ...... • write an email introducing myself to a pen-friend ......

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CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self-Assessment Form Module 2

Go through Module 2 and find examples of the following. Use the code to evaluate yourself. • describe people’s appearance ...... • talk about possessions ...... • talk about abilities ...... • talk about souvenirs around the world & in my country ...... • buy things ......

Go through the corrected writing tasks. Use the code to evaluate yourself. • write about my favourite cartoon character ...... • write a description of my possessions ...... • write a list of things I can/can’t do ...... • write an email about my collection ......

CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self-Assessment Form Module 3

Go through Module 3 and find examples of the following. Use the code to evaluate yourself. • talk about rooms, furniture & appliances ...... • talk about location of things in a bedroom ...... • talk about my room & my things ......

Go through the corrected writing tasks. Use the code to evaluate yourself. • write a description of my ideal bedroom ...... • write five facts about insects ...... • write a short text about a landmark in my country ...... • write an email about my house ......

© Express Publishing PHOTOCOPIABLE E3 20 Spark gr6 VIET Ts Evaluation.qxp_20 Spark gr6 VIET Ts Evaluation 7/26/17 5:36 PM Page 286

CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self-Assessment Form Module 4

Go through Module 4 and find examples of the following. Use the code to evaluate yourself. • talk about my family members & friends ...... • talk about people’s characters ...... • talk about daily routines ...... • make arrangements ......

Go through the corrected writing tasks. Use the code to evaluate yourself. • a short paragraph about my family ...... • write a short text about my typical weekday ...... • write an email about my family ...... • write a blog entry about my favourite singer ......

CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self-Assessment Form Module 5

Go through Module 5 and find examples of the following. Use the code to evaluate yourself. • talk about animals & pets ...... • questions with how ...... • express fear ...... • describe animals ......

Go through the corrected writing tasks. Use the code to evaluate yourself. • write a fact file about an animal ...... • write a paragraph about an animal festival ...... • write a short text about my country’s national animal ...... • write an article about my pet ......

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CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self-Assessment Form Module 6 Go through Module 6 and find examples of the following. Use the code to evaluate yourself. • talk about seasons/months ...... • talk about the weather ...... • talk about clothes/accessories ...... • talk about holiday activities ...... • make suggestions & respond to them ...... • buy clothes ......

Go through the corrected writing tasks. Use the code to evaluate yourself. • write about a short paragraph about my favourite season ...... • write short descriptions of people’s clothes/activities ...... • write a short paragraph about people in my country who wear a traditional uniform ...... • write a postcard to a friend from a holiday resort ......

CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self-Assessment Form Module 7

Go through Module 7 and find examples of the following. Use the code to evaluate yourself. • talk about food & drinks ...... • talk about festivals ...... • order food/drinks ......

Go through the corrected writing tasks. Use the code to evaluate yourself. • write about my favourite food ...... • write an email about types of food I like/don’t like ...... • write a short text about a special celebration in my country ...... • write an article describing a celebration ......

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CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self-Assessment Form Module 8

Go through Module 8 and find examples of the following. Use the code to evaluate yourself. • talk about films & music ...... • talk about mythical creatures ...... • talk about heroes from the past & lost civilisations ...... • talk about the past ...... • agree/disagree ......

Go through the corrected writing tasks. Use the code to evaluate yourself. • write a short presentation on mythical creatures ...... • write a paragraph about Elizabeth I ...... • write a diary entry ...... • write an email about what I did last weekend ...... • write a short paragraph about a famous artist from my country ...... • write an email about an event I attended ......

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Progress Report Cards

Progress Report Card

...... (name) can: Module 1

very well OK not very well talk about school subjects & classroom objects talk about countries & nationalities talk about sports introduce yourself & give personal information talk about the education system in the US greet people write a short text to present yourself write a short text about your partner write an email introducing yourself to a pen-friend

Progress Report Card

...... (name) can: Module 2

very well OK not very well describe people’s appearance talk about possessions talk about abilities talk about souvenirs around the world & in your country buy things write about your favourite cartoon character write a list of things you can/can’t do write an email about your collection write a description of your possessions

Progress Report Card

...... (name) can: Module 3

very well OK not very well talk about rooms, furniture & appliances talk about location of things in a bedroom talk about your room & your things write a description of your ideal bedroom write five facts about insects write a short text about a landmark in your country write an email about your house

© Express Publishing PHOTOCOPIABLE E7 20 Spark gr6 VIET Ts Evaluation.qxp_20 Spark gr6 VIET Ts Evaluation 7/26/17 5:36 PM Page 290

Progress Report Card

...... (name) can: Module 4

very well OK not very well talk about your family members & friends talk about people’s characters talk about daily routines make arrangements write a short text about your typical weekday write a profile of your favourite singer write an email about your family write a short text about your family

Progress Report Card

...... (name) can: Module 5

very well OK not very well talk about animals & pets ask & answer how questions express fear describe animals write a fact file about an animal write a paragraph about an animal festival write a short text about your country’s national animal write an article about your pet

Progress Report Card

...... (name) can: Module 6

very well OK not very well talk about seasons/months talk about the weather talk about clothes/accessories talk about holiday activities make suggestions & respond to them buy clothes write a short paragraph about your favourite season write short descriptions of people’s clothes/activities write a postcard to a friend from a holiday resort write a short paragraph about people in your country who wear a traditional uniform

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Progress Report Card

...... (name) can: Module 7

very well OK not very well talk about food & drinks talk about festivals order food/drinks write about your favourite food write an email about types of food you like/don’t like write an article describing a celebration

Progress Report Card

...... (name) can: Module 8

very well OK not very well talk about films & music talk about mythical creatures talk about heroes from the past & lost civilisations talk about the past agree/disagree write a short presentation on mythical creatures write a paragraph about Elizabeth I write a diary entry write an email about what you did last weekend write a short paragraph about a famous artist from your country write an email about an event you attended

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Workbook Key

1a 6 2 it 4 it 6 he 8 she 10 they 1 2 Antonio Banderas is from Spain. He’s Spanish. 3 they 5 she 7 they 9 it 3 Gennaro Gattuso is from Italy. He’s Italian. 4 Johnny Depp is from the USA. He’s American. 7 1 He 3 They 5 It 7 They 9 It 5 Robinho is from Brazil. He’s Brazilian. 2 him 4 her 6 They 8 I 10 She 6 Anna Kournikova is from Russia. She’s Russian. 7 Thierry Henry is from France. He’s French. 8 1 A 4 B 7 A 10 C 8 Leona Lewis is from the UK. She’s British. 2 C 5 B 8 B 11 A 3 A 6 B 9 A 12 B 2 1 Spanish 7 Turkish 2 British 8 French 9 (Suggested Answer Key) 3 American 9 Vietnamese I’m not Spanish. I am Vietnamese. 4 Portuguese 10 Polish Drawing and painting are my favourite hobbies. 5 Greek 11 Mexican My friend’s favourite subjects aren’t Maths and ICT. 6 Russian 12 Italian Football isn’t my favourite sport.

3 1 ICT 5 Science 1c 2 Physical Education 6 Music 1 1 football, basketball, badminton, hockey, athletics 3 Geography 7 Maths 2 Monday & Wednesday, Tuesday, Friday, Thursday 4 Art 3 PE, Maths, English, Music

4 a) 1 d 2 a 3 e 4 c 5 b 6 f 2 1 Mr Foulds is the Music teacher. 2 No, it isn’t. It is on Tuesday and Friday. b) 1 favourite subject 3 There are five. 2 best friend 4 The school trip is on Friday, 4th November. 3 good at drawing 5 The basketball club is 3:45-5:15.

5 (Suggested Answer Key) 3 1 T 2 F 3 T 4 F 5 F 1 Viet Nam 3 in animals 5 Maths 2 at sports 4 Vinh 4 1 A 2 A 3 C 4 C 5 C 1b 5 1 football, basketball 1 2 a 4 an 6 an 8 an 10 an 2 badminton 3 a 5 a 7 a 9 an 3 tennis, swimming, gymnastics 4 hockey 2 1 is/’s 4 am/’m 7 are 5 (Suggested Answer Key) My favourite sport is 2 am/’m 5 are 8 are badminton. 3 am/’m 6 is 9 are/’re 6 9:00 Maths 1:00 Science 3 (Suggested Answer Key) 9:45 History 1:45 English 10:45 PE 2:50 Art 1 Vietnamese 11:30 Geography 2 My friends aren’t from London. They’re from Ho Chi Minh City. 1d, e, f 3 Basketball isn’t a subject. It’s a sport. 4 My parents aren’t twenty. They’re forty. 1 Across Down 5 I’m not six years old. I’m thirteen. 3 Tokyo 1 London 4 Paris 2 Ottawa 4 1 Are 5 Canberra 6 Athens 2 No, I’m not. I’m thirteen. 10 Madrid 7 Berlin 3 Are 11 Moscow 8 Rome 4 No, they’re not. They’re twelve. 9 Lisbon 5 Is 6 Yes, it is. 2 1 b 2 b 3 a 4 a 5 a 6 b 7 Are 8 Yes, I am. 3 1 How are you? 4 How about you? 9 Are 2 I’m fine, thanks. 5 How old are you? 10 Yes, they are. 3 Nice to meet you. 11 Is 12 No, he isn’t. He’s from Canada. 4 (Suggested Answer Key) Jenny: Good morning, Sue. How are you? 5 2 How old 4 What 6 When Sue: Not bad. And you? 3 Where 5 Who Jenny: I’m fine, thanks. Sue: This is Peter. He’s new to the school.

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Workbook Key

Jenny: Nice to meet you. Where are you from? 7 1 engineer 3 favourite Peter: I’m from London. I’m British. 2 plump 4 moustache Jenny: I’m from New York. How old are you? Peter: I’m thirteen. 8 (Ss’ own answers) Jenny: Me too. 2b 1g 1 2 Tim and Marcus have got a basketball, a cap and 1 1 C 2 A 3 B trainers. They haven’t got a guitar. 3 Quang has got a guitar, a basketball and trainers. Hi, Jessie, Manchester, England, Blackwood Secondary He hasn’t got a cap. School, English, History, Maths, Art, Jerry, Canadian, 4 Jill and Samantha have got a guitar, a basketball Music, Geography and a cap. They haven’t got trainers.

2 1 Jessie is fourteen. 2 2 Has 2 Jessie is from Manchester, England. Yes, he/she has./No, he/she hasn’t. 3 The name of her school is Blackwood Secondary 3 Have School. Yes, they have./No, they haven’t. 4 Her favourite school subjects are English and 4 Has History. Yes, she has./No, she hasn’t. 5 She isn’t good at Maths and Art. 5 Has 6 Her best friend’s name is Jerry. Yes, he/she has./No, he/she hasn’t. 7 Jerry is from Canada. 6 Have 8 His favourite school subjects are Music and Yes, I have./No, I haven’t. Geography 3 2 my 4 his 6 our 8 her 3 (Suggested Answer Key) 3 his 5 their 7 your Hi, my name’s Vinh and I’m twelve. I’m from Ha Noi, Viet Nam and I’m a student at secondary school. I’m 4 1 can 3 can, can’t 5 can, can’t in class 2A. 2 can, can’t 4 can 6 can’t, can My favourite school subjects are Music and Art, but I’m not very good at History and Science. 5 2 That is, this is 4 This is, that is My best friend is Nam. He is thirteen and he’s 3 These are, those are 5 Those are, these are Vietnamese. His favourite subjects are Maths and Physical Education. 6 2 Those are buses. 6 These are men. 3 These are foxes. 7 These are toys. 2a 4 Those are leaves. 8 These are mice. 1 1 skateboard 4 helmet 7 trainers 5 Those are brushes. 2 scarf 5 bicycle 8 gloves 3 watch 6 handbag 7 1 B 3 C 5 C 7 A 9 C 11 C 2 A 4 B 6 B 8 A 10 B 12 C 2 2 eye 6 nose 10 leg 3 face 7 hand 11 ankle 8 (Suggested Answer Key) 4 hair 8 arm 12 foot I’ve got a guitar, trainers, a cap, a cat and sunglasses. I 5 mouth 9 knee haven’t got a basketball, a car or a skateboard. My friend has got trainers, a cap, a cat and a 3 1 e 2 c 3 b 4 a 5 d skateboard. He hasn’t got a guitar, a basketball, a car or sunglasses. 4 (Suggested Answer Key) 1 I’m tall and thin. 2c 2 I’ve got short hair. 1 1 F 2 NM 3 NM 4 T 3 I’m not short. 4 I haven’t got a big nose. 2 1 It is from Australia. 4 No, it can’t. 5 My friends are young. 2 It is brown. 5 It can run very fast. 6 My friends aren’t old. 3 Yes, it has. 6 It can run up to 50 km/h.

5 2 No, she isn’t. She’s thin. 3 1 c 2 d 3 e 4 b 5 a 3 No, they aren’t. They are short. (Suggested Answer Key) 4 No, he isn’t. He’s plump. 5 No, they aren’t. They’re old. I can ride a bike and spin a ball. I can’t drive a car, 6 No, it isn’t. It’s long. balance on a ball or play the guitar.

6 1 beard, moustache 4 plump, hair 4 England, Scotland, The USA (America), Mexico, Spain, 2 young, short 5 fat, nose, mouth Germany, Russia 3 thin, long

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Workbook Key

5 1 dance 3 spin 5 swim 7 play 3a 2 run 4 ski 6 climb 6 Rooms Furniture Appliances 6 1 C 2 B 3 A 4 B 5 C bedroom lamp fridge bathroom table cooker 2d, e, f hall desk 1 1 mug 3 T-shirt 5 teddy bear kitchen bed 2 key chain 4 sweatshirt 6 pen dining room chair wardrobe 2 1 collection 4 stars 7 identical bedside cabinet 2 dolls 5 clock 8 alike 3 proud 6 popular 2 1 bookcase 4 sink 7 armchair 3 1 shop 3 teddy 5 run 2 cupboard 5 painting 8 curtains 2 tartan 4 souvenir 6 shopping 3 fridge 6 wardrobe 9 pillow

4 1 a 2 a 3 b 4 a 5 b 3 1 bathrooms 4 fireplaces 7 curtains 2 doors 5 paintings 8 carpet 5 (Suggested Answer Key) 3 windows 6 desk 9 ceiling Minh: How can I help you? 4 2 There isn’t a mirror. 8 There isn’t a bookcase. Hai: I want to buy a souvenir. 3 There is a painting. 9 There are cushions. Minh: How about this mug? 4 There is a sofa. 10 There is a carpet. Hai: That’s a good idea. How much is it? 5 There is an armchair. 11 There are cupboards. Minh: It’s 140,000 VND. 6 There are stairs. 12 There aren’t any Hai: Can I have two, please? 7 There are curtains. pillows. Minh: Sure. That’s 280,000 VND. Hai: Here you are. 5 a) 1 b 2 e 3 d 4 a 5 c

2g b) 1 unusual building 3 next floor 1 1 Ireland 2 dream home 2 A fantastic room, rollerblades and a collection of souvenirs from different countries. 6 (Suggested Answer Key) 3 Her favourite things are her toy dolls from Russia. In my kitchen there is a table and two chairs. There is a cooker and a fridge. 2 1 How old is Amy? 2 Anna is twelve. 3b 3 Are you British? 4 I’ve got a cap, a mug, a bag and a pen. 1 1 There are 3 There is 5 There isn’t 5 I’m Vietnamese. I’m not Portuguese. 2 There are 4 There are 6 There aren’t 6 Wow! It’s great. 2 1 Are there, there are 3 Is there, there isn’t 3 (Suggested Answer Key) 2 Is there, there isn’t 4 Are there, there aren’t 1 I am twelve years old. 3 (Suggested Answer Key) 2 I am from Viet Nam. 3 I am tall and thin. I have got short black hair. 1 There is 4 There aren’t 7 There aren’t 4 I collect stamps. 2 There are 5 There is 8 There is 3 There is 6 There isn’t 4 (Suggested Answer Key) 4 1 behind 3 next to 5 between From: Quang 2 on 4 under To: Nam Subject: My favourite things 5 (Suggested Answer Key) Hi, my name’s Quang. I’m twelve years old and I’m 2 No, there aren’t. There are magazines on the floor. from Viet Nam. I’m tall and thin with short black hair. 3 No, there isn’t. There is a chair in front of the desk. I’ve got a fantastic room! I really like my skateboard 4 No, there isn’t. There is a lamp next to the desk. because I can skateboard very well. I’ve also got a 5 No, there isn’t. There is a wardrobe next to the great collection of stamps from around the world. bed. What are your favourite things? 6 No, there aren’t. There are two balls next to the Write back soon! bed./There are two balls between the bed and the Quang wardrobe.

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Workbook Key

6 (Suggested Answer Key) 3g There are shoes under my bed. 1 1 B 2 A 3 C There are books in the bookcase. There is a computer on my desk. 2 (Suggested Answer Key) There are posters on my wall. 1 My dream house is in Ha Long Bay. 2 It has got three floors. 7 1 any, any 2 a, some, an 3 any, some, a 3 Outside there is a huge garden with flowers and trees. 8 2 don’t eat 4 Close 6 Don’t be 4 It has got a big kitchen, a library, five bedrooms 3 Don’t talk 5 Do and three bathrooms. 5 My bedroom is white and dark green. 9 2 ninth 6 twentieth 10 seventeenth 6 In my bedroom, I have got lots of books, a 3 third 7 twelfth 11 fourth computer and a huge bed. 4 nineteenth 8 second 12 eighteenth 7 I like my home because it has a great view of the 5 fifth 9 eleventh nature on the other islands and the caves.

10 1 A 3 C 5 B 7 A 9 A 11 C 3 (Suggested Answer Key) 2 B 4 A 6 C 8 B 10 B 12 C My dream home is on one of the islands in Ha Long 3c Bay. It has got three floors and outside there is a huge garden with flowers and trees. Inside, it has got a big 1 1 The house is in Pennsylvania. kitchen, a library, five bedrooms and three bathrooms. 2 It is in the shape of a shoe. My room is cool! Everything is white and dark green. 3 There are five floors. I’ve got lots of books, a computer and a huge bed. 4 It has got seven rooms. I like my dream home because it has a great view of 5 Outside the house there is a garden. the nature on the other islands and the caves. It’s 6 The house is made of wood and metal. fantastic. 7 No, it is not a home now. 8 Now, you can buy ice cream there. 4a 2 1 wood and metal 4 bathrooms 1 1 grandfather 4 cousin 7 grandmother 2 Five 5 kitchen 2 wife 5 aunt 8 dad 3 bedrooms 6 gardens 3 brother 6 uncle

3 1 A 2 B 3 B 4 A 5 B 6 A 2 2 aunt 7 grandma 12 mother-in-law 3 mum 8 uncle 13 father-in-law 4 1 four (large) 3 garden 5 Mr Brown 4 brother 9 aunt 14 wife 2 bathrooms 4 lots of trees 5 cousin 10 niece 15 husband 6 dad 11 son 5 1 scorpion 3 spider 5 flea 2 cockroach 4 fly 6 bedbugs 3 1 mum 3 cousin 5 aunt 2 daughter 4 sister 6 grandma 6 1 hiding 2 creepy 3 alone 4 view 5 tidy 4 a) 1 family 5 grandma 9 daughter 3d, e, f 2 mum 6 brother 10 cousin 3 dad 7 aunt 1 1 wheel 3 landmark 5 attraction 4 granddad 8 husband 2 view 4 bottom b) 1 niece 4 wife 2 1 b 2 a 3 b 4 b 5 a 2 father-in-law 5 uncle 3 mother-in-law 6 nephew 3 1 Is Mark here? 3 Whose guitar is this? 2 Your room is great. 4 You’re very lucky. 5 1 B 3 C 5 C 7 C 9 A 2 A 4 B 6 A 8 B 10 B 4 (Suggested Answer Key) Hoa: Hello, Mrs Nguyen. Is Linh here? 6 (Suggested Answer Key) Mrs Nguyen: Yes, she’s in her room. My best friend is great. Her name is Linh and she is Hoa: Thanks. ... Hi, Linh. Your room is great! clever and funny. Sometimes she is noisy but usually Linh: Hi, Hoa. Yes, it’s really big. she is a quiet person. We do everything together. Hoa: You’ve got an MP3 player, a computer and a DVD player. Whose skateboard is this? 4b Linh: It’s my sister’s. Hoa: You’re very lucky. You’ve got everything in your 1 -s: likes, plays, gives, uses, works, visits, walks, gets, room. says, talks -es: watches, does, teaches, washes, kisses 5 window, desk, lamp, wardrobe, bookcase -ies: carries, studies, tries

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2 2 starts 7 continues 12 plays 3 Jenny goes to the animal shelter at about 3:30 3 catch 8 goes 13 like every Monday, Wednesday and Friday. 4 takes 9 has 14 goes 4 At the animal shelter, Jenny speaks to families and 5 start 10 does chooses animals for them. She also cleans cages, 6 has 11 watches walks the dogs and looks after the sick animals. 5 Jenny goes home at about 7 o’clock. 3 1 have 5 goes 9 watch 6 After dinner, Jenny does her homework. 2 meets 6 play 10 gets 7 No, she doesn’t. She goes to bed at about 11:30. 3 goes 7 has 8 In the morning she usually feels really tired. 4 do 8 has 3 1 T 2 F 3 T 4 F 5 T 4 (Suggested Answer Key) 2 goes 4 don’t start 6 play 4 1 G 2 A 3 E 4 C 5 H 3 cooks 5 don’t catch 7 have 5 Across Down 5 (Suggested Answer Key) 2 teacher 1 hairdresser 5 photographer 3 footballer 2 Do your friends play football? No, they don’t. 6 mechanic 4 pilot 3 Do your parents get up early in the morning? 7 nurse 8 secretary Yes, they do. 9 vet 4 Do you watch TV in the evenings? Yes, I do. 5 Does your friend speak French? No, she doesn’t. 6 Morning – have breakfast, play piano, go to dance class 6 Does your dad play a musical instrument? Afternoon – take the dog for a walk, go to the gym, Yes, he does. have lunch Evening – meet friends, go to cinema 6 (Suggested Answer Key) 2 What do you do on Saturdays? 4d, e, f I meet my friends on Saturdays. 1 2 It’s twenty past eight. 6 It’s (a) quarter past six. 3 What do you have for dinner on Sundays? 3 It’s ten past nine. 7 It’s ten to seven. I usually have chicken and vegetables for dinner 4 It’s (a) quarter to eight. 8 It’s half past eleven. on Sundays. 5 It’s three o’clock. 9 It’s twenty to two. 4 How often do you see your friends? I see my friends twice a week. 2 a) 1 e 2 a 3 c 4 b 5 d 7 2 girls’ 3 Ann’s 4 boys’ 5 Sue’s b) (Suggested Answer Key) 8 2 Whose 4 Whose 6 Who’s 1 On special days, we usually visit my 3 Who’s 5 Whose grandparents. 2 It is important to show respect to your teacher. 9 (Suggested Answer Key) 3 I love to give cards and gifts to my friends. 4 Family members are as important as friends. I love writing emails to my friends. 5 I live next door to my best friend. I don’t like drinking coffee. I love speaking English. 3 1 Are you free tonight? My mum loves reading magazines. 2 What time does the film start? My best friend doesn’t like eating chocolate. 3 What time does it finish? My cousin hates going to the cinema. 4 Let’s meet outside the cinema at 5:30. My dad loves going to bed late. 4 (Suggested Answer Key) 10 1 A 3 C 5 A 7 A 9 B 11 C 2 A 4 B 6 C 8 A 10 C 12 C Thu: Hi Linh. Linh: Hi Thu. Are you free tonight? 11 (Suggested Answer Key) Thu: Yes I am. Linh: Do you want to go to the swimming pool? I have my breakfast at 6:00. Thu: What time does it open? I have a shower at 6:15. Linh: At 5:00. I go to school at 6:50. Thu: What time does it close? I have lunch at 12:30. Linh: At 9:00. I finish lessons at 3:00. Thu: Let’s meet outside the swimming pool at 6:00. Linh: That’s OK with me. 4c Thu: OK! See you there. 1 1 7 3 school 5 home 7 11:30 2 a walk 4 3:30 6 9:30 4g 1 A 2 B 3 C 1 2 1 In her free time, Jenny finds homes for animals. 2 No, she doesn’t. She gets up at seven o’clock.

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2 1 I go to bed late. 7 2 Wrong! A canary hasn’t got long wings. It’s got 2 Does he live in London? short wings. 3 My parents don’t speak English. 3 Wrong! A canary hasn’t got hooves. It’s got claws. 4 Have you got any brothers or sisters? 4 Wrong! A canary hasn’t got fur. It’s got feathers. 5 James doesn’t like getting up early. 5 Wrong! A canary hasn’t got a huge head. It’s got a small head. 3 (Suggested Answer Key) 6 Wrong! A canary hasn’t got a long neck. It’s got a Day: Saturday short neck. Morning 11:00 – have a big breakfast 8 (Suggested Answer Key) 12:00 – watch cartoons A giraffe has got a long neck and tail. It’s got long legs too. It has got a small head with quite big ears. It has Afternoon got hooves. 12:30 – have lunch 1:00 – go to cinema 5b 3:00 – play video games 1 1 Stella always plays the piano in the afternoon. Evening 2 Ben sometimes meets his friends after school. 5:00 – eat dinner 3 We never exercise after lunch. 5:30 – watch DVDs 4 Paula and Rachel are often late for work. 9:30 – talk on phone 5 Simon usually goes jogging in the evening. 11:00 – go to bed 2 (Suggested Answer Key) 4 (Suggested Answer Key) 1 never 3 usually 5 often A day in the life of Hai 2 always 4 sometimes 6 sometimes On Saturdays, I get up at 10:00. I have a big breakfast at 11:00, then I watch cartoons at 12:00. 3 1 in 2 on 3 at 4 at 5 in 6 on At 12:30, I have lunch. After lunch, I go to the cinema. In the afternoon, I play video games. I have dinner at 4 at: the weekend, 4 o’clock, 7 pm, midnight, noon 7:00. on: 4th January, Friday, Sunday After dinner, I watch DVDs and talk on the phone. in: 2009, the morning, the spring, the afternoon, I go to bed at 11:00. Saturdays are fun. the evening, September

5a 5 1 friendlier/more friendly 5 the fastest 1 a) 1 duck 5 bear 9 squirrel 2 the most intelligent 6 bigger 2 chicken 6 sheep 10 eagle 3 longer 7 the best 3 horse 7 chimpanzee 4 the most colourful 8 heavier 4 elephant 8 hamster 6 2 Cats have got longer tails than hamsters. Giraffes b) Domestic animals: chicken, duck, horse, sheep, have got the longest tails of all. hamster 3 Pigeons have got smaller bodies than eagles. Wild animals: duck, elephant, bear, chimpanzee, Canaries have got the smallest bodies of all. squirrel, eagle 4 Giraffes have got longer necks than horses. Giraffes have got the longest necks of all. 2 1 fur 3 fin 5 tail 7 feathers 5 Dogs have got more legs than chickens. Spiders 2 hooves 4 scales 6 beak have got the most legs of all. 3 1 big nose 3 thin coat 5 long legs 2 short tail 4 long feathers 7 Lions are taller than squirrels, but giraffes are the tallest. Lions are heavier than squirrels, but giraffes are 4 1 big, thick 3 sharp 5 thin the heaviest. Giraffes are faster than squirrels, but lions 2 long 4 short 6 small are the fastest. Giraffes are slower than lions, but squirrels are the slowest. 5 1 spikes 4 sharp 7 horns 2 growing 5 fins 8 feeds 8 1 Dogs are very friendly. 3 come out 6 hunt 2 Hamsters are extremely small. 3 Rabbits have got quite long ears. 6 a) 1 swim 4 take 7 sharp 9 live 4 Crocodiles have got extremely sharp teeth. 2 coral 5 thick 8 bald 10 look 5 Owls have got quite big eyes. 3 long 6 wide 6 Mice are not very powerful animals. b) (Suggested Answer Key) 9 1 C 3 B 5 C 7 A 9 B 11 C 1 The bald eagle is the national bird of the US. 2 B 4 A 6 C 8 C 10 B 12 C 2 When I get older I want to live alone in my own flat. 3 A grizzly bear has got very thick fur.

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10 (Suggested Answer Key) 5 (Suggested Answer Key) ... taller than me but she is shorter than my dad. I am A: Would you like to see my new pet? shorter than my brother, but I am younger than him. B: Sure. What is it? My hair is longer than my cousin’s hair. My cousin is A: It’s a dog. older than me. I have got bigger feet than my mum. B: Oh my goodness! A: What’s wrong? 5c B: I’m afraid of dogs. 1 1 T 2 T 3 F 4 NM 5 F A: Don’t be silly. B: Are you sure it’s safe? 2 1 This badger is from America. A: Of course. 2 Badgers are grey with white stripes on their heads. 3 No, they live in burrows under the ground. 5g 4 No, they live with their families. 1 white fur, big legs, a short neck and very sharp claws 5 Badgers weigh about 10 kg. Weighs: up to 600 kg 6 No, they come out at night to hunt for food. What it can do: swim and hunt very well 7 Badgers eat insects and plants. Eats: other animals like seals and whales 8 Badgers live for up to 14 years. Other facts: It sleeps a lot in winter. Polar bears are powerful and beautiful. 3 1 C 2 C 3 A 4 A 5 A 6 B 2 1 Crocodiles have got sharp teeth. 4 1 famous 4 compete 7 bands 2 Bears are dangerous. 2 colourful 5 lasts 8 do 3 Your dog is very friendly. 3 let off 6 hunt 4 Hoa’s cat has got white paws.

5 1 How many brothers have you got? 3 (Suggested Answer Key) 2 How tall are llamas? Name of animal: the elephant 3 How much do camels weigh? Lives: in the mountain forests of Viet Nam 4 How fast do tigers run? What it looks like: big, with a long nose called a 5 How often do you eat hamburgers? trunk, wide legs, big ears and grey skin Weighs: up to 5,000 kg 6 2 How fast can this camel run? What it can do: use the trunk to pick things up, smell 3 How tall is this camel? water from kilometres away and make sounds 4 How much does this camel weigh? Eats: plants – up to around 150 kg of plants every day 5 How long can this camel live for? Other facts: They travel in groups.

7 Name: jaguar 4 (Suggested Answer Key) Where from: forests of Central and My favourite animal is the elephant. This animal lives Has got: large body, strong legs, thick fur with yellow in and around the mountain forests of Viet Nam. It’s and black spots got a trunk for a nose, wide legs, big ears and grey Length: about 1.7m skin. It weighs up to 5,000 kg and it can use its trunk Weight: 60-100 kgs to pick things up, smell water from far away and make Can: climb trees and swim (very well) sounds. It eats plants; in fact up to around 150 kg Lives: 12 to 15 years every day. It lives in different places and walks around 5d, e, f in groups. I like this animal because it is beautiful and there is no other animal like it. 1 (Suggested Answer Key) Domestic: horse, cow, cat, goat, dog, hamster 6a Wild: eagle, bear, panda, rabbit, swan, kangaroo, 1 February, March, May, July, August, October, dolphin, giraffe, parrot, elephant, squirrel, duck December 2 1 hawk 3 owl 5 bluebird (Suggested Answer Key) 2 swan 4 pelican 6 snake September

3 a) 1 b 2 a 3 d 4 c 5 f 6 e 2 1 raining/rainy 5 cloudy 9 freezing 2 snowing 6 warm 10 hot b) 1 keep, under control 3 live in the wild 3 foggy 7 sunny 2 live on farms 4 national animal 4 cold 8 windy

4 1 a 2 a 3 b 4 a 5 b 3 1 boiling hot 4 snowing 7 warm 2 raining 5 sunny 3 foggy 6 chilly

4 1 d 2 c 3 b 4 a

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5 2 cold 3 freezing 4 spring 5 warm 6c 1 It is an email. 6 1 sunny 3 raining 5 snowing 2 cloudy 4 windy 6 foggy 2 1 great 3 before 5 Every 7 funny 2 garden 4 in 6 and 7 1 go 2 have 3 play 4 make 3 1 Anne is in Colorado. 8 2 hot 4 waterskiing 6 kitesurfing 2 It’s warm and sunny. 3 swimming 5 windsurfing 7 camping 3 Her brothers, Doug and Clint, are with her. 4 Every morning, Anne goes swimming before 9 1 sandcastle 3 snowmen 5 sail breakfast. 2 sunbathing 4 floating 5 Today, her aunt is taking her and her brothers to a festival. 10 (Ss’ own answers) 6 The theme of this year’s festival is pirates. 7 Anne’s brothers are wearing their pirate costumes. 6b 8 Anne has got her camera with her. 1 + -ing: playing, listening, walking, talking, eating 4 2 C 3 A 4 C 5 C 6 B -/e + -ing: writing, making, having, creating, taking double consonant + -ing: cutting, running, 5 clothes: 1 jumper 2 jacket 3 shorts 4 dress 5 suit shopping, swimming, sitting 6 shirt 7 skirt 8 socks shoes: 9 sandals 10 boots 11 trainers 2 2 Tom isn’t watching TV. He’s talking on the phone. accessories: 12 belt 13 gloves 14 hat 15 cap 16 tie 3 Jane isn’t driving a car. She’s working on the computer. 6 1 Spain 4 hotel 7 museums 4 Joe isn’t sending an email. He’s reading a book. 2 Madrid 5 river 8 buildings 5 Mary isn’t eating a sandwich. She’s riding her 3 hot and sunny 6 city scooter. 6d, e, f 3 1 She isn’t making dinner. 1 1 trainers 4 sandals 7 boots 2 Is your mother shopping now? 2 jacket 5 gloves 8 tie 3 The boys are going camping this weekend. 3 jumper 6 belt 9 socks 4 James is wearing a suit and tie. 5 Is Peter making a sandcastle? 2 a) (Suggested Answer Key) 6 You aren’t doing your homework. 2 Jane is wearing a coat, a top, a skirt and a pair of boots. 4 2 Are Sally and Ann going to the cinema on Friday? 3 Anne is wearing a dress, a hat, a pair of Yes, they are. sunglasses and a pair of sandals. 3 Is she having a ballet lesson on Tuesday? 4 Todd is wearing a suit, a shirt, a tie and a pair Yes, she is. of shoes. 4 Is she having lunch with her aunt on Thursday? 5 William is wearing a jumper, a pair of jeans and No, she isn’t. a pair of socks. 5 Are Sally and her mum going shopping on Monday? Yes, they are. b) (Suggested Answer Key) I’m wearing a skirt, a top, a belt and a pair of boots. 5 1 wears 6 is studying 2 are watching 7 visits 3 1 attracts 4 turn 7 spot 3 have 8 Is she talking 2 comes 5 wins 8 clear 4 doesn’t sleep 9 don’t work 3 falling 6 wear, uniform 5 Are they sunbathing 10 play 4 1 Do you think so? 6 1 snows 6 makes 2 It’s nice, but I prefer it in blue. 2 is shining 7 has 3 How much does it cost? 3 is 8 is swimming 4 That’s not too bad. 4 wear 9 making 5 (Suggested Answer Key) 5 are wearing Thu: That skirt looks really nice on you. 7 1 B 3 A 5 A 7 C 9 C 11 B Lan: Do you think so? 2 C 4 B 6 C 8 B 10 A 12 B Thu: Yes. Look in the mirror. Lan: It’s nice, but I prefer it in pink. Do you think it’s 8 (Suggested Answer Key) expensive? Thu: Why? How much does it cost? I’m not sleeping now. I’m writing sentences. My Lan: It’s £30. friends aren’t playing. They are reading and writing. Thu: That’s not too bad. My friend, Hai, is ill today. He is at home sitting in Lan: OK, then. I’ll take it. front of the TV watching cartoons.

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Workbook Key 6g 7b 1 A 3 B 4 C 1 D 2 1 1 some (U) 4 some (U) 7 an (C) 2 some (C) 5 a (C) 8 a (C) 2 (Suggested Answer Key) 3 an (C) 6 some (C) 2 See you next week. 4 Miss you lots. 3 That’s all for now. 5 I don’t wake up late. 2 1 yoghurt 4 meat 7 oil 2 beef 5 corn 3 (Suggested Answer Key) 3 pasta 6 rice 1 I’m in Ha Noi. 3 1 any 4 an 7 a little 2 I’m with my parents and my sisters, Linh and Thu. 2 a lot of 5 many 3 The weather is warm and sunny. 3 some 6 any 4 Every morning, we go to the flower market. Then, we walk around the city. 4 1 a lot of 4 much 7 many 5 In the evenings, we sit and have coffee. 2 How many 5 a few 6 Right now, I’m writing postcards to everyone back 3 How much 6 How many home. 5 2 She isn’t going to make a cake. 4 (Suggested Answer Key) 3 She is going to do the shopping. Date: 15th July 4 She isn’t going to buy a new dress. Dear Quang, How are you? I’m having a great time here in Ha Noi 6 2 Are you going to eat 5 Will Sally make with my parents and my sisters, Linh and Thu. The 3 won’t order 6 will buy weather is warm and sunny. There’s so much to do 4 is going to rain 7 is going to have here. Every morning, we go to the flower market. Then, we walk around the city. In the evenings, we sit 7 (Suggested Answer Key) and have coffee. Right now, I’m writing postcards to 1 This summer I’m going to go to Ha Long Bay. everyone back home. Well, that’s all for now. See you 2 This summer I’m not going to get sunburnt. in a week. 3 This summer I’m going to visit my grandmother. Your friend, 4 This summer I’m not going to play many Vinh computer games.

7a 8 1 mustn’t 3 mustn’t 5 mustn’t 1 1 sandwich 5 water 9 soup 2 must 4 must 2 lettuce 6 biscuit 10 pizza 3 cheese 7 chips 11 pasta 9 1 B 3 A 5 A 7 C 9 C 11 B 4 tomato 8 fizzy drinks 2 C 4 C 6 B 8 A 10 A 12 A

2 Vegetables: cabbage, carrots, corn, broccoli, lettuce 10 (Suggested Answer Key) Fruit: bananas, cherries, oranges, pears 1 I mustn’t make noise during lessons. Dairy products: yoghurt, milk, butter, cheese 2 I must pay attention during lessons. Meat: chicken, lamb, beef 3 I mustn’t leave the room without asking during lessons. 3 1 cheese 5 cabbage 9 tea 4 I must be quiet during lessons. 2 lamb 6 salad 10 coffee 3 rice 7 butter 7c 4 orange juice 8 grains 1 1 T 3 T 5 F 7 T 4 1 lettuce 6 garlic 11 chicken 2 F 4 T 6 F 2 beef/meat 7 grapes 12 crisps 3 yoghurt 8 corn 13 pasta 2 When: every October, before Halloween 4 butter 9 lamb Where: in different cities in the USA 5 cabbage 10 cereal Food: pumpkin rolls, pumpkin ice-cream, pumpkin pie 5 1 box 4 cup 7 loaf Activities: build tall towers with pumpkins, light the 2 bottle 5 bowl 8 carton candles inside the pumpkins, live music, stalls with 3 glass 6 slice food and games, pumpkin pie-eating competition, fireworks, dancing 6 1 tastes 3 mad 5 delicious 2 highly, way 4 crispy 6 licence 3 1 food 3 order 5 serves 2 eat 4 watches 6 bathroom 7 (Suggested Answer Key) 4 1 Green 3 1.10 5 lunch For lunch, I usually have a sandwich or soup. After, I 2 3 4 fantastic have some fruit. I usually have a glass of milk or water.

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5 1 homemade 4 bump 7 course 8a 2 show 5 long 8 dessert 1 1 dragon 3 hippogriff 5 phoenix 3 take 6 customers 2 cyclops 4 unicorn 6 1 Starters – soup, salad MONSTERS 2 Main courses – chicken pie, pizza, roast lamb, spaghetti 2 a) 1 c 2 a 3 d 4 b 5 e 3 Desserts – ice cream, apple pie 4 Drinks – coke, tea, coffee, water b) 1 mythical creatures 4 burst into flames 2 wild beasts 5 breathe fire 7d, e, f 3 sharp claws 1 1 dairy 5 surfaces 8 mineral 2 fizzy 6 habits 9 portion 3 1 TEAR 4 FEATHERS 7 CLAWS 3 raw 7 chopping board 10 canteen 2 HEADS 5 HORN 8 TAIL 4 dessert 3 EYE 6 SNAKE 9 MANE

2 a) 1 c 3 a 5 g 7 b 4 1 animated cartoon 4 historical 2 e 4 f 6 d 2 action 5 adventure 3 comedy 6 musical b) 1 junk food 5 eat out 2 clean all kitchen surfaces 6 drink fizzy drinks 5 2 It’s a historical film. 7 It’s a romance. 3 celebrate their birthday 7 order takeaway 3 It’s a fantasy film. 8 It’s an action film. 4 grow fast 4 It’s a musical. 9 It’s a comedy. 5 It’s a western. 10 It’s an animated 3 1 a 2 b 3 a 4 b 6 It’s a science-fiction film. cartoon.

4 (Suggested Answer Key) 6 (Suggested Answer Key) A: Can I help you? 1 comedies and action 3 historical, amazing B: I’d like a tuna sandwich, please. 2 horror, too scary A: Would you like anything to drink? B: A mineral water, please. 7 1 e 2 d 3 b 4 a 5 c A: Large or small? B: Large, please. 8 1 funny 3 exciting 5 interesting A: That’s £3.30, please. 2 boring 4 frightening 6 sad B: Here you are. 9 1 frightening 3 funny 5 boring 7g 2 sad 4 interesting 6 exciting 1 (Suggested Answer Key) 8b A introduction-thanks for last email, reason for 1 1 was 4 Was, wasn’t, was writing 2 Were, were 5 Were, were B about breakfast in England 3 Were, weren’t, were C about lunch in England D about dinner in England 2 1 b 2 e 3 d 4 c 5 a E closing-request to write back 3 2 The Phoenix was from India. 2 1 or 2 but 3 and 4 or 5 but 3 A Centaur wasn’t a friendly beast. 4 The Chimera wasn’t a bird. 3 (Suggested Answer Key) 5 Centaurs weren’t from Egypt.

England My country 4 1 There was 3 There were 5 There was Breakfast: 7-9 am toast, cereal, (Ss’ own 2 There were 4 There was orange juice, tea or answers) coffee 5 2 Was there, Yes, there was. 3 Were there, No, there weren’t. There were three Lunch: 12-1:30 pm (Ss’ own flags. sandwich, crisps, answers) 4 Were there, No, there weren’t. There was one fruit fountain. Dinner: 6-8 pm meat, (Ss’ own 5 Were there, Yes, there were. There were two potatoes, carrots, answers) horses. peas, pasta, curries 6 1 didn’t have 3 had 5 had 4 (Ss’ own answers) 2 didn’t have 4 had 6 didn’t have

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7 1 had 4 had 7 didn’t have 5 (Suggested Answer Key) 2 had 5 had 2 I sailed to an island last year. 3 didn’t have 6 had 3 I carried my mum’s shopping yesterday. 4 I visited a museum at the weekend. 8 (Suggested Answer Key) 5 I travelled abroad two years ago. 1 No, I didn’t. 3 No, I didn’t. 6 I watched a film on TV last night. 2 Yes, I did. 4 No, I didn’t. 8e 9 1 The Phoenix had a long tail. 1 1 protected 5 travelled 2 The Chimera didn’t have two heads. 2 ruled 6 raised 3 Did the Chimera have a lion’s head? 3 destroyed, sank 7 disappeared 4 The unicorn had a horn. 4 survived 8 dedicated

10 2 Quang could read, but he couldn’t sing. 2 1 theatre 4 exciting 7 sad 3 Suzanne could ride a bicycle, but she couldn’t 2 parents 5 actors skateboard. 3 play 6 interesting 4 Karl could draw, but he couldn’t cook. 3 1 B 2 B 3 C 4 C 5 B 11 (Suggested Answer Key) 1 No, I couldn’t. 3 No, I couldn’t. 8f 2 Yes, I could. 1 1 had 4 drank 7 did 10 spent 2 came 5 took 8 went 11 bought 8c 3 wore 6 wrote 9 ate 12 sang 1 1 F 3 T 5 F 7 T 2 F 4 F 6 NM 8 NM 2 2 Lan saw an action film. 3 Lan didn’t read a good book. 2 2 two thousand (and) twelve 4 Lan didn’t eat pizza. 3 nineteen sixty-four 5 Lan went shopping with her mother. 4 seventeen thirty-two 6 Lan bought a pair of jeans. 5 nineteen ninety-one 6 thirteen twenty-eight 3 1 Did you see, went, was, wasn’t, didn’t like 7 two thousand (and) one 2 did you get, gave 8 twelve forty-seven 3 spent, did you do, took, swam, had 4 Did you know, knew, created 3 1 fight 3 brave 5 stone 2 ride 4 small 6 tell 4 1 A 2 B 3 A 4 C 5 A 6 C 8d 8g, h, i 1 /t/: stopped, faced, walked, dropped, watched 1 1 synthesiser 3 violin 5 accordion /d/: tidied, destroyed, sailed, enjoyed, travelled, 2 harp 4 drum 6 cello played, carried, listened, replied, tried, lived /id/: arrested, decided, waited, visited, wanted 2 1 poet 3 artist 5 sculptor 2 writer 4 painter 2 1 decided 5 started 9 performed 2 visited 6 travelled 10 died 3 1 a 2 b 3 b 4 a 5 a 3 entered 7 wasn’t 4 worked 8 lived 4 (Suggested Answer Key) 1 Fine, thanks. 4 No, I couldn’t. 3 2 Lucy didn’t arrive home at 6:00. She arrived at 2 Yes, fantastic! 5 No, I didn’t. 8:00. 3 I went to visit my uncle. 3 We didn’t visit an old castle last weekend. We visited an old theatre. 8j 4 Sam and Amy didn’t visit Paris last year. They 1 A 2 B 3 C 1 visited Lisbon. 5 Chi didn’t watch a good film yesterday. He read a 2 Underline first two sentences in paragraph B. good book. (Well, I really recommend this film! It’s a very funny film for the whole family and I loved it!) 4 2 Did they drink cola? No, they didn’t. 3 1 amazing 3 boring 5 funny 3 Did they eat popcorn? 2 likeable 4 sad No, they didn’t. 4 Did the film finish at 10 pm? 4 (Ss’ own answers) Yes, it did.

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Module 1 3 What is Ann’s collection? ➢ Exercise 4 (p. 9) Man: Why do you have all these bags? Do you collect them? Woman: No, I’m cleaning out my closet. I have a lot of dolls 1 What has Sam got? and bags I need to throw out. Sam: Look at this new schoolbag. It’s really nice. Man: You also have tons of mugs! Are you throwing these Lisa: Wow! Is it yours? out as well? Sam: No, it’s my brother’s. But the thing inside is mine. Woman: No, I collect those. Lisa: What is it? A sharpener? Sam: Not that, silly. It’s this red notebook. 4 What has Tony got? Woman: Hi Tony, have you got a cap with you? 2 What is Norm’s favourite sport? Tony: No, sorry. Why do you want a cap? Ann: Norm, what sport do you like best? Woman: The sun is very bright and I can’t read my comic Norm: Well, I like tennis, but I really love basketball. book. I can’t see the words. Ann: Really, my favourite sport is badminton. Tony: Here, you can use my sunglasses, I don’t need them 3 What is Jason’s favourite school subject? now. Lee: What lesson do you have next, Jason? Geography? 5 How old is Helen? Jason: No, I have Music next. It’s my favourite subject. Man: What are you doing for your thirteenth birthday? Lee: I like every subject … except Science. Helen: I’m having a party. I’ve invited 30 friends. Do you 4 How old is Daniel? want to come? Pat: Is Daniel 13 years old? Man: Sure, I’d love to! What time is the party? Ruth: No. His sister is 12 and he is two years older than she is. Helen: 3 o’clock. 5 Where’s Emma from? Module 3 Susan: Hi. My name is Susan. ➢ Exercise 4 (p. 25) Emma: Hello Susan, my name is Emma. Are you British? Susan: Yes, I am, but I live in Greece now. Where are you House for Sale! from? This lovely house is now for sale. It has got four large bedrooms Emma: Well, I come from France, but I live in the UK now. and two modern bathrooms. It has also got a large living room and a kitchen. Outside, there is a big garden and lots of trees. ➢ Exercise 6 – Dictation (p. 9) Please contact Mr Brown on 202 463 789 for more information. A: Hi, John! What’s your new school like? ➢ Exercise 5 – Dictation (p. 26) B: It’s great! I like it. A: What’s your favourite subject? A: What’s your bedroom like? B: Maths. B: It’s quite big. A: What lessons are on Mondays? A: Describe it to me. B: At nine it’s Maths and then it’s History. Then, after the B: OK. Well, my bed is next to the window and my desk is morning break it’s PE and then Geography. After lunch, it’s behind the door. My chair is in front of my desk and there is Science and then English and the last lesson of the day is Art. a lamp on the desk. My wardrobe is opposite the door and A: Do you like Mondays? my bookcase is next to the wardrobe. I love my room! B: Yes, I do. Module 4 Module 2 ➢ Exercise 4 (p. 33) ➢ Exercise 4 – Dictation (p. 16) Debbie: Hi, Sally! Do you want to come to the gym with me? A: You’ve got a lot of souvenirs, haven’t you, Jane? Sally: Hello, Debbie! No, thanks. I don’t like the gym very much. B: Yes, they are from all over the world. Debbie: Really? I love it! What do you like doing? A: Tell me about them. Sally: Well, every afternoon Henry and I go jogging together. B: OK. Well, I’ve got a key ring from London, England and a It’s our favourite form of exercise. Sometimes Georgia comes mug from Scotland. I’ve got a stuffed toy from America and with us, but what she really likes is to take her dog for a walk. a sombrero hat from Mexico. I’ve also got a T-shirt from Debbie: I see. Those are also good ways to exercise. My brother, Spain and a cap from Germany. William, never exercises. All he does in the afternoons is surf the A: What is your favourite souvenir? Net. I tell him to get away from his computer and read a book, B: It’s my dolls from Russia. or even play the piano, but he never does! A: You’re lucky to have such a collection. Sally: Doesn’t he get tired? It’s like Lucy. The only thing she B: I know. I’m very proud of my collection. loves doing is painting. She doesn’t even come to the cinema with us when we ask her! ➢ Exercise 6 (p. 17) Debbie: I know! But her paintings are beautiful, aren’t they? 1 Where is Maria? ➢ Exercise 6 – Dictation (p. 33) Man: I’ve got a postcard from Maria. She’s having a great time on holiday. A: Are you busy on Saturdays? Woman: Is she in Spain like last year? B: Yes, I am. Man: No. She’s in France and next year she wants to go to A: What do you do? Viet Nam. B: Well, in the morning, I have breakfast and play the piano for Woman: Wow! an hour and then I go to dance class. A: What do you do in the afternoon? 2 How much does the stuffed toy cost? B: In the afternoon, I take the dog for a walk, go to the gym Man: I want to get a souvenir for Laura. and have lunch with my family. Woman: That’s a good idea. This T-shirt is nice, but it’s €15. A: That’s nice. What do you do in the evening? Man: I can’t spend that much. I only have €10. B: I meet my friends and go to the cinema. Woman: Well these stuffed toys are only €5 each. You can get her two! Man: That’s a great idea. Thanks. WA1 21 Spark gr6 VIET Ts WB key_Audio.qxp_21 Spark gr6 VIET Ts WB key_Audio 7/26/17 5:38 PM Page 304

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Module 5 Module 7 ➢ Exercise 3 (p. 41) ➢ Exercise 4 (p. 57) Lizzie: I’m so happy, Paul! I have a new pet hamster! My favourite fast food restaurant is Paul’s Fast Food Express. I Paul: Really? How exciting! What’s the name of your new pet often go there with my friends. It is at 13 Green Street not far hamster? from my school. I always order a club sandwich. It only costs £3. Lizzie: Paul! I sometimes have a Pepsi as well. It is not expensive. It costs Paul: What do you mean ‘Paul’? £1.10. My friend, Simon, usually has a large cheeseburger. The Lizzie: I am only joking. His name is Biscuit. cheeseburgers there are fantastic. Paul’s Fast Food Express is a Paul: How cool! My cat’s name is Socks and my dog’s is Bruno. great place. It’s open every day, but only for lunch. Lizzie: A cat and a dog in the same house? Do they often fight? Paul: No, not at all! In fact, they love each other. Bruno is a ➢ Exercise 6 – Dictation (p. 57) greyhound and greyhounds love cats. A: This is a nice restaurant. Lizzie: How interesting! Well, my dog Rex doesn’t like Biscuit. B: Yes, it is. What shall we have to eat? Paul: How do you know? A: Let’s look at the menu. Lizzie: Whenever he sees him, he starts barking and then the B: OK. Well, there’s soup or salad to start with. hamster starts crying. A: Yes. Soup for me, I think. Paul: That’s because he doesn’t know him. B: Me too. What about the main course? Lizzie: I guess so. They just need time to get to know each other. A: Well, there’s chicken pie, pizza, roast lamb or spaghetti. B: I want pizza. ➢ Exercise 7 – Dictation (p. 41) A: So do I. And for dessert? Ice cream or apple pie? The jaguar is from the forests of Central and South America. It is B: Ice cream. a big cat and it has got a large body, strong legs and thick fur A: Me too, and I want Coke to drink. with yellow and black spots. It is about 1.7 metres long and B: I don’t want Coke, or tea, or coffee. weighs between 60 and 100 kilos. It can climb trees and swim A: Just water for you, then? very well. It usually lives for 12 to 15 years. B: Yes. Module 6 Module 8 ➢ Exercise 4 (p. 49) ➢ Exercise 2 – Dictation (p. 66) Woman: Hello, Reston Transport Museum. How can I help you? Hi Danny! Ben: Morning. I’d like some information about the museum, How are you? I went to the theatre last weekend with my please. Can you tell me the opening times? parents. I saw a great play called Macbeth. It’s by William Woman: The museum is open Mondays to Saturdays from 8:00 Shakespeare and it’s very exciting. The actors were fantastic! in the morning to 8:00 in the evening. The plot is very interesting but the ending is sad. What did you Ben: How much is the entrance fee? do last weekend? Woman: It’s £5 for adults. There are special prices for university Write soon, students – £3 and the elderly – £2. Children up to the age of 16 Lucy don’t have to pay, but they must be with an adult. Ben: What kind of exhibits do you have in the museum? I’m ➢ Exercise 3 (p. 66) crazy about planes. Susan: Hi, Henry! Were you at the cinema on Monday? Woman: We have lots of photographs and posters of transport Henry: Hi, Susan! No, I had a test on Tuesday so I studied on through the ages. There are also some cars, buses and bicycles. Monday. I was at the cinema on Saturday. We don’t have room for real planes and trains, but we do have Susan: Oh! Did you see that new horror film? some models on display. Henry: No, I don’t like horror films. The new comedy with Jim Ben: Oh, really? Can I buy some model planes? I always like to Carrey was sold out so I saw the action film with Jason buy something when I go to museums. Statham. Woman: Well, our gift shop is very popular with visitors, but it Susan: Was is exciting? only has books of photographs, DVDs and some posters of the Henry: No, it wasn’t. But it wasn’t boring either. The main history of transport. character was very interesting. Ben: Where exactly is the museum? Susan: Really! Woman: It’s easy to find. It’s on Station Road. You know Walton Henry: Oh! Robert Down was there with Suzie’s cousin. Street? Turn right at the end and we’re next to Greave Susan: Do you mean the famous actor? Bookshop at number twelve. Henry: No. He’s Jane’s brother. Ben: I’m new to the area. Can I get a bus to the museum? Susan: Oh, yes! I remember now. He’s the one that plays the Woman: There is a bus stop right outside the museum and electric guitar in your brother’s band. there are buses every half-hour from 8 in the morning to 6 at Henry: No, my brother plays the electric guitar. He plays the night. At the weekend, there is only one bus every hour. Go to synthesiser and John plays the drums. the bus station and take the number 4 bus. Susan: Oh, yes. You’re right. Ben: Thanks. That’s very helpful.

➢ Exercise 6 – Dictation (p. 49) Hi Kim! Greetings from Spain! Madrid is wonderful. I am having a great time. The weather is hot and sunny. The hotel is next to the river and there is a fantastic view of the city from my room. There are a lot of museums and beautiful buildings to see. See you soon, John

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Workbook Grammar Bank Key

Grammar Bank 1 2 2 There is a bed in my bedroom. 1 2 a 3 a 4 an 5 an 6 a 3 Is there a pencil on the desk? 4 Are there any chairs in the kitchen? 2 2 am 4 isn’t 6 aren’t 3 Is 5 are 7 are 3 2 an 4 an 6 a 8 a 3 any 5 some 7 any 3 2 A: Are they B: Yes, they are. 4 2 on 4 in front of 6 behind 3 A: Is it a 3 between 5 next to 7 under B: No, it isn’t. It’s an apple. 4 A: Is she a 5 2 Let’s clean the kitchen. B: No, she isn’t. She’s a pupil. 3 Don’t eat in class. 5 A: Are they 4 Brush your teeth. B: No, they aren’t. They’re books. 5 Please don’t talk./Don’t talk, please. 6 Don’t speak with your mouth full. 4 2 You 3 He 4 She, her 5 They

5 2 A: How old Grammar Bank 4 B: She’s 1 1 watches 3 cries 5 brushes 3 A: Where is 2 misses 4 goes 6 plays B: She’s from Viet Nam. 4 A: What is her favourite 2 2 washes 5 have 8 cycle B: It’s blue. 3 works 6 takes 4 study 7 go

Grammar Bank 2 3 2 doesn’t 5 don’t 8 don’t 1 2 Have you got a key ring? 3 don’t 6 don’t 3 Crocodiles have not got fur. 4 doesn’t 7 don’t 4 She has got small ears. 5 Have they got sunglasses? 4 2 Does, No, he doesn’t./Yes, he does. 3 Do, Yes, I do./No, I don’t. 2 1 hasn’t 2 Have 3 has 4 haven’t 4 Do, No, they don’t./Yes, they do. 5 Does, Yes, she does./No, she doesn’t. 3 2 That’s my brother. His name is Quang. 3 That’s my mother. Her name is Hoa. 5 2 C 3 B 4 A 5 C 4 That’s my teacher. Her name is Miss Tran. 5 They’re my sisters. Their names are Mai and Thi. 6 2 I don’t like getting up early. 6 They’re my grandparents. Their names are Minh 3 My friends and I love going shopping together. and Thu. 4 My brother hates tidying his room.

4 2 tomatoes 5 brushes 8 teeth 3 boxes 6 children 9 knives Grammar Bank 5 4 babies 7 toys 10 mice 1 2 Tigers usually hunt at night. 3 They sometimes order takeaway food. 5 2 This is 3 Those are 4 That is 4 Lisa often takes the train to work. 5 Ben always waters the plants in the morning. 6 1 Those 3 These 5 These 2 This 4 Those 2 1 on 3 on 5 in 7 at 2 at 4 in 6 at 7 2 Can Ben fly a plane? No, he can’t. 3 Can your mother ride a bike? Yes, she can. 3 1 faster 3 longer 5 thinner 4 Can you run fast? No, I can’t. 2 noisier 4 more colourful

4 1 the shortest 4 the funniest Grammar Bank 3 2 the most beautiful 5 the longest 1 2 A: Are there 3 the oldest B: Yes, there are. 3 A: Is there 5 1 Eagles have got very sharp beaks. B: Yes, there is. 2 Swans have got quite long necks. 4 A: Are there 3 Crocodiles are extremely dangerous. B: No, there aren’t. 4 A polar bear’s ears are not very big. 5 A: Is there B: No, there isn’t.

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Workbook Grammar Bank Key

6 1 How tall is a llama? d 2 1 He is going to score a basket. 2 How long do they live for? c 2 She is going to go surfing. 3 How fast do they run? b 3 He is going to fall down. 4 How much do they weigh? e 4 She is going to make a salad. 5 How much do they eat? a 5 He is going to make a pizza. 6 She is going to blow out the candles. Grammar Bank 6 1 1 is making 3 are drinking 3 (Suggested Answer Key) 2 are eating 4 is doing 1 will 3 won’t 5 will 2 won’t 4 will 2 2 Is Bill sleeping? Yes, he is. 3 Are Jim and John playing football? 4 1 will turn off 4 ’s going to crash No, they aren’t. They’re swimming. 2 ’m going to buy 5 ‘m going to make 4 Is Grandma eating cake? Yes, she is. 3 won’t be 6 will make 5 Is Granddad drinking water? No, he isn’t. He’s drinking orange juice. 5 1 must 3 mustn’t 5 mustn’t 6 Are Peter and Ann swimming? 2 must 4 must No, they aren’t. They’re playing football. 6 1 must 3 must 5 mustn’t 3 2 They are visiting their cousins. 2 mustn’t 4 must 3 They are having a party. 4 They aren’t going fishing. 5 They are going swimming in the lake. Grammar Bank 8 1 1 Were 4 There was, wasn’t 4 1 is raining 4 Is Betty taking 2 Was 5 was, was 2 wear 5 likes, is cooking 3 weren’t 6 Were, there weren’t 3 goes 6 isn’t riding 2 1 Samantha couldn’t mow the lawn when she was 5 1 are you doing, am making ten. 2 take, walk 2 Samantha couldn’t play the trumpet when she 3 Is she having, is sleeping was ten. 4 skateboards, is playing 3 Samantha could ride a horse when she was ten.

3 1 started 4 lived Grammar Bank 7 (p. 83) 2 married 5 didn’t watch, listened 1 Countable: an apple, a jar, an egg, a tomato, an 3 didn’t paint, painted orange Uncountable: some bread, some tea, some rice, 4 2 Did Sam and Julie cook dinner last night? some pasta, some cereal, some butter No, they didn’t. They ordered a takeaway. 3 Did you and Dinh watch a horror film at the 2 1 some 4 a little 7 many cinema? 2 a few 5 an 8 a No, we didn’t. We watched a comedy. 3 a 6 a 9 much 4 Did Sally visit her aunt on Saturday? No, she didn’t. She visited her grandparents. 3 1 How much rice is there in the packet? 2 How many apples are there in the fridge? 5 1 came 5 wrote 9 took 3 How much butter is there in the cake? 2 went 6 wore 10 read 3 saw 7 bought 4 1 A 4 C 7 B 10 B 13 B 4 did 8 had 2 B 5 B 8 B 11 C 14 A 3 C 6 A 9 A 12 A 15 C 6 1 went, bought 4 did 2 didn’t have, had 5 saw 3 wore Grammar Bank 7 (p. 85) 1 1 is going to clean 2 Is Sue going to cook 3 are not going to play 4 is not going to walk 5 Are we going to meet

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Workbook Vocabulary Bank Key

Vocabulary Bank 1 2 Across Down Countries and nationalities 1 ARM 2 MOUTH 1 1 USA 5 Spain 9 Russia 5 FOOT 3 MOUSTACHE 2 Mexico 6 Italy 10 Viet Nam 6 HAIR 4 EAR 3 UK 7 Greece 7 LIPS 4 France 8 Turkey 8 BEARD 9 HEAD 2 1 i 3 a 5 c 7 d 9 b 10 KNEE 2 g 4 h 6 j 8 e 10 f 3 1 leg 2 arm 3 knee 4 hand 5 arm 3 (Suggested Answer) 4 (Suggested Answers) 1 My favourite country is Viet Nam. 1 No, I haven’t. 3 No, he hasn’t. 2 My hair is black. 4 Yes, she has. 4 1 Greek 3 Russian Possessions/Belongings 1 1 digital camera 7 sunglasses 13 cap 2 helmet 8 guitar 14 video game 2 Italian 4 French 3 basketball 9 gloves 15 scarf 4 handbag 10 bicycle 16 skateboard School subjects 5 notebook 11 watch 6 trainers 12 comic book 1 A Geography F English B Music G Maths 2 1 b, helmet 3 a, guitar 5 c, watch C Physical Education (PE) H Science 2 d, trainers 4 e, digital camera D Art I ICT 3 (Suggested Answers) E Design & Technology (D&T) J History 2 Ben has got a comic book, a basketball and a skateboard. 2 Across Down 3 Julie and Vicky have got a guitar, a digital camera 1 ENGLISH 2 HISTORY and a video game. 3 ICT 4 SCIENCE 5 ART 6 MATHS Free-time Activities 7 GEOGRAPHY 8 PE 1 1 play 5 dive 9 spin 13 dance 9 MUSIC 2 climb 6 run 10 swim 3 drive 7 fly 11 jump 3 (Suggested Answers) 4 ride 8 balance 12 ski 1 My favourite subject is Art. 2 2 can ride a bicycle. 5 can dive in the sea. 2 I have English lessons five hours a week. 3 can ski down the slope. 6 can jump over the 3 My friend’s favourite subject is Science. 4 can spin a ball. hurdle. 4 There are fifteen classrooms in my school.

Sports 3 (Suggested Answers) 1 1 hockey 4 swimming 7 badminton 1 No, I can’t. 3 No, I can’t. 5 No, I can’t. 2 tennis 5 gymnastics 8 basketball 2 Yes, I can. 4 Yes, I can. 6 No, I can’t. 3 football 6 athletics Vocabulary Bank 3 2 2 Paul’s favourite sport is athletics. Rooms – Furniture – Appliances 3 Chi’s favourite sport is swimming. 1 1 ceiling 10 door 19 cushion 4 Mark’s favourite sport is basketball. 2 wall 11 mirror 20 stairs 5 Clare’s favourite sport is hockey. 3 wardrobe 12 bath 21 carpet 6 Jack’s favourite sport is tennis. 4 bookcase 13 washbasin 22 armchair 5 poster 14 toilet 23 chair 3 (Suggested Answers) 6 pillows 15 fridge 24 table 1 My favourite sport is football. 7 bed 16 painting 25 cooker 2 My favourite sportsperson is Le Cong Vinh. 8 bedside cabinet 17 curtains 26 cupboards 9 desk 18 sofa 27 sink Vocabulary Bank 2 Parts of the body 1 1 hair 5 lips 9 moustache 13 hand 2 head 6 beard 10 leg 14 ankle 3 eye 7 mouth 11 knee 15 foot 4 nose 8 ear 12 arm WVBK1 21 Spark gr6 VIET Ts WB key_Audio.qxp_21 Spark gr6 VIET Ts WB key_Audio 7/26/17 5:38 PM Page 308

Workbook Vocabulary Bank Key

4 (Suggested Answers) 2 bedroom living room bathroom kitchen 1 Yes, I have. bed cushions bath sink 2 There are four members in my family. wardrobe sofa washbasin fridge bookcase curtains toilet table 3 Minh Thu desk armchair door cooker granddad grandma pillows carpet mirror cupboards

Quang Mai Dinh Linh 3 2 T 4 F 6 F 8 T dad mum uncle aunt 3 F 5 F 7 F

4 2 bedroom 5 living room 8 vase Lan Vinh Hai Lan Nam 3 bathroom 6 wardrobe 9 washbasin me brother cousin cousin cousin 4 fridge 7 carpet 10 bed Daily routines 5 2 washbasin 5 fridge 8 cupboard 1 2 Mike has breakfast in the morning. 3 ceiling 6 pillows 9 wall 3 Mike goes to school in the morning. 4 armchair 7 mirror 10 cooker 4 Mike has lunch in the afternoon. 5 Mike does his homework in the afternoon. 6 2 cooker, The other two are in a bedroom. 6 Mike goes to the gym in the afternoon. 3 wardrobe, The other two are in a living room. 7 Mike plays computer games in the afternoon. 4 sofa, The other two are rooms in a house. 8 Mike meets his friends in the afternoon. 5 bath, The other two are pieces of furniture./The 9 Mike has dinner in the evening. other two are in the bedroom. 10 Mike watches TV in the evening. 6 bedside cabinet, The other two are in the kitchen. 11 Mike goes to bed in the evening. 7 2 Twenty-second 6 20th 10 9th 2 1 gets up 6 plays computer games 3 4th 7 first 11 sixth 2 has breakfast 7 cooks dinner 4 10th 8 sixteenth 12 8th 3 walks to school 8 watches TV 5 eleventh 9 13th 4 has lunch 9 goes to bed 5 does her homework 8 (Suggested Answers) 1 I have got a big house. 3 (Suggested Answers) 2 There are seven rooms in my house. 1 I get up at 7 o’clock (in the morning) on weekdays. 3 My favourite room is my bedroom. 2 I have breakfast at 7:30 am. 4 There is a bed, a wardrobe, a bookcase, a desk and a chair. Personality adjectives Vocabulary Bank 4 1 1 quiet 4 funny 7 serious 10 polite 2 silly 5 rude 8 weak Family members 3 clever 6 strong 9 noisy 1 1 granddad 3 mum 5 aunt 7 brother 2 grandma 4 dad 6 uncle 8 cousin 2 1 c 2 d 3 e 4 b 5 a

2 2 niece 7 cousin 12 wife 3 1 quiet 2 clever 3 strong 3 father-in-law 8 son 13 sister 4 sister 9 daughter 14 son 4 1 funny 3 polite 5 clever 5 nephew 10 wife 15 grandma 2 noisy 4 serious 6 mother-in-law 11 dad 5 (Suggested Answer) 3 MAN / BOY WOMAN / GIRL 1 I am clever, funny and polite.

brother sister Jobs husband wife nephew niece 1 1 photographer 5 nurse 9 pilot son daughter 2 footballer 6 mechanic 10 doctor granddad grandma 3 vet 7 teacher 11 singer uncle aunt 4 secretary 8 hairdresser 12 scientist dad mum father-in-law mother-in-law 2 1 g 3 j 5 b 7 d 9 f cousin cousin 2 i 4 c 6 e 8 a 10 h 3 2 teacher 4 secretary 6 mechanic 3 hairdresser 5 footballer

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Workbook Vocabulary Bank Key

4 (Suggested Answers) Weather 1 He’s a doctor. 1 1 d 3 i 5 a 7 c 9 b 2 When I grow up I want to be a footballer. 2 f 4 h 6 g 8 e 10 j 3 My best friend wants to be a pilot. 4 I don’t want to be a hairdresser or a secretary. 2 1 snowing 5 raining 9 cloudy 5 I want to be a mechanic or a nurse. 2 cold 6 sunny 10 warm 3 hot 7 windy Vocabulary Bank 5 4 foggy 8 freezing Animals – Pets 3 (Ss’ own answers) 1 1 chicken 6 hamster 11 squirrel 2 bear 7 elephant 12 duck Activities 3 cow 8 chimpanzee 13 sheep 4 rabbit 9 fox 1 1 go 3 go 5 go 7 do 9 play 5 eagle 10 horse 2 play 4 go 6 make 8 go 10 go

sheep D cow D rabbit D/W/P 2 1 D 3 C 5 A 7 D squirrel W eagle W elephant W 2 C 4 D 6 A 8 B horse D hamster P chimpanzee W fox W duck D/W 3 (Suggested Answers) bear W chicken D 1 My favourite activity is swimming. 2 bull 2 I don’t like playing computer games. 1 horns 3 body 5 hooves 3 My best friend likes playing football. 2 ears 4 fur 6 legs 4 We play basketball at school.

trout Clothes 1 eyes 3 scales 5 mouth 2 tail 4 fin 1 b) 2 gloves 9 sandals 16 trousers 3 coat 10 socks 17 shorts parrot 4 suit 11 T-shirt 18 shirt 1 beak 3 wings 5 feathers 5 dress 12 skirt 19 tie 2 head 4 claws 6 jeans 13 jumper 20 trainers 7 top 14 jacket 3 1 F 2 T 3 F 4 F 5 T 6 F 8 belt 15 boots 4 1 d 2 c 3 e 4 a 5 b c) 5 1 big fins 3 big horns 5 big eyes Clothes Shoes Accessories 2 big hooves 4 short legs 6 big wings coat sandals hat suit boots gloves 6 1 The Blue Peacock is from India and Sri Lanka. dress trainers belt 2 It is blue. jeans tie 3 No, it hasn’t. It’s got a long neck. top 4 Yes, it has. socks 5 No, it can’t. T-shirt 6 Yes, it can. skirt 7 (Suggested Answers) jumper jacket 1 No, I haven’t. trousers 2 My favourite animal is the rabbit. shorts 3 It is white with soft fur. It’s got long ears and a shirt short tail. It can run fast.

Vocabulary Bank 6 2 2 tie 3 shorts 4 jacket 5 jeans 6 tie Seasons – Months 3 Jane is wearing a purple coat, a pink top, a grey 1 1 December 4 June 7 November skirt and black boots. 2 February 5 August 3 April 6 September 4 (Suggested Answers) 2 1 Summer 2 Winter 3 Spring 4 Autumn 1 I’m wearing a black jumper, jeans and trainers. 2 I usually wear a T-shirt and jeans at school. 3 1 September 4 January 7 summer 3 I never wear a tie at school. 2 March 5 spring 8 May 4 Yes, I do. 3 autumn 6 June 9 winter 5 I usually wear a shirt and jeans at parties. 6 I usually wear a jacket, a jumper and jeans when I 4 (Ss’ own answers) go out with my friends. 7 I usually wear a T-shirt and shorts in the summer.

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Workbook Vocabulary Bank Key

Vocabulary Bank 7 Fish Lion Food – Drink 1 tail 4 fin 1 ear 3 mane 2 eye 5 mouth 2 head 4 teeth 1 FRUIT VEGETABLES OTHER 3 scales Types of films 1 oranges 7 lettuce 12 corn 2 grapes 8 cabbage 13 rice 1 1 comedy 7 historical 3 apples 9 carrots 14 sugar 2 animated cartoon 8 western 4 lemons 10 potatoes 15 salt 3 detective 9 fantasy 5 pear 11 garlic 4 horror 10 adventure 6 bananas 5 romance 11 action 6 musical 12 science fiction DAIRY PRODUCTS MEAT 16 milk 18 butter 20 beef 2 1 science-fiction 5 historical 17 yoghurt 19 cheese 21 chicken 2 western 6 horror 22 lamb 3 adventure 7 romance 4 animated cartoon 2 Across Down 3 1 comedies 4 musicals 3 GRAPES 1 YOGHURT 2 detective 5 action 4 LETTUCE 2 CHEESE 3 science-fiction 6 fantasy 6 GARLIC 5 EGGS 7 RICE 4 (Ss’ own answers) 3 1 salt 3 butter 5 oil 7 corn 2 sugar 4 yoghurt 6 salad 8 milk Adjectives describing films 1 1 frightening 3 boring 5 exciting Containers – Partitives 2 sad 4 funny 6 interesting 1 1 loaf 4 piece 7 bowl 10 packet 2 glass 5 cup 8 slice 2 1 funny 3 interesting 5 exciting 3 bottle 6 bag 9 carton 2 frightening 4 boring 6 sad

2 1 bowl 3 bag 5 bottle 3 2 d 3 e 4 a 5 b 2 piece 4 packet 6 glass 4 (Ss’ own answers) Tick the pictures that show: a bag of flour, a packet of butter and a bowl of sugar. Musical instruments 1 1 electric guitar 6 flute 11 saxophone To make a cake you need flour, sugar and butter. 2 cello 7 synthesiser 12 violin 3 acoustic guitar 8 bass guitar 13 drum 3 1 carton 4 bottle 7 loaf 10 packet 4 piano 9 harmonica 2 cup 5 bag 8 piece 5 harp 10 accordion 3 glass 6 bowl 9 slice 2 D V M G Y F S O X J 4 (Suggested Answers) I E T H N I C R C R 1 I have a glass of milk, a slice of bread and a piece D K F J W M P Q L K of cheese for breakfast. I L P O P Z R E A G 2 My favourite vegetable is lettuce. S A D Q L L O U S U 3 Yes, I like it with fruit. C C B Y K K C V S S 4 My favourite fruit is strawberries. O S N E H H K B I A B W X Z O O I Y C P Vocabulary Bank 8 H E A V Y M E T A L Mythical creatures & body parts U S M P J A Z Z L W 1 Hippogriff Unicorn Dragon 1 feathers 1 horn 1 wings 3 (Suggested Answers) 2 claws 2 mane 2 teeth 1 My favourite musical instrument is the piano. Cyclops Phoenix 2 Yes, I do. I play the piano. 1 eye 1 beak 3 I listen to pop and rock music. 2 tail 2 Eagle Goat 1 wing 3 beak 1 horns 4 hooves 2 feathers 4 claw 2 body 5 legs 3 fur

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Class CDs Tracklist

CD 1 41 Ex. 5 p. 35 16 Module 6 Ex. 1 p. 69 CD 4 1 Credits 42 Ex. 8 p. 37 17 Ex. 2 p. 69 ASEAN CULTURES 2 Starter Module 43 Ex. 9 p. 37 18 Ex. 2 p. 70 1 Text p. AC1 Ex. 1 p. 4 44 Ex. 11 p. 37 19 Ex. 7 p. 71 2 Text p. AC2 3 Ex. 3 p. 4 45 Ex. 1 p. 38 20 Ex. 6 p. 72 3 Text p. AC3 4 Ex. 5 p. 5 46 Ex. 2 p. 38 21 Ex. 1 p. 74 4 Text p. AC4 5 Ex. 10a p. 6 47 Ex. 5 p. 39 22 Ex. 2 p. 74 5 Text p. AC5 6 Ex. 11 p. 6 48 Ex. 2 p. 40 23 Ex. 4 p. 75 6 Text p. AC6 7 Ex. 13 p. 8 49 Ex. 3 p. 40 24 Ex. 1 p. 76 7 Text p. AC7 8 Module 1 Ex. 1 p. 9 50 Ex. 1 p. 41 25 Exs 2&5 p. 76 8 Text p. AC8 9 Ex. 2 p. 10 51 Ex. 1 p. 42 26 Ex. 1b p. 77 9 Text p. AC9 10 Ex. 4 p. 11 52 Ex. 4 p. 44 27 Ex. 1 p. 78 10 Text p. AC10 11 Ex. 5 p. 11 53 Module 4 Ex. 1 p. 45 28 Ex. 2b p. 78 11 Text p. AC11 12 Ex. 1 p. 14 54 Ex. 1a p. 46 29 Ex. 1 p. 79 12 Text p. AC12 13 Ex. 2 p. 14 55 Ex. 4 p. 47 30 Ex. 4 p. 80 13 Text p. AC13 14 Ex. 6 p. 15 56 Ex. 9 p. 47 14 Text p. AC14 CD 3 15 Ex. 1 p. 16 57 Ex. 5 p. 48 15 Text p. AC15 16 Ex. 3 p. 16 58 Ex. 2 p. 50 1 Module 7 Ex. 1 p. 81 16 Text p. AC16 17 Ex. 1 p. 17 59 Ex. 6 p. 51 2 Ex. 1 p. 82 17 Text p. AC17 18 Ex. 4 p. 17 60 Ex. 8 p. 51 3 Ex. 2 p. 86 18 Text p. AC18 19 Ex. 1 p. 18 61 Ex. 2 p. 52 4 Ex. 5c p. 87 19 Text p. AC19 20 Ex. 2 p. 18 62 Ex. 1 p. 53 5 Ex. 1 p. 88 20 Text p. AC20 21 Ex. 4 p. 20 63 Ex. 1b p. 54 6 Ex. 1 p. 89 22 Module 2 Ex. 1 p. 21 6 4 Ex. 1 p. 55 7 Ex. 4 p. 89 Workbook 23 Ex. 2 p. 21 65 Ex. 4 p. 56 8 Ex. 1 p. 90 21 Credits Module 1 24 Ex. 1 p. 22 9 Ex. 4 p. 92 Ex. 4 p. 9 25 Ex. 4 p. 22 CD 2 10 Module 8 Ex. 1 p. 93 22 Ex. 6 p. 9 26 Ex. 5 p. 23 1 Module 5 Ex. 1 p. 57 11 Ex. 2 p. 93 23 Module 2 Ex. 4 p. 16 27 Ex. 7 p. 23 2 Ex. 3 p. 57 12 Ex. 2 p. 94 24 Ex. 6 p. 17 28 Ex. 12 p. 25 3 Ex. 1 p. 58 13 Ex. 6a p. 96 25 Module 3 Ex. 4 p. 25 29 Ex. 1 p. 26 4 Ex. 5 p. 59 14 Ex. 1 p. 98 26 Ex. 5 p. 26 30 Ex. 6 p. 27 5 Ex. 7 p. 59 15 Ex. 5 p. 99 27 Module 4 Ex. 4 p. 33 31 Ex. 7 p. 27 6 Ex. 1 p. 62 16 Ex. 5 p. 100 28 Ex. 6 p. 33 32 Ex. 1a p. 28 7 Ex. 6a p. 63 17 Ex. 1 p. 102 29 Module 5 Ex. 3 p. 41 33 Ex. 1b p. 28 8 Exs 1&4 p. 64 18 Ex. 1 p. 106 30 Ex. 7 p. 41 34 Ex. 1 p. 29 9 Ex. 6 p. 64 19 Exs 2&5 p. 106 31 Module 6 Ex. 4 p. 49 35 Ex. 2 p. 30 10 Ex. 1 p. 65 20 Ex. 2 p. 107 32 Ex. 6 p. 49 36 Ex. 1 p. 31 11 Ex. 1 p. 66 21 Ex. 1 p. 108 33 Module 7 Ex. 4 p. 57 37 Ex. 4 p. 32 12 Ex. 2 p. 66 22 Ex. 2 p. 108 34 Ex. 6 p. 57 38 Module 3 Ex. 1 p. 33 13 Ex. 3 p. 66 23 Ex. 3 p. 108 35 Module 8 Ex. 2 p. 66 39 Ex. 2 p. 33 14 Ex. 2 p. 67 24 Exs 4a&4b p. 110 36 Ex. 3 p. 66 40 Ex. 1 p. 34 15 Ex. 4 p. 68 23 Spark gr6 VIET Ts Respons.qxp_23 Spark gr6 VIET Ts Respons 7/26/17 5:45 PM Page 312