ENGLISH

Grade 10

Teacher’s Guide Book

In cooperation with ACE
ENGLISH
Grade 10
Teacher’s Guide Book
 Managing Committee
H.E. Dr. Hang Chuon Naron

H.E. Nath Bunroeun H.E. Pit Chamnan

H.E. Im Koch H.E. Ton Sa Im
H.E. Dr. Chet Chealy H.E. Put Samit
Dr. Neau Vira H.E. Mok Sarom
H.E. Lor Chha Vanna

Consultant
Mr. Adrian Tennant

Advisor
Mr. Finn Aberdein

Writing and Editing Committee

Miss Sopha Boramey Miss Ouk Boreychenda
Mrs. Jovelin Mabitasan Angat Mr. Simon Bailey
Dr. Neau Vira Mr. Lim Sotharith
បានទទួលការអនុញ្ញាតឱ្យេបាះពុមផ
្ព ្សាយពី ក្រសួងអប់រំ យុវជន និងកីឡា
Mr. Mao Saroeun Mr. Som Mony
តាមប្រកាសលេខ ២០៤៧ អយក.ប្រក ចុះថ្ងៃទី៣០ ខែធ្នូ ឆ្នាំ២០១៩
ដើម្បីប្រើប្រាស់នៅតាមសាលារៀនចំណេះទូទៅ។ Illustrator
Miss Sao Sreymao

ហាមថតចម្លងដោយគ្មានការអនុញ្ញាត
Designer
Mr. Kheav Sophalla
រក្សាសិទ្ធិ ©
ក្រសួងអប់រំ យុវជន និងកីឡា Coordinators
Mr. Keo Sophal Mrs. Ky Bun Heang
េបាះពុម្ពលើកទី១ ឆ្នាំ២០២១ ចំនួន ៥ ០០០ច្បាប់

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 Table of contents
Unit 1: My personal information 1 Unit 19: Consolidation 103
Unit 2: Countries and Nationalities 7 Unit 20: Consolidation 107
Unit 3: My house 13 Unit 21: What does it look like? 111
Unit 4: My family 19 Unit 22: What does she look like? What is he like? 117
Unit 5: What have you got? 25 Unit 23: What are you wearing? 123
Unit 6: Review 31 Unit 24: School life 129
Unit 7: My daily routine 35 Unit 25: What do you intend to do? 135
Unit 8: Leisure activities 41 Unit 26: Review 141
Unit 9: Sports 47 Unit 27: Getting around 145
Unit 10: Who is faster? 53 Unit 28: Jobs 151
Unit 11: How do you feel? 59 Unit 29: There are always two sides 157
Unit 12: Review 65 Unit 30: Plans and arrangements 163
Unit 13: What's for dinner? 69 Unit 31: What are you going to do? 169
Unit 14: Shopping for food 75 Unit 32: Review 175
Unit 15: There's too much sugar! 81 Unit 33: Consolidation 179
Unit 16: Request and offers 87 Unit 34: Consolidation 183
Unit 17: Why don't we...? 93 Unit 35: Consolidation 187
Unit 18: Review 99

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 Welcome to grade 10 English!

This book is designed to be the English textbook for Grade 10 Key features in the Student’s Book:
Cambodian students. There are a number of key principles: • There are 25 units divided into two lessons (A & B) and 10 review
• Learning should be fun! and consolidations units.
• The best way to learn a language is to use it. • Each lesson follows a similar pattern: introducing the language and
• It’s important to learn to read, write, listen and speak. then giving the students the opportunity to use the language they
• Today, 21st century skills (creativity, critical thinking, cooperation and learn.
communication) are important. • At the end of every B lesson you will find a ‘Now I can …’ section.
• Learning the rules (grammar) is only important if it helps you use the This is a chance for students to reflect on what they have learnt.
language (not just explain and memorise it). Self-reflection is an important factor when learning, At first this might
• Each lesson is balanced, practical and has a clear learning be a new idea for everyone, but learning to learn is a good skill to
outcome. develop.
• Students learn from each other through pair and group work.
• Students learn by making mistakes. Mistakes are not bad and it is Key features in the Teacher’s Book:
important that the learning environment is supportive. • At the start of each lesson the aims are given so that you know what
• The language is presented in contexts to help students think about the students should be able to do by the end of the lesson.
when and how to use it. • Each lesson has a clear plan including step-by-step instructions,
• Don’t worry when your students make mistakes. We often learn by answer keys and teaching tips.
making mistakes and then getting it right the next time. • Sometimes you will see . This means you can set this activity for
• Copying from the board: This has been very popular in Cambodian homework and check it in the next class. This could be important if
classrooms for a long time. The problem with English class is you don’t have so much time in class.
though, that it only goes for 50 minutes! A rule of no more than 3- 5 • In each lesson we have extension activities (for fast learners),
minutes copying a lesson is probably a good idea! focus on … sections looking at key language points and Tips! For
teachers.
• Tips! These are to help you improve your teaching. We include them
in units, but you can use them whenever they are useful. Here’s a
list:

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Are you teaching only two classes a week? “Now I can” statements
This book has enough content for four 50-minute classes per week. Every unit ends with some “Now I can…” statements. These are to help
However, sometimes teachers only have two English classes per week. the students understand what they have learned and what they can
In that case, you should still complete one unit (e.g. 1A+1B) per week. It now do in English, which helps them be confident. It also helps them to
is important because if students don’t finish the book in the school year, understand if there are some things that they need to study more.
they won’t be ready to go on to grade 11 next year.
If you have two classes a week, you should aim to complete half a unit Students can use the icons , , , to help them decide how
(e.g. all of 1A, or all of 1B) in a single, 50-minute class. This means that well they know each item on the list.
the students will have to do some of the activities for homework. means “I can do this now – no problem”.
You will see a homework icon that looks like this next to some means “I can do this if I think about it”.
activities in the Teachers’ Book. These are the activities that are
means “I understand this but need to practise more”.
recommended for home study. It is a very good idea to make sure that
your students complete these activities. If you are teaching two hours, means “I find this difficult, I need to study it more”.
then you can ignore the “Session 1” and “Session 2” headings in the
Teacher’s Book If there isn’t time in class, students can do it at home, but you can
still use the activity in class. For example, the teacher reads out the
Are you teaching four classes a week? statements one by one, and the students clap their hands.
If you are teaching four sessions a week, then you can ignore the = student claps loudly and long.
homework icon and complete all of the activities in each unit in class. = student claps normally.
Each lesson (e.g. all of 1A or all of 1B) should be taught over two = student claps a little bit.
50-minute periods. = student doesn’t clap.
You can see the headings “Session 1” and “Session 2” in the Teachers’
Book to hep you decide where to split the lesson into two classroom This will also give you, the teacher, an idea of how well the students
sessions. have learned.

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 Grade 10: Tips in Teacher’s Book Unit 6 Unit 8B
Tip! Review Tip! Reading for general understanding
Unit 1A Unit 3B It’s important for learners to have an idea of
Review time is important. Students don’t
Tip! Pronunciation Tip! Grouping students. always learn everything the first time. As what they are going to read about. This will
Listen for pronunciation. Try to get them If you have a small classroom, pair two a teacher, we need to give them plenty of prepare them better for the more intensive
to say ‘how-old-are-you’ with the words tables together into a group. This can be reading that often follows. This will also help
time to practise and show what they already
activate their existing knowledge about the
together, not one by one, like ‘how – old – are between the front table and the one behind know. topic they’re about to read, helping them make
– you’. or the ones on the left or right side. If you don’t have enough time to do all the connections with what they already know with
activities in this review section, you can what they are about to find out.
Tip! Demonstrating instructions set them for homework. Encourage your To do this, you can ask students to read
Tip! Comprehension checking questions
Sometimes it’s difficult for some students students to focus on the activities that they quickly, without having to worry about all the
(CCQ)
to understand instructions clearly. It is a find particularly difficult. Encourage them to words they don’t understand. You can also
After giving instruction, use CCQs to check encourage them to look at the titles (if any) and
good idea to show the class how an activity ask questions and work with their friends in
on the students’ comprehension. Questions or pictures surrounding the texts. These often
works by choosing two students to give an class.
such as: give clues about the reading and will help
example. If they do it wrong, you can show
What do you have to do? make the reading process a lot easier.
them how to do it right! Unit 7A
What can you see?
How do you check the answers? Tip! Act or draw Unit 9A
Unit 2A
“Act or draw” is a useful game that can be
Tip! Word stress Tip! Explanation
Unit 4A used for many different kinds of vocabulary
In order to understand word stress students When explaining, use drawings, point to any
review. If you have a small class, you can
Tip! Checking instructions real action or ask some students to come to
need to understand the concept of syllables. make two teams. Students form each team
Good teachers check their instructions. the board to act or explain as an example.
It is worth spending some time helping take it in turns to come to the front and
Teachers do this to make sure their students By seeing it in a fun or realistic way, your
students understand syllables. The easiest either act or draw something to demonstrate
know what they need to do. If you do this, students will remember and understand
way is to place your hand under your chin. their word to their team. You can make it a
weaker students in the class will also have time better.
When you say a word how many times do competition and the team that guesses each
to understand the information you just said. You
you open and close your mouth? Japan – word first wins a point.
can do this quickly by asking OR questions, Unit 9B
two; Japanese – three.
and YES / NO questions (e.g. Are you writing or
It’s also nice to give them the choice of Tip: Underlining keywords
speaking? Are you writing in your notebooks?)
Tip! Games acting or drawing because if students don’t In reading or listening, tell your students to
Games are a good way to practise like acting or can’t draw and they feel shy, underline any important words that might
Unit 4B
language. They help students activate what they can choose the other one. help them find the answers when listening to
Tip! Setting a time limit the audio or scanning the reading passage.
they learn in a ‘fun’ way. Students learn more
Setting a time limit is a good classroom Unit 7B It also helps students focus and understand
when they use the language. management technique! It helps your the questions better.
students focus on the task. It also helps you Tip! Telling lies
Unit 2B manage your activities so that you are able Telling lies can be a good thing in English Tip! Using real-life examples
Tip! Demonstrating instructions to cover everything (or almost everything) class! For activities like Find someone who… When explaining a new grammar point, use
in the lesson. You can do this by gently (or other activities where students ask each
Sometimes it’s difficult for some students a real-life example from your students to
reminding your students how much time they questions), we often find that we get the
to understand instructions clearly. It is a have left or by writing the time on the board. explain. It is better than an unfamiliar one as
good idea to show the class how an activity same answers from everyone. Sometimes it will make your students understand better
When you do this, think about your students’
works by choosing two students to give an we can’t find a person who can answer yes from the familiar context.
needs. If you think they need more time to
example. If they do it wrong, you can show complete an activity, you can always give to some of the questions or ideas in the
them how to do it right! them more. activity. Unit 10A
A good way around this is to tell students Tip! Answer cards
Unit 3A Unit 5B that they don’t have to tell the truth. They can When the students play a game, such as
Tip! Correcting mistakes. Tip! Spotting mistakes lie if they want. This can give you different true or false, it can be useful to make a pair
Avoid correcting students immediately after It is sometimes a challenge for students to figure answers to all the questions and can make it of true and false cards for the students to
they make mistakes. Ask the class: Where out what kind of mistakes they need to spot. It is more fun. hold up. This means that they have to decide
useful for you to emphasize the target language for themselves and they don’t copy what the
is the mistake? Give both the student who If there’s extra time, you can also ask the others have said. If you make them on strong
made the mistake, and the whole class a of the mistakes (for example, grammatical students if they think they know who was card, you can collect them back and use
chance to find the problem. mistakes of present simple or vocabulary lying, and about what! them again and again.
spelling mistakes) as well as the number of
mistakes in each sentence/question if necessary.
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Unit 10B Unit 14A Unit 16B Unit 19
Tip! Getting everyone to answer Tip! Pre-teaching vocabulary Tip! Listening for general understanding Tip! Monitoring
In a review activity like the one above, if the Sometimes, it’s helpful to pre-teach some It’s important for learners to understand To monitor is to walk around in class while
class isn’t too large and there is time, it can words in a listening or reading activity that you what they are listening to. In other words, your students are doing something, carefully
be a good idea to have the class stand up, think your students will find difficult. This is it is helpful for your students to get the checking to see if they are doing what you
wanted them to do. You can also use this time
and let your students sit down once they’ve particularly helpful with slow learners. The best general idea of the listening context. This will
to point out some mistakes that individual
answered a question. This can be a good way to do this is of course, is through pictures. prepare them better for the more difficult and students are making. Monitoring is an effective
way to make sure that everyone answers one If you have a picture (or if there is a picture in specific listening tasks that follow. Therefore, classroom management technique. By walking
question. the book) you can use, go ahead and use it. you should play the recording once at the around, you can ensure that your students are
Try not to explain – this will bore your students. beginning with one or two general (gist) on task. This will also help keep your students
However, if there are students who find it Instead, ask some questions that will help your questions and without asking them to engaged throughout the lesson.
difficult, it’s better not to be too strict and to students understand what you are trying to answer any questions that focus on detailed
let them sit down if they try to answer, don’t pre-teach. There are examples of these kind of information. This helps your students grasp Unit 20
be too worried about the answers being questions above (i.e. joke). the context of the listening.
Tip! Adjusting activities
perfect. There can be more than one way to do an
Unit 14B Unit 17A activity. You can make some changes based
Unit 11B Tip! Eliciting Tip! Different answers on the real situation to make the activity more
communicative and fun. For example, for an
Tip! Making use of available resources When teaching grammar, giving long At times, your students will make sentences
activity that requires your students to look at
Some activities require resources that explanations is really boring – students that might be different from the given two different pages by themselves, you can
you might not have access to. However, will fall asleep! Instead of explaining, ask answers. The sentences can still be correct make it a pair work. You can ask one student to
that does not mean you should just quit. questions that will help them understand if the form and meaning are right. look at one page while the other student looks
You should try to look for other available what you are trying to teach. These For example: 1. Let’s watch a movie. à Let’s at a different page. Then both students have to
resources that can be used as replacements. questions are called concept checking go to the cinema. share the information and work together to get
For example, board game usually requires questions. For example, in Activity 5, some the answers instead of working alone.
using dice. If there is no dice, you can ask of the questions you can ask are ‘Is water Unit 17B
your students to use small erasers or even countable or uncountable?’, ‘How many Unit 21A
Tip! Seeking help
small piece of paper. vegetables are there?’, ‘Can we add -s to Tip! Catch them being good
Sometimes it’s good to allow students to
vegetable?’ Giving students praise for the good things
seek help from their friend(s) in individual
Unit 12 Unit 15B task. If students can’t continue at some they’re doing can be an effective classroom
management technique. If you see students
Tip! Checking different answers Tip! Reordering exercises point, let them ask for help from students
working together well or always coming to
With an activity which has many possible For a long, reordering exercise like this it can they’re comfortable with. By doing this, class on time or asking questions to help them
answers, it’s a good idea to allow a little be useful to prepare a poster to stick on the students will seek peer discussion learn, let them know they are appreciated!
more time than usual to check the answers board with the full conversation in the correct subconsciously, which will further improve You can do this by giving them a ‘thumbs up’
in class. Students will have different answers order. their knowledge. Be sure to encourage them or leaving them notes in their notebooks (e.g.
and will often want to check that they are all to discuss and not just copy. ‘You are fantastic today!’ ‘Thanks for helping
Students can use it to practise easily and
ok. Panha with her writing!’)
they can also take a photo of it with their
If your students are shy about answering in
phones if they have them. Tip! Peer correction
class, try offering different answers yourself, Unit 21B
Having students write on the board and
some correct ones and some wrong ones Remember to keep the poster in good Tip! Grouping students
letting other students make corrections
and ask the students to shout yes or no. condition so that you can use it again and Asking your students to work with different
will create better class atmosphere and
again and you don’t have to keep making a people in the class is important. First, it helps
encourage students to participate more in
Unit 13A new one! You can also share posters with them learn to interact with as many different
class. You can initiate this by asking the
other teachers in your school. kinds of people as possible. They learn to
Tip! Using pictures class “Is this correct?”
Use pictures, photos or drawings to share ideas, cooperate and work together
encourage students to think whenever Unit 16A to come up with solutions to problems. For
Unit 18
they’re stuck. It is particularly useful for Tip! Using real-life examples weak learners, this is also a good chance
Tip! Correction and explanation
visual learners and is a good way of When explaining a new grammar point, use for them to learn from the stronger students
When it’s time to check the answers, make
introducing new vocabulary. It can also a real-life example from your students to in your class. It’s a good idea to have at
sure to give an explanation of why the
decrease students’ fear of speaking in front explain. It is better than an unfamiliar one as least two pair or group work activities in your
answer is right or wrong. This can act as a
of their classmates and make a friendlier it will make your students understand better English classes. How many of your activities
review for all students and a confirmation for
learning environment. from the familiar context. today were done as a group?
shy students who want to know.
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Unit 22A Unit 25A Unit 27A Unit 31A
Tip! Different ways to say the same thing Tip! Learning vocabulary with Tip! – Using students’ names Tip! Collocation
There are different ways that we could give constructions It is always a good idea to address your This vocabulary is partly about collocation.
students with their names right from the This word just means, “words that often go
the descriptions above. For example, for Verbs that must be followed by –ing or to is beginning of the semester. Get to know your together.” For example, we say stay at a hotel,
person 7 we could also say, “This middle- an example of a construction. A construction students and memorize their names. This will guesthouse etc. We don’t usually say live at a
aged woman is tall and slim with shoulder- is a piece of vocabulary together with the help you manage your classes better. For hotel or sleep at a hotel. There is no real reason
length, grey, curly hair”. The descriptions are grammar that makes it fit correctly into a example, when asking students for answers, for this; it’s just that English speakers usually
use their names to avoid students shouting out put these words together.
the same but the sentence is a little different. sentence. answers. Similarly, there is no natural reason why we say
It can be a good idea to get two or three Remembering your students’ names is also a go on a trip but we say go to the cinema, but
For example, it isn’t enough for students to good way to let them know that you are aware we always say it this way.
different sentences from the students so that
learn the verbs suggest or intend. It’s OK for of them as individuals. You are paying attention Students don’t need to know the word
they can see that there isn’t just one correct
understanding but doesn’t help them use to their individual needs and the specific ways collocation, but it is very good for their English
way to say it, but that the sentences can vary they like to be taught. This helps build a good to know which words commonly go together.
them correctly in speaking or writing.
as long as the information is the same. rapport between you and your students. When teachers see words that usually go
It’s better if they learn the verbs with their together, it’s a good idea to show the students.
Unit 22B constructions: suggest doing something, Unit 28B
or intend to do something. This should help Unit 32
Tip! Making games Tip! Listening and guessing
them to know that suggest is followed by – You should give students a few minutes to Tip! Using listening activities
It can be very useful to make board games ing and intend is followed by to. read and guess the missing words before It can often be useful to think about using the
for students to practise speaking. playing the tape. This allows your students same recording but with a different activity, to
This is one good way to make a board game Note: some verbs have more than one to focus more and give them some clues on practise a different skill.
that doesn’t need a dice or anything special, construction. what they’re listening for. For example, activity 3b is listening for gist,
which means the general, overall meaning.
you can always find something to drop on the The extension activity above uses the same
Unit 29A
board, like an eraser or a pencil sharpener. Unit 25B recording to listen for specific information.
Another thing you can do if you want to make Tip! Brainstorming This means that the students are trying to
Tip! Go step by step. One way to help students generate ideas is to catch some points that the speaker says in the
a game is to arrange the different speaking This kind of activity can go wrong if your encourage them to brainstorm. “Brainstorming” recording.
topics around in a circle, like a wheel. Then students don’t follow the steps clearly. If they is a way that allows students to write down Students can listen to the same recording
have the students spin their pen on the page, get the first step wrong, it’s difficult for them whatever that comes to their mind when several times without getting bored because
and they can talk about whatever their pen they think of the given task/topic. The ideas they are focusing on a different activity, and it
to do the rest of it right. do not have to be written down in complete helps them to develop more than one listening
points to when it stops spinning. Even if it means going a little slowly, try to sentences. You can ask your students to write skill from the same recording. By the end of it,
You can use these two ideas to make games make sure that the students all have the single word, words, phrases, or even shortcuts. they should understand the recording well.
to practise almost anything. You can even try verbs written twice in their notebooks, then After that, students can go through what they
having the students make the games. have written and start to cross out ideas that Unit 33
make sure they add the verbs with –ing and they think are not good enough or relevant and
to and then make sure they understand that keep the ones they like. Tip! Comparing answers
Unit 24A the verbs have different meanings with –ing Allowing students to compare their answers
Tip! Writing answers on the board and to. Unit 30A after they finish an activity promotes peer
correction and self-learning. You should let
By writing answers on the board, students Tip! Stirrers and settlers students check if their answers are right or
can easily avoid writing the wrong answers Unit 26 It is always a good idea to have different wrong with a partner first before correcting the
and can refer back to the answers when the Tip! – Review activities in class. Always try to have a mix answers in class later. This way students can
next activity requires them to. It can also help of activities such that students aren’t always have more confident when presenting their
Review time is important. Encourage your sitting and working alone on their own for a answers. In addition, be sure to encourage
visual learners to remember and understand students to ask you questions. Monitor and long period of time. For example, after an students to discuss why they have different
better. evaluate how your students are doing at individual writing activity, you might want to get answers so that they can practise speaking in
this stage. It is always a good idea to stop them to talk about their writing, or to stand up English more.
Unit 24B and go back to any language points your and read their sentences to their classmates.
students found confusing. Try to follow this pattern whenever you can: Unit 35
Tip! Scanning If you don’t have enough time to do all the quiet activity – activity that requires interaction /
Have students use scanning in reading activities in this review section, you can movement – quiet activity. Tip! Spotting mistakes
set them for homework. Encourage your It is sometimes a challenge for students to
activity after they’ve thoroughly read one
students to focus on the activities that they Unit 30B figure out what kind of mistakes they need
time. This technique allows students to save to spot. It is useful for you to emphasis on
time by reading quickly to find or check the find particularly difficult. Encourage them to Tip! Teacher and Student talk time
work with their friends in class. the target language of those mistakes (for
answers. One of the ways to keep your students
engaged is to keep them busy – keep them example, grammatical mistakes of present
busy producing the language. If you talk too simple or vocabulary spelling mistakes)
much, your students will get bored. If you don’t as well as the number of mistakes in each
talk enough, your students might learn very sentence/question if necessary.
little. It’s important therefore, to keep a balance
of your talk time and that of the students.
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 UNIT 1 Unit 1, Lesson A : My personal information

My personal information
Aims: to review and practise asking for and exchanging basic personal information.
By the end of 1A, students should be able to:

1A
• greet people with hi, hello, hey, good morning and good afternoon.
• hold a conversation where people greet each other, exchange information about names
(with spelling), ages and telephone numbers.
1 A. Read these short conversations. • understand the difference between –teen and –ty numbers such as 13 and 30, 14 and
40, and be able to say them clearly.
Good morning.
Hi, I’m Tim. Nice to meet you. I’m Chea
What’s your name? Hello, I’m Kosal. I’m Richard Jackson. Somnang. Session 1

1 A. Vocabulary: Greetings and 2 Speaking: Asking someone’s age

exchanging names
1. Have students read conversations in pairs.
1. Ask students to read the conversations.
2. Tell students to ask each other questions A
They can read quietly or read aloud in pairs.
and B.
2. Tell students to look for five different ways to
say ‘hello’ and write them in their notebooks. Tip! Pronunciation
3. Ask the five ‘hello’ words from students and Listen for pronunciation. Try to get them to say
write on the board. ‘how-old-are-you’ with the words together,
Tim Kosal Richard Somnang 4. Ask students to find two ways to say their not one by one, like ‘how – old – are – you’.
name and write on the board.
3 A. Listening: -teen and –ty numbers
Good afternoon. Answers (e.g. 13 – 30)
My name’s Channy. Hello Mrs Jackson,
Hey! I’m Lynn. My name’s Vicki hi, hello, hey, good morning, good afternoon 1. This is for students to hear the difference
What’s your name? I’m Chea Leakhana.
Jackson. I’m..., My name is... between thirteen and thirty, fourteen and
forty…
B. Speaking: Greetings and exchanging 2. Write three of these pairs of numbers on the
names board, e.g. 14 - 40, 16 - 60, 19 - 90.
3. Point to the numbers and have the students
5. Ask students to read the conversations.
say them out loud.
They can read quietly or read aloud in pairs.
4. Point again and say the number with a very
6. Tell students to look at the two bubbles.
clear –teen or –ty sound. Students repeat.
7. In pairs, have students make similar
5. Play the audio. Tell students to write the
Channy Lynn Vicki Leakhana conversations choosing phrases from the
number they hear. Remind them to listen
balloons.
carefully for –teen or –ty. There is an
8. Ask students to close their books and make
When we meet people we can say “hello”. What other words can you example on the CD before number 1.
two similar conversations, taking turns to start.
see that mean the same as “hello”? Write them in your notebook. 9. Listen and check. Correct if necessary.
6. Ask students to compare answers with
their partner and circle any answers that are
When we say our name, we can say ___ Kosal or __ ____ __ Kosal. different.
Focus on names
In English speaking countries the first name B. Play the CD again for students to check
B. Work in pairs. Make similar conversations. Choose one word comes before the surname (family name). So their answers, and write answers on
from each balloon. Tim, Richard, Vicki and Lynn are all part of the board.
the Jackson family.
hi hello hey
I’m _____. My name is ________.
good morning
good afternoon

-1-
Unit 1, Lesson A

[Audioscript] 4 Listening: Spelling names and saying

2 Look at these conversations. Example: twenty phone numbers
1. fifteen
1. Explain to students that they will hear four
2. ninety
Hi Tim. conversations. Each one contains a person giving
3. sixty
How old is your mum? their phone number and spelling their name.
4. eighteen
Hey Kosal. 2. Ask students to write down the phone numbers
5. I am fourteen and the names that they hear. Note: they will
She’s 38 and my dad’s 40. 6. My dad is fifty
How old are you? not hear the name, only the spelling.
How old are your parents? 7. Meng and Sothea are thirteen. 3. Have students compare their answers with
8. It’s Oudom’s birthday. He’s seventy. their partners and circle any differences.
I’m 15.
My mum’s 42 and my dad’s 45. 9. Is Monika sixty? 4. Play the audio again and have students check
How about you? 10. No, she’s sixteen. their answers.
5. Go through answers with students and write
I’m 15 too. Answers the answers on the board for them to see.
1. 15 6. 50
2. 90 7. 13 [Audioscript]
1. How old are you? How old are your mum and dad? 1.
3. 60 8. 70
2. Ask your partner. 4. 18 9. 60 A: Can I have your phone number?
5. 14 10. 16 B: Sure, it’s 035 781 426.
3 A. Listen and write the number that you hear in your A: Thanks, I’ll put it in my phone. How do you
C. 7. Ask students to look at the table of spell your name?
notebook.
numbers in their books. B: S O T H E A.
Example: 20 8. Tell students to take turns saying a A: Got it, thanks.
number in the table. Their partner
B. Listen, check and repeat. points to the number that they hear. 2.
9. Remind Students to pay attention to A: What’s your phone number?
C. Listen again. Which numbers end with “-teen” and the –teen and –ty endings. B: It’s 028 416 793.
which numbers end with “-ty”. Draw the table below in 10. Students tell their partner if they are A: OK, and how do you spell your name?
right or wrong. B: K U N T H E A.
your notebook and write the answers. A: Thanks.
Tip! Demonstrating instructions
-teen -ty 3.
Sometimes it’s difficult for some students to
A: Can I have your number?
understand instructions clearly. It is a good
B: Yes. 046 528 173.
idea to show the class how an activity works
A: How do you spell your name?
by choosing two students to give an example.
B: T H Y R A K.
If they do it wrong, you can show them how to
A: Got it!
do it right!

Session 2 4:
A: What’s your number?
Suggestion: Starting session 2 B: 097 824 316.
1. Ask students to talk to three other people A: I’ll put it in my phone. How do you spell
Student A, Choose any number and say it to your partner. around them. They make a short conversation. your name?
Student B, Point at the number in your book. Say hello, hey, hi… to each other and exchange B: S R E Y P I C H.
names. A: Thanks!
2. Write 8 random –teen and –ty numbers on
4 A. You will hear four short conversations. Write the names and the board: 4 –teen and 4 –ty numbers. Point to Answers
the phone numbers that you hear in your notebook. them and have students shout out the numbers 1. Sothea. 035 781 426.
that they see. Listen and correct if necessary. 2. Kunthea. 028 416 793.
B. Listen, check and repeat. 3. Thyrak. 046 528 173.
4. Sreypich. 097 824 316.

-2-
 Unit 1, Lesson A

5 Look at the names and numbers and read the conversation. 5 Speaking: Spelling names and exchanging 6 Speaking: Conversation – exchanging
phone numbers personal information

Example: 1. Have students look at the pictures of the 1. Tell students to write two new names, ages
phone screens with names and numbers. and phone numbers for themselves in their
A: Hi Michael. 2. Ask students to read the example notebooks, following the example.
Can I have your phone number? conversation for Michael. 2. Have students read the example conversation
B: Sure, it’s 082 376 541. 3. Tell students to make similar conversations with Linda and Sokheng.
ntra 75 for the other names and numbers, taking 3. Students make similar conversations using
Cha3 482 6 A: Thanks, I’ll put it in my phone.
C 02 th turns to start. the names, ages and numbers that they
abe 64 How do you spell your name?
Eliz2 938 5 4. Ask students to cover the conversation with wrote down, taking turns to start.
E 01 g B: M-I-C-H-A-E-L. their notebook, and to repeat the 4. Each time, Partner B writes down the names
n 31
Hea5 724 8 A: Got it, thanks. conversation without reading. They should and numbers that they hear in their notebooks.
H 09
x 38 have two conversations, taking turns to start. 5. If there is space in the classroom, students
Ma 6 192 4
M 07 l can stand up and move around and ask
hae 41
Mic 376 5 different partners. If not, they can ask the
M 082
y 17 students in front, behind and next to them.
Pise8 365 2
P 04 6. Encourage students to talk to more than
one partner.
With your partner, make conversations:
for Chantra, Elizabeth, Heang, Max and Pisey. Take turns to start.
Extension activity: -teen and –ty bingo

6 Choose two new names, ages, and phone numbers for If there is time at the end of the lesson, you could play –teen and –ty bingo to practise
listening to numbers 13 – 30 etc.
yourself. Write them in your notebook.
Have students draw a 3x3 table in their notebooks (9 squares). They write any number between
Make conversations with your partner following the example.
13 and 19, or any number 30, 40, 50 …90 in each square.
Take turns to start. You can change the underlined words.
Note: They can’t use the same number more than once, and they can’t use numbers like 31.
Only 13, 14… 19 and 30, 40…90.
Hello. My name is Linda.
What’s your name? Say random numbers (13, 14.. or 30, 40…) one by one. If the student has the number, they
cross it out.
I’m Sokheng.
First students play for one line, across or up/ down. If they cross all three numbers in a line they
Nice to meet you. shout “bingo!” The first to get one line is the winner.
Nice to meet you too. Second play for two lines, can be across or up / down. If they cross out all the numbers in two
lines, they shout “bingo!”. The first to get two lines is the winner.
How old are you?
Third play for all the numbers. If they cross out all the numbers on their table, they shout “bingo!”.
I’m 14. And you? The first to cross out all their numbers is the winner.

I’m 15. Can I have your phone number?

Sure, it’s 010 534 762.

Thanks, I’ll put it in my phone.

How do you spell your name?

L-I-N-D-A

Got it, thanks

-3-
 1B
1 Work in pairs. Say the names of the months that you can see.
Unit 1, Lesson B
Example 1: January Aims: to review and practise talking about months, dates and birthdays.
By the end of 1B, students should be able to:
1. J-n---y 4. F-br---- 7. S----m--- 10. D-c-----
• know the months and use in to talk about months: in January…
2. M--c- 5. –a- 8. --g--t 11. -u-y • know the ordinal numbers first, second… up to hundredth.
• say, read and write dates using ordinal numbers.
3. O--o--- 6. J--e 9. -p--l 12. --v----r • say when their birthday is using on, and ask someone else.

2 A. January is the 1st, or first month. Look for other numbers like Session 1
first in the wordsearch and write them in your notebook. Look for: 1 Vocabulary: Months Answers
H T F I F Y P S Z M B U 1. Tell students to work in pairs and say the 1st = first 5th= fifth 9th = ninth
1st 7th H E O H I T H I R D Q D months that they can see. 2nd = second 6th = sixth 10th = tenth
2nd 8th 2. Have students write the months down in 3rd = third 7th = seventh 11th = eleventh
O K U T R M P X T E T N 4th = fourth 8th = eighth 12th = twelfth
3rd 9th Q J R N S X V T P S W O their notebooks.
4th 10th 3. Go through answers with students and write
K N T E T F Q H U E E C H T F I F Y P S Z M B U
5th 11th them on the board for spelling.
R P H T H G I E I V L E H E O H I T H I R D Q D
6th 12th F R H Q H T N I N E F S O K U T R M P X T E T N
Answers Q J R N S X V T P S W O
M A Z L A P E N Y N T Q 5. May 9. April
1. January K N T E T F Q H U E E C
B L F A C K T T N T H Z 6. June 10. December R P H T H G I E I V L E
2. March 7. September 11. July
L Q E L E V E N T H E C F R H Q H T N I N E F S
3. October 8. August 12. November
Q P J U Z B I X N I X Q M A Z L A P E N Y N T Q
4. February B L F A C K T T N T H Z
M E T H I A J W G P Z N
L Q E L E V E N T H E C
Focus on months Q P J U Z B I X N I X Q
B. Work in pairs. Use the words from activities 1 and 2 to make Remember that the names of the months are M E T H I A J W G P Z N
written with a capital first letter.
short conversations. Take turns to start. B. If students have done activity a as
Also, the –r- in the middle of February is homework, they can still do this in
Example: What is the first month? January is the first month. written, but not pronounced. class as review.
5. Demonstrate the activity by asking one
3 A. Which Khmer festival is in each month? Write the answers in 2 Vocabulary: Ordinal numbers (first, student the example question, “What’s the
second…) first month?” and receiving the answer.
your notebook. A. The answers in the word search are all 6. Tell students they can ask the questions in
ordinal numbers – first, second, etc. any order. e.g. the second question can be
Example: Women’s Day Example: March “What’s the ninth month?”
7. Don‘t spend too much time on this activity.
1. Pchum Ben a. May 1. Put students in small groups and ask them
Two or three minutes should be enough.
2. Khmer New Year b. April to try to think of the words first, second…
3. Water Festival c. September or October twelfth before looking in the word search. 3 Grammar: Using ‘in’ with months –
d. February 2. Tell students that the words in the word search in January…
4. The King’s Birthday
can be forwards, backwards, up and down.
5. Meak Bochea Day e. June 1. Tell students to look at the example: Women’s
3. Allow students time to find the answers in the Day, linked to March.
6. Children’s Day f. November word search and write them in their notebooks. 2. In pairs, have students match the holidays with
4. Go through answers with students on the the months. They can do this by speaking.
board, checking the words and the spellings. 3. Ask students to read the short example
B. Now check with your partner. Take turns to start. conversation. Remind them that we use in to
say which month something happens.
Example: 4. Then, make similar conversations using the
rest of the holidays and the months.
When is Women’s Day? Women’s Day is in March.

-4-
 Unit 1, Lesson B

4 A. Look at the number on the left and choose the correct word
Session 2
a or b. Answers
Example: Women’s Day is in March.
Suggestion: Starting session 2
1. Pchum Ben is in September or October.
1. 12th a. twelveth b. twelfth 2. Khmer New Year is in April. Point to a student in the class (student 1).
2. 13th a. thirteenth b. thirdteenth 3. Water Festival is in November. Ask, When’s your birthday?
4. The King’s Birthday is in May.
3. 30th a. thirtyth b. thirthieth 5. Meak Bochea Day is in February. Make the student say, “My birthday is on the
4. 21st a. twenty-oneth b. twenty-first 6. Children’s Day is in June. (example, 3rd of September).

5. 42nd a. forty-second b. forty-twoth Point to another student (2). Tell student 1,

4 Vocabulary: Higher ordinal numbers – “Now ask him / her”.
6. 53rd a. fifty-third b. fifth-threeth
twelfth… hundredth
7. 64th a. sixty-fourth b. sixty-four Student 1 asks student 2, “When’s your
1. Tell students to look at the numbers and birthday?” Student 2 replies.
8. 75th a. seventy fiveth b. seventy-fifth choose the correct answer a or b.
Point to student 3. student 2 asks, “When’s
9. 80th a. eightieth b. eighteenth 2. Check answers with the students, being careful
your birthday?” Student 3 replies.
with pronunciation of –teenth and –tieth.
10. 100th a. hundredth b. hundred
3. Play the audio and have students repeat the Repeat 5 times.
answers carefully. Check for pronunciation.
B. Check with your partner. [Audioscript] 5 Reading: Dates and schedules
1. twelfth
C. Listen, check and repeat. 2. thirteenth A. 1. Ask students to read Kosal’s message to
3. thirtieth Eddie about his busy November. They can
4. twenty-first read it quickly and don’t have to
5 A. Read Kosal’s Facebook message to his friend Eddie. 5. forty-second understand every word.
How many things does Kosal need to do in November? 6. fifty-third B. 2. Have students copy the first line of
7. sixty-four Kosal’s diary into their notebooks.
8. seventy-fifth 3. Tell students to find all the dates in the
Hi Eddie 9. eightieth text and write them in their notebooks.
10. hundredth 4. Ask students to find and write down Kosal’s
Thanks for your message. You asked me about my plans for this month. Well, activities next to the dates to make a diary.
I have a busy month coming up in November. Today is 1st November and I’m Answers 5. When students have finished, go through
and check the answers.
going shopping with my mum to buy a new school uniform. This year, school 1. 12th b. twelfth
starts on 3rd November. I’m happy to go back to school because I see my 2. 13th a. thirteenth Answers
friends there. On 7th November I’m going to meet Tim. Tim is an English boy 3. 30th b. thirtieth
4. 21st b. twenty-first November
who is new in Siem Reap. His dad and my dad work together. I hope we will 5. 42nd a. forty-second 1st go shopping with mum
be friends. On 8th November I am going to play in a football match. I will ask 6. 53rd a. fifty-third 3rd start school
Tim to come and watch. 7. 64th b. sixty-four 7th meet Tim
8. 75th b. seventy-fifth 8th play football. invite Tim
9. 80th a. eightieth 11th go to Phnom Penh / go to Water
This year I’m going to Phnom Penh with my family for Water Festival. We go Festival
10. 100th a. hundredth
on the 11th November and come back to Siem Reap on the 14th. We are going 14th come back to Siem Reap
19th go to cousin’s wedding
to Phnom Penh by car. On the 19th I am going to my cousin’s wedding. All my
24th have dinner with Tim’s family
family will be there. Then, on 24th November my family are having dinner with 30th help mum at the market
Tim’s family. On the 30th I’m going to help my mum at the market. She sells fruit
and vegetables there.

What about you? Do you have plans for this month?

-5-
Unit 1, Lesson B

B. Copy the first line of Kosal’s diary into your notebook. Then C. 6. Tell students to read the text in pairs. 6 Writing: personal information
look at the text again and add Kosal’s other dates and activites. Student A reads the first paragraph and
student B reads the second. 1. Have students look at the information in Tim’s
7. While they read, monitor and check that poster.
November they are saying the and of for the dates, 2. Tell students to draw an outline of a similar
even though these words aren’t written. poster in their notebooks and make their own
1st go shopping poster with their own information.
Focus on saying the dates 3. Check their posters for correct language and
spelling.
There are two ways of saying and writing the
date in English.
C. Work in pairs. Read Kosal’s message to each other. Partner A In the UK, usually it’s Day – Month – Year.
reads the first part and partner B read the second part. For example, Today is 01.11.2019. 7 Reflection: Now I can…
We say the 1st of November 2019.
Look 1. Ask students to look at the sentences and
Be careful with reading the dates because when we write the date, we don’t Usually we don’t write the words the and
decide how well they can do these things.
write the words the and of, but when we read dates, we say them. So, we of but we still say them. So if you see
1st November 2019, read it as the 1st of Encourage honest reflection by being positive
write, “Kosal’s birthday is on 28th July”, but we say, “Kosal’s birthday is on the about mistakes.
28th of July”. November 2019.
2. Tell students that by finding out what they
In the US, usually it’s Month – Day – Year. have and haven’t learnt, they will become better
For example, Today is 11.01.2019. learners.
6 A. Tim made a poster for the wall at the football club with his We write November 1st 2019, and say it as 3. For more ideas on how to do this, please see
photo and information: you see it, without using the and of. page V.

Hi everyone! Extension activity: Dates

My name is Tim Jackson and I am from England. I am 15 Put students in groups of 4. Give each one a small piece of paper.
and my birthday is on 12th September. If you want to call Each student writes down a date that is important to them. They fold them and put all four in
me, my phone number is 097 624 361. Let’s be friends! the middle.
Each student chooses a date without looking. They ask, why is [e.g. the 5th of October]
important?
B. Draw a poster in your notebook and write your own information. The student who wrote the date tells the group why that date is important to them.

7 How well can you do these things? Write in your notebook.

unhappy neutral happy very happy

Now I can...
• use different words to say hello to people.
• have a conversation and exchange names, ages, birthdays and phone numbers.
• spell my name and understand someone spelling their name.
• say dates correctly using numbers like first, second… and the months.
• understand –teen and –ty numbers and say them clearly.

-6-
 UNIT 2 Unit 2, Lesson A : Countries and Nationalities
Aims: to review and practise countries and nationalities using present simple of verb to be
Countries and Nationalities in positive form.
By the end of 2A, students should be able to:

2A • write and pronounce some countries and nationalities.

• identify and use present simple of verb to be in positive sentences.
1 Look at the flags. Write the countries in your notebook.
Session 1
Example:
1 Vocabulary: Countries
Answers
1. Ask students to look at the pictures of the Countries Nationalities
flags.
Cambodia Cambodian
2. Tell students to guess which countries those
flags belong to. Japan Japanese
3. Encourage students to compare their Canada Canadian
1. Cambodia 2. 3. 4. answers.
Britain British
Answers America American
Thailand; Vietnam; France; Britain; Thailand Thai
Canada; China; America; Japan; Spain
Spain Spanish

2 Vocabulary: Countries & nationalities Vietnam Vietnamese

France French
5. 6. 7.
1. Tell students to look at the pictures and China Chinese
answer the three questions.
2. Introduce the word and meaning of
nationality.
Tip! Word stress
In order to understand word stress students
Answers need to understand the concept of syllables.
Kosal is from Cambodia. He is Cambodian.; It is worth spending some time helping
Tim is from Britain. He is British. students understand syllables. The easiest
8. 9. 10. way is to place your hand under your chin.
A. 3. Ask students to copy the table into their When you say a word how many times do
notebooks and complete the gaps with you open and close your mouth? Japan –
2 Look at the pictures. Which country is Kosal from? the words from the box. two; Japanese – three.
What is his nationality? What about Tim? 4. Encourage students to compare their
answers.
B. 5. Have students listen to the answers.
6. Focus on the stress of the words; both
I am from Cambodia.
countries and nationalities.
I’m Cambodian. 7. Ask the students to listen again and
I am from Britain. repeat the words.
I’m British.

Kosal
Tim
-7-
Unit 2, Lesson A

A. Copy the table into your notebook and complete the table with 3 Game: Countries & nationalities
the words from the box.
1. Choose 7 countries and nationalities from
activity 2 and write them on the board, in a
Cambodian Japan American Thailand Vietnamese messy way.
Chinese France Canada Spain Britain 2. Ask for two or three students to come to the
board.
3. Explain to the students that if you read out a
Countries Nationalities country, they have to find and hit the
Cambodia nationality.
If you read a nationality, the students have
Japanese to hit the country on the board. For example,
Canadian if you say “Cambodia”, they have to find and
slap “Cambodian” on the board.
British 4. Tell students whoever finds and hits it
America correctly first gets a point.
5. Play as many times as the time allows.
Thai
Spanish Tip! Games
Vietnam Games are a good way to practise language.
French They help students activate what they learn
in a ‘fun’ way. Students learn more when they
China use the language.

B. Listen, check and repeat.

3 Vocabulary game – Slap the board

Japanese Thai
Canadian
Cambodia
America Spanish
French British
Vietnam China

-8-
 Unit 2, Lesson A

4 A. Put the words in the correct order. Write the answers in your Session 2 5 Grammar and Vocabulary: Countries
notebook. and nationalities
Example: is Spanish Lyla. Lyla is Spanish. Suggestion: Starting session 2
1. Tell students to look at the picture and
1. Japan is Yumi from. To start the class, you can use the previous sentences in the example and ask students
slap the board games as a review to add which word is nationality and which is
2. Tony I’m American I’m and. some fun before going to the grammar part. country.
2. Tell students to look at all the pictures and tell
3. is Vietnam from she. which countries each person comes from.
4 Grammar: Word order 3. Ask students to write two sentences for each
4. students my Cambodian are.
picture about their countries and
5. is my family this and Canadian we’re. A. 1. Ask the students to put the words in the nationalities.
correct order to make a sentence.
6. teacher British my is. 2. Focus on where they need to use Answers
“country” and where they need to use
7. they France are from. “nationality”.
1. He is from Spain. He’s Spanish.
2. We are from Thailand. We’re Thai.
B. 3. Ask students to listen to the answers.
B. Listen, check and repeat. 4. Allow some time for students to correct
3. They are from Japan. They’re Japanese.
4. I am from France. I’m French.
any mistakes they have written down.
5. It is from China. It’s Chinese.
5 Write two sentences for each picture in your notebook. [Audioscript]
6 Speaking: Where are you from?
Example: 1. Yumi is from Japan.
2. I’m Tony and I’m American.
3. She is from Vietnam. 1. Tell students to go back to the countries and
4. My students are Cambodian. nationalities they have learnt.
5. This is my family and we’re Canadian. 2. Ask students to choose one country except
6. My teacher is British. Cambodia as their new country/nationality.
7. They are from France. 3. Tell the students to write down two sentences
telling their choice of country and nationality.
1 2 For example, “I’m Spanish. I’m from Spain.”
Answers
She is from Cambodia. He________________. We________________. 4. Give students few minutes to talk to as many
She’s Cambodian He________________. We________________. 1. Yumi is from Japan. people as possible and tell the two
2. I’m Tony and I’m American. sentences they have written down.
3. She is from Vietnam.
4. My students are Cambodian.
5. This is my family and we’re Canadian.
6. My teacher is British.
7. They are from France.
3 4 5
They________________. I________________. It________________. Extension activity: Countries & nationalities
They________________. I________________. It________________.
Ask students if they can name any other countries or nationalities.

6 Choose a country from activity 1 and tell five people where

you are from and what your nationality is.

I am from France.
I am French.

-9-
 2B
1 Look at the pictures and guess which country they are from.
Unit 2, Lesson B
Write the answers in your notebook.
Aims: to review the spelling and pronunciation of countries and nationalities and using
Example: present simple of verb to be in negative form and questions.
By the end of 2B, students should be able to:
• pronounce some countries and nationalities more accurately.
• tell and ask other people where they are from and their nationalities.
• use the negative and question forms of the present simple of verb to be.
1 2
Thailand America China Session 1
Cambodia Spain Japan
1 Vocabulary: Countries
Answers
1. Read all the countries out loud with the 1. He’s from America. He isn’t from Spain.
students and focus on the stress of the 2. He’s from China. He isn’t from Japan.
words learnt in unit 2A as revision. 3. They aren’t from Vietnam. They’re from Japan.
2. Ask students to look at the pictures and 4. She’s from France. She isn’t from Spain.
choose the correct country. 5. We aren’t from Britain. We’re from Canada.
3 4 5
Vietnam France Britain Answers 3 Reading: Short biographies
Japan Spain Canada 1. America; 2. China; 3. Japan; 4. France;
5. Canada A. 1. Ask students to read the three short
2 Look at the pictures in activity 1 again and write two sentences texts.
2 Writing: Making sentences 2. Focus on linking the characters to the
for each. Write the answers in your notebook. countries/nationalities and the new
Example: She’s from Cambodia. She isn’t from Thailand. 1. Ask students to look at all the pictures in grammar point.
1. He_____________ . He_______________. activity 1 again.
Look 2. Tell students to write two sentences where
2. He_____________ . He_______________. each person is and is not from.
3. They___________ . They_____________. is not = isn’t ; are not = aren’t 3. Encourage students to look at the example
4. She____________ . She______________. and the small grammar box on the right.
5. We____________ . We______________. 4. Let students know they can use both the
contraction form or full form.
3 A. Read these three short texts about Kosal, Tim and Vicki.

Hello! My name’s Kosal. I’m 15 years old and I’m Cambodian. My

parents are Cambodian and I have one sister. I’m a student in
grade 10. I also play football because it’s fun.

Hi! My name’s Tim. I’m from Britain and I’m 15 years old. I have one
sister and her name is Lynn. My father is also British, but my mother
isn’t. She is from Canada. Our family now live in Siem Reap, Cambodia.

Hello! I’m Vicki. I am 42 years old and I’m Canadian. My husband

and I aren’t from the same country. He’s from Britain and he is 45
years old.

- 10 -
 Unit 2, Lesson B

B. Read the texts again. Match the questions with the correct B. 3. Ask students to look at the matching table. 5 Reading: Filling in the gaps
answers. Write the answers in your notebook. 4. Tell students to do the matching.
5. Encourage students to compare the A. 1. Ask students to read the short text
Questions Answers answers together. about Channy.
2. Tell students to choose the words given in
Example: Is Kosal Cambodian? A. No, he isn’t.
Answers the box to fill the gaps.
1. How old is Kosal? B. Yes, he is. 3. Encourage students to compare their
2. Where is Tim from? 1. D; 2. E; 3. A; 4. F; 5. C; 6. H; 7. G
C. She’s 42 years old. answers.
3. Is Tim 14 years old? B. 4. Ask students to listen to the recording
D. He’s 15 years old. 4 Games: Memory games
4. Is Vicki British? and check their answers.
5. How old is Vicki? E. He’s from Britain. Answers
1. Ask students A to close the book and
6. Are Vicki and her husband from students B to keep the books open. Hi my name is Channy. I am 17 years old
F. No, she isn’t.
the same country? 2. Tell students B to choose some questions and 1. I’m a student in grade 12. I have one
7. Are Kosal, Tim, and Vicki all in G. Yes, they are. from activity 3 and ask students A. brother. His name 2. is Kosal. Kosal told me
Siem Reap now? H. No, they aren’t. 3. Demonstrate the activity if necessary. he made a new friend at his football club.
4. Tell students they get one point if their His name’s Tim. They 3. are at the same
answers are correct. age, but Tim 4. isn’t from Cambodia. He’s
4 What can you remember? 5. Whoever has more points in the end wins. British. They’re both in grade 10, but they 5.
aren’t at the same high school. Tim studies
Student A: Close your textbook and notebook.
at a private school.
Student B: Choose four questions from activity 3 and ask student A. Tip! Demonstrating instructions

Take turns with your partner to be student A and B. Who has more correct Sometimes it’s difficult for some students to [Audioscript]
understand instructions clearly. It is a good Hi my name is Channy. I am 17 years old and
answers? You or partner?
idea to show the class how an activity works I’m a student in grade 12. I have one brother.
by choosing two students to give an example. His name is Kosal. Kosal told me he made a
Is Kosal Cambodian? If they do it wrong, you can show them how to new friend at his football club. His name’s Tim.
Yes, he is. do it right! They are at the same age, but Tim isn’t from
Cambodia. He’s British. They’re both in grade
Session 2 10, but they aren’t at the same high school. Tim
studies at a private school.
Suggestion: Starting session 2
To start the class, you can use the questions
in activity 3 and 4 as a prompt to review. You
can still do the memory game or simply review
the short texts about Tim, Kosal, and Vicki and
5 A. Read about Channy. Fill in the gaps with the words from the box. ask questions.

am is aren’t I’m are isn’t

am
Hi my name is Channy. I____17 years old and 1.____a
student in grade 12. I have one brother. His name 2.____
Kosal. Kosal told me he made a new friend at his football
club. His name’s Tim. They 3.____at the same age, but Tim
4.____from Cambodia. He’s British. They’re both in grade
10, but they 5.____at the same high school. Tim studies at
a private school.

B. Listen and check your answers.

- 11 -
Unit 2, Lesson B

6 There is one mistake in each sentence. Find the mistakes and 6 Grammar: Spotting mistakes B. 2. Put students in small groups.
correct them. Write the correct sentences in your notebook. 3. Allow some time for students to ask the
1. Ask students to read the sentences. questions they write to their group
Example: They isn’t from Canada. They aren’t from Canada. 2. Emphasis there is only one mistake for each members and take turns.
number. 4. Encourage students to write short
1. Lyla are from Spain. 3. Ask students to find and correct the mistakes. answers if possible.
4. Tell students to write the whole correct C. 5. Ask students to select one person they
2. Are Vicki from Canada? sentences in their notebooks. have asked in activity 6.
3. I aren’t 16 years old. 6. Tell students to write a short text about
Answers the friend they choose.
4. Her house aren’t in Phnom Penh. 1. Lyla is from Spain.
2. Is Vicki from Canada? 8 Reflection: ‘Now I can…’
5. Where is Lynn and Tim from? 3. I am not 16 years old.
4. Her house isn’t in Phnom Penh. 1. Ask students to look at the sentences and
5. Where are Lynn and Tim from? decide how well they can do these things.
7 A. Write five questions in your notebook. 2. Encourage honest reflection by being
7 Speaking: Personal profile positive about mistakes.
3. Tell students that by finding out what they
Questions to ask: A. 1. Ask students to write questions to ask for have and haven’t learn, they will become
name? age? birthday? country? nationality? mother’s name? father’s name? “name, age, birthday, country? better learners.
nationality? mother’s and father’s names”. 4. For more ideas on how to do this, please
see page V.
Example: name : What’s your name?
Answers
What’s your name?
How old are you?
B. Work in groups. Take turns asking and answering the questions. When is your birthday?
Where are you from?
C. Write a short text about one of your friends. What is your nationality?
What’s your mother’s name?
Example: Her name is Panha. She’s 16 years old … What’s your father’s name?

Extension activity: Continuing writing personal profile

8 How well can you do these things? Write in your notebook. Ask students if they can write similar text about anyone else they know outside their
classroom?

unhappy neutral happy very happy

Now I can...
• name and spell some countries and nationalities.
• tell and ask people where they are from.
• make positive and negative sentences and questions
in the present simple tense of the verb to be.

- 12 -
 UNIT 3 Unit 3, Lesson A : My house
Aims: to present and practise naming furniture using there is and there are.

my house By the end of 3A, students should be able to:

• name furniture in the house.

3A • name some rooms in the house.
• use there is and there are to refer to things around them.
1 A. Match the photos with the words in the box. Write the answers • add -s, -es, or -ves at the end of plural nouns.
• write a paragraph to describe their rooms and the furniture.
in your notebook.
Session 1
Sofa Closet Cupboard Desk Mirror
Drawers Bookshelf Bed Chair Refrigerator Lead in: Look around missing words in their notebooks.
3. Play the recording.
1. Ask students to look around and name items 4. Have students compare answers with
in the classroom. their friends.
2. Write the answers on the board. 5. Have students listen again and check
3. If students struggle to find more, point to their answers.
things or say the first letter of the words. 6. Check the answers as a class.

1 Vocabulary: Things in the house

Answers
A. 1. Ask students to look at the pictures. 1. cupboards; 2. refrigerator; 3. sofa;
2. Ask how many pictures they can see. 4. fan; 5. table; 6. chairs; 7. bed;
3. Tell them to match the words with the 8. desk; 9. mirror
pictures and write the words in their
notebooks.
[Audioscript]
Answers Kosal: Hi, Tim! Welcome to my house!
a. bed; b. bookshelf; c. chair; d. closet; Tim: Hey, Kosal!
e. cupboard; f. desk; g. drawers; Kosal: Let’s me show you around. This is the
B. Listen, check and repeat. h. mirror; i. refrigerator; j. sofa kitchen. There are two cupboards.
Tim: They’re big!
B. 4. Select one or two students to share Kosal: Oh, and there is a refrigerator.
2 A. Tim visits Kosal’s house. Listen and fill in the gaps. their answers. Tim: Of course. And it’s full of food!
Write the answers in your notebook. 5. Tell students to listen to the audio and Kosal: Now this is the living room. There is a
check their answers. sofa for us to sit and watch TV. There is a fan,
Kosal: Hi, Tim! Welcome to my house! 6. Play the audio again, pause at each word and there is one table. There are four chairs.
Tim: Hey, Kosal! and have students repeat the words. Tim: Nice. Is that your bedroom?
Kosal: Let me show you around. This is the kitchen. There are two______. [Audioscript] Kosal: Yes, it is. There is a bed, a desk and a chair.
Tim: They’re big! bed, bookshelf, chair, closet, cupboard, desk, Tim: Wow! You have five football posters!
Kosal: Oh, and there is a ______. drawers, mirror, refrigerator, sofa Kosal: Yes, I do. I look like the player right?
Tim: Of course. And it’s full of food! Tim: Is there a mirror in the bathroom?
Kosal: Now this is the living room. There is a ______ for us to sit and watch TV. Focus on pronunciation Kosal: Yes, there is.
You should check the pronunciation of the Tim: Go and have a look
There is a ______, and there is one ______. There are four ______.
words cupboard /ˈkʌbəd/ and drawers /drɔːz/
Tim: Nice. Is that your bedroom? because students commonly mispronounce
Kosal: Yes, it is. There is a ______, a ______ and a chair. Focus on there is with a list of things
them. If you are not sure how they are
Tim: Wow! You have five football posters! When a sentence talks about more than
pronounced, listen to the tape before the one item that isn’t the same thing, use there
Kosal: Yes, I do. I look like the player right? class. is instead of there are. This is because
Tim: Is there a ______ in the bathroom? the noun that follows is singular not plural;
Kosal: Yes, there is. 2 Listening: What’s in Kosal’s house? therefore, there is is more suitable.
Tim: Go and have a look. A. 1. Ask students who Kosal and Tim are. Example: There is a bed, a desk and a chair.
2. Tell students to listen and write down the NOTE: There are a bed, a desk and a chair.
- 13 -
Unit 3, Lesson A

B. Look at the conversation in 2A. When do we use There is B. 7. Get students to read the conversation Session 2
again and tell them to pay attention to
and There are? there is and there are sentences. Suggestion: Starting session 2
3 Write sentences with There is and There are. 8. Ask the class what comes after there is
and there are. To start the class, you may play Hot Potato
Example: Three chairs. There are three chairs. 9. Tell students that we use there is with with students to make some there is /
singular nouns and there are with plural there are sentences. Get students to write
nouns.
1. Two tables 2. Six cupboards 3. One bookshelf down sentences with there is / there are on
4. A refrigerator 5. Seven drawers 6. Four closets 7. A mirror different pieces of paper, then crumple them
Focus on rules of plural nouns together to make a ball. Play some music.
To avoid confusion, you should let students Get the students to pass the paper ball from
4 A. Work in pairs. A – look at this page. B – look at page 15. know that when nouns become plural, one student to another and stop them when
they will change. You may like to write the music is paused. Tell the student with
In your notebook write sentences about the rooms using some examples on the board to show the the ball to peel off a layer then read out the
There is or There are. differences. sentence and say if it is correct or incorrect.
If they say it is incorrect ask them (or the
-Words end with -s, -ss, -sh, -ch, -x, or -z
other students) to correct it.
add -es
Examples: watches, boxes, buses.
-Words end with -f or -fe change to -ves 4 Speaking: There is and there are
Examples: knives, leaves.
-Other words add -s A. 1. Put students into pairs.
Examples: books, pens, dogs. 2. Tell students to decide who’s A or B and
go to their page.
3. Ask students to say what they can see in
3 Grammar: There is and there are
the picture.
4. Tell students to count the things in the
1. Get students to read the example.
room and write down sentences using
2. In pairs, tell students to read the prompts in
there is or there are.
the box and make sentences using there is
5. Give an example by drawing a desk on
or there are.
the board. Then write: there is a desk,
3. Tell students to think about the rules for
under it.
plural nouns.
4. Select a few students to share their answers
and check the answers as a class.

Answers
1. Two tables: There are two tables.
2. Six cupboards: There are six cupboards.
3. One bookshelf: There is one bookshelf.
4. A refrigerator: There is a refrigerator.
5. Seven drawers: There are seven drawers.
6. Four closets: There are four closets.
B. Work in pairs. Ask and answer. 7. A mirror: There is a mirror.
Student A asks:
Cupboard Table Chair Sofa TV

Are there any cupboards in the living room?

There are 2 cupboards.
Are there any beds?

- 14 -
 Unit 3, Lesson A

B. 6. Get students to read their notes again. 5 Writing: Describe your room and
7. Have students read the examples in furniture
speech bubbles.
8. Tell students to take turns asking their 1. Tell students to choose a room in their house.
partner about the five things. 2. Tell them to list as many items of furniture,
9. Have students guess which room their or other things, as possible. (You might want
partner has. to help students with the words).
10. Select two pairs to share their questions 3. Tell them to write a description of that room
and answers with the class. in their notebook.
4. Tell them to exchange their notebook with
Answers their friends to check for mistakes.
-Student A: bedroom 5. Walk around the classroom, help and
There are two beds. correct if necessary.
There is a closet. 6. Choose one or two of the best and stick them
There is a desk. on the wall for everyone to see and follow.
There are two fans.
There are three bookshelves.
-Student B: living room
There are two cupboards.
There is a table.
There are six chairs.
There are two sofas.
There is a TV.
B. Work in pairs. Ask and answer.
Tip! Correcting mistakes.
Student B asks:
Avoid correcting students immediately after
Bed Closet Desk Are there any beds?
they make mistakes. Ask the class: Where
Yes, there are two beds. is the mistake? Give both the student who
Fan Bookshelves
made the mistake, and the whole class a
Which room does your partner have? chance to find the problem.

5 In your notebook, write about a room in your house and the

things in that room. Extension activity: Describing another room

Use a good piece of writing from activity 5 as an example. Have students write a description of
a different room in the house using the same style. Then, have them share their ideas with the
class, or together in small groups.

- 15 -
 3B
1 Look at the photos and guess what they are.
Unit 3, Lesson B
Write the answers in your notebook.
Aims: to present and practise using prepositions of place, and dimensions.
By the end of 3B, students should be able to:
• use prepositions of place to describe the position of things around them.
• use dimensions to describe what things look like.
• write a paragraph to describe rooms and the furniture using there is / there are,
prepositions of place and dimensions.

Session 1
1 Vocabulary: Things in the house B. 4. Put students in groups of four.
5. Tell them to choose one of the four rooms.
1. Ask students how many pictures they can see. 6. Tell students to read the example in the
2. Tell students to look at the four pictures and speech bubble in the student’s book.
2 A. Unscramble the four words and match them to the pictures guess what the items are. 7. Get them to use there is / there are to
below. Write the answers in your notebook. 3. Give some clues like making gestures, describe the things in the room to the
explaining the use of the furniture, or giving group.
- mrabotoh: B_________ - redomob: B_________ the first letter of the furniture if students 8. Walk around the classroom, listen, help
- nctihke: K_________ - liioromvng: L_________ struggle. and correct if necessary.
4. Check the answers as a class. 9. Let them guess which room the four
things in activity 1 are in.
Answers
a. closet / wardrobe; b. refrigerator; c. Answers
sofa; d. mirror 1. closet - bedroom; 2. refrigerator - kitchen;
3. sofa - living room; 4. mirror - bathroom.
2 Vocabulary: Rooms
Tip! Grouping students.
A. 1. Tell students to unscramble the words
and write them in their notebook. If you have a small classroom, pair two tables
2. Get students to match the words to the together into a group. This can be between
four rooms in the pictures. the front table and the one behind or the
3. Have students compare answers with a ones on the left or right side.
partner.

Answers
a. living room; b. kitchen; c. bedroom;
d. bathroom

B. Work in groups. Choose one room each and talk about the
items in it. Guess which room the four things in activity 1 are in.
This is the living room.
There are 4 chairs.
- 16 -
 Unit 3, Lesson B

3 A. Look at the pictures. Circle the correct prepositions. Look 3 Vocabulary: Prepositions
Answers
1. There is a clock under the chair.
We use prepositions of place A. 1. Tell students to look at the five pictures
2. There is a phone in the fish tank.
carefully.
to talk about where things 3. There is a chair in front of the door.
2. Select one student to read the 5
are. Is it on the table? No, 4. There is a pair of shoes on the desk.
sentences.
it’s under the table. 5. There is a fish in front of the phone in the
3. Tell students to circle the correct
fish tank.
1. There are two spoons ______ the cup. prepositions according to the pictures.
6. There is a mirror on the bed.
a. in b. on c. under 7. There is a dog behind the cat.
2. There is a cat ______ the sofa. Answers
1. a; 2. a; 3. b; 4. c; 5. c
[Link] b. on c. in front of
3. There is a cup ______ the refrigerator. Tip! Comprehension checking questions
a. in b. on c. under B. 4. Have students compare answers with (CCQ)
4. There is a chair ______ the bed. their partner.
After giving instruction, use CCQs to check
a. in b. on c. in front of 5. Play the recording and write the answers
on the students’ comprehension.
on the board.
5. There is a book ______ the desk. Questions such as:
a. behind b. on c. under What do you have to do?
[Audioscript]
What can you see?
There are two spoons in the cup. There is a
How do you check the answers?
B. Listen and check your answers. cat behind the sofa. There is a cup on the
refrigerator. There is a chair in front of the bed.
There is a book under the desk.
4 Look at the picture below. Complete the gaps with on, in, under,
in front of, behind. Session 2

Suggestion: Starting session 2

To start the class, use some pictures or

drawings to ask students about prepositions
of place or Activity 5 for a quick review.

4 Grammar: Prepositions

1. Get students look at the picture carefully to

know all the details.
2. Have students read the seven sentences.
3. Use Comprehension Checking Questions
(CCQ) to ask for details of the activity.
(Look at the Tip box below for more
information).
4. Tell students to fill in the gaps with the
prepositions in the instruction.
5. Tell students that some prepositions can be
used more than once.
6. Get students to compare answers with their
partner and select a few students to share
with the class.

1. There is a clock_____the chair. 5. There is a fish_____the phone

2. There is a phone_____the fish tank. in a fish tank.
3. There is a chair_____the door. 6. There is a mirror_____the bed.
4. There are a pair of shoes_____the desk. 7. There is a dog_____the cat.
- 17 -
Unit 3, Lesson B

5 A. Read and match the words in the box to the right gaps. Use the 5 Grammar: Adjectives describing 6 Reflection: ‘Now I can…’
things
clues in the picture for help. Write the answers in your notebook. 1. Ask students to look at the sentences and
A. 1. Ask students the name of the writer decide how well they can do these things.
and the receiver of the email. 2. Encourage honest reflection by being
2. Tell students to say the words in the box. positive about mistakes.
Long Round 3. Get students to read the email and match 3. Tell students that by finding out what they
Big Short the words to the gaps. have and haven’t learnt, they will become
Square Small 4. Tell students to use the picture for help. better learners.
5. Select a few students to read different 4. For more ideas on how to do this, please
parts of the email and check the answers see page V.
as a class.

Answers
1. big 2. round 3. square
4. small 5. long
New Message
B. 6. Have students scan for the prepositions
To Cc Bcc in the email and note them down. This
will make them more aware of the
Subject
prepositions.
Dear Roth, 7. Ask students to call out the prepositions
one at a time.
How are you? I’m doing great! There is a new football club in our neighborhood, and I’m
a member! Let’s go together and play when you come to Siem Reap. There are so many
changes in my house! Do you remember my old living room? It’s big and beautiful now! Extension activity: Role-play
From the door, you can see our new ________ TV that my dad bought. He put our old TV on Tell your students that they are Roth. Write an email to Kosal. Tell him about your new room in
a small table in their bedroom. Also, there is a new ________ sofa and a fan in front of the your house in Phnom Penh. Use Kosal’s email to help you with the structure. Then read your
TV, and it’s so comfortable to watch football! My mum finally got me a ________ fish tank email to your partner.
with five goldfish. I want to put it in my bedroom, but I’m scared they might jump out of the
tank when I’m at school. Then my mum put it on a ________ table on the left side of the
living room. On the right side, there is a ________ table for us to have dinner, and there is a
big carpet under the table. Well, that’s all about me. Tell me about your life in Phnom Penh!
Write back to me soon, Roth!
From Kosal

Send

B. Read again. Write the prepositions in your notebook.

6 How well can you do these things? Write in your notebook!

unhappy neutral happy very happy

Now I can...
• name furniture and some rooms in my house.
• use There is and There are to describe things around me.
• use prepositions of place and dimension to describe things around me.
- 18 -
 UNIT 4 Unit 4, Lesson A : My family
Aims: to review family words and practise using simple adjectives to describe people.

my family By the end of 4A, students should be able to:

• name and identify family members.

4A • use simple adjectives to describe their family members.

Session 1
1 Look at the pictures. Talk to your partner.
1 Vocabulary: Family members Kosal: Oh, I love my sister. She’s really...
1. What can you see? Tim: Look my brother is here. Let’s go and play
2. How many people are there? A. 1. Ask students to look at the pictures. football.
3. Which is Kosal’s family? Which is Tim’s family? 2. Ask what they can see (family members, Kosal: Huh? You haven’t got a brother!
anything in the background).
3. Put students in pairs to discuss the other 2 Listening: Describing people
two questions. Set a time limit.
4. Ask some students their answers. 1. Play the recording again.
B. 5. Play the recording. 2. Ask students to match the words with the
6. Check the answers together as a class. pictures.
3. Check your instructions. Ask instruction
Answer checking questions (e.g. Are you working
Tim’s family – right; Kosal’s family - left alone or with
a partner? Are we listening or talking?)
4. Ask students to compare their answers then
[Audioscript]
check the answers as a class.
Tim: Oh, I miss home! I miss my aunt, my
cousin – I miss them all!
Kosal: Well, let’s play football! Answers
Tim: I’ve got an idea! Here they are! My 1. cousin 2. uncle 3. aunt 4. grandma
B. Listen and check. Did you guess correctly? 5. grandpa 6. mother 7. sister 8. father
cousins - I’ve got a photo on my phone!
Kosal: No – let’s go and play football!
Tim: Here is my cousin – he’s the cutest! He’s
2 Listen again. Match the people with the words from the box. 2! He’s young! He’s got a phone and he takes Tip! Checking instructions
Write the words in your notebook. photos with it. Look! He’s taking photos of my
uncle and my aunt. Good teachers check their instructions.
mother father uncle aunt cousin sister grandma grandpa Kosal: No way! Teachers do this to make sure their students
Tim: My uncle’s funny – he’s got blue hair! know what they need to do. If you do this,
Kosal: Blue hair? (laughs) weaker students in the class will also have
Tim: Yes! And my aunt is over here just beside time to understand the information you just
1 2 3 4 my cousin – She’s really pretty. She’s got long said. You can do this quickly by asking OR
blonde hair and blue eyes. And my grandma questions, and YES / NO questions (e.g. Are
is over here – she’s sitting down. I love my you writing or speaking? Are you writing in
grandma! She’s old but she still plays football your notebooks?)
with me! My grandpa’s tall and fat. Look - he’s
as tall as a tree!
Kosal: My grandpa’s fat too. Look – but he
is short. He’s not tall. And here is my mother.
5 6 7 8 She’s got long black hair. My father is next to
her. He’s carrying my younger sister. My father
is strong! My sister is my favourite person in the
world! She’s kind and pretty and young and a...
Tim: Can we go and play football now?

- 19 -
Unit 4, Lesson A

3 Grammar: Completing sentences 4 Grammar: Matching adjectives with

3 Complete the sentences. Write the answers in your notebook. people
1. Ask students to look at the picture and the
young tall fat short old long example sentence. 1. Ask students to look at the pictures and the
2. Ask the word that is used to complete the names of the people under each picture.

190
sentence (young). 2. Ask questions about the pictures (e.g. Who
Example: 3. Ask students to complete the sentences in is Ty?)

180
their notebooks. 3. Read the example question. Ask students to
4. Check your instructions. Ask instruction point to Boramey.

170
checking questions (e.g. Are you writing in 4. Ask them to answer the questions in their

160
your notebook? Are you writing sentences or notebooks. Set a time limit.
words?) 5. Ask students to compare their answers &

150
5. Ask students to compare their answers then then check the answers as a class.
He is young. check the answers as a class.

140
He’s
He is small. Answers
Answers 1. Boramey 2. Bill 3. Malin 4. Sopha
1. He’s old / tall / fat. 5. Cheata 6. Ty 7. Chenda 8. Mony
2. He’s short. He isn’t tall.
3. She’s old. She isn’t young.
4. She’s got long black hair.

He’s She’s She’s got black hair

He isn’t She isn’t

4 Answer the questions. Write the names. Write the answers in

your notebook.

Boramey Chenda Sophal Mony Bill Cheata Ty Malin

1. Who is young? Boramey 7. Who is old?

2. Who is short? 8. Who is slim?

3. Who’s got long hair?

Look
4. Who is tall?
She’s tall.
5. Who’s fat? She’s got long hair.

6. Who’s got short hair?

- 20 -
 Unit 4, Lesson A

Session 2
5 Guessing Game! Ask and answer questions.
B. 4. Ask students to write sentences about their
Is he tall? Suggestion: Starting session 2
family using their family tree in their
No, he isn’t. notebooks.
To start the class, act out some of the
5. Give an example. Write on the board
adjectives in this unit and ask students to
Is he Bill? (e.g. Sophy is my father. He’s tall and slim.).
guess (e.g. tall – stretch your arms vertically,
Yes, he is. 6. Tell them how many sentences they have
long hair – touch your hair, extending
to write. Alternatively, for stronger
your reach). Encourage students to make
6 A. Draw your family tree in your notebook. complete sentences (e.g. You’re tall. You’ve
classes, encourage students to write as
many sentences as they can.
got long hair.).
C. 7. In pairs, have students ask about their
If you set Activity 3 or 4 as homework, you
partner’s family.
can also go over the answers quickly. Do
8. Tell students to use their partner’s answers
this to prepare students for Activity 5.
to draw their family tree. Tell them to look
at their own picture and sentences to
5 Speaking: Guessing game help them with this.
9. Get ideas from students about some
1. Put students in pairs or groups. questions they need to ask (e.g. How
2. Tell students to ask and answer questions many brothers / sisters do you have?
about the people in Activity 4. What’s your sister’s name?) You might want
3. Model the activity with a stronger student to write these on the board too.
in class. 10. Ask students to look at the sentences in
4. Ask instruction checking questions (e.g. Are their notebooks (e.g. How do you spell
you working alone or with a partner? Are you that?). Encourage them to use these
writing or speaking? expressions as they do the activity.
5. Walk around the class, listen, help and
correct if necessary.

6 Speaking: Draw your family tree

B. Write sentences about your family. Use your family tree.
A. 1. Ask students to look at the picture of a
family tree in their books.
2. Ask students what a family tree is. Ask
questions about family trees (e.g. Can
you put your father in your family tree?
Where can you write your sister’s name?)
1 3. Ask students to draw their own family
2 trees in their notebook.
3
4
Extension activity: Who is it?
5
Write about one of your friends in class. Read your sentences to your partner. Can they guess?
6

C. Listen to your friend. Draw his / her family tree in your notebook.

Can you repeat that, please? How do you spell that?

Thank you!
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 4B
1 Work in pairs. Describe the person you like most in your family.
Unit 4, Lesson B
Who do you like most in your family? Aims: to review family words and prastise using simple comparative forms to describe
Look people.
By the end of 4B, students should be able to:
I like my brother.
What does he look like?
• compare members of their family and friends using simple comparative forms (-er).
What does he look like?
He’s tall / short / fat / slim / young / old. • spell family words and adjectives and their comparative forms accurately.
He’s tall and fat. He’s got short hair. He’s got long / short hair.

Session 1
2 A. Look at the picture. Why are Tim and Kosal sad? Can you guess? 1 Lead in: My family 2 Speaking: Why are they sad?

1. With closed books, ask students who they A. 1. Tell students to look at the picture. Ask
like most in their family. them what they can see.
2. Ask them why they like this person most, 2. Ask them what they think the children are
and what they look like (e.g. Is your mum feeling (sad / worried).
tall?). Encourage them to answer in 3. Ask why they think the children are
complete sentences (e.g. I like my mum feeling this way. Accept all answers at
because…) this point. (The real reason is because
3. Put students in pairs. Ask them to look Tim’s sister is missing).
at the speech bubbles and make similar 4. Ask students to read the text in the
conversations. speech bubbles quickly. Set a time limit of
4. Walk around the classroom, listen, help and about 1 minute.
correct if necessary. 5. Ask students again why the children are
feeling sad. Check the answers as a class.
B. 6. Tell students to read the text again.
Give students more time to read this
time.
7. Ask them to decide if the sentences are
true or false and write their answers in
their notebooks.
Read the speech bubbles. Did you guess correctly? 8. Do the example together as a class, then
have students answer questions 1 – 4.
9. Check the answers as a class.
Help! I’m looking for my
sister. Have you seen her?
Her name’s Lynn. She’s only 12 Answers
Oh and she’s pretty too– 1. true; 2. true; [Link]; [Link]
years old. She’s younger than me. prettier than my sister!
She’s also shorter than me. She’s But she was wearing
got long hair. She’s got longer hair really dirty shoes today.
than me. Oh, and she isn’t very fat.
I’m fatter than my sister. Help!
Please help me find her!
So, you’re older than your
sister and she’s slimmer. She’s
slimmer than you. Is this
She’ll get angry if she hears your sister?
you say that! Stop it, Kosal!

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 Unit 4, Lesson B

B. Read again. Are the sentences TRUE or FALSE? 3 Grammar: Identifying comparative forms Session 2
Example: Lynn is 12 years old. TRUE
__________ A. 1. Ask students to look at the first sentence. Suggestions: Starting session 2
1. Tim is older than Lynn. __________ Ask a stronger student to read out the
words in the blob (younger than). To start the class, draw ‘stick’ people on the
2. Lynn is shorter than Tim. __________
2. Tell them to look for similar words in the text board quickly. Ask students about your pictures
3. Lynn’s got long hair. __________ and write them in their notebooks. For extra (e.g. Who is taller? Who’s this? Has he got
4. Lynn is fatter than Tim. __________ support, you might want to tell your students long hair? Who’s got longer hair?)
that there are seven similar words. Don’t worry too much about your pictures!
3 A. Read again and look. What other similar words can you see? Students love funny drawings!
Write in your notebook. Answers If you set Activity 3B or 3C as homework,
1. shorter than; 2. longer than; 3. fatter you can also go over the answers quickly.
than; 4. prettier than; 5. taller than; Focus on how we double the last letter of
She’s younger than me. She’s Oh and she’s pretty too – So, you’re taller and older 6. older than; 7. slimmer than some words before adding -r or -er to form
also shorter than me. She’s got prettier than my sister! But than your sister, but she’s the comparative forms of some words. Also
long hair. She’s got longer hair she was wearing really dirty slimmer than you. 3. Check the answers as a class. Write focus on adjectives ending in y. To make
than me. Oh, and she isn’t very shoes today. answers on the board. their comparative forms, we change y to i
fat. I’m fatter than my sister. 4. Ask a student to read the first sentence and add –er.
Help! Please help me find her! (She’s younger than me). Ask students
how many people they are talking about 4 Grammar: Correcting mistakes
(two – her and me).
1. Tell students to look at the example. You can
5. Circle -er on the words. Ask students
write this on the board.
what we need to add to some words to
Example: younger than 2. Tell them this sentence is not correct. Ask
talk about two or more people or things.
them if they can find the mistake. Ask a few
students for answers.
B. 6. Ask students to complete the table. 3. Ask students to correct the mistakes in the
Refer them to Activity 3A for support. sentences and write the correct sentences
B. Complete the table. Write answers in your notebook. 7. Check your instructions. in their notebooks.
8. Tell students to look at the third speech 4. Encourage students to work in pairs.
Look bubble. Ask a student to spell out fatter 5. Set a time limit of about 5 minutes.
young younger tall and slimmer. Then, ask them to look at 6. Walk around the classroom, listen, help and
short older slim slimmer the spelling carefully. Ask them what has correct if necessary.
fat fatter changed (double t, double m). Tell them
longer slim that with some words, we need to double
pretty prettier Answers
fatter pretty the last letter before adding -r or -er. 1. My mum has got longer hair than my dad.
9. Do the same for ‘pretty’. Tell them that to 2. She is fatter than my grandma.
make the comparative forms of short 3. My sister’s shoes are dirtier than our bin!
C. Write the words below in your notebook. Can you write their words ending with y, we change y to i and 5. Kosal’s grandma is prettier than my grandma.
comparative forms? add –er. Keep your explanations short. 5. They are older than us. They are in Grade 12.
dirty
Answers
angry Tip! Setting a time limit
1. shorter than; 2. long; 3. fat;
Setting a time limit is a good classroom
4. taller than; 5. old; 6. slimmer than;
4 Correct the mistakes. management technique! It helps your
7. prettier than
students focus on the task. It also helps you
Example: My mum is tall than me. My mum is taller than me.
______________________________ manage your activities so that you are able
1. My mum has got long hair than my dad. ______________________________ to cover everything (or almost everything)
C. [Link] students write the two words in
2. She is fat than my grandma. ______________________________ their notebooks. Then, ask them to
in the lesson. You can do this by gently
3. My sister’s shoes are dirty than our bin! ______________________________ reminding your students how much time they
write their comparative forms.
have left or by writing the time on the board.
4. They are old than us. They are in Grade 12. ______________________________ 11. Refer them to Activity 3B for extra support.
When you do this, think about your students’
5. Kosal’s grandma is pretty than my grandma. ______________________________ 12. Check the answers as a class.
needs. If you think they need more time to
Answers complete an activity, you can always give
dirty – dirtier; angry - angrier them more.
- 23 -
Unit 4, Lesson B

5 Speaking: Making comparisons 6 Writing: Finding the differences

5 A. Choose two friends in your class. Make notes about them.
Use comparative forms. Don’t write their names! A. 1. Ask students to make notes about two 1. Ask students to read the instructions and
of their friends in class using comparative look at the pictures. Give them some time to
forms. Tell them not to write their names. do this.
2. Tell them to look at the examples in their 2. Point to Bill. Ask how Bill is different to Ty.
books. You might also 3. Ask students to write sentences like the
taller than me prettier than Lynn want to write this on the board. example in their notebooks. Encourage
3. Walk around the classroom, look, help them to work in pairs.
and correct if necessary. 4. For weaker classes, talk about ALL the
B. 4. Tell students to work with a different differences in the pictures first. Then ask
partner. You can also give them their students to write in their notebooks.
B. Guessing game! Work in pairs. Use your notes from 5A. partners, so that students can be
Ask and answer questions. Can they guess? paired with others they don’t usually
Answers
work with.
Bopha is taller than Sokha.
Is she tall? Yes, she is. 5. Explain to students that they can only ask
yes / no questions, and the answer can Tola has got longer hair than Hong.

Is she taller than you? No, she isn’t. only be yes or no. For example, they can
ask: Is she taller than you? but can’t ask:
How tall is she? 7 Reflecting: ‘Now I can…’
Is it Sokna? Yes, she is! 6. Model the activity by asking a strong
student in the class to have a 1. Ask students to look at the sentences and
6 Look at the pictures. Compare the people. Write sentences in your conversation with you. decide how well they can do these things.
notebook. 7. Tell them to ask and answer questions 2. Encourage honest reflection by being
with their partners. Ask them to look at the positive about mistakes. Tell students that
Example: Bill is fatter than Ty.
example conversation in the book for support. by finding out what they have and haven’t
learnt, they will become better learners.
3. For more ideas on how to do this, please
see page V.

Extension activity: Who is it?

Ask students to think about their favourite Cambodian actors or singers. Tell them to describe
their favourite actor/singer using simple adjectives and comparative forms. Tell them to write
about 4-7 sentences.
Put students in groups of four. Ask them to swap notebooks.
Students read the descriptions and guess who they think the person is. They write their names
Bill Ty Sokha Bopha Hong Tola in the notebooks.
Ask students how many incorrect guesses their classmates make. The student who gets the
7 How well can you do these things? Write in your notebook. highest number of incorrect guesses wins.

unhappy neutral happy very happy

Now I can...
• remember and use some family words.
• talk about my family using simple words.
• compare my family and friends.
- 24 -
 UNIT 5 Unit 5, Lesson A : What have you got?
Aims: to review and practise using have got with common objects in both singular and plural

What have you got? forms and using correct article a/an to describe the singular objects.
By the end of 5A, students should be able to:

5A • use have got and haven’t got to express possession of common objects.
• change singular nouns to plurals and vice versa.
1 What can you see inside the bag? • identify which singular nouns are used with article a and which with an.

Example: keys Session 1

1 Vocabulary: Common objects 2 Vocabulary and Grammar: Common

water bottle keys objects and have got
umbrella purse 1. Ask students to look at the picture and the
words in the box. A. 1. Ask students to look at the pictures
camera comb
2. Ask students to write the words from the box and ask them what they can see.
glasses pencil into their notebooks if they can see them in 2. Tell students to write sentences of what
pen notebook the picture. each person has got.
medicine mobile phone 3. Remind the students the last picture is for
Answers them to check their own bags.
keys; water bottle; purse; comb; glasses;
pen; notebook; mobile phone Answers
1. They have got a notebook and two
2 A. Look at the pictures. What have they got? Write the answers umbrellas.
in your notebook. 2. She has got a purse, a comb, and keys.
Example: Lynn 3. He has got a mobile phone, pens, and
Look camera.

I have a book. Or I have got a

Focus on contractions of have/has got and
book. Do you have a book? Or
negatives
Have you got a book?
Remind students that they can use both the
He / She / It full form and contractions of have/has got.
Has got = ‘s got Both answers are correct. You can direct
Has not got = hasn’t got them to refer to the small grammar box.

You / We / They / I
Have got = ‘ve got
Lynn has got books and a pencil in her bag. Have not got = haven’t got

They_____________. She_____________. He_____________. I_____________.

- 25 -
Unit 5, Lesson A

B. Look at the pictures again. Correct the mistakes in the sentences. B. 4. Ask students to look at the pictures in 3 Grammar: Identify singulars and plurals
activity 2A again.
Write the answers in your notebook.
5. Tell students to correct the mistakes in A. 1. Tell students to look at the big word
Example: Lynn hasn’t got a pencil in her bag. the sentences. cloud.
=> Lynn has got a pencil in her bag. 2. Ask students to identify the words in the
Answers cloud as singular or plurals
1. Tim and Lynn has got a notebook in the drawer. _____________________________
1. Tim and Lynn have got a notebook in their
2. They’ve got shoes in the drawer. _____________________________ drawer. Answers
3. Channy hasn’t got keys in her bag. _____________________________ 2. They haven’t got shoes in the locker. 1. Singular: student, comb, class, table,
4. She got a purse in her bag. _____________________________ 3. Channy has got the keys in her bag. chair, umbrella, bus, baby, child, woman,
4. She’s got a purse in her bag. house
5. Richard hasn’t got a camera in his bag. _____________________________
5. Rihcard’s got a camera in his bag. 2. Plurals: teachers, men, pens, bags,
6. Richard haven’t got any pencils. _____________________________ 6. Richard hasn’t got any pencils. boxes, books, bottles, girls, cities, cats

C. Copy the table into your notebook. Write the items from the B. 3. Have students look at the grammar
C. 6. Ask students review the things they
bags in 2A in the correct column. see in the pictures in activity 2A. Look box and the example.
7. Tell students to look at the table of 4. Ask students to change the singular
Singular = one Plurals > one nouns in activity 3A to plurals and vice
singular and plural nouns.
8. Have students write the things from 2a in versa.
pencil… books…
the correct column.
Answers
3 A. Look at the word cloud below. Which words are singular and Answers student – students; comb – combs;
which words are plurals? Write the answers in your notebook. Singular = one Plurals > one
class – classes; table – tables;
chair – chairs; umbrella – umbrellas;
Example: pencil … bus – buses; baby – babies;
student ball, purse, comb, Example: books … child – children; woman – women;
mobile phone, shoes, keys, pens house – houses; teacher – teachers;
class chair girls child camera
man – men; pen – pens;
comb
table umbrella bag – bags; box – boxes;
baby woman book – books; bottle – bottles;
men cities
bus house
girl – girls; city – cities; cat – cats
teachers cats
bags boxes
pens books
bottles
Example: Singular: student...
Plurals: teachers...

B. Change the singular nouns in activity 3A to plurals and change

the plurals to singular. Write the answers in your notebook.
Example: student => students
teacher => teachers
Look Changing singular nouns to plurals:
• Most singular nouns: Add -s
student => students, pen => pens, dog => dogs
• Singular nouns end with -y after a consonant: Add -ies
city => cities, puppy =>puppies
• Singular nouns end with -s, -x, -z, -ch, -sh: Add -es
boss => bosses, bus => buses
• Irregular nouns: woman => women ; foot => feet
- 26 -
 Unit 5, Lesson A

4 A. Look around your classroom. Write down the things you see 4 Grammar and Vocabulary: Common
Answers
objects in classroom
in your classroom. 1. an uncle; 2. an aunt; 3. a house; 4. an
egg; 5. a child; 6. a wallet; 7. a purse; 8. a
Example: board, windows,... A. 1. Allow students some time to look
wallet; 9. a car; 10. an ant; 11. an hour; 12.
around the classroom.
a week; 13. an eraser; 14. an air conditioner;
2. Ask them to write down the things they
B. With a partner, discuss your answers. How many things are 15. a television; 16. a board; 17. a chair; 18.
can see.
singular nouns and how many are plurals? B. 3. Put students in pairs.
a uniform; 19. a bicycle; 20. an apple

Example: singular: board... plurals: windows... 4. Ask them to share the answers and
[Audioscript]
identify the things they have written down
1. an uncle, 2. an aunt, 3. a house, 4. an egg,
whether they are singulars or plurals.
5. a child, 6. a wallet, 7. a purse, 8. a wallet; 9.
Look Session 2 a car, 10. an ant, 11. an hour, 12. a week, 13.
A or An? an eraser, 14. a air conditioner, 15. a television,
Article A – An describe singular Suggestions: Starting session 2 16. a board, 17. a chair, 18. a uniform, 19. a
nouns. bicycle, 20. an apple
To start the class, you can use the previous
A – in front of nouns begin with activity (activity 4) but without asking the
6 Speaking: Describing the living room
students to write anything down. Or you can
consonant sounds – a flower, using has got
bring a few items and ask the students if they
a mango, a window, a table
are singular or plural. 1. Put students in pairs.
a flower 2. Ask students to write down what they think
An – in front of nouns begin with 5 Grammar: Filling in the gap with a/an their partner has got inside their living room.
3. Encourage students to use have/has got,
vowel sounds – an umbrella, A. 1. Tell students to look at the Look box.
singulars, and plurals.
an elephant, an oven 2. Ask students to write the article a or an in
4. Ask students to take turns asking each other
front of the words.
if what they have guessed is correct.
3. Encourage students to compare the
answers.
B. 4. Play the recording and ask students to
check their answers.
5 A. A or an? Write the answers in your notebook. Focus on consonant and vowel sound – not
Example: a book just the alphabets

1.____uncle 2.____aunt 3.____house 4.____egg Even if it doesn’t happen very often, the
students can get confused by some singular
5.____child 6.____wallet 7.____purse 8.____umbrella nouns that begin with vowels (a – e – i – o –
u) but are used with article a instead of an.
9.____car 10.____ant 11.____hour 12.____week You can use the word “hour” as an example.
We say an hour (not a hour) because the h
13.____eraser 14.____air conditioner 15.____television 16.____board is silent.
17.____chair 18.____uniform 19.____bicycle 20.____apple
Extension activity: Clapping your hands
B. Listen, check and repeat. If time allows, you can further practise this activity to check students’ understanding of articles
a/an. To do this activity, ask students to close their books. Then tell them they clap once if they
hear the words that go with article a and clap twice with words that go with an. You can say any
6 Take turns guessing what your partner’s got inside his/her random words as long as they are singular nouns.
living room at home. Write the answers in your notebook. For example: You say “book”, the students clap once. You say “aunt”, the students clap twice.
Example: I think you’ve got a television,... in your living room.

- 27 -
 5B Unit 5, Lesson B
1 A. Listen to the short conversation. Write the things the
Aims: to review and practise using possessive adjectives, possessive pronouns,
woman has in her bag in your notebook. possessive’s and demonstratives.
Example: purse... By the end of 5B, students should be able to:
• use and differentiate between possessive adjectives and possessive pronouns correctly.
• identify when and how to use possessive’s with singular and plural subjects.
• select which demonstratives this, that, those, these to use in a given context.

Session 1
1 Listening: Conversation team to check the cameras and get back to you.
Is there any number we can contact you by?
A. 1. Ask students to listen to the conversation. Woman: Yes, this is my husband’s phone
2. Tell students to write the things the number. Let me write it down for you.
woman has in her bag.
3. Give students some hints that the words B. 4. Ask students the four questions.
are the ones they have already learnt in 5. Encourage students to talk to the person
the previous lesson.
B. Do you remember what the woman said? Work in pairs and sitting next to them.
6. Play the recording one more time if time
write the answers in your notebook. Answers allows.
Did she say: Purse; glasses; notebook; mobile phone;
1. this sink or that sink house keys Answers
2. this restroom or that restroom 1. that sink; 2. that restroom; 3. those exit
3. these exit stairs or those exit stairs [Audioscript] stairs; 4. this is my husband’s number
4. this is my husband’s number or that is my husband’s number Staff: Hello, ma’am. How can I help you?
Woman: Hello. I need some help! I was
2 Grammar: Matching demonstratives this,
2 A. Match the words with the correct pictures. Write the answers washing my hands in the restroom and put my that, these, those
bag on the sink. After I was done, I picked up
in your notebook. my shopping bags but left my bag on that sink! A. 1. Ask students to look at the pictures
and focus on the distance.
Example: I just went back to check but it’s gone.
2. Tell students to do the matching.
1 2 3 4 Staff: Okay, ma’am. Which restroom was it?
Those are the On which floor? Answers
These students Woman: It’s the one the second floor. 1. a; 2. c; 3. b
This is a car. That car is red. students in
are in grade 10. Staff: We’ve got two restrooms on the second
grade 10. floor. Do you remember which one? B. 3. Ask students to look at activity 2A
Woman: I think that restroom is closer to those carefully again.
exit stairs. 4. Have students draw the table in their
a b c d Staff: Okay. What time were you in there? notebooks.
Woman: About 2:15 – about 30 minutes ago. 5. Tell students to fill in the gaps with this,
that, these, or those.
Staff: Alright. Just a couple more questions.
6. Emphasis on the tick symbols.
Can you describe what your bag looks like and
what you have got in it?
Answers
Woman: My bag’s blue and it’s got a big white
B. Look at activity 2A again. Fill in the gaps with this, that, flower print on it. I think I’ve got my glasses, a Demonstratives Singular Plural Near Far
these, or those. Draw the table in your notebook. purse, small notebook, a mobile phone, and my Example: This  
house keys.
Demonstratives Singular Plural Near Far Staff: Okay. We will contact our security team to 1. That  
This
______ check the cameras and get back to you. 2. These
  Is there any number we can contact you by?
 
______   Woman: Yes, this is my husband’s phone 3. Those  
______ number. Let me write it down for you.
  Staff: Okay, noted. We will contact our security
______  
- 28 -
 Unit 5, Lesson B

3 Fill in the gaps with this, that, these, or those. Write the answers 3 Grammar: Filling in the gaps Channy: Sure. [pause for few seconds – for
going to the kitchen]. Mom, your keys aren’t in
in your notebook. 1. Tell students to fill in the gaps with this, that, the kitchen! Did you check the bathroom?
Example: Hello Tim. This is my sister, Channy. those, or these. Leakhena: Not yet. Let me go now. [pause for
2. Encourage students to think if the object(s) few seconds – for checking the bathroom].
1. Look at______beautiful birds flying up in the sky! is/are near or far in the given context. Channy, I’ve found my keys! You are right. I left
2. ______man here is my brother-in-law. them near the bathroom sink when I washed
3. ______house over there is my grandmother’s house. my hands.
Answers
4. Come over here Lynn. Look at my new shoes. ______are the shoes dad bought me. 1. Look at those beautiful birds flying up in Conversation 2:
the sky! Tim: Wow, Kosal. I can see you’ve got a new
4 Listen to three short conversations. Write the answers in 2. This man here is my brother-in-law. camera!
3. That house over there is my grandmother’s Kosal: Oh no. It isn’t mine. This is my dad’s
your notebook. house. camera. I just borrowed it from him.
4. Come over here Lynn. Look at my new Tim: I see. It looks really cool! Why did you
Conversation 1 shoes. These are the shoes dad bought me. bring this camera here today?
Example: Who is Leakhana talking to? Kosal: Because our coach said he wanted to
Session 2 take some photos during our practise today but
Tim, Channy, her husband his professional camera is broken. So I told him
Suggestions: Starting session 2
1. What is Leakhana trying to find? I could bring my dad’s camera for him to use.
her keys, her bag, her mobile phone To start the class, you can ask the students
Conversation 3:
2. What has she got inside her bag? some questions such as: Are these markers Seller: Hi. How can I help you?
her keys, her purse, her pen mine? Is this classroom yours? What’s in your Vicki: Oh hello. I’m looking for some umbrellas.
bag? It’s raining season soon and I want to get some
new umbrella for my children.
Conversation 2 4 Listening: Choosing the correct answers Seller: Oh we have so many here. What about
3. What has Kosal got in his bag today? these umbrellas?
1. Ask students to listen to three short
Vicki: I think they’re too big for their bags. Have
phone, camera, wallet conversations.
you got anything smaller?
4. Who does the camera belong to? 2. Tell students to choose the correct answers.
Seller: Sure, wait for a moment please. [pause
Kosal, Tim, Kosal’s dad 3. Play the recording twice and pause between
for few seconds] What about these? Do you
the conversations to allow students to
5. Who did Kosal say wanted to take photos? like them? Their colors are very nice too.
discuss their answers.
his coach, his friends, his dad Vicki: Perfect! I’ll get two – one in blue and one
in orange please.
Answers
Conversation 3 Conversation 1: 1. her keys; 2. her purse 5 Grammar: Identifying possessive
Conversation 2: 3. camera; 4. Kosal’s dad; pronouns and adjectives
6. Who does Vicki want to buy the umbrellas for?
5. his coach
her children, her husband, her friends A. 1. Ask students to fill in the gaps with the
Conversation 3: 6. her children; 7. their
7. Where does she want the umbrellas to fit in? bags; 8. their size
words from the box.
their drawers, their bags, their cars 2. Encourage students to compare the answers.
8. What does Vicki love about the new umbrellas? [Audioscript]
their colors, their price, their size Conversation 1: Answers
Leakhena: Channy, did you see my keys 1. Samnang lends his camera to Kosal’s
anywhere? I can’t find them! football coach.
5 A. Choose the correct words in the box to fill in the gaps. Channy: Wait a minute. Are these the keys 2. We’re from Britain, but our family lives in
you’re looking for? Siem Reap now.
my her his its their our Leakhena: No honey. Those are my office keys. 3. Vicki bought some new umbrellas for her
I’m looking for our house keys. children. Their colors are very nice.
Example: Leakhana found her keys in the bathroom. Channy: Have you checked your bag mom? 4. I email Roth every week. Roth is my
1. Somnang lends____camera to Kosal’s football coach. Leakhena: Yes, but I’ve only got my purse and childhood friend.
phone in my bag. Can you please go and check 5. This place is famous for its hamburgers.
2. We’re from Britain, but____family lives in Siem Reap now.
in the kitchen for me in case I left them there?
3. Vicki bought some umbrellas for her children. ____umbrellas are very nice.
4. I email Roth every week. Roth is____childhood friend.
5. This place is famous for____hamburgers.
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Unit 5, Lesson B

B. Match the sentences on the left to the sentences on the right. B. 3. Tell students to look at the two sets of
sentences. Tip! Spotting mistakes
Example: I think you left this in my car. a. Is this yours? 4. Ask students to match the sentences.
It is sometimes a challenge for students to
1. Pisey’s got a new motorbike. b. It’s his.
figure out what kind of mistakes they need to
2. These shoes belong to me. c. It’s theirs. Answers
spot. It is useful for teachers to emphasize
3. Richard’s got a nice car. d. It’s hers. 1. d; 2. e; 3. b; 4. f; 5. c
the target language of the mistakes (for
4. Kosal and I share the same locker at our football club. e. They’re mine. example, grammatical mistakes of present
6 Grammar: Identifying and correcting
5. This beautiful Cambodian house belongs to Somnang f. It’s ours. simple or vocabulary spelling mistakes)
mistakes
and Leakhana. as well as the number of mistakes in each
sentence/question if necessary.
1. Go through the sentences in the Look box
6 Are these sentences correct? If they are not, correct them. with the students.
Write the answers in your notebook. 2. Ask students to read the five sentences 7 Reflection: ‘Now I can…’
and identify whether there are possessive’s
Example: Tim’s sister is beautiful.  mistakes in the sentences. 1. Ask students to look at the sentences and
The students’s uniforms are in white and blue. => students’ 3. Emphasis that not all of the sentences are decide how well they can do these things.
wrong. 2. Encourage honest reflection by being
1. This woman’s name is Boramey. Look 4. Tell students to correct the sentences if they positive about mistakes.
are wrong. 3. Tell students that by finding out what they
2. The footballers lockers are in that room.
Possessive ‘s (apostrophe s) have and haven’t learn, they will become
3. His mother’s nationality is Canadian. better learners.
4. They’ve got three sons. Their son’s names – Belonging Answers 4. For more ideas on how to do this, please
are Rithy, Roth, and Rith. 1. Correct sentence see page V.
5. My sister’s motorbike is very expensive. • A sister of Tim = Tim’s sister: 2. The footballers’ lockers are in that room.
Singular + ‘s 3. Correct sentence
• Children of both families = 4. They’ve got three sons. Their sons’ names
Families’ children: Plurals that are Rithy, Roth, and Rith.
end with s + ‘ 5. Correct sentence
• Families of both women =
Women’s families: Plurals that
don’t end with s + ‘s Extension activity: Describing what you can see

Write down sentences describing people and objects you can see inside the classroom.
Remember to use this/that/these/those and possessive’s in your sentences. Compare your
7 How well can you do these things? Write in your notebook. sentences with your friends.

unhappy neutral happy very happy

Now I can...
• use “have got”.
• use singular and plural nouns.
• use a/an with the correct singular nouns.
• tell the difference between possessive adjectives and possessive pronouns.
• use this / that / these / those.

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 UNIT 6 Unit 6, Review
Aims: to review vocabulary and grammatical structures introduced in Units 1-5.
Review By the end of 6, students should be able to:

• give basic descriptions of their friends and family.

• talk about their possessions, using possessive adjectives and pronouns.
1 A. Look at the answers below. Write the questions. • talk about what their friends and family like doing in their free time.
I’m fine. I’m 13. My name’s Kosal. I’m from Canada. L-I-N-
1 Writing: Questions 2 Reading: Picture gap-fill
D-A. It’s 028-385900.
A. 1. Read the sentences together as a class. 1. Ask students if they remember where Kosal
2. Put students in pairs. Ask them to say and his family went on holiday in Unit 4
Example: How are you? I’m fine.
what the questions are. (the beach).
3. Check the answers as a class. You can 2. Tell them to look at the picture of Kosal.
ask some students to come to the board Ask what he might be feeling.
B. Which character do you like best? Pretend you are him / her. and write the answers. Accept all possible answers.
Now ask and answer questions with your partner. Use the 3. Tell students to complete Kosal’s message
to Tim using the pictures as clues.
questions in activity 1A. Answers 4. Read the first few sentences and do the
I’m 13. -> How old are you? example together.
My name’s Kosal. -> What’s your name? 5. Check the answers as a class.
I’m from Canada. -> Where are you from?
L-I-N-D-A. -> How do you spell your name?
Answers
It’s 028-385900. -> What’s your phone number?
Hi Tim! We’re here at the beach! I Example
2 Read Kosal’s message to Tim. Write the missing words. Use the - like it here but I can’t play football – I don’t
B. 4. Ask some students which character have friends to play with. I have a new friend.
pictures to help you. Write the answers in your notebook. they like best. Write the names of the She’s 1. Canadian. She prefers 2. playing
characters on the board. If you’re good chess I 3. don’t mind 4. swimming but it’s
Hi Tim! We’re here at the beach! I 1 it here but I can’t at drawing, you might want to quickly too hot during the day. My 5. mum / mother
draw the characters too. likes swimming at night, but I don’t! I like our
play football – I don’t have friends to play with. I have a 5. Choose a character. Tell the students you hotel room very much though. We have a big
new friend. She’s 2 . She prefers 3 I 4 but are that person. 6. TV and a 7. refrigerator. Sometimes when
6. Ask a stronger student to ask you a it’s too hot I just want to get in it! Please
it’s too hot during the day. My 5 likes swimming at question, using the questions in Activity reply. I’m bored here.
1. Repeat this several times with other
night, but I don’t! I like our hotel room very much though. students.
We have a big 6 and a 7 . Sometimes when 7. Put students in pairs and ask them to
make similar conversations with their
it’s too hot I just want to get in it! Please reply. I’m bored partners.
8. Walk around the classroom, listen, help
here. and correct if necessary..

1 Example: like
2
3

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Review

3 A. This is Channy’s room! Can you find the things in her room? 3 Paying attention to details in a picture: C. 9. Tell students to write sentences using
Messy room there is / there are and prepositions of
Count and write. place.
A. 1. Put students in pairs. 10. Ask students if they remember the
_________TV. _________cupboard. _________wallet. 2. Tell students to look at the picture and prepositions they studied in Unit 3. Write
_________comb. _________umbrella. _________bag. count the things they see. these on the board.
3. Remind students to add ‘s’ when there is 11. Ask a student to read the example
more than one. sentence.
4. Ask them to write the numbers in their 12. For weaker classes, you might want to
notebooks. do a second example.
5. To make this more fun, you can set a time 13. Check the answers as a class.
limit. The first pair to find all the items wins!

Answers Answers
1 TV; 1 cupboard; 3 wallets; 6 combs; 1. There is a cupboard. It’s next to the window.
4 umbrellas; 3 bags 2. There are three wallets. One wallet is on the
table. One is under the table and one is on
B. 6. Tell students to put the words in the chair.
Activity 3A into the correct circles – 3. There are six combs. Four combs are on
singular and plural. the floor. Two combs are on the TV.
7. Focus on the example to help weaker 4. There are four umbrellas. Two umbrellas
students. are behind the door. Two umbrellas are
8. Ask students to compare their answers on the cupboard.
with their partners; then check the 5. There are three bags. One bag is behind
answers as a class. the TV. Two bags are on the bed.

Answers
Singular nouns – TV, cupboard
Plural nouns – wallets, combs, umbrellas,
B. Put the words in the correct circle. bags

Singular Plural Look

Did you remember to add ‘s’

wallets on the plural words?

C. Now write sentences using There is and There are.

1
2
3
4
5

Example: There is a TV next to the computer.

There are three bags. One bag is behind the TV.
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 Review

4 Look at Kosal’s family tree. Write sentences. 4 Writing: Using apostrophes 6 Grammar: this, that, these and those
1
1. Point to Kosal’s picture on the family tree. A. 1. Hold your pen. Say ‘This is a pen.’
Example: Leakhana is Kosal’s mum. 2. Ask students who he is and if they can 2. Then move further away from your desk.
remember any information about him from Ask a student ‘What’s that?’
1. Dalis _________________ previous units (How old is he? Does he have 3. Encourage them to say ‘That’s a desk /
2 3
2. Padre _________________ a sister?). table.’ You might want to write this
3. Help students understand the family tree by sentence on the board.
3. Naty _________________ asking questions (e.g. Who is this? Is this 4. Tell students to match the pictures with
4. Channy _________________ Kosal’s dad?) the sentences and complete them using
4 5 4. Focus on the example sentence. You might this, these, that and those.
5. Meymey _________________ want to write this on the board. Focus on the 5. Before checking the answers as a class,
apostrophe that is used in the sentence. have students compare their answers
5. Ask students to make similar sentences with their partners.
using Kosal’s family tree.
Answers
5 Do you remember the months of the year? How many are they?
Answers 1. d - that; 2. c – those; 3. f - that; 4.
Read and correct the sentences. 1. Dalis is Kosal’s grandmother. e - this; 5. b - these
Example: February is the first month. January is the first month.
__________________________ 2. Padre is Kosal’s uncle.
3. Naty is Kosal’s aunt. B. 6. Ask students to look at the pictures
1. The three month is March. __________________________ again.
4. Channy is Kosal’s sister.
2. December is the twelve month. __________________________ 7. Tell them to rewrite the sentences using
5. Meymey is Kosal’s cousin.
3. April is sixth month. __________________________ his, hers, theirs, ours and mine.
4. Augut is the eighth month. __________________________ 8. Walk around the classroom, listen, help
5 Grammar: Correcting mistakes
5. The eleven month is November. __________________________ and correct if necessary..
6. The fifth month is the May. __________________________ 1. With closed books, ask students if they
remember the months of the year. Answers
2. Ask some stronger students to name the 1. That is Richard’s car. It’s his.
6 A. Match the sentences with the pictures. Then complete the months of the year. 2. Those are Channy’s wallets. They’re hers.
sentences with this, these, that and those. 3. You might also want to ask them what their 3. That is their house. It’s theirs.
favourite months are. 4. This is our camera. It’s ours.
4. Tell students that each sentence has a 5. These are my keys. They’re mine.
a b c mistake. Ask a student to find the mistake in
the example sentence. Tip! Review
5. Ask students to correct the mistakes in the
sentences. Review time is important. Students don’t always
6. Check the answers as a class. You can ask learn everything the first time. As a teacher, we
some students to write corrected sentences need to give them plenty of time to practise and
on the board. show what they already know.
If you don’t have enough time to do all the
d e f Answers activities in this review section, you can set
1. The three month is March. them for homework. Encourage your students
-> The third month is March. to focus on the activities that they find particularly
2. December is the twelve month. difficult. Encourage them to ask questions
-> December is the twelfth month. and work with their friends in class.
3. April is sixth month.
-> April is the fourth month.
4. Augut is the eighth month.
Example: That is my bag. a -> August is the eighth month.
5. The eleven month is November.
1._________is my car. 4._________is our camera. -> The eleventh month is November.
2._________are her wallets. 5._________ are my keys 6. The fifth month is the May.
3._________is their house. -> The fifth month is May. (the not needed)

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Review

B. Rewrite the sentences in activity 6A using apostrophes and 7 Writing: Adjectives

Answers
possessive adjectives. Is Ada prettier than Sokna?
A. 1. Do actions for some adjectives, to help
Example: That is Kosal’s bag. It’s his. students remember what they are (e.g. Are Panha and Sokha fatter than Hong?
to act fat, stretch your arms wide; to act Is Hong older than Chey?
7 A. Look at the picture. Write sentences using the adjectives below. tall, stretch your arms vertically) Is Makara younger than Panha?
2. Have students look at the picture. Ask them Is Sokna slimmer than Chey?
tall pretty fat old young slim short Are Hong and Chey shorter than Ada?
what the names of the people are.
3. Ask them to write sentences using the
Note: Your students might write some
adjectives.
questions that are not included as answers.
4. You might want to ask students to work in
Accept all possible answers as long as they
groups and turn this into a competition.
fit the picture.
Set a time limit. Students write as many
sentences as they can as a group within
the given time frame. 8 Fun Activity: Looking back at Units 1-5
1. Tell students to look for the answers to the
Answers
questions.
Ada is prettier than Sokna.
2. Encourage them to go back and refer to the
Panha is fatter than Hong.
previous units.
Hong is older than Chey.
3. You can make this more fun by asking your
Makara is younger than Panha.
students to work in pairs or groups. You can
Sokna is slimmer than Chey.
also set a time limit. The first pair / group to
Hong is shorter than Ada.
find all the answers wins!
Note: Your students might write some
sentences that are not included as answers. Answers
Accept all possible answers as long as they 1. March
fit the picture. 2. Canadian
3. 8 (keys, a mobile phone, a purse, a comb,
B. 5. Ask students to turn their sentences in glasses, a notebook, a pen, and a water
Activity 6A into questions. bottle)
6. Show them the example sentence to help 4. Roth
them. You might want to write this on the 5. Lynn
board.
1 Example: Makara is taller than Chey. 7. Tell students to write their questions in
Panha and Makara are fatter than Hong. their notebooks.
2
3 Extension activity: Looking back

Ask students to individually go through Units 1-5 and identify a unit they found difficult. Then
B. Look at the picture again in activity 7A and write some put students in groups. Group students who have identified the same unit together. Choose
questions. an activity from each unit and let each group work on it. Encourage students to help each
other. Some discussions might take place in Khmer – allow this if it helps them understand
Example: Is Makara taller than Chey? the language points better. Go around, helping and checking what they are doing. As you go
Are Panha and Makara fatter than Hong? around, you might want to give short and clear explanations to help clarify language points and
vocabulary.
8 Race against time! Who can find the answers first?
1. When is Women’s Day? (Unit 1)
2. What is Vicki’s nationality? (Unit 2)
3. How many things are in the bag? What are they? (Unit 5)
4. In Unit 3, who does Kosal write an email to?
5. Who goes missing in Unit 4?

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 UNIT 7 Unit 7, Lesson A : My daily routine
Aims: to learn about daily routine activities, telling the time, and making sentences and

My daily routine questions in the present simple.

By the end of 7A, students should be able to:

7A •
•
talk about their daily routines.
tell the time and use at to say what time something happens.
• make sentences in the present simple, with the correct –s / -es endings for the he/she/it form.
1 Work in pairs. Match the activities in the box with the pictures. • make questions in the present simple with do and does.
Say the names of the activities.
Example: Picture a is get up. Session 1

get up have lunch go to school have breakfast 1 Vocabulary: Daily routines

have a shower go to bed do my homework have dinner Focus on possessives.
watch TV play games brush my teeth come home from school 1. Have students read the names of the daily
activities in the box. The phrases which contain possessives,
2. In pairs, tell students to match the activities like clean my teeth, the possessive has
a b c with the pictures below. Demonstrate with an to change according to the subject: you
example and one student. They take turns to clean your teeth, he cleans his teeth etc. If
start. students are having problems remembering
3. Go through the answers together. possessives, tell them to look back at unit 5.

Answers
a. get up
b. brush my teeth
d e f c. go to school
d. have a shower
e. do my homework
f. have lunch
g. have dinner
h. go to bed
i. have breakfast
j. play games
k. watch TV
g h i l. come home from school

j k l

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Unit 7, Lesson A

2 A. Write sentences in your notebook that put the activities above 2 Writing: Present simple sentences
Answers
with the subject “I”.
in the order that you do them. Start with the words first, 1. It’s ten past four
second… A. 1. Tell students to write the daily activities 2. It’s twenty-five past seven
Example: First I get up. in the order that they usually do them, 3. It’s twenty to ten
following the example. 4. It’s five to twelve
2. Have students start their sentences with
B. Work in groups and compare your answers. Are there any the ordinal numbers first, second…
activities that you do in a different order from your Focus on telling the time.
B. 3. Put students in small groups and have
classmates? Which ones? them compare their answers. There are two ways of telling the time. For
4. Choose a student and demonstrate the example, for 8:30, we can say, it’s half past
questions: What do you do first? What do eight, or it’s eight thirty.
3 A. Use the words in the box to make two different questions to you do second? It is not a problem for the students to use
ask the time. Write the questions in your notebook. 5. If students do this activity for homework, the eight thirty style, but this is very easy
you can skip the comparing part, or and isn’t what most English speakers say.
1. time is it what? 2. time the what’s? you can have them write at home and Encourage them to use the half past eight
then compare in class. style because they need to practise it to
understand it easily.
B. Match the times in the box with the clocks 1 – 4. Focus on ordinal numbers: first, second
4 Speaking: Present simple questions and
If students are having problems answers, using at for the time.
half past two. quarter past ten. seven o’clock. quarter to eleven. remembering the ordinal numbers, tell them 1. Tell students to look at the daily activities
to look back at unit 1B, activity 2. in activity 1 and think about what time they
usually do them.
1 2 3 4 2. Write the example on the board, and
3 Grammar: Telling the time
underline the parts what time do you in the
question, and at in the answer. (What time
A. 1. Tell students to make two questions to do you get up? I get up at half past six.”)
ask the time from the words in the box. 3. Use the example to explain to students that
Check the answers. we use do to make a present simple question
and at to say what time we do something.
Answers 4. Choose a student and ask another question,
e.g. What time do you have lunch? Have
1. What time is it? 2. What’s the time? the student reply. Make sure they say at
it’s___________ it’s___________ it’s___________ it’s___________
before the time. Then repeat with another
B. 2. Have students look at the four clocks student and another question.
and match the times that they show 5. Tell students to walk around and ask each
C. Match the times in the box with the clocks 1 – 4. with the times in the box. other what time they do the actions in activity 1.
They should speak to at least three or four
Answers different people. If there isn’t space to move
twenty-five past seven. five to twelve. ten past four. twenty to ten. around, they can talk to the people sitting
1. It’s seven o’clock. around them.
2. It’s half past two. 6. It’s important that they write their answers
1 2 3 4 3. It’s quarter past ten down just like in the example, because they
4. It’s quarter to five will need them for activity 6.

C. 3. Have students look at the four clocks

and match the times that they show
with the times in the box.

it’s___________ it’s___________ it’s___________ it’s___________

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 Unit 7, Lesson A

4 Ask your classmates what time they do the daily activities in 3. Take the following example verbs from the
Session 2
activity 1. Speak to at least three different people. text and write them as a list on the board:
Suggestion: Starting session 2 get, clean, come, watch, brush, go, do
Example: have, is/am/are, play, enjoy, study, copy,.
Say a time when you normally do something
What time do you get up? from your daily routine. Make the first one 4. Ask students to give the third person, -s
I get up at half past six. form of the verbs and write them on the
obvious, e.g. quarter to six. Ask students
board next to the verbs.
to guess which activity it is. I think you get
5. Have students read the look box in their
Write their name, the activity and the time in your notebook. You will need these up at quarter to six. When a student gets books, and decide which rule in the look
notes later, so make sure you write them down! the answer right, they have to say a time for box goes with which verbs on the board.
Example: Panha – have breakfast – 7.00. Or Panha has breakfast at 7:00. other students to guess. 6. Check the answers as a class.
Repeat six times.
5 A. Read about Channy’s day. Underline the verbs that you can see 5 Reading and grammar: Present Focus on pronunciation
in the story. simple he/she/it form. Point out to students that the verbs in box
A. 1. Have students read the text about 2, which end in –s, -ss, -ch, -sh, -x, -z, add
Channy’s day and underline all the verbs. an extra syllable when we say them. For
Channy always gets up at six o’clock. She has a shower, brushes her teeth and example, watches, brushes, and relaxes
Answers
has breakfast at home before she goes to school. Channy does a lot of things Channy always gets up at six o’clock. sound like watch is, brush is and relax is.
at school. She cleans the classroom in the morning and then she studies until She has a shower, brushes her teeth and
6 Speaking and grammar: Present simple he/
lunchtime. Channy enjoys school because she has a lot of friends there. has breakfast at home before she goes
she/it questions and sentences.
After school Channy comes home. She relaxes and she sometimes plays games to school. Channy does a lot of things
at school. She cleans the classroom in
with her friends or watches TV with them. She likes her best friend Pisey the most. the morning and then she studies until 1. Tell students to find their notes from activity 4.
Channy buys clothes at the market and she tries to be different from Pisey, but lunchtime. Channy enjoys school because 2. Put students in small groups of three or four.
she sometimes copies her and buys the same clothes. she has a lot of friends there. 3. Have students tell each other who they
talked to before.
After school Channy comes home. She 4. Write the example question and answer on
relaxes and she sometimes plays games the board. Show students that we use does,
B. Why do all the verbs in Channy’s story end with –s? with her friends or watches TV with them. not do to make a question when the subject
She likes her best friend Pisey the most. is he/[Link]. Show them also that we have to
Look Channy buys clothes at the market and use the he/she/it form with –s to make the
she tries to be different from Pisey, but she answer.
sometimes copies her and buys the same 5. Tell students to ask each other similar
• Most verbs: add -s clothes. questions about the people that they spoke
• Verbs ending in -s, -ss, -ch, -sh, -x or -z add -es to, and to answer them. Listen and correct if
B. 2. In pairs have students say why all the necessary.
• Verbs ending in -o add -es verbs end in –s. Get the answer from
• Verbs ending in a, e, i, o, u +y add -s a student. (because they are all third
person present simple, or because they
• Verbs ending in b, c, d, f, g ... +y change -y to -ies are all the he/she/it form).

Extension activity: Act or draw

Tell students to draw four clocks in their notebooks.
6 A. Find a different partner from activity 4. Tell them who you Students think of four daily activities that they do, for example, brush my teeth or go to bed, and
talked to in activity 4 and what they told you. the times that they usually do them. Then, the draw these four times on their clocks.
In small groups, they take turns to start. They point to of their clocks and either draw a picture to
Example: I talked to Rathanak, Kanha and Linda. show the activity or do an action to show the activity, but they can’t speak.
Partners have to guess the action and make a sentence in the he/she/it form to say the time and
Kanha has breakfast at 7 o’clock. the action.
He / She goes to school at half past seven.
Look
Tip! Act or draw
don’t forget to use does in the question, and to follow the rules for “Act or draw” is a useful game that can be used for many different kinds of vocabulary review.
adding –s to the answer! If you have a small class, you can make two teams. Students form each team take it in turns to
come to the front and either act or draw something to demonstrate their word to their team. You
can make it a competition and the team that guesses each word first wins a point.
It’s also nice to give them the choice of acting or drawing because if students don’t like acting
or can’t draw and they feel shy, they can choose the other one.
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 7B Unit 7, Lesson B
1 A. Work in pairs. Match the words in the box with the photos. Aims: to learn about adverbs of frequency, basic transport, making questions with how often
and making negative sentences in the present simple.
By the end of 7B, students should be able to:
bus 1 2 3
van • say what kind of transport they use with the right verbs: drive, ride, take.
• make sentences containing the adverbs of frequency: always, usually, often,
scooter
sometimes, occasionally, rarely, never.
tuk tuk • Ask questions and make negative sentences with doesn’t and don’t in the present simple.
car
bike Session 1
4 5 6 1 Vocabulary: Transport. B. 5. Have students draw an arrow across their
notebook and put marks at 100%, 75%,
A. 1. Teach the word vehicle. A vehicle is any 50%, 10% and 0%.
machine that we use for transport, such 6. Tell students to put the adverbs in the box
as a car, motorbike or bicycle. in the right places on the arrow.
B. Which two vehicles do we drive, which two do we ride, and 2. Have the students match the names of 7. Check the answers as a class.
which two do we take? Write them in your notebook. the vehicles with the pictures.
3. Check the answers as a class. Answers
2 A. Look at the chart below and answer the questions with your 0% 10% 50% 75% 100%
never rarely sometimes often always
partner. Answers
1. car, 2. van, 3. bike, 4. scooter, 5. bus, 6.
tuk tuk. Focus on adverb position
Mon Tue Wed Thu Fri Sat
Students might give you examples where
B. 4. Ask students to write which verb, drive,
Richard ✓ ✓ ✓ ✓ ✓ ✓ they put adverbs of frequency at the
ride or take we use with each vehicle.
beginning or at the end of the sentence. e.g.
5. Check the answers as a class.
Somnang ✓ ✓ ✓ ✓ ✓ Sometimes I get up early, or I get up early
sometimes. This is OK with some adverbs
Answers
Kosal ✓ ✓ ✓ in conversation but in a present simple
drive: a car and a van; ride: a scooter and a sentence, the best place to put adverbs of
bike; take: a bus and a tuk tuk. frequency is between the subject and the
Lynn ✓
verb. e.g. I sometimes get up early. This will
2 Grammar: Adverbs of frequency. always be OK.
Channy In a negative sentence with don’t, the
A. 1. Have students look at the chart showing adverb goes after don’t. e.g. “I don’t usually
how often the people use different forms
Example: Who always drives a car? Richard always drives a car. drive a car to school”.
of transport.
1. Who often drives a van? 2. Demonstrate the example question
2. Who sometimes rides a scooter? containing the word always. Point out that
always on the chart means every time,
3. Who rarely takes a tuk tuk?
100%. Choose a student to answer the
4. Who never rides a bike? question (Richard always drives a car.
3. Have students ask and answer the other
B. Draw the arrow in your notebook and put the words in the box questions 1 – 4 referring to the chart.
in the correct places. 4. Check the answers as a class.

sometimes often rarely never always Answers

1. Somnang often drives a van.
2. Kosal sometimes rides a scooter.
0% 10% 50% 75% 100% 3. Lynn rarely takes a tuk tuk
sometimes 4. Channy never rides a bike.

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 Unit 7, Lesson B

3 Work in pairs. Take turns to ask each other questions 3 Grammar: Present simple questions with Session 2
beginning with, how often do …? / how often does…?. Answer how often.
using always, often, sometimes, rarely and never. Suggestion: Starting session 2
1. Have students look at the example (you – Choose a frequency adverb, e.g. sometimes
Example: you - 75% scooter – school – 75%) or often. Say it and then give an example
How often do you ride a scooter to school? 2. Choose a student and demonstrate the of something you do. e.g. “Sometimes - I
I often ride a scooter to school. example question and answer: sometimes have dinner at the market”.
- How often do you ride a scooter to school? Ask for two more examples from students.
- I usually ride a scooter to school. Change the adverb and repeat.
3. Point out to students that we use the words
how often for the question, and do for a 4 Grammar: usually / often, and
1. You 2. Channy 3. Kosal and Tim present simple question. If the subject is occasionally / rarely.
he/she/it, then we use does instead of do.
4. Make sure they understand to use the 1. Have students read the four sentences
right adverb of frequency according to the a – d, paying attention to the adverbs.
percentage number. 2. Tell students to complete the rules 1 – 4
5. Demonstrate again using question 1 as a using the four adverbs, each one once.
second example if necessary. 3. Check answers as a class.
6. In pairs, tell students to make questions and
answers taking turns to start. Answers
1. often
tuk tuk – 10% bike – 50% walking – 0% 2. usually
Answers
1. How often do you take a tuktuk to a 3. rarely
4. Lynn 5. We 6. Richard and Vicki restaurant? I rarely take a tuktuk to a 4. occasionally
restaurant.
2. How often does Channy ride a bike to a 5 Grammar: Present simple negative:
football match? She sometimes rides a don’t or doesn’t?
bike to a football match.
3. How often do Kosal and Tim walk to the 1. Have students look at the example.
pagoda? Kosal and Tim never walk to the 2. Choose a student and demonstrate the
pagoda. example question and answer.
4. How often does Lynn take a bus to Phnom 3. Point out to students that we use don’t for
Penh? Lynn often takes a bus to Phnom most subjects but doesn’t for the he/she/it
bus - 75% van – 100% car – 10% form.
Penh.
5. How often do we drive a van to the 4. In pairs, tell students to ask a question, and
4 Look at the four sentences with the words usually, often, rarely and market? We always drive a van to the market. then answer with first a negative and then a
occasionally. Complete the rules. 6. How often do Richard and Vicki drive a positive, like in the example. They take turns
car to the river? Richard and Vicki rarely to start.
a. Tim and Lynn usually eat breakfast together. drive a car to the river. 5. If students are doing this for homework, they
b. Kosal and Channy often watch TV in the evenings but sometimes they talk or write the sentences in their notebooks
play games. instead.
c. Richard rarely gets up before 6:30 because he doesn’t like early mornings.
d. Leakhana occasionally goes to bed at 9:15 because she likes to sleep for a long time. Answers
1. No, Kosal doesn’t get up at six o’clock.
1. We use______to say that something happens many times – more than sometimes He gets up at half past six.
but not always. 2. Do we always have dinner at five o’clock?
2. We use______to say that this is what we generally or normally do. It isn’t different We usually have dinner at quarter to six.
or special. 3. Do Leakhana and Somnang watch TV in
3. We use______to say that we don’t do something often. We almost don’t do it. the morning? They watch TV in the evening.
(negative sound) 4. No, she doesn’t work at the market. She
works at the school.
4. We use______to say that we don’t do something often but we do it a little bit.
(positive sound)
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Unit 7, Lesson B

5 Work in pairs. Make questions using the words in 1- 4 below and Focus on pronunciation
5. Tell students to note the names down
because they will need them for another
answer them. Take turns to ask and answer the questions. activity next lesson.
When we say a sentence that contrasts
Example: Richard – drive a truck. (motorbike) a negative and a positive, we stress (say
Does Richard drive a truck? strongly) the words that show the difference: Tip! Telling lies
No, Richard doesn’t drive a truck, he rides a motorbike. For example, we say, “Richard doesn’t drive
a TRUCK, he rides a MOTORBIKE. Telling lies can be a good thing in English
1. Kosal – get up – 6:00. (at 6:30) We say it like this to show clearly what is class! For activities like Find someone
2. We – always – have dinner – 5:00. ( usually at 5:45) different. who… (or other activities where students
3. Leakhana and Somnang - watch TV - in the morning (the afternoon) If you have time, try practising this with the ask each questions), we often find that
4. Vicki – work at the market. (the school) whole class saying the answers with the we get the same answers from everyone.
right stresses: Sometimes we can’t find a person who can
6 Write the numbers 1-12 in your notebook. Talk to different people in 1. Kosal doesn’t get up at SIX O’CLOCK. He answer yes to some of the questions or
gets up at HALF PAST SIX. ideas in the activity.
your class. 2. We don’t always have dinner at FIVE
Example: Find someone who…often eats fruit for breakfast. O’CLOCK. We usually have dinner at A good way around this is to tell students
How often do you eat fruit for breakfast? QUARTER TO SIX. that they don’t have to tell the truth. They
3. Leakhana and Somnang don’t watch TV can lie if they want. This can give you
I often eat fruit for breakfast.
in the AFTERNOON. They watch TV in the different answers to all the questions and
EVENING. can make it more fun.
1. always gets up before 6 am. 4. Vicki doesn’t work at the MARKET. She If there’s extra time, you can also ask the
2. doesn’t always go to bed before 11:30 pm. works at the SCHOOL. students if they think they know who was
lying, and about what!
3. usually rides a motorbike to school.
6 Speaking: Find someone who…
4. often has breakfast before he/she has a shower. 7 Reflection: ‘Now I can…’
5. sometimes plays games with his/her family. 1. Have students write the numbers 1-12 down
6. never rides a bike. the page in their notebooks. 1. Ask students to look at the sentences and
7. rarely plays games after school. 2. Tell students to stand up and walk around, decide how well they can do these things.
8. usually goes to bed before 10 pm. talk to many different people. If there isn’t 2. Encourage honest reflection by being
space in your classroom, they should talk to positive about mistakes.
9. often walks at the weekend.
a few different people around them and 3. Tell students that by finding out what they
10. never does their homework before dinner. swap seats. have and haven’t learned, they will become
11. sometimes takes a tuk tuk. 3. Students should ask the questions to better learners.
12. rarely walks home from school. different people in the class and try to find 4. For more ideas on how to do this, please
at least one person who does each action in see page V.
sentences 1-12. They write their names in
7 How well can you do these things? Write in your notebook. their notebooks.
4. Tell students they don’t have to tell the truth
when they answer the questions. They can
use their imagination!
unhappy neutral happy very happy
Extension activity : Think of something that you:
Put students in groups of around 4 people.
Now I can... Tell student to think of something that they:
a. always do
• talk about my daily routines and activites and say what time I do them. b. often do
• talk about different types of transport and how I get to places. c. sometimes do
d. rarely do
• make positive and negative sentences and questions in the present simple.
e. never do
• use the he/she/it form of the present simple (adding –s or –es).
Students say their five activities but don’t say how often. Group members: try to guess how
• understand and use adverbs of frequency. often your partner does each activity.

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 UNIT 8 Unit 8, Lesson A : Leisure activities
Aims: to introduce common free time activities and practise expressing preferences.

Leisure Activities By the end of 8A, students should be able to:

• name and identify common free time activities.

8A • ask and answer questions about their likes and dislikes related to free time activities.

1 A. Look at the pictures. What do you like doing in your free time? Session 1
Talk to your partner.
1 Vocabulary: Free time activities [Audioscript]
Kosal: I just can’t wait for our holiday! I love the
1 2 3 4 A. 1. Ask students to look at the pictures. beach! I want to pack now! What do I bring?
Ask how many pictures they can see. Channy: I don’t know about you, but 10
2. Tell students that these are common swimsuits for me! I like to swim all day long!
activities people do in their free time. Oh, I love swimming! Oh, and my MP3 player
Check their understanding of ‘free time’ too - so I can listen to music on the way to the
by asking questions (e.g. Do we do these beach. I like listening to my favourite K-pop
activities for fun?) singers.
5 6 7 8 3. Put students in pairs. Ask them to talk Kosal: OK – I don’t like reading in a car so, no
about what they do in their free time. At book for me to read along the way. Dad and I
this stage, students do not have to know really like long walks. We love going for a walk
what the pictures are called in English. so I need to bring good shoes for that. Oh, my
Ask them to point and say ‘I do this and footballs of course. I love playing football on
this..’ the sand. Mum, can I bring my 5 footballs?
B. 4. Ask students to match the words with Leakhena: You two! Channy, I know you like
B. Match the pictures with the words. Write the words in your the pictures. swimming but don’t bring 10 pieces of swim
notebook. C. 6. Play the recording for students to wear! Kosal, I know you like playing football,
check their answers. but 5 footballs? Start packing – don’t bring
playing chess going for a walk watching TV listening to music 7. Play the recording again. Ask students to the chess board. You know your dad hates
reading a book playing computer games swimming playing football listen and repeat. playing chess when on holiday. Oh, bring a lot
[Audioscript] of pajamas. We’re going to sleep a lot there.
1. watching TV; 2. reading a book; 3. playing Hey... I love sleeping.
C. Listen, check and repeat. Samnang: Yeah: I don’t mind sleeping and
computer games; 4. going for a walk;
5. listening to music; 6. playing chess; watching TV. I don’t mind watching TV in my
pajamas.
2 A. Listen. Where does Kosal want to go? 7. swimming; 8. playing football
Kosal and Channy: Mum, dad!!????
Focus on pronunciation – blending sounds
B. 4. Play the recording again.
B. Listen again. Draw or . Write in your notebook. In English, some words are pronounced 5. Ask students to draw a happy or sad face
together – as if there’s only one word. In this in their notebooks.
swimming particular lesson, pay close attention to: 6. Check your instructions.
reading a book (pronounced reading-a-book) 7. Check the answers as a class.
going for a walk (pronounced going-for-a-walk)
listening to music 1.___________ Answers
2 Listening: Where does Kosal want to go? Example:
1. 2. 3.
A. 1. Play the recording. 4. 5. 6.
reading in a car 2.___________ 2. Ask students to listen and answer the
question.
3. Check the answers as a class (to the
going for a walk 3.___________ beach).

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Unit 8, Lesson A

3 Grammar: Completing sentences Session 2

playing chess 4.___________ 1. Ask students to look at the picture and the Suggestions: Starting session 2
example sentence. To start the class, draw a happy and sad
2. Ask what word is used to complete the face on the board. Choose a stronger
sentence (don’t like). student to tell you what he/she likes doing
sleeping 5.___________ 3. Ask students to complete the sentences in in his / her free time. Then point to the sad
their notebooks. face. Ask another student to tell you what
4. Ask students to compare their answers then they don’t like doing in their free time.
check the answers as a class. Encourage students to use ‘love’ and ‘hate’.
watching TV 6.___________ If you set Activity 4 as homework, you can
Answers also go over the answers quickly.
Example: I don’t like reading in a car. (Kosal)
3 Complete the sentences. Write in your notebook. Channy: I like listening to music. 5 Writing: True / false sentences
Samnang: I hate playing chess.
Leakhena: I love sleeping. A. 1. Ask students to work individually and
Kosal: I don’t like reading in a car. write 5 sentences about themselves.
Samnang: I love watching TV in my pajamas.
Channy: I________listening to music. 2. Tell them to write true or false sentences
Somnang: I________playing chess. about themselves.
4 Grammar: Match the words with the
Leakhana: I ________sleeping. 3. Check your instructions and set a time
faces.
Somnang: I________watching TV in my pajamas. limit of about 10 minutes.
4. Go around and help students who might
1. Ask students to draw the faces in their
find this activity difficult.
notebooks and match the words.
B. 5. Let students work in pairs. For this
2. Check the answers as a class.
4 Match the words with the faces. activity, it is a good idea to pair
Answers students who do not usually work
1. hate together.
hate like don’t like love don’t mind
2. don’t like 6. Tell students to read their sentences out
3. don’t mind loud. Their partner will guess which
4. like sentences are true / false.
5. love 7. For stronger classes, encourage students
to justify their answers.

5 A. Write 5 sentences about you – some true and some false. Write
in your notebook.
Look
Example:
• I hate playing chess.
I like going for a walk in the morning. • I love listening to music.

B. Read your sentences to your partner. Can they guess which

sentence is true / false?
I like going for a walk in the morning.

I think that’s true.

Yes, that’s right!

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 Unit 8, Lesson A

6 Write the questions from activity 3 in your notebook. Then write 6 Writing: Question forms 7 Speaking: Do you like…?
the answers.
No, I don’t. 1. Put students in pairs or groups. A. 1. Ask students to go around and ask 5
Example: Do you like reading in a car?
2. Ask students to go back to Activity 3. Then people questions.
tell them to look at the example. You might 2. Tell them to ask about the different free
want to write this on the board. time activities they have learnt. Ask them
3. Check the answers as a class. You might to look at Activity 1 for help.
1 want to ask some of your students to write 3. Tell them to take note of their friends’

2
the answers on the board while other
students are finishing off.
answers by drawing a [
their notebooks.
 
] or a [ ] in

3
Answers
1. Do you like listening to music? B. 4. Ask students to write about their
Yes, I do. friends in class using the information
they collected from Activity 7A.
7 A. Ask 5 friends in your class questions. Writeor . 2. Do you like playing chess?
5. Encourage them to use hate, love, like
No, I don’t.
3. Do you like sleeping? and don’t like in their writing.
Do you like watching TV? 6. You might want to write the example
Yes, I do.
sentence on the board.
No, I don’t.

Extension activity : My teacher likes...

Write 5 sentences on the board about you (e.g. I like swimming). Tell students that some of
these sentences are true and some are false. With their partners, they decide which sentences
1  are true and which are false. You can make this activity more fun by encouraging your students
to justify their answers. For example, I think the teacher likes swimming because she lives near
2
the river. or I think our teacher likes playing chess, because he likes sitting down. Give a prize
3 for the pair/s with the most number of correct answers - this can be a simple applause.
4
5

B. Compare yourself with your friends in class. Use hate, love,

like and don’t like or don’t mind.

Example:
Panha and I love playing football. We both like playing football.

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 8B Unit 8, Lesson B
1 A. What can you see in the picture? Read the blog and match the Aims: to review free time activities and practise expressing preferences and making
picture to the correct person. comparisons about preferred free time activities.
By the end of 8B, students should be able to:
• compare their friends and family’s preferred free time activities with theirs.
• express their preferences using simple expressions.
• revise free time activities and spell them correctly.

Session 1
Lead in: Blogs B. 4. Ask students to read again and answer
the questions.
1. Put students in pairs. Tell them to look at the
5. Tell them that some questions have more
picture and ask and answer the questions.
than one answer.
2. Give feedback. Ask some students what
6. Encourage them to compare their
their answers are. Explain quickly what a
answers to their friends. Then check the
blog is if students are not familiar with this
answers as a class.
(like an online diary / journal).
Martha
1 Reading: Matching people with their Answers
Hello, my name’s Martha and I’m from Alaska. It’s really cold here – so we like to stay descriptions 1. Amsala and Lynn
at home most of the time. Everyone in the family loves playing chess – we are very 2. Amsala and Lynn
good at this game. I also like reading books. I read about 20 pages of Harry Potter A. 1. Tell students to read the blog post quickly. 3. Amsala
books every night before I go to bed. I don’t like watching TV – it’s really boring. What 2. Remind students that they don’t have 4. Martha
about you? What do you do in your free time? Comment on my blog below! to understand all the words in a text to 5. Martha
understand what it is about.
Amsala 3. Check the answers as a class.

Hi Martha! I’m Amsala and I’m from Thailand. You said you don’t like Answers
watching TV. I do. In Thailand, people like watching TV. It’s one of our Matha’s place.
favourite free time activities. I also love swimming. I’m lucky because I live
near the beach so I swim in the morning and evening before I go to sleep.
You like playing chess but I don’t. I’m not very good at it. I hate playing Tip! Reading for general understanding
computer games as well, but I like playing football. I play football every It’s important for learners to have an idea of
weekend with my friends. what they are going to read about. This will
prepare them better for the more intensive
Lynn reading that often follows. This will also help
activate their existing knowledge about the
Hi Martha and Amsala. I’m Lynn. I’m British but I live in Cambodia. Amsala, topic they’re about to read, helping them
you said you like playing football. So do I! My brother and I play football make connections with what they already
all the time. Martha, you said you don’t like watching TV. Neither do I. It’s know with what they are about to find out.
not fun really. I really love going for a walk with my family and I don’t mind
going out for a walk with our dog. Amsala, we both like swimming but I To do this, you can ask students to read
don’t live near the sea. So, I prefer swimming in a pool. quickly, without having to worry about all the
words they don’t understand. You can also
encourage them to look at the titles (if any)
B. Read again. Answer the questions. Who likes: and or pictures surrounding the texts. These
1. playing football? Amsala and Lynn. often give clues about the reading and will
2. swimming? __________________ help make the reading process a lot easier.
3. watching TV? __________________
4. reading? __________________
5. playing chess? __________________
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 Unit 8, Lesson B

2 Read the blog again in activity 2A. Write the correct responses. 2 Grammar: Matching sentences with the
Focus on pronunciation – stress
correct responses
I don’t like watching TV. I do. For short responses such as I do and I don’t,
1. Put students in pairs. the stress is on I. We say ‘I do!’, ‘I don’t’,
2. Ask them to match the sentences with the ‘Neither do I’ and ‘So do I.’
correct responses. Tell them to read the blog
You might want to drill these responses for a
posts again for support.
I love playing chess. 1. few minutes.
3. Write the example on the board. Show them
where in the text the answer can be found. Session 2
4. Check the answers as a class.
Suggestions: Starting session 2
I like playing football. 2. To start the class, say something about you
Answers
(e.g. I like eating salad.) Ask a stronger
1. I don’t.
student if they are the same or different,
2. So do I.
using the expressions learnt in the previous
3. Neither do I.
I don’t like watching TV. 3. lesson (e.g. I do. I don’t, Neither do I.) Do
this for about 3-4 students, depending on
3 Grammar: What do we say when we are the
your time.
same?

3 Complete the table below. Use the words from the box. Write in 1. Write this on the board: ‘Amsala, you said
4 Grammar: Completing sentences
your notebook. you like playing football. So do I!’
A. 1. Ask students to complete the sentences.
2. Ask students who said this (Lynn). Then ask
Ask them to go back to the text to help
So do I I do I don’t Neither do I prefer them if Lynn likes football (yes).
them do this.
3. Tell them Amsala and Lynn likes football.
2. Students can do this individually or for
To say we are the same, we say: 4. Ask them what Lynn said to say that she and
weaker classes, ask students to work in
Amsala are the same (So do I).
positive sentence I like cooking So do I. pairs.
5. Then write: ‘Martha, you said you don’t like
3. Write the example on the board. Remind
negative sentence I don’t like cooking 1._____________ watching TV. Neither do I.’
students of the s- endings. Refer them to
To say we are different, we say: 6. Ask students who said this (Lynn). Then ask
Unit 7 for help.
them if Lynn likes watching TV (no).
positive sentence I like climbing trees. 2._____________ 7. Tell them Amsala and Lynn don’t like
Answers
negative sentence I don’t like climbing trees. I do. watching TV. They are the same.
1. loves
To say we like something more than I prefer swimming in a pool 8. Ask them what Lynn said to say that she and
2. hates
3._____________ Amsala are the same (neither do I).
another, we say: to the sea. 3. likes
9. Ask students to complete the table and write
4. doesn’t mind
answers in their notebooks.
4 A. Complete the sentences about Martha, Amsala and Lynn. 10. Check the answers as a class.
Example: Martha likes reading. B. 4. Ask students to compare themselves with
Look Answers Martha, Amsala and Lynn.
1. Amsala_______swimming.
2. Amsala_______playing computer games. 1. Neither do I; 2. I don’t; 3. prefer 5. Remind them of the expressions they can
Martha likes reading. write when they are the same or different:
3. Lynn_______playing football.
They don’t mind sleeping in a car. • So do I (the same, positive sentence)
4. Lynn_______going out for a walk with
He doesn’t mind sleeping in a car. • Neither do I (the same, negative sentence)
her dog. • I do (different, negative sentence)
• I don’t (different, positive sentence)
B. Compare yourself with Martha, Amsala and Lynn. Are you the
same or different? Write your own responses to activity 4A.
Write in your notebook.

Example: Martha likes reading. I don’t.

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Unit 8, Lesson B

C. Look at your responses in activity 4B. In what way are you C. 6. Ask a stronger student how he/she is 5. Tell them NOT to write anything down, but
different? What do you prefer? Write more in your notebook. different from Martha, Amsala or Lynn. you might allow weaker groups / classes
7. Write his/her response on the board. Ask to do this.
him/her what he/she prefers better. Write B. 6. Ask students to make a bar chart about
Example: Martha likes reading. this on the board using ‘prefer’. their friend’s family. They need to
8. Tell students to focus on how they are remember the information from Activity 5A
I don’t. I prefer going out for a walk.
different with the 3 people. to do this.
9. Tell them to write similar sentences about 7. Go around and check what students are
themselves. doing.
D. Write a short reply to Martha’s blog. Tell her how you are the 10. Check your instructions. 8. Encourage students to use ‘both’ when
writing.
same or different. Tell her what you prefer. 9. For feedback, you can ask some students
D. 11. Ask students to write a short reply to to read their sentences out loud. You can
Hi Martha! I’m Chantha and I live in Cambodia. You like playing Martha’s blog. They can use their responses also ask students how many differences
in Activity 5b and 5c to help them. and similarities they can find with their
chess, but I don’t. 12. Walk around to check that students are family and friends.
on task.
13. Give feedback. To do this, you might 6 Reflecting: ‘Now I can…’
want to ask some students to read their
5 A. Tell your partner about your family. Are they the same or
replies out loud. Then ask the class who 1. Ask students to look at the sentences and
different? Give responses. has the most interesting reply. decide how well they can do these things.
2. Encourage honest reflection by being
mum dad sister brother cousin grandma grandpa
5 Speaking: Comparing my family and friends positive about mistakes. Tell students that by
finding out what they have and haven’t
My cousin likes playing football. So do I. A. 1. Put students in pairs. For this activity, you learnt, they will become better learners.
I do.
I don’t. might want to pair strong and weak 3. For more ideas on how to do this, please
So do I. Neither do I. students together. see page V.
2. Tell students to read their sentences and
B. Make a bar chart of your friend’s family. Write sentences. give correct responses.
3. Call a stronger student in front of the class
Pisey’s family to model the example conversation in the
book.
How 5 4. Tell students to remember what their
much
4 partners say. Encourage them to listen.
they
like
3
the 2
activity? 1 Extension activity : Chain reaction
going for swimming Reading Playing Playing
Put students into big groups (groups of 5-10). Ask them to stand in a circle. One student starts
a walk a book chess football
by saying something about himself / herself (e.g. I don’t like sleeping). The student on the right
has to say if he/she is the same or different, then adds his/her own sentence (Neither do I, but I
6 How well can you do these things? Write in your notebook. like going for a walk). Then the 3rd student does the same, and so on until all the people in the
group have said something)

unhappy neutral happy very happy

Now I can...
• talk about what I like and don’t like doing in my free time.
• talk about what my friends and family like doing in their free time.
• talk about things I like doing more than others.
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 UNIT 9 Unit 9, Lesson A : Sports
Aims: to learn about and practise talking about sports.

Sports By the end of 9A, students should be able to:

• name some common sports.

9A •
•
describe how some common sports are played.
use the correct collocations do, play, go with sports.
1 A. Match the sports to the photos. • create a sports day poster and present it to the class.

______Football ______Badminton ______Judo Session 1

______Swimming ______Jogging ______Hiking
Lead in: Sports. 2 Listening: Which sport is it?
______Yoga ______Basketball ______Golf
1. Tell students to say as many sports as they A. 1. Ask students about the characters that
can think of. they have met so far in the book and spell
a b c 2. Ask them where they normally play those their names. (Kosal, Tim, Richard,
sports. Leakhana, Samnang, Channy, Lynn, Roth…)
2. Tell students to copy the table into their
1 Vocabulary: Sports notebook.
3. Tell them to listen to the recording and fill
A. 1. Tell students to match the names of the in the table with names and sports that
sports to the pictures. they like the most.
d e f 2. Have students compare answers with 4. Playing the recording twice should be
their partner. enough for this activity.
3. Check the answers as a class and write 5. Check the answers as a class.
them on the board.
Answers
Answers 1. Richard - Badminton
a. basketball; b. badminton; c. 2. Leakhana - yoga 3. Tim and Kosal -
g h i swimming; d. yoga; e. jogging; f. golf; Swimming
g. judo; h. football; i. hiking
[Audioscript]
Interviewer: Hello. What’s your name?
B. 4. Tell students to read the descriptions then Richard: I’m Richard.
match them with the sports above. Interviewer: Richard, can you describe your
5. Have students compare answers with favourite sport?
their partner.
B. Match the descriptions to the sports. Write the answers in Richard: Of course. It’s a game that I play with
6. Check the answers as a class.
your notebook. a friend. We use a racquet to hit a shuttlecock
from one side of the net to the other side.
1. You get in the water and use your hands and legs to move. Answers Interviewer: Oh it’s…
1. swimming; 2. jogging; 3. football;
2. You run slowly from one place to another. Interviewer: Good afternoon. What’s your
4. yoga; 5. badminton; 6. golf;
3. You kick a ball to try and score a goal. 7. basketball; 8. judo; 9. hiking name?
4. You sit and move your legs, arms and body to improve your health. Leakhana: Oh, my name is Leakhana.
5. Two or four people hit a small shuttlecock with racquets across the net. Interviewer: What’s your favourite sport,
C. 7. Have students choose a sport from the
6. You hit a small hard ball with a club into small holes in the ground. Leakhana?
nine above.
7. You use your hands to throw the ball into a hoop. Leakhana: My favourite sport is very
8. Tell students to take turns telling their
interesting. I go to the gym with my daughter,
8. You try to make the other person fall or pin them to the ground. partner about the last time they played it
and we sit in a room. Then our teacher tells us
9. You go for long walks, especially from one place to another. and who they played it with.
to move our legs, arms, and body into different
9. Select one or two students to share their
positions. It makes us feel so healthy and
story with the class.
C. Pick a sport and tell your partner about the last time you relaxed.
played it, and the people you played with. Interviewer: Oh it’s…
- 47 -
Unit 9, Lesson A

2 A. Listen to three people talking about their favourite sports. Interviewer: Hello, boys. Where are you going? Session 2
Tim and Kosal: We’re going to the gym.
Copy the table into your notebook and fill in the answers. An example is done Interviewer: That’s great. Can you tell me your Suggestion: Starting session 2
for you. names? To start the class, draw 3 boxes on the
Tim: I’m Tim, and this is Kosal. whiteboard for play, do and go. One by one,
Name Sport Kosal: Hi. students come up and fill in the boxes with
Interviewer: Do you have the same favourite sports.
Richard Badminton
sport?
Tim: Yes, we do. 3 Writing and Speaking: Talking about sports
Interviewer: What’s your favourite sport at the
A. 1. Tell students to choose a sport from the
gym? last activity, and write why they want to try
Kosal: Our favourite sport is football, but at the this sport.
B. Match the three sports to the verbs in the box. gym, we like to go to the pool and race to see 2. Tell students to read the prompt and use
who’s faster. it as an example.
Play Do Go Interviewer: Oh it’s … 3. Students write at least 2 reasons why they
want to try it.
B. 6. Tell students to match the sports in the 4. Walk around the classroom, read, help
Look table to the correct collocations play, do, and correct if necessary.
or go B. 5. Put students in pairs.
• Play + a sport with a ball 6. Get students to take turns talking about
7. Check the answers as a class.
the sports they want to try and responding
• Do + a sport with no ball with I want to try that or I don’t want to try
• Go + an activity you can do on your own Answers that when someone finishes presenting.
play badminton; do yoga; 7. Walk around the classroom, listen, help
go swimming and correct if necessary.
Work in pairs. Write ‘Play, Do, or Go’ in front of the right words.
Write the answers in your notebook. 8. Put students in pairs.
9. Tell students to write play, do or go in
1.______golf 4.______hiking 7.______basketball
front of the right sports.
2.______judo 5.______tennis 8.______jogging
10. Ask students to choose one person from
3.______running 6.______exercise 9.______baseball their pair to come to the board and write
one answer.
3 A. Choose a sport from activity 2 that you want to try. Write a
sentence in your notebook. Answers
1. play golf; 2. do judo; 3. go running;
I want to try _____________because _____________. 4. go hiking; 5. play tennis; 6. do
exercise; 7. play basketball; 8. go
jogging; 9. play tennis
B. Work in groups. Share your answers in 3A. Listen and say I want
to try that too or I don’t want to try that when your friends share
their answers.
I want to try going I want to try that too. I don’t want to try that. I don’t want to try that.
swimming because
it is fun and healthy.

- 48 -
 Unit 9, Lesson A

4 A. Read the email and find the 7 mistakes. Re-write the email 4 Reading and grammar: My sports 5 Writing: Leakhana’s sports routine
again with the correct verbs in your notebook. routine
A. 1. Tell students to look at Leakhana’s
A. 1. Tell students to read the email and note
New Message schedule and ask about the number of
down the mistakes.
2. Tell students to re-write the email again days she spends at the gym.
To Cc Bcc with the correct verbs. 2. Get students to copy the table into their
3. Have students compare their answers notebook. Then add one new sport into
Subject
with their friends. each day and a percentage for those new
4. Check the answers as a whole class. sports.
Hello Kosal, 3. Walk around the classroom, help and
Answers correct if necessary.
Guess what? I’m not fat anymore! I’m so healthy and slim now! It’s actually very easy. Hello Kosal,
After class, I always do to the gym in my neighborhood. It takes ten minutes to get Guess what? I’m not fat anymore! I’m so Focus on adverbs of frequency
there, so I always play jogging and listen to music on my way there. When I arrive at healthy and slim now! It’s actually very easy.
If students are having problems
After class, I always go to the gym in my
the gym, I go to the yoga room to play yoga with other people. It makes me feel relaxed neighborhood. It takes ten minutes to get remembering the adverbs of frequency, tell
after a long day at school. After the yoga class, I go to the next room to play exercise. there, so I always go jogging and listen to them to look back at unit 7B, activity 2.
Then when my friends arrive, we do badminton together for a few games before we music on my way there. When I arrive at the Adverbs of frequency: always, usually,
jump into the pool to do swimming. Sometimes when it’s not too late, we go to the field gym, I go to the yoga room to do yoga with often, sometimes, occasionally, rarely, and
other people. It makes me feel relaxed after never.
near my house to do football before we go home. I hope you follow my schedule and
a long day at school. After the yoga class,
become healthy too. Write back to me soon. I go to the next room to do exercise. Then B. 4. Tell students to write a short paragraph
Roth when my friends arrive, we play badminton
describing Leakhana’s days at the gym,
together for a few games before we jump
into the pool to go swimming. Sometimes what she does on each day, and how
when it’s not too late, we go to the field near often – using adverbs of frequency that
my house to play football before we go they learned in unit 7.
Send home. I hope you follow my schedule and 5. Students may give more details such as
become healthy too. Write back to me soon. who Leakhana is with or how long she
Roth. stays at the gym per day.
6. Walk around the classroom, read, help
B. Do you think you can follow Roth’s plan at the gym? Why or B. 5. Tell students to discuss with their partner and correct if necessary.
if they can follow Roth’s plan or not and why.
Why not? 6. Select two to four students to share their
C. 7. Let students read their paragraph to their
partner.
answer with the class. 8. Tell them to check for mistakes while they
5 A. Look at Leakhana’s schedule and copy the table into your are listening to their friends.
notebook. Add a new sport into the empty spaces in the table. 9. Select one or two students to stand up
and read their own or their friend’s
paragraph to the class.
Monday Tuesday Wednesday Thursday Friday
swimming badminton yoga jogging exercise
100% 50% 100% 75% 20%
Extension activity: Making schedule
In small groups, tell your students to make a schedule of your group’s days at the gym and
write an email to your friend telling them about it.

B. Write a paragraph about her weekdays at the gym in your

notebook.
Leakhana goes to the gym five days per week. On Mondays, she always goes
swimming and...

C. Read your paragraph to your partner.

- 49 -
 9B Unit 9, Lesson B
1 Find the six words in the word chain and match them to the Aims: to present and practise using can or can’t and some common words in sport.
pictures. Write the answers in your notebook. By the end of 9B, students should be able to:
• name some common words connected to sports.
• describe the rules of football.
• make and say sentences using can / can’t to talk about ability.

Session 1

1 Vocabulary: Words related to sports [Audioscript]

Sokha: Hey, Kosal. Can you tell me a bit about
1. Tell students to look at the pictures and use football? I want to play too.

m soiskplaye them to find the six words in the word chain.

2. Students match the words to the pictures.
Kosal: Then let me ask you a few questions
first. Can you run fast?
rstam hp
ea refereejo
bc
le losc oruless
3. Check the answers as a class. Sokha: Yes, I can.
Kosal: Can you still run after 30 minutes?
t

ores Answers Sokha: Yeah, I can.

tymatchdas soiskplaye Kosal: That’s perfect...ok, football is a fun game
m rstam that anyone can play. Normally, you can play a
ea leorulessh
efereejolos match whenever you’re free.

t
r core
2 ​ Listen to the conversation between Kosal and Sokha. bc stymatchdas Sokha: What’s a match?
Are these sentences true (T) or false (F). Write the answers a. referee; b. score; c. rules; d. players; Kosal: It’s like a game. If our class plays
against the next class, it’s a match or a game
in your notebook. e. team; f. match
between the two classes.
Sokha: Ah. I see. Is the game like the ones on TV?
2 Listening: A conversation about football
1. Kosal asks Sokha about football. Kosal: Kind of. You don’t need to follow the real
2. You can only play football at school. rules like having 11 people in a team. You can
1. Ask students who the speakers are and
3. Sokha can’t run fast. play it just fine if you have a team of at least 5.
what the conversation is about.
4. You don’t need to follow the real rules like having 11 people in a team. Sokha: What do you call those people?
2. Have students read the sentences before
Kosal: We call them “players”, and you can
5. In a football match, there are 3 teams. playing the recording.
only have two teams.
6. A referee gives yellow or red cards to players that break the rules. 3. Tell students to listen to the conversation
Sokha: Yeah I know that. Oh and last night
7. The winner is the team that has the top score. carefully and write T for true and F for false
when I watched it with my dad, I saw a man
in their notebooks.
giving yellow and red cards. Who was that?
4. Have students write the correct answer if
Kosal: Yellow and red cards? Oh that’s the
3 A. Listen to a man giving a sports commentary and answer they think the sentence is false.
referee! Yes, you can have one if you want, but
5. Tell students to compare answers with their
the questions below. partner.
you don’t need one.
Sokha: Ok, and how can we win?
6. Select a few students to share their answers
1. Who gets the first ball? and check the answers as a class.
Kosal: You get one point, or goal, by kicking
2. Who gets the ball from Japanese player number 5 the ball into the net. At the end of the game,
and number 10? you count the goals, and the winner is the team
Answers that has the highest score.
3. Why can’t Cambodian player number 11 kick the ball 1. F. Sokha asks Kosal about football. Sokha: Wow that sounds easy and fun! Can I
into the goal? 2. F. You can play it whenever you’re free. watch you play next time?
4. Which team scores the first goal? 3. F. She can run fast. Kosal: Sure, and do you want to play with us
4. T. when you’re ready?
5. F. There are 2 teams. Sokha: Of course! Thanks, Kosal!
B. Work in pairs. Listen again and write down sentences that 6. T.
have can in your notebook. 7. T.

C. Compare your answers and discuss why we use can.

- 50 - បោះពុម្ពផ្សាយឆ្នាំ ២០២១
 Unit 9, Lesson B

4 A. Listen to the five conversations. Choose can or can’t. 3 Listening: A sports commentary B. 4. In pairs, tell students to listen to the sport
commentary again.
A. 1. Select one student to read the four 5. Students listen and write down can
Example: Can / Can’t you do karate and judo? I can / can’t do karate, questions and tell students to underline sentences so that they can discuss when
but I can’t / can do judo. important keywords. to use can with their partner later.
2. Tell students to listen carefully to the sport
commentary and write down the answers
1 A: Can/Can’t you swim in a lake? Answers
in their notebooks.
-Can you see how happy the two teams are?
B: Yes, I can/can’t. 3. Get students to compare answers with
-Can they score the first goal?
2 A: Can/Can’t you run for 30 minutes every morning? their partner. Then, check the answers as
-Can he protect the ball?
a class.
B: No, I can/can’t. -Yes, he can!
3 A: Can/Can’t he play badminton? -but it can’t reach him…
Answers -How can he score?
B: He’s not very good at it, but he can/can’t. 1. Japan gets the first ball. -It was so fast that the Japanese goalkeeper
4 A: Can/Can’t you play basketball with me? 2. Cambodian player number 4 gets the ball can’t even touch it!
from Japanese number 5 and 10.
B: I’m too short to play. I can/can’t throw the ball into the hoop. 3. Cambodian player number 11 can’t kick C. 6. Choose 2-3 pairs to read the sentences
5 A: Can/Can’t we go hiking from Kampot to Kep? because there are 2 Japanese players in with can.
B: It’s too far! I can/can’t walk that long. front of him. 7. Ask them to share their opinion about
4. Cambodia scores the first goal. why we use “can”. (We use can or
can’t to talk about our ability or inability to
Look Tip: Underlining keywords do something)
we use can or can’t to talk about things that we are able to do or In reading or listening, tell students to
unable to do every time or just in one situation. underline any important words that might Session 2
help them find the answers when listening to
• Can you run? Yes, I can. Suggestion: Starting session 2
the audio or scanning the reading passage.
To start the class, you should ask students
• Can you come to the party tomorrow? No, I can’t. It also helps students focus and understand
the meanings of the six words in activity 1.
the questions better.
You may also ask for some basic rules of
football in activity 2.
[Audioscript]
B. Listen again. Is the pronunciation of can the same in A Good morning, ladies and gentlemen. We are
4 Grammar: can and can’t
in Siem Reap today to see a match for the Kizuna
and B in the conversations? Cup between Cambodia playing in red and A. 1. Before playing the recording, tell students
Japan playing in blue. Can you see how happy to read the conversations carefully and
C. Work in pairs. Read the conversations and pay attention to the two teams are? Each team with its 11 players underline keywords if needed.
are smiling and shaking hands. The referee is 2. Tell students to listen carefully and write
how you say can. now telling them about the rules, and after that can or can’t in their notebook.
he’ll flip the coin to decide who will kick off. 3. Check the answers as a class.
5 A. Look at these pictures and make sentences using can or can’t. Japan gets the ball, but can they score the first 4. Tell students to read the Look box in their
goal? The referee blows the whistle and the book.
players run to their positions. The match begins 5. Explain to students what able to do (can
as Japanese player number 7 passes the ball do) and unable to do something (can’t
to Japanese player number 5 on his right, but do) mean and give some real-life
Cambodian player number 8 is running toward examples. Read the tip box below for
him. Can he protect the ball? Oh! Yes, he can! more information.
Japanese player number 5 quickly kicks the
ball to Japanese player number 10 on his left... Answers
but it can’t reach him because Cambodian player 1. A: can, B: can 2. A: can, B: can’t
number 4 takes the ball away first and with a 3. A: can, B: can 4. A: can, B: can’t
5. A: can, B: can’t
strong kick forward, it flies to Cambodian player
number 11 on the right side of the field. With
[Audioscript]
the ball, he runs toward the goal, but there are
Can you do karate and judo? I can do karate,
two Japanese players, number 4 and 2, in front but I can’t do judo.
of him. What a problem. Now, how can he score?
1 Oh!! Cambodian player number 11 sneakily
passes the ball behind him to the right side and
Can you swim in a lake? Yes, I can.
Can you run for 30 minutes every morning? No,
I can’t.
number 7 quickly kicks it into the goal and… Can he play badminton? He’s not very good at
Goal!!! Cambodia score the first goal. What it, but he can.
Example: She can do yoga, a great goal! It was so fast that the Japanese Can you play basketball with me? I’m too short
but she can’t swim. goalkeeper can’t even touch it! Let’s have a to play. I can’t throw it into the hoop.
look at that kick one more time… Can we go hiking from Kompot to Kep? It’s too
បោះពុម្ពផ្សាយឆ្នាំ ២០២១ far! I can’t walk that long.
- 51 -
Unit 9, Lesson B

4. Have students compare answers with

Focus on types of can
There are 2 types, general ability and their partner.
specific ability. 5. Check the answers as a class.
-General ability is something that we learn
once and can do forever.
Example: I can play basketball. Answers
-Specific ability is something that you’re 1. He can play football, but he can’t play
able or unable to do in a specific situation. badminton.
Example: I can’t go to the gym today 2. She can do judo, but she can’t play football.
3. She can play basketball, but she can’t
3 4
because I have a meeting.
2 play golf.
4. They can go hiking, but they can’t do yoga.
Tip! Using real-life examples
When explaining a new grammar point, B. 6. Put students in new pairs.
use a real-life example from students or 7. Tell them to look at the example in speech
the class to explain. It is better than an bubbles.
unfamiliar one as it will make students 8. Have them look at the pictures, then ask
understand better from the familiar context. and answer each other about the pictures
B. Work in pairs. Ask and answer about the pictures above. using can or can’t.
B. 6. Before listening, tell students to pay
Can she do yoga? Yes, She can. attention to the pronunciation of can. 6 Speaking: Sports I like and sports I don’t like
7. Get them to write down the sound of can
A. 1. Tell students to write 10 sports either from
that they hear in either Khmer or English
unit 9 or other sports that they know.
6 A. In your notebook, write down ten sports. Put a if you can because the purpose of this activity is for
2. Get students to put a next to the sports
students to recognize the different sounds.
do it, and a if you can’t do it. 8. Use the Focus on box below to explain, if they can do that sports, and a if they
then play the audio one more time. can’t.
B. Walk around the class and ask some friends about what sports 3. Walk around the classroom, help and
they can or can’t do. If someone has the same answer as you Focus on pronunciation of can correct if necessary.
There are two pronunciation of can.
write their name next to that sport. -Strong “can” is pronounced as /kæn/ when B. 4. Tell students to read the example in their
we emphasize or stress on it. textbook.
Can you play badminton? Example: Yes, I can. 5. Have students stand up, move around
Yes, I can. and ask questions about the sports they
-Weak can is pronounced as /kən/ when we
don’t focus or stress on it. just wrote down, using can.
Example: Can you swim? 6. Tell students to note down their friend’s
name if they can do the same sport.
C. 9. Put students in pairs. 7. Get students to ask one person only one
10. Have students read the five question unless there is no one else.
conversations and focus on the 8. Walk around the classroom, listen, help
pronunciation of strong and weak can. and correct if necessary.
11. Select 2 pairs to read in front of the class.
7 Reflection: ‘Now I can…’
7 How well can you do these things? Write in your notebook! 5 Speaking: Making sentences with can
1. Ask students to look at the sentences and
and can’t decide how well they can do these things.
A. 1. Ask how many pictures there are, and 2. Encourage honest reflection by being
what are in those pictures. positive about mistakes.
unhappy neutral happy very happy 3. Tell students that by finding out what they
2. Have students look at each picture then
write a sentence using can and can’t. have and haven’t learnt, they will become
3. Tell students to read the example for help better learners.
if needed. 4. For more ideas on how to do this, please see
Now I can... page V.
• name some common sports and words used with those sports.
Extension activity: Role-play
• describe how some common sports are played.
In pairs, decide who will be the teacher and who will be a student. The student doesn’t know
• use the correct collocations do, play, go with sports. what sport they’re good at, so he/she goes to the teacher for help. The teacher uses “can”
• describe the rules of football. questions to get information such as Can you kick a ball very far? Can you run very fast? Then
• use can / can’t to talk about ability. suggest which sport the student should try.

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 UNIT 10 Unit 10, Lesson A : Who is faster?
Aims: to learn about comparatives and superlatives of adjectives which use –er and –est.

Who is faster? By the end of 10A, students should be able to:

• describe people using adjectives of one syllable and two syllables ending in –y.
10A • compare people using the comparative and superlative forms of these adjectives.
• ask and answer questions that compare people.
1 A. Match the words in the box with the pictures.
Session 1
strong weak fat slim fast slow high low
1 Vocabulary: Adjectives C. 7. Have students look at the information in
the table.
a b c d A. 1. Have students match the words in the 8. In pairs, have students complete the
box with the pictures. sentences in speaking.
2. Check the answers as a class. 9. Walk around the class, listen, help and
Focus on comparatives. correct if necessary.
If students don’t remember what 10. Tell students to write the sentences in
comparatives are, refer them to unit 4B, their notebooks.
e f g h activity 2. 11. Check the answers as a class.

Answers Answers
a. high; b. weak; c. slim; d. low;
1. Kosal weighs 54kg. He is heavier than
e. slow; f. strong; g. fast; h. fat;
Lynn but lighter than Tim. Tim is the
heaviest and Channy is the lightest.
B. 3. Have students draw three columns in their
B. Copy the table into your notebook and complete it with the notebooks, eight lines down the page.
2. Lynn runs 100m in 13.5 seconds. She is
other adjectives from 1A. 4. Tell them to write the eight adjectives
faster than Tim but slower than Kosal.
Kosal is the fastest and Lynn is the
from the box at the top of the page down
slowest.
strong stronger the strongest the first column, and the first line: strong –
3. Kosal can lift 25kg. He is stronger than
stronger – the strongest across the top row.
Channy but weaker than Tim. Tim is the
5. Have students fill in the rest of the table
strongest and Lynn is the weakest.
with the comparatives and superlatives of
4. Kosal can jump 125cm. He is a higher
the other adjectives.
jumper than Tim but lower than Channy.
6. Check answers as a class. Make sure
C. Work in pairs. Complete the sentences about Tim, Kosal, that they used a double letter in fatter /
Channy is the highest jumper and Lynn
Channy and Lynn. with the information in the table. fattest and slimmer / slimmest, and that
is the lowest.
they use the word the with the superlative.
Tim Kosal Lynn Channy
Weight 68 kg 54 kg 35 kg 50kg Answers
Can run 100m 14 sec 13 sec 16 sec 13.5 sec strong stronger the strongest
Can lift 30 kg 25 kg 7kg 12 kg weak weaker the weakest
Can jump 118 cm 125 cm 88 cm 134 cm fat fatter the fattest
slim slimmer the slimmest
1. Kosal weighs 54kg. He is_____than Channy but_____than Tim. fast faster the fastest
Tim is the_____and Lynn is the_____.
slow slower the slowest
2. Channy runs 100m in 13.5 seconds. She is_____than Tim but_____than Kosal.
Kosal is the_____and Lynn is the_____. high higher the highest
3. Kosal can lift 25kg. He is____than Channy but_____ than Tim. low lower the lowest
Tim is the_____and Lynn is the_____.
4. Kosal can jump 125cm. He is a_____jumper than Tim but_____than Channy.
Channy is the_____jumper and Lynn is the_____.
- 53 -
Unit 10, Lesson A

2 A. Copy the table into your notebook. Use the words in the clouds 2 Grammar: Irregular comparatives and 3 Vocabulary: Comparatives, 2-syllable words
to complete the table. superlatives that end with –y.
A. 1. Have students copy the table into their 1. Have students read the example.
notebook (3 columns, 9 rows). 2. Choose a student to read the answer in the
good better furthest 2. Tell them to complete the table with the example (Who is heavier..)
fat
bad luckier worse worst happiest correct words from the clouds. Cloud 1 3. In pairs, have students make similar
lucky happier for the left hand column, cloud 2 for the sentences from questions 1 – 4.
many/much most fattest middle column and cloud 3 for the right 4. Walk around the class, listen, help and
farther
happy less luckiest least hand column (adjective – comparative – correct if necessary.
little/few more best superlative). 5. Check the answers as a class.
3. Check the answers as a class. Make sure
that the students write the with the Answers
superlative.
good 1. Who is luckier, Leakhana or Vicki?
Answers Leakhana is luckier than Vicki.
worse
2. Which is noisier, listening to music or
the furthest good better the best
reading a book? Listening to music is
fatter bad worse the worst noisier than reading a book.
far further the furthest 3. Which is healthier, riding a bike (to school)
happy
or taking the bus? Riding a bike is
the luckiest fat fatter the fattest healthier than taking the bus.
much / many happy happier the happiest 4. Which is easier, (playing) badminton or
(playing) tennis? (Playing) badminton is
little / few lucky luckier the luckiest
easier than (playing) tennis).
much / many more the most
B. Find and correct the mistakes. little / few less the least Session 2
1. My best friend is a more good swimmer than me, but he’s worst than my brother.
2. You ride your bike more far than me to school every day, but Panha rides B. 4. In pairs, have the students read the Suggestion: Starting session 2.
the farest. sentences, find the mistakes and correct
them. Draw two clouds on the board. One
3. I don’t play many computer games. My sister plays many than me, but my
5. Walk around the class, listen, help and containing the words fastest, strongest,
cousin plays most. healthiest and busiest. The other containing
4. I don’t do much sport, but you do littler than me. You do the less sport in the correct if necessary.
6. If there’s time in class, have students write the words in my family, in the class, of my
whole class! friends.
the correct sentences in their notebooks.
5. Bopha is slimer than Ratha, but Ratha is more strong than Bopha.
Point to “fastest” and “of my friends” and
Answers make a sentence, (e.g. Oudom) is the fastest
Look
When an adjective ends +y we remove the -y and add -ier to make 1. My best friend is a better swimmer than of my friends. Point to strongest and in the
the comparative or -iest to make the superlative. me, but he’s worse than my brother. class and say, (e.g. Panha) is the strongest
lucky - luckier - luckiest 2. You ride your bike further than me to in the class.
school every day, but Panha rides the
furthest. Point to other words and have students make
3. I don’t play many computer games. My similar sentences in pairs.
3 Make questions and answers. sister plays more than me, but my cousin
Example: Richard weighs 75 kg but Somnang weighs 65kg. (heavy) plays the most.
4. I don’t do much sport, but you do less
Q: Who is heavier, Richard or Somnang? Richard is heavier than Somnang. than me. You do the least sport in the
whole class!
1. Leakhana won $10 but Vicki only won $2. (lucky) 5. Bopha is slimmer than Ratha, but Ratha
2. Listening to music is not quiet. Reading a book is quiet. (noisy) is stronger than Bopha.
3. Riding a bike to school is good for you. Taking the bus is not so good.
(healthy)
4. Playing badminton is not difficult. Playing tennis is difficult. (easy)
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 Unit 10, Lesson A

4 A. Read the message from Tim’s school friend in England. 4 Reading: Superlatives.
Answers
Underline all the adjectives.
A. 1. Have students read the message from 1. Steven can run faster than James.
Tim’s old school friend in England. 2. Steven is heavier than James.
New Message
2. Tell students to underline all the 3. James reads more books than Steven.
To Cc Bcc superlatives that they can see. 4. Steven is the strongest.
3. Check the answers as a class. 5. Steven came first in all the games.
Subject
Answers C. 7. Put students in pairs or small groups.
8. Have students look in the text and make
Hey Tim! Hey Tim! comparisons between Steven and James.
How are things in Cambodia? We miss you at school! There are two new boys in 9. Read the example to the students and
How are things in Cambodia? We miss you at
our class. One is called Steven and the other is called James. We had our school school! There are two new boys in our class. ask the class for one more example.
sports competition the other day. Steven was amazing! He’s the fastest boy in the One is called Steven and the other is called 10. Walk around the class, listen, help and
James. We had our school sports competition correct if necessary.
whole school and he came first in everything. He can swim the farthest and he is
the other day. Steven was amazing! He’s
the best volleyball player too. He is a great runner. He’s even faster than you! He’s the fastest boy in the whole school and he 5 Writing and speaking: Using comparatives
the heaviest boy too. He isn’t the fattest, he’s the strongest. He can lift the heaviest came first in everything. He can swim the and superlatives.
weights and he can throw a ball the farthest. furthest and he is the best volleyball player 1. Tell students they are going to play a game
too. He is a great runner. He’s even faster called “truth and lies”.
than you! He’s the heaviest boy too. He isn’t 2. Have students write six sentences
James is the opposite. He is probably the slimmest and weakest boy in the class. the fattest, he’s the strongest. He can lift the about themselves in their notebooks using
He is the slowest runner and came last in everything! He is the worst at playing heaviest weights and he can throw a ball the comparatives and superlatives, like in the
games like volleyball and tennis and he won the least games. James and Steven furthest. example.
are so different, and that’s interesting because they are twins! 3. Tell students that three of their sentences
James is the opposite. He is probably the
must be true and three of them must be
slimmest and weakest boy in the class.
false. This can be prepared as homework if
He is the slowest runner and came last in
there isn’t time in class.
Send everything! He is the worst at playing games
4. Put students in groups of around 4. They
like volleyball and tennis and he won the
take turns to read one of their sentences to
least games. James and Steven are so
the group. The others have to say if they
different, and that’s interesting because they
B. Steven or James? are twins!
think the sentence is true or false.
5. If they guess correctly, they get a point. At the
1. ... can run faster. end, the person with the most points wins.
2. … is heavier. B. 4. Have students answer questions 1 – 6.
The answers are either “Steven” or Tip! Answer cards
3. … reads more books.
“James”.
4. … is the strongest 5. Tell them to write full sentences in their When the students play a game, such as
5. … came first in all the games. notebooks. E.g. “James is slimmer than true or false, it can be useful to make a
Steven”. pair of true and false cards for the students
C. Work in groups. Make as many examples as you can comparing 6. Check the answers as a class. to hold up. This means that they have to
decide for themselves and they don’t copy
Steven and James. what the others have said. If you make them
Example: Steven is faster than James. on strong card, you can collect them back
and use them again and again.
5 Write six sentences comparing yourself to your family and friends
Extension activity: Comparing people
containing comparatives and superlatives. Write three true sentences
In small groups, have students think about themselves and another person that they know well,
and three false sentences. for example a friend or family member.
I can swim farther than my brother. They compare themselves to this person using the adjectives that we’ve studied in this unit. For
My mum is the strongest person in my family. example: My best friend is faster than me but I am stronger than him.
Tell students not to look in the book or in their notebook but try to remember how to make the
sentences by themselves.
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 10B Unit 10, Lesson B
1 A. Match the words to the meanings 1-8 below. Write the answers Aims: to use comparatives and superlatives to compare different activities.
in your notebook. By the end of 10B, students should be able to:
• describe activities using a range of adjectives.
1 exciting 2 • compare activities using comparatives and superlatives with more and most.
boring 3 • compare people and activities using the forms as.. as and not as…as.
enjoyable
social • ask and answer questions using the more and most, and the as…as forms.
dangerous normal fun
difficult relaxing pleasant
important tiring Session 1
1 Vocabulary: Adjectives 2 Grammar: Comparatives and superlatives

Which word means “something that… A. 1. Have students match the words in the 1. Have students look at the example. It has
clouds with the meanings in 1 – 8. an adjective, dangerous together with three
1. ...is hard, not easy.” 5. ...you do together with other people.” 2. Check the answers as a class. activities: doing homework, riding a scooter
2. ...is not safe.” 6. ...is hard work and makes you sleep.” and playing volleyball.
3. ...makes you feel nice and quiet.” 7. ...makes you have a good time.” Answers 2. Write the activities on the board and
4. ...is ordinary, not special.” 8. ...you must do.” 1. difficult; 2. dangerous; 3. relaxing; 4. number them 1, 2 and 3. Riding a scooter
normal; 5. social; 6. tiring; 7. enjoyable; is 1 because it is the most dangerous.
B. Look at the sentences below and find the comparatives and 8. important Playing volleyball is 2 because it is the
middle one and reading a book is 3
superlatives of the adjectives. because it is the least dangerous.
B. 3. Have students read the two examples.
3. Have the students do the same for
1 Going for a walk is boring. Doing homework is more boring than going Tell them to find the comparatives and
questions 1 – 6.
superlatives.
for a walk. Playing football is the most boring thing to do for me. 4. Check the answers as a class. 4. Students’ answers may vary but they
should all have the same grammar structure
2 Answers as the example.
Riding a bike is pleasant. Playing games with my friends is more 1. more boring, the most boring; 2. more 5. Have students use the numbers to make
pleasant than riding a bike. Having dinner and talking to my family pleasant, the most pleasant. sentences like in the example. They can
is the most pleasant thing for me. talk in pairs or write the sentences in their
C. 5. Ask students to choose the correct notebooks.
answer, a or b, for questions 1 – 5.
6. Check the answers as a class.
C. How do we make the comparatives and superlatives of these
adjectives? Choose the right answer. Answers
1. a; 2. a; 3. b; 4. a; 5. b
1. a. more exciting / the most exciting. b. excitinger / the excitingest
2. a. more relaxing / the most relaxing. b. relaxinger / the relaxingest
3. a. socialer / the socialest b. more social / the most social.
4. a. more normal / the most normal. b. normaler / the normalest.
5. a. funner / the funnest b. more fun / the most fun

Look Adjectives that make comparatives and superlatives with more and
most, not with -er and –est:
• three or more syllables: important, enjoyable, dangerous.
• two syllables which don’t end in –y: boring, social, normal, fun,
which has only one syllable.

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 Unit 10, Lesson B

2 Compare the following activities using the adjectives: 3 Grammar: as… as

Focus on as…as
Example: dangerous: doing homework, riding a scooter, playing volleyball. Make sure that students understand that as
A. 1. Teach students the word equally: it means
à Playing volleyball is more dangerous than reading a book, but riding a the same level. Equally strong means the (adjective) as means that they are the same.
If you need further examples:
scooter is the most dangerous. same level of strength. Equally beautiful
• I am as tall as you means that we are the
means the same level of beauty. same height.
1. exciting: going for a walk, playing computer games, doing yoga. 2. Have students look at questions 1 and 2, • Siem Reap is as hot as Phnom Penh
2. social: watching TV, going swimming, reading a book. and choose the correct answer a, b or c. means that they are the same temperature.
3. enjoyable: listening to music, brushing your teeth, riding a bike 3. Check the answers as a class. • Some cars are as expensive as a house
means that they are the same price.
4. important: playing chess, going to school, riding a bike Answers
5. relaxing: going for a walk, playing computer games, doing exercise. 1. c; 2. b Not as big as is the opposite of bigger than,
6. tiring: playing badminton, taking a shower, having breakfast. not as tall as means shorter than. If you need
B. 4. Have students read the example. further examples:
5. Tell students to read the sentences 1 – 8. • She is not as old as her brother means
3 A. Choose the correct answer: she is younger than him.
6. For each one, they complete the second
• Siem Reap is not as big as Phnom Penh
sentence with as (adjective) as or not as means it is smaller than Phnom Penh.
Brushing your teeth is as important as having a shower. (adjective) as, so that the second • My bike is not as expensive as my
sentence means the same as the first. scooter means it is cheaper than my
7. In class, students can say the sentences scooter.
Going for a walk is not as exciting as playing computer games.
together in pairs, or they can write them
in their notebooks. Session 2
1. Lynn thinks that 8. If this activity is set for homework,
they can write the sentences directly in Suggestion: Starting session 2
a. brushing your teeth is more important.
their notebooks. Say some adjectives and have students
b. having a shower is more important.
shout out the comparatives and superlatives.
c. they are both equally important. Answers They should think about whether to use-er,
1. For me, playing football is as boring as -est or more, most.
2. Channy thinks that
riding a bike.
a. going for a walk is more exciting. 2. Walking to school is not as fast as riding a
Give two easy examples: big and expensive
(students shout out “big, bigger, biggest”
b. playing computer games is more exciting. scooter to school. and “expensive, more expensive, most
c. they are both equally exciting 3. Listening to music is not as tiring as doing expensive).
homework.
4. Going swimming is as healthy as doing Repeat with other adjectives: e.g.
B. Complete the second sentence so that they mean the same as yoga. dangerous, slim, happy, normal, fun (!),
the first. Write the sentences in your notebook. strong, exciting, far, many, bad.

Example: Playing volleyball is exciting but playing chess is not exciting. 4 Listening: Comparatives and superlatives.
Playing chess is not as exciting as playing volleyball.
1. Tell students that they are going to listen to a
1. Playing football is boring and riding a bike is boring. They are the same for me. conversation between Kosal and Tim. As
For me, playing football is _____ _____ _____ riding a bike. they listen, they should answer questions 1
2. Riding a scooter to school is fast but walking to school is slow. to 6 with true or false.
2. Have students read the sentences first.
Walking to school is _____ _____ _____ _____ riding a scooter to school. 3. Play the recording, tell students to check
3. Doing homework is very tiring but listening to music is not very tiring. their answers with their neighbour, then play
Listening to music is _____ _____ _____ _____ doing homework. the recording a second time to check.
4. Check the answers as a class.
4. Going swimming and doing yoga are equally healthy.
5. Play the recording a third time after
Going swimming is _____ _____ _____ doing yoga checking the answers if necessary.

Answers
1. F; 2. T; 3. T; 4. F; 5.F; 6.T

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Unit 10, Lesson B

4 Listen to Kosal and Tim having a conversation and then [Audioscript] 5 Speaking: Talking about yourself with
Kosal: Hi Tim. Can I ask you some questions? comparatives and superlatives
answer the questions with true or false. Tim: Hi Kosal. What kind of questions?
Kosal: Well, it’s for English class. I have to ask 1. Have students look at the jumbled up
1. Tim says that listening to music is the most relaxing an English speaker about how they feel about questions. Tell them that they are going to
thing to do. different activities that they do and then tell my re-order them.
class about it. 2. Tell students to look at number 1. Allow two
2. Tim says that football is more tiring than yoga. Tim: OK, of course, what do you want to know? or three minutes and then invite answers
3. Tim says that playing computer games is the most fun Kosal: So, first of all, what do you think is the from the class.
thing to do. most relaxing thing to do in your spare time? 3. Keep going until you get the right answer.
Tim: Well, I think for me the most relaxing thing Then, write it on the board (see answers
4. Tim says that playing computer games is more to do is listening to music. Oh wait, I also love below).
pleasant than going swimming. to read books. Yes, reading is more relaxing 4. Tell students to re-order the rest of the
than listening to music for me. questions and write them down in their
5. Tim says that going to bed early isn’t as boring as Kosal: OK, and what’s the most tiring thing that notebooks.
watching TV. you often do? 5. Students can work together in pairs or in
6. Kosal says that Tim’s answers are more simple and Tim: I just started doing yoga. I’m teaching small groups on this.
myself from You Tube. But maybe it isn’t as tiring 6. Check the answers together as a class.
normal than Lynn’s answers. as playing football. No, yoga is more difficult (You may like to prepare a poster before
than football but football is the most tiring. class with the correct answers).
5 Work in pairs. Put the words in the right order to make questions. Kosal: Thanks Tim. How about the most fun 7. In pairs or small groups, have students ask
thing that you sometimes do? and answer the questions.
Take turns to ask your partner. Answer the questions so that they Tim: Ooh that’s hard to say! A lot of things are 8. Walk around the class, listen, help and
are true for you. fun. Going swimming or playing computer correct if necessary.
games. Ok yeah, going swimming is more 9. Ask the questions to the class and invite
pleasant but not as fun as playing computer some example answers, checking them.
1. What’s / do / most / time? / thing / your / spare / you / relaxing / in / the games, that’s the most fun.
2. What’s / most / you / to / do? / boring / thing / have / that / the Kosal: Right, ok, got it. And one more question Tim. 6 Reflection: ‘Now I can…’
Tim: Sure, go ahead, ask me anything you like.
3. sport / to / What’s / the / play? / dangerous / most Kosal: What’s the most boring thing that you 1. Ask students to look at the sentences and
4. the / to / social / Do / prefer / be / you / evenings? / in / or / mornings / in / more / the have to do? decide how well they can do these things.
Tim: I have to go to bed early on school nights. 2. Encourage honest reflection by being
5. think / is / music? / to / as / pleasant / listening / Do / as / books / you / reading That’s more boring than staying up later at the positive about mistakes.
6. bike / to / school? / ride / walk / or / usually / Do / you / a weekend and watching TV or listening to music. 3. Tell students that by finding out what they
Kosal: OK, great, that’s all. Thanks Tim. I have and haven’t learned, they will become
7. watching / games / is / fun? / Playing / or / TV? / more / Which asked Lynn but her answers were much more better learners.
8. subject / school / at / the / for / you? / is / most / Which / difficult difficult to understand. Your answers were more 4. For more ideas on how to do this, please
normal. Thanks again Tim. see page V.

6 How well can you do these things? Write in your notebook. Extension activity: Quick sentences
Write the adjectives from 10B on the board.
Write more/most, as..as and not as… as on the board.
unhappy neutral happy very happy Point to an adjective and one of the three: more/most, as..as and not as… as and ask students
to give example sentences as quickly as possible. After the first three correct sentences, point
to different adjectives and then repeat.

Now I can... Tip! Getting everyone to answer

• use comparatives and superlatives of adjectives with –er and –est In a review activity like the one above, if the class isn’t too large and there is time, it can be a
• use comparatives and superlatives of adjectives with more and most good idea to have the class stand up, and let the students sit down once they’ve answered a
question. This can be a good way to make sure that everyone answers one question.
• ask and answer or questions using comparatives (e.g. who is slimmer…)
However, if there are students who find it difficult, it’s better not to be too strict and to let them
• make comparatives using as…as and not as…as. sit down if they try to answer, don’t be too worried about the answers being perfect.

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 UNIT 11 Unit 11, Lesson A : How do you feel?
Aims: to practise using -ing adjectives with common activities to express how those activities

How do you feel? make them feel.

By the end of 11A, students should be able to:

11A • identify the use of -ing adjectives.

• choose which -ing adjectives to use to describe the given situations and activities.
1 A. What activities do you like and hate doing in your free time?
Write the answers in your notebook. Session 1

Example: Like: watching T.V – Hate: playing chess free time? 1 Vocabulary: Free time activities 2 Reading: Common activities and -ing
adjectives
A. 1. Ask students to write down the activities
they like doing in their free time. A. 1. Have the students read the three short
2. Encourage students to use and review texts and find out what each persons
the vocabulary of activities and sports favourite activity is.
B. Work in pairs. Talk about your they learn in unit 8 and 9. 2. Put the students in pairs and ask them to
B. 3. Put students in pairs. compare their answers together.
answers. Do you think your 4. Ask students to share the answers with
partner’s activities are boring their partners. Answers
or amazing? 5. Emphasis on asking the question “Do Nary - watching films
you think your partners’ activities are Mesa - playing football / reading
2 A. Read these texts about Nary, Mesa, and Vicki. What are their boring or amazing? Vicki - listening to music
favourite activities?

Nary: When I have some free time, I like watching films the most. I
always borrow DVDs from my cousin because he has so many of
them. One of my favourite films is called Frozen. People say Frozen is
only for young children because it is like a cartoon, but I don’t agree.
I think Frozen is an exciting film. My favourite character is Elsa. She is
amazing because she can make it snow whenever she wants!

Mesa: A lot of my friends like playing football in their free time, but I
don’t. Playing football in the hot sun is not for me. And when your team
doesn’t score any goals, it can be really disappointing. I prefer staying
home and reading books. I enjoy reading books about science. I think
those books are interesting and I learn a lot from reading them. One
day, I hope to become a scientist!

Vicki: When my children go to school, I’m usually home alone.

Sometimes, my friends invite me to play chess with them, but I rarely
go. I think chess is boring. If I am free, I prefer listening to music at
home alone on my sofa. I play my favourite songs that remind me of
my childhood and my home country, Canada. It’s very relaxing and it
brings me happy memories.

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Unit 11, Lesson A

B. Read the texts again. Match the activities with the adjectives. B. 4. Ask students to match the activities with
Focus on allowing students to guess the
the correct adjectives.
Write the answers in your notebook. meaning from context

Example: Watching Frozen a. Amazing Answers One of the ways to teach new words is to
1. Elsa, a character in Frozen b. Boring 1. a; 2. e; 3. d; 4. b; 5. c encourage students to guess meanings
2. Not scoring any football goals without using their dictionaries. Instead, you
c. Relaxing C. 5. Ask students what all the adjectives in can provide examples or even demonstrate
3. Science books d. Interesting activity 2B have in common. the relevant emotions and allow students to
4. Playing chess e. Disappointing 6. Give students hints by pointing at their guess. In other words, students can learn
5. Listening to music f. Exciting spelling if necessary. how to guess the meanings from context.
7. Spend some time going through the Look
box. B. 3. Ask students to listen and repeat the
C. What is the ONE thing the adjectives above have in common? adjectives.
3 Grammar and Vocabulary: Choosing 4. Tell students to underline the stressed
the correct -ing adjectives syllables of the words in activity 3A.
Look
-ing adjectives = describe anything (things, activities, people) that 5. Focus on the stress (in bold) and
makes other people feel something. A. 1. Tell students to choose the correct syllables of each adjective.
1. I think chess is boring. definition of each adjective.
2. Encourage students to guess and not use [Audioscript]
=> When I play chess, I think it is not fun and it makes me feel bored. any dictionary even if they have one. Amazing, Boring, Relaxing, Interesting,
2. Listening to music is relaxing for Vicki. Disappointing, Exciting
=> When Vicki listens to music, it makes her feel happy and relaxed.
Answers
1. a; 2. b; 3. b; 4. a; 5. b

3 A. Look at the adjectives. Choose the correct answers. Write the

answers in your notebook.
Example: a. very good b. very bad
1. Boring:
a. describing something that isn’t fun b. describing something that is fun
2. Relaxing:
a. making you feel tired b. making you feel like you can rest
3. Interesting:
a. same as boring b. opposite of boring
4. Disappointing:
a. feeling sad because you fail b. feeling happay
5. Exciting:
a. giving bad feelings b. giving great feelings and joy

B. Listen and underline the stressed syllables.

Example: Amazing

Amazing, Boring, Relaxing, Interesting, Disappointing, Exciting

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 Unit 11, Lesson A

4 Ask your classmates which adjective best describes what they 4 Speaking: Choosing -ing adjectives 6 Grammar and Speaking: Using -ing
think of these activities. Draw the table in your notebook. 1. Put students in a group of four or five adjectives

Name Activities Ing-adjectives depending on the class size.

A. 1. Divide students into A and B.
2. Tell students to ask their classmates what
Example: Dara a. winning football games amazing 2. Ask students to write the activities
-ing adjectives they would use to describe
depending on their given adjectives.
1.__________ b. doing homework __________ each activity in the table.
B. 3. Pair student A with student B.
3. Encourage students to ask different person
2.__________ c. jogging __________ for each activity. 4. Ask students to share their answers.
3.__________ d. watching T.V __________ 5. Encourage students to ask if their
Session 2 partners have similar opinions.
4.__________ e. playing badminton __________
5.__________ f. going to the beach __________ Suggestion: Starting session 2 7 Writing: Writing a short text
To start the class, you can use the idea of
1. Ask students to think of one activity they love
5 Complete the gaps with the words in the box. Write the answers speaking activity 4 as a review. You do not
doing in their free time and one they hate.
have to repeat the whole activity. You can
in your notebook. choose few activities from the table and ask 2. Tell students to write a short text that is
“who thinks jogging is boring?” etc., and ask similar to the short texts in activity 2A.
amazing boring relaxing interesting disappointing exciting students to raise their hands if they think so. 3. Remind students to use at least 2 of the 6
-ing adjectives they have learnt in their
Example: I really love this new action movie. Everyone in this movie is amazing. writing.
4. Walk around, listen, and help if it is
1. We want to have an__________family holiday in Thailand soon. 5 Grammar: Filling in the gaps with necessary.
2 Joe is upset now because his math test result is__________. adjectives
3. When I feel tired, I often go out for a walk in the park. It is__________. 1. Ask students to choose the correct
4. Mesa saw an__________science book so he borrowed it to read at home. adjectives to fill in the gaps.
5. I don’t like playing computer games. I think it is__________to sit in front of the 2. Encourage students to compare the
computer for a long time! answers.

Answers
6 A. Write three things or activities that you think are: 1. We want to have an exciting family holiday
Student A: amazing, boring, exciting in Thailand soon.
Student B: relaxing, interesting, disappointing 2. Joe is upset now because his math test
result is disappointing.
Example: Student A: Playing football is exciting. 3. When I feel tired, I often go out for a walk
Student B: Swimming is relaxing. in the park. It is relaxing.
4. Mesa saw an interesting science book at
B. Work in pairs. Share what you have written. Would those things/ the library, so he borrowed it to read at
activities make you feel the same way as your partner? home.
5. I don’t like playing computer games. I think
I think playing football is exciting. it is boring to sit in front of the computer
for a long time.
So do I!

Extension activity: Reading their texts

If time allows, you can ask for some volunteers to come and read their writing in front of the
7 Write a short text about one activity you like and one activity you class. Then you can ask how many students have similar opinions of those activities.
hate doing in your free time. Why do you like or hate it? How often
do you do it?
Example: I like swimming because it’s relaxing. I often go swimming
on the weekend…

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 11B Unit 11, Lesson B
1 A. Fill in the missing letters. Write the answers in your notebook. Aims: to practise using -ed adjectives to express emotions and feelings.
Example: BORING By the end of 11B, students should be able to:
3. I__T__ __ES__ __ __G
1. __M__ZIN__ 4. R__L A__ __NG • identify the use of -ed adjectives.
• differentiate between -ing adjectives and -ed adjectives.
2. D__SA__ __OIN__I__G 5. E__CIT__ __ __
• choose which -ing adjectives and -ed adjectives to use to describe the given situations.
B. Think of activities or things you would match with the words
from activity 1A. Write the answers in your notebook. Session 1
Example: BORING => Doing maths homework is boring. 1 Vocabulary: Feelings Tim: This book looks amazing, but I am
interested in watching film. I usually get bored
2 A. Listen and choose the words you hear from the box. A. 1. Ask students to complete the missing when I read. You know me!
Write the answers in your notebook. gaps. Kosal: Haha, that’s true! You always fall asleep
2. Tell students these are the words they when you read, right? But have you watched
have learnt in lesson 11A. the new Spiderman film yet?
Tim: Of course, I have! I was so excited to see
Answers it, but my sister didn’t really like the film. She
1. AMAZING said it was neither exciting nor amazing! Can
2. DISAPPOINTING you believe it?! I am not going to watch any
3. INTERESTING films with her again.
4. RELAXING
5. EXCITING Answers
amazing; interested; bored; exciting; excited
B. 3. Ask students to think of one activity to
match with each -ing adjective in activity 1A. B. 3. Ask students to listen again and fill in the
gaps.
2 Listening: Choosing the correct adjectives 4. Play the recording twice if necessary.

A. 1. Ask students to listen to the recording. Answers

2. Tell students to choose and write the 1. Tim is interested in watching films.
words they hear in the recording. 2. Tim usually feels bored when he reads.
3. Tim was excited when he watched
[Audioscript] Spiderman film.
Tim: Hey, what are you reading? 4. Tim’s sister thinks Spiderman film was
Kosal: I’m reading a book about Spiderman that neither exciting nor amazing.
my dad just got me! I’ve seen the film before
Example: i​nteresting but this book is interesting!
interested amazing amazed boring
bored exciting excited

B. Listen again and complete the sentences with the words

you hear. Write the answers in your notebook.
Example: Kosal thinks the Spiderman book is amazing.
1. Tim is______in watching films.
2. Tim usually feels______when he reads.
3. Tim was______when he watched the Spiderman film.
4. Tim’s sister thinks the Spiderman film was neither______nor______.

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 Unit 11, Lesson B

3 Complete the table in your notebook. 3 Grammar: Filling in the gaps 4 Grammar: Choosing the correct adjectives

Look 1. Ask students to look at the Look box and the 1. Ask students to choose the correct
-ing adjectives: describe anything -ed adjectives: describe pictures. adjectives.
that makes other people feel people’s feelings and 2. Tell students to guess and fill in the gaps. 2. Encourage students to compare the
something. emotions. 3. Go through the Look box with students. answers.
interesting, 2.__________ 1.__________ bored
Answers Answers
disappointing, 4.__________ 3.__________ relaxed
-ing adjectives: 1. It’s an exciting day today because it’s my
-ed adjectives: birthday!
describe anything
describe your 2. Emma thought she’d win the game, but
that makes other
feelings and she didn’t. She felt so disappointed.
people feel
The maths book is boring. something
emotions 3. Every weekend, Vicki goes to her yoga
It makes me feel bored. class. Vicki thinks doing yoga is very
This music is relaxing. interesting 1. interested relaxing.
I’m relaxed. 2. boring bored 4. I don’t have anything fun to do. I’m bored.
disappointing 3. disappointed Can you please play with me?
4. relaxing relaxed 5. She loves paintings and her favourite
artist is Mr. Nara. Nara’s paintings are
always interesting.
Session 2
6. Yesterday, our father took us to see a new
Suggestion: Starting session 2 Khmer film. We were amazed because
the film was wonderful and exciting.
To start the class, you can use a simple 7. Well, I’m sorry but I think John is a boring
activity to review the -ing and -ed adjectives. person. I don’t like spending time with
You can say -ing adjective and ask the him at all.
students to shout the -ed adjective and vice 8. We can visit our grandma this Saturday! I
versa. For example, you says “interesting” think she must be excited to see us.
and the students say “interested”.

4 Choose the correct words. Write the answers in your notebook.

Example: Tim is interested / interesting in films.

1. It’s an excited / exciting day today because it’s my birthday!

2. Emma thought she’d win the game, but she didn’t. She felt so
disappointed / disappointing.
3. Every weekend, Vicki goes to her yoga class. Vicki thinks doing yoga is
very relaxed / relaxing.
4. I don’t have anything fun to do. I’m bored / boring. Can you please play with me?
5. She loves paintings and her favourite artist is Mr. Nara. Nara’s paintings are
always interested / interesting.
6. Yesterday, our father took us to see a new Khmer film. We were
amazed / amazing because the film was wonderful and exciting.
7. Well, I’m sorry but I think John is a bored / boring person. I don’t like
spending time with him at all!
8. We can visit our grandma this Saturday! I think she must be
excited / exciting to see us.

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Unit 11, Lesson B

5 Listen to your teacher. Clap once if the sentence is correct and 5 Game: Clapping your hands! Table – Board Games
clap twice if the sentence is wrong. 1. Say the sentences below out loud without Interesting Bored Relaxed
Example: Teacher: I like playing football. It’s excited. saying correct or wrong.
Students: Clap Twice. 2. Tell students if the sentence is correct, they
clap once. If the sentence is wrong, they Interested Boring Relaxing
6 Work in pairs. Close your eyes and drop a small piece of paper clap twice.
3. If time allows, ask for volunteers to correct
or an eraser on this table. Make one sentence about yourself the sentences that are wrong. Excited Amazed Disappointed
using the word you drop it on.
Sentences
1. I’ve got nothing to do. I’m so boring. Exciting Amazing Disappointing
Wrong
2. I couldn’t stop reading this book. It’s very Tip! Making use of available resources
Interesting Bored Relaxed interesting. Answer: Correct
3. They don’t like jogging because it isn’t Some activities require resources that
relaxed. Wrong teachers might not have access to.
4. She never plays chess because it is However, that does not mean you should
boring. Correct just quit. You should try to look for other
5. The ending of this film was disappointing available resources that can be used as
Interested Boring Relaxing because my favourite character died. replacements. For example, board games
Correct usually require using dice. If there are no
6. I’m really excited to watch this football dice, you can ask students to use small
games. Correct erasers or even small piece of paper.

6 Speaking: Making sentences 7 Reflection: ‘Now I can…’

Excited Amazed Disappointing
1. Put the students in pairs or a small group of 1. Ask students to look at the sentences and
3 depending on the class size. decide how well they can do these things.
2. Tell students that each pair or team needs a 2. Encourage honest reflection by being
small round piece of paper or a small eraser positive about mistakes.
or anything else that is small and as long as 3. Tell students that by finding out what they
Exciting Amazing Disappointed they can use it to drop. have and haven’t learn, they will become
3. Ask students to close their eyes and drop better learners.
the small piece of paper or eraser on their 4. For more ideas on how to do this, please
page (table) and they need to make a see page V.
sentence using the word they drop on.
7 How well can you do these things? Write in your notebook. 4. Ask students to take turns doing it.

Extension activity: Clapping your hands

unhappy neutral happy very happy
If time allows, you can do activity 5 again. However, this time, instead of you saying the
sentences out loud, ask the students to do so. The students can come to the front of or just
stand up and say their sentences. Their classmates can then clap once or twice accordingly.
Now I can...
• use -ing and -ed adjectives.
• tell the difference between -ing and -ed adjectives.

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 UNIT 12 Unit 12, Review
Aims: to review vocabulary and grammatical structures introduced in Units 7-11.

Review By the end of 12, students should be able to:

• talk about their daily routines, transport, leisure activities and sports
• talk about how often they do things
1 A. Match the words together to make daily routine activities. • talk about activities they like and don’t like
• talk about what they can and can’t do
get dinner have my homework • make comparisons using comparative and superlative adjectives
• use –ing and –ed adjectives correctly
have from school go to my teeth
go to breakfast do TV 1 Vocabulary: Daily routines 2 Grammar: Adverbs of frequency
have school watch bed
A. 1. Tell students to match the two halves to 1. Read the example sentence together in
come home lunch play a shower make phrases about daily routines. class.
have up brush games 2. Ask students to compare answers with 2. Demonstrate some other sentences,
their partner. encouraging students to add some extra
3. Check answers together as a class. information. E.g. “I always go to school when
B. Work in pairs. Take turns to ask a question. Find out what it’s open, I sometimes watch TV with my family.
time your partner does some of the daily activities above. Answers 3. Ask students for some other examples to
get up have breakfast share with the class.
Example: What time do you have breakfast? 4. Tell students to make example sentences
have a shower watch TV
I have breakfast at half past six. together using the frequency adverbs and
have lunch come home
go to bed from school the pictures.
C. Turn around and find a new partner. Tell them about your first 5. Walk around the room, listen, help and
go to school play games
partner. do my have dinner correct if necessary.
Example: Oudom has breakfast at half past six. homework brush my teeth

2 Make sentences that are true for you using the words and pictures.
B. 4. In pairs, tell students to take turns to ask
Example: I often watch TV in the evening. and answer what time questions,
following the example.
5. Move around the class, listen and help or
always usually often sometimes rarely occasionally never correct if necessary.
C. 6. When students have finished asking each
other, tell them to turn around and find a
new partner.
7. Have students tell their new partner what
the first partner said, following the
example.
8. Walk around the room, listen, help and
correct if necessary. Check that students
remember to use the final –s on the
present simple verbs.

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Review

3 A. Match the emojis with the verbs. 3 Vocabulary: Likes and dislikes 5. Tell students to make similar sentences
for the other pictures..
A. 1. Have students match the five emoji with 6. Walk around the room, listen, help and
the words and phrases love, like etc. correct if necessary. Make sure students
love 2. Check the answers as a class. use doesn’t instead of don’t, and that they
add the –s to the verbs likes etc.
don’t like hate
Answers
don’t mind Answers
= love; = like; = don’t mind;
like 1. Leakhana doesn’t like riding a scooter.
= don’t like; = hate
2. Vicki likes listening to music.
B. 3. Tell students to look at the example and 3. Lynn likes playing chess.
ask them what three things they can see 4. Channy doesn’t like doing her homework.
in the pictures. (Kosal, neutral face = 5. Richard doesn’t mind driving a car.
don’t mind, going to school). 6. Tim loves playing computer games.
B. Make sentences using the pictures and emojis from activity 3.
4. Choose a student to read the example
Example: Kosal doesn’t mind going to school. sentence.

+ + + +
+ + + +

+ + +
+ + +

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 Review

4 Work in pairs. Take turns to ask and answer questions with can 4 Grammar and speaking: can and can’t 6 Vocabulary: -ing and -ed adjectives
and can’t using one item from each column below:
1. Have students look at the four columns of 1. Have students read sentences 1 – 6.
Example: Can your mum play badminton? words. 2. Tell students that each sentence contains
Yes, she can. 2. Tell students that they are going to ask each one –ing adjective and one –ed adjectives.
other questions, and answer them, using 3. Do the first example together in class.
Example: Can your brother swim for 20 minutes? one word from each column. 4. Tell students to complete the other sentences.
No, he can’t. 3. Choose two students. Have one read the 5. Check the answers as a class.
question and the other read the answer from
the first example. Answers
a bike
4. Choose two more students and repeat with 1. I was amazed when I got 100% in the
a scooter the second example. exam! Oh yeah, that’s amazing!
a car 5. Put students in pairs and tell them to take 2. I’m so bored I could fall asleep! This film
turns to ask and answer more can questions is so boring!
a van using the words in the columns. 3. Walking in the forest is so relaxing! I feel
badminton 6. Walk around the room, listen, help and the most relaxed when I do that.
you ride correct if necessary.
football 4. I’m really interested in English. I think it’s
your mum drive 7. At the end, check by asking two or three the most interesting subject at school.
basketball pairs of students to each give one example 5. It was very disappointing when
your dad play in class.
Can golf ? our football team lost! We were really
your best friend do disappointed!
chess 5 Grammar and speaking: Comparatives and
your brother swim 6. I’m so excited! I’m going to go on a plane
computer games superlatives for the first time! How exciting is that?
your sister run
judo 1. Tell students to look at the adjectives in the
yoga box and at the pairs of nouns.
2. Write on the board the adjective busy and
1 km the pair you / your best friend.
fast 3. Have two students read the example – one
reads the question and the other reads the
for 20 minutes
example.
4. Give the other possibility – My best friend is
busier than me.
5. Choose another adjective from the box and
5 Choose an adjective from the box to compare the people or
a pair of nouns and ask students to make a
things below. Ask your partner. sentence. Repeat
6. Tell students to ask and answer questions in
Example: Who is busier, you or your best friend?
pairs, taking turns to ask, using the
I am busier than my best friend. adjectives and the pairs of nouns.
7. Walk around the room, listen, help and
slim busy easy exciting correct if necessary.
enjoyable boring fast difficult

your mum / your dad reading a book / playing chess

you / your best friend your teacher / your dad

English / maths driving a car / riding a scooter

going to school / playing games playing chess / going for a walk

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Review

6 Add –ing or –ed to complete the adjectives. 7 Vocabulary: Review of units 7 – 11

Tip! Checking different answers
1. I was amaz__when I got 100% in the exam! Oh yeah, that’s amaz__! 1. Tell students to read the text message from With an activity which has many possible
2. I’m so bor__I could fall asleep! This film is so bor__! Tim to his friend Jake in England. answers, it’s a good idea to allow a little
2. Have students write the message in their more time than usual to check the answers
3. Walking in the forest is so relax__! I feel the most relax__ when I do that.
notebooks and fill in the gaps with a suitable in class. Students will have different
4. I’m really interest__ in English. I think it’s the most interest__ subject at school. word from units 7 – 11. answers and will often want to check that
5. It was very disappoint__ when our football team lost! We were really disappoint__! 3. If they need to, they can look in their books they are all ok.
6. I’m so excit__! I’m going to go on a plane for the first time! How excit__ is that? or their notebooks to try to find the words.
They can also work together if they want to. If the students are shy about answering in
4. Make sure students understand that there is class, try offering different answers yourself,
7 Read the message from Tim to his friend in England. Fill in the more than one possible answer for some of some correct ones and some wrong ones
gaps with words from Units 7 – 11. the spaces. and ask the students to shout yes or no.
5. Check the answers as a class.
New Message 8 Fun Activity: Looking back at Units 1-5
Answers
To Cc Bcc 1. Tell students to look for the answers to the
Note: these are not the only possible questions.
Subject answers. There may be other answers that 2. Encourage them to go back and refer to the
fit. previous units.
Hi Jake, How are things in England? I miss you 3. You can make this more fun by asking your
How are things in England? I miss you and my other friends there, but I like living and my other friends there, but I like living students to work in pairs or groups. You can
here in Cambodia. Every day I _______ at 6:30, earlier than in England. Then, I here in Cambodia. Every day I get up at also set a time limit. The first pair / group to
6:30, earlier than in England. Then, I have a find all the answers wins!
_______, _______ and _______. In England I walked to school but here I ________.
shower, brush my teeth and have breakfast. In
After school I do things with my frends. We like to ________ or ________ together.
England I walked to school but here I ride a Answers
I do a lot of sports here too. I play ________, do ________ and go ________. I have scooter, ride a bike, take a tuk tuk...
to go to school on Saturdays too so I’m ________, with a lot of things to do but life 1. She relaxes and she sometimes plays
After school I do things with my frends. games with her friends or watches TV
here is more ________ than in England.
We like to listen to music, watch TV, go for with them.
a walk… or play games / play football / go 2. No, she hates it.
I eat healthy food and do a lot of sports here, so I’m ________er and ________er swimming… together. I do a lot of sport here 3. Yes, he can.
than before. too. I play football, golf, basketball, badminton, 4. Kosal
do yoga, judo, and go swimming, hiking, 5. Vicki
jogging. I have to go to school on Saturdays
Write back to me and let me know what’s happening in England!
too so I’m busy, with a lot of things to do
but life here is more relaxing, interesting,
Tim exciting… than in England.
I eat healthy food and do a lot of sport
here, so I’m fitter, slimmer…er and healthier,
Send thinner…er than before.

8 Race against time! Who can find the answers first?

1. What does Channy do after school? (Unit 7)
2. Does Amsala like playing computer games? (Unit 8)
3. Can Kosal play football on Saturday mornings? (Unit 9)
4. Who can jump higher, Kosal or Tim? (Unit 10)
5. Who thinks chess is boring, Nary, Mesa or Vicki? (Unit 11)

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 UNIT 13 Unit 13, Lesson A : What’s for dinner?
Aims: to talk about how to make different dishes using ingredients and cooking verbs.

What’s for dinner? By the end of 13A, students should be able to:

• name some common food ingredients.

13A •
•
use cooking verbs to describe how to make a dish.
use sequence adverbs to describe the order of events.
1 Match the ingredients to the descriptions. Write the answers in • describe a recipe using sequence adverbs and ingredients.

your notebook. Session 1

Sugar Chili sauce Oil Soy sauce Salt Pepper Vocabulary: Listing food ingredients [Audioscript]
Tim: Mom, what are you making?
1. Tell students to name some ingredients that
1. __Sugar
______ is white and sweet. 4. ________ is white and salty. Vicki: Oh, this is Beef Lok Lak. It’s easy to
they use to cook.
2. ________ is black and salty. 5. ________ is red and spicy. make, so we’re going to try it.
2. Ask students the taste and colour of those Tim: I see. What do you need first, Mom?
3. ________ is yellow, and you use it to cook. 6. ________ is black and spicy. ingredients. Vicki: First, I need one of you to wash these
vegetables for me.
Tip! Using pictures Lynn: I’ll do it. Do I slice all of these next, Mom?
2 A. Listen and fill in the gaps with the cooking words in the Vicki: No. First, you peel the cucumbers
Use pictures, photos or drawings to
box. Write the answers in your notebook. encourage students to think whenever they’re and onions. Next, you slice these along with
tomatoes into long, thin pieces.
slice cut wash mix fry peel chop stir serve pour stuck. It is particularly useful for visual learners
Lynn: What about the lettuce?
and is a good way of introducing new Vicki: Oh, just cut the leaves from the stem.
1. ________ these vegetables for me. vocabulary. It can also decrease students’ Tim, can you wash this beef for me?
2. ________ the cucumbers and onions. fear of speaking in front of their classmates Tim: Yes, I can. After that, I need to chop this
and make a friendlier learning environment. into small pieces right, Mom?
3. ________ these along with tomatoes into long and thin pieces.
Vicki: No need. Just slice it too.
4. ________ the leaves from the stem. 1 Vocabulary: Condiments (things we Lynn: I’m done!
5. ________ this into small pieces. put on our food to add flavour) Vicki: Then, arrange them on a plate, Lynn.
6. ________ the ingredients into the beef. First, put the lettuce. Next, put the cucumbers.
1. Tell students to look at the descriptions and After that, add the tomatoes. Finally, put the onions.
7. ________ the beef in the frying pan.
the names of the ingredients. Tim, get that bowl and put the beef into it and
8. ________ the beef around. 2. Have students match each word to the Lynn, can you get me pepper, salt, and sugar?
9. ________ after you put the beef on top of the vegetables. right description of the ingredient. Lynn: Here they are!
10._______ the chili sauce into a small bowl. 3. Check the answers as a class. Vicki: Thank you, Lynn. Okay, Tim, add a bit of
all of these ingredients and mix it into the beef.
B. Work in pairs. Match the cooking verbs above to the pictures. Answers Then, fry the beef in the frying pan. I’ve already
put oil in it.
Write the answers in your notebook. 1. sugar; 2 soy sauce; 3. oil;
Tim: I need to stir it around right?
4. salt; 5. chili sauce; 6. pepper
Vicki: Yes. Finally, put the beef on top of the
a b c d e 2 Listening and vocabulary: Verbs for vegetables and it’s ready to serve!
Lynn: It looks like salad.
preparing food
Vicki: It’s a Cambodian salad. If you kids want to eat
A. 1. Ask students how many sentences they it with chili sauce, pour it into a small bowl, okay?
need to complete. Tim and Lynn: Yes, Mom!
2. Students read the sentences for one or B. 5. Tell students look at the pictures.
two minutes and underline some key words. 6. Put students in pairs.
f g h i j 3. Play the recording and tell students to 7. Get students to match the cooking verbs
find the missing words. above to the right pictures.
4. Check the answers as a class. 8. Check the answers as a class.
Answers Answers
1. wash; 2. peel; 3. slice; 4. cut; a. stir; b. wash; c. slice; d. chop; e. pour;
5. chop; 6. mix; 7. fry; 8. stir; f. mix; g. fry; h. serve; i. peel; j. cut
9. serve; 10. pour
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Unit 13, Lesson A

3 Listen and complete the gaps. Write the answers in your 3 Grammar: Sequence adverbs Session 2
notebook. Suggestion: Starting session 2
1. Tell students to listen to the recording and
Look write the answers in their notebook. To start the class, review by telling students
1. ______, I need one of you to wash these
2. Get the students to compare their answers to name some food ingredients. Then you
vegetables for me. • We use sequence adverbs first, in pairs. can use gestures to indicate cooking verbs
2. Do I slice all of these______, mum? next, then, after, after that, 3. Check answers as a class. and students guess what the verbs are.
3. ______, I need to chop this into small finally to describe things or 4. In pairs, have students read the Look box
pieces right, mum? events in order. First, you add the 4 Reading and vocabulary: A recipe for
and discuss.
4. ______, arrange them on a plate, Lynn. rice. Next, you add the soy sauce. 5. Ask them to list the sequence adverbs and lok lak
5. ______, put the beef on top of the write them on the board.
vegetables and it’s ready to serve! 6. Tell students that these adverbs are used to A. 1. Put students into pairs.
show which activity is first, second, etc. 2. Have students read the paragraph for
4 A. Work in pairs. Use the words in the box to complete the recipe. 7. Use the Focus on box below to explain the one to two minutes.
positions of these adverbs. 3. Ask them how many gaps there are in the
Write the answers in your notebook. text and words in the box.
4. Tell them to complete the gaps with the
fry sugar first salt then soy sauce after that Answers
given words.
1. first; 2. next; 3. after that;
chili sauce mix oil finally pepper after next pour 4. then; 5. finally
5. Monitor and help if necessary.

Answers
Focus on the positions of Sequence
First, you need to heat up your pan, and
adverbs
add oil into it. Next, put garlic, carrots, and
-first, next, after that, then, finally: If placed green beans and fry until tender. After that,
at the beginning of the sentence, use a push the vegetables to the side or place
comma. them on a new plate and pour the beaten
Example: First, I need a bit of sugar. egg into the pan. After you’ve cooked the
-after: Add a comma after the first action to egg, mix it together with the vegetables.
separate it from the next one. Then, add the rice in and start mixing it with
Example: After this, do we need to use chili the vegetables and egg. You can add a bit
sauce? of sugar or salt to make it sweet or salty. You
-If first and next are placed at the end of the can also put chili sauce or pepper to make
sentence, do not use a comma. it spicy. Finally, place the food on a big plate
Example: I need a bit of sugar first. and pour soy sauce into a small bowl if the
dish isn’t salty enough.
[Audioscript]
First, I need one of you to wash these B. 6. Tell students to compare answers with
vegetables for me. another pair.
Do I slice all of these next, Mom? 7. Check the answers as a class and write
After that, I need to chop this into small pieces, on the board.
right Mom?
______, you need to heat up your pan, and add______into it.______, put garlic,
Then, arrange them on a plate, Lynn.
carrots, and green beans and______until tender.______, push the vegetables Finally, put the beef on top of the vegetables
to the side or place them on a new plate and______the beaten egg into the and it’s ready to serve!
pan.______ you’ve cooked the egg,______it together with the vegetables.
______, add rice in and start mixing it with the vegetables and egg. You can add
a bit of______or______ to make it sweet or salty. You can also put______or______
to make it spicy. ______, place the food on a big plate and pour______into a
small bowl if the dish isn’t salty enough.

B. Compare your answers with another pair.

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 Unit 13, Lesson A

5 A. Look at the diagram and write a text describing the steps for 5 Writing: Writing a recipe 6 Writing and Speaking: How to prepare a dish
making Grass Jelly dessert using sequence adverbs and
cooking verbs. A. 1. Ask students for the name of the dessert A. 1. Put students into groups.
and the number of steps to make it. 2. Get students to choose a dish that they are
2. Have students look at the steps carefully. familiar with. You can provide suggestions.
To make the Grass Jelly dessert, first you... 3. Tell students to include sequence 3. Tell students to write a short paragraph
adverbs and cooking verbs in their writing. describing how to make that dish using
sequence adverbs, cooking verbs, and
Answers ingredients.
1st 2nd 3rd
To make the Grass Jelly dessert, first, you 4. Tell students to use activity 4 as an example.
wash the grass jelly. Next, cut the jelly into 5. Walk around the class, look, correct and
small pieces. After that, pour some sugar help if necessary.
into a big bowl of water. Then, stir the jelly
with the sweet water. After stirring, add some B. 5. Have students stand up, move around
ice and mix them together. Finally, put the and talk to another group(s) and describe
grass jelly in a small bowl and serve! their dish to them.
6. Walk around the classroom, listen, help
and correct if necessary.
B. 4. Tell students to compare answers and
7. Select two best groups to come up and
correct mistakes with other student(s).
present to the class.
5. Select a few students to read their
paragraphs.

Extension activity: Draw and discuss

You should tell students to return to their group. Then, tell students to draw the steps to make
the dish they have chosen, and swap the drawing with another group. With the new recipe, ask
them to talk about the steps within the group. You should remind them to use activity 5 as an
4th 5th 6th example.

B. Share your text with a friend and check for mistakes.

6 A. Work in groups. Choose any dish that you know and write down
a recipe of how to make it. Write the answers in your notebook.
B. Work with a different group. Tell them about your dish and how
to make it.

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 13B Unit 13, Lesson B
1 A. Unscramble the words. Write the answers in your notebook. Aims: to present and practise using would you like… to make offers and responses.
By the end of 13B, students should be able to:
a. rmbuharge: hamburger g. asndhicw: S______
b. zaipz: P______ h. kmli: M______ • name some common foods.
c. recnhf riefs: F______ ______ i. psou: S______ • make an offer and a response using Would you like…/ I’d like …/ Yes, please./ No,
d. aet: T______ j. rbeda: B______ thank you.
e. oth gdo: H______ ______ k. koce: C______
f. ilobde geg: B______ ______ l. geanro ijuce: O______ ______ Session 1

B. Match the words to the photos. 1 Vocabulary: Food items [Audioscript]

Waiter: Good evening. Would you like a drink?
1 2 3 4 5 6 A. 1. Tell students to arrange the letters into Vicki: Yes, please. I’d like a glass of orange
correct words. juice, please.
2. Have students compare answers with Waiter: Here it is. Have a wonderful evening.
their partner.
3. Select ten students to come and write the Leakhana: There’s a lot of choice here, Kosal.
answers on the board. Would you like a hot dog?
7 8 9 10 11 12 Kosal: No, thank you! I’d like a hamburger.
Answers Leakhana: Okay. Would you like some French
a. hamburger; b. pizza; c. French fries; fries?
d. tea; e. hot dog; f. boiled egg; Kosal: Yes, please.
g. sandwich; h. milk; i. soup; j. bread;
k. coke; l. orange juice Channy: Are you thirsty, Lynn? Would you like
a coke?
2 A. Listen to the 3 conversations below. Who are they and B. 4. Tell students to match the words to the Lynn: No, thank you. I’d like a bottle of water.
what is the purpose of each conversation? pictures. Channy: Would you like a bottle of cold or
5. Check the answers as a class. warm water?
Lynn: I’d like a cold one, please. It’s very hot
Answers today.
1. soup; 2. pizza; 3. milk; 4. tea;
5. hot dog; 6. hamburger; 7. French fries; B. 4. Play the recording again and have
8. boiled egg; 9. sandwich; 10. bread; students note down sentences that begin
11. coke; 12. orange juice with would or I’d.
5. Select a few students to share one
2 Listening: Making and responding to offers sentence each.
6. Use the Audioscript above to check
A. 1. Ask students who are in the three pictures. students’ answers.
2. Play the recording twice and tell students
B. Listen again and write down the sentences that begin to answer the questions above the pictures.
Focus on the abbreviation of I would like…
3. Select a few students to share their answers.
with would or I’d in your notebook. and its pronunciation.
Let students know the full form, but
C. Work in pairs. Complete the sentences with the words in the box. Answers
encourage them to say “I’d like…” as it’s
1. They are Vicki and a waiter. He offers a
more common in English.
offer noun would respond want drink to Vicki, and she chooses orange juice.
Look 2. They are Leakhana and Kosal. Leakhana
offers different food to Kosal, and he
• We use “_____you like + a/an/some + _____” to make an_____to someone, and chooses hamburger and French fries.
we use “Yes, please.” “No, thank you.” to_____to the offer. You can also use “I’d 3. They are Lynn and Channy. Channy offers
like…” to tell what you_____. Example: A: Would you like some rice? a coke and Lynn chooses cold water.
B: No, thank you. I’d like a bowl of noodles.

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 Unit 13, Lesson B

3 Rearrange the words to make sentences. Write the sentences in C. 7. Put students in pairs. 4 Reading and vocabulary: Offers and
your notebook. 8. Have students fill in the gaps with the suggestions
words in the box.
1. like / you / hot dog / would / a /?
9. Use comprehension checking questions A. 1. Ask students for details of the picture and
2. I / pizza / ‘d / a / like /,please. to check how much they understand the the three questions.
3. milk / you / would / some / like /? use of Would you like… such as Why do 2. Check the answers as a class.
4. Pepsi / would / Coca-cola / a / like / you / a / or /? we use it? How do we respond to it?
5. you. / thank / ’d / no, / I / a / like / of / glass / water / ,please. What’s the form? etc. Answers
6. like / yes, / I / some / French fries. / ’d / please. 1. They are Tim and Lynn.
2. They are in their living room.
Answers
4 A. Look at the picture. Who are they? Where are they? We use “Would you like + a/an/some + 3. No, they aren’t happy. Lynn is angry and
Tim is sad.
Are they happy? noun” to make an offer to someone, and
we use “Yes, please.” “No, thank you.” to
respond to the offer. You can also use “I’d B. 3. Tell students to fill in the gaps.
like…” to tell what you want. Example: A: 4. Get students to compare answers with
Would you like some rice? B: No, thank you. their partner.
I’d like a bowl of noodles. 5. Check the answers as a whole class.

Answers
3 Grammar: Sequence adverbs
Tim: Hey, Lynn. Are you still angry? I’m sorry,
okay?
1. Tell students to put the words below in the
Lynn: No.
correct order.
Tim: How about I buy you something? Would
2. Have students compare answers with their
you like a candy?
partner(s).
Lynn: No, thank you.
3. Select eight students to share their answers.
Tim: Okay, would you like an ice-cream?
Lynn: No, thank you.
Answers Tim: Oh, Lynn, please! Okay, would you like
1. Would you like a hot dog? a sandwich?
B. Read the conversation and complete the gaps with the correct 2. I’d like a pizza, please. Lynn: No, thank you.
words. Write the answers in your notebook. 3. Would you like some milk? Tim: Lynn, come on. Would you like a hot
4. Would you like a Pepsi or a Coca-cola? dog?
5. No, thank you. I’d like a glass of water, Lynn: I’d like a beef hamburger.
Hey, Lynn. Are you still angry? please. Tim: But that’s expensive.
6. Yes, please. I’d like some French fries. Lynn: I’d also like an orange juice, three hot
I’m sorry, okay?
No. dogs, some French fries, and two pizzas.
Session 2
Tim: Never mind. You can stay angry.
How about I buy you something? Suggestion: Starting session 2
C. 6. Get students to choose their own partner
Would you like a candy? To start the class, you may ask students
and read the conversation.
to name some foods and write them on
No,____. 7. Walk around the classroom, listen, help
the board. Then you point to the foods and
and correct if necessary.
students make offers and responses.
Okay, would you____an ice-cream?

____, thank you.

Oh, Lynn, please!

Okay, ____a sandwich?

No, thank you.

Lynn, come on. ____like a hot dog?

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Unit 13, Lesson B

____a beef hamburger. 5 Game: Making and responding to offers 6 Reflection: ‘Now I can…’

But that’s expensive. 1. Put students in small groups, preferably four 1. Ask students to look at the sentences and
____also like an orange juice, people. decide how well they can do these things.
2. Have students divide themselves into team 2. Encourage honest reflection by being
three hot dogs, some French fries,
A and B within the group. positive about mistakes.
and two pizzas. 3. Tell them to take out a pen and use only one 3. Tell students that by finding out what they
textbook for the game. have and haven’t learnt, they will become
Never mind. You can stay angry.
4. Get students to choose where to start better learners.
between the top and bottom. 4. For more ideas on how to do this, please
C. Work in pairs. Act out the conversation. 5. Tell students to decide who will start first. see page V.
6. Tell students to choose a student in the
5 Play the game in groups. group to spin the pen and whichever player
the pen lands on can go one step first.
Example: Would you like fish soup? Yes, please. / No, thank you.
7. When they land on a spot, they have to
Would you like… make an offer with the item in that spot, and
 someone in their team has to give a response
to that offer.
START
8. Tell students that each group has only 15
seconds to create an offer and a response,
or they will fall back to their previous spot.
9. Tell students that the winner is the one who
reaches the finish spot first.
10. Walk around the classroom, listen, help and
correct if necessary.

Finish
Extension activity: Telephone game
Put students into groups of 4-8 people. Tell them to choose one student as the start and
another as the last. Tell the starters that they must choose one food in activity 1, write an offer
for it and whisper the offer to the teammate sitting next to them. They continue to whisper until
the last teammate. Then the last students must write exactly what they hear and raise their
hand to show their answer. You can give them a point if the answer matches with the original
START offer from the first student. You should continue for up to 5 rounds.

6 How well can you do these things? Write in your notebook!

unhappy neutral happy very happy

Now I can...
• name some common foods and ingredients in the kitchen.
• use cooking verbs to describe how to make a dish.
• use sequence adverbs to describe the order of some events.
• describe a recipe using sequence adverbs and ingredients.
• make an offer and response using Would you like ...?

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 UNIT 14 Unit 14, Lesson A : Shopping for food
Aims: to introduce common food vocabulary.

Shopping for food By the end of 14A, students should be able to:

• name and identify common food items found in supermarkets and in their homes.
14A • talk about what food they have got and haven’t got using some and any.
• talk about their favourite dish and identify all the ingredients they need to make it.
1 A. Look at the picture. Which food do you have for breakfast?
lunch? dinner? Talk to your partner. Session 1
1 Vocabulary: Food for breakfast, lunch and 5. You might want to pre-teach the word
dinner ‘joke’ before the listening. You can do this
by asking questions such as ‘Is a joke
A. 1. Ask students to look at the pictures. Ask funny?’ ‘Who makes jokes in this class
what they can see in the picture. Ask if often?’ ‘Do you know anyone on TV who is
they can recognise some of the pictures. good at making jokes?’
2. Put students in pairs. Ask them to look at
the picture and talk about the food they [Audioscript]
have for breakfast, lunch and dinner. Samnang: So, we’re cooking mum’s favourite
Check their understanding of breakfast, dish today. It’s her birthday! What’s her
lunch and dinner. To do this, you might favourite dish?
want to draw clocks on the board and Kosal and Channy: Kiw-tiw! (Beef soup)
draw times they have meals. Samnang: OK Channy, Kosal. Come help me.
3. At this stage, students do not have to Can you come to the kitchen please?
know what the pictures are called in Channy: But I can’t cook.
English. Ask them to point and say ‘I have Samnang: It’s OK. I need help.
this and this for breakfast’. Samnang: OK. Pass me the vegetables please.
B. 4. Ask students to match the words with the Kosal: Dad, you boil the meat first.
pictures. Samnang: Oh, you’re right! Now, the meat
C. 5. Play the recording for students to check please. I mean the beef.
their answers. Channy: Here you are.
6. Play the recording again. Ask students to Samnang: OK. Now we need some salt, oil,
listen and repeat. sugar and vinegar. Have we got any vinegar?
Kosal: No dad. We haven’t got any. And we
[Audioscript] don’t need vinegar for this dish.
1. rice; 2. dried fish; 3. onions; 4. Samnang: Oh, right. Now, I’m adding fish
cucumbers; 5. vegetables; 6. bread; 7. sauce.
fish sauce; 8. milk; 9. coffee; 10. fruit Channy: Good, but not too much.
Samnang: OK. I got you. Have we got any fruit?
2 Listening: Is Kosal’s dad a good cook? Channy: Yes. We’ve got some oranges and
mangoes.
B. Match the words with the pictures. Write in your notebook. A. 1. Ask students to look at the picture and Samnang: Great. Pass them to me so I can mix
the question. them with the beef and vegetables.
bread coffee cucumbers dried fish fish sauce 2. Ask students to make some guesses Channy and Kosal: Dad?
fruit milk onions rice vegetables about Somnang – is he a good cook? Samnang: That’s a joke! I know how to cook. I
Accept all answers. can cook really well.
3. Play the recording and ask students to Channy and Kosal: (chuckling)
1. rice listen and answer the question. Samnang: And now, time for some pepper.
4. Check the answers as a class (the ideal Have we got any pepper?
answer is Samnang is not a good cook. Channy and Samnang: Yes dad.
If your students have a different answer, Kosal: Here you are.
accept that too, as long as they can give Samnang: And now, our Kiw-tiw is ready.
C. Listen, check and repeat. good reasons). Perfect timing. Mum’s almost home.

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Unit 14, Lesson A

2 A. Listen. Do you think Kosal’s dad is a good cook? Tip! Pre-teaching vocabulary
4 Grammar: some and any
Why? Why not? Sometimes, it’s helpful to pre-teach some
1. Ask students to look at the 3 sentences in
words in a listening or reading activity that
the box. You might want to ask some students
you think your students will find difficult. This
to read these out loud. You might also want to
is particularly helpful with slow learners. The
write them on the board.
best way to do this is of course, through
2. In pairs, ask students to answer the
pictures. If you have a picture (or if there is a
questions.
picture in the book) you can use, go ahead
3. Do number 1 as an example. For weaker
and use it. Try not to explain – this will bore
groups, you might want to do number 2
your students. Instead, ask some questions
together as a class too.
that will help your students understand
4. Check the answers as a class.
what you are trying to pre-teach. There are
examples of these kind of questions above Answers
(i.e. joke). 1. any; 2. any; 3. yes; 4. yes

B. 6. Play the recording again. Session 2

7. Ask students to write yes or no in their
notebooks. Suggestions: Starting session 2
8. Have students compare answers with
their partners. To start the class, write some food
9. Check the answers as a class. vocabulary on the board. Mix up the letters
(e.g. bread -> draeb, onions -> oonnis,
Answers cucumbers -> ersbucmcu, rice -> irce, dried
1. no; 2. yes; 3. no; 4. no; 5. no fish -> shdrdieif). The first student to make
out the word wins! You can also make this
more fun and exciting by putting students
B. Listen again. Write yes or no. 3 Listening: Does Kosal’s mum like the dish?
into small groups. For stronger classes, you
Example: It’s Kosal’s mum’s birthday. Yes
_________ A. 1. Put students in pairs. can also set a time limit.
1. Channy can cook. _________ 2. Ask them to guess if Kosal’s mum likes
the dish. If you set Activity 4 as homework, you can
2. We need sugar for this dish. _________ also go over the answers quickly.
3. Ask some students to give answers.
3. Kosal’s dad adds some vinegar into the dish. _________
B. 4. Play the recording.
4. Kosal’s dad adds some fruit into the dish. _________ 5. Check the answers as a class.
5. Mum is home. _________
[Audioscript]
3 A. Work in pairs. Do you think Kosal’s mum likes the dish? Why? Kosal and Channy: Happy birthday mum!
Why not? Samnang: We cooked your favourite dish –
Kiw-tiw! We hope you like it!
B. Now listen and check. Leakhana: OK. Let’s taste it….I……I….It’s really
yummy!!! Thank you Kosal! Thank you Channy!
4 Answer the questions in your notebook. Thank you dad!

We’ve got some oranges and mangoes.

We haven’t got any vinegar.
Have we got any pepper?

some / any
Example: Which do we use for positive sentences? ___________
1. Which do we use for negative sentences? some / any
___________
2. Which do we use for questions? some / any
___________
3. Do we use the plural forms with some? yes / no
___________
4. Do we use the plural forms with any? ___________
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 Unit 14, Lesson A

5 Look at the picture. What has Tim got in his basket? 5 Writing: What has Tim got in his basket? – choose a common dish (e.g. fried rice –
Write sentences. Use the words in the box. bay-cha). Brainstorm one or two ingredients
1. Ask students to look at the picture. Ask them together as a class and write them on the
apples salt sugar milk bread chicken what they can see in Tim’s basket. board. Then ask students to think of the
2. Ask them to write about what Tim has got other ingredients.
Example: He’s got some salt. using the words in the box. 5. Walk around the classroom, listen, help and
3. Ask one student to read the example. correct if necessary.
4. Ask students to work individually and write
their sentences in their notebooks. 7 Speaking: Go fish!
5. Walk around the classroom, listen, help and
correct if necessary. 1. Ask students to go around and ask for the
Look He has got some oranges. 6. Ask them to compare their answers with their ingredients they need to make their dish.
He hasn’t got any cooking oil. partners. 2. Tell them to look at the example
7. Check the answers as a class. conversation.
Answers 3. Ask stronger students to read out the
1. He’s got some apples. conversation.
2. He hasn’t got any sugar. 4. Check your instructions (e.g. What do you
6 Think about your favourite dish. Write down everything you need 3. He hasn’t got any milk. say if you have the ingredient? What do you
say of you don’t have the ingredient?).
to make it. Write in your notebook. 4. He’s got some bread.
5. He’s got some chicken.
8 Writing: Cooking my favourite dish
Loklak Note: Answers can be in any order. Also,
stronger students might come up with more 1. Ask students to write about what they have
-beef complex sentences such as ‘He hasn’t got and haven’t got.
any sugar or milk.’ / He’s got some bread 2. Ask them to decide if they can cook the dish
and chicken.’ Accept answers like these as with the list of ingredients they have (i.e. If
long as they are consistent with the picture. they are able to tick all the ingredients from
7 Go fish! Ask for some ingredients from your classmates. If you Activity 7, then this means they have
have what they need, say ‘here you are’. If you haven’t got what 6 Writing: My favourite dish everything they need and can make the
they need, say ‘go fish!’ The first to complete their list wins the game! dish. Some might not be able to ask for all
1. Ask some students what their favourite the ingredients. In this case, they can’t make
dishes are. Ask them if they know how to their favourite dish.)
Have you got any fish? cook them. 3. Walk around the classroom, look, help and
2. Ask them to write all the ingredients needed correct if necessary.
No, I haven’t. Go fish! for their favourite dish. 4. You might want to ask some students to read
3. Ask students to work individually. their sentences out loud.
4. For weaker groups, you might want to
Have you got any fruit? choose one dish for the entire class

Yes, I have. Here you are! Extension activity: -s or no -s

Say some food vocabulary out loud. If students hear an ‘s’ at the end, they stand up. If they
8 Now write about what you have and haven’t got. Say if you can don’t hear ‘s’ they sit down. (e.g. eggs – students stand up; egg – students remain seated).
make your dish. You can change the actions to match what the students will hear (e.g. clap and no clap, raise
their hands or not raise their hands). If you have more time, you can ask the students to do this
activity in small groups. Ask a stronger student to dictate the words.
I have got some oil, sugar and meat.
I haven’t got any vegetables.
I can cook my favourite dish!

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 14B Unit 14, Lesson B
1 Can you guess which country this drink is from? Aims: to introduce common food vocabulary.
What do you think it is? By the end of 14B, students should be able to:
• identify countable and uncountable nouns.
• use related phrases with uncountable nouns.
• ask about prices of food.

Session 1

1 Lead in: Kopi Luwak from Indonesia 2 Reading: Numbering the pictures

Put students in pairs. Ask them to look at A. 1. Ask students to read quickly and number
the picture and talk about the questions. the pictures.
Encourage them to guess. 2. Tell them to not worry about all the other
words they don’t know.
Answers 3. Ask students to compare their answers.
The picture is a cup of coffee called ‘Kopi 4. Check the answers as a class.
Luwak’. This is a special coffee in Indonesia.
Answers
Cats (civet cats) eat the coffee beans. After
1st – picture 2
about the day, their poop, which is mainly
2nd – picture 3
coffee beans, is collected, dried, washed
3rd – picture 1
and cleaned. These beans (from the cats’
poop) are used to make coffee.
2 A. Read and number the pictures. B. 5. Ask students to read the text again and
answer the questions. Tell them to write
their answers in their notebooks.
6. Go around to help students who might
find the reading difficult.
7. Ask students to compare their answers
with their partners.

Answers
____ 1st ____
1. The farmers
Kopi Lowak – Cat poop coffee? 2. They wash, clean and dry the coffee
beans
Do you like coffee? Here’s a special coffee just for you! It’s made from cat
3. 140,000 riels ($35) / 400,000 riels ($100)
poop, the civet cat. First, the cats eat the coffee beans from the trees. After 4. Answers will vary depending on students
about 24 hours, the cats poop and farmers collect their poop. Then the
farmers clean, wash and dry the coffee beans. They put them in packets or
boxes. You can eat this with a slice of bread and a lot of milk - a bottle of milk!
This coffee is really expensive! A cup of cat poop coffee is about 140,000
riels ($35), sometimes 400,000 riels ($100). A packet of coffee costs about
2,400,000 riels ($600)!

B. Read again. Answer the questions.

Example: What do the cats eat? coffee beans
_____________
1. Who collects the cats’ poop? _____________
2. What do the farmers do with the beans? _____________
3. How much is a cup of cat poop coffee? _____________
4. Now that you know how it’s made, do you still want to try it? _____________
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 Unit 14, Lesson B

3 Look! Which food can we count? Which food can’t we count? 3 Categorising: Countable and uncountable
Answers
nouns
1. cooking oil – cooking oil
coffee dried fish meat salt 2. fish sauce – fish sauce
1. Put students in groups of 3.
vegetables fruit sugar tomato countable uncountable 3. a cucumber – cucumbers
2. Ask them to draw the circles in their
4. an onion – onions
orange apple onion cucumber notebooks.
5. sugar - sugar
coffee 3. Tell them to write the words in the correct
fish sauce cooking oil
circles.
Tip! Eliciting
Answers When teaching grammar, giving long
4 For food we can count, we add a/an or put ‘s’ or ‘es’ at the end.
Countable – vegetables, tomato, orange, explanations is really boring – students
Which words can we put ‘s’ or ‘es’ at the end? Look and write in apple, onion, cucumber will fall asleep! Instead of explaining, ask
your notebook. Uncountable – coffee, dried fish, meat, salt, questions that will help them understand
sugar, fish sauce, cooking oil what you are trying to teach. These
Example: a / an / - vegetable vegetables
__________ Both – fruit questions are called concept checking
a / an / - water water
__________ questions. For example, in Activity 5, some
1. a / an / - cooking oil __________ 4 Grammar: Countable nouns / Singular and of the questions you can ask are ‘Is water
2. a / an / - fish sauce __________ plural forms countable or uncountable?’, ‘How many
vegetables are there?’, ‘Can we add -s to
3. a / an / - cucumber __________ 1. Write the example on the board (e.g. a vegetable?’
4. a / an / - onion __________ vegetable). Ask students how many
sugar
5. a / an / - __________ vegetables there are (one). Session 2
2. Circle ‘a’. Tell students we usually write ‘a’ or
Suggestions: Starting session 2
5 For some food items that we can’t count we use ‘container’ words. ‘an’ before countable nouns when there’s
To start the class, you can do a variation of
only one.
Write the missing words. 3. Ask students if they remember the rules for the extension activity in Unit 14A. You can
using a or an (Unit 5). For weaker groups, decide on different actions to match –s or no
Example: a packet of coffee -s. You can also put students in big groups.
allow them some time to look back on their
notes or books for this (a – for words Then choose a stronger student to call out
beginning with a consonant, an for words the words instead of you. If you set Activity
beginning with a vowel). 2A as homework, you can also go over the
4. Then write vegetables on the board. Ask answers quickly.
1. a bottle of ____________ how many vegetables are there (many, a lot).
5. Tell students that for countable nouns, we
usually add -s or -es to mean there is more 5 Grammar: Uncountable nouns /
than one. containers
6. Write ‘water’ on the board. Ask them if water
is countable or uncountable (uncountable). 1. Tell students that for uncountable nouns, we
2. a slice of ___________ Ask them if we need a or an before it (no). add some words before it.
Ask them if we can add -s at the end of the 2. Focus students on the example.
word (no). 3. Tell them to write the missing words in their
7. Tell students that for uncountable nouns, we notebooks.
don’t add a or an, or s or -es at the end of 4. Check the answers as a class.
3. a carton of ____________
the word.
8. Tell them to complete the activity in their Answers
notebooks. 1. a bottle of fish sauce
9. Walk around the classroom, look, help and 2. a slice of bread
4. a glass of ____________ correct if necessary. 3. a carton of milk
10. Check the answers as a class. 4. a glass of water
5. a jar of orange juice

5. a bottle of ____________

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Unit 14, Lesson B

6 Complete the conversation. Write the words in your notebook. 6 Grammar: Gap fill 7 Role play: Buying food

1. Ask students if they have ever had to do the 1. Put students in pairs. Ask them to sit facing
shopping on their own. Ask them what they each other.
Hello! Have you got a
bought. 2. Ask them to decide who is A and B.
Yes, that’s 15,000 riels. 2. Tell them that Tim’s mum is sick so he needs 3. Tell them that they will practise buying
to do the shopping. food from a supermarket. Tell them to use
3. Ask students to read the conversation and the conversation in Activity 6 as an example.
Have you got any write the missing words. You can model this conversation first with a
4. Check your instructions. strong student in class.
Yes. 5. Check the answers as a class. 4. Check your instructions (e.g. What page
does Student A go to? How many food items
are you going to buy?
How much is it? Answers
A bottle of orange juice costs 7500. 1. orange juice?
2. packets of salt? 8 Reflecting: ‘Now I can…’
3. five (5) bottles of fish sauce.
OK. Have you got any. 1. Ask students to look at the sentences and
I’m sorry. We haven’t got any salt. decide how well they can do these things.
2. Encourage honest reflection by being
positive about mistakes. Tell students that by
finding out what they have and haven’t
learnt, they will become better learners.
Just one more on my list. 3. For more ideas on how to do this, please
see page V.
I need to buy
Of course. A bottle of fish sauce costs
5,000 riels. That’s 47,500 riels in all.
Extension activity: Countable or uncountable?
Divide students into 2 teams. Ask a student from each team to write on the board each time.
Here you are. Thank you! Say some food vocabulary out loud. If it’s countable (e.g. tomato), students write the plural
form on the board (e.g. tomatoes). If it’s uncountable (e.g.) students write the word with the
right container (e.g. a packet of salt). You might want to give students time to discuss their
7 Roleplay. Work with your partner. answers first in their teams before they write them on the board. To make this more fun, you
Student A: You are the shop assistant. Go to page 191. can also set a time limit every time you mention a new word.
Student B: You are shopping for some food. Go to page 193.

8 How well can you do these things? Write in your notebook.

unhappy neutral happy very happy

Now I can...
• categorise countable and uncountable food.
• use some and any when talking and asking about food.
• use containers with uncountable nouns.
• ask about prices of food.

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 UNIT 15 Unit 15, Lesson A : There’s too much sugar!
Aims: to talk about food using a range of adjectives, and also to talk about eating foods using

There’s too much sugar! too many, too much and not enough.
By the end of 15A, students should be able to:

15A •
•
use different adjectives to describe foods.
use much, many and a lot of correctly.
1 A. Match the words 1 – 8 with their definitions a – h. • talk about eating habits with too much, too many and not enough.
• describe foods using too and not enough with adjectives.
1. healthy a. has a lot of flavour
2. unhealthy b. when fruit and vegetables are ready to eat
Session 1
3. tasty c. not good for your body
4. bland d. has very little flavour 1 Vocabulary: Food items (review) and C. 6. Have two students each read out one of
5. greasy e. when fruit and vegetables aren’t ready to eat yet adjectives to describe food. the example sentences using an
6. dry f. doesn’t have much water or sauce adjective and the foods from this activity.
7. ripe g. good for your body A. 1. Have students match the vocabulary on 7. Allow time for the students to make two
8. unripe h. has a lot of oil or fat the left with the meanings on the right. or three more sentences using the
2. Check the answers as a class. Invite adjectives and the foods.
B. Draw two columns in your notebook. Write the words from the answers from students. 8. Ask students for three or four examples.
box in the correct column. 9. If students are doing this for homework,
Answers they should write two sentences in their
1. Discuss with your partner. Which things are the same and which are different? notebooks using different adjectives and
2. Which things are healthy to eat / drink a lot? Which should we not eat / drink 1. healthy g. good for your body foods.
much? 2. unhealthy c. not good for your body
3. tasty a. has a lot of flavour Answers will vary.
salt sugar crisps water coffee vegetables
fruit meat fish salad sweets cakes 4. bland d. has very little flavour Focus on fruit and fruits
5. greasy h. has a lot of oil or fat The word fruit can be both countable and
6. dry f. doesn’t have much uncountable. When we use it in the plural,
healthy unhealthy water or sauce fruits, we mean different kinds of fruit. When
7. ripe b. when fruits and it is uncountable, we just think about the total
salt vegetables are ready amount of fruit. I ate a lot of fruits yesterday,
to eat means many different kinds of fruit. I ate a lot
of fruit yesterday means the total amount of
8. unripe e. when fruits and fruit was a lot.
vegetables aren’t
ready to eat yet
C. Work in pairs. Decide which adjectives you can use to describe
which foods. Make sentences with the adjectives. B. 3. Tell students to draw two columns in their
Example 1: Sugar is unhealthy but it’s tasty. notebooks, and to write healthy and
Example 2: We don’t eat unripe fruit. unhealthy at the top.
4. Have students write down which foods
2 Work in pairs. Read the conversations and answer the questions. they like and which foods they don’t.
5. Tell students to discuss with each other
There’s a lot of salt in this food. I don’t like it. about the foods they do and don’t
Yeah, I know it’s not healthy but I eat
I don’t eat much salt. like. They can review language of liking
a lot of salt. I don’t eat much sugar.
and disliking things in unit 5A.
Answers will vary.

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Unit 15, Lesson A

2 Grammar: much, many and a lot of. 3 Grammar: too much, too many, not
Wow that’s a big bag of sweets, Channy! No, not really. I usually don’t eat many enough
Do you eat many sweets? sweets, but I’m eating a lot of sweets today! 1. Have students read the conversations and
A. 1. Have a different student read each of the
look for the words much, many and a lot of.
four statements out loud.
2. Tell students to answer questions 1 – 5.
2. Have students answer questions 1 – 4.
3. Check the answers as a class.
3. Check the answers as a class.

Answers Answers
Is Somnang a healthy eater, Leakhana? 1. True; 2. a bad thing; 3. No, I don’t like
Yes, I think so. He eats a lot of fruit 1. salt, sugar, fruit, vegetables, sweets, meat
it; 4. True
and vegetables. and fish;
2. we can count vegetables and sweets, we
can’t count salt, sugar, fruit*, meat and fish; B. 4. Tell students to look at the example. Ask a
3. much with things we can count, many with student to read the example sentence.
things we can’t count; a lot of with both 5. Give an alternative, e.g he’s got too much
4. a) no; b)I don’t eat much salt, I don’t meat.
Does he eat a lot of meat and fish? usually eat many sweets; c) Do you eat 6. In pairs, have the students look at pictures
He eats a lot of meat but he doesn’t
many sweets? 1 – 5 and manke similar sentences.
eat a lot of fish. If there’s time, the can write them in their
5. We don’t use much and many with
positive sentences. (See focus on box notebooks.
below) 7. Check the answers as a class.

Answers
Focus on a lot of
1. He’s drinking / he drinks / he has / he’s got
1. Which foods are mentioned in the conversations? In conversation, people often use a lot of too much coffee.
2. Which ones can we count and which ones can’t we count? for everything – for positives, negatives and 2. There aren’t / she doesn’t have / she
3. Do we use the word much with things we can count or things we can’t count? questions. But they don’t do this so much in hasn’t got enough vegetables.
What about many? What about a lot of? writing or formal speaking. 3. She’s adding / using / putting in too much salt.
4. Can you find examples of much and many, in: (a) a positive sentence, In conversation, we don’t usually use much 4. There isn’t / he doesn’t have / he hasn’t
and many in positive sentences, but you see got enough water.
(b) a negative sentence, and (c) a question?
this in formal writing. In speaking, we do use 5. He’s eating / he has / he’s got too many
5. Which type of sentence don’t we use much and many with? sweets.
much and many in negative sentences and
in questions. 6. He’s carrying / he has / he’s got too many
3 A. Read the speech bubbles and answer questions 1 – 4 below. cakes.
Check in pairs. So, in negatives and in questions we can
choose to use either a lot of or much/many. Session 2
Yuck! I ate too many cakes after lunch Suggestion: Starting session 2
Yum! I ate a lot of cakes at the cafe this afternoon. They were very sweet and Write the words and phrases much, many,
this afternoon. They were delicious, now don’t feel very well! a lot of, too much, too many, not enough on
but I know it wasn’t very healthy!
the board.
Point to a word and ask a student to make a
sentence using the word or phrase.
Oh, I drank too much coffee and not Remember to check that (a) they use a lot
enough water today. Now I have a I didn’t really enjoy my lunch this of in positive sentences and a lot of / much
headache and I can’t sleep! afternoon, there was too much meat / many in negatives and questions, and (b)
and not enough vegetables for me. that they only use too much, too many and a
lot of if they mean that it’s a bad thing.

1. True or false? We say yum! when we like the food and we say yuck! when we
don’t like it.
2. If we say too many cakes, is it a good thing or a bad thing?
3. Do I like my tea if there is too much sugar in it?
4. True or false? The opposite of both too much and too many is not enough.
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 Unit 15, Lesson A

B. Look at the pictures and say what’s wrong using too much, 4 Reading and grammar: too and not
Answers
too many and not enough. enough with adjectives.
1. a. Tim; b. Richard and Vicki (Tim’s mum
Example: and dad); c. Lynn
1. Have students read the text and find all the
2. a. The chicken is too greasy and too salty.
1 2 adjectives with too and enough.
b. The fish is too bland and too dry
2. Check the answers as a class.
3. Ask questions to check understanding. c. There aren’t enough vegetables in the
For example: salad and they aren’t ripe enough.
Why doesn’t Vicki eat sweets and cakes? d. It’s too sweet and there isn’t enough fish.
What does she want to buy at the market? 3. Tim’s meal is too small.

[Audioscript]
Answers
Tim: I’m looking forward to this Mum. We
Vicki likes to eat good food and also to look haven’t had dinner in a restaurant for a long
He’s eating too much meat. after her health. She doesn’t eat things like time.
sweets and cakes because they are too Vicki: Me too Tim. Let’s hope it’s good. It’s too
3 4 5 unhealthy and too sweet for her. She doesn’t expensive for bad food! Oh look, the food’s
eat crisps and snacks either because coming now!
they are too greasy and too salty for her. Lynn: I ordered chicken with rice and
Today she’s visiting Leakhana at the market vegetables. What did you get Dad?
and she wants to buy some fruits and Richard: I’m having the fish and chips, same as
vegetables. Leakhana has some apples but your mum. It makes us think of England! How
they are not ripe enough, they are too hard about you Tim?
and too sour, and the mangoes look too ripe. Tim: I ordered the fish amok. It’s a famous
They are too soft . Vicki buys some bananas Khmer dish. I’ve never had it before. I want to
and some oranges. The oranges are a little try it.
too expensive and they are not big enough, Vicki: Well, here it is. Enjoy your meals
4 Read the text about Vicki and find all the examples of too or but she buys them. everyone…
not enough with an adjective. …
5 Listening: Dinner at a restaurant Lynn: Oh no. I don’t like it! My chicken is too
greasy and too salty, and my vegetables aren’t
1. Tell students that they are going to hear a cooked enough.
Vicki likes to eat good food and also to look after her health. She doesn’t eat things Vicki: Oh dear. Yes, I don’t like mine either.
conversation between Tim and his family.
like sweets and cakes because they are too unhealthy and too sweet for her. She They have gone for a meal at a new The fish is too bland and it’s too dry. And the
doesn’t eat crisps and snacks either because they are too greasy and too salty restaurant in Siem Reap. chips are too greasy. Yuck! What do you think
Richard?
for her. Today she’s visiting Leakhana at the market and she wants to buy some 2. Have students read question 1. Play the
recording and tell students to answer Richard: Yes, I agree. My salad is too bland as
fruit and vegetables. Leakhana has some apples but they are not ripe enough, well. There aren’t enough vegetables and it’s
question 1 as they listen. Check the answer.
they are too hard and too sour, and the mangoes look too ripe. They are too soft 3. Have students read questions 2 and 3. Play too dry. There isn’t enough sauce and some of
and too sweet. Vicki buys some bananas and some oranges. The oranges are the recording a second time and tell students the vegetables aren’t ripe enough. What’s yours
a little too expensive and they are not big enough, but she buys them anyway. to answer questions 2 and 3 as they listen. like Tim?
4. Tell students to check the answers in pairs Tim: Oh mine’s not good either. It isn’t bland but
or small groups. it’s too sweet and there isn’t enough fish, and it
5. Check the answers as a class and play the it’s too small. I’ll still be hungry after I eat this.
5 Listen to the conversation and answer the questions. audio again. Richard: Right, I’m going to complain.
WAITER!!...
1. Who ordered.. 2. What is wrong with..
a. chicken? a. the chicken?
Extension activity: My diet
b. fish and chips? b. the fish?
c. fish amok? c. the salad? Have students make some notes about what they usually eat in a week. Have them describe
d. the loklak? their diet to their partner using words like:

3. What does Tim say about the size of his meal? much, a lot of, many, too much, too many, not much, not many, not a lot of, not enough.

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 15B Unit 15, Lesson B
Aims: to learn to use a range of verbs which require dependent prepositions, and to be able
1 A. Work in pairs and discuss the questions. to order in a restaurant.
1. Have you ever eaten in a restaurant that wasn’t good? What were the By the end of 15B, students should be able to:
problems? • understand the principle of dependent prepositions
• use a set of ten verbs with the correct prepositions
2. Have you ever complained in a restaurant? • understand a conversation about complaining in a restaurant
3. What reasons do people have to complain in a restaurant? • order in a restaurant

[Audioscript]
B. Listen to a man calling a restaurant called Soul Kitchen to Focus on dependent prepositions
Manager: Hello, Soul Kitchen. Can I help you?
complain. After you listen, answer the questions. Some verbs need a dependent preposition Customer: Yes, I came to your restaurant last
night and I want to complain about the food.
to link the verb to the object. For example, we Manager: Oh I’m sorry to hear that, Sir. What
have to say, I’m thinking about my family. was the problem?
1. Why did the customer and his family go to This is because the verb think needs the Customer: Well, We were looking for a
Soul Kitchen? preposition about to link to the object, my restaurant for my wife’s birthday. We heard
family. We call this a dependent preposition. about Soul Kitchen from a friend. He said it
2. How did he know about Soul Kitchen? was good, so we came.
Different verbs use different prepositions
3. What did his wife order? Manager: I’m happy that you decided on Soul
and there isn’t a rule to work them out. You Kitchen Sir, but what was wrong with the meal?
4. What was wrong with her food? just have to learn them as vocabulary. Some Customer: Well my wife ordered the fish with
5. What was wrong with the man’s food? examples you will meet in this lesson include salad and rice, but it came with French fries,
complain about, look for, decide on and and there wasn’t enough salad. We asked the
6. What was wrong with his daughter’s food? waiter to change it and he said no! It isn’t very
consist of.
7. What did the manager offer the customer? good.
Manager: Yes, I agree with you Sir, I’m very
Session 1 sorry about that.
2 A. Listen and point to the verbs as you hear them. Then Customer: And my entire meal consisted of a
1 Speaking and listening: Complaining in a
match the words in the box to the words 1 to 10. restaurant
small piece of chicken and three potatoes.
It was far too small.
1. complain 2. look 3. hear 4. decide 5. come A. 1. Ask students what problems we can have Manager: Oh dear. I understand why you’re not
in restaurants (e.g. bad food, too expensive, happy Sir, I…
6. agree 7. consist 8. suffer 9. think 10. pay bad service…). Get two or three Customer: …And there’s another thing. My
examples and make a list on the board. daughter had the chicken, too. She said it
Example: complain about 2. Tell students to talk about questions 1 – 3 wasn’t cooked enough and now she’s suffering
in pairs or small groups. from a bad stomach and she doesn’t feel good.
with on with from for slim 3. Ask students for more ideas about Manager: Oh that is terrible Sir, please accept
problems in restaurants and add them to my apologies. Let me think about what I can
about about of for about the list on the board. do to help… OK Sir, we really would like you to
B. 4. Write the restaurant name, Soul Kitchen, come back to Soul Kitchen. Please come again
on the board.
B. Match the beginning of the sentence on the left with the end 5. Tell students that they are going to hear a
and have a free meal for your whole family. You
don’t have to pay for anything. This time your
of the sentence on the right.
6.
man calling Soul Kitchen to complain.
Play the recording and tell students to food will be perfect I promise.
answer questions 1 – 7 as they listen. Customer: Oh! OK, thank you. Can we come
1. Oudom ate too much and he’s a. for a place to have my birthday party. 7. Have students check their answers next weekend?
suffering b. for my drinks. together in pairs or small groups. Manager: Of course Sir, any time…
8. Check the answers as a class.
2. We need to look c. about the new café in town? 2 Listening and grammar: Dependent
3. Dinner at our house usually consists d. of rice, meat or fish, and some Answers prepositions
4. Does the chicken come vegetables. 1. It was his wife’s birthday A. 1. Have students write the verbs in the box
2. from a friend in their notebooks.
5. I’m going to complain e. with rice or potatoes? 3. fish with salad and rice 2. Play the same conversation again. Tell
4. it came with potatoes and there wasn’t students to point to the verbs with their
6. Did you hear f. on a plan for the weekend? enough salad pencils as they hear them.
7. Wait, before we leave I have to pay g. from stomachache. 5. It was too small 3. Have students look at the prepositions in
6. the chicken wasn’t cooked enough and the box. Ask them if they know, or can guess,
8. Let’s think h. about my food. It’s too bland. she has a bad stomach which prepositions go with which verbs.
9. Have you decided i. about what to have for dinner tonight. 7. a free meal 4. Tell students not to worry if they don’t
know, just do the ones that they can do or
10. I don’t think I agree j. with you about the bad food. I liked it! can guess.
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 Unit 15, Lesson B

3 A. Read the short text about ordering in a restaurant. 5. Play the audio again and have the B. 3. Tell students to complete the seven
students write the prepositions after the sentences using words from the text.
verbs, as they hear them.
6. Check the answers together and write 4. Check the answers as a class.
When you go to a restaurant, usually the first thing you do is ask for the them on the board. Answers
menu. If you have a special diet, for example, if there are things that you 1. tip; 2. bill / check; 3. diet, dish;
Answers 4. dessert; 5. drinks; 6. side dishes;
don’t eat, you should tell the waiter so that they can help you choose a 7. waiter, menu
1. 2. 3. 4. 5.
dish that is okay for you. complain look for hear decide come
about about on with 4 Speaking: Ordering in a restaurant
When you order your food, the waiter may ask you if you want some drinks 6. 7. 8. 9. 10. A. 1. Tell students that the text is a customer
or side dishes, such as bread, salad, rice or French fries. At the end agree consist suffer think pay in a restaurant ordering from the waiter
of the meal, you might want to order dessert if you have a sweet tooth! with of from about for but the lines are in the wrong order.
2. Have students write the numbers 1 – 15 in
When you finish your meal, you have to ask for the bill or the check so B. 7. Have students look at the ten sentences. their notebooks, then re-order the
They are all divided between the conversation by putting the letters a – o
that you can pay. If you want, you can leave a tip for the waiter. preposition and the verb. next to the numbers.
8. Tell students to match the first half, 3. Tell them to do lines a-j first, and then
1 – 10, with the second half, a – j. lines k-o
They can work together. 4. Check the answers as a class and have
B. Find words in the text to complete the questions and sentences 9. Check the answers together and highlight students correct their answers in
the verb + preposition pairs.
below. their notebooks.

1. This waitress has been really good. Let’s give her a ________. Answers Answers
1. Oudom ate too g. from stomachache. C = customer; W = waiter
2. Waiter! Can I have the ________, please? I’d like to pay. much and he’s
1 a C: Can I have the menu please?
3. I eat a vegetarian ________, I don’t eat meat. Is this ________ okay for me? suffering
2 W: Of course, here is the menu.
4. I would like something sweet. I think I’ll order a ________. 2. We need to look a. for a place to have
g Would you like to order any
my birthday party.
5. Yes, I’m thirsty too. Let’s order some ________. drinks first?
3. Dinner at our house d. of rice, meat or fish,
6. Can I order some ________, please? I’d like a salad and some French fries. usually consists and some vegetables. 3 h C: Yes please, I’d like an orange
juice and a glass of water.
7. I don’t know what I want to eat. Can you ask the ________ for the ________? 4. Does the chicken e. with rice or
come potatoes? 4 W: …Here you are. Are you
b ready to order food?
4 A. Number the lines in the right order to make a conversation 5. I’m going to h. about my food. It’s
5 C: Yes, I’ll have the fish. What
complain too bland.
between a waiter and a customer. d does it come with?
6. Did you hear c. about the new café
6 W: You can choose two side
1 a C: Can I have the menu please? in town?
c dishes from the menu Sir /
b W: …Here you are. Are you ready to order food? 7. Wait, before we b. for my drinks. Madam.
c W: You can choose two side dishes from the menu, Sir / Madam. leave I have to pay
7 C: Oh, OK, I’ll have the
e
d C: Yes, I’ll have the fish. What does it come with? 8. Let’s think i. about what to have vegetables and the French fries.
for dinner tonight.
e C: Oh, okay. I’ll have the vegetables and the French fries. 8 j W: Would you like to order a
9. Have you decided f. on a plan for the dessert Sir / Madam?
f C: No thanks, I don’t have a sweet tooth! weekend?
g W: Of course, here is the menu. Would you like to order any 9 C: No thanks, I don’t have a
f
10. I don’t think I agree j. with you about the sweet tooth!
drinks first? bad food. I liked it!
10 W: OK Sir, one fish with
h C: Yes please, I’d like an orange juice and a glass of water. i vegetables and French fries.
10 i W: okay Sir, one fish with vegetables and French fries. Session 2 …
j W: Would you like to order a dessert, Sir / Madam? Suggestion: Starting session 2 11 W: Was everything OK Sir/
… l
Have students talk in small groups about: Madam.
k C: Yes, it was very tasty, thanks. Can I have the bill please? 1. What is your favourite thing to eat?
12 C: Yes, it was very tasty, thanks.
2. Do you prefer to eat at home or eat out? k Can I have the bill please.
11 l W: Was everything okay, Sir/ Madam. 3. Is it cheaper to eat at home or to eat out?
13 W: Of course… Here it is Sir, It’s
15 m W: Oh, a tip! Thank you Sir/ Madam n $9 altogether.
3 Reading and vocabulary: Ordering in
n W: Of course… Here it is, Sir. It’s $9 altogether. a restaurant 14 C: Here’s $10. Keep the
o C: Here’s $10. Keep the change! o
A. 1. Teach students that if you have a sweet tooth, change!
it means that you like to eat sweet things. 15 W: Oh a tip! Thank you Sir/
B. Work in pairs. Practise the conversation. 2. Have students read the text about m Madam
ordering in a restaurant.
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Unit 15, Lesson B

5 Work in pairs. Take turns to be the waiter and the customer. B. 5. Have students practise the conversation 3. Repeat with the first three or four instructions
together in pairs. in the role play.
Practise the conversation using the instructions below. 6. You may like to prepare a poster in advance 4. Choose two students and have them act the
with the conversation in the right order. first four lines of the role play in class.
5. Tell students to work in pairs and to act the
Tip! Reordering exercises role play. One student is the customer and
the other is the waiter.
For a long, reordering exercise like this it can 6. If students are finding it difficult, they can
be useful to prepare a poster to stick on the look back at activity 5 to remember.
board with the full conversation in the correct 7. Tell students to repeat the role play, but to
order. swap the waiter and the customer.
Students can use it to practise easily and
they can also take a photo of it with their 6 Reflection: ‘Now I can…’
phones if they have them.
1. Ask students to look at the sentences and
Remember to keep the poster in good
decide how well they can do these things.
condition so that you can use it again and
2. Encourage honest reflection by being
again and you don’t have to keep making a
positive about mistakes.
Ask for the menu new one! You can also share posters with
3. Tell students that by finding out what they
Give menu and ask if (s)he wants drinks. other teachers in your school.
have and haven’t learned, they will become
Order a drink from menu better learners.
Give the drink and ask if (s)he wants to order food 5 Speaking: Ordering in a restaurant
4. For more ideas on how to do this, please
Order food from menu. Ask what it comes with see page V.
1. Tell the students to look at the role play of
Tell him/her to look at side dishes on menu ordering in a restaurant.
Order 2 side dishes 2. Look at the first instruction together. Ask
Give the side dishes and ask if (s)he wants to order dessert. students how to ask for the menu in English
without looking at the last activity. Get the
Either say no, or order dessert from menu.
answer from a student.
Repeat the order.
…
Ask if the meal was okay. Extension activity: Restaurant role play
Say yes thanks, and ask for the bill Students work in pairs. Tell them to think of what they would like to eat and drink for dinner
Give the bill and say how much it is. tonight. They can have anything they like!
Pay the bill plus a little more for a tip First, student A is the waiter and student B is the customer. Then they swap.
Thank the customer.
Students take turns ordering the food they want in a restaurant.

6 How well can you do these things? Write in your notebook. If their conversation isn’t the same as the role play in the lesson it’s OK. They just have to order
the food.

unhappy neutral happy very happy

Now I can...
• describe food using a range of adjectives.
• use much, many and a lot of correctly.
• use too, too many, too much and not enough correctly
• use a range of verbs with prepositions
• order in a restaurant
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 UNIT 16 Unit 16, Lesson A : Requests and offers
Aims: to practise using can and could to make requests.

requests and offers By the end of 16A, students should be able to:

• identify which can/could questions are requests.

16A • make polite requests using can/could.

1 A. How often do you help in the kitchen at home? Write the things Session 1
you usually help with. 1 Vocabulary: Vocabulary C. 6. Ask students to underline the questions
Example: I usually help my grandmother to Leakhana and Tim use to make requests
chop vegetables, fry the chicken... A. 1. Ask students to write down the things they in the conversations.
usually do to help in the kitchen at home. 7. Give students hints by using the word
2. Encourage students to use and review can/could shown in the example.
the vocabulary of food and cooking they
have learnt in unit 13. Answers
B. 3. Ask students to share the answers with
B. Work in pairs. Do you and your partner share any similar their partners.
1. Could you help me clean and chop the
vegetables please?
answers? 2. Can you put them in the soup on the stove
2 Reading: Identifying requests with could/can over there?
2 A. Read two conversations with your partner. 3. Can you help get me the cream from our
A. 1. Ask students to read the conversations coach please?
Conversation 1 with their partners. 4. Could you pass me that water bottle
2. Tell students to take turns switching the please?
Channy: Hello mum, what are you cooking? There is a lot of food here! Are we roles if time allows.
B. 3. Ask students to discuss the two questions.
having guests or something this evening?
4. Tell students to work together and answer
Leakhana: Oh great, you’re here! How was school today? Anyway, I’m cooking the questions.
more food because I invited my friends for dinner. 5. Emphasis on the phrase asking… to help with.
Channy: Who? Do I know them?
Leakhana: I don’t think you do. They’re Nimol and Rath. They live in America. Answers
They moved there more than ten years ago and they’re here to visit 1. a. Clean and chop the vegetables.
b. Put vegetables in the soup on the stove.
their family. Oh, could you pass me that knife, please? 2. a. Get the cream from the coach.
Channy: Sure, here you are. Anyway, it must be nice to see your friends again. b. Pass the water bottle.
Leakhana: Yes! Channy, could you
help me clean and chop
the vegetables, please?
Channy: Sure. [15 minutes later]
I’m done, mum. Where
do you want me to put
the vegetables?
Leakhana: Can you put them in the
soup on the stove over
there?

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Unit 16, Lesson A

3 Grammar: Identifying requests Sentences:

Conversation 2 1. Could you please help Lily with her
1. Tell students to look at Look box. homework?
Tim: Urghhhh … I think I hurt my foot during our practise today! Can you help 2. Emphasis on the meaning of the word 2. Can she swim?
get me the cream from our coach, please? request and the use of can/could to make 3. Can they speak French?
Kosal: Sure. Wait for me here … Here you are. You should ask your mum to take requests. 4. Could you bring me some water please?
5. Can Tim understand Khmer?
you to the hospital. 6. My bag is so heavy, could you help carry it
Focus on the use of please in making
Tim: Thank you! Oh no, it isn’t that serious. I think the cream is enough and I can please?
requests
rest here a bit. Don’t worry, I am fine. Kosal, could you pass me that water 7. Tim hurt his foot. Could you take him to see
Remind students that they should add the doctor?
bottle, please?
please in their requests to make them sound 8. Can she cook any Cambodian food?
Kosal: Sure. Sit still and don’t walk. Just tell me if you need anything! 9. Channy wants to have a healthy diet, so can
more polite. For example, they should use
Tim: Thanks! By the way, you told me your mother is having some guests tonight please when making request to someone you tell her more about it please?
and she’s cooking a lot. Aren’t you in a hurry to go back home? older such as their teacher, father, mother, etc. 10. Could you finish your exam on time
yesterday?
Kosal: Yeah, but I can go when your mum is here.
3. Ask students to listen the questions you
read carefully. Tip! Using real-life examples
B. Discuss and answer the questions with your partner. Write the 4. Tell students to say request out loud if the
When explaining a new grammar point, use
question is a request and say no out loud
answers in your notebook. if it isn’t.
a real-life example from students or the class
to explain. It is better than an unfamiliar one
1. What is Leakhana asking Channy to help with? 5. Read as many sentences as time allows
as it will make students understand better
and asks for volunteers to read if
pass the knife from the familiar context.
Example: ______________ possible.
a. __________
b. __________
2. What is Tim asking Kosal to help with?
a. __________
b. __________

C. Write the questions Leakhana and Tim use to ask

Channy and Kosal to do things in activity 2B in your notebook.
Example: Could you pass me that knife please?

3 Listen to your teacher. If the question is a request, say “request”.

If the question is not a request, say “no”.

Look Request
You make requests using can or could.
We add ‘please’ to be polite.
• Can you help me cook, please?
• Could you take my sister to school, please?
Remember, we also use ‘can’ for ability.
• Can you swim?
This is NOT a request.

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 Unit 16, Lesson A

4 Put the sentences in the correct order. Write the answers in your 4 Grammar: Questions ordering 5 Grammar: Making requests
notebook.
1. Ask students to put the questions in the 1. Ask students to look at the prompts.
Example: you / can / stir / soup / me / for / the / please?
correct order. 2. Tell students to make request questions
Can you stir the soup for me, please?
__________________________________ 2. Encourage students to compare the using can/could based on the prompts.
1. you / read / please? / could / the / label answers. 3. Emphasis on the use of please to indicate
_______________________________________________________ politeness but not a necessity to make
2. teach / English / can / you / any / songs? / me Answers requests.
_______________________________________________________ 1. Could you read the label please? Answers
3. kitchen / could / please? / clean / you / the 2. Can you teach me any English song? 1. Can / Could you pick me up from school
_______________________________________________________ 3. Could you clean the kitchen please? please?
4. some / please? / buy / can / meat / you 4. Can you buy some meat please? 2. Can / Could you give me a hand with my
_______________________________________________________ 5. Could you get me some sugar? homework please? OR Can / Could you
5. sugar? / could / me / get / you / some help me with my homework please?
_______________________________________________________ Session 2
3. Can / Could you buy some meat from the
Suggestion: Starting session 2 market please?
5 Write polite requests using can or could. Write the answers in To start the class, you can use the idea of 4. Can / Could you help wash my bicycle?
your notebook. activity 3B but change the questions. You 5. Can / Could you teach me how to make
can come up with some completely new Lok Lak?
Example: You want someone to close the door. questions or by just changing some nouns in
Can you close the door, please?
_____________________________ the existing questions. 6 Speaking: Making and responding to
1. You want someone to pick you up from school. requests
_______________________________________________________
2. You want someone to give you a hand with your homework. 1. Divide students into A and B.
_______________________________________________________ 2. Ask students to think and write the requests
3. You want someone to buy you some meat from the market. depending on their given situation.
_______________________________________________________ 3. Pair students A with students B.
4. You want someone to help wash your bicycle. 4. Tell students to take turns sharing and
_______________________________________________________ asking the questions they have written in
5. You want someone to teach you how to make Lok Lak. activity 6A.
_______________________________________________________

6 Work in pairs. Write three request questions that you can ask Extension activity: Making more requests
your partner for help when: If time allows, you can ask students to think of the requests they usually make when they are in
class and at home. Then you can put students in small groups. Students within the same group
Student A: You go for food shopping together. can figure out what kind of requests are mostly written in the context of classroom and home.
Student B: You are cooking a lot of food for guests.
Example: Student A: can you help me pick the vegetables? …
Student B: could you chop these vegetables, please? …

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 16B Unit 16, Lesson B
1 A. What do you do to help in the situations below? Aims: to practise making offers in question forms.
Write the answers in your notebook. By the end of 16B, students should be able to:
Example: You see your mum cleaning the house alone. help mum to clean • make simple offers in question form.
1. You see your grandma carrying a heavy bag. • differentiate between requests and offers.
2. Your friend forgets her pencil case and has nothing to write with. • accept or reject requests / offers politely.
3. You visit your friend’s house for dinner and you see his mum making food.
Session 1
B. Work in pairs. Do you and your partner do similar things?
1 Speaking: Answering questions C. 5. Ask students to quickly discuss the
2 A. Listen to a conversation between Channy, Kosal, and their A. 1. Ask students to write down the things they
question.
6. Emphasis on the idea of them wanting to
father. What are they talking about? usually do in the situations. help their father.
2. Give some hints to students that they
should be writing something they would Answer
help with in each situation. Channy and Kosal want to help their father.
B. 3. Put students in pairs. They offer to help.
4. Tell students to share their answers with
their partner.
[Audioscript]
2 Listening: Identifying offers Channy: What are you looking at, dad?
Somnang: I’m looking at this colour book for
A. 1. Have students listen to the conversation. house painting. I’m thinking of painting our
2. Ask students some questions to help living room wall in a new colour.
with the listening such as: what are they Channy: Oh nice! Mom must be happy to hear
talking about? What does their father this. She has always wanted some change for
need help with? our living room.
Somnang: Yes but this time she asked me to
Tip! Listening for general understanding pick the colour!
It’s important for learners to understand Channy: Really? But you look like you aren’t
what they are listening to. In other words, enjoying this. Can I help you pick the colour,
it is helpful for students to get the general dad?
idea of the listening context. This will Somnang: Yes! That’d be great because I don’t
prepare them better for the more difficult and know which one your mother would like and
specific listening tasks that follow. Therefore, there are so many options here. I think I have a
teachers should play the recording once at headache just looking at this colour book.
the beginning with one or two general (gist) [15 minutes later]
questions and without asking the students to Channy: I like these two colours the most. What
answer any questions that focus on detailed do you think dad? We can ask mom to pick the
B. Listen again and tick the questions you hear. Do you information. This helps students grasp the final one.
remember who said them? Write the answers in your context of the listening. Somnang: I think so. She asked me to pick
it, but I still think she should make the final
notebook. choice!
B. 3. Ask students to listen again.
Example: What are you looking at, dad? √ Channy 4. Tell students to tick the questions they​hear Kosal: What are you guys talking about? What
1. Can I help you? and which character asks each question. are you picking?
2. Can I help you pick the colour? Channy: We are picking new colours for our
3. Can you help me choose the colour? Answers living room wall, but we’ll let mom decide.
b: 2. Can I help you pick the colour? By Kosal: Oh cool. Do you want me to pitch in?
4. Do you want me to pitch in?
Channy; 4. Do you want me to pitch in? By Somnang: Thank you, but that’s okay son. Your
sister has already picked a few great colours
C. Do Channy and Kosal ask their father to help them OR do they Kosal
for your mother to choose from. If you want to
want to help their father? help, maybe you can help your mother decide.
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 Unit 16, Lesson B

3 A. Look at the box. 3 Grammar: Identifying offers 5 Grammar and Speaking: Requests or offers

Look Offer A. 1. Tell students to look at the Look box. A. 1. Ask students to read the questions
When you make an offer, you use may or can. 2. Emphasis on the meaning of the word carefully.
offers and the use of different questions to 2. Tell students to decide if each question is
• May I help you with your homework?
make offers that have similar meanings. a request or offer.
• Can I carry the bag for you? B. 3. Ask students to go back to activity 1A. 3. Ask students to write R next to the
We can also make offers by saying: 4. Tell students to change their answers in sentence if it is a request and O if it is an offer.
• Do you want me to help you ...? activity 1A from sentences to questions to 4. Encourage students to look at the Look
make offers. box for an example to differentiate
• Can I make myself useful?
5. Encourage students to look at the box between requests and offers.
and use different questions to make offers.
6. There could be more than one possible Answers
answer for this activity. 1. Could you stir the soup on the stove
B. Go back to activity 1A. Change your answers into please? R
questions to make offers. Write the answers in your notebook. 4 Grammar: Matching prompts and offers 2. Good morning, Sir. May I help you? O
3. Can I help you with the dishes? O
Example: You see your mum cleaning the house alone. help mum to clean 4. You look tired doing this all by yourself. Do
1. Ask students to match the prompts with the
Offer: Mum, can I help you with anything? correct offers. you want me to pitch in? O
OR Mum, do you want me to help with cleaning? 2. Encourage students to compare the answers. 5. Can I bring you anything to drink? O
6. May I help you erase the whiteboard? O
4 Match the prompts with the offers. Write the answers in your 7. Could you erase the whiteboard please? R
Answers 8. Do you want me to buy you anything from
notebook. 1. b; 2. d; 3. f; 4. e; 5. c the market? O
Example: I am hungry. a. Do you want me to cook anything Session 2
B. 5. Put students in pairs and tell them to ask
1. I’m looking for some nice shirts for you? Suggestion: Starting session 2 and answer the questions in activity 5A.
for my son, but there are too b. May I help you choose? To start the class, you can review what 6. Go through the Look box with students
many to choose from! c. Can I bring you anything to drink? requests are. You can ask students to give quickly.
2. Urghhh .. this maths homework d. Do you want me to pitch in and examples of requests in question form and 7. Remind students that they can choose
try asking students if they can spot the to reject or accept the offers and
is really difficult. help you with your maths? difference between a request before starting requests; therefore, there are no right or
3. Mum, I am not feeling well. e. May I help you carry them? activity 5. wrong answers.
4. These bags are so heavy. f. Do you want me to take you to see
Focus on the use of thank you in accepting
5. It’s so hot. I’m thirsty. a doctor? or rejecting requests/offers

5 A. Read the questions. Write R if it is a request and O if it is an Remind students that they should add thank
you in their requests to make them sound
offer. Write the answers in your notebook. more polite, especially when they reject
offers.
Example: Can I help you? R
1. Could you stir the soup on the stove please?
2. Good morning, sir. May I help you? Look
3. Can I help you with the dishes? Requests VS. Offers
4. You look tired doing this all by yourself. • Requests = when you ask
Do you want me to pitch in? somebody to do something
for you or help you.
5. Can I bring you anything to drink?
• Offers = when you want to do
6. May I help you erase the whiteboard? something for somebody or
7. Could you erase the whiteboard, please? help them.
8. Do you want me to buy you anything from
the market?
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Unit 16, Lesson B

B. Ask and answer the questions in activity 5A with your partner. 6 Grammar: Making offers 8 Reflection: ‘Now I can…’
Pretend to accept or reject the requests and offers politely. 1. Ask students to write two offers in question 1. Ask students to look at the sentences and
form for each situation. decide how well they can do these things.
Look Polite ways of accepting or rejecting can I bring you 2. Encourage students to use different format 2. Encourage honest reflection by being
requests/offers: anything to drink? of the questions they have learnt throughout positive about mistakes.
1. Could you buy me some milk? the unit. 3. Tell students that by finding out what they
Yes, please.
3. Ask some students to share if possible. have and haven’t learn, they will become
Yes, sure. / No, I’m sorry I can’t.
better learners.
2. Can I help you cook? 7 Writing: Making offers in given situations 4. For more ideas on how to do this, please
Yes, please. Thank you. / No, it’s see page V.
fine. Thank you. 1. Ask students to think of the offers they usually
make when they are in class and at home.
2. Emphasis on making those offers using form
that they have learnt.
3. Ask students to compare the answers with
the person sitting next to them.
6 Write two offers you can make for each situation below. Write the
answers in your notebook.
Do you want me to take you to the hospital? Extension activity: Comparing requests and offers
Example: My stomach hurts. ________________________________________
1. You see your dad cleaning the car and he looks tired. If time allows, you can ask students to compare their offers to the requests they have written
in unit 16A activity 7. Can they clearly see the difference? You can put the students in small
_______________________________________________________________________ groups and then ask the students to take turns reading their requests and offers in random
_______________________________________________________________________ orders. While one student reads, the rest of the group has to tell if it is an offer or a request.
2. Your mother is inviting a group of her friends for lunch at home.
_______________________________________________________________________
_______________________________________________________________________

7 What are the offers you usually make when you are in class and
at home? Write at least four offers in question form. Write the
questions in your notebook.
Example: in class: Can I help erase the board, teacher?
… at home: Do you want me to pitch in, dad? …

8 How well can you do these things? Write in your notebook.

unhappy neutral happy very happy

Now I can...
• tell the difference between requests and offers.
• make simple requests and offers in question form.

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 UNIT 17 Unit 17, Lesson A : Why don’t we…?
Aims: to make suggestions using let’s / why don’t we…, and create positive responses.

Why don’t we…? By the end of 17A, students should be able to:

• name some places.

17A • use let’s / Why don’t we… to make suggestions.
• respond to suggestions in a positive manner.
1 A. Look at the pictures, unscramble the words and fill in the
Session 1
crossword. Write the answers in your notebook.
1 Vocabulary: Places 3. Play the recording twice before getting
students to compare answers with their
A. 1. Tell students to look at the pictures and partner.
guess what they are. 4. Check the answers as a class.
dinals 2. Ask students to unscramble the words
under the pictures. Answers
ncaime
3. Have students fill in the crossword using 1. let’s, great
the words they’ve unscrambled. 2. why don’t we, wonderful
sobkpooh 3. why don’t we, I’d prefer, perfect
4. Tell students to compare their answers
with their partner. 4. why don’t we, I’d prefer, let’s, perfect,
5. Check the answers as a class. amazing

Answers [Audioscript]
bilrayr 1. Somnang: Hey, Richard. Are you free? Let’s
Across: bookshop, cinema, island.
Down: beach, river, library go fishing near the river.
acbeh Richard: Oh, hi, Samnang. That’s a great idea!
o o k s h o p
l e 2. Channy: Mom! I’m going to the library. I need
evirr i s l a n d to borrow a book.
b c Leakhana: Why don’t we go to the bookshop
B. Which is your favourite place? Why? r r h instead? I’ll buy you some books.
i n e m a Channy: That’s wonderful! Thanks, mom!
2 A. Listen to these conversations and fill in the gaps. v r
e y 3. Kosal: Tim! I’m bored. Why don’t we watch a
1. Somnang : Hey, Richard. Are you free? Let’s go fishing near the river. r movie at my house?
Richard : Oh, hi, Somnang. That’s a ______ idea! Tim: I’d prefer to go to the cinema because
B. 6. With the same partner, get students to it has a big screen.
2. Channy : Mum! I’m going to the library. I need to borrow a book. Kosal: Perfect! Let’s go!
choose a place and talk about why it’s
Leakhana : ______ go to the bookshop instead? I’ll buy you some books
their favourite.
Channy : That’s ______! Thanks, mum! 7. Walk around the classroom, listen, help 4. Leakhana: For this Pchum Ben Holiday, why
and correct if necessary. don’t we go to Kep?
3. Kosal : Tim! I’m bored. ______ watch a movie at my house? Somnang: Hmm, I’d prefer a quiet place, so
Tim : ______ to go to the cinema because it has a big screen. let’s not go there. Any other ideas, kids?
2 Listening: Making and responding to
Kosal : ______! Let’s go! suggestions Kosal: Let’s go to Rabbit Island!
Channy: That’s perfect! And why don’t we
4. Leakhana : For this Pchum Ben Holiday, ______ go to Kep? have a picnic on the beach too?
A. 1. Tell students to read the conversations for
Somnang : Hmm, ______ a quiet place, so let’s not go there. one to two minutes. Leakhana: Haha. All right. That sounds
Any other ideas, kids? 2. Play the recording and tell students to amazing.
Kosal : ______ go to Rabbit Island! note down the answers in their notebooks
Channy : That’s ______! And why don’t we have a picnic on the as they listen.
beach too?
Leakhana: Haha. All right. That sounds ______.
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Unit 17, Lesson A

B. Work in pairs. Make a conversation similar to the one above. B. 5. Put students in new pairs. 5. Walk around the classroom, listen, help
6. Tell students to write a short conversation and correct if necessary.
C. Complete the gaps with the words in the box. similar to the one above using words from 6. Select a few pairs to share their answers.
activity 1.
suggestion perfect let’s respond prefer 7. Get students to share their conversation Session 2
idea sounds someone why don’t we with their partner. Suggestion: Starting session 2
8. Walk around the classroom, listen, help
and correct if necessary. To start the class, randomly select a few
C. 9. Get students to read the words in the box. students to give a suggestion or a positive
We use “______ / ______” to talk about a ______, something that we 10. Tell students to complete the gaps with response. You can also tell the class what
want to do with ______. When you want to ______ to a suggestion, the words from the box. you like to do in your free time, and get
you can use: 11. Check the answers as a class and write students to give some suggestions.
• That’s a great ______. them on the board.
4 Grammar: Making sentences
• That ______ good/ amazing/ wonderful. Answers
• ______! We use “Let’s / Why don’t we” to talk about 1. Get students to read the example and the
• I’d ______… a suggestion, something that we want to do words given carefully.
with someone. When you want to respond to 2. Use CCQs to check their comprehension
a suggestion, you can use: such as What do we use to start a
-That’s a great idea. suggestion? How many sentences we need
-That sounds good/ amazing/ wonderful. to make?
3 A. Match the sentences from column A to column B. Write the
-Perfect! 3. Students make sentences using the words
answers in your notebook. - I’d prefer… given as clues.
4. In pairs, tell students to compare answers
A B Focus on the form of I’d prefer with their partner and make responses if
I’d prefer is used to talk about what a person they want to.
1. I want to catch some fish. A. Let’s go fishing. wants to do. It is always followed by to +
infinitive (v1) or a noun. Answers
2. I want to watch a movie. B. Why don’t we buy it at the market? Example: I’d prefer to go swimming. 1: Let’s visit Angkor Wat Temple. /
3. I want to swim and play with sand. C. Let’s go to an island. I’d prefer can also be used to show that a Why don’t we visit Angkor Wat Temple?
person likes something more than something 2: Let’s go jogging in the park. /
4. I want to buy a bottle of milk. D. Why don’t we go to the cinema?
else by using rather than. Why don’t we go jogging in the park?
5. I want to eat in a park. E. Let’s have a picnic. Example: I’d prefer to go swimming rather 3: Let’s buy bread at the bakery. /
than go shopping. Why don’t we buy bread at the bakery?
4: Let’s go hiking in the mountain. /
B. Work in pairs. One student reads a sentence from 1 to 5 and 3 Vocabulary: Making suggestions Why don’t we go hiking in the mountain?
the other student gives a response. Then swap roles. 5: Let’s go shopping at the supermarket.
A. 1. Get students to read the sentences in the / Why don’t we go shopping at the
two tables and underline keywords if supermarket?
needed.
4 Make sentences with the words below 2. Tell students to match the sentences from
using Let’s… or Why don’t we…? table A to the suggestions in table B.
3. Have students compare answers with
1. visit / Angkor Wat Temple their partner.
2. jogging / in / park
3. buy / bread / bakery Answers
4. hiking / mountain 1. A; 2. D; 3. C; 4. B; 5. E
5. shopping / supermarket
B. 4. With the same partner, tell students to
decide who will read table A and B then
swap roles.

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 Unit 17, Lesson A

5 Work in pairs. Make suggestions and responses for the pictures. 5 Speaking: Making suggestions and 6 Speaking: Making and responding to
Example: responses suggestions
Let’s buy some books at the bookshop.
1. Put students in pairs. A. 1. Tell students to copy the table into
That’s a great idea. 2. Tell students to read and follow the example their notebook and write down at least
if needed. five suggestions about anything they
3. Get students to make a suggestion and a want in the first column.
response for each picture. 2. Tell students to use some words from this
4. Have students read their work to another pair. unit if possible.
5. Select six pairs to share their answers with 3. Get students to compare and check for
the class. mistakes with their partner.
6. Tell students there is more than one correct 4. Have students stand up, move around
answers. and talk to different students in the class.
7. Tell students that the responses can be 5. Tell students to give only one suggestion
positive and negative ones. to one student.
6. Have students note down their friends’
Answers names and responses carefully before
2: Let’s watch a movie. coming back to their seat.
3: Why don’t we go fishing? B. 7. Put students into small groups and tell
4: Let’s read some books at the library. students to read the example.
/ Let’s borrow some books from the library. 8. Get students to talk about their
6 A. Copy the table into your notebook. Walk round the class, suggestions, the names and responses
5: Why don’t we play on the beach?
make suggestions and note down your classmates’ responses. 6: Let’s go to the market. they’ve gathered.
9. Select a few students to present their
Hey Sokha, for this holiday, why don’t you play football with my group in the park? table to the class.
Tip! Different answers

That sounds great! At times, students will make sentences that

might be different from the given answers.
The sentences can still be correct if the form
Activity Name Response and meaning are right.
1. Example: Play football in the park Sokha That sounds great. For example: 1. Let’s watch a movie. à Let’s
go to the cinema.

B. Work in groups. Tell each other about your suggestions and

Extension activity: Suggestion train
responses you received. Put students in groups. You should tell them to take out a piece of paper and write down one
I asked Sokha “Why don’t you play football with my group in the park?” suggestion then pass the paper to another student to write one more. Continue doing this until
and she said “That sounds great”. Next, I asked… most of you are stuck and the last one is the winner.

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 17B Unit 17, Lesson B
1 A. Find the words in the word chain and match them to the Aims: to say and write negative responses to suggestions.
pictures. Write the answers in your notebook. By the end of 17B, students should be able to:

ch fhsuperm • name some more common places.

be a mpleuvcfarketlpiqvzc
• make negative responses to suggestions.
eo te ore museumk
• create conversations with suggestions and responses.
ks stnjh
royalpalace Session 1
1 Vocabulary: Places
1 2 3 Answers
A. 1. Tell students to look at the pictures and use 4. That’s a good idea, but…
them to find the six words in the word chain. 5. That’s perfect!
2. Students match the words to the pictures. 1. That’s not a bad idea, but…
3. Check the answers as a class. 3. That sounds good, Mom.
2. I’m not sure
Answers
h su
4 5 6 ach f lepermarke [Audioscript]
be p u vc k
o t m
e fore t lpiqvzc museum Vicki: Leakhana told me that her family’s going
ks st nj

e
hroyal palace to Rabbit Island this Pchum Ben. What about us?
1. supermarket; 2. forest; 3. beach; 4. Richard: I’d prefer to stay at home.
museum; 5. temple; 6. (royal) palace Lynn and Tim: Dad!!
Vicki: That’s not a bad idea, but the kids want
Tip! Seeking help to travel.
Sometimes it’s good to allow students to Richard: I’m kidding. Where do you kids want
B. Work in pairs. Why do we go to the places above? seek help from their friend(s) in individual to go?
task. If students can’t continue at some Lynn: Why don’t we go to Rabbit Island too?
2 A. Listen and number the responses in the right order. point, let them ask for help from students Vicki: I’m not sure. Why don’t we go to Angkor
Wat on the first day instead?
Write the answers in your notebook. they’re comfortable with. By doing this,
Tim: That sounds good, Mom. I haven’t seen all
students will seek peer discussion
_____ That’s a good idea, but… _____ That sounds good, mum. subconsciously, which will further improve the temples yet.
_____ That’s perfect! _____ I’m not sure. their knowledge. Be sure to encourage them Lynn: Then, why don’t we go to Phnom Penh for
to discuss and not just copy. the second day? I want to see the Royal Palace
_____ That’s not a bad idea, but…
and the museum!
B. 4. Put students in pairs. Richard: That’s a good idea, but Somnang told
B. Listen again and write down the suggestions for the 5. Tell students to discuss with their partner me that it’ll be very quiet there. Let’s go later.
responses above in your notebook. about the reason(s) for visiting the 6 Tim: Oh I know! Let’s go camping in the forest!
places above.
C. Fill in the gaps with the words in the box. Write the answers in 6. Set a time limit of two to three minutes.
Lynn: That’s perfect! We haven’t camped for a
long time!
your notebook. 7. Select a few students to share their ideas. Vicki: Okay. Let’s go to the supermarket and
2 Listening: Responding to suggestions buy some equipment and food then.
refuse but feel don’t that sure it’s
A. 1. Get students to read the instruction
carefully.
When we_______like a suggestion, we can politely_______it using: 2. Tell students to read the 5 responses
• “I’m sorry, ________…” and underline keywords before playing
• “________’s a good idea, but…” the recording.
3. Get students to compare answers with
• “I’m not ________.”
their partner.
• “________ a bad idea!” 4. Check the answers as a class and write
• “Ï don’t ________ like it.” on the board.

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 Unit 17, Lesson B

3 A. Work in pairs. Fill in the gaps with your own ideas. Write the B. 5. Tell students to read the responses above. B. 6. In the same pairs, get students to take
answers in your notebook. 6. Have students listen to the recording turns reading their suggestions.
again and write down the suggestions 7. This time, the partner should respond.
1. Why don’t we visit a temple tomorrow?
that come before those responses. They can accept or refuse the suggestion.
2. Let’s go to the ________! 7. Play the recording once then check the 8. Walk around the classroom, listen, help
3. Why don’t we buy ________ from the supermarket? answers by playing again and pause at and correct if necessary.
4. Let’s go to the ________ with our classmates! each response.
8. Check the answers as a class. Session 2
5. Why don’t we go to ________?
6. Let’s go ________ at night! Suggestion: Starting session 2
Answers
7. Why don’t we sell our ________? 1. I’d prefer to stay at home. To start the class, you should write clues
2. Why don’t we go to Rabbit Island too? on the board (for example: fishing),
8. I’d prefer to ________ with my family. 3. Why don’t we go to Angkor Wat Temple on and randomly select students to make
9. I’d prefer to ________ the first day instead? suggestions and other students to respond.
4. Why don’t we go to Phnom Penh for the
10. Let’s eat at ________. second day?
5. Let’s go camping in the forest! 4 Grammar: Writing suggestions and
B. With another partner, read your suggestions and listen to their responses
C. 9. Tell students to match the words in the
responses. box to the right gaps. 1. Get students to look at the example and
10. Check answers as a whole class. ask them some questions such as What
4 Look at the pictures and write suggestions and responses. 11. Ask students some CCQs such as When is that girl suggesting? What does that cross
Example: A: Let’s go to a café! can we use those responses? What mark means?
B: I don’t feel like it. should we use when we want or don’t 2. Tell students to look at the six pictures.
want to do something? 3. Have students use the clues in each picture
to write a suggestion and a response for it.
Answers 4. Tell students there is more than one correct
When we don’t like a suggestion, we can answer.
politely refuse it using: 5. Select 6 students to write their answers on
“I’m sorry, but…” the board and let the class make corrections.
café “That’s a good idea, but…”
“I’m not sure.”
“It’s a bad idea!” Answers
“Ï don’t feel like it.” 1. A: Let’s eat at the restaurant.
B: I’m not sure.
3 Vocabulary: Things to do and places 2. A: Why don’t we go to the bakery?
to go B: That’s a good idea.
A. 1. Put students into pairs. 3. A: Let’s go to the park.
2. Get students to use their own ideas to B: That sounds good.
make the suggestions. 4. A: Why don’t we go jogging?
3. Have students read the example on how B: I don’t feel like it.
restaurant bakery park to do this activity. 5. A: Let’s go to the gym.
4. Select a few students to share their answers. B: That sounds amazing.
5. Tell students there is more than one 6. A: Why don’t we go swimming?
correct answer. B: I’m sorry, but I can’t go.
Suggested answers
1. Why don’t we visit a temple tomorrow? Tip! Peer correction
2. Let’s go to the park! Having students write on the board and
3. Why don’t we buy some clothes from the letting other students make corrections
supermarket? will create better class atmosphere and
4. Let’s go to the royal palace with our encourage students to participate more in
jogging gym swimming classmates! class. You can initiate this by asking the
5. Why don’t we go to the forest? class “Is this correct?”
5 A. Work in pairs. Write a short conversation. 6. Let’s go shopping at night!
7. Why don’t we sell our old car?
Student A: You love old temples, so you’re going to visit Siem Reap this weekend. 8. I’d prefer to stay at home with my family.
Student B: You hate crowded and hot places, but you like shopping and hiking. 9. I’d prefer to study by myself.
Both students: Discuss and agree on something that you can enjoy this weekend. 10. Let’s eat at my house.
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Unit 17, Lesson B

5 Writing and Speaking: Making a short B. 3. Put students in small groups and combine
Student A: It’s almost the weekend! Let’s go to Siem Reap! conversation their papers together.
Student B: No, I don’t feel like it. 4. Get students to decide who’ll start first
Student A: Okay, then where do you want to go? A. 1. Get students to choose a partner and tell and have that student pick a paper
Student B: Why don’t we… them to decide who’s A and B. randomly to make a suggestion.
2. Tell students to read the prompts and the 5. Tell students that the others in the group
example carefully then write the have to all respond to that suggestion
B. Act out the conversation in front of the class. conversation. before moving on.
3. Get students to use let’s or why don’t 6. Set a time limit of 10 seconds for students
6 A. Cut out 5 pieces of papers and write down activities or places we, the phrases for positive and negative to come up with a suggestion so that it is
that you can make suggestions from. responses, and words from this unit. more challenging.
4. Have students make a decision that 7. Walk around the classroom, listen, help
allows both students to do what they and correct if necessary.
prefer at the same place.
5. Walk around the classroom, read, help 7 Reflection: ‘Now I can…’
and correct if necessary.
B. 6. Get the old pairs to choose another pair. 1. Ask students to look at the sentences and
7. Tell students to act out the conversation decide how well they can do these things.
with their partner in front of the new pair. 2. Encourage honest reflection by being
8. Walk around the classroom, listen, help positive about mistakes.
and correct if necessary. 3. Tell students that by finding out what they
9. Select two to five pairs to act out in front have and haven’t learnt, they will become
of the class. better learners.
B. Work in groups. Pick a paper and make a suggestion. 4. For more ideas on how to do this, please
The others respond to that suggestion. 6 Speaking: Making suggestions and see page V.
responses
Let’s go shopping.
A. 1. Tell students to take out a piece of blank
paper and cut it into five pieces. They
should be big enough to write a word on
each paper.
2. Tell students to choose five places /
activities and write one word each on a
piece of paper.
Example: bookshop, temple, swimming,
fishing, etc.

7 How well can you do these things? Write in your notebook! Extension activity: Say and write
Take turns saying one word for your group to write a suggestion. The first to finish will get one
point and can say the next word. The winner is the one with the most points.

unhappy neutral happy very happy

Now I can...
• name some places.
• list some of the activities that can be done in those places.
• use “Let’s / Why don’t we…” to make suggestions.
• respond to suggestions positively.
• reject suggestions politely.

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 UNIT 18 Unit 18, Review
Aims: to review vocabulary and grammatical structures introduced in Units 13-17.

Review By the end of 18, students should be able to:

• name cooking verbs and some places in towns.

• make sentences using sequence adverbs
1 Look at the pictures and write the cooking verbs in your notebook. • make suggestions, requests, offers, and responses.
• use much, many, a lot of, too, enough, some correctly.
Example: • use verbs with the correct dependent preposition.

1 Vocabulary: Cooking verbs B. 5. Ask students to remember the sequence

adverbs that they learned in unit 13. Have
1. Tell students to look at the pictures and write students shout out any sequence adverbs
down the cooking verbs that they’ve learnt. that they can remember and write them
2. Select a few students to share their answers. on the board.
6. If students can’t remember, tell them to
Stir
Answers look back at Unit 13.
1. wash; 2. mix; 3. chop; 4. fry; 7. Using the pictures, have students write
5. pour; 6. peel; 7. serve; 8. cut; four instructions for making tea, including
9. slice sequence adverbs.
8. Check the answers as a class.
2 Grammar: Sequencing adverbs
Answers
A. 1. Ask students what they can see in the 1. First, you boil the water.
pictures. 2. Next, you pour the hot water into a small
2. Ask students the name of the drink. teapot.
3.Tell students to put the pictures in the right 3. After that, you put a tea bag into the
order. teapot.
2 A. Put these pictures in the right order. What’s the drink? 4. Get students to check their answers with 4. Finally, you serve the tea.
a partner or group.
a b c d
Answers
The drink is tea.
1. a; 2. b; 3. d; 4. c

B. Write a sentence for each step in your notebook. Use adverbs

of sequence.

Example: 1st First, you boil the water.

______________________

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Review

3 A. Make some offers for the words below in your notebook using 3 Grammar: Making offers 4 Grammar: some, any, much, many, enough,
Would you like. a lot of, a, an, too
A. 1. Tell students to look at the example and
Would you like an ice-cream?
Example: Ice-cream: __________________________ read the eight words. 1. Get students to think about when to use
2. Ask students what do we use to make an some, any, much, many, a lot of, a, an, too.
1. Salt: ___________ 5. Orange juice: ___________ offer? (Would you like…) Students may discuss with a partner.
2. Cake: ___________ 6. A slice of bread: ___________ 3. Get students to make suggestions for the 2. Tell students to read the sentences and
3. Cookies: ___________ 7. Sugar: ___________ eight words. choose the answer from the three options.
4. Ask students to compare answers with 3. Check the answers as a class.
4. A cup of tea: ___________ 8. Fish sauce: ___________
their partner before checking the answers
as a class. Answers
B. Work in pairs. Take turns to make an offer and respond. 1. some; 2. any; 3. any; 4. a; 5. a lot
of; 6. enough; 7. too much; 8. too; 9.
Answers
Would you like an ice-cream? 1. Would you like some salt? enough; 10. too
2. Would you like a cake?
5 Grammar: Verbs with dependent
Yes, please. Would you like ...? 3. Would you like some cookies?
4. Would you like a cup of tea? prepositions
5. Would you like some orange juice?
4 Circle the correct answers. Write the answers in your notebook. 6. Would you like a slice of bread? 1. Tell students to spend one to two minutes
7. Would you like some sugar? reading the words in the boxes and the
1. I want _____ meat in my soup. A. some B. any C. a 8. Would you like some fish sauce? conversations.
2. Is there ______sugar? A. some B. a C. any 2. Get students to match the verbs to their
dependent preposition.
3. Have you got _____ durians? A. some B. any C. a B. 5. Put students in pairs.
3. Using what they’ve matched, have students
6. Have students take turns making a
4. _____ cup of coffee is about 12,000 riels. A. an B. some C. a fill in the gaps in the five conversations.
suggestion from above. The partner
5. There’s _____ milk in this coffee. A. a lot of B. many C. any 4. Select five students to each read a
should give a response.
conversation and share their answer.
6. My soup isn’t spicy _____. A. much B. enough C. too 7. Walk around the classroom, listen, help
7. They’re eating _____ meat. It’s unhealthy. A. too much B. some C. enough and correct if necessary.
8. Select a few students to share their answers. Answers
8. The oranges are _____ sour. A. too B. not enough C. much 1. agree with; 2. pay for;
9. The cookies aren’t healthy _____. A. much B. too C. enough 3. complain about; 4. suffering from;
Focus on reviewing responding to
10. The hamburgers are_____ expensive. A. too much B. enough C. too suggestion: Would you like… 5. looking for
Remind students that there are two ways to
5 Match the prepositions in box A to the verbs in box B. Then respond to Would you like… In a positive
way, we say Yes, please, and in a negative
complete the sentences.
way, we say No, thank you. or I’d like…

for about with from suffering pay complain agree looking

1. Kosal: Oh, man. I really want to go home right now.

Tim: I _______ you, but it’s raining, so let’s wait.
2. Tim: Oh no! I forgot to bring my wallet.
Kosal: It’s fine. I’ll ______ your food.
3. Kosal: There are too many things to do!
Leakhana: Don’t _______ your chores. Finish them then you can visit your friends.
4. Richard: You look worried. What happened?
Somnang: My wife isn’t well. She’s _______ a bad headache. I need to go home early.
5. Seller: Hello. What do you want to buy?
Channy: I’m _______ some fresh crabs. Do you have them?
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 Review

6 Look at the pictures and write a request or an offer for each of 6 Grammar: Requests and offers 7 Grammar: Offers, suggestions and requests
them. Use can, could, may, or do you want me to... Write the
1. Ask students how many pictures there are 1. Tell students to read the sentences and find
answers in your notebook. and what are in the pictures? the mistakes.
2. Tell students to use can, could, may, or do 2. Get students to put a ✓ if a sentence is
you want me to… to make a request or an correct.
offer for each picture. 3. Check the answers as a class and explain
3. On the board write up the following example: why the answers are right.
Can you help me with my chores?
4. Tell students to make similar requests for the Answers
other pictures.
1. Can you wash the dishes for me?
4. Select a few students to share their answers.
2. Let’s buy some clothes at the
5. Tell students there is more than one correct
supermarket.
answer.
3. May I help you clean the bathroom?
4. Why don’t we have a picnic at the park?
Suggested answers
5. Let’s go fishing.
2. Can you wash the vegetables for me? 6. Could I make dinner for you? ✓
Example: 3. May I carry these books for you? 7. Why don’t we borrow some books from the
_______________________________ _______________________________ 4. Do you want me to hold the umbrella? library?
5. Could you call my mom for me, please? 8. Can you buy a cup of coffee for me?
6. Do you want me to get a glass of water
for you?
Tip! Correction and explanation
When it’s time to check the answers, make
sure to give an explanation of why the
answer is right or wrong. This can act as a
review for all students and a confirmation for
shy students who want to know.

_______________________________ _______________________________

_______________________________ _______________________________
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Review

7 Find the mistakes. If there’s no mistake, put a √ next to the sentence. 8 Vocabulary: Places in town 9 Fun Activity: Looking back at Units 13-17

1. Can you washed the dishes for me? A. 1. Tell students to read the descriptions and 1. Tell students to look for the answers to the
fill in the words of places that they’ve questions.
2. Let buy some clothes at the supermarket.
learned. 2. Encourage them to go back and refer to the
3. May you help you clean the bathroom? 2. Get students to compare answers with previous units.
4. Why doesn’t we have a picnic at the park? their partner. 3. You can make this more fun by asking your
5. Let’s go to fishing. 3. Check the answers as a class and write students to work in pairs or groups. You can
on the board. also set a time limit. The first pair / group to
6. Could we make dinner for you?
find all the answers wins!
7. Why don’t we borrow some books from the library?
Answers
8. Can you buy a cup of coffees for me? 1. bookshop; 2. supermarket; Answers
3. Royal Palace; 4. cinema; 5. museum; 1. Beef lok lak.
8 A. Guess the places below. 6. island; 7. temple; 8. forest 2. Bread, chicken, salt, sugar, apples
and milk.
1. ________: you can buy books. B. 5. Put students in pairs. 3. We use much with things we can’t count,
2. ________: you can buy foods, clothes, or other things. 6. Get students to take turns making many with things we can count, and a
3. ________: you can see the home of the king and queen. suggestions and responses using the lot of with both countable and
answers above. uncountable nouns.
4. ________: you can watch a movie on a big screen. 7. Tell students that they can make positive 4. A request is when you ask somebody
5. ________: you can see old paintings or sculptures. or negative responses. to do something for you or help you. An
6. ________: you can ride a boat across the sea to it. 8. Select a few pairs to share their answers offer is when you want to do something for
with the class. somebody or help them.
7. ________: you can walk through and look at very old buildings in Cambodia.
5. Because it’ll be very quiet there.
8. ________: you can go camping and see many animals.

B. Work in pairs. Take turns to make suggestions and responses

about the places above. Extension activity: Spelling and making sentences
Get students to stay in small groups and tell them to bring out a big piece of paper. Tell them to
choose someone in their group to be in charge of writing while the rest think about the answers.
Let’s buy some books from the bookshop. Then you say some grammar points or vocabulary from unit 13 to 17, and gets students to
make sentences or spell the word. To make it fun and lively, tell students that only the first to
finish with the correct answer will get a point, and at the end, the group with the highest score
I’m sorry, but I don’t have enough money.
wins.

9 Race against time! Who can find the answers first?

1. What does Vicki want to make for lunch? (Unit 13)
2. What has Tim got in his basket? (Unit 14)
3. When do we use Much? Many? A lot of? (Unit 15)
4. What is the difference between a request and an offer? (Unit 16)
5. In Unit 17, why doesn’t Richard take his family to Phnom Penh on the second
day of Pchum Ben?

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 UNIT 19 Unit 19, Consolidation
Aims: to review vocabulary and grammatical structures introduced in Units 1-17.

Consolidation By the end of 19, students should be able to:

• practise vocabulary from units 1 – 17.

• differentiate using can for ability, requests and offers.
1 First and last letters! Join the words together. Look at the ending • talk about likes and dislikes, and compare with other people.
and beginning letters. Use words from Units 1-17. • talk about a traditional dish.
• distinguish between vowel sounds in words.

three exercise English hat 1 Vocabulary: First and last letters 2 Thinking skills: Treasure hunt

2 Treasure hunt! Read and write the clues. What’s the treasure? 1. Put students in small groups. 1. You might need to pre-teach treasure. To
2. Write the first word in the example on the do this, ask some questions (e.g. Is a
board (three). Circle the last letter (e). treasure cheap or expensive? Is a necklace
1 3. Ask them what the next word is (exercise). a treasure? Can a treasure be something
Circle letter ‘e’ in exercise. Tell them that the important?)
letter ‘e’ joins the two words. 2. Tell them that by reading clues, they will find
4. Ask students to join together words that a treasure.
have the same beginning and ending letters. 3. Ask them to work individually and use the
All the words should come from Units 1-17. sentences below the pictures to find
5. If you want, you can do this as a clues. You can also do this in pairs or as a
competition. Set a time limit. The group with competition.
2 the most number of words wins. 4. Give feedback as a class.
6. For weaker classes, you might want to give
the first two words. Write these on the board Answer
(e.g. bag – grandmother..) a car

1. Find the bag with fifty on it. What’s in it? Write the first letter in your notebook.
2. Find the three wallets. Can you see the pink wallet? What’s in it? Write the first
letter in your notebook.
3. Do you remember all these? All 3 words have the same second letter. Write this
letter in your notebook.
4. What can you see in all the 3 plates? Write the first letter in your notebook.
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Consolidation

3 A. Read the conversations. Copy the table into your notebook 3 Grammar: can for suggestions, offers and 4 Grammar: Making offers and suggestions
and write the bold sentences in the correct column. ability
1. Choose two students. Have one read the
1. Channy : Hi mum! Can I go swimming in the river today? A. 1. Ask students to read the conversations. example situation, and the other read the
Leakhana : No, you can’t. You can’t swim. That’s not a good idea. 2. Focus their attention on the sentences in answer (May I…)
bold. Tell them all these sentences have 2. Ask students to read the situations and write
‘can’. the correct responses using the words in the
2. Tim : Hey Kosal, can you help me with my maths homework?
3. Ask them to draw a table in their speech bubbles.
Kosal : Sure, if you help me with football. I can’t play football very well. notebooks and write the ‘can’ sentences 3. Walk around the classroom, look, help and
in the correct column. correct if necessary.
3. Lynn : Can I help you wash the car, dad? 4. Check your instructions. 4. Ask students to compare their answers
Richard : Of course you can! That’s my girl. before checking answers as a class.
CAN for CAN for CAN for
4. Lynn : We have so much free time this weekend! Mum, can we help ability request offer Answers
you do the washing up? You can’t Can I go Can I help 1. I’d prefer to go to a cheaper coffee shop.
Vicki : That’s great. Yes, please. Can you also tidy the living room, swim. swimming you wash the 2. Can I help you cook dinner, mum?
cook, wash the car and take the dogs for a walk? in the river car, dad? 3. Could you turn the TV off, please? / Could
Lynn : Oh mum, I actually have a lot of homework to do. I’ll be in my today? you turn the volume down, please? /
bedroom. Bye! I can’t play Can you Can we help Could you turn the TV down, please?
football very help me with you do the 4. Would you like some water?
well. my maths washing up? 5. Let’s have some ice cream.
CAN for ability CAN for request CAN for offer
homework? Note: Some of your students might write
You can’t swim. Can I go swimming in the river today? Can you also slightly different answers. Accept other
tidy the living possible answers that are grammatically
room, cook, correct and make sense.
wash the car
and take the Tip! Monitoring
dogs for a To monitor is to walk around in class while
walk?
B. Work in pairs. Act out the conversation. your students are doing something, carefully
checking to see if they are doing what
B. 5. Put students in pairs. You might want to you wanted them to do. You can also use
4 Respond to the following situations using the words given. Write pair students who normally don’t work this time to point out some mistakes that
in your notebook. together. individual students are making. Monitoring
6. Ask them to roleplay the conversations. is an effective classroom management
Example: 1. You’re in class. You don’t have a pen. Your teacher is asking you to write Encourage students to use proper technique. By walking around, you can
something, so you need to borrow a pen from your friend. intonation to convey meaning. (e.g. ensure that your students are on task. This
May I...? Of course you can! Oh mum, I have a lot will also help keep your students engaged
1. Your friend wants to go to an expensive coffee shop. of homework to do…) throughout the lesson.
You want to go to a cheaper one. I’d prefer... 7. For feedback, you might want to call on
a few pairs in front of the class to practise
2. Your mum’s cooking dinner and you want to help. Can I... the conversations.

3. You need to do your homework and your brother is watching TV. Could you...
It’s loud!

4. Your friend looks tired. He’s been jogging.

Would you like...
You have a bottle of water in your bag.

5. Your friend looks sad. Her dog died.

She likes ice cream and you want to buy her some. Let’s...

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 Consolidation

5 A. Look at the pictures. Write sentences using like, love, don’t like, 5 Grammar: Expressing preferences 6 Reading: Traditional food around the world
hate or don’t mind.
A. 1. Ask students to look at the pictures. Ask A. 1. Ask students what their favourite dishes
the students, “what is the girl’s name?” are. Ask them what the most common
and, “what is the boy’s name?” dish in Cambodia is.
2. Elicit the activities they like / don’t like. 2. You might need to pre-teach traditional
Ask questions (e.g. What’s this?) dish. To do this, ask a few questions (e.g.
3. Ask students to write sentences about the Who knows about this dish? (most people
two children. in a given country) When was this
4. Go through the example as a class. invented? (a long time ago) Is it
6. Pay attention to the 3rd person singular something unique to the country? (yes)
forms (e.g. hates, loves, doesn’t mind) 3. Ask them what they know about Malaysia.
and –ing form after hate, love, like, Tell them they are going to read about
doesn’t like and don’t / doesn’t mind. Malaysia’s traditional dish.
4. Ask them to read and match the pictures
Pssible Answers with the words.
Tam: She loves swimming; She likes going to
the beach; She doesn’t mind swimming with Answers
sharks!; She loves swimming in the evening. 1. anchovies
Example: Tam loves swimming. Panha: He loves playing computer games; 2. coconut cream
He likes staying at home. He hates playing 3. lemon grass
football. 4. ginger
NOTE: These are just suggested answers. 5. peanuts
Your students might write slightly different
sentences. Accept them as long as they are
B. Now compare yourself with Tam and Panha. Use So do I, Neither grammatically accurate and make sense.

do I, I do and I don’t. B. 7. Ask students to compare themselves with

Tam and Panha.
Example: Tam loves swimming. So do I. We both like swimming. 8. Do this as a speaking or writing activity.
For weaker groups, it is a good idea to
do this as a writing activity first. Then let
them share their answers with their
partner through a speaking activity.
9. Go through the example as a class. You
might want to write So do I, Neither do I,
6 A. Match the pictures with the words in the box. I do and I don’t on the board.
10. Monitor. As you go around, take a mental
ginger coconut cream lemon grass anchovies peanuts note of students who have written some
good sentences. You can call them
afterwards to share their answers in class.
11. Check the answers as a class. You
might want to ask some students to read
their sentences out loud.

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Consolidation

Around the world B. 5. Ask students to read again and

write ordinal numbers 1st – 5th next to the
7 Pronunciation: Odd one out

1. Practise saying the words with your

sentences.
Traditional food around the world students. Do this as a class.
6. Ask students to compare their answers as
2. Put students in pairs and ask them to practise
a class then check answers.
Hi! I’m Jani. I’m from Malaysia. One of our traditional dishes here is Nasi Lemak. saying the words with their partners.
I love Nasi Lemak – it’s my favourite! To make it, first you have to soak the rice Answers 3. Tell them that one word is pronounced
1st – Soak rice with coconut cream. differently in each set. Ask them to circle the
with coconut cream for about 12 hours. Then cook the rice. Add some leaves,
2nd – Cook rice with leaves or ginger. words that are pronounced differently.
lemon grass or ginger if you like. Then boil some eggs and fry some anchovies 4. Go through the example as a class.
3rd – Boil some eggs.
(small fish). Serve with eggs, anchovies and peanuts. Yummy! What about 4th – Fry some anchovies. 5. Check the answers as a class.
you? What’s your traditional dish? 5th – Serve with anchovies, eggs and peanuts.
Answers
C. 7. Put students in small groups. 1. thirty
8. Ask them to write about a traditional dish 2. red
B. How do we make Nasi Lemak? Order the sentences. Write first in their country. Tell them to use the 3. bottle
4. kitchen
second, third, fourth and fifth. Write in your notebook. pictures for some ideas. Tell them to draw
5. sofa
pictures too if they like.
_________ Serve with anchovies, eggs and peanuts.
9. If you have time, you can ask some
_________ Cook rice with leaves or ginger. groups to present their writing to the 8 Writing and Drawing: Using this, that, these
_________ Boil some eggs. class. You can also go through some of and those
_________ Fry some anchovies. the common mistakes students made in 1. Ask students to choose a word from each set.
_________ Soak rice with coconut cream. their writing. 2. Students write sentences and draw pictures.
3. Focus students on the example. Alternatively,
C. Write about one of your traditional dishes. you can also write a simple sentence on the
board and draw a simple picture (e.g. These
are apples. I have 19 apples in my bag).
4. Monitor and help some of your students who
might find this activity difficult.
5. For feedback, ask some of your students to
show their pictures and sentences.

Extension activity: Sentence writing

Write down all the five odd words on the board. Ask students to write sentences using these
words. Monitor and keep a mental note of some of the good sentences students make – you
7 Say it! Which word sounds different? Write in your notebooks. can ask them to write these on the board. Alternatively, you can write 1 or 2 ‘bad’ sentences.
Write these on the board and correct them as a class.
Example: fish listen swim like
1. sixteen nineteen thirty thirteen
2. keys red meat see
3. bottle comb yoga phone
4. mobile kitchen rice bike
5. box chop sofa bottle

8 Draw and write. Choose one word from each set of words in
activity 7. Draw and write sentences. Use this, these, that or those.

Example: This is fish. I’ll cook it for dinner. Yum!

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 UNIT 20 Unit 20, Consolidation
Aims: to review vocabulary and grammatical structures introduced in Units 1-17.

Consolidation By the end of 20, students should be able to:

• write some profile information about the given characters.

• identify and compare people and things.
1 Write down five things you can remember about each person. • write the correct form of the verbs in the present simple for both regular verbs and
Do not turn to the other Units to check! Write the answers in the verb to be.
• identify the definition and the stress of given words.
your notebook.
1 Writing: Giving me five
Answers
Countable nouns: a mobile phone; keys;
1. Ask students to think of five things that they
purse; glasses; comb; chicken; eggs;
can remember about each character.
onions.
1 2 2. Encourage students to come up with
anything they can remember from the previous Uncountable nouns: coffee; milk; fish
units such as the name, age, nationality, sauce; rice.
favourite things, family, home, etc.
Example: 3. Tell students that they are not allowed to B. 3. Ask students to look and write the things
go back and look for answers until they have they see in each picture in separate
Kosal, Cambodian, Likes finished. sentences.
football, black hair, studies in 4. If possible, put students in pairs, set a time 4. Tell students they must begin each
grade 10... limit, and make it a fun game or competition sentence with there is or there are.
3 4 to see who can remember the most. 5. Encourage students to use the
quantifiers, such as a packet of, a bottle
of..., which they have learnt to use with
2 A. Look at Vicki’s shopping basket and her bag. What can you Answers
the uncountable nouns.
1. Tim: British, 15 years old, loves football,
count and what can’t you count? Write the answers in your
has dark brown curly hair, has one sister ..
notebook. 2. Vicki: Canadian, 42 years old, has 2 Answers
children, brown curly hair, is Tim’s mother, … 1. In the basket,
3. Channy: Cambodian; 17 years old, Kosal’s there is a packet of coffee.
sister, studies in grade 12, enjoys school, there is a carton of milk.
best friend’s name is Pisey, …. there are two bottles of fish sauce.
4. Somnang: Cambodian, 40 years old, has there is a packet of rice.
2 children, black short hair, likes playing there is a chicken.
chess, .. there are 3 eggs.
Note: The students might have different there are 4 onions.
answers. This is OK as long as they have 2. In her bag,
five facts about each person. there is a mobile phone.
there are 2 keys.
2 Grammar and Vocabulary: Identifying there is a purse.
objects (countable and uncountable) there are glasses.
Countable nouns: a mobile phone, ... there is a comb.
A. 1. Ask students to look at the pictures.
Uncountable nouns: coffee, ... 2. Tell students to write the things they can
see in each picture and identify if the
B. Look at the pictures [Link] sentences in your notebook things they see are countable nouns or
with there is or there are. uncountable nouns.
In the basket, ... In her bag, ...
Example: there is a packet of coffee. Example: there are two keys.
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Consolidation

3 A. Go to page 36 and look at activity 1A in Unit 7A. Look at the 12 3 Grammar and Vocabulary: Finding the 4 Grammar and Vocabulary: Comparing the
pictures (a to l). Which picture or pictures can you see the correct pictures furniture
things below? Write the answers in your notebook. A. 1. Ask students to go to page 36 and look at A. 1. Ask students to look at the three pieces of
activity 1A in Unit 7A. furniture they have already learnt in unit 3.
Example: There is a clock on the wall. Picture f, g, and i
______________________________ 2. Make sure students look at the right 2. Tell students to compare the three pieces
page. There are 12 small pictures. of furniture based on the given information.
1. There is a television in the living room. ______________________________
3. Tell students to match the sentences in 3. Ask students to write at least 4 comparative
2. The school gate is behind her. ______________________________ this activity 3A with the correct pictures. sentences using the adjectives in the box.
3. The plate is in front of the boy. ______________________________ 4. Remind students that some sentences 4. Encourage students to write as many
can be matched with more than one sentences as they can.
4. There is a pillow on the bed. ______________________________
picture as in the given example.
5. There is a book on the table. ______________________________ Answers
6. The cooking pan is in front of the window. ______________________________ Answers 1. The bookshelf is more expensive than the
1. picture k drawers.
7. There is a shower in the bathroom. ______________________________ 2. picture l 2. The drawers are cheaper than the bed.
3. picture f 3. The bookshelf is cheaper than the bed.
B. Look around the classroom. What can you see? Tell your friend 4. picture a and picture h 4. The bed is older than the drawers.
5 things you can see using in, on, in front of, under, and behind. 5. picture e 5. The bookshelf is older than the bed.
6. picture e 6. The drawers are newer than the
7. picture d bookshelf.
4 A. Compare the different pieces of furniture. Write four sentences 7. The bed is newer than the drawers.
in your notebook. 8. The bookshelf is taller than the drawers.
Tip! Adjusting activities 9. The drawers is taller than the bed.
10. The drawers are shorter than the
There can be more than one way to do an bookshelf.
activity. You can make some changes based
Note: The students do not have to write as
on the real situation to make the activity
many sentences. They only need to write at
more communicative and fun. For example,
least 4 sentences and their answers may be
for an activity that requires students to look
different. This should be okay as long as the
at two different pages by themselves, you
comparison is correct.
can make it a pair work. You can ask one
student to look at one page while the other
B. 5. Ask students to look at the pictures again.
student looks at a different page. Then both
6. Tell students to write three superlative
students have to share the information and
sentences using the same adjectives in
work together to get the answers instead of
the box.
working alone.
7. Encourage students to compare the
answers if possible.
B. 5. Put students in pairs.
$300, had for 2 years $125, had for 5 years $30, had for 1 year 6. Have students tell each other five things Answers
height: 0.5 metres. height: 1.5 metres height: 1 metre. they can see in the classroom. 1. The bed is the shortest.
7. Ask students to use the five prepositions. 2. The bookshelf is the oldest.
8. If this activity is set as homework, 3. The bookshelf is the tallest.
students can work individually and 4. The drawers are the cheapest.
expensive cheap old new tall short change from classroom to their living room 5. The drawers are the newest.
and write the sentences in their notebook. Note: The students do not have write all
Example: The bed is more expensive than the bookshelf. five sentences. They only need to write at
least 3 sentences and their answers may be
different. This should be okay as long as the
B. Look at the pictures in activity 3A again. Write 3 superlative superlative sentences are correct.
sentences in your notebook using the same adjectives.
Example: The bed is the most expensive.
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 Consolidation

5 A. Write three sentences in your notebook to describe the people 5 Writing: Describing family members 6 Grammar: -ing and –ed adjectives
in the family photos.
A. 1. Divide the students into A and B. A. 1. Ask the students to read the prompts.
2. Ask student A to look at Tim’s family photo 2. Tell the students to find answers to the
Student A: Look at Tim’s family photo.
and student B to look at Kosal’s. prompts.
Student B: Look at Kosal’s family photo. 3. Tell the students to look at the examples 3. Remind and encourage students to
and write similar sentences about what use the language points they have learnt
they see in the photos. They can describe throughout Units 1 to 17.
the family members and the appearance.
4. Encourage students to use possessive Answers
pronouns and adjectives, have got and Note: There are no right or wrong answers
family member vocabulary in their because the answers are based on the
sentences. students’ personal preferences. However,
B. 5. Put the students in pairs, A with B. you can check the students’ answering
6. Tell the students to share what they have through monitoring or a whole-class answer
written in activity 5A. sharing.
7. Encourage students to make
comparisons if time allows. B. 4. Put students in pairs.
5. Tell students to compare their answers
with their partner.
6. Ask students if they have any similar
answers.

Example:
Student A: Tim’s got a sister. Her hair is brown but his is blonde.
Student B: Their family is a Cambodian family.

B. Work in pairs. Compare the two families.

Example: Tim and Kosal both have got sisters. Tim’s older than his sister, but
Kosal is younger than his.

6 A. Think of the answers to the prompts. Write the answers in

your notebook.
Example: One person that is amazing for you. _______________________
My teacher
1. Two sports that are exciting for you. _______________________
2. Two free-time activities that are interesting for you. _______________________
3. One daily activity that is boring for you. _______________________
4. One daily activity you do to feel relaxed. _______________________
5. Two things that can make you feel disappointed. _______________________
6. Two Units in this book that are interesting for you. _______________________

B. Work in pairs. Do you have similar answers?

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Consolidation

7 A. Complete the text about Tim and Kosal’s football coach with 7 Reading and grammar: ‘The Football Coach’ 8 Vocabulary: Find the odd one out
the correct form of the verb in brackets. Write the answers in with present simple verbs
A. 1. Ask students to look at the words.
your notebook. A. 1. Ask students some questions about Tim’s 2. Tell students to cross out one word for
and Kosal’s football club as a lead in. each number.
comes
Mr. Daro is 35 years old and he________(come) from 2. Tell students to look at the picture of their 3. Emphasise crossing out the word that
Cambodia. He 1.______(live) in Siem Reap with his family. coach. does not belong in the same category as
He has one daughter and she 2.______(be) 5 years 3. Tell students to fill in the gap with the the other words.
old. He 3.______(like) sports very much. His favourite correct present simple form of the given
sport is football. He is a football coach, but he 4.______ verbs in the brackets. Answers
4. Remind students that there are both 1. Thirty; 2. Monday; 3. Britain;
(not work) at the football club every day. He 5.______
positive and negative forms. 4. Computer; 5. Jogging; 6. Sandwich;
(teach) young children to play football and they 6.______
7. Teacher; 8. Exciting; 9. Knife;
(like) him a lot because he is a great coach. When he Answers 10. Fishing
7.______(not be) at the club, he 8.______(help) his wife 1. lives; 2. is; 3. likes; 4. does not/
selling things at the market. She sells women’s clothes. doesn’t work; 5. teaches; 6. like; 7. is B. 4. Tell students to read the 10 answers from
When they 9.______(be) free, they take their daughter not/isn’t; 8. helps; 9. are; 10. go activity 8A.
out. Sometimes, they 10.______(go) swimming and 5. Ask students to underline the stress of
sometimes they ride bicycles around the neighborhood B. 5. Ask students to read again and answer those 10 words.
together. the questions. 6. If possible, ask students to read and
6. Encourage them to write in in full repeat the answers as a whole class.
sentences as seen in the example.
B. Read the text again and answer the questions. Write the Answers
answers in your notebook. Answers 1. Thirty; 2. Monday; 3. Britain;
1. He comes from Cambodia. 4. Computer; 5. Jogging; 6. Sandwich;
Example: How old is Mr. Daro? He is 35 years old.
_______________________ 2. He has one child/daughter. 7. Teacher; 8. Exciting; 9. Knife;
1. Where does he come from? _______________________ 3. He helps his wife selling things at the market. 10. Fishing
2. How many children does he have? _______________________ 4. She sells women’s clothes.
3. What does he do when he doesn’t teach football? _______________________ 5. They take their daughter out.
4. What does his wife do at the market? _______________________
5. What do they do during their free time? _______________________ Extension activity: Adding new words

8 A. Cross out the word that does not belong in the same word If there is some time left, continue activity 8. When the students have completed activity 8B, ask
the students to think of 10 NEW words to replace the 10 words they have crossed out. The 10
group. Write the answers in your notebook. new words should be in the same word group as the remaining ones in each number.
Example: Japan – Cambodia – Thailand – Chinese Example: Students have to cross out “Thirty” in question 1 because the rest of the words are
ordinal numbers except “Thirty”. Now the students have to find a new ordinal number to go with
(Because Chinese is a nationality and the other three words are countries)
the remaining three words.
1. Tenth – Thirty – Thirteenth – Seventeenth
2. July – Monday – January – December
3. Spanish – Cambodian – Britain – Canadian
4. Sofa – Computer – Chair – Drawers
5. Interesting – Disappointing – Jogging – Amazing
6. Chop – Serve – Stir – Sandwich
7. Aunt – Uncle – Grandfather – Teacher
8. Exciting – Excited – Interested – Disappointed
9. Oil – Sugar – Pepper – Knife
10. Swimming – Basketball – Football – Fishing

B. Look at the answers (10 words) from activity 8A in your

notebook. Underline the stress of each answer.
Example: Chinese
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 UNIT 21 Unit 21, Lesson A : What does it look like?
Aims: to describe different objects using more than one adjective.

What does it look like? By the end of 21A, students should be able to:

• use more than one adjective in the right order.

21A • use two adjectives to describe their favourite things.
• listen for specific words.
1 What are these? Work in pairs. Think of as many adjectives to
Session 1
describe the pictures.
1 Lead in: Remembering adjectives Note: There are some differences between the
It’s big and black. pictures and what the people say.
1. Ask students to look at the pictures. Ask watch - in the book the watch is silver, but Tim
what they can see in the pictures. says his watch is yellow.
2. Put students in groups. dress - in the book the dress is red, but Lynn
3. Ask them to think of as many adjectives as says her dress is yellow.
they can to describe the pictures. The team tablet - in the book the tablet is black, but
with the most adjectives wins. Channy says her tablet is red.
4. You can do the first picture on the board.
Ask a stronger student to describe the See how many students notice these
picture. Write the words on the board. differences.
Repeat this several times.
[Audioscript]
Tip! Catch them being good Channy: My favourite thing is very modern. It’s
Giving students praise for the good things a big, red (beep). I use it every day at school.
they’re doing can be an effective classroom I use it for my homework too. Sometimes my
management technique. If you see students brother hides it but I always find it.
2 A. Listen. Match the pictures in activity 1 with the working together well or always coming Lynn: My favourite thing is a (beep) that my
to class on time or asking questions to mum and dad gave me on my birthday. It’s a
people. Write the words in your notebook. help them learn, let them know they are nice yellow silk (dress = beep). I wear it for
appreciated! You can do this by giving them special parties only. I love it.
Tim: My favourite thing is round and yellow. It’s
a thumbs up or leaving them notes in their
made in Japan. It’s an old Japanese (beep).
notebooks (e.g. ‘You are fantastic today!’ I wear it every day when I’m at school. My
‘Thanks for helping Panha with her writing!’) friends think it’s cool.
Kosal: My favourite thing is not a thing! She’s
2 Listening: Matching pictures with the a short clever girl! She’s young. She’s got long
people black hair. Who’s my favourite thing? It’s my
sister, (Channy) of course!
A. 1. Point to the pictures of Kosal, Lynn,
Channy and Tim. Tell them that the B. 4. Ask students to listen again and write all
B. Listen again. Write the adjectives you hear in your pictures in activity 1 are their favourite
the adjectives and colours they hear. Tell
them to write their answers in their
notebook. things. Encourage students to guess notebook.
whose they are. 5. Ask students to compare answers then
2. Play the recording for students to check check as a class.
modern ___ ___ their guesses.
_______ round _____ 3. Check the answers as a class. Answers
dress – nice, yellow
Answers watch – round, yellow, old, Japanese
Channy – tablet Channy – long, black hair; short clever girl
Lynn – dress
nice, red _____ hair
_____ _____
Tim – watch
Kosal - Channy

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Unit 21, Lesson A

3 Draw the table in your notebook. Put the adjectives in activity [Audioscript] 4 Grammar: Adding words to the table
Channy: My favourite thing is very modern. It’s
2B in the correct column. a big, red tablet. I use it every day at school. 1. Ask students to add the words on the table.
I use it for my homework too. Sometimes my 2. Check the answers as a class.
brother hides it but I always find it.
Lynn: My favourite thing is a dress that my mum
opinion size age colour origin and dad gave me on my birthday. It’s a nice Answers
yellow silk dress. I wear it for special parties opinion size age colour origin
only. I love it.
Tim: My favourite thing is round and yellow. It’s clever long old yellow Japanese
clever long _______ yellow Japanese made in Japan. It’s an old Japanese watch. nice big young red British
I wear it every day when I’m at school. My smart short black Cambodian
friends think it’s cool.
pretty small pink
Kosal: My favourite thing is not a thing! She’s
a short clever girl! She’s young. She’s got long orange
_______ _______ _______
black hair. Who’s my favourite thing? It’s my
sister, Channy of course! Session 2

3 Grammar: Table completion Suggestions: Starting session 2

_______ _______ To start the class, describe your favourite
1. Ask students to draw the tables in their things and ask students to guess.
notebooks. Alternatively, you can bring a few things in a
2. Look at the headings in each column. You bag. Describe each for students to guess.
4 Now, add these words to the table. might want to check the meaning of these You can also ask some students to look in
words. Use the examples given in each the bag and choose an item to describe for
column to help you. You might want to use L1. the entire class.
3. Tell them to write the adjectives in activity 2b If you set activity 4 as homework, you can
smart in the correct column. also go over the answers quickly.
4. Go around and check what the students are
pretty British doing. 5 Grammar: Ordering adjectives

young
5. As your students are working, you might
want to draw the table on the board for 1. Tell students that when more than one
pink adjective is used in a sentence,we
small feedback.
orange 6. Check the answers as a class. follow the order in the table. Check their
Cambodian understanding by asking questions (e.g.
Which comes first – size or colour? Opinion
Answers or age?
opinion size age colour origin 2. Tell them to complete the sentences with the
clever long old yellow Japanese adjectives.
nice big red 3. You can do this individually or as a group.
If you have a weak class, putting students in
5 When we use more than one adjective, we follow the order in the short black
groups might be better. If you do, you can
table. Look at the sentences below. Complete the sentences with turn this into a competition. The first team to
the adjectives. finish wins!
4. Check the answers as a class.
Example: There’s a big, modern TV in our living room. (modern, big)
___________
Answers
1. I have a ______ ______ friend. (British, nice) 1. I have a nice, British friend.
2. These are ______ ______ paintings. (old, Cambodian) 2. These are old, Cambodian paintings.
3. She is a kind, Canadian teacher.
3. She is a ______ ______ teacher. (kind, Canadian) 4. They love colourful, long dresses.
4. They love ______ ______ dresses. (colourful, long) 5. Can I bring my cheap, black tablet with
5. Can I bring my ______ ______ tablet with me to the beach? (black, cheap) me to the beach?

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 Unit 21, Lesson A

6 Draw and write about your favourite thing. Use two adjectives to 6 Writing: My favourite thing 8 Speaking: My classmates’ favourite
write about them. things
1. Ask students to draw their favourite things in
their notebooks. 1. Put students in pairs. You might want to ask
2. Tell them to write at least 2 sentences students to work with a different partner –
about their favourite thing. They should use not the one they always work with. If you
My favourite thing is a big, yellow bag. 2 adjectives. want, you can randomly choose their
3. Walk around the classroom, look, help and partners.
I use it every day to school. correct if necessary. 2. Ask them to tell their partner what their
classmates favourite things are.
7 Speaking: Say ‘blah’ 3. Ask who remembers the most and give this
student a reward (e.g. clap, a sweet)
1. Ask students to go around and tell their 4. If you set this for homework, ask students to
classmates their favourite things. write about their classmates’ favourite
2. Tell them to ask as many people as they can. things.
3. Tell them not to say what their favourite thing
is. They should say ‘blah’ instead (like in the
picture in the book).
7 Say ‘Blah!’ Go around! Tell your classmates about your favourite 4. If necessary, model the conversation first
with a stronger student in class.
thing, but don’t say what it is. Make them guess.

Extension activity: What’s our favourite thing?

As a class, make a list of the students’ favourite things. What do they like the most? What do
they like the least? Ask them why they like / don’t like these things.

8 Tell your partner about your classmates’ favourite things! Who

remembers more?
Ty’s favourite thing is a modern, red watch.

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 21B Unit 21, Lesson B
1 A. Look at the shapes below. Do you know what they are? Match Aims: to describe different objects using more than one adjective.
By the end of 21B, students should be able to:
the words with the shapes.
• use more than one adjective in the right order.
1. circle • describe things around them, including their shapes.
2. square
3. rectangle Session 1
4. triangle 1 Vocabulary: Shapes 2 Vocabulary: Shapes as adjectives

A. 1. Ask students if they know what the 1. Tell students that shapes can also be used
B. Listen, check and repeat. shapes are called. You might want to ask to describe an object.
them what these shapes are called in 2. Ask them to match the shapes with their
your own language. adjective forms. This should be done quickly
C. Work in pairs. Look around you. Name as many things as you 2. Ask them to match the pictures with the – the words are very similar.
can see that are of these shapes. You have 1 minute! words.
Answers
Answers 1. square
2 Match the shapes with their adjective forms.
a. square 2. circular
b. circle 3. rectangular
circular rectangular triangular square c. triangle 4. triangular
d. rectangle Note: When describing things that are
circular, ‘round’ can also be used. If your
1 [Audioscript] students ask, you might need to tell them
1. square 2. circle 3. triangle 4. rectangle
2 this.

B. 3. Ask students to listen, check and repeat.

4. Focus on the stressed syllables
(e.g. square, circle, triangle, rectangle)
C. 5. Ask students to work with their partner
and write down as many objects in the
classroom that are circular (round),
3 rectangular, triangular or square.
6. Set a time limit. The pair with the most
number of words wins!

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 Unit 21, Lesson B

3 A. Read and match the presents in 2 with the people. 3 Reading: Matching the presents with the 4 Grammar: Completing the table with shapes
people
1. Ask students to complete the table with the
Lynn: My present is in a big, yellow, square box. It’s a present from my mum.
A. 1. Ask students to match the presents with adjectives for shapes.
Can you guess what’s inside? Yes! It’s a box of chocolate! There’s a lot of the people. 2. They can work individually or in pairs.
chocolate in it. 2. Tell them to read quickly and not worry 3. Check the answers as a class.
about words they don’t know. You might
Note: The column for colour should come
want to set a time limit for this.
Channy: My present is in a small, red, circular box. It’s not heavy. It’s a present before the column for shapes in the Student’s
3. Check the answers as a class.
from my dad. Can you guess what’s inside? Yes! It’s a necklace. I love it. Book. Please make sure your students know.
Answers
Answers
1. Lynn – big, yellow, square present
2. Channy – small, red, circular present opinion size age colour shape origin
Kosal: My present is from my friend, Tim. It’s in a large, rectangular, orange
3. Kosal – large, orange, rectangular present clever long old yellow rectangular Japanese
box. Can you guess what’s inside? Yes, books! I got three books from Tim! I
nice big young red triangular British
love them. I read them every night! smart short black round Cambodian

B. 4. Ask students to read again, giving them pretty small pink square
more time. orange
B. Read again. Complete the table with their presents. Draw the 5. Ask them to complete the table with their
table in your notebook. presents. If you have a weak class, do the Session 2
example together as class.
6. Check the answers as a class. Suggestions: Starting session 2
Lynn Channy Kosal To start the class, name a category (e.g.
Answers colours) and call on a student. The student
1. Lynn – chocolate then has to say a word related to that
2. Channy – necklace category (e.g. pink) and then calls on
chocolate _______ _______
3. Kosal – books another student (e.g. pink – Panha). The next
student has to say a different word in that
category (e.g. yellow). Repeat this several
4 Now, complete the table with the shapes. times. Then name a new category or let a
student pick a new category.
If you set activity 3b as homework, you can
also go over the answers quickly.
opinion size age shape colour origin

clever long old yellow Japanese

nice big pink

short red

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Unit 21, Lesson A

5 Put the adjectives in the right order. Write in your notebook. 5 Grammar: Putting adjectives in the right
Tip! Grouping students
order
expensive, long, green necklace Asking your students to work with different
Example: _____________________
people in the class is important. First, it helps
1. wallet (small, red, square) 1. Ask students to look at the example. Ask
them learn to interact with as many different
them how many adjectives they can see
2. notebook (rectangular, thin, blue) kinds of people as possible. They learn to
(3). Ask them what is being described (a
share ideas, cooperate and work together
3. chair (big, old, brown) necklace).
to come up with solutions to problems. For
4. TV (modern, rectangular, smart) 2. Order the adjectives together as a class.
weak learners, this is also a good chance
5. table (new, Japanese, circular) You can write the adjectives on the board.
for them to learn from the stronger students
3. Ask them to refer to the table in activity 4.
in your class. It’s a good idea to have at
4. Ask students to compare their answers.
least two pair or group work activities in your
6 A. Channy’s talking about her presents. Help her by writing three 6. Check the answers as a class.
English classes. How many of your activities
adjectives for her presents. Work with a partner. Answers today were done as a group?
Student A: Go to page 192. 1. small, square, red wallet
2. thin, rectangular, blue notebook 7 Writing: Presents I like and don’t like
Student B: Go to page 194.
3. big, old, brown chair
1. Ask students to remember all the
B. Now, tell your friends about Channy’s present. 4. smart, modern, rectangular TV
presents Channy got (6). You might want to
5. new, round, Japanese table
quickly write these on the board.
Channy’s present is a big, square, yellow blanket. 2. Ask a few students which of the presents
6 Speaking: Channy’s presents
they like / don’t like and why.
7 Draw the presents you like and don’t like. Write about it in your A. 1. Tell students that Channy has a lot of 3. Ask them to draw and write about the
presents they like and don’t like that their
notebook. presents on her birthday. Tell them to help
partner described. They can’t choose the
Channy talk about her presents.
2. Put students in pairs. If possible, ask presents they talked about.
them to sit face-to-face so that they don’t 4. Ask them to use at least 3 adjectives,
I like the big, square, yellow blanket. remembering the adjectives their partners
see each other’s pictures.
3. Tell them who is Student A and who is used.
I don’t like……..
Student B. Ask them to go to the right 5. Check your instructions (e.g. Can you draw
pages. the presents you talked about? How many
4. Ask students to write three adjectives for adjectives do you use when you write?).
each present. Tell them to write their
answers in their notebooks. 8 Reflecting: ‘Now I can…’
B. 5. Then ask them to close their books
8 How well can you do these things? Write in your notebook. and talk about the presents they saw. 1. Ask students to look at the sentences and
They should use the adjectives they wrote decide how well they can do these things.
in their notebooks. 2. Encourage honest reflection by being
6. Walk around the classroom, listen, help positive about mistakes. Tell students that by
and correct if necessary. finding out what they have and haven’t
unhappy neutral happy very happy learnt, they will become better learners.
3. For more ideas on how to do this, please
see page V.

Now I can...
Extension activity: Adjectives BINGO
• use more than one adjective to describe my favourite things. Ask your students to draw a 3x3 table in their notebook. Then, tell them to write adjectives
• spell and recognize adjectives for shapes. from the table in Unit 21A or B. They should write words in all 9 squares. Then call out each
• spell adjectives more accurately. adjective on the table randomly. When they have the word, they cross them out. The first
person to cross out all the words horizontally or vertically wins.

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 UNIT 22 Unit 22, Lesson A : What does she look like? What is he like?
Aims: to talk about what people look like.

What does she look like? What is he like? By the end of 22A, students should be able to:

• describe hair
22A •
•
describe eye colour
use the words pretty, handsome, good-looking and ugly
1 Find the words that describe what people look like. Write the • say if someone has a beard or a moustache or wears glasses.
words in your notebook.
Session 1
The words can go across, down or diagonally.
1. slim G C Q F X U Y S L I M O 1 Vocabulary: Reviewing vocabulary 2 Reading and vocabulary: Describing
2. thin S O T A I U O P O M E M from unit 4. people.
3. _______ Y P T T T H U E L Y T F
1. Tell students to look in the word search for 1. Have students look at the descriptions in the
4. _______ Z Y M S B N N L D D A Z
nine words and phrases that describe speech bubbles.
5. _______ G H W O H O G V S Z L Y people. 2. In pairs, have students take turns to read a
6. _______ L S T P P O B P T B L U 2. Tell them that all the words and phrases description from the speech bubbles out loud.
H H B A F A R L K H J E are from Unit 4. They can look if they need 3. The other partner decides which picture is
7. _______
T O F B Z S W T I H I V to remember. being described.
8. _______
Y R A D N O O S H V C N 3. Show students that the words can read 4. Check the answers together in class.
9. _______ E T F W D B Y J Y A H U in any direction – left, right, up, down or
O N B V K H H B I W I P diagonally. Answers
G O T L O N G H A I R R 4. Check the answers as a class. 1. picture 6; 2. picture 3; 3. picture 1;
4. picture 2; 5. picture 5; 6. picture 4
2 Read the descriptions and match them with the pictures. Answers
G C Q F X U Y S L I M O
My new girlfriend is pretty. She’s got blue eyes and shoulder-length, dark brown, curly hair. S O T A I U O P O M E M
Y P T T T H U E L Y T F
Z Y M S B N N L D D A Z
My brother is young and handsome. He wears glasses and he has short, light brown hair.
G H W O H O G V S Z L Y
L S T P P O B P T B L U
My neighbour is old and ugly! He has a moustache and he’s got long, grey, wavy hair. H H B A F A R L K H J E
T O F B Z S W T I H I V
My best friend is good-looking. She’s got green eyes and straight, red hair. Y R A D N O O S H V C N
E T F W D B Y J Y A H U
My husband has a beard and he wears glasses. He’s bald and he’s got brown eyes. O N B V K H H B I W I P
G O T L O N G H A I R R
My teacher is pretty! She’s got long, blonde, curly hair.

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Unit 22, Lesson A

3 A. Copy the table below into your notebook and complete it with 3 Vocabulary: Face, hair, eyes and age. 4 Speaking: Describing hair
the words in the box. A. 1. Tell students to draw four columns in their 1. Put students in pairs. Tell them to take turns
notebooks, and put the headings face, to choose a picture and not to tell their
hair, eyes and age. partner which one.
face hair eyes age 2. Have students write the words in the box 2. Have the student describe the picture to
under the right headings in their notebooks. their partner. Their partner says which
pretty brown brown young 3. Check the answers as a class. picture it is. They take turns and repeat until
4. Check the answers together in class. they’ve finished.
light brown 3. If students are doing activity 3 for homework,
Answers instead of activity d they should write
descriptions of the hair in the eight pictures
face hair eyes age
in their notebooks.
pretty brown brown young
Answers
has a light green middle
1. She’s got long, blond, curly hair
curly green grey pretty red blue blonde beard brown aged
2. He’s got short, grey, straight hair
young dark brown curly bald short wavy handsome curly grey old 3. She’s got shoulder-length, red, wavy hair
old long light brown handsome brown ugly straight has a shoulder blue 4. He’s got shoulder-length, black, curly hair
moustache length 5. She’s got short, light brown, wavy hair
good looking shoulder-length has a moustache middle-aged
6. He’s got long, dark brown, straight hair
has a beard wears glasses good look- grey 7. She’s got short, blond, straight hair
ing 8. He’s got short, black, wavy hair
wears red
B. Which order do we say these words when we describe glasses
someone’s hair? Number the clouds 1, 2 and 3. ugly blond
dark
short black
blond brown
straight long light brown bald
wavy shoulder-length dark brown short
curly grey red
wavy
long
4 Work in pairs. Take turns to choose a picture and ask your partner straight
about the hair in the pictures.
B. 5. Have students look at the three clouds
Example: What’s his hair like?
that describe hair.
He’s got short, brown, curly hair.
6. Tell students to look back at the
descriptions in the speech bubbles in
activity 2.
7. In pairs, tell students to decide which
order we say these words in when we
describe hair.
8. Check the answers as a class.

Answers
1. long, short, shoulder-length
2. black, blond, red, light brown, dark
brown, grey
3. straight, wavy, curly

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 Unit 22, Lesson A

5 Work in pairs. Choose a person from the picture below but don’t Session 2 Tip! Different ways to say the same thing
tell your partner who he/she is. Describe your person and ask There are different ways that we could give
Suggestion: Starting session 2
your partner to guess who it is. Take turns. Write the words face, hair, eyes, age on the
the descriptions above. For example, for
person 7 we could also say, “This middle-
Example: She’s a woman. She’s short and fat. She’s old and ugly and she has board. Point to them one at a time and have aged woman is tall and slim with shoulder-
short, red, curly hair. the students shout out all the words that they length, grey, curly hair”. The descriptions are
can remember from last lesson to describe the same but the sentence is a little different.
them. It can be a good idea to get two or three
You can use the answers from activity 3a to different sentences from the students so that
check. they can see that there isn’t just one correct
way to say it, but that the sentences can vary
as long as the information is the same.
5 Speaking: Describing people
6 Speaking: Designing an avatar
1. Have students look at the picture of the party.
2. Read the example to the class. Ask the students Note: This activity will work best if you can ask
which person in the picture it is. (person 1) the students in advance to bring coloured pencils
3. In pairs, tell students to take turns to describe or pens to the lesson, if they have them.
one of the people in the picture. The partner 1. Write the word avatar on the board and have
guesses the person by saying the number. students look at the picture of the avatar in their
4. Check answers as a class by choosing one books. Ask if anyone knows what an avatar is.
student at a time to describe a person and 2. If any students know, ask them to tell the class.
have the class shout out which number it is. Otherwise tell them what an avatar is:
An avatar is a picture that people who play
Suggested answers (actual answers may games online use to represent themselves in
vary but the descriptions should be similar): the game. It is usually a person, but
sometimes it can be an animal or something
person 2: He’s a tall, slim, middle aged man. like a dragon or a creature from a story. It may
He’s handsome and he has a moustache. or may not look like you in real life.
He’s got short, light brown hair. 3. Tell students they are going to draw an avatar
person 3: She’s a short, slim, pretty woman, for themselves in their notebooks. They can
have fun designing it. It doesn’t have to look
6 A. Draw an avatar in your notebook. She’s young. She’s got blue eyes and long,
like them. If they have coloured pens or
straight, blond hair.
pencils, they can use them. Otherwise they
person 4: This man is tall and slim. He’s bald will have to draw with a pencil and remember
and he has a beard and a moustache. He’s the colours.
got shoulder-length, dark brown hair. wavy 4. When they’ve finished drawing, put the
person 5: This woman is middle-aged. She’s students in small groups of around 4 people.
short and slim and she wears glasses. She’s 5. Tell students to describe their avatar to their
got short, straight, light brown hair. team mates, but not to show them.
person 6: He’s a young man. He’s tall, 6. Have the teammates draw the avatar
fat and ugly! He’s bald but he’s got a according to the description that they hear,
then choose one person to describe the avatar
moustache. He’s got brown eyes.
again to the group.
person 7: She’s a tall, slim, middle aged
7. Tell students to compare the drawings to the
woman. She’s got shoulder-length, grey,
original and to compare the last description
curly hair and green eyes.
with the original one.
8. If there’s time, ask some students to describe
their avatar to the class.

Extension activity: A famous person

In small groups (you can use the same groups for activity 6 above), have students think of a
famous person that they think everyone will know. Tell the students to take turns to describe the
famous person but don’t say who it is.
The other teammates should try and guess who it is. If they can’t guess at the end of the
description, they can ask more questions about the mystery person, but they should only ask
B. Work in groups. Describe your avatar to each other. questions that the speaker can answer with yes or no.
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 22B Unit 22, Lesson B
1 Work in pairs.
Aims: to describe personality traits.
What does your mum look like? By the end of 22B, students should be able to:
She’s short and slim with black, straight hair. • understand the difference between What does she look like? and What’s she like?
• use a range of adjectives to describe positive and negative personality traits.
What is your mum like? • understand the difference between he’s lazy and he’s being lazy.
• participate in a discussion about appearance and personality traits.
She’s very nice! She’s smart and she’s fun.
Session 1

1. Look at the conversations above. What is the difference between the questions, 1 Vocabulary: Character and personality B. 5. Tell students to copy the table into their
notebooks.
“What does she look like?” and “What is she like?” 1. Write the pairs of words: character / 6. Ask them to complete the table as they
2. Do you have any similar traits to your mother or father (or both)? Which ones? personality, and characteristics / traits on the listen. Each person will say four personality
board. traits and they are all from the box in
3. What personality traits do you like to see in other people? What traits don’t you 2. Teach students that character and personality activity A.
like? Write down some positive and negative characteristics. have similar meanings and are about 7. Play the recording.
the whole person. We have one character 8. Ask students to compare answers with their
2 A. Listen. When you hear a word in the cloud, point to it. or personality, which describes how we are partner and then check answers as a class.
generally.
Teach them that traits and characteristics Answers
have similar meanings and are the separate
hardworking parts of our personality. We have many traits Who’s Who are they What personality
speaking? talking about? words to they
kind shy easygoing or characteristics. For example, being polite or
use?
mean being lazy are traits or characteristics.
polite rude 3. Tell students to read the two short 1. Tim His friend, Jake friendly,
easygoing,
patient conversations in the speech bubbles.
impatient friendly 4. Have students talk about questions 1 – 3
impatient, rude
unfriendly stupid together in pairs or small groups of up to 4. 2. Somnang Channy (his sensible polite,
sensible daughter) lazy, shy
5. Check question 1 in class.
difficult outgoing 6. From question 3, ask students to say any 3. Vicki Her neighbour difficult,
lazy in England unfriendly, mean,
personality traits that they know. Try to use only
stupid
adjectives.
4. Channy Her mum hardworking,
(Leakhana) patient, kind,
Answers outgoing
1. What does she look like asks about a
B. Listen again. Copy the table into your notebook and person’s appearance – their hair, skin,
C. 9. Tell students that they will read some of the
complete it as you listen. height, eyes etc. What is she like asks
things that the people said in the recording.
about a person’s character – if they are [Link] a student read out the example
nice or mean, polite or rude etc. sentence. Have another student read the
Who are they 2. Answers will vary answer, friendly.
Who’s speaking? traits 3. Answers will vary but may include words 11. In pairs, tell students to take turns to read
talking about?
like rude, polite, shy, outgoing, nice, kind, a sentence from the speech bubbles.
mean… The partner says which adjectives they are
1. Tim His friend, Jake friendly, … describing.
2 Listening and vocabulary: Personality traits 12. Listen to the audio again for students to
check their answers
2. Somnang A. 1. Tell students that they are going to listen to 13. Check the answers as a class.
four people (Tim, Somnang, Vicki and
3. Vicki Channy) describing a person that they know. Answers
2. Tell students to read the personality 1. easygoing; 2. impatient; 3. sensible;
adjectives in the box. 4. lazy; 5. difficult; 6. mean; 7. patient;
4. Channy 3. As they listen, ask students to point to the 8. outgoing
adjectives with their pencils as they hear
them.
4. Play the recording.
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 Unit 22, Lesson B

C. Match the words from the cloud to the descriptions. [Audioscript] 3. Check the answers as a class.
Example: He loves meeting new people and getting to know 1. Tim: My best friend in England is called Jake.
them. friendly. I miss seeing him and doing things together. Answers
Jake’s a very friendly person. He loves meeting
Positive Negative
He likes doing everything and he never complains. and talking to new people and getting to know
them. He’s also really easygoing. He likes doing sensible stupid
He doesn’t like to wait for things and wants to do everything and he never complains so I like
everything now. spending time with him. But he can be a bit kind mean
impatient sometimes. He doesn’t like to wait for polite rude
things and wants to do everything now, and if
She thinks carefully about things before she does them. hardworking lazy
someone makes him wait he can be quite rude,
She sometimes just wants to sit down and watch TV. but I don’t think he knows that he’s doing it. friendly unfriendly

2. Somnang: My daughter, Channy, is still young easygoing difficult

He always complained and made problems about
but she’s a very sensible girl. She thinks carefully outgoing shy
things that were not important. about things before she does them and she
He shouted at the children for playing in the street. usually does the right thing. She’s also very polite, patient impatient
especially with older people and she always says
please and thank you. But she is sometimes lazy Focus on some personality adjectives.
She always has time to listen and talk to me, even and wants to just sit down and watch TV when
when she’s tired. There are some useful things for students to
she has homework to do or when she could go
know about some of these words.
She makes friends all the time and everyone likes her. outside and play with her friends. When she
meets new people she can be shy, but I think this 1. Stupid: It isn’t nice to say that someone
will change when she gets older. is stupid. They should be careful with this
word.
3. Vicki: I had a neighbour in England who was 2. Difficult: When we say that a person
3 Copy the table below into your notebook. Complete the table. a very difficult person. He always complained is difficult, it means that they are not
and made problems about things that were not easygoing and that they make problems
important and would never help anyone. He was sometimes.
really unfriendly and would never say hello when 3. Shy: Here it’s a negative adjective. It isn’t
sensible mean rude lazy unfriendly we saw him in the street. It was worse than that,
bad or wrong to be shy, but most people
easygoing stupid friendly difficult hardworking he was mean. He shouted at the children for
playing in the street. and once, they kicked their think it’s better not to be shy.
outgoing patient polite shy kind football into his garden by mistake and he didn’t 4. Mean: Often this word means not kind, but
impatient give it back. I think he was a stupid man because it can also mean not generous (people who
nobody liked him and he didn’t have any friends. don’t like to give anything, or don’t like to
spend money).
4. Channy: My mum is the best person I know!
Positive Negative She is very hardworking. She gets up very early
every day to sell fruit and vegetables on the Session 2
sensible stupid market to make more money for our family. She’s
really patient, too and she always has time to Suggestion: Starting session 2
listen to me and talk to me, even when she’s tired. Put students in small groups of about 4 (or
My mum is also a kind person. Sometimes at the pairs if it’s impossible in your classroom).
market she lets people have her vegetables for Tell students they get one point per correct
a cheaper price if they don’t have much money. answer.
4 Work in pairs. Decide which two adjectives from the box in activity 3 And she’s outgoing too. She makes new friends Give them one minute to write down as
fit with each sentence. all the time and everyone likes her.
many positive personality adjectives as they
3 Vocabulary: Personality adjectives can remember from yesterday. Check the
My brother usually makes good decisions but today he’s answers together. One point per correct
Example: doing crazy things for no reason. sensible / stupid 1. Tell students to draw two columns in their answer. Repeat with negative personality
notebooks with the headings positive and adjectives.
negative, and to draw it 8 lines down.
2. Have students divide the personality
What’s wrong with Makara? She usually does a lot of work adjectives in the box into positive and negative
but today she just wants to sit down and sleep! traits, and write them in their notebooks as
pairs of opposites.

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Unit 22, Lesson B

4 Reading and vocabulary: Personality 7. Depending on the class, you can let the
My little nephew usually likes being with people but traits students manage themselves or you can have
today he’s quiet and scared of talking. everyone drop the eraser at the same time
1. Have students look at the speech bubbles. Tell and then time two minutes and have them talk
That’s very strange! Tola usually says please and thank you them that they are all about a pair of opposites until you say stop.
but today I said hello to him and he told me to go away! from activity 2. 8. Walk around the classroom, listen, help and
2. In pairs, have students take turns to read the correct if necessary.
speech bubbles and the partner identifies
My dad doesn’t usually get angry quickly, but today he started which pair of adjectives they are about. Tip! Making games
shouting because the person in front of him was driving slowly. 3. Choose two students. One student reads the It can be very useful to make board games
speech bubble and the other says the for students to practise speaking.
adjectives, sensible and stupid. This is one good way to make a board
5 Work in groups. Find an eraser or other small objects. Drop it onto 4. Have students do 1 – 4 together in pairs. game that doesn’t need a dice or anything
the grid to choose a discussion topic. Talk together with your 5. Check the answers as a class. special, you can always find something to
6. If students are doing this activity for
partners about the topic. Try to speak for at least three minutes homework, they write the adjective pairs in
drop on the board, like an eraser or a pencil
sharpener.
and make sure everyone says something. their notebooks. Another thing you can do if you want to make
a game is to arrange the different speaking
Answers
What would you like topics around in a circle, like a wheel. Then
What personality trait What positive and 1. hardworking / lazy
to change about your 2. outgoing / shy have the students spin their pen on the
is most important in a negative traits do girls page, and they can talk about whatever their
personality? Or your 3. polite / rude
best friend? think that boys have? pen points to when it stops spinning.
appearance? 4. impatient / patient
You can use these two ideas to make games
Describe a person you What is your best to practise almost anything. You can even try
What are the best 5 Speaking: Discussion on personality traits.
know. What do they personality trait? having the students make the games.
and worst traits for a 1. Put students in small groups of around 4,
look like? What are What is your worst
teacher to have? around a table. 6 Reflection: ‘Now I can…’
they like? personality trait? 2. Tell students to find an eraser or other small
1. Ask students to look at the sentences and
object that they can drop onto the question
What is a ‘perfect decide how well they can do these things.
What positive and grid.
What kind of person person’ for you? What 3. Using one book, students take turns to drop 2. Encourage honest reflection by being positive
negative traits do boys about mistakes.
do you dislike most? do they look like? What the eraser onto the question grid.
think that girls have? 3. Tell students that by finding out what they have
are they like? 4. Where it lands, they then talk together for two
and haven’t learned, they will become better
to three minutes on the question.
learners.
5. If they hit a question they’ve already talked
4. For more ideas on how to do this, please see
6 How well can you do these things? Write in your notebook. about, then drop the eraser again.
page V.
6. Tell students that each time, everyone should
say something. They can also ask each other
questions.
unhappy neutral happy very happy
Extension activity: Acting it out
Put students in small groups of around 4. Tell them to listen and to guess what trait you are
acting, then:
Now I can...
1. Yawn and stretch, and say I don’t feel like doing much today, I think I’ll just stay in bed.
• use different adjectives to say what someone looks like. Ask the student:, What am I like?. Have them guess until someone says You’re lazy.
• use different adjectives to say what someone’s character is like. 2. Say, Oh good morning Madam. Thank you so much for coming today. Please follow me. Get
• understand someone talking about another person’s character. the answer, You’re polite.
Then, tell students to take turns to act a trait for their group. Their partners try to guess.
• have a discussion about personality traits.

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 UNIT 23 Unit 23, Lesson A : What are you wearing?
Aims: to practise using some clothes and colours vocabulary and present continuous for now.

What are you wearing? By the end of 23A, students should be able to:

• identify and pronounce some colours and clothing items.

23A • make sentences using present continuous in positive form.

1 A. Match the words in the box to the pictures. Write the answers Session 1
in your notebook.
1 Vocabulary: Clothing [Audioscript]
shirt, hat, dress, shoes, t-shirt, trousers, jeans,
Shirt Skirt Socks Dress T-shirt Blouse
A. 1. Ask students to look at the pictures and socks, shorts, skirt, blouse
Trousers Shorts Jeans Shoes Hat the words.
2. Tell students to match the pictures with Focus on the plural forms of some clothes
the correct words in the box. words
Example:
Remind students that there are some
Answers “clothes” words that always come in plural
1. hat; 2. dress; 3. shoes; 4. t-shirt; forms. For example, explain to students why
2 5. trousers; 6. jeans; 7. socks; 8. shorts; the words “jeans, trousers, socks, shoes” are
1 9. skirt; 10. blouse written in plurals most of the time.

B. 3. Ask students to listen to the words and

repeat.
4. Emphasis on the plural nouns that end
with s.

Shirt

4 5 6
3

7 8 9 10

B. Listen, check and repeat.

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Unit 23, Lesson A

2 A. Look at the pictures below. What are they wearing? What colour 2 Vocabulary and Grammar: Describing the 3 Writing: Describing family pictures
pictures
are the clothes? Write the answers in your notebook. A. 1. Divide students into A and B.
A. 1. Ask students to look at the pictures. 2. Ask students to turn to Unit 4A on page
2. Tell students to describe and write what 24 and look at activity 1.
each person is wearing. 3. Tell students to describe what each
3. Emphasis and remind students that they person is wearing in the picture they are
need to include the colours as well. assigned to.

Answers Answers
1. She is wearing a red dress and black Student A: Kosal’s family photo
shoes. 1. Grandpa is wearing a black t-shirt and
2. She is wearing a pink blouse, white hat, blue shorts.
and jeans. 2. His sister is wearing a pink dress.
3. He is wearing blue shirt and brown 3. His mother is wearing a blue blouse and
trousers. blue skirt.
4. His father is wearing a yellow and green
Example: She is wearing a yellow
_______ She is wearing ___________ Note: The descriptions in the answers can
shirt and purple trousers.
skirt and a white t-shirt.
___________________ come in a different order. For example, the
students can write the black shoes before a Student B: Tim’s family photo
red dress. 1. Tim’s cousin is wearing a pink t-shirt.
2. His aunt is wearing a green blouse.
B. 4. Tell students to look at their answers 3. His grandma is wearing a yellow t-shirt
again. and blue trousers.
5. Ask students to identify which words are 4. His grandpa is wearing a blue shirt and
clothing items and which words are purple trousers.
colours. Note: The answers can come in a different
6. Remind students that they DO NOT need order. The students can choose to describe
to write the whole sentences, just words. anybody first and they do not necessarily
have the same exact answers as here.
Answers
Clothes: skirt; t-shirt; dress; shoes; blouse;
hat; jeans B. 4. Ask students to share their answers.
Colours: yellow; pink; white; brown; blue

C. 7. Ask students to quickly write what they

She is wearing ___________ He is wearing ___________ are wearing in class and what the colours
of their clothes are.
B. What about you? What are you wearing now? Make sure you
include the colours! Write the answers in your notebook.
3 A. Look at the photos in Unit 4A, activity 1. Write what each
person in the photo is wearing.
Student A: Look at Kosal’s family photo.
Student B: Look at Tim’s family photo.
Example:
Student A: Grandpa is wearing a black t-shirt and blue shorts.
Student B: Tim’s cousin is wearing a pink t-shirt .
B. Work in pairs. Share your answers.

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 Unit 23, Lesson A

4 Complete the sentences with the words in the box. Write the 6 Speaking: Making sentences
Session 2
answers in your notebook.
1. Put the students in pairs or a small group of 3.
Suggestion: Starting session 2 2. Ask students that each pair or team needs a
cooking am is are waiting studying small round piece of paper or a small eraser
To start the class, you can simply ask the
students questions such as “What am I or anything else that is small and as long as
Example: Where is mum? Oh she is cooking
_______ in the kitchen. wearing today?” or “What are we doing they can use it to drop.
now?”. If possible, you can cut out some 3. Tell students to close their eyes and drop the
1. Today my teacher _______ teaching us some new words. pictures from the magazines or newspapers small piece of paper or eraser on their page
2. They are _______ English right now. and ask the students what the people in the (table) and they need to make a sentence
using the word they drop on.
3. Where is your sister? She is _______ for dad at the gate. pictures are wearing or what they are doing.
4. Emphasis that they need to make sentences
4. What _______ you eating? Can I have some? I’m so hungry now. using present continuous.
5. Tim, what are doing? I _______ listening to music. 4 Grammar: Filling in the gaps 5. Ask students to take turn.
1. Ask students to choose the words from the
5 Find and correct the mistakes in each sentence. Write the correct box to fill in the gaps.
sentences in your notebook. 2. Encourage students to compare the
Studying Cooking Writing Reading
answers.
Example: They are eat in the kitchen They are eating in the kitchen.
__________________________
Answers Wearing
1. She are wearing a pink hat. __________________________ 1. Today my teacher is teaching us some Shoes Eating Buying
2. Tim and Kosal is playing football. __________________________ new words.
3. Pisey are riding her bicycle. __________________________ 2. They are studying English right now.
3. Where is your sister? She is waiting for
4. You are drink coffee. __________________________ dad at the gate. Yellow Pink Dress T-shirt
5. My brother and I am doing our maths homework. __________________________ 4. What are you eating? Can I have some?
I’m so hungry now.
5. Tim, what are you doing? I am listening to
6 Work in pairs. Take turns. Close your eyes and drop a small piece music.
of paper or eraser on the table. Make one sentence in present
continuous using the word you drop on. 5 Grammar: Correcting mistakes

1. Tell students there is one mistake in each

sentence.
2. Ask students to find the mistakes and
Studying Cooking Writing Reading correct them.

Answers
1. She is wearing a pink hat.
2. Tim and Kosal are playing football.
3. Pisey is riding her bicycle.
Wearing Shoes Eating Buying 4. You are drinking coffee.
5. My brother and I are doing our maths
homework.

Extension activity: Writing sentences

Yellow Pink Dress T-shirt
If time allows, you can ask students to come to the board and write the sentences they can
make out of the words on the table in activity 7. You can also ask the class for feedback to see if
other students think the sentences are right or wrong.

Example: I’m eating chocolate. They’re eating dinner.

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 23B Unit 23, Lesson B
1 How many words can you find in this word chain? Write the Aims: to practise using some clothes and colours vocabulary and present continuous for now
answers in your notebook. in both positive, negative and question forms.
By the end of 23B, students should be able to:
tyellowtshirtd
skir k sp ressbluered • make sentences using present continuous in both positive, negative, and question forms.
s o c i n k bl ousej n • describe what they see happening in the classroom and pictures using present continuous.
ho es e a n s h a t gr ee
s Session 1
Example: skirt
1 Vocabulary: Clothes & colours Sentences:
2 A. Work in pairs. Do you know any of the people in the picture? 1. There are 8 people in the picture. F
1. Ask students to look at the word snake. 2. Two women are sitting and talking. T
Where do you think they are? What are they wearing? 2. Tell students to write down the words they 3. Two women are wearing jeans. F
can find in the word snake. 4. Richard, Tim’s father, is playing games on
3. To make it a bit more challenging, the his phone. F
teacher can have a time limit or count down. 5. A young man is reading a book and drinking
coffee. T
Answers 6. One teenage girl is wearing a pink blouse. T
skirt; yellow; shirt; dress; blue; red; shoes; 7. One little girl is sitting next to her mother. F
socks; pink; blouse; jeans; hat; green 8. The mother is eating ice cream. F

2 Speaking: Describing what is happening in C. 10. Ask students to open the book and look
the café at the picture again.
11. Tell students to choose the words in the
A. 1. Ask students if they know what place it is
box to fill in the gaps.
in the picture.
12. Emphasis on using those words and fill
2. Ask students to look at the pictures.
in the gaps in present continuous form.
3. Tell students to talk to each other about
the prompt questions Answers
4. Emphasis and remind students that they 1. The two women are talking.
only need to talk and NOT write anything 2. Richard, Tim’s father, is working on his
in their notebook. computer.
B. 5. Ask students to close their books. 3. The young man is reading his book.
6. Put students in pairs. 4. The girl is looking at her phone.
7. Tell students that each pair only needs 5. The little girl is eating ice cream.
B. Close your book. Listen to your teacher. If what your teacher one notebook or a piece of paper.
8. Ask students to listen carefully. The
says is true, write T in your notebook. If what your teacher teacher reads sentences related to the
says is false, write F in your notebook. picture in activity 2A. Based on what they
Example: 1 – T, 2. – F, ... can remember, if they think the sentence
is true, write T and if the sentence is false,
C. Complete the sentences with the words in the box. Write the write F.
9. If time allows, make it as a little
answers in your notebook.
competition of which team can remember
and has the most correct answers.
talk Example: The young man is drinking coffee.
_________
work 1. The two women ________.
eat 2. Richard, Tim’s father, ________ on his computer.
read 3. The young man ________ his book.
drink 4. The girl ________ her phone.
look at 5. The little girl ________ ice cream.
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 Unit 23, Lesson B

3 Rewrite sentences 1 – 3 in activity 2C as negative sentences and 3 Grammar: Rewriting sentences Session 2
4 - 5 as questions in your notebook.
1. Allow students some time to look at the Look Suggestion: Starting session 2
box. To start the class, you can simply use the
Look Present Continuous 2. Remind students the use of present idea of the upcoming activity 5. However,
Sentences: To make it negative, we add “not” after continuous for now that they have learnt in you do not ask for volunteers yet, but do the
verb to be (am / is / are). Unit 23A. action himself/herself and then ask students
1. ____________________ • We are not sleeping at home. 3. Ask students to look at the answers from to guess. For example, you can do an action
We can also use present continuous in activity 2C. of sleeping and then ask the students “what
2. ____________________ question form. 4. Tell students to rewrite and change am I doing?”. This is a good opportunity for
• Are you studying now? / Is she cooking? sentences 1- 3 into negative form of present you to demonstrate the instruction that is
continuous and sentences 4 – 5 into very similar to activity 5.
3. ____________________ / Am I wearing a skirt?
• are not = aren’t = ‘re not question form.
5 Games: Guessing what they’re doing
4. ____________________ • is not = isn’t = ‘s not Answers
• am not = ‘m not 1. The two women are not / aren’t talking. 1. Ask for some volunteers to come to the front
5. ____________________ 2. Richard, Tim’s father, is not / isn’t working of the class.
on his computer. 2. Show any sentence in the box to the
3. The young man is not / isn’t reading his volunteers and make sure nobody sees it.
Example: The young man is drinking coffee. The young man isn’t drinking book. 3. Each volunteer has to do an action of the
coffee. / Is the young man 4. Is the girl looking at her phone? sentence the teacher shows him/her and
drinking coffee? 5. Is the little girl eating ice cream? must not say a word.
4. Ask the rest of the class to guess what their
4 Put the words in the correct order. Write the answers in your Focus on the use of contractions of verb to be classmate is doing.
notebook. Remind students that there is more than
5. Do this as much as the time allows.

one correct answer because they can Sentences:

Example: aren’t / They / maths / studying. They aren’t studying maths.
______________________________ 1. You are singing.
also use contractions for “verb to be” in
2. You are drinking water.
1. Kolap / on / board / writing / the / our / is / not ______________________________ present continuous. They have learnt these
contractions already in unit 2 for present 3. You are driving a car.
2. not / listening / music / I’m / to ______________________________ 4. You are dancing.
simple of “verb to be”. However, this activity
3. for / Dad / you / waiting / not / is ______________________________ 5. You are chopping vegetables.
is a good place to revise and remind them
4. speaking / Are / now / ? / Khmer / we / ______________________________ that they can also use these contractions in 6. You are doing homework.
5. children / ? / sleeping / Are / the / ______________________________ present continuous. 7. You are riding a bicycle.
6. I / ? / Am / tea / drinking / ______________________________ 8. You are eating.
4 Grammar: Putting the words in a 9. You are talking on a phone.
10. You are crying.
5 Guess what your classmates are doing. correct order
1. Ask students to put the words in a correct
Is Nary running? No, I think order to make negative sentences or
she’s riding a bike. questions.
2. Encourage students to compare their answers.

Answers
1. Kolap is not writing on the board.
2. I am not listening to music.
3. Dad is not waiting for you.
4. Are we speaking Khmer now?
5. Are the children sleeping?
6. Am I drinking tea?

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Unit 23, Lesson B

6 If you see a tick (√), write what the person in the picture is doing. 6 Grammar: Describing pictures 7 Reflection: ‘Now I can…’
If you see a cross (×), write what that person is NOT doing. 1. Tell students to look at the pictures. 1. Ask students to look at the sentences and
Write the answers in your notebook. 2. Ask students to write sentences expressing decide how well they can do these things.
what each person in doing in the picture. 2. Encourage honest reflection by being
3. Tell students to write sentences in positive if positive about mistakes.
they see a tick symbol (Ö) next to the picture 3. Tell students that by finding out what they
and sentences in negative if they see a have and haven’t learn, they will become
cross (´). better learners.
4. For more ideas on how to do this, please
Answers see page V.
1. They are not watching T.V.
2. She is wearing a dress.
3. She is writing in her book.
4. She is not cooking.
5. They are playing computer games.
Example:
She is drinking water. ____________________ ____________________
Extension activity: Describing classmates
If there is some time left, you can use the production activity below:
Ask students to look around the classroom and pick 3 classmates and tell them they do NOT
have to say anything or talk to those 3 classmates. After that, ask students to write 3 sentences
of what those 3 classmates are doing and 3 sentences of what they are NOT doing when they
look at them. Finally, ask students to compare their answers with the person sitting next to them
and find out if they have picked the same people.

____________________ ____________________ ____________________

7 How well can you do these things? Write in your notebook.

unhappy neutral happy very happy

Now I can...
• pronounce and spell some clothes words and colours.
• make sentences using present continuous in both positive,
negative, and question forms.

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 UNIT 24 Unit 24, Lesson A : School life
Aims: to make sentences about daily routines using prepositions of time (in, on, at).

School life By the end of 24A, students should be able to:

• say and spell the days and months.

24A •
•
use the present simple and adverbs of frequency to talk about daily routines.
use prepositions of time (in, on, at) to specify the time in the daily routines.
1 A. Write the seven days of the week in your notebook. • present their own and others’ daily routines.

Example: M ________: Monday Session 1

1. T ________: 4. F ________: 1 Vocabulary: Days and months 2 Listening: Present simple verbs
2. W ________: 5. S ________: A. 1. Tell students to read the conversation
A. 1. Tell students to look at the example and
3. T ________: 6. S ________: and guess the missing words for two or
write down the other six days in order.
three minutes.
2. Check the answers as a class and write
B. Complete the missing months in the calendar. Write the answers on the board. 2. Play the recording and have students
in your notebook. listen and note down the answers in their
Answers notebook.
1. Tuesday; 2. Wednesday; 3. Thursday; 3. Ask students how many answers they’ve
4. Friday; 6. Saturday; 7. Sunday guessed correctly.
1 YEAR CALENDAR 4. Select one to three pairs to act out the
Tip! Writing answers on the board conversation and share their answers.

JANUARY __________ __________ APRIL

By writing answers on the board, students
Answers
can easily avoid writing the wrong answers
1. do; 2. get; 3. does; 4. starts;
and can refer back to the answers when
5. ends; 6. study; 7. go; 8. go;
the next activity requires them to. It can
9. don’t; 10. have
also help visual learners to remember and
understand better. [Audioscript]
Kosal: Do you like your school, Tim?
B. 3. Tell students to look at the calendar and Tim: Yeah, I do, but I honestly don’t like waking
write down the missing months. up so early in the morning.
4. Tell students to go back to unit 1 if they’re Kosal: When do you usually get up?
MAY __________ JULY __________
stuck or discuss with their partner. Tim: I usually get up at 6 o’clock here while I
5. Select a few students to share their can sleep for an extra hour in England.
answers. Kosal: That’s awesome! Then, when does
school start in England?
Answers Tim: It usually starts at 9 am and ends at
January, February, March, April, May, 3.30pm.
June, July, August, September, October, Kosal: That’s way too long! We never study for
November, December. more than four hours here.
Tim: I know. That’s why I like it more here.
__________ OCTOBER NOVEMBER __________ Kosal: What about Saturday, do you go to
school?
Tim: Of course not. Wait, do you?
Kosal: Yeah, we do! We go to school six days
a week.
Tim: That’s not good. Anyway, when’s summer
break?
Kosal: We don’t really have that, but we have a
long break after the final exams in August.
Tim: Great! I can’t wait for it!
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Unit 24, Lesson A

2 A. Listen to the conversation and fill in the gaps. Write the B. 5. Tell students to block the conversation in 3 Grammar: he / she / it verbs in the
answers in your notebook. their textbook before starting part b. present simple
6. Have students read the six sentences
1. Tell students that sentences that have third
Kosal: Do you like your school, Tim? carefully and underline keywords.
person he / she / it as the subject need -s,
Tim: Yeah, I do, but I honestly don’t like waking up so early in the morning. 7. Tell students to write True or False in their
-es, or -ies added to the main verbs.
notebook for the six sentences as they
Kosal: When do you usually _______ up? Example: He goes to work.
listen to the recording.
Tim: I usually get up at 6 o’clock here while I can sleep for an extra hour 8. Get students to compare answers with 2. Tell students to read the sentences and find
in England. the mistakes.
their partner.
3. Tell students to write the correct sentences
Kosal: That’s awesome! Then, when _______ school start in England? 9. Check the answers as a class and write
in their notebook.
Tim: It usually _______ at 9 am and _______ at 3.30 pm. on the board.
4. Select five students to share their answers.
Kosal: That’s way too long! We never _______ for more than four hours here. Answers
Tim: I know. That’s why I like it more here. Answers
1. True
Kosal: What about Saturday, do you _______ to school? 1. Somnang rarely goes out on Sunday.
2. False (He usually gets up at 6 o’clock.)
2. They always walk to school together in the
Tim: Of course not. Wait, do you? 3. False (Tim’s school in England usually
afternoon.
Kosal: Yeah, we do! We _______ to school six days a week. starts at 9 in the morning.)
3. I brush my teeth before taking a shower.
4. True
Tim: That’s not good. Anyway, when’s summer break? 4. He doesn’t drive his car to school on
5. False (They don’t go to school on
Kosal: We _______ really have that, but we _______ a long break after the final Saturday.) Monday.
exams in August. 5. Does Richard drink tea at night?
6. True
Tim: Great! I can’t wait for it!
C. 10. Tell students to read the words in the box
and match them to the right gaps.
B. Cover the conversation. Listen again and write True or 11. Check the answers as a class.
False. 12. Ask students about the present simple
1. Tim likes his school in Cambodia. tense that they’ve learnt in Unit 7. You
can ask questions such as Have we
2. Tim rarely gets up at 6 o’clock.
studied Present simple before? When
3. School in England starts at 7 in the morning. do we use it? What’s the positive form
4. Cambodian students usually study up to four hours every day. of this tense? What about the negative
5. In England, students go to school on Saturday. and question form? What do we add to
6. There is a long break in August in Cambodia. verbs that use with he/she/it? (-s, -es, -ies)
13. Ask students to list adverbs of
C. Complete the gaps using the words in the box. frequency and discuss when we use
them. (always, usually, sometimes…).
wakes simple go We use Present ______ (Subject + v1) to Students can read about them again in
talk about our daily ______, things that Unit 7 if they’ve forgotten.
routines doesn’t day
happen every ______. Answers
We use the present simple (Subject + v1)
Example: He usually _______ up late in the morning. My mum _______ shop to talk about our daily routines, things that
in the evening. Do you always _______to the gym on Saturday? happen every day.
Examples: He usually wakes up late in
the morning. My mum doesn’t shop in the
3 Find the mistakes. Write the answers in your notebook. evening. Do you always go to the gym on
Remember, we add (-s, -es or -ies) after he / she / it. Saturday?
Example: Channy always go jogging in the morning. goes
1. Somnang rarely go out on Sunday.
2. They always walks to school together in the afternoon.
3. I brushes my teeth before taking a shower.
4. He don’t drive his car to school on Monday.
5. Does Richard drinks tea at night?
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 Unit 24, Lesson A

4 A. Work in pairs. Complete the sentences below using the correct 5 Grammar: Fill in the gaps
Session 2
form of the verbs in brackets. Write the answers in your notebook.
1. Put students in a new pair.
Suggestion: Starting session 2
2. Tell students to read Tim’s note carefully and
To start the class, you say some verbs and
1. I always _______ (go) to school at 6 in the morning. fill in the gaps with in, on, at or the correct
have students make full sentences in present
form of the verbs in the brackets.
2. She usually _______ (not eat) breakfast before going to work on Saturday. simple form.
3. Get students to compare answers with a
3. He rarely _______ (drive) me to school in the afternoon. new pair.
4 Grammar: Complete the sentences 4. Select some students to share their answers.
4. _______ you _______ (walk) home alone in the evening?
5. Kosal rarely _______ (do) his homework on Sunday. A. 1. Put students into pairs and get them to Answers
read the sentences. 1. in; 2. at; 3. eat; 4. at; 5. drives;
6. _______ your mum always _______ (make) lunch for you at 11 o’clock? 2. Tell students to use the verbs in the 6. waits; 7. in; 8. studies; 9. in; 10.
7. _______ they _______ (have) their test in August? brackets and make small changes for changes; 11. on
them to fit in the gaps.
3. Get students to compare answers with 6 Writing and Speaking: Write and present
another pair. Then, check the answers as
B. Underline (at, in, on) in the sentences above. a class and write them on the board. 1. Have students write a short paragraph about
Example: in the morning.
their own daily life.
Answers
2. Tell students to read Tim’s text for an
1. go; 2. doesn’t eat; 3. drives; 4. do,
C. Complete the gaps with (at, in, on). walk; 5. does; 6. does, make; 7. do,
example.
_______ + the morning, the afternoon, the evening, January, May, December, etc. 3. Remind students to include prepositions of
have
time, present simple, the days and months.
_______ + Monday, Thursday, Sunday, etc. 4. Get students to swap their note with a
B. 4. With the same pairs, tell students to read
_______ + 5 o’clock, 12pm, night, etc. partner to check for mistakes or ask for
the sentences again and underline in, on,
ideas.
at sentences.
5. Walk around the class, read, help and
5 Work in pairs and complete the gaps with the correct form of the 5. Check the answers as a class.
correct if necessary.
verbs in brackets or preposition. Answers 6. Select a few students to present their note
1. in the morning; 2. on Saturday; 3. in and choose the best one to stick on the wall.
the afternoon; 4. in the evening; 5. on
My daily life in Cambodia Sunday; 6. at 11 o’clock; 7. in August

In the morning, I usually get up _______ 6 o’clock, but I don’t like that! I always eat C. 6. Tell students to match in, on, at to the
breakfast with my parents and Lynn. We usually _______ (eat) bread or pancakes, right gaps.
7. Tell them to use the answers from part b
but sometimes we eat rice too. _______ 7 a.m, my dad always _______ (drive) to help them fill in the correct gaps.
us to school before going to work. After our 4 hour class, Lynn always _______
(wait) for me so that we can walk home together. When I finish lunch, I usually Answers
In + the morning, the afternoon, the evening,
visit Kosal. _______ some months like October, Kosal _______ (study) in the January, May, December, etc.
morning like me, so we always hang out _______ the afternoon, but when he On + Monday, Thursday, Sunday, etc.
_______ (change) to afternoon class in November, we rarely meet. Luckily, we At + 5 o’clock, 12pm, night, etc.
always see each other in our football club _______ Sunday. That’s all about my
daily life. Thank you for listening!
Extension activity: Ask and pair up
Make two tables with the same 5-10 questions about daily routines at home or school. Walk
around the class and select two students to ask, preferably far away from each other. If most
6 Write a paragraph about your daily life similar to the one above. of their answers are the same, shout “You’re a pair!” then move on to the next pair. If not, then
move on.

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 24B Unit 24, Lesson B
1 A. Match the words in the box to the pictures. Write the answers Aims: to learn the names of the school subjects and say why they are important.
in your notebook. By the end of 24B, students should be able to:
• name some school subjects.
Chemistry Physics Maths History Geography Biology • make sentences about why a particular subject is important.
• explain why they like some subjects.
• give advice on how to improve some subjects.

Session 1

1 Vocabulary: School subjects [Audioscript]

Tim: How is your school, Lynn?
A. 1. Tell students to read the subjects in the box
Lynn: It’s easier than my old one in England
and match them to the pictures of books.
because we only have four subjects a day.
2. Check the answers as a class.
Tim: Yeah. It’s the same for me. Do you do well
Answers in those subjects?
a. maths; b. biology; c. history; Lynn: Yes, I do.
d. chemistry; e. geography; f. physics Tim: What’s your favourite subject?
Lynn: I like maths because it has only numbers
B. 3. Get students to match the subjects in and formulas, so I don’t have to write anything.
activity a to the descriptions.
Tim: I’m so jealous! I don’t like it because there
4. Explain the meaning of some difficult
B. Match the words in the box to the right descriptions. words if needed. are too many formulas.
-Formula (n): rules to calculate or create Lynn: Well, I always do extra activities after my
1. Maths has numbers and formulas. something. For example, PV = nRT, etc. homework and it helps me remember. Do you
2. _______ has past stories and events. -Energy (n): power that is from some want to do that too?
3. _______ has details of the earth and locations of many countries. chemical resources. For example, heat, Tim: Okay, I’ll try harder! Do you have a subject
light, etc. that you don’t like?
4. _______ has information on living things such as humans, animals and plants. 5. Select a few students to share their answers. Lynn: I don’t like history because there are too
5. _______ has formulas for mixing some liquids together to create new one. many events and years! I don’t remember them
Answers
6. _______ has formulas for studying energy such as heat, light, sound, etc. at all.
1. maths; 2. history; 3. geography;
Tim: Hmm, history is important because it tells
4. biology; 5. chemistry; 6. physics
2 A. Listen and write True or False in your notebook. us about what happened in the past.
2 Listening: A conversation about school Lynn: How do you remember it?
Example: School in Cambodia is more difficult than in England. false Tim: I usually write down the main events and
A. 1. Get students to read the eight sentences years in a notebook.
1. Tim’s favorite subject is maths. and underline the keywords.
Lynn: That sounds useful. I’ll follow your advice,
2. Lynn likes maths because she doesn’t like writing. 2. Tell students to write True or False in their
notebook as they listen. Tim!
3. Tim doesn’t like maths because there are too many formulas. 3. Tell students to read the example, then B. 7. Tell students to listen again and complete
4. Tim’s favorite subject is history because it tells him about the future. play the recording until Lynn finishes her
the sentences below.
first line, and ask if the answer is correct.
5. Lynn likes history too. 4. Play the full recording and get students to 8. Select a few students to share their
6. Tim usually writes main events of the past and years in his book. compare answers with their partner. answers.
7. Lynn doesn’t like Tim’s advice. 5. If necessary, play the recording again.
6. Select a few students to share their answers. Answers
1. Tim dislikes maths because there are too
B. Listen again and complete the sentences. Answers many formulas.
1. False (He doesn’t like maths.) 2. Tim likes history because it tells us about
it has only numbers and formulas. 2. True what happened in the past.
Example: Lynn likes maths because _______________________________ 3. Lynn dislikes history because there are
3. True
1. Tim dislikes maths because _______________________________ 4. False (It tells him about the past.) too many events and years!
2. Tim likes history because _______________________________ 5. False (She doesn’t like history.)
3. Lynn dislikes history because _______________________________ 6. True
7. False (She thinks it’s useful.)
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 Unit 24, Lesson B

3 A. Complete the sentences using the clues. Write the answers 3 Writing: Why subjects are important B. 5. Tell students to read the questions and
in your notebook. scan (look) for the answers in the article.
A. 1. Get students to read the example and the 6. Check the answers as a class.
Example: Maths is important because (formulas) it_________________________
teaches us many formulas sentences.
that we might need in the future.
_____________________________ 2. Ask students “Where are the clues?” (in Answers
brackets) 1. The title of the article is How to do better
1. I like English because (new language) ___________________
3. Tell students to use the clues and their in history!
2. Chemistry is important because (new things) ___________________ ideas to complete the sentences. 2. History is important because it teaches us
3. I like geography because (the world) ___________________ about what happened in the past.
B. 4. Put students into pairs and tell them to
4. Physics is important because (rules of the world) ___________________ compare answers and check for mistakes.
3. The three pieces of advice are:
5. I like history because (stories) ___________________ - After each lesson, always note down the
5. Tell students there is more than one
important keywords and the years.
6. Biology is important because (animals and plants) ___________________ correct answer. They’re correct if they
- Memorize those notes every week.
make sense and include the clues.
-Test those notes with friends to remember
B. Work in pairs. Compare your answers. 6. Select a few students to share their
better.
answers.
4 A. Complete the article with the sentences in the box.
Example answers: Tip! Scanning
1. I like English because I can speak and Have students use scanning in reading
A. it’s hard to remember the years and what happened activity after they’ve thoroughly read one
write new language.
B. I always note down the important keywords and the years 2. Chemistry is important because it can time. This technique allows students to save
C. My friends and I sometimes test each other about these points to create many new things. time by reading quickly to find or check the
3. I like geography because I can know more answers.
remember better
about the world.
D. It has both happy and sad stories 5 Writing: An article about a favourite subject
4. Physics is important because it explains
E. do you know why history is important about the rules of the world.
5. I like history because I can read many old A. 1. Tell students to read the article again and
stories. pick a subject that they like.
How to do better in History! 6. Biology is important because I can know 2. Tell students to note down in bullet
more about animals and plants. points why people dislike that subject, why
Hello, there! Welcome to my blog! Today, I’m going to talk about the ways to it is important and how to be better at it.
help you learn history better. Before that, E? It’s important because it teaches Session 2 3. Get student to write a short text for their
us about what happened in the past. _______, but they all teach us about Suggestion: Starting session 2
article.
how those things created the world we live in today. Okay, moving on, the 4. Tell students that they can use the article
To start the class, you can ask the students
about history to help them, but it doesn’t
problem that I usually hear from people that dislike learning history is that to name the subjects and select a few
have to be the same and they can use
_______. This used to be my problem too! until I found a solution. After each students to pick a subject they like or dislike
their own ideas.
and explain why.
lesson, _______. Then I usually memorize those notes every week. _______. B. 5. Get students to swap their text with a
partner.
Remember that this is just my advice, so it isn’t for everyone. However, I hope 4 Reading: How to be better at history
6. Tell students to read their partner’s text
it can help with your study! and check for mistakes.
A. 1. Tell students to read the article and the
sentences A – E in the box. 7. Students discuss the mistakes in their text
B. Answer the questions below. 2. Ask students what the article is about. with their partner.
3. Tell students to match the sentences to
1. What’s the title of this article? the right gaps in the article.
2. Why is history important? 4. Get students to compare their answers in
3. What are the three pieces of advice? pairs then check the answers as a whole
class.
5 A. Pick your favourite subject, think about why it’s important,
Answers
why people dislike it and what advice you can give on how to 1. E; 2. D; 3. A; 4. B; 5. C
do better in this subject. Write a short text.
B. Work in pairs. Swap your text and check for mistakes.
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Unit 24, Lesson B

6 A. Work in groups. Decide on 2-3 subjects that are important but 6 Speaking: Important but difficult subjects 8. Tell students to note down any suggestions
that they think might help them.
difficult. A. 1. In the same groups, students pick two or
three subjects that they think are difficult 7 Reflection: ‘Now I can…’
but important.
1. Ask students to look at the sentences and
2. Students discuss why they think that they
decide how well they can do these things.
are important, and whether they like or
2. Encourage honest reflection by being
dislike them.
positive about mistakes.
3. Walk around the classroom, listen, help
3. Tell students that by finding out what they
and correct if necessary.
have and haven’t learnt, they will become
B. 4. Students share their opinions on why
better learners.
those subjects are important.
4. For more ideas on how to do this, please
5. Select two to four students to share their
see page V.
opinions with the class.

C. 6. Tell students to give out advice on how to

get better at learning those subjects.
7. Select one student from each group to
share their group’s advice and write it on
the board.

B. Discuss the importance of those subjects. Extension activity: Guess the subject
Put students in pairs. You should tell students to secretly think about a subject and say why it is
Maths is very important because… important. Then, let their partner guess which subject it is. After that, swap roles.

C. Share your own experience or advice on how to improve those

subjects.
I always note down maths’ formulas on a small notebook.

In the evening, I usually memorize the physics’

formulas before doing some exercises.

7 How well can you do these things? Write in your notebook!

unhappy neutral happy very happy

Now I can...
• name the months and days.
• talk about daily routines using present simple, adverbs of frequency and
prepositions of time.
• list some school subjects.
• write about the importance of learning the subjects.
• give advice on how to improve in learning those subjects..

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 UNIT 25 Unit 25, Lesson A : What do you intend to do?
Aims: to talk about what young people do after they leave school.

What do you intend to do? By the end of 25A, students should be able to:

• talk about different things that young people do after leaving school
25A •
•
understand that some verbs link to other verbs with the –ing form and some with the to form.
use eight verbs that link with to and eight verbs that link with –ing correctly.
1 A. Match the phrases with the pictures. • write a short text about their intentions after leaving school.

Session 1
4. go to university 7. learn a practical skill 1 Vocabulary: options after leaving school
Answers
8. start a business 1. get a job near home Answers may vary – this is ok if the meaning
A. 1. Tell students to read the phrases in the cloud
6. join the army or the police 5. work on the family farm and look at the pictures below. The phrases is the same.
show some different things that young 1. Kanha likes studying and she wants to be
2. move to Phnom Penh 3. work in the family business people can do when they leave school. a doctor. She can go to university.
2. Have students match the phrases with 2. Mony wants to be near his family. He can
the pictures. get a job near home.
3. Choose a student to do number 1 as an 3. Somaly wants a fast and exciting life. She
can move to Phnom Penh.
a b c d example for the class.
4. Piseth likes making and fixing things. He
Answers can learn a practical skill.
a. 1. g; 2. b; 3. h; 4. a; 5. e; 6. c; 5. Nita likes her dad’s shop. She can work in
7. d; 8. f the family business.
6. Chhay likes being active and likes uniforms.
B. 4. Tell students to read about the eight He can join the army or the police.
students in pictures a – h. 7. Linda likes growing vegetables and
5. Have students decide which option 1 – 8 looking after animals. She can work on
e f g h from activity 1A is the best for each student the family farm.
6. Have them write their answers down in 8. Rathanak wants to make money and has
note form, like in the example. good ideas. He can start a business.
Answers
1. Kanha – go to university 2 Listening and vocabulary: verbs followed
2. Mony – get a job near home by –ing or to
3. Somaly – move to Phnom Penh
4. Piseth – learn a practical skill A. 1. Tell students that they will listen to
B. Match the people below with the phrases above. 5. Nita – work in the family business Kosal talking to Tim about his plans for
6. Chhay – join the army or police when he leaves school.
7. Linda – work on the family farm 2. Tell students to read the true or false
Example: Kanha – go to university questions 1 – 6 before they listen. Give them
8. Rathanak – start a business
one to two minutes.
C. 7. In pairs, have students check the 3. Play the audio and have the students
answers to activity B. answer questions 1 – 6 as they listen.
8. Tell them to check the answers together in 4. Check the answers as a class.
1. Kanha likes studying and is good at it. She wants to be a doctor when she’s older. pairs by making sentences like in the Answers
2. Mony doesn’t like school much. He wants to stay near his family and live a example. 1. F; 2. T; 3. T; 4. F; 5. F; 6. F
simple life. 9. Have students take turns to start and to
say if they agree or disagree. B. 5. Tell students that 1 – 8 on the left are
3. Somaly is bored in her village. She wants to have a faster and more exciting life. parts of sentences from the recording.
10. Check the answers as a class.
4. Piseth is good with his hands. He likes making and fixing things 6. Have students match the verbs in bold in
5. Nita’s dad has a successful shop. She likes the shop and the customers all like Nita. 1 – 8 with the meanings on the right. They
can use the rest of the sentence to help them.
6. Chhay is fit and strong. He loves being active and being outside. He likes uniforms. 7. Check the answers as a class.
7. Linda’s family have land. She likes growing vegetables and looking after the
Answers
animals. 1. d; 2. h; 3. b; 4. f; 5. g; 6. e;
8. Rathanak wants to make money. He has a lot of good ideas. 7. a; 8. c
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Unit 25, Lesson A
3 Grammar: verbs followed by –ing or to [Audioscript]
C. Work in pairs and check your answers with your partner. Tim: Hi Kosal
A. 1. Tell students to look again at the first two
questions in activity 2b. Ask them what Kosal: Hi Tim. Listen, can you help me with
Example: Kanha likes studying and she wants to be a doctor. She can verbs come after intend and suggest. something for school?
go to university. (intend to do, suggest thinking) Tim: Sure, if I can. What is it?
2. Ask them which verb is followed by the Kosal: Well, we all have to write about what we
–ing form (suggest) and which one is
2 A. Listen to Tim and Kosal. As you listen, read 1 – 6 below followed by the to form (intend).
want to do when we finish school, but I don’t know
what I intend to do. It’s over two years away!
and decide if they are true or false. 3. Tell students that when we put two verbs
together, the form depends on the first Tim: Well, what do you enjoy studying at school
one. Some verbs are followed by –ing, most? I suggest thinking about that first, and
1. Kosal knows what he wants to do when he leaves school. like suggest, and some verbs are maybe it will give you some ideas.
2. Kosal’s favourite subject is English. followed by to, like intend. Kosal: I like English class the most. Now that I
B. 4. Tell students to draw two columns in
3. Tim says that Kosal can study languages at university. can practise speaking with you all the time, I’m
their notebooks, 8 lines down, and to
write the headings –ing and to. getting really good!
4. Kosal’s dad also thinks that he should study languages. Tim: So, you can decide to study languages
5. Have them fill in the verbs intend and
5. Kosal also likes studying business. suggest in the correct columns. at university. You can choose to learn other
6. Tell students to look at the other sentences languages too, like Chinese or French.
6. Kosal wants to live away from his family. 1 – 8 in activity 2A again, and to make two Kosal: Well, my dad and I discussed studying at
lists of verbs – those that are followed by
university. I’m considering applying for university
B. Match the verbs from the conversation in bold with their meanings. –ing and those that are followed by to.
in Phnom Penh. I promised to think about it.
C. 7. Tell students that they will hear the Tim: What do you need to think about? It
1. I don’t know what I intend to do… a. want to do something recording again to check their answers. sounds like the perfect plan for you!
2. I suggest thinking about that first… b. do something often to get good 8. Play the recording again and have Kosal: Yes but my dad thinks I should learn to
students check their answers and add
3. Now that I can practise speaking at it do something else. He thinks I should study
any verbs that they missed.
9. Check the answers as a class. business.
with you… c. find a way not to do something Tim: Well, I’m sure you could study business and
4. Dad and I discussed studying at d. have a plan to do something Answers languages together. It’s common in England.
university… e. tell someone seriously that you -ing to Kosal: Yes but I don’t feel like studying
business. I think it’s boring. I never planned
5. I’m considering applying for will do something suggest intend
to study business!
university… f. talk about something and share practise promise Tim: Well talk to him again. I’m sure you can
discuss avoid studying business if you think of another
6. I promised to think about it… your ideas
consider good idea. Maybe you can contact the university
7. I don’t feel like studying g. think carefully before making a feel like and arrange to speak to someone there.
business… decision avoid You can talk about some ideas with them.
8. I’m sure you can avoid studying h. give someone an idea Kosal: Yes true. I will think about it some more.
I’m also worried that I will miss seeing my
business… 10. Tell students that they will hear the
family every day if I go to Phnom Penh.
recording once again. This time, have them
listen for more verbs in the conversation Tim: Well it’s easy to stay in contact these days
3 A. Look at the first two verbs in activity 2B above: intend and that are followed by –ing or –to. with phones and calling apps, and you can
11. Give them the example that Tim will say: come home in the holidays.
suggest. What verb follows intend? What verb follows suggest? What do you enjoy studying most? So, they Kosal: Yes, that’s true. So I just need to think of
can add enjoy to the -ing list. something else to study with the languages. It’s
B. Copy the table into your notebook. Add the other verbs from 12. Have students add the other verbs that they a good idea to speak to the university. Thanks
hear to their –ing and to lists as they listen.
activity 2B. 13. Check the answers as a class.
Tim! You helped a lot!
Tim: Great, good luck with it all, Kosal.
Answers
-ing to -ing to Focus on verbs followed by –ing and to.
suggest intend Sometimes at the beginning, students can
suggest intend practise promise get a little confused. It’s important for them
discuss want to understand that it is the FIRST verb that
consider decide decides if the SECOND verb is in the –ing or
feel like promise to form. It doesn’t matter what tense or what
avoid choose form the first verb is, and it doesn’t matter
C. Listen again. Add the verbs to your table. enjoy learn
what word the second verb is.
miss arrange
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 Unit 25, Lesson A

4 Look at 1 – 8. Write the questions in your notebook. 5. Remind students that some of the second
Tip! Learning vocabulary with constructions
verbs will take the –ing form and some of
Example: What / you / intend / do / when / leave / school? Verbs that must be followed by –ing or to is an
them will take the to form.
What do you intend to do when you leave school? example of a construction. A construction is
6. Check the answers together. Ask different
a piece of vocabulary together with the grammar students to offer the complete sentence.
that makes it fit correctly into a sentence.
What / you / want / do / when / leave / school? For example, it isn’t enough for students to
Repeat them, saying the missing words
strongly and ask the other students if they
learn the verbs suggest or intend. It’s OK for are correct or not.
What / you / enjoy / study / most? understanding but doesn’t help them use 7. Correct the questions if necessary.
them correctly in speaking or writing. 8. In pairs, have students take turns to ask and
You / think / you / decide / move away / your city or province? It’s better if they learn the verbs with their answer the questions.
constructions: suggest doing something, 9. Walk around the class, listen, help and
or intend to do something. This should help correct if necessary.
Will / you / choose / go / university / or / get / job? them to know that suggest is followed by –ing
and intend is followed by to. Answers
Note that some verbs have more than one 1. What do you want to do when you leave
What / you / most / want / learn / do? school?
construction.
2. What do you enjoy studying most?
You / plan / get a job / before / leave / school? Session 2 3. Do you think that you will decide to move
away from your city or province?
Suggestion: Starting session 2 4. Will you choose to go to university or get
Will / you / miss / come / school / when / leave? Write the 16 verbs from the recording (or just a job?
some of them if there isn’t time) on the board. 5. What do you most want to learn to do?
Point to them at random and have the 6. Do you plan to get a job before you leave
Do / you / sometimes / arrange / do / something / with / friends after school? students shout out “ING” or “TO”. school? / …before leaving school?
Then, make a few random sentences with 7. Will you miss coming to school when you
these verbs, some correct and some incorrect leave?
8. Do you sometimes arrange to do
and have the students shout out “RIGHT” or
something with your friends after school?
5 Read the message from a friend. Then, write a reply in your “WRONG”.
E.g. “I feel like to go out for a walk” (wrong – I
notebook. Use the verbs in activity 3B to help you. feel like going out for a walk).
5 Reading and writing: plans for the
future
“I decided to watch a movie this evening” (right).
1. Have students read the social media message.
Rith 2. Tell students that they will write a reply. Tell
4 Speaking: plans for the future with –ing and
them that it doesn’t have to be true. If they
to verbs
don’t know what they want to do when they
MON, 09/23
Mike 1. Have students look at the example together. leave school, they can just write some ideas.
Have one student read the words from 3. Ask students to suggest some ideas for
the first line, and another read the complete things people can do when they leave
Hey! How are you? sentence from the second line. school. If they find it difficult, tell them to look
2. Repeat the complete sentence, saying the back at activity 1.
Can you help me with something? Next week in class, we all have to 4. Tell students that they will write a reply to the
missing words strongly: “What DO you intend
talk about our plans after we finish school. I have no idea what I want TO do when YOU leave school?” message in their notebooks.
to do! So, to get some ideas, I’m writing to all my friends and asking 3. Tell students to complete the rest of the questions. 5. Remind students that they should think of
them about their plans. Maybe it will help me decide. They can write them in their notebooks. their ideas before they write.
4. If there isn’t time in class, or if you don’t think 6. Give students 5 minutes to talk about their
It will help me a lot if you can send me a message and tell me about it’s necessary, the students don’t have to write ideas in pairs and make notes.
the questions in their notebooks, they can 7. Have students write their messages in their
the things that you enjoy learning and doing. Have you decided to go notebooks.
to university or get a job when you leave school? What kind of job or complete the questions in speaking.
studies do you intend to do? Will you choose to stay near your family
Extension activity: Verb tickets
or to move to the city or another province?
Put students in small groups of around 4. Have them tear a piece of paper into 16 pieces
I hope that a lot of my friends will answer and give me lots of ideas. and write one verb from this lesson on each piece. Then fold them twice. They should do this
quickly.
Hear from you soon!
Students then take turns to choose a random verb ticket. They make a sentence with the verb +
another verb, in the –ing or to form. They get one point per correct sentence.
8:40 AM If another student thinks they got the sentence wrong, they can say challenge and correct the
sentence. If the challenge is correct, the challenger gets the point. If the challenger is incorrect,
Enter a message the original speaker gets the point plus one extra point.
At the end, the player with the most points wins.

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 25B Unit 25, Lesson B
1 A. Match the phrases with the pictures.
Aims: to talk about things we do at school using verbs that link with both –ing and to.
1. pass an exam 5. borrow a book By the end of 25B, students should be able to:
2. work together 6. fail an exam
• talk about a number of different activities related to school.
3. get into trouble / stay out of trouble 7. give a presentation
• understand that some verbs link to others with both the –ing and the to form, and that
4. revise for an exam 8. be late for class the meanings are different.
a b c d • be able to use these verbs correctly.

Session 1

1 Vocabulary: phrases related to school 2 Grammar: verbs that link with -ing and to
forms.
e f g h A. 1. Have students look at the eight phrases A. 1. Have students read the six short
about school and match them with the conversations.
pictures below. 2. Tell students to find the repeated verb
2. Check the answers as a class. in each conversation, and write it in their
B. 3. In pairs, tell students to cover up the notebooks twice – each time on a new
phrases so that they can see only the line, following the example. They should
B. Work in pairs. Cover up the phrases, look at the pictures again pictures. write the verb only, not the tense or the
4. Students take turns to point at one of the –ing form.
and try to remember​the phrases. pictures and the partner says the phrase. 3. Check the answers together.
2 A. Read the six short conversations. Find the verb in each Answers Answers
conversation that is used twice. Write them in your notebook. 1.e; 2. h; 3. d; 4. f; 5. b; 6. g; 1. try; 2. remember; 3. stop; 4. need;
7. a; 8. c 5. mean; 6. forget
try (students should write each verb twice on a
new line in their notebooks).
try
B. 4. Have students check the conversations
again, and this time to add the verb that
comes after the repeated verb, exactly as
Ssshhh! I’m trying to revise for my exam. it appears – as in the example.
Well, try working in the other classroom, it’s quiet there. 5. Check the answers together.

Answers
Do you remember borrowing my book yesterday?
1. try to revise, try working
Yes, but I didn’t remember to bring it back today, sorry. 2. remember borrowing, remember to bring
3. stop to talk,stop talking
Sorry I’m late, Teacher. I stopped to talk to the principal on the way to class. 4. need doing, need to do
Well, it’s OK this time, but you have to stop being late for class all the time! 5. mean staying, mean to get
6. forget passing, forget to pass
Come on! This homework needs doing today.
Yes I know that I need to do it today. Don’t worry, I’ll do it.

Doing well at school means staying out of trouble!

I know. I don’t mean to get into trouble all the time. It just happens!

I’ll never forget passing all my exams at school. It was a good feeling.
Oh no! I forgot to revise for my exam. I hope I don’t fail.

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 Unit 25, Lesson B

B. Look at the second verb in each line, which comes after the C. 6. Tell students to talk in pairs and to say
Focus on forget.
verb you just wrote down. Add it to the verbs in your notebook. what is different about the second verb in
Forget + -ing form is used to say that we
each conversation, and to decide whether
have forgotten something that happened
the meanings are the same or different.
in the past, but it’s usually used in negative
try to revise 7. Check the answers together.
sentences.
try working Answers For example, we say things like: I’ll never
One verb is in the –ing form and the forget meeting my favourite singer, or:
other is in the to form. They have different I can’t forget watching that scary movie last
meanings. night!
However, we don’t often use it in positive
C. Work in pairs. Do the first verbs in each pair have the same sentences. We don’t usually say things like: I
Tip! Go step by step.
meaning, or a different meaning? This kind of activity can go wrong if the
forget talking to you last week.
In this case, it’s much more common to say:
students don’t follow the steps clearly. If
3 Match the verb in bold with the most similar meaning. they get the first step wrong, it’s difficult for
I can’t remember talking to you last week.

them to do the rest of it right. 4 Reading and grammar: verbs that link
1. 1. On the way home I have to stop to a. don’t do it any more. Even if it means going a little slowly, try to with -ing and to forms.
take a book back to the library. make sure that the students all have the 1. Have students look at the example
verbs written twice in their notebooks, then sentences with need + to and need + -ing.
make sure they add the verbs with –ing and 2. In pairs, students discuss why the first uses
2. Why don’t you stop getting into b. stop moving so that you to and then make sure they understand that the to form and the second uses the –ing
trouble all the time? can do something else. the verbs have different meanings with –ing form, relating to the meanings they studied
and to. in activity 3.
3. Check together (the subject of need to is
2. 1. Do you remember starting primary a. remember that you must do 3 Grammar: differences in meaning. the person who needs to do it, and the
subject of need + -ing is the thing that
school when you were small? something later. 1. Have students look at the two sentences in needs to be done).
number 1. . 4. Have students do the same for the other
2. Ask students what is different about them pairs of sentences 1 – 10, referring back to
2. Will you remember to help me with b. remember something
(one + to, the other + -ing). activities 2 and 3 if necessary.
my homework before class tomorrow? that you did in the past.
3. Tell students to look at the two meanings in 5. Check the answers together.
the coloured shapes to the right.
4. In pairs, have them decide which meaning, Answers
3. 1. I need to prepare my presentation a. Somebody has to do something a or b matches with sentences 1 and 2. 1. remember borrowing
( we don’t say who has to do it). 5. Check the answer together ( 1b 2a). 2. stopped to talk
6. Tell students to do the same for sentences 3. stop playing
2. The presentation needs preparing b. I have to do something 1 - 5. 4. means listening
7. Check the answers together. 5. forgot to revise
6. forget giving
Answers 7. try asking
4. 1. Passing exams means studying hard a. It is a necessary part of something 1. 1b 2a; 2. 1b 2a; 3. 1b 2a; 4. 1a 2b; 8. try to stay
5. 1a 2b
2. Do you think I mean to be late for b. Do something on purpose,
class every day? not by accident.

5. 1. I won’t forget working together with a. forget something that you did in
you. It was great fun! the past

2. If I forget to bring my school books b. forget that you must do

again, I’ll get into trouble. something

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Unit 25, Lesson B

4 Read the sentences and decide whether the second verb should Session 2 6. Add these examples to two of your
shapes on the board:
be the –ing form or the to form. Suggestion: Starting session 2
Example: I have an exam tomorrow. I need revising / to revise! Ask students to try to remember the six Talk to the school principal
verbs that they studied last class and what
This activity needs finishing / to finish before the end of class.
is special about them. Make sure they Be late for school
1. I have a book from the library, but I don’t remember borrowing / to borrow it. understand that only a few verbs can take
2. Sorry I’m late for class, Teacher! I stopped talking / to talk to the principal. both –ing and to, and that most verbs just 7. Move around the class and check that the
3. Listen, you have to stop playing / to play on your phone in class! take one or the other. students are doing it right. Help if necessary.
4. Working together means listening / to listen to us as well as saying what you want. Keep students’ books closed. Look back B. 8. Have students show each other their
5. Oh no! I forgot revising / to revise. I hope I pass my exam; I don’t want to fail it. at activity 4. Read some of the sentences answers in the shapes.
out, but get some of them correct and some 9. Tell the partners to guess which answer
6. I’ll never forget giving / to give my first presentation. I felt really nervous.
of them wrong. For example, number 1: goes with which question. Point to the two
7. If you don’t understand, try asking / to ask one of your friends in class.
“Hey Lida, did you remember doing your examples on the board: and demonstrate
8. Can’t you try staying / to stay out of trouble just for one day? homework this time?” these conversations:
Have students shout out right if they think
5 A. Decide who is A and who is B. Write one answer to each of your the sentence is correct, and wrong if they Talk to the school principal
questions in your notebook. Don’t write which question it is. think it’s wrong.
“I think you tried talking to the school principal
Student A Student B 5 Speaking: using verbs that link with -ing and to fix a problem.”
to forms “Yes, that’s right!”
1. Something you tried doing to fix a 1. Something that you tried to do,
problem. but didn’t succeed. A. 1. Tell students to draw six shapes in their Be late for school
2. Someone you sometimes stop to 2. A game you played when you were notebooks. Any shape is OK but they “I think you stopped being late for school.”
talk to on the way home from school. younger but stopped playing. need to be big enough to write a few “No, that isn’t right.”
3. An activity you remember doing 3. Something you have to remember words inside. You can draw some shapes “OK, you didn’t mean to be late for school.”
when you were at primary school. to do in the next few weeks. like this on the board as examples for them: “Yes, that’s right!”
4. A decision that you need to make 4. A task that needs finishing before
before you leave school. the end of this month. 10. Walk around the classroom, listen, help
5. A thing you want, but it means 5. Something you didn’t mean to do. and correct if necessary.
working hard to get it. 6. A thing you must arrange to do for
2. Have students work in pairs and decide 6 Reflection: Now I can…
6. Something you did at school that school soon.
who is A and who is B.
you’ll never forget doing. 3. Tell students to look through 1 – 6 for
1. Ask students to look at the sentences and
decide how well they can do these things.
student A or B, and to write an answer for
B. Work in pairs. Take turns choosing an answer and guessing Encourage honest reflection by being
each in one of the shapes.
which question it is. 4. Tell students that if they can’t think of a
positive about mistakes.
2. Tell students that by finding out what they
real example, it doesn’t have to be true.
6 How well can you do these things? Write in your notebook. 5. Tell them to write the answer only, not
have and haven’t learned, they will become
better learners.
to say which question it answers or write
3. For more ideas on how to do this, please see
the numbers
unhappy neutral happy very happy page V.

Extension activity: School activities

Now I can... Tell students to think of some other activities related to school, that aren’t covered in this lesson.
Write them on the board.
• talk about different things young people do when they leave school. Give students around 5 minutes to write 4 sentences using the new activities on the board
• put two verbs together correctly using the –ing or the to form. and the verbs from this lesson. Tell them to try to write something original, that they don’t think
• talk about some different actions that people do at school. anyone else will write.
Ask a student to say one of their sentences. Repeat it so that everyone hears. Then ask if
• understand that some verbs link to others using both –ing and to with a
anyone else had the same sentence.
change in meaning. If nobody else has the same sentence, the student wins. If someone else has the same
sentence, the student loses.

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 UNIT 26 Unit 26, Review
Aims: to review vocabulary and grammatical structures introduced in Units 21-25.

Review By the end of 26, students should be able to:

• use more than one adjective to talk about people and things around them.
• differentiate verbs that are followed by –ing or infinitive or both.
1 A. Look at the table below. Work in pairs. Write as many words • talk about what they do every day using adverbs of frequency.
as you can think of in your notebook. You have 5 minutes!
Session 1
adjectives to describe
clothes
personality 1 Categorising: Vocabulary review 2 Writing: Using adjectives

adjectives to describe appearance days of the week A. 1. Put students in pairs or small groups. A. 1. Ask students to work individually.
2. Go through the different categories with 2. Tell them to write sentences about the
the whole class. If you have a weak class, pictures. They need to write about what
school subjects months of the year
elicit examples for each category. the people are wearing and what they
3. Ask students to write as many words as look like.
B. Work in pairs. Ask and answer the questions. they can under each category. 3. Go through the example as a class. Ask
4. To make this activity more fun and exciting, questions about what the woman is
1. What clothes do you wear to school?
you might want to set a time limit. The pair wearing (green blouse and brown shorts)
2. What does your physics teacher look like? or group that has written the most number and her hair (brown, shoulder-length).
3. What’s your best friend like? of words wins. 4. Ask some students the words they need
4. What subjects do you hate? Why? 5. For feedback, ask some students some of to describe what the people are wearing
5. Do you have a history class every day? the words they have written. and their hair. Write these on the board.
B. 6. In pairs, ask students to take turns asking 5. Monitor and check the mistakes some
2 A. Look at the pictures. Write in your notebook about their hair and answering the questions. Encourage students are making while writing.
and what they’re wearing. them to respond in complete sentences.
7. Monitor and check that students are Answers
responding in full sentences. 1. She’s wearing a green blouse and brown
Example: She’s wearing a green blouse and brown shorts. shorts. She’s got shoulder-length, brown hair.
2. He’s wearing glasses. He’s wearing black
She’s got shoulder length, brown hair.
trousers and a white t-shirt. He’s got short,
black hair.
3. She’s wearing a red dress. She’s got dark,
curly hair.
1 2 3 4. The baby’s wearing a purple hat and a red
t-shirt. He’s got short, black hair.
5. He’s wearing orange shorts and a red
shirt. He’s bald.
6. She’s wearing a school uniform, shoes
and socks. She’s got black wavy hair.
Note: Some of your students might write
slightly different answers. Accept other
possible answers that are grammatically
correct and make sense.
4 5 6

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Review

B. Complete the sentences. Use the words in the box. You can B. 6. Ask students to look at the pictures again 3 Daily routines: My strange alien friend
and complete the sentences. Tell them
use the words more than once. Write in your notebook. to use words from the box. They can use A. 1. Ask students to look at the picture. Elicit
what it is. Ask them what her name is
the words more than once.
old friendly good-looking handsome fat (Doda).
7. Check the answers as a class.
2. Tell them that Doda has a strange
cute young clever impatient easy-going tall slim schedule.
Answers
1. He’s good-looking / handsome and fat. 3. Tell them to go over her schedule quickly
1. He’s_______. I think he’s_______because he’s reading a book. I think he’s clever because he’s reading and compare themselves with her. Are
2. She’s_______and_______. She looks_______- she’s smiling and talking to a book. they the same or different?
2. She’s good-looking and slim. She looks 4. Call on some students for answers.
people.
friendly because she’s smiling and talking B. 5. Tell students to look at Doda’s schedule
3. He’s_______and_______. He also looks_______. to people. and complete the sentences.
4. He’s_______. He looks_______. 3. He’s cute and fat / young. He also looks 6. Monitor and check what students are doing.
5. She’s_______. I think she’s impatient because she’s looking at her watch. friendly.
Answers
She doesn’t like waiting. 4. He’s old. He looks mean.
1. She studies physics every day.
5. She’s young / cute. I think she’s impatient
2. On Monday, she always has mosquitoes,
because she’s looking at her watch. She
leaves and spiders for dinner.
doesn’t like waiting.
Example: She’s good-looking and tall. She looks relaxed. 3. She sometimes sleeps under the tree.
I think she’s easy-going. 4. She has lunch with other aliens on
Wednesday.
5. She rarely studies geography – only on
Friday.

3 A. Meet Doda – my strange alien friend. Look at the things she

does every day. Are you the same or different?

study physics
Monday dinner – mosquitoes, leaves and spiders

study physics, maths, English

take a bath
Tuesday sleep under the tree
lunch on the moon

study physics, chemistry, English

Wednesday lunch with alien friends

study physics, English

Thursday lunch with human friends

study physics, geography, English

Friday sleep under the tree
lunch on the moon

sleep for 1 hour

Saturday lunch on the moon

swim in the sea

Sunday sleep for 1 hour
lunch on the moon

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 Review

B. Complete the sentences about Doda. C. 7. Tell students to complete the table based
Tip! – Review
Example: Doda takes a bath on Tuesday. on Doda’s diary entry.
Review time is important. Encourage your
8. If you have a weak group, let students
1. She studies________every day. students to ask you questions. Monitor and
work in pairs or in small groups.
2. On Monday, she always has________for dinner. evaluate how your students are doing at
9. If necessary, go through the example as a
this stage. It is always a good idea to stop
3. She sometimes sleeps________. class first.
and go back to any language points your
4. She has lunch with other aliens on________. 10. Go around and help students who might
students found confusing.
5. She rarely studies________– only on Friday. find this activity difficult.
If you don’t have enough time to do all the
activities in this review section, you can
C. Complete the table based on Doda’s diary. Answers
set them for homework. Encourage your
always usually sometimes rarely students to focus on the activities that they
always usually sometimes rarely study have sleep swim in find particularly difficult. Encourage them to
sleep physics lunch on under the the sea work with their friends in class.
the moon tree
D. Do you have a strange friend? Write about your strange study sleep for 1 dinner of
4 Email: Gerunds and infinitives with to

friend. Then tell your partner about him/her. Use usually, English hour mosquitoes, A. 1. Tell students to read the email quickly.
leaves and
sometimes, rarely and never. Elicit what it is about (summer break). Ask
spider who wrote the email and who it is for.
take a 2. Ask students to read again and choose
Example: My friend sometimes drinks coffee at 11 PM. bath the correct verb forms.
3. Ask students to compare their answers
My friend always wears socks to bed.
with their partners before checking the
D. 11. Ask students to write about their strange answers as a class.
friends. Encourage them to think about
their friend’s strange routines and write Answers
4 A. Read the email. Choose the best answer. about them. 1. visiting
12. If they do not have a strange friend, you 2. to earn
New Message
might want to introduce another alien 3. helping
friend in class. Draw this alien on the 4. working
To Cc Bcc board and give it a name. Then, 5. to stop
encourage students to think about 6. telling
Subject
strange things this alien does every day.
13. If you introduce a new alien in class, it
Dear Jo, might be a good idea to ask students to
How are you! I need some help! I can’t decide. I don’t know what to do for the summer break. write about him/her in small groups.
14. Encourage students to use adverbs of
I’m considering to do / doing a short course on computers, but I don’t think my mum will
frequency such as always, sometimes,
be happy. It is expensive! All my friends suggest 1. to visit / visiting Angkor Wat in Siem
rarely and never. You might want to write
Reap, but I intend 2. to earn / earning money first before travelling. I feel like 3. to help / these words on the board.
helping with the family business, but it is a big business and I want to avoid 4. to work /
working so many hours. I really need 5. to stop / stopping and make a decision soon.
Anyway, what about you? I remember you 6. to tell / telling me that you want to help your
parents with your farm. Is this still your plan?
Write to me soon.
Your friend,
Anna

Send

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Review

B. 4. Ask students to write a reply for Anna.

Answers
5. Elicit what they need to include in their
1. My mother has a long, old, orange
email (their plans and some advice for
umbrella.
her). Tell them to use at least 5 words
2. Grandma wants to buy an expensive,
from Activity 4A.
small, modern phone.
Example: doing 6. Monitor and help students as necessary.
3. That clever, young, French boy sitting over
1. 5 Grammar: Adjectives order there is my friend.
2. 4. Do you have a big, brown, square bag?
1. Ask students to complete the sentences 5. She’s got shiny, long, black hair.
3. using the three adjectives on the right.
4. 2. Ask students if they remember the order of 6 Fun Activity: Looking back at Units 21-25
adjectives when we use more than one in
5. 1. Tell students to look for the answers to the
a sentence. You might ask them to go back
questions.
6. to Unit 21 for support. Then write the order
2. Encourage them to go back and refer to the
on the board (opinion, size, age, shape,
previous units.
colour, origin).
3. You can make this more fun by asking your
3. Do the example as a class. You might want
students to work in pairs or groups. You can
B. Write a reply to Anna. Tell her what your plans are and help to write this on the board.
also set a time limit. The first pair / group to
her decide what to do for the long summer break. 4. Ask students to compare their answers with
find all the answers wins!
their partners.
5. Check the answers as a class. Answers
1. ‘Doing well at school means staying
Dear Anna, out of trouble.’
--------------------------------------------------------------------------------------------------- 2. 7
Your friend, 3. necklace
4. (your) avatar
5. 9 am

Extension activity: Looking back

Remember this activity in Unit 6? Ask students to individually go through Units 21-25 and
5 Complete the sentences with the adjectives. identify a unit they found difficult. Then put students in groups. Group students who have
identified the same unit together. Choose an activity from each unit and let each group work on
Example: She’s wearing a comfortable, new, green skirt. it. Encourage students to help each other. Some discussions might take place in L1 – allow this
(green, new, comfortable) if it helps them understand the language points better. Go around, helping and checking what
they are doing. As you go around, you might want to give short and clear explanations to help
1. My mother has a________umbrella. (orange, long, old)
clarify language points and vocabulary.
2. Grandma wants to buy an________phone! (modern, expensive, small)
3. That________boy sitting over there is my friend. (French, clever, young)
4. Do you have a________bag? (square, brown, big)
5. She’s got________hair. (long, shiny, black)

6 Race against time! Who can find the answers first?

1. Complete this sentence from Unit 25:
‘Doing well at school means________’
2. How many people are sitting at a café in Unit 23?
3. What present does Channy get in Unit 21?
4. What did you draw in Unit 22 that you can use for a computer game?
5. What time does school start in England (Unit 24)?
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 UNIT 27 Unit 27, Lesson A : Getting around
Aims: to introduce different kinds of transport.

Getting Around By the end of 27A, students should be able to:

• name and identify different kinds of transport.

27A • describe and compare different kinds of transport.
• talk about different kinds of transport they like.
1 A. How do you travel to school? Point and say.
Session 1
I travel to school by this and this. 1 Lead in: How do you travel to school? C. 8. Ask students to listen and repeat.

A. 1. Ask students to look at the pictures. Ask [Audioscript]

what they can see in the picture. Ask if 1. bus, 2. tuk tuk, 3. scooter, 4. plane, 5. taxi, 6.
they can recognize some of the pictures. train, 7. boat, 8. ship, 9. bike
2. Put students in pairs. Ask them to look
at the pictures and talk about how they 2 Reading: Favourite transport
travel to school.
3. At this stage, students do not have to A. 1. Ask students to read the text quickly. You
know what the pictures are called in might want to set a time limit.
English. Ask them to point and say ‘I 2. Tell them to write their favourite transport
travel to school by this and this..’ in their notebooks.
B. 4. Ask students to look at the words and 3. Check answers as a class.
guess the missing letters. Ask them to
write the words in their notebooks. Answers
5. If you have a weak group, you can ask 1. planes
students to do this in pairs. 2. ships and boats
B. Look again. Write the missing letters. 6. Ask students to compare their answers. 3. tuk tuks and bikes
7. Check answers as a class. You might 4. buses
1. b____s – bus 4. ____ ____ane 7. boa____
want to ask some students to write
2. tu ____ tu____ 5. t____xi 8. ____ ike
answers on the board.
3. ____cooter 6. ____ rai ____
Answers
C. Listen and repeat. 1. bus
2. tuk tuk
3. scooter
2 A. Read and write their favourite transport. 4. plane
5. taxi
6. train
1. When I go on holiday, I like to fly. Planes are more comfortable
7. boat
than buses or scooters. They are the fastest too. I can get to 8. bike
other countries in just a few hours.

favourite transport: planes

2. I like going to the beach when I’m on holiday. I like rivers too, so
ships and boats are the best for me. Some people get easily
bored when they are on a boat, but planes are more boring. You
can only see clouds from your very small window.
favourite transport: __________

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Unit 27, Lesson A

3. In Cambodia, tuk tuk are very popular, They’re cheap and more Session 2
convenient than buses. I like travelling by tuk tuk when I’m in the
city, but travelling by bike is more interesting when you are in the B. 4. Ask students to read the text again, Suggestions: Starting session 2
giving them more time.
countryside. You can see a lot of things and smell fresh air as To start the class, write some transport
5. Tell them to complete the sentences
you travel. vocabulary on the board. Mix up the letters
using words from the text.
favourite transport: __________ (e.g. train -> aitrn, bus -> usb, boat ->
6. Monitor. Help students who might find this
otba, tuktuk -> kkuutt, ship -> hspi). The
activity difficult.
4. like meeting new people when I travel and on a bus you can 7. Check answers as a class.
first student to make out the word wins! You
meet many different kinds of people. I really like travelling by can also make this more fun and exciting
bus – it’s more exciting than travelling by planes or bikes. You Answers by putting students into small groups. For
get to meet amazing people. I first met my best friend on a bus 1. fastest stronger classes, you can also set a time limit.
when I was travelling in Manila, Philippines! 2. clouds If you set Activity 2 as homework, you can
favourite transport: __________ 3. popular / cheap / convenient also go over the answers quickly.
4. interesting
B. Complete the sentences with words from the text. 5. amazing people / different kinds of people 4 Categorising: Comparative forms
Example: Planes are more comfortable _______ than buses.
3 Grammar: Comparative forms 1. Ask students to complete the table with the
1. Planes are the _______. comparative forms of the given words.
2. Planes are boring because you can only see _______. 1. Ask students to read the sentences. 2. Check answers as a class.
2. Write the first sentence on the board.
3. Tuk tuk in Cambodia are _______.
3. Ask what is being compared (e.g. planes Answers
4. It’s more _______ to travel by bike in the countryside. and buses). Circle these words on the board.
5. It’s exciting to travel by bus in Manila because you meet _______. 4. Ask how many are being compared (2 –
-er- more irregular
adjectives
3 Read the sentences. Which words do we use to compare things? planes and buses).
5. Ask which word is used to compare both bigger more farther
1. Planes are more comfortable than buses. transport (more). Underline this word. convenient
2. Tuk tuk are more convenient than buses. 6. Repeat for sentences 2 and 3, until you think slower more boring worse
3. Travelling by bus is more exciting than travelling by planes. your students have understood the concept
well. cheaper more better
• For short adjectives, we usually add ‘er’ to make the 7. Focus their attention on the look box. expensive
Look
comparative forms. Ask them to read the rules. nearer more
• For longer adjectives, we usually add ‘more’ to make the 8. Tell your students that these are just general interesting
comparative forms. rules, but sometimes short adjectives do not
more
always take the ‘er’ form. For example,
exciting
good, bad, boring.
4 Look at the adjectives below and make their comparative forms.
Write the words in the table in your notebook. Tip! – Using students’ names
It is always a good idea to address your
convenient students with their names right from the
boring fast big slow cheap beginning of the semester. Get to know your

far
students and memorize their names. This will
expensive bad good interesting
help you manage your classes better. For
exciting near
example, when asking students for answers,
use their names to avoid students shouting
out answers.
-er- more irregular adjectives Remembering your students’ names is also
a good way to let them know that you are
far - farther aware of them as individuals. You are paying
attention to their individual needs and the
specific ways they like to be taught. This
helps build a good rapport between you and
your students.

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 Unit 27, Lesson A

5 A. Complete the sentences with the adjectives. Use the comparative 5 Grammar: Completing sentences 6 Speaking: Comparing different kinds of
forms when appropriate. transport
A. 1. Ask students to complete the sentences.
Example: In Cambodia, travelling by bike is usually faster
_____ than travelling by car. 2. Tell them that it is not always necessary to 1. Ask students to compare different kinds of
transport.
1. Travelling by bus is ________. It’s slow and there’s nothing much you can do use the comparative forms. Tell them to
2. Focus their attention on the words in the box.
boring
while you’re on it. ______ use the comparative forms only when
3. Elicit the comparative and superlative forms
needed.
2. Travelling by plane is ________ than travelling by any other forms of transport. of these words. You might want to write
3. Monitor.
amazing
Imagine travelling with clouds up in the air. Planes are _______. ________ these on the board.
4. Check answers as a class.
exciting
_______ 4. Encourage students to use the comparative
3. Travelling by boat makes you forget your problems. I think travelling by boat is Answers and superlative forms when comparing the
relaxing
________ than travelling by train or taxi. _______ 1. boring different kinds of transport. Use the example
4. Riding a bike is a good way to exercise. It’s also _________ because you can 2. more exciting, more amazing sentences to do this.
3. more relaxing 5. Monitor. Take a mental note of the good
see so many things while you’re on it. interesting
_________
4. interesting sentences students are making.
5. In the city, scooters are a good way to travel. Riding your scooter is _________
5. more convenient than 6. Ask some of the students who made good
driving a car. You can go to places really quickly even when the traffic is bad. sentences for feedback.
__________
convenient
7 Speaking: Group discussion

B. 5. Ask students to read the sentences in 1. Put students in small groups.

B. Which of the sentences in activity 5A do you agree with it? Tick. Activity 5A and tick the ones they agree with. 2. Ask students to ask and answer the
6. Then ask them to compare their answers questions in their groups.
6 Work in pairs. Take turns comparing the different kinds of with their partners. 3. Assign a group speaker (the strongest
transport. Use the comparative and superlative forms of the 7. Call on some volunteers to share their student in each group).
words in the box. answers. 4. For feedback, ask the group speakers to
‘visit’ the other groups. They give a short
summary of their discussions in their own
big fast slow good cheap nice
group. Do this several times until the group
speakers have visited all the other groups.
A ship is bigger than a boat.

Bikes are the slowest. Extension activity: Alphabetical order

Write all 9 transport vocabulary on the board. Ask students to arrange the words in alphabetical
7 Work in groups and answer the questions. order. If you have a weak class, write the first word as an example (e.g. bike). Alternatively, you
can put students in small groups. The first group to arrange all the words wins!
Transport vocabulary arranged in alphabetical order:
bike, boat, bus, plane, scooter, ship, taxi, train, tuk tuk

1. Which is the cheapest way to travel in your town?

2. Which is more expensive – travelling by boat or
motorbike?
3. Which is the fastest way to travel to other provinces
in your country?
4. Which is more enjoyable – travelling by bike or car?
5. What’s your favourite type of transport? Why?

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 27B Unit 27, Lesson B
1 Work in pairs. Ask and answer the questions. Aims: to introduce different kinds of phrasal verbs used with transport vocabulary.
By the end of 27B, students should be able to:
• use some phrasal verbs with different kinds of transport.
• talk about different kinds of holiday they like.
• talk about what they usually do when on holiday.

Session 1
- How often do you go on holiday?
1 Lead in: Holiday
- What are your favourite things to do on holiday? Answers
1. take off
1. Put students in pairs.
2. touch down
2. Ask them to ask and answer questions with
3. get on
their partners.
4. get off
3. For feedback, ask some students for their
5. pick up
answers.
6. get in
2 Vocabulary: Matching
Focus on Pronunciation – Blending sounds
A. 1. Ask students to match the words with the Remember this tip in Unit 8? In English,
2 A. Match the words in the box with the pictures. pictures. some words are pronounced together – as
2. Encourage them to guess as much as if there’s only one word. In this particular
they can for words they don’t know. lesson, most of the phrasal verbs are
take off get on get off get in pick up touch down
B. 3. Play the recording. Let students listen for pronounced as if there’s only one word.
the answers. Focus on these words:
4. Play again and ask students to repeat. take off (take-off)
get on (get-on)
[Audioscript] get in (get-in)
1. take off, 2. touch down, 3. get on, 4. get off, get off (get-off)
5. pick up, 6. get in drop off (drop-off)
pick up (pick-up)

B. Listen, check and repeat.

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 Unit 27, Lesson B

3 A. Listen to people talking about their holiday habits. 3 Listening: Are you the same or different? C. 7. Ask students to correct the wrong
Are you the same or different? Write üor û. information in the sentences.
A. 1. With a show of hands, ask how many 8. If necessary, play the recording again.
students like going on holiday. Ask them
B. Listen again. Write true or false. where they usually go.
9. Check answers as a class. You might
want to ask some students to write their
Example: Kanika usually travels alone. false
________ 2. Tell students that they are going to listen answers on the board.
to people talking about what they do
1. Kanika and her family like staying in the same hotel. ________ when on holiday. 4 Grammar: Phrasal verbs with different
2. Jan doesn’t like travelling by himself. ________ 3. Ask them to compare themselves with the kinds of transport
3. His sister drops him off and picks him up whenever people. Tell them to write a [ü] if they
1. Ask students that some of the phrasal verbs
are the same or a [û] if they are different.
he goes on holiday. ________ can only be used for certain types of transport.
4. For feedback, ask some students their
4. Dan likes riding his bike in the city when on holiday. ________ answers. Alternatively, you can do this too 2. Write the example on the board (e.g. get on
5. He takes a lot of pictures too. ________ / off). Ask what kind of transport we can use
with a show of hands.
these words with (e.g. buses, trains, tuk
6. Pat feels excited when their plane takes off. ________ [Audioscript] tuks, bikes, boats, scooters)
7. Pat spends all her money on holiday. ________ 1. Hi! My name’s Kanika. I usually go on holiday 3. Check answers as a class.
with my family. We always stay in the same hotel
C. Correct the wrong sentences in activity 3B. and we always go to the same places. This Answers
year, we have been to Siem Reap five times! 1. c
It’s always interesting to see the same place at 2. d
Example: Kanika usually travels with her family.
different times. We always travel by car. 3. a
2. I’m Jan. I like travelling alone, but often my 4. b
parents drop me off to the bus station or airport.
They also pick me up when I get back home.
4 Match the phrasal verbs to the correct transport. They’re always excited to hear about my
adventures.
3. Hello! I’m Dan. I don’t often go on holiday,
1. get on / off a. but when I do, I like looking around the city. In
the city I walk a lot and take lots of pictures of
everything. In the countryside, I usually just get
on a bike and enjoy the view. So, I don’t spend
a lot of money on holiday.
2. take off / touch down b. 4. Hi! I’m Pat. I don’t really like going on
holiday. I always feel nervous when planes take
off. The loud noise makes it worse. I also buy
a lot of presents for my family and friends, so I
have no money at all when I return!
3. get in c.
B. 4. Ask students to listen again.
5. Ask them to write true or false in their
notebooks.
6. Check answers as a class.
4. drop off / pick up d. Answers
1. true
2. false – Jan likes travelling alone / by himself.
Example: get on / off – c 3. false – His parents drop him off and pick
him up whenever he goes on holiday.
4. false – Dan likes walking in the city when
Look • Get in my car. I’ll drop you off. on holiday.
Where do you want to go? 5. true
• Who picks your sister up from school? 6. false – Pat feels nervous when their plane
takes off.
7. true

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Unit 27, Lesson B

5 Complete the sentences with the phrasal verbs from activity 4. Session 2 6 Speaking: Find someone who

A. 1. Ask students to walk around the class

Example: Planes take off _______ at airports. Suggestions: Starting session 2
and ask the questions.
1. Before you _______ a train, check your bag to make sure you don’t leave To start the class, write some sentences 2. If their friends say ‘yes’, they write their
on the board using the phrasal verbs names next to the questions.
anything behind. introduced. Make sure to include mistakes in 3. Tell them to write in their notebook.
2. Sometimes people _______ the wrong bus when travelling in the city. each sentence. (e.g. Sometimes it’s difficult 4. If you have a small classroom and it’s difficult
3. My dad _______ me _______ at school every day. to get in a train; The bus takes off tonight.; to move around, do this activity in pairs.
4. My friends always _______ me _______ from home when there’s a football practise. Panha picks up her sister every day.) B. 5. Tell students to write about their friends
In groups or individually, ask students to using the information they gathered from
5. When planes _______ they make such loud noise you often have to cover your ears. find the mistakes in each sentence. The first Activity 6A.
person / group to find the mistakes wins! 6. Ask students to compare their answers.
6 A. Find someone who… Go around and ask questions with your Correct sentences: Sometimes it’s difficult 7. For feedback, you might want to ask
to get on a train; The bus leaves tonight.; some students to write their answers on
friends. If they say yes, write their name in your notebook.
Panha picks her sister up every day.) the board. Then check for mistakes.
1. Does your family pick you up when you get back from holiday? 7 Reflecting: Now I can..
2. Do you like travelling alone? 5 Grammar: Completing sentences
3. Do you like travelling with friends and family? 1. Ask students to look at the sentences and
1. Ask students to complete the sentences with decide how well they can do these things.
4. Do you feel nervous just before your plane takes off? the phrasal verbs from Activity 4. 2. Encourage honest reflection by being
5. Do you sometimes get on the wrong bus when travelling in the city? 2. Ask them to compare their answers with positive about mistakes. Tell students that by
6. Do you sometimes forget where to get off when travelling in other cities or their partner. finding out what they have and haven’t
countries? 3. Check answers as a class. learnt, they will become better learners.
4. Tell students that with ‘drop off’ and ‘pick 3. For more ideas on how to do this, please
B. Write about your friends. Use the information you have from up’, often the words are split and a subject see page V.
is inserted between them. This can be a
an activity 6A.
noun or a pronoun.

Answers
Example: Jan likes travelling alone.
1. get off
Panha and Makara’s family pick them up when they 2. get on
3. drops / off
get back from holiday. 4. pick / up
5. touch down / take off

7 How well can you do these things? Write in your notebook. Extension activity: More on Find Someone Who
In groups or individually, ask students to add more questions to Activity 6a about going on
holidays / travelling. Then ask them swap questions. Their partners check their sentences for
grammatical accuracy. At this point, you can go around to check and help students write their
unhappy neutral happy very happy sentences.
Assign a different partner for each student. Tell them to ask and answer questions with their
new partners.
Now I can...
• name and identify different kinds of transport.
• describe and compare different kinds of transport.
• use some phrasal verbs with different kinds of transport.
• talk about what I usually do on holiday.

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 UNIT 28 Unit 28, Lesson A : Jobs
Aims: to present and practise using “should / could” to make suggestions.

Jobs By the end of 28A, students should be able to:

• list some jobs that are related to tourism.

28A • make suggestions using “should / could”.
• create a conversation about answering questions and making suggestions.
1 A. In pairs, match the words to the pictures. Write the answers in
your notebook. Session 1

1 Vocabulary: Matching
Taxi driver Photographer Receptionist Tour guide Answers
A. 1. Ask students to count the words and to 1. receptionist; 2. taxi driver;
Waitress Tour operator Entertainer Bellboy say the category of these words. (Jobs) 3. tour guide; 4. waitress; 5. entertainer
2. Tell students to look at the pictures and
[Audioscript]
1 2 3 4 match them to the words.
1. Somnang: Hello. We’re with this tour
3. Get students to compare answers with a
company. Can I have the keys to our rooms,
partner before checking the answers as a
please?
class and write on the board.
Receptionist: Certainly. Here are your keys.
Answers Your rooms are 201 and 202.
1. receptionist; 2. tour operator; Somnang: Can you ask someone to bring our
3. entertainer; 4. taxi driver; 5. waitress; luggage to our rooms?
6. bellboy; 7. tour guide; 8. photographer Receptionist: You could ask the bellboy over
5 6 7 8 there to help you, sir.
B. 4. Tell students to listen and check their Somnang: Oh, thank you.
answers one more time. 2. Leakhana: Here’s the money. Do you know
5. Get students to listen again and repeat how we can get back to the hotel after we finish
after each word. shopping?
Taxi driver: You could give me a call. I’ll come
[Audioscript] back and pick you up. Here’s my number,
receptionist, tour operator, entertainer, madam.
B. Listen, check and repeat. taxi driver, waitress, bellboy, tour guide, 3. Tour guide: For this afternoon, we will stay on
photographer this beach. You could sunbathe, go swimming
C. Cover the words and point to a picture for your partner to guess. C. 6. Put students in pairs.
or go scuba diving. If you need anything,
please let us know.
Then swap roles. 7. Tell them to use something to cover the
Kosal: Is there any food?
words and only look at the pictures.
Tour guide: You could buy some food from the
2 A. Copy the table into your notebook. Listen and fill in the 8. Students take turns pointing at a picture
sellers around here. The free dinner will begin
and have their partner guess the word.
gaps with the right jobs. Then they switch roles.
at 6pm.
4. Waitress: Good evening. What would you like
2 Listening: Listen and fill in the table to eat?
Speaker 1 Speaker 2 Somnang: I want some seafood. Can you
A. 1. Tell students to copy the table into their recommend some good dishes?
1. Somnang Receptionist
___________ notebook. Waitress: You should try our fish salad and crab
2. Get students to look at the given answer. soup.
2. Leakhana ________ 3. Tell students to listen and write down the 5. Entertainer: Hello, everyone. Before we
job of the speakers in the recording. begin our song, we would like to invite one
3. ________ Kosal
4. Check the answers as a class and write guest to sing with us. Please come up here if
4. ________ Somnang on the board. you’d like to!
Kosal: You should go up there, Channy!
5. ________ Kosal and Channy Channy: No, thank you!

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Unit 28, Lesson A

B. 5. Tell students to read the questions and 3 Vocabulary: Matching

B. Listen again and answer the questions. underline keywords if needed.
A. 1. Tell students to look at the pictures and
6. Get students to listen again and answer
Conversation 1: What does the man say after Somnang asks for help with the the questions. ask them to describe.
You could ask the bellhop over there to help you, sir.
luggage? ______________________________________________ 2. Tell students to match the pictures to the
7. Select a few students to share their
jobs that they’ve learned in activity 1.
Conversation 2: What does the man say after Leakhana asks him how to return? answers.
3. Check the answers as a class.
Conversation 3: What does the lady say after Kosal asks for food? Answers
Conversation 4: What does the lady say after Somnang asks her to recommend Answers
1. You could ask the bellboy over there to
1. taxi driver; 2. photographer;
some dishes? help you, sir.
3. receptionist; 4. tour guide; 5. waitress;
2. You could give me a call.
Conversation 5: What does Kosal say after the woman asks for a guest to sing? 6. tour operator; 7. entertainer; 8. bellboy
3. You could buy some food from the sellers
around here.
C. Read the box and discuss with a partner. When do we use 4. You should try our fish salad and crab soup. B. 4. In the same pairs, get students to make
“should or could”? 5. You should go up there, Channy! a sentence for each picture using “you
should/could”.
5. Select a few students to share their
Look C. 8. Put students in pairs.
We use “should or could” when we want to give suggestion 9. Tell students to read and discuss about answers.
about something to someone. 6. Tell students there is more than one
when to use “should/could”. Students
correct answer.
can make more examples with their
Examples: You could pay the photographer to take your partner to understand better. Suggested answers:
photos. We shouldn’t stay in this hotel.
1. You could ask the taxi driver to take you to
Focus on the negative form your destination.
“Should” has a negative form that can still be 2. You could get the photographer to edit your
used to make suggestions. picture.
3 [Link] in pairs. Match the pictures to the right jobs in activity 1. 3. You could ask the receptionist about the
Example: You shouldn’t swim in the sea at
Write the answers in your notebook. night. breakfast time.
On the other hand, “Could” doesn’t have 4. You could listen to the history of a place from
1 2 3 4 a negative form that can be used to make a tour guide.
suggestions. 5. You should tell the waitress to clean the table.
Example: You couldn’t talk to the 6. You should ask the tour operator to give you
receptionist. This is not a suggestion. more information about the trip.
7. You should ask an entertainer to teach you.
Session 2 8. You could give your car key to a bellboy to
park.
Suggestion: Starting session 2
To start the class, you say the roles of some C. 7. Have students discuss the other roles of
Taxi driver jobs and get students to guess the jobs. the jobs above with their partner.
5 6 7 8 You can also tell students to make some 8. Tell students to share their answers with
suggestions related to those jobs. For another pair if there’s enough time.
example, receptionist: you should ask the 9. Ask some students to share the answers
receptionist when the pool is closed. in the class.

B. Work in pairs. Describe the pictures above using you should /

could.
Example: 1. You could take a taxi to go to another place/attraction.

C. Discuss what else can they do?

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 Unit 28, Lesson A

4 Kosal’s family is on their trip, but there are some problems. 4 Grammar: Make some suggestions 5 Writing: Choose and make a conversation
Read the problems and make some suggestions.
1. Tell students to read the problems carefully. A. 1. Put students in groups.
He should hire a photographer.
Example: 1. Somnang forgot to bring his camera. ____________________________ 2. Get students to write a suggestion for each 2. Get students to choose a prompt from the
problem. three given.
2. Leakhana wants to know what’s next on the schedule. 3. Have students compare answers with their 3. Tell students to make a conversation
3. Channy wants to learn the magic trick from the last show. partner. similar to the example.
4. Leakhana and Channy want to go shopping at night, but Somnang and Kosal 4. Tell students there is more than one correct 4. Encourage students to include as many
answer. questions and suggestions as possible in
don’t want to walk there. the conversation.
5. Somnang thinks that he’s got the wrong dish. Suggested answers: 5. Walk around the classroom, listen, help
1. He should hire a photographer.
6. Channy found a wallet in her hotel room. and correct if necessary.
2. She could ask the tour guide.
7. Kosal doesn’t like the place they’re going. B. 6. Students act out their conversation in
3. She should ask the entertainer to teach her. front of a new group.
8. Leakhana and Somnang want to change their room. 4. They could call a taxi driver to drive them 7. Walk around and select 3-4 groups to
there. present their conversation in front of the
5. He should tell the waitress to get him the
5 A. Work in groups. Choose one of the situations below. Then class.
right dish.
make a conversation that has as many questions and 6. She could take it to the receptionist so that
suggestions as possible. they can find the owner.
7. He should ask the tour guide if he can stay
Prompt 1: Your group is talking to a tour guide on your way to the vacation spot at the hotel instead.
about some problems. 8. They should tell the receptionist the reasons.
Prompt 2: Your group is asking a receptionist at a hotel about the information of
your room like the price, food, and free activities.
Extension activity: Reverse game
Prompt 3: Your group wants to hire a photographer, so you’re asking for more
information. In rows, tell a suggestion to the student next to you and have him/her come up with a problem.
Then that student tells a new suggestion to another student to get a problem and repeat.
Example:

Tour guide: Welcome to Kirirom Mountain! Please grab your bags,

and we will go to our seats.
Student A: There are so many insects! My arms are itchy.
Tour guide: You should put on a jacket.
Student B: …

B. Join another group and act out your conversation.

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 28B Unit 28, Lesson B
1 A. Find the words related to tourism in the wordsearch. One has Aims: to present and practise giving more information related to tourism.
been done for you. Write the words in your notebook. By the end of 28B, students should be able to:

The words can go in these directions • use some words connected to tourism.
• describe plans for trips.
W E L L T R C H E C K I N • give more information about tourist spots.
1. Itinerary
2. Check-in S E T A O E T A L H I O L
3. Unfrequented A I L H C N T L T E G R I Session 1
4. Check-out Y T G L T H R E L C Q F C 1 Vocabulary: Find the words C. 6. Get students to listen and check their
5. Attraction Z I T H T N A L D K F L E answers one more time.
6. Well-travelled A. 1. Ask students what tourism is. (The act of
G N W R T R C H E O K I N 7. Pause after each word for students to
people traveling and visiting places for fun.)
L E T P A S A P T U W E P repeat before continuing.
2. Tell students to find the six words in the 8. Select a few students to say the words to
H R B A F C I V A T U E B wordsearch following the directions given. the whole class.
T A F B Z S T R E C I V A 3. Get students to compare answers with
Y R A D N O N I E L C N Z their partner. [Audioscript]
check-in, itinerary, attraction, well-travelled,
E Y F W D L L R O O L U M Answers unfrequented, check-out
O P B V L P F B I N I E O
I U N F R E Q U E N T E D W E L L T R C H E C K I N 2 Listening: Listen and fill in the gaps
S E T A O E T A L H I O L A. 1. Get students to read the paragraph and
B. Match the words to its description. A I L H C N T L T E G R I try to guess the missing words.
A. It’s when you arrive and register at a hotel. Y T G L T H R E L C Q F C 2. Tell students to listen, check their
B. It’s a schedule or timetable of things to do or places to go. Z I T H T N A L D K F L E guesses and fill in the gaps.
C. It’s a place that tourists are attracted to because of something interesting 3. Have students compare answers with
G N W R T R C H E O K I N
or famous. their partner before checking the answers
L E T P A S A P T U W E P as a class and write on the board.
D. It’s when people travel a lot. H R B A F C I V A T U E B
E. It’s when people rarely visit a place.
T A F B Z S T R E C I V A Answers
F. It’s when you pay and leave a hotel. 1. tour guide; 2. itinerary; 3. check-in;
Y R A D N O N I E L C N Z
4. receptionist; 5. bellboys; 6. attractions;
C. Listen, check and repeat. E Y F W D L L R O O L U M 7. check-out
O P B V L P F B I N I E O
2 A. Listen and fill in the gaps. Write the answers in your I U N F R E Q U E N T E D
Tip! Listening and guessing
notebook. You should give students a few minutes to
B. 4. Tell students to match the words above to read and guess the missing words before
“Good morning and welcome to our tour. We’re now heading to Kampot province the right meaning. playing the tape. This allows students to
and we’ll arrive in a few hours. I am your _______ for this whole trip, and I promise to 5. Check the answers as a class. focus more and give them some clues on
make it an unforgettable one! Now, you should take out the _______ that was given what they’re listening for.
Answers
to you earlier, read through it and ask me later if you have any questions. When we
A. check-in; B. itinerary; C. attraction;
arrive and finish the _______ at the hotel, you could get the key to your room from the D. well-travelled; E. unfrequented;
_______ and relax for two hours before our tour begins. If you’re too tired to carry your F. check-out
luggage, you could ask the _______ to carry it for you. At 7pm, we’ll have dinner at the
restaurant near the hotel. You should leave your room and wait in the lobby so that we
can get on the bus and go to the restaurant. Tomorrow, we’ll visit many _______ such
as Kep beach, so you should bring your swimsuit and a change of clothes. Finally,
we’ll do the _______ at 5pm on the third day and return to Siem Reap. That’s all I want
to announce, if you have any questions, please come to me anytime.”
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 Unit 28, Lesson B

B. Listen again and put the sentences in the correct order. [Audioscript] Session 2
_______ You could get the key to your room from the receptionist. Good morning and welcome to our tour. We’re
now heading to Kompot province and we’ll Suggestion: Starting session 2
_______ You could ask the bellboys to carry it for you. To start the class, you write down the jobs
arrive in a few hours. I am your tour guide
_______ You should leave your room and wait in the lobby. for this whole trip, and I promise to make it they’ve learned on the board for students to
_______
1 You should take out the itinerary that was given to you earlier. an unforgettable one! Now, you should take play slap the board. To make it a bit more
out the itinerary that was given to you earlier, difficult, you can say the descriptions of the
_______ You should bring your swimsuit and a change of clothes.
read through it and ask me later if you have jobs rather than the job itself.
3 Make a sentence for each pictures below using you should / any questions. When we arrive and finish the
3 Grammar: Make suggestions
check-in at the hotel, you could get the key
you could… to your room from the receptionist and relax
1. Tell students to look at the example.
Example: for two hours before our tour begins. If you’re
2. Get students to look at the pictures and use
too tired to carry your luggage, you could ask
the given words to make suggestions.
the bellboys to carry it for you. At 7pm, we’ll
3. Tell students that the suggestions can be
have dinner at the restaurant near the hotel.
both positive and negative.
You should leave your room and wait in the
4. Get students to compare answers with a
lobby so that we can get on the bus and go
partner before selecting a few students to
to the restaurant. Tomorrow, we’ll visit many
share the answers and write on the board.
attractions such as Kep beach, so you should
5. If there’s time, put students in pairs.
bring your swimsuit and a change of clothes.
6. Tell students to discuss when to use the
Finally, we’ll do the check-out at 5pm on the
negative form of “should”.
1 2 3 third day and return to Siem Reap. That’s all I
visit / unfrequented place: buy / souvenirs: eat / restaurant: want to announce, if you have any questions, Answers
please come to me anytime. 1. You should visit an unfrequented place
You should visit an
__________________________ _______________________ _______________________
because it’s less crowded.
unfrequented place because
__________________________ _______________________ _______________________ B. 4. Tell students to read the sentences before 2. You should buy some souvenirs.
it’s less crowded.
__________________________ playing the recording. 3. You could eat in this restaurant.
5. Students copy the sentences into their 4. You shouldn’t eat in the sea.
notebook and put them in order using 5. You should take some pictures.
numbers 1-5. 6. You could watch the sunrise
6. Check the answers as a class. (on the mountain).
7. You shouldn’t swim in the sea at night.
Answers
8. You shouldn’t sleep outside of the tent
2. You could get the key to your room from
(at night).
the receptionist.
9. You could follow well-travelled tourists
3. You could ask the bellboys to carry it for you.
(for more fun).
4 5 6 4. You should leave your room and wait in
not / eat / sea: take / pictures: watch/ sunrise: the lobby.
___________________________ _______________________ _______________________ 1. You should take out the itinerary that was
___________________________ _______________________ _______________________ given to you earlier.
5. You should bring your swimsuit and a
change of clothes.
Note: Use the first extension activity at the at
the end of session 2 if there is some time left.

7 8 9
not / swim / sea / at night: not / sleep / tent: follow / well-travelled tourists:
___________________________ _______________________ _______________________
___________________________ _______________________ _______________________
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Unit 28, Lesson B

4 Read the blog, copy the table into your notebook and complete it. 4 Reading: Read and fill in the table 5 Reflection: ‘Now I can…’

1. Get students to look at the table first to know 1. Ask students to look at the sentences and
Kampot Province
Hello, everyone! Welcome back to what they’re searching for. decide how well they can do these things.
my blog! Since it’s holiday season, 2. Tell students to read the blog and underline 2. Encourage honest reflection by being
important information then decide if those positive about mistakes.
I’m going to write a local guide
pieces of information are the answers. 3. Tell students that by finding out what they
about Kampot province. The first
3. Have students compare answers with their have and haven’t learnt, they will become
place, you should visit is Tuek partner. better learners.
Chhou River. This place is one of 4. Check the answers as a class and write on 4. For more ideas on how to do this, please
the famous spots for tourists that the board. see page V.
want to have a picnic with delicious
local food. It’s also a great place Answer
for swimming because of the cool, 1. swimming
BY ............ 2. seafood
clear water, so you should definitely bring a swimsuit.
3. fresh air
OCT 01, 2019 Next, you shouldn’t miss Kep beach. It’s a popular
4. Bokor Mountain
attraction because of its delicious seafood, views
5. Sampov Pram Pagoda
and fresh air. You could walk along the beach or sit
down and relax. The last place, you can’t ignore is
Bokor Mountain. Just an hour away from the main Extension activity: Guess who and write a blog
district of Kampot, you’ll see a beautiful mountain 1. Read the script of activity 2 again. Choose one job and make your own script. Take turns
with many places hidden inside. If you want to look sharing your speech with a partner, but don’t tell him/her about your job because he/she will
at strange, natural stone, you should drop by a place need to guess at the end.
called the 100 Rice Field. Its silent, cool, and slightly
foggy weather makes it the perfect place for a picnic! 2. In pair, read the blog again and choose any attraction that you know well, and write your own
Then, you could also visit Sampov Pram Pagoda on blog using “you should / could”. Walk around the class and take turns presenting your writing
top of the mountain that is famous for its five ship- with other pairs.
shaped stones and wonderful scenery. Apart from
that, you should drive around or go hiking to check out
some other great places in the mountain. Well, that’s
all, folks. Have a nice holiday!

Kampot Province
• 2nd: Kep Beach
Teuk Chhou River.
• 1st: ________________ • 3rd: _________
• _________
• picnic • 100 rice fields
• views
• _________ • _________
• _________

5 How well can you do these things? Write in your notebook!

unhappy neutral happy very happy

Now I can...
• say some jobs and words that are related to tourism.
• make suggestions using “should / could”.
• create a conversation about answering questions with suggestions.
• give more information about a tourist spot.
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 UNIT 29 Unit 29, Lesson A : There are always two sides
Aims: to practise using some words to identify the advantages and disadvantages of the given

There Are Always Two Sides topics.

By the end of 29A, students should be able to:

29A • match five new words about the effects of tourism with their definitions.
• identify the advantages and disadvantages of give topics.
1 A. What do you think are the good things and bad things about
these jobs? Write the answers in your notebook. Session 1

Example: Taxi Driver: good things – 1 Vocabulary: Jobs 5. Ask students to match the underlined
Taxi Driver Tour Guide
no need to talk a lot / bad things words with the given definitions.
– stay in the car all day A. 1. Ask students to look at the two jobs which 6. Remind students to guess first before
they have learnt in Unit 28. checking dictionaries (if they have one
B. Work in pairs. Share your answers. Do you agree? 2. Tell students to think of good things and with them).
bad things about those two jobs.
2 A. Read the short text about Kosal. What is he talking about? 3. Emphasise that they need to find at least Answers
one good thing and one bad thing for 1. respect; 2. crowds; 3. increase;
each job. 4. damage
B. 4. Ask students to share answers with their
partners. C. 7. Introduce students to the ideas of
5. Encourage students to discuss if they advantages and disadvantages by
agree with what their partners’ ideas. explaining the meaning of each word.
2 Reading: Identifying advantages and 8. Ask students to identify the advantages
disadvantages of tourism (good things) and disadvantages (bad
things) of tourism that Kosal talks about in
A. 1. Tell students to look at the picture. the reading.
2. Ask students to guess what the reading is
about by looking at the picture. Answers
3. Allow students to quickly scan through Advantages: people can earn money;
the reading to confirm their answers. tourists can learn about Cambodian culture
B. 4. Tell students to look at the underlined and history.
words in the reading. Disadvantages: the crowds can damage the
temples; some tourists do not respect the
people and rules; some owners increase the
price.

I live in Siem Reap. We see tourists every day and they come from countries
all over the world. Siem Reap is one of the most famous tourist destinations in
Cambodia. That is why there are so many hotels, restaurants, and shops here.
It also helps to create many jobs for people to earn money for their families.
The tourists love visiting the temples, especially Angkor Wat. There are crowds
every day at Angkor Wat and Angkor Thom. I think it is amazing to have a lot of
tourists visiting Siem Reap. They can learn about Cambodian culture and history.
However, my father says that sometimes the crowds damage the temples as well
and some tourists do not respect other people and the rules. And some sellers
and business owners increase the prices and make things more expensive.

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Unit 29, Lesson A

B. Match the underlined words in the text with the definitions. 3 Vocabulary: Identifying advantages 4 Grammar: Advantages and disadvantages
Write the answers in your notebook. and disadvantages of living in the countryside

to create
Example: to bring something new – ________ 1. Ask students to read the ten sentences A. 1. Put students in pairs.
about living in the city. 2. Ask students to think of 3 advantages and
1. give value to other people or things 2. Tell students to decide if each sentence is 3 disadvantages of living in the countryside.
2. a lot of people an advantage or a disadvantage of living in
the city. Answers
3. become or make something greater or more
3. Tell students to write “A” if they think it is Note: There are no right or wrong answers.
4. make something lose its value by harming it This activity is intended to help students
an advantage and “D” if they think is a
think of and get familiar with finding
C. What are the advantages and disadvantages of having many disadvantage.
advantages and disadvantages of any
4. Check answers as a whole-class if possible.
tourists in Siem Reap? Write the answers in your notebook. given topics.
Advantages (good things): Disadvantages (bad things): Answers
1. A; 2. D; 3. A; 4. A; 5. D; 6. D; 7. A; 8. D; B. 3. Ask two different pairs to work together.
Example: people can earn Example: the crowds can damage 9. D; 10. A 4. Tell the two pairs to share the answers.
money the temples 5. Encourage students to compare and see
Session 2 if they have written similar advantages
3 Below are the advantages and disadvantages of living in the and disadvantages.
city. Write “A” if you think it is an advantage and write “D” if you Suggestion: Starting session 2
Tip! Brainstorming
think it is a disadvantage. Write the answers in your notebook. To start the class, you can play a little
guessing game. You can tell students one One way to help students generate ideas
D
Example: It is expensive. __ or two advantages/disadvantages of a is to encourage them to brainstorm.
certain job. Then the students have to guess “Brainstorming” is a way that allows
1. There are many schools. ____
what job it is. You should try reusing the students to write down whatever that
2. There is too much traffic. ____ jobs (vocabulary) in unit 28. For example, comes to their mind when they think of the
3. You can find jobs easily. ____ you can say “Sometimes, you have to given task/topic. The ideas do not have to
4. There are a lot of good hospitals. ____ carry heavy bags and luggage for guests be written down in complete sentences.
at the hotel” .. The students might make Students can write single word, words,
5. There is no fresh air. ____
a guess by saying something like “Is it the phrases, or even shortcuts. After that,
6. It is noisy. ____ bellboy?”… students can go through what they have
7. You can find many good shopping malls and markets. ____ written and start to cross out ideas that they
8. There are crowds everywhere. ____ think are not good enough or relevant and
keep the ones they like.
9. It is not very safe. ____
10. There is enough clean water. ____

4 A. Work in pairs. Think of 3 advantages and 3 disadvantages of

living in the countryside? Write the answers in your notebook.

Example: Advantages: quiet /

Disadvantages: hard
to find jobs.

B. Share your answers with another group.

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 Unit 29, Lesson A

5 Match the advantages and disadvantages with the correct topic. 5 Grammar and Vocabulary: Matching with 4. Ask students to take turn.
Write the answers in your notebook. the topics
Using a
Example: You can hurt your eyes. a. Playing computer games for a 1. Tell students there are various activities in Eating fast Living in a
mobile
1. It is noisy. the second section of the matching. food city
long time. phone
2. Ask students to match the advantages/
2. It is dangerous. b. Driving a car in the city. disadvantages to the correct activities/topics.
3. It can keep you healthy. Having many
c. Living in the city
Answers Living in a tourists Working as a
4. You can go to the beach d. Riding motorbike fast
1. C; 2.D; 3.F; 4. E; 5. B countryside in your bellboy
with our family. e. Having a long holiday. province/city
5. The traffic is bad. f. Going to the gym 6 Speaking: Advantages and disadvantages
Riding a
6 Close your eyes and drop a small piece of paper or eraser on this 1. Put the students in pairs or a small group of 3. Driving a car
motorbike
Watching T.V
2. Ask students that each pair or team needs a
table. Think of one advantage and disadvantage of the thing you small round piece of paper or a small eraser
drop on. Take turn with your partner. or anything else that is small and as long as
Playing
they can use it to drop. Playing
Taking a bus games with
3. Tell students to close their eyes and drop the football
friends
small piece of paper or eraser on their page
(table) and they need to come up with one
advantage and one disadvantage of topic
Using a mobile phone Eating fast food Living in a city they drop on.

Extension activity: Comparing opinions

If time allows, you can ask students to share the answers as a whole class by asking some
volunteers or assign the students. You can then ask students to raise their hands if they have
similar answers or if they agree with their friends. This can help lead to the next target language
in Unit 29B.
Having many tourists in
Living in a countryside Working as a bellboy
your province/city

Driving a car Riding a motorbike Watching T.V

Playing games with

Taking a bus Playing football
friends

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 29B Unit 29, Lesson B
1 A. Which transport do you think is the best? Why do you like it? Aims: to practise using some phrases to express agreement and disagreement.
By the end of 29B, students should be able to:
• express their opinions using phrases such as I think and In my opinion.
• take part in debates by stating their agreement and disagreement.

Session 1
Example: I think the bicycle is the best because it is safe! 1 Vocabulary: Transports coming to Siem Reap! I think tourism helps to
create jobs for many people here.
B. Work in pairs. Share your answers. Do you agree? A. 1. Tell students to look at the pictures. Kosal: I agree, but my dad says that it also
2. Ask students which one they think is the brings some disadvantages. For example,
Example: I think the bicycle is the best because it is safe! – So do I / No, I best transport and why. some businesses keep increasing the price,
don’t think so. / I agree 3. Encourage students to come up with as which isn’t very good.
many reasons as possible of why they
2 A. Listen to a conversation between Kosal and Tim. think so.
Tim: That’s true! Things can be more
expensive! In my opinion, some tourists don’t
What are they talking about? B. 4. Ask students to share the answers with respect the people and rules and cause
the partner. troubles.
5. Tell students to discuss with each other if Kosal: Yes! And the crowds can also damage
they agree with their partner or not. the temples … *bell rings* .. Oh let’s go Tim.
2 Listening: Identifying opinions about tourism Our coach is here and it’s time for our football
practise!
A. 1. Ask students to look at the picture before
playing the recording. B. 4. Tell students to look at the sentences.
2. Tells students to make a guess what they 5. Ask students to quickly guess if the
are going to listen to. sentences are true or false from what they
3. Play the recording and ask students what can remember in the first listening.
Kosal and Tim are talking about. 6. Play the recording again and ask
students to check their answers.
[Audioscript]
Kosal: Hey, Tim. What are you reading? Answers
Tim: Oh hey, Kosal. I’m just reading a 1. F; 2. T; 3. F; 4. F; 5. T; 6. F; 7. T; 8. F
magazine! The owner of this magazine is
actually my mum’s friend! I’m bringing it here
today because I want to show it to you too.
Kosal: That’s great. What’s it about? The photo
on the cover looks interesting!
Tim: It’s about tourism! My mum’s friend loves
travelling and she wants to show other people
B. Listen again. Are the sentences true or false? Write the the beautiful places to visit. You know what, she
answers in your notebook. includes a brief history of Cambodia and also
places to visit in Siem Reap here!
Example: Tim is reading a magazine. T
_ Kosal: Wow, can I see?
1. Tim’s mum is the owner of the magazine. Tim: Sure. Let’s look at it together.
2. The magazine is about tourism. Kosal: The photos of Siem Reap and the
temples here look amazing! .. Oh the author is
3. There are hundreds of tourists visiting Siem Reap every year.
right, we have millions of tourists visiting Siem
4. Tim never has any family members from Britain visiting him in Siem Reap.
Reap every year!
5. Kosal agrees with Tim that tourism helps to create jobs. Tim: Yep! It is a beautiful place and rich in
6. Kosal thinks tourism does not bring any disadvantages. history. Every time we have family members
7. Tim thinks some tourists don’t respect the people. visiting from Britain, they always say they love
8. The crowds can’t damage the temples.
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 Unit 29, Lesson B

3 Copy the table into your notebook. Put the phrases in the correct 3 Vocabulary: Putting expressions in the Session 2
place. correct columns

1. Ask students to read the expressions. Suggestion: Starting session 2

1. I think... 4. In my opinion,... 7. I think so.
2. Tell students to put each expression in the To start the class, you can do a simple
2. So do I. 5. I agree. 8. I agree, but…
correct columns. review by asking students to close their
3. I don’t think so. 6. I don’t agree. books and then ask questions like “What
Answers can you say when you want to express your
To tell what you think opinion?” or “What can you say when you
4; agree/disagree with something/somebody?”
(opinion):
To tell what you think (opinion): Example: I think... 2; 5; 7
To say that you
5 Grammar and Vocabulary:
agree:
Expressing opinions
To say that you A. 1. Ask students to write ONE sentence
3; 6; 8
disagree: of what they think about learning English
or English class.
To say that you agree: 2. Tell students they must use one of the
4 Vocabulary: Giving opinions
expressions they learn in activity 3 in their
1. Tell students to look at the five statements. sentence.
2. Ask students to think whether they agree or B. 3. Put students in a team of 3 or 4.
disagree with the sentences. 4. If possible, ask students to be in a team
3. Tell students to write five sentences to and stand in a small circle.
To say that you disagree: express their agreement or disagreement. 5. Tell students to take turn reading their
4. Encourage students to add a sentence or sentences.
two if they want to tell the reasons why they 6. Each team members have to respond
agree or disagree with the given statements to the sentences they hear if they agree
as shown in the example. or disagree with them.
4 Read the sentences. Do you agree or disagree? Write sentences Answers
7. Remind students to use the language
they see in activity 3.
in your notebook to express if you agree or disagree and why. Note: There are no right or wrong answers.
This activity is intended to help students
I don’t think so. I think it is fun.
Example: Riding bicycle is tiring. ___________________________ think of and get familiar with expressing their
agreement and disagreement of the given
1. Tuk tuk is the best transportation. statements.
2. Maths is an interesting subject.
3. Cooking is fun.
4. We should not have mobile phone until we’re 18.
5. Listening to music is relaxing.

5 A. What do you think about learning English? Write one sentence

expressing your opinion in your notebook.
Example: I think English class is fun. / In my opinion, English class is difficult.

B. Work in groups. Share your sentences. Do you agree?

Example: I think English class is fun. So do I. / I don’t agree. / I agree but it
can be difficult.

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Unit 29, Lesson B

6 Go back to Unit 29A and look at activity 4A. Work in pairs. Do 6 Speaking: Introducing a small debate • Team B: You think there are more
disadvantages than advantages of tourism.
you agree or disagree with their ideas? 1. Put students in pairs. 7. Ask each team to take turn explaining
2. Remind students of activity 4A they have their points by agreeing or disagreeing
Student A: Read the advantages of living in the countryside you have written. done in unit 29A and look at the answers with the other team and also to giving
Student B: Read the disadvantages of living in the countryside you have written. they have written for that activity 4A. their reasons.
3. Ask students to read the advantages (for
Example: A: It is quiet and nice. B: I agree. student A) and disadvantages (for student B). Focus on helping the students generating
A: There is no clean water. B: I agree, but I think some places in 4. Tell students to respond to their partner if ideas
countryside have clean water. they agree or disagree with that their partner Remind students that there are no right or
reads using the expressions they learn in wrong ideas or sides of this debate. The
7 A. Work in groups. Think of as many advantages and disadvantages activity 3 above. teacher should help the students generate
5. Ask students to add a reason, an idea, or an
of tourism as possible. opinion of why they agree or disagree with
new ideas (advantages and disadvantages)
in addition to the ones that they have already
Example: Tourism creates jobs. / Some places become dirty with too their partners. seen in prior activities. This requires teachers
many tourists. 7 Writing and Speaking: Debate practise to regularly monitor the students, encourage
the teams to “brainstorm”, and give them
B. Work in teams. Discuss. A. 1. Put students in teams of 3 or 4. some clues if they look lost.
2. Ask students to work as a team and think
Team A: You think there are more advantages than disadvantages of tourism. of as many advantages and disadvantages 8 Reflection: ‘Now I can ...’
Team B: You think there are more disadvantages than advantages of tourism. of tourism as possible.
3. Encourage students to add new ideas in 1. Ask students to look at the sentences and
addition to what they have listened and read decide how well they can do these things.
about the topic in unit 29 so far. 2. Encourage honest reflection by being
B. 4. Put two teams in pairs. positive about mistakes.
5. Ask each team to pick a lucky draw to be 3. Tell students that by finding out what they
We agree, but it can also
We think tourism is great team A or team B. have and haven’t learn, they will become
make everything more better learners.
because it creates job. 6. Tell each team accordingly:
expensive. • Team A: You think there are more 4. For more ideas on how to do this, please
advantages than disadvantages of tourism. see page V.

Extension activity: Debate model

Team A: Team B: You can ask two best teams (identified based on your monitoring while students are doing
the activity) to come to the front of the class and carry out activity 7 as a model to show their
classmates.
8 How well can you do these things? Write in your notebook.

unhappy neutral happy very happy

Now I can...
• identify advantages and disadvantages of common things.
• express my opinions, agree and disagree.

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 UNIT 30 Unit 30, Lesson A : Plans and arrangements
Aims: to introduce the use of present simple tense to talk about schedules and timetables.

Plans and arrangements By the end of 30A, students should be able to:

• use the present simple to talk about schedules and timetables.

30A • read timetables and identify arrival and departure times.
• write their own travel tip.
1 A. Do you live in Phnom Penh? Have you been to Phnom Penh?
What do you like about the city? What don’t you like about the Session 1
city? Make notes. Use a diagram like this in your notebook. 1 Lead in: Phnom Penh B. 3. Put students in pairs.
4. Ask them to talk about what they like and
A. 1. Ask students to look at the pictures. Ask don’t like about Phnom Penh. They should
what they can see in the picture. Ask if also talk about things they don’t mind
they can recognize some of the pictures. about Phnom Penh.
2. Ask students to complete the venn 5. For feedback, as some students their
diagram individually. If your students do ideas. Encourage them to compare their
not know much about Phnom Penh, you ideas with their partners and say if they
can set this activity in pairs or groups. are the same or different.

like don’t mind don’t like

B. Work in pairs. Tell your partner about the things you like and
don’t like about Phnom Penh. Are you the same or different?
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Unit 30, Lesson A

2 A. Read some travel tips about Phnom Penh. Do you agree 2 Reading: Do you agree or disagree? Session 2
or disagree? A. 1. Ask students to read the text quickly. Suggestions: Starting session 2
2. Encourage them to try and guess difficult
words. To start the class, play the whispers game.
3. Go through the tips one by one. With a To do this, put students in small groups.
show of hands, ask students if they Tell them to stand in line. If you do not
BY ............ have much space, do this in front of the
agree or disagree. You might want to
Travelling to Phnom Penh write the numbers on the board. classroom. Write a sentence or word on a
OCT 01, 2019
4. If you have a strong class, ask them piece of paper. Then call the first students
which of the tips they find useful. You can in each line. They read the sentence / word
also ask them which tip/s they already you wrote and try to remember it. They then
Jessica: Hey! I’m travelling to Phnom Penh really soon! Do you have any tips for me? know / didn’t know. whisper this word / sentence to the next
B. 5. Ask students to read again and answer person, until the ‘message’ gets to the last
1. Most shops are closed at 9 PM. Remember to buy everything you need before the questions. student on the line. The last student reports
this time. If you’re lucky, you might find a few 24 hour shops, but it’s always best to 6. Check the answers as a class. back what he/she has heard. The group wins
a point if they report back the same word /
be prepared.
Answers sentence that you have written.
2. The most convenient way to travel to Phnom Penh is by bus. Make sure to check 1. 9 pm Some of the words / sentences students can
2. check their website or visit their offices whisper to each other are:
the bus schedule 2 or 3 days before your trip. You can check their website or visit
3. 7am - The train leaves at 8am.
their offices. Most buses to Phnom Penh leave at 8 am. - train / tuktuk / motorbike / other transport
4. 8 am to 5 pm
5. no words
3. You can take the train from Phnom Penh to Sihanoukville or Kampot. Check the
- I don’t know the bus schedule to
departure and arrival times at the train station. The train to Sihanoukville departs Battambang.
C. 7. Ask students to read the text quickly
early in the morning, at 7 am. Make sure you aren’t tired the night before so you’re again. Ask them to find words that have - I like travelling to Kampot by tuktuk.
ready to get up early. similar meaning with ‘leave’ and
‘schedule’
4. When you arrive in Cambodia, the first thing you have to see is the Royal Palace. 8. If you have a weak class, ask students in
They open from 8 am to 5 pm. Make sure to add this to your itinerary. You can also work in pairs. For stronger class, you
include a walk at the riverside as these two places are close to each other. Do not might want to set a time limit and turn this
forget your camera so you can take lots of photos. activity into a competition.
9. Check the answers as a class. You might
5. If you are travelling by van or taxi, remember that they do not have a timetable. want to write the words on the board.
They leave when the taxi or van is full. You might wait for a really long time before
Answers
you start your trip. leave – depart
schedule - timetable

B. Read again and answer the questions.

1. What time do most shops in Cambodia close?
2. How can you buy bus tickets to Phnom Penh?
3. When does the train to Sihanoukville depart?
4. When can you go to the Royal Palace?
5. Do taxis and vans have a timetable?

C. Find words in the text that have similar meaning.

1. leave 2. schedule

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 Unit 30, Lesson A

3 A. Find these sentences in the text. Rearrange the words to 3 Grammar: Rearrange the words
Tip! Stirrers and settlers
make sentences.
A. 1. Ask students to rearrange the words to It is always a good idea to have different
1. Sihanoukville / 7 am / train / the / in / at / departs / early / morning / the / to make good sentences activities in class. Always try to have a mix
2. 8 am / Phnom Penh / buses / most / leave / to / at 2. Tell them to go back to the text if they of activities such that students aren’t always
need help. sitting and working alone on their own for a
B. Look at the sentences above. Find the verbs and write them in long period of time. For example, after an
Answers individual writing activity, you might want
your notebook. What are the two sentences referring to? 1. The train to Sihanoukville departs early in to get them to talk about their writing, or to
What tense do we use to talk about this? the morning at 7 am. stand up and read their sentences to their
2. Most buses to Phnom Penh leave at 8 am. classmates.
4 Look at the train timetable. Write sentences in your notebook. B. 3. Write the two sentences on the board.
Try to follow this pattern whenever you
can: quiet activity – activity that requires
4. Ask what the two sentences are referring interaction / movement – quiet activity.
From / To Takeo Kampot Sihanoukville to (timetables / schedules of buses / trains).
5. Ask students to find the verbs in the two 5 Speaking: Bus timetable
Phnom Penh (depart 7 am) 8.30 am 11.40 am 2.00 pm sentences. Underline them (departs, leave).
6. Ask them what tense we use to talk about 1. Put students in pairs. You might want to
timetables / schedules (present simple regroup them so that they work with other
tense). students they don’t normally work with.
2. Tell them to ask and answer questions about
From / To Kampot Takeo Phnom Penh 4 Writing: Train schedule a bus timetable. They write answers in their
Sihanoukville (depart 7am) 8.40 am 11.50 am 2.00 pm 1. Ask students to write sentences using the notebooks.
train timetable. 3. Model the conversation with a stronger
2. If your students need more support, ask student in class.
them to do this in pairs or groups. You can 6 Writing: Travel tip blog reply
also do one more example as a class. If you
1. The train to Takeo leaves at 7.00 am from do, write the sentence on the board. 1. Ask students to write their own travel tip.
3. Monitor. Check that students are using the Use the reading in Activity 2a to help them.
Phnom Penh. It arrives at 8.30 am. 2. If your students have never been to Phnom
‘s’ endings for verbs with singular subjects.
Penh and don’t know much about it, you can
Answers adapt this activity by asking them to write
-The train to Takeo leaves at 7.00 am from a travel tip about their own hometown /
Phnom Penh. It arrives at 8.30 am. province.
5 Work with your partner. Ask and answer questions. -The train to Kampot leaves at 7.00 am from 3. Monitor. Check for common mistakes that
Phnom Penh. It arrives at 11.40 am. students are making.
Student A: Go to page 192. -The train to Sihanoukville leaves at 7.00 am 4. For feedback, you might want to discuss
Student B: Go to page 194. from Phnom Penh. It arrives at 2.00 pm. some of the common writing mistakes
-The train to Kampot leaves at 7.00 am from students made. You can also ask some
What time does the bus from Sihanoukville. It arrives at 8.40 am. students to read their travel tips.
Poipet to Siem Reap leave? -The train to Takeo leaves at 7.00 am from
Sihanoukville. It arrives at 11.50 am.
It leaves at 12.20 pm. -The train to Phnom Penh leaves at 7.00 am
from Sihanoukville. It arrives at 2.00 pm.

6 Now write a reply to the blog in activity 2A. Write your own travel tip. Extension activity: Travel tips ‘likes’
When students have finished writing their own travel tips, ask them to pass their travel tips
around the class. Students read their classmates’ tips and draw a ‘thumbs up’ if they like them.
When travelling by taxi to Phnom Penh, ………………………. The student/s with the most number of ‘likes’ win/s.

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 30B Unit 30, Lesson B
1 Work in groups. Write down as many words as you can in your Aims: to introduce the use of present continuous for future plans.
notebook. By the end of 30B, students should be able to:
• plan their holidays.
• talk about their holiday plans using present continuous.

Session 1
Provinces in Tourist spots in
Countries Transport 1 Lead in: Brainstorming Lynn: Wow! That’s amazing!
Cambodia Cambodia
Channy: You know what else is amazing? My
1. Put students in groups. mum and dad said I could take a friend with
2. Ask them to think of as many words as they me. And Guess what! You are going with us!
can under each category. They write words Lynn: No way!
in their notebooks. The team that writes the Channy: Yep. Your mum and dad know. My
most number of words wins. parents are buying you tickets tomorrow. We’re
coming back on 30 August.
2 A. Channy and her family are 3. Go over some of the words quickly. Check
Lynn: Wow! 3 days of fun!
for spelling.
going on holiday. Channy: 3 days of super fun! And don’t worry.
Kosal’s buying Tim a present. He knows what
Who else is going with 2 Listening: Who is going with them?
to buy!
them? Listen and find out. 1. Tell students that Channy and her family are B. 1. Ask students to listen again and tick the
going on holiday. things they are going to do on holiday.
2. Ask them to look at the pictures and guess 2. Check the answers as a class.
where the family are going. You can help students
make guesses by asking them questions about Answers
the pictures (e.g. Is this in Cambodia?) visit zoos, see Gardens by the Bay, buy
3. Tell them that one other person is going with presents
them. Encourage students to guess and justify
3 Grammar: Present Continuous for future
B. Listen again. Tick  the things they are going to do their answers. Accept all answers here. You
plans
might want to write students’ guesses on the board.
on holiday. 4. Play the recording. 1. Ask students to read the sentences. Tell them
these sentences are from the listening activity.
• visit zoos • see Gardens by the Bay Answer 2. Ask them to write the sentences that refer to
• eat different kinds of food • buy presents Lynn is going with Channy’s family to future plans in their notebooks.
• go to a theme park • visit museums Singapore. 3. Monitor and help students who might find
this activity confusing.
[Audioscript] 4. Write the first two sentences on the board
Channy: Lynn! I have some great news! (e.g. We’re arriving in Singapore on 27
3 Look at the sentences. Which are about future plans? Write the Lynn: Yeah! You sound excited. August / I’m excited to see all the animals)
sentences in your notebooks. Channy: Of course! We’re going to Singapore! 5. Ask which is about future plans.
Lynn: Really? When? 6. Do steps 4-5 with the rest of the sentences.
1. We’re arriving in Singapore on 27 August. Channy: Well, it’s my mum and dad’s birthday 7. Tell students that we also use the present
2. I’m excited to see all the animals. present for me. We’re going next month! We’re continuous to talk about the future. In particular,
arriving in Singapore on 27 August! tell them we use it to talk about our plans.
3. My parents are buying you tickets tomorrow. Lynn: Oh! I’m so happy for you. What are you 8. If necessary, you can quickly review present
4. They have baobab trees. going to do there? continuous for actions happening now. On the
5. It’s my mum and dad’s birthday present for me. Channy: Oh! I have a list. First, we’re visiting all board, write ‘I’m talking to my friend in class now’
6. Kosal has a list of all the zoos. the zoos. Kosal has a list of all the zoos we’re and ‘I’m visiting my grandma tomorrow’. Call on
visiting. He even knows how to get to each of some students to identify which sentence is
them. I’m excited to see all the animals – they about a future plan / what is happening now.
Look We also use the present continuous to take about future plans. have pandas, giraffes and even lions.
For example: We’re arriving in Singapore on 27 August. Lynn: Cool. Answers
Kosal’s buying a present for Tim. Channy: Then, we’re seeing the Gardens by the We’re arriving in Singapore on 27 August.
I am visiting my friends tomorrow. Bay to see all kinds of plants. They have My parents are buying you tickets tomorrow.
baobab trees which grow for thousands of years.
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 Unit 30, Lesson B

4 Correct the mistakes in the sentences. There is one correct Session 2

Tip! – Teacher and Student talk time
sentence. Which one? One of the ways to keep your students
engaged is to keep them busy – keep them Suggestions: Starting session 2
Example: Channy and Lynn going for a walk this afternoon. To start the class, brainstorm some transport
Channy and Lynn are going for a walk this afternoon. busy producing the language. If you talk too
much, your students will get bored. If you and holiday vocabulary they have learnt.
1. Tim isn’t do his homework tonight. don’t talk enough, your students might learn Write some of these words on the board.
2. He’s travelling to Kratie by bus. very little. It’s important therefore, to keep Then clap twice. Tell students to find a word
on the board with 2 syllables (i.e. tuktuk).
3. They is go to the beach in two weeks. a balance of your talk time and that of the
students. Students listen to your clap. They match
4. She are writing an email to her friend this evening. your claps with the number of syllables and
5. He see the doctor today. think of words.
4 Grammar: Correcting mistakes
If you set Activity 4 as homework, you can
5 Look at Kosal’s plan for the next summer break. Write sentences. 1. Tell students that there are mistakes in the also go over the answers quickly.
sentences but there is one good sentence.
2. Tell them to correct the wrong sentences 5 Writing: Kosal’s summer break plan
next summer break and find the good sentence.
3. If you have a weak class, you can do this 1. Tell students that Kosal has already thought
• visit grandma and grandpa • plant some flowers in the garden activity in pairs / groups. about his summer break. He has noted
4. If you want to make this activity more exciting, down what he’s going to do in his diary.
• play football every day with Tim • go to Singapore you can put students in groups. Set a time limit. 2. Tell students to work individually and write
The first group to find all the mistakes wins. about Kosal’s plans.
• learn to cook • buy new football boots 3. Focus on the example to help students. You
Answers may also write this on the board.
1. Tim isn’t doing his homework tonight. 4. Check the answers as a class.
2. He’s travelling to Kratie by bus. – good
Kosal’s going to Singapore. sentence Answers
3. They are going to the beach in two weeks. 1. He’s visiting his grandma and grandpa
4. She is writing an email to her friend this 2. He’s playing football with Tim every day
evening. 3. He’s learning to cook
5. He is seeing the doctor today. 4. He’s planting some flowers in the garden.
6 A. It is the start of your summer break next week. Draw a diary in 5. He’s buying new football boots.
your notebook for next week. Write down your plans. 6 Writing: My summer break plans

A. 1. Tell students to draw a similar table in

their notebooks.
August 2. Tell them to imagine that their summer
break starts next week.
3. Ask them to write their plans and the
Sun Mon Tue Wed Thu Fri Sat times they’re free.

Morning free free

go
Afternoon free free
swimming

dinner at a
Evening restaurant free free
with family

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Unit 30, Lesson B

B. Work in pairs. Find out about your partner’s free time. B. 4. Put students in small groups. 7 Reflecting: ‘Now I can ...’
5. Ask them to ask and answer questions
What are you doing on Monday morning? about their summer break plans using the 1. Ask students to look at the sentences and
Nothing. I’m free. table they completed in Activity 6. decide how well they can do these things.
6. Ask them to make note of their partners 2. Encourage honest reflection by being
What are you doing on Friday afternoon? free times. positive about mistakes. Tell students that by
I’m going swimming. 7. If necessary, model the conversation with finding out what they have and haven’t
a stronger student in your class. learnt, they will become better learners.
C. 8. Ask students to write sentences about 3. For more ideas on how to do this, please
7 A. Write sentences about your classmates. their classmates. see page V.
D. 9. Ask them to draw a bar chart to show
1. 3 people are having dinner with their family at a restaurant their results.
10. For feedback, show some of the bar
on Sunday evening. charts and results that you’re students put
together.

Extension activity: When are you free?

Ask students to go through their classmates’ summer break plans once again. They make a
B. Draw a bar chart to show your results. note of their free times. If they are free on the same day / time, they plan an activity / activities
they can do together.

3
2

8 How well can you do these things? Write in your notebook.

unhappy neutral happy very happy

Now I can...
• talk about my holiday plans.
• talk about different transport and schedules.

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 UNIT 31 Unit 31, Lesson A : What are you going to do?
Aims: to talk about things that we intend to do (things that we have decided to do but haven’t

What are you going to do? made fixed arrangements).

By the end of 31A, students should be able to:

31A •
•
say a range of different activities that people do on holiday.
understand that we use the going to form when we talk about plans that we have
decided to do but haven’t fixed.
1 Match the verbs in the box with the nouns in the cloud.
• use going to in sentences and questions.
Write them in your notebook. • write a message about holiday plans using going to.
stay at watch visit rent swim in go on go for go to
Session 1

the local dancing 1 Vocabulary: Holiday activities

Tip! collocation
lunch a tour a show a neighbour 1. Tell students to write the verbs in the box
This vocabulary is partly about collocation.
a resort This word just means, “words that often go
a car the museum family into their notebooks, each verb on a new line.
a hotel holiday together.” For example, we say stay at a
the river 2. Explain to students they are going to look for
hotel, guesthouse etc. We don’t usually say
a hostel the lake/ the pool verbs and nouns that go together. For
a motorbike coffee live at a hotel or sleep at a hotel. There is
the beach sunrise example, we say stay at a guesthouse,
no real reason for this; it’s just that English
a journey the temple watch the sunset, visit friends…
breakfast speakers usually put these words together.
3. Tell students to match the nouns from the
Similarly, there is no natural reason why
word cloud with the verbs and to write them
we say go on a trip but we say go to the
in their notebooks, like in the example.
Example: Stay at a guesthouse, a hotel … Watch the sunset … cinema, but we always say it this way.
4. Point out that they can make it easier
Students don’t need to know the word
by looking for words that are similar to the
2 Read the two conversations below. example. You can demonstrate this by doing
collocation, but it is very good for their
English to know which words commonly
the first square with stay at together as
Shall we go and watch the local dancing go together. When teachers see words that
Let’s visit my friend this weekend. a class. Show students that the answers, a
usually go together, it’s a good idea to show
He lives out of town in the countryside. tomorrow evening Vicki? There is a show guesthouse, a hotel, a hostel and a resort
the students.
It’s a nice place to go. and I’d like to go. are similar.

Note: a hostel is a very cheap guesthouse for 2 Grammar: when to use going to
Oh yeah; that would be great. Yes, I’ve never seen it.
backpackers. The guests share a room which
I’d like to come with you. Have you got the tickets? has several beds inside, and they share the 1. Have students read the two conversations
bathroom. and then answer questions 1–4 in pairs.
2. Ask students questions 1 and 2 together as
Good, well let’s talk later about what No, not yet. We can buy them at the Answers a class and get the answers from them.
time to go and how to get there. door when we go to the show. stay at a guesthouse / a hotel / a hostel / a resort 3. Explain what arrangements means, if
watch the sunset / sunrise / the local necessary. (Arrangements are things that we
OK Kosal, speak to you later... dancing / a show have done to make our future plans happen,
Great. See you tomorrow Leakhana.
visit friends / family / a neighbour such as buying tickets, or agreeing on times
rent a bike / a scooter / a car and places to meet other people).
swim in the sea / river / lake/ pool 4. Check the answers together.
…later… …later… go on a boat trip / a tour / a journey / holiday
go for dinner / coffee / breakfast / lunch
go to the cinema / the temple / the museum /
Hi mum, it’s Tim. Kosal and I are Hi Richard. Listen, I’m going to the beach / the stadium
going to visit his friend in the watch a local dancing show with
countryside next weekend! Leakhana tomorrow evening.

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Unit 31, Lesson A

1. Have the speakers decided on something to do? 5. Highlight that question 3 (answer b) is the Session 2
key point: that we use going to when we
2. Have they made any arrangements? For example, have they bought tickets yet? have decided what to do but we haven’t Suggestion: Starting session 2
Have they agreed on the time and how to get there yet? made arrangements yet. This is sometimes Put students in groups of 4. One student
called intention. starts and asks their neighbour, “what are
3. When Vicki and Tim talk about their plans later, they use going to. We use going you going to do today?” The neighbour
to when: Answers has 5 seconds to reply with an activity from
1. Yes. yesterday’s lesson. For example, “I’m going
a. we haven’t really decided what to do later?
2. No. to swim in the river.”
b. we have decided what to do later but we haven’t made arrangements?
3. b If they can’t think of an activity from
c. we have decided what to do later and made the arrangements? 4. Tim and Kosal are going to visit Kosal’s yesterday in 5 seconds, or if they repeat an
4. What are Tim and Kosal going to do? What are Leakhana and Vicki going to do? friend (in the countryside); Leakhana and activity that someone has already said, they
Vicki are going to watch local dancing. get a point, but points are bad!
Then they ask the next person, taking turns
3 Work in pairs. Use the pictures to make questions and answers 3 Grammar and vocabulary: making in a circle. At the end the person with the
with going to and a phrase from activity 1. sentences with going to most points loses and the person with the
fewest points wins.
2 3 1. Put students in pairs. Tell them that they are
going to make sentences from the pictures
4 Grammar: making questions with going to
using going to and the vocabulary from
activity 1. 1. Tell students that they will make questions
2. Look at number 1 together as a class. using going to.
Choose two students. Have one read the 2. Read the words from the first line of the
example question and the other read the example, and then choose a student to read
answer. the completed question from the second line.
1. What’s Somnang going to do? 3. If necessary, demonstrate by having two 3. Choose two more students. Have one read
Somnang’s going to go swimming.
more students make a similar question and the words from question number 1, and the
answer for picture number 2. other gives the complete question.
4 5 6 4. Have students do the activity in pairs. 4. Tell students to make the rest of the questions
5. Walk around the class, listen, help and from the words that they can see.
correct if necessary. 5. Walk around the class, listen, help and
6. Check the answers together. correct if necessary.
6. Check the answers as a class.
Answers
1. What’s Somnang going to do? Somnang’s Answers
going to swim in the pool. 1. Where is Lynn going to go?
2. What’s Vicki going to do? Vicki’s going to 2. When are Somnang and Leakhana going
go for coffee. to go?
3. What’s Channy going to do? Channy’s 3. Who is Kosal going to stay with?
going to go to the cinema. 4. Where is Lynn going to stay?
4. What’s Kosal going to do? Kosal’s going to 5. How are Somnang and Leakhana going to
4 Reorder the words in 1 – 7 below to make questions. Write them rent a scooter. get there?
in your notebook. 5. What’s Leakhana going to do? Leakhana’s 6. How is Kosal going to travel around?
going to stay at a guesthouse. 7. What are Richard and Vicki going to do?
Example: Richard and Vicki / Where / to / going / are / go? 6. What’s Richard going to do? Richard’s
Where are Richard and Vicki going to go? going to watch the sunset.
1. going / go? / Where / to / is / Lynn
2. Somnang and Leakhana / to / are / When / going / go?
3. going / Who / is / Kosal / go / with? / to
4. to / stay? / Lynn / going / Where / is
5. there? / going / are / How / to / get / Somnang and Leakhana
6. Kosal / to / How / travel / is / around? / going
7. What / do? / to / going / Richard and Vicki / are
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 Unit 31, Lesson A

5 Work in pairs. Student A: ask your partner about Richard and 5 Grammar and speaking: asking and 6 Writing: writing about plans with going to
Vicki, and then about Lynn. Student B: ask your partner about talking about plans with going to
1. Tell students that they are going to write
Somnang and Leakhana, and then about Kosal. 1. Tell students to look at the table. Ask them about their holiday plans.
what kind of information it contains. (Holiday 2. Explain that they have decided on the
Example: Where are Richard and Vicki going to go.
plans for different people.) things that they want to do but haven’t made
They’re going to go to London. 2. Have students read the example. Explain arrangements, so they will use going to.
When are they going to go? that they have to reorder the words to make 3. Read the example together. Point out that
They’re going to go next summer…. questions about the different people’s this is the start of a text; it doesn’t answer all
holiday plans. the questions.
3. In pairs, tell students to decide who is A and 4. Put students in pairs or small groups and
Richard and Lynn Somnang and Kosal
who is B. give them 5 minutes to choose a place, and
Vicki Leakhana 4. First, tell student A to ask B about Richard to think of their answers to the questions in
and Vicki’s plans. Then, student B asks 5A and to make a note of the answers. (Skip
student A about Lynn’s plans. They can use this if students are doing it for homework.)
the questions in activity 5A to help them. 5. Have the students write the text in their
5. If there is time, they can then ask each notebooks.
Go Where? • London • Mondulkiri • Chiang Mai, • Phnom Penh other about Lynn and Kosal’s plans,
Thailand changing partner if possible.
6. Walk around the class, listen, help and
Go When? • next • in December • next month • at water correct if necessary.
summer festival.
Answers
Who with? • Tim and • her best • by • his sister, Students should ask each other using the
Lynn friend themselves Channy questions from activity 4 and following the
example.
Stay where? • Vicki’s • Guesthouse • Hotel • Aunt and
Example answers:
• parents’ uncle’s house
Where is Lynn going to go?
place She’s going to go to Mondulkiri.
How get • by plane • by car • by plane • by bus When is Kosal going to go?
He’s going to go at water festival.
there? and train
Who are Richard and Vicki going to go with?
How travel • hire a car • hire a • walk and • borrow his They are going to go with Tim and Lynn.
around? motorbike tuk tuk cousin’s bike Where are Somnang and Leakhana going
to stay?
Do what? • visit family • walk in the • go to the • go to the They are going to stay at a guesthouse.
• go shopping forest temples museum How is Kosal going to get there?
• go to the • eat local food • go shopping • go for coffee He’s going to get there by bus.
cinema • swim in the at the market • talk to his How is Lynn going to travel around?
• a show river • go for cousins She’s going to travel around by walking and
• go on a dinner • visit friends by tuk tuk.
What are Somnang and Leakhana going to do?
motorbike trip • watch the
They are going to go to the temples, go
sunset shopping at the market and go for dinner.

6 Choose a place that you would like to visit. Write a message to Extension activity: I’m going to...
your partner that answers all the questions in activity 4. Once students have finished, put them in small groups of around 4. Have them take turns to
say something that they are going to do on their holiday from activity 6.
Example: Hi Panha. I’m going to go to Koh Rong in December! I’m going to go
If the other students have the same activity, they say, “I’m going to do that too.”
there with my family. We’re going to go stay in a guesthouse on the
If they say something that no other students in the group are going to do, they get one point.
beach and I’m going to have my own room…
The winner in the group is the person with the most points.
At the end of the game, find out who has the most points in the class.
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 31B Unit 31, Lesson B
1 A. Match the phrases in the box with the activities in the brochure Aims:
about Kampot. By the end of 31B, students should be able to:
• To talk about more activities that people do on holiday
stay at a guesthouse on the river go kayaking go on a motorbike tour, • To understand the difference between using going to and the present continuous for
do watersports take a cooking class go climbing go cycling future plans
watch kickboxing go on a sunset cruise visit a pepper farm • To understand a conversation about holiday plans
• To plan a trip around Cambodia using going to and the present continuous

1. ___________________ 6. ___________________ Session 1

Rent a bike from the Travel down the river in
1 Vocabulary and reading: more holiday 3 Grammar: choosing between going to and
centre of town and go a kayak: a kind of long,
activities the present continuous
for a ride along the river simple plastic boat.
or in the countryside. Easy and fun! A. 1. Teach students the word ‘brochure’. A. 1. Tell students to read the parts of the
A brochure is a paper that gives conversations in 1 – 3.
information about holidays and travel. 2. For each one, tell them to choose whether
2. ___________________ 7. ___________________ 2. Tell students to match the words in the box a or b is best and why. Talk in pairs.
Join a group and ride Watch young, talented with the activities in the brochure. 3. Check the answers and the reasons
a scooter around the Cambodian fighters. 3. Check the answers as a class. together.
province. Local guides Just as good as Muay
Answers Answers
show you around. Thai in Thailand!
1. go cycling; 2. go on a motorbike tour; 1. a – because they haven’t booked it
(haven’t made arrangements)
Welcome to... 3. ___________________ 8. ___________________
3. visit a pepper farm; 4. go climbing;
2. b – because he’s already got tickets (have
5. take a cooking class; 6. go kayaking;
Kampot! Join a tour. Go and
see for yourself where
Enjoy lots of different
activities in the water,
7. watch kickboxing; 8. do watersports;
9. go on a sunset cruise, 10. stay at a
made arrangements)
3. b – because they are completely sure
they grow the famous from kayaking to water guesthouse on the river
Things to do B. 4. In pairs, tell students to look at the
Kampot pepper. skiing.
situations in 1 – 3.
and see. B. 4. Have students discuss questions 1 – 4 in
5. For each situation, have the students
pairs or small groups.
4. ___________________ 9. ___________________ 5. Walk around the class, listen, help and decide whether we use the present
Go out of town to the Relax on a boat at the correct if necessary. continuous (a) or going to (b).
mountains and learn end of the day and 6. Walk around the class, listen, help and
how to get to the top enjoy seeing the sun go correct if necessary.
2 Grammar: going to or present 7. Check the answers as a class.
with an experienced down. continuous?
teacher. Answers
1. Tell students to read the two conversations.
1. going to; 2. present continuous;
2. Have students answer questions 1 to 3
5. ___________________ 10. __________________ 3. present continuous.
in pairs.
Spend an afternoon in a You will sleep well with 3. Check the answers together (see Focus
famous local restaurant the sound of the water, on… below)
and learn how to make and wake up to a lovely Answers
some local dishes. view! 1. They use the present continuous.
2. No
B. Answer the questions with your partner. 3. They are very sure.

1. How many different things can you find to do in Kampot?

2. What would you most like to do there?
3. Are there any things that you don’t want to do? Why?
4. Have you done any of these things before?
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 Unit 31, Lesson B

2 Read the two conversations: 5. Check the answers as a class.

Focus on present continuous when we’re
I don’t think you should go cycling today Tim. sure Answers
It’s going to rain. We often use the present continuous instead 1. next month
Oh I don’t mind. It’ll be OK of going to to talk about plans that we 2. about a week
haven’t made a fixed arrangement for, such 3. to Mondulkiri and Ratanakiri, and maybe
as agreeing to meet people or buying a to Preah Vihear
I don’t want you to go, Tim. ticket. We do this when we feel, or want to 4. to Angkor Wat
Dad! I’m going cycling! Don’t try to stop me! say, that we are very sure that we will do it. 5. rent bikes
This means that there isn’t always a very 6. go on a sunset cruise
clear line between using the present 7. stay at a nice hotel for two nights (and
continuous or going to. Sometimes, it’s OK have dinner with Kosal and Channy’s family)
What are you doing tomorrow Kosal? to use both. It depends on how sure you feel
about it at the time when you speak.
I’m watching kickboxing B. 6. Tell students that they will listen to the
For example, if I have clearly decided to go recording again.
to the football match tomorrow and I don’t 7. This time they should write the missing
think I’ll change my mind, I can say both verbs in the sentences that they hear in
Have you got a ticket yet? “I’m going to go to the match tomorrow” and their notebooks.
No, but I really want to go and they “I’m going to the match tomorrow”, even if I 8. Tell students that all the verbs are in the
always have tickets at the door. don’t have a ticket or a fixed arrangement. going to form or the present continuous.
The second one just sounds more sure than 9. Play the audio, then check the answers
the first. together.
1. Do Tim and Kosal use going to or the present continuous to Session 2
Answers
talk about their plans? 1. staying, (PC, arranged / sure)
Suggestion: Starting session 2
2. Does it look like they have made arrangements? 2. going to relax, (GT, not arranged)
3. Does it sound like they are very sure, or not very sure about Tell students to open their notebooks and 3. going to travel, (GT, not arranged)
what they want to do? have a pencil ready. Tell them they have 4. are going to, (PC, arranged / sure)
one minute from when you say go to write 5. are going to go to, (GT, not arranged)
3 A. Read the parts of some phone conversations in 1 – 3, and then down as many holiday activities from last 6. are taking, PC, (arranged / sure)
decide which is the best way to say what will happen, a or b. lesson that they can remember. If anyone 7. are going to rent, (GT, not arranged)
has all ten they should raise their hand. 8. going to go on, (GT, not arranged)
1. “…so… stay at a guesthouse… a. They are going to stay at a After one minute say stop and find out who
no, I haven’t booked it yet…” guesthouse has the most. Then, ask the students to say [Audioscript]
b. They are staying at a the activities that they can remember one Lynn: Hey Tim, guess what?
guesthouse. at a time. Try to get only one activity from Tim: Well I don’t know, do I? What is it?
each student to give the others a chance Lynn: Aunty Sheila and Uncle Robert are
2. “Tim and I… watch kickboxing a. Tim and Kosal are going to to speak.
tomorrow… he’s already got watch kickboxing tomorrow. coming to Siem Reap next month!
Tim: Oh wow really? It will be great to see them.
tickets…” b. Tim and Kosal are watching
4 Listening: Holiday plans with going to Are they staying with us?
kickboxing tomorrow. and the present continuous Lynn: Well not everything is arranged yet, but
3. “Hi Tim.. do watersports in the a. Richard and Tim are going to they are going to stay with us for about a week
A. 1. Tell students that they will hear a
river on Sunday… yes I’m do watersports on Sunday. at first. We’re just going to relax at home, chat
conversation in which Tim is talking to
completely sure!… b. Richard and Tim are doing and have dinner together. Then they’re going to
Lynn about some holiday plans.
watersports on Sunday. travel around the country.
2. Have students look through questions 1 – 7.
Tim: Where are they going to go?
3. Tell students to answer questions 1 – 7 as
Lynn: Well first they are going to Mondulkiri and
B. Talk to your partner. Decide whether we use (a) the present they listen. Play the audio.
Ratanakiri, and they think they’re going to go to
continuous, or (b) going to when… 4. Play the audio a second time if necessary.
Preah Vihear. Then they’re coming come back
1. …we have decided what we want to do but we haven’t made the to Siem Reap for a few more days.
arrangements yet? Tim: So, where are we going to take them in
2. …we have decided what we want to do and we’ve made the arrangements? Siem Reap?
3. …we haven’t made any arrangements but we are very sure that we will do it?
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Unit 31, Lesson B

4 A. Listen to a conversation between Lynn and Tim. Lynn: Mum said we’re taking them to Angkor - how long are they coming for?
Wat for sure. She’s already agreed on it with - what do you have to do?…
As you listen, answer questions 1 – 7. Aunty Sheila. I mean, they have to see it! 3. Look at the two columns in the example
1. When are Aunty Sheila and Uncle Robert coming to Siem Reap? Tim: Yes of course. What else are we going to do? together. Tell students to write two similar
2. How long are they going to stay at Tim and Lynn’s house at first? Lynn: Uncle Robert likes cycling so Dad and columns in their notebooks.
3. Where are they going to go when they start travelling around the country? he are going to rent bikes. 4. Have students talk to their partner and decide
4. Where will they take Aunty Sheila and Uncle Robert when they come back Tim: Are they going to join a tour? on some things to do. They should have
to Siem Reap? Lynn: I don’t think so. I think they’re going to some things that they have just decided to
5. What are Tim, Dad and Uncle Robert going to do? look around by themselves. You can probably do, and others that they have arranged or
6. What are Lynn, Mum and Aunty Sheila going to do? go too! are very sure that they will do.
7. What are they all going to do together before Uncle Robert and Aunty Sheila Tim: Are you going to come with us? 5. Walk around the class, listen, help and
leave? Lynn: No, mum said that she’s going to go on a correct if necessary.
sunset cruise with Aunty Sheila. I’m going to go 6. Ask students which form they will use for things
B. Listen again and fill in the verbs: with them. they have just decided (going to) and which
Example: Aunty Sheila and Uncle Robert are coming to Siem Reap next month. Tim: OK, so are we going to do anything all form for things that they have arranged or
together? are very sure about (present continuous).
1. Are they ________ with us? Lynn: Yes, mum said that before they leave, 7. Read the example together: When they
2. We’re just ________ at home. we’re all going to stay at a nice hotel for two arrive, we’re starting…. Tell students to
3. Then, they’re ________ around the country. nights. We’re going to have breakfast and notice going to and the present continuous.
4. First, they ________ to Mondulkiri and Ratanakiri. dinner there every day, and we’re going to 8. Put each student in a different pair, e.g.
5. Then, they ________ to Preah Vihear. swim in the pool there. And one day we’re with the student behind them, and have
6. Mum said we ________ them to Angkor Wat for sure. going to visit Kosal and Channy’s family and them use their notes to explain their trip, like
7. Dad said he ________ bikes. have dinner with them. in the example.
8. Mum said she’s ________ on a sunset cruise with Aunty Sheila. Tim: Oh that sounds great! I can’t wait! 9. Walk around the class, listen, help and
correct if necessary.
5 Work in pairs. Imagine that you are going to show a group of
5 Speaking: planning a trip around Cambodia
students around Cambodia. Think of some good things to do. 6 Reflection: Now I can…
1. Explain the following situation to students:
Example: Things we’ve decided Things we are sure or have Some students are visiting Cambodia from 1. Ask students to look at the sentences and
to do agreed we will do. another country. You and your partner have decide how well they can do these things.
won a competition and you will both take them Encourage honest reflection by being
• Visit the museum • Start in Phnom Penh around Cambodia. You will travel for two positive about mistakes.
• Go for dinner at a good • Stay at a guesthouse weeks and you can do anything you like: it’s 2. Tell students that by finding out what they
restaurant near the river all paid for. First, think of some things to do have and haven’t learned, they will become
that you have agreed with the students, and better learners.
some things that you are sure you will do. 3. For more ideas on how to do this, please
“When they arrive, we’re starting in Phnom Penh and we’re staying at a Then, think of some things that you’ve see page V.
guesthouse near the river. We’re going to visit the museum and then we’re decided to do but haven’t arranged yet.
going to go for dinner at a good restaurant.” 2. Ask questions to check for understanding
such as:
6 How well can you do these things? Write in your notebook. - who is coming to Cambodia?

Extension activity: Act or draw

unhappy neutral happy very happy
Tell students to think of five holiday activities that they have studied in unit 31 (A and B) and
write them in their notebooks, but don’t show anyone else.
Put students in groups of 4 and in small groups, they take turns to start. Each student can
Now I can... either do an action or draw a picture to show their holiday activity.
Partners have to guess the action and make a sentence using going to. For example, you’re
• talk about some different things that people do when they go on holiday going to go kayaking.
• use going to to talk about intentions: things that I’ve decided to do but The first person to guess correctly gets a point. At the end the student with the most points in
haven’t arranged the group wins.
• use both going to and the present continuous to talk about my future plans
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 UNIT 32 Unit 32, Review
Aims: to review vocabulary and grammatical structures introduced in Units 27-31.

Review By the end of 32, students should be able to:

• make suggestions about types of transport

• know about different jobs in the area of tourism
1 Work in pairs. Take turns making suggestions. Do you agree or • make suggestions about holiday activities
disagree. Why? • prepare and describe a travel itinerary
• say what they and others are going to do
I think… I don’t think so In my opinion I agree • hold a discussion about the advantages and disadvantages of tourism.
I don’t agree I think so I agree but… So do I
1 Speaking: reviewing means of transport, 2 Reading and vocabulary: using transport
We are going to go to Laos in the holidays. making suggestions, and agreeing and
1. Have students read Somnang’s email about
We don’t know if we want to go by bus or plane. disagreeing
his flight to Bangkok.
1. Choose two students to demonstrate the 2. Tell them to put the phrases from the box
example. into the spaces.
2. Read the speech bubble from Tim and Lynn: 3. Check the answers together.
“ We are going to go to Laos... …by plane”.
I think they should go by plane. The bus is cheaper but the plane is faster and more 3. Point to the first student and have them Answers
convenient. read the first part of the answer: “I think they 1. pick you up; 2. get in; 3. drop you off;
I don’t think so. It’s more expensive. I think they should take the bus. should…” 4. get on; 5. take off; 6. touch down;
4. Point to the second student and have them 7. get off.
read the second part of the answer: “I don’t
My aunt and uncle are going to Angkor Wat. They don’t know think so..”
5. Tell students to read the sentences in
if they want to ride bikes or take a tuk tuk.
speech bubbles 1 – 6. then, take turns to
Lynn make suggestions and to agree or disagree,
like in the example.
I’m going to Phnom Penh with my family. We don’t 6. Move around the class, listen, help and
know if we want to go by boat, by bus or by plane. correct if necessary.

Leakhana Answers
Answers will vary, but should be similar to
Tim and I are going to play football 12kms from Siem Reap. the example.
We don’t know if we want to ride scooters or bikes.
Kosal
Vicki needs to use the car tomorrow. I don’t know if I
want to go to work by bus, by scooter or by taxi.
Richard
I have to go to Thailand for work. I’ll travel from Bangkok to
Chiang Mai. I don’t know if I want to take the plane or the train.
Somnang
I’m going to my grandma and grandad’s on Saturday.
It isn’t far. I don’t know if I want to go by bike, or walk.
Channy
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Review

2 Read this email. Fill in the spaces with the words in the box. 3 Grammar: making suggestions [Audioscript]
1. I drive a car, I pick people up, sometimes at
1. Tell students to look at the picture number 1. their house and sometimes from another place,
take off get in drop you off get off 2. Ask students what Leakhana’s problem I take them where they want to go and I drop
touch down get on pick you up is (she doesn’t understand the menu / she them off. It isn’t the cheapest way to travel but
doesn’t know what to order). it’s very convenient.
3. Choose a student and ask what she should
New Message 2. I go to different places with my camera
do. Point to the answer in the example. and people pay me to take pictures for them.
4. Have the student read one or both of the
To I make most of my money at weddings and
answers in the example. when people have a big party for a special day.
Subject Cc Bcc 5. Tell students to do the same with pictures Sometimes I go out in the city and try to take
2 – 6. good pictures. Then, I sell them on the internet.
Dear Somnang, 6. Move around the class, listen, help and 3. I work at the front desk in a big hotel in
correct if necessary.
Here is the itinerary for your trip to Thailand next week. It’s an early Phnom Penh. I’m the first person that the
flight from Siem Reap to Bankgok, so you will have to get up very Answers guests see when they come to the hotel. I tell
1. He should call the bellboy. them which room they will stay in and help
early! Anyway, the taxi driver will_______from your house at 5.30 am.
2. She should get on the plane. them with any questions that they have.
Please_______the taxi straight away, don’t be late! It only takes 30 4. I help people to organise their holidays and
3. He should take the bus.
minutes to the airport at that time of the morning, so it will_______there trips. I can help them decide where they want
4. He shouldn’t swim in the river.
at 6. You will _______the plane at about 7.30. The plane will_______at 5. She shouldn’t take photos. to go, and what they would like to do when they
7.50. The flight takes 1 hour and 10 minutes, so you will_______at 9 6. They should watch the sunset. get there. I can get flights, hotels and tickets for
them and help them to arrange their itinerary.
am. Then,_______the plane and collect your bags and the driver will
5. I’m studying at university, but in the evenings
be waiting for you at the airport. 4 Vocabulary and listening: jobs in tourism
I make some extra money by working in a
Have a good trip! A. 1. Have students rearrange the letters in restaurant. I take the orders from the customers
1 – 8 to make jobs related to tourism. and bring them their food and drinks. It doesn’t
2. If students are finding it difficult, tell them pay very much but sometimes the customers
Send to check in Unit 28. give me a tip.
3. Check the answers as a class. 6. I work at the temples at Angkor, in Some
Reap province. I speak Khmer, English and
Answers French. I show the tourists around the temples
3 Work in pairs. Make suggestions for the people in the pictures. 1. tour operator; 2. photographer; and give them information about them.
3. waitress; 4. taxi driver; 5. entertainer; Sometimes they ask me questions so I have to
6. receptionist; 7. bellboy; 8. tour guide
2 3 know a lot about them.
7. I like my job because I make people happy
B. 4. Tell students that they will listen to eight and make sure they are not bored. I can do a
1 people talking about their jobs. lot of things. I play the guitar and sing, and I
5. As they listen, students should decide also tell funny stories and make people laugh.
which job from activity A is being described. 8. I work in a big hotel. I help the customers
6. Play the recording a second time if to carry their luggage to their rooms. I like it
necessary. because I meet a lot of different people and
Example: 7. Check the answers together. sometimes they give me a big tip.
She should call the waitress / 8. If there is time and you would like to
She could ask the waitress. practise listening some more, please see
the extension activity at the end of this unit.
4 5 6 Answers
1. taxi driver; 2. phrotographer; 3.
receptionist; 4. tour operator; 5. waitress;
6. tour guide; 7. entertainer; 8. bellboy

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 Review

4 A. Rearrange the letters to make eight different jobs in tourism. 5 Speaking: making travel suggestions. B. 7. Tell students to think about what they are
going to do this weekend.
1. ourt trapoeor 5. eirtetnaern 1. Tell students that they are going to make 8. They can use their imagination – it doesn’t
2. heophgrpaotr 6. rceisnitepot some travel suggestions. have to be true. Help if necessary.
2. Have students read text number 1 about
3. wisrseat 7. belbylo 9. Give students a few minutes to write
Dara and Sreypich. down their ideas in their notebooks.
4. iatx verdir 8. otru iegdu 3. Get students to give some ideas about where C. 10. Have students take turns telling their
Dara and Sreypich should go and what partners what they are going to do.
B. Listen to eight people talking. Which job from activity A they should do there. Use full sentences, 11. Walk around the class, listen, help and
e.g. They should go to Koh Rong. They should
do they do? Write in your notebook. go swimming in the sea and do watersports.
correct if necessary.

They could go walking in the forest… 7 Reading and discussion: advantages and
5 Work in pairs. Read the texts. Make suggestions about where the 4. In pairs, have students make similar disadvantages of tourism
people should go and what they should do. suggestions for 2 and 3.
5. Walk around the class, listen, help and A. 1. Have the students read the information in
correct if necessary. 7A

1 Dara and Sreypich are

a young couple who 2 Chantha is 65 and a
widow (her husband 3 Visal and Monika are
33 with two children
6. Have students share their ideas with the class.

6 Grammar and speaking: going to for

2. Ask questions to check understanding,
such as: What kind of place do you live
in? What is life like there? How do the
recently got married. They has died). She likes to talk aged 7 and 9. They want future plans
want to go away for the and do things with other to do things together as a people feel?…
A. 1. Tell students to look at picture number 1. 3. Tell them that there is an idea to
weekend together. They have people and enjoys fresh air family. On Saturday evening,
2. Choose a student and ask them: “What’s develop the town for a lot of tourism. They
a lot of energy, they like being and the natural world, and they want to do something
Somnang going to do?” will have to think about the advantages
outside and being active. she enjoys good food. together without the children. and disadvantages.
3. Have the student read the answer.
4. Tell the students to take turns to ask their B. 3. Divide the class in half. Tell half of the
partner a going to question for pictures students that they are group A. The other
6 A. Look at the pictures. What are they going to do? 2 – 6. half are group B.
5. Move around the class, listen, help and 4. Put students in pairs or in small groups of
correct if necessary. 3 or 4, with people from the same group,
1 2 3 6. Check the answers together. A or B. Don’t mix the groups with A and B
students.
Answers 5. Have the students read the information for
1. Sonmang’s going to fly to Bangkok. their group.
2. The photographer’s / He’s going to take a 6. Tell them to work together to write
photo(graph). down some ideas. Group A will think of
3. They’re going to climb the / a mountain. the advantages and group B will think of
4. He’s going to go kayaking. the disadvantages.
5. He’s going to buy some / a pair of football 7. Ask students for examples of one or two
boots. advantages and disadvantages and write
Example:
6. She’s going to rent a motorbike / a scooter. them on the board.
Somnang’s going to fly to Bangkok. 8. Tell students to work together and think of
some more.
4 5 6

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Review

B. What are you going to do this weekend? Write your ideas in C. 9. When they have some ideas, tell the 3. You can make this more fun by asking your
students to change partners. This time, students to work in pairs or groups. You can
your notebook. put them in pairs with one group A or also set a time limit. The first pair / group to
C. Work in pairs. Tell each other about your plans from 6B. one group B student. You could also find all the answers wins!
make a group of 4 with two group A and
two group B students. Answers
7 A. Read the situation below. 10. Have the groups discuss the advantages 1. The Philippines
and disadvantages. Tell students to try to 2. a wallet
You live in a very pretty town in the countryside with old temples, a beautiful decide together if it’s a good idea to 3. the crowds damage the temples, some
develop tourism or not. tourists don’t respect local culture and
clean river, good local food and a relaxing way of life. People all know
11. Get some examples from the class: rules, some business owners increase the
each other and are very friendly with their neighbours. The local people which groups think it’s a good idea and prices
have enough money to live but are quite poor. The town is friendly and which groups don’t think so, and why. 4. 27 August (check that students read this
the neighbours know each other and help each other, and they like the 8 Fun Activity: Looking back at Units 27 – 31 as the 27th of August)
5. next month
quiet life. Overall, people are happy but they would like to have better 1. Tell students to look for the answers to the
jobs and more money. questions.
2. Encourage them to go back and refer to the
previous units.

Extension activity: Key words

Tell students that they will listen to the recording from activity 3B again.
This time, tell students to listen for what the speakers say about their jobs: what things do they do?
Tell students to listen to the first speaker and write down some key words only: the important
words to help them remember the details. For example:
drive car – pick up – house – drop off – not cheap – convenient.
Then, have students work in pairs and imagine that they are the speaker. Have them explain
B. Work in pairs. their job to their partners. They don’t have to repeat the audio exactly, just make sentences
from the keywords that they write down, and explain the job. They can take turns to start.
Group A: you believe that it is a good Group B: you believe that it is a bad
idea for the town to develop tourism idea for the town to develop tourism Move around the class, listen, help and correct if necessary.
and that it will be good for the town and that it will be bad for the town
and the people. Think of as many and its people. Think of as many Tip! Using listening activities
advantages as you can and write them disadvantages as you can and write
It can often be useful to think about using the same recording but with a different activity, to
in your notebook. them in your notebook. practise a different skill.
For example, activity 3b is listening for gist, which means the general, overall meaning. The
C. Work in groups. Do you think tourism is good or bad? Discuss. extension activity above uses the same recording to listen for specific information. This means
that the students are trying to catch some points that the speaker says in the recording.
8 Race against time! Who can find the answers first? Students can listen to the same recording several times without getting bored because they are
focusing on a different activity, and it helps them to develop more than one listening skill from
1. A girl in Unit 27 met her best friend on a bus in which country? the same recording. By the end of it, they should understand the recording well.
2. What did Channy find in her hotel room? (Unit 28)
3. Kosal’s dad gives three disadvantages of tourism at Angkor Wat. What are they?
(Unit 29)
4. On what date are Channy and her family going to Singapore? (Unit 30)
5. When are Lynn and Tim’s Aunty Sheila and Uncle Robert coming to Siem Reap?
(Unit 31)
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 UNIT 33 Unit 33, Consolidation
Aims: to review vocabulary and grammatical structures introduced in Units 21 - 31.

Consolidation By the end of 33, students should be able to:

• practise some vocabulary from Unit 21 - 31.

• put adjectives in the correct order and make sentences.
1 A. Look at the pictures. What are they? • talk about appearance, personality and clothes.
Example: I think picture 1 is a mobile phone. • make comparative sentences.
• identify the right time to use present simple and present continuous.
5
3 4
1 Vocabulary: matching and adjective
Tip! comparing answers
1 2 ordering
Allowing students to compare their answers
after they finish an activity promotes peer
A. 1. Tell students to look at the pictures.
correction and self-learning. You should
2. Ask students about the pictures and select
let students check if their answers are
a few students to guess what they are.
right or wrong with a partner first before
3. Get students to read the example if
correcting the answers in class later. This
they’re still not sure about what to do.
way students can have more confident when
Answers presenting their answers. In addition, be
B. Work in pairs. Make sentences for the pictures using the 1. a mobile phone. sure to encourage students to discuss why
adjectives. 2. a football. they have different answers so that they can
3. a skirt. practise speaking in English more.
Example: black, modern - This is modern, black mobile phone.
4. a clock.
1. round, old 3. beautiful, square 5. a candy. 2 Grammar: describing people
2. black, long 4. pink, small 1. Tell students to name the two people.
B. 4. Tell students to read the example. (Lynn and Somnang.)
5. Ask students to put the adjectives given 2. Ask students to list out some adjectives
2 There are two people below. Do you know them? Describe their in the right order first. that are used to describe personality and
appearance.
appearance, personality and clothes. Write the answers in your 6. Get students to make sentences for the
3. Have students look at the examples and
notebook. pictures in part A with the adjectives given. make similar sentences to describe the
7. Ask students to compare answers with a personality, appearance and clothes of the
partner. people in the pictures.
8. Check the answers as a class. 4. Get students to read and compare answers
with their partner.
Answers 5. Walk around the classroom, listen, help and
1. This is a round, old football. correct if necessary.
2. This is a long, black skirt. 6. Check the answers as a class.
3. This is a beautiful, square clock.
4. This is a small, pink candy. Answers
1. Lynn is wearing an old, white T-shirt, black
shorts, new pink shoes, and a Cambodian
hat. She is hardworking. She’s got wavy,
blond hair and blue eyes.
2. Somnang is wearing a modern, white
shirt, a black jacket, a blue tie, long, black
trousers, and black shoes. He is polite
and easygoing. He’s got black hair and
black eyes.
Example: She is wearing an old, white T-shirt. He’s got short, black hair.

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Consolidation

3 Choose two nouns and an adjective to make a sentence. You can 3 Grammar: making comparative sentences B. 4. Tell students to compare answers with
use the nouns more than once. their partner.
1. Ask students how many adjectives and 5. Ask students what words make them think
Example: Slow : Bicycles are slower than cars. nouns that are given. the sentences are future plans. (tomorrow,
2. Tell students to read an adjective and next Tuesday, etc.)
my friends my grandpa driving bicycles dogs books choose two nouns from the box. Remind 6. Check the answers as a class.
young people fried chicken buses planes cats my dad students that they can use the same noun
old people your friends pens cars pizza hiking again in other sentences if needed. 5 Grammar: describing actions
3. Get students to look at the example and
1. Get students to scan the pictures and ask
1. Bad:_______________________ 6. Nice:_______________________ make similar sentences.
about the people in the pictures. (six people:
2. Beautiful:___________________ 7. Mean:_____________________ 4. Ask students to share the answers in class.
Somnang, Vicki, Channy, Tim, Lynn, and
3. Fast:_______________________ 8. Easy:_______________________ 5. Tell students there is more than one correct
Kosal.)
4. Kind:_______________________ 9. Expensive:__________________ answer.
2. Ask students what tense should be used to
5. Cheap:____________________ 10. Dirty:_______________________ Suggested answers describe something that happens almost
every day and something that only happens
4 A. Complete the sentences. Then write “N” for present continuous 1. Buses are worse than cars. now.
2. Cats are more beautiful than Dogs. 3. Have students read the example and make
sentences that describe now and “F” for sentences that 3. Planes are faster than bicycles. similar ones for the other 5 pictures.
describe future arrangements. 4. My grandpa is kinder than my dad. 4. Ask students to share the answers in class
Example: He_________(study). Don’t talk to him! 5. Pens are cheaper than books. and write down on the board.
6. Old people are nicer than young people.
He’s studying. Don’t talk to him. N
7. Your friends are meaner than my friends. Answers
1. I________(teach) maths tomorrow. 8. Driving is easier than hiking. 1. Vicki usually watches TV, but now she’s
2. She________(teach) English at the moment. 9. Pizza is more expensive than fried chicken. buying shoes.
3. What________you________(do) tomorrow? 10. Dogs are dirtier than cats. 2. Channy usually goes to school, but now
Accept any answers that are grammatically she’s sleeping.
4. You look busy. What________you________(do)?
correct and make sense. 3. Tim usually swims, but now he’s playing
5. Next Tuesday, we________(visit) our cousin. football.
6. Channy isn’t here. She________(visit) her friends. 4 Grammar: completing the gaps 4. Lynn usually does her homework, but now
7. ________you________(look) for someone? she’s reading a book.
A. 1. Have a student read the example to the 5. Kosal usually hangs out with Tim, but now
8. Tomorrow, we________(look) for a house to rent. class and ask the class how to do this
9. I’m busy right now. I________(buy) some clothes. he’s buying coffee alone.
activity.
10. I can’t meet you tomorrow. I________(buy) a birthday present for my sister. 2. Tell students to read the 10 sentences
carefully, fill in the gaps with present
B. Compare your answers with a partner. continuous, and write N for sentences
that talk about things that are happening
5 Look at the pictures. How many people are there? Who are they? now and F for plans that are happening in
Make sentences to describe what they usually do and what they the future.
are doing now. 3. Monitor and help if necessary.

2 Answers
1 1. am teaching F; 2. is teaching N;
3. are…doing F; 4. are...doing N;
5. are visiting F; 6. is visiting N;
7. are…looking N; 8. are looking F;
9. am buying N; 10. am buying F

Example:
Somnang usually eats lunch with his
family, but now he’s having a meeting.
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 Consolidation

3 4 5 6 Grammar: talking about timetable

1. Have students think about the tense for

describing timetable. (Present simple)
2. Tell students to read the example and
explain that the sentence must include the
transport, departure time, and arrival time.
3. Get students to make a sentence for each
picture.
4. Have students compare answers with their
partner.
5. Ask students to share the answers in class.
6 Make sentences for each picture. Write the sentences in your
notebook. Answers
1. The train leaves at 1pm and arrives at
5:30pm.
Example: 2. The plane leaves at 11:15pm and arrives
1 at 12:30am.
3. The tuk tuk leaves at 7:45am and arrives
at 8:10am.
4. The ship leaves at 3:50pm and arrives at
6pm.
5. The taxi leaves at 10:30am and arrives at
11:30am.
Leave: 8:30am Leave: 1:00pm
Arrive: 9:30am Arrive: 5:30pm
The bus leaves at 8:30 and arrives at 9:30.

3
2

Leave: 11:15pm Leave: 7:45am

Arrive: 12:30am Arrive: 8:10am

4 5

Leave: 3:50pm Leave: 10:30am

Arrive: 6:00pm Arrive: 11:30am

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Consolidation

7 A. Read the blog and fill in the gaps with present simple or present 7 Grammar: fill in the gaps 8 Vocabulary: odd one out
continuous. Where’s he going? Write the answers in your notebook. A. 1. Have students read the blog and fill in the 1. Get students to scan through the words.
gaps with the correct tense. 2. Tell them that one word isn’t from the same
2. Ask students to guess the province the group as the others.
writer is visiting. (Ratanakiri) 3. Ask them to write the words that are
am seeing
Good morning, my followers! I___________(see) my friends in twenty minutes, so 3. Check the answers as a class and write different.
on the board. 4. Have students read the example if they’re
I’ll be quick. For today, I______(want) to play a game with everyone. I’ll tell you
still not sure about what to do.
what I______(do) this weekend, and you have to guess where I______(go). My Answers 5. Check the answers as a class.
first clue is my bus timetable. It______(leave) at 7am tomorrow and______(arrive) 1. want; 2. am doing; 3. am going;
4. leaves; 5. arrives; 6. is picking;
at around 4pm. As planned, my cousin______(pick) me up at the bus station, and Answers
7. is taking; 8. are heading; 9. am not
he______(take) me around to see some famous attractions. The next clue is a lake planning; 10. need; 11. are dropping; 1. Rude (not a good personality).
called Yeak Loam. It’s very famous for its beautiful and peaceful environment, so 12. am leaving. 2. Tall (not a shape).
we______(head) out as early as we can to avoid the crowds and swim to our heart’s 3. Sensible (not a bad personality).
B. 4. Put students in pairs / small groups. 4. Water (not a color).
content. I______(not plan) to take many pictures because I______(need) to get 5. Pretty (not about weight).
5. Get students to look at the table and read
away from my phone for a while, but we’ll see. Lastly, we______(drop) by Banlung their answers from activity A again. 6. Tourists (not a plan).
market at night to buy some souvenirs, talk to the locals and get dinner. The next 6. Tell students to place the answers under 7. Socks (not something you wear to cover
morning, I’ll head home. Well then, I hope you have a good guess, you’ll get the the right tense in the table. your legs).
7. Have students read the example if they’re 8. Difficult (not a good personality).
answer once I’m back from my trip. I______(leave) now. Have a nice weekend! 9. July (not a day).
still not sure about what to do.
8. Walk around the classroom, listen, help 10. Short (not a color).
and correct if necessary.
B. Work in pairs. Copy the table into your notebook and put the Answers
answers above under the right tense. Present simple (now): 1. want, 10. need.
Present simple (timetable): 4. leaves, 5.
Present simple: Present simple: Present continuous: Present continuous: arrives.
Now Timetable Now Future plans Present continuous (now): 12. am leaving.
Present continuous (future plans): 2. am
am seeing doing, 3. am going, 6. is picking, 7. is taking,
8. are heading, 9. am not planning, 11. are
dropping.

8 Look at the words. Cross out the word that does not belong in the
same word group. Write the answers in your notebook. Extension activity: Blog writing

Example: Curly – Straight – Kind – Bald (because Kind describes personality.) You should tell your students to read the blog in activity 7 again and write their own blog about
their vacation plan. Get them to talk about some famous activities of the place they want to
1. Easygoing – Polite – Friendly – Rude visit. Then, put them in pairs and let them read their blog. Have their partner guess where that
place is.
2. Circle – Triangle – Tall – Square
3. Lazy –Sensible – Impatient – Stupid
4. Yellow – Brown – Blue – Water
5. Pretty – Slim – Thin – Fat
6. Schedule – Tourists – Itinerary – Timetable
7. Jeans – Trousers – Socks – Skirt
8. Difficult – Hardworking – Outgoing – Patient
9. Monday – July – Friday – Sunday
10. Short – Blonde – Pink – Red

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 UNIT 34 Unit 34, Consolidation
Aims: to review vocabulary and grammatical structures introduced in Units 21 - 31.

Consolidation By the end of 34, students should be able to:

• identify and write the words that they have learnt from unit 21 - 31.
• fill in the gaps with phrasal verbs and other verbs correctly.
1 A. What are your favourites? Choose one answer for each • express opinions, agreements, and disagreements.
number. Write the answers in your notebook. • identify the syllables of the given words and put them in the correct group.

Example: Colors: Blue, Black, Red.

1. Jobs: Tour guide, Receptionist, Entertainer 1 Vocabulary: Expressing favourites B. 3. Put students in pairs and ask them to
2. School Subjects: Maths, History, English share the answers.
A. 1. Ask students to look at the words. 4. Have students taking turns in saying
3. Transport: Tuk Tuk, Car, Scooter 2. Tell students to choose one answer that whether or not they agree with their
4. Places: Beach, Lake, Temple they think is the best or their favourite. partner’s opinions.
5. Clothes: Dress, Blouse, T-shirt B. 3. Put students in pairs and have them talk 5. Remind students that they can go back
about their answers and the reasons why to Unit 29 to see the expressions used for
B. Work in pairs. Say why you think they are the best. they choose them. agreement/disagreement.
4. Walk around the classroom, listen, and
C. Work in pairs. Add more words to the categories in 1A. Write encourage students to talk about the Focus on the agreement/disagreement
reasons.
the answers in your notebook. C. 5. In pairs, ask students to add more words
expressions

to each category/number. Remind students that there are no right or

Example: Colors: Blue, Black, Red, Pink, White, ...
6. Tell students to think of the words that wrong opinions for activity 2B. When you
they have learnt across the units. walk around to monitor, pay more attention to
What are the expressions students used to express their
other words that 2 Grammar and Vocabulary: Expressing agreement and disagreement in activity 2B.
I have learnt? opinions If students seem to forget or need help, you
can direct students to the expressions taught
A. 1. Ask students to read the phrases/words
in Unit 29.
and ask them to express their opinions of
the given topics.
2. Tell students that there are no right or
wrong answers.

2 A. Write five short sentences expressing your opinions of the

things below. Write the answers in your notebook.
Example: Learning English:
Learning English is fun. / I think learning English is amazing.
1. Tourism
2. Learning Maths
3. Going to the beach
4. Riding a bicycle to school
5. Working as a bellboy
6. Waking up early to see a sunset
7. Spending your holiday at the lake
B. Work in in pairs. Tell your partner if you agree or disagree.
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Consolidation

3 Complete the conversations with the words in the box. Write the 3 Grammar and Vocabulary: Filling in the gaps
answers in your notebook. 1. Ask students to read the two short
conversations.
2. Tell students to choose the correct words
from the box to fill in the gaps.
3. If there is time, put students in pairs and
have them practise the conversations.

Answers
1. touches down; 2. nearest; 3. could;
4. get off; 5. at; 6. should; 7. pick you up

nearest should could takes off

gets off pick you up at touches down

Conversation 1

Guest: Hi, I need to get some medicines for my son. He usually feels scared when
he flies, especially when the plane takes off and 1._______. Do you think I can get
them in any pharmacy around here?
Receptionist: Good morning, Sir. They are available in most pharmacies here. The
2._______pharmacy is about a twenty-minute walk. If you don’t want to walk, you
3._______take tuk tuk in front of our hotel and then 4._______on street 304. You will
see a big pharmacy right on that corner. I can also talk to the tuk tuk driver for you.
Guest: Oh great! Thank you!

Conversation 2

Receptionist: Good afternoon, Madam. How can I help you?

Guest: Hi, I’m wondering if you can help arrange a taxi for us to the airport?
Receptionist: Yes, of course. What time would you like to leave and for how many
people?
Guest: My flight is 5. _______ 11 am tomorrow and there are four of us. I heard
tomorrow is Pchum Benh day and the traffic is going to be bad. Hmm I’m not sure
what time we 6._______leave.
Receptionist: You could leave at 8:00. I think it is going to be fine. I can arrange
the taxi to 7._______here.
Guest: That sounds great. Thank you.

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4 A. Look at the pictures. What do you think people are going to do 4 Grammar: What are they going to do? 5 Grammar: Choosing between -ing or to
this weekend? Write sentences using “going to”. Write the infinitive
A. 1. Tell students to look at the pictures and
answers in your notebook. ask if they have seen these pictures A. 1. Tell students to read the sentences.
before. 2. Ask students to choose the correct
2. Ask students to guess and write the answer for each sentence.
sentences about what each person is 3. Have students compare their answers.
going to do on their weekend based on
the pictures. Answers
3. Check answers as a class. 1. learning; 2. to work; 3. to buy;
4. to turn off; 5. driving
Answers
1 2 1. She is going to go to the beach. B. 4. Tell students to look at the prompts.
Example: She_______________ We_______________ 2. We are going to read in the library. 5. Have students write or make sentences
3. I am going to exercise. that are true for them using the prompts.
They are going to watch a movie.
4. They are going to have a picnic. 6. Emphasis that there are no right or wrong
5. He is going to swim. answers.
Note: The students might have different
answers and it should be okay as long as
the answers are relevant to the pictures.

B. 4. Have students write three more sentences

about what they are going to do on the
3 4 5 weekend.
5. Walk around, help, and give feedback if
I_______________ They_______________ He_______________ necessary.

B. Now write three things you are doing to do this weekend.

Write the answers in your notebook.

5 A. Read the sentences. Choose the correct answers. Write the

answers in your notebook.
Example:
1. Dora enjoys learning / to learn new languages.
2. After graduation, I intend working / to work in public schools.
3. My brother decided buying / to buy a new motorbike.
4. Please remember turning off / to turn off the lights when you leave!
5. Lisa avoids driving / to drive during busy hours because the traffic is really bad.

B. Look at the prompt and complete the sentences with your

ideas. Write the answers in your notebook.
Example: I enjoy drawing pictures.
1. My friends and I enjoy_________.
2. I intend_________.
3. I avoid_________.
4. My father continues_________.
5. My mother tells me to remember_________.

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6 Think of the answers to the prompts. Write the answers in your 6 Grammar: Answering the prompts 7 Vocabulary: identifying syllables

notebook. 1. Ask the students to read the prompts. 1. Ask students to read the words in the box.
2. Tell the students to find answers to the 2. Tell students to put the words in the correct
Example: One thing you always do on Sunday. Playing football prompts. column.
1. Two types of transports you think are the best. 3. Remind and encourage students to use the 3. Do the task with students as examples if
language points they have learnt throughout necessary.
2. Two fun activities you rarely do with your family.
Units 21 – 31.
3. One school subject you think is the most difficult. Answers
4. Three advantages of tourism you agree with. Answers One- Two- Three- Four-
5. Two places you think tourists should visit in Cambodia. Note: There are no right or wrong answers syllable syllable syllable syllable
6. One activity you are doing right now. because the answers are based on the Words Words Words Words
7. Two activities you are going to do this weekend. students’ personal preferences. However, the
8. Two places you want to go on holiday. teacher can check the students’ answering • •• ••• ••••
through monitoring or a whole-class answer
sharing. Example: Bellboy Tourism Taxi
7 Put the words in the box in the correct column. Write the Train (•) Tour guide driver
answers in your notebook. Car Scooter Entertainer
Plane Damage Receptionist
Crowds Schedule
Bellboy Tourism Taxi driver Entertainer
Large History
Tour guide Receptionist Scooter Car
Blouse Grumpy
Train Plane Crowds Damage Modern
Schedule History Grumpy Large Trousers
Modern Trousers Blouse Resort Resort

One-syllable Two-syllable Words Three-syllable Four-syllable

Words Extension activity: Race against time
Words Words
—— If there is some time left, you can continue activity 7 with a simple game. Start by putting
— ——— ———— students in pairs or small groups. Then set an appropriate time limit and ask students to find
Example: more words that they have learnt to add to the syllable columns. For example, you say “find 2
more words that have 3 syllables”. The pairs or groups that are the fastest with most correct
Train (—)
answers win.

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 UNIT 35 Unit 35, Consolidation
Aims: to review challenging vocabulary and grammatical structures introduced in Units 1 - 31.

Consolidation By the end of 35, students should be able to:

• describe basic information about themselves and their families.

• use quantifiers on countable and uncountable nouns.
1 Make at least five sentences that are true about you and your • make questions with How much and How many.
family with the words from the cloud. Write the answers in your • describe people’s personalities, appearances, likes, and dislikes.
• differentiate between the -ed and -ing adjectives.
notebook. • ask and answer questions on different topics.

age 1 Writing: Writing sentences 2 Grammar and Vocabulary: Reading and

grade
answering questions
school name 1. Ask students to look at the words in the box.
family aunt father 2. Tell students to write at least five sentences A. 1. Ask students if they still remember who
that are true for themselves and their families Channy is.
birthday job brother mother using the words in the box. 2. Have students read a text about Channy’s
3. Encourage students to use as many words best friend.
house sister
countries as possible. 3. Tell students to answer the questions.

Answers
1. Neary likes to drink coffee.
Example: I am in tenth grade. My father’s name is Somnang. 2. Neary always wakes up early every morning.
3. Channy sometimes has lunch at Neary’s
2 A. Read the text about Channy’s best friend and answer the house.
4. Neary rarely eats meat.
questions. Write the answers in your notebook.
5. Neary loves going to the gym in her free
time.
Is she healthy?
B. 4. Tell students to quickly read the text again.
I’ve got many good friends, but my best friend is Neary. She’s friendly, 5. Ask students to use the words in the box
beautiful and kind. We know everything about each other, but I just to fill in the gaps.
don’t know if she’s healthy or not! Neary likes coffee very much, but 6. Remind students to read more carefully
because the answers are not clearly seen
her coffee is always too sweet! In the morning, she always wakes
in the reading text.
up early. She only eats a little bit for breakfast before she goes to
school with her brother. Sometimes, I go to Neary’s house and have Answers
lunch there. Neary’s mother cooks the best food. Although she enjoys 1. much; 2. many; 3. too much;
eating vegetables and rarely eats meat, she usually buys an ice 4. too many; 5. a lot of; 6. enough
cream and a piece of cake to eat after dinner. In her free time, she
loves going to the gym. I also know that she always goes to bed very
late at night. Now, do you think she’s healthy?

Example: Who is Channy’s best friend? Neary

1. What does Neary like to drink?
2. What does Neary do every morning?
3. How often does Channy have lunch at Neary’s house?
4. What does Neary rarely eat?
5. What does Neary do in her free time?
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Consolidation

B. Read the text again and fill in the sentences using words from 3 Writing: Describing people C. 7. Ask students when to use How many and
How much.
the box. 1. Have students think of one family member 8. Tell students to make questions using
and one friend that are the closest to them.
Example: She puts _______ sugar in her coffee. How many and How much for the food
2. Tell students to write about the two people
She puts too much sugar in her coffee. above.
they choose by describing their personalities, 9. Get students to compare answers with a
appearances, likes, and dislikes. partner.
too much enough many much too many a lot of 3. Revise some vocabulary with students first if 10. Students take turns to ask and answer
needed or if the students struggle. the questions.
1. There isn’t _______ food in her breakfast. 4. Encourage students to brainstorm first if 11. Walk around the classroom, listen, help
2. Her food has _______ vegetables. possible and brainstorming is introduced in and correct if necessary.
3. She doesn’t eat _______ meat. Unit 29.
4. She eats _______ desserts. 4 Grammar: Identifying countable and Answers
5. She does _______ exercises at the gym. uncountable nouns 1. How much meat is there?
6. She doesn’t have _______ sleep. 2. How many carrots are there?
A. 1. Tell students to count and look at the 3. How much salt is there?
pictures.
3 Write sentences about people in your family or friends. Write 4. How many durians are there?
2. Have students write down the food that 5. How much sugar is there?
about their appearance, personality, and what they like and don’t they see. 6. How much milk is there?
like. Write the sentences in your notebook. 3. Get students to compare answers with a 7. How many tomatoes are there?
partner. 8. How many onions are there?
Example: My favourite family member is my sister. She is tall and pretty. She is a
9. How much honey is there?
friendly person… Answers
10. How many chocolates are there?
she’s tall... meat; carrots; salt; durians; sugar; milk;
she’s friendly... tomatoes; onions; honey; chocolates.

B. 4. Ask students about the meaning of

uncountable and countable nouns.
5. Tell students to look at the food above
and put them in the right category.
6. Check the answers as a class and write
on the board.

Answers
Countable nouns: carrots; durians; tomatoes;
4 A. Look at the pictures. What can you see? Write the answers in onions; chocolates.
your notebook. Uncountable nouns: meat; salt; sugar; milk;
honey.
Example: burgers

B. Put the food in the right box. Write the answers in your notebook.
Countable nouns Uncountable nouns

burgers
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 Consolidation

C. Work in pairs. Make questions for the food in 4B. using How 5 Grammar: Deciding if it is right or wrong 6 Grammar: Spotting mistakes and writing
much or How many.
1. Have students look at the sentences and A. 1. Ask students to read the conversation.
Example: How many burgers are there? underlined words. 2. Tell students there are five mistakes in the
2. Tell students to pay more attention to the conversation and ask students to find
5 Read the sentences. Are the underlined words right or wrong? underlined words and decide if they are them.
right or wrong to use in the sentences. 3. Have students correct the five mistakes
Write OK if it’s right and write the correct word if it’s wrong. 3. Ask students to write OK if they are right. If and remind students that one mistake is
they think the words are wrong, tell students used as example for them.
Example: We need any potatoes. any some
________ to change them to correct quantifiers.
1. Stop! Don’t add too many salt! ________ 4. Remind students that all the words needed Answers
are quantifiers. Neary: Hi Channy, do you have any plans for
2. Have you got any cookies? ________
our school break?
3. There is some milk. Don’t add more! ________ Answers Channy: Hey Neary. I’m not sure yet. I don’t
4. How many meat did you buy? ________ 1. too much; 2. OK; 3. enough; 4. much; 5. know if we are going to visit any place. But I
5. Can I have some milk in my coffee, please? ________ OK; 6. OK; 7. any; 8. OK; 9. some; 10. OK don’t want to stay at home! It is bored. What
about you?
6. She bought too much meat! ________
Neary: Me too. I always feel boring staying at
7. Are there some vegetables in the fridge? ________ home. I hope we can go somewhere during
8. He hasn’t got any sugar. ________ the break or do something interested. You
9. Can I drink many water from this bottle? ________ know what I want to do? I want to go to the
beach because I enjoy swimming a lot! I
10. They ate a lot of cakes last night. ________ know it is pretty far from Siem Reap, but I will
ask my parents.
6 A. Find and correct the five mistakes in this conversation. Write the Channy: That sounds amazed! I would love
answers in your notebook. to go to the beach too because watching
sunset at the beach is the best! We can also
Example: bored. boring eat seafood. I think it is a little disappointed if
we have to stay home all the time!
boring => bored,
Neary: Hi Channy, do you have any plans for our school break?
interested => interesting
Channy: Hey Neary. I’m not sure yet. I don’t know if we are going to visit any amazed => amazing
bored What about you?
places. But I don’t want to stay at home! It is ______. disappointed => disappointing
Neary: Me too. I always feel boring staying at home. I hope we can go
somewhere during the break or do something interested. You know B. 4. Tell students to imagine they have a two-
what I want to do? I want to go to the beach because I enjoy swimming day holiday.
a lot! I know it is pretty far from Siem Reap, but I will ask my parents 5. Ask students to describe the kind of
Channy: That sounds amazed! I would love to go to the beach too because holiday they want to have.
watching sunset at the beach is the best! We can also eat seafood. 6. Encourage students to use the words in
I think it is a little disappointed if we have to stay home all the time! the box as clues to help them write.

B. Imagine you have two days to go anywhere and do anything you Tip! spotting mistakes
want for your holiday. Describe where you want to go and what It is sometimes a challenge for students to
you want to do. There are some words in the box to help you. figure out what kind of mistakes they need
to spot. It is useful for you to emphasis on
the target language of those mistakes (for
itinerary hotel lake sunset mountains plane example, grammatical mistakes of present
train temples museums swimming pool coffee shop simple or vocabulary spelling mistakes)
as well as the number of mistakes in each
sentence/question if necessary.
Example: I want to go somewhere outside Cambodia by plane because I
haven’t been on a plane yet …. / I think I want to visit Kep with my
family and my father can drive ….
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Consolidation

7 Work in pairs. Take turns to ask and answer questions for each topic. 7 Grammar: Asking and answering 4. Get students to take turns making sentences
Write down your answers. and giving funny responses.
A. 1. Put students in pairs. 5. Tell students there is more than one correct
2. Ask students how many topics they have answer.
timetable future plans current clothes daily routines hobbies. to make questions for. 6. Walk around the classroom, listen, help and
3. Tell students to individually make the correct if necessary.
Example: Timetable. questions for the topics before talking to 7. Select a few pairs to share their answers
their partner. with the class.
When does your taxi arrive? 4. Tell students to use present simple or
present continuous. Answers
It arrives at 9am. 5. Students take turns asking and answering 1. I’m eating a burger.
the questions that they’ve made. 2. He isn’t going to the gym.
6. Get students to note down their partner’s 3. Do you like eating meat?
answers for the next part. 4. They’re listening to music.
8 Work in pairs. Take turns to make sentences and give funny 7. Walk around the classroom, listen, help 5. Is it cold outside?
responses. Remember: (+) positive, (-) negative, (?) question. and correct if necessary. 6. He isn’t studying for the test.
B. 8. Put students in new pairs. 7. My mom teaches small kids.
Example: 9. Tell students to bring their notes with them. 8. Why are you wearing jeans?
(-) well-travelled tourist I’m not a well-travelled tourist. 10. Students report their note of the old 9. I don’t like correcting homework.
partner to the new partner using 3rd 10. Are you angry?
Because you’re too lazy. person (he, she, it).
11. Select a few students to report their note 9 Reflection: ‘Now I can ...’
to the class.
(+) eat / burger (-) study / test 1. Ask students to look at the sentences and
8 Grammar: Making sentences decide how well they can do these things.
1. Put students in the same pair. 2. Encourage honest reflection by being
(-) go / gym (+) teach / kids 2. Tell students to read the instruction and the positive about mistakes.
clues carefully. 3. Tell students that by finding out what they
3. Have students read the example and have and haven’t learn, they will become
(?) like / eat / meat (?) why / wear / jeans discuss about what the clues are, what the better learners.
grammar form is and what the funny 4. For more ideas on how to do this, please
response looks like. see page V.
(+) listen / music (-) like/ correct / homework
Extension activity: Sentence writing and correcting
(?) cold / outside (?) you / angry Ask students to write two or three sentences that are wrong! The mistakes can be grammar
or vocabulary mistakes and encourage students to write whatever they can think of. With the
same pairs from activity 8, ask students to take turns reading the sentences and correcting
8 How well can you do these things? Write in your notebook. their partner’s mistakes.

unhappy neutral happy very happy

Now I can...
• talk about myself and my family.
• describe about my hobbies and daily routines.
• talk about food
• describe people’s appearances and personalities.
• talk about holiday and plans.
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