Unit 1, Lesson 2 Worksheet 1

Brainstorm level 2

Unit 1, Lesson 2 Worksheet 1 Write the questions in order and match with the answers. 1 you who are ? __________________________________

a They’re dogs.

2 it is what ? __________________________________

b No, I don’t.

3 play want do to you ? __________________________________

c I’m Kate.

4 they what are ? __________________________________

Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

d It’s an apple.

Brainstorm level 2

Unit 1, Lesson 2 Worksheet 2 Complete the conversation. Tim:

Hello. I’m Tim. __________ are you?

Kate: I’m Kate. Look at my new toy. Tim:

What is __________?

Kate: It’s a computer game. __________ are they? Tim:

__________ cakes. Do you like cakes?

Kate: Yes, __________!


Brainstorm level 2

Unit 1, Lesson 3 Worksheet 1 Match. bananas nuts corn Count

milk strawberry orange

Non-count

pears bread cheese ice cream


Brainstorm level 2

Unit 1, Lesson 3 Worksheet 2 Write the questions and answer about you and your friend. 1 (like / bananas) __________________________________________________ Do you like bananas? Yes, I do. __________________________________________________ Does she like bananas? No, she doesn’t. 2 (like / cookies) __________________________________________________ __________________________________________________ __________________________________________________ 3 (like / corn) __________________________________________________ __________________________________________________ __________________________________________________ 4 (like / eggs) __________________________________________________ __________________________________________________ __________________________________________________


Brainstorm level 2

Unit 1, Lesson 4 Worksheet 1 Write sentences about you.

swim

jump

sing

read

dance

climb

1

I_____________________________________________________ can swim.

2

_____________________________________________________

3

_____________________________________________________

4

_____________________________________________________

5

_____________________________________________________

6

_____________________________________________________


Brainstorm level 2

Unit 1, Lesson 4 Worksheet 2 Complete the conversation. Emily: __________ your pet jump? Carl: Yes, he __________. Emily: Can your pet __________? Carl: No, he __________. He can’t fly. Emily: Can __________ swim? Carl: __________, he can’t. Emily: __________ your pet climb? Carl: __________, he can. He can climb very tall trees! Emily: Is your pet a monkey? Carl: Yes, he is!


Brainstorm level 2

Unit 1, Lesson 6 Worksheet 1 Write the sentences.

Sunday

stay at home

Monday

go swimming

Tuesday

have a violin lesson

Wednesday

play tennis

Thursday

read a book

Friday

play with friends

Saturday

go shopping

1 Karen _____________________ (go swimming) on Monday. 2 Karen _____________________ (play tennis) on Thursday. 3 Karen _____________________ (read a book) on Saturday. 4 Karen _____________________ (stay at home) on Sunday. 5 Karen _____________________ (play with friends) on Friday. 6 Karen _____________________ (go shopping) on Wednesday.


Brainstorm level 2

Unit 1, Lesson 6 Worksheet 2 Complete the questions and answers about Karen.

1

Sunday

stay at home

Monday

go swimming

Tuesday

have a violin lesson

Wednesday

play tennis

Thursday

read a book

Friday

play with friends

Saturday

go shopping

___________________________ (read book) on Thursday? Yes, she___________________.

2

___________________________ (play tennis) on Monday? No, she ___________________.

3

___________________________ (stay at home) on Saturday? No, she ___________________.

4

___________________________ (play with friends) on Friday? Yes, she___________________.

5

___________________________ (go swimming) on Monday? Yes, she___________________.


Brainstorm level 2

Unit 1, Lesson 8 Worksheet 1 Complete the sentences.

Anna

Tina and Jane

Toby

big house

small house

big house

small yard

beautiful yard

small yard

no sisters

one brother

one sister

one brother

no sisters

no brothers

1 My name is Anna. I __________ a big house. I have a small __________. I __________ one brother but I __________ any sisters. 2 My friends Tina and Jane have a __________ house. They __________ a beautiful yard. They have one __________. They __________ any sisters. 3 My friend Toby __________ a big house. He __________ a big yard. He __________ one sister. He __________ any brothers.


Brainstorm level 2

Unit 2, Lesson 2 Worksheet 1 Match. Then write two directions for your friend. 1 put 2 take 3 clean 4 throw 5 pick

a away b up c

off

6 hang 1

______________,please __________________________________.

2

______________,please __________________________________.


Brainstorm level 2

Unit 2, Lesson 2 Worksheet 2 Complete the directions. 1

______________ your books. Put them on the bookcase.

2

______________ your coat. It’s hot.

3

______________ the spilled water.

4

______________ your trash. It smells.

5

______________ your jacket. The hook is on the wall.

6

______________ your toys. They shouldn’t be on the floor.


Brainstorm level 2

Unit 2, Lesson 3 Worksheet 1 Unscramble the sentences. 1 up pick papers the _________________________________________________________ throw away don’t them _________________________________________________________ 2 off your take hat _________________________________________________________ it put away please _________________________________________________________ 3 on your clothes put _________________________________________________________ hang don’t them up _________________________________________________________ 4 milk up the clean _________________________________________________________ spill don’t again it _________________________________________________________ Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

Brainstorm level 2

Unit 2, Lesson 3 Worksheet 2 Complete the sentences. hang up

pick up

put away

throw away

clean up

1 Mom asked me to __________ my room because it was very messy. 2 First, I __________ my toys that were on the floor and put them in my toy box. 3 Then, I __________ my sweaters that were on my chair. 4 Next, I’m going to __________ my coat that’s on my bed. 5 Then, I’m going to __________ my trash. So now my room is very neat.


Brainstorm level 2

Unit 2, Lesson 6 Worksheet 1 Complete the sentences with ‘but’ or ‘and …, too’. 1 I love pears __________ Mom hates them. 2 James has lunch at 12 __________ Kate does, __________. 3 Tina and Jane are hungry __________ I am, __________. 4 Jenny plays the violin well __________ Sam plays the violin badly. 5 Tim likes soccer __________ his dad likes baseball. 6 Sarah watches TV at night __________ Jake does, __________.


Brainstorm level 2

Unit 2, Lesson 6 Worksheet 2 Combine the sentences with ‘but’ or ‘and …, too’. 1 Fred likes eggs. I hate eggs. __________________________________________________ 2 Betty plays the violin. Ana doesn’t play the violin. __________________________________________________ 3 Laura and Karla are tired. I’m not tired. __________________________________________________ 4 My school has a good team. Their school has a good team. __________________________________________________ 5 Owls can fly. Bears can’t fly. __________________________________________________ 6 We get up at 7 o’clock. You get up at 7 o’clock. __________________________________________________


Brainstorm level 2

Unit 2, Lesson 7 Worksheet 1 Make six true sentences about you. I

always

My mother My father

go/goes to bed late. sometimes

My sister/brother My best friend

watch/watches TV at night.

go/goes to the movies on the weekend. cook/cooks dinner.

never

My family

come/comes to my house. take/takes vacations.

1

__________________________________________________

2

__________________________________________________

3

__________________________________________________

4

__________________________________________________

5

__________________________________________________

6

__________________________________________________


Brainstorm level 2

Unit 2, Lesson 7 Worksheet 2 Read and complete the sentences with ‘always’, ’sometimes’ or ‘never’. Sam gets up at 8 o’clock every day. He makes his bed on the weekend. He eats cereal for breakfast every day, except Sunday. On Sunday he eats eggs. He cleans his room every Saturday. He doesn’t like dogs, so he doesn’t feed Fifi the dog. 1 Sam __________ gets up at 8 o’clock. 2 Sam __________ makes his bed. 3 Sam __________ eats cereal for breakfast. 4 Sam __________ cleans his room on Saturday. 5 Sam __________ feeds the dog.


Brainstorm level 2

Unit 2, Lesson 8 Worksheet 1 Read and check (✓) who said each sentence. My mom likes a neat house. Every day after school, she says “Pick up your toys!” or “Put away your clothes.” It’s very tiring. One day, Mom was visiting Grandma. “Hurrah! We don’t need to be neat,” my older sister, Jane, said. So, we didn’t pick up our toys and we didn’t put away our clothes. When Dad came home, he wasn’t happy. “Whose toys are these?” he asked. “I’ll put them away, Dad,” Jane said. “And, I’ll put the coats away, too.” I looked at our living room and I said “The living room looks better when it’s neat. Mom is right!” Who said … 1 Pick up your toys! 2 Put away your clothes. 3 We don’t need to be neat. 4 Whose toys are these? 5 I’ll put the coats away. 6 Mom is right!


Me

Mom

Dad

Jane

Brainstorm level 2

Unit 3, Lesson 2 Worksheet 1 Complete the clocks.

1 It’s eleven thirty.

2 It’s eight fifteen.

3 It’s one o’clock.

4 It’s nine forty-five.

5 It’s twelve o’clock.

6 It’s four thirty.


Brainstorm level 2

Unit 3, Lesson 2 Worksheet 2 Write the time.

1

______________________________________

2

______________________________________

3

______________________________________

4

______________________________________

5

______________________________________

6

______________________________________


Brainstorm level 2

Unit 3, Lesson 3 Worksheet 1 Answer and complete the clocks. 1 What time is it now? _____________________________________

2 When do you go to bed on school nights? _________________

3 When do you wake up on school days? ____________________

4 What time does school start?______________________________


Brainstorm level 2

Unit 3, Lesson 3, Worksheet 2 Complete the sentences.

Monday

Jake

Tara

8:00 a.m. – 9:00 a.m.

math

8:00 a.m. – 9:00 a.m.

Spanish

9:00 a.m. – 10:00 a.m.

English

9:00 a.m. – 10:00 a.m.

art

10:00 a.m. – 10:30 a.m.

break

10:00 a.m. – 10:30 a.m.

break

10:30 a.m. – 11:30 a.m.

music

10:30 a.m. – 11:30 a.m.

social studies

11:30 a.m. – 12:30 p.m.

social studies

11:30 a.m. – 12:30 p.m.

math

12:30 p.m. – 1:30 p.m.

lunch

12:30 p.m. – 1:30 p.m.

lunch

1:30 p.m. – 2:30 p.m.

gym

1:30 p.m. – 2:30 p.m.

English

1 It’s a quarter after eight. What class is Jake late for? __________________________________________________ 2 What time does Tara’s math class start? __________________________________________________ 3 What are Jake and Tara doing at a quarter to one? __________________________________________________ 4 It’s nine o’clock. What class does Tara have? __________________________________________________ 5 What time does Jake’s gym class finish? __________________________________________________ Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

Brainstorm level 2

Unit 3, Lesson 6 Worksheet 1 Make five sentences. Mike

to go

to the beach.

I

to eat

my friends.

to watch

a book.

We

to visit

pizza.

My class

to read

cartoons.

Sam and Lisa

want/wants

1

_________________________________________________________

2

_________________________________________________________

3

_________________________________________________________

4

_________________________________________________________

5

_________________________________________________________


Brainstorm level 2

Unit 3, Lesson 6 Worksheet 2 Answer the questions. 1 What do you want to do now? __________________________________________________ 2 What do you want to do after school? __________________________________________________ 3 What do you like to watch on television? __________________________________________________ 4 What do you like to eat for lunch? __________________________________________________ 5 Where do you like to go on vacation? __________________________________________________ 6 What do you want to do this weekend? __________________________________________________


Brainstorm level 2

Unit 3, Lesson 7 Worksheet 1 Read and write the answers. 1 Jon goes into the movie theater at three o’clock. Jon comes out of the movie theater at seven o’clock. How long does he spend in the movie theater? _________________________________________________________ 2 The soccer on TV starts at six o’clock. The soccer on TV ends at eight o’clock. How long does the soccer last? _________________________________________________________


Brainstorm level 2

Unit 3, Lesson 7 Worksheet 2 Make sentences.

Saturday

Monday

Tom

10:00 a.m. 7:00 a.m.

Andy

10:30 a.m. 7:30 a.m.

Kate

1:30 p.m.

Toby

11:00 p.m. 9:00 p.m.

1

12:30 p.m.

_________________________________________________________ On Saturday, Tom wakes up at ten o’clock, but on Monday, he _________________________________________________________ wakes up at seven o’clock.

2

_________________________________________________________ _________________________________________________________

3

_________________________________________________________ _________________________________________________________

4

_________________________________________________________ _________________________________________________________


Brainstorm level 2

Unit 3, Lesson 8 Worksheet 1 Complete the diagram for you and your best friend.

I’m good at _____________________________ ________________________________________ ________________________________________

We’re good at __________________________ ________________________________________ ________________________________________

My friend is good at _____________________ ________________________________________ ________________________________________


Brainstorm level 2

Unit 4, Lesson 9 Phonics Picture Book Resource

long vowel sound

‘i’ Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

Brainstorm level 2, Unit 4

Unit 4 Test Listening A

[CD1 34] Listen to the weather report. Draw the symbols on the map.

Key:

(___/ 4)

Grammar B

Complete the sentences with ‘going to’ and the verb. 1 It _______________________ (snow) in Caracas tomorrow. 2 He _______________________ (wear) a coat tomorrow. 3 We _______________________ (visit) our grandma tomorrow. 4 You _______________________ (watch) TV tomorrow night. (___/ 4)

C

Write yes/no questions for the answers. 1 (sunny / tomorrow) _____________________________________? No, it isn’t. It’s going to be rainy. 2 (school / Saturday) ______________________________________? No, I’m not. I never go to school on Saturday. (___/ 4)



Vocabulary D

Write the weather words. rainy

sunny

cloudy

hot

1

_______________

3 ____________________

2

_______________

4 ____________________ (___/ 4)

E

Complete the sentences.

1 (sunglasses / a jacket) I live in Miami. I’m going to wear _________________ tomorrow. I’m not going to wear _________________.

2 (shorts / a coat) I live in Chicago. I’m going to wear _________________ tomorrow. I’m not going to wear _________________. (___/ 4) Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


Reading F

Write the number of the picture next to the paragraph.

1

2

thunderheads

3

cirrus

cumulus

1 These clouds are dark at the bottom. They mean rainy weather. _________________ 2 These clouds are big and fluffy. They look like cotton. _________________ 3 These clouds are thin. They mean good weather. _________________ (___/ 3)

Speaking G

Ask and answer about Saturday’s plans. What are you going to do on Saturday?

I’m going to play baseball.

(___/ 2) Total ___/25





23 19

20 16

24 20 26 21

Key:

(1 point each / 4)

Grammar B

Complete the sentences with ‘going to’ and the verb. 1 It _______________________ (snow) in Caracas tomorrow. is/’s going to snow 2 He _______________________ (wear) a coat tomorrow. is/’s going to wear 3 We _______________________ (visit) our grandma tomorrow. are/’re going to visit 4 You _______________________ are/’re going to watch (watch) TV tomorrow night. (1 point each / 4)

C

Write yes/no questions for the answers. 1 (sunny / tomorrow) _____________________________________? Is it going to be sunny tomorrow No, it isn’t. It’s going to be rainy. 2 (school / Saturday) ______________________________________? Are you going to school on Saturday No, I’m not. I never go to school on Saturday. (2 points each / 4)



Vocabulary D


sunny

cloudy

hot

1

_______________ hot

3 ____________________ cloudy

2

_______________ sunny

4 ____________________ rainy (1 point each / 4)

E


1 (sunglasses / a jacket) I live in Miami. I’m going to wear _________________ sunglasses tomorrow. I’m not going to wear _________________. a jacket

2 (shorts / a coat) I live in Chicago. I’m going to wear _________________ a coat tomorrow. I’m not going to wear _________________. shorts (1 point each / 4) Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


Reading F


1

2

thunderheads

3

cirrus

cumulus

1 These clouds are dark at the bottom. They mean rainy weather. _________________ thunderheads 2 These clouds are big and fluffy. They look like cotton. _________________ cumulus 3 These clouds are thin. They mean good weather. _________________ cirrus (1 point each/ 3) G

Speaking Ask and answer about Saturday’s plans. What are you going to do on Saturday?


(1 point each/ 2) Total ___/25



Unit 4 Information at your Fingertips Lesson 1 – Stress Pattern on Song The following version of the song shows stressed syllables in bold. Common weak forms are underlined.

The Rain Comes Pouring Down When the rain comes pouring down, I put on my boots and run around, I wet my face looking up at the clouds, And the rain comes pouring down, pouring down, And the rain comes pouring down. When the sun comes shining down, I take off my shoes and run around, I wave to my friends all around, And the sun comes shining down, shining down, And the sun comes shining down. When the snow comes falling down, I put on my gloves and run around, I make lots of snowballs, shiny and round, And the snow comes falling down, falling down, And the snow comes falling down. When the wind blows all around, I put on my hat and run around, I fly my kite from the highest ground, And the wind blows all around, all around, And the wind blows all around.

Weak Forms from – fr’m and – n of – schwa + v to – t + schwa at – schwa + t Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

Lesson 4 – Water Water facts Use this information to enrich your discussions with children about water and the water cycle. • Water is made up of two common elements: oxygen and hydrogen (H20). • Water is usually found in a liquid state, but can also be found as a solid (ice) or as a gas (water vapor). • More than 70% of the Earth’s surface is covered by water in the shape of huge oceans and seas. • Additionally, 10% of the land is covered by water in the form of ice. • Only about 1% of all the water on land is available for human consumption and use. Most water is salt water or locked up in masses of ice. • Little new water is formed on Earth. The rain that falls from the sky has fallen billions of times before, as part of the water cycle. • All plants and animals need water to live. • A human being can survive for only three or four days without water.

Guess What! How it Rained Frogs and Soda Cans Although it’s not common, it has rained a number of strange things on many occasions, ranging from frogs and toads, to turtles, soda cans and even blood! The explanation behind this is that powerful storms suck up items from the ground and carry them along with them until they lose their force. Then the

Brainstorm level 2, Unit 4 storms deposit the items on the ground, usually quite a long way from where they came.

Lesson 8 – Clouds Clouds come in many shapes and forms. Some are high in the sky, while others are so low they touch the ground. No matter what shape or elevation, clouds form the same way, by having water vapor condense onto small solid particles like dust, sea salt and pollution. Clouds serve several important functions. One of these is providing rain and snow. They also help retain heat, so it doesn’t escape quickly back into space. On hot days, clouds provide shade. There are three main cloud types: Cumulus clouds that do not get very tall mean that the weather will be good. If they do grow tall, they can turn into thunderheads. The bottom of cumulus clouds is fairly close to the ground. Stratus clouds look like flat sheets. These clouds can mean a cloudy day when you cannot see the sun. They may stay in one place for several days. Cirrus clouds are up so high they are actually made up of ice particles. Nimbus is another word associated with clouds. Adding nimbus before a cloud name means precipitation (rain) is falling from the cloud.



Unit 4 Teaching Tips Grammar Future Forms English uses two main structures to talk about the future: be going to and will.

How to Form Sentences with Be Going To Statement

Negative

Yes/No Question

WhQuestion

I am going to leave. I’m going to leave.

I’m not going to leave.

Am I going to leave?

When am I going to leave?

You are going to leave. You’re going to leave.

You are not going to leave. You aren’t going to leave.

Are you going to leave?

Why are you going to leave?

He is going to leave. He’s going to leave.

He is not going to leave. He isn’t going to leave.

Is he going to leave?

How is he going to leave?

We are going to leave. We’re going to leave.

We are not going to leave. We aren’t going to leave.

Are we going to leave?

When are we going to leave?

They are going to leave. They’re going to leave.

They are not going to leave. They aren’t going to leave.

Are they going to leave?

When are they going to leave?

The Meaning of Be Going To Future Form Be going to is usually used when something is already planned or definite. Look at the difference between these sentences: I’m going to make dinner. (This is already planned and organized.) I’ll make dinner. (Making a decision/volunteering to do something.)



Phonics – Long ‘i’ Sound Children may find it difficult at first to remember all the spellings of all the long vowel sounds. Plenty of practice, reminding and repetition through a variety of contexts beyond the phonics lesson will help with this.

Words with the Long ‘i’ Vowel Sound bike, kite, white, nine, eye, triangle, my, surprise, rice, like, I-spy, tiger, slide, ride, drive, high, fly, climb, ice cream, wide, spider, night, reptile, mice, sign, sidewalk, China, time, write, line, kite

Warmer Examples of words that have the same vowel sounds: Cap – cat, map, fat, bat, trash, clap Cape – shape, late, hate, safe, case, wait Shell – egg, smell, pet, hen, tent Sheep – feet, jeep, cheese, meat, team, queen Bike – kite, pie, sky, like, hike, smile, write

Lesson 10 - Questions for Warm Up Quiz 1 2 3 4 5

What is the high temperature in San José? Which day is it going to be rainy? Name four cities in Latin America. Which animal is going to jump from a tree? What happens when clouds get heavy?


6

What kind of rain fell in England in 1844? 7 Tomorrow is going to be sunny. What are you going to wear? 8 Who is going to fall into a hole? 9 Write three words with the long ‘i’ sound. 10 Write the name of one type of cloud. 11 Write the names of four types of weather.

Brainstorm level 2

Unit 4 New Vocabulary Weather rainy windy snowy sunny cloudy cold hot warm cool Cities Chicago San Diego Mexico City San José Quito Rio de Janeiro Miami


The water cycle air evaporate temperature low condense drop heavy fall Clothes and accessories sunglasses shorts jacket boots bathing suit umbrella gloves sweater raincoat sun hat


rainy Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


windy Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


snowy Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


sunny Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


cloudy Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


cold Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


hot Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


warm Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


cool Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


Chicago Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


San Diego Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


Mexico City Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


San José Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


Quito Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


Rio de Janeiro Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


Miami Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


air Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


evaporate Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


temperature Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


low Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


condense Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


drop Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


heavy Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


fall Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


sunglasses Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


shorts Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


jacket Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


boots Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


bathing suit Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


umbrella Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


gloves Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


sweater Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


raincoat Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


sun hat Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

Brainstorm level 2

Unit 4 Worksheets Answer Key Unit 4, Lesson 2 Worksheet 1

Unit 4, Lesson 6 Worksheet 1

Students’ own answers.

1 When, c


2 Who, d

2 is going to be rainy and

4 What, b

cool 3 is going to be cloudy and warm 4 is going to be snowy, windy and cold Unit 4, Lesson 3 Worksheet 1 Los Angeles – sunny, high – 37°C, low – 25°C Detroit – windy and cloudy, high – 20°C, low – 13°C Philadelphia – rainy, high – 25°C, low – 15°C Unit 4, Lesson 3 Worksheet 2 Students’ own answers.


3 What, a 5 When, f 6 Who, e Unit 4, Lesson 6 Worksheet 2 1 When are you going to finish your English class? 2 What are you going to do after school? 3 Who are you going to visit over the weekend? 4 When are you going to play with your friends? Students’ own answers.

Brainstorm level 2



1 Is it going to rain,

1 Thunderheads

Yes, it is. 2 Are you going to need, No, you aren’t. 3 Are they going to wear, Yes, they are. 4 Is it going to be, No, it isn’t. 5 Are you going to wear, No, you aren’t. 6 Are they going to need, Yes, they are. Unit 4, Lesson 7 Worksheet 2 1 Yes, I am. / Yes, you are. 2 Yes, it is. 3 Yes, they are. 4 Yes, it is. 5 No, they aren’t. 6 No, it isn’t.


2 Cumulus 3 Cirrus 4 Thunderheads 5 Cumulus 6 Cirrus

Brainstorm level 2

Unit 4, Lesson 2 Worksheet 1 Make six sentences with ‘going to’. I

rain

next week

You

watch television

next Tuesday

It

go rollerblading

tomorrow

We

go to the park

this afternoon

He

fly a kite

tonight

They

buy ice cream

later

going to

1

_________________________________________________________

2

_________________________________________________________

3

_________________________________________________________

4

_________________________________________________________

5

_________________________________________________________

6

_________________________________________________________


Brainstorm level 2

Unit 4, Lesson 2 Worksheet 2 Complete the sentences. 1

The weather

_________________________________ tomorrow. is going to be hot and sunny

2

The weather

___________________________________________ ________________________________ next week.

3

The weather

___________________________________________ _______________________________ on Monday.

4

The weather

___________________________________________ _______________________________ next month. Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

Brainstorm level 2

Unit 4, Lesson 3 Worksheet 1 Read and complete the weather map. In Los Angeles tomorrow it’s going to be sunny. The high temperature is going to be 37°C and the low temperature is going to be 25°C. In Detroit tomorrow it’s going to be windy and cloudy. The high temperature is going to be 20°C and the low temperature is going to be 13°C. In Philadelphia tomorrow it’s going to be rainy. The high temperature is going to be 25°C and the low temperature is going to be 15°C.

sunny

High ________ Low ________ Los Angeles

High ________ Low ________

Detroit

windy

Philadelphia High ________ Low ________

cloudy

rainy


Brainstorm level 2

Unit 4, Lesson 3 Worksheet 2 Complete the table and write a weather report for your town. Key:

today

tomorrow

weather

high temperature

low temperature

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

Brainstorm level 2

Unit 4, Lesson 6 Worksheet 1 Complete the questions with a ‘wh-‘ word. Then match the answers. 1

______________ is it going to rain?

a They’re watching TV.

2

______________ is going to win the race?

3

______________ are they doing?

b She’s going to watch a movie. c Tomorrow morning.

4

______________ is she going

d Tina is.

to watch? 5

______________ are we going to play baseball?

6

______________ is he going to visit?

e His friend Tom. f We’re going to play tomorrow.


Brainstorm level 2

Unit 4, Lesson 6 Worksheet 2 Write a ‘wh-‘ question with ‘going to’ and answer about you. 1 when / finish / English class _________________________________________________________ _________________________________________________________ 2 what / do / after school _________________________________________________________ _________________________________________________________ 3 who / visit / over the weekend _________________________________________________________ _________________________________________________________ 4 when / play / with your friends _________________________________________________________ _________________________________________________________


Brainstorm level 2

Unit 4, Lesson 7 Worksheet 1 Complete the questions with ‘going to’ and answer. TOMORROW

New York Chicago

15°C

3°C Los Angeles

34°C

1 (it/rain) __________________________________________________ in New York tomorrow? __________________________________ 2 (you/need) _______________________________________________ sunglasses in New York tomorrow? ________________________ 3 (they/wear) ______________________________________________ shorts in Los Angeles tomorrow? __________________________ 4 (it/be) ___________________________________________________ sunny Chicago tomorrow? ________________________________ 5 (you/wear) _______________________________________________ a coat in Los Angeles tomorrow? __________________________ 6 (they/need) ______________________________________________ an umbrella in New York tomorrow? ______________________ Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

Brainstorm level 2

Unit 4, Lesson 7 Worksheet 2 Read and answer. Tomorrow it’s going to be sunny and hot in Miami. The high temperature is going to be 37°C and the low temperature is going to be 28°C. In San Francisco, it’s going to be cool and windy. The high temperature is going to be 16°C and the low temperature is going to be 8°C. In Houston, the high temperature is going to be 25°C and the low temperature is going to be 16°C. It’s going to be windy and sunny. 1 Are you going to need sunglasses in Miami? __________________________________________________ 2 Is it going to be sunny in Houston? __________________________________________________ 3 Are the children in San Francisco going to wear coats tomorrow? __________________________________________________ 4 Is it going to be warm in Houston? __________________________________________________ 5 Are people going to need umbrellas in Houston? __________________________________________________ 6 Is it going to be rainy in Miami tomorrow? __________________________________________________ Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

Brainstorm level 2

Unit 4, Lesson 8 Worksheet 1 Match the sentences to the clouds. 1 These clouds are dark. 2 These clouds are big and fluffy.

Thunderheads

3 These clouds are thin. 4 These clouds mean it’s going to rain soon.

Cumulus

5 These clouds mean it’s going to rain in around two days. 6 These clouds mean the weather is going to be good.


Cirrus

Brainstorm level 2


long vowel sound

‘o’ Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006



________________________

[CD1 42] Listen and complete the shopping list for Mr. Brady. (___/ 5)

________________________ ________________________ ________________________

Grammar B

________________________

________________________

Complete the questions and answers. 1 Do you have ________ milk? 2 Yes, there’s ________ milk in the refrigerator. 3 Are ________ any hamburgers? 4 Yes, there ________. 5 ________ there any juice on the table? 6 No, there isn’t ________ juice on the table. (___/ 3 )

C

Write words from the box to complete the sentences. aren’t

bottle

much

isn’t

many

any

1 How ________ oranges are there in the refrigerator? 2 There are four oranges, but there ________ any lemons. 3 How ________ soda is there? 4 There’s one ________ of soda. It’s on the table. 5 Is there ________ flour? 6 No, there ________. Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

(___/ 3)


Vocabulary D

Complete the phrases to describe each picture. 1 A ______ of soup

4 A ______ of chocolate.

2 A ______ of cookies.

5 A ______ of candy.

3 A ______ of orange juice.

6 A ______ of bread. (___/ 3)

E

Write the fraction for each black segment. 1 ________________________ 2 ________________________ 3 ________________________

1

2

3

4 ________________________ 4

(___/ 4)

Reading F

Number the conversation in order. We have some ketchup but we need some mustard. Get one jar. OK, I’ll get one jar. What about the cake? We have some hamburgers. Do we have mustard and ketchup? Don’t worry. I’m going to make the cake. (___/ 4)



Speaking G

Talk to your friend about something you know how to make. I can make pancakes! You need flour, butter, milk and eggs.

How many eggs do you need?

Just one.

(___/ 3) Total ___/25



Unit 5 Test Listening

fruit ________________________

A

chocolate ice cream ________________________

[CD1 42] Listen and complete the shopping list for Mr. Brady.

paper plates ________________________

(1 point each / 5)

party hats ________________________ balloons ________________________

Grammar

________________________ B

Complete the questions and answers. 1 Do you have ________ milk? any 2 Yes, there’s ________ some milk in the refrigerator. 3 Are ________ there any hamburgers? 4 Yes, there ________. are 5 ________ there any juice on the table? Is 6 No, there isn’t ________ juice on the table. any (half a point each / 3 )

C


bottle

much

isn’t

many

any

1 How ________ many oranges are there in the refrigerator? 2 There are four oranges, but there ________ aren’t any lemons. 3 How ________ much soda is there? 4 There’s one ________ bottle of soda. It’s on the table. 5 Is there ________ flour? any 6 No, there ________. isn’t Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

(half a point each / 3)


Vocabulary D

Complete the phrases to describe each picture. 1 A ______ of soup can

4 A ______ of chocolate. box

2 A ________ package of cookies.

5 A ______ of candy. bag

3 A carton ______ of orange juice.

6 A ______ of bread. loaf (half a point each / 3)

E

Write the fraction for each black segment. 1 ________________________ one third 2 ________________________ one half 3 ________________________ two thirds

1

3

2

4 ________________________ one quarter 4

(1 point each / 4)

Reading F

Number the conversation in order.

2

We have some ketchup but we need some mustard.

3 1

Get one jar. OK, I’ll get one jar. What about the cake? We have some hamburgers.

4

Do we have mustard and ketchup? Don’t worry. I’m going to make the cake. (1 point each / 3)



Speaking G



Just one.

(1 point each / 3) Total ___/25



Unit 5 Information at your Fingertips Lesson 1 – Stress Pattern on Song The following version of the song shows stressed syllables in bold. Common weak forms are underlined.

Birthday Cake Song Eight blue candles on the birthday cake, Eight blue candles on the birthday cake, With a huff and a puff and a fiddledee-dah, Blow one out! Blow one out! Hurrah, hurrah, hurrah! Now let’s count …1,2,3,4,5,6,7… Seven blue candles on the birthday cake, Seven blue candles on the birthday cake, With a huff and a puff and a fiddledee-dah, Blow one out! Blow one out! Hurrah, hurrah, hurrah! Now let’s count …1,2,3,4,5,6 … Six blue candles on the birthday cake, Six blue candles on the birthday cake, With a huff and a puff and a fiddledee-dah, Blow one out! Blow one out! Hurrah, hurrah, hurrah! Now let’s count …1,2,3,4,5 … Five blue candles on the birthday cake, Five blue candles on the birthday cake, With a huff and a puff and a fiddledee-dah, Blow one out! Blow one out! Hurrah, hurrah, hurrah! Now let’s count …1,2,3,4 … Four blue candles on the birthday cake, Four blue candles on the birthday cake, Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

With a huff and a puff and a fiddledee-dah, Blow one out! Blow one out! Hurrah, hurrah, hurrah! Now let’s count …1,2,3 … Three blue candles on the birthday cake, Three blue candles on the birthday cake, With a huff and a puff and a fiddledee-dah, Blow one out! Blow one out! Hurrah, hurrah, hurrah! Now let’s count …1,2 … Two blue candles on the birthday cake, Two blue candles on the birthday cake, With a huff and a puff and a fiddledee-dah, Blow one out! Blow one out! Hurrah, hurrah, hurrah! Now let’s count …1 … One blue candle on the birthday cake, One blue candle on the birthday cake, With a huff and a puff and a fiddledee-dah, Blow one out! Blow one out! Hurrah, hurrah, hurrah! Now let’s count … 0 … No blue candles on the birthday cake, No blue candles on the birthday cake, With a huff and a puff and a fiddledee-dah, Blow one out! Blow one out! Hurrah, hurrah, hurrah!

Weak Forms and – n a – schwa


Lesson 4 – Waste and Recycling Use these ideas and information to develop the theme of waste and recycling, introduced in Guess What! Teach children the three R’s: reduce, reuse, recycle. Here is a list of common items that are recyclable. Have children find out where they can recycle different items, or contact a recycling company to talk to the children about what they can do to help reduce the amount of waste in their communities. Aluminum cans Cardboard Glass and jars Paint Paper Plastic bags Plastic bottles Wood Magazines Metal Newspaper

Extension Activities Homeschool Connection 1 Have children bring similar products in different packaging from home, e.g. spaghetti, washing powder, shampoo, potato chips and compare and evaluate the different packages. Have them say which package they prefer and why. 2 Have a recycling competition between classes. Have children bring used paper and cardboard items from


home and put them in a box. Award a small prize to the class that collects most over a given period of time (e.g. over a month). Call a recycling company and have them collect the paper.


Unit 5 Teaching Tips Grammar Count/Non-count Nouns and Partitives Nouns can be divided into count and non-count nouns. Count nouns are those that can be counted, e.g one apple, two oranges, three children. Non-count nouns are those that cannot be counted, e.g. ice cream, water, cheese. Non-count nouns don’t have singular or plural forms. We don’t use the indefinite article, a/an, with a non-count noun.

Nouns That Are Usually Non-count • Liquids and gases, e.g. water, juice, smoke, air, oxygen • Abstract nouns, e.g. freedom, democracy, love, fear, laughter • Category names, e.g. furniture, clothes, time, fruit, money Non-count nouns can be counted by using a quantifier or measuring word, e.g. slice, piece, loaf, tablespoon, cup, teaspoon, kilo, glass. These words are all count nouns so we say one cup of milk, two cups of milk, etc. With quantifiers we use many. Measurement units or partitives are often used to express quantity with non-count nouns and sometimes with count nouns. We generally use certain partitives with certain nouns.


Common Partitives and Examples a a a a

bar of pair of carton of box of

a bottle of

a tube of a jar of a can of a a a a a a a

bunch of roll of loaf of package of bag of tub of stick of

soap, chocolate sunglasses, jeans milk, orange juice tissues, matches, chocolates orange juice, lemonade, milk, ketchup toothpaste jam, peanut butter, honey, coffee peaches, hair spray, soup bananas, grapes film bread tissues, potato chips popcorn, rice margarine, butter butter

Some and Any We use some in positive statements. We use some for both count and non-count nouns, e.g. I have some milk. I have some pencils. We also use some in questions when offering or requesting something, e.g. Would you like some bread? (offer) Could I have some water? (request) We use any in negative sentences or questions. We use any for both count and non-count nouns, e.g. Do you have any cheese? He doesn’t have any friends in Chicago.


Create Ideas for Successful Wrapping Designs • Have children choose simple designs and shapes, which will be clear when they are cut from the potatoes. • Encourage children to use repeating designs or symmetry in their designs. • Encourage children to use bright colors and to choose colors carefully. • Encourage children to add details with pens/pencils, etc. after printing. • Paper should be soft and flexible so that the book can be wrapped in it easily afterwards. • Using colored or textured paper can make the designs more interesting.

Phonics – Long ‘o’ Sound Children may find it difficult at first to remember all the spellings of all the long vowel sounds. Plenty of practice, reminding and repetition through a variety of contexts beyond the phonics lesson will help with this.

Words with the Long ‘o’ Vowel Sound notebook, nose, oval, sofa, snow, no, crow, grow, hose, home, closed, shadow, throw, toaster, clothes, open, low, stone


Brainstorm level 2

Unit 5 New Vocabulary Months of the year January February March April May June July August September October November December Packaging bottle bag package jar carton can box Other loaf (of bread) Food potato chips ketchup Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

mustard flour salt pepper sugar eggs milk butter oil cereal Fractions and measurements one half one quarter three quarters one third two thirds cup teaspoon tablespoon Baking instructions mix add stir pour bake remove cool frost

Brainstorm level 2

Unit 5 New Vocabulary Months of the year January February March April May June July August September October November December Packaging bottle bag package jar carton can box Other loaf (of bread) Food potato chips ketchup Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

mustard flour salt pepper sugar eggs milk butter oil cereal Fractions and measurements one half one quarter three quarters one third two thirds cup teaspoon tablespoon Baking instructions mix add stir pour bake remove cool frost


January Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


February Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


March Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


April Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


May Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


June Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


July Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


August Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


September Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


October Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


November Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


December Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


bottle Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


bag Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


package Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


jar Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


carton Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


can Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


box Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


loaf Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


potato chips Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


ketchup Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


mustard Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


flour Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


salt Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


pepper Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


sugar Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


eggs Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


milk Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


butter Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


oil Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


cereal Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


one half Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


one quarter Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


three quarters Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


one third Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


two thirds Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


cup Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


teaspoon Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


tablespoon Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


mix Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


add Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


stir Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


pour Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


bake Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


remove Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


cool Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


frost Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

Brainstorm level 2


4 any

1 b

6 any

2 a 3 a


4 b

1 some, any, any, some

5 b

2 Students’ own answers.



1 Please buy a can of soup at

1 flour, ham, peppers, salt,

lunch. 2 ✓ 3 We ate a loaf of bread yesterday! 4 He bought nine bottles of soda. 5 ✓ 6 I want to buy two boxes/packets of cookies.

5 some

tomatoes 2 eggs, butter, chocolate, flour, milk, salt, sugar 3 eggs, cucumbers, ham, lettuce, peppers, tomatoes 4 eggs, apples, butter, flour, milk, salt, sugar Unit 5, Lesson 6 Worksheet 2


1 one quarter

1 any

3 one half

2 any

4 three quarters

3 some

5 one third


2 two thirds

Brainstorm level 2



2 How many, d

1 butter, sugar, eggs, vanilla

3 How much, b

2 flour, cocoa, baking

4 How much, c 5 How much, a Unit 5, Lesson 7 Worksheet 2 2 How many eggs do we need? We need four eggs. 3 How much sugar do we need? We need one and a half cups of sugar. 4 How much salt do we need? We need one teaspoon/ tablespoon of salt.


powder, salt 3 butter, cream cheese, sugar, flour, eggs, vanilla 4 butter mixture and flour mixture

Brainstorm level 2

Unit 5, Lesson 2 Worksheet 1 Circle the correct word to complete the sentences. 1 Please go to the store and buy a __________ of milk. a bag

b carton

c pound

2 We need a __________ of toothpaste. a tube

b bag

c box

3 My cat eats a __________ of tuna every day. a can

b bottle

c tube

4 I always drink a __________ of water at lunch. a pound

b glass

c box

5 I’m going to buy a __________ of peanut butter. a bag

b jar

c bottle


Brainstorm level 2

Unit 5, Lesson 2 Worksheet 2 Check (✓) the correct sentences. Rewrite the incorrect sentences. 1 Please buy a tube of soup for lunch. __________________________________________________ 2 Buy the ice cream in the red container. __________________________________________________ 3 We ate a jar of bread yesterday! __________________________________________________ 4 He bought nine boxes of soda. __________________________________________________ 5 That’s my bag of potato chips! __________________________________________________ 6 I want to buy two cans of cookies. __________________________________________________


Brainstorm level 2

Unit 5, Lesson 3 Worksheet 1 Complete the statements and questions with ‘some’ and ‘any’. 1 Do we have ____________ cereal? 2 We don’t have ____________ sugar. 3 We have ____________ soup. 4 Do we have ____________ jam? 5 We have ____________ cookies. 6 We don’t have ____________ eggs.


Brainstorm level 2

Unit 5, Lesson 3 Worksheet 2 Complete the conversation. Then write a new conversation. 1 Ana: I’m thirsty. Billy: Would you like ____________ coffee? Ana: I don’t drink coffee. Do you have ____________ juice? Billy: I’m sorry. We don’t have ____________ juice. Would you like ____________ soda? Ana: Thanks! 2 Billy: I’m hungry. Ana: Would you like _______________? Billy: I don’t like _______________. Do you have _______________? Ana: I’m sorry. We don’t have _______________. Would you like _______________? Billy: Thanks!


Brainstorm level 2

Unit 5, Lesson 6 Worksheet 1 Write the ingredients under each food. apples ham

eggs lettuce

butter milk

chocolate peppers

cucumbers

salt

sugar

flour

tomatoes

1 pizza _________________________________________________________ 2 cake _________________________________________________________ 3 salad _________________________________________________________ 4 apple pie _________________________________________________________


Brainstorm level 2

Unit 5, Lesson 6 Worksheet 2 Write the fractions.

1

_________________________________________

2

_________________________________________

3

_________________________________________

4

_________________________________________

5

_________________________________________


Brainstorm level 2

Unit 5, Lesson 7 Worksheet 1 Complete the questions and match with the answers. 1

______________ butter do we need? How much

a Two cans.

2

______________ eggs do we need?

b One liter.

3

______________ milk do we need?

c Half a teaspoon.

4

______________ salt do we need?

d Four.

5

______________ soup do we need?

e Two packets.


Brainstorm level 2

Unit 5, Lesson 7 Worksheet 2 Look at the pictures and write the conversations. 1 Kate: ____________________________________ How much flour do we need? Tom: ____________________________________ We need three cups of flour.

2 Kate: ____________________________________ Tom: ____________________________________

3 Kate: ____________________________________ Tom: ____________________________________

4 Kate: ____________________________________ Tom: ____________________________________


Brainstorm level 2

Unit 5, Lesson 8 Worksheet 1 Read and answer.

Chocolate Brownies 1 cup of butter 2 cups of sugar 4 eggs 2 teaspoons of vanilla 1 1⁄3 cups of flour 3 ⁄4 cups of cocoa

1 teaspoon of baking powder 1 ⁄2 teaspoon of salt 2 ⁄3 cups of chopped nuts 1 ⁄3 cup of butter

2 packages of cream cheese 1 ⁄3 cups of sugar 2 tablespoons of flour 2 eggs 3 ⁄4 teaspoon of vanilla

Mix the butter, the sugar, the eggs and the vanilla in a bowl. This is the butter mixture. In another bowl, mix the flour, the cocoa, the baking powder and the salt. This is the flour mixture. Then slowly add the flour mixture to the butter mixture. Add the nuts. This is the chocolate mixture. Then mix the next six ingredients in another bowl. This is the cream cheese mixture. Pour half of the chocolate mixture into a pan. Then spread the cream cheese mixture over the chocolate mixture. Finally, spread the rest of the chocolate mixture over the top. Bake at 180 °C for 40 to 50 minutes. Cool in the pan. Cut into squares.

1 What are the ingredients in the butter mixture? _________________________________________________________ 2 What are the ingredients in the flour mixture? _________________________________________________________ 3 What are the ingredients in the cream cheese mixture? _________________________________________________________ 4 What two mixtures make the chocolate mixture? _________________________________________________________ Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

Brainstorm level 2


long vowel sound

‘u’ Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006



[CD1 52] Listen and write the name of each dog under its picture. poodle

sheepdog

Afghan hound

Chihuahua

Shar-Pei

1 ________________

4 _________________

2 ________________

5 _________________

3 ________________ (___/ 5)

Grammar B

Complete the sentences with possessive pronouns. 1 This is my book. This book is ___________. 2 That’s your hat. That’s ___________. 3 Don’t use her pen. Don’t use ___________. 4 That’s their dog. That dog is ___________. (___/ 4)

C

Write ‘whose’ or ‘who’s’. 1 ___________ dog is this? It’s mine. 2 ___________ the teacher? Mrs. Mitchell. 3 ___________ going to go with you? Jack is. 4 ___________ jacket is white? Kate’s jacket.


(___/ 4)


Vocabulary D

Look at the picture. Write adjectives to describe the people. long

short

wavy

straight

beard

moustache

bald

1 Greta has ___________, ___________ hair. She’s ___________. 2 Adam is ___________. He has ___________, ___________ hair.

(___/ 3)

Reading E

Read and answer the questions. Pugsy is a Shar-Pei. Shar-Peis have small ears and a lot of wrinkles. Pepe is a Chihuahua. Chihuahuas are very small. They weigh about 2 kilos. Rosetta is a toy poodle. Poodles have short, curly hair. Toy poodles are only about 25 cm. tall. Asta is a sheepdog. Sheepdogs are big. They’re about 50 cm. tall and they have a lot of long, curly hair. Alfie is an Afghan hound. Afghan hounds are tall and very thin. They have long noses and long, straight, silky hair. 1 Do Shar-Peis have small ears? _______________________________________________________



2 What kind of dog is Pepe? _______________________________________________________ 3 What kind of hair do poodles have? _______________________________________________________ 4 Are sheepdogs big? _______________________________________________________ 5 Do Afgan hounds have long hair? _______________________________________________________ (___/ 5)

Speaking F

Look at the pictures. Describe the people to a partner.

(___/ 4) Total ___/25





sheepdog

Afghan hound

Chihuahua

Shar-Pei

1 ________________ poodle

4 _________________ sheepdog

2 ________________ Chihuahua

5 _________________ Shar-Pei

3 ________________ Afgan hound (1 point each / 5)

Grammar B

Complete the sentences with possessive pronouns. 1 This is my book. This book is ___________. mine 2 That’s your hat. That’s ___________. yours 3 Don’t use her pen. Don’t use ___________. hers 4 That’s their dog. That dog is ___________. theirs (1 point each / 4)

C

Write ‘whose’ or ‘who’s’. 1 ___________ dog is this? It’s mine. Whose 2 ___________ the teacher? Mrs. Mitchell. Who’s 3 ___________ going to go with you? Jack is. Who’s 4 ___________ jacket is white? Kate’s jacket. Whose


(1 point each / 4)


Vocabulary D


short

wavy

straight

beard

moustache

bald

1 Greta has ___________, ___________ hair. long curly She’s ___________. tall 2 Adam is ___________. short He has ___________, ___________ short straight hair.

(half a point each / 3)

Reading E

Read and answer the questions. Pugsy is a Shar-Pei. Shar-Peis have small ears and a lot of wrinkles. Pepe is a Chihuahua. Chihuahuas are very small. They weigh about 2 kilos. Rosetta is a toy poodle. Poodles have short, curly hair. Toy poodles are only about 25 cm. tall. Asta is a sheepdog. Sheepdogs are big. They’re about 50 cm. tall and they have a lot of long, curly hair. Alfie is an Afghan hound. Afghan hounds are tall and very thin. They have long noses and long, straight, silky hair. 1 Do Shar-Peis have small ears? _______________________________________________________ Yes, they do.



2 What kind of dog is Pepe? _______________________________________________________ He’s a Chihuahua. 3 What kind of hair do poodles have? _______________________________________________________ They have short, curly hair. 4 Are sheepdogs big? _______________________________________________________ Yes, they are. 5 Do Afgan hounds have long hair? _______________________________________________________ Yes. they do. (1 point each/ 5)

Speaking F

Look at the pictures. Describe the people to a partner. (1 point each / 4)

Total ___/25



Unit 6 Information at your Fingertips Lesson 1 – Stress Pattern on Songs The following version of the song shows stressed syllables in bold. Common weak forms are underlined.

• Other famous works include: Bathers, The Umbrellas, Luncheon of the Boating Party. • Renoir once said: ‘Why shouldn’t art be pretty? There are enough unpleasant things in the world.’

We Are Different but We Don’t Care

Paul as Harlequin, 1924, Musée de Picasso, Paris

I have blond hair, you have brown hair, We are different but we don’t care, ‘Cos we’re best friends – oh yeah!

• Painted by Pablo Picasso, 1881–1973. • Known as the creator of the cubist movement of art, along with Georges Braque. • Paul was Picasso’s son.

I have green eyes, you have brown eyes, We are different but we don’t care, ‘Cos we’re best friends – oh yeah! I have a pink face, you have a brown face, We are different but we don’t care, ‘Cos we’re best friends – oh yeah!

Builder of Houses and Dreams, 1956

I’m a boy and you’re a girl, We are different but we don’t care, ‘Cos we’re best friends – oh yeah!

• Painted by Barbara Olsen, 1956. • Barbara Olsen is a self-taught story teller and artist from the U.S.A.. • One of her main techniques is collage and she uses her paintings to tell stories.

Weak Forms

Guess What!

are – schwa a - schwa and – n

The Padaung are an ethnic group native to the Kayah state in Myanmar (Burma). For hundreds of years, brass coils have been fitted to the necks of female children over the age of 5, adding coils as the child gets older. This has the effect of weighting down the collar bones so that the neck becomes longer. Women of marriageable age may have had their necks extended by some 25 cm.

Lesson 4 – Art Famous Paintings Girl with a Watering Can, 1876, National Gallery of Art, Washington • Painted by Pierre Auguste Renoir, 1841–1919. • French impressionist painter. Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

Many Padaung people say that long necks are an indication of elegance, beauty and status, although it has also been said that the rings were originally fitted to make Padaung women

Brainstorm level 2, Unit 6 undesirable to slave traders. There’s also a legend that says that the rings are for protection against tiger bites, which is a very real danger faced by the Padaung community. Gradually, the practice of ring wearing is becoming less common. Some young mothers now refuse to have the rings put on their children. It’s thought that the rings are uncomfortable and damage the skin on the women’s necks.



Unit 6 Teaching Tips Grammar Possessive Pronouns Possessive pronouns take the place of possessive adjectives + noun (his book) or ‘s possessive + noun (Leo’s book). We never use a possessive pronoun with a noun, e.g. mine book (INCORRECT). Note that the possessive his has the same form as an adjective or a pronoun his.

Lesson 5 – Portrait Drawing Tips Before children start drawing details, have them draw the shape of their partner’s face. Have them draw a light vertical line down the center of the face shape. Tell children to try to keep an equal balance on both sides of the line. Have children look very carefully at where their partner’s eyes are. Tell them that people often draw the eyes too high or too low in the head, but if they look carefully, they will see that they are between 1⁄ 3 and 1⁄ 2 of the way down. Have children notice where other features are positioned, e.g. • Often eyebrows are at the same level as the tops of the ears. • The tip of the nose is usually about 1⁄ 2 way between the eyes and the chin. Have children notice whether the mouth turns up or down. Make sure children don’t draw too many spiky eyelashes. Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

Phonics – Long ‘u’ Sound Children may find it difficult at first to remember all the spellings of all the long vowel sounds. Plenty of practice, reminding and repetition through a variety of contexts beyond the phonics lesson will help with this.

Words with the Long ‘u’ Vowel Sound Blue, ruler, balloon, you, room, who, shoe, true, soup, food, tooth, canoe, kangaroo, spoon, zoo, toot, boots, June, tube

Brainstorm level 2

Unit 6 New Vocabulary Describing words long straight blond short bald wavy tall curly Body features beard moustache Measurements cm kilos Possessive adjectives my your his her our their


Possessive pronouns mine yours his hers ours theirs


long Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


straight Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


blond Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


short Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


bald Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


wavy Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


tall Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


curly Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


beard Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


moustache Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


cm Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


kilos Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


my Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


your Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


his Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


her Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


our Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


their Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


mine Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


yours Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


his Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


hers Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


ours Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


theirs Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

Brainstorm level 2


6 Whose, Sandra’s

Students draw Sally’s family


tree.

2 The horse is 190 cm. tall. It

Unit 6, Lesson 2 Worksheet 2 1 short, hair 2 blond, socks 3 T-shirt, shorts 4 eight, straight Unit 6, Lesson 3 Worksheet 1 1 Dina and Anna’s

weighs 500 kilos. 3 The chicken is 20 cm. tall. It weighs 5 kilos. 4 The cat is 25 cm. tall. It weighs 6 kilos. 5 The goat is 60 cm. tall. It weighs 40 kilos. 6 The donkey is 150 cm. tall. It weighs 150 kilos.

3 Dina’s


4 Tania’s

1 She weighs 30 kilos. She’s

2 Greg’s

5 Greg and Tania’s 6 Greg’s Unit 6, Lesson 3 Worksheet 2 2 Whose, Mike’s 3 Whose, Will’s 4 Whose, Victor’s 5 Whose, Penny’s Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

125 cm. tall. 2 He weighs 38 kilos. He’s 132 cm. tall. 3 He weighs 31 kilos. He’s 133 cm. tall. 4 She weighs 28 kilos. She’s 129 cm. tall.

Brainstorm level 2

Unit 6, Lesson 7 Worksheet 1 2 The big class is ours. 3 The small dog is his. 4 The red hat is hers. 5 The black coat is mine. 6 The white house is theirs. Unit 6, Lesson 7 Worksheet 2 1 ✓ 2 The new teacher is ours. 3 ✓ 4 That pen is mine. 5 ✓ Unit 6, Lesson 8 Worksheet 1 1 a That Harry and his family weren’t at home. b no car in front of the house, no lights on, no answer 2 a Because she thought Patti was sick. b Patti sneezed, she was hot, her head hurt


Brainstorm level 2

Unit 6, Lesson 2 Worksheet 1 Read and draw Sally and her family tree. 1 Sally is eight years old. She has long, curly, brown hair and blue eyes. She’s short and she wears glasses. 2 Mike is Sally’s brother. He’s 16 years old. He has short, curly, brown hair and brown eyes. He’s tall and he wears glasses. 3 Carl is Sally’s father. He’s bald and he has a red moustache. He’s tall and thin. 4 Karen is Sally’s mother. She has long, curly, brown hair. She’s short and thin.


Brainstorm level 2

Unit 6, Lesson 2 Worksheet 2 Complete the descriptions. short

hair

blond

socks

t-shirt

shorts

eight

straight

1 He’s s_________. He has short, blond h_________. He’s wearing shorts. 1 Sam 2 She isn’t short and she isn’t tall. She has b_________ hair. She’s wearing a skirt and long 2 Carol

s_________.

3 He’s thin. He has short hair. He’s wearing a t_________ and long s_________. 3 Billy 4 She’s e_________ years old. She has long, s_________, blond hair. She’s tall and thin. She likes dresses and bows. 4 Barbara Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

Brainstorm level 2

Unit 6, Lesson 3 Worksheet 1 Read and answer the questions. Greg’s dad is very tall. He has short, black hair and blue eyes. His name is Tony. Greg’s sister is Tania. She has long, curly, black hair. She’s tall. She’s 15 years old. Greg is also tall. He has short, brown hair and brown eyes. He’s nine years old. Dina’s dad is short. He has curly, blond hair and brown eyes. His name is Sam. Dina’s sister is Anna. She’s 13 years old and she’s short. She has long, straight, blond hair and brown eyes. Dina has long, straight, blond hair and she has blue eyes. She’s nine years old. 1 Whose dad isn’t tall? ______________________________________ 2 Whose sister has curly hair?________________________________ 3 Whose sister has straight hair? _____________________________ 4 Whose brother has brown eyes? ___________________________ 5 Whose dad has black hair? ________________________________ 6 Whose sister is tall? _______________________________________


Brainstorm level 2

Unit 6, Lesson 3 Worksheet 2 Complete the questions with ‘whose’ and answer.

Frank

Penny

Sandra

Will

Victor

Mike

1

__________________ kangaroo is this? ______________________ Whose Frank’s

2

__________________ shoes are big?_________________________

3

__________________ bird is this? ___________________________

4

__________________ gloves are small? ______________________

5

__________________ rabbit is this? _________________________

6

__________________ cat is this? ____________________________


Brainstorm level 2

Unit 6, Lesson 6 Worksheet 1 Complete the sentences. pig

horse

60 kilos

chicken

cat

6 kilos

20 cm.

50 cm.

donkey

40 kilos

5 kilos

500 kilos

goat

190 cm.

150 kilos

60 cm.

25 cm.

150 cm.

1

_________________________________________________________ The pig is 50 cm. tall. It weighs 60 kilos.

2

_________________________________________________________

3

_________________________________________________________

4

_________________________________________________________

5

_________________________________________________________

6

_________________________________________________________


Brainstorm level 2

Unit 6, Lesson 6 Worksheet 2 Read about Daniel. Then guess the height and weight of the other children. Daniel weighs 35 kilos. He’s 130 cm. tall. 1 Rachel weighs 5 kilos less than Daniel. She’s 5 cm. shorter than Daniel. How much does Rachel weigh?_____________________ How tall is she? ___________________________________ 2 Andy weighs 3 kilos more than Daniel. He’s 2 cm. taller than Daniel. How much does Andy weigh? ______________________ How tall is he? ____________________________________ 3 John weighs 4 kilos less than Daniel. He is 3 cm. taller than Daniel. How much does John weigh? ______________________ How tall is he? ____________________________________ Extra Credit! 4 Carol weighs 2 kilos less than Rachel and she’s 4 cm. taller than Rachel. How much does Carol weigh? ______________________ How tall is she? ___________________________________ Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

Brainstorm level 2

Unit 6, Lesson 7 Worksheet 1 Rewrite the sentences. mine

yours

his

hers

theirs

ours

1 Your bag is green. _________________________________________________________ The green bag is yours. 2 Our class is big. _________________________________________________________ 3 Sam’s dog is small. _________________________________________________________ 4 Katie’s hat is red. _________________________________________________________ 5 My coat is black. _________________________________________________________ 6 Tom and Anna’s house is white. _________________________________________________________


Brainstorm level 2

Unit 6, Lesson 7 Worksheet 2 Check the correct underlined sentences. Rewrite the incorrect sentences. 1 Mark has a blue car.

The blue car is his.

_________________________________________________________ 2 We have a new teacher.

The new teacher is our.

_________________________________________________________ 3 Their classroom is next door.

The classroom next

door is theirs. _________________________________________________________ 4 That’s my pen.

That pen is me.

_________________________________________________________ 5 Your coat is brown.

The brown coat is yours.

_________________________________________________________


Brainstorm level 2

Unit 6, Lesson 8 Worksheet 1 Read and answer the questions. 1 Last night after dinner, Ted decided to visit his friend, Harry. He rode his bike to Harry’s house. There was no car in front of the house. There were no lights on and when he rang the bell, there was no answer. Ted got on his bike, and rode home. a What guess did Ted make about Harry and his family? _________________________________________________________ b What clues did he use? _________________________________________________________ 2 “Achoo!” Patti sneezed. She sneezed again and then she sneezed a third time. She was hot and her head hurt. She got out of bed and went into the kitchen. Her mother looked at her and said, “You can’t go to school today!” a Why did Patti’s mother say this? _________________________________________________________ b What clues did you use to answer? _________________________________________________________



Unit 1 Test Listening A 1

[CD1 07] Listen and match the days of the week to the pictures. 2 3 4 5 6 7

Monday

Tuesday

Thursday

Friday

Wednesday Saturday

Sunday (___/ 7)

Grammar B

Choose words to complete the conversation.

can’t

1 Jan:

Jon’s

have

does

He’s

What _________ they?

walk

3 Jan:

7 Jan:

Whose are they?

Can

How many _________ he have?

8 Alex: He _________ ten.

But they can _________. 9 Jan: 5 Jan:

don’t

_________ my brother.

_________ they dance?

4 Alex: No, they _________.

has

6 Alex: They’re _________.

2 Alex: They’re Bods. They’re small robots.

are

Do you _________ any?

10 Alex: No, I _________. (___/ 5)



Vocabulary C

Add two more words to each list. fruit apples

days of the week Monday

action verbs swim

rooms in the house dining room

school objects pencil

(___/ 5)

Reading D

Read and write two differences.

Hello. I’m Tania. I live in

Hi! I’m Jamie. I live in

Houston. I have a big house

New York City. I live with

near my school. I have a

my mother, my father and

small yard, but there is a

my sister, Katie. I have

park next to my house. I

a small house with a small

ride my bike in the park

yard. I don’t have a bike,

after school. Do you have a

but I have skates. My

bike? I have two brothers,

sister has skates too,

Tim and Andrew.

and we skate in the yard

Write soon,

after school.

From Tania

Bye for now, From Jamie

1________________________________________________________ Tania has a big house. Jamie has a small house. 2________________________________________________________ 3________________________________________________________ Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

(___/ 4)


Speaking E

Complete the sentences for you and then ask a friend. 1 I can ___________________. 2 I ___________________ on Saturdays. 3 My favorite ___________________ is ___________________. 4 I have ___________________. I can play the violin. Can you play the violin? No, but I can run very fast.

(___/ 4) Total ___/25




[CD1 13] Read and listen. Mrs. Messy has a problem. She can’t find her purse. Listen and number the correct command. Hang it up!

Pick them up! Throw it away!

Put them away!

Clean it up!

(___/ 5)

Grammar B

Make sentences with ‘but’ and ‘and …, too’.

have coffee

Mom ✓

Dad ✓

Joe ✗

read the paper

✗

✓

✓

wash the dishes

✓

✗

✓

1 have coffee / Mom / Dad _________________________________________________________ Mom has coffee and Dad does, too. 2 read the paper / Joe / Mom _________________________________________________________ 3 wash the dishes / Mom / Joe _________________________________________________________ 4 have coffee / Joe / Mom _________________________________________________________ 5 read the paper / Dad / Mom _________________________________________________________ 6 wash the dishes / Mom / Dad _________________________________________________________ Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

(___/ 5)


Vocabulary C

Write the correct verbs to complete each phrase. hang up

take off

clean up

1 __________ your bag.

throw away

put away

1 2

2 __________ the paper. 3 __________ your jacket. 4 __________ the milk.

5

3

4

5 __________ the books. (___/ 5)

Reading D

Read the sentences and write ‘Billy’ or ‘Fred’.

Billy is always messy

Fred is never messy

He always puts away his clothes.

__________________

He doesn’t hang up his jacket.

__________________

He never cleans up the mess in his room. __________________ He always throws his trash away.

__________________

His room is never messy.

__________________


(___/ 5)


Speaking E Talk about everyday activities. Find five similarities between you and your friend. I always wake up at 7:00a.m.

Me, too!

I always have eggs for breakfast.

I don’t. I never have eggs for breakfast. I have cereal.

(___/ 5) Total ___/25




[CD1 26] Listen and write the times. Nature show: _______ Movie: _______ Baseball game: _______ (___/ 6)

Grammar B

Complete the conversation. let’s

want

do

like

what

__________ you want to watch TV? No, I don’t __________ TV. __________ do you want to do? I __________ to go swimming. OK, __________ go swimming. (___/ 5)

Vocabulary C

Write the place. 1 Men get their hair cut here. ______________________________ barbershop 2 You buy fresh bread here.________________________________ 3 You catch the bus here. __________________________________ 4 You borrow books from here. ____________________________ 5 Women get their hair cut here. ___________________________


(___/ 4)


Reading D

Read and write the shows. The news is on Channel 1. It begins at 7:00 p.m. and ends at 8:30 p.m. The comedy show, The World is a Circus, is on Channel 2. It starts at 6:00 p.m. and ends at 7:00 p.m. Batman, the movie, begins at 4:15 p.m. on Channel 1 and ends at 6:00 p.m. Cartoon Time in on Channel 2. It begins at 4:15 p.m. and ends at 6:00 p.m. Nature Today: Lions and Tigers begins on Channel 2 at 7:00 p.m. and ends at 8:30 p.m. Champions Sport is on Channel 1. It begins at 6:00 p.m. and ends at 7:00 p.m.

Time

Channel 1

Channel 2

4:15 p.m. 6:00 p.m. 7:00 p.m. (___/ 6)

Speaking E

Talk with a friend and decide four shows you want to see. Do you want to see Batman at 4:15 p.m.?

No, I don’t like Batman.

(___/ 4) Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006




Key:

(___/ 4)

Grammar B

Complete the sentences with ‘going to’ and the verb. 1 It _______________________ (snow) in Caracas tomorrow. 2 He _______________________ (wear) a coat tomorrow. 3 We _______________________ (visit) our grandma tomorrow. 4 You _______________________ (watch) TV tomorrow night. (___/ 4)

C

Write yes/no questions for the answers. 1 (sunny / tomorrow) _____________________________________? No, it isn’t. It’s going to be rainy. 2 (school / Saturday) ______________________________________? No, I’m not. I never go to school on Saturday. (___/ 4)



Vocabulary D


sunny

cloudy

hot

1

_______________

3 ____________________

2

_______________

4 ____________________ (___/ 4)

E


1 (sunglasses / a jacket) I live in Miami. I’m going to wear _________________ tomorrow. I’m not going to wear _________________.

2 (shorts / a coat) I live in Chicago. I’m going to wear _________________ tomorrow. I’m not going to wear _________________. (___/ 4) Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006


Reading F


1

2

thunderheads

3

cirrus

cumulus

1 These clouds are dark at the bottom. They mean rainy weather. _________________ 2 These clouds are big and fluffy. They look like cotton. _________________ 3 These clouds are thin. They mean good weather. _________________ (___/ 3)

Speaking G

Ask and answer about Saturday’s plans. What are you going to do on Saturday?


(___/ 2) Total ___/25




________________________

[CD1 42] Listen and complete the shopping list for Mr. Brady. (___/ 5)

________________________ ________________________ ________________________

Grammar B

________________________

________________________

Complete the questions and answers. 1 Do you have ________ milk? 2 Yes, there’s ________ milk in the refrigerator. 3 Are ________ any hamburgers? 4 Yes, there ________. 5 ________ there any juice on the table? 6 No, there isn’t ________ juice on the table. (___/ 3 )

C


bottle

much

isn’t

many

any

1 How ________ oranges are there in the refrigerator? 2 There are four oranges, but there ________ any lemons. 3 How ________ soda is there? 4 There’s one ________ of soda. It’s on the table. 5 Is there ________ flour? 6 No, there ________. Photocopiable © Editorial Macmillan de México, S.A. de C.V. 2006

(___/ 3)


Vocabulary D

Complete the phrases to describe each picture. 1 A ______ of soup

4 A ______ of chocolate.

2 A ______ of cookies.

5 A ______ of candy.

3 A ______ of orange juice.

6 A ______ of bread. (___/ 3)

E

Write the fraction for each black segment. 1 ________________________ 2 ________________________ 3 ________________________

1

2

3

4 ________________________ 4

(___/ 4)

Reading F

Number the conversation in order. We have some ketchup but we need some mustard. Get one jar. OK, I’ll get one jar. What about the cake? We have some hamburgers. Do we have mustard and ketchup? Don’t worry. I’m going to make the cake. (___/ 4)



Speaking G



Just one.

(___/ 3) Total ___/25





sheepdog

Afghan hound

Chihuahua

Shar-Pei

1 ________________

4 _________________

2 ________________

5 _________________

3 ________________ (___/ 5)

Grammar B

Complete the sentences with possessive pronouns. 1 This is my book. This book is ___________. 2 That’s your hat. That’s ___________. 3 Don’t use her pen. Don’t use ___________. 4 That’s their dog. That dog is ___________. (___/ 4)

C

Write ‘whose’ or ‘who’s’. 1 ___________ dog is this? It’s mine. 2 ___________ the teacher? Mrs. Mitchell. 3 ___________ going to go with you? Jack is. 4 ___________ jacket is white? Kate’s jacket.


(___/ 4)


Vocabulary D


short

wavy

straight

beard

moustache

bald

1 Greta has ___________, ___________ hair. She’s ___________. 2 Adam is ___________. He has ___________, ___________ hair.

(___/ 3)

Reading E

Read and answer the questions. Pugsy is a Shar-Pei. Shar-Peis have small ears and a lot of wrinkles. Pepe is a Chihuahua. Chihuahuas are very small. They weigh about 2 kilos. Rosetta is a toy poodle. Poodles have short, curly hair. Toy poodles are only about 25 cm. tall. Asta is a sheepdog. Sheepdogs are big. They’re about 50 cm. tall and they have a lot of long, curly hair. Alfie is an Afghan hound. Afghan hounds are tall and very thin. They have long noses and long, straight, silky hair. 1 Do Shar-Peis have small ears? _______________________________________________________



2 What kind of dog is Pepe? _______________________________________________________ 3 What kind of hair do poodles have? _______________________________________________________ 4 Are sheepdogs big? _______________________________________________________ 5 Do Afgan hounds have long hair? _______________________________________________________ (___/ 5)

Speaking F

Look at the pictures. Describe the people to a partner.

(___/ 4) Total ___/25
