CHAMPIONS Teacher’s Book Christina de la Mare Sheila Dignen © Copyright Oxford University Press 2nd edition CHAMPIONS Teacher’s Book Christina de la Mare Sheila Dignen © Copyright Oxford University Press © Copyright Oxford University Press Introduction Introducing Champions 2nd edition Overview of components Using the Student’s Book Classroom management Suggestions for further reading Games to use in the classroom Common European Framework of Reference Student’s self-assessment checklist Student’s progress record sheet Class Audio CD track list Student’s Book contents 4 8 10 11 12 13 14 Teaching notes Welcome Unit Unit Review A Unit Unit Review B Unit Unit Review C Curriculum extra 16 22 29 36 38 45 52 54 61 68 70 Workbook answer key Answers to Workbook exercises Alphabetical word list Portfolio pages 73 79 85 © Copyright Oxford University Press Introducing Champions 2nd edition Overview of components Methodology Student’s Book and Workbook Champions 2nd edition is a four-level British English course written specifically for secondary school students, with particular emphasis on meaningful communication and skills development These are the key features of Champions 2nd edition methodology Hands-on language presentation Students immediately interact with the dialogue or text that opens each unit, checking their understanding of meaning and context, and giving them the chance to try out new structures Guided discovery Students explore the meaning and usage of new language before they move on to more formal presentation and practice Communicative practice Dialogue work and personalization are emphasized at each level, and pairwork activities and games are included throughout Cultural awareness A focus on the UK and other Englishspeaking countries is placed within the context of the wider world Skills development In every unit students apply and extend what they have learnt, through targeted skills lessons designed to build their competence in each individual skill Self-assessment Students regularly review and measure their progress against the Common European Framework of Reference Learning across the curriculum Inter-disciplinary reading and project pages link the topics and language content of the main units to other areas of the school curriculum Values The topics in Champions 2nd edition have been carefully chosen to stimulate reflection on a broad range of issues related to citizenship and the development of socially responsible values These are highlighted in the teaching notes for each unit The Student’s Book contains: • six teaching units • a Welcome unit, reviewing key language from the previous level In the Starter level, the Welcome unit briefly reviews basic language typically covered at primary level • a vocabulary and grammar review after every two units, including ‘can do’ statements correlated to the Common European Framework of Reference to encourage regular self-assessment • a Culture club lesson in each Review unit, giving an insight into life in the UK and other English-speaking countries • three Curriculum extra reading and project lessons The Workbook contains: • additional practice for each unit, covering grammar, vocabulary, communication, reading, and writing • detailed grammar notes included at the start of each Workbook unit for ease of reference Flexibility A comprehensive package of components gives the teacher maximum support and flexibility Whatever your teaching style, Champions 2nd edition has everything you could possibly need to match your students’ learning environment Combined Student’s Book and Workbook available as a combined edition Student’s Website with many hours of interactive material for home practice, including Web quests Flexible assessment options Printable, editable tests are included on the Teacher’s Website, including a KET practice test and a PET practice test Further practice tests can be purchased from oxfordenglishtesting.com Printable worksheets 42 extra worksheets are included on the Teacher’s Website, including new reading and writing practice, pairwork activities and games, and review and extension worksheets for extra grammar and vocabulary practice Student’s Website The Student’s Website includes: • interactive practice for each Vocabulary, Grammar and Communication lesson from the Student’s Book • Text builder activities • automatic marking • Web quest activities • Champions 2nd edition e-cards and wallpapers Teacher’s Book The Teacher’s Book contains: • teaching notes and answer keys for all the Student’s Book material • ideas for warm-ups and extra activities • suggestions for using authentic songs with specific topics or areas of language • background notes and cultural information on people and topics mentioned in the Student’s Book • audio scripts for all listening material • answer keys for all the Workbook material Class Audio CDs Each set of Class Audio CDs contains: • all the listening material for the Student’s Book Teacher’s Website The Teacher’s Website includes printable tests and worksheets: • six unit tests and three review tests per level which are editable and have A and B versions to help prevent cheating • a KET practice test and a PET practice test • 42 worksheets, including new reading and writing practice © Copyright Oxford University Press Introduction Language focus Using the Student’s Book Welcome unit The Welcome unit offers six pages of vocabulary and grammar practice, covering language students have seen in the previous level In the Starter level, students are given a brief overview of basic language they may have seen at primary level, before beginning the main syllabus in Unit Main units Each main unit is divided as follows: Presentation pages Vocabulary page Grammar page Communication page Grammar page Skills pages The exercises in the Language focus section familiarize students with the language of the unit, without requiring them to manipulate it In Starter and Level 1, students focus on the target language in relation to specific scenes and sections of dialogue from the photostory; in Levels and 3, students find phrases and structures in the presentation text and use them to complete sentences or captions about the text Finally, Focus on you and Pairwork activities give students the chance to try out the new language in a personalized context, following carefully controlled models Vocabulary Presentation The presentation text on the left-hand page exposes students to the theme, grammar, vocabulary, and functions of the unit The exercises on the right-hand page allow students to interact with the dialogue in more detail, encouraging them to explore, use, and personalize new language before it is formally presented and practised on the Vocabulary and Grammar pages In the Starter level and Level 1, the text is a dialogue presented in a photostory format The photostories reflect the aspirations of the students, using familiar contexts to motivate and engage them Each unit focuses on a different episode in the lives of the central characters In the Starter level, the story takes place in a performing arts school and follows the fortunes of a new student, Holly Holly is happy to be at her new school and quickly makes friends, but she also finds that she has a rival who wants to prevent her from achieving her dreams The story culminates in the production of a school musical, where Holly finally wins the lead role In Level 1, we follow the story of Sam Sam loves basketball, but he is having problems with poor marks in his other school subjects As he faces a moral dilemma, he is helped by a friend to make the right choice, and in the end everything works out for the best In Levels and 3, the emphasis is on texts dealing with individual topics of a more grown-up nature, in recognition of the fact that students, along with their interests and tastes, mature very quickly during the teenage years A variety of formats and genres is used, including dialogues, magazine articles, and web pages Following on from the presentation text, students complete a series of questions to check basic comprehension The Check it out! feature draws students’ attention to useful colloquial expressions in the dialogue This page presents and practices a set of vocabulary items associated with the unit topic and previewed in the presentation lesson Look! boxes contain useful tips and draw attention to potential pitfalls, including spelling rules, exceptions or irregular forms, collocations, and notes about English usage Students once again have the opportunity for guided speaking practice with a Pairwork activity at the end of the lesson At the foot of the Vocabulary page students are directed to the Student’s Website and the Workbook, where there is further practice of the unit vocabulary Grammar Underlying the methodology of Champions 2nd edition is the conviction that students understand and remember rules better if they work them out for themselves As a result, a guided discovery approach to teaching grammar is adopted throughout the series Each unit has two Grammar lessons A grammar chart models the form of the key structures, using examples taken from the presentation text that opens the unit Having already experimented with the new structures earlier in the unit, students are then encouraged to reflect on correct usage in more detail A cross-reference to Rules directs the students to a grammar reference page in the corresponding Workbook unit, where detailed explanations and examples are given The activities on the page provide thorough and detailed practice of both form and usage, moving from carefully controlled exercises to more demanding production Grammar pages have optional Finished? activities which are designed as a fun way of providing extension work for fast finishers Grammar pages also often feature a Game that encourages personalized practice in a less formal context At the end of each Grammar page students are directed to the Student’s Website and the Workbook, where there is further practice © Copyright Oxford University Press Introduction Communication One page in every unit focuses on everyday English Conversational language is presented in the form of a dialogue which reviews the vocabulary and grammar from the previous lessons In a similar way to the Language focus lesson on page of the unit, Communication lessons allow students to explore and use a new structure before they move on to more formal practice on the subsequent Grammar page The Learn it, use it! feature summarizes the target language in the dialogue, while a Pronunciation activity draws students’ attention to a specific sound or a relevant aspect of intonation The students then listen to this language in different contexts before practising it themselves in the Pairwork activity At the end of each Communication page students are directed to the Student’s Website and the Workbook, where there is further practice Skills The last two pages of the unit contain targeted skills work designed to equip students with the necessary strategies to build confidence and competence in each individual skill Skills lessons also provide a way of consolidating and recycling the language students have studied throughout the unit, whilst exploring different aspects of the unit topic Reading texts deal with the main topic of the unit in a factual way using real-life contexts Comprehension exercises typically start with a skimming or scanning activity, followed by more detailed questions that gradually increase in difficulty as the series progresses Listening activities extend the topic of the text A variety of activity formats is used to help students develop wellrounded listening comprehension skills The Speaking and Writing sections give students the opportunity to respond to the unit topic with their own ideas To help students to organize their ideas, both sections usually begin with a written preparation stage The aim is to strike a balance between giving clear, guided models on the page on the one hand, and allowing students freedom to express themselves and experiment with newly-acquired vocabulary and structures on the other Review units After every two main units there is a two-page Review unit comprising: Vocabulary and Grammar review and My Progress page Culture club reading page The first half of each Review unit covers the main vocabulary and grammar points from the previous two units The My Progress chart is a self-assessment chart correlated to the Common European Framework of Reference It is very motivating for students to reflect on their progress and this type of activity is also very helpful in encouraging students to take responsibility for their own learning Most teenagers are curious to know what life is like for their peers in other parts of the world Culture club reading lessons give a factual account of different aspects of the English-speaking world from a young person’s perspective The Focus on you section at the end of the lesson invites a personal response from students in the form of a piece of writing Curriculum extra There are three cross-curricular reading and project lessons in the Student’s Book, providing one page of material for each block of two units The Curriculum extra lessons link to the themes of the corresponding Student’s Book units, as well as to subjects that students typically study in their own language, such as geography, science, music, literature, PE, and history Each of the lessons concludes with a project that synthesizes the language focus and the content of the cross-curricular theme and gives students the opportunity to develop their creativity The projects can be done in class or assigned for homework Depending on time available and the needs of the students, the projects can be done in groups, pairs, or individually Workbook The Workbook section contains six five-page units of extra practice of the language and skills taught in the Student’s Book The Workbook exercises can be completed in class or for homework The first page of each Workbook unit summarizes the grammar structures introduced in the corresponding Student’s Book unit with comprehensive charts and detailed grammar notes The following two pages provide extra vocabulary and grammar practice The last two pages provide additional practice to accompany the Student’s Book Communication lesson, and further reading and writing practice Student’s Website The Student’s Website includes interactive practice of the Vocabulary, Grammar and Communication sections, a Text builder activity, and a fun Web quest for each unit of the Student’s Book For each Student’s Book unit there are eight Grammar activities and two Vocabulary activities, and a Communication exercise with audio There is also a Text builder activity for each unit of the Student’s Book which requires students to fill in missing words from a reading text to rebuild the text These activities are automatically marked A guided Web quest for each Student’s Book unit encourages students to search for information relating to the topic of the Student’s Book on the Internet using their English Champions 2nd edition e-cards allow students to create and send cards to their friends with messages in English and Champions 2nd edition wallpapers enable students to personalize their electronic devices © Copyright Oxford University Press Introduction Teacher’s Book The Teacher’s Book contains detailed lesson notes and answers for all the Student’s Book and Workbook material Each Teacher’s Book unit starts with a summary of the areas of grammar, vocabulary, communication, skills, and topical themes covered in the Student’s Book unit These themes relate to values and responsible citizenship, such as: • ethics and morals • society, including the themes of respect, solidarity, and justice • multiculturalism, including anthropology, human rights, cultural studies, sociology, and historical, geographical, legal, and ethical perspectives • the environment, including protecting the environment, and natural cycles • work and consumerism, including mass communication, advertising, sales, workers’ rights, and consumer rights • health The notes include a description of the aim of every exercise in the Student’s Book, followed by detailed instructions and answers There are also suggestions for Warm-up activities, and Extra activities that can be used to extend the Student’s Book content according to the needs and abilities of each class The Student’s Book is full of factual information and references to the real world The teaching notes provide support for this by giving additional notes and cultural facts in the Background notes Teenage students have an insatiable interest in music and popular culture, and the use of songs to consolidate the linguistic and topical content of the Student’s Book can be an effective way of motivating students The teaching notes for each Review unit include suggestions for suitable songs that can be exploited for this purpose The songs have been chosen because of their lexical, grammatical, or thematic link to the corresponding units See page for suggestions on how to exploit songs in class The review tests focus on vocabulary and grammar, and reading, writing, and listening skills Each test is scored out of 100 points Regular assessment makes it easier to monitor students’ progress Teachers can keep a record of individual students’ progress using the evaluation chart on page 12 Grammar and vocabulary Grammar help and Vocabulary help worksheets for each unit provide additional practice of the Student’s Book material at a basic level, and are ideal for giving weaker students more practice Grammar extension and Vocabulary extension worksheets offer more challenging practice for the more able students Reading and writing There is one reading and writing worksheet per unit, helping students to develop their skills and confidence in these areas Pairwork There is one pairwork worksheet per unit, giving oral practice of the grammar and vocabulary of the corresponding unit Puzzles and games One page of puzzles is included for each unit, and two board games for each level of the series Although these resources give practice of the main grammar and vocabulary of the unit, the emphasis is on fun activities, such as crosswords, wordsearches, and code breakers Practice test for Cambridge ESOL examinations The Teacher’s Website includes a practice test for KET and a practice test for PET Class Audio CD The Class Audio CD is for classroom use There is a track list on page 13 Extra resources Alongside the Student’s Book and Workbook, there is a large amount of extra resource material included on the Teacher’s Website The extra resources provide support material for consolidation, extension, mixed ability classes, and assessment All resources are printable, and can also be projected in class Tests For each level of Champions 2nd edition, there are six unit tests and three review tests All tests have A and B versions to help prevent cheating The tests can be opened using Microsoft® Word and edited before printing The unit tests include vocabulary and grammar questions, dialogue work, and a writing task Each test is scored out of 50 points © Copyright Oxford University Press Introduction • Correct the mistakes Include some incorrect words or Classroom management An English-speaking environment • Use English for classroom instructions as often as you • can, and ask students to use English as well For example: Open your books at page 10 Let’s look at exercise Raise your hand Work in pairs Ask your partner, etc Students should be encouraged to use expressions such as: How you say … in English? How you spell …? I don’t understand Please can you repeat that? Can you say that more slowly, please? Can we listen to that again, please? Can I go to the toilet? • • • Managing large classes Large classes are easier to manage if you establish routines such as: • Write a plan of the day’s activities on the board • Make sure that everyone understands the task before they start Give clear examples and ask students to provide a few as well • Set time limits for all activities and remind students of time limits, for example: You have two minutes left • Walk around the class, monitoring while students work • Get to know your students’ personalities and learning styles so that you can maximize their potential in class • Allow stronger students to help weaker students while ensuring that there is always an atmosphere of mutual respect and understanding Group and pairwork The interaction from working in small groups or in pairs is vital in a language classroom, and students quickly get used to what to expect Here are some tips for organizing group work in large classes: • Do not have more than five students per group • Set up group activities quickly by allocating students with a letter (A, B, C, etc.) Students form groups with other students who have the same letter • Demonstrate tasks with one pair or group at the front of the class • Set a time limit and keep reminding students of it • information in the lyrics Ask students to identify where the mistakes are and replace them with the correct words, before they listen to the song to check their answers Choose the correct alternative At regular points in the lyrics, students have to choose between two or more alternative words or phrases to complete the lyrics correctly Students then listen and check Put the verses in the correct order This activity works especially well with songs that tell a story Students are given the verses in the wrong order, and they have to guess the correct order before listening to the song Match rhyming words Many songs are structured so that alternating lines end with rhyming words, and this provides an excellent opportunity to work on different sounds One useful activity is to give students the lyrics with the lines of each verse jumbled Students then attempt to unjumble the lines, according to which lines rhyme with each other, before listening to the song to check their ideas Another variation is for students to choose between two alternatives to end each line This could mean choosing the word that provides the best rhyme, for example, or the word that makes most sense in the context Match words to definitions Songs often contain informal expressions, idioms, and ‘untidy’ grammar With stronger groups it can be useful to have students try to match difficult words and expressions to definitions or explanations Alternatively, where lyrics feature more standard items of vocabulary, students could work together in groups to find the words in a dictionary and agree on a definition Feedback It is important for students to have a sense of how they have performed Provide feedback while you are monitoring activities Alternatively, you can assess an exercise afterwards with the whole class: students can put up their hands to indicate how many answers they shared in pairs or groups, how hard or easy the task was, etc Encourage students to behave well using a points system Award points to pairs or groups that not make too much noise Deduct points from pairs or groups that are too noisy or who are not speaking in English Songs There are many ways in which songs can be exploited in class, including the following suggestions: • Gap-fill There are many variations of this type of activity, in which students are given the lyrics with certain key words deleted To make it easier for students, the missing words can be grouped together in a wordpool As students read the lyrics, they try to fill in the gaps, then they listen and check If you wish to make the activity more challenging, you could add extra words to the wordpool as distracters, or not provide the missing words at all It is important to choose the gapped words carefully, however, both so that they are audible, and so that students can guess from the context which word makes most sense in each gap Suggestions for further reading General reference Oxford Essential Dictionary – New Edition Practical English Usage – 3rd Edition by Michael Swan Grammar Oxford English Grammar Course (Basic to Intermediate) by Michael Swan and Catherine Walter Graded readers The Oxford Bookworms Library (Elementary to Preintermediate) – non-fiction readers that are ideal for extended reading, and graded non-fiction readers that are ideal for cultural and cross-curricular studies © Copyright Oxford University Press Introduction Exam preparation KET Practice Tests by Annette Capel and Sue Ireland Ideas for supplementary activities and teacher development If students guess the word or phrase before the hangman is drawn completely, they have won If they not, you are the winner This can be played on the board with the whole class, in small groups, or in pairs The complete drawing should look like this Oxford Basics – a series of short, accessible books for teachers who are looking for new creative ways of teaching with limited resources Resource Books for Teachers – a popular series that gives teachers practical advice and guidance, together with resource ideas and materials for the classroom Games to use in the classroom Kim’s Game On a tray, place a selection of objects from a vocabulary set, e.g classroom objects or food Alternatively, you can write the names of the objects on the board and rub them off In groups, give students two minutes to memorize what is on the tray or board Remove an object and ask students to write down the missing object Continue until the tray or board is empty Check the answers with the class The group with all the objects in the correct order is the winner Simon Says Call out commands to the class If your command is preceded by ‘Simon says’, students must obey the instruction If it is not, they must ignore it For example: Simon says stand up (students stand up) Sit down (students remain standing) Students who get it wrong are out of the game This activity is good primarily for practising imperatives, but is also useful for practising vocabulary With a strong class, you could let a student call out the commands Bingo Tell each student to draw a grid of six squares and refer them to the vocabulary page(s) you have just worked on Give them a few moments to memorize the words and pictures in the vocabulary set Books closed, students then draw or write a vocabulary item in each square Call out vocabulary items from the set If the students have drawn pictures, call out the words in English If students have written the English words, you can call them out in their L1 With a strong class you could read out definitions and get students to work out the word When a student hears a word he or she has drawn or written, they must cross it out When all six vocabulary items are crossed out, the student can call out Bingo The first to call out Bingo wins the game Hangman Choose a word or phrase Write a gap for each letter of the word on the board Separate words with a clear space or slash, e.g I lived in Paris _ / _ _ _ _ _ / _ _ / _ _ _ _ _ Students guess which letters appear in the words Each student can call out just one letter If the letter is contained in the word, or phrase, write it in the appropriate place(s), e.g for the letter ‘i’: I / _ i _ _ _ / i _ / _ _ _ i _ If a student calls out a letter that isn’t in the word or phrase, write it on the board and draw one line of the hangman 20 Questions This can be played on the board with the whole class, in small groups, or in pairs One student chooses a secret identity, e.g that of a celebrity Other students must guess the identity by asking a maximum of 20 questions The student may only answer with short Yes / No answers, e.g Yes, I am No, I don’t, etc The game can be used to practise questions and answers in a variety of different tenses Chinese Whispers This game is excellent for practising pronunciation It can be played as a whole class or in small groups of at least six Put students in a line or circle Write a sentence on a piece of paper and give it to the first student They should read it silently, but not show it to anyone else The student then whispers the sentence to the person on their left, and so on The game continues until the last student whispers the sentence in the first student’s ear The first student then tells the whole group / class what he or she heard, and then reads out the original sentence Is it the same? © Copyright Oxford University Press Introduction Unit Vocabulary House and furniture Exercise 1 living room bedroom bathroom dining room hall stairs study Exercise 2 10 11 12 13 lamp sofa table bookcase armchair curtains window shelf wardrobe desk chair bed Grammar be: past simple (affirmative and negative) Exercise Paul and Amy were at the cinema The dog wasn’t in the garden The tickets were very expensive I wasn’t a student at Northwood School We weren’t very tired be: past simple (interrogative and short answers) Exercise Were you at Molly’s house yesterday? No, I wasn’t Was Luciano Pavarotti a famous blues singer? No, he wasn’t Was Ben at the pizzeria on Friday night? Yes, he was Were Peter and Jim at school today? Yes, they were Past time expressions Communication Exercise Describing your bedroom Jack and I were at Ian’s party last Friday Jack was on holiday in Mexico last summer Jack was in the library ten minutes ago Jack was in his bedroom an hour ago Jack and Emma were at the gym yesterday afternoon Information questions with was / were Exercise Where were Oliver, Rachel, and Patrick on Monday? When was Oliver at his grandparents’ house with his mum and dad? He was at football practice Where were Oliver and Patrick (on Thursday?) (They) were at the chess club Who was Oliver with at the Lakeside shopping centre on Friday? Why was Oliver at Tim’s house on Saturday? Prepositions of place Exercise between under opposite on behind There was / There were Exercise There was a computer on the desk There were some CDs on the bed There weren’t any posters on the wall There was a lamp between the bed and the computer There wasn’t a chest of drawers opposite the window There was a chair in front of the window © Copyright Oxford University Press 74 Workbook answer key Exercise colour posters there computer wasn’t DVDs Exercise 2 c a e b d Exercise What colour were the walls? Were there any posters on the walls? Was there a TV in your bedroom? What was your favourite thing in your bedroom? Exercise Students’ own answers Skills Reading Exercise True False There was a swimming pool in the garden True False The Williams’s house was in the centre of Oxford False Pierre’s bedroom was very nice False People live in the palace near Oxford Writing Exercise Students’ own answers Unit Past simple: irregular verbs (affirmative) Exercise Vocabulary Exercise Skills Jobs (in any order) gave, bought, drank, said, wrote, thought, ate Exercise 1 factory worker accountant engineer electrician journalist hairdresser teacher lawyer postman Exercise 2 teacher accountant shop assistants journalist engineer postman Grammar Past simple: regular verbs (affirmative) Exercise Jade washed her hair last night Mum talked to my maths teacher yesterday I asked the teacher a question They opened a new cinema last summer He waited for the bus for half an hour Spelling variations Exercise 4 tidied lived preferred tried studied used travelled Exercise 5 arrived travelled tried visited watched played Exercise 7 came ran gave took put had; went drank read; wrote Students’ own answers Reading Exercise 1 b a c b c b Writing Exercise Exercise Christopher Columbus discovered America Brazil won the world cup in 1958 and 1962 The first American president was George Washington The first Olympic Games took place in Greece In 1624 Dutch colonists bought Manhattan Island from Native Indians for $24 Students’ own answers Exercise do; did ’m listening; gave bought; ’s playing take; took Communication Apologizing and making excuses Exercise 1 I left my jacket in the library I’ve got basketball practice It doesn’t matter I’m using it at the moment I can borrow Anthony’s dictionary Exercise I’m really sorry, but I went to the cinema I’m really sorry, but the bus was late I’m really sorry, but I haven’t got any credit at the moment I’m really sorry, but I’m writing an email at the moment I’m really sorry, but the train was late I’m really sorry, but I haven’t got any money © Copyright Oxford University Press Workbook answer key 75 Unit Past simple (interrogative and short answers) Vocabulary Exercise Films Exercise 1 comedy musical animated horror fantasy love science-fiction action animated horror fantasy science-fiction Exercise 2 fantasy film animated film science-fiction film love story Grammar Past simple (negative) Exercise They didn’t have a pizza Tom didn’t go to the Chinese restaurant Anna and Leo didn’t their homework Jill didn’t catch a bus Tom didn’t buy a T-shirt Jill didn’t write an email to her cousin Exercise 4 didn’t watch didn’t play didn’t send didn’t go didn’t Exercise I had a pizza / I didn’t have a pizza I watched a film / I didn’t watch a film I sent an email / I didn’t send an email I played football / I didn’t play football I visited a friend / I didn’t visit a friend did didn’t Did you buy did Did Nick get didn’t Exercise Did you have a birthday party last year? Yes, I did / No, I didn’t Did you take the bus to school today? Yes, I did / No, I didn’t Did you have a shower this morning? Yes, I did / No, I didn’t Did you see your cousins at the weekend? Yes, I did / No, I didn’t Did you watch a film yesterday? Yes, I did / No, I didn’t Communication Going to the cinema Exercise c d Exercise did loved did you tried watched Did you stay didn’t had went did you buy gave bought Can I have What time is Here’s That’s Here’s Exercise Nim’s Island, please £15, please Which screen is it? have two adults’ tickets and one under 10s’ ticket for Happily N’Ever After, please That’s twenty pounds, please Here you are Here are your tickets and 30 pounds change 1 Exercise 8 10 11 12 f b Exercise Question words + past simple What time did the bus leave? It left at 8.15 a.m What did they in the morning? They visited the Science Museum Where did they have lunch? They had lunch in Hyde Park When did they visit the Natural History Museum? They visited it in the afternoon What time did the bus arrive back at school? It arrived at 6.00 p.m a Skills Reading Exercise 1 She is Peter Parker’s girlfriend In 1962 Because he was a teenager Two In 2012 Because he appears in comics, TV cartoons, films, and computer games Writing Exercise Andrew Garfield was born in Los Angeles, US in 1983 In 1986 he moved with his parents to England In 2004 he graduated from the Central School of Speech and Drama in London In 2005 he played a small part on TV in Doctor Who In 2007 he moved back to Los Angeles In 2010 Andrew had his first big film role in The Social Network about Facebook In 2012 he starred in the film The Amazing Spider-Man and in 2014 he starred in the film The Amazing SpiderMan Exercise Students’ own answers © Copyright Oxford University Press 76 Workbook answer key Unit Vocabulary Geography Exercise 1 island river mountain ocean desert continent lake volcano Exercise 2 desert lake island mountain Sea volcano Ocean continent Grammar Comparative adjectives (short adjectives) Exercise 3 longer happier hotter funnier slower larger older nicer Exercise 4 older than my brother hotter than yesterday are funnier than documentaries longer than the Amazon sadder than the film is nicer than Mrs Nixon Long adjectives Exercise 5 more expensive than more famous than more intelligent than more dangerous than more popular than more boring than Irregular adjectives Exercise worse farther / further Exercise 7 cheaper more relaxed friendlier easier farther / further better nearer Exercise It’s in Corstophine Road, Edinburgh You can take the bus or train to Edinburgh Waverley Station They’re £16 for adults and £11.50 for children Yes, there is Tickets are £11 for students It’s open from a.m to p.m every day including Christmas Day Skills Reading as … as Exercise Exercise You can go swimming in the lakes You can sometimes see condors Because the ski station is enormous and has almost 100 kilometres of ski slopes It is a mountain You can visit museums and cinemas They usually buy chocolate Adam Sandler is / isn’t as funny as Owen Wilson Matt Damon is / isn’t as famous as Johnny Depp John Travolta isn’t as young as Daniel Radcliffe Fanny Lú is / isn’t as good-looking as Paulina Rubio Neymar is / isn’t as talented as Messi Keira Knightley isn’t as tall as Anne Hathaway Writing Exercise Students’ own answers Exercise bigger drier as hot as larger as deep as longer higher Communication Asking for tourist information Exercise 1 want to visit are the tickets children does it open is it can I get than Exercise 2 a f e d b © Copyright Oxford University Press Workbook answer key 77 Unit Vocabulary Feelings and emotions Exercise f g a b d e Exercise 2 frightened bored sad confident angry excited Grammar Superlative adjectives (short adjectives) Exercise 3 prettiest the tallest nicest heaviest cleverest saddest Exercise 4 Tim is the tallest Jess is the fastest Marius is the shortest Jess is the oldest Jess is the lightest Marius is the strongest Tim is the youngest Long and irregular adjectives Exercise most famous most talented best Exercise 6 the best the most exciting the cheapest the farthest / furthest the angriest the worst Exercise Skills The most popular singer in my country is … My worst school subject is … The funniest carton character is … The best football player in my class is … The most interesting programme on TV is … Students’ own answers Comparative / Superlative Exercise 8 better the most embarrassing more interesting the most expensive stronger the funniest the kindest colder one / ones Exercise one one ones ones ones one Communication Making a phone call Exercise 1 ’s calling It’s on Is that to leave call me back Exercise 2 d a e b Exercise Hello It’s Simon here Can I speak to Tanya? Can I have her mobile number? Yes, please Can you tell her I can’t meet her at the cinema tonight? Yes, please, after six o’clock My number’s 010 242 67661 Thanks Bye © Copyright Oxford University Press 78 Workbook answer key Reading Exercise 1 They’re the largest group of sculptures in the world Doane Robinson had the idea for the sculptures He wanted to attract tourists Gutzon Borglum and his son created the Mount Rushmore sculptures 400 people helped them More than two million people visit it every year Writing Exercise The Grand Canyon Skywalk is in the Grand Canyon in Arizona It’s a glass walkway over the deepest canyon in the world It’s 1,200 m above the floor of the Grand Canyon The Hualapai Native American people built it in 2007 Tourists can walk on the glass and look down at the canyon It’s special because it’s the highest walkway in the world and one of the biggest tourist attractions in the south-west of the US Exercise Students’ own answers Word list This word list shows the new key words and phrases that are introduced in Champions 2nd edition Level The words are presented alphabetically and followed by a reference to where each is introduced Key: W = Welcome, U = Unit, R = Review, Cc = Culture club, Ce = Curriculum extra Word Translation / Definition Word Translation / Definition Aa bedroom U2 beginner U1 behind U2 believe U3 beneath U5 best-seller CcB best-selling CcC between U2 big W bike W birthday U1 black U1 blond(e) U1 blue U1 boat CcA bookshop CcB bored U2 boring W borrow U1 boy U1 Brazil W Brazilian W British W brother W brown U1 building U2 burger U5 bus U1 accident U6 accountant U3 action film U4 active U5 adult U4 advertisement U4 aeroplane U5 affect U5 afternoon U2 age U4 aggressive U5 ago U2 agree U3 alarm clock U4 almost U5 already U1 always W amazing U2 ambition U3 American W ancient U2 angry U2 animal U3 animated film U4 annoyed U6 appear U4 argue U6 armchair U2 around W arrive U3 art gallery RC article U1 at the moment U6 athletics W attend U1 audition U6 aunt W award U4 Bb baby CeA bad U2 bag U2 band W barbecue CcA basketball W bath U2 bathroom U2 beach U5 beautiful U1 bed U2 Cc calculator U1 call back U6 calm U6 camp U1 Canada W Canadian W cap W capital U2 car W career U4 cartoon U4 cat W cause U5 CD U1 celebrate U3 century U3 chair U2 championship U3 change (noun) U4 change (verb) CcB character CcB chat W © Copyright Oxford University Press 79 Word Translation / Definition Word Translation / Definition chemistry U3 chess W chest of drawers U2 chicken CeC chimpanzee U5 church U2 cinema U2 city U2 class W classroom U1 clean U4 close U1 club U1 coach U1 coast U5 cold U2 collide U5 come over U2 comedy U4 commerce U3 commercial CeC compare U5 comparison CeA competition U1 computer W concentrated U5 concert U2 confident U6 congratulations U6 constant CeA continent U5 control (noun) CeC control (verb) U6 controlled CeC convert U2 cook U1 cooker U2 cool U2 copy U1 costume design U1 country U5 course U1 cousin W create U1 crocodile U6 crust U5 culture U6 cup U4 cupboard U2 curly U1 current CcC cute U6 cycle W cycling W definitely CcC degree CeB delicious U3 deliver U4 desert U5 desk U2 dictionary U1 die U2 different U1 dining room U2 director CcB disaster U2 disco U1 discover U3 distance CcC my homework W doctor U3 dog W door U2 downstairs U2 dragon U1 drama U1 drink W dry U5 duck CeC DVD W Dd dad W dance W dangerous U2 deep U5 Ee earthquake U6 east U3 easy U3 eat W edition CcC electrician U3 element U3 elephant U5 email W embarrassed U6 embarrassing U6 engineer U3 enjoy U3 enormous CcA enter W equator CeB erupt U5 eruption U2 evening U2 excited CcB excuse U3 exhibition U5 expand U5 expect U5 expensive U5 explain U1 explorer U3 expression CcC eyes U1 Ff factory worker U3 fail U3 © Copyright Oxford University Press 80 Word list Word Translation / Definition Word Translation / Definition famous U6 fan CcB fantastic U2 fantasy film U4 fascinating U2 fault U2 favourite W fed up U6 fictional RB film set CcB final U4 finish W fish U3 flag W flat W flight CeC floor CcA follow CcB football W freckles U1 freezing U4 French U1 fridge U2 friend W friendly U1 frightened U6 frightening RB fuel CeC funny U1 Hh Gg game U2 garden U1 geography W get home W get up W gigantic U1 giraffe U5 girl U1 glasses U1 global CeA go shopping W go swimming W go to bed W go out U6 gold U3 goldfish RC good U2 government U5 grandad W grandma W great U2 grounded U2 group W grow U5 grow up U4 guard CCA guide U3 guitar W gurning CcC hair U1 hairdresser U3 hall U2 hang on U6 happy W have breakfast W have lunch W health U6 healthy U6 heavy U1 hemisphere CeB hero U3 high U5 highlands U5 hill U2 history W hit U4 holiday U2 home W homework W hopeless U5 horrible U4 horror film U4 horse W hot U1 hot-air balloon CeC house W Ii ice U5 ice cream U1 important U2 impossible U6 in U2 in front of U2 incident U5 include U5 increase U5 inspire CcB instrument CeA intensive U1 interactive CcB interest U1 Internet W invent CeC inventor CeC island U3 Jj jacket W Japan W Japanese W jazz U3 jeans W jigsaw puzzle U5 journalist U3 journey CcB jumper W jungle U2 © Copyright Oxford University Press Word list 81 Word Translation / Definition Word Translation / Definition Kk museum U6 musical U4 musician U1 mystery U2 karate W kid W kill U5 kilometre U2 king U2 kitchen W Ll lake U5 lamp U2 land (noun) U5 land (verb) CeC last U2 late W lava U5 lawyer U3 league U1 leave W leopard U5 level U1 life U3 light (adjective) U5 light (noun) U6 like W listen W living room W location CcB long U1 lose U5 love U1 love story U4 Mm magazine W mantle U5 mark U2 marry U3 match U1 maths U1 matter U3 meal U3 melt U5 member RA message U6 method CeA middle CeB minigolf U1 minute U3 mirror U2 miserable U4 mission U2 missionary U2 mobile phone W modern CcA moment U4 mountain U2 moustache U1 movement CeC MP3 player W mum W Nn national U1 natural U5 natural world CcC near U2 nervous U5 never W new W next to U1 night U2 noisy U5 nurse U6 Oo ocean U5 office U3 office worker U3 often W olive oil CcC on U1 open U1 opening hours U5 opposite U2 outside CcA Pp palace U2 park W part U4 pass U4 passenger U3 PE W pen U1 perfect CcB phone U1 physicist U3 picnic U3 piece U5 pilot CeC pizza U1 pizzeria U6 place U2 plan U4 planet U5 plant U3 play W play basketball W play tennis W player U1 pleased U2 pool U5 popular U1 popularity U6 population U2 porch CcA positive U6 © Copyright Oxford University Press 82 Word list Word Translation / Definition Word Translation / Definition possible U3 postcard RA poster U2 postman U3 practice U2 prefer U4 premiere U4 present U6 president U4 pressure U5 prize U3 problem U1 professional U1 project U4 protection U6 proud U6 publisher CcB push U5 scared U5 scary U5 school W science W science-fiction film U4 scientist U5 score U2 screen U4 screening U4 sea U5 season U1 secret U4 see W sell CcB send U4 separate (verb) U5 sequel U4 series U4 serious U5 sheep CeC shelf U2 ship U3 shoes W shop U4 shop assistant U3 short U1 shoulder-length U1 shout W shower U2 shrink U5 sing W singer W sink U2 sister W sit down W situated U5 skateboard W ski W skirt W sky U5 slim U1 small W smartphone RC snow U5 snowboarding U6 sofa U2 sometimes W song RA sophisticated CeC sorry U3 space U5 Spain W Spanish W speak W special U1 special effects CcB speed CeC spell CeB spiky U1 sports personality U1 Qq quick U1 quiz U1 Rr radioactive U3 rain U1 rainforest CeB rainy U2 ranch CcA rarely W rapper RA rating U6 reach U6 read W reality show U5 record holder CcC religion U2 religious U2 repetition CeA report U2 result U5 return U3 reverse CeB rich U5 ride (noun) CcB ride (verb) W ring U1 river U3 robot CeA role U4 romantic U4 round U3 route U3 rucksack U1 ruins U2 run W Ss sad U6 sailor U3 sand U5 © Copyright Oxford University Press Word list 83 Word Translation / Definition Word Translation / Definition stadium U6 stairs U2 stand up W star (noun) U1 star (verb) U4 start W stay U2 straight U1 strange U2 street U2 student W studio CcB study U2 subject W successful CcB summer U2 summer camp U1 sun-lover U2 supersonic CeC surface U5 surname W survey U6 swim U1 swimming W trainers W transatlantic CeC trip U3 tropical CeB trouble U1 trousers W tour U3 tube station U5 turn U6 TV U2 typical U4 Tt table U2 tablet RC take W take off CeC talent show U5 talented U4 tall U1 teach W teacher W team W teen U1 temperature U5 temples U2 tennis W terrible U2 test U4 text U4 the United Kingdom (UK) W the United States (US) W theme park CcB thousand U2 ticket U1 tilt CeB tired U6 today U1 together U4 toilet U2 top (adjective) U2 top (noun) W tour U3 tourist U2 tourist information U5 tournament U1 train (noun) U3 train (verb) U1 Uu uncle W under U2 unpopular U3 upstairs U2 use U1 usually W Vv very U2 view CcA visit U1 volcanic U5 volcano U2 volleyball U1 Ww walk W wall U2 wardrobe U2 warm U2 watch TV U1 wavy U1 wear U1 weather U1 week U1 weekend U1 weigh U6 well U4 west U3 wet U1 whale U6 win W window U1 windsurfing U3 wing CeC witch CcB wizard CcB work W world U2 world record CcC write W Yy year U2 yesterday U2 young U1 © Copyright Oxford University Press 84 Word list A Portfolio Speaking and writing I can describe a person’s physical appearance A2 I can identify objects in my house A1 Charlie is tall and slim There are two armchairs 5 Can you? I can write about when I things /5 A2 Can you? I go to the cinema every week I can describe where objects are in a house A1 The sofa was in the siting room Can you? /5 /5 Can you? I can make requests /5 A2 Can I open the window? I can describe my bedroom A1 The wardrobe is opposite the door Can you? /5 Can you? Reading, listening, and writing Can you? Yes I can understand a phone conversation about a summer camp I can write a paragraph about a summer camp I can understand a text about different places to visit 10 I can write about an old place Photocopiable © Oxford University Press 2014 © Copyright Oxford University Press /5 I’m not sure No A2 A2 A1 A2 Portfolio A 85 B Portfolio Speaking and writing I can write and talk about famous sports personalities I can invent a story in the past A2 Last year, I met a famous person Michael Jordan played basketball 5 Can you? Can you? A2 I can ask and answer questions about past activities A2 hairdresser What did you yesterday? 5 Can you? I can apologize and make excuses /5 A2 Can you? I can buy a cinema ticket I’m sorry /5 Can you? Reading, listening, and writing Yes I can write and summarize facts about a famous person A2 I can read and understand a text about a Hollywood star A2 I can identify and describe different kinds of films A2 I can write about films I liked / disliked A2 © Copyright Oxford University Press Portfolio B A2 Can you? 86 /5 Can I have two tickets, please? 10 /5 /5 I can identify different jobs A2 Can you? I’m not sure /5 No Photocopiable © Oxford University Press 2014 C Portfolio Speaking and writing I can compare people, places, and things A2 The highest mountain in South America is in Argentina I feel excited on my birthday 5 Can you? I can ask and answer questions about how I feel in different situations A2 /5 I can ask for information at a tourist centre A2 Can you? I can ask and answer questions on the phone A2 How much are the tickets? Can I speak to Martha? 5 Can you? /5 I can identify different feelings and emotions A2 Can you? I think our country is safe Can you? /5 Can you? Reading, listening, and writing Yes 10 /5 I can ask and answer questions about my country A2 happy /5 I can identify geographical features and complete a factfile about South America A2 I can read and understand a text about our changing planet A2 I can write about a frightening incident in my life A2 I can write a report about my country A2 Photocopiable © Oxford University Press 2014 © Copyright Oxford University Press Can you? I’m not sure /5 No Portfolio C 87 Great Clarendon Street, Oxford Oxford University Press is a department of the University of Oxford It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam and are registered trade marks of Oxford University Press in the UK and in certain other countries © Oxford University Press The moral rights of the author have been asserted Database right Oxford University Press (maker) First published 10 All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press (with the sole exception of photocopying carried out under the conditions stated in the paragraph headed ‘Photocopying’), or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer Photocopying The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions Individual purchasers may make copies for their own use or for use by classes that they teach School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only Oxford University Press disclaims any responsibility for the content : Printed in Argentina This book is printed on paper from certified and well-managed sources © Copyright Oxford University Press